Creation Science – Day 6
God Made Man . . . but First, He Made Cattle, Insects, and Wild Animals
Hello again, Science Lovers! We are back with day six of our series, Creation Science. Since we did a review last time, let’s just jump right in. So far, we have learned things for Day 1, Day 2, Day 3, Day 4 and Day 5, which means we are now on Day 6 of creation!
Then God said, “Let the earth bring forth living creatures after their kind; cattle and creeping things and beasts of the earth after their kind;” and it was so. God made the beasts of the earth after their kind, and the cattle after their kind, and everything that creeps on the ground after its kind; and God saw that it was good. Then God said, “Let Us make man in Our image, according to Our likeness; and let them rule over the fish of the sea and over the birds of the sky and over the cattle and over all the earth, and over every creeping thing that creeps on the earth.” (Genesis 1:24-26 NASB)
I know I haven’t been putting the scripture passages into all of my other posts, but I wanted to put this one here to show you how I have been starting each of my classes. After the class has gathered and settled, I will do a quick review and ask them what God made on each day of creation up until that point. Then I will read to them the scripture passage for the day we are about to start studying.
So, since there were so many things that God made on day six I decided to break the class up into four parts. I created a worksheet for the kids, and you can download the worksheet (73) for your own personal use.
Part 1 – Everything that creeps
I was in a unique situation for the “everything that creeps” category. For those who follow my blog and know my little Princess, you also know that while she loves to wear pretty dresses and have tea parties, she also loves to climb trees and play with bugs. So for this part of our class I brought in Princess’s little pet, Honey. Honey is a Madagascar hissing cockroach. First I showed the kids a diagram of a hissing cockroach. The kids then had to draw and label their own cockroach in the space on the worksheet. While they were drawing, I shared some interesting facts about hissing cockroaches.
Did you know these?
- Hissing Cockroaches do actually come from the island of Madagascar. Hence the name–Madagascar hissing cockroach.
- Hissing cockroaches cannot fly, but they can run quite fast.
- Only the male cockroaches have horns, and only the males hiss.
- Hissing is used as part of the cockroaches mating ritual, as an alarm cry or when two males are doing battle.
- The hissing cockroach hisses by exhaling air out of it’s breathing holes.
- Female hissing cockroaches create a cocoon-like egg case and carry their eggs within their body. The females then bear as many as 60 live young.
The final fact that I shared with the kids is that hissing cockroaches are herbivores, meaning they only eat plant materials. To demonstrate this in class, I asked one of the young ladies if I could have her apple core when she was finished with it. At first, she did think this was a bit odd, but when I explained that it was a treat for Honey, not for me, she agreed.
Meet Honey – our Madagascar hissing cockroach.
Part 2 – Hoppy
The next creature that we discussed is also one of our pets. This one belongs to Princess and Bug and his name is Hoppy. Hoppy is an American toad.
Since this picture was taken, Hoppy has grown quite a bit, as he no longer fits into his little hidey-hole. Hoppy currently lives in a 10-gallon terrarium where he has water to swim in, grass to hide in, mud and dirt to burrow in, and rocks to climb on. Hoppy did not travel with us to co-op, as it was a chilly day and he isn’t a big fan of cold. I did tell the kids about Hoppy and then we had a discussion about the life cycle of a frog – from egg, to tadpole, to tadpole with legs, to frog. I did this part from memory as we have spent time studying frogs, but you can look online if need be to refresh yourself on amphibians.
Part 3 – God made Us
Before we started this part, I had to pause for a second and have the kids think about this part. How amazing is it that we are made in God’s image. When babies are born people are always looking at them and saying things like “Oh look, he has your eyes” or “She has her mother’s nose and her daddy’s chin”. Now imagine with me for just a moment, God in His Heaven looking down at you and thinking, “she has my spirit”, “he has my heart”, “they have my strength” – how awesome is that? After our pause, we got right back to the science of us!
Activity #1 – To Rest or Not To Rest? That Is the Question
Actually, the question was about the difference between your resting heart rate and your active heart rate.
- A pulse
This one was fairly easy as far as materials go. I started off by teaching the kids where to find their pulse. I had them check their wrist and neck. For those having trouble they simply placed their hands over their heart. I did make sure and tell them not to use their thumbs when checking for a heartbeat because you have a pulse in your thumb and that can throw you off. Once all of the kids were confident in being able to find their heartbeat, I told them to relax and sit quietly for one minute. Granted, this can be hard for 4th and 5th graders to do, but most of them did fairly well. When the one minute was up I had them find their pulse and begin to count their heartbeats. I only had them count for 10 seconds. The number of heartbeats in 10 seconds is then multiplied by 6 in order to get your resting heart rate. (The reason for the 10 seconds is because they are kids and they tend to get distracted and lose count. In fact, we had to do the resting heart rate count more than once so that everyone could remember their numbers.)
The next part was for the kids to find their active heart rate. This time, before finding their heartbeat, I had the kids get up and do jumping jacks, run in place, or just go a bit crazy for one minute. Once the one minute was up, the kids were told to find their heartbeat and to count the number of times their heart beats in 10 seconds. Again this number should be multiplied by six in order to get their active heart rate.
Both of these numbers are then recorded on their worksheet. As a general rule, the kids’ resting heart rate was slower than their active heart rate. There were a few that were close, but I suspect it was a counting error.
At this point, you can talk about why the heart beats faster when you are active. You can explain that, because you are breathing more heavily, the lungs are working harder, and because they were being active their muscles needed more oxygen so the blood had to travel faster through their body.
Activity #2 – Vision Test
Again, the materials here were not overwhelming, making this an easy experiment to do at home. Begin by printing out the vision test sheet. You will notice that the letters are spaced far enough apart for you to be able to cut them out and hold them up individually. You will also notice that the font changes in size as the vision test progresses. Be sure to keep the letters in order when you go to show them to your children.
Begin by moving about 5 or 10 feet away from your child and hold up the first letter. Have the kids write the letter they see in space number one on their worksheet in the “Write the letters that you can see” section. As you go on you will continue to hold up letters and the kids will write the letters in their respective spaces. Explain to the kids that there will come a point when they cannot see the letters and that is ok. Continue until the children can no longer see the letters.
If you have a child who wears glasses for distance, you can have them try this twice – once with their glasses on and once with their glasses off – just so they can see the difference their glasses make.
After you have finished the vision test, ask the kids if they can figure out what was being spelled out during the vision test. By the way, I’m not going to tell you here. If you want to know, you have to go check out the test yourself!
Okay, so we have learned about bugs and frogs, heart rate and sight, but–if you recall from my post about day five–I told you there would be Skittles® involved. So now you are probably wondering, “I did my jumping jacks, where are my Skittles®?” Well, I will hold you in suspense no longer.
Activity #3 – Skittles® – aka the science of Taste
- Two Skittles® of the same color per student
Note: I only needed two boxes to make sure that I had at least two of each color for the 18 students in my co-op class, so you will probably only need one box. Also, you do have to get Skittles® or some type of fruit-flavored candy; M&M’s® will not work as they are only colored differently and not flavored differently.
1. Have the kids make note on their worksheet of the color of candy they received. For the older kids, you can have them make a guess as to what flavor they think it will be.
2. Explain to the kids that you are going to do an experiment to see how their sense of smell affects their sense of taste. Then ask each of the kids to hold their nose and, while holding their nose, eat the first Skittle®.
3. Be sure to have the kids hold their nose the entire time they are eating their first Skittle®. Also, bear in mind that younger ones might have more trouble with this, as it is harder to eat with your nose held closed.
4. After the kids have finished chewing, have them make note of what the Skittle® tasted like on their worksheets.
5. Now, without holding their noses, have the kids eat the second Skittle®. They should notice a difference in taste. Some kids will notice a bigger difference than others.
6. Have the kids write what the second Skittle® tasted like on their worksheet and then answer the question.
Most kids noticed a big difference in taste. Why? Because our taste buds actually only allow us to determine if a food is bitter, salty, sweet, or sour. Most of the flavor of food is actually from the odor molecules. This is also the reason that foods taste bland when you have a cold. The mucus in your nose is blocking your olfactory receptor cells so the brain receives no signal in order to identify the odor and thus the taste.
My next blog post will be the last of this creation series. Be sure to keep an eye on the HEAV blog–who knows, I might even let you take a nap!
See you soon.
Michelle, a Virginia native, currently lives in Pennsylvania with her husband and three children. Active in Scouts, area homeschool groups, and with her family, she can be found on her blog, “Homeschooler on the Edge,” as well as Facebook, Twitter, and Pinterest.