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© Cheryl Lazarus
A Dinosaur Unit Study - Lesson 9
reprinted with permission
Open with prayer - and read the memory verse together (even if the children have it memorized now):
And God created great whales, and every living creature that moveth…. Genesis 1:21a
Begin today by having each child read the pages they have created so far in their book. Have them explain each of their pictures as they go along.
Review the story from chapter 7 of Genesis, asking the children to re-tell what they remember - go over any missed parts. Ask about how Noah and his family may have cared for all of the animals in the ark. Write their answers on the chalkboard. Some ways they may have cared for that many animals could include hibernation, slowing down body metabolism (i.e. frogs and fish can go dormant under mud), Noah and his family worked hard, etc. We should all do our best to take care of God's creatures - especially those God has specifically given us to take care of (like our pets).
Re-read Genesis 7:11. Ask the children what they think this means. Read Genesis 1:7-10. Ask about division and its meaning. Draw an illustration to show how something is divided (circle cut in half). It seems that God is saying that He cut the waters in half and put part of it above the heavens and the other half on and in the earth. This is a good place to talk about the 3 different forms of water if it has not already been taught (i.e. liquid, solid & vapor). Remind the children that it had never rained on earth before the flood. Read Genesis 2:5,6. A mist came up from the ground instead. The people in Noah's day didn't believe the flood could happen, because it had never rained before. Ask the children if they have ever seen that much rain. Have they seen enough rain that even an inch would stand on the ground? How about 2? Look out the window at some trees (or something close by they are familiar with that is even taller). The flood was higher than those trees. This gives a good visual for the children as to how high the water got. Read Genesis 7:11b again. Is God saying that it just rained? Draw a line on the chalkboard to represent the ground of the earth and another to represent the "windows of heaven". Draw "sheets" of rain coming down from the "heavens" and sheets of water coming up from the earth. Maybe this is what God meant. This much water could certainly flood the earth, just as God said.
Introduce the globe. Point out the continents and the oceans. Explain the colors on the globe and what they represent. Show them where you live on the globe. Locate another place on the globe, (friend or relatives home) and explain the distance from your home to there, how many miles, how long it would take to drive there, etc. Find Israel. Show the children the Mid-Atlantic Drift and the Mid-Oceanic Drift on the globe. Notice how the Mid-Atlantic Drift follows the division of the continents so closely. Explain what we know about the drift, what the formation is like. Ask how they think it got there, what might have caused them under the ocean. The Mid-Oceanic Drift encircles the entire globe, something like the seams on a baseball.
Have the children add the following word to their vocabulary list: (division)
Put everything away.
Experiment: Outside with a very large pile of dirt make a mountain about 2 feet or more around and at least 1 foot high (the bigger the better). Take your garden hose and plunge it into the bottom of the mountain as far as you can and as close to the ground as you can. Kink the hose before you turn it on. Have the children watch closely as you release the kink in the hose. Cracks will start forming before the water eventually blasts through the dirt. (If you are lucky - the water will come up through the cracks. You may want to repeat the experiment several times, the kids love it.) Ask the children if they know why the crack formed and why the water came shooting out. Explain "pressure". You may want to use a simple illustration of too much water pressure inside of a balloon. If you keep putting water in, the balloon will eventually burst from the pressure (they should remember this fact from playing with water balloons). The crack is kind of like the Mid-Oceanic Drift isn't it? Notice also that our "mountain" has drastically changed. Canyons have been cut, riverbeds have been carved out. Where the hose was, is a hollow chamber now. Carefully collapse the dirt to expose it - this is kind of what the Mid-Oceanic Drift looks like only much, much bigger of course.
Take your toothpick and start moving dirt from the top of the mountain down, one little dirt particle at a time. Show the kids what you are doing and invite them to try it as well. As you are doing this, explain that people that believe in evolution say that this is how canyons are cut, one little grain at a time. Ask the kids what they think - which way do they think the canyons and landforms are made. Which way seems to make the most sense to them?
Let the children experiment with the water and the dirt - making riverbeds, canyons and valleys, etc. The will get dirty, but will have a blast.
School is out.
Have them share with someone what they have learned today.
On to LESSON 10