How do living organisms give evidence of God as the Designer, Creator, and Sustainer of life?
The complexity, order, and design of living organisms provide strong evidence of God as the Designer, Creator and Sustainer of life.
Molecules to Organisms: Structures and Processes
Develop models (e.g., drawings, diagrams) to describe that organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. (3-LS1-1)
Construct an argument that plants and animals have internal and external structures (e.g., thorns, stems, roots, colored petals, heart, stomach, lung, brain, skin) that function to support survival, growth, behavior, and reproduction. (4-LS1-1)
Use a model to describe systems of information transfer (e.g., nerves, hormones) that animals use to receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. (4-LS1-2)
Support an argument that plants get the materials they need for growth chiefly from air and water. (5-LS1-1)
Ecosystems: Interactions, Energy, and Dynamics
Construct an argument that some animals form groups that help members survive. (3-LS2-1)
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (5-LS2-1)
Heredity: Inheritance and Variation of Traits
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. (3-LS3-1)
Use evidence to support the explanation that traits can be influenced by the environment (e.g., Galapagos finches, peppered moth). (3-LS3-2)
Life: Origins, Unity, and Diversity
Analyze and interpret data (e.g., type, size, distributions) from fossils to provide evidence of the organisms and the environments (e.g., marine fossils on dry land, tropical plant fossils in Arctic areas, fossils of extinct organisms) in which they lived long ago. (3-LS4-1)
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants with larger thorns are less likely to be eaten by predators, animals with better camouflage coloration are more likely to survive and to reproduce). (3-LS4-2)
Construct an argument with evidence (e.g., needs, characteristics) that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Make a claim about the merit of a plant or animal adaptation in response to an environmental change (e.g., land characteristics, water distribution, temperature, food, other organisms). (3-LS4-4)
Construct an argument with evidence to support that God has created within living things a pool of variations that allows organisms to adapt to changes in the environment.
Apply scientific principles to construct a personal model that explains origins of life on earth and acknowledges God as the Creator.
Why does God want human beings to choose to have a healthy mind and body?
God designed a plan for healthful living that leads to optimum spiritual, physical, mental, and emotional health.
Health Promotion and Disease Prevention
Make observations to construct an evidence based link between healthy behaviors and personal health.
Construct an argument that spiritual, emotional, intellectual, physical, and social health are interrelated and dependent on one another.
Analyze patterns of accidental injuries in different locations; develop a specific action plan designed to reduce accidents; evaluate the success of the plan.
Develop a model that demonstrates effective verbal and nonverbal communication skills to enhance health and reduce health risks.
Use scientific evidence to develop a family health plan designed to strengthen and enhance personal health.
Analyze and communicate the reliability of health information, products, and local services.
Healthy Lifestyle Choices
Construct a model that illustrates the various influences that impact personal health.
Conduct an investigation to evaluate the accuracy/influence of the media on health.
Construct a model that demonstrates the ability to use decision making skills to enhance health.
Select a personal health goal, evaluate health resources to develop and implement a plan aimed at achieving the goal, and monitor progress toward the goal.
Gather, synthesize, and present information from the Bible about God’s plan for healthy living.
How do the structure and physical phenomena of Earth and space provide evidence of God as Designer,
Creator, and Sustainer of the universe?
The structure and processes of Earth and space are organized and governed by natural laws that give evidence of God as
Designer, Creator, and Sustainer.
Represent data (e.g., average temperature, precipitation, wind direction) in tables and graphical displays to describe typical weather conditions expected during a particular season. (3-ESS2-1)
Obtain and combine information to describe climates in different regions of the world. (3-ESS2-2)
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation (e.g., angle of slope in downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing water, cycles of heating and cooling, volume of water flow). (4-ESS2-1)
Analyze and interpret data from maps, including topographic maps, to describe patterns of Earth’s features. (4-ESS2-2)
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact (e.g., influence of ocean on ecosystems, landform shape, climate; influence of the atmosphere on landforms and ecosystems; influence of mountain ranges on winds and clouds). (5-ESS2-1)
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Earth and Human Activity
Make a claim about the merit of a design solution that reduces the impacts of a weather related hazard (e.g., barriers to prevent flooding, wind resistant roofs, lightning rods). (3-ESS3-1)
Obtain and combine information to describe that energy and fuels are derived from natural resources (e.g., wind energy, water behind dams, sunlight, fossil fuels, fissile materials) and their uses affect the environment (e.g., loss of habitat due to dams, surface mining, air pollution). (4-ESS3-1)
Generate and compare multiple solutions (e.g., earthquake resistant building, monitoring volcanic activity) to reduce the impacts of natural Earth processes on humans. (4-ESS3-2)
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5-ESS3-1)
Earth’s Place in the Universe
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (4-ESS1-1)
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. (5-ESS1-1)
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5-ESS1-2)
How does the order and consistency of natural laws provide evidence of God as the Designer, Creator, and
Sustainer of the physical world?
Matter and energy are organized and behave according to natural laws that cannot be explained by chance but are
consistent and give evidence of God as the Designer, Creator, and Sustainer.
Matter and Its Interactions
Develop a model to describe that matter is made of particles too small to be seen (e.g., add air to expand a basketball, compress air in a syringe, dissolve sugar in water, evaporate salt water). (5-PS1-1)
Measure and graph quantities to provide evidence that the total weight of matter is conserved regardless of the type of change (e.g., phase changes, dissolving, mixing) that occurs when heating, cooling, or mixing substances. (5-PS1-2)
Make observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility). (5-PS1-3)
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5-PS1-4)
Motion and Stability: Forces and Interactions
Plan and conduct an investigation to provide evidence of the effects of balanced (e.g., pushing two opposite sides of a box) and unbalanced (e.g., pushing one side of a box) forces on the motion of an object. (3-PS2-1)
Observe and/or measure an object’s motion to provide evidence that a pattern can be used to predict future motion (e.g., child swinging, ball rolling in a bowl, pendulum). (3-PS2-2)
Ask questions to determine cause and effect relationships (e.g., distance between objects affects strength of the force, orientation of magnets affect direction of magnetic force) of electric or magnetic interactions between two objects not in contact with each other. (3-PS2-3)
Define a simple design problem (e.g., constructing a door latch, creating a device to keep two moving objects from touching) that can be solved by applying scientific ideas about magnets. (3-PS2-4)
Support an argument that the gravitational force exerted by Earth on objects is directed down toward the center of the earth. (5-PS2-1)
Use evidence to construct an explanation relating the speed of an object to the energy of that object. (4-PS3-1)
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (4-PS3-2)
Ask questions and predict outcomes about the changes in energy that occur when objects collide. (4-PS3-3)
Apply scientific principles to design, test, and refine a device (e.g., electric motor, solar heater) that converts energy from one form to another. (4-PS3-4)
Use models (e.g., diagrams, flow charts) to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (5-PS3-1)
Waves and Their Applications in Technologies for Information Transfer
Develop a model (e.g., diagrams, analogies, physical models) of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. (4-PS4-1)
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (4-PS4-2)
Generate and compare multiple solutions (e.g., drum sending codes through sound waves, grid of 1’s and 0’s representing black and white to send information about a picture, Morse code) that use patterns to transfer information. (4-PS4-3)
How has God equipped humans to apply knowledge of science to solve problems for the benefit of His
God designed humans to wonder, question, and develop an attitude of inquiry as scientific principles are applied to the
materials and forces of nature for the benefit of His Creation.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5-ETS1-2)
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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