• Differentiate between evolution and Creation about when fossils formed • Describe five different ways fossils form • Differentiate between a cast and a mold 37–38 86–91 78–83 67, 69 • Explain some things fossils can tell us dinosaurs and some things we cannot know • Know that the Stegosaurus had two rows of bony plates along its back • Know that the Tyrannosaurus rex had short front legs and stood on its back legs • Recall that Noah took every kind of animal, including dinosaurs, on the ark • Name one possible reason that dinosaurs became extinct The Flood changed the earth 39 92–93 84–85 71–72 Activity: Bag of Bones • Infer how scientists guess how to put dinosaur bones together • Model a dinosaur skeleton Inferring Communicating 40 94 73–74 Chapter Review • Recall concepts and from Chapter 5 41 95 Chapter Test • Demonstrate knowledge of concepts taught in Chapter 5 Lesson Teacher’s Edition Student Text Activity Manual Objectives and Biblical Worldview Process Skills Chapter 6: What Makes Up the Earth 42 96–101 86–91 75–76 • Know that God made the earth with water and then He made the dry land • Recognize that covers most of the earth’s surface • Know that oceans have salt water and rivers have fresh water • Describe and identify what an ocean, a continent, and an island are God as Creator The changed the earth 43 102–5 92–95 77 • Recognize that scientists infer what is inside the earth by what happens on the surface • a diagram of the layers of the earth • Recognize characteristics of each layer of the earth 44 106–7 96–97 79–80 Activity: The Layers • Model the layers of the earth Measuring Inferring 45 108–11 98–101 81–82 • Differentiate between volcanoes and earthquakes • Recognize that lava is hot, melted rock that comes from a volcano • Describe ways that earthquakes and volcanoes change the surface
• about how knowing about the earth’s surface helps us live safely People’s use of science to help others 46 112 83–84 Chapter Review • Recall concepts and terms from Chapter 6 47 113 Chapter Test • Demonstrate knowledge of concepts taught in Chapter 6 Lesson Teacher’s Edition Student Text Activity Manual Objectives and Biblical Worldview Process Skills Chapter 7: What Natural Resources Are 48 114–19 102–7 85–87 • Recognize that natural resources are things in nature that God has us to use • Recognize that we should conserve the natural resources God has us • Identify soil, and trees as natural resources • Describe how we can conserve water, soil, and trees • Explain how plants can help prevent erosion People as stewards of God’s creation God created people to work Christians’ use of science to show God’s love to others God’s creation for the use and enjoyment of people 49 120–21 108–9 86, • Recognize that fossil fuels are natural resources used for energy • Identify three kinds of fossil fuels • Recognize that fossil can cause pollution • Describe how we can conserve fossil fuels People as stewards of God’s creation 50 122–25 110–13 91–92 • Identify the three Rs to help conserve our natural resources • Explain what it to reuse, reduce, or recycle something People as stewards of God’s creation 51 126–27 114–15 93 Activity: Recycled Paper • Recycle newspapers to make paper Inferring Measuring 128 95–96 Chapter Review • Recall concepts and terms from Chapter 7 53 129 Chapter Test • Demonstrate knowledge of concepts taught in Chapter 7 Lesson Teacher’s Edition Student Text Activity Manual Objectives and Biblical Worldview Process Skills Chapter 8: How the Earth Moves 90
73 178–79 160–61 131, 133–34 • Identify a thermometer as a tool used to measure temperature • Demonstrate that the temperature goes up when something is heated but goes down when something is cooled • Identify one reason why we matter People as God’s image bearers People’s use of science to help others 74 180 135–36 Chapter Review • Recall concepts and terms from Chapter 10 75 181 Chapter Test • Demonstrate knowledge of concepts taught in Chapter 10 Lesson Teacher’s Edition Student Text Activity Manual Objectives and Biblical Worldview Process Skills Chapter 11: How Things Move 76 182–86 162–66 137–38 • Identify forces in pictures as a push or a pull • Know that a stronger force makes an object go faster and farther • Recognize that a causes motion • Know that a force can change the direction of an object’s motion God’s creation of invisible forces Christian’ use of science to show God’s love to others 77 187 167 139 Exploration: Forces Walk • Observe forces in action 78–79 188–91 168–71 141, 145–46 • Identify the kind of surfaces that have more or less friction • Identify the tool used to measure weight People’s use of science in God’s world God as Creator 80 192–93 172–73 147–48 Activity: Magnetic Attraction • Predict whether items will be attracted to a magnet • Observe items that are attracted to a magnet People’s use of science in God’s world Predicting Classifying 81 194–95 174–75 141, 149 • Describe the kinds of things that are attracted to a magnet • Know that the areas on a magnet that have the strongest magnetism are the poles • Know which poles of magnets attract each other and which ones repel each other • Explain why we learn about forces • Write an explanation about what force causes a scooter to roll down a hill • Write an explanation about what force causes a scooter to stop at the bottom of a hill God’s creation of invisible forces