TEACHER
GUIDE
God’s Design Life
EAN
SCIENCE/Life Sciences/General
STUDY AIDS/General
ISBN-13: 978-1-68344-128-1
e God’s Design for Life Teacher Guide reveals the wonders of God’s creation through the study of
plants, the human body, and animals. Each lesson contains at least one hands-on activity to reinforce the
concepts being taught and a “challenge” section with extra information and activities designed especially
for older students.
Explore how dierent types of seeds grow, the patterns of owers, and how processes like
photosynthesis occurs
Assemble the Body Wheel and Sandy Skeleton to learn more about the various systems that
make your body work
Create a wonderful Animal Notebook as your explore birds, mammals, amphibians, insects,
arthropods, and more!
Designed to build critical thinking skills and exible enough to work with all learning styles, the lessons
require minimal teacher preparation, are multi-level for 3rd–5th and 6th–8th grades, as well as being fun
and easy-to-use. e course includes a helpful daily schedule, as well as worksheets, quizzes, and tests.
e information contains tips on how to teach science, properly contrasting creation vs. evolution, and
integrating a biblical worldview.
Approximately 45–60 minutes per lesson,
four days a week, with a daily schedule
e God’s Design Science series is based on
a biblical worldview and reveals how science
supports the biblical account of creation.
Richard and Debbie Lawrence, authors of
the series, have a long history of enjoying
science. ey have both worked as electrical
engineers and now Debbie teaches Chemistry
and Physics at a homeschool co-op. While
homeschooling their children for 16 years,
there was almost always a science experiment
going on in the kitchen. Today that tradition is
being continued with the next generation as the
grandkids enjoy Grandma Science Day once a
week. e Lawrences also enjoy playing street
hockey, hiking in the Rocky Mountains, and
visiting historical sites around the world.
Worksheets with helpful supply lists are
included
Quizzes and sectional nal exams
reinforce learning and provide
assessment opportunities
Contains answer keys for worksheets,
quizzes, and tests
Designed for grades 3 to 8 in a one-year
science course
Fun and educational activities/challenges
are incorporated into the course
LAWRENCE
TEACHER GUIDE
Includes Student
Worksheets
Weekly Lesson Schedule
Student Worksheets
Quizzes
Answer Key
3rd–8th Grade Science
Teachers and students love this complete
life science curriculum for 3rd to 8th graders!
TEACHER
GUIDE
First printing: May 2018
Fifth printing: March 2020
Copyright © 2018 by Richard and Debbie Lawrence. All rights reserved. No
part of this book may be used or reproduced in any manner whatsoever without
written permission of the publisher, except in the case of brief quotations in
articles and reviews.
For information write:
Master Books
®
, P.O. Box 726, Green Forest, AR 72638
Master Books
®
is a division of the New Leaf Publishing Group, Inc.
ISBN: 978-1-68344-128-1
ISBN: 978-1-61458-652-4 (digital)
Unless otherwise noted, Scripture quotations are from the New King James
Version of the Bible.
Printed in the United States of America
Please visit our website for other great titles: www.masterbooks.com
God’s Design:
Life
TEACHER GUIDE
Includes Student
Worksheets
Weekly Lesson Schedule
Student Worksheets
Quizzes & Tests
Answer Key
3rd–8th Grade Science
Permission is granted for copies of reproducible pages from this text to be made for
use within your own homeschooling family activities. Material may not be posted
online, distributed digitally, or made available as a download. Permission for any
other use of the material must be requested prior to use by email to the publisher at
Author: Richard & Debbie
Lawrence
Design: Diane King
Editor: Gary Vaterlaus
Master Books Creative Team:
Editor: Craig Froman
Cover Design: Diana Bogardus
Copy Editor:
Judy Lewis
Curriculum Review:
Kristen Pratt
Laura Welch
Diana Bogardus
Author Bio: e God’s Design Science series is based on a biblical worldview and reveals how science supports
the biblical account of creation. Richard and Debbie Lawrence, authors of the series, have a long history of
enjoying science. ey have both worked as electrical engineers and now Debbie teaches chemistry and physics at a
homeschool co-op. While homeschooling their children for 16 years, there was almost always a science experiment
going on in the kitchen. Today that tradition is being continued with the next generation as the grandkids enjoy
Grandma Science Day once a week.
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Life
3
Table of Contents
Welcome to God’s Design ......................................................................................................................5
Daily Suggested Schedule ....................................................................................................................15
e World of Plants Worksheets .........................................................................................................25
e Human Body Worksheets ........................................................................................................... 115
e World of Animals Worksheets ....................................................................................................211
e World of Plants Quizzes and Final Exam ...................................................................................309
e Human Body Quizzes and Final Exam ......................................................................................327
e World of Animals Quizzes and Final Exam ...............................................................................345
Answer Keys
e World of Plants Worksheets ....................................................................................................363
e Human Body Worksheets .......................................................................................................375
e World of Animals Worksheets ................................................................................................387
e World of Plants Quizzes .........................................................................................................397
e Human Body Quizzes ............................................................................................................401
e World of Animals Quizzes ......................................................................................................405
e World of Plants Final Exam .................................................................................................... 409
e Human Body Final Exam .......................................................................................................411
e World of Animals Final Exam .................................................................................................413
Appendices/Master Supply List .........................................................................................................417
Note: Quizzes and Tests
is course contains both quizzes and tests to help assess the student’s mastery and understanding of key
concepts. ese assessments also have a second section that includes questions for older students who do
the associated lesson challenges. e quizzes and tests have a suggested point system, but as always, you can
alter, adjust, or modify these assessments to fit the needs and abilities of your student. e assessments can be
given orally as well.
4
Life
Welcome to God’s Design for Life Teacher Guide! is exciting course has been enhanced with the following
features:
• Combined daily schedule for a one-year course (includes material for e World of Plants, e Human Body, and
e World of Animals)
• Each individual lesson sheet on its own page
• Contains a master supply list for each section (plants, human body, and animals) as well a supply list for each
lesson — all with convenient checkboxes
• Additional instructions and formatting on the lesson sheets make it easier for the student to follow and the
parent to grade
• e icons used in the student book have been added on the lesson sheets as well
• A point system has been assigned to quizzes and tests
• Includes separate answer keys for worksheets, quizzes, and tests for each section (plants, human body, animals)
• Answer keys contain both questions and answers for convenience
• Includes copies of the glossary from the student book
Life
5
GOD’S DESIGN
®
Welcome to
LIFE
G
od’s Design for Life is a book that has been designed
for use in teaching life science to elementary and
middle school students. It is divided into three sections:
e World of Plants, e World of Animals, and e Human
Body. e course has 105 lessons including a final project
that ties all of the lessons together.
In addition to the lessons, special features per
section include biographical information on interesting
people as well as fun facts to make the subject more fun.
Although this is a complete curriculum, the
information included here is just a beginning, so please
feel free to add to each lesson as you see fit. A resource
guide is included in the appendices to help you find
additional information and resources. A list of supplies
needed is included at the beginning of each lesson,
while a master list of all supplies needed for the entire
course can be found in the appendices.
Answer keys for all review questions, worksheets,
quizzes, and the final exam are included.
If you wish
to get through God’s Design: Life in one year, plan on
covering approximately three to four lessons per week.
e time required for each lesson varies depending
on how much additional information you include,
but plan on about 40 to 45 minutes. A helpful daily
schedule starts on page 15. Quizzes may be given at
the conclusion of each unit and a final exam may be
given at the completion of each section.
If you wish to cover the material in more depth, you
may add additional information and take a longer period
of time to cover all the material, or you could choose to
do only one or two of the sections as a unit study.
Why Teach Life Science?
M
aybe you hate science or you just hate teaching
it. Maybe you love science but don’t quite know
how to teach it to your children. Maybe science just
doesn’t seem as important as some of those other
subjects you need to teach. Maybe you need a little
motivation. If any of these descriptions fits you, then
please consider the following:
It is not uncommon to question the need to teach
your kids hands-on science in elementary school. We
could argue that the knowledge gained in science will
be needed later in life in order for your children to be
more productive and well-rounded adults. We could
argue that teaching your children science also teaches
them logical and inductive thinking and reasoning skills,
6
Life
which are tools they will need to be more successful. We
could argue that science is a necessity in this technological
world in which we live. While all of these arguments are
true, not one of them is the real reason that we should
teach our children science. e most important reason
to teach science in elementary school is to give your
children an understanding that God is our Creator, and
the Bible can be trusted. Teaching science from a creation
perspective is one of the best ways to reinforce your
children’s faith in God and to help them counter the
evolutionary propaganda they face every day.
God is the Master Creator of everything. His
handiwork is all around us. Our Great Creator put in
place all of the laws of physics, biology, and chemistry.
ese laws were put here for us to see His wisdom
and power. In science, we see the hand of God at
work more than in any other subject. Romans 1:20
says, “For since the creation of the world His invisible
attributes are clearly seen, being understood by the
things that are made, even His eternal power and
Godhead, so that they [men] are without excuse.” We
need to help our children see God as Creator of the
world around them so they will be able to recognize
God and follow Him.
e study of life science helps us understand the
balance of nature so that we can be good stewards
of our bodies, the plants, and the animals around us.
It helps us appreciate the intricacies of life and the
wonders of God’s creation. Understanding the world of
living things from a biblical point of view will prepare
our children to deal with an ecology-obsessed world.
It is critical to teach our children the truth of the Bible,
how to evaluate the evidence, how to distinguish fact
from theory and to realize that the evidence, rightly
interpreted, supports biblical creation, not evolution.
It’s fun to teach life science! It’s interesting, too.
Children have a natural curiosity about living things, so
you won’t have to coax them to explore the world of
living creatures. You just have to direct their curiosity
and reveal to them how interesting life science can be.
Finally, teaching life science is easy. It’s all around us.
Everywhere we go, we are surrounded by living things.
You won’t have to try to find strange materials for
experiments or do dangerous things to learn about life.
How Do I Teach Science?
I
n order to teach any subject you need to understand
how people learn. People learn in different ways.
Most people, and children in particular, have a
dominant or preferred learning style in which they
absorb and retain information more easily.
If a student’s dominant style is:
Auditory
He needs not only to hear the information but he
needs to hear himself say it. is child needs oral
presentation as well as oral drill and repetition.
Visual
She needs things she can see. is child responds
well to flashcards, pictures, charts, models, etc.
Kinesthetic
He needs active participation. is child remembers
best through games, hands-on activities,
experiments, and field trips.
Also, some people are more relational while others
are more analytical. e relational student needs to
know why this subject is important, and how it will
affect him personally. e analytical student, however,
wants just the facts.
If you are trying to teach more than one student,
you will probably have to deal with more than one
learning style. Therefore, you need to present your
lessons in several different ways so that each student
can grasp and retain the information.
Grades 3–8
e first part of each lesson should be completed
by all upper elementary and junior high students.
is is the main part of the lesson containing a
reading section, a hands-on activity that reinforces
the ideas in the reading section (blue box) of the
student book, and a review section that provides
review questions and application questions.
Life
7
Grades 6–8
In addition, for middle school/junior high age
students, a “Challenge” section that contains more
challenging material, as well as additional activities and
projects for older students (green box), is found in the
student textbook.
We have included periodic biographies to help your
students appreciate the great men and women who have
gone before us in the field of science.
We suggest a threefold approach to each lesson:
Introduce the topic
We give a brief description of the facts.
Frequently you will want to add more
information than the essentials given in this book.
In addition to reading this section aloud (or
having older children read it on their own), you
may wish to do one or more of the following:
• Read a related book with your students.
• Write things down to help your visual learners.
• Give some history of the subject. We provide
some historical sketches to help you, but you
may want to add more.
• Ask questions to get your students thinking
about the subject.
Make observations and do experiments
• Hands-on projects are suggested for each
lesson. is part of each lesson may require help
from the teacher.
• Have your students perform the activity by
themselves whenever possible.
Review
• e “What did we learn?” section has review
questions.
• e “Taking it further” section encourages
students to
- Draw conclusions
- Make applications of what was learned
- Add extended information to what was
covered in the lesson
• e “FUN FACT” section adds fun or interesting
information.
By teaching all three parts of the lesson, you will be
presenting the material in a way that children with any
learning style can both relate to and remember.
Also, this approach relates directly to the scientific
method and will help your students think more
scientifically. e scientific method is just a way to
examine a subject logically and learn from it. Briefly, the
steps of the scientific method are:
1. Learn about a topic.
2. Ask a question.
3. Make a hypothesis (a good guess).
4. Design an experiment to test your hypothesis.
5. Observe the experiment and collect data.
6. Draw conclusions. (Does the data support your
hypothesis?)
Note: It’s okay to have a “wrong hypothesis.” at’s
how we learn. Be sure to help your students understand
why they sometimes get a different result than expected.
Our lessons will help your students begin to
approach problems in a logical, scientific way.
Icon Key
Do the activity in the light blue box of your
student book (worksheets will be provided by
your teacher).
Test your knowledge by answering the What did
we learn? questions.
Assess your understanding by answering the
Taking it further questions.
Do the challenge section in the light green box in
your student book. is part of the lesson will
challenge you to do more advanced activities and
learn additional interesting information.
8
Life
How Do I Teach Creation vs. Evolution?
W
e are constantly bombarded by evolutionary ideas
about living things in books, movies, museums,
and even commercials. ese raise many questions: Did
dinosaurs really live millions of years ago? Did man
evolve from apes? Which came first, Adam and Eve or
the cavemen? Where did living things come from in
the first place? e Bible answers these questions and
this book accepts the historical accuracy of the Bible
as written. We believe this is the only way we can teach
our children to trust that everything God says is true.
ere are five common views of the origins of life
and the age of the earth:
Historical
biblical account
Progressive
creation Gap theory
eistic
evolution
Naturalistic
evolution
Each day of creation
in Genesis is a
normal day of about
24 hours in length,
in which God
created everything
that exists. e
earth is only
thousands of years
old, as determined
by the genealogies
in the Bible.
e idea that God
created various
creatures to replace
other creatures
that died out over
millions of years.
Each of the days in
Genesis represents a
long period of time
(day-age view) and
the earth is billions
of years old.
e idea that there
was a long, long
time between
what happened
in Genesis 1:1 and
what happened in
Genesis 1:2. During
this time, the
“fossil record” was
supposed to have
formed, and millions
of years of earth
history supposedly
passed.
e idea that God
used the process
of evolution over
millions of years
(involving struggle
and death) to bring
about what we see
today.
e view that there
is no God and
evolution of all life
forms happened by
purely naturalistic
processes over
billions of years.
Any theory that tries to combine the evolutionary
time frame with creation presupposes that death
entered the world before Adam sinned, which
contradicts what God has said in His Word. e view
that the earth (and its “fossil record”) is hundreds of
millions of years old damages the gospel message.
God’s completed creation was “very good” at the end of
the sixth day (Genesis 1:31). Death entered this perfect
paradise after Adam disobeyed God’s command. It was
the punishment for Adam’s sin (Genesis 2:16–17; 3:19;
Romans 5:12–19). orns appeared when God cursed
the ground because of Adam’s sin (Genesis 3:18).
e first animal death occurred when God killed at
least one animal, shedding its blood, to make clothes
for Adam and Eve (Genesis 3:21). If the earth’s “fossil
record” (filled with death, disease, and thorns) formed
over millions of years before Adam appeared (and before
he sinned), then death no longer would be the penalty
for sin. Death, the “last enemy” (1 Corinthians 15:26),
diseases (such as cancer), and thorns would instead be
part of the original creation that God labeled “very good.”
No, it is clear that the “fossil record” formed some time
after Adam sinned—not many millions of years before.
Most fossils were formed as a result of the worldwide
Genesis Flood.
When viewed from a biblical perspective, the
scientific evidence clearly supports a recent creation
by God, and not naturalistic evolution and millions
of years. e volume of evidence supporting the
biblical creation account is substantial and cannot
be adequately covered in this book. If you would like
more information on this topic, please see the resource
guide in the appendices. To help get you started, just a
few examples of evidence supporting biblical creation
are given on the following pages.
Life
9
Evolutionary Myth: Humans have been around for more than one million years.
e Truth: If people have been on earth for a million years, there would be trillions of people on the earth
today, even if we allowed for worst-case plagues, natural disasters, etc. e number of people on earth today
is about 6.5 billion. If the population had grown at only a 0.01% rate (today’s rate is over 1%) over 1 million
years, there could be 10
43
people today (that’s a number with 43 zeros after it)! Repopulating the earth after
the Flood would only require a population growth rate of 0.5%, half of what it is today.
John D. Morris, e Young Earth (Colorado Springs: Creation Life Publishers, 1994), pp. 70–71. See also “Billions of People in ousands of
Years?” at www.answersingenesis.org/go/billions-of-people.
Evolutionary Myth: Man evolved from an ape-like creature.
e Truth: All so-called “missing links” showing human evolution from apes have been shown to be either
apes, humans, or deliberate hoaxes. ese links remain missing.
Duane T. Gish, e Amazing Story of Creation from Science and the Bible (El Cajon: Institute for Creation Research, 1990), pp. 78–83.
Evolutionary Myth: All animals evolved from lower life forms.
e Truth: While Darwin predicted that the fossil record would show numerous transitional fossils, even
more than 145 years later, all we have are a handful of disputable examples. For example, there are no fossils
showing something that is part way between a dinosaur and a bird. Fossils show that a snail has always
been a snail; a squid has always been a squid. God created each animal to reproduce after its kind (Genesis
1:20–25).
Ibid., pp. 36, 53–60.
Evolutionary Myth: Dinosaurs evolved into birds.
e Truth: Flying birds have streamlined bodies, with the weight centralized for balance in flight; hollow
bones for lightness, which are also part of their breathing system; powerful muscles for flight; and very sharp
vision. And birds have two of the most brilliantly-designed structures in nature—their feathers and special
lungs. It is impossible to believe that a reptile could make that many changes over time and still survive.
Gregory Parker et al., Biology: God’s Living Creation (Pensacola: A Beka Book, 1997), pp. 474–475.
Evolutionary Myth: ousands of changes over millions of years resulted in the creatures we see today.
e Truth: What is now known about human and animal anatomy shows the body structures, from the
cells to systems, to be infinitely more complex than was believed when Darwin published his work in 1859.
Many biologists and especially microbiologists are now saying that there is no way these complex structures
could have developed by natural processes.
Ibid., pp. 384–385.
10
Life
Since the evidence does not support their theories,
evolutionists are constantly coming up with new ways
to try to support what they believe. One of their ideas is
called punctuated equilibrium. is theory of evolution
says that rapid evolution occurred in small isolated
populations, and left no evidence in the fossil record.
ere is no evidence for this, nor any known mechanism
to cause these rapid changes. Rather, it is merely wishful
thinking. We need to teach our children the difference
between science and wishful thinking.
Despite the claims of many scientists, if you examine
the evidence objectively, it is obvious that evolution
and millions of years have not been proven. You can be
confident that if you teach that what the Bible says is true,
you won’t go wrong. Instill in your student a confidence
in the truth of the Bible in all areas. If scientific thought
seems to contradict the Bible, realize that scientists
often make mistakes, but God does not lie. At one time
scientists believed that the earth was the center of the
universe, that living things could spring from nonliving
things, and that blood-letting was good for the body.
All of these were believed to be scientific facts but have
since been disproved, but the Word of God remains true.
If we use modern “science” to interpret the Bible, what
will happen to our faith in God’s Word when scientists
change their theories yet again?
Life
11
Integrating the Seven C’s
T
he Seven C’s is a framework in which all of history, and
the future to come, can be placed. As we go through
our daily routines we may not understand how the
details of life connect with the truth that we find in the
Bible. is is also the case for students. When discussing
the importance of the Bible you may find yourself telling
students that the Bible is relevant in everyday activities.
But how do we help the younger generation see that?
e Seven C’s are intended to help.
e Seven C’s can be used to develop a biblical
worldview in students, young or old. Much more than
entertaining stories and religious teachings, the Bible
has real connections to our everyday life. It may be
hard, at first, to see how many connections there are,
but with practice, the daily relevance of God’s Word
will come alive. Let’s look at the Seven C’s of History
and how each can be connected to what the students
are learning.
Creation
God perfectly created the heavens,
the earth, and all that is in them in six
normal-length days around 6,000 years ago.
is teaching is foundational to a biblical worldview
and can be put into the context of any subject. In
science, the amazing design that we see in nature—
whether in the veins of a leaf or the complexity of your
hand—is all the handiwork of God. Virtually all of the
lessons in God’s Design for Science can be related to
God’s creation of the heavens and earth.
Other contexts include:
Natural laws—any discussion of a law of nature naturally
leads to God’s creative power.
DNA and information—the information in every living
thing was created by God’s supreme intelligence.
Mathematics—the laws of mathematics reflect the order
of the Creator.
Biological diversity—the distinct kinds of animals that we
see were created during the Creation Week, not as
products of evolution.
Art—the creativity of man is demonstrated through
various art forms.
History—all time scales can be compared to the biblical
time scale extending back about 6,000 years.
Ecology—God has called mankind to act as stewards over
His creation.
Corruption
After God completed His perfect
creation, Adam disobeyed God by eating
the forbidden fruit. As a result, sin and death entered
the world, and the world has been in decay since that
time.
is point is evident throughout the world that
we live in. e struggle for survival in animals, the death
of loved ones, and the violence all around us are all
examples of the corrupting influence of sin.
Other contexts include:
Genetics—the mutations that lead to diseases, cancer,
and variation within populations are the result of
corruption.
Biological relationships—predators and parasites result
from corruption.
History—wars and struggles between mankind,
exemplified in the account of Cain and Abel, are a
result of sin.
Catastrophe
God was grieved by the wickedness
of mankind and judged this wickedness
with a global Flood. e Flood covered the entire surface
of the earth and killed all air-breathing creatures that
were not aboard the Ark. e eight people and the
animals aboard the Ark replenished the earth after God
delivered them from the catastrophe.
e catastrophe described in the Bible would
naturally leave behind much evidence. e studies of
geology and of the biological diversity of animals on
the planet are two of the most obvious applications of
this event. Much of scientific understanding is based on
how a scientist views the events of the Genesis Flood.
Other contexts include:
Biological diversity
—all of the birds, mammals, and
other air-breathing animals have populated the
earth from the original kinds which left the Ark.
12
Life
Geology—the layers of sedimentary rock seen in
roadcuts, canyons, and other geologic features are
testaments to the global Flood.
Geography—features like mountains, valleys, and plains
were formed as the floodwaters receded.
Physics—rainbows are a perennial sign of God’s
faithfulness and His pledge to never flood the
entire earth again.
Fossils—Most fossils are a result of the Flood rapidly
burying plants and animals.
Plate tectonics—the rapid movement of the earth’s
plates likely accompanied the Flood.
Global warming/Ice Age—both of these items are likely
a result of the activity of the Flood. e warming
we are experiencing today has been present since
the peak of the Ice Age (with variations over time).
Confusion
God commanded Noah and his
descendants to spread across the earth.
e refusal to obey this command and the building
of the tower at Babel caused God to judge this sin.
e common language of the people was confused
and they spread across the globe as groups with a
common language. All people are truly of “one blood”
as descendants of Noah and, originally, Adam.
e confusion of the languages led people to scatter
across the globe. As people settled in new areas, the
traits they carried with them became concentrated in
those populations. Traits like dark skin were beneficial
in the tropics while other traits benefited populations
in northern climates, and distinct people groups, not
races, developed.
Other contexts include:
Genetics—the study of human DNA has shown that
there is little difference in the genetic makeup of the
so-called “races.”
Languages—there are about seventy language groups
from which all modern languages have developed.
Archaeology—the presence of common building
structures, like pyramids, around the world confirms
the biblical account.
Literature—recorded and oral records tell of similar
events relating to the Flood and the dispersion at
Babel.
Christ
God did not leave mankind without
a way to be redeemed from its sinful
state. e Law was given to Moses to show how far away
man is from God’s standard of perfection. Rather than
the sacrifices, which only covered sins, people needed
a Savior to take away their sin. is was accomplished
when Jesus Christ came to earth to live a perfect life and,
by that obedience, was able to be the sacrifice to satisfy
God’s wrath for all who believe.
e deity of Christ and the amazing plan that
was set forth before the foundation of the earth is the
core of Christian doctrine. e earthly life of Jesus was
the fulfillment of many prophecies and confirms the
truthfulness of the Bible. His miracles and presence in
human form demonstrate that God is both intimately
concerned with His creation and able to control it in an
absolute way.
Other contexts include:
Psychology—popular secular psychology teaches of the
inherent goodness of man, but Christ has lived the
only perfect life. Mankind needs a Savior to redeem it
from its unrighteousness.
Biology—Christ’s virgin birth demonstrates God’s
sovereignty over nature.
Physics—turning the water into wine and the feeding of
the five thousand demonstrate Christ’s deity and His
sovereignty over nature.
History—time is marked (in the western world) based on
the birth of Christ despite current efforts to change
the meaning.
Art—much art is based on the life of Christ and many of
the masters are known for these depictions, whether
on canvas or in music.
Cross
Because God is perfectly just and
holy, He must punish sin. e sinless life
of Jesus Christ was offered as a substitutionary sacrifice
for all of those who will repent and put their faith in the
Savior. After His death on the Cross, He defeated death
by rising on the third day and is now seated at the right
hand of God.
Life
13
e events surrounding the crucifixion and res-
urrection have a most significant place in the life
of Christians. ough there is no way to scientif-
ically prove the resurrection, there is likewise no
way to prove the stories of evolutionary history.
ese are matters of faith founded in the truth
of God’s Word and His character. e eyewitness
testimony of over 500 people and the written Word of
God provide the basis for our belief.
Other contexts include:
Biology—the biological details of the crucifixion can be
studied alongside the anatomy of the human body.
History—the use of crucifixion as a method of
punishment was short-lived in historical terms and
not known at the time it was prophesied.
Art—the crucifixion and resurrection have inspired
many wonderful works of art.
Consummation
God, in His great mercy, has
promised that He will restore the earth
to its original state—a world without death, suffering,
war, and disease. e corruption introduced by Adam’s
sin will be removed. ose who have repented and
put their trust in the completed work of Christ on the
Cross will experience life in this new heaven and earth.
We will be able to enjoy and worship God forever in a
perfect place.
is future event is a little more difficult to
connect with academic subjects. However, the hope
of a life in God’s presence and in the absence of sin can
be inserted in discussions of human conflict, disease,
suffering, and sin in general.
Other contexts include:
History—in discussions of war or human conflict the
coming age offers hope.
Biology—the violent struggle for life seen in the
predator-prey relationships will no longer taint the
earth.
Medicine—while we struggle to find cures for diseases
and alleviate the suffering of those enduring the
effects of the Curse, we ultimately place our hope in
the healing that will come in the eternal state.
e preceding examples are given to provide ideas
for integrating the Seven C’s of History into a broad range
of curriculum activities. Give your students, and yourself,
a better understanding of the Seven C’s framework by
using AiG’s Answers for Kids curriculum. e first seven
lessons of this curriculum cover the Seven C’s and will
establish a solid understanding of the true history, and
future, of the universe. Full lesson plans, activities, and
student resources are provided in the curriculum set.
AiG offers bookmarks displaying the Seven C’s
and a wall chart. ese can be used as visual cues
for the students to help them recall the information
and integrate new learning into its proper place in a
biblical worldview.
Even if you use other curricula, you can still incor-
porate the Seven C’s teaching into those. Using this
approach will help students make firm connections
between biblical events and every aspect of the world
around them, and they will begin to develop a truly
biblical worldview and not just add pieces of the Bible
to what they learn in “the real world.”
Life
15
First Semester Suggested Daily Schedule
Date Day Assignment Due Date
Grade
First Semester-First Quarter
Week 1
Day 1
e World of Plants Unit 1: Introduction to Life Science
Read Lesson 1: Is It Alive? • Pages 14-17 •
God’s Design: Life • (GDL)
Complete Worksheet • Pages 25-26 • Teacher Guide • (TG)
Day 2
Read Lesson 2: What Is a Kingdom? • Pages 18-20 • (GDL)
Complete Worksheet • Pages 27-29 • (TG)
Day 3
Read Lesson 3: Classication System • Pages 21-23 • (GDL)
Complete Worksheet • Pages 31-32 • (TG)
Day 4 Read Special Feature: Carl Linnaeus • Pages 24-25 • (GDL)
Day 5
Week 2
Day 6
Read Lesson 4: Plant & Animal Cells • Pages 26-29 •
(GDL)
Complete Worksheet • Pages 33-34 • (TG)
Day 7 Read Special Feature: Cells • Page 30 • (GDL)
Day 8
Complete Introduction to Life Science Quiz 1 (Lessons 1-4)
Pages 309-310 • (TG)
Day 9
Plants Unit 2: Flowering Plants & Seeds
Read Lesson 5: Flowering Plants • Pages 32-34 • (GDL)
Complete Worksheet • Pages 35-36 • (TG)
Day 10
Week 3
Day 11
Read Lesson 6: Grasses • Pages 35-37 •
(GDL)
Complete Worksheet • Pages 37-39 • (TG)
Day 12
Read Lesson 7: Trees • Pages 38-40 •
(GDL)
Complete Worksheet • Pages 41-42 • (TG)
Day 13 Read Special Feature: Redwoods • Page 41 • (GDL)
Day 14
Read Lesson 8: Seeds • Pages 42-44 •
(GDL)
Complete Worksheet • Pages 43-45 • (TG)
Day 15
Week 4
Day 16
Read Lesson 9: Monocots & Dicots • Pages 45-47 •
(GDL)
Complete Worksheet • Pages 47-48 • (TG)
Day 17
Read Lesson 10: Seeds—Where Are ey? • Pages 48-51 • (GDL)
Complete Worksheet • Pages 49-52 • (TG)
Day 18
Read Special Feature: George Washington Carver
Pages 52-53 • (GDL)
Day 19
Complete Flowering Plants & Seeds Quiz 2 (Lessons 5-10)
Pages 311-312 •
(TG)
Day 20
Week 5
Day 21
Plants Unit 3: Roots & Stems
Read Lesson 11: Roots • Pages 55-57 •
(GDL)
Complete Worksheet • Pages 53-54 • (TG)
Day 22
Read Lesson 12: Special Roots • Pages 58-60 • (GDL)
Complete Worksheet • Pages 55-56 • (TG)
Day 23
Read Lesson 13: Stems • Pages 61-63 • (GDL)
Complete Worksheet • Pages 57-58 • (TG)
Day 24
Read Lesson 14: Stem Structure • Pages 64-65 • (GDL)
Complete Worksheet • Pages 59-60 • (TG)
Day 25
16
Life
Date Day Assignment Due Date
Grade
Week 6
Day 26
Read Lesson 15: Stem Growth • Pages 66-68 •
(GDL)
Complete Worksheet • Pages 61-62 • (TG)
Day 27
Complete Roots & Stems Quiz 3 (Lessons 11-15)
Pages 313-314 • (TG)
Day 28
Plants Unit 4: Leaves
Read Lesson 16: Photosynthesis • Pages 70-73 • (GDL)
Complete Worksheet • Pages 63-67 • (TG)
Day 29
Read Lesson 17: Arrangement of Leaves • Pages 74-76 • (GDL)
Complete Worksheet • Pages 69-70 • (TG)
Day 30
Week 7
Day 31
Read Lesson 18: Leaves—Shape & Design • Pages 77-80 •
(GDL)
Complete Worksheet • Pages 71-72 • (TG)
Day 32
Read Lesson 19: Changing Colors • Pages 81-83 • (GDL)
Complete Worksheet • Pages 73-74 • (TG)
Day 33
Read Lesson 20: Tree Identication: Final Project
Pages 84-86 • (GDL)
Complete Worksheet • Pages 75-76 • (TG)
Day 34 Complete Leaves Quiz 4 (Lessons 16-20) • Pages 315-316 • (TG)
Day 35
Week 8
Day 36
Plants Unit 5: Flowers & Fruits
Read Lesson 21: Flowers • Pages 88-90 •
(GDL)
Complete Worksheet • Pages 77-79 • (TG)
Day 37
Read Lesson 22: Pollination • Pages 91-93 • (GDL)
Complete Worksheet • Pages 81-83 • (TG)
Day 38 Read Special Feature: Pierre-Joseph Redoute • Page 94 • (GDL)
Day 39
Read Lesson 23: Flower Dissection • Pages 95-97 •
(GDL)
Complete Worksheet • Pages 85-86 • (TG)
Day 40
Week 9
Day 41 Read Special Feature: A Rose by Any Other Name • Page 98 •
(GDL)
Day 42
Read Lesson 24: Fruits • Pages 99-101 •
(GDL)
Complete Worksheet • Pages 87-89 • (TG)
Day 43
Read Lesson 25: Annuals, Biennials, & Perennials
Pages 102-104 • (GDL)
Complete Worksheet • Pages 91-92 • (TG)
Day 44
Complete Flowers & Fruits Quiz 5 (Lessons 21-25)
Pages 317-318 • (TG)
Day 45
First Semester-Second Quarter
Week 1
Day 46
Plants Unit 6: Unusual Plants
Read Lesson 26: Meat-eating Plants • Pages 106-108 •
(GDL)
Complete Worksheet • Pages 93-94 • (TG)
Day 47
Read Lesson 27: Parasites & Passengers • Pages 109-111 • (GDL)
Complete Worksheet • Pages 95-96 • (TG)
Day 48
Read Lesson 28: Tropisms • Pages 112-114 • (GDL)
Complete Worksheet • Pages 97-98 • (TG)
Day 49
Read Lesson 29: Survival Techniques • Pages 115-116 • (GDL)
Complete Worksheet • Pages 99-100 • (TG)
Day 50
Life
17
Date Day Assignment Due Date
Grade
Week 2
Day 51
Read Lesson 30: Reproduction without Seeds
Pages 117-119 •
(GDL) • Complete Worksheet • Pages 101-102 • (TG)
Day 52
Read Lesson 31: Ferns • Pages 120-122 • (GDL)
Complete Worksheet • Pages 103-104 • (TG)
Day 53
Read Lesson 32: Mosses • Pages 123-125 •
(GDL)
Complete Worksheet • Pages 105-106 • (TG)
Day 54
Read Lesson 33: Algae • Pages 126-128 • (GDL)
Complete Worksheet • Pages 107-108 • (TG)
Day 55
Week 3
Day 56
Read Lesson 34: Fungi • Pages 129-131 •
(GDL)
Complete Worksheet • Pages 109-110 • (TG)
Day 57
Complete Unusual Plants Quiz 6 (Lessons 26-34)
Pages 319-320 • (TG)
Day 58
Complete World of Plants Final Exam (Lessons 1-34)
Pages 321-323 • (TG)
Day 59
Read Lesson 35: Conclusion • Page 132 • (GDL)
Complete Worksheet • Page 111 • (TG)
Day 60
Week 4
Day 61
e Human Body Unit 1: Body Overview
Read Lesson 1: e Creation of Life • Pages 140-141 •
(GDL)
Complete Worksheet • Pages 115-116 • (TG)
Day 62
Read Lesson 2: Overview of the Human Body
Pages 142-143 • (GDL)
Complete Worksheet • Pages 117-121 • (TG)
Day 63
Read Special Feature: Leonardo da Vinci • Pages 144-145 • (GDL)
Day 64
Read Lesson 3: Cells, Tissues, & Organs • Pages 146-148 •
(GDL)
Complete Worksheet • Pages 123-125 • (TG)
Day 65
Week 5
Day 66
Complete Body Overview Quiz 1 (Lessons 1-3)
Pages 327-328 •
(TG)
Day 67
Body Unit 2: Bones & Muscles
Read Lesson 4: e Skeletal System • Pages 150-152 • (GDL)
Complete Worksheet • Pages 127-131 • (TG)
Day 68
Read Lesson 5: Names of Bones • Pages 153-155 • (GDL)
Complete Worksheet • Pages 133-135 • (TG)
Day 69
Read Lesson 6: Types of Bones • Pages 156-158 • (GDL)
Complete Worksheet • Pages 137-138 • (TG)
Day 70
Week 6
Day 71
Read Lesson 7: Joints • Pages 159-161 •
(GDL)
Complete Worksheet • Pages 139-140 • (TG)
Day 72
Read Lesson 8: e Muscular System • Pages 162-164 • (GDL)
Complete Worksheet • Pages 141-142 • (TG)
Day 73
Read Lesson 9: Dierent Types of Muscles • Pages 165-166 • (GDL)
Complete Worksheet • Pages 143-144 • (TG)
Day 74
Read Lesson 10: Hands & Feet • Pages167-169 • (GDL)
Complete Worksheet • Pages 145-146 • (TG)
Day 75
18
Life
Date Day Assignment Due Date
Grade
Week 7
Day 76
Complete Bones & Muscles Quiz 2 (Lessons 4-10)
Pages 329-330 •
(TG)
Day 77
Body Unit 3: Nerves & Senses
Read Lesson 11: e Nervous System • Pages 171-173 • (GDL)
Complete Worksheet • Pages 147-149 • (TG)
Day 78
Read Lesson 12: e Brain • Pages 174-176 • (GDL)
Complete Worksheet • Pages 151-152 • (TG)
Day 79
Read Lesson 13: Learning & inking • Pages 177-179 • (GDL)
Complete Worksheet • Pages 153-154 • (TG)
Day 80
Week 8
Day 81
Read Special Feature: Brain Surgery • Pages 180-181 •
(GDL)
Day 82
Read Lesson 14: Reexes & Nerves • Pages 182-184 •
(GDL)
Complete Worksheet • Pages 155-156 • (TG)
Day 83
Read Lesson 15: e Five Senses • Pages 185-187 • (GDL)
Complete Worksheet • Pages 157-158 • (TG)
Day 84
Read Lesson 16: e Eye • Pages 188-190 • (GDL)
Complete Worksheet • Pages 159-160 • (TG)
Day 85
Week 9
Day 86
Read Lesson 17: e Ear • Pages 191-193 •
(GDL)
Complete Worksheet • Pages 161-162 • (TG)
Day 87
Read Lesson 18: Taste & Smell • Pages 194-196 • (GDL)
Complete Worksheet • Pages 163-164 • (TG)
Day 88
Complete Nerves & Senses Quiz 3 (Lessons 11-18)
Pages 331-332 • (TG)
Day 89
Body Unit 4: e Digestion System
Read Lesson 19: e Digestive System • Pages 198-200 • (GDL)
Complete Worksheet • Pages 165-168 • (TG)
Day 90
Mid-Term Grade
Life
19
Second Semester Suggested Daily Schedule
Date Day Assignment Due Date
Grade
Second Semester-ird Quarter
Week 1
Day 91
Read Lesson 20: Teeth • Pages 201-203 •
(GDL)
Complete Worksheet • Pages 169-170 • (TG)
Day 92
Read Lesson 21: Dental Health • Pages 204-205 • (GDL)
Complete Worksheet • Pages 171-172 • (TG)
Day 93
Read Lesson 22: Nutrition • Pages 206-208
Complete Worksheet • Pages 173-174 • (TG)
Day 94
Read Special Feature: Florence Nightingale
Pages 209-210 • (GDL)
Day 95
Week 2
Day 96
Read Lesson 23: Vitamins & Minerals • Pages 211-213 •
(GDL)
Complete Worksheet • Pages 175-176 • (TG)
Day 97
Complete Digestive System Quiz 4 (Lessons 19-23)
Pages 333-334 • (TG)
Day 98
Body Unit 5: Heart & Lungs
Read Lesson 24: e Circulatory System
Pages 215-218 • (GDL)
Complete Worksheet • Pages 177-178 • (TG)
Day 99
Read Lesson 25: e Heart • Pages 219-221 • (GDL)
Complete Worksheet • Pages 179-181 • (TG)
Day 100
Week 3
Day 101
Read Lesson 26: Blood • Pages 222-224 •
(GDL)
Complete Worksheet • Pages 183-186 • (TG)
Day 102
Read Special Feature: Blood — Who Needs It?
Page 225 • (GDL)
Day 103
Read Lesson 27: e Respiratory System
Pages 226-228 • (GDL)
Complete Worksheet • Pages 187-188 • (TG)
Day 104
Read Lesson 28: e Lungs • Pages 229-231 • (GDL)
Complete Worksheet • Pages 189-190 • (TG)
Day 105
Week 4
Day 106
Complete Heart & Lungs Quiz 5 (Lessons 24-28)
Pages 335-336 •
(TG)
Day 107
Body Unit 6: Skin & Immunity
Read Lesson 29: e Skin • Pages 233-235 • (GDL)
Complete Worksheet • Pages 191-192 • (TG)
Day 108
Read Lesson 30: Cross-section of Skin • Pages 236-238 • (GDL)
Complete Worksheet • Pages 193-194 • (TG)
Day 109
Read Lesson 31: Fingerprints • Pages 239-242 • (GDL)
Complete Worksheet • Pages 195-197 • (TG)
Day 110
20
Life
Date Day Assignment Due Date
Grade
Week 5
Day 111
Read Lesson 32: e Immune System • Pages 243-245 •
(GDL)
Complete Worksheet • Pages 199-200 • (TG)
Day 112
Read Lesson 33: Genetics • Pages 246-248 • (GDL)
Complete Worksheet • Pages 210-203 • (TG)
Day 113 Read Special Feature: Gregor Mendel • Pages 249-250 • (GDL)
Day 114
Complete Skin & Immunity Quiz 6 (Lessons 29-33)
Pages 337-338 •
(TG)
Day 115
Week 6
Day 116
Read Lesson 34: Body Poster: Final Project
Pages 251-252 •
(GDL)
Complete Worksheet • Pages 205-206 • (TG)
Day 117
Complete e Human Body Final Exam (Lessons 1-34)
Pages 339-342 • (TG)
Day 118
Read Lesson 35: Conclusion • Page 253 • (GDL)
Complete Worksheet • Page 207 • (TG)
Day 119
e World of Animals Unit 1: Mammals
Read Lesson 1: e World of Animals • Pages 262-263 • (GDL)
Complete Worksheet • Pages 211-212 • (TG)
Day 120
Week 7
Day 121
Read Lesson 2: Vertebrates • Pages 264-265 •
(GDL)
Complete Worksheet • Pages 213-214 • (TG)
Day 122
Read Lesson 3: Mammals • Pages 266-268 • (GDL)
Complete Worksheet • Pages 215-217 • (TG)
Day 123
Read Lesson 4: Mammals Large & Small
Pages 269-272 • (GDL)
Complete Worksheet • Pages 219-220 • (TG)
Day 124
Read Lesson 5: Monkeys & Apes • Pages 273-275 • (GDL)
Complete Worksheet • Pages 221-223 • (TG)
Day 125
Week 8
Day 126 Read Special Feature: Man & Monkeys • Pages 276-277 •
(GDL)
Day 127
Read Lesson 6: Aquatic Mammals • Pages 278-281 •
(GDL)
Complete Worksheet • Pages 225-226 • (TG)
Day 128
Read Lesson 7: Marsupials • Pages 282-284 • (GDL)
Complete Worksheet • Pages 227-228 • (TG)
Day 129
Complete Mammals Quiz 1 (Lessons 1-7)
Pages 345-346 • (TG)
Day 130
Week 9
Day 131
Animals Unit 2: Birds & Fish
Read Lesson 8: Birds • Pages 286-289 •
(GDL)
Complete Worksheet • Pages 229-232 • (TG)
Day 132 Read Special Feature: Charles Darwin • Page 290 • (GDL)
Day 133
Read Lesson 9: Flight • Pages 291-294 • (GDL)
Complete Worksheet • Pages 233-235 • (TG)
Day 134
Read Lesson 10: e Bird’s Digestive System
Pages 295-297 • (GDL)
Complete Worksheet • Pages 237-239 • (TG)
Day 135
Life
21
Date Day Assignment Due Date
Grade
Second Semester-Fourth Quarter
Week 1
Day 136
Read Lesson 11: Fish • Pages 298-300 •
(GDL)
Complete Worksheet • Pages 241-244 • (TG)
Day 137
Read Lesson 12: Fins & Other Fish Anatomy
Pages 301-303 • (GDL)
Complete Worksheet • Pages 245-247 • (TG)
Day 138
Read Lesson 13: Cartilaginous Fish • Pages 304-306 • (GDL)
Complete Worksheet • Pages 249-250 • (TG)
Day 139
Complete Birds & Fish Quiz 2 (Lessons 8-13)
Pages 347-348 • (TG)
Day 140
Week 2
Day 141
Animals Unit 3: Amphibians & Reptiles
Read Lesson 14: Amphibians • Pages 308-310 •
(GDL)
Complete Worksheet • Pages 251-252 • (TG)
Day 142
Read Lesson 15: Amphibian Metamorphosis
Pages 311-313 • (GDL)
Complete Worksheet • Pages 253-254 • (TG)
Day 143
Read Lesson 16: Reptiles • Pages 314-316 • (GDL)
Complete Worksheet • Pages 257-258 • (TG)
Day 144
Read Special Feature: When Did the Dinosaurs Live?
Pages 317-318 • (GDL)
Day 145
Week 3
Day 146
Read Lesson 17: Snakes • Pages 319-321 •
(GDL)
Complete Worksheet • Pages 259-260 • (TG)
Day 147 Read Special Feature: Rattlesnakes • Page 322 • (GDL)
Day 148
Read Lesson 18: Lizards • Pages 323-325 •
(GDL)
Complete Worksheet • Pages 261-262 • (TG)
Day 149
Read Lesson 19: Turtles & Crocodiles • Pages 326-328 • (GDL)
Complete Worksheet • Pages 263-265 • (TG)
Day 150
Week 4
Day 151
Complete Amphibians & Reptiles Quiz 3 (Lessons 14-19)
Pages 349-350 •
(TG)
Day 152
Animals Unit 4: Arthropods
Read Lesson 20: Invertebrates • Pages 330-332 • (GDL)
Complete Worksheet • Pages 267-268 • (TG)
Day 153
Read Lesson 21: Arthropods • Pages 333-335 • (GDL)
Complete Worksheet • Pages 269-271 • (TG)
Day 154
Read Lesson 22: Insects • Pages 336-338 • (GDL)
Complete Worksheet • Pages 273-275 • (TG)
Day 155
22
Life
Date Day Assignment Due Date
Grade
Week 5
Day 156
Read Lesson 23: Insect Metamorphosis • Pages 339-341 •
(GDL)
Complete Worksheet • Pages 277-279 • (TG)
Day 157
Read Lesson 24: Arachnids • Pages 342-344 • (GDL)
Complete Worksheet • Pages 281-282 • (TG)
Day 158
Read Lesson 25: Crustaceans • Pages 345-346 • (GDL)
Complete Worksheet • Pages 283-284 • (TG)
Day 159
Read Lesson 26: Myriapods • Pages 347-349 • (GDL)
Complete Worksheet • Pages 285-286 • (TG)
Day 160
Week 6
Day 161
Complete Arthropods Quiz 4 (Lessons 20-26)
Pages 351-352 •
(TG)
Day 162
Animals Unit 5: Other Invertebrates
Read Lesson 27: Mollusks • Pages 351-353 •
(GDL)
Complete Worksheet • Pages 287-288 • (TG)
Day 163
Read Lesson 28: Cnidarians • Pages 354-357 • (GDL)
Complete Worksheet • Pages 289-291 • (TG)
Day 164
Read Lesson 29: Echinoderms • Pages 358-360 • (GDL)
Complete Worksheet • Pages 293-294 • (TG)
Day 165
Week 7
Day 166
Read Lesson 30: Sponges • Pages 361-362 •
(GDL)
Complete Worksheet • Pages 295-296 • (TG)
Day 167
Read Lesson 31: Worms • Pages 363-365 • (GDL)
Complete Worksheet • Pages 297-298 • (TG)
Day 168
Complete Other Invertebrates Quiz 5 (Lessons 27-31)
Pages 353-354 • (TG)
Day 169
Animals Unit 6: Simple Organisms
Read Lesson 32: Kingdom Protista • Pages 367-369 • (GDL)
Complete Worksheet • Pages 299-300 • (TG)
Day 170
Week 8
Day 171
Read Lesson 33: Kingdom Monera & Viruses
Pages 370-372 •
(GDL)
Complete Worksheet • Pages 301-302 • (TG)
Day 172
Read Special Feature: Louis Pasteur — Got Milk?
Pages 373-374 • (GDL)
Day 173
Complete Simple Organisms Quiz 6 (Lessons 32-33)
Pages 355-356 •
(TG)
Day 174
Read Lesson 34: Animal Notebook: Final Project
Page 375-376
Complete Worksheet • Pages 303-304 • (TG)
Day 175
Week 9
Day 176 Study day for nal exam
Day 177 Study day for nal exam
Day 178
Complete World of Animals Final Exam (Lessons 1-34)
Pages 357-360 •
(TG)
Day 179
Read Lesson 35: Conclusion • Page 377 • (GDL)
Complete Worksheet • Page 305 • (TG)
Day 180
Final Grade
Plant Worksheets
for Use with
The World of Plants
(God’s Design: Life Series)
The World of Plants
25
God’s Design:
Life
e World of Plants Day 1
Unit 1
Lesson 1
Name
1
Is It Alive?
Biology is the study of living things.
Supply list
£ Copy of “Is It Alive?” worksheet
£ Six items to display/discuss: some living, some nonliving (book, pet, can, eraser, plant, etc.)
Is It Alive? Scavenger Hunt
Read about the “Is It Alive? Scavenger Hunt” on page 16 of your student book; the “Is It Alive?” Worksheet is
on page 26 of this teacher guide.
Law of Biogenesis
Read about the Law of Biogenesis on pages 16–17 of the student book. Explain it to your teacher.
What did we learn?
1. What are the six questions you should ask to determine if something is biologically alive?
a.
b.
c.
d.
e.
f.
g.
2. Does the Bible refer to plants as living things?
Taking it further
1. Do scientists consider a piece of wood that has been cut off of a tree living? (Hint: Is it growing? Can it respond?)
2. Is paper alive?
3. Is a seed alive?
26
The World of Plants
Is It Alive?
Scavenger Hunt Worksheet
Be sure to examine several different types of items including plants, animals, and nonliving things.
1. Write the name of the item you are examining in the first column.
2. Answer each question with a yes, no, or don’t know.
3. If all of the answers are yes, then the item is alive.
Item
Does it
eat?
Does it
breathe?
Does it
grow?
Does it
reproduce?
Can it
move?
Does it
have cells?
Is it
alive?
Name _____________________________________________ Date________________________
The World of Plants
27
God’s Design:
Life
e World of Plants Day 2
Unit 1
Lesson 2
Name
2
What Is a Kingdom?
It’s alive, but what is it?
Supply list
£ Poster board
£ Pen
£ Copy of “Clue Cards”
£ Scissors
Clue Cards for “Animal or Plant” Game
See page 19 of the student textbook for directions for this activity. Clue
card are found on page 29 of this teacher guide. If using the course with
younger children, the instructor may want to cut out the cards for the
game.
1. Plants only
2. Animals only
3. Both
Dichotomous Key Challenge
Be sure to choose both an animal and a plant. Do you understand more how dichotomous keys are used in
identification? Explain to your teacher what you have learned.
What did we learn?
1. What do plants and animals have in common?
Animals Both Plants
Example:
28
The World of Plants
2. What makes plants unique?
3. What makes animals unique?
Taking it further
1. Are mushrooms plants?
2. Why do you think they are or are not?
The World of Plants
29
Clue Cards
Alive Cells
Chlorophyll Photosynthesis
Moves around Reproduces same kind
Needs the sun Needs oxygen
Cannot move around Cannot make food
Needs carbon dioxide
Carbon dioxide is
a waste product
Designed by God No chlorophyll
Eaten by animals
Created on the third
day of creation
The World of Plants
31
God’s Design:
Life
e World of Plants Day 3
Unit 1
Lesson 3
Name
3
Classication System
Taxonomy—classication of living things
Supply list
£ Plant and animal guides or an encyclopedia
Remembering the System
Memorize one of the sayings to help you remember the classification system on page 22 of your student book.
Recite it to your teacher. en look up the classification for at least three of your favorite animals or plants.
Which animals did you choose?
1.
2.
3.
Challenge: Plant Classication
Using the information on page 23 of your student textbook, complete the following chart by filling in the
blanks with the correct word:
Plant Kingdom
vascular tissue without vascular tissue
_________________ non-seeds/seedless mosses liverworts ___________
gymnosperms ____________ horsetails ferns club mosses
conifers _________ ginkgoes dicots ______________
32
The World of Plants
What did we learn?
1. What are the five kingdoms recognized today?
a.
b.
c.
d.
e.
2. How do scientists determine how to classify a living thing?
3. What are the seven levels of the classification system?
a.
b.
c.
d.
e.
f.
g.
Taking it further
1. Why can pet dogs breed with wild wolves?
2. How many of each animal did Noah take on the Ark?
The World of Plants
33
God’s Design:
Life
e World of Plants Day 6
Unit 1
Lesson 4
Name
4
Plant & Animal Cells
The smallest unit of life
Supply list
£ Option A: Paper models
£ Colored construction paper
£ Scissors
£ Glue
£ Option B: 3-D models (messier but more fun)
£ Supply list below for each child
For each child:
£ Small shoe box
£ 1 qt. plastic zipper bag
£ Several green grapes
£ Several raisins
£ 1 large red grape or marble
For everyone to use
£ Yellow gelatin mix (Note: mix this gelatin according to the package directions about an hour before
you plan to do the project. An adult will need to supervise this step if hot water is used.)
Making a model of a cell!
Follow the instructions on page 28 of your student book. Instructions for both Option A and Option B are given.
Supplies for Challenge
£ Microscope
£ Slides
£ Onion
£ Sharp knife
34
The World of Plants
Mitosis
Follow the procedure given on page 29 of your student book. (Caution! Adult supervision is needed and this
should only be used for older students unless the teacher is using the knife to carefully cut the onion.)
What did we learn?
1. What parts or structures do all plant and animal cells have?
2. What structures are unique to plants?
3. What distinguishes animal cells from plant cells?
Taking it further
1. A euglena is a single-celled living organism that can move around by itself. It eats other creatures, but it also has
chlorophyll in its cell. Is it a plant, an animal, or something else?
Note to instructor:
On page 28 of the student book, you will see another activity called “Other Organelles.” is can be used for
students who wish to learn more or as an opportunity to earn bonus points. You can modify the activity by
assigning either specific organelles or a required number to complete for the bonus assignment if you do not
want the student to do the full list.
The World of Plants
35
God’s Design:
Life
e World of Plants Day 9
Unit 2
Lesson 5
Name
5
Flowering Plants
God’s gift of life to the world
Supply list
£ A eld guide for owers
£ Access to several owering plants (What you have growing in your garden or yard is probably
sucient.)
Examining Flowers Activity
Follow the instructions on page 33 of the student book to learn how to identify flowers. How many flowers were
you able to identify? Share with your teacher what you have learned about identifying flowers.
Supplies for Challenge
£ Research materials—depends on your selected topic
Plants in Industry Challenge
Choose an industry where plants are used. Suggested topics in your student book include cotton used in
clothing, trees used in building, reeds used to make baskets, plants used for making medicines, or something you
may choose. Prepare a short oral report or a written presentation of what you learned. Be specific on why the
particular plant is used for the industry you have chosen.
What did we learn?
1. What are the four major parts of a plant?
2. What is the purpose for each part?
Plant Quizzes and Final Exam
for Use with
The World of Plants
(God’s Design: Life Series)
The World of Plants
309
God’s Design: Life
Quiz 1
Scope:
Lessons 1–4
Total score:
____of 100
Name
e World of Plants
Introduction to Life Science
Note: While all students take the first portion of the quizzes, the questions on the next page are for students
who have completed the challenges included in lessons 1-4. e challenge questions are also worth a total of
100 points.
Mark each statement as either True or False (7 points each).
1. ����� All living creatures have cells.
2. ����� Plants do not need oxygen.
3. ����� Growth and change can be signs of life.
4. ����� Nonliving things absorb nutrients.
5. ����� Plants cannot move, so they are not alive.
6. ����� A kingdom is a way to group things together by similar characteristics.
7. ����� Plants and protists are the two main kingdoms of living things.
8. ����� Plants and animals both have chlorophyll.
9. ����� Vacuoles store food inside of cells.
10. ����� e nucleus is the control center of a cell.
Short answer (15 points each):
11. Name three dierences between plant cells and animal cells. ��������������������������������������
������������������������������������������������������������������������������������
������������������������������������������������������������������������������������
12. Describe how to tell if something is alive. �����������������������������������������������������
������������������������������������������������������������������������������������
������������������������������������������������������������������������������������
310
The World of Plants
Challenge questions
Fill in the blanks using the terms below. Not all words are used (10 points each).
Biogenesis
Chemical evolution
Spontaneous
generation
Gymnosperm(s)
Angiosperm(s)
Conifer
Ginkgo
Mitosis
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Monocot
Dicot
1. e law of ����������������������������� states that life always comes from life.
2. ����������������������������� says that life originally came from nonliving chemicals.
3. During ����������������������������� a cell divides into two identical cells.
4. A ����������������������������� is a type of plant that produces seeds in cones.
5. A ����������������������������� tree is sometimes called a living fossil.
6. ����������������������������� produce seeds that are enclosed in fruit.
7. e belief that life springs up from its environment is called ����������������������������.
8. During ����������������������������� the chromosomes in a cell line up in the middle.
9. During ����������������������������� the duplicate chromosomes are pulled apart.
10. ����������������������������� occurs when the cytoplasm in a cell is divided.
To calculate your grade if you have taken the challenge portion of this quiz:
��������������� + ��������������� = ����������������� ÷ 2 = ���������������������
(score on 1st part of quiz) (score on 2nd part of quiz) (final score out of a possible 100%)
The World of Plants
321
God’s Design: Life
Final
Exam
Scope:
Lessons 1–34
Total score:
____of 100
Name
e World of Plants
Final Exam: World of Plants
Define each of the following terms (5 points each).
1. Geotropism: ����������������������������������������������������������������������������
2. Angiosperm: ���������������������������������������������������������������������������
3. Phototropism: ��������������������������������������������������������������������������
4. Photosynthesis: �������������������������������������������������������������������������
5. Pollination: ����������������������������������������������������������������������������
6. Chlorophyll: ���������������������������������������������������������������������������
7. Ovule: ��������������������������������������������������������������������������������
8. Pistil: ���������������������������������������������������������������������������������
9. Stamen: �������������������������������������������������������������������������������
10. Xylem and phloem: ����������������������������������������������������������������������
Choose the best answer for each question (2 points each).
11. ���� Which of the following is not an organ of flowering plants?
A. Leaves B. Roots C. Chlorophyll D. Stems
12. ���� Which kind or kinds of creatures get nourishment from grasses?
A. Cows B. Birds C. Humans D. All three (A, B, and C)
13. ���� Which is not a common use for the wood of a tree?
A. Clothing B. Fuel C. Shelter
D. Calculating the tree’s age
14. ���� Which tree is a deciduous tree?
A. Pine B. Maple C. Spruce D. Juniper
15. ���� Which organ is primarily used to absorb minerals from the ground?
A. Flowers B. Leaves C. Roots D. Stems
322
The World of Plants
Fill in the blank with the correct term (2 points each).
16. Root growth primarily occurs at the �����������������������������.
17. e two types of root systems are ����������������������������� and
�����������������������������.
18. e shape of most monocot plants’ leaves is ����������������������������������.
19. Ferns reproduce by ����������������������������� on their fronds.
20. Algae are similar to plants because they contain ����������������������������������.
Mark each statement as either True or False (3 points each).
21. ���� Plants with red leaves have no chlorophyll.
22. ���� Trees can be identified by their leaves.
23. ���� Coniferous trees do not have leaves.
24. ���� e scent of a flower has no purpose.
25. ���� Ferns are not flowering plants.
26. ���� Algae is an important organism.
27. ���� Sepals might be confused with leaves.
28. ���� Pollination must take place for seeds to form.
29. ���� Mosses reproduce by spores and not seeds.
30. ���� Photosynthesis cannot take place without chlorophyll.
The World of Plants
323
Note: Challenge questions are for students who have completed the challenges included in lessons 1-34. e
challenge questions are also worth a total of 100 points.
Challenge questions
Match the term with its definition (5 points each).
1. ����� Law of biogenesis
2. ����� Meiosis
3. ����� Spontaneous generation
4. ����� Scarification
5. ����� Stratification
6. ����� Seed dormancy
7. ����� Primary growth
8. ����� Secondary growth
9. ����� Osmosis
10. ����� Toothed leaf margin
11. ����� Lobed leaf margin
A. Belief that life can come from nonlife
B. Seed will not germinate
C. Cell division for reproduction
D. Breaking of seed coat
E. Life can only come from life
F. Period of cold before germination
G. Diusion through a membrane
H. Jagged leaf edge
I. Growth in width or circumference
J. Growth in length
K. Large indentations around the edge of leaf
Mark each statement as either True or False (5 points each).
12. ����� Ephemeral plants grow slowly.
13. ����� Composite flowers are really hundreds of flowers grouped together.
14. ����� Legumes have hard outer shells.
15. ����� Pomes have papery inner cores.
16. ����� Chemotropism aids in pollination.
17. ����� Filament algae is very common.
18. ����� Most commercial fruit trees are grown from seeds.
19. ����� Tendrils have negative tropism.
20. ����� Rootstock is important for grafting.
Worksheet Answer Keys
for Use with
God’s Design: Life Series
The World of Plants
363
The World of Plants Worksheet Answer Keys
Unit 1: Introduction to Life Science
1. Is It Alive?
What did we learn?
1. What are the six questions you should ask to
determine if something is alive?
Does it eat?, Does it
“breathe”?, Does it grow?, Does it reproduce?, Can it
move?, Does it have cells?
2. Does the Bible refer to plants as living things?
How
we classify plants in today’s scientic world is dierent
from how it was classied in the Bible. Also, there is a
dierence between people & animals and plants. While
we consider both to be “living,” plants are considered
food and do not have the breath of life within them.
Taking it further
1. Do scientists consider a piece of wood that has been
cut off of a tree living? (Hint: Is it growing? Can it
respond?)
No, it is not living anymore; although the
tree it came from may still be living.
2. Is paper alive?
No. It is made from wood but it is not
alive.
3. Is a seed alive?
This is a harder question. A seed has
the potential for biological life, but it is not growing.
You have to decide for yourself.
2. What Is a Kingdom?
Clue Cards for Animal or Plant Game
1. Plants only
—Chlorophyll, photosynthesis, needs sun,
cannot move around, needs carbon dioxide, created
on the 3rd day of creation.
2. Animals only
—Moves around, cannot make food,
carbon dioxide is a waste product, no chlorophyll.
3. Both
—Alive, cells, reproduces same kind, needs
oxygen, designed by God, eaten by animals.
What did we learn?
1. What do plants and animals have in common?
God created them all, all are alive, all have cells, all
reproduce their own kind, and all need oxygen.
2. What makes plants unique?
They have chlorophyll,
perform photosynthesis, and cannot move freely.
3. What makes animals unique?
They cannot produce
their own food and can move freely.
Taking it further
1. Are mushrooms plants?
No, they do not have
chlorophyll or perform photosynthesis.
2. Why do you think they are or are not?
Fungi have
most of the characteristics of plants, but do not have
chlorophyll and can live without sunlight. This is why
scientists now group them in their own kingdom.
3. Classication System
What did we learn?
1. What are the five kingdoms recognized today?
Plants, animals, fungi, protists, and monerans.
2. How do scientists determine how to classify a living
thing?
They look at common characteristics and at
dierent characteristics.
3. What are the seven levels of the classification
system?
Kingdom, phylum, class, order, family,
genus, and species.
Taking it further
1. Why can pet dogs breed with wild wolves?
They
are both the same kind of animal. Wolves, jackals,
coyotes, wild dogs, and domestic dogs all came from
the same ancestors. If any two animals can produce
fertile ospring then they are most likely from the
same animal kind. Wolves don’t generally breed with
domestic dogs because of their location and habits,
but biologically they are the same kind of animal.
2. How many of each animal did Noah take on the Ark?
Two of some animals and seven of other animals (see
Genesis 7). Noah would only have taken two canines
(dogs) on the Ark. Afterwards, the ospring of those two
dogs resulted in the wide variety of dogs we see today.
Challenge: Plant Classication
Plant Kingdom
vascular tissue without vascular tissue
seeds non-seeds/seedless mosses liverworts hornworts
gymnosperms angiosperms horsetails ferns club mosses
conifers cycads ginkgoes dicots monocots
364
The World of Plants
4. Plant & Animal Cells
What did we learn?
1. What parts or structures do all plant and animal
cells have?
Cell membrane, nucleus, vacuoles,
mitochondria, and cytoplasm.
2. What structures are unique to plants?
Cell wall and
chloroplasts.
3. What distinguishes animal cells from plant
cells? Possible answers:
Plant cells can perform
photosynthesis and have cell walls but animal cells do
not; their shape is dierent.
Taking it further
1. A euglena is a single-celled living organism that can
move around by itself. It eats other creatures, but it
also has chlorophyll in its cell. Is it a plant, an animal,
or something else?
Scientists do not agree on this and
other unusual creatures. They usually put them in their
own category, called protists.
Unit 2: Flowering Plants & Seeds
5. Flowering Plants
What did we learn?
1. What are the four major parts of a plant?
Roots,
stem, leaves and owers.
2. What is the purpose for each part?
Roots hold
the plant in place and suck up water and nutrients.
Stems help the plant stand up and to move water and
nutrients inside the plant. Leaves turn sunlight into
food. Flowers produce seeds.
Taking it further
1. What characteristics other than the flowers can be
used to help identify a plant?
Leaves, fruit, and bark
can all be used to identify a plant that is not in bloom.
2. What similarities did you notice between the
flowers you examined?
Answers will vary.
3. What differences did you see?
Answers will vary.
4. Can you use size to determine what a plant is? Why
or why not? (Hint: Is a tiny seedling just as much an
oak tree as the giant oak that is 100 years old?)
Size
alone cannot tell you what a plant is.
5. Why might you need to identify a plant? Possible
answers:
To recognize poisonous plants such as poison
ivy, to choose good plants for a garden or landscape,
and to enjoy God’s creation are just a few reasons.
6. Grasses
What did we learn?
1. Name four types of grass.
Turf, cereal, forage, and
ornamental.
2. Describe the roots of a grass plant.
Fibrous root
system with many small roots going out in several
directions.
3. Why are grasses so important?
They are a major food
source for animals and humans.
Taking it further
1. Why can grass be cut over and over and still grow,
while a tree that is cut down will die?
Recall that the
leaves of the grass grow from the base of the plant. So
cutting o the top of the leaves does not damage the
growing center of the plant. However, trees grow at
the ends of the stems and branches.
2. Why is grass so hard to get rid of in a flower garden?
Consider the root structure; its brous design helps
the plant spread and survive.
3. What part of grass plants do humans eat?
They
generally eat the seeds.
4. What part of grass plants do most animals eat?
They
usually eat the leaves and the seeds.
5. Why can a cow eat certain grasses that you can’t?
Cows have a very dierent digestive system that can
break down the grass that humans can’t digest.
7. Trees
What Kind of Tree is This?
1.
Angiosperm, broad leaf, owers, oak, maple, cherry
should all have deciduous picture only. Gymnosperm,
needles, cones, r, pine, spruce, conifer should all have
evergreen only. Seeds, bark, and growth rings should
have both pictures. Note, a few evergreen trees have
broad leaves so both pictures could be acceptable for
this word. Also, a few trees that bear cones lose their
leaves, so conifer could have both pictures.
The World of Plants
417
The World of Plants
Master Supply List
e following table lists all the supplies used for God’s
Design for Life: World of Plants activities. You will need
to look up the individual lessons in the student book
to obtain the specific details for the individual activities
(such as quantity, color, etc.). e letter c denotes that
the lesson number refers to the challenge activity.
Common supplies such as colored pencils, construction
paper, markers, scissors, tape, etc., are not listed.
Supplies needed (see lessons for details) Lesson
£ Aloe plant 17c
£ Bread slices (homemade or with no
preservatives)
34
£ Cactus plant 29
£ Cardboard boxes or shoe boxes 4, 16, 26
£ Coee lters 19c
£ Coee stirrer 27
£ Corn meal or yellow sand 21, 31
£ Craft sticks 6c
£ Dried moss (from craft store) 32
£ Encyclopedia (plant and animal) 3
£ Fern frond 31
£ Field guide (owers) 5
£ Field guide (plants) 27
£ Field guide (trees) 20
£ Fingernail polish remover 19c
£ Flower (composite, such as daisy,
sunower, or zinnia—fresh)
23c
£ Flower (such as lily—fresh) 23
£ Flower bulbs (tulips, daodils, etc.—
optional)
12
£ Food coloring 13, 18
£ Fruits, nuts, and vegetables 4c, 12, 10, 11,
13, 24, 30, 34c
£ Gelatin mix (yellow) 4
Supplies needed (see lessons for details) Lesson
£ Grass plant 6
£ Grapes (red and green) 4
£ Hairspray (aerosol) 34c
£ Index cards or sketch pad 7, 17, 20, 34c
£ Jars (1 must have a lid) 8, 9, 30
£ Knife or scalpel (very sharp) 9, 18, 23, 24
£ Leaves (fresh) 19c, 20
£ Magnifying glass (use as needed) 6, 9, 11, 20,
22c, 29, 32
£ Microscope and slides 4c, 22c, 33c
£ Modeling clay 21
£ Peat moss 32c
£ Photo album with magnetic pages or
3-ring binder
20
£ Pinecones (scales tightly shut) 10
£ Pipe cleaners 21
£ Plants (fast-growing; e.g. mint plants) 16, 28
£ Plastic cups (clear) 13, 32c
£ Plastic zipper bags 4, 20, 34
£ Pollen 22c
£ Pond water 33c
£ Poster board/tagboard 2, 12c, 19, 35
£ Potting soil 6c, 13, 30
£ Seeds (bean, corn, grass, coconut,
radish)
6c, 8, 9, 10c,
11c, 35
£ Steel wool 8
£ Straws (exible) 21, 27
£ Vinegar 6c
£ Wooden pencils 7c
£ Yard stick/meter stick 9
The Human Body
421
The Human Body
Master Supply List
e following table lists all the supplies used for God’s
Design for Life: e Human Body activities. You will need
to look up the individual lessons in the student book
to obtain the specific details for the individual activities
(such as quantity, color, etc.). e letter c denotes that
the lesson number refers to the challenge activity.
Common supplies such as colored pencils, construction
paper, markers, scissors, tape, etc., are not listed.
Supplies needed (see lessons for details) Lesson
£ Aluminum foil 20
£ Anatomy book 5–34
£ Balloons 28
£ Bible 1, 35
£ Candy sprinkles 26
£ Chicken bones 6c
£ Cinnamon, peppermint, and other
spices
18
£ Dental oss 21
£ Dissection kit 25c
£ DNA model kit (optional) 33c
£ Eyedropper 31c
£ Food coloring 31c
£ Fruits, nuts, and vegetables 18
£ Gel pens (washable) 5
£ Gloves (rubber or latex) 25c
£ Hand lotion 29
£ Heart (from a cow or sheep) 25c
£ Index cards 13, 31
£ Jelly beans (white) 26
£ Knife or scalpel (very sharp) 25c
£ Lemon juice 18
£ Light corn syrup 26, 31c
Supplies needed (see lessons for details) Lesson
£ Magnifying glass 8c
£ Mirror 1, 21, 29
£ Modeling clay 12, 20
£ Newsprint (or other large roll of
paper)
34
£ Paper towels 18
£ Paper fasteners (brads) 2, 4
£ Plaster of Paris 20
£ Plastic zipper bags 15
£ Poster board/tagboard 20
£ Rubber/plastic gloves 25c
£ Red Hots candies 26
£ Rubber bands 7c
£ Ruler 11
£ Salt 18
£ Steak (or other meat—raw) 8c
£ Stopwatch 9, 11, 24,
28
£ Straight pins 15
£ Sugar 18
£ Tacks 7c
£ Tape measure (cloth—the kind used
for sewing)
28
£ Tape measure (metal) 4c
£ Toothbrush 21
£ Toothpaste 21
£ Toothpicks 14
£ Vinegar 6c, 18
£ Wooden pencils 7c
£ Yard stick/meter stick 9, 31c
The World of Animals
425
The World of Animals
Master Supply List
e following table lists all the supplies used for God’s
Design for Life: World of Animals activities. You will need
to look up the individual lessons in the student book
to obtain the specific details for the individual activities
(such as quantity, color, etc.). e letter c denotes that
the lesson number refers to the challenge activity.
Common supplies such as colored pencils, construction
paper, markers, scissors, tape, etc. are not listed.
Supplies needed (see lessons for details) Lesson
£ 3-ring binder 2
£ Ammonia 28
£ Baking dish 28
£ Balloons 21c, 27c
£ Bible 35
£ Bird feeder (optional) 8
£ Buttery larvae (caterpillars) 23
£ Chocolate chips (mini size) 29
£ Crushed chocolate cookies 31
£ Dissection kit 29c
£ Dividers with tabs (12 or 13 per student) 2
£ Encyclopedia (animal) all
£ Face paint 18
£ Fake fur or felt 7
£ Feather (can purchase at craft store) 9
£ Field guide (birds) 8
£ Field guide (sea shells) 27
£ Flexible wire 24
£ Flour 21c
£ Food coloring 28
£ Goldsh snack crackers 11
£ Gummy worms 31
£ Hair/fur from 2 or more mammals 3
£ Hydras (live) 28c
£ Index cards 22
£ Instant chocolate pudding 31
£ Liquid bluing 28
Supplies needed (see lessons for details) Lesson
£ Magnifying glass 9, 24, 25
£ Marshmallows (large and small) 24
£ Microscope and slides (optional) 32
£ Modeling clay 13, 25, 26c
£ Newspaper 21c
£ Owl pellet (optional) 10
£ Pipe cleaners 22, 24, 26c
£ Plastic zipper bags 7
£ Pond water (optional) 32
£ Poster board/tagboard 7, 29
£ Rubber/plastic gloves 29c
£ Salt 28
£ Sand dollar (dead and dried; check at craft
store—optional)
29
£ Spider web (optional) 24
£ Starsh (dead and dried; check at craft
store—optional)
29
£ Salt dough 29
£ Sequins or at beads 16
£ Sea shells 27
£ Soap (anti-bacterial hand) 33
£ Sponge (natural—optional) 30
£ Sponge (synthetic) 30
£ Starsh (preserved for dissection) 29c
£ Stopwatch 6
£ String 21c
£ Styrofoam balls 22
£ Tadpoles and tank (optional) 15
£ Tape (cloth) 19
£ Tempera paints 30
£ Toothbrush 6
£ Toothpicks 22, 24
£ Yarn 32
