©2014 Media Angels , Inc. All rights reserved. · 2014. 7. 14. · Jupiter’s Storms (optional):...

©2014 Media Angels®

, Inc. All rights reserved.

1



2 Media Angels Creation Camp Download Parent Manual ©2006, @2008, ©2013, @2014 Media Angels® Inc. All rights reserved. ISBN: Digital : 978-1-931941-28-0 Published by Media Angels® Inc. Fort Myers, FL 33912 www.MediaAngels.com All rights are reserved. No part of this publication may be reproduced, stored in a retrieval sys-tem or transmitted in any form my any means, electronic, mechanical, photocopy, recording or other wire, without the prior permission of the publisher, except as provided by USA copyright law. Science activities and experiments are lots of fun! Usually, it is best to tie in experiments with a specific topic. In this case, however, Creation encompasses everything, so it will be difficult to concentrate on experiments that tie in with one specific concept. It will therefore be important to continually discuss what you are learning! You can plan your science experiments using the six days of Creation and doing a science activity or experiment that fits in with what God created on each day. (For detailed teaching guide see: Creation Science: A Study Guide to Creation by Felice Gerwitz and Jill Whitlock.) Using the scientific method makes the concept easier to understand. The scientific method is asking a question and finding the solution. Once you ask the question, make sure the children give you their hypothesis (or “guess” for younger children). This is what they think will happen. If they have no idea, read or observe to further research the question. Always use caution when doing any science activities or experiments! Parental supervision is a must! Media Angels and all its agents are not responsible

for any injuries that may result from these experiments or activities.

Student pages may be reproduced for additional students but may not be sold. Thanks to contributing writers: Christina (Gerwitz) Moss, Amy Pritz, Felice Gerwitz, and Jill Whitlock Welcome to Creation Camp! Today you will embark on an exciting journey into the world of God’s wonderful Creation... There is no better way to equip your children with truth! Congratulations, you have made a very wise decision. Studying God’s Creation from a Christian perspective is very important. Be pre-pared to be presented with experiments, activities, and games that will reinforce the Creation message. You will be amazed as you travel through the Creation week and see the hand of God in even the smallest details of life. God’s design is without question awe inspiring. This camp will give you the tools needed to bring to life God’s infallible Word. It is our hope that this is just the beginning, of a life-long exploration of the world in which we live. Have fun and enjoy these hands-on activities!

In the Love of Christ, Felice Gerwitz

Media Angels®, Inc.



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Supply Sheet

Activity / Experiment Suggested Supplies Printables are all included Parent Manual One Student Manual One Big Bang Theory 10 Popsicle sticks, brown sandwich bag What happens to white light when it bends? flashlight Float or Sink Paper Stepping stone game paper cut-out (in parent notebook)

Coloring book coloring pages (at the end of the student notebook)

Nature Journal Foam cover, pages, animals, raffia (print out at the end of student notebook)

Volcano demonstration

2 cups plaster, cup, 2 ft. foil, 3 ft. wax pa-per, vinegar in bottle, 1 plastic spoon, ¼ cup baking soda, Styrofoam plate

Water Lily Green paper, glue Clay & dough 1 cup flour Plant a seed 2 seeds, 3 cotton balls, 1 plastic bag Meteorites Gravel, one rock, colored sand, ¼ cup flour The Suns heat/ how bright is the sun? Magnifying Glass ID the constellations Worksheet (in student and parent manual)

Sparkling stars

pipe cleaners, 6” string, 2 T Borax, paper clip, paper star shape (parent manual and student notebook)

Sundial Hand Cardstock, pencil Dixie cups constellations 2 small cups, pencil, flashlight,

Fishing Game

Dowel rod, magnet, cork, glue, 3 feet string, paper clip, vocabulary words and fish to cut out (in Parent manual)

Guess the Shape Paper, pencil

Scavenger Hunt Scavenger hunt paper (Parent and student manual)

Grand Canyon Lorna Dune cookie, 5 animal cookies, eye dropper

Cardboard racing turtles cardstock with pattern, 10 “ string, markers Find a little friend Petri dish, magnifying glass

Watercolor Butterfly pipe cleaners, markers, 2-cone filters, eye-dropper

Thumbprint Animals makers Cleanliness Survey Chart 1 chart (student book), pencil



4 Instructions: How to use this Creation Camp in a Box.

This camp kit contains a teacher’s manual and a separate student’s book. There are detailed in-structions in the teacher’s manual. Do as much or as little as you want each day. You can stretch this into a 2 week camp. Begin by reading the daily lesson plan outline on the next page and then the detailed instruction outline. Below is an explanation of the detailed instruction out-line that gives a thumbnail sketch of what you could possibly do in a day. Please note—the ABC book and the Nature Journal are found at the end of the student manual.

This teacher’s manual contains specific instructions for all the experiments and activities under each day of the week. The answers are also in the manual. The student’s book has the corresponding worksheet, where applicable. You may make additional copies of the student sheets to give to other children in the group. The Nature Book may be assembled on the first day. The foam cover was chosen for its durabil-ity and decorative paper insert pages are hole-punched and provided. You may wish to add more pages using and hole-punch them. Directions are given for this activity. (This is at the end of this manual) The student manual includes the first three coloring pages of the ABC Coloring Book. You may wish to purchase this book at www.mediaangels.com. For a detailed Creation study use Creation Science: A Study Guide to Creation this is available at MediaAngels.com as well. Supply list is added in this manual. Use the corresponding items with each page of instructions. We took every precaution to make sure all the supplies for the activities are noted. On occasion if we found a fun activity that you could do with household items, we included this as well. You may choose to skip the optional activities. There is an optional check off list included in the front of the student’s manual. You may use this to list the activities accomplished each day. Special Links: Here are two audios I created that teach in detail about hosting a creation camp. Visit these two webpages below to listen to the audios. Creation Camp—Vintage Homeschool Moms Radio Show—http://ultimateradioshow.com/creation-camp/ Creation Camp—Full Audio and Handout here—you must use this code to access—case sensitive: creationcamp http://ultimateradioshow.com/creation-camp-special-download-page/

Remember: Use caution when doing science experiments or activities.

Parental supervision is required!

Day of Creation Experiments/ Activities

Date: Page Number Day One:

Experiments: 1. Big Bang Theory: paper bags/ popsicle sticks 2. What happens to white light when it is bent? Flashlight, mirror, white paper. Activities: 1. Lets make it rain: Pot with water, stove or hotplate, metal tray with sides, ice, towel, potholder (Optional) Music and Game: 1. Select from list or have quiet time

Corresponding Page in the student book

Materials are found around the home

List of included supplies

List of optional activities are included. Music CD is included.

Title not in bold, optional activity

Title is bold, all supplies included



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Suggested Daily Lesson Plan Outline

Lesson Time

Daily Bible Reading Color creation page and/or draw picture

30 minutes

Activities/ Experiments/ Games

2 hours

Snack

30 minutes

Music time Games or quiet time

20 minutes

Virtual fieldtrip or additional research

30 minutes

Nature Journal 10 minutes

Symbol Explanation

Experiments are designated with this symbol: Activities are designated with this symbol:

Additional Equipment List

Scissors Tape Stapler Small Glass bowl Measuring cups Measuring spoons Chocolate bar (individual) Crayons or Colored pencils



6 Day of Creation Experiments/ Activities Monday : Page 8

Day One: Light and dark

Genesis 1:1-5

Day Two: Waters above and

waters below

Genesis 1:6-8

Experiments:

1. Big Bang Theory: Paper bags/ popsicle sticks

2. What Happens to White Light When it is Bent? Mirror and flashlight

Activities:

1. Float or Sink activity: Paper boat, various household objects

2. Stepping Stone Game: Paper cut out, vocabulary words, number counters

3. Coloring Book (Page A) - End of the Student Book

4. Lets Make it Rain: Pot with water, stove or hotplate, metal tray with sides,

ice, towel, potholder (optional)

5. Nature Journal: Assemble and decorate

Music and Game:

1. Select from list at the end of this manual or have quiet time to read or draw.

Tuesday: Page 19

Day Three: Dry land and Plants

Genesis 1:9-13

Experiment:

1. Volcano Demonstration: Plaster, 1 small cup, foil, large paper plate, wax

paper, (or from home: inverted bowl), baking soda, vinegar

Activities:

1. Make Your Own Water Lily: Green paper, glue

2. Play Dough Recipe and Pictionary: Flour and water

3. Plant a Seed and Watch it Grow: Fast growing seed: Lima bean, plastic

bag, three cotton balls

4. Coloring book (Page B) - End of the Student Book

5. Nature Journal: Write or draw on one or two pages

Music and Game:

1. Select from list or have quiet time to read or draw

Wednesday: Page 24

Day Four: Sun, moon, and

stars

Genesis 1:14-19

Experiments:

1. How do Meteorites Effect the Earth? Gravel, one rocks, colored sand,

flour, plate (from home)

2. The Sun’s Heat/ How Bright is the Sun? magnifying glass, (chocolate bar

from home)

3. Jupiter’s Storms (optional): Milk, soap, food coloring

Activities:

1. Identification of the Constellations (sheet)

2. Sparkling Stars: Pipe cleaners, string, jar (or cup from home), borax, water,

paper clip

3. Homemade Sundial: Cardboard cutout, pencil (scissors from home), tape

4. Dixie Cups Constellations: Sharp pencil, 2 Dixie cups, flashlight, wall

(home)


Music and Game:

1. Select from list or have quiet time to draw or read.

Detailed Instruction Outline



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Day of Creation Experiments/ Activities

Thursday: Page 35

Day Five: All fish and birds

Genesis 1:20-23

Activities:

1. Fishing Game: Cut-out fish shapes, vocabulary words, paper clip, string,

dowel rod, cork, magnet, glue, scissors (from home)

2. Guess the Shape: Paper, pencil, two or more participants

3. Hanging Japanese fish: (optional) Construction paper, magazine pages,

colored paper scraps, aluminum foil, glue, scissors, stapler, markers or cray-

ons, whole punch, streamers, string

4. Coloring book (Page C) End of the Student Book

5. Scavenger hunt: Grid, pencil

6. Draw word in the shape of the definition.

(Select vocabulary words from list)


Music and Game:

1. Select from list or have quiet time to read or draw

Friday: page 42

Day Six: All other Animals and

man

Genesis 1:24-31

Day Seven: God rested

Genesis 2:1-2

Experiments:

1. Grand Canyon Demonstration: Cookies, dropper, water.

2. Heart beat: Stopwatch, (from home or use a watch with a second hand)

person

Activities:

1. Cardboard racing turtles: Heavy card stock, one hole, 10” string, mark-

ers, template.

2. Find a little Friend: small clear Petri dish, magnifying glass

3. Watercolor Butterfly: pipe cleaners, markers, 2-cone filters, eyedropper

4. Thumbprint animals: markers, thumb, paper

5. Cleanliness survey chart: 1 chart, pencil

6. Draw an outline of the Body: Use sheets of white paper, tape, body

7. Make a Gator (optional): 2 Egg cartons, scissors, eight garbage bag

twist ties, pen, white construction paper, tape or glue

8. Marvelous Insects model (optional): Elmer's Glue, Yarn and thread

(lots), One balloon, Paper, Clear plastic wrap, Food coloring, Paintbrush,

Paper fasteners, Pipe cleaners, One small Styrofoam ball, or google

eyes, Knife (parent supervise required)


Music and Game:

1. Select from list or have quiet time to read or draw.

10. Completion Certificate



8

Day One: Light and Dark

Day Two: Waters above and waters

below

Monday

Experiments:

1. Big Bang

2. What Happens to White Light When it is Bent?

Activities:

1. Float or Sink

2. Stepping Stone Game

3. Coloring Book (pages A)

4. Lets make it Rain (optional)

5. Nature Journal

6. Music



9

Big Bang Activity Day One

Materials List: 10 popsicle sticks 1 paper bag Experiment Directions: Take a handful of popsicle sticks (10) and place them in a paper bag. Blow into the bag until it is inflated. Pop the bag as hard as you can and shake it to make all the sticks fall out on the floor. Questions to Answer: What happened to the popsicle sticks? (disorder) Did the sticks build a house? (no) Did the sticks fall in an orderly pattern? (no) If you tried this experiment 5, 10, or 1000 times do you think the

sticks would fall in an orderly pattern? (no) How does this experiment point to God as the Divine Creator?

(Intelligent Design) Why do evolutionists claim that millions of years were needed

before creation became organized? (They believe many years equal change yet no evidence is found to prove this.)

Additional information dealing with the origins of planets: “There is no basis for believing that planets can form from the mutual gravitational attraction of dust particles orbiting the sun. The sun’s gravitational force on each particle, especially particles of slightly different masses and orbits, differs so much that they tend to separate or collide. Experiments have shown that colliding dust particles are much more likely to fragment than to stick together.” It is improbable that dust particles orbiting a planet could ever “grow” into a moon. The particles of dust in the rings of Saturn, Jupiter, and Uranus show no evidence of coming together and forming large bodies.

(The above information is from In The Beginning by Walter T. Brown, Jr. Center for Scientific Creation 5612 N. 20th Place, Phoenix, AZ 85016.) Walt Brown’s book is online at

http://www.creationscience.com/



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What Happens to White Light When it is Bent? “Refracting Light” Experiment

Day One

Activity: Demonstrating a color spectrum. This activity has several procedures listed below that will all give similar results. Choose the variation that best suits your needs. Materials:

Procedure: (1) Go outdoors, and using a garden hose with a nozzle, turn on the water and adjust the nozzle until a slight spray emits from the hose. Watch as sunlight streams through the droplets of water. What happens? (The water drops act like a prism and bend the light.) (2) Do this activity with a flashlight and shine it through a prism. Observe. (3) Place a glass bowl of water, with a small mirror at an angle. Place this bowl up against a flat surface, such as a white wall or poster board. Shine a flashlight down on the mirror. Adjust the flashlight until you see the spectrum on the wall or board. Questions : What is light? (Energy made up of many colors.) What happens when light is bent? (Many colors of the spectrum are observed.) What is another word for “bent” light? (Refraction.) Further Research: From: How the Universe Works When white light is bent (refracted) as it passes through glass (or in the case of our experiment water drops) and bent again as it emerges a spectrum is displayed. The shortest wavelength of light (violet) is bent the most and the longest wavelength red, the least. So, the light emerges from the prism and is fanned out into the following order of colors: violet, blue, green, yellow, orange, and red. Walk through your home (if it receives direct sunlight) and look for rainbows. Often times light shines in through windows and passes through glass light fixtures and creates “rainbows.”

(1) Glass bowl (provided at home) Bowl of water (fill half way) Small glass mirror Flat surface or poster board Flashlight

Alternative suggestions: (2) Garden hose Sunny day (3) Prism Flashlight or sunlight



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Day Two

Activity: At the time of the Flood, Noah built an ark and filled it with ani-mals, 2-by-2. How did the ark stay afloat? Materials: Paper: fold the paper to make a simple paper boat. You may fold up the sides, simply or use a more complex method (origami) for making a boat. You may wish to paint the underside of your boat to make it more water resistant. It will float for awhile. Directions to make a boat: http://www.mathematische-basteleien.de/paper_ship.htm

Procedure: Place the boat in a sink or tub full of water. Slowly add light ob-jects such as some coins, rubber bands, small blocks, etc. and ob-serve the results. Slowly add more objects until the boat begins to sink lower into the water. Questions: Did the boat float without any objects? (Yes) What happened when you placed small objects into the boat? (Nothing at first.) What happened as the boat was weighed down with more objects? (It began to sink) Older students: Explain the principal of displacement. Additional Information: Displacement is a complicated topic but simply, the weight of the boat displaces the water and therefore the object sinks. Use the internet or other online sources to look up displacement.



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Stepping Stone Game Day Two

The stepping stone game can be used in many ways, here are a few suggestions. 1. Make copies of 10 or more “stepping stones”. On each “stone”

write a vocabulary word. (page to follow) A. Place the “stones” in a circle pattern (or other pattern if you are using more pieces). You can leave some blank, or use some for bonus words. B. On the next page you will find numbers. Cut them out. You may use the dots for younger children to count. Place the numbers in a brown bag and have the children reach in to pull out a number. (You may use a die if you wish.) C. The child is the “game piece”. For example, if the child rolls a five, he steps on the fifth stone. The child must then define the word on which he landed. If the definition is correct he receives one point. For bonus words 2 or more points can be given. The child with the most points is the winner. 2. Play the same game, but use flash cards to write the words on,

so the game words can be changed easily. Tape the flash cards on each stone. The rules are the same as above.

3. Variation to the rules: The child must stay on each “stone” and

not fall off or he will lose a point. Place the “stones” around obstacles, such as around furniture or under tables. If this is done you may want to omit the falling off rule.



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Stepping Stone Pattern

Day Two



14

receding

reproduce

meteor

deliberate

climate

preserve

dinosaurs

kinds

shielding

continent

animals

volcano

storms

creations

rain

Genesis

flood

light

dark

Creation

Younger Student’s Words Older Student’s Words



15

1 2 3 4

5 6 1 2

3 4 5 6

1 2 3 4

5 6 1 2

3 4 5 6



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ABC Coloring Book Day Two

The student notebook contains a double sided copy of : A, B, and C coloring pages. Directions: Follow the directions on each page and cut along the perforated lines. Sim ply pile the pages on top of each other, fold, and staple in the middle. (You may wish to have him color the pages first, then put them together. Markers may bleed through the pages so you may wish to use crayons or color pencils. (To order the entire ABC book go to MediaAngels.com) Suggested activity: You may choose to have your child listen to the enclosed CD “Considering God’s Creation”. This was produced by Eagle’s Wings Educational Materials. To order additional copies go to www.eagleswingsed.com ***Please note: the suggested days for using the coloring pages are Monday, Tuesday and Thursday, but you may use them any way you desire.

Sample coloring page:

GOD also told him

to fill it with two of each kind of

animal.

GOD told

Noah to build

an ark. 2 4 9 7

©2002 Media An-gels, Inc.

By Angela Hightree



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Let’s Make it Rain Activity Day Two

(Optional) Materials: 1 pot with water Stove or hotplate Metal tray with sides (cake pan will work) Potholder Ice Towel Activity Directions: Heat the pot with water over the heat source. Fill the metal tray with ice. When the water begins to boil and you can see steam rising from the pot use the pot holders to hold the tray over the boiling pot. Watch as droplets form from the bottom of the tray. Use a towel to soak up any excess water.

Questions to Answer: How many droplets did you count falling from the tray? (answers will vary) Why did the metal pan begin to drip water and cause it to rain? (Condensation) Why did the tray have to be metal? Would a plastic tray also work? (Metal is a good conductor and plastic is not.) Additional information: This activity demonstrates the three main processes of the wa-ter cycle, evaporation, condensation and precipitation. The water in the pot was evaporated at an accelerated rate when it was placed on the heat source. Then, water vapor became visible once the pot of water became hot enough. When the water vapor reached the metal tray con-taining the cold ice it began to condense forming pockets of water on the bottom of the metal tray. Precipitation or rain then began to fall when the condensation become too heavy. This is the very same pro-



18

Day One Enclosed you will find materials to make your own nature journal. You can use this indoors or out. If you wish you may include additional pages. Just hole punch them using the ones included and bind. Cover: Foam sheet 8.5 x 11” Foam Animals: Glue to the outside cover Inside pages: Place in the middle Cordage: Directions on making this below. You may skip this and tie with string or yarn. Ideas for your nature diary:

♦ Go on a walk, what did you see? Draw or write your observations ♦ Collect leaves, or other nature objects. Press these between heavy

books in wax paper and glue in your book. ♦ Go on a field trip and record your observations. ♦ Take pictures and place them in your book.

Directions for making Calusa Indian cordage by Christina (Gerwitz) Moss.

Take two strands of raffia (provided) and find the mid-dle. Hook over one toe. Twist both strands in the same direction to the right. Once there are about 2-3 inches twisted, you wrap them in the opposite direction to the left (this is like a braid, only with 2 strands instead of 3). Keep twisting and wrapping until the entire stand is completed. If you don’t twist this enough it will be loose. This cordage is surprisingly strong. (You can use fiber from palm trees to do this as well.) Use this cord to tie your nature book together or use some other source, such as yarn.



19

Day Three: Dry land and

Plants

Tuesday

Experiment:

1. Volcano demonstration

Activities:

1. Make Your Own Water Lily

2. Play Dough Recipe and Pictionary

3. Plant a Seed and Watch it Grow?

4. Coloring Book: Page B

5. Nature Journal

6. Music



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Experiment: Place one or two spoonfuls of baking soda in the cup on the top of the “volcano”. Pour a small amount (¼ of a cup) of vinegar on the baking soda. (You may want to color the vinegar with several drops of red food coloring for a different effect.)

Questions: What happened? (chemical reaction) What does the vinegar smell like? (rotten eggs) Is this like a real volcano? Why not? (No—an erupting volcano is the result of molten lava bursting forth from the earth’s core. This is an “eruption effect” using a chemical reaction.) What is a chemical reaction? (something that happens when two or more substances (chemicals) are mixed together. Further research: Baking soda and vinegar make carbon dioxide gas which is used to put out fires and found in fire extinguishers. It is also used in soda pop to make it fizz.

Volcano Demonstration Day Three

Volcano Model directions:

Materials needed: Styrofoam Plate Plaster of Paris* (2 cups) Water (1/2-3/4 of a cup) Paper cup (small paper cup) Paint (optional) Foil (large piece) Wax paper (included in kit) (or inverted bowl not included)

Baking Soda: 1/4 cup and Vinegar (small bottle provided) Directions: Scrunch wax paper provided into a large ball. (Instead, you may wish to invert a bowl. This is to hole the shape until the plaster sets.) Place (bowl or wax paper) on the Styrofoam plate. Use foil to make the sides of the mountain. Lightly scrunch the foil to keep it in place. Make a hole in the middle and place a small paper cup inside the hole. Cover with the foil that was torn to make the hole. Mix the plaster 2 cups to 1/2 cup of water, stir and add more water slowly until a thick paste forms that can be poured. Pour the mixture over the foil. Do not put plaster into the cup at the top of the volcano, this is for the baking soda mixture. Let the plaster harden. Make sure to slope the sides downward to look like a mountain side. You may use rocks, sticks, etc. to build up the sides. When this has dried you may want to paint it and add red streams coming down from the top of the volcano to look like lava flows. This model may be used many times! *You may need to experiment with the plaster mixture making it a little thicker than the directions call for. Slowly add the water. Do not put too much water, will be soupy.



21

Make Your Own Water Lily Day Three

Materials List: One 8.5 x 11 piece of paper Green construction paper, scissors, and glue Activity Directions: 1. You have been provided with an 8.5“x11” sheet of colored paper. From this cut a large square. 2. Fold all four corners to the center to make a smaller square shape. 3. Repeat this with the smaller square. 4. Turn over and fold all four corners to the center. 5. Fold all four corners again but this time allow the flap on the back side to flip to the front creating a diamond shape. 6. Turn your lily pad over and crease the corners of the inner squares so that they point up. 7. Decorate your lily pad with markers and you may use glue to secure the bottom squares.

Addi- tional Directions:

#1 #2 #3 #4

Additional information: When you study nature, you are looking at the amazingly complex and orderly world God created. Mathe-matically speaking, nature shows order. The Fibonacci numbers demonstrate this. These numbers are a sequence beginning with 0, 1, 1, 2, 3, 5, 8, 13, ... (To continue the sequence you add the last 2 numbers to get the next one.) You can see this pattern when looking at a stem of a plant, patterns in seeds of fruits, number of petals on a flower, etc. Study the Fibonacci numbers with you stu-dents.



22

Play Dough Recipe and Pictionary Day Three

Materials: Play dough recipe: 1/2 cup of flour, 1/4 cup of water Mix flour with 2 tablespoons of water, add more until the dough sticks together. Do not use too much water or the dough will be sticky. If needed you may add more flour. Works best when fresh. Store the dough in a plastic bag or it will dry out. You can mold the dough as you wish or try to play the following game: Play dough Pictionary

Game objective: To be the first person to guess what is being molded. (minimum of 2-3 people needed.) The first person to reach five points wins.

Variation:

1. Use the vocabulary words supplied or come up with your own words including: animal, ark, sun, moon, stars, rainbow, cross, etc.

2. Write the words on paper, cut out and fold. The first person to go (either oldest or youngest) selects a piece of paper, reads the word and then molds the dough into the shape of the word. The others at-tempt to guess what is being molded. The first person to guess wins a point and gets to be the play dough molder.

Alternate dough recipe: Optional 1 cup, 1 cup warm water, 2 teaspoons of cream of tartar, 1 teaspoon of oil, 1/4 cup salt, (Food coloring or unsweetened Kool-Aid mix can be used to tint the dough.)

Directions to make Dough: 1. Thoroughly mix all ingredients together. Add food coloring last. 3. Stir over medium heat until smooth. 4. Remove from pan and knead until blended smooth. Place in plastic bag or air-tight when cooled. Will last a long time!



23

Plant A Seed and Watch It Grow Day Three

Materials: 1 Lima Bean 3 cotton balls 1 plastic bag Activity Directions: Have your child dip their cotton balls in warm water. Squeeze out cotton until damp but not soaking wet. Place all 3 cotton balls into the plastic bag. Place the Lima bean on top of the moist cotton balls. Seal the bag and place in front of a sunny window. Have students record their observations of the bean over the next five days in their field notebook. Sometimes it takes longer than 5 days for the beans to sprout. Be patient!

Questions to Answer: 1. What do you think will happen? (Roots will form.) 2. What is a seed? (Beginning of a plant.) Additional information: The students are observing the germination process. The Lima bean is a quick sprouting bean perfect for a class-room situation. To learn more about the anatomy of the Li-ma bean and the different stages of germination

Websites on Gardening for kids:

http://www.kidsgardening.com/ http://www.sustainweb.org/g5cp/s3_s3.htm http://www.global-garden.com.au/gardenkids_grow1.htm



24

Day Four: Sun, Moon, and

Stars

Wednesday

Experiments:

1. How do Meteorites Effect the Earth?

2. The Sun’s Heat/ How Bright is the Sun?

3. Jupiter’s Storms (optional):

Activities:

1. Identification of the Constellations

2. Sparkling Stars

3. Homemade Sundial

4. Dixie Cups Constellations

5. Nature Journal

6. Music



25

How do Meteorites Effect the Earth? Creation Astronomy: A Study Guide to the Constellations

Day Four

Activity: If the earth is billions of years old, there should be many craters all over its surface as a result of meteors striking the earth. This activity will demonstrate the craters some meteors can create. Materials: White flour Packet of colored sand (may substitute paprika or chili powder) A large paper plate Rocks or pebbles of different sizes (You may use marbles or collect larg-er rocks outdoors.) Procedure: Spread the flour evenly over the paper plate. Make sure it is not to thinly spread out. Shake slightly to even out the surface. Sprinkle the col-ored sand over the surface until it is covered as best you can. Drop ob-jects onto the surface. Drop rocks from different heights. Slowly remove the rock and observe the results. Questions: 1. How do meteors effect the Earth? (some leave craters) 2. What happens when a larger rock is dropped from a shorter distance? (bigger hole) 3. What happens when different size objects (such as marbles) are dropped? How does this effect size? (the larger the object the greater the impact.)

Further Research: From: Creation Astronomy a Study Guide to the Constellations (Whitlock and Gerwitz) We do not see many craters as would be expected over millions of years of time because the earth is young. We have an atmosphere that results in erosion (you have to have an atmosphere to have erosion). No one has ever found a meteor in the geologic column, as would be expected over vast amounts of time. Why? Because creationists believe the geologic column and all the fossils were laid down during the time of Noah’s Flood. The moon has many craters. Sharp crater peaks indicate youth, because they would have to be flattened out over billions of years, since basalt flows.

○● ● ● ● ● ● ● ● ●



26

The Sun’s Heat / How Bright is the Sun? Day Four

Psalm 19:1 “The heavens declare the glory of God; the skies proclaim the work of His hands...”

Activity: Demonstrate the Sun’s heat. (younger children) Materials: 1 chocolate bar (unwrapped) not included, 1 plate, 1 magnifying glass Procedure: Place a chocolate bar, unwrapped on a plate. Take the magnifying glass, and the plate with chocolate to a sunny spot. Use the magnifying glass to focus the sunlight onto the chocolate. Observe the results. Variation with older students. Leave candy bar wrapped. Follow directions as above. Be careful, a fire can start. Questions: What is happening? (Chocolate begins to melt.) Why does this happen? (Heat causes this.) How long does it take for the chocolate to begin to melt? How can you vary this? (Time will vary due to the strength of the sun) Answer: The heat from the sun is focused through the magnifying glass which intensifies the heat to one spot. This causes the chocolate to melt faster than without the magnifying glass. Further Research: Taken from: Creation Astronomy: A Study Guide to the Constellations! Gerwitz - Whitlock The source of the Sun’s energy is still being debated. O scientists are still trying to prove that thermo-nuclear fusion is the sun’s energy source. Measurements of the sun’s diameter over the last 300 years indicate that the sun is shrinking at the rate of five feet per hour. This gives a shrinkage rate of 1% every 1000 years. Going back twenty million years would place the sun’s diameter out to where the earth is now. (If dinosaurs are said to have lived 75 million years ago it would have been impossible as the earth would have been inside the sun.) Even 100,000 years ago life on earth would have been impossible. If however, the earth and the sun are only 6000 years old, then the sun would be only 6% larger than it is now, and the temperature on earth would only have been slightly warmer than it is now, which fits into the creation model of a young universe. Most people think the sun is a rather small and ordinary star. The truth is, however, the sun is not ordinary. Most stars are variable stars, which means that their brightness fluctuates from very dim to very bright. If our star were not shining at a constant rate, life on earth would not be possible. No life could tolerate the extremes in temperature caused by a variable star. ...the ratio of the earth to the sun is similar of that of a pea to a basketball. If you were to place a pea in your yard and a basketball 126 feet apart, this would give you an idea of the relationship of the earth to the sun.



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Jupiter’s Storms (Optional) Creation Astronomy: A Study Guide to the Constellations

Day Four

Psalm 19:1 “The heavens declare the glory of God; the skies proclaim the work of His hands...” Activity: Have fun recreating Jupiter’s “storms”. (Optional activity) Materials: 1 cup of whole milk 2-3 drops each of various food coloring Several drops of dish soap Glass bowl or container Procedure: Pour one cup of milk into a clear glass bowl. Place 2-3 drops of food coloring in the milk. Carefully place drops of dish soap on the food coloring. Observe the results. Questions: What is happening? Why does this happen? Answer: The dish soap is breaking down the fat molecules in the milk (soap breaks down grease) and this causes motion. We can see this motion because of the food coloring. This really has nothing to do with the actual storms on Jupiter, but the motion of the milk gives students an idea of the motion of the storms, and the swirling colors seen through photographs. Note: We know why the milk “boiled” but not why Jupiter’s storms occur. Read further research below to your child then ask the following question: “Do you think God knows why the storms occur on Jupiter? How does this relate to Psalm 19:1? ” Further Research: Taken from: How the Universe Works Jupiter has violent storms and huge storm patterns. The spots we see on the surface are giant eddies lying between streams of gas moving at different speeds. They can alter in size and shape and sometimes spin around the planet faster than the planet is actually rotating. Some even alter in color. The Great Red Spot, the largest storm on the planet, was brick red when discovered in 1664, but it is now much paler. Scientists don’t know the causes of the storms. Much of what is known about Jupiter is from the Voyager 1 and 2 space crafts which sent back close-up pictures.

▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀ ▀



28

Identification of Constellations Creation Astronomy: A Study Guide to the Constellations

Day Four

Activity: Try to identify the constellation “Crux” from the star chart and Orion. The student book contains just the chart without the sketch. Use the pages that follow for comparison, or as a guide. Questions 1. Job 38:31-33 : “Can you bind the beautiful Pleiades? Can you loose the cords of Orion? Can you bring forth the constellations in their seasons or lead out the Great Bear with its cubs? Do you know the laws of Heaven?” After reading this scripture, discuss the difference between studying the constellations as a gift created by God, and studying astrology. Answer: Astrology is a false science which is inaccurate (the “signs” are all one month off in place.) The stars were placed by the handiwork of God, not just thrown there haphazardly by an explosion. The word Zodiac comes from the root “zoad” which comes from the ancient Hebrew word “sodi” which means; a way, a path or step. The zodiac pictures show the path or way of Salvation. 2. How did people pass on stories they thought important enough to remember? Answer: They used the stars to “create” pictures in a dot to dot fashion. They attached significance to these pictures by the stories they told. They remembered the stories more easily for retelling by having a visual focus. 3. Why was looking at the evening sky more than a pass time for the people in Biblical times? Answer: It was essential to everyday life. It told them when to plant, harvest, take care of their flocks, it was their calendar! Further Research: From: Creation Astronomy a Study Guide to the Constellations (Gerwitz / Whitlock) The first deacon is Crux — the Southern Cross This constellation is distinctly defined by four stars in the form of a cross. It is no longer visible from the northern latitudes because of the gradual shifting of the earth; it was last seen in the horizons of Jerusalem at the time of Christ. It is a very striking configuration on the darkest part of the heavens. The Hebrew name, Adom, means cutting off , just as Christ was cut off from His Father as He took upon Himself all the sins of the world for all time.



29

Crux - Southern Cross



30

Betelgeuse

Bellatrix

Saiph Rigel

Mintaka

Al Nitam

Al Nitah

Orion

Betelgeuse

Bellatrix

Saiph Rigel

Mintaka

Al Nitam

Al Nitah

Orion



31

Sparkling Stars Day Four

Materials: Water Borax Jar Pipe cleaner String Paper clip Activity Directions: The student notebook contains a template for the star. Fill a jar 3/4 full with very, very, warm water (enough to cover your star). Mix 1/4 cup of borax into the water until the solution no longer dissolves but sinks to the bottom. Bend your pipe cleaner into the shape of a star. Then tie a paper clip to one end of the string. Tie the other end to the top of the star. Lower the star into the water and let the paper clip hang over the side. The star should be standing straight up. Let the star sit overnight then remove the star and let it dry. **Try not to move the cup so the crystals will form. Also, very slick plastic cups do not work as well. Questions to Answer: On what day did God create the stars? (Day 4) What else did God create on that day? (The sun and the moon) What is the purpose for the stars? (To pass on the truth about Christianity in story, to show the awesomeness of our God, and also as a means of navigation.) Additional Information: Before there were maps and GPS sea farers used celestial navi-gation to find their way. Celestial navigation means they solely relied on the stars, sun and moon to tell them where they were heading. To learn more about celestial navigation as well as longitude and latitude visit http://www.kids.net.au/encyclopedia-wiki/ce/Celestial_navigation.



32

Sparkling Stars

Day Four Star Template: Trace Star with pipe cleaner or design your own shape.



33

Due to the earth's tilt, the sun's path through the sky changes slightly from day to day, so the shadow cast by the gnomon is not the same every day. This is overcome by angling the gnomon and aiming it north (in SW Florida the gnomon is placed at 26.5º because our longitude is 26.5º.) This type of gnomon is called a style. Because its alignment compensates for the Earth's tilt, the hour marks remain the same all year round. Use keywords such as: longitude, latitude and the name of your city in a search engine such as Google.com to find yours.

26

180

180

49

154

131

117

105 97 90 83

75

63

Homemade Sundial Direction Day Four

Research: Sundials have been used for thousands of years. The earliest form of sundial is the shadow stick. The technical name for a shadow stick is a gnomon. The time of day is deter-mined by the length and position of the stick's shadow. As the sun moves through the sky the shadow of the gnomon rotates "clockwise." The shadow is shortest when the sun is di-rectly in the south, defining local noon.

Materials: Cardboard cutout, Pencil, tape, and scissors (sundial can be found online at: http://liftoff.msfc.nasa.gov/Academy/Earth/Sundial/sundialn.pdf) Activity Directions: (Use the supplied sheet or make your own.) 1. Draw a straight, horizontal line (a 180 degree angle) on a piece of paper. See sample below. 2. Next draw a perpendicular line in the middle of your horizontal line to make two 90 degree angels. The top of this line is your noon mark and points North. 3. Equally space out the rest of the degrees. 3. This is how you read the dial from left to right. Hold the dial flat facing north: 6:00 am 180º angle (bottom left) 1:00 pm 97º angle 7:00 am 26º angle 2:00 pm 105º angle 8:00 am 49º angle 3:00 pm 117º angle 9:00 am 63º angle 4:00 pm 131º angle 10:00 am 75º angle 5:00 pm 154º angle 11:00 am 83º angle 6:00 pm 180 degree (bottom right)



34

Dixie Cup Constellations

Wednesday Materials: 2 Dixie cups Sharp pencil flashlight constellation information sheet Activity Directions: Using a permanent marker, draw a constellation on the bottom of a cup (done for you). Use a sharp pencil or other de-vice to poke holes through the bottom of the cup where the back dots make up the pattern of the constellation. Make sure the holes are obvious. Turn out the lights in the room. Using your flashlight shine the light through the mouth of the Dixie cup onto a solid colored wall. (If you have a dark surface it is better to use this.) You should be able to recognize the constellation. If it is unclear you may need to make the holes in the bottom of your cup larger. Also, experiment with the height you hold the flash-light. Holding it up higher and shining the light through the cup seems to work the best. You can do this with more than one per-son. One holds the cup and the other shines the light. Questions to Answer: Have you seen any of these constellations in the night sky? (Most obvious are the Big and Little Dipper) Which ones do you recognize? (Various) What other constellations can you sketch on a cup? (Answers will vary.) Additional information: Depending on the season and what part of the country you live in both of these constellations may not be visible. To learn more about which constellations are visible, when, and where check out:



35

Day Five: All fish and birds

Thursday

Activities:

1. Fishing Game

2. Guess the Shape

3. Hanging Japanese fish (Optional)

4. Coloring Book (pages C)

5. Scavenger Hunt

6. Draw word in the Shape of the definition

7. Nature Journal

8. Music



36

Fishing Game Day Five

Materials: Dowel rod, string, cork, magnet, glue, fish pattern, scissors, paper clips, vocabu-lary words.

Make your Pole: A dowel rod is provided with a pre-drilled hole. Thread the string through the pole. Glue the magnet to the bottom of the cork. Attach the cork and magnet to the end of the “fishing pole” with the other end of the string.

Directions:

Use the fish pattern along with these instructions.

1. Make five or more copies of the fish pattern and cut them out. You may either use flash cards (and tape the vocabulary words you have chosen to each fish) or write the vocabulary words in the white blank provide on the fish. (Another option is to make extra copies of the vocabulary words used in previous lesson and tape these to the fish.)

2. Secure a paper clip to each fish. 3. Use the provided dowel rod and tie the cork with a magnet (a disk

magnet or horseshoe magnet works best) to one end. 4. Scatter the fish on the floor and have the child “fish” for a word. When

the fish is caught have the child read the word (or read it for him) and ask the meaning of the word.

5. This can be used as review or as a learning tool. Discussion: Use this game to teach the definition of words. Start with four or five fish, then play the game, and when each fish is caught have the child read the word, or you read it to him. Then, tell him the meaning of the word if he doesn’t know. As more words are learned you can add to the “catch”. Make sure you praise your children for effort. Learning anything new can be difficult and fun games such as these may facilitate the process.



37



38

Guess the Shape Day five

This is a fun activity that allows kids to explore their sense of touch as they attempt to describe what is being drawn on their back.

Materials: 2– or more participants Paper and Pencil Vocabulary words or use letters of the alphabet

Procedure: 1. Students sit Indian style on the floor in a straight line. (A minimum of

two students is needed, or a parent may play this game with their child.)

2. The student (or parent) sitting behind the other person will come up with a word, possibly a vocabulary word or one from any other related topic. Once the word has been selected, they must draw it on the back of the person in front of them using their finger. Little children may use a number or letter of the alphabet.

3. The student in front has a pencil and paper which is used to record what they feel being drawn on their back.

Variation of the game: *This may be done with three or more participants. Place players one be-hind each other, allowing only the person at the very front a pencil and pa-per. The person at the end of the line draws the word on the back of the person sitting immediately in front of them. This person in turn draws what they feel on to the back of the person in front of them. This continues until the person at the very front draws on the paper what they felt. He can shout out what he felt instead of writing it if he chooses. (Similar to the game “telephone” where a message is passed around. The results tend to be very funny.)

Discuss: There are nerve endings throughout our body that go to the brain



39

Hanging Japanese Fish Day Five

Optional Materials: 2 sheets of Construction paper Old magazine pages Aluminum foil scraps glue Scissors Stapler Markers Hole Punch 2-3 crepe paper streamers (may use tissue paper) String Activity Directions: Draw a fish on one sheet of construction paper. Place an-other sheet of construction paper under the sheet with the fish on it. Cut out the outline of the fish with your scissors creating two large fish. Cut circles out of old magazine pages and scrap tin foil. Decorate both fish’s heads, fins and tails with markers. (Be sure that when you put these fish back to back the decorations will be on the outside) Glue the circles on to both fish between the head and the tail. These are the fish’s scales. Place the fish back to back and add the ends of the 2 streams inside the tail of your fish. Staple the two sides of the fish together . Punch two holes in the fish’s face. Tie string through the holes to hang. Questions to Answer: On what day did God make the fish in the sea? (Day 5) Additional Information: To learn more about types and varieties of fish visit http://www.nationalgeographic.com/kids/index.html For fish coloring pages visit: http://www.enchantedlearning.com/crafts/books/fishbook/



40

Scavenger Hunt List

Coal

Petroleum/ Oil

Chemical

compound

Rock/ Mineral

car,

truc

k, o

r ai

rpla

ne

x X

x

plas

tic b

ag

x

toot

hpas

te

x

ston

e bu

ildin

g

x

penc

il

x

lipst

ick

x

petr

oleu

m je

lly

x

pain

t

x

char

coal

x

chal

k

x

cem

ent

x

alum

inum

can

x

dish

was

hing

det

erge

nt

x

win

dow

x

pape

r cl

ip

x

shoe

pol

ish

x

Wat

ch b

atte

ry

x

plas

tic e

yegl

ass

fram

es

x

x

scis

sors

x

x

potte

ry

x

jew

elry

x

Scavenger Hunt!

How many items in the first column can you find? Give yourself one point for each item. Then mark each item if it is

a petroleum, rock, coal, or mineral product. For each item you have correct give yourself another point.

Day Five



41

Draw the Shape Day Five

Directions: Use various words and bend the letter into shapes they are describing. As you do this make sure the letters still have the appearance of the word they are demonstrating. This is a fun activity to do with many different kinds of words.



42

Day Six: All other Animals

and Man

Day Seven: God rested

Friday

Experiments:

1. Grand Canyon Demonstration

2. Heart Beat

Activities:

1. Cardboard Racing Turtles

2. Find a Little Friend

3. Draw an Outline of the Body (optional)

4. Make a Gator (optional)

5. Marvelous Insects Model* (optional)

6. Nature Journal

7. Music



43

Grand Canyon Demonstration Animal Tracks

Day Six Materials: Lorna Doone® cookie, animal cookies (or plastic animals, optional) dropper, water, paper cups, paper plate. **Caution: do not eat these cookies. They are possibly stale!

Directions: Take a Lorna Doone cookie and place it upside down on a plate. Walk an animal cookie over the dry surface. Ask question number one. After this is discussed, place several drops of water on the cookie. Let sit a few seconds and then walk an animal cookie over the surface. Be careful not to push to hard, this can break the cookie. Ask questions two and three and then discuss the answers.

Questions: 1. Does the animal leave tracks on the dry cookie? (no) 2. Does the animal leave tracks on a wet cookie? (yes) 3. Why does this happen? (see below)

Explanation: Imprints are caused only in wet “sediment” not the dry. Fos-silized animal tracks had to be left in wet sediment. They had to be rapidly buried to be preserved.



44

Heart Beat Day Six

From Creation Anatomy: A Study Guide to the Body!

Gerwitz/ Whitlock

Activity: How many times does your heart beat a minute? Materials: Your body A watch with a second timer Procedure: Find the carotid artery on your neck with two fingersO (Never use your thumb as it has a pulse. You may use the radial artery in your wrist.) Place your fingertip on your neck just below your jawbone. Count the number of pulses for thirty seconds and multiply this number by two.

Questions: 1. Could you find the artery? 2. Which two fingers did you use? 3. How many pulses did you count? 4. Did you remember to multiply the number by two? 5. Do you know why you were asked to do this? Why? 6. What do you think would happen if you were to jog in place for 3-5 minutes and then check your pulse? 7. Why do you think this happens?

Further Research: Taken from: Reader’s Digest: How the Body Works by Steve Parker:

Even when your body is resting your heart beats pumping blood to each part of your body. Each ventricle pumps out about an eighth of a pint (70 milliliters) of blood with each beat. When the body is active, the muscles need extra oxygen and nutrients from the blood so the heart beats faster to keep up the supply. As your blood travels through the arteries of your body there are some key places where you can feel your pulse. The radial artery is in the wrist and lies just below the skin and directly above the wrist bones, so the bones make a firm base to press the artery. Especially important is the carotid artery in the neck which carries blood to the head and the brain. The anterior tibial artery on the front of the ankle, the brachial artery in the crook of the elbow, and the popliteal artery in the back of the knee are other places where the pulse can easily be



45

Cardstock Racing Turtles Day Six

Materials: Cardstock paper (provided with picture) Scissors (please provide) hole punch (or sharp pencil) String Markers Activity Directions: Create your turtle by tracing a circle, you can use an invert-ed bowl, in the center of the cardstock paper. Draw a head, two arms and two legs. Cut out your turtle, decorate with bright colors and interesting patterns. Punch one hole just under the head. Thread a string through the hole but do not tie it. Have the children sit on the ground side by side holding one end of the string then tie the other end to the top of a table leg a few feet away. Slide the turtle to the table and have a race to see who can get their turtle down to where they are sitting the fastest. Questions to Answer: How many types of turtles can you name? What is the difference between a turtle and a tortoise? Additional Information: Learn the differences between turtles and tortoises in a book or at sites like: http://www.kn.sbc.com/wired/fil/pages/listturtlesme1.html Tortoise coloring page: http://www.nationalgeographic.com/coloringbook/ tortoises.html



46

Find a little Friend Day Six

Materials: Petri dish Magnifying glass

Directions: 1. Talk about the importance of being kind to everything in God’s creation. 2. Go on a nature walk and take your backpack, nature journal, magnifying glass and Petri dish (small plastic container). 3. Outside find a little creature: bug, ant, or caterpillar to temporary place in the Petri dish. Be careful with the insect. 4. Use a magnifying glass to study the different parts of the animal. What do you see? Draw this animal in your nature journals. Additional suggestions: 1. See what else you can find. Is there an interesting leaf, twig or perhaps a rock? 2. Use your senses. Just stop and listen. Many times you can hear an animal that you might not see, yet. 3. Use your nose. Have you ever walked into a pet store, the zoo, or a farm? You can sometimes tell what type of animal was nearby just by the smell. Try to use your nose to spot something interesting. 4. What type of plant life did you find on your walk? Don’t always look down. Sometimes looking up yields some results, like finding air-plants in trees, or fungus. Questions: 1. How are each of the creatures different? (size, shape, color) 2. How easy were they to catch? 3. Can you catch a flying insect alive? Why or why not? 4. Which of these creature is your favorite and why?



47

Watercolor Butterfly Day Six

Materials: 2 Cone shaped coffee filters 1 pipe cleaner Water color markers Eye dropper Small container of water Table cover (protect from stain and water) Directions: 1. Color circles or other shapes on the coffee filters with markers. (Hint: primary colors will not work as well as secondary colors, such as: orange, brown, green, purple, or pink) 2. Fill the eye-dropper with water and put a few drops on the colored marker circles. 3. Observe what happens (colors bleed and spread) 4. Once the filters dry, you may glue them together in the middle. Use a pipe cleaner for the middle. This may be glued, or bend the pipe cleaner in half. Twist this pipe cleaner over the mid-dle of the filter until attached. 5. Hang or place on a wall. Additional suggestions: 1. You can experiment with different coffee filters and colors. 2. Take your nature journal outdoors and observe butterflies. Use the markers and draw the different types you see.



48

Thumbprint Art Animals or People

Day Six

Materials: Your thumb, or other fingers Magic markers Plain paper or nature journal

Directions: 1. Color you thumb what ever color you like. 2. Firmly press on the paper. 3. Use the markers to add arms, legs, hands, fingers, etc. for people. Additional suggestions: 1. Use a series of thumbprints for a caterpillar. 2. Use a series of prints for a person, for a head, body, etc. 3. Borrow a thumbprint art book at the library for more ideas. 4. You may wish to use a stamp pad instead of the markers. I like the markers better because they’re darker. 5. Make a copy of all 10 of your finger prints. Compare to others. God made us special and so are our prints! Some helpful websites: http://www.dltk-holidays.com/summer/mthumbprints.htm Information for students: Identification of fingerprints



49

Materials: Survey Sheet Pencil

Directions: Children enjoy taking surveys. This survey can be done two ways. One is the way it was designed giving 2 points for every “yes” answer. The other is to change the questions and/ or give your own point ratings. You can have the student guess what they think the highest score will be. (Remember to survey each student as well!) Note: You may make extra copies of these sheets. 1. Take a survey of your friends, neighbors, or parents, etc. 2. Give 2 points for each question that is answered “yes” 3. Add up all the points. See which person surveyed is the “cleanest” Additional suggestions 1. Change the number of points for each item suggested. 2. Make copies of the following survey and have the students make up their own questions. We have all heard that cleanliness is close to Godliness. Read this arti-cle that claims boys who are clean have better self-esteem. http://childrentoday.com/resources/articles/smellyboys.htm Information about dental hygiene http://familydoctor.org/227.xml



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QUESTION response response

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

Total points

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