Download Teacher`s Edition

BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards
LS3. – Living organisms
depend on one another and
on their environment for
The students will:
 identify the parts of an ecosystem survival.
 identify the basic needs of living
things
LS3a. – Students know
 recognize that basic needs are
ecosystems can be
met through resources
characterized by their living
 give an example of competition
and nonliving components.
 recognize that God provides food
for plants and animals in
LS3b. – Students know that
different ways
in any particular
 describe how plants get food
environment, some kinds of
 identify characteristics animals
plants and animals survive
use to get food
well, some survive less well,
 identify types of shelters animals and some cannot survive at
use
all.
 explain how working together
benefits some animals
LS3c. – Students know
many plants depend on
 use a scientific method
animals for pollination and
 model different kinds of bird
seed dispersal, and animals
beaks
depend on plants for food
 relate the results to actual birds
and shelter.
 communicate information to
other students
 define adaptation
 identify camouflage, mimicry,
migration, and hibernation was
ways animals survive
 name some examples of
camouflage, mimicry, migration,
and hibernation
Unit 1: Life in God’s Creation
Chapter 1: Living Things
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually.
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics are included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd ed.
God as source of
all wisdom
Chapter 1
God’s variety in
Teacher’s Edition
Pages 1-28
creation
Student Text
Pages 1-24
Consequences of
sin
AM
Pages 1-18
Man as a
steward of
God’s creation
Various instructional
materials as listed and
specified in the Teacher’s
Edition
1
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives



observe how camouflage works
record and interpret data
research an endangered plant or
animal
 write about an endangered plant
or animal
 give an oral presentation with a
visual
 measure length to the nearest
centimeter
 recognize that each living thing
has an effect on its environment
 infer that increased development
often results in decreased
habitats for plants and animals
 identify pollution as anything
that makes the water, air, or land
dirty
Chapter 2: Insects and Spiders
The students will:
 recognize that a beekeeper uses
wisdom
 recognize that arthropods are one
kind of invertebrate
 explain why an insect is an
arthropod
 identify insects an the largest
group of arthropods
 identify parts of an insect’s body
California State
Standards
IE6b. – Measure and estimate
from inference and know
scientists’ explanations come
partly from what they
observe and partly from how
they interpret their
observations.
LS3. – All organisms need
energy and matter to live and
grow.
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd ed.
God’s variety in
creation
Chapter 2
God’s provision
for His creation
Teacher’s Edition
Pages 29-54
Creation under
the curse of sin
Student text
Pages 25-48
God’s plan of
redemption
AM
Pages 19-40
2
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
















recognize that God has given
each insect what it needs to
survive in its ecosystem
identify six ways insects protect
themselves
name two insects that have
chewing mouthparts
name two insects that have
sucking mouth parts
make a model of an imaginary
insect
apply information about insects
and environments
use and define terms in context
identify insects
record observations about insects
organize insects in a display
name two insects that go through
incomplete metamorphosis
name two insects that go through
complete metamorphosis
describe the stages of complete
metamorphosis
use the PQ3R method to read
informational text
recognize that some insects live
and work together in groups
describe some ways honeybees
work together
California State
Standards
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Books and Materials Biblical
Integration
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
3
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives






compare different types of ants
name some jobs that members of
an insect colony have
observe and compare the ants’
responses to different foods
compare the bodies of insects
and spiders
describe some ways spiders get
their food
identify two poisonous spiders
Chapter 3: Plants
The students will:
 recognize that a landscape
architect uses wisdom
 identify and describe parts of a
flower
 explain when pollination occurs
 name three ways plants can be
pollinated
 recognize that a fruit is the part
of a plant that contains seeds
 name four ways seeds can be
dispersed
 identify the parts of a seed
 observe seeds in fruits
 record information about seeds
 experiment to test a hypothesis
 infer conditions needed for green
beans to germinate
California State
Standards
IE6. – Scientific progress
is made by asking
meaningful questions and
conducting careful
investigations.
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
Books and Materials Biblical
Integration
Science 4 for Christian
God’s variety in
Schools, 3rd ed.
creation
Teacher’s Edition
Pages 55-74
God’s provision
for His creation
Student Text
Pages 49-68
God’s Word as
the only true
source of
guidance
AM
Pages 41-58
Various instructional
materials as listed and
specified in the Teacher’s
Edition
God’s perfect
design
IE6a. – Differentiate
observation from inference
and know scientists’
explanations come partly
from what they observe
and partly from how they
interpret their
observations.
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
4
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives







identify some conditions a seed
needs to germinate
describe the life cycle of a plant
name some ways plants
reproduce without seeds
describe some ways botanists
classify plants
identify a fern as a plant that
reproduces by spores
differentiate between the
locations of seeds in flowering
plants and in conifers
classify leaves by chosen criteria
to others
California State
Standards
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Books and Materials Biblical
Integration
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
5
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards
Unit 2: Energy in Use
Chapter 4: Forces and Machines
The student will:
 recognize the interrelationship of
science concepts
 recognize that movers use
wisdom
 define force
 identify gravity and friction as
forces
 recognize that motion is a change
in position
 describe the relationship between
work, force, and distance
 explain how simple machines
make work easier
 differentiate between the effort
and the load
 define lever
 name some examples of different
levers
IE6f. – Follow a set of
 experiment to find out how the
written instructions for a
position of the fulcrum affects
scientific investigation.
the amount of effort
 predict whether fewer or more
pennies will be needed when the
fulcrum is in a given position
 use a wheel and axle to show
how distance and force are
related
 recognize that gears are a special
kind of wheel and axle
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd. ed
Man’s use of
wisdom to serve
his fellow man
Chapter 4
Teacher’s Edition
Pages 75-96
Student Text
Pages 69-90
AM
Pages 59-70
Various instructional
materials as listed and
specified in the Teacher’s
Edition
God’s
omnipotence
Man created in
God’s image
God’s perfect
image
God’s perfect
design
6
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards

identify where the load and effort
are when a fixed pulley is used
 explain how adding movable
pulleys to a block and tackle
decreases the effort needed
 name some examples of wheel
and axles and pulleys
 identify inclined planes, screws,
and wedges as simple machines
 name some examples of inclined
planes
 name some examples of screws
 name some examples of wedges
 infer the relationship between
force and work
 compare the results of changing a
variable
Chapter 5: Electricity and Magnetism
 recognize that a power-line
worker uses wisdom
 identify the type of charge that
moves from object to object
 explain when static electricity
occurs
 define force
 describe what happens when
different charges are brought
near each other
 differentiate between current
electricity and static electricity
 contrast conductors, insulators,
and resistors
Time
30-45
min.
3 days
per
week
PS1. – Electricity and
magnetism are related effects
that have many useful
applications in everyday life.
PS1a. – Students know how
to design and build simple
series and parallel circuits by
using components such as
wires, batteries, and bulbs.
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd ed.
Chapter 5
Teacher’s Edition
Pages 97-118
Man’s use of
wisdom to serve
his fellow man
Student Text
Pages 91-112
Man as steward
of God’s
reaction
AM
Pages 71-86
Godly wisdom
God’s
Various instructional
omniscience
materials as listed and
specified in the Teacher’s
Edition
7
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
















differentiate between a series
circuit and a parallel circuit
identify the two parts of a circuit
predict whether items are
conductors or insulators
form a generalization about the
types of items that are conductors
and the types of items that are
insulators
define magnetism
identify some materials that are
attracted to magnets
identify the place on a magnet
where magnetism is the strongest
identify uses of magnets
recognize that the size of a
magnet does not determine its
strength
measure the power of different
magnets
test the strengths of the magnetic
fields of magnets
realize that the magnetic field is
strongest at the poles of a magnet
explain why electromagnets are
temporary magnets
list some uses for electromagnets
explain how magnetism and
electricity are related
describe how a generator works
California State
Standards
PS1d. – Students know the
role of electromagnets in the
construction of electric
motors, electric generators,
and simple devices, such as
doorbells and earphones.
PS1e. – Students know
electrically charged objects
attract or repel each other.
PS1f. – Students know that
magnets have two poles and
that like poles repel each
other while unlike poles
attract each other.
IE6. – Scientific progress is
made by asking meaningful
questions and conducting
careful investigations.
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Books and Materials Biblical
Integration
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
8
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards
Chapter 6: Light
The student will:
 recognize that a photographer
uses wisdom
 recognize that light travels in a
straight line
 identify luminous objects
 differentiate between transparent,
translucent, and opaque objects
 identify the location of a light
IE6f. – Follow a set of
source based on the position of a written instructions for a
shadow
scientific investigation.
 explain how shadows can be
used to tell time
 determine the position of the
light needed to make specific
shadows
 recognize that as the distance
increased, the height of the light
also increases
 list the colors of the visible
spectrum
 define reflection and refraction
 explain why an object appears to
be a certain color
 explain why a straight object in a
glass of water may appear bent
 identify the parts of the eye and
their functions
Time
30-45
min.
3 days
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd ed.
God as Master
of creation
Chapter 6
Teacher’s Edition
Pages 119-138
Student Text
Pages 113-132
AM
Pages 87-100
God’s provision
for His creation
God’s design for
man’s body
Bible as the final
authority
Various instructional
materials as listed and
specified in the Teacher’s
Edition
9
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives






differentiate between farsighted
vision and nearsighted vision
differentiate between concave
and convex lenses
make a model of an eye
demonstrate knowledge of the
parts of an eye
observe some optical illusions
and determine how they work
design an optical illusion
California State
Standards
Time
Methods, Activities,
and Evaluation
Books and Materials Biblical
Integration
30-45
min.
3 days
per
week
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
10
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards
Unit 3: Gravity in Action
Chapter 7: The Moon
The student will:
 recognize the interrelationship of
science concepts
 recognize that a space-suit
designer used wisdom
 define satellite
 compare and contrast the moon
and the earth
 explain why the moon has
extreme temperature changes
 recognize the effect of gravity on
mass and weight
 recognize that the moon reflects
light from the sun
 measure mass to the nearest gram
IE6b. – Measure and estimate
 measure volume using milliliters
the weight, length, or volume
 measure weight and distance
of objects.
 calculate moon measurements
from earth measurements
 compare the effects of the
moon’s gravity with the effects
of the earth’s gravity
 identify four of the moon’s land
features
 define maria, rill, and crater
 make a model of the moon’s
surface
 demonstrate an understanding of
the terms related to the moon’s
surface
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
God as Master
Schools, 3rd ed.
of creation
Chapter 7
Teacher’s Edition
Pages 139-166
Student Text
Pages 133-158
AM
Pages 101-116
God’s provision
for His creation
Bible as the final
authority
Faith in the
Word of God
God’s
omnipotence
Various instructional
materials as listed and
specified in the Teacher’s
Edition
11
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives












describe the movements of the
moon
define revolution and rotation
list the phases of the moon in
order
differentiate between waxing and
waning
describe the phases of the moon
observe the moon
identify the phases of the moon
identify the relationships of the
sun, moon, and earth
distinguish between a lunar
eclipse and a solar eclipse
state that God created the moon
differentiate between faith and
science
describe one of man’s theories
about how the moon began
Chapter 8: Water and Oceans




recognize that a boat captain uses
wisdom
recognize that almost threefourths of the earth’s surface is
covered with water
identify gravity as the force that
pulls fresh water toward the
ocean
identify and describe the parts of
the water cycle
California State
Standards
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd ed.
Chapter 8
Teacher’s Edition
Pages 271-293
God as Master
of creation
Student Text
Pages 184-201
Obedience to
God’s Word
Notebook
Pages 57-61
Christians as a
reflection of God
Various instructional
God’s variety in
materials as listed and
creation
specified in the Teacher’s
Edition
12
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
















discover how the amount of
surface area affects the speed at
which water evaporates
define tides
explain that tides are caused by
the gravitational pulls of the
moon and the sun on the earth
recognize that tides are also
affected by the way the sun,
moon, and earth line up
define waves
identify characteristics of deep
ocean currents and surface
currents
identify the Gulf Stream as a
warm current
recognize that surface currents
can affect the climate of the land
locate the oceans on a map
identify the largest ocean and the
smallest ocean
name three features of the ocean
floor
identify plankton as a main food
source for some ocean animals
recognize that the ocean gets
darker as it increases in depth
research information about an
ocean animal and its environment
make a mobile to present
information about an ocean
animal
use a graph to map a model
ocean floor
California State
Standards
IE6d. – Conduct multiple
trials to test a prediction and
draw conclusions about the
relationships between
predictions and results.
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Books and Materials Biblical
Integration
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
IE6e. – Construct and
interpret graphs from
measurements.
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
13
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
Unit 4: The Earth for our Use
Chapter 9: Weathering and Erosion
The student will:
 recognize the interrelationship of
science concepts
 recognize that erosion control
engineers use wisdom
 recognize that the earth’s surface
is always changing
 explain how some forces build
up and some forces wear down
the surface of the earth
 identify three natural causes of
weathering
 recognize various landforms
 recognize characteristics of soil
 identify three basic layers of soil
 compare and contrast two soil
samples
 demonstrate a knowledge of
characteristics of soil types
 recognize causes of erosion
 identify the effects of deposition
 observe the erosion of different
soils
 predict which soil will erode
more easily
 identify characteristics of
glaciers
 identify the effects of glaciers
 explain the differences between
landslides and avalanches
California State
Standards
ES5.- Waves, wind, water,
and ice shape and reshape
Earth’s land surface.
Time
30-45
min.
3 days
per
ES5a. – Students know some
week
changes in the earth are due
to slow processes, such as
erosion, and some changes
are due to rapid processes,
such as landslides, volcanic
eruptions, and earthquakes.
ES5c. – Students know
moving water erodes
landforms, reshaping the land
by taking it away from some
places and depositing it as
pebbles, sand, silt, and mud
in other places (weathering,
transport, and deposition).
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
The Flood’s
Schools, 3rd ed.
effect on the
earth
God’s provision
for His creation
Chapter 9
Teacher’s Edition
Pages 191-214
Student Text
Pages 183-206
AM
Pages 133-146
Interrelationship
of the parts of
creation
Purity of a
Christian’s heart
God’s power
over sin
Man as steward
Various instructional
of God’s
materials as listed and
creation
specified in the Teacher’s
Edition
14
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards
Time
30-45
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Chapter 10: The Earth’s Resources
min.
The student will:
3 days
 recognize that a framer uses
per
wisdom
week
 define natural resources
 differentiate between renewable
and nonrenewable resources
 recognize that soil is a renewable
natural resource
 explain two ways farmers can
prevent soil erosion
 define landfill
IE6. – Scientific progress is
Evaluation
 determine which packing
made by asking meaningful
Techniques:
material decomposes best in
questions and conducting
Activity Manual pages
water
careful investigations.
Classroom discussion
 decide which packing material
and review
would be least harmful for a
Individual and group
landfill
projects
 identify water as a renewable
IE6f. – Follow a set of
resource
Rubrics included to
written instructions for a
 explain ways water can be
evaluate projects
scientific investigation.
polluted
Tests and quizzes
 identify trees as a renewable
resource
 explain why harvesting trees
must be done wisely
 recognize that water energy,
wind energy, and solar energy
are renewable energy resources
 name an example of how each
type of energy resource is used
 identify fossil fuels as
nonrenewable energy resources

name three
fossil LS
fuels
PS – Physical
Science;
– Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
God’s provision
Schools, 3rd ed.
for man
God’s provision
for His creation
God’s
omnipotence
The Flood’s
effect on the
earth
Chapter 10
Teacher’s Edition
Pages 215-236
Man’s
responsibility to
glorify God
Student Text
Pages 184-201
AM
Pages 147-156
Various instructional
materials as listed and
specified in the Teacher’s
Edition
15
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives





California State
Standards
Time
Methods, Activities,
and Evaluation
Books and Materials Biblical
Integration
identify some advantages and
disadvantages of each energy
resource
recognize that man has a
responsibility to be a good
steward
list ways to reduce, reuse, or
recycle resources
research local recycling
programs
make a poster that encourages
others to recycle
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
16
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
Unit 5: The Body at Work
Chapter 11: Digestion
The student will:
 recognize the interrelationship of
science concepts
 recognize that a camp nutritionist
uses wisdom
 define digestion
 name the parts of the digestive
tract
 describe the different jobs of
saliva, the teeth, and the tongue
 explain the purpose of taste buds
 list the four basic tastes
 design and conduct an
experiment
 recognize how the senses of
smell and taste are related
 describe the esophagus
 explain how peristalsis moves
food
 describe how the stomach works
on food
 define chyme
 identify the small intestine as the
part of the digestive tract where
nutrients are absorbed
 recognize that the large intestine
is the last part of the digestive
tract
 identify three organs that help
with digestion but are not part of
the digestive tract
California State
Standards
Time
30-45
min.
3 days
per
week
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Man’s use of
Schools, 3rd ed.
wisdom
Chapter 11
Teacher’s Edition
Pages 237-262
God’s Word as
the only true
source of
guidance
Student Text
Pages 229-254
Spirit-filled
Christians
AM
Pages 157-176
Christian’s body
as God’s temple
Various instructional
God’s command
materials as listed and
to remember
specified in the Teacher’s
Edition
17
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives
California State
Standards

recognize that insulin is
produced by the pancreas
 describe two jobs of the liver
 use iodine to identify foods that
contain starch
 infer how the darkness of the
iodine tells whether a food
contains a greater or lesser
amount of starch
 describe some nutrients needed
by the body
 identify foods that contain those
nutrients
 recognize the food pyramid as a
guide for choosing foods to eat
 track what is eaten and
categorize the foods into the
appropriate food groups
 use the food pyramid to make
informed food choices
Chapter 12: Bones and Muscles
The student will:
 recognize that a physical
therapist uses wisdom
 identify several bones in the
body
 recognize that the skeleton is the
frame that supports the body
 list four purposes for bones
 recognize that bones consist of
several layers
 name three minerals that are
important for healthy bones
Time
30-45
min.
3 days
per
week
IE6c.- Formulate and justify
predictions based on causeand-effect relationships.
Methods, Activities,
and Evaluation
Read and discuss
material in text
Use interactive and
hands-on activities
outlined in the
Teacher's Edition.
Conduct activities and
demonstrations with
students as a class, in
small groups, and
individually
Evaluation
Techniques:
Activity Manual pages
Classroom discussion
and review
Individual and group
projects
Rubrics included to
evaluate projects
Tests and quizzes
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
Books and Materials Biblical
Integration
Science 4 for Christian
Schools, 3rd ed.
Chapter 12
Teacher’s Edition
Pages 263-284
God’s perfect
design
Student Text
Pages 255-276
God’s provision
for man
AM
Pages 177-186
God’s design for
man’s body
Various instructional
God as Master
materials as listed and
of creation
specified in the Teacher’s
Edition
18
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Unit Content and Objectives














differentiate between immovable
and movable joints
name some examples of the four
types of joints
identify the location and function
of ligaments
identify the location and function
of cartilage
demonstrate how the bones in the
hand and wrist move
recognize that joints work
together
define muscle
explain how muscles move
differentiate between voluntary
and involuntary muscles
make a model
observe how bones and muscles
work together
recognize that physical health is
related to the kinds of foods we
eat
identify some vitamins and
minerals needed by the body
differentiate between a strain and
a sprain
California State
Standards
Time
Methods, Activities,
and Evaluation
Books and Materials Biblical
Integration
IE6. Scientific progress is
made by asking meaningful
questions and conducting
careful investigations.
IE6f.- Follow a set of written
instructions for a scientific
investigation.
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
19
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Grade Four
Science Content Standards
Physical Sciences
1.
Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept:
a.
Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.
b.
Students know how to build a simple compass and use it to detect magnetic effects, including Earth's magnetic field.
c.
Students know electric currents produce magnetic fields and know how to build a simple electromagnet.
d.
Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones.
e.
Students know electrically charged objects attract or repel each other.
f.
Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.
g.
Students know electrical energy can be converted to heat, light, and motion.
Life Sciences
2.
3.
All organisms need energy and matter to live and grow. As a basis for understanding this concept:
a.
Students know plants are the primary source of matter and energy entering most food chains.
b.
Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for
resources in an ecosystem.
c.
Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.
Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
a.
Students know ecosystems can be characterized by their living and nonliving components.
b.
Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
c.
Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
d.
Students know that most microorganisms do not cause disease and that many are beneficial.
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
20
BJU Press Alignment to California State Standards
Course Outline – Science 4, second edition
Earth Sciences
4.
5.
The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept:
a.
Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).
b.
Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic
properties.
Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:
a.
Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and
earthquakes.
b.
Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.
c.
Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering,
transport, and deposition).
Investigation and Experimentation
6.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform investigations. Students will:
a.
Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their
observations.
b.
Measure and estimate the weight, length, or volume of objects.
c.
Formulate and justify predictions based on cause-and-effect relationships.
d.
Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
e.
Construct and interpret graphs from measurements.
f.
Follow a set of written instructions for a scientific investigation.
PS – Physical Science; LS – Life Science; - ES – Earth Science; IE – Investigation and Experimentation
©2011 BJU Press. All rights reserved.
21