Lesson Plan Overview for Science 2, 5th ed.



Science 2 5ed Lesson Plan OverviewUnit 1: Let’s Explore Matter and MotionChapter 1: What Science IsLessonTeacher EditionStudent EditionActivitiesObjectives11–91–91–4Identify and locate the key text featuresInfer from key text features the topics for Chapter 1Identify that students and scientists can use their minds to solve problems and study God’s world BWS Explain, using biblical truth, the purposes for what scientists do (Genesis 1:28; Mark 12:30–31) BWS Explain what a worldview is and that all scientists have a worldview BWS 210–1410–145–8Demonstrate observing, classifying, measuring, inferring, predicting, andcommunicating as science inquiry skillsExplain from Genesis 1:28 why accurate measurement is important BWS Demonstrate proper use of a hand lens, ruler, meter stick, beaker, balance, and thermometer as science tools315–1815–189–15Investigation: Keeping CoolDemonstrate safety skills for Explorations and InvestigationsIdentify the purpose of investigationsApply the steps of the scientific method to an investigation BWS Judge whether or not the design of an investigation presents a controlled investigation419–2319–2116–18Recall what an engineer doesRelate the work of engineering to the command of Genesis 1:28 BWS Identify the steps of the engineering design processSTEM: Bugged!Apply the engineering design process to solve a real-life problemCommunicate to others how the design solves the problemChapter 2: What Matter IsLessonTeacher EditionStudent EditionActivitiesObjectives524–2722–2519–22Define matterExplain from Genesis 1 where matter came from BWS Identify the mass of an objectObserve that matter takes up space628–3226–3020, 23–28Identify seven properties of matterClassify objects based on the properties of matterExplain from Genesis 1:11?13 that God created plants with different properties of matter BWS 733–353129–31Exploration: Classifying by PropertyObserve properties of common objectsCollaborate to choose two properties of matter for comparisonCompare and contrast common objects using two properties of matterClassify objects by using two properties of matter836–3832–3433–38Identify the states of matterClassify objects as solid, liquid, or gasObserve the shapes of solids, liquids, and gasesCompare and contrast states of matter939–413539–40Investigation: How Slow Is the Flow?Create a hypothesis to predict the rate at which thin and thick liquids flowRecord observationsDraw conclusions about the texture and flow of liquids104222–3519–40ReviewRecall terms and concepts from Chapter 21143AssessmentApply terms and concepts from Chapter 2Chapter 3: How Matter ChangesLessonTeacher EditionStudent Edition ActivitiesObjectives1244–4836–4041–44Explain the origin of matter by using Genesis 1 BWS Recall the three states of matterExplain what happens to the temperature of matter when it is heated and when it is cooledExplain the changes to the solid state of matter when heat is added1349–514145–46Investigation: Changing a SolidCreate a hypothesis to predict which solid will change to a liquid the fastest when it is heatedMeasure time using a timing device, such as a stopwatchObserve and record the rates at which different solids meltDraw conclusions from data collected1452–5642–4642,47–50Identify changes to the state of water when it is heatedExplain why the water level in an open container dropsIdentify the changes to water vapor when it is cooledIdentify the changes to the state of matter when heat is removed from a liquidIdentify the state of water in the water cycle using the terms evaporation, condensation, and precipitationDevelop a biblical response to a rainy day by using Psalm 147:7–8 BWS 1557–614751–55Investigation: Reversible or Irreversible Changes?Identify the states of matter and properties of a crayon and an uncooked eggFormulate a hypothesis to determine the effects of heating and cooling on the state and properties of a crayonFormulate a hypothesis to determine the effects of heating and cooling on the state and properties of an eggRecord observationsDraw conclusions about reversible and irreversible changes caused by heating and cooling crayons and an egg16–1762–6848–5457–58Identify changes to matterIdentify changes to matter as either reversible or irreversibleManipulate paper to illustrate reversible and irreversible changesIdentify the characteristics of a mixtureObserve that matter can be combined in different ways to make a new object1869–715542,59–60STEM: Built to LastDesign a structure that will stand up on its own by combining materialsCreate a model of a structure that will stand on its ownEvaluate designs to determine which structures are best able to stand up on their ownRedesign models to make the structures better able to stand up on their ownCommunicate to others how the redesign solves the problemExplain by using biblical truth why it is important to build structures that will stand up on their own BWS 197236–5541–60ReviewRecall terms and concepts from Chapter 32073AssessmentApply terms and concepts from Chapter 3Chapter 4: How Matter MovesLessonTeacher EditionStudent Edition ActivitiesObjectives21–2274–8356–6561–66Demonstrate an understanding of forceDetermine that a stronger force makes an object go faster and fartherDetermine what force is needed to move heavier objectsIllustrate ways objects can move in terms of directionDetermine what happens to objects when they touch or collideIdentify what speed isExplain how we know that God made force BWS 2384–886667–70Investigation: Speed and ForceConduct an investigation using the science inquiry skills of measure, predict, and observeCompare and contrast the effects of ramps on the speed of a ballDetermine the effect of force on an objectDetermine that a ramp increases the speed of a ball2489–916762, 71–72STEM: Send Off!Design and create a model of a ball launcher to increase the strength of force to move or knock over an objectDemonstrate that the greater the amount of force applied to an object, the greater the change in motion of the objectAnalyze data from tests of the ball launcher to determine if it works as intendedRedesign the ball launcher to make it better able to solve the problemCommunicate to others how the design solves the problemExplain why it is important to know how to change the strength of force BWS 2592–9468–7062, 73–76Identify what friction isDescribe the kinds of surfaces that have more or less frictionExplain that sometimes more friction is needed and other times less friction is neededExplain that learning about friction can help us use it in better ways to help others BWS 2695–9971–7373, 77–80Identify what gravity isIdentify what weight isIdentify the tool used to measure weightExploration: All Fall DownDetermine effects of gravity on various objects when dropped in an ExplorationApply science inquiry skills to an Exploration27100–1027481–82Investigation: Magnetic AttractionWrite a hypothesis predicting whether items will be attracted to a magnetObserve items that are attracted to a magnetSummarize why some objects are more attracted to a magnet than others areClassify the objects in the paper bag28103–575–7773,83–85Describe the kinds of things that are attracted to a magnetIdentify the areas on a magnet that have the strongest magnetismIdentify which poles of magnets attract each other and which ones repel each otherExplain why we learn about force BWS Write an explanation about what force causes a scooter to roll down a hill2910656–7761–85ReviewRecall terms and concepts from Chapter 430107AssessmentApply terms and concepts from Chapter 4Unit 2: Let’s Explore Earth and SpaceChapter 5: How the Earth MovesLessonTeacher EditionStudent Edition ActivitiesObjectives31108–1478–8487–92Identify the location of the sun in the solar systemExplain by using Genesis 1 that the solar system was created by God BWS Evaluate different worldviews of the origins of the solar system BWS Formulate a biblical worldview of origins BWS Identify how many planets are in the solar systemIdentify the location of the earth in the solar system32115–1985–8993–94Describe the earth’s shapeIdentify three ways a globe is a model of the earthIdentify that the earth tilts on its axisExplain the importance of the rotation of the earth33120–229095–96Exploration: Day and Night Around the WorldObserve how the earth’s rotation causes daytime and nighttimeCollaborate to model the rotation of the earthExplain the cause of daytime and nighttime on the earth34123–2591–9388, 97–99Demonstrate the orbit of the earth around the sunIdentify the length of time the earth takes to orbit the sunExplain how the earth’s revolution and tilt on its axis provide us with seasonsExplain by using Genesis 8:22 that God created the seasons BWS 3512680–9387–99ReviewRecall terms and concepts from Chapter 536127AssessmentApply terms and concepts from Chapter 5Chapter 6: What Makes Up the EarthLessonTeacher EditionStudent EditionActivitiesObjectives37128–3594–101101–4Explain from Genesis 1 the origin of water on the earth BWS Identify that water, in liquid or solid state, covers most of the earth’s surfaceClassify bodies of water as having either salt water or fresh waterIdentify the seven continents and some of their characteristicsIdentify various landforms and their characteristics 38136102105Exploration: Shape of the LandCreate a model depicting landforms and bodies of water on the earth’s surfaceClassify bodies of water as having either fresh water or salt waterExplain how the model accurately represents landforms and water on the earth’s surface39137–41103–7107–9Identify ways that scientists learn about the earth’s crustExplain how scientists can infer what layers are inside the earthExplain why scientists can only infer what layers are inside the earth BWS Identify characteristics of each layer of the earthLabel a diagram showing the layers of the earth40142–44108111–12Exploration: The Earth’s LayersCreate a model of the earth’s layersMeasure each layer of the model to represent what scientists believe about the thickness of the earth’s layersInfer, using the model, information about the earth’s layers41145–48109–12113–14Identify four causes of weatheringIdentify two causes of erosionCompare and contrast weathering and erosionEvaluate using biblical truth the statement that all weathering and erosion occur slowly BWS 42149–51113102,115–16STEM: Erosion ControlDesign a solution to slow or prevent wind erosion by using the engineering design processConstruct a model to slow or prevent wind erosionTest and compare models to improve the original designCommunicate how the design slows or prevents wind erosionExplain from Genesis 1:27–28 and Matthew 22:37–39 why slowing or preventing erosion is important BWS 43152–55114–17117–19Compare and contrast volcanoes and earthquakesIdentify what lava is and where it comes fromDescribe ways that volcanoes and earthquakes change the earth’s surfaceExplain why learning about the movement of the earth’s surface helps people to live safely BWS 4415694–117101–19ReviewRecall terms and concepts from Chapter 645157AssessmentApply terms and concepts from Chapter 6Chapter 7: What Natural Resources AreLessonTeacher EditionStudent EditionActivitiesObjectives46–47158–67118–27121–29Identify what a natural resource is BWS Explain why people should conserve natural resources BWS Identify examples of natural resourcesDescribe how natural resources can be conserved Explain how plants can help prevent erosionIdentify how fossil fuels are used as natural resourcesIdentify three kinds of fossil fuelsEvaluate the use of fossil fuels48168–70128–30131–32Identify what a product is Identify common products that come from natural resources49171–74131–34122,133–35Describe the three Rs of conservationFormulate a statement explaining how conserving natural resources is obeying God BWS 50175–77135137–38Exploration: Recycled PaperMeasure and record accuratelyRecycle old newspapers to make new paperCompare and contrast old newspaper to recycled paperInfer what the new recycled paper can be used forFormulate a statement from Matthew 22:37–39 to explain how recycling helps people obey God’s commands BWS 51178118–35121–38ReviewRecall terms and concepts from Chapter 752179AssessmentApply terms and concepts from Chapter 7Unit 3: Let’s Explore Living ThingsChapter 8: How Plants Grow and ChangeLessonTeacher EditionStudent EditionActivitiesObjectives53180–89136–45139–45Identify the characteristics of living and nonliving thingsClassify items as living or nonlivingIdentify the needs of plants to survive and growExplain from Genesis 3:17–18a how the Fall affected plants BWS Identify each part of a plant and its functionCreate a model of a flower54190–92146–48140,147–48Explain that God created plants to reproduce “after their own kind” BWS Identify the parts of a seedDescribe what a seed needs to sproutIdentify the three stages of the life cycle of a plantExplain why plants have seeds55193–94149–50149–50Identify ways that seeds travelDescribe how plants depend on animals to scatter seeds56195–99151151–54Investigation: Traveling SeedsPredict how seeds can be scatteredObserve how seeds are scatteredClassify seeds based on the way they travel57200138–51139–54ReviewRecall terms and concepts from Chapter 858201AssessmentApply terms and concepts from Chapter 8Chapter 9: How Animals Grow and ChangeLessonTeacher EditionStudent EditionActivitiesObjectives59202–8152–58155–56Differentiate between living things and nonliving thingsIdentify needs of animalsDescribe the relationship between what an animal needs to survive and where it livesDescribe how animals can change where they live to meet their needsFormulate a biblical statement that God designed animals and where they live to work together so they can survive and grow BWS 60209–14159–64157–62Classify animals with backbones according to physical characteristicsIdentify how animals with backbones use different external body parts61215–19165–69163–66Classify animals without backbones according to physical characteristicsIdentify how animals without backbones use different external body parts62220–23170–73167–68Describe how animals grow and changeIdentify that offspring resemble their parentsDescribe how parents and offspring have body parts and behaviors that help them surviveCompare and contrast characteristics of offspring and their parents63224–26174–76169–73Sequence the steps of a life cycle for a butterfly and a frogIdentify body parts within the life cycle of animals64227–28177–78175–78Describe the transfer of energy from one organism to anotherRead a food chain to understand how energy moves through where an animal livesIdentify the predators and prey in a food chainConstruct an explanation from Scripture of why there are predators and prey BWS 65229–31179179–80STEM: Trapped!Research the characteristics of an insectApply the engineering design process to trap an insect without harming itCommunicate to others how the design solves the problem66232152–79155–80ReviewRecall terms and concepts from Chapter 967233AssessmentApply terms and concepts from Chapter 9Chapter 10: Where Things LiveLessonTeacher EditionStudent EditionActivitiesObjectives68234–39180–85181–84Explain why it is important to learn and care about living things BWS Compare and contrast a population and a community of living thingsExplain how living things depend on each otherExplain how a habitat provides for the needs of plants and animalsInfer whether plants and animals can survive in habitats that do not meet their needs69240–44186–90185–88Identify plants and animals living in a water habitatExplain how water habitats meet the needs of living things70245–51191–97189Identify plants and animals living in a land habitatExplain how land habitats meet the needs of living thingsCompare and contrast water and land habitats71252–56198–202182, 191–96Identify ways animals and plants change their habitatsIdentify the impacts of a wildfire on a habitatEvaluate how people impact habitats BWS 72257–59203197–201Exploration: Home Sweet HomeResearch a habitatBuild a model of a habitatCommunicate information about a habitat and the things living thereEvaluate the researched habitat to determine if it could meet human needs73260180–203181–201ReviewRecall terms and concepts from Chapter 1074261AssessmentApply terms and concepts from Chapter 10Chapter 11: What Fossils Show UsLessonTeacher EditionStudent EditionActivitiesObjectives75262–65204–7203–6Identify prior knowledge of fossils by using a K-W-L chartCompare and contrast the worldviews of Creation and evolution BWS Infer how a person’s worldview affects how he interprets his observations BWS 76266–68208207–9Exploration: Following CluesObserve clues like a scientist doesInfer facts about an animal from its footprint cluesDraw conclusions from data collectedRelate conclusions from the collected data to what science can and cannot do BWS 77269–73209–13205,211–12Explain how fossils formCompare and contrast different views of how most fossils formed BWS Identify six different types of fossilsDifferentiate between a mold fossil and a cast fossil78274–75214–15213–14Explain what plant and insect fossils tell us about life on Earth at the time of the Flood BWS Explain why some plants and insects are found only as fossilsCreate a model of a leaf mold fossil79–80276–82216–22203–4,215–18Explain what dinosaur fossils can and cannot tell usIdentify characteristics of the Stegosaurus and the Tyrannosaurus rexDefend with biblical truth the claim that Noah took dinosaurs on the ark BWS Name one possible reason that dinosaurs became extinct81283–85223219–21Exploration: Bag of BonesConduct a keyword search of a specific dinosaurCreate a model of a dinosaur skeletonExplain how scientists infer what dinosaurs looked likeCommunicate facts about the researched and modeled dinosaurEvaluate the conclusions some people draw from fossils BWS 82286204–23203–21ReviewRecall terms and concepts from Chapter 1183287AssessmentApply terms and concepts from Chapter 11Chapter 12: How the Human Body WorksLessonTeacher EditionStudent EditionActivitiesObjectives 84288–93224–29223–28Defend the statement that humans are the most important part of God’s creation BWS Explain what a body system isIdentify the parts of the skeletal systemIdentify the parts of the muscular systemDemonstrate how the skeletal system and the muscular system work together according to God’s design BWS 85294–97230–33225,229–31Identify the parts of the circulatory and respiratory systemsRelate the size of the heart to the size of a person’s fistExplain how the lungs workExplain how the circulatory system and the respiratory system work together according to God’s design BWS 86298–301234–37225,233–34Identify the parts of the nervous systemExplain how the skeletal system protects parts of the nervous system according to God’s design BWS Identify the parts of the digestive systemSequence the path that food travels through the digestive system87302–4238–40235–43Identify foods needed to keep the body healthyClassify healthy foods by food groupsPlan one day of healthy eating BWS Explain why healthy eating and exercise are important BWS Select ways for the body to get exercise every day BWS Compose a prayer of praise to God for His design of the human body systems BWS 88305–7241245–51Exploration: Mapping My BodyCreate a life-size model of the human bodyCreate a life-size model of the heartOrganize body parts in their correct locations on the model of the human bodyFormulate a statement to explain how the body model illustrates the teaching of Psalm 139:14 BWS 89308224–41223–51ReviewRecall terms and concepts from Chapter 1290309AssessmentApply terms and concepts from Chapter 12 ................
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