GCCS science Consensus Map final by GCCS Curriculum Grove City Christian

Grove City Christian Subject Consensus Map: K-‐12 Science Draft 2011/2012

Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”

Grove City Christian School K-‐12 Subject Consensus Map Science

Science Vision: Grove City Christian School science program seeks to foster our students innate curiosity about God's Creation to cultivate an ongoing desire to actively learn science. As students mature, critical thinking will be developed and reinforced to naturally lend itself to problem solving. GCCS students will learn to formulate questions to further their understanding, and then logically and creatively solve problems using the scientific method. Students will use technology and effective communication skills to demonstrate their understanding and application of science. We view science as a process, which will be developed in a continuum from kindergarten through twelfth grade. Learning science content and skills through active, inquiry based experiments and classroom activities are central to the GCCS science program.

Philosophy and Guiding Biblical Principles:

Beginning with our most curious of students, kindergarteners, our program seeks to develop independent learners, and support students in their application and understanding of science to fully develop graduates who use their curiosity to critically think and apply new ideas, knowledge and data in light of what they already know, both scientifically and Biblically. Throughout their years at GCCS students will explore the different areas of science, gaining scientific knowledge as their teachers guide them to discuss, analyze and evaluate their experiences in doing science. Students will have a keen awareness of the relevance of the science they are learning and how it applies to their lives, environment and ultimately to their service to God’s amazing creation and it’s inhabitants. We believe the following global biblical themes are essential for study in the GCCS science curriculum: 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Kindergarten Standards: What a GCCS Student will know and be able to do in Science… Science skills: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content Standards: **See ODE Kindergarten Science Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) -‐Weather changes are long-‐term and short-‐ term through observation, measurement, classifying, comparing, identifying patterns, predicting, graphing. -‐The moon, sun and stars are visible at different times of the day or night.

Physical Science (PS) -‐Objects and materials can be sorted and described by their properties. -‐Some objects and materials can be made to vibrate to produce sound.

Life Science (LS)

-‐Living things are different from nonliving things. -‐Living things have physical traits and behaviors, which influence their survival.

Topic Statements for Science By close of Kindergarten: Year long connection of topics: Living and nonliving things have specific physical properties that can be used to sort and classify. The physical properties of air and water are presented as they apply to weather. Earth and Space Science Topic: Daily and Seasonal Changes :This topic focuses on observing, exploring, describing and comparing weather changes, patterns in the sky and changing seasons; Physical Science Topic: Properties of Everyday Objects and Materials :This topic focuses on the production of sound and on observing, exploring, describing and comparing the properties of objects and materials with which the student is

familiar;Life Science Topic: Physical and Behavioral Traits of Living Things: This topic focuses on observing, exploring, describing and comparing living things in Ohio.

Kindergarten Common Experiences : Calendar Time to include integration of science skills concerning

weather/seasonal changes; Science Notebook/Journal; Class Research project based on students questions with presentation to other K classes; Creation & use of tools/instruments for measuring effects of weather/sun/environment on GCCS community

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips: Kindergarten Common Assessments: Balanced, authentic assessment Kindergarten Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our K curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 4.The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20;James 1:17), i.e. what types of patterns to we see in nature that God has created to give order 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) i.e change of seasons is an example of God’s plan of death and resurrection throughout the natural world.

Kindergarten Technology Integration: Whole class research of Science Journal Questions with teacher using the internet, use of iPad during calendar time to look at moon phases

First Grade: Standards: What a GCCS Student will know and be able to do in Science Science Skills: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content standards: **See ODE 1st grade Science Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) The sun is the principal source of energy. The physical properties of water change.

Physical Science(PS)

Properties of objects and materials can change. Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

Life Science(LS)

Living things have basic needs, which are met by obtaining materials from the physical environment. Living things survive only in environments that meet their needs.

Topic Statements for Social Science By close of first grade: Year long connection of topics: Energy is observed through movement, heating, cooling and the needs of living organisms Earth and Space Science Topic: Sun, Energy and Weather :This topic focuses on the sun as a source of energy and energy changes that occur to land, air and water; Physical Science Topic: Motion and Materials :This topic focuses on the changes in properties that occur in objects and materials. Changes of position of an object are a result of pushing or pulling. ;Life Science Topic: Basic Needs of Living Things This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things.

First Grade Common Experiences: Science Notebook/Journal ; Class Research Project based on student questions with presentation to other 1st grade classes; Calendar Time to include integration of science skills related to appropriate content

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips: Lynd’s Fruit Farm, Butterflies and Bloom’s Franklin Park Conservatory, Columbus Zoo-‐Animal Covering Class/African Study

First Grade Common Assessments: Balanced, authentic assessment

First Grade Biblical Integration: It is the intention of the science program to have students understand science

with God as their foundation. Integrated into our 1st grade curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17), i.e. source of sun’s energy 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) i.e. basic needs of living things provided by God’s design 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) i.e. how students interact with their environment can effect the availability of basic needs for other life. 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) i.e. monarch butterfly life cycle demonstrates the continuity of life when basic needs are met

First Grade Technology Integration ideas: Use of iPads to gather information and data; use of smart board Second Grade Standards: What a GCCS Student will know and be able to do in Science. Science Skills: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content standards: **See ODE 2nd grade Science Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • The atmosphere is made up of air. • Water is present in the air • Long-‐ and short-‐term weather changes occur due to changes in energy.

Physical Science (PS) • Forces change the motion of an object. Life Science (LS) • Living things cause changes on Earth. • Some kinds of individuals that once lived on Earth have completely disappeared, although they were something like others that are alive today.

Topic Statements for Science By close of Second Grade: Year long connection of topics: Living and nonliving things may move. A moving object has energy. Air moving is wind and wind can make a windmill turn. Changes in energy and movement can cause change to organisms and the environments in which they live. Earth and Space Science Topic: The Atmosphere This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured.; Physical Science

Topic: Changes in Motion This topic focuses on observing the relationship between forces and motion. ; Life Science Topic: Interactions within Habitats This topic focuses on how ecosystems work by observations of

simple interactions between the biotic/living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment impacts living things.

Second Grade Common Experiences: Science Day, Science Notebook/Journals; Daily class time for observations/documentation and analysis of patterns of nature (i.e. weather changes, animal habitat changes and the relationship between them); Class or small group research projects based on students questions with presentation to other groups or other 2nd grade classes.

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips: Darby Creek field and creek study Second Grade Common Assessments: Balanced, authentic assessment Second Grade Biblical Integration :It is the intention of the science program to have students understand science

with God as their foundation. Integrated into our 2nd grade curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Second Grade Technology Integration Ideas: Use of smart board; use of iPads Third Grade Standards: What a GCCS Student will know and be able to do in Science. Science Skills • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content Standards **See ODE 3rd grade Science Model Curriculum for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • Earth’s nonliving resources have specific properties. • Earth’s resources can be used for energy. • Some of Earth’s resources are limited.

Physical Science (PS)

• All objects and substances in the natural world are composed of matter. • Matter exists in different states, each of which has different properties. • Heat, electrical energy, light, sound and magnetic energy are forms of energy.

Life Science (LS)

• Offspring resemble their parents and each other. • Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing. • Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

Topic Statements for Science By close of Third Grade: Year long connection of topics: Matter is what makes up all substances on Earth. Matter has specific properties and exists in different states. Earth’s resources are made of matter. Matter can be used by living things and can be used for the energy they contain. There are many different forms of energy. Each living component of an ecosystem is composed of matter and uses energy.

Earth and Space Science Topic: Earth’s Resources, This topic focuses on Earth’s resources. While resources can be living and nonliving, within this strand, the emphasis is on Earth’s nonliving resources, such as water, air, rock, soil and the energy resources they represent. Physical Science Topic: Matter and Forms of Energy, This topic focuses on the relationship between matter and energy. Matter has specific properties and is found in all substances on Earth. Heat is a familiar form of energy that can change the states of matter.

Life Science Topic: Behavior, Growth and Changes, This topic explores life cycles of organisms and the relationship between the natural environment and an organism’s (physical and behavioral) traits, which affect its ability to survive and reproduce.

Third Grade Common Experiences : Science Day, Science Notebook/Journals; Daily class time for

observations/documentation and analysis of patterns of nature (i.e. weather changes, animal habitat changes and the relationship between them); Class or small group research projects based on students questions with presentation to other groups or other 3rd grade classes.

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development

Field Trips:

Third Grade Common Assessments : Balanced, authentic assessment Third Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 3rd grade curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Third Grade Technology Integration Ideas: Use of Smart Boards and iPads.

Fourth Grade Standards: What a GCCS Student will know and be able to do in Science. Science Skills • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content Skills **See ODE 4th grade Science Model Curriculum for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • Earth’s surface has specific characteristics and landforms that can be identified. • The surface of Earth changes due to weathering. • The surface of Earth changes due to erosion and deposition.

Physical Science (PS)

• The total amount of matter is conserved when it undergoes a change. • Energy can be transformed from one form to another or can be transferred from one location to another.

Life Science (LS)

• Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful. • Fossils can be compared to one another and to present day organisms according to their similarities and differences.

Topic Statements for Science By close of Fourth Grade: Year long connection of topics : Heat and electrical energy are forms of energy that can be transferred from one location to another. Matter has properties that allow the transfer of heat and electrical energy. Heating and cooling affect the weathering of Earth’s surface and Earth’s past environments. The processes that shape Earth’s surface and the fossil

evidence found can help decode Earth’s history. Earth and Space Science Topic: Earth’s Surface ,This topic focuses on the variety of processes that shape and reshape Earth’s surface. ;Physical Science Topic: Electricity,

Heat and Matter , This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat and electrical energy. ; Life Science Topic: Earth’s Living History ,This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors.

Fourth Grade Common Experiences : Science Day ( individual research projects and presentations); Science

Notebook; Daily class time for observations/documentation/data collection and analysis of patterns of nature relevant to content standards

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips: Fourth Grade Common Assessments: Balanced, authentic assessment

Fourth Grade Biblical Integration :It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 4th grade curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Fourth Grade Technology Integration Ideas: Use of Smart Board, iPads and Laptop Lab Fifth Grade Standards: What a GCCS Student will know and be able to do in Science Science Skills Students will use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: • Identify questions that can be answered through scientific investigations; • Design and conduct a scientific investigation; • Use appropriate mathematics, tools and techniques to gather data and information; • Analyze and interpret data; • Develop descriptions, models, explanations and predictions; • Think critically and logically to connect evidence and explanations; • Recognize and analyze alternative explanations and predications; and • Communicate scientific procedures and explanations.

Content Standards **See ODE 5th grade Science Model Curriculum for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. • The sun is one of many stars that exist in the universe. • Most of the cycles and patterns of motion between the Earth and sun are predictable.

Physical Science (PS) • The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. • Light and sound are forms of energy that behave in predicable ways.

Life Science (LS)

• Organisms perform a variety of roles in an ecosystem. • All of the processes that take place within organisms require energy.

Topic Statements for Science by close of Fifth Grade: Year long connection of topics : Cycles on Earth, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement of movement. Change in speed is related to force and mass. The transfer of energy drives changes in systems, including ecosystems and physical systems.

Earth and Space Science Topic: Cycles and Patterns in the Solar System, This topic focuses on the characteristics, cycles and patterns in the solar system and within the universe. ; Physical Science Topic: Light,

Sound and Motion, This topic focuses on the forces that affect motion. This includes the relationship between the change in speed of an object, the amount of force applied and the mass of the object. Light and sound are explored as forms of energy that move in predictable ways, depending on the matter through which they move; Life Science Topic:

Interactions within Ecosystems , This topic focuses on foundational knowledge of the structures and functions of ecosystems and a basic introduction to classification of the living things in those ecosystems.

Fifth Grade Common Experiences: Model Building; Science Notebook; Individual research/design/invention

project; Experience write up & presentation; Daily class time for observations/documentation/data collection and analysis of patterns/connections of nature relevant to content standards, Outdoor Education

Informational Texts: under development Technical writing experiences (CCSS): under development Lab Experiences: under development Field Trips: Landfill: Related to point 8 under Biblical integration Fifth Grade Common Assessments : Balanced, authentic assessment Fifth Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. The focus of our 5th grade curriculum is to integrate the following broad biblical principles with science facts and information (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Fifth Grade Technology Integration ideas: Use of Smart Board, computers and iPads Sixth Grade Standards: What a GCCS Student will know and be able to do in Science Science Skills: Students will use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: • Identify questions that can be answered through scientific investigations; • Design and conduct a scientific investigation; • Use appropriate mathematics, tools and techniques to gather data and information; • Analyze and interpret data; • Develop descriptions, models, explanations and predictions; • Think critically and logically to connect evidence and explanations; • Recognize and analyze alternative explanations and predications; and • Communicate scientific procedures and explanations.

Content Standards: **See ODE 6th grade Science Model Curriculum for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science(ESS) • Minerals have specific, quantifiable properties. • Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification. • Igneous, metamorphic and sedimentary rocks form in different ways.

• Soil is unconsolidated material that contains nutrient matter and weathered rock. • Rocks, minerals and soils have common and practical uses.

Physical Science(PS)

• All matter is made up of small particles called atoms. • Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion. • There are two categories of energy: kinetic and potential. • An object’s motion can be described by its speed and the direction in which it is moving.

Life Science (LS)

• Cells are the fundamental unit of life. • All cells come from pre-‐existing cells. • Cells carry on specific functions that sustain life. • Living systems at all levels of organization demonstrate the complementary nature of structure and function.

Topic Statements for Science by close of Sixth Grade: Topic Connections: All matter is made of

small particles called atoms. The properties of matter are based on the order and organization of atoms and molecules. Cells, minerals, rocks and soil are all examples of matter. Earth and Space Science Topic: Rocks, Minerals

and Soil ,This topic focuses on the study of rocks, minerals and soil, which make up the lithosphere. Classifying and identifying different types of rocks, minerals and soil can decode the past environment in which they formed. ; Physical Science Topic: Matter and Motion This topic focuses on the study of foundational concepts of the particulate nature of matter, linear motion, and kinetic and potential energy.; Life Science Topic: Cellular to Multicellular, This topic focuses on the study of the basics of Modern Cell Theory, including structure and function of organelles. All organisms are composed of cells, which are the fundamental unit of life. Cells carry on the many processes that sustain life. All cells come from pre-‐existing cells.

Sixth Grade Common Experiences: Model Building; Science Notebook; Individual research/design/invention project; Experience Write up & Presentation; Daily class time for observations/documentation/data collection and analysis of patterns/connections of nature relevant to content standards, Outdoor Education

Informational Texts: under development Technical writing experiences (CCSS): under development Lab Experiences: under development Field Trips: Sixth Grade Common Assessments : Balanced, authentic assessment Sixth Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. The focus of our 6th grade curriculum is to integrate the following broad biblical principles with science facts and information (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22)

Sixth Grade Technology Integration Ideas: Use of Smart Board , computers, iPads Seventh Grade Standards: What a GCCS Student will know and be able to do in Science Science Skills: Students will use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:

• Identify questions that can be answered through scientific investigations; • Design and conduct a scientific investigation; • Use appropriate mathematics, tools and techniques to gather data and information; • Analyze and interpret data; • Develop descriptions, models, explanations and predictions; • Think critically and logically to connect evidence and explanations; • Recognize and analyze alternative explanations and predications; and • Communicate scientific procedures and explanations.

Content Standards **See ODE 7th /8th grade Science Model Curriculum –Life Science-‐for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Life Science (LS) • Matter is transferred continuously between one organism to another and between organisms and their physical environments. • In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors. • Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. • Reproduction is necessary for the continuation of every species. • The characteristics of an organism are a result of inherited traits received from parent(s).

Topic Statements for Science by close of Seventh Grade: Topic Connections: Systems can exchange energy and/or matter when interactions occur within systems and between systems. Systems cycle matter and energy in observable and predictable patterns. For species to continue, reproduction must be successful. Life Science (LS)

Topic: Cycles of Matter and Flow of Energy This topic focuses on the impact of matter and energy transfer within the biotic component of ecosystems. Topic: Species and Reproduction This topic focuses on continuation of the species.

Seventh Grade Common Experiences : Science Notebook; Modeling; Experimental/Engineering/Invention Design project; Introduction to formal lab write up; Research based project

Informational Texts: under development Technical writing experiences (CCSS): under development Field Trips: Higher Banks Metro Park-‐ look at geological structures Seventh Grade Common Assessments : Balanced, authentic assessment Seventh Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 7th grade curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9)

Seventh Grade Technology Integration ideas: Use of Smart Board, Laptops, iPads Eighth Grade Standards: What a GCCS Student will know and be able to do in Science Students will use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: Science Skills • Identify questions that can be answered through scientific investigations; • Design and conduct a scientific investigation; • Use appropriate mathematics, tools and techniques to gather data and information; • Analyze and interpret data; • Develop descriptions, models, explanations and predictions; • Think critically and logically to connect evidence and explanations; • Recognize and analyze alternative explanations and predications; and • Communicate scientific procedures and explanations.

Content skills: **See ODE 7th /8th Science grade Model Curriculum –Physical Science/Earth Science-‐for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • The composition and properties of Earth’s interior are identified by the behavior of seismic waves. • Earth’s crust consists of major and minor tectonic plates that move relative to each other. • A combination of constructive and destructive geologic processes formed Earth’s surface. • Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record • The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere. • Thermal-‐energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. • The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere. • The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon.

Physical Science (PS) •Atomic structure • Forces between objects act when the objects are in direct contact or when they are not touching. • Forces have magnitude and direction. • There are different types of potential energy. • The properties of matter are determined by the arrangement of atoms. • Energy can be transformed or transferred but is never lost. • Energy can be transferred through a variety of ways.

Topic Statements for Science By close of Eighth Grade: Topic Connections: Systems can be described and understood by analysis of the interaction of their components. Energy, forces and motion combine to change the physical features of the Earth. The changes of the physical Earth and the species that have lived on Earth are found in the rock record. Earth and Space Science (ESS)Topic: Cycles and Patterns of Earth and the Moon This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic currents, the relationship between thermal energy and the currents, and the relative position and movement of the Earth, sun and moon. Topic:

Physical Earth This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms. Physical Science (PS)Topic: Forces and Motion This topic focuses on forces and motion within, on and around the Earth and within the universe. Topic: Conservation of 13

Mass and Energy This topic focuses on the empirical evidence for the arrangements of atoms on the Periodic Table of Elements, conservation of mass and energy, transformation and transfer of energy Eighth Grade Common Experiences : Science Notebook; Modeling; Experimental/Engineering/Invention Design project; Formal lab write up practice; Research based project

Informational Texts: under development Technical writing experiences (CCSS): under development

Field Trips: Eighth Grade Common Assessments : Balanced, authentic assessment Eighth Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 1st grade curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9)

Eighth Grade Technology Integration Ideas: Use of Smart Board, laptops, iPads HIGH SCHOOL: Biology

General biology is a course designed to introduce students to basic concepts of life science at the high school level. Throughout the year students will explore such themes as: the scientific method, characteristics of living things, biochemistry, cells, the relationship of structure to function from the molecular to single celled organisms through plants and animals, energy transfer, genetics, biotechnology, the interdependence of all organisms and their environment, intelligent design and the origins of life.

Standards: What a GCCS Student will know and be able to do in Biology Science & Application Skills: (Adapted from ACT Science College Readiness Standards, AP Science Practice Skills and ODE Science Skills) GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS 1) 2) 3) 4) 5) 6) 7) 8)

GCCS students will utilize, integrate and evaluate a variety of primary and secondary scientific sources to gain information, determine key ideas, solve problems and connect science learning to relevant and real world applications. GCCS students will engage in scientific questioning. GCCS students will be engaged in designing, planning and implementing scientific investigations. GCCS students will collect, organize, interpret and analyze scientific data. GCCS students will use math concepts appropriately in quantifying a variety of natural phenomena. GCCS students will create and use models to represent and analyze scientific and natural phenomena. GCCS students will communicate their scientific knowledge and laboratory findings effectively in both written and oral formats through consistent experiences and expectations set by teachers. Students will understand and utilize safe lab practices.

Content Standards **See ODE Biology Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS I. Cells •

•

Cell structure and function o Structure, function and interrelatedness of cell organelles o Eukaryotic cells and prokaryotic cells Cellular processes o Characteristics of life regulated by cellular processes o Photosynthesis, chemosynthesis, cellular respiration o Cell division and differentiation

II. Heredity

• Cellular genetics • Structure and function of DNA in cells • Genetic mechanisms and inheritance • Mutations • Modern genetics

III. Evolution • Mechanisms • Diversity of Life

IV. Diversity and Interdependence of Life • •

Classification systems are frameworks created by scientists for describing the vast diversity of organisms indicating the degree of relatedness between organisms. Ecosystems

Common Core: Literacy for Social Studies/Science and Technology: please visit http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf for a list of specific literacy and writing standards for Science beginning on page 62

Topic/Unit Statements: Process of Doing Science; Tools of Science; Biochemistry; Modern Cell Theory; Classification Systems; Biological Diversity; Plants; Animals; Energy Transfer in Nature ; Genetics-‐Mendel and Molecular: Biotechnology; Ecology

Common Course Experiences : Research based project ;Design, conduct and present a scientific study; Formal lab write up (at least one); Grade appropriate use of science notebook Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments : Use of balanced, authentic assessment Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Biology curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22)

7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of Mac Laptops and iPads Honors Biology This course is designed to introduce students to basic concepts of life science and push them to analyze relationships, determine cause and effect, explain the regulation of biological processes in depth, explore the continuity of life’s diversity, research scientific information and make practical applications. The basic material is covered at a faster pace and in more depth than in biology and students will be expected to develop and demonstrate critical thinking skills. This will be accomplished while exploring the core standards of scientific inquiry, biochemical organization, levels of biological organization, characteristics of living things, cells, the relationship of structure to function, classification and comparison of living things, energy transfer, heredity, biotechnology, ecology and interdependence of organisms and their environment, evolution, intelligent design, and the origins of life.

Standards: What a GCCS Student will know and be able to do in Honors Biology Science & Application Skills: (Adapted from ACT Science College Readiness Standards, AP Science Practice Skills and ODE Science Skills) GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS 1) 2) 3) 4) 5) 6) 7) 8)

Content Standards: ACT Quality Core Curriculum I.

II.

III.

IV. V.

VI.

Exploring and Defining the Fundamental Unifying Concepts, Organization, and Inquiry Techniques Underlying the Science of Biology 1.Scientific Inquiry 2. Math and Measurements 3.Science in Practice 4. Foundations 5. Biochemistry Investigating Life Processes at the Cellular Level and Understanding Both How These Processes Work and How They Are Maintained and Regulated 1. Cells Delving Into Heredity by Investigating How Genetic Structures and Processes Provide the Mechanism for Continuity and Variety Among Organisms 1. Genetics Investigating Processes That Allow Populations to Change in Response to Different Environmental and Genetic Pressures Identifying and Deciphering the Distinguishing Characteristics of All Categories of Living Things and Establishing the Genetic, Ancestral, and Behavioral Relationships Among Them 1. Animals 2. Plants 3. Relationships among organisms Analyzing the Ecological Processes by Which Living Things Interact With Their Environments and With Each Other

Common Core English: Literacy for Social Studies/Science and Technology: please visit http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf for a list of specific literacy and writing standards for Science beginning on page 62

Topic/Unit Statements: Scientific Inquiry; Mathematics and Measurement in Science; Science in Practice;

Foundations; Biochemistry; Cells; Genetics; Evolution; Animals; Plants; Relationships Among Organisms; Ecology

Common Course Experiences: Research based project ; Formal lab write up (at least two); Design, conduct and present a scientific study; Grade appropriate use of science notebook; Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments: Use of balanced, authentic assessment Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Biology curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of Mac Laptops and iPads Chemistry Chemistry is relevant for every division of science. Understanding the chemical make-‐up of our world is one of the most challenging aspects of science. Students will encounter current chemical theory about both macroscopic and microscopic behaviors of the matter of our universe. Course topics include atomic theory, elemental periodicity, stoichiometry, inter-‐ and intra-‐particle forces, chemical reactions and their rates and mechanism, state of matter, equilibrium systems, and acid/base chemistry.

Standards: What a GCCS Student will know and be able to do in Chemistry Science & Application Skills: (Adapted from ACT Science College Readiness Standards, AP Science Practice Skills and ODE Science Skills) GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS 1) 2) 3) 4) 5) 6) 7) 8)

Content Standards **See ODE Chemistry Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS I. Structure and Properties of Matter • Atomic structure Evolution of atomic models/theory -‐Electrons -‐Electron configurations • Periodic table -‐Properties -‐Trends • Intramolecular chemical bonding -‐Ionic -‐ Polar/covalent • Representing compounds -‐ Formula writing -‐ Nomenclature -‐ Models and shapes (Lewis structures, ball and stick, molecular geometries) • Quantifying matter • Phases of matter • Intermolecular chemical bonding -‐Types and strengths -‐Implications for properties of substances • Melting and boiling point • Solubility • Vapor pressure

II. Interactions of Matter

• Chemical reactions -‐ Types of reactions -‐ Kinetics -‐ Energy -‐ Equilibrium -‐ Acids/bases • Gas laws -‐Pressure, volume and temperature -‐ Ideal gas law • Stoichiometry -‐ Molar calculations -‐ Solutions -‐ Limiting reagents • Nuclear Reactions -‐ Radioisotopes -‐ Nuclear energy

Common Core English: Literacy for Social Studies/Science and Technology: please visit

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf for a list of specific literacy and writing standards for Science beginning on page 62

Topic/Unit Statements: Atomic theory; Elemental periodicity; Stoichiometry; Inter-‐ and Intra-‐particle forces; Chemical reactions, rates and mechanism; State of matter; Equilibrium systems; Acid/Base chemistry Common Course Experiences: Research based project ; Formal lab write up (at least two); Design, conduct and present a scientific study; Grade appropriate use of science notebook

Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/trips:

Common Course Assessments: Use of balanced, authentic assessment Common Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Chemistry curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of Mac laptops and iPads Honors Chemistry Chemistry is an “all encompassing” science. Chemistry has part in the full understanding of all other divisions of science. Students desiring to major in the sciences would benefit from the increased depth, subject matter and rate of instruction in this course. A further look into nuclear and organic chemistry are included.

Content Standards: ACT Quality Core Curriculum I. Introduction to Chemistry 1. Mass, Volume, and Density

2. Elements, Atomic Mass, and Nomenclature

II. Properties of Matter and Gases 1. Phases of Matter, Phase Changes, and Physical Changes

2. The Nature of Gases 3. Ideal Gas Law

III. Formulas and Equations 1. Empirical Formulas, Molecular Formulas, and Percentage Composition

2. Mole Concept, Molar Mass, Gram Formula Mass, and Molecular Mass 3. Chemical Equations and Stoichiometry

IV. Microscopic Nature of Matter

1. Structure of Liquids and Solids 2. Kinetic Molecular Theory of Gases

V. Atomic Structure and Chemical Bonding 1. Atomic Theory (Dalton), Atomic Structure, and Quantum Theory

2. Periodic Table and Periodicity 3. Intermolecular Forces and Types of Bonds 4. Orbital Theory Applied to Bonding

VI. Solutions 1. Types of Solutions, Concentration, and Solubility

2. Colligative Properties

VII. Kinetics, Equilibrium, and Thermodynamics

1. Chemical Equilibrium and Factors Affecting Reaction Rates; Le Châtelier’s Principle 2. Mechanism, Rate-‐Determining Step, Activation Energy, and Catalysts 3. Chemical Processes and Heat; Calorimetry 4. Enthalpy and Entropy

VIII. Salts, Acids, and Bases

1. Acid/Base Theories 2. Acid/Base Constants and pH; Titration; Buffers

VIIII. REDOX Reactions and Electrochemistry X. Nuclear Chemistry Common Core English: Literacy for Social Studies/Science and Technology: please visit http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf for a list of specific literacy and writing standards for Science beginning on page 62

Topic/Unit Statements:

Scientific Inquiry; Mathematics and Measurement in Science ;Science in Practice; Introduction to Chemistry; Properties of Matter and Gases; Formulas and Equations; Microscopic Nature of Matter; Atomic Structure and Chemical Bonding; Solutions; Kinetics, Equilibrium, and Thermodynamics ; Salts, Acids, and Bases; REDOX Reactions and Electrochemistry; Nuclear Chemistry

Common Course Experiences: Research based project ; Formal lab write up (at least two); Design, conduct and present a scientific study; Grade appropriate use of science notebook Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments: Use of balanced, authentic assessment Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Chemistry curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of Mac laptops and iPads Physics This course is an introduction to the principles of physics through a conceptual yet hands on approach. Problem solving is done using basic algebra. Topics open to exploration will include motion, forces, Newton’s Laws, universal gravitation, energy, waves, electricity, nature of matter, quantum mechanics, and Einstein. This course is designed for the non-‐science major who wants to gain a better understanding of the world and the laws which govern it and prepare for general education requirements in college.

Standards: What a GCCS Student will know and be able to do in Physics: Science & Application Skills: (Adapted from ACT Science College Readiness Standards, AP Science Practice Skills and ODE Science Skills) GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS 1) 2) 3) 4) 5) 6) 7) 8)

Content Standards **See ODE Physics Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS I. Motion Graph interpretations -‐ Position vs. time -‐ Velocity vs. time -‐ Acceleration vs. time • Problem solving -‐ Using graphs (average velocity, instantaneous velocity, acceleration, displacement, change in velocity) -‐ Uniform acceleration including free fall (initial velocity, final velocity, time, displacement, acceleration, average velocity) • Projectiles -‐Independence of horizontal and vertical motion -‐ Problem-‐solving involving horizontally launched projectiles

•

II. Forces, momentum and motion

• Newton’s laws applied to complex problems • Gravitational force and fields • Elastic forces • Friction force (static and kinetic) • Air resistance and drag • Forces in two dimensions -‐ Adding vector forces -‐ Motion down inclines -‐ Centripetal forces and circular motion • Momentum, impulse and conservation of momentum

III. Energy • Gravitational potential energy

• Energy in springs • Nuclear energy • Work and power • Conservation of energy

IV. Waves

• Wave properties -‐ Conservation of energy o Reflection -‐ Refraction -‐ Interference -‐ Diffraction • Light phenomena -‐ Ray diagrams (propagation of light) -‐ Law of reflection (equal angles) -‐ Snell’s law -‐ Diffraction patterns -‐ Wave – particle duality of light -‐ Visible spectrum and color

V. Electricity and magnetism

• Charging objects (friction, contact and induction) • Coulomb’s law • Electric fields and electric potential energy • DC circuits -‐ Ohm’s law -‐ Series circuits -‐ Parallel circuits -‐ Mixed circuits -‐ Applying conservation of charge and energy (junction and loop rules) • Magnetic fields and energy • Electromagnetic interactions

Topic/Unit Statements: Mechanics; Newton’s Laws; Momentum & Energy; Circular Motion; Gravity; Relativity; Heat; Electricity & Magnetism Common Course Experiences : Modeling; Experimental design/engineering design project; Formal lab write up Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments: Balanced, authentic assessment Biblical Integration : It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Physics curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9)

Technology Integration ideas: Use of laptops, iPads, vernier probes

Honors Physics

This course is an introduction to the principles of physics with an emphasis on problem solving using algebra and trigonometry. Topics covered will include motion, forces, Newton’s Laws, universal gravitation, energy, waves, electricity, nature of matter, quantum mechanics and Einstein. This course is ideal for students desiring to major in science, engineering, or math and is academically challenging and interesting.

Standards: What a GCCS Student will know and be able to do in Honors Physics: Science & Application Skills: (Adapted from ACT Science College Readiness Standards, AP Science Practice Skills and ODE Science Skills) . GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS. 1) 2) 3) 4) 5) 6) 7) 8)

Content Standards: ACT Quality Core Curriculum A. Understanding Physics as Inquiry

1. Scientific Inquiry 2. Mathematics and Measurement in Science 3. Science in Practice

B. Understanding and Applying Knowledge of Forces and Motion 1. Speed, Velocity, and Acceleration

2. One-‐ and Two-‐Dimensional Motion 3. Work and Energy 4. Momentum 5. Newton’s Laws

C. Understanding and Applying Knowledge of Fundamental Forces 1. Gravity

2. Electrical Charges and Coulomb’s Law 3. Electrical Potential and Electric Fields 4. Magnetism 5. Electrical Circuits

D. Understanding and Applying Knowledge of Waves and Periodic Motion 1. Wave Properties

2. Periodic Motion 3. Sound Waves 4. Light Waves

Topic/Unit Statements: The Language of Physics: Using Mathematics to Describe Motion; Two-‐Dimensional

Motion; Newton’s Laws ,Momentum; Work and Energy ; Wave Properties and Sound; Light; Charges, Coulomb’s Law, Fields, and Magnetism ;Circuits

Common Course Experiences : Modeling; Experimental design/engineering design project; Formal lab write up Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips:

Common Course Assessments: Balanced, authentic assessment; Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Honors Physics curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of laptops, iPads, vernier probes Human Anatomy & Physiology This course provides a comprehensive study of the anatomy and physiology of the human body. Students will begin with an overview of basic cell functions and homeostasis. Using modeling, interactive technology and dissection students will explore the various body systems including the integument, skeletal, circulatory, respiratory, muscular, digestive, nervous systems along with the special senses. Diseases and disorders of each system will be discussed also.

Standards: What a GCCS Student will know and be able to do in Anatomy and Physiology-‐ Content Standards Based on the guidelines set forth by the Human Anatomy and Physiology Society students will: 1. 2. 3. 4. 5. 6. 7. 8.

Develop a vocabulary of appropriate terminology to effectively communicate information related to anatomy and physiology. Recognize the anatomical structures and explain the physiological functions of body systems Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body. Use anatomical knowledge to predict physiological consequences, and use knowledge of function to predict the features of anatomical structures. Recognize and explain the interrelationships within and between anatomical and physiological systems of the human body. Synthesize ideas to make a connection between knowledge of anatomy and physiology and real-‐world situations, including healthy lifestyle decisions and homeostatic imbalances. Demonstrate laboratory procedures used to examine anatomical structures and evaluate physiological functions of each organ system. Interpret graphs of anatomical and physiological data.

Topic/Unit Statements: Language of Anatomy; Homeostasis; Cell Structure; Tissues/Histology; Integumentary system; Skeletal system; Muscular system; Nervous System; Circulatory system; Respiratory system; Special Senses; Digestive System; Endocrine system

Common Course Experiences: Model building; Animal & organ dissection; lab activities; Research based project Informational Texts: under development Technical writing experiences (CCSS): under development

Field Study/Trips: Common Course Assessments : Lab practicum ; balanced, authentic assessment Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Anatomy & Physiology curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of ADAM website and other anatomy websites; use of iPad anatomy apps; use of digital photography and videography Honors Human Anatomy & Physiology This Honors course provides a comprehensive study of the anatomy and physiology of the human body and seeks to prepare students for college type courses. It is recommended for students planning to pursue a four year college program in the health or science fields. Topics include cellular structure and function, body organization, homeostasis, histology, and the various body systems such as the integument, skeletal, circulatory, muscular, digestive, nervous systems, endocrine, and special senses. The course begins at the cellular level and then examines how cells are organized into the different tissue types. The various organs are examined in system studies. Diseases and disorders of each system will be discussed as well. Lab work will emphasize the physiology of the systems studied and will parallel with the anatomy being learned through various dissections, including both the rat and cat.

Standards: What a GCCS Student will know and be able to do in Anatomy and Physiology-‐ Based on the guidelines set forth by the Human Anatomy and Physiology Society students will: 1. 2. 3. 4. 5. 6. 7. 8.

Common Core English: Literacy for Social Studies/Science and Technology: please visit

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf for a list of specific literacy and writing standards for Science beginning on page 62

Topic/Unit Statements: Language of Anatomy; Homeostasis; Biochemistry; Cell Structure; Tissues/Histology; Integumentary system; Skeletal system; Muscular system; Nervous System; Circulatory system; Respiratory system; Enodcrine system; Special Senses; Digestive System; Excretory and Reproductive system.

Common Course Experiences: Model building; Animal & organ dissection; lab activities; Research project

Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments : Lab practicum ; formative and summative assessment Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Anatomy & Physiology curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Use of ADAM website and other anatomy websites; use of iPad anatomy apps; use of digital photography and videography STEM The acronym STEM is the designation for the intersection of science, technology, engineering, and mathematics. STEM fields are considered the technological core of an advanced society. In many ways, the strength of the STEM workforce is an indicator of a nation’s ability to sustain itself. This STEM course is designed to introduce and develop 21st Century Academic Skills in science, technology, mathematics, and engineering. STEM fields include but are not limited to: Physics, Chemistry, Mathematics, Computer Science, Biochemistry, Robotics, and a variety of Engineering fields. Various nationally well known, published resources to be employed.

Standards: What a GCCS Student will know and be able to do in STEM (Adapted from ACT Science College Readiness Standards, AP Science Practice Skills and ODE Science Skills) GCCS has taken careful steps to analyze and modify State and other standards where necessary to fit the mission of GCCS. 1) 2) 3) 4) 5) 6) 7) 8)

Topic/Unit Statements: Introduction to STEM; Mathematics – Language of STEM; Problem Solving Strategies;

Engineering & Engineering Design Cycle; Surveying Techniques & Engineering Drawing; Forensic Science – Applied STEM; Bridge Building – Introduction to Engineering; Electricity & Electronics; Robotics – Building & Programming; STEM Projects

Common Course Experiences : Research based presentations to class, group research or experimental projects,

bridge building activities, computer and robot programming projects, electronic assembly, electronic projects both soldering and reusable breadboard, computer based data collection with and without probe ware, classroom experiments, formal and informal lab reports, field trips designed around manufacturing robotics, field trips designed around area water treatment and waste treatment.

Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments : Balanced, authentic assessment Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our STEM curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration Ideas: Lego Minstorms NXT & Tetrix Robots; Lego Minstorms NXT Programing Software; Carnegie Melon Robotics Curriculum; National Instruments Labview Engineering Software; Vernier LabQuest CBL Equipment and data probes; Vernier Logger Pro Software; Fathom 9.0 Statistical Software; IBM and Mac Laptops; iPad2 ; WestPoint Bridge Builder Curriculum; SmartBoard (student presentations); TI 84+ Graphing Calculators

AP Biology

The AP Biology course is designed to be the equivalent of a college-‐level introductory biology course. The intent of the course is to expose students to higher-‐level biological principles, concepts, and skills and allow them the opportunity to apply their knowledge to real-‐life applications. Rather than learning from a micro level outward, students learn from a macro level inward. Students are also expected to learn not by memorization of facts, but through content and concept application via the AP Biology science practices. Core concepts called enduring understandings and their application via the science practices are the basis of the AP Biology curriculum. These concepts are organized around biological principles called big ideas that permeate the entire course and focus on the following topics: • evolution • biological systems using energy to maintain homeostasis for survival • passing heritable information to provide continuity of life • the interaction of biological systems with biotic and abiotic factors In the new AP Biology Investigative Labs: An Inquiry-‐Based Approach (2012), 13 inquiry-‐based and student-‐directed lab investigations provide opportunities for the teacher to engage students in the scientific process. Students will spend 25% of their time in class working on labs. ( AP Biology: Course Planning and Pacing Guide 1, New Curriculum, 2012)

Standards: What a GCCS Student will know and be able to do in AP Biology. Students in AP Biology are required to learn essential material outlined on the AP Biology College Board website http://advancesinap.collegeboard.org/.

Topic/Unit Statements: Evolution, Ecology, Biochemistry, Cells , Free Energy Transfer in Cells ( Cell Respiration & Photosynthesis), Mendelian Genetics, Molecular Genetics, Biotechnology, Biodiversity, Animal Structure and Function. Common Course Experiences : Modeling; Science notebook; Formal Lab write-‐ups and presentations of data; Concept mapping; 13 inquiry based labs; AP Biology Exam 27

Informational Texts: under development Technical writing experiences (CCSS): under development Field Study/Trips: Common Course Assessments : Balanced, authentic assessment; short-‐response and full length response essays; multiple choice questions based on practice exams Biblical Integration : It is the intention of the science program to have students understand science with God as their foundation. Integrated into our Biology curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Technology Integration ideas: Use of mac laptops, iPads, Vernier probeware, Digital Camera and Video, online lab simulations; Updated 6/8/12 Suggested Mapping Goals for 2012/13 Summer suggestion: study ODE model curriculum for Science Concentrate on assessment Map field trips K-‐12 Informational Texts Technical writing experiences CCSS ideas Implement Science notebooks Implement formal lab write up process K-‐12 Begin process of designing grade level and course maps Resources (list text books, supplemental materials etc… used) study ODE model curriculum for Science Above are some suggested goals based on your work completed so far. Please review (if you think of anything not listed feel free to add it) and list, in your idea of suggested order of importance, your mapping goals for next year here.