Easy Peasy All-in-One Homeschool

A complete, free online Christian homeschool for your family and mine

Science — Zoology

Science — Year 2

Levels:

L — 1st through 4th

M — 5th through 8th

Course Description: Students will study zoology through readings, videos and a variety of online activities. Students will study the main branches of the animal kingdom including mammals, reptiles, amphibians, birds, insects, and fish as well as others. They will study animal habitats, behaviors, diets, and adaptations. Special studies on endangered species, classification, mimicry and camouflage as well as ecosystems and food webs will be conducted. Students will complete projects and lapbooks and will have many opportunities to present what they have learned before an audience.

Reading List: L  First Book of Bees (selections), Tibbets M  Handbook of Nature Study (selections), Comstock; The Life of a Spider (selections), Fabre; What Really Happened to the Dinosaurs, Ham Materials:

Day 1

L

  1. Do you see the word ZOO in the title of this page.  -OLOGY means “the study of.”  What do you think “zoo” refers to? Animals of course! So, zoology is the study of animals. It is pronounced zoe-OLogy.
  2. Zoology is part of biology, but there are SOOOO many animals that have so many neat things about them. God took care in making each one. You’ll learn how they each have special strengths, defenses, abilities. Animals are amazing and they are all so unique because our God is amazing and creative!
  3. Before we start learning about specific animals, I’m going to throw some words your way. You may or may not know them. Don’t worry if you don’t learn them today. You will learn them better as we go throughout the year. They are the words that describe how animals are classified. You’ve probably heard the word bird, right? Of course! Well, what makes a bird a bird? How would you describe a bird?
  4. That’s classifying. You described a bird so that when you come across a new animal you can see if it fits the description. If it does, it’s a bird.
  5. Animal classification is what we’ll be looking at first. There may be a lot of new words for some of you, but like I said, you’ll get used to them throughout the year. For some of you, this will be easy! You love animals and know all about this stuff already, so have fun!
  6. Watch the video on animal classification.
  7. Go to the word wall and make sure you know what each of those words are.
  8. Play the game.
  9. Do you get the joke?
  10. Try the quiz.

M

  1. Do you see the word ZOO in the title of this page.  -OLOGY means “the study of.”  What do you think “zoo” refers to? Animals of course! So, zoology is the study of animals. It is pronounced zoe-OLogy.
  2. Zoology is part of biology, but there are SOOOO many animals that have so many neat things about them. God took care in making each one. You’ll learn how they each have special strengths, defenses, abilities. Animals are amazing and they are all so unique because our God is amazing and creative!
  3. Before we start learning about specific animals, we’ll be looking at animal classification, how animals are categorized. This should be easy peasy :) for you today. I’ll throw some bigger words at you soon, don’t worry!
  4. Watch the video on animal classification.
  5. Try the quiz.
  6. Read this page about vertebrates. (You don’t need to click to continue on.)

Day 2

L*

  1. *Print out this activity (sort). Which animals give birth to babies (like people do) and which lay eggs? Do you know?
  2. Cut out everything and sort them into piles the best you can. Then you can check your answers and fix anything you got wrong. (answer: bear, pig, racoon, rabbit, elephant and monkey all give birth to babies)

M*

  1. *Print out this mammal classification activity (mammal_classification). Use the definitions (in the answer key) to place the right animals with the right category. You can staple the groups together.
  2. Then, take your stack to someone and explain what is the criteria for each group classification.

Day 3

L

  1. Play the African Savannah animal classification game.
  2. Look at African animals on zootube. (The page scrolls sideways.)

M*

  1. *Here an invertebrate classification activity (Invertebrate_classification). Use the definitions (in the answer key) to place the right animals with the right category. You can staple the groups together.
  2. Then, take your stack to someone and explain what is the criteria for each group classification.

Day 4

L

  1. Play the North American Forest animal classification game.
  2. Play the backyard animals classification game.
  3. Want to watch more animals?

M*

  1. Watch the movie on vertebrates and take the quiz.
  2. *Here’s a reading worksheet with questions and answers. Print out pages 2 and 3 and answer the questions.

Day 5

L

  1. Play the ocean animal classification game.
  2. Here’s a new game. Give it a try. If it’s wrong, it will bounce back, so you will be able to learn the right answers. Warm-blooded is what we are. Our temperature is 98.6 degrees unless we are sick. Cold-blooded animals have a changing body temperature. That’s why they like to warm themselves in the sun.

M

  1. Look at the pictures and learn which animals are classified as vertebrates. Click on Next Image at the bottom of each segment to go to the next one.
  2. When you are done, list as many animals that are vertebrates as you can think of. List at least 20.

Day 6

L*

  1. *Print out this animal classification lapbook. Click on the PICTURE. If this download link isn’t working, here’s an alternative while we wait for it to be fixed.
  2. Read about animal classes.
  3. Read about how lemurs are classified. They belong to the animal kingdom, the vertebrate phylum, the mammal class, the primate order… All animals are organized and labeled. It helps us study them. You don’t need to remember all of this information, but you should understand how each level of classification gets more and more specific. Like humans are in the animal kingdom and we are vertebrates (we have a spine) and we are mammals just like the lemur! But if we stopped there you would think people and lemurs were just alike. Classification goes a long way in identifying types of animals.
  4. Complete the lapbook piece on “Classifying Living Things.”

M

  1. Animal classification Watch this video until 3:15.
  2. Read this page on the levels of animal classification. You don’t need to know all the information on this page. A lot of the terminology is in Latin, but I bet you can read a lot of it.
  3. Read this page on the classification of lemurs.
  4. Make some sort of graphic showing the levels of classification. Make sure it shows their order. They don’t have to be numbered. Each one could be smaller than the one before. However you want to do it. Include all of the bold words at the top of the page linked in #1.

Day 7

L

  1. Do the three lapbook pieces about invertebrates (no backbone) and vertebrates (have a spine).

M

  1. Do you remember?  Here is an offline activity alternative.
  2. Answer the questions on classification. Scroll down to the bottom of the page and use the diagram to find the answers.

Day 8

L

  1. Do the reptiles, mammals and fish lapbook pieces.

M

  1. Why do you think we organize animals the way we do? Why do you think we need to be thoughtful in making classifications? (ie. What if we just said, lives in water, instead of more specific descriptions?)
  2. Do you know them all already? Animal classification true or false   (This activity uses Java. Consult the Troubleshooting Guide if needed.)
  3. What are the other kingdoms? Interested? Find out–you can read about it or watch the movie kingdoms.

Day 9

L

  1. Do the birds and amphibians lapbook pieces. Here are pictures of amphibians.

M

  1. Read about invertebrates.
  2. Take the quiz.
  3. Watch the movie and take the quiz.

Day 10

L

  1. Finish your lapbook. You don’t have to use all of the pieces if you don’t want to. You probably don’t know much about the words on the lapbook pieces leftover. Remember, you don’t need to know all about these types of animals now. We’re just learning about how they are all grouped into different categories. Here are some pictures for you.

M

  1. Read through the instructions about how to make your own invertebrate  and look at the example.
  2. Then make one.
  3. Explain to your family the different elements on your invertebrate.

Day 11

L

  1. Can you think of any other ways that we classify animals? I can!
  2. There are classifications about how threatened a type of animal is. Some animals don’t exist anymore that used to exist. Then we say that the animal is extinct. If a type of animal is dying off and disappearing, then we call them endangered. There are lots of levels of how threatened an animal is.
  3. Learn about what is endangering animals. Move your mouse over the animals as they move by and read about what is happening to them. Then click on another place on the globe. There are three places to visit.
  4. Play the endangered species game.

M

  1. Can you think of any other ways that we classify animals? I can!
  2. Scroll down on this page to the chart showing the classifications of how threatened an animal species is.
  3. Learn about what is endangering animals. Move your mouse over the animals as they move by and read about what is happening to them. Then click on another place on the globe. There are three places to visit.
  4. Play the endangered species game.

Day 12  (Materials: dice, here’s a printable if you need to make dice–you can roll it twice instead of needing 2)

L/M*

  1. *Everyone play the endangered species game.

Day 13

L

  1. I know another way animals are classified, by what they eat.
  2. Play the carnivore memory game.
  3. Play another animal classification game.
  4. Tell someone what carnivores are. What do carnivores eat?

M

  1. Another way animals are classified is by what they eat.
  2. Learn about the  different classifications and test yourself.

Day 14

L

  1. Play the herbivore memory game.
  2. Do you know if it’s true or not?
  3. Tell someone what a herbivore is.

M

  1. Read a little bit more about herbivores, carnivores and omnivores.
  2. Answer these graph questions about what animals eat.
    • Answer questions a-e as best as you can. They aren’t all right/wrong. Take the time to think and hypothesize.
    • Answer the questions as best you can. Think and give a thoughtful answer. It doesn’t have to be the right one, just a thought out one.
    • Answer the questions. You can draw your pie graph or make it online. Make sure to label your graph. Some of you are asking, “Why are we doing math in science?” The answer is that you can’t do science without math!

Day 15

L

  1. Play the omnivore game.
  2. Classify the animals by what they eat.
  3. Tell someone what an omnivore is.

M

  1. I made you do math last time. Today, just play a little.
  2. Animal diet game.
  3. Classify the animals (review).
  4. Divide a page in thirds. Label the thirds omnivores, carnivores and herbivores. Draw pictures or use clip art to fill in the page showing the different types of animals and how they are classified.

Day 16

L

  1. Read about ecosystems. It’s just the one page. You don’t need to click on next.
  2. The plants and animals in the ecosystem fall into the categories of producer, consumer and decomposer.
  3. Take a piece of paper and fold it in thirds. (Fold the two ends over top of each other in the middle. It doesn’t have to be perfect.) At the top of each section write one of these words: producer, consumer, decomposer. Write words or draw pictures of plants or animals that are in each category. You could also do this on the computer and use clip art.
  4. Show your work to someone and tell them what makes something a producer, a consumer or a decomposer.

M

  1. Read about ecosystems.
  2. Choose an ecosystem–a small one! Either list or draw the things living there–all the living things. Then show or write how different living things in the ecosystem rely on each other.

Day 17

L*

  1. Animals in an ecosystem rely on the plants or other animals in that ecosystem for energy from food.
  2. Read about producers, consumers and decomposers.
  3. Play the game.
  4. *Complete the worksheet. (Just print page 1.)

M*

  1. Read the top of this page about food webs and food chains. You can stop at the picture of the food web.
  2. Play the game. Choose your animals and 14 turns. Your animals will be sharing the habitat. You will place things in the habitat by clicking on them. The black number tells you the population of whatever it is. Once it hits zero, it will disappear. (Remember what starts a food chain.) Once the habitat will support your animal, add it into the habitat so it can start to grow its population. You’ll see the word, predation. “In ecology, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked).” Only the ones that say “no predators” don’t have anyone consuming them. If one or more of your animals isn’t around at the end of the game, try again. One more thing, try to pay attention to what changes when something new is added into the habitat. Try to see the arrows as connecting lines instead of arrows. The grass will show an arrow to the zebra. That means the zebra eats the grass, not the other way around. Have fun!
  3. *Fill out this worksheet with examples that you come up with.

Day 18

L

  1. Read about food chains.
  2. What does every living thing need?  (answer: energy)
  3. Read about bigger food chains.
  4. Take a piece of paper. Fold it in half one way and then fold it in half the other way.
  5. You are going to draw a food chain in a circle.
    • In the top box on the left, draw a producer.
    • Under it, in the box on the bottom left, draw a decomposer.
    • In the box on the top right, draw a consumer that eats your producer.
    • In the box on the bottom right, draw a consumer that eats your other consumer.
    • Draw arrows between each box showing that they are connected.
  6. Show your drawing to someone and explain it to them.

M

  1. Watch the video on food chains/webs.
  2. Make a food chain. Cut a piece of paper into at least five strips. Start with a producer and end with a decomposer. On each strip write a living thing in the food chain. Connect them together in a paper chain. Connect the decomposer to the producer.

Day 19

L

  1. Play the food chain game.
  2. Are carnivores producers, consumers or decomposers?  (answer: consumers)
  3. What are you?  (answer: consumer)
  4. Watch this presentation on energy pyramids.
  5. How are living things in an ecosystem reliant on each other? Why do they need each other?

M

  1. Play a game.
  2. Read about interdependence.
  3. Read this scenario. “Did you have pizza for lunch today? Think about the crust of your pizza. The dough for your pizza crust was made from wheat planted by a farmer. The sun produced energy for the wheat to grow. The farmer harvested the wheat to make flour for the bread. Other animals eat wheat as well. Caterpillars eat the wheat and birds eat the caterpillars. Think about what would happen to the wheat plants if the birds all disappeared.” (from)
  4. Write a paragraph about at least five living things and how they are interdependent.

Day 20

L*

  1. *Complete this worksheets on food chains by filling in the blanks. (Food Web Fill in the Blanks)
  2. Click on the activity called “Food Chains.” Can you make a food chain in each ecosystem?

M

  1. Play with this simulation. Don’t stop until you have a happy, balanced ecosystem.
  2. Write a paragraph about the delicate balance of an ecosystem. What could change the balance of an ecosystem? What’s necessary for balance?

Day 21

L

  1. An ecosystem is all of the living things that live together in an area. A habitat is where something lives.
  2. Watch this presentation on a pond ecosystem.
  3. Play the Design a Habitat game. Make each animal happy by changing the land, the vegetation and the weather. Then change the animal and do it again.
  4. What makes an animal like one habitat better than another?
  5. What’s important in a habitat?
  6. These are not right and wrong questions. These are think about it questions. “I don’t know” is not an answer. It’s not important to be right. It’s important to think. You’ll be learning lots about animal habitats this year.

M

  1. Play the animal habitat game.
  2. What factors did you have to consider?
  3. What did you not get right the first time?
  4. What’s your habitat?
  5. What kinds of habitats do you think you couldn’t live in?

Day 22

L*

  1. Read about the tundra. (The link to the crossword answers is at the bottom of this page.)
  2. Do the crossword puzzle.

M

  1. Read about the tundra. Use the links on the left.
  2. Tell someone about the tundra.

Day 23

L*

  1. Read about the savanna. (The link to the crossword answers is at the bottom of this page.)
  2. Do the savanna crossword puzzle.

M

  1. Read about grasslands. Use the links on the left.
  2. Read about the taiga.
  3. Tell someone about what you read.

Day 24

L*

  1. Read about the taiga.
  2. Use this map to color in a map showing where the taiga is located.
  3. *Print out world 1.

M

  1. Watch the presentation on biomes.
  2. Take notes. Don’t write full sentences. Just take notes, words, short phrases to help you remember the important facts.

Day 25 

L/M

  1. Design an ecosystem/a habitat. Choose the climate, the land, the plants and the animals. Write a thorough description of it or draw it. Or, design it in a shoe box! However you like. You need to be able to explain each choice you made for your ecosystem and why.

Day 26

L

  1. What is an amphibian?
  2. Read about amphibians.
  3. Read about amphibians. Click on the at least four pictures in the picture gallery strip and read the facts.
  4. Tell someone what an amphibian is and about the most interesting one you learned about.

M

  1. What is an amphibian?
  2. Read about amphibians. Click on the at least four pictures in the picture gallery strip and read the facts.
  3. Watch an amphibian video.
  4. Fill out one animal fact page. Choose “animal facts.”  (If you want to save your work, use a computer you can print from.)

Day 27

L

  1. Learn about the life cycle of a frog.
  2. Let’s see if you remember.
  3. Draw a diagram showing the life cycle of a frog.
  4. Explain your diagram to someone.

M

  1. Label the life cycle of a frog.
  2. Read about more amphibians.
  3. Choose two of the amphibians listed to look through and read through.
  4. Fill out another page for one the amphibians you read about. Write about amphibian babies this time.

Day 28

L

  1. Read the story about  Frederick. Click on “Next Page.” Don’t use the links on the pages.
  2. Try the matching quiz.
  3. Where’s Frederick?
  4. Here are two words from Frederick’s story: metamorphosis and hibernate. Do you know how to say them? Do you know what they mean? If you don’t, find out. We’re going to use them again later.
  5. Draw a picture of Frederick’s habitat. Where did he live when he was born? Where did he live when he was an adult?

M

  1. Read about amphibians in crisis.
  2. Choose at least two more categories to read from.
  3. Write about amphibian habitats.

Day 29

L

  1. Did you learn what metamorphosis and hibernate mean?
    • A metamorphosis is a transformation, a big change. What metamorphosis does a frog go through?
    • Hibernate means to pass the winter sleeping. Some animals tuck themselves away for the winter and their bodies slow way down so that they won’t need energy (food). Where do frogs sleep in the winter?  (answer: under the mud)
  2. Cut out and fill in the vocabulary piece of your lapbook (vocabulary).

M

  1. Read about Amphibians. Stop at Lesson 44.
  2. Take notes. Don’t copy sentences. Write down what’s new or important. Write Amphibians at the top and write each main heading as you come to it. You don’t need to write any full sentences. So you would write “Tailless Amphibians” because that’s a heading. Underline it to show that’s a main section. Under it you might write, “tail absorbed into body.” Use abbreviations like = means equals or is the same as and  w/ means with and  w/o  means without.

Day 30*

L

  1. *Do the frog facts lapbook pieces (matchbooks). You can cut and glue the answers or write them in.

M

  1. Read Lesson 44 about tadpoles and making an aquarium. Stop at lesson 45.
  2. I don’t expect you to build an aquarium. Here’s a video and some facts to help you answer questions.

Day 31

L

  1. Cut out the piece and label the frog’s body parts (frog parts).
  2. Cut out the piece on frog anatomy and write about each of the parts (frog anatomy). What you don’t know, you can find the answer on this page. Scroll down.

M

  1. Read the questions at the beginning of the lesson.
  2. Read Lesson 45.
  3. Answer the questions that you are able to from the reading.

Day 32

L

  1. Cut out the pieces and match the descriptions to either the tadpole or the frog (tadpole_frog).

M

  1. Read the questions at the beginning of the lesson.
  2. Read Lesson 46.
  3. Answer the questions that you are able to from the reading.

Day 33

L

  1. What’s the difference between frogs and toads? Cut out and fill in the piece (frog_toad_venn).
  2. Here are some frog and toad facts for you.

M

  1. Read the questions at the beginning of the lesson.
  2. Read Lesson 47.
  3. Answer the questions that you are able to from the reading.

Day 34 

L

  1. Here are more frog facts. Use these to find new facts or facts that aren’t on your lapbook yet. Fill out this piece with frog facts (facts_fan).

M

  1. Read the questions.
  2. Read Lesson 48.
  3. Answer the questions that you are able to from the reading.

Day 35(*)

L

  1. (*)Put a cover on your lapbook. You can draw one or use this one (cover). Read your lapbook to an audience or to many audiences.
  2. How about a little review.

M

  1. Watch the amphibian videos. Today’s school is a little gross!
    1. Red-Eyed Tree Frog Life Cycle
    2. Bull Frogs Eat Everything
    3. Strawberry Poison Dart Frog
  2. Dissect a frog.

Day 36

L/M

  1. Play science review games today. Choose any science activity from any year, preferably from a year you’ve studied.

Day 37

L/M*

  1. *Print out this lapbook. This one is in color.
  2. Can you work together? If you have brothers and sisters doing this school too, you can all work together on this one. You have four days to complete this lapbook. Can you divide up the pieces? Some are better for older kids. Some are better for younger kids. Try and do all of the pieces, but make sure you do the pieces about animals adapting and migrating. Adaptation and migration are two more words that you should know along with hibernation.
  3. You will have to look the information up online. Here are a couple of webpages to get you going.

Day 38

L/M

  1. Work on your lapbook.
  2. If you have lots of kids and not enough pieces, someone (or several) could make their own pieces to add.

Day 39

L/M

  1. Work on your lapbook. You have today and Day 40 to finish.
  2. Who’s the best artist? Can you draw a cover?

Day 40

L/M

  1. Finish your lapbook.
  2. Let’s see what you learned? Try this matching game.
  3. As you learn about more specific animals this year, you’ll learn more about migration, hibernation and adaptation.
  4. Take pictures of your lapbook for your portfolio.

Day 41

L

  1. What is a reptile?
  2. Reptile characteristics
  3. Warm blooded vs. Cold blooded
  4. You’ve played before, but do you want to try again? animal classification

M

  1. What is a reptile.
  2. Read about reptiles and watch videos.
  3. What makes a reptile different from an amphibian?

Day 42

L

  1. Watch reptile videos, whichever ones you are interested in.
  2. Use your mouse to point to the parts of the reptiles. Read the descriptions. You can learn about iguanas and turtles.

M

  1. Read the introduction to reptiles and about garter snakes. Then answer the questions in lesson 49.

Day 43

L*

  1. *You are going to pick a lapbook to do. You can choose from crocodiles, lizards and snakes.
  2. If you really don’t like doing lapbooks, and we’re going to use them A LOT this year, ask your parents if you can make something else. Lapbooks can be good if you have trouble cutting and writing. It can give you some practice. But, if you have permission, you can use the lapbook pieces as a guide and make the same thing on the computer. You can answer the same questions and write the same information but make your own lapbook pieces on the computer or a digital scrapbook, a glog, a power point presentation, a video, or whatever else you know how to do. HOWEVER, it will take you longer than just using the lapbook. You still have to finish on time. This holds true for any lapbook you will be doing this year.
  3. You will need to finish your lapbook on Day 49 (or Day 50 if you need to). That’s seven days. Print out what pieces you will use and divide them up, so you know how many you need to get done each day. Each link not only has the pieces but also the information (or links to the information) that you need.
  4. If your lapbook has pieces for younger and older students, you are allowed to use the younger ones.

M*

  1. *You are going to pick a lapbook to do. You can choose from crocodiles, lizards and snakes.
  2. If you really don’t like doing lapbooks, and we’re going to use them A LOT this year, ask your parents if you can make something else. If you have permission, you can use the lapbook pieces as a guide and make the same thing on the computer. You can answer the same questions and write the same information but make your own lapbook pieces on the computer or a digital scrapbook, a glog, a power point presentation, a video, or whatever else you know how to do. HOWEVER, it will take you longer than just using the lapbook. You still have to finish on time. This holds true for any lapbook you will be doing this year.
  3. You will need to finish your lapbook on Day 49 (or Day 50 if you need to). That’s seven days. Print out what pieces you will use and divide them up, so you know how many you need to get done each day. Each link not only has the pieces but also the information (or links to the information) that you need.
  4. If your lapbook has pieces for younger and older students, you are NOT allowed to use the younger ones.
  5. Read about the milk snake and answer the questions as best as you can.

Day 44

L

  1. Work on your lapbook.

M

  1. Work on your lapbook.
  2. Read about the water snake and answer the questions as best as you can.

Day 45

L

  1. Work on your lapbook.

M

  1. Work on your lapbook.
  2. Read the next two pages about the snakes.  Turn the page and read the next page as well and look at the pictures. Remember that you can zoom in. I know it’s not the clearest.

Day 46

L

  1. Work on your lapbook.

M

  1. Work on your lapbook.
  2. Read about turtles and stop where it says lesson 52.

Day 47

L

  1. Work on your lapbook.

M

  1. Work on your lapbook.
  2. Answer the questions about turtles the best you can.

Day 48

L

  1. Work on your lapbook.

M

  1. Work on your lapbook.
  2. Read about lizards. You need to turn the page and read the next page as well.

Day 49

L

  1. Finish your lapbook. Save it in your portfolio. You can put wide tape along the folded edge of it (on both sides) and then hole punch the tape so you don’t hurt your lapbook.

M

  1. Finish your lapbook. Save it in your portfolio. You can put wide tape along the folded edge of it (on both sides) and then hole punch the tape so you don’t hurt your lapbook.
  2. Scroll down to answer the questions and reptiles and amphibians. Click on the pictures at the top to get the information.

Day 50

L/M

  1. Gather everyone together and present your lapbook (or project). Don’t just show it to them. Present it to them. Read it out loud to them. Answer their questions.
  2. If you like and have permission, you can search for The Magic School Bus Gets Cold Feet on youtube and watch the episode on reptiles being cold blooded.

Day 51

L*

  1. You are going to start working on a new lapbook about dinosaurs. Dinosaurs most likely are part of the reptile family.
  2. What are the characteristics of a reptile? Try to name them without going to the link. Use the link if you need some help.
  3. *Print pages 15-22, 26-27, and 32-35 of the lapbook. If that link isn’t working, here’s an alternative while we wait for it to be fixed. You can start printing at page 13 unless you want the coloring pages.
  4. Today, complete the pieces on the paleontologist and dinosaur. Define dinosaur and tell what a paleontologist does. Read more about being a paleontologist.
  5. Do you think you would like to be a paleontologist? Why or why not?

M

  1.  Read pages 1 and 2 of What Really Happened to the Dinosaurs? (There’s a little bit to finish on page 3.) Get out a notebook or some notebooking pages and take notes.

Day 52

L*(*)

  1. (*)If you have a young child interested in dinosaurs, you could consider printing out a packet of coloring and tracing.
  2. Choose two dinosaurs that you are interested in on this DinoKids site and read about them. (You will do two more another day.)
  3. *You can fill out their information in this mini book. (You don’t have to print the first and last pages.They will be assigned four dinosaurs.)
  4. Here’s a good place to stop and point out that not all scientists agree on things. The site where you looked up the dinosaurs says that these dinosaurs lived 65 million years ago. Here’s a website where a scientist says they lived 6 thousand years ago. The Bible tells us they were created on day six of creation. I believe that the Bible is true, so I believe the scientist who says that dinosaurs lived 6,000 years ago. There is scientific evidence that dinosaur fossils that have been found are that young. Scientists who don’t believe in the Bible refuse evidence that supports the Bible. We always need to take the information we are given and check how it lines up with the Bible. The Bible is true, so if something contradicts, or goes against what the Bible says, we need to stop and decide if that information is false. We will do a little more about what the Bible says about dinosaurs in the coming days.

M

  1. Read pages 3 and 4 of What Really Happened to the Dinosaurs?  Take notes on the main points.

Day 53

L

  1. Make the lapbook piece for where the dinosaurs lived. Cut out the dinosaurs and place them on the continent that’s on the same page as they are on. (This was printed on Day 51. Some dinosaurs have been found on more than one continent. If you find that information, you could write that dinosaurs name on another continent.)
  2. Make the lapbook piece on how big the dinosaurs were. (This was printed on Day 51.)
  3. Color the graph up to the right number for each dinosaur.
    • Tyrannosaurus rex 40 feet
    • Iguanodon 33 feet
    • Apatosaurus 90 feet
    • Triceratops 25 feet
    • Utahraptor 20 feet
    • Stegosaurus 25 feet
    • Velociraptor 6 feet

M

  1. Read pages 5 and 6 of What Really Happened to the Dinosaurs?  Take notes on the main points.

Day 54

L

  1. “Dinosaurs ate plants before the fall.  How do we know this?  God created the world and said it was “very good!”  Everything existed in perfect harmony.  We also know that all animals were vegetarians because of what we find in His Word–  Genesis 1:30, ‘And to every beast of the earth, and to every bird of the air, and to every thing that creeps upon the earth, which has life, I have given every green herb for food: and it was so.’   Some scientists use the argument that dinosaurs had sharp teeth– therefore they ate meat.  However, today Giant Pandas and many other species of bears have sharp teeth (similar to large meat eating cats like lions), and they are vegetarian. After the fall, everything changed.  The world was no longer perfect as God had created it.  At this point it is possible that some varieties of dinosaurs became meat eaters.” (from the dinosaur lapbook on homeschoolshare.com)
  2. Fill out the dino diet piece printed on Day 51.
  3. Learn about two more dinosaurs. Look them up on this DinoKids site.
  4. Fill out their information in your dinosaur book printed on Day 52.

M

  1. Read to the end of What Really Happened to the Dinosaurs?  Take notes of the major points.

Day 55

L

  1. Put together the piece about what happened to the dinosaurs after the flood.
  2. Yes, that means dinosaurs were on the ark. If they were alive at the time of the flood, Noah would have taken them on the ark. How could they fit? They were all born from eggs, right? They start little. Reptiles grow as long as they live. A young dinosaur would not have been that big.
  3. I think that all of those fairy tale type stories with knights killing fire-breathing dragons came from passed down and exaggerated tales of fighting and slaying dinosaurs.
  4. *Print out pages 3 and 4 of this pdf. Read the Bible verses. What do they tell us about dinosaurs?
  5. If you or your parents want to read more about evidence for creation and “young” dinosaurs, here’s a place to go, The Institute for Creation Research.

M

  1. Write a page about dinosaurs, presenting your beliefs about their existence, timing and demise. (And anything else you’d like to say.)
  2. Read it to your family.
  3. If you have more questions or are really interested, here is a list of books on the subject that you can read online. Read the descriptions because some are easier to read than others. Here’s one you might be interested in reading, Creation: Facts of Life.
  4. If you scroll to the bottom of the page there are some creation/evolution quotes.

Animal Adaptations

Day 56

L

  1. We’ve finished reptiles. Before we move onto birds, we’re going to do another topic together. You did a lapbook about animals in winter. You learned they hibernated, migrated and adapted.
  2. Tell someone what those three words mean.
  3. Now you are going to look more at animal adaptation, or special characteristics that allow animals to survive in their environment.
  4. When you find information, put it on a lapbook piece (or maybe you have another idea, poster, power point,…) Here are lapbook pieces  already made that are blank. You can choose what you want to use, print it out and fill it in. Or, at the top of the page are lapbook pieces that you can type onto and then print out. Your choice.
  5. On day 60 you will be presenting your lapbook/project.
  6. Here is a link for you for today. You can search for more yourself if you like on any day.

M

  1. We’ve finished reptiles. Before we move onto birds, we’re going to do another topic together. You did a lapbook about animals in winter. You learned they hibernatedmigrated and adapted.
  2. Now you are going to look more at animal adaptations, or special characteristics that allow animals to survive in their environment.
  3. When you find information, put it on a lapbook piece (or maybe you have another idea, poster, power point,…) Here are lapbook pieces  already made that are blank. You can choose what you want to use, print it out and fill it in. Or, at the top of the page are lapbook pieces that you can type onto and then print out. Your choice.
  4. On day 60 you will be presenting your lapbook/project.
  5. Here is a link for you for today. You can search for more yourself if you like on any day.

Day 57

L

  1. Here is the lapbook pieces  link.
  2. Here is a link you can use today:
    • adapting to the heat: Click on Desert Kings, Thirst Quencher, Egg-Laying Extremes

M

  1. Here is the lapbook pieces link.
  2. Here is a link you can use today:
    • adapting to the heat

Day 58

L

  1. Here is the lapbook pieces link.
  2. Here is a link you can use today:
    • adapting to the wet

M

  1. Here is the lapbook pieces link.
  2. Here is a link you can use today:

Day 59

L

  1. Here is the lapbook pieces link.
  2. Here is a link you can use today:

M

  1. Here is the lapbook pieces link.
  2. Here is a link you can use today:

Day 60

L/M

  1. Finish and present your lapbook or project. Read it to your audience. Explain it to them. Answer their questions.
  2. Consider putting up a bird feeder. We’re looking at birds next and it would be great to have birds to look like.

Birds  (L  Optional Reading: The Burgess Bird Book for Children)

Day 61

L

  1. Play again. You should be getting really good at this.
  2. Here is the bird page. What makes a bird? Tell someone.
  3. Read more about birds.
  4. Optional reading: The Burgess Big Book of Birds. These are stories that teach about birds. If you like to read, or if you would like someone to read these stories to you, then please go ahead. There are LOTS of stories.

M

  1. Are you confident of your classifications?
  2. What classifies an animal as a bird?
  3. Read about birds and feathers. Stop when at the heading, “Birds are Built for Flying.”
  4. Tell someone some unique features of birds (temperature?).
  5. Tell someone about some ways birds use feathers (protection?)

Day 62

L*

  1. *Print out this booklet on birds. (You can print pages 2 through 14, though, we won’t be using page 9.)
  2. Today complete the first two pages.
  3. To complete the Venn Diagram watch these videos of the birds  and make observations. Click on the red triangle by its name.
  4. If you are stuck, there are some observations on page 7 of this pdf.

M*

  1. Download this Feathered Friends pdf. (We will be using this again.) Today do the first exercise and answer the true/false questions. Write down your answers and then check them.  There are more on the second page.
  2. Now read the answers with explanations on this page. Scroll down and read about the three feeder birds.
  3. *Print page 4 and do a ten-minute bird watch.

Day 63

L

  1. Do activity sheets 2, 4, 5, 6 and 7.
  2. For activity sheets 4 and 5, listen to the bird calls in order to match them.  (It’s missing a few of them. Match what you can.
  3. Read the boxes on 6 and 7 and draw the pictures as they are described.
  4. Show the boxes and your drawings to someone and explain what they show.

M

  1. Learn about sound by watching this video.
  2. Watch this video on the language of birds.

Day 64

L

  1. Watch this video on bird habitat and identification.

M

  1. An animal’s habitat provides food, water, cover/shelter and space.
  2. *Use blank paper or print out page 8 of your Feathered Friends booklet (Day 62). If you use blank paper, make sure to read the assignment on page 8 and think of each of the things listed. You are going to look for where birds find or can find food, water, cover/shelter and space. Make a map and label these four items on your map.
  3. If you find a bird’s nest, you could draw/write how it’s location is a good habitat. How does it provide food, water, cover/shelter and space.

Day 65 

L

  1. Every bird has beak or bill, but they come in different shapes and sizes. Some are made for opening seeds, others for catching fish or eating small animals. Birds have no teeth, so they either swallow the food whole, or bite, crack, or tear it.
  2. Do activity sheets 8 and 10.
  3. Watch different types of beaks and bills in action.
  4. What food matches which beak? Be quick! Drag and drop the food at a table.
  5. Want to try and eat like a bird? Look at activity sheet 9. Try picking up bird-sized food with clothespins or chopsticks or toothpicks, etc.

M

  1. Watch these videos of birds using their beaks and bills.
  2. After you watch the videos in each section. Draw a picture of that type of beak. Label it (“Probing,” for example) and write what types of food are eaten by birds who have that type of beak.
  3. Do each type of beak.
  4. You can read about birds eating.

Day 66

L

  1. Look at a feather up close and read about the parts of a feather.
  2. Now read about the four most common wing shapes that birds have.
  3. What are the different types of wings good for?  (answer: soaring and speed)
  4. Look at the wing shapes and the silhouettes of specific birds with that type of wing (Wing Shapes).
  5. Watch this video on how birds use their wings. He’s going to use some fancy science words that you don’t have to know, but watch the video and observe how the wings and feathers move.
  6. Use this page to try and identify at least two different types of wings. Which kinds of wings do they have?

M

  1. What are all the different ways that you can think of that a bird moves?  (Stop and think. Write down at least three.)
  2. Watch some videos and see how the birds move. Make sure to watch the ostrich, eagle and the loon.
  3. Watch hummingbirds as well.
  4. Think about how penguins move. Can you picture a pigeon moving? (Our family can. We have a family of pigeons living on our balcony.)
  5. Write a description for how ostriches, eagles and loons move.
  6. Now look at the moves on page 15 of the Feathered Friends pdf.
  7. Demonstrate for your family or teach your younger siblings how to move like the ostrich, eagle, loon, pigeon, vulture, penguin, hummingbird and robin.
  8. Flying fact: The Arctic Tern flies about 25,000 miles during its migration! It’s takes the longest flight of any bird.

Day 67

L

  1. Watch these videos of birds in flight.
  2. Use activity sheet 12 from your booklet and match the wing type to the flight type.
  3. Now use activity sheet 11. Use this timer and set it to 30 seconds. Hold your elbows at your side. Click on start and start flapping your short wings. Count how many times you flap in 30 seconds. Record your number in the top box under Trial #1.
  4. Repeat the timing and counting but this time with your arms straight out. You have longer wings now. Record your result in the top box under Trial #2.
  5. Repeat the timing and counting one more time but this time hold your arms straight out and hold a heavy book in each  hand. You have very large, heavy wings like the vulture. Record your result in the top box under Trial #3.
  6. Color in the graph boxes according to the numbers you recorded.
  7. What do you notice?
  8. Do you know now why you see vultures just gliding? (Their wings are heavy to flap too much!)

M

  1. Read through all of the links on this page about birds in flight. The author believes in evolution, but we know there is a creative, all-knowing God who designed each wing specifically for its purpose.
  2. How do birds fly? Write a paragraph or tell someone about the different forces and variables involved in a bird flying.

Day 68

L

  1. Read about migration. Click on the migration route map and click on each of the birds.
  2. Which birds migrate.
  3. Read about choosing the route.
  4. Read about how birds find their way . (Links on the left)
  5. Tell someone what migration means.
  6. Do all birds migrate?  (answer: no)
  7. What are some methods birds use to find their way?
  8. If you live in America, click on your region on this map and click on some birds to see where they migrate. If you don’t live in America, maybe you would still like to learn about some birds’ migration routes.

M

  1. Read about migration.
  2. Play the migration game.

Day 69

L/M

  1. Lapbook time. Choose a lapbook to complete. You can ask to make your own project, but it must be done when the lapbooks are done. Older students should always write in the answers in the lapbook pieces with full sentences. (If the lapbook site’s download links aren’t working, here is an alternative, owl.)
  2. Decide on which lapbook you want to do and how many pieces you will do each day to finish in order to present on Day 75. That’s about 6 days. If you decided quickly, get started today.

Day 70

L/M

  1. Work on your lapbook.

Day 71

L/M

  1. Work on your lapbook.

Day 72

L/M

  1. Work on your lapbook.

Day 73

L/M

  1. Work on your lapbook.

Day 74

L/M

  1. Work on your lapbook.

Day 75 

L/M

  1. Finish your lapbook and present it. Show it to your audience and read it to them. Explain things to them. Answer their questions.
  2. Play Mission Migration.

Day 76

L/M

  1. Will your birds survive? There are five levels.
  2. Just for fun, read this list of collective nouns for birds. ( like a school of fish or a pack of wolves)
  3. Which ones do you think are the most interesting?
  4. And just for fun and because we never studied bird poop…Read the pellet information and then the directions and then do the dissection. What did the owl eat?

Mimicry

Day 77

L

  1. Before we move on to our next type of animals, we are going to look at animal mimicry. Mimicry is a form of camouflage, a disguise. Animals copy other animals. There are many ways they mimic. They might look like something else, sound like something else or even act like something else. It can be a way for an animal to protect itself as you will see.
  2. First, since we just learned about birds, listen to a bird mimic others. How many different calls does the bird do?
  3. Read about animal mimicry.
  4. Here are mimics that look like something else. Can you spot them?
  5. How do you think mimicking something else could protect these animals?

M

  1. Before we move on to our next type of animals, we are going to look at animal mimicry. Mimicry is a form of camouflage, a disguise. Animals copy other animals. There are many ways they mimic. They might look like something else, sound like something else or even act like something else. It can be a way for an animal to protect itself as you will see.
  2. First, since we just learned about birds, listen to the bird mimic others. You’ll be surprised.
  3. Read about mimicry.
  4. Here are mimics that look like something else? Can you spot them?
  5. What do you think this type of mimicry is good for?

Day 78

L

  1. Read about mimicry as a type of camouflage.
  2. Watch this video about a snake that’s a mimic.
  3. How is this snake a mimic? How does his look-alike mimicry help him?

M*

  1. *Read about animal mimicry and complete the crossword. (You can read online and just print page 2 if you like.)

Day 79

L

  1. Watch this power point about Animal Adaptations. Click on the triangle play button to move it forward. (Adaptations, remember, are physical characteristics that an animal has in order to survive.)
  2. Explain to someone about the different adaptations it explained about the presentation and how those adaptations help the animals survive.

M

  1. Watch this power point on Animal Defenses. Click on the triangle play button to move it forward.
  2. Explain to someone about different types of animal defenses and what part mimicry plays in protecting an animal.

Day 80

L/M

  1. Play the zoology vocabulary review game. You must play more than one level. Not all of the words appear on the first page. To start choose one of the games listed.
  2. Take screen shots of yesterday’s presentation and today’s game and put them into a document with a short explanation to show in your portfolio what types of materials you used.

Insects

Day 81 

L

  1. We are going to move onto insects.
  2. Read this description of what classifies a certain bus as an insect.
  3. Now try and decide which of these buggy things are insects?
  4. Draw a picture of an imaginary insect. But make sure it is an insect. What does it need to have?

M

  1. Read about insect classification. Make sure you read the characteristics of insects.
  2. Here are some ant images.
  3. What makes an ant an arthropod?
  4. What makes an ant an hexapod?
  5. Represent on paper the classification of an insect from its class to its phylum and kingdom. At each level draw or write other animals that are in that class, phylum and kingdom.

Day 82

L

  1. Identify the insects.
  2. You are going to be reading about bees. (This link is for those who want to download the book.)
  3. Today read, “Bees Are Always Working.”
  4. I think that must be why we have the expression in English, “busy bee,” to describe someone who is always on the go.
  5. Learn a little about what different types of bees there are. Scroll down to where it says Bumble Bees to begin.
  6. You are going be learning about honeybees.

M

  1. Use the information in the picture to answer the questions below about insect anatomy.
  2. Match the parts to their jobs.
  3. Read “The Way of an Ant.”

Day 83

L*

  1. Today read, “Each Bee Helps.”
  2. Look at the different kinds of honeybees on this page and read the descriptions.
  3. *Use what you read to fill out this lapbook piece (kinds in a hive). Try to leave room to add more information later if you learn something new.

M*

  1. Read “The Ant Nest…
  2. *Print out page 1 of this web page and fill in the anatomy labels. Use the site for the words to use.
  3. Watch this video of a leaf cutter ant.
  4. Watch this video of a fire ant swarm.

Day 84

L*

  1. Today read about a worker bee’s chores.
  2. *Use the information you read to complete this lapbook piece. Just print one. The second one does not require writing (worker bee writingworker bee no writing).
  3. Watch this bee video.
  4. Is there any information you want to add to your Kinds of Bees piece?

M

  1. You have seven days to complete an ant lapbook or presentation. If you don’t want to do the lapbook, you can make a power point presentation or a book or something else! If that link isn’t working, here’s an alternative ant lapbook.
  2. In your presentation you must include all of the topics covered in the lapbook. You can add more if you choose, but you must include information on those topics. Use your own words and write in complete sentences.
  3. If you are doing the lapbook, make sure to write in complete sentences.
  4. Also, at some point before day 90, you need to perform an experiment. You could make an experiment testing what foods they like best. You could make an experiment for how fast they can eat a piece of food. You can come up with your own idea. Here is an experiment worksheet to fill out (experiment worksheet). Make a chart or graph if that would show your data well.
  5. Get to work today.

Day 85

L**

  1. Read about their bodies.
  2. *Print out this bee picture.
  3. Label what it uses for feeling and smelling.
  4. Draw on a stinger.
  5. Draw on what it uses to suck up nectar. Do you remember what its shape was described as?
  6. Label its “honey stomach.”
  7. You can look at this honeybee anatomy picture if you want to know more.
  8. *Complete the unbeelievable facts lapbook piece. (unbeelievable_factsbee_facts_cover) You can find the information you need here, scroll down to the bottom.

M

  1. Work on the lapbook/presentation.

Day 86

L**

  1. Read, “Bees are Builders Too.” Continue and read page 20 as well.
  2. (Instead of the project below, here is an optional alternate project for an older elementary student who is good at folding.)
  3. *Print out this page of hexagonsHexagons have six sides. They are the shape of honeycomb cells.
  4. Trace, color and cut out the hexagons. Glue them together on another piece of paper, all touching like a honeycomb.
  5. *Complete this lapbook piece about hive robbers! (hive_robbers) You can find the information you need at the bottom of this page.

M

  1. Work on the lapbook/presentation.

Day 87

L**

  1. Read “Finding Flowers.”
  2. Watch the different bee dances and read the description. The links to the different dances are right next to the mini video screen.
  3. *Complete this bee dance lapbook piece (dance). Lift each flap and write what each flap communicates.
  4. *Complete this piece about how bees communicate with smell (pheromones). Use this page to find the information you need. This page will teach you how to fold the book. (No need to download, just read it on the screen)

M

  1. Work on the lapbook/presentation.
  2. Don’t forget to complete your experiment. (Day 84)

Day 88

L*

  1. Read “Flying Home” and the three sections about honey.
  2. *Fill in this beehive with honey-making facts (hive_shape ).

M

  1. Work on the lapbook/presentation.

Day 89

L*

  1. Read “A Bee’s Kind of Bread.”
  2. *Use this pollination lapbook piece to write about how bees use pollen to make food and how they also help flowers by carrying pollen from one flower to another which enables them to make seeds and fruit (pollination).
  3. (*) Print out a cover for your lapbook or draw one. (cover )

M

  1. Work on the lapbook/presentation.

Day 90

L**

  1. Read “What Makes a Queen” and “Ready to Grow.”
  2. *Complete the royal jelly lapbook piece (royal_jelly).
  3. Read “Sealed In” through “The First Days.”
  4. *Complete the lifecycle lapbook piece (bee_lifecycle).
  5. Watch this presentation on complete and incomplete metamorphosis.

M

  1. Finish your lapbook/presentation.

Day 91

L

  1. Present your lapbook. Show it to your audience and read it to them.
  2. Solve the pest mysteries.
  3. How does learning about insects help us?
  4. Just for fun: Here’s a build-a-bug game. Some of the words are missing from some of the questions. Try to insert “insect” or “food” to finish the question.

M

  1. Present your lapbook or presentation. Show it to your audience and read it to them. Explain things to them. Tell them more. Tell them about your experiment, what you observed and your conclusion. Answer their questions.
  2. Learn about pests and how to control them.
  3. How does learning about insects help us?
  4. Just for fun: Here’s a build-a-bug game. Some of the words are missing from some of the questions. Try to insert “insect” or “food” to finish the question.

Day 92

L*

  1. Next you are going to be learning about worms. They are NOT insects, but they are creeping crawly things. Do you find them disgusting or interesting?
  2. *Complete the Worm Word Cards & Pocketbook.  If this download link isn’t working, here’s an alternative until it is fixed.
  3. Find the information on the lapbook page.

M

  1. You get to read about spiders. Are you excited or creeped out?
  2. Read one chapter a day from The Life of the Spider by Fabre. I think you can just pick your chapter each day.

Day 93

L**

  1. *Complete the Tunnel Travels Accordion (words) or Tunnel Travels Accordion (blank) (you do the writing) piece.
  2. *Complete the Worms on the Move Tri-fold.
  3. Find the information on the lapbook page.

M

  1. Read one chapter.

Day 94

L*

  1. *Complete the Mating & Hatching Matchbooks.
  2. Find the information on the lapbook page.

M

  1. Read one chapter.

Day 95

L*

  1. *Complete the Earthworm Enemies Shutter piece.
  2. Find the information on the lapbook page.

M

  1. Read one chapter.

Day 96

L

  1. *Complete the Favorite Compost Foods piece.
  2. Here are instructions for the Hotdog Book.
  3. Find the information on the lapbook page.

M

  1. Read one chapter.

Day 97

L**

  1. *Print this diagram out from Enchanted LearningYou can fold this in half and put a label on it.  Label is found in the Tug of War Simple Fold  file.
  2. Read about worm anatomy. Herman the Worm explains anatomy
  3. *Complete the Worm Bodies Fan (words) piece or the Worm Bodies Fan (blank) piece. The blank one requires writing.

M

  1. Read one chapter.

Day 98

L*

  1. *Complete the Tug of War Simple Fold piece.
  2. Find the information on the lapbook page.

M

  1. Read one chapter.

Day 99

L*

  1. If you are able to read other books on worms or are able to observe a worm. You could use these pieces.
  2. If you don’t have worm books, use some of these links to learn more about worms.
  3. Use this lapbook piece to record anything you find interesting, (Worm Wonders) . (You can add to any of your other pieces if you like.)

M

  1. Watch this video of a spider. Make observations.
  2. Watch this video of a spider. Make observations.
  3. Write a chapter for Fabre’s book. Try and write in his wonderful style. He’s so descriptive. Write at least half a page (single spaced, 250 words) describing the spider in as much detail and as in as many ways as you can think. You can add in facts you’ve learned about spiders. You don’t have to be limited to what you saw in those five minutes. Tomorrow you will finish/edit it and present it.

Day 100

L

  1. Share your lapbook. Show it to your audience and read it to them. Explain things to them. Answer their questions.
  2. If you are allowed, you can search for The Magic School Bus Spins a Web on youtube.
  3. You could also try a little review. Watch this presentation on carnivores and answer the questions.

M

  1. Finish/edit your descriptive spider story.
  2. Read it to your audience. Answer their questions about spiders.

Symbiotic Relationships

Day 101

L/M

  1. Before we move under the sea, let’s look at symbiotic relationships. That’s when two living things work together to take care of each other. They each do something for the other. They are a team. You are going to make a book. On each page draw a picture of both animals in the symbiotic relationship. You can write the names of the animals, and if you are older (Ms and some of the Ls) you can write how the animals help each other. If you have siblings, you can make a book together if you like. Younger kids can draw; older kids can write. Or, you can each make your own. Make sure your book has a cover.
  2. Here’s an official definition of symbiosis:
    • Interaction between two different organisms living in close physical association, typically to the advantage of both.
    • A mutually beneficial relationship between different people or groups.
  3. Here’s your first relationship. Watch this video about ant and butterfly symbiosis.
  4. Watch this video on fish symbiosis.

Day 102

L/M

  1. Here’s another symbiotic relationship, the acacia ant and the acacia tree.
  2. Scroll down and just read “Clowning Around.”

Day 103

L/M

  1. Read about the rhino and a small bird, the oxpecker. You don’t have to read the whole page, just about this relationship.
  2. Watch this video on seagulls and sunfish.
  3. Finish your book. Present your book to an audience. Explain the pictures and the relationships between the animals.

Fish

Day 104

L

  1. What is a fish?
  2. One of the characteristics of a fish is that it breathes underwater with gills. Learn more by watching this Science Up Close presentation.
  3. How about a story? Rainbow Fish

M

  1. We’re diving under the ocean. Complete the five tasks of the coral reef web of life to learn about some sea creatures, classifications, and underwater food chains.

Day 105

L*

  1. Print pages 3 – 5  of this pdf. Page 3 shows you the names of a fish’s fins. Page five shows you different shapes of fish.
  2. Look at these two pages and then try these two activities.
  3. Label the fish fins. (Choose it from the menu.)
  4. Build a fish

M

  1. Let’s jump to another habitat. Read about freshwater fish. Read about the fish on the left as well.
  2. When you are filled up with knowledge, take the freshwater fish quiz.

Day 106

L

  1. Look at the fish on the fish shapes page. What types of places do they live in? You can probably picture the open ocean and sand and mud. Here are some pictures of what the coral reef looks like.
  2. There is another distinction about where fish live. Read about freshwater and saltwater fish. Don’t forget to scroll down and read the fascinating facts. Also choose two fish on each page to read more about (from the list of fish on the left side).

M

  1. Read about saltwater fish today. Use the fish links on the left.
  2. Take the quiz when you are finished.

Day 107  (4 straws per person, cardstock if you can, for printing)

L/M*

  1. *Complete this worksheet on the ocean’s zones.
  2. You can watch this video too about the ocean’s zones.
  3. *You might want to set up the 3D bingo game about underwater ecosystems. You will play tomorrow. You should at least get it printed out and get everything together that you will need. You need to print a set for each child playing and one for the caller (mom?). I never have cardstock. When I need paper to be stronger. I glue a second piece to the back of it.
  4. If you make them today, put these in a safe place until you play the game.

Day 108

L/M

  1. Read the introduction and how to play.
  2. Play 3D Bingo.

Day 109  (Make sure you have ink in the printer. You can always print in black and white, but color is nice.)

L**

  1. *You are going to be doing a shark lapbook. Here is the site where you will get your information. You should download it. They will need the information in the lapbook. It’s up to you if you want to print out the info.
  2. Today complete the What is a Shark? piece.
  3. Complete the vocabulary piece.

M*

  1. *You are going to be doing a shark lapbook. Print it out and get going. You need to do four minibooks a day.  (If this download link isn’t working, here’s an alternative until they get it fixed. Shark Lapbook part 1 and part 2)
  2. You can skip numbers (in the questions section) 3, 12, 15, 31
  3. You also need to find your own information. Use google strict safe search and type in the questions that you need answers to.
  4. Here are some sites as well.
  5. Start today.

Day 110

L**

  1. *Today complete the Shark Sizes Graph.
  2. *Complete the All in the Shark Family Triangle.
  3. Here is the site where you will get your information and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 111

L**

  1. *Complete the Diagram to Label.
  2. *Complete the Shark Parts Tab Book.
  3. Here is the site where you will get your information and pieces if you didn’t already print. (You can use the preview to find information.)

M

  1. Work on your lapbook.

Day 112

L**

  1. *Complete the Sense-ational Hunters Flap.
  2. *Complete the Shark Teeth piece.
  3. Here is the site where you will get your information and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 113

L**

  1. *Complete the Matchbooks (diet) piece. (save relatives for Day 114)
  2. *Complete the Where Sharks Live (pop-up) piece.
  3. Here is the site where you will get your information and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 114

L**

  1. *Complete the Matchbooks (relatives) piece.
  2. *Complete the Babies piece.
  3. Here is the site where you will get your information and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 115

L*

  1. *Complete the Species Cards & Pocket.
  2. Here is the site where you will get your information and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 116

L*

  1. *Complete the Hurt/Help piece.
  2. You can print out a cover if you like or draw your own cover.
  3. Here is the site where you will get your information and pieces if you didn’t already print.

M

  1. Finish your lapbook.

Day 117

L/M(*)

  1. Present your lapbooks. Show them to your audience. Read it to them. Explain things to them. Answer their questions. Don’t interrupt anyone else’s presentation. You may have some different facts if you got your information from different places. You can share your information when it is your turn.
  2. Take pictures of your lapbook for your portfolio.
  3. Play the zoology ocean edition vocabulary game. You start by choosing a game from the list.
  4. Do one or all of the following activities.

Other Water Animals Day 118  (optional craft: brown paper lunch bag)

L*(*)

  1. Read/listen to Pup’s Supper.
  2. *Print out these Pup’s super critter cardsLearn their English names. You can ignore the Spanish. Cut them out. Ask someone to play with you. Have the person pick one card. You ask yes and no questions to figure out which critter it is. They can only answer you yes or no. Do all the cards.
  3. (*)Just if you would like to…here is a sea otter craft.

M

  1. Read all about sea otters.
  2. List five facts about sea otters when you are all done.
  3. Watch the sea otters on the web cam if you are able. Make two observations.

Day 119

L

  1. Learn what animals may live in a tidepool.
  2. Read the sea star song.
  3. Find in the song what kinds of things sea stars eat.
  4. Is the sea star a vertebrate or invertebrate. What does that mean?  (answer: an invertebrate does not have a spine)
  5. What happens if a sea star looses an arm?  (answer: It grows back.)

M*

  1. Learn about clams.
  2. You could take a picture of this for your portfolio as well.

Day 120

L(*)

  1. Match the pictures of ocean creatures to their descriptions.
  2. Review your zoology vocabulary.
  3. (*)If you like, here are coloring pages.

M

  1. Learn about barnacles.

Day 121

L*

  1. This week you are going to complete a jellyfish lapbook.
  2. Today complete the Finding Jellies,  Classification , and On the Move pieces.
  3. Don’t lose the dinner piece on the finding jellies page.
  4. *Here is where you will get your information and where you’ll print your pieces.

M***

  1. You are going to be completing a lapbook on mollusks.
  2. *Today complete the What is a Mollusk?Mollusk Anatomy Tab, and All in the Mollusk Family pieces. If the download links aren’t working, here is an alternative until it is fixed.
  3. Use this page for information. Write your answers in complete sentences.

Day 122

L**

  1. *Today complete the Anatomy, Size and Lifecycle pieces.
  2. Here is the page where you will get your information and pieces if you didn’t already print.
  3. You can read the info by clicking on “preview.”

M*

  1. *Today complete the Squid Facts piece.
  2. Write in complete sentences.
  3. Here is the page where you will get your Information.
  4. You can read the info by clicking on “preview.”

Day 123

L*

  1. *Today complete the  Dinner and Hunting with Tentacles pieces.
  2. Here is the page where you will get your information and pieces if you didn’t already print.
  3. Read over your lapbook so far. Could you explain each piece to someone? If not, go to the information page and read the facts again.

M**

  1. *Today complete the Octopus Facts and Octopus pieces.
  2. Here is the page where you will get your information and pieces if you didn’t already print.
  3. Make sure you are writing complete sentences in your own words. Don’t copy off of the page.

Day 124

L**

  1. *Today complete the Predators and Protection pieces.
  2. Here is the page where you will get your information and pieces if you didn’t already print.

M**

  1. *Complete the Slug and Snail Characteristics pieces.
  2. Here is the page where you will get your information and pieces if you didn’t already print.

Day 125

L*

  1. Read the vocabulary carefully that is listed on the information page. You need to know those words to win the game.
  2. Print out the Lotto cards  from the lapbook and play Bingo. (You’ll need someone to play with.)
  3. Present your lapbook. Show it to your audience. Read it to them. Explain it to them. Answer their questions.

M

  1. Vocabulary review…

Day 126

L*

  1. This week you will be doing a whale lapbook.
  2. Today complete the Classification and Anatomy pieces.
  3. *You can find information on the pdf preview.  If this download link isn’t working, here’s an alternative until it is fixed.

M*

  1. *This week you will complete a sea turtle lapbook.  If this download link isn’t working, here’s an alternative until it is fixed (part 1  part 2).
  2. Print out all of the pieces to get started. You need to complete three pieces each day. It’s due on Day 130.
  3. All of the information was on the page.

Day 127

L**

  1. *Today complete the Whale Cards and How Long? pieces.
  2. You can find information on this page and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 128

L**

  1. *Today complete the All About Blubber and Migration Map pieces.
  2. You can find information on this page and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 129

L**

  1. *Today complete the Whale Antics and Vocabulary pieces.
  2. You can find information on this page and pieces if you didn’t already print.

M

  1. Work on your lapbook.

Day 130 

L**

  1. *Today complete the Compare & Contrast and Whale Extremes pieces.
  2. You can find information on this page and pieces if you didn’t already print.
  3. Present your lapbook.

M

  1. Finish your lapbook.
  2. Present your lapbook.

Day 131

L/M

  1. Before we move onto mammals, let’s take a look at amazing animal senses. What are your senses? Touch, smell, hearing, sight, taste  These animals have those to an even greater extent and other amazing abilities. There are 50 of them on the page. Start carefully reading through them today. Choose three and write down the animal and write about their amazing senses.

Day 132

L/M

  1. Finish read through the page and choose three more animals to write about.

Day 133

L/M

  1. Write a storybook or a comic book about the animals you chose. In your story, you have to show their senses at work. You can work on this tomorrow as well.

Day 134

L/M

  1. Try and finish your storybook or comic book.

Day 135

L

  1. Present your book. Show it to your audience and read it to them. Answer their questions.
  2. Try a game and a quiz.
    • Place the animals into the right category as best as you can.
    • Answer the questions. We didn’t learn all of these. It’s okay if you get some wrong. You can learn from your mistakes.

M

  1. Present your book. Show it to your audience and read it to them. Answer their questions.
  2. Try some games and quizzes. (It’s okay if you don’t get them all right. You won’t know them all. You can learn from what you didn’t know.)

Mammals  (L Optional reading: The Burgess Animal Book for Childrenaudio version)

Day 136  

L

  1. What is a mammal?
  2. Read this page on animal babies.
  3. What’s different about mammal babies? (answer: All other animals lay eggs. Mammal babies grow inside their mothers.)
  4. There is an exception to this. The platypus is considered a mammal, but it lays eggs.
  5. Read about warm-blooded and cold-blooded.
  6. What are mammals? What does that mean?  (answer: Warm-blooded animals stay the same body temperature no matter what the weather. Humans stay about 98.6 degrees Fahrenheit.)
  7. Make a mammal flip book. Each of these animals is a mammal.

M

  1. Watch The Case of the Zany Animal Antics. (This video is an hour long.)

Day 137

L

  1. Read again about mammals.
  2. And again.
  3. Play Is It a Mammal?
  4. Play mammal match.

M

  1. Read about what classifies an animal as a mammal and watch videos.
  2. What makes you a mammal?  (answer: hair on your body, warm-blooded, vertebrate, as a baby were able to drink milk from your mother)

Day 138

L

  1. Today watch the virtual tour on the cow barn, feeding and health, cropland and recycling stations. Click on Full Virtual Tour and choose a guide. You can pick the topics from there.
  2. Tell someone about each of the topics you learned about.

M

  1. Take the full virtual tour and test your knowledge.

Day 139

L

  1. Finish the virtual tour and test your knowledge. Watch the two videos on calves and the two on milk.

M

  1. What’s the difference between the feedlot and the cow/calf farm?
  2. It would be a good idea to assemble your game for Day 140.

Day 140 (You might want to assign a kid to assemble this the day before. See my notes on alternate assembly/materials.)

L/M*

  1. *Play the rumination game. Below is her list of materials needed. (I personally never use card stock. You could also use a die instead of making a spinner – 1 is roll over. 2,3,4 is the laboratory, 5 is the corner, 6 is the theater. Cut out the spinner and label the numbers on it.)

Materials you will need: • copies of the pattern pages printed onto card stock • an old cereal box (or other cardboard) • white glue • scissors • a paper fastener • two washers (you can substitute with washers cut from the cardboard) • a small amount of play dough or clay • photocopies of the game pages on heavy card stock paper. • optional: small blobby chocolates that look enough like cow patties to be used as prizes

  1. *If you only have a first or second grader, you could skip this. You can go here and choose a craft or coloring page.
  2. You could also read this fable.

Day 141

L**

  1. You don’t have to print out this whole cow lapbook. (The M level is going to be doing some pieces from the same lapbook.) *If this download link isn’t working, here’s an alternative until it is fixed. It’s the same for L and M.
  2. *Print pages 43-46, 48.
  3. Each day you will read a fable. I don’t teach cursive until high school. I’m told the elementary schools don’t anymore. But it would be good to practice trying to read it. Help your child read the cursive and write the words in print, or cursive, if you would like the practice.
  4. Today read one of the fables and do the writing assignment.
  5. *Print page 13 and complete the who’s who piece. (You can find the information you need on the page 2 of the lapbook download.)
  • (All together you will print pages: 13, 15, 26,27, 29, 33-35 43-46, 48)
  • (If you have an M student or students, you will need pages: 16, 19, 28, 30, 31, 32, 37, 38,)

M**

  1. You don’t have to print out this whole cow lapbook.  (The L level is going to be doing some pieces from the same lapbook.) *If this download link isn’t working, here’s an alternative until it is fixed. It’s the same for L and M.
  2. * Read the  poem on page 15. Get help if you can’t read something. Even if you can’t write cursive, I think you can probably be able to read it.
  3. *Print page 19. Do you remember? Compare and contrast–do both. Write in complete sentences.
  • (All together you will print pages: 16, 19, 28, 30, 31, 32, 37, 38)
  • (If you have an L student or students, you will need pages: 13, 15, 26,27, 29, 33-35 43-46, 48)

Day 142

L*

  1. Read another fable and do the writing if you would like to practice.
  2. Read about “Uses” in the lapbook pdf on pages 6 and 7.
  3. *Print page 15 and do the uses piece. (printed on Day 141)

M*

  1. *Print pages 28 on cow stomachs and 30 on their classification.
  2. Complete the pieces. The cow classification information is at the top of the lapbook pdf on page 2.  (printed on Day 141)

Day 143

L*

  1. Read another fable and do the writing if you would like to practice.
  2. *Print pages 26 and 27 and complete the Did You Know pieces. You should know some facts from your dairy farm tour. You can read more if you need to in the information on the pdf with the lapbook piece. (printed on Day 141)

M*

  1. *Print pages 31-32 and complete the anatomy cards. Fill them out completely. Write in complete sentences. There is information at the beginning of the lapbook. (printed on Day 141)

Day 144

L*

  1. Read another fable and do the writing if you would like to practice.
  2. Read about their life cycle on page 5 of the lapbook pdf.
  3. *Print page 29 and do the life cycle piece. (printed on Day 141)

M*

  1. Print pages 37 and 38 about their history and diet. Follow the directions. There is information at the beginning of the lapbook. (printed on Day 141)

Day 145

L*

  1. Read another fable and do the writing if you would like to practice.
  2. *Print pages 33-35. Follow the directions and match and learn the vocabulary. If you need help matching them, the vocabulary is on pages 2 and 3 of the lapbook pdf.
  3. Teach your family everything about cows. Use your lapbook to help you. (printed on Day 141)

M

  1. Watch this presentation on mammals. Use the triangle play button to move it forward.
  2. If you have a younger sibling, play concentration with them using their vocabulary cards.
  3. Present your lapbook. If you have younger siblings, teach them what you know about cows. Let them teach you.
  4. At dinner, tell your family about the loudest, fattest, smallest, smelliest…mammals.

Day 146

L**

  1. You are going to be working on a monkey lapbook.
  2. *Print pages 20, 22-24. Today complete the Vocabulary and Classification pieces. (If these download links aren’t working, here’s an alternative until they get it fixed. Monkey Lapbook part 1 and part 2)
  3. You can find the information on page 2. (Use the preview.)
  • (All together you will print pages: 11-30)

M*

  1. *You are going to be working on a lapbook on marsupials. (You can print all of the pieces. A couple have two options, just print one. You don’t have to print the cover–lots of ink.) If this download link is not working, here’s an alternative (part 1  part 2  tasi).
  2. Today read the information under “What is a Marsupial?” and complete all of the pieces.

Day 147

L**

  1. *Print page 11-17 .  Today complete the What are Primates? and Aesop’s Monkey Fables pieces.
  2. Read one of the fables today 7 -10.
  3. You can find the Information on page 3.

M*

  1. Today read the information about kangaroos and complete the first three pieces.

Day 148

L**

  1. *Print 27 & 19.  Today complete the Mapping Monkeys and Behavior pieces.
  2. Read another fable today.
  3. You can find the Information on pages 3 & 4.

M

  1. Complete the kangaroo section and the other three pieces.

Day 149

L**

  1. *Print pages 21, 29, 30.  Today complete the Predators and Defense and Diet pieces.
  2. Read another fable today.
  3. You can find the Information on page 4.

M

  1. Read the information on Koalas and complete the pieces.

Day 150

L**

  1. *Print pages 25, 27, 28. Today complete the New World Monkeys and Babies & Old World Monkey Family   pieces.
  2. Take a look at monkey photos. Can you tell which group they belong to? You could search different kinds to see what they look like.
  3. You can find the Information on page 3.

M

  1. Read the information on opossums and complete the pieces.

Day 151

L**

  1. *Print pages 13 & 26. Today complete the Fun Facts and New World vs. Old World  pieces.
  2. Read the last fable.
  3. You can find the Information on page 3 and through out the information pages.

M

  1. Read about Tasmanian Devils and complete the pieces.

Day 152

L

  1. How can you tell an ape from a monkey?
  2. Monkey idioms  Read through the page, look at the photos, watch the videos. What does it tell us about monkeys that they are used in some of these expressions?

M

  1. Read about Wombats and the rest and complete the last two pieces.

Day 153

L/M

  1. Watch the movie on Jane Goodall.
  2. Take the REVIEW quiz.
  3. Present you lapbooks.

Day 154

L/M

  1. Maybe you’ve heard or read about people training primates in sign language so that they can communicate.
  2. You can watch the beginning of this video to see a gorilla using sign language.
  3. Try training a primate. You’ll need a sibling or a parent or friend.
  4. Decide on something to train them to do. Something simple like, “Give me the apple.”
  5. You would then design symbols for give, me and apple. Draw the symbols on separate index cards or pieces of paper.
  6. Get a reward ready, like a pile of chocolate chips. If your “primate” reaches for one, take their hand away.
  7. There is NO TALKING, NO POINTING, NO GESTURING, NO NOISE during the training.
  8. Show the card, say for apple. Then show the apple. Repeat. Give the card to the “primate” and if they pick up the apple, give them a reward in their reward pile. They can’t eat yet.
  9. If they do something wrong, take away a reward from their pile.
  10. Keep training until you can communicate, “Give me the apple.”
  11. Make sure you don’t use my sentence otherwise your siblings will already know what to do!
  12. Take turns with your siblings training and being trained.

Day 155

L

  1. Become a zookeeper.

M

  1. Play Corpse and Robbers. Make sure to read and follow all of the directions. Play until you finish the game.

Day 156

L/M

  1. You have two weeks to complete a lapbook. You need to compete at least two pieces a day. If the lapbook you choose does not have enough pieces for that, then you will add pieces  you make yourself or do two lapbooks.
  2. Choose a lapbook. (Again, you could also make your own lapbook from scratch or another type of project as I described earlier. If these download links aren’t working, here’s an alternative.)

Day 157

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 158

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 159

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 160

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 161

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.
  2. If you don’t have enough pieces, start another or do some research and make your own.

Day 162

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 163

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 164

L/M

  1. Work on your lapbook. Complete at least two pieces a day. Older students should make sure all of their answers are in complete sentences.

Day 165

L/M

  1. Complete your lapbook.
  2. Add a cover.
  3. Present your lapbook. Show it to your audience. Read it to them. Explain it to them. Answer their questions.
  4. You should know these inside and out. How do these characteristics classify animals?
Day 166*
L
  1. Your job for the last fifteen days of school is to make a science project. It needs to be related to zoology.
  2. You are going to learn about the science of your topic. You are going to make a 3D project to explain or demonstrate your topic. If you want to make a poster about it, it has to contain 3D elements. On Day 180 you will present your project. You will show it to your family and/or friends and will tell them all about it, explain all about it and demonstrate it.
  3. If you are able to, conduct an experiment related to your topic. (If you are learning about lions, it would be hard to do an experiment!) If you can, do the experiment in front of the group. If you can’t, explain the experiment and results.  Here is an experiment worksheet and experiment book you could use.
  4. Today choose a topic and do some research about what experiment you could do.
  5. Here are some zoology science fair project ideas if you would like to look at them:

M

  1. Your job for the last fifteen days of school is to make a science project. It needs to be related to zoology.
  2. You are going to learn about the science of your topic. You are going to make a 3D project to explain or demonstrate your topic. If you want to make a poster about it, it has to contain 3D elements. If you do a project on the computer, you need to create a 3D computer model to go with your project.
  3. For instance, you could make dioramas of different types of habitats.
  4. On Day 180 you will present your project. You will show it to your family and/or friends and will tell them all about it, explain all about it and demonstrate it.
  5. You also have to conduct at least one experiment related to your topic or read about experiments done related to your topic and present the experiment as part of your project. You should include the question or hypothesis the scientists started with, how they did the experiment, what data was collected and what conclusion they were able to come to. Present data in a chart of some kind if you can.
  6. If you conduct an experiment, present it in written form. You could use the experiment worksheet.
  7. If you use an experiment conducted by others, write a paragraph describing the experiment and the outcome including all of the information required. Include a data chart if applicable.
  8. Today choose a topic and do some research about what experiment you could do or have been done.
  9. Here are some zoology science fair project ideas if you would like to look at them:
Day 167*
L/M
  1. *Do some research and learn your topic. Here are Research Note Taker sheets. Make sure you record where you are getting your information from.
Day 168
L/M
  1. Continue your research. Make sure you write down where you get your information from. Copy and paste website addresses into a document and write the websites’ names. Write down any books or magazines and their authors.
Day 169
L
  1. Continue your research. Is there any expert in the field that you could email and ask questions? That would be a great source of information!
  2. Also, you need to decide how you are going to present what you learned. It must include something that is 3D! What can you build to demonstrate your topic?

M

  1. Continue your research. Is there any expert in the field that you could email and ask questions? That would be a great source of information!
  2. When you are done your research, decide on what experiment you are going to do or research what experiments have been done.
  3. Also, you need to decide how you are going to present what you learned. It must include something that is 3D! What can you build to demonstrate your topic?

Day 170

L

  1. Keep working on your project. Your assignment has four parts: research, 3D project, experiment ?, demonstration

M

  1. Keep working on your project. Your assignment has four parts: research, 3D project, experiment (written up), demonstration
Day 171
L*
  1. *Keep working on your project. Print out this End of the Year Project level L checklist to make sure you are thinking about everything that needs to be done.
M*
  1. *Keep working on your project. Print out this End of the Year Project level M checklist to make sure you are thinking about everything that needs to be done.
Day 172
L/M
  1. Keep working on your project. Use your checklist.
  2. Play the Vocabulary review game.
Day 173
L/M
  1. Keep working on your project. Use your checklist.
  2. Play the Vocabulary (ocean edition) review game.
Day 174
L
  1. Keep working on your project. Use your checklist.
  2. Play Is It a Mammal?

M

  1. Keep working on your project. Use your checklist.
  2. Play Invertebrate/Vertebrate.
Day 175
L/M
  1. Keep working.
  2. If you are doing an experiment, make sure you have everything you need for it.
Day 176
L/M
  1. Keep working. You should finish your project tomorrow.
  2. Do your experiment if you have one.
Day 177L/M
  1. Finish your project.
  2. Write down your experiment. You can use the worksheet or book or type it up. It needs to be displayed with your project. Make it look good!
Day 178L/M
  1. Use the checklist to make sure you did everything you are supposed to do. On day 179 you will write your bibliography. On day 180 you will present.
  2. Today practice what you will say to explain your project. Write it down if that helps you. Practice saying it out loud.
  3. Read over this grading sheet for presenting a project. You would want to score a 4 for every category. The last one is only if you are working together with siblings.
Day 179
L/M
  1. Write a bibliography to go with your project. If your project is online, add your bibliography to your online project.
  2. Here’s an example.

Day 180

L/M

  1. Present your project and demonstrate your experiment.
  2. Take pictures or videos, send them to me! I’ll post them on the Hall of Fame page. (Contact me through the about page.)
  3. Add pictures of your project, anything you wrote and your bibliography to your portfolio.

Congratulations, You’re done!

Fossils are a great embarrassment to evolutionary theory and offer strong support for the concept of creation. — Dr. Gary Parker, Ph.D., Biologist/Paleontologist and former evolutionist) The extreme rarity of transitional forms in the fossil record persists as the trade secret of paleontology. The evolutionary trees that adorn our textbooks have data only at the tips and nodes of their branches; the rest is inference, however reasonable, not the evidence of fossils. — Stephen Jay Gould, Former Professor of Geology and Paleontology at Harvard University Nine-tenths of the talk of evolutionists is sheer nonsense, not founded on observation and wholly unsupported by facts. This museum is full of proofs of the utter falsity of their views. In all this great museum, there is not a particle of evidence of the transmutation of species. — Dr. Etheridge, senior paleontologist of the British Museum of Natural History To suppose that the eye with all its inimitable contrivances for adjusting the focus to different distances, for admitting different amounts of light, and for the correction of spherical and chromatic aberration, could have been formed by natural selection, seems, I freely confess, absurd in the highest degree. — Charles Darwin in The Origin of Species

Written by Easy Peasy All-in-One Homeschool

October 15, 2012 at 7:28 pm

Follow

Get every new post delivered to your Inbox.

Join 6,973 other followers

%d bloggers like this: