Teacher

Introduction
Introduction

Welcome to
God’s Design® for Heaven & Earth
G od’s Design for Heaven and Earth is a series that
has been designed for use in teaching earth
science to elementary and middle school students.
here. Reproducible student worksheets and tests
may be found on the supplementary CD-Rom for
easy printing. Please contact Answers in Genesis if
It is divided into three books: Our Universe, Our you wish to purchase a printed version of all the
Planet Earth, and Our Weather and Water. Each student materials, or go to www.AnswersBook-
book has 35 lessons including a final project that store.com.
ties all of the lessons together. If you wish to get through the Heaven and
In addition to the lessons, special features in Earth series in one year, plan on covering approxi-
each book include biographical information on mately three lessons per week. The time required
interesting people as well as fun facts to make the for each lesson varies depending on how much
subject more fun. additional information you include, but plan on
Although this is a complete curriculum, the 20 minutes per lesson for beginners (grades 1–2)
information included here is just a beginning, so and 40 to 45 minutes for grades 3–8.
please feel free to add to each lesson as you see fit. Quizzes may be given at the conclusion of
A resource guide is included in the appendices to each unit and the final exam may be given after
help you find additional information and resources. lesson 34.
A list of supplies needed is included at the begin- If you wish to cover the material in more
ning of each lesson, while a master list of all sup- depth, you may add additional information and
plies needed for the entire series can be found in take a longer period of time to cover all the mate-
the appendices. rial, or you could choose to do only one or two of
Answer keys for all review questions, work- the books in the series as a unit study.
sheets, quizzes, and the final exam are included

Welcome to God’s Design® for Heaven & Earth • 5

 Why Teach Earth Science?
Introduction

I t is not uncommon to question the need to

teach children hands-on science in elementary
or middle school. We could argue that the knowl-
other subject. Romans 1:20 says, “For since the
creation of the world His invisible attributes are
clearly seen, being understood by the things that
edge gained in science will be needed later in life in are made, even His eternal power and Godhead,
order for children to be more productive and well- so that they [men] are without excuse.” We need to
rounded adults. We could argue that teaching chil- help our children see God as Creator of the world
dren science also teaches them logical and inductive around them so they will be able to recognize God
thinking and reasoning skills, which are tools they and follow Him.
will need to be more successful. We could argue The study of earth science helps us to under-
that science is a necessity in this technological world stand and appreciate this amazing world God gave
in which we live. While all of these arguments are us. Studying the processes that shape the earth, and
true, not one of them is the main reason that we exploring the origins of the earth and the universe
should teach our children science. The most impor- often bring us into direct conflict with evolution-
tant reason to teach science in elementary school is ary theories. This is why it is so critical to teach our
to give children an understanding that God is our children the truth of the Bible, how to evaluate the
Creator, and the Bible can be trusted. Teaching sci- evidence, how to distinguish fact from theory, and
ence from a creation perspective is one of the best to realize that the evidence, rightly interpreted,
ways to reinforce our children’s faith in God and supports biblical creation not evolution.
to help them counter the evolutionary propaganda It’s fun to teach earth science! It’s interesting
they face every day. too. Rocks, weather, and stars are all around us.
God is the Master Creator of everything. Children naturally collect rocks and gaze at the
His handiwork is all around us. Our great Cre- stars. You just need to direct their curiosity.
ator put in place all of the laws of physics, biol- Finally, teaching earth science is easy. It’s where
ogy, and chemistry. These laws were put here for you live. You won’t have to try to find strange
us to see His wisdom and power. In science, we materials for experiments or do dangerous things
see the hand of God at work more than in any to learn about the earth.

How Do I Teach Science?

I n order to teach any subject you need to under-
stand how people learn. People learn in differ-
ent ways. Most people, and children in particu-
Visual
She needs things she can see. This child
lar, have a dominant or preferred learning style in responds well to flashcards, pictures, charts,
which they absorb and retain information more models, etc.
easily.
Kinesthetic
If a student’s dominant style is: he needs active participation. This child
remembers best through games, hands-on
Auditory activities, experiments, and field trips.
He needs not only to hear the information
but he needs to hear himself say it. This child Also, some people are more relational while
needs oral presentation as well as oral drill and others are more analytical. The relational student
repetition. needs to know why this subject is important, and

6 • How Do I Teach Science?

how it will affect him personally. The analytical Grades 3–8
student, however, wants just the facts. The second part of each lesson should be

Introduction
If you are trying to teach more than one completed by all upper elementary and junior
student, you will probably have to deal with high students. This is the main part of the
more than one learning style. Therefore, you lesson containing a reading section, a hands-on
need to present your lessons in several different activity that reinforces the ideas in the reading
ways so that each student can grasp and retain section (blue box), and a review section that
the information. provides review questions and application ques-
Grades 1–2 tions (red box).
Because God’s Design Science books are Grades 6–8
designed to be used with students in grades 1–8, Finally, for middle school/junior high age
each lesson has been divided into three sections. students, we provide a “Challenge” section that
The “Beginner” section is for students in grades contains more challenging material as well as
1–2. This part contains a read-aloud section additional activities and projects for older stu-
explaining the material for that lesson followed dents (green box).
by a few questions to make sure that the students We have included periodic biographies to help
understand what they just heard. We recommend your students appreciate the great men and women
that you do the hands-on activity in the blue box who have gone before us in the field of science.
in the main part of the lesson to help your stu- We suggest a threefold approach to each
dents see and understand the concepts. lesson:

Introduce the topic

We give a brief description of the facts. Frequently you will want to add more information than
the essentials given in this book. In addition to reading this section aloud (or having older chil-
dren read it on their own), you may wish to do one or more of the following:
• Read a related book with your students.
• Write things down to help your visual learners.
• Give some history of the subject. We provide some historical sketches to help you, but you may
want to add more.
• Ask questions to get your students thinking about the subject.

Make observations and do experiments

• Hands-on projects are suggested for each lesson. This part of each lesson may require help from
the teacher.
• Have your students perform the activity by themselves whenever possible.

Review
• The “What did we learn?” section has review questions.
• The “Taking it further” section encourages students to
- Draw conclusions
- Make applications of what was learned
- Add extended information to what was covered in the lesson
• The “FUN FACT” section adds fun or interesting information.

How Do I Teach Science? • 7

 By teaching all three parts of the lesson, you 4. Design an experiment to test your hypoth-
will be presenting the material in a way that chil- esis.
Introduction

dren with any learning style can both relate to 5. Observe the experiment and collect data.
and remember. 6. Draw conclusions. (Does the data support
Also, this approach relates directly to the sci- your hypothesis?)
entific method and will help your students think
more scientifically. The scientific method is just a Note: It’s okay to have a “wrong hypothesis.”
way to examine a subject logically and learn from That’s how we learn. Be sure to help your stu-
it. Briefly, the steps of the scientific method are: dents understand why they sometimes get a dif-
1. Learn about a topic. ferent result than expected.
2. Ask a question. Our lessons will help your students begin to
approach problems in a logical, scientific way.
3. Make a hypothesis (a good guess).

How Do I Teach
Creation vs. Evolution?
W e are constantly bombarded by evolution-
ary ideas about the earth in books, movies,
museums, and even commercials. These raise
the earth? The Bible answers these questions and
this book accepts the historical accuracy of the
Bible as written. We believe this is the only way
many questions: What is the big bang? How old we can teach our children to trust that everything
is the earth? Do fossils show evolution to be true? God says is true.
Was there really a worldwide flood? When did There are five common views of the origins of
dinosaurs live? Was there an ice age? How can we life and the age of the earth:
teach our children the truth about the origins of

Historical Progressive Theistic Naturalistic

biblical account creation Gap theory evolution evolution
Each day of cre- The idea that The idea that The idea that God The view that
ation in Genesis God created vari- there was a long, used the process there is no God
is a normal day of ous creatures to long time between of evolution over and evolution of
about 24 hours in replace other crea- what happened in millions of years all life forms hap-
length, in which tures that died out Genesis 1:1 and (involving strug- pened by purely
God created over millions of what happened gle and death) to naturalistic pro-
everything that years. Each of the in Genesis 1:2. bring about what cesses over billions
exists. The earth days in Genesis During this time, we see today. of years.
is only thousands represents a long the “fossil record”
of years old, as period of time was supposed
determined by the (day-age view) to have formed,
genealogies in the and the earth is and millions of Ken Ham et al.,
Bible. billions of years years of earth his- The Answers Book,
old. tory supposedly (El Cajon: Master
passed. Books, 2000),
33–76.

8 • How Do I Teach Creation vs. Evolution?

 Any theory that tries to combine the evo- then death no longer would be the penalty for
lutionary time frame with creation presupposes sin. Death, the “last enemy” (1 Corinthians

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

Evolutionary Myth: The earth is 4.6 billion years old.

The Truth: Many processes observed today point to a young earth of only a few thousand
years. The rate at which the earth’s magnetic field is decaying suggests the earth must be less
than 10,000 years old. The rate of population growth and the recent emergence of civilization
suggests only a few thousand years of human population. And, at the current rate of accumu-
lation, the amount of mud on the sea floor should be many kilometers thick if the earth were
billions of years old. However, the average depth of all the mud in the whole ocean is less than
400 meters, giving a maximum age for the earth of not more than 12 million years. All this
and more indicates an earth much younger than 4.6 billion years.
John D. Morris, Ph.D., The Young Earth (Colorado Springs: Creation Life Publishers, 1994), 70–71, 83–90. See also:
“Young age of the earth and universe” at www.answersingenesis.org/go/young.

Evolutionary Myth: The universe formed from the big bang.

The Truth: There are many problems with this theory. It does not explain where the initial
material came from. It cannot explain what caused that material to fly apart in the first place.
And nothing in physics indicates what would make the particles begin to stick together instead
of flying off into space forever. The big bang theory contradicts many scientific laws. Because
of these problems, some scientists have abandoned the big bang and are attempting to develop
new theories to explain the origin of the universe.
Alex Williams & John Hartnett, Ph.D., Dismantling the Big Bang (Master Books, 2005). See also: “What are some of the
problems with the ‘big bang’ hypothesis?” www.answersingenesis.org/go/big-bang.

How Do I Teach Creation vs. Evolution? • 9

 Evolutionary Myth: Fossils prove evolution.
Introduction

The Truth: While Darwin predicted that the fossil record would show numerous transitional
fossils, even more than 145 years later, all we have are a handful of disputable examples. For
example, there are no fossils showing something that is part way between a dinosaur and a bird.
Fossils show that a snail has always been a snail; a squid has always been a squid. God created
each animal to reproduce after its kind (Genesis 1:20–25).

Evolutionary Myth: There is not enough water for a worldwide flood.

The Truth: Prior to the Flood, just as today, much of the water was stored beneath the surface of
the earth. In addition, Genesis 1 states that the water below was separated from the water above,
indicating that the atmosphere may have contained a great deal more water than it does today.
Also, it is likely that before the Flood the mountains were not as high as they are today, but that
the mountains rose and the valleys sank after the Flood began, as Psalm 104:6–9 suggests. At
the beginning of the Flood, the fountains of the deep burst forth and it rained for 40 days and
nights. This could have provided more than enough water to flood the entire earth. Indeed, if the
entire earth’s surface were leveled by smoothing out the topography of not only the land surface
but also the rock surface on the ocean floor, the waters of the present-day oceans would cover
the earth’s surface to a depth of 1.7 miles (2.7 kilometers). Fossils have been found on the high-
est mountain peaks around the world showing that the waters of the Flood did indeed cover the
entire earth.
Ken Ham et al., The Answers Book, (Master Books, 2000), 149–158.

Evolutionary Myth: Slow climate changes over time have resulted in multiple ice ages.

The Truth: There is widespread evidence of glaciers in many parts of the world indicating one ice
age. Evolutionists find the cause of the Ice Age a mystery. Obviously, the climate would need to
be colder. But global cooling by itself is not enough, because then there would be less evapora-
tion, so less snow. How is it possible to have both a cold climate and lots of evaporation? The Ice
Age was most likely an aftermath of Noah’s Flood. When “all the fountains of the great deep”
broke up, much hot water and lava would have poured directly into the oceans. This would have
warmed the oceans, increasing evaporation. At the same time, much volcanic ash in the air after
the Flood would have blocked out much sunlight, cooling the land. So the Flood would have
produced the necessary combination of increased evaporation from the warmed oceans and cool
continental climate from the volcanic ash in the air. This would have resulted in increased snow-
fall over the continents. With the snow falling faster than it melted, ice sheets would have built
up. The Ice Age probably lasted less than 700 years.
Michael Oard, Frozen in Time, Master Books, 2004. See also www.answersingenesis.org/go/ice-age

10 • How Do I Teach Creation vs. Evolution?

 Evolutionary Myth: Thousands of random changes over millions of years resulted in the earth

Introduction
we see today.

The Truth: The second law of thermodynamics describes how any system tends toward a state of
zero entropy or disorder. We observe how everything around us becomes less organized and loses
energy. The changes required for the formation of the universe, the planet earth and life, all from
disorder, run counter to the physical laws we see at work today. There is no known mechanism to
harness the raw energy of the universe and generate the specified complexity we see all around us.
John D. Morris, Ph.D., The Young Earth, (Colorado Springs: Creation Life Publishers, 1994), 43. See also www.answersin-
genesis.org/go/thermodynamics.

Despite the claims of many scientists, if you was the center of the universe, that living things
examine the evidence objectively, it is obvious could spring from non-living things, and that
that evolution and millions of years have not blood-letting was good for the body. All of these
been proven. You can be confident that if you were believed to be scientific facts but have since
teach that what the Bible says is true, you won’t been disproved, but the Word of God remains
go wrong. Instill in your student a confidence true. If we use modern “science” to interpret the
in the truth of the Bible in all areas. If scientific Bible, what will happen to our faith in God’s
thought seems to contradict the Bible, realize that Word when scientists change their theories yet
scientists often make mistakes, but God does not again?
lie. At one time scientists believed that the earth

Integrating the Seven C’s into

Your Curriculum
T hroughout the God’s Design® for Science series
you will see icons that represent the Seven
C’s of History. The Seven C’s is a framework in
how each can be connected to what the students
are learning.

which all of history, and the future to come, can Creation

be placed. As we go through our daily routines we God perfectly created the heav-
may not understand how the details of life con- ens, the earth, and all that is in them
nect with the truth that we find in the Bible. This in six normal-length days around
is also the case for students. When discussing the 6,000 years ago.
importance of the Bible you may find yourself tell- This teaching is foundational to a biblical
ing students that the Bible is relevant in everyday worldview and can be put into the context of any
activities. But how do we help the younger genera- subject. In science, the amazing design that we
tion see that? The Seven C’s are intended to help. see in nature—whether in the veins of a leaf or
The Seven C’s can be used to develop a bibli- the complexity of your hand—is all the handi-
cal worldview in students, young or old. Much work of God. Virtually all of the lessons in God’s
more than entertaining stories and religious Design for Science can be related to God’s creation
teachings, the Bible has real connections to our of the heavens and earth.
everyday life. It may be hard, at first, to see how Other contexts include:
many connections there are, but with practice Natural laws—any discussion of a law of nature
,the daily relevance of God’s Word will come naturally leads to God’s creative power.
alive. Let’s look at the Seven C’s of History and

Integrating the Seven C’s into Your Curriculum • 11

 Our
Universe

Our Universe
Unit 1: Space Models & Tools  16

Unit 2: Outer Space  21

Unit 3: Sun & Moon  27

Unit 4: Planets  35

Unit 5: Space Program  43

Our Universe • 15
 Unit 1

Space Models & Tools

Lesson Introduction
1 to Astronomy
Our Universe

Study of space

Supply list
Bible   Copy of “God’s Purpose for the Universe” worksheet
Supplies for Challenge: Copy of “Knowledge of the Stars” worksheet

Beginners
• What is astronomy? The study of the things in space.

God’s Purpose For the Universe worksheet

1. I was designed to rule the day: Sun/greater light.
2. I was designed to rule the night: Moon/lesser light.
3. We are times that are to be marked by the movement of the sun, moon, and stars: Seasons, days, and
years.
4. Besides marking times, I am another reason why the sun, moon, and stars were made: To give light and
to show signs.
5. We were made by God’s hands and this is what will eventually happen to us: Heavens and earth will
perish and wear out.
6. This is higher than me (the earth): The heavens.
7. I am what you will see in the heavens in the last days: Wonders, sun to darkness, moon to blood.
8. I (the sun), stood still for this long, until Joshua and the Israelites defeated their enemies: About a full day.

What did we learn?

• What is astronomy? The study of the stars, planets, moons, and other items in space.
• Why should we want to study astronomy? To learn more about God’s creation and see His glory.

Taking it further
• What is one thing you really want to learn during this study? Answers will vary.
• Write your question or questions on a piece of paper and save it to make sure you find the answers by
the end of the book. Encourage the student to do this and keep it in an accessible place.

Challenge: Knowledge of the Stars worksheet

1. What is the nearest star to the earth? Sun.

16 • Space Models & Tools

2. What are the main elements in stars? Hydrogen and helium.
3. What is the name of the galaxy that we live in? Milky Way.
4. What is special about Polaris, the North Star? It does not appear to move through the sky like the other
stars.
5. What unit of distance is used to measure items in space? Light year, parsec, or astronomical unit.
6. What name describes when one celestial body blocks the light from another? Eclipse.
7. What force holds the planets in their places? Gravity.
8. Name three items found in space besides stars, moons, and planets. Comets, asteroids, meteors, plu-
toids, space junk, satellites, space station.
9. Name two scientists important to our understanding of astronomy. Newton, Galileo, Copernicus, Kepler,
Hubble.

Our Universe
10. How long does it take for light to travel from the sun to the earth? About 8 minutes.

Lesson

2 Space Models
What’s really out there?

Supply list
Book   Piece of paper   Ping-pong ball    Golf ball

Beginners
• Does the sun move around the earth or does the earth move around the sun? The earth moves around
the sun.
• What force keeps all the planets, moons, and stars in their places? Gravity.

What did we learn?

• What are the two major models that have been used to describe the arrangement of the universe?
Geocentric/Ptolemaic—earth centered, and Heliocentric/Copernican—sun centered.
• What was the main idea of the Geocentric Model? The earth was the center of the universe and every-
thing revolved around it.
• What is the main idea of the Heliocentric Model? The sun is the center of the solar system and the earth
and other planets revolve around it.
• What force holds all of the planets in orbit around the sun? Gravity.

Taking it further
• Which exerts the most gravitational pull, the earth or the sun? The sun because it is much more massive
than the earth.
• If the sun has a stronger gravitational pull, then why aren’t objects pulled off of the earth toward the
sun? The strength of the gravitational pull decreases with distance. The pull of the earth is stronger on
us because we are so much closer to the center of the earth than we are to the sun. If an object moves far
enough away from the earth, the earth’s gravity no longer has much effect on it. And if that object moves
close enough to the sun, it will be pulled into the sun by the sun’s gravity.

Space Models & Tools • 17

 Lesson

3 The Earth’s Movement

Rotating and revolving

Supply list
Flashlight   Basketball or volleyball   Masking tape
Supplies for Challenge: Copy of “Clock” pattern   Tripod    Thread   Needle  
Modeling clay   Turntable, swivel chair or stool, Lazy Susan, etc.
Our Universe

Beginners
• In what two ways is the earth moving? Rotating on its axis and orbiting or revolving around the sun.
• Why do we experience seasons like summer and winter? The earth is tilted with respect to the sun.
When your part of the earth is tilted toward the sun it is summer, and when it is tilted away from the sun it is
winter.

What did we learn?

• What are the two different types of motion that the earth experiences? Rotation on its axis and revolu-
tion around the sun.
• What observations can we make that are the result of the rotation of the earth on its axis? Day and
night, the stars rotating in the sky, the bulging of the earth, diagonal air flow.
• What observations can we make that are the result of the revolution of the earth around the sun?
Changing of the seasons, parallax of stars, more meteors observed after midnight.
• What is a solstice? The first day of summer or the first day of winter, when the earth is in the place in its
orbit where the sun is hitting directly on either the Tropic of Cancer or the Tropic of Capricorn.
• What is an equinox? The first day of spring or the first day of autumn, when the earth is halfway between
the solstices.

Taking it further
• What are the advantages of the earth being tilted on its axis as it revolves around the sun? This gives us
seasons. Without this tilt, the temperatures would be relatively stable year round. This would result in less of
the earth being able to grow crops. Only the warm areas near the equator would have warm enough weather
to grow food.
• One argument against Copernicus’s theory was that if the earth were moving, flying birds would be
left behind. Why don’t the birds get left behind as the earth moves through space? The atmosphere in
which the birds are flying moves with the earth because of gravity.

Challenge: Foucault Pendulum

• What forces are affecting the pendulum? Gravity is pulling down on the weight at the end of the pendu-
lum, and air is resisting the movement of the pendulum.
• Why does the pendulum eventually stop moving? Because of the air resistance.
• How does a Foucault pendulum keep moving for hours or days at a time without stopping? They are
often designed with an iron ring near the top where the pendulum is attached to the building. Also, there
are electromagnets placed around the ring. As the pendulum swings through a certain part of its arc the
magnet turns on, attracting the ring. Then the magnet turns off to allow the pendulum to swing freely. This
magnet system compensates for the air resistance that the pendulum experiences, so it does not slow down.

18 • Space Models & Tools

 Master Supply List
The following table lists all the supplies used for God’s Design for Heaven & Earth activities. You
will need to look up the individual lessons in the student book to obtain the specific details for the
individual activities (such as quantity, color, etc.). The letter c denotes that the lesson number refers to
the challenge activity. Common supplies such as colored pencils, construction paper, markers, scissors,
tape, etc., are not listed.

Supplies needed (see lessons for details) Our Universe Our Planet Earth Our Weather & Water
Alum (look in grocery spice aisle) 10
Aluminum foil 20, 29
Aquarium or other empty case 22 31
Baking soda 24
Balloons 30 3
Bar of soap 28
Basketball or volleyball 3, 14, 25
Bathroom scale 27
Bible 1, 18c, 35 35 35
Bottle with lid 22, 28
Building blocks 33 22
Calculator 6c, 27
Candle 22 2
Cardboard 11c 33
Cereal bowls 23
Chocolate chip cookies 17
Chocolate chips 8, 8c, 25
Chocolate syrup 25
Clipboard 15c
Collander 31c
Cookie crumbs 25
Cornstarch 11
Cotton balls 11
Craft sticks 10
Craft wire 34
Cups (clear plastic or glass) 15, 19c, 21c, 22, 23c,
26
Appendices

Dirt/soil (from your yard) 29, 30, 30c, 31, 31c

Display box (optional) 34
Dry ice 22 10c
Duct tape 16, 22
Egg carton 15c

134 • Master Supply List

Supplies needed (see lessons for details) Our Universe Our Planet Earth Our Weather & Water
Epsom salt 13, 33
Eye protection (goggles) 16
Fine mesh strainer 31c
Flashlight 3, 4, 6, 7, 14, 15c, 16,
19c, 21c 26, 35
Flour 10 12
Food coloring 26 24 22, 25
Glitter 9
Global warming articles 8
Globe of the earth 21
Gloves 22 7, 7c 10c
Golf ball 2, 10
Graham crakers 19c
Graph paper 20c 2c, 21c
Gumballs 8
Hairdryer 19
Hammer 16
House plant 6
Ice 15, 19 6 10
Ice cream 25
Index card 12c, 19c, 25c, 34c
Jar with lid 3, 7c, 8 2, 3c, 10, 19, 25, 26, 28
Lamp 4
Liquid dish soap 22
Magnet 28
Magnifying glass 4, 19c 10c, 16, 31
Marbles 10, 23
Marshmallows (large) 8
Masking tape 3, 18 1, 16 3, 4, 14, 19, 26
Matches 22 2, 11c
Metal clothes hanger 14
Milk 21c
Milk carton (empty, 1/2-gallon) 7
Mirror 4, 12, 33 6
Appendices

Model rocket and launch pad (optional) 29

Modeling clay 3c, 20c, 25c, 29 12, 22c, 28, 32 2, 22, 29, 31, 34
Motorcycle helmet with face plate, or 33
bike helmet (optional)
Newspaper 7c, 21, 24, 31c 1, 5, 21
Nut and bolt 33

Master Supply List • 135

 Supplies needed (see lessons for details) Our Universe Our Planet Earth Our Weather & Water
Orange (fruit) 21
Paint 25, 34 11
Paint roller pan 28
Paper cups 10, 11c, 30c, 31c, 33
Peanut butter (creamy) or frosting 19c
Pencils (wooden) 25c
Petroleum jelly 12
pH testing paper (optional) 12c
Piece of cloth 15, 18
Ping-pong ball 2, 25
Plaster of Paris 11c, 12
Plastic bottle (empty, 2-liter) 24 11c, 13, 16, 22, 26
Plastic grocery bag 3c
Plastic lid or dish 28
Plastic tornado tube (optional but recom- 16
mended)
Plastic tubing (clear) 22
Plastic wrap 20
Plastic zipper bag 7c, 8c, 28c 10
Playing cards 30
Poster board/tagboard 9, 28, 29 34 22
Potting soil 31
Prism (optional) 12
Protractor 25c
Real chalk (made from limestone, not 28
sidewalk chalk) or limestone rock
Reflector (like from a bicycle) 16
Rock and mineral guide 10c, 11c, 14c, 16, 34
Rock and mineral samples 9c, 10c, 11c, 14c,
15c, 16, 34
Rolling pin 23
Rubber band 18
Ruler 6, 20c
Salt 10 24
Sand 11 19, 28
Appendices

Shaved ice (or fresh snow if available) 14

Shoe box 20, 20c 23 10c
Short ruler (6-inch) 22
Sidewalk chalk 13
Sling psychrometer (optional) 18
Soft drink (unopened can) 25c

136 • Master Supply List

Supplies needed (see lessons for details) Our Universe Our Planet Earth Our Weather & Water
Sponges 13, 21c
Star chart 5
Steel BBs 28
Steel wool without soap 28c
Stop watch 31c
Straw 30 27, 28 22
String 11c, 20c, 26c, 30 1, 33 3, 4, 12, 22, 26
Stuffed animal 15
Styrofoam balls 9, 29, 34
Styrofoam rings 34
Taffy or other soft candy 14
Tea bag 23c
Telescope (optional) 4, 16c
Tennis ball 14 1
The Magic School Bus on the Ocean Floor 29
Thermometer 15, 20 18
Thumb tacks 11c
Toothpicks 8, 17
Tops (spinning toys) 18
Towel 19
Toy boat 6
Toy houses, cars, etc. 10
Tracing paper 19
Trash bag (large) 14
Tripod 3c
Turntable (swivel chair, stool, Lazy Susan, 3c
etc. )
Unglazed ceramic tile 16
Vinegar 24, 28
Washer 20c, 26c
Waxed paper 32 8, 14, 19c
Weather station (optional) 22
Winter clothes 33
Wooden stick (small, skewer-like) 22
Appendices

World atlas/map 21 5c, 20c, 24c 5, 23

Yard stick/meter stick 6, 12c 3

Master Supply List • 137