Science & Health

Science & Health Scope and Sequence

Science Vision

Science is a method of inquiry founded upon the order of the natural world and the design of its Creator, and in addition, science is an ongoing process that is limited as an investigative tool. Students become responsible, independent, questioning, creative, and organized learners moving from curiosity to familiarity, then mastery of scientific skills, processes, concepts, and theories. Students explore the various disciplines of science through an organized progression of class presentations, hands-on activities, and laboratory investigations that emphasize scientific processes and develop critical thinking skills. Students recognize that science integrates with mathematics, technology, written language, consumer and career interests. Resulting from scientific knowledge, students come to acknowledge personal responsibility as stewards to care for humanity and conserve resources for the glory of God.

Science Standards

What a TCS student will know and be able to do in Science:

  • Observe and identify questions that can be investigated about the natural world.
  • Generate and evaluate scientific evidence and explanations using the scientific method, models, mathematics, and appropriate technology.
  • Distinguish scientific evidence from opinion and exhibit critical thought to distinguish between fact, myth, and theory.
  • Understand the nature and development of scientific knowledge.
  • Participate productively in scientific practices and discourse.
  • Practice safe and appropriate use of scientific instruments, materials, equipment, and procedures. Physical, Life, Earth and Space Science.
  • Exhibit knowledge of the historical development in science.
  • Understand the unifying concepts and processes of science: systems, organization, rules of evidence, models, explanations, measurement, change, equilibrium, and structure-function relationships.
  • Identify questions and apply skills, concepts and processes to construct further knowledge and understanding using inquiry-based investigations.
  • Recognize that science plays a profound role in personal and social perspectives relating to natural resources, environmental quality, health, hazards, and global challenges utilizing the biblical directive to be good stewards from a scientific and Christian perspective.
  • Recognize that science is a human endeavor where people interpret scientific knowledge and ethical conduct based on historical context and their personal faith and beliefs.
  • Understand God’s revelation in such verses as: “Ever since the creation of the world His invisible nature, namely, His eternal power and deity, has been clearly perceived in the things that have been made.” [Rom 1:19-20] As well: Gen.1, 2; Job 38-41; Psalm 19:1-6; Psalm 24:1-2.

Health Vision

As a result of a TCS health education, students will make informed decisions within a Christian perspective about personal, community, and global health issues. Students receive instruction in mental, physical, social, and spiritual health. Students are encouraged and guided to develop positive self-worth, to accept themselves and others, to handle stress, to solve problems, and to exercise leadership. By learning about body systems, nutrition, and exercise and by practicing physical activities students embrace health allied to physical fitness as a lifelong goal. Social health includes working within diverse relationships to share feelings with friends, family, and peers. Spiritual health places Christ at the center of a Christian’s life. Students are encouraged to seek physical, mental, and social challenges in life utilizing faith-informed, responsible choices.

Health Standards

What a TCS student will know and be able to do in Health:

  • Explain key elements to maintain mental and emotional health.
  • Demonstrate in conversation the relationship of individual health to family health.
  • Explain the fundamental concepts of growth and development.
  • Recognize key elements to maintain and promote personal health.
  • Recognize and apply essential concepts about nutrition and diet.
  • Recognize aspects of substance use and abuse.
  • Explain essential concepts about the prevention and control of disease.
  • Locate the availability and list effective use of health services, products, and information.
  • Explain practices concerning injury prevention and safety.
  • Accept personal responsibility for seeking total health for self and others through recognizing God’s plan for human life.
Kindergarten Topics
Emphasizing God as the Creator of all, students study: Introduction of responsibility to care for God’s Beautiful World; All About Me focuses on 5 senses, uniqueness/care of Human Body; Amazing Animals introduces characteristics/habitats/homes of various animals; Something’s Sprouting introduces plant/tree habitats and life cycles; Heaven and Earth explores sky changes (night/day), season, weather, states of matter and magnets. Topics are reinforced with field trips, hands-on experiences and technology. (Pre-Kindergarten at developmentally appropriate levels).
Grade 1 Topics
Life Cycles includes in-class observation of caterpillars, tadpoles, and the incubation of chickens; Animal Classification studies the characteristics of reptiles, birds, fish, amphibians, and mammals; Habitats investigates oceans, rain forests and savannahs; God’s World explores matter, weather and stewardship of God’s creation; God Made Us Special looks at man, God’s unique creation, nutrition using the My Plate and a healthy lifestyle using the Heart Power Kit. All topics taught as integrated thematic units, reinforced with Internet sites.
Grade 2 Topics
Scientific inquiry, application and safety; Plants/Soil Study includes in-class planting experiences and hands-on investigations at Botanical Gardens; The atmosphere and the relationship to air and water on the earth; Weather:  patterns and changes; Living things and how that affects the earth; Fossils/extinction; Motion and force; Study of the Rainforest and a trip to Cleveland Zoo to experience a Rainforest; Technology aids learning.
Grade 3 Topics
Earth’s nonliving resources and their specific properties. Earth’s resources and how they can be used for energy. Behavior, growth, and changes, and how offspring resemble their parents and each other; how individuals of the same kind differ in their traits; Plants and animals have life cycles that are a part of their adaptations for survival.  Objects and substances in the natural world are composed of matter; Electricity investigates circuitry, compares static and current electricity; various forms of energy such as heat, electrical energy, light, sound and magnetic energy; Research facilitated by technology.
Grade 4 Topics
Animal Classification studies special characteristics of vertebrates and invertebrates; Rocks/Minerals and Fossils investigate identification and formation; Chemistry investigates matter and energy using hands-on experiments, introduces atomic structure, chemical/physical changes, bonding, and reaction chemistry; Technology aids student projects.
Grade 5 Topics
Scientific Inquiry and Application: using appropriate lab techniques, designing and conduction thorough scientific investigations (informal and formal—Science Fair); Earth and Space Science: researching and exploring the cycles and patterns in the solar system and within the universe; Physical Science: focusing on the forces that affect motion, exploring the relationship between speed and mass, exploring light and sound as forms of energy that move in predictable ways depending on the matter through which they move; Life Science: researching the variety of roles organisms play in an ecosystem and the processes that take place within the organisms requiring energy (photosynthesis).