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SCIENCESCIENCE
5th Grade
5th Grade
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Science 5
Timothy Eimer
Barbara Ferrier
CSI Science Perspective
Statement
The CSI science program centers on the acknowledgment that the world in which we live
belongs to God, who created and upholds it. Through scientific inquiry we can perceive a
degree of the amazing complexity and orderliness of God’s world. With this fuller understanding of creation comes a deepened awareness of the goodness and power of its Creator.
When we study creation, we learn not only about God but also about ourselves. We are a
part of God’s creation—a very special part. God designed a perfect harmony of relationships
among humans, animals, plants, and nonliving things, but our fall into sin disrupted this unity
and balance. As God’s redeemed people through Christ’s renewing power, we have been
entrusted with bringing restoration and reconciliation to God’s good creation.
God has put his world under our control and made us its caretakers. Caring for God’s creation is a task with great responsibility that cannot be taken up lightly or in ignorance. Science
is an essential tool for us to use in learning about the natural laws God has established so
that we can care for the world wisely.
We live in an age in which scientific knowledge has increased at an explosive rate, and
the use of that knowledge changes our lives daily. Some people believe that we can gain
complete knowledge of—and mastery over—the world through science. Medical researchers
have nearly eradicated some diseases, specialists have developed laser instruments that have
revolutionized surgery, astronomers using sophisticated space probes have solved many
mysteries of the universe, computer scientists have created machines that seemingly border
on human intelligence. The possibilities of science seem endless.
Because science is a human activity, however, the knowledge that it can help us gain is
limited. Secular culture tends to reduce the world to the human realm and therefore widely
considers scientific inquiry or human reason as the path to all knowledge. But for Christians,
ultimate truth is found only in God. Science is one avenue—an important one to be sure, but
still only one—toward gaining an understanding of God’s creation.
Science and the Bible
The relationship between science and the Bible has long been an emotionally charged
issue. Sometimes non-Christians treat scientific theories as fact and use them to exclude
God from scientific inquiry. This practice has led many Christians to believe that science and
Christianity are antithetical.
In science textbooks, encyclopedias, library books, and magazines, students often encounter beliefs that do not acknowledge God, such as theories that explain the origin of the universe as a chance occurrence. It is important for students in a Christian school to realize that
these kinds of beliefs spring from a worldview that does not include God. That such beliefs
exist, however, does not make science itself incompatible with Christianity.
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For us as Christians, all science should be conducted within a larger framework, or worldview, based on faith. The Bible is the divinely inspired record of God’s redemptive work on
behalf of his people; it contains all that is necessary for bringing us to salvation and instructing us about how to live. As the infallible Word of God, it is the only book that has the status
of divine authority.
We learn about God through the direct revelation of his Word. We can also learn about
God through the general revelation of his creation. As defined by theologian Louis Berkhof,
general revelation is the way that “God speaks to man in his entire creation in the forces and
powers of nature, in the voice of conscience, and in the providential government of the world
in general and of the lives of individuals in particular.” As Berkhof also notes, however, general revelation has limitations as a result of the Fall.
The study of science is one method of learning about God as he reveals himself in creation. Science is important for studying direct causes and finite relations in the material world.
It can explain how events occur, but it cannot explain why. For this reason, it is vital that scientific study be conducted in the light of biblical revelation; the Bible sets the facts obtained
through scientific study in the correct context of ultimate causes and infinite relations. The
Bible and science are complementary, together helping us understand God’s plan and purpose for creation.
The CSI science program is designed to be used in a school that includes both devotions
and Bible study on a daily basis. Throughout the series, students are encouraged to examine
a biblical perspective and to discuss Christian responses to issues in science.
Stewardship
One such issue is our responsibility as stewards of creation. In recent years an increasing
number of people have begun to recognize the wisdom of caring for the Earth. Conserving the
Earth’s resources protects our own health, maintains the natural beauty of our environment,
and preserves the Earth for future generations. In addition to these worthy goals, Christians
have a more fundamental motivation for protecting the environment, a motivation that lies in
our very reason for being.
As human beings created in the image of God, we have a unique position in creation. We
are part of nature, yet because of our special relationship with God, we are also above it, sharing in God’s dominion over all living things. When God placed Adam and Eve in the Garden of
Eden, he commanded them to work the land and take care of it. The use and care of the Earth
has been entrusted to us. It is our privilege and responsibility as God’s stewards to serve and
protect the rest of creation and, in so doing, to glorify the Creator.
We have failed in carrying out the cultural mandate fully because of the fall into sin, but
Christ’s redeeming grace enables us to continue doing God’s work in the world. As Christ’s
representatives, we must work toward bringing God’s peace to all life on the Earth.
Stewardship of the Earth is not a grim, joyless assignment forced upon reluctant
Christians. It is rather a task motivated, at least in part, by an awe and appreciation of the
extraordinary wonders of the world God created. The fall has affected the world, but it has
not completely obscured the matchless handiwork of the Creator. We see evidences of God’s
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creative genius in massive geological formations, in the intricate relationships of parts within
an atom, in old-growth forests, and in the variety and complexity of the creatures that inhabit
the land, air, and ocean. We also observe God’s providential care for his creation in the cycle
of the seasons, in human and animal reproduction, in the provision of foods for nutrition, and
in our own with the ability to make positive changes in our environment.
The CSI science series matches a sense of awe at the unity and diversity of creation with
an awareness of the delicate balance of interrelationships among its parts and of our responsibility for its welfare. Students are led to examine their own lifestyles and become conscious
of the impact that their daily actions have on the myriad forms of life in God’s creation. They
are encouraged to use their unique abilities as a means to honor and obey God, to serve
other humans, and to sustain God’s remarkable gift of the Earth and its resources.
Science and Technology
Another issue in science that demands a Christian response is the application of science
in technology. The vast influence and rapid growth of technology has largely shaped our society, institutions, and way of life. Thus, it is essential that today’s students have the knowledge
and skills to enable them to participate as informed and trustworthy stewards of an increasingly technologized world.
A science curriculum should help students understand how science, technology, and society influence one another. Science is concerned with understanding the way the world works,
while technology uses science to change the way the world works, usually in order to meet
a societal need or desire. Unfortunately, many technological devices that meet human needs
are destructive in other ways. As a result, we now find ourselves in a world of dwindling
resources and environmental hazards.
But the very technology that can be so destructive may also provide the means to end
such damage. The challenge lies with tomorrow’s adults to develop the kind of technology
that will preserve the Earth rather than threaten it.
CSI’s science program seeks to foster a questioning attitude in students by presenting
both the successes and failures of human beings in using technology. In this way, students
are led to both appreciate the value of science and technology in society and to understand
their limitations.
Concepts and Content
The world is a place of constant surprise and wonder. Learning about God’s world
prompts amazement and awe of the One who created and upholds the world.
The CSI science series uses student’s natural inquisitiveness and joy of discovery as the
basis for further investigation into the beauty, order, intricacy, and variety of God’s world.
Written from the perspective of “let’s find out” about God’s world, this curriculum gives structure to their exploration, building on their natural curiosity and eagerness to investigate by
initiating activities and discussions that relate directly to their world. The lessons are studentcentered and active, encouraging students to make their own hypotheses and devise ways
to test them. Science becomes a cooperative activity, with the teacher often guiding—rather
than dictating—the exploration of the students.
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Rather than the teacher explaining a concept and then illustrating it with activities, the
concepts develop from the students’ own concrete experiences. This inductive approach to
learning not only makes science more interesting for the students, but also makes it relevant
to their lives. With the teacher’s guidance, students become creative problem solvers who are
able to imagine possibilities and implications, to use a variety of resources and observation
skills, to gather information, to form and articulate ideas, and to make responsible decisions.
The Christian Classroom
At the heart of any study taking place in the Christian school classroom is the Bible. CSI’s
science program is steeped in a profound biblical perspective that leads students to see
God’s hand in everything around them. The program materials are filled with interest-provoking pictures, projects, and hands-on activities that serve as a basis for scientific concepts and
relate them to everyday life. These concrete, creative learning experiences based on God’s
Word will enrich students’ knowledge of creation, affirm their faith in the Creator, and enable
them to use science to the glory of God.
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Using the CSI Science
Curriculum
CSI’s science curriculum, 2nd edition, is a hands-on program that encourages students
to become actively involved in scientific discovery. The curriculum is designed to give teachers as much flexibility as possible. Most units are independent, so they can be used in whatever order is most convenient for teachers, students, and cross-curricular activities planning.
Teachers can choose lessons based on the interests of students, the time and materials available, each school’s overall science program.
Most lessons can be taught in a single class period, but many contain enough optional
and cross-curricular activities to provide a week’s worth of lesson material.
This curriculum provides a comprehensive framework for teaching science. It is not meant,
however, to prescribe every step of each lesson. Teachers are encouraged to use the built-in
flexibility to shape the curriculum to best fit your school’s overall goals and objectives, your
individual teaching style, and your students’ needs and abilities.
Teacher Guide
Unit Openers
• TheUnit Overview allows you to see at a glance all the lessons contained in each unit.
• TheUnit Background provides Christian perspective or brief scientific background for
each unit.
• Unit Resources provide you with science resource books and audiovisual materials
both for you and for the students.
• Bulletin Board Ideas and Center Ideas suggest ways to reinforce the unit’s topic.
Lessons
• Student Objectives for each lesson tell you that lesson’s aims for student learning.
These objectives are specific, measurable goals that will enable you to check the progress of your students.
• Structuring the Curriculum helps are placed in some lessons to help you with lesson
planning.
• ThelessonBackground provides information to help the nonspecialist teacher understand the science concepts of the lesson. While the Background may be helpful in
answering student questions, it is intended primarily as a teacher resource.
• Eachlessonopenswithlesson-relatedDiscover activities or questions to spark the
interest of students, assess their previous knowledge of lesson content, and encourage them to discover for themselves the concepts of the lesson.
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• TheDevelop section helps students understand the concepts that they explored in
Discover. This section may also include additional activities to reinforce or expand the
students’ learning.
• Reinforce/Assess enables you to test students’ learning and strengthen their understanding of lesson concepts. A simple reinforcement activity may also be included in
this section.
• ManyExtend activities are provided at the end of each lesson. These activities include
additional science experiments and demonstrations, as well as literature, crosscurricular activities, and Bible studies that relate to the lesson concepts. All of
the Extend activities are optional, but if you have time to do them, they will provide
valuable support for student learning.
Activity Sheets
• Thebackoftheteacherguidecontainsblacklinemastersforyoutocopy.Suggestions
for their use are incorporated in the lesson during Discover, Develop, or Reinforce/
Assess.
New DVD/PDF Option with Supplemental Material
The new Grade K–2 Science DVD/PDF includes:
•Excitingnewflexiblelessonsandunitsthatcomplementtheprintedcurriculum
•Newexperimentsandactivitiestoreinforceandenhancethenewmaterial
•NewGlossarytermsandupdatedreferences
•Integrationofup-to-datetechnology
•Newmultipleformsofassessments
DVD/PDF is available upon request. To inquire or order, visit the store at www.csionline.com.
National Science Education Standards
In order to provide teachers and students with the most comprehensive science education curriculum, CSI’s 2nd edition materials were updated and expanded in accordance with the National Science
Education Standards. Adherence to these standards is charted on pages 17b-17c.
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K–6 Scope and Sequence
Kindergarten
Unit 1: Investigating Health
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Who Created Me?
What Are Families Like?
How Does Learning Help Us?
What Does Skin Do?
How Does Eating Help Our Bodies?
How Should We Care for Our Teeth?
How Do Rest and Exercise Help Our Bodies?
How Can We Avoid Getting Sick?
How Can We Treat Illnesses?
Unit 2: Investigating Living Things
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Scientific Investigations
How Are Plants Alike and Different?
How Do Plants Grow?
How Are Plants Useful in God’s Creation?
How Are Animals Alike and Different?
How Do Animals Change As They Grow?
How Are Animals Useful in God’s Creation?
Unit 3: Investigating Materials
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What
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Are Wood, Metal, Rubber, and Leather Like?
Is Clay Like?
Are Fabrics and Paper Like?
Are Glass and Plastic Like?
Are Composite Pieces Like?
Unit 4: Investigating God’s Nonliving World
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What Are Nonliving Things Like?
What Are Rocks and Soil Like?
What Is Water Like?
How Are Landforms and Bodies of Water Different?
How Can We Take Care of the Land and the Water?
What Are Sky Objects Like?
What Does the Sun Do?
What Objects Can We See in the Nighttime Sky?
Unit 5: Investigating Transportation
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What Safety Rules Are Important for Pedestrians?
How Does Technology Help with Transportation?
How Do We Get around the Neighborhood?
How Do We Stay Safe in Cars and Buses?
What Are Trucks and Trains Like?
What Is Sea Transportation Like?
What Is Air Transportation Like?
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Grade 1
Unit 1: Scientific Investigations
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How Do We Do Science?
What Is Teamwork?
How Do We Measure Length?
How Do We Use a Ruler?
How Do We Measure Temperature?
How Do We Measure How Much a Container Holds?
Unit 2: Investigating the Senses
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What Are Your Senses?
How Do You See?
What Happens When People Can’t See?
How Do You Hear?
What Happens When People Can’t Hear?
How Do You Smell?
How Do You Taste?
How Do You Feel?
How Do You Use All of Your Senses?
Unit 3: Investigating Living Things
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How
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How
Are Living Things Different from Nonliving Things?
Do Living Things Reproduce Themselves?
Do Living Things Grow and Change?
Do Living Things Move?
Do Living Things Respond to Other Things, and How Do Living Things Show Variety?
Does God Provide for Plants?
Does God Provide for Animals?
Unit 4: Investigating Changes
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1: How Do People Change?
2: How Do Families Change?
3: What Changes Do Living Things Make When They Do Their Activities?
4: How Does the Earth Change?
5: How Does the Sun Make Changes?
6: How Do the Stars Seem to Change?
7: How Does the Moon Change?
8: How Do Weather Patterns Change?
9: How Does the Wind Change?
10: How Do Temperature and Precipitation Change?
11: What Changes Happen in the Fall?
12: What Changes Happen in the Winter?
13: What Changes Happen in the Spring?
14: What Changes Happen in the Summer?
Unit 5: Investigating Materials and Objects
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What Are Materials and Objects Like?
How Can We Use Numbers in Observations?
What Are the Properties of Different Materials?
How Can a Material’s Uses and Properties Be Changed through Mixing with Water?
How Can a Material’s Uses and Properties Be Changed through Manipulating Them?
How Can a Material’s Uses and Properties Be Changed through Heating or Cooling?
Unit 6: Investigating Things That Make Sound
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How
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Is Technology Useful?
Do Different Sound Systems Make Sounds?
Can I Make a Sound System?
Do Sounds Change?
Can Tools Help Make a Sound System?
Can I Design a Sound System?
Can I Build a Sound System?
Can I Use My Sound System?
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Grade 2
Unit 1: Scientific Investigations
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How Do Scientists Do Science?
What Is Teamwork?
How Are Investigations, Observations, and Explanations Done?
How Do We Measure Amounts?
How Do We Measure Weight?
Unit 2: Investigating Bones and Muscles
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What Are Bones Like?
What Bones Are in Your Body?
How Should We Care for Our Bones?
What Are Joints Like?
What Do Skeletal Muscles Do?
What Do Involuntary Muscles Do?
How Should We Care for Our Muscles?
Unit 3: Investigating Health and Safety
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What Fuel Does My Body Need?
Why Are Food Groups Important?
How Can We Eat a Balanced Diet?
What Good Is Exercise?
Why Keep Clean?
Why Do We Rest?
How Can We Stay Safe?
Unit 4: Investigating Animals
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1: What Can We Learn about Animals?
2: What Are Animal Life Cycles Like?
3: Where Do Animals Live?
4: How Do Animals Change Their Habitats?
5: How Does God Prepare Animals for Their Homes?
6: What Do Animals Eat?
7: How Do Animals Behave?
8: Can Behavior Be Learned?
9: How Do Animals Stay Safe?
10: What Is a Fossil?
11: What Animals Lived Long Ago?
12: Why Are Some Animals Extinct?
13: How Can People Protect Animals?
Unit 5: Investigating Liquids and Solids
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1: What Are Solids and Liquids Like?
2: What Do Solids Look and Feel Like?
3: How Can Solids Be Measured?
4: What Do Liquids Look and Feel Like?
5: How Does Surface Tension Affect Liquids?
6: What Is Evaporation?
7: What Are Gases Like?
8: What Happens When Solids and Liquids Are Mixed?
9: What Happens When We Mix Liquids with Other Liquids?
10: How Can We Use and Care for Liquids and Solids?
Unit 6: Investigating Position and Motion
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What Is Position?
How Do Reference Objects and Distance Describe Position?
What Is Motion?
How Do Paths Relate to Motion?
How Do Different Things Move?
How Can Motion Change?
How Can We Predict Motion?
Unit 7: Investigating Buoyancy and Boats
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What Is Technology?
What Makes Things Float and Sink?
How Do Floating Things Move?
What Are Sailboats Like?
How Are Other Boats Propelled?
How Are Tools Used?
How Are Boats Designed?
How Are Boats Built?
How Does My Boat Work?
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Grade 3
Unit 1: Scientific Investigations
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How Do Scientists Do Science?
What Is Teamwork?
How Do We Measure Temperature?
How Are Tables and Graphs Used?
Unit 2: Investigating the Circulatory and Respiratory Systems
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What Does the Circulatory System Do?
How Can I Care for My Circulatory System?
What Does the Respiratory System Do?
How Can I Care for My Respiratory System?
How Can I Avoid Accidents?
Unit 3: Investigating Plants
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What Is the Life Cycle of Plants?
Where Do Plants Live?
How Are Plants Structured?
What Do Plants Need?
How Do Plants Interact with Their Surroundings?
How Do Fossils Help Us Learn More about Plants?
How Are Plants Grouped?
Unit 4: Investigating Forces and Electricity
Lesson 1: What Is a Force?
Lesson 2: What Is a Magnet?
Lesson 3: What Is an Electric Charge?
Unit 5: Investigating Heat and Temperature
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What Is Temperature?
What Is Heat?
How Is Heat Produced?
What Is Conduction?
What Is Convection?
What Is Radiation?
Unit 6: Investigating Soil
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How Does Soil Form?
What Are Different Types of Soil Like?
What Are Soil Layers Like?
How Do We Depend on Soil?
How Can We Care for Soil?
Unit 7: Investigating Natural Resources
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1: How Do We Use Water, and Where Do We Find Water?
2: What Are the Different Kinds of Water?
3: What Are the Different Forms of Water?
4: What Is the Water Cycle?
5: Where Does Water Come From?
6: How Can We Clean Up Water Pollution?
7: How Can We Take Care of Water?
8: What Is Air Like?
9: How Can We Use and Take Care of Air?
10: What Is Air Pollution?
11: What Is a Natural Resource?
12: How Are Natural Resources Processed?
13: How Can Natural Resources Be Replaced?
14: How Can We Conserve Natural Resources?
Unit 8: Investigating Structures
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What Is Scale?
What Materials Are Strong and Stable?
What Goes into Structures?
How Can I Plan a Structure?
How Can I Build a Structure?
How Can I Evaluate a Structure?
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Grade 4
Unit 1: Scientific Investigations
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What Is Teamwork?
How Can Scientific Investigations Answer Questions?
How Are Scientific Tools Helpful?
How Do I Deal with Data?
How Do I Use Results?
Unit 2: Investigating Organ Systems
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What Do Organ Systems Do?
How Does the Digestive System Work?
How Can I Care for My Digestive System?
How Does the Urinary System Work?
How Can I Care for My Urinary System?
How Can I Prevent Injury to My Organs?
How Does Organ Donation Work?
Unit 3: Investigating Living Things and Their Homes
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What Are Living Things Like?
What Is the Importance of Habitats and Niches?
What Is Ecology?
What Is a Pond Community Like?
How Are Living and Nonliving Things Important in an Ecosystem?
How Do the Parts of an Ecosystem Interact?
How Does Energy Flow in an Ecosystem?
Unit 4: Investigating Light
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What Is Light?
How Does Light Travel?
How Do Shadows Form?
How Does Light Reflect?
How Does Light Bend?
How Do We See?
What Is Color?
How Is Light Used in Technology?
Unit 5: Investigating Sound Waves and Hearing
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How Does Sound Carry Energy?
What Causes High and Low Sounds?
What Causes Loud and Soft Sounds?
How Does Sound Interact with Different Materials?
How Do We Hear?
What Is Noise?
How Is Sound Used in Technology?
Unit 6: Investigating Minerals, Rocks, and Earth’s Structure
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What Is a Mineral?
What Are Rocks Like?
How Do Rocks Change Form?
How Do Fossils Form?
How Do We Use Rocks and Minerals?
What Is Earth’s Structure Like?
How Do Weathering and Erosion Change Earth’s Surface?
Unit 7: Investigating Packaging
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How
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Are Packages Designed?
Are Packages Designed to Protect?
Are Packages Designed to Group?
Are Packages Designed to Beautify and Advertise?
Are Packages Designed to Inform?
Are Packages Made?
Do Packages Affect Creation?
Can I Make the Best Package and Evaluate Packages?
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Grade 5
Unit 1: Scientific Investigations
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What Is Teamwork?
How Can Scientific Investigations Answer Questions?
How Are Microscopes Used?
How Are Measurements and Data Determined and Used?
How Do Scientists Develop Explanations?
Unit 2: Investigating the Endocrine and Reproductive Systems
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How Does Growth Happen?
How Does the Endocrine System Work?
What Happens during Puberty?
What Is Reproduction Like?
How Does the Female Reproductive System Work?
How Does the Male Reproductive System Work?
How Do Unborn Babies Develop?
What Are Sexually Transmitted Diseases?
How Can I Protect Myself from Sexual Abuse?
Unit 3: Investigating Nutrition
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
8:
9:
What’s in the Food I Eat?
Why Do I Need Protein?
Why Do I Need Carbohydrates and Fats?
Why Do I Need Vitamins?
Why Do I Need Minerals?
Why Do I Need Water?
How Can I Get the Nutrients I Need?
Why Do I Eat What I Do?
Can I Trust Food Advertisements?
Unit 4: Investigating Cells
Lesson 1: Why Are Cells Important?
Lesson 2: How Do Cells Work?
Lesson 3: How Are Traits Passed Along?
Unit 5: Investigating Agriculture and Forestry
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
Why Do We Need Plants?
What Does Agriculture Involve?
How Is Food Transported and Processed?
What Are Forests Like?
How Can We Best Use Plants, the Land, and the Food Supply?
Unit 6: Investigating Motion and Forces
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
What Is Motion?
What Are the Laws of Motion?
What Is Force?
How Do Machines Make Work Easier?
What Are the Simple Machines?
How Do Machines Affect Society?
Unit 7: Investigating Space
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
8:
What Is the Solar System Like?
What Is the Earth Like?
What Is the Moon Like?
What Is the Sun Like?
What Are the Stars Like?
What Is the Universe Like?
How Does Technology Help Us Study Space?
What Role Did the Heavens Have in Various Civilizations?
Unit 8: Investigating Things that Move
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
What Makes Vehicles Work?
Why Are Gears Important to Vehicles?
How Does Rolling Relate to Movement?
What Energy Sources Are Important for Vehicles?
How Can I Plan a Vehicle that Moves?
How Can I Build a Vehicle that Moves?
How Can I Evaluate a Vehicle that Moves?
16
Grade 6
Unit 1: Scientific Investigations
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
What Is Teamwork?
How Can Scientific Investigations Answer Questions?
What Science Skills and Tools Are Important?
How Do Computers Help Us Analyze Data?
How Do Scientists Develop Explanations?
Unit 2: Investigating the Immune and Nervous Systems
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
8:
9:
How Does the Immune System Work?
What Is a Communicable Disease?
What Is a Noncommunicable Disease?
How Do Medicines Help the Immune System?
How Can I Care for My Immune System?
How Does the Nervous System Work?
What Things Put the Nervous System at Risk?
What Things Attack Your Nervous System?
How Can I Care for My Nervous System?
Unit 3: Investigating the Diversity of Life
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
8:
9:
What Are the Similarities and Differences among Living Things?
How Are Living Things Classified?
What Are Fish, Amphibians, and Reptiles Like?
What Are Birds and Mammals Like?
What Are Invertebrates Like?
What Are Plants Like?
How Do Plants Make Food?
What Are Bacteria, Fungi, and Protists Like?
How Are Living Things Connected?
Unit 4: Investigating Energy
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
What Are the Different Forms of Energy?
How Does Energy Change Form?
What Are Our Sources of Energy?
How Can We Use Energy Wisely?
Unit 5: Investigating Electricity
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
What Is Electrical Energy?
How Can We Be Safe around Electricity?
How Does Electric Current Flow through Circuits?
How Are Electricity and Magnetism Related?
How Do We Generate Electrical Energy?
How Can We Conserve Electrical Energy?
What Is Electronics?
Unit 6: Investigating Matter
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
What Is Matter?
What Are Elements Like?
What Are Compounds?
How Do the States of Matter Compare?
How Do Properties of Different Substances Compare?
How Does Matter Change?
Unit 7: Investigating Weather
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1:
2:
3:
4:
5:
6:
7:
8:
How Does the Atmosphere Relate to Weather?
How Does Moisture Behave in the Atmosphere?
What Is the Nature of Weather?
What Is Climate?
What Factors Make up Weather?
How Are Weather Factors Measured?
How Do Weather Patterns Help Us Predict Weather?
How Do Weather Systems Form?
Unit 8: Investigating Flight
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1: How Do We Do Technology?
2: What Are the Features of Living Things That Fly?
3: How Were Flying Machines Developed?
4: How Does Air Support Flight?
5: How Do Gravity and Lift Relate to Flight?
6: How Do Thrust and Drag Relate to Flight?
7: How Can We Control Flight?
8: How Are Airplanes Designed?
9: How Well Does My Flying Device Perform? (teacher guide only)
10: How Can We Be Good Stewards with Our Airplanes? (teacher guide only)
17
Unit 4
Investigating Cells
Unit Overview
Lesson 1: Why Are Cells Important?
Lesson 2: How Do Cells Work?
Lesson 3: How Are Traits Passed Along?
Unit Background
In this unit students have the opportunity to explore the tiny world of the cell. Students
have probably heard of cells, but they probably have not thought much about this basic unit
of life. Throughout this unit encourage your class to marvel at the intricacy of God’s creation
and the expanse of his care for his created things. Although we rarely think about our cells,
they are constantly busy carrying on life’s processes at the simplest level. Just as God knows
the number of hairs on our head, he also knows the trillions of cells in our body.
This unit also introduces students to the study of heredity and genetics. This is a fascinating field that has caused much controversy over the years, especially with the advent of
cloning and genetically modified foods. While some people welcome these discoveries, others
believe that it is wrong to tamper with God’s creation. The lessons don’t focus specifically on
these issues, but students may have questions about these topics. You may wish to encourage the class to debate the issues and to contact experts for more information.
If you did not teach the microscopes lesson in Unit 1, do so as an introduction to this
unit.
Unit Resources
Books
Baeuerle, Patrick A. The Cell Works. Barrons Juveniles, 1998.
Balkwill, Fran. Cell Wars (Cells and Things). Minneapolis: First Avenue Editions, 1994.
———. Cells Are Us. Minneapolis: Lerner Publishing Group, 1994.
———. Enjoy Your Cells. Cold Spring Harbor, N.Y.: Cold Spring Harbor Laboratory, 2001.
Balkwill, Fran, and Mic Rolfe. Gene Machine. Cold Spring Harbor Laboratory Press, 2002.
Henig, Robin Marantz. The Monk in the Garden. Boston: Houghton Mifflin, 2001.
Landa, Norbert. How the Y Makes the Guy. Hauppauge, N.Y.: Barrons Juveniles, 1998.
———. Ingenious Genes. Hauppauge, N.Y.: Barrons Juveniles, 1998.
Nicolson, Cynthia. Baa! The Most Interesting Book You’ll Ever Read about Genes and Cloning.
Toronto: Kids Can Press, 2001.
239
Lesson 1
Why Are Cells Important?
Objectives
Students will
• identifycellsasthebasicbuildingblocksofalllife
• distinguishbetweenunicellularandmulticellularorganisms
• describetheorganizationofcells,tissues,andorgansinmulticellularorganisms
• statethecomponentsofthecelltheory
Vocabulary
cell—the smallest part of an organism that carries on life functions
multicellular (mul-ty-SEL-yoo-ler) organism—an organism that is made of many cells
organ—two or more tissues that work together to do a specific job in the body
tissue—a group of cells that works together to do a specific job in the body
unicellular (yoo-ni-SEL-yoo-ler) organism—an organism that is made of one cell
Structuring the Curriculum
If protective gloves and aprons are not available for the Let’s Find Out activity, the experiment
can be done without the iodine solution. The plant cells will not need a cover slip. If you have a small
class, you can place the drop of iodine solution on the slides to avoid a mess.
Preparation/Materials
Activity: Traveling Back in Time to the Year 1665
√ preparedslidesofcorksample,oneperteam
√ microscopes,oneperteam
Let’s Find Out: What Do Cells Look Like Up Close?
√ safetygoggles,oneperstudent
√ protectivegloves,onepairperstudent
√ droppers,oneperteam
√ iodinesolution
√ microscopeslides,oneperstudentplusonefortheonionskin
√ coverslips,oneperstudentplusonefortheonionskin
√ tweezers,oneperteam
√ onionskin,onepieceperteam
√ microscopes,oneperteam
√ toothpicks,oneperstudent
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Background
Cells are the basic building blocks of life; they are the smallest part of an organism that carries on
life functions. All living things are composed of cells—one characteristic of a living thing, in fact, is that
it is made of cells. (Even though viruses can reproduce, for example, not all scientists consider them
living things because they are made of protein shells instead of cells. Viruses also require living cells
for reproduction.)
Most organisms are unicellular—made of just one cell. Bacteria such as E. coli and most protists
such as amoebas and parameciums are unicellular. Most cells are microscopic, although some, such
as bird eggs, are not.
Multicellular organisms—such as plants, animals, and most fungi—are made of many cells. The
cells of multicellular organisms serve a wide variety of functions. Humans, for example, have about
200 different types of cells such as blood cells, brain cells, and skin cells, each specializing in different
functions. In a multicellular organism groups of cells work together to form tissues, which perform a
specific job in the body. Blood, muscle, fat, and tendons are examples of tissues. Two or more tissues
often work together to form an organ, which perform complex tasks such as respiration and digestion.
The brain, heart, liver, kidneys, lungs, and skin are all organs.
Cells were first discovered in 1665, when English scientist Robert Hooke was trying to find something interesting to show other scientists at a convention. Using a crude microscope that he had built,
he examined a thin sliver of cork. The cork looked like hundreds of boxes, which Hooke described
as looking like a honeycomb. He named the boxes cells, which means “little rooms” in Latin. In 1673
Dutch lenscrafter Anton van Leeuwenhoek used his own homemade microscope to view pond scum
and discovered microscopic organisms that he named animalicules, which means “little animals.”
Leeuwenhoek also discovered blood cells, bacteria growing on teeth, and yeast. Almost 200 years
passed before scientists realized that all living things are made of cells. In 1838 German scientist
Matthias Schleiden concluded that all plant parts are made of cells, and in 1834 German scientist
Theodor Schwann declared that all animal tissues are composed of cells.
Theodor Schwann wrote the first two statements of the modern cell theory; German doctor Rudolf
Virchow added the third statement in 1858. The cell theory states that all organisms are composed of
one or more cells, that the cell is the basic unit of life, and that all cells come from preexisting cells.
Microscopic cells are a testimony to God’s creative imagination. In such a tiny package the Creator
crafts a complex structure made of hundreds of different parts that work together to keep the cell
alive. Cells take in necessary nutrients, use the energy from these nutrients to grow, and use complex
genetic material to reproduce more identical cells.
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4
1
Lesson
UNIT
Investigating
Cells
Why Are Cells Important?
The microscope opened an amazing new world to
Do you know how many stars are in our Milky Way galaxy? One thousand? One million?
Actually, our galaxy is made of over 200 billion stars! It’s impossible to imagine such a
high number.
The building blocks that make up your body far outnumber the stars in the Milky Way
galaxy. These building blocks are called cells. Scientists aren’t even sure how many cells
make up a person’s body, but the number is probably around 100 trillion. Most cells are so
small that you need a microscope to see them, but God creates each one with thousands
of different parts to keep it alive. Cells do everything in your body. They carry oxygen, heal
wounds, convert food into energy, and do hundreds of other jobs to keep your body alive.
Some of the parts inside a cell even determine what you look like.
In this unit you will explore the miniature world of cells to find out what they are and
how they work. You will also explore the secrets locked inside
cells that determine what you look like. Just as the universe of
space is complex and vastly large, the microscopic universe is
complex and vastly small, revealing God’s awesome creativity.
Euglena.
123
scientists. The most fascinating parts of the microscopic world are living things. To understand the
microscopic world of living organisms, you need to
know about cells.
In 1665 a scientist named Robert Hooke first discovered cells when he looked at cork through a microscope. Cells are the basic building blocks of life. A cell
is the smallest part of an organism that carries on life
functions—digesting food and reproducing, for example. What types of things are made of cells? Anything
that is alive or was once alive is made of cells. Cork is
bark from a cork oak tree, so cork is made of cells.
Even though cells were discovered in 1665, nearly
200 years passed before scientists realized that all living
things are made of cells. Several different scientists eventually developed a cell theory. The cell theory includes the
following statements:
• Allorganismsaremadeofoneormorecells.
• Thecellisthebasicunitoflife.
• Allcellscomefromothercells.
Today’s biologists still agree with these three statements of the cell theory. Living creatures can be made of
many cells or just one cell. (In fact, most living creatures
are made of just one cell; you need a microscope to see
them.) An organism that is made of one cell is called a
unicellular (yoo-ni-SEL-yoo-ler) organism. Bacteria and
most protists, for example, are unicellular organisms.
Other organisms such as oak trees, mushrooms, tigers,
124
Discover
1. Discussion: What Are Cells? Use the following questions to discuss what cells are.
• Whatarethethingsaroundyoumadeof?(Acceptallreasonableanswersbeforeexplaining that all objects [matter] are made of atoms and molecules.)
• What,besidesatomsandmolecules,makeupalllivingthings?(Alllivingthingsaremade
of cells. Cells are much larger than atoms and molecules, which make up cells.) Note:
Students often confuse molecules and cells. Stress that cells only make up living things,
and that cells are made of molecules. Cells are alive, but molecules are not.
• Howmanycellsareinalivingthing?(Thisdependsonthelivingthing.Stressthatmost
organisms are made of just one cell and can’t be seen without a microscope. All bacte-
ria and most protists are one-celled creatures. Multicellular organisms are made of many
cells. An average human being has about 100 trillion cells. Most of the cells of multicellular
organisms are about the same size, so larger animals such as elephants have more cells
than smaller animals.)
• Howdoyouthinkcellsmighthavegottentheirname?(ExplainthatthescientistRobert
Hooke, who discovered cells, thought the cells of cork resembled the cells, or tiny rooms,
that monks lived in. (The word cell comes from the Latin word meaning “room.”) Hooke
discovered cells because he had invented a crude microscope. Without the invention of
the microscope, cells would never have been discovered.)
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Red blood
cells.
Technology
your body to work together to keep you breathing, digesting food, thinking, moving, and doing dozens of other
things!
MicroscopicTrail
Bacteria cells.
Throughout history new technologies such as scientific instruments or techniques have led to
new scientific theories. Scientists didn’t know about cells until 1665, when Robert Hooke first saw
cork cells through his crude microscope. When Anton van Leeuwenhoek invented a better microscope and looked at pond water, scientists learned about microscopic organisms that couldn’t be
seen with the human eye. Leeuwenhoek also discovered bacteria when he looked at the plaque
scraped from a person’s teeth. As better microscopes were invented, scientists learned more about
cells, and the cell theory and other important scientific theories were developed. The microscope
allowed scientists to discover the microscopic world. With the help of the microscope, scientists
have found cures for deadly diseases, created new food sources, and made unclean water safe to
drink.
Plant cells.
Muscle cells.
and people are made of many cells. An
organism that is made of many cells is
called a multicellular (mul-ty-SEL-yoo-
Fat cells.
Radiolaria.
ler) organism.
Multicellular organisms are made of
many very different types of cells. You
have more than 200 different types of
cells in your body. You have red blood
AsLongasaCell
cells for carrying oxygen, skin cells
Nerve cells are the
longest human cells. The
longest one runs all the way
from the lower back to the
knees.
for keeping harmful things out of your
body, and many other types of cells
that do other specific things. Large groups of cells work
together to do a job. A group of cells that works together
to do a specific job in the body is called a tissue. Muscle,
for example, is a tissue. Two or more tissues that work
together to do a specific job in the body are called an
organ. Your brain, heart, and lungs are organs. Organs
work together to keep your body working properly. Just
think about it. God ties together the 100 trillion cells in
125
What types of scientists study
cells? Microbiologists study onecelled organisms to find out how
they affect people, plants, and animals. Bacteriologists study bacteria.
Virologists study viruses that invade
cells. Mycologists study fungi, some
of which (such as yeast) are made of
only one cell. Environmental microbiologists survey and test the quality of
water in rivers, lakes, and reservoirs
and search for harmful microorganisms.
Cell Scientists
126
2. Discussion: A Variety of Cells. Have students turn to page 126 in the student text, and have
them look at the photographs of different types of cells. Stress that cells have different shapes
and functions, but all cells have the necessary parts for carrying on life functions and repro-
ducing more cells.
3. Activity: Traveling Back in Time to the Year 1665. Have student teams replicate Robert
Hooke’s discovery of cells by looking at a prepared slide of cork samples under the micro-
scope. Have students observe the cells of the cork and diagram two or three of the cells in
their science journals.
Develop
1. Have students complete Let’s Find Out: What Do Cells Look Like Up Close? (page 128) in
the student text.
Review the following safety precautions with students before the activity.
√ Wearsafetygoggleswhenworkingwithiodinesolution.
√ Iodinesolutionwillstainskinandclothes.Wearprotectivegloves,and,ifavailable,aprons
when using the solution.
The onion cells are rectangular, bricklike structures. The cheek cells are irregularly roundish
and will probably be clustered together. On a 40x or 50x total magnification (4x–5x ocular and
10x objective) they will be small, but on higher magnifications (100x–400x—10x ocular and
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What Do Cells Look Like Up Close?
Man-of-War
What is purple, bobs around in the ocean, and has stinging tentacles
50 m (165 feet) long? The Portuguese man-of-war. These jellylike animals live in tropical oceans such as the waters near Florida and Hawaii.
The powerful sting of their tentacles causes long, painful welts across
the skin and can even cause a person to have a heart attack.
There’s something odd about this animal, though: scientists don’t
consider the Portuguese man-of-war to be a single organism. The
Portuguese man-of-war is a colony of four different individuals. Each
individual is made of a group of different cells. Each group of cells
depends on the other groups to live. One group makes up the man-of-war’s balloonlike body and
keeps the colony afloat. Three different types of tentacles hang below this floating body. One type
detects and captures prey. A second type eats the prey. The third type reproduces. The four different groups of cells that make up the Portuguese man-of-war form one colony that works together
so that all four cell groups thrive.
Robert Hooke
Robert Hooke was an English scientist. He loved to experiment, and
he was interested in many things.
He built a telescope, explored how
objects stretch, and invented a balance wheel for watches.
Hooke was also interested in small
things. In 1665 he looked at a thin
slice of cork under a microscope. He discovered that cork was
made of tiny holes with walls. Hooke named these holes cells.
He didn’t know how important his discovery was. It wasn’t
until many years later that scientists realized that all living
things are made of cells.
You will need
√ safetygoggles
√ coverslips
√ protectivegloves
√ dropper
√ tweezers
√ onionskin
√ iodinesolution
√ microscope
√ microscopeslides
√ toothpick
Do this
1. Put on the safety goggles and the protective gloves.
2. Place a drop of iodine solution on a microscope slide. Use your
tweezers to place a thin layer of onion skin in the iodine. Place
the cover slip over the drop. Place one edge of the cover slip on the
edge of the iodine drop at an angle and let it fall to prevent air bubbles in your sample.
3. Look at the onion cells under different magnifications. Write a paragraph in your science journal
describing what the cells look like.
4. Use the toothpick to gently scrape some saliva from the inside of your cheek. Smear the saliva
sample on a slide, and add a drop of iodine. Place a cover slip over the drop, and repeat step 3.
(Each team member may look at his or her own cells.)
Medicine
OstrichCells
Attack!
An ostrich egg is the
largest cell on Earth.
When you get sick,
a disease or organism
attacks your cells. The
disease cancer causes a
person’s cells to grow out
of control. Bacteria make
poisons or cause infections
that damage or kill cells.
Viruses, such as the common cold, invade individual
cells and take over cell
parts, forcing them to make
more of the virus.
127
LongDivision
People can’t live forever because their cells eventually
stop dividing and die. For example, liver cells taken from
a person or some other organism can be kept alive in a
laboratory for only a few weeks, but cancer cells can live
and divide into new cells for a very long time. In 1951 cells
were taken from a cancer patient named Henrietta Lacks.
In the laboratory her cancer cells have continued to divide
into new cells for more than 50 years. Scientists now call
these cells “HeLa cells.” Researchers around the world use
these cells for experiments.
128
10x–40x objective) students may be able to observe the cells’ nuclei and endoplasmic reticulums. Large, round objects with dark black outlines visible under the slides are probably air
bubbles.
Extension. Have students use the microscope to look at several nonliving items such plastic
or paper to compare their structure with the cell structure of living things. They should observe
that the primary difference between living and nonliving things is that living things have cells
but that nonliving things do not.
2. Discussion: Cells, Tissue, and Organs. Explain that specific cells do certain jobs in multicellular organisms such as humans. Groups of special types of cells work together to from a tissue. Tissues combine and work together to form organs. Use the following questions.
• Whatdoyouthinkthelargestorganis?(Skin.)Studentsmaybesurprisedthattheskinis
an organ.
• Howbigdoyouthinkaperson’sskinis?(Stretchedout,aperson’sskinwouldcoveran
area of about 1.5 square meters [16 square feet]. The skin weighs between 4 kg [9 pounds]
and 7 kg [15 pounds]).
• Whyistheskinconsideredanorgan?(Itismadeofgroupsofcellsthatformdifferenttissues.)
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245
Patchwork
Have you ever wondered how a scraped knee or a cut finger can heal
in just a few days and feel as good as new? When your skin is injured, skin
cells make a stream of proteins called human growth factors to heal the
damaged area. There are different kinds of human growth factors. Some repair the damaged tissue. Others rebuild blood vessels. Still others help your immune system fight infection.
SheddingYourSkin
Math
Instead of shedding your whole skin at once like a snake
does, you shed your skin cells one at a time. Even so, you
have gone through several skins in your lifetime. Your skin
cells die after about 35 days. When they die, new ones
replace them.
How many skins have you had? Hint: Divide the number
of days in a year—365—by the number of days that cells live,
and then multiply that number by your age.
TheLittleGuys
About 50 human cells
would be needed to fill the
period at the end of this
sentence.
Think Back
1. What is the main difference between the structures of
living things and nonliving things?
2. What is a cell?
3. What three statements are the basis of the cell theory?
4. How are cells organized in your body so that they work
together to keep you alive?
5. What do you think happens when cells stop working
together?
129
3. Discussion: Layered Skin. Human skin is made of three different layers of tissues.
• Theepidermisisthetissuethatformsthetoplayerofskin,whichyoucansee.Newepidermal skin cells form at the bottom of the epidermis. In three or four weeks these cells
move up to the surface to replace old skin cells, which flake off. In your lifetime you will
shed about 18 kg (40 pounds) of dead skin. The epidermis layer (as well as hair and nails)
is dead tissue and has no nerve endings. If the epidermis layer had nerve endings, touching anything would be painful. (Mention that it is strange that people spend so much time
taking care of their dead tissues such as hair, nails, and skin.)
• Thedermisisthesecondtissuelayeroftheskinorgan.Thedermiscontainsnerveendings, blood vessels, oil glands, and sweat glands. All of these things are necessary for
healthy skin.
• Thelastlayerofskintissueisthesubcutaneousfatlayer.Thislayerkeepsthebodywarm
and lessens shocks from falls. In this layer hair is formed in small pores called follicles.
Each follicle contains one hair. The average head has 100,000 follicles.
Reinforce/Assess
1. Have students complete Intersection with Math: Shedding Your Skin (page 129) in the student text. (Students should divide 364 by 35 and then multiply by their age.)
2. Have students read Why Are Cells Important? (page 124) in the student text, and answer the
Think Back questions (page 129).
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246
1. What is the main difference between the structures of living things and nonliving things?
(Living things are made of cells; nonliving things are not made of cells.)
2. What is a cell? (A cell is the smallest part of an organism that carries on life functions.)
3. What three statements are the basis of the cell theory? (All organisms are made of one or
more cells. The cell is the basic unit of life. All cells come from other cells.)
4. How are cells organized in your body so that they work together to keep you alive? (Cells
do specific jobs. Groups of cells form tissues, which perform specific tasks. Tissues combine to form organs, which work together to do specific jobs in the body.)
5. What do you think happens when cells stop working together? (Answers will vary.
Students may suggest that tissues and organs cease to work.)
3. Have each student choose a different type of cell and find a micrograph of it. (Make sure that
some look up plant cells and that some look up animal cells.) Have them draw and color it.
They will label it in the next lesson.
Extend
 Gene therapy is the science of using the genetic material in cells to cure diseases. Have students research which diseases gene therapy is helping to cure.
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Thank you for your interest in Christian Schools International’s
2nd Edition Science curriculum!
This sample serves as a great reflection of the other engaging material available for kindergarten through grade 8.
SCIENCE
SCIENCE
SCIENCE
SCIENCE
Kindergarten
5th Grade
1st Grade
6th Grade
SCIENCE
2nd Grade
SCIENCE
3rd Grade
SCIENCE
4th Grade
Earth
Life
Physical
Middle School
Middle School
Middle School
SCIENCE
SCIENCE
SCIENCE
The curriculum tools represented below work great together to assist you as you explore God’s creation, promote
effective learning, and provide a clear biblical perspective to your students.
Teacher Guide - a comprehensive guide that is informative and easy-to-use with detailed teaching strategies,
reduced student text pages, numerous inquiry-based activities, cross-curricular activities, and activity sheets that
involve investigating, making observations, experimenting, researching, charting, mapping, and more.
Student Textbook (grades 1-8) - colorful textbook includes sidebars with hands-on experiments, information
about God’s work in creation, readings to reinforce concepts presented in classroom, and questions to promote
both recall and synthesis of ideas and concepts.
Test Bank (grades 3-8) - test banks are sent electronically in two formats—PDF and Microsoft Word allowing
teachers to develop or modify their own tests.
New eCurriculum - access to download a copy of CSI’s Bible and science curriculum teacher guides to use in
many different electronic platforms, allowing additional teacher notes, highlighting of text, insertion of other
supplemental curriculum, print-on-demand, and accessing the curriculum’s live Web links.
Science Supplements (grades K-8) - available in DVD or download, these supplements feature additional units,
lessons, and experiments to support CSI’s 2nd Edition Science material.
Contact CSI to:
Request more information — Our sales team can provide more details about our products and answer questions
you may have. Call 800-635-8288 or 616-957-1070 to connect with a team member.
Take a closer look — Materials can be sent to you for a 60-day examination period. Request a preview order
online or by phone.
Order classroom quantities — Orders can be placed 24/7 at the CSI online store at store.csionline.org or go
through the CSI website by visiting csionline.org and clicking the “Online Store” link.