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
Use observations to describe patterns (e.g., animals need to take in food but plants do not, different kinds of food needed by different types of animals, requirement of plants to have light, all living things need water) of what plants and animals (including humans) need to survive. (K-LS1-1)
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills). (1-LS1-1)
Make observations to determine patterns in behavior of parents and offspring that help offspring survive (e.g., signals that offspring make such as crying, cheeping and the responses of parents such as feeding, comforting, protecting). (1-LS1-2)
Ecosystems: Interactions, Energy, and Dynamics
Plan and conduct an investigation to determine if plants need sunlight and water to grow, ensuring that only one variable is tested at a time. (2-LS2-1)
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (2-LS2-2)
Heredity: Inheritance and Variation of Traits
Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents (e.g., leaves from same kind of plant are the same shape but can differ in size, young animals look similar to their parents but are not exactly the same). (1-LS3-1)
Life: Origins, Unity, and Diversity
Make observations of plants and animals to compare the diversity of life in different habitats. (2-LS4-1)
Apply scientific principles to begin to construct a personal model that explains how life began 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
Read texts and use media to determine the dimensions of health (e.g., nutrition, exercise) and patterns of behavior (e.g., eating healthy foods, daily exercise) that impact personal health.
Demonstrate ways to prevent communicable diseases and reduce accidental injuries.
Role play how to tell a trusted adult if threatened or harmed.
Conduct an investigation to identify health professionals and other adults who can help to promote health.
Healthy Lifestyle Choices
Construct an argument that media influences personal decisions relating to healthy choices.
Use a model to differentiate between situations when a health related decision can be made individually or when assistance is needed.
Identify a short term personal health goal and implement a plan to attain that goal.
Ask questions and obtain information 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.
Use and share observations of local weather conditions to describe patterns over time. (K-ESS2-1)
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. (K-ESS2-2)
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (2-ESS2-1)
Develop a model to represent the shapes and kinds of land and bodies of water in an area. (2-ESS2-2)
Obtain information to identify where water is found on Earth and that it can be solid or liquid. (2-ESS2-3)
Earth and Human Activity
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. (K-ESS3-2)
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. (K-ESS3-2)
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. (K-ESS3-3)
Earth’s Place in the Universe
Use observations of the sun, moon, and stars to describe patterns (e.g., sun and moon appear to track across the sky, stars visible at night) that can be predicted.
Make observations at different times of year to relate the amount of daylight to the time of year. (1-ESS1-2)
Use information from several sources to provide evidence that Earth events (e.g., volcanic explosions, earthquakes, rock erosion) can occur quickly or slowly.
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
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties (e.g., color, texture, hardness, flexibility). (2-PS1-1)
Analyze data obtained from testing different materials to determine which materials have the properties (e.g., strength, flexibility, hardness, texture, absorbency) that are best suited for an intended purpose. (2-PS1-2)
Make observations to construct an evidence based account of how an object made of a small set of pieces (e.g., blocks, building bricks, other assorted small objects) can be disassembled and made into a new object. (2-PS1-3)
Construct an argument with evidence that some changes caused by heating or cooling can be reversed (e.g., water, butter) and some cannot (e.g., cooking an egg, freezing a plant leaf, heating paper). (2-PS1-4)
Motion and Stability: Forces and Interactions
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls (e.g., string attached to an object being pulled, pushing an object, stopping a rolling ball, two objects colliding and pushing on each other) on the motion of an object. (K-PS2-1)
Analyze data to determine if a design solution (e.g., ramp to increase speed of an object, structure that causes an object to turn) works as intended to change the speed or direction of an object with a push or a pull. (K-PS2-2)
Make observations to determine the effect of sunlight on Earth’s surface (e.g., sand, soil, rocks, water). (K-PS3-1)
Use tools and materials to design and build a structure (e.g., umbrellas, canopies, tents) that will reduce the warming effect of sunlight on an area. (K-PS3-2)
Waves and their Applications in Technologies for Information Transfer
Plan and conduct investigations to provide evidence that vibrating materials (e.g., tuning forks, plucking a stretched string) can make sound and that sound can make materials vibrate (e.g., holding a piece of paper near a speaker, holding an object near a vibrating tuning fork). (1-PS4-1)
Make observations (e.g., those made in a completely dark room, pinhole box, video of a cave explorer) to construct an evidence based account that objects can be seen only when illuminated (e.g., external light source, object giving off its own light). (1-PS4-2)
Plan and conduct an investigation to determine the effect of placing objects made with different materials (e.g., transparent, translucent, opaque, reflective) in the path of a beam of light. (1-PS4-3)
Use tools and materials to design and build a device (e.g., light source, paper cup and string “telephones,” drum beats pattern) that uses light or sound to solve the problem of communicating over a distance. (1-PS4-4)
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.
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object functions to solve a given problem. (K-2-ETS1-2)
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3)
A well-planned behavior management and organization system is key to creating a classroom conducive to learning, while establishing norms of behavior that help each child feel safe and protected.
Ongoing learning opportunities for teachers, staff, and administrators are provided by professional development products and experiences.
Being a Seventh-day Adventist teaching-principal is an awesome opportunity and responsibility to serve God, change lives, and further the mission of the world church.
Standards are what learners should know (content) and be able to do (skills), and serve as the framework for curriculum development.
NAD Standards // Science