Adopted January, 2005

Introduction

This Science curriculum has been designed for use by member schools of the Archdiocese of Atlanta. Discussion and planning for this curriculum involved many faculty representatives from our member schools. The level groups for work on this document were K—2, 3—5, and 6—8 respectively.

In addition to the identification of a philosophy and goals for the teaching of science, five standards have been articulated which encompass the study of living things, chemistry, physics, earth and space as well as the scientific method. In some cases, standards have been subdivided for ease in lesson planning. The standards identified for each grade level represent an age-appropriate understanding of concepts.

Research for this curriculum included the following source materials:

American Association for the Advancement of Science, Project 2061 (1993). Benchmarks for
science literacy. New York: Oxford University Press.

Georgia Department of Education. Georgia Care Quality Curriculum.

Kendall, John S. and Marzano, Robert J. (1996). A comprehensive guide to designing standards-
based schools, and classrooms. Alexandria, Virginia: Association for Supervision and
Curriculum Development.

Kendall, John S., and Marzano, Robert J. (2000). Content knowledge: A compendium of
standards and benchmarks for K-12 education. Alexandria, Virginia: Association for
Supervision and Curriculum Development.

Philosophy of Curriculum

Goals of Curriculum

Science Subject Philosophy

Science Subject Goals

Level I K-2 Standards

Level II 3-5 Standards

Level III 6-8 Standards

Of great importance to the curriculum are the elements of message, community, service and worship. Through an exploration of each, learners seek to acquire a deeper understanding essential for their own growth and development. Such an approach necessitates a vision of curriculum, which is non-biased and inclusive.

In order for a curriculum series to have validity, it must have the learner as its central focus. Courses which are planned should be developmentally responsive. Instruction should be engaging and cause the learner to be an active participant. Secular subject areas should be represented as well as the universal truths which are reflected by the history and tradition of the Church. In general, subject areas should acknowledge the present, study and reflect on the past, and assume a posture of openness to the future.

When developing curriculum, the unique features of each school should be taken into consideration. In addition, all professional educators should understand that it is the curriculum, which drives the entire educational process. This document allows teachers to make implementation decisions on a local level for the improvement of educational programs.

Goals of Curriculum

1. Communicate the Gospel message.
2. Engender a sense of responsibility as members of a church community.
3. Empower learners to accept responsibility for the acquisition and use of knowledge.
4. Cultivate a desire for continuous learning through formal and informal education.
5. Engender a sense of responsibility as citizens within a democracy.
6. Empower learners to make informed choices.
7. Use independent and critical thinking.
8. Strive toward connectedness of all learning.
9. Implement instruction, which is developmentally appropriate.
10. Strive toward clear and accurate communication through the development of a variety of skills.
11. Represent all subject areas resulting in comprehensive literacy.
12. Use all available technologies to support instruction.
13. Implement effective prevention programs as early as possible for students who demonstrate learning challenges.
14. To ensure a thorough foundation of knowledge for successful transition into secondary study.

Science Subject Philosophy

The Science Curriculum in the Catholic Archdiocese of Atlanta seeks to develop in students a sense of respect and responsibility for creation based on the principles of Christian stewardship. Recognizing that their abilities are gifts from God we gear instruction to the needs of the learner by using developmentally appropriate instruction while encouraging the use of techniques which develop methods of scientific cognition.

2. Value the use of independent and critical thinking in the pursuit of scientific knowledge.

3. Accept his/her Christian responsibility for the use of science and technology in his/her contemporary world.

4. Understand and value the interconnectedness and interdependence of all matter, energy, and life.

5. Appreciate the importance of communicating scientific information clearly and accurately.

6. Recognize the tentative nature of scientific theory as it is derived from experimental evidence.

Level I Standards (Grades K-2)

Level I (K—2)

1. Describe the common needs of all living organisms for the life and growth (e.g. air, water, food, light).

2. Describe the features of living organisms that help them adapt to and thrive in different environments.

3. Understand that living organisms closely resemble their parents; however, there can be differences within a group.

4. Understand that some present day organisms resemble organisms that are now extinct.

5. Understand that living organisms are found almost everywhere in the world and that they depend on one another and their environment for their survival.

6. Describe the structure and processes of the human body.

STANDARD: Students understand the principles of physics in living and non-living systems.

Level I (K—2)

1. Energy

1.1. Knows that the sun supplies heat and light to the earth.

1.2. Describes ways that heat can be produced.

1.3. Explain the various forms of energy.

1.4. Understand that various forms of energy produce a variety of effects on systems.

2. Sound

2.1. Recognizes that vibrating objects produce sounds.

2.2. Understands that light travels in a straight line unless it strikes an object.

3. Motion

3.1. Knows that things move in different directions and speed.

3.2. Understands the principles of motion.

3.3. Can identify simple machines and how they are used.

3.4. Compare and contrast the difference in simple machines.

STANDARD: Students understand the principles of chemistry in living and non-living systems.

Level I (K—2)

1. Classifies and sorts objects by their composition (clay, cloth, paper, wood, etc.) and physical properties (color, size, shape, weight, texture, flexibility)

2. Names the 3 states of matter.

3. Recognizes that matter has weight and takes up space.

4. Recognizes that some matter can be seen or not seen.

5. Demonstrates that things can be done to materials to change some of their properties (heating, freezing, mixing, cutting, dissolving, bending, exposing to light) to see how they change.

6. Recognizes that all materials do not respond in the same way to what is done to them.

STANDARD: Students understand and can employ the scientific method.

Level I (K—2)

1. Understand that discoveries are made through observation and experimentation.

2. Recognize that experiments normally have reproducible results.

3. Identify and use a variety of tools that guide scientists in experimentation.

4. Appreciate that in science it is helpful to work with a team and share findings with others.

5. Keeps simple records of observations.

6. Use reference sources to obtain information.

7. Identify and practice safety procedures in experimentation.

STANDARD: Students understand the characteristics and interactions between the elements in the earth and in space.

Level I (K—2)

1. Weather

1.1. Identifies types of weather

1.2. Compare and contrast seasonal weather changes

1.3. Compare and contrast weather phenomena (such as tornados and hurricanes).

1.4. Explain the water cycle.

2. Rocks/soil /landforms

2.1. Identifies the layers of the earth and their characteristics.

2.2. Identifies processes that change the surface of the Earth creating landforms.

2.3. Identify, compare, and contrast basic types of soil.

2.4. Determines that decomposition of living matter contributes to soil formation.

2.5. Identify, compare, and contrast different types of rocks.

3. Solar System

3.1. Appreciates the order and structure of the solar system.

3.2. Defines the names and order of the planets and their orbits around the sun.

3.3. Explains the movement of moons around the planets.

3.4. Identifies basic patterns of the sun and moon.

3.5. Explains stars are innumerable.

Level 2 Science Curriculum (Grades 3-5)

STANDARD: Students have an understanding of the nature and functioning of living things.

Level II (3—5)

1. Recognizes that living things can be classified according to characteristics based on scientific standards.

2. Understands that life cycles are predictable, sequential, and specific to a type of organism.

3. Understands that biological characteristics can be transferred genetically or evolved through interaction with the environment.

4. Understands that living organisms and their physical environment are interdependent for the survival of the species.

5. Can illustrate that the behavior of organisms is influenced by biological (senses) and environmental cues.

6. Understands that living things have specific biological structures that serve different functions in growth, survival and reproduction.

7. Understands that biological and behavioral attributes which may or may not affect survival and reproduction can differ among organisms of the same species.

8. Contrast negative or positive alterations on the environment as a result of the action of living things.

9. Understands that fossils provide evidence of the existence, structure and behavior of once-living things.

STANDARD: Students understand the principles of physics in living and non-living systems.

Level II (3—5)

1. Can differentiate between different states of matter (solid, liquid, gas).

2. Can describe phase changes of matter by cooling or heating.

3. The mass of any form of matter (solid, liquid, gas) whether heated or cooled will always remain constant.

4. Understands that some materials are insulators and some are conductors (as in heat energy and electrical current.)

5. Understands the principles that apply to the forces of push, pull, and friction on objects at rest or in motion. Students will explore force, velocity, acceleration, and potential-kinetic energy.

6. Can describe electrical energy which requires a circuit path, with a completed loop, a power source, and a conductor.

7. Understands that electrically charged materials pull on all other materials and can attract or repel other charged materials.

STANDARD: Students understand the principles of chemistry in living and non-living systems.

Level II (3—5)

1. Understands that living things have a chemical composition.

2. Can give a definition for the term “matter.”

3. Can identify the parts of an atom.

4. Can give examples of physical and chemical changes in matter.

5. Understands that elements can be organized in a systematic way.

STANDARD: Students understand and can employ the scientific method.

Level II (3—5)

1. Recognize and apply the scientific inquiry steps to plan and conduct simple experiments.

2. Use equipment and tools to gather scientific data.

3. Employ data-gathering organizational techniques to aid in reporting experimental results.

STANDARD: Students understand the characteristics and interactions between the elements in the earth and in space.

Level II (3—5)

1. Discuss the composition of the earth.

2. Describe the effects of weathering over time on the earth’s surface.

3. Understands that forces and energy within the earth can change it over time.

4. Understands that the sun is the earth’s energy source and affects its surface, atmosphere, and hydrosphere.

5. Describe the effects of the moon on the earth’s tides.

6. Understand the composition and structure of the universe and the earth’s place in it.

7. Discuss the rotation and revolution of the earth affect the earth’s cycles.

Level III Standards (Grades 6-8)

STANDARD: Students have an understanding of the nature and functioning of living things.

Level III (6—8)

1. Cells

1.1. Identify and describe the structure and specialized functions of cells, tissues, organs, organ systems, whole organisms, and eco-systems.

1.2. Compare and contrast how cells multiply, divide, and sustain life.

1.3. Investigate the breakdown in structures and functions of organisms due to disease.

2. Classification and Diversity

2.1. Compare and contrast the body plans, structures, and reproductions of plants and animals.

2.2. Classify plants and animals according to the details of their internal and external features.

3. Evolution

3.1. Discuss the history of life on earth and investigate the mechanisms of evolution.

4. Genetics

4.1. Understands the genetic basis for the transfer of biological characteristics from one generation to the next.

4.2. Explore how environmental factors may affect development and reproduction.

5. Ecology

5.1. Understands the cycling of matter and flow of energy through the living environment.

5.2. Recognizes how species depend on one another and on the environment for survival.

STANDARD: Students understand the principles of physics in living and non-living systems.

Level III (6—8)

1. Energy

1.1. Explain the Law of Conservation of Energy.

1.2. Compare and contrast and investigate the forms of energy.

1.3. Compare and contrast heat transfer.

1.4. Investigate sources and uses of energy.

2. Waves

2.1. Identify and describe the electromagnetic and mechanical nature of waves.

2.2. Compare and contrast the properties of waves.

2.3. Explain the interaction of waves and matter.

2.4. Identify and describe the wavelengths within the electromagnetic spectrum.

2.5. Investigate the effects of wave properties on sound and light.

3. Motion

3.1. Explain motion in regard to frame of reference.

3.2. Compare and contrast balanced and unbalanced forces.

3.3. Explain the effects of mass and distance on the strength of gravitational forces.

4. Electricity and Magnetism

4.1. Investigate and describe magnetic fields.

4.2. Compare and contrast the transformation of a variety of energy sources into electricity.

STANDARD: Students understand the principles of chemistry in living and non-living systems.

Level III (6—8)

1. Chemistry

1.1. Identify and describe the structure and properties of elements, compounds, and mixtures.\

1.2. Compare and contrast the processes of physical and chemical interactions.

1.3. Investigate chemical reactions and separation of mixtures.

1.4. Explain how fission and fusion reactions create energy in our universe.

1.5. Investigate the properties of matter as is reflected on the periodic table.

STANDARD: Students understand and can employ the scientific method.

Level III (6—8)

1. Scientific Inquiry

1.1. Identify and apply science safety procedures.

1.2. Demonstrate and understand the use of measuring devices and report data in appropriate SI units.

1.3. Identify, measure, and convert units within the metric system.

1.4. Classify groups of objects/organisms based on their characteristics.

1.5. Distinguish between observation and inference given a representation of a scientific situation.

1.6. Demonstrate and apply methods of scientific inquiry in problem-solving situations.

1.7. Evaluate conclusions based on scientific data.

1.8. Organize and interpret data through the use of tables and graphs.

1.9. Describe the ways scientific ideas have evolved using historical contexts.

1.10. Write a lab report utilizing all of the required components.

1.11. Recognize that men and women working in a variety of settings engage in the activities
of science.

1.12. Design models to demonstrate understanding of scientific concepts.

STANDARD: Students understand the characteristics and interactions between the elements in the earth and in space.

Level III (6—8)

Earth Science

1. Planets and Stars

1.1. Identify and describe objects in the universe.

1.2. Compare and contrast theories of the origin of the universe.

1.3. Explain phases in life cycle of stars.

1.4. Demonstrate the relationship between the earth, moon, and sun.

1.5. Investigate space exploration in the past, present, and future.

2. Earth Features

2.1. Identify and describe features of rock, minerals, and fossils.

2.2. Compare and contrast landforms, atmosphere, lithosphere, and hydrosphere.

2.3. Explain the processes of plate tectonics.

2.4. Investigate processes of erosion and weathering.

2.5. Demonstrate an understanding of earth’s features using topography and mapping skills.

3. Weather

3.1. Identify and describe weather instruments.

3.2. Explain various weather features.

3.3. Demonstrate the processes of the water cycle.

3.4. Compare and contrast weather and climate.

3.5. Investigate the impact of weather on landforms and living things.

4. Energy and Natural Resources

4.1. Identify and describe forms of energy

4.2. Compare and contrast renewable and nonrenewable resources.

4.3. Investigate ways to conserve natural resources and control pollution in the present and future.

4.4. Discuss the impact of decreasing natural resources and pollution on earth’s features and living things.