Evangelical Christian Academy
Instructional Guide: Course Outline
Department: Science
Unit #1: Intro to textbook and Chapter 1 Studying Life Science and
Course Title: Life Science
Classification Chapter 1 and 2
Course Length: 2 semesters
Unit Length: 14 days
Essential Questions:
 Why are scientists concerned about cause and effect?
 How can examining cause and effect help us understand relationships between organisms, places,
ideas, and events?
 To what extent can understanding cause and effect help us solve problems and make decisions?
 How do I research my own science questions to know more about the world?
 How are organisms classified?
 Why do all organisms have similarities, even among diverse species?
Instructional Objectives:
Students will be able to:
 Compare and contrast life science vs. science
 Describe the steps of the scientific method. Evaluate how the scientific method has been used in
history (Goldberger and pellegra) and discuss if an experiment proves an hypothesis right or
wrong.
 Differentiate between problems that would be best solved by an experiment and those that would
be best solved by a survey
 Analyze problems that can be solved using the scientific method. Discuss what they would do
next. Determine the general characteristics of a problem that can be solved using the scientific
method.
 Describe several ways in which the scientific method is subject to error
 Be able to define classify and evaluate the fluidity of classification system
 Discuss why it is necessary to organize and classify and discuss why Latin is the language used in
classification.
 Be able to list in order the original seven levels of the modern classification system. Identify
weaknesses with the modern day classification system. Evaluate why the classification is not
static and uses more than physical characteristics as a means of classification. Recognize that
domains have been created as an attempt to solve the weaknesses of the classification system.
 Discuss the need for scientific names and why there are two parts. Compare and contrast
scientific names with Biblical kinds.
 Discuss major problems associated with the modern classification system
 Discuss how classification is being used today to illustrate evolution
Instructional Resources:
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Student instructional manual
Possible lab--Triple beam balance or observation cube (an introduction to the skill of using a
triple beam balance
Classification activity--Group of miscellaneous objects (a reasoning exercise in classification
Life Science 7 Unit #1 Intro to textbook, Ch 1 Studying Life Science/Classification
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Class lab--Insect collection (Using scientific observation to classify organisms using a
dichotomous key)
Possible lab--classification of plants in the school (Using scientific observation to classify
organisms using a dichotomous key)
ActivBoard
Biblical Integration:
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Discuss how we know that the Bible is true and accurate. Compare and contrast knowledge
obtained from science vs.. knowledge obtained from the Word of God.
Discuss how God is redeeming the world for himself from Gen 3:15—1st promise of Messiah to I
John 3:8—purpose of the son of God and our part in we helping complete the work of
Redemption Matt 28:18-20 such as relieving human suffering—Mark 12:31—loving others
Discuss how life science should be for God’s glory—II Cor 10:5—every thought captive for
God’s glory and all things were created for his pleasure including living things and man—Rev
4:11
Discuss various ways that Classification occurs in Scripture such as clean and unclean animals,
hairless man vs animals in the case of Adam. Compare and contrast this to modern classification.
Discuss how a Biblical kind compares and contrasts from a species.
The concept of infinity as it refers to that which is immeasurable and beyond reach or
comprehension is seen in Good Himself, and in His creation (Gen 15:5,6). Science has
limitations due to the fact that we can only study the measurable and observable. It, however,
gives us a glimpse of God’s power and majesty as well as attention to detail and orderliness as we
study God’s creation. (Col 1;15-17
Assessments:
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Class participation/discussion (grammar, logic, and rhetoric)
Quizzes (grammar and logic)
Insect collection (skill)
Lab observation and classification (skill)
Journal questions (grammar, logic, and rhetoric)
Test (includes grammar and logic)
Student Activities:
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Intro search (worksheet attached)
Optional Lab--Is measuring accurate? (In workbook) (A skill evaluation)
Optional lab, thumb wars or observation cube (A skill)
Ideas (review to develop understanding and mastery)
Study of historical use of scientific method—Goldberger, Pasteur, and/or Alexander Fleming
Insect collection (skillful developmental use of the dichotomous key and the scientific way to pin
Life Science 7 Unit #1 Intro to textbook, Ch 1 Studying Life Science/Classification
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insects according to their body parts)
Possible activity--Plant identification using plant books in school library (identification skill)
Life Science 7 Unit #1 Intro to textbook, Ch 1 Studying Life Science/Classification
Revised 3/24/2016 kl
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