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PROGRESSION THROUGH SCIENCE CLASSES

|CLASS |GRADE |CURRICULUM/EXPECTATION |TOPIC FOCUS |

|YOUNG PIONEERS: see specific Class Overviews for “recommended resources” from God’s Design for Life series |

|YP GENERAL SCIENCE |2nd/3rd & |2nd/3rd — hands –on-learning; no homework requirement |Our Planet Earth |

|Year 1 Rotation (2013–2014) |4th/5th |4th/5th — hands-on-learning; required weekly Journal entry |Our Weather & Water |

| | | |Our Universe |

|YP GENERAL SCIENCE |2nd/3rd & |2nd/3rd — hands –on-learning; no homework requirement |Human Body & Health |

|Year 2 Rotation (2014–2015) |4th/5th |4th/5th — hands-on-learning; required weekly Journal entry |Chemistry (atoms & molecules) |

| | | |Ecology (pollution & waste; composting; recycling) |

|YP GENERAL SCIENCE |2nd/3rd & |2nd/3rd — hands –on-learning; no homework requirement |Physical Science (matter and volume; energy and motion; electricity, etc) |

|Year 3 Rotation (2015–2016) |4th/5th |4th/5th — hands-on-learning; required weekly Journal entry |Earth Science (seasons; climates; mapping; water, etc.) |

| | | |Geology (rocks, minerals, & metals) |

PROGRESSION THROUGH SCIENCE CLASSES

|6th–8th GRADE (All are tutorial level classes with daily homework expectations as indicated below.) |

|Life Science |6th grade |God’s Design for Life: The World of Animals AND The World of |Course underscores evidences of intelligent design in the area of Zoology and |

|(Zoology & Botany) | |Plants |Botany. Students will discover the diversity of animal life and plant life |

| | |Daily homework (avg. 1/2 hr./day) required: reading, Q&A from |learning how they are all “fearfully and wonderfully made” by the mighty hand of |

| | |book, & Science Journal |God. |

|EXPLORING CREATION with CHEMISTRY, PHYSICS, & |6th/7th grade |Exploring Creation with Chemistry and Physics (Fulbright); |Students will discover the foundational elements of the universe and the building|

|ASTRONOMY | |Exploring Creation with Astronomy (Fulbright) |blocks of creation. Using Charlotte Mason's methodology, Apologia’s Young |

| | | |Explorers Series combines their conversationally-written instruction, hands on |

| | | |activities, and interactive notebooking with an inquisitiveness into God's |

| | | |Creation to turn your young learner into a young explorer. From the tiniest |

| | | |microbe to greatest galaxy, all of creation declares His glory. As students |

| | | |explore God’s creation through Chemistry and Physics, they will study how the |

| | | |universe functions through this exploration of matter and energy. Lessons cover |

| | | |atoms and molecules, pH levels, types of mixtures, mechanics, laws of motion, |

| | | |dynamics of motion, energy, waves, light, machines, magnets, and more. Content |

| | | |covered in the Astronomy textbook includes the major structures of our solar |

| | | |system, details about each planet, the Earth's moon, the asteroid belt, stars and|

| | | |galaxies outside our solar system, space travel, etc. |

|Creation Science |7th grade |Implications of Creation Science Workbook (edited by Dr. Utz) |Major emphasis will focus on God's design for science as found in Days #1–4 of |

|(Fundamentals of General Science in the | |Daily homework (1/2–3/4 hr./day ) required: reading and writing |the Creation Week in Genesis 1. Topics will include Astronomy and Space, |

|Creation Week) | |assignments |Oceanography, as well as the fundamentals of Physical Science (energy and |

| | | |motion), and Chemistry (the elements of life). Students will also be introduced |

| | | |to the language of science, (Latin and the metric system), as well as the early |

| | | |scientists and their discoveries. Class is designed to serve as a foundation for |

| | | |General Science and the high school science classes. |

|General Science |8th grade |Exploring Creation with General Science/ |Continues to approach the world of science from a Christian perspective to see |

| | |Daily homework (3/4 to 1 hr./day) required: reading and writing |how God is revealed in His creation. Topics include History of Science, |

| | |assignments |Scientific Method, Science and Christianity, Analysis and Interpretation of |

| | | |Experiments, Archaeology, Geology, Rocks and Minerals, Fossil Record, DNA, |

| | | |Classification, Human Body, etc. |

PROGRESSION THROUGH SCIENCE CLASSES

|CLASS |GRADE |CURRICULUM/EXPECTATION |TOPIC FOCUS (see Class Overviews for details) |

|9th–12th GRADE |

|PIONEERS High School Level Science Classes are developed following the Carnegie Unit formula to measure acquired credits. At the High School Level, students should average a minimum of 4.5 hours of work per week |

|in a specific discipline. This would include class time, labs, discussion, and homework. Daily homework will vary per student and per module, but at the end of the year, the student will master the complete |

|curriculum and earn a solid credit for this class. |

|PHYSICAL SCIENCE |8th–10th |Exploring Creation with Physical Science/ |Atomic theory; Physical and chemical properties of elements and compounds; |

| | |Prerequisite: work with math formulas requires that students have|Measurement and measurement conversions; Solutions and concentrations; Thermal |

| | |some familiarity with the metric system and exponents and a solid|energy and kinetic theory; Atmosphere; Chemical composition of water and its |

| | |working knowledge of fractions |unique properties; Hydrosphere/hydrologic cycle; Seismology/plate tectonics; |

| | |Daily homework: reading and writing assignments |Meteorology; Physics of motion; Matter and energy waves; Four fundamental forces |

| | | |of creation; Periodic table of elements; Chemical formulas and equations; Sound, |

| | | |light, and electricity; Intro. to astrophysics |

|BIOLOGY |9th–12th |Exploring Creation with Biology/ |Biochemistry; Botany; Taxonomy; Cellular Biology, and Genetics. Laboratory |

| | |Daily homework: reading and writing assignments |Experiences include: Microscope Usage and Drawing; Identification and |

| | | |Classification; Dissection; and Genetics Problem Solving |

|ANATOMY & PHYSIOLOGY |10th–12th |The Human Body, Fearfully and Wonderfully Made/ |Botany, Human Anatomy and Physiology, Cellular Biology, and Genetics. Laboratory |

|(Biology II) | |Daily homework: reading and writing assignments |Experiences include microscope usage and drawing, identification and |

| | | |classification, dissection, and genetics problem solving. |

|CHEMISTRY |10th–12th |Exploring Creation with Chemistry/ |Matter & Energy and their conservation; Periodicity of elements; Atomic & Kinetic|

| | |Prerequisite: Algebra I |Theory; Chemical Bonds; Measurement & measurement systems to include scientific |

| | |Daily homework: reading and writing assignments |notation; Oxidation and reduction; Physical & Chemical properties of elements; |

| | | |Equilibrium; Chemical formulas and equations; Solutions; Moles; pH/acids and |

| | | |bases; Entropy; Molarity and molality; Inorganic and organic compounds; and |

| | | |Matter and energy waves |

|PHYSICS |11th/12th |Exploring Creation with Physics/ |Measurements and units with significant figures; Work and energy; Motion in one |

| | |Prerequisite: Algebra II |dimension; Thermodynamics; Momentum; Velocity, acceleration, and time; Periodic |

| | |Daily homework: reading and writing assignments |motion; Displacement; Waves and optics; Electrostatics; Two-dimensional motion; |

| | | |Electrodynamics; Newton’s Law; Electrical currents; Applications of Newton’s |

| | | |Second Law; Magnetism; Subject research; Lab preparation, etc. |

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