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Download this week’s Lesson Plans here:

In Year 2 of Foundations of Science, we will be studying science in the context of the global flood that YHWH sent on the Earth during the days of Noah.

TEXTBOOK NOTE:

During Science 2, we will be using In the Beginning: Compelling Evidence for Creation and the Flood (8^th Edition), by Walt Brown, Ph.D (2008, Center for Scientific Creation), as a textbook. This book is also available free online at http://www.creationscience.com/onlinebook/.

Day 1

Learn:

Before starting this week of science, each student should look up each word in a dictionary or online. Write out a short definition for each. Place these vocabulary words and definitions into a notebook or write them on individual notecards. (Note: Some of this vocabulary is a review from Year 1.)

• Observation
• Hypothesis
• Experiment
• Prediction
• Theory
• Assumption
• Equation
• Formula
• Mass
• Volume
• Density
• Proportion

Hear:

Discuss the following together:

• Read Genesis 7 aloud together. After reading, close your Bibles and try to make a list of every detail you can remember from this chapter in 5 minutes. Then compare your list to the chapter. How well did you remember the details?
• Read Genesis 6:1-8. Based on what you remember from Genesis 7, how many people observed what life was like before the flood? Is it possible for you to accurately know what living conditions were like before the flood?
• Read the following article and discuss:
  • https://answersingenesis.org/what-is-science/two-kinds-of-science/
    • What two kinds of science are there?
    • Which one will we be using when we study science from the world before the flood?
  • https://answersingenesis.org/evidence-for-creation/tools-for-inquiry-logic-and-observation/
    • What tools can we use to study historical science?
  • Read Deuteronomy 19:15. Do you feel that the Scriptures can be used as a valid eyewitness?

Day 2

Hear:

• Read Lesson 1 (Collecting Data) and do the procedure on the last page. The procedure is designed for a class of students to do together. Design your own procedure, based on this one but better suited for your homeschool setting.
  • http://www.msnucleus.org/membership/html/jh/physical/scientificmethod/lesson1/scientific1a.html

Day 3

Hear:

• Read Lesson 4 (Engineering a Solution):
  • http://www.msnucleus.org/membership/html/jh/physical/scientificmethod/lesson4/scientific4a.html
    • What type of engineer would you consider becoming? What type of math classes would you need to take to prepare yourself? Make a notebooking page that shows what you have learned.

Day 4

Keep:

• The process of investigation is called the “scientific method.” As a family, make a chart illustrating the scientific method, which you can hang on your wall.
  • Observing (gathering facts)
  • Hypothesizing (suggesting explanations)
  • Experimenting (testing explanations)

Do:

• This lab is designed for a class of students to do together. Design your own experiment, based on this one but better suited for your homeschool setting.
  • http://www.msnucleus.org/membership/html/jh/physical/scientificmethod/lesson2/scientific2a.html
    • Be sure to take good notes of the outcome of your experiment and add it to your notebook.
• You may wish to use this Science Experiment Record Form this year.

Day 5

Do:

• Do this lab and add a page to your notebook explaining what you learned.
  • http://www.msnucleus.org/membership/html/jh/physical/scientificmethod/lesson3/scientific3a.html
    • Substitute as needed for any items you do not have at home. You are looking for objects with a variety of density, volume, and mass. For instance, you may need to substitute for scoria, aventurine, and feldspar, types of rock.