TEACHER

Includes Student

GUIDE
Weekly Lesson Schedule

TEACHER
TEACHER GUIDE

GUIDE
Teachers and students love this complete Worksheets Student Worksheets
Quizzes
life science curriculum for 3rd to 8th graders! 3rd–8th Grade Science Answer Key

God’s Design Life

The 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.
 E
 xplore how different types of seeds grow, the patterns of flowers, and how processes like
photosynthesis occurs
 A
 ssemble the Body Wheel and Sandy Skeleton to learn more about the various systems that
make your body work
 C
 reate a wonderful Animal Notebook as your explore birds, mammals, amphibians, insects,
arthropods, and more!
Designed to build critical thinking skills and flexible 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. The course includes a helpful daily schedule, as well as worksheets, quizzes, and tests.
The 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 The God’s Design Science series is based on
a biblical worldview and reveals how science
Worksheets with helpful supply lists are supports the biblical account of creation.
included Richard and Debbie Lawrence, authors of
the series, have a long history of enjoying
Quizzes and sectional final exams science. They have both worked as electrical
reinforce learning and provide engineers and now Debbie teaches Chemistry
assessment opportunities and Physics at a homeschool co-op. While
homeschooling their children for 16 years,

LAWRENCE
Contains answer keys for worksheets, there was almost always a science experiment
quizzes, and tests going on in the kitchen. Today that tradition is
being continued with the next generation as the
Designed for grades 3 to 8 in a one-year grandkids enjoy Grandma Science Day once a
science course week. The Lawrences also enjoy playing street
hockey, hiking in the Rocky Mountains, and
Fun and educational activities/challenges visiting historical sites around the world.
are incorporated into the course

SCIENCE/Life Sciences/General
STUDY AIDS/General

ISBN-13:978-1-68344-128-1
EAN
 Includes Student Weekly Lesson Schedule
TEACHER GUIDE Worksheets Student Worksheets
Quizzes & Tests
3rd–8th Grade Science Answer Key

God’s Design:
Life

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
Author: Richard & Debbie
Master Books® is a division of the New Leaf Publishing Group, Inc.
Lawrence
Design: Diane King ISBN: 978-1-68344-128-1
Editor: Gary Vaterlaus ISBN: 978-1-61458-652-4 (digital)

Unless otherwise noted, Scripture quotations are from the New King James
Master Books Creative Team:
Version of the Bible.
Editor: Craig Froman
Cover Design: Diana Bogardus Printed in the United States of America
Copy Editor:
Please visit our website for other great titles: [Link]
Judy Lewis
Curriculum Review:
Kristen Pratt Permission is granted for copies of reproducible pages from this text to be made for
Laura Welch use within your own homeschooling family activities. Material may not be posted
Diana Bogardus 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
info@[Link].

Author Bio: The 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. They 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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 Table of Contents

Welcome to God’s Design.......................................................................................................................5

Daily Suggested Schedule.....................................................................................................................15
The World of Plants Worksheets..........................................................................................................25
The Human Body Worksheets............................................................................................................115
The World of Animals Worksheets.....................................................................................................211
The World of Plants Quizzes and Final Exam....................................................................................309
The Human Body Quizzes and Final Exam.......................................................................................327
The World of Animals Quizzes and Final Exam................................................................................345
Answer Keys
The World of Plants Worksheets.....................................................................................................363
The Human Body Worksheets........................................................................................................375
The World of Animals Worksheets.................................................................................................387
The World of Plants Quizzes..........................................................................................................397
The Human Body Quizzes.............................................................................................................401
The World of Animals Quizzes.......................................................................................................405
The World of Plants Final Exam.....................................................................................................409
The Human Body Final Exam........................................................................................................411
The World of Animals Final Exam..................................................................................................413
Appendices/Master Supply List..........................................................................................................417

Note: Quizzes and Tests

This course contains both quizzes and tests to help assess the student’s mastery and understanding of key
concepts. These assessments also have a second section that includes questions for older students who do
the associated lesson challenges. The 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. The assessments can be
given orally as well.

Life  3
Welcome to God’s Design for Life Teacher Guide! This exciting course has been enhanced with the following
features:
• Combined daily schedule for a one-year course (includes material for The World of Plants, The Human Body, and
The 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

• The 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

4  Life
 Welcome to
GOD’S DESIGN ®

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:
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,
The World of Plants, The World of Animals, and The Human quizzes, and the final exam are included. If you wish
Body. The course has 105 lessons including a final project to get through God’s Design: Life in one year, plan on
that ties all of the lessons together. covering approximately three to four lessons per week.
In addition to the lessons, special features per The time required for each lesson varies depending
section include biographical information on interesting on how much additional information you include,
people as well as fun facts to make the subject more fun. but plan on about 40 to 45 minutes. A helpful daily
Although this is a complete curriculum, the schedule starts on page 15. Quizzes may be given at
information included here is just a beginning, so please the conclusion of each unit and a final exam may be
feel free to add to each lesson as you see fit. A resource given at the completion of each section.
guide is included in the appendices to help you find If you wish to cover the material in more depth, you
additional information and resources. A list of supplies may add additional information and take a longer period
needed is included at the beginning of each lesson, 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
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
doesn’t seem as important as some of those other be needed later in life in order for your children to be
subjects you need to teach. Maybe you need a little more productive and well-rounded adults. We could
motivation. If any of these descriptions fits you, then argue that teaching your children science also teaches
please consider the following: them logical and inductive thinking and reasoning skills,

Life  5
which are tools they will need to be more successful. We world around them so they will be able to recognize
could argue that science is a necessity in this technological God and follow Him.
world in which we live. While all of these arguments are The study of life science helps us understand the
true, not one of them is the real reason that we should balance of nature so that we can be good stewards
teach our children science. The most important reason of our bodies, the plants, and the animals around us.
to teach science in elementary school is to give your It helps us appreciate the intricacies of life and the
children an understanding that God is our Creator, and wonders of God’s creation. Understanding the world of
the Bible can be trusted. Teaching science from a creation living things from a biblical point of view will prepare
perspective is one of the best ways to reinforce your our children to deal with an ecology-obsessed world.
children’s faith in God and to help them counter the It is critical to teach our children the truth of the Bible,
evolutionary propaganda they face every day. how to evaluate the evidence, how to distinguish fact
God is the Master Creator of everything. His from theory and to realize that the evidence, rightly
handiwork is all around us. Our Great Creator put in interpreted, supports biblical creation, not evolution.
place all of the laws of physics, biology, and chemistry. It’s fun to teach life science! It’s interesting, too.
These laws were put here for us to see His wisdom Children have a natural curiosity about living things, so
and power. In science, we see the hand of God at you won’t have to coax them to explore the world of
work more than in any other subject. Romans 1:20 living creatures. You just have to direct their curiosity
says, “For since the creation of the world His invisible and reveal to them how interesting life science can be.
attributes are clearly seen, being understood by the Finally, teaching life science is easy. It’s all around us.
things that are made, even His eternal power and Everywhere we go, we are surrounded by living things.
Godhead, so that they [men] are without excuse.” We You won’t have to try to find strange materials for
need to help our children see God as Creator of the 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
Also, some people are more relational while others
are more analytical. The relational student needs to
know why this subject is important, and how it will
dominant or preferred learning style in which they affect him personally. The analytical student, however,
absorb and retain information more easily. wants just the facts.
If you are trying to teach more than one student,
If a student’s dominant style is:
you will probably have to deal with more than one
Auditory learning style. Therefore, you need to present your
lessons in several different ways so that each student
He needs not only to hear the information but he
can grasp and retain the information.
needs to hear himself say it. This child needs oral
presentation as well as oral drill and repetition. Grades 3–8
The first part of each lesson should be completed
Visual by all upper elementary and junior high students.
She needs things she can see. This child responds This is the main part of the lesson containing a
well to flashcards, pictures, charts, models, etc. reading section, a hands-on activity that reinforces
the ideas in the reading section (blue box) of the
Kinesthetic student book, and a review section that provides
He needs active participation. This child remembers review questions and application questions.
best through games, hands-on activities,
experiments, and field trips.

6  Life
Grades 6–8 By teaching all three parts of the lesson, you will be
In addition, for middle school/junior high age presenting the material in a way that children with any
students, a “Challenge” section that contains more learning style can both relate to and remember.
challenging material, as well as additional activities and Also, this approach relates directly to the scientific
projects for older students (green box), is found in the method and will help your students think more
student textbook. scientifically. The scientific method is just a way to
We have included periodic biographies to help your examine a subject logically and learn from it. Briefly, the
students appreciate the great men and women who have steps of the scientific method are:
gone before us in the field of science. 1. Learn about a topic.
We suggest a threefold approach to each lesson:
2. Ask a question.

Introduce the topic 3. Make a hypothesis (a good guess).

We give a brief description of the facts. 4. Design an experiment to test your hypothesis.
Frequently you will want to add more
information than the essentials given in this book. 5. Observe the experiment and collect data.
In addition to reading this section aloud (or
6. Draw conclusions. (Does the data support your
having older children read it on their own), you
hypothesis?)
may wish to do one or more of the following:
• Read a related book with your students. Note: It’s okay to have a “wrong hypothesis.” That’s
• Write things down to help your visual learners. how we learn. Be sure to help your students understand
why they sometimes get a different result than expected.
• Give some history of the subject. We provide
Our lessons will help your students begin to
some historical sketches to help you, but you
approach problems in a logical, scientific way.
may want to add more.
• Ask questions to get your students thinking
about the subject.
Icon Key

Do the activity in the light blue box of your

Make observations and do experiments
student book (worksheets will be provided by
• Hands-on projects are suggested for each your teacher).
lesson. This part of each lesson may require help
from the teacher. Test your knowledge by answering the What did
we learn? questions.
• Have your students perform the activity by
themselves whenever possible.
Assess your understanding by answering the
Review Taking it further questions.

• The “What did we learn?” section has review Do the challenge section in the light green box in
questions. your student book. This part of the lesson will
• The “Taking it further” section encourages challenge you to do more advanced activities and
students to learn additional interesting information.

- Draw conclusions
- Make applications of what was learned
- Add extended information to what was
covered in the lesson
• The “FUN FACT” section adds fun or interesting
information. Life  7
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. These raise many questions: Did
the first place? The 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
dinosaurs really live millions of years ago? Did man our children to trust that everything God says is true.
evolve from apes? Which came first, Adam and Eve or There are five common views of the origins of life
the cavemen? Where did living things come from in and the age of the earth:

Historical Progressive Theistic Naturalistic

biblical account creation Gap theory evolution evolution
Each day of creation The idea that God The idea that there The idea that God The view that there
in Genesis is a created various was a long, long used the process is no God and
normal day of about creatures to replace time between of evolution over evolution of all life
24 hours in length, other creatures what happened millions of years forms happened by
in which God that died out over in Genesis 1:1 and (involving struggle purely naturalistic
created everything millions of years. what happened in and death) to bring processes over
that exists. The Each of the days in Genesis 1:2. During about what we see billions of years.
earth is only Genesis represents a this time, the today.
thousands of years long period of time “fossil record” was
old, as determined (day-age view) and supposed to have
by the genealogies the earth is billions formed, and millions
in the Bible. of years old. of years of earth
history supposedly
passed.

Any theory that tries to combine the evolutionary for sin. Death, the “last enemy” (1 Corinthians 15:26),
time frame with creation presupposes that death diseases (such as cancer), and thorns would instead be
entered the world before Adam sinned, which part of the original creation that God labeled “very good.”
contradicts what God has said in His Word. The view No, it is clear that the “fossil record” formed some time
that the earth (and its “fossil record”) is hundreds of after Adam sinned—not many millions of years before.
millions of years old damages the gospel message. Most fossils were formed as a result of the worldwide
God’s completed creation was “very good” at the end of Genesis Flood.
the sixth day (Genesis 1:31). Death entered this perfect When viewed from a biblical perspective, the
paradise after Adam disobeyed God’s command. It was scientific evidence clearly supports a recent creation
the punishment for Adam’s sin (Genesis 2:16–17; 3:19; by God, and not naturalistic evolution and millions
Romans 5:12–19). Thorns appeared when God cursed of years. The volume of evidence supporting the
the ground because of Adam’s sin (Genesis 3:18). biblical creation account is substantial and cannot
The first animal death occurred when God killed at be adequately covered in this book. If you would like
least one animal, shedding its blood, to make clothes more information on this topic, please see the resource
for Adam and Eve (Genesis 3:21). If the earth’s “fossil guide in the appendices. To help get you started, just a
record” (filled with death, disease, and thorns) formed few examples of evidence supporting biblical creation
over millions of years before Adam appeared (and before are given on the following pages.
he sinned), then death no longer would be the penalty

8  Life
Evolutionary Myth: Humans have been around for more than one million years.

The 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. The 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 1043 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, The Young Earth (Colorado Springs: Creation Life Publishers, 1994), pp. 70–71. See also “Billions of People in Thousands of
Years?” at [Link]/go/billions-of-people.

Evolutionary Myth: Man evolved from an ape-like creature.

The Truth: All so-called “missing links” showing human evolution from apes have been shown to be either
apes, humans, or deliberate hoaxes. These links remain missing.
Duane T. Gish, The 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.

The 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.

The 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: Thousands of changes over millions of years resulted in the creatures we see today.

The 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.

Life  9
 Since the evidence does not support their theories, confident that if you teach that what the Bible says is true,
evolutionists are constantly coming up with new ways you won’t go wrong. Instill in your student a confidence
to try to support what they believe. One of their ideas is in the truth of the Bible in all areas. If scientific thought
called punctuated equilibrium. This theory of evolution seems to contradict the Bible, realize that scientists
says that rapid evolution occurred in small isolated often make mistakes, but God does not lie. At one time
populations, and left no evidence in the fossil record. scientists believed that the earth was the center of the
There is no evidence for this, nor any known mechanism universe, that living things could spring from nonliving
to cause these rapid changes. Rather, it is merely wishful things, and that blood-letting was good for the body.
thinking. We need to teach our children the difference All of these were believed to be scientific facts but have
between science and wishful thinking. since been disproved, but the Word of God remains true.
Despite the claims of many scientists, if you examine If we use modern “science” to interpret the Bible, what
the evidence objectively, it is obvious that evolution will happen to our faith in God’s Word when scientists
and millions of years have not been proven. You can be change their theories yet again?

10   Life
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
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
details of life connect with the truth that we find in the His creation.
Bible. This 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. Corruption
But how do we help the younger generation see that?
The Seven C’s are intended to help. After God completed His perfect
The Seven C’s can be used to develop a biblical creation, Adam disobeyed God by eating
worldview in students, young or old. Much more than the forbidden fruit. As a result, sin and death entered
entertaining stories and religious teachings, the Bible the world, and the world has been in decay since that
has real connections to our everyday life. It may be time. This point is evident throughout the world that
hard, at first, to see how many connections there are, we live in. The struggle for survival in animals, the death
but with practice, the daily relevance of God’s Word of loved ones, and the violence all around us are all
will come alive. Let’s look at the Seven C’s of History examples of the corrupting influence of sin.
and how each can be connected to what the students Other contexts include:
are learning. Genetics—the mutations that lead to diseases, cancer,
and variation within populations are the result of
corruption.
Creation Biological relationships—predators and parasites result
from corruption.
God perfectly created the heavens,
the earth, and all that is in them in six History—wars and struggles between mankind,
normal-length days around 6,000 years ago. exemplified in the account of Cain and Abel, are a
This teaching is foundational to a biblical worldview result of sin.
and can be put into the context of any subject. In
science, the amazing design that we see in nature—
Catastrophe
whether in the veins of a leaf or the complexity of your
hand—is all the handiwork of God. Virtually all of the God was grieved by the wickedness
lessons in God’s Design for Science can be related to of mankind and judged this wickedness
God’s creation of the heavens and earth. with a global Flood. The Flood covered the entire surface
Other contexts include: of the earth and killed all air-breathing creatures that
Natural laws—any discussion of a law of nature naturally were not aboard the Ark. The eight people and the
leads to God’s creative power. animals aboard the Ark replenished the earth after God
DNA and information—the information in every living delivered them from the catastrophe.
thing was created by God’s supreme intelligence. The catastrophe described in the Bible would
naturally leave behind much evidence. The studies of
Mathematics—the laws of mathematics reflect the order
geology and of the biological diversity of animals on
of the Creator.
the planet are two of the most obvious applications of
Biological diversity—the distinct kinds of animals that we this event. Much of scientific understanding is based on
see were created during the Creation Week, not as how a scientist views the events of the Genesis Flood.
products of evolution. Other contexts include:
Art—the creativity of man is demonstrated through Biological diversity—all of the birds, mammals, and
various art forms. other air-breathing animals have populated the
earth from the original kinds which left the Ark.

Life  11
Geology—the layers of sedimentary rock seen in
roadcuts, canyons, and other geologic features are Christ
testaments to the global Flood.
God did not leave mankind without
Geography—features like mountains, valleys, and plains a way to be redeemed from its sinful
were formed as the floodwaters receded. state. The Law was given to Moses to show how far away
Physics—rainbows are a perennial sign of God’s man is from God’s standard of perfection. Rather than
faithfulness and His pledge to never flood the the sacrifices, which only covered sins, people needed
entire earth again. a Savior to take away their sin. This was accomplished
Fossils—Most fossils are a result of the Flood rapidly when Jesus Christ came to earth to live a perfect life and,
burying plants and animals. by that obedience, was able to be the sacrifice to satisfy
God’s wrath for all who believe.
Plate tectonics—the rapid movement of the earth’s The deity of Christ and the amazing plan that
plates likely accompanied the Flood. was set forth before the foundation of the earth is the
Global warming/Ice Age—both of these items are likely core of Christian doctrine. The earthly life of Jesus was
a result of the activity of the Flood. The warming the fulfillment of many prophecies and confirms the
we are experiencing today has been present since truthfulness of the Bible. His miracles and presence in
the peak of the Ice Age (with variations over time). human form demonstrate that God is both intimately
concerned with His creation and able to control it in an
absolute way.
Confusion Other contexts include:
Psychology—popular secular psychology teaches of the
God commanded Noah and his
inherent goodness of man, but Christ has lived the
descendants to spread across the earth.
only perfect life. Mankind needs a Savior to redeem it
The refusal to obey this command and the building
from its unrighteousness.
of the tower at Babel caused God to judge this sin.
The common language of the people was confused Biology—Christ’s virgin birth demonstrates God’s
and they spread across the globe as groups with a sovereignty over nature.
common language. All people are truly of “one blood” Physics—turning the water into wine and the feeding of
as descendants of Noah and, originally, Adam. the five thousand demonstrate Christ’s deity and His
The confusion of the languages led people to scatter sovereignty over nature.
across the globe. As people settled in new areas, the
History—time is marked (in the western world) based on
traits they carried with them became concentrated in
the birth of Christ despite current efforts to change
those populations. Traits like dark skin were beneficial
the meaning.
in the tropics while other traits benefited populations
in northern climates, and distinct people groups, not Art—much art is based on the life of Christ and many of
races, developed. the masters are known for these depictions, whether
Other contexts include: on canvas or in music.
Genetics—the study of human DNA has shown that
there is little difference in the genetic makeup of the
so-called “races.” Cross
Languages—there are about seventy language groups Because God is perfectly just and
from which all modern languages have developed. holy, He must punish sin. The sinless life
Archaeology—the presence of common building of Jesus Christ was offered as a substitutionary sacrifice
structures, like pyramids, around the world confirms for all of those who will repent and put their faith in the
the biblical account. Savior. After His death on the Cross, He defeated death
by rising on the third day and is now seated at the right
Literature—recorded and oral records tell of similar hand of God.
events relating to the Flood and the dispersion at
Babel.
12   Life
 The events surrounding the crucifixion and res- Other contexts include:
urrection have a most significant place in the life History—in discussions of war or human conflict the
of Christians. Though there is no way to scientif- coming age offers hope.
ically prove the resurrection, there is likewise no Biology—the violent struggle for life seen in the
way to prove the stories of evolutionary history. predator-prey relationships will no longer taint the
These are matters of faith founded in the truth earth.
of God’s Word and His character. The eyewitness
testimony of over 500 people and the written Word of Medicine—while we struggle to find cures for diseases
God provide the basis for our belief. and alleviate the suffering of those enduring the
Other contexts include: effects of the Curse, we ultimately place our hope in
Biology—the biological details of the crucifixion can be the healing that will come in the eternal state.
studied alongside the anatomy of the human body. The preceding examples are given to provide ideas
History—the use of crucifixion as a method of for integrating the Seven C’s of History into a broad range
punishment was short-lived in historical terms and of curriculum activities. Give your students, and yourself,
not known at the time it was prophesied. a better understanding of the Seven C’s framework by
using AiG’s Answers for Kids curriculum. The first seven
Art—the crucifixion and resurrection have inspired lessons of this curriculum cover the Seven C’s and will
many wonderful works of art. 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.
Consummation
AiG offers bookmarks displaying the Seven C’s
God, in His great mercy, has and a wall chart. These can be used as visual cues
promised that He will restore the earth for the students to help them recall the information
to its original state—a world without death, suffering, and integrate new learning into its proper place in a
war, and disease. The corruption introduced by Adam’s biblical worldview.
sin will be removed. Those who have repented and Even if you use other curricula, you can still incor-
put their trust in the completed work of Christ on the porate the Seven C’s teaching into those. Using this
Cross will experience life in this new heaven and earth. approach will help students make firm connections
We will be able to enjoy and worship God forever in a between biblical events and every aspect of the world
perfect place. around them, and they will begin to develop a truly
This future event is a little more difficult to biblical worldview and not just add pieces of the Bible
connect with academic subjects. However, the hope to what they learn in “the real world.”
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.

Life  13
First Semester Suggested Daily Schedule

Date Day Assignment Due Date  Grade

First Semester-First Quarter
The World of Plants Unit 1: Introduction to Life Science
Day 1 Read Lesson 1: Is It Alive? • Pages 14-17 • God’s Design: Life • (GDL)
Complete Worksheet • Pages 25-26 • Teacher Guide • (TG)
Read Lesson 2: What Is a Kingdom? • Pages 18-20 • (GDL)
Day 2
Week 1 Complete Worksheet • Pages 27-29 • (TG)
Read Lesson 3: Classification System • Pages 21-23 • (GDL)
Day 3 Complete Worksheet • Pages 31-32 • (TG)
Day 4 Read Special Feature: Carl Linnaeus • Pages 24-25 • (GDL)
Day 5
Read Lesson 4: Plant & Animal Cells • Pages 26-29 • (GDL)
Day 6
Complete Worksheet • Pages 33-34 • (TG)
Day 7 Read Special Feature: Cells • Page 30 • (GDL)
Complete Introduction to Life Science Quiz 1 (Lessons 1-4)
Day 8
Week 2 Pages 309-310 • (TG)
Plants Unit 2: Flowering Plants & Seeds
Day 9 Read Lesson 5: Flowering Plants • Pages 32-34 • (GDL)
Complete Worksheet • Pages 35-36 • (TG)
Day 10
Read Lesson 6: Grasses • Pages 35-37 • (GDL)
Day 11
Complete Worksheet • Pages 37-39 • (TG)
Read Lesson 7: Trees • Pages 38-40 • (GDL)
Day 12
Complete Worksheet • Pages 41-42 • (TG)
Week 3 Day 13 Read Special Feature: Redwoods • Page 41 • (GDL)
Read Lesson 8: Seeds • Pages 42-44 • (GDL)
Day 14
Complete Worksheet • Pages 43-45 • (TG)
Day 15
Read Lesson 9: Monocots & Dicots • Pages 45-47 • (GDL)
Day 16
Complete Worksheet • Pages 47-48 • (TG)
Read Lesson 10: Seeds—Where Are They? • Pages 48-51 • (GDL)
Day 17 Complete Worksheet • Pages 49-52 • (TG)
Week 4 Read Special Feature: George Washington Carver
Day 18 Pages 52-53 • (GDL)
Complete Flowering Plants & Seeds Quiz 2 (Lessons 5-10)
Day 19 Pages 311-312 • (TG)
Day 20
Plants Unit 3: Roots & Stems
Day 21 Read Lesson 11: Roots • Pages 55-57 • (GDL)
Complete Worksheet • Pages 53-54 • (TG)
Read Lesson 12: Special Roots • Pages 58-60 • (GDL)
Day 22 Complete Worksheet • Pages 55-56 • (TG)
Week 5 Read Lesson 13: Stems • Pages 61-63 • (GDL)
Day 23 Complete Worksheet • Pages 57-58 • (TG)
Read Lesson 14: Stem Structure • Pages 64-65 • (GDL)
Day 24 Complete Worksheet • Pages 59-60 • (TG)
Day 25
Life  15
Date Day Assignment Due Date  Grade
Read Lesson 15: Stem Growth • Pages 66-68 • (GDL)
Day 26
Complete Worksheet • Pages 61-62 • (TG)
Complete Roots & Stems Quiz 3 (Lessons 11-15)
Day 27 Pages 313-314 • (TG)
Plants Unit 4: Leaves
Week 6 Day 28 Read Lesson 16: Photosynthesis • Pages 70-73 • (GDL)
Complete Worksheet • Pages 63-67 • (TG)
Read Lesson 17: Arrangement of Leaves • Pages 74-76 • (GDL)
Day 29 Complete Worksheet • Pages 69-70 • (TG)
Day 30
Read Lesson 18: Leaves—Shape & Design • Pages 77-80 • (GDL)
Day 31
Complete Worksheet • Pages 71-72 • (TG)
Read Lesson 19: Changing Colors • Pages 81-83 • (GDL)
Day 32 Complete Worksheet • Pages 73-74 • (TG)
Week 7 Read Lesson 20: Tree Identification: Final Project
Day 33 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
Plants Unit 5: Flowers & Fruits
Day 36 Read Lesson 21: Flowers • Pages 88-90 • (GDL)
Complete Worksheet • Pages 77-79 • (TG)
Read Lesson 22: Pollination • Pages 91-93 • (GDL)
Day 37
Week 8 Complete Worksheet • Pages 81-83 • (TG)
Day 38 Read Special Feature: Pierre-Joseph Redoute • Page 94 • (GDL)
Read Lesson 23: Flower Dissection • Pages 95-97 • (GDL)
Day 39
Complete Worksheet • Pages 85-86 • (TG)
Day 40
Day 41 Read Special Feature: A Rose by Any Other Name • Page 98 • (GDL)
Read Lesson 24: Fruits • Pages 99-101 • (GDL)
Day 42
Complete Worksheet • Pages 87-89 • (TG)
Read Lesson 25: Annuals, Biennials, & Perennials
Week 9 Day 43 Pages 102-104 • (GDL)
Complete Worksheet • Pages 91-92 • (TG)
Complete Flowers & Fruits Quiz 5 (Lessons 21-25)
Day 44 Pages 317-318 • (TG)
Day 45
First Semester-Second Quarter
Plants Unit 6: Unusual Plants
Day 46 Read Lesson 26: Meat-eating Plants • Pages 106-108 • (GDL)
Complete Worksheet • Pages 93-94 • (TG)
Read Lesson 27: Parasites & Passengers • Pages 109-111 • (GDL)
Day 47 Complete Worksheet • Pages 95-96 • (TG)
Week 1
Read Lesson 28: Tropisms • Pages 112-114 • (GDL)
Day 48 Complete Worksheet • Pages 97-98 • (TG)
Read Lesson 29: Survival Techniques • Pages 115-116 • (GDL)
Day 49 Complete Worksheet • Pages 99-100 • (TG)
Day 50
16   Life
Date Day Assignment Due Date  Grade
Read Lesson 30: Reproduction without Seeds
Day 51 Pages 117-119 • (GDL) • Complete Worksheet • Pages 101-102 • (TG)
Read Lesson 31: Ferns • Pages 120-122 • (GDL)
Day 52 Complete Worksheet • Pages 103-104 • (TG)
Week 2 Read Lesson 32: Mosses • Pages 123-125 • (GDL)
Day 53
Complete Worksheet • Pages 105-106 • (TG)
Read Lesson 33: Algae • Pages 126-128 • (GDL)
Day 54 Complete Worksheet • Pages 107-108 • (TG)
Day 55
Read Lesson 34: Fungi • Pages 129-131 • (GDL)
Day 56
Complete Worksheet • Pages 109-110 • (TG)
Complete Unusual Plants Quiz 6 (Lessons 26-34)
Day 57 Pages 319-320 • (TG)
Week 3 Complete World of Plants Final Exam (Lessons 1-34)
Day 58 Pages 321-323 • (TG)
Read Lesson 35: Conclusion • Page 132 • (GDL)
Day 59 Complete Worksheet • Page 111 • (TG)
Day 60
The Human Body Unit 1: Body Overview
Day 61 Read Lesson 1: The Creation of Life • Pages 140-141 • (GDL)
Complete Worksheet • Pages 115-116 • (TG)
Read Lesson 2: Overview of the Human Body
Day 62 Pages 142-143 • (GDL)
Week 4 Complete Worksheet • Pages 117-121 • (TG)
Day 63 Read Special Feature: Leonardo da Vinci • Pages 144-145 • (GDL)
Read Lesson 3: Cells, Tissues, & Organs • Pages 146-148 • (GDL)
Day 64
Complete Worksheet • Pages 123-125 • (TG)
Day 65
Complete Body Overview Quiz 1 (Lessons 1-3)
Day 66 Pages 327-328 • (TG)
Body Unit 2: Bones & Muscles
Day 67 Read Lesson 4: The Skeletal System • Pages 150-152 • (GDL)
Complete Worksheet • Pages 127-131 • (TG)
Week 5 Read Lesson 5: Names of Bones • Pages 153-155 • (GDL)
Day 68 Complete Worksheet • Pages 133-135 • (TG)
Read Lesson 6: Types of Bones • Pages 156-158 • (GDL)
Day 69 Complete Worksheet • Pages 137-138 • (TG)
Day 70
Read Lesson 7: Joints • Pages 159-161 • (GDL)
Day 71
Complete Worksheet • Pages 139-140 • (TG)
Read Lesson 8: The Muscular System • Pages 162-164 • (GDL)
Day 72 Complete Worksheet • Pages 141-142 • (TG)
Week 6 Read Lesson 9: Different Types of Muscles • Pages 165-166 • (GDL)
Day 73 Complete Worksheet • Pages 143-144 • (TG)
Read Lesson 10: Hands & Feet • Pages167-169 • (GDL)
Day 74 Complete Worksheet • Pages 145-146 • (TG)
Day 75

Life  17
 Date Day Assignment Due Date  Grade
Complete Bones & Muscles Quiz 2 (Lessons 4-10)
Day 76 Pages 329-330 • (TG)
Body Unit 3: Nerves & Senses
Day 77 Read Lesson 11: The Nervous System • Pages 171-173 • (GDL)
Complete Worksheet • Pages 147-149 • (TG)
Week 7 Read Lesson 12: The Brain • Pages 174-176 • (GDL)
Day 78 Complete Worksheet • Pages 151-152 • (TG)
Read Lesson 13: Learning & Thinking • Pages 177-179 • (GDL)
Day 79 Complete Worksheet • Pages 153-154 • (TG)
Day 80
Day 81 Read Special Feature: Brain Surgery • Pages 180-181 • (GDL)
Read Lesson 14: Reflexes & Nerves • Pages 182-184 • (GDL)
Day 82
Complete Worksheet • Pages 155-156 • (TG)
Read Lesson 15: The Five Senses • Pages 185-187 • (GDL)
Week 8 Day 83 Complete Worksheet • Pages 157-158 • (TG)
Read Lesson 16: The Eye • Pages 188-190 • (GDL)
Day 84 Complete Worksheet • Pages 159-160 • (TG)
Day 85
Day 86 Read Lesson 17: The 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)
Week 9 Pages 331-332 • (TG)
Body Unit 4: The Digestion System
Day 89 Read Lesson 19: The Digestive System • Pages 198-200 • (GDL)
Complete Worksheet • Pages 165-168 • (TG)
Day 90
Mid-Term Grade

18   Life
Second Semester Suggested Daily Schedule

Date Day Assignment Due Date  Grade

Second Semester-Third Quarter
Read Lesson 20: Teeth • Pages 201-203 • (GDL)
Day 91
Complete Worksheet • Pages 169-170 • (TG)
Read Lesson 21: Dental Health • Pages 204-205 • (GDL)
Day 92 Complete Worksheet • Pages 171-172 • (TG)
Week 1 Read Lesson 22: Nutrition • Pages 206-208
Day 93 Complete Worksheet • Pages 173-174 • (TG)
Read Special Feature: Florence Nightingale
Day 94 Pages 209-210 • (GDL)
Day 95
Read Lesson 23: Vitamins & Minerals • Pages 211-213 • (GDL)
Day 96
Complete Worksheet • Pages 175-176 • (TG)
Complete Digestive System Quiz 4 (Lessons 19-23)
Day 97 Pages 333-334 • (TG)
Body Unit 5: Heart & Lungs
Week 2 Day 98 Read Lesson 24: The Circulatory System
Pages 215-218 • (GDL)
Complete Worksheet • Pages 177-178 • (TG)
Read Lesson 25: The Heart • Pages 219-221 • (GDL)
Day 99 Complete Worksheet • Pages 179-181 • (TG)
Day 100
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)
Read Lesson 27: The Respiratory System
Week 3 Day 103 Pages 226-228 • (GDL)
Complete Worksheet • Pages 187-188 • (TG)
Read Lesson 28: The Lungs • Pages 229-231 • (GDL)
Day 104 Complete Worksheet • Pages 189-190 • (TG)
Day 105
Day 106 Complete Heart & Lungs Quiz 5 (Lessons 24-28)
Pages 335-336 • (TG)
Body Unit 6: Skin & Immunity
Day 107 Read Lesson 29: The Skin • Pages 233-235 • (GDL)
Complete Worksheet • Pages 191-192 • (TG)
Week 4
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

Life  19
Date Day Assignment Due Date  Grade
Day 111 Read Lesson 32: The Immune System • Pages 243-245 • (GDL)
Complete Worksheet • Pages 199-200 • (TG)
Read Lesson 33: Genetics • Pages 246-248 • (GDL)
Day 112 Complete Worksheet • Pages 210-203 • (TG)
Week 5
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
Read Lesson 34: Body Poster: Final Project
Day 116 Pages 251-252 • (GDL)
Complete Worksheet • Pages 205-206 • (TG)
Day 117 Complete The Human Body Final Exam (Lessons 1-34)
Pages 339-342 • (TG)
Week 6 Read Lesson 35: Conclusion • Page 253 • (GDL)
Day 118 Complete Worksheet • Page 207 • (TG)
The World of Animals Unit 1: Mammals
Day 119 Read Lesson 1: The World of Animals • Pages 262-263 • (GDL)
Complete Worksheet • Pages 211-212 • (TG)
Day 120
Day 121 Read Lesson 2: Vertebrates • Pages 264-265 • (GDL)
Complete Worksheet • Pages 213-214 • (TG)
Read Lesson 3: Mammals • Pages 266-268 • (GDL)
Day 122 Complete Worksheet • Pages 215-217 • (TG)
Read Lesson 4: Mammals Large & Small
Week 7 Day 123 Pages 269-272 • (GDL)
Complete Worksheet • Pages 219-220 • (TG)
Read Lesson 5: Monkeys & Apes • Pages 273-275 • (GDL)
Day 124 Complete Worksheet • Pages 221-223 • (TG)
Day 125
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)
Read Lesson 7: Marsupials • Pages 282-284 • (GDL)
Week 8 Day 128 Complete Worksheet • Pages 227-228 • (TG)
Day 129 Complete Mammals Quiz 1 (Lessons 1-7)
Pages 345-346 • (TG)
Day 130
Animals Unit 2: Birds & Fish
Day 131 Read Lesson 8: Birds • Pages 286-289 • (GDL)
Complete Worksheet • Pages 229-232 • (TG)
Day 132 Read Special Feature: Charles Darwin • Page 290 • (GDL)
Read Lesson 9: Flight • Pages 291-294 • (GDL)
Week 9 Day 133 Complete Worksheet • Pages 233-235 • (TG)
Read Lesson 10: The Bird’s Digestive System
Day 134 Pages 295-297 • (GDL)
Complete Worksheet • Pages 237-239 • (TG)
Day 135

20   Life
Date Day Assignment Due Date  Grade
Second Semester-Fourth Quarter

Day 136 Read Lesson 11: Fish • Pages 298-300 • (GDL)

Complete Worksheet • Pages 241-244 • (TG)
Read Lesson 12: Fins & Other Fish Anatomy
Day 137 Pages 301-303 • (GDL)
Complete Worksheet • Pages 245-247 • (TG)
Week 1 Read Lesson 13: Cartilaginous Fish • Pages 304-306 • (GDL)
Day 138 Complete Worksheet • Pages 249-250 • (TG)
Day 139 Complete Birds & Fish Quiz 2 (Lessons 8-13)
Pages 347-348 • (TG)
Day 140
Animals Unit 3: Amphibians & Reptiles
Day 141 Read Lesson 14: Amphibians • Pages 308-310 • (GDL)
Complete Worksheet • Pages 251-252 • (TG)
Read Lesson 15: Amphibian Metamorphosis
Day 142 Pages 311-313 • (GDL)
Week 2 Complete Worksheet • Pages 253-254 • (TG)
Read Lesson 16: Reptiles • Pages 314-316 • (GDL)
Day 143 Complete Worksheet • Pages 257-258 • (TG)
Day 144 Read Special Feature: When Did the Dinosaurs Live?
Pages 317-318 • (GDL)
Day 145
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)
Week 3 Day 148 Read Lesson 18: Lizards • Pages 323-325 • (GDL)
Complete Worksheet • Pages 261-262 • (TG)
Read Lesson 19: Turtles & Crocodiles • Pages 326-328 • (GDL)
Day 149 Complete Worksheet • Pages 263-265 • (TG)
Day 150
Day 151 Complete Amphibians & Reptiles Quiz 3 (Lessons 14-19)
Pages 349-350 • (TG)
Animals Unit 4: Arthropods
Day 152 Read Lesson 20: Invertebrates • Pages 330-332 • (GDL)
Complete Worksheet • Pages 267-268 • (TG)
Week 4 Read Lesson 21: Arthropods • Pages 333-335 • (GDL)
Day 153 Complete Worksheet • Pages 269-271 • (TG)
Read Lesson 22: Insects • Pages 336-338 • (GDL)
Day 154 Complete Worksheet • Pages 273-275 • (TG)
Day 155

Life  21
Date Day Assignment Due Date  Grade
Day 156 Read Lesson 23: Insect Metamorphosis • Pages 339-341 • (GDL)
Complete Worksheet • Pages 277-279 • (TG)
Read Lesson 24: Arachnids • Pages 342-344 • (GDL)
Day 157 Complete Worksheet • Pages 281-282 • (TG)
Week 5 Read Lesson 25: Crustaceans • Pages 345-346 • (GDL)
Day 158 Complete Worksheet • Pages 283-284 • (TG)
Read Lesson 26: Myriapods • Pages 347-349 • (GDL)
Day 159 Complete Worksheet • Pages 285-286 • (TG)
Day 160
Day 161 Complete Arthropods Quiz 4 (Lessons 20-26)
Pages 351-352 • (TG)
Animals Unit 5: Other Invertebrates
Day 162 Read Lesson 27: Mollusks • Pages 351-353 • (GDL)
Complete Worksheet • Pages 287-288 • (TG)
Week 6 Read Lesson 28: Cnidarians • Pages 354-357 • (GDL)
Day 163 Complete Worksheet • Pages 289-291 • (TG)
Read Lesson 29: Echinoderms • Pages 358-360 • (GDL)
Day 164 Complete Worksheet • Pages 293-294 • (TG)
Day 165

Day 166 Read Lesson 30: Sponges • Pages 361-362 • (GDL)

Complete Worksheet • Pages 295-296 • (TG)
Read Lesson 31: Worms • Pages 363-365 • (GDL)
Day 167 Complete Worksheet • Pages 297-298 • (TG)
Day 168 Complete Other Invertebrates Quiz 5 (Lessons 27-31)
Week 7 Pages 353-354 • (TG)
Animals Unit 6: Simple Organisms
Day 169 Read Lesson 32: Kingdom Protista • Pages 367-369 • (GDL)
Complete Worksheet • Pages 299-300 • (TG)
Day 170
Read Lesson 33: Kingdom Monera & Viruses
Day 171 Pages 370-372 • (GDL)
Complete Worksheet • Pages 301-302 • (TG)
Day 172 Read Special Feature: Louis Pasteur — Got Milk?
Pages 373-374 • (GDL)
Week 8 Day 173 Complete Simple Organisms Quiz 6 (Lessons 32-33)
Pages 355-356 • (TG)
Read Lesson 34: Animal Notebook: Final Project
Day 174 Page 375-376
Complete Worksheet • Pages 303-304 • (TG)
Day 175
Day 176 Study day for final exam
Day 177 Study day for final exam
Day 178 Complete World of Animals Final Exam (Lessons 1-34)
Week 9 Pages 357-360 • (TG)
Read Lesson 35: Conclusion • Page 377 • (GDL)
Day 179 Complete Worksheet • Page 305 • (TG)
Day 180
Final Grade

22   Life
 Plant Worksheets
for Use with
The World of Plants
(God’s Design: Life Series)
 God’s Design: Unit 1 Name
The World of Plants Day 1
Life Lesson 1

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?
The World of Plants   25
 Name _____________________________________________ Date________________________

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.

Does it Does it Does it Does it Can it Does it Is it

Item eat? breathe? grow? reproduce? move? have cells? alive?

26   The World of Plants

 God’s Design: Unit 1 Name
The World of Plants Day 2
Life Lesson 2

2 What Is a Kingdom?
It’s alive, but what is it?

Supply list
££ Poster board
££ Pen
££ Copy of “Clue Cards”
££ Scissors
Example:
Animals Both Plants
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?

The World of Plants   27

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?

28   The World of Plants

 Clue Cards

Alive Cells

Chlorophyll Photosynthesis

Moves around Reproduces same kind

Needs the sun Needs oxygen

Cannot move around Cannot make food

Carbon dioxide is
Needs carbon dioxide
a waste product

Designed by God No chlorophyll

Created on the third

Eaten by animals
day of creation

The World of Plants   29

 God’s Design: Unit 1 Name
The World of Plants Day 3
Life Lesson 3

3 Classification System
Taxonomy—classification 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. Then look up the classification for at least three of your favorite animals or plants.
Which animals did you choose?
1.

2.

3.

Challenge: Plant Classification

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 ______________

The World of Plants   31

 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?

32   The World of Plants

 God’s Design: Unit 1 Name
The World of Plants Day 6
Life Lesson 4

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 ££ Several raisins
££ 1 qt. plastic zipper bag ££ 1 large red grape or marble
££ Several green grapes
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

The World of Plants   33

 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.” This 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.

34   The World of Plants

 God’s Design: Unit 2 Name
The World of Plants Day 9
Life Lesson 5

5 Flowering Plants
God’s gift of life to the world

Supply list
££ A field guide for flowers
££ Access to several flowering plants (What you have growing in your garden or yard is probably
sufficient.)

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?

The World of Plants   35

Plant Quizzes and Final Exam
for Use with
The World of Plants
(God’s Design: Life Series)
 God’s Design: Life Scope: Total score: Name
Quiz 1
The World of Plants Lessons 1–4 ____of 100

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. The 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. _____ The nucleus is the control center of a cell.

Short answer (15 points each):

11. Name three differences between plant cells and animal cells. ��������������������������������������

������������������������������������������������������������������������������������

������������������������������������������������������������������������������������

12. Describe how to tell if something is alive. �����������������������������������������������������

������������������������������������������������������������������������������������

������������������������������������������������������������������������������������

The World of Plants   309

 Challenge questions
Fill in the blanks using the terms below. Not all words are used (10 points each).
Biogenesis Gymnosperm(s) Mitosis Telophase
Chemical evolution Angiosperm(s) Prophase Cytokinesis
Spontaneous Conifer Metaphase Monocot
generation Ginkgo Anaphase Dicot
1. The 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. The 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%)

310   The World of Plants

 God’s Design: Life Final Scope: Total score: Name
The World of Plants Exam Lessons 1–34 ____of 100

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

The World of Plants   321

Fill in the blank with the correct term (2 points each).

16. Root growth primarily occurs at the _____________________________.

17. The two types of root systems are _____________________________ and

_____________________________.

18. The 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. ____ The 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.

322   The World of Plants

Note: Challenge questions are for students who have completed the challenges included in lessons 1-34. The
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 A. Belief that life can come from nonlife

2. _____ Meiosis B. Seed will not germinate

3. _____ Spontaneous generation C. Cell division for reproduction

4. _____ Scarification D. Breaking of seed coat

5. _____ Stratification E. Life can only come from life

6. _____ Seed dormancy F. Period of cold before germination

7. _____ Primary growth G. Diffusion through a membrane

8. _____ Secondary growth H. Jagged leaf edge

9. _____ Osmosis I. Growth in width or circumference

10. _____ Toothed leaf margin J. Growth in length

11. _____ Lobed leaf margin 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.

The World of Plants   323

Worksheet Answer Keys
for Use with
God’s Design: Life Series
 The World of Plants Worksheet Answer Keys
3. What makes animals unique? They cannot produce
Unit 1: Introduction to Life Science their own food and can move freely.
1. Is It Alive?
Taking it further
What did we learn? 1. Are mushrooms plants? No, they do not have
1. What are the six questions you should ask to chlorophyll or perform photosynthesis.
determine if something is alive? Does it eat?, Does it 2. Why do you think they are or are not? Fungi have
“breathe”?, Does it grow?, Does it reproduce?, Can it most of the characteristics of plants, but do not have
move?, Does it have cells? chlorophyll and can live without sunlight. This is why
2. Does the Bible refer to plants as living things? How scientists now group them in their own kingdom.
we classify plants in today’s scientific world is different
from how it was classified in the Bible. Also, there is a
difference between people & animals and plants. While 3. Classification System
we consider both to be “living,” plants are considered
food and do not have the breath of life within them. What did we learn?
1. What are the five kingdoms recognized today?
Taking it further Plants, animals, fungi, protists, and monerans.

1. Do scientists consider a piece of wood that has been 2. How do scientists determine how to classify a living
cut off of a tree living? (Hint: Is it growing? Can it thing? They look at common characteristics and at
respond?) No, it is not living anymore; although the different characteristics.
tree it came from may still be living. 3. What are the seven levels of the classification
2. Is paper alive? No. It is made from wood but it is not system? Kingdom, phylum, class, order, family,
alive. genus, and species.

3. Is a seed alive? This is a harder question. A seed has

the potential for biological life, but it is not growing. Taking it further
You have to decide for yourself. 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
2. What Is a Kingdom? the same ancestors. If any two animals can produce
fertile offspring then they are most likely from the
Clue Cards for Animal or Plant Game
same animal kind. Wolves don’t generally breed with
1. Plants only—Chlorophyll, photosynthesis, needs sun, domestic dogs because of their location and habits,
cannot move around, needs carbon dioxide, created but biologically they are the same kind of animal.
on the 3rd day of creation.
2. How many of each animal did Noah take on the Ark?
2. Animals only—Moves around, cannot make food, Two of some animals and seven of other animals (see
carbon dioxide is a waste product, no chlorophyll. Genesis 7). Noah would only have taken two canines
(dogs) on the Ark. Afterwards, the offspring of those two
3. Both—Alive, cells, reproduces same kind, needs dogs resulted in the wide variety of dogs we see today.
oxygen, designed by God, eaten by animals.

What did we learn? Challenge: Plant Classification

1. What do plants and animals have in common? Plant Kingdom

God created them all, all are alive, all have cells, all vascular tissue without vascular tissue
reproduce their own kind, and all need oxygen. seeds non-seeds/seedless mosses liverworts hornworts

2. What makes plants unique? They have chlorophyll, gymnosperms angiosperms horsetails ferns club mosses
perform photosynthesis, and cannot move freely. conifers cycads ginkgoes dicots monocots

The World of Plants   363

4. Plant & Animal Cells 5. Why might you need to identify a plant? Possible
answers:To recognize poisonous plants such as poison
What did we learn? ivy, to choose good plants for a garden or landscape,
and to enjoy God’s creation are just a few reasons.
1. What parts or structures do all plant and animal
cells have? Cell membrane, nucleus, vacuoles,
mitochondria, and cytoplasm. 6. Grasses
2. What structures are unique to plants? Cell wall and
chloroplasts. What did we learn?

3. What distinguishes animal cells from plant 1. Name four types of grass. Turf, cereal, forage, and
cells? Possible answers: Plant cells can perform ornamental.
photosynthesis and have cell walls but animal cells do 2. Describe the roots of a grass plant. Fibrous root
not; their shape is different. system with many small roots going out in several
directions.
Taking it further 3. Why are grasses so important? They are a major food
1. A euglena is a single-celled living organism that can source for animals and humans.
move around by itself. It eats other creatures, but it
also has chlorophyll in its cell. Is it a plant, an animal, Taking it further
or something else? Scientists do not agree on this and 1. Why can grass be cut over and over and still grow,
other unusual creatures. They usually put them in their while a tree that is cut down will die? Recall that the
own category, called protists. leaves of the grass grow from the base of the plant. So
cutting off the top of the leaves does not damage the
growing center of the plant. However, trees grow at
Unit 2: Flowering Plants & Seeds the ends of the stems and branches.
2. Why is grass so hard to get rid of in a flower garden?
5. Flowering Plants Consider the root structure; its fibrous design helps
the plant spread and survive.
What did we learn?
3. What part of grass plants do humans eat? They
1. What are the four major parts of a plant? Roots, generally eat the seeds.
stem, leaves and flowers.
4. What part of grass plants do most animals eat? They
2. What is the purpose for each part? Roots hold usually eat the leaves and the seeds.
the plant in place and suck up water and nutrients.
Stems help the plant stand up and to move water and 5. Why can a cow eat certain grasses that you can’t?
nutrients inside the plant. Leaves turn sunlight into Cows have a very different digestive system that can
food. Flowers produce seeds. break down the grass that humans can’t digest.

Taking it further 7. Trees

1. What characteristics other than the flowers can be
What Kind of Tree is This?
used to help identify a plant? Leaves, fruit, and bark
can all be used to identify a plant that is not in bloom. 1. Angiosperm, broad leaf, flowers, oak, maple, cherry
should all have deciduous picture only. Gymnosperm,
2. What similarities did you notice between the needles, cones, fir, pine, spruce, conifer should all have
flowers you examined? Answers will vary. evergreen only. Seeds, bark, and growth rings should
3. What differences did you see? Answers will vary. have both pictures. Note, a few evergreen trees have
broad leaves so both pictures could be acceptable for
4. Can you use size to determine what a plant is? Why this word. Also, a few trees that bear cones lose their
or why not? (Hint: Is a tiny seedling just as much an leaves, so conifer could have both pictures.
oak tree as the giant oak that is 100 years old?) Size
alone cannot tell you what a plant is.

364   The World of Plants

 The World of Plants
Master Supply List
The following table lists all the supplies used for God’s Supplies needed (see lessons for details) Lesson
Design for Life: World of Plants activities. You will need ££ Grass plant 6
to look up the individual lessons in the student book ££ Grapes (red and green) 4
to obtain the specific details for the individual activities ££ Hairspray (aerosol) 34c
(such as quantity, color, etc.). The letter c denotes that ££ Index cards or sketch pad 7, 17, 20, 34c
the lesson number refers to the challenge activity.
££ Jars (1 must have a lid) 8, 9, 30
Common supplies such as colored pencils, construction
££ Knife or scalpel (very sharp) 9, 18, 23, 24
paper, markers, scissors, tape, etc., are not listed.
££ Leaves (fresh) 19c, 20
Supplies needed (see lessons for details) Lesson ££ Magnifying glass (use as needed) 6, 9, 11, 20,
££ Aloe plant 17c 22c, 29, 32
££ Bread slices (homemade or with no 34 ££ Microscope and slides 4c, 22c, 33c
preservatives) ££ Modeling clay 21
££ Cactus plant 29 ££ Peat moss 32c
££ Cardboard boxes or shoe boxes 4, 16, 26 ££ Photo album with magnetic pages or 20
££ Coffee filters 19c 3-ring binder
££ Coffee stirrer 27 ££ Pinecones (scales tightly shut) 10
££ Corn meal or yellow sand 21, 31 ££ Pipe cleaners 21
££ Craft sticks 6c ££ Plants (fast-growing; e.g. mint plants) 16, 28
££ Dried moss (from craft store) 32 ££ Plastic cups (clear) 13, 32c
££ Encyclopedia (plant and animal) 3 ££ Plastic zipper bags 4, 20, 34
££ Fern frond 31 ££ Pollen 22c
££ Field guide (flowers) 5 ££ Pond water 33c
££ Field guide (plants) 27 ££ Poster board/tagboard 2, 12c, 19, 35
££ Field guide (trees) 20 ££ Potting soil 6c, 13, 30
££ Fingernail polish remover 19c ££ Seeds (bean, corn, grass, coconut, 6c, 8, 9, 10c,
radish) 11c, 35
££ Flower (composite, such as daisy, 23c
sunflower, or zinnia—fresh) ££ Steel wool 8
££ Flower (such as lily—fresh) 23 ££ Straws (flexible) 21, 27
££ Flower bulbs (tulips, daffodils, etc.— 12 ££ Vinegar 6c
optional) ££ Wooden pencils 7c
££ Food coloring 13, 18 ££ Yard stick/meter stick 9
££ Fruits, nuts, and vegetables 4c, 12, 10, 11,
13, 24, 30, 34c
££ Gelatin mix (yellow) 4

The World of Plants   417

 The Human Body
Master Supply List
The following table lists all the supplies used for God’s Supplies needed (see lessons for details) Lesson
Design for Life: The Human Body activities. You will need ££ Magnifying glass 8c
to look up the individual lessons in the student book ££ Mirror 1, 21, 29
to obtain the specific details for the individual activities ££ Modeling clay 12, 20
(such as quantity, color, etc.). The letter c denotes that ££ Newsprint (or other large roll of 34
the lesson number refers to the challenge activity. paper)
Common supplies such as colored pencils, construction ££ Paper towels 18
paper, markers, scissors, tape, etc., are not listed.
££ Paper fasteners (brads) 2, 4
Supplies needed (see lessons for details) Lesson ££ Plaster of Paris 20
££ Aluminum foil 20 ££ Plastic zipper bags 15
££ Anatomy book 5–34 ££ Poster board/tagboard 20
££ Balloons 28 ££ Rubber/plastic gloves 25c
££ Bible 1, 35 ££ Red Hots candies 26
££ Candy sprinkles 26 ££ Rubber bands 7c
££ Chicken bones 6c ££ Ruler 11
££ Cinnamon, peppermint, and other 18 ££ Salt 18
spices ££ Steak (or other meat—raw) 8c
££ Dental floss 21 ££ Stopwatch 9, 11, 24,
££ Dissection kit 25c 28
££ DNA model kit (optional) 33c ££ Straight pins 15
££ Eyedropper 31c ££ Sugar 18
££ Food coloring 31c ££ Tacks 7c
££ Fruits, nuts, and vegetables 18 ££ Tape measure (cloth—the kind used 28
for sewing)
££ Gel pens (washable) 5
££ Tape measure (metal) 4c
££ Gloves (rubber or latex) 25c
££ Toothbrush 21
££ Hand lotion 29
££ Toothpaste 21
££ Heart (from a cow or sheep) 25c
££ Toothpicks 14
££ Index cards 13, 31
££ Vinegar 6c, 18
££ Jelly beans (white) 26
££ Wooden pencils 7c
££ Knife or scalpel (very sharp) 25c
££ Yard stick/meter stick 9, 31c
££ Lemon juice 18
££ Light corn syrup 26, 31c

The Human Body   421

 The World of Animals
Master Supply List
The following table lists all the supplies used for God’s Supplies needed (see lessons for details) Lesson
Design for Life: World of Animals activities. You will need ££ Magnifying glass 9, 24, 25
to look up the individual lessons in the student book ££ Marshmallows (large and small) 24
to obtain the specific details for the individual activities ££ Microscope and slides (optional) 32
(such as quantity, color, etc.). The letter c denotes that ££ Modeling clay 13, 25, 26c
the lesson number refers to the challenge activity.
££ Newspaper 21c
Common supplies such as colored pencils, construction
££ Owl pellet (optional) 10
paper, markers, scissors, tape, etc. are not listed.
££ Pipe cleaners 22, 24, 26c
Supplies needed (see lessons for details) Lesson ££ Plastic zipper bags 7
££ 3-ring binder 2 ££ Pond water (optional) 32
££ Ammonia 28 ££ Poster board/tagboard 7, 29
££ Baking dish 28 ££ Rubber/plastic gloves 29c
££ Balloons 21c, 27c ££ Salt 28
££ Bible 35 ££ Sand dollar (dead and dried; check at craft 29
££ Bird feeder (optional) 8 store—optional)
££ Butterfly larvae (caterpillars) 23 ££ Spider web (optional) 24
££ Chocolate chips (mini size) 29 ££ Starfish (dead and dried; check at craft 29
store—optional)
££ Crushed chocolate cookies 31
££ Salt dough 29
££ Dissection kit 29c
££ Sequins or flat beads 16
££ Dividers with tabs (12 or 13 per student) 2
££ Sea shells 27
££ Encyclopedia (animal) all
££ Soap (anti-bacterial hand) 33
££ Face paint 18
££ Sponge (natural—optional) 30
££ Fake fur or felt 7
££ Sponge (synthetic) 30
££ Feather (can purchase at craft store) 9
££ Starfish (preserved for dissection) 29c
££ Field guide (birds) 8
££ Stopwatch 6
££ Field guide (sea shells) 27
££ String 21c
££ Flexible wire 24
££ Styrofoam balls 22
££ Flour 21c
££ Tadpoles and tank (optional) 15
££ Food coloring 28
££ Tape (cloth) 19
££ Goldfish snack crackers 11
££ Tempera paints 30
££ Gummy worms 31
££ Toothbrush 6
££ Hair/fur from 2 or more mammals 3
££ Toothpicks 22, 24
££ Hydras (live) 28c
££ Yarn 32
££ Index cards 22
££ Instant chocolate pudding 31
££ Liquid bluing 28

The World of Animals   425