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Jehovah's Giants:
A Dinosaur Unit Study - Lesson 3

© Cheryl Lazarus
reprinted with permission

Previous Lessons:
Introduction
Lesson One
Lesson Two

Lesson#3

Materials:
How to Draw Dinosaurs book
Wee sing cassette and songbook
God Created the Dinosaurs of the World coloring book
Camel illustrations from the Answers in Genesis Web-site
Crayons

Open with prayer - and read the memory verse together:

And God created great whales, and every living creature that moveth…. Genesis 1:21a

Create your interest by announcing that today we are going to learn how to draw dinosaurs. Begin the lesson by practicing the basic shapes listed on page 5. Continue on to page 7 making a Triceratops. Let the children practice making several drawings. While they are working talk about how wonderful it must have been in God's perfect world (before sin entered the world).

Music: Listen to "God Our Loving Father" (page 26 of Wee Sing More Bible Songs) and then sing it together. Allow children to listen to the rest of the cassette as they color the next project.

Read and color page 14 of God Created the Dinosaurs of the World. Ask the children to color the animals the color they really are. While the children are coloring read Genesis 1:29-30 to them. Ask them what things might have been different then and explain that there were no "meat-eaters" when God first created the world. As a matter of fact nothing was even intended to die. We were meant to live forever. Ask them why they chose the color they did for each animal. Point out which animals we KNOW the colors of, how we know and then talk about the color of the dinosaur in the picture. Whatever color we choose for him will be a guess. What things could we base our guess on? Apply the sticker when done.

Using the Camel Illustrations from the Answers in Genesis Web-site, show the children the picture of the skull. Ask the children what they "know" about this animal, what they can figure out from just the skull. Was it a meat-eater or a plant-eater? What would it have used its teeth for? What would it have looked like? Did it have hair, scales or skin? What color might it have been and why? Have the children write down their answers underneath the picture. After they have finished writing their answers in their best handwriting show them picture number 2. This is what someone else thought it might have looked like. Compare this drawing to what the children guessed and talk about the differences. Finally show them the final picture of what the animal really was - a camel. Explain that even though camels have sharp teeth they don't eat meat. Make the point that just because a creature has sharp teeth, it doesn't "prove" they were meat-eaters. In order to know for sure, we must actually be able to observe the animal. Since scientists can not observe living dinosaurs, they have to make their best guesses about them, just like they just did with the camel skull. Guesses are not facts, even a very intelligent guess is still not a fact. Ask the children to verbally explain to you the difference between a guess and a fact. Ask the children if they can think of any other animals that have sharp teeth but are not meat-eaters. Two other good examples would be the panda bear and the fruit bat.

Look up any unfamiliar words. (Guess / Fact) Study spelling words.

Teacher reviews writing and explains errors. When work is error free enter into their book.


On to LESSON 4

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