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Showing posts with label New Leaf Publishing. Show all posts
Showing posts with label New Leaf Publishing. Show all posts

Thursday, February 4, 2010

FIRST Chapter: Life of Washington by Anna C. Reed


Today's Wild Card author is:

Anna C. Reed

and the book:

New Leaf Publishing Group/Attic Books (November 30, 2009)
New Leaf Publishing Group
***Special thanks to Robert Parrish of New Leaf Press for sending me a review copy.***

ABOUT THE AUTHOR:


Anna C. Reed, niece of a signer of the Declaration of Independence, authored this amazing work for the ASSU prior to 1850. Originally translated into over 20 languages, the book was among the most widely read biographies of Washington at that time. The ASSU, now called the American Missionary Fellowship, has been associated with some of America's most prominent citizens and religious leaders. Bushrod Washington, George Washington's nephew and heir of Mount Vernon, was vide-president of the ASSU until 1829. Other ASSU officers include Francis Scott Key, D.L. Moody, Laura Ingalls Wilder, and John Adams (descendant of both early presidents).

Product Details:

List Price: $16.99
Hardcover: 299 pages
Publisher: New Leaf Publishing Group/Attic Books (November 30, 2009)
Language: English
ISBN-10: 0890515786
ISBN-13: 978-0890515785

AND NOW...THE FIRST CHAPTER:


The
LIFE OF WASHINGTON


CHAPTER 1


1732-1762


To give us the delightful assurance, that we are always under the watchful care of our almighty and kind Creator, He has told us that He notices the movements of every little sparrow; and as we are ”of more value than many sparrows,” He will surely ever care for us. It was His powerful and kind care that protected and guided Columbus, the once poor sailor boy, to obtain the favour of a great king and queen; and then to pass over the waves of a dangerous ocean, in a little vessel, and reach in safety an unknown land. The same powerful and kind care which protected and guided houseless strangers to a land of freedom and peace, gave Washington to their children, to lead them on to take a place amongst the nations of the earth. His history is as a shining light upon the path of virtue; for he “acknowledged God in all his ways.”

George Washington was the third son of Augustine Washington, whose grandfather left England, his native country, in 1657, and settled at Bridges Creek, in Virginia, where, on the 22nd of February, in the year 1732, his great-grandson, George, was born.

One of the first lessons which young Washington received from his faithful parents, was, the importance of always speaking the truth; and they enjoyed a satisfactory reward for their attention to this duty; for through his childhood, “the law of truth was in his mouth,” so that he was not known in one instance to tell a falsehood, either to obtain a desired indulgence, or to escape a deserved punishment or reproof. His character, as a lover of truth, was so well known at the school which he attended, that the children were certain of being believed, when they related any thing, if they could say, “George Washington says it was so.”

An anecdote is related of him to illustrate this trait in his character, which we introduce without being able to ascertain on what authority it is related. We hope it will not be supposed, however, that we regard such an incident as an extraordinary proof of an ingenuousness on the part of young Washington. We trust there are very few boys who would think of adopting any other course under like circumstances, and those who do generally find that “honesty is the best policy,” to say nothing of a quiet conscience and the law of God.

The story is, that he was playing with a hatchet, and heedlessly struck a favourite fruit-tree in his father’s garden. Upon seeing the tree thus mutilated, an inquiry was naturally made for the author of the mischief, when George frankly confessed the deed, and received his father’s forgiveness.

In all the little disputes of the school-fellows, he was called on to say which party was right, and his decisions were always satisfactory.

It is, perhaps, not out of place to remark in this connexion, that much of the injustice and oppression which are seen in the intercourse of men with each other, shows only the maturity of habits which were formed in childhood. At home, or in school, or on the play-ground, instances of unfairness and fraud are often seen, which, among men, would be regarded as gross violations of law and right. Washington in his boyhood was just.

When he was ten years old, his worth father died, and he became the care of an anxious mother, whose fortune was not sufficient to enable her to give him more than a plain English education. He was very fond of studying mathematics, and applied his mind diligently, in improving all the instruction which he could get in that science. As he grew up to manhood, he was remarkable for the strength and activity of his frame. In running, leaping, and managing a horse, he was unequalled by his companions; and he could with ease climb the heights of his native mountains, to look down alone from some wild crag upon his followers, who were panting from the toils of the rugged way. By these healthful exercises the vigour of his constitution was increased, and he gained that hardiness so important to him in the employments designed for him by his Creator.

Mrs. Washington was an affectionate parent; but she did not encourage in herself that imprudent tenderness, which so often causes a mother to foster the passions of her children by foolish indulgences, and which seldom fails to destroy the respect which every child should feel for a parent. George was early made to understand that he must obey his mother, and therefore he respected as well as loved her. She was kind to his young companions, but they thought her stern, because they always felt that they must behave correctly in her presence. The character of the mother, as well as that of the son, are shown in the following incident. Mrs. Washington owned a remarkably fine colt, which she valued very much; but which, though old enough for use, had never been mounted; no one would venture to ride it, or attempt to break its wild and vicious spirit. George proposed to some of his young companions, that they should assist him to secure the colt until he could mount it, as he had determined that he would try to tame it. Soon after sun rise, one morning, they drove the wild animal into an enclosure, and with great difficulty succeeded in placing a bridle on it. George then sprang onto its back, and the vexed colt bounded over the open fields, prancing and plunging to get rid of his burden. The bold rider kept his seat firmly, and the struggle between them became alarming to his companions, who were watching him. The speed of the colt increased, until at length, in making a furious effort to throw his conqueror, he burst a large blood-vessel, and instantly died. George was unhurt, but was much troubled by the unexpected result of his exploit. His companions soon joined him, and when they saw the beautiful colt lifeless, the first words they spoke were, “What will your mother say – who can tell her?” they were called to breakfast, and soon after they were seated at the table, Mrs. Washington said, “Well, young gentlemen, have you seen my fine sorrel colt in your rambles?” No answer was given, and the question was repeated; her son George then replied – “Your sorrel colt is dead, mother.” He have her an exact account of the event. The flush of displeasure which first rose on her cheek, soon passed away; and she said calmly, “While I regret the loss of my favourite, I rejoice in my son, who always speaks the truth.”

In his fifteenth year, he had so strong a desire to be actively employed, that he applied for a place as a midshipman in the English navy, (for our country was then under the government of Great Britain,) and succeeded in obtaining it. Full of youthful expectations of enjoyment in a new scene, he prepared ardently to engage in it, when he became convinced that by doing so, he would severely wound the heart of an anxious parent, and with a true spirit of heroism he denied himself, and in obedience to the command, “Honour thy mother,” he gave up his fondly cherished plan, and yielded his own inclinations, to promote her comfort. Thus, while his manly superiority to companions of his own age caused admiration, his filial tenderness was an example to them of compliance with the direction which is given to children in the word of God. “Let them learn first to show piety at home, and to requite their parents,” and they are assured that “this is good and acceptable to the Lord.” Washington proved the truth of this assurance; for, to the act of filial regard which “requited” the anxious cares of his mother, may be traced his usefulness to his country, and the glory of his character. If he had crossed his mother’s wish, and entered the British navy as a midshipman, it is not probable, that he would ever have deserved, or obtained, the title of “Father of his country.”

Being unwilling to remain inactive, young Washington employed himself industriously and usefully in surveying unsettled lands; and when he was nineteen years of age, he was appointed one of the adjutant generals of Virginia, with the rank of a major. At that time, the French nation had large settlements in Canada, and in Louisiana, and they determined on connecting those settlements by a line of forts; in doing this they took possession of a tract of land, which was considered to be within the province of Virginia. The governor of Virginia (Mr. Dinwiddie) thought it was his duty to notice this, in the name of his king; and it was very important, that the person whom he employed in the business should have resolution and prudence. Young Washington was worth of his confidence, and willingly undertook the perilous duty; as it gave him an opportunity of being actively employed for the advantage of his native province. The dangers which he knew he must meet, did not, for a moment, deter him from consenting to set out immediately on the toilsome journey, although winter was near. He was to take a letter from the governor, to the commanding officer of the French troops, who were stationed on the Ohio river; and the way he had to go, was through a part of the country that had never been furrowed by the plough, or, indeed, market by any footsteps, but those of wild animals, or ferocious Indians. Many of those Indians were enemies, and those who had shown any disposition to be friendly, could not be safely trusted.

The same day, (October 31, 1753,) on which Washington received the letter which he was to be the bearer of, he left Williamsburgh, and travelled with speed until he arrived at the frontier settlement of the province; and there engaged a guide to show him the way over the wild and rugged Alleghaney mountain, which, at that season of the year, it was difficult to pass. The waters to be crossed were high, and the snow to be waded through, was deep; but persevering resolutely, he arrived at Turtle Creek, where he was told by an Indian trader, that the French commander had died a short time before, and that the French troops had gone into winter quarters.

He went on with increased ardour, because the difficulty of his duty was increased; but he did not neglect the opportunity of examining the country through which he passed; wishing to discover the best situations on which forts could be erected for the defence of the province.

As the waters were impassable without swimming the horses, he got a canoe to take the baggage about ten miles, to the forks of the Ohio river; intending to cross the Alleghany there. In his journal he wrote, “as I god down before the canoe, I spent some time in viewing the rivers and the land in the fork which I think extremely suited for a fort, as it has the absolute command of both rivers. The land at the point is twenty or twenty-five feed above the common surface.”

The spot thus described was soon afterwards the site of the French for Duquesne. It was subsequently called fort Pitt by the English, and from this the name of the town of Pittsburg was taken, which was built near the for, and is not a city, containing 22,000 inhabitants. Washington remained a few days in that neighborhood, for the purpose of endeavouring to persuade the Indian warriors to be friendly to the English. By a firm but mild manner, he gained friends among the inhabitants of the forest, and obtained guides to conduct him by the shortest way to the fort, where he expected to find a French officer, to whom he might give the letter from the governor, as the commander was dead.

He arrived there in safety, and when he had received an answer from the officer, set out immediately on his return, and the journey proved a very dangerous and toilsome one. Some extracts from his journal, which he kept with exactness, will show his disregard of self, when he was performing a duty for the benefit of others. He had put on an Indian walking dress, and given his horse to assist in carrying provisions; the cold increased very much and the roads were getting worse every day, from the freezing of a deep snow, so that the horses became almost unable to travel. After describing this difficulty, he wrote thus:

“As I was uneasy to get back, to make a report of my proceedings to his honour the governor, I determined to prosecute my journey the nearest way, through the woods, on foot. I took my necessary papers, pulled off my clothes, and tied myself up in a watch coat. Then, with gun in hand and pack on my back, in which were my papers and provisions, I set out with Mr. Gist, fitted in the same manner. We fell in with a party of Indians, who had laid in wait for us. One of them fired, not fifteen steps off, but fortunately missed; we walked on the remaining part of the night, without making any stop, that we might get the start so far, as to be out of the reach of their pursuit the next day, as we were well assured that they would follow our track as soon as it was light. The next day we continued travelling until quite dark, and got to the river. We expected to have found the river frozen, but it was not, only about fifty yards from each shore. The ice I suppose had been broken up, for it was driving in vast quantities. There was no way of getting over but on a raft; which we set about making, with but one poor hatchet, and finishing just after sun-setting; this was a whole day’s work. We got it launched, then went on board of it, and set off; but before we were half-way over, we were jammed in the ice in such a manner, that we expected every moment our raft to sink, and ourselves to perish. I put out my setting pole to try to stop the raft, that the ice might pass by, when the rapidity of the stream threw it with so much violence against the pole, that it jerked me out into ten feet water.”

In this dangerous situation he was saved by the protecting hand of God, and enabled again to get on the raft; and by the next morning, the river was frozen so hard, that there was no difficulty in getting to the shore on the ice. The remainder of the journey was very fatiguing, being in the month of December, and for fifteen days it either snowed or rained.

He arrived the 16th of January at Williamsburgh, and delivered the important letter to the governor. The answer of the French officer, which was contained in the letter, was such as to make needful immediate preparations for defending the frontier of the province. The resolution with which Washington had performed the duty entrusted to him, and the judgment he had shown in his conduct towards the Indians, gained the favourable opinion of the people of the province, as well as that of the governor, and he was appointed a lieutenant-colonel of the regiment which was formed to march to the frontier, in order to prevent the French erecting their forts on it. Ardent and active, he obtained permission to march with two companies, in advance of the regiment, to a place called the Great Meadows, he thought that in doing so, he would have an opportunity of getting early information as to the movements of the French, and of forming a treaty with the Indians, to prevent their joining them. On arriving there, he was informed, by and Indian, that the French commander had sent a party to stop the American workmen, who were erecting a fort; and that they were forming one for themselves, called fort Duquesne. The Indian also gave the information, that French troops were advancing from that fort towards the Great Meadows. The night on which this account was given, was dark and rainy; but Washington marched rapidly with his soldiers to the place where the Indian said the French would be encamped; and there he found them, and surrounded them so unexpectedly, that they gave themselves up as his prisoners. The chief officer of that part of the regiment which was marching slowly on, died; and Washington then had the entire command of about four hundred men. They joined him, and he directed them to form a shelter for their horses and provisions; when it was completed, they named it fort Necessity.

After placing the horses and baggage in it, Washington marched with his troops towards fort Duquesne, for the purpose of endeavouring to drive the French from it; but when had advanced about thirteen miles, an Indian told him, that there were “as many Frenchmen coming toward him, as there were pigeons in the woods;” and he thought it was most prudent to return to his little fort, and meet their attack there. He returned, and assisted his men in digging a ditch around the fort, and while they were thus engaged, about fifteen hundred French and Indians made their appearance, and soon began to attack them. The ditch was not sufficiently completed to be of any use. The Indians sent their arrows from behind the surrounding trees, and the French fired from the shelter of the high grass. Washington continued outside of the little fort, directing and aiding his soldiers, from ten o’clock until dark, when the French commander made an offer to cease the attack, if the fort would be given up to him. The conditions he first named, Washington would not agree to; but at last, the French commander consented to allow the troops to march out with their baggage, and return to the inhabited part of the province, and Washington then gave up the fort. He returned to Williamsburgh, and the courage with which he had acted, and the favourable terms he had obtained from so large a force, increased the confidence of his countrymen in his character. This occurrence took place on the third of July, 1754.

In the course of the next winter, orders were received that officers who had commissions from the king, should be placed above those belonging to the province, without regard to their rank. The feeling of what was due to him as an American, prevented Washington from submitting to this unjust regulation, and he resigned his commission. Many letters were written to him, to persuade him not to do so; and he answered them, with an assurance that he would “serve willingly, when he could do so without dishonour.” His eldest brother had died, and left to him a farm called Mount Vernon, situated in Virginia, near the Potomac river; he took possession of it, and began to employ himself industriously in its cultivation. While he was thus engaged, General Braddock was sent from England, to prepare and command troops for the defence of Virginia, through the summer. Hearing of the conduct of Washington as an officer, and of his reasons for giving up his commission, he invited him to become his aid-de-camp. He accepted the invitation, on condition that he might be permitted to return to his farm when the active duties of the campaign should be over.

The army was formed of two regiments of British troops, and a few companies of Virginians. The third day after the march commenced, Washington was taken ill, with a violent fever. He would not consent to be left behind, and was laid in a covered wagon. He thought that it was very important to reach the frontier as soon as possible, and he knew the difficulties of the way; he therefore proposed to General Braddock, who asked his advice, to send on a part of the army, while the other part moved slowly, with the artillery and baggage wagons. Twelve hundred men were chosen, and General Braddock accompanied them; but though not cumbered with baggage, their movements did not satisfy Washington. He wrote to his brother, that, “instead of pushing on with vigour, without minding a little rough road, they were halting to level every molehill, and erect bridges over every brook.” What seemed mountains to them, were molehills to the ardent temper of Washington. His illness increased so much, that the physician said his life would be endangered by going on, and General Braddock would not suffer him to do so, but have him a promise to have him brought after him, so soon as he could bear the ride. He recovered sufficiently, in a short time, to join the advanced troops; and though very weak, entered immediately on the performance of his duties.

General Braddock proceeded on his march without disturbance, until he arrived a the Monongahela river, about seven miles from Fort Duquesne. As he was preparing to cross the river, at the place since called Braddock’s Ford, a few Indians were seen on the opposite shore, who made insulting gestures, and then turned and fled as the British troops advanced. Braddock gave orders that the Indians should be pursued. Colonel Washington was well acquainted with the manner in which the French, assisted by Indians, made their attacks; and being aware of the danger into which the troops might be led, he earnestly entreated General Braddock not to proceed, until he should, with his Virginia rangers, search the forest. His proposal offended Braddock, who disregarded the prudent counsel, and ordered his troops to cross the river; the last of them were yet wading in it, when the bullets of an unseen enemy thinned the ranks of those who had been incautiously led into the entrance of a hollow, where the French and Indians were concealed by the thick underwood, from which they could securely fire on the English. In a few moments, the fearful war-whoop was sounded, and the French and Indians rushed from their shelter on the astonished troops of Braddock, and pursued them to the banks of the Monongahela.

In vain did their commander, and the undaunted Washington, endeavor to restore them to order and prevent their flight. The deadly aim of the enemy was so sure, that in a very short time Washington was the only aid of General Braddock that was left to carry his orders and assist in encouraging the affrighted troops. For three hours, hw was exposed to the aim of the most perfect marksmen; two horses fell under him; a third was wounded; four balls pierced his coat, and several grazed his sword; every other officer was either killed or wounded, and he alone remained unhurt. The Indians directed the flight of their arrows towards his breast, and the French made him a mark for their rifles, but both were harmless, for the shield of his God protected him, and “covered his head in the heat of battle.” His safely, in the midst of such attacks, astonished his savage enemies, and they called him “The Spirit-protected man, who would be a chief of nations, for he could not die in battle.” Thud did even the savages own a divine power in his preservation; and the physician, who was on the battle ground, in speaking of him afterwards, said, “I expected every moment to see him fall; - his duty, his situation, exposed him to every danger; nothing but the superintending care of Providence could have saved him from the fate of all around him.” – This battle took place on the 8th of July, 1755. in a note to a sermon preached a month afterwards, by the Rev. Mr. Davies, of Virginia, (afterwards president of Princeton College) we find mention made by the author of “that heroic youth, Colonel Washington, whom I cannot but hope Providence has hitherto preserved, in so signal a manner, for some important service to his country.”

General Braddock was mortally wounded, and his few remaining soldiers then fled in every direction. But his brave and faithful aid, with about thirty courageous Virginians, remained on the field, to save their wounded commander from the hatched and the scalping knife of the Indians. They conveyed him with tenderness and speed towards that part of his army which was slowly advancing with the baggage, and he died in their camp, and was buried in the middle of a road, that his grave might be concealed from the Indians by wagon tracks. A few years since, his remains were removed to a short distance, as the great Cumberland road made by the government of the United States, was to pass directly over the spot where he had been laid. More than seventy-five years have passed, since the terrible scene of Braddock’s defeat. The plough has since furrowed the ground which was then moistened with the blood of the slain; but it is saddening to see on it white spots of crumbled bones, and to find amidst the green stalks of grain, buttons of the British soldiers, marked with the number of their regiment, even the brazen ornaments of their caps. “Braddock’s road,” as the path was called, which his troops cut through the forest, is now almost overgrown with bushes; and few travellers pass near to it, without stopping to look along its windings, and recall the time when it was filled with animated soldiers, who were soon to be silenced by the destructive weapons of war.

In writing an account of this dreadful defeat, Washington said, “See the wondrous works of Providence, and the uncertainty of human things!” he was much distressed by the loss of the army; and the officer next in command to General Braddock, instead of endeavouring to prepare for a better defence, went into winter quarters, although it was only the month of August. It was thought necessary to raise more troope immediately, and the command of all that should be raised in Virginia was offered to Washington, with the privilege of naming his own officers. He willingly accepted this offer, as he could do so without placing himself under British commanders, who were not really above him in rank. He immediately set off to visit the troops that had been placed in different situations along the borders of the province; and on his return to prepare for an active defence, he was overtaken by a messenger, with an account, that a number of French troops and Indian warriors, divided into parties, were capturing and murdering the inhabitants of the back settlements, - burning the houses and destroying the crops; and that the troops stationed there, were unable to protect them.

Washington immediately used every means within his power to provide for their relief; but it was impossible to defend, with a few troops, a frontier of almost four hundred miles, from an enemy that “skulked by day, and plundered by night.” While he was anxiously doing what he could, he wrote to the governor an account of the distress around him; and added, “I see their situation, - I know their danger, and participate their sufferings, without having the power to give them further relief than uncertain promises. The supplicating tears of the women, and the moving petitions of the men, melt me with deadly sorrow.” – It might have been expected, that the people in their distress would blame him for not protecting them better; but no murmur arose against him; they all acknowledged, that he was doing as much for them as was within his power.

He wrote to the lieutenant-governor the most earnest and-pressing requests for more assistance; but instead of receiving it, he was treated unkindly, as he related in a letter to a friend. – “Whence it arises, or why, I am truly ignorant, but my strongest representations of matters, relative to the peace of the frontiers, are disregarded as idle and frivolous; my propositions and measures as partial and selfish; and all my sincerest endeavours for the service of my country, perverted to the worst purposes. My orders are dark, doubtful, and uncertain. – Today approved, tomorrow condemned; left to act and proceed at hazard, and blamed without the benefit of defence. However, I am determined to bear up some time longer, in the hope of better regulations.” –Though disappointed in all his best formed plans, by the obstinacy and ill-nature of the person who had the power to control him, and pained by the increasing sufferings around him, which he was not enabled to relieve, yet he did not suffer to angry resentment to induce him to give up the effort of doing some good.

He continued his active and humane endeavours, and pleaded for the relief of his suffering countrymen, until his pleadings were called impertinent. In answer to this, he wrote to the governor, “I must beg leave, in justification of my own conduct, to observe, that it is with pleasure I receive reproof, when reproof is due; because no person can be readier to accuse me than I am to acknowledge an error, when I have committed it; or more desirous of atoning for a crime, when I am sensible of being guilty of one. But on the other hand, it is with concern I remark, that my conduct, although I have uniformly studied to make it as unexceptionable as I could, does not appear to you in a favourable light.” – With calm dignity he endured a continuance of such vexations, without ceasing to toil in his almost hopeless work of humanity.

A new commander of the British troops was sent from England, and he listened to Washington’s opinion, that the frontiers could not be freed from the dreadful visits of the Indians, in connection with the French, until they were driven from Fort Duquesne; for that was the place from which they started on their destructive expeditions. When it was determined that this should be attempted, Washington advanced with a few troops, to open the way for the army; but before they reached the fort, the French left it, and the English took possession of it, November 1758, and named it Fort Pitt. As Washington had expected the possession of this fort prevented all further attacks on the frontiers; and when his countrymen were freed from the dangers which he had left his farm to assist in defending them against, he determined on returning to it. His health had been injured by his being exposed to severe cold, and being often, for many days, unsheltered from the falling rain; and he felt that he ought to use means to restore it, as he could do so without neglecting a more important duty. He resigned his commission, and the officers whom he had commanded united in offering to him affectionate assurances of regret for the loss of “such an excellent commander, such a sincere friend, and so affable a companion.”

Soon after his return to his farm, in the twenty-seventy year of his age, he married Mrs. Custis, a lady to whom he had been long attached, and who was deserving of his affection. She had an amiable temper, and was an agreeable companion; and in performing all the duties of a wife, she made his home a scene of domestic comfort, which he felt no desire to leave. Employing himself in directing the cultivation of his ground, and in the performance of all the private duties of his situation, he lived for several years in retirement, except when attending the legislature of Virginia, of which he was a member.

For the benefit of his health, he sometimes visited a public spring in his native state, to which sick persons went, with the hop of being relieved by using the water. At the season when there were many persons there, it was the custom of a baker to furnish a particular kind of bread, for those who could afford to pay a good price for it. One day it was observed by a visitor, that several miserably poor sick persons tottered into the room where the bread was kept, and looked at the baker, who nodded his head, and each one took up a loaf, and, with a cheerful countenance walked feebly away. The visitor praised the baker for his charitable conduct, in letting those have his bread, whom he know could never pay him; but he honestly answered, “I lose nothing, - Colonel Washington is here and all the sick poor may have as much of my bread as they can eat; he pays the bill, and I assure you it is no small one.”

All his private actions were as deserving of the approbation of his countrymen, as those of a public nature had been of their respect and praise; and those who were nearest to him, and know him best, loved him most.



This is fabulous. I think this would make a great addition to a personal library or homeschool curriculum. 

Tuesday, January 19, 2010

FIRST Chapter: Science Homeschooling Curriculum - Energy

Today's Wild Card authors are:


and the book set of
Energy: Its Forms, Changes & Functions
New Leaf Publishing Group/Master Books (September 30, 2009)





New Leaf Publishing Group


***Special thanks to Robert Parrish of New Leaf Publishing Group for sending me a review copy.***

ABOUT THE AUTHORs:


Tom DeRosa left seminary and the church thinking he was throwing away his faith, but in reality he found a new religion: evolution. In 1978, Tom accepted Jesus Christ as Lord of his life. Soon after he studied biblical creation at Coral Ridge Presbyterian Church and came to the conclusion that a lack of knowledge of the biblical account of creation is greatly responsible for keeping many people from Christ. His commitment to breaking down those barriers is what led Tom to form Creation Studies Institute in 1988.


Carolyn Reeves, Ph.D. and her husband make their home in Oxford, Mississippi where they are active members of North Oxford Baptist Church. Carolyn retired after a 30-year career as a science teacher, finished a doctoral degree in science education, and began a new venture as a writer and an educational consultant.


The Main Book Product Details:

List Price: $12.99
Reading level: Ages 9-12
Paperback: 88 pages
Publisher: Master Books (September 30, 2009)
Language: English
ISBN-10: 0890515700
ISBN-13: 978-0890515709

The Student Journal Product Details:

List Price: $4.99
Reading level: Ages 9-12
Paperback: 48 pages
Publisher: Master Books; Student edition (June 30, 2009)
Language: English
ISBN-10: 0890515719
ISBN-13: 978-0890515716


The Teacher's Guide Product Details:

List Price: $4.99
Paperback: 48 pages
Publisher: Master Books; Tch edition (September 30, 2009)
Language: English
ISBN-10: 0890515727
ISBN-13: 978-0890515723

AND NOW...THE FIRST CHAPTERs:









Investigation #1: Where Exactly Does Energy Go?


Think about this. Ella understands that light is a form of energy, but she is having trouble with the idea that light energy cannot be created or destroyed.

“Look,” she told her aunt, who is a science teacher. “When I flip the switch and turn off the lights, I cause all the lights in the room to go away.” She demonstrated and made the room very dark.

“Now look what happens when I turn the light switch back on. The room fills with light again. Didn’t I just create and destroy the light in the room?” she asked.

“No, you certainly did not,” her aunt said. “All you did was demonstrate how energy can change from one form into another.”

Let’s look at some examples of how energy changes from one form to another in this lesson.


German-born Albert Einstein was awarded the 1921 Nobel Price in Physics. His studies of light transformation helped to base his discovery of the photoelectric effect.


The Investigative Problems:

What are examples of energy?
Can one form of energy change into another form of energy?


Gather These Things:

1.5-vold dry cell
5-inch pieces of electric wire
Small wooden boards
Assorted rubber bands (different thicknesses, but same length)
1.5-volt light bulb
Sandpaper
Sturdy shoe box


Procedure & Observations

Electric energy ito light and head energy: Take a 1-5-volt dry cell, a five-inch wire, and a light bulb. Test different combinations until you get the light bulb to come on. Show your teacher when you are successful. Make a drawing to show how you connected everything.


Feel the light bulb. Can you tell if it has gotten any warmer? (Note: This is a small amount of head and it may not be easy to detect.)


Mechanical energy to heat energy: Rub a piece of sandpaper quickly over a board several times. Feel the sandpaper and the board. What kind of energy is produced?


Mechanical energy to sound energy: Remove the cover from a sturdy box and cut three groves on opposite edges of the box. Now choose three rubber bands of equal length, but each with a different thickness. Stretch the rubber bands around the box, fitting each into one of the grooves. Pluck each rubber band. Observe that it is vibrating. Listen for a sound. Repeat for each rubber band. Compare the pitch made by the different rubber bands. Record your observations.


The Science Stuff

Energy is what enables matter to move or to change. Energy is found in many different forms, such as heat, light, electricity, mechanical (the energy in moving things), sound, nuclear, and chemical. One form of energy can be changed into another form of energy. Still, the total amount of energy never changes. This means that energy cannot be created or destroyed. These ideas are expressed in one of the most important laws in all of science – the law of conservation of energy.

These activities illustrate some of the main forms of energy. Each activity shows one form of energy being changed into another form of energy. Electrical energy changed into light and heat, mechanical energy changed into heat, and mechanical energy changed into sound.

In the first activity, when the equipment was wired together correctly, an electric circuit was completed. An electric current then moved through the dry cell, wires, and light bulb. As the electric current moved through the light bulb, electric energy changed into light energy and heat energy.

This activity illustrates another important concept about energy. It shows that energy can be transferred from one place to another. Much of the earth’s energy is transferred from the sun to the earth.

Remember the conversation between Ella and her aunt? When Ella flipped the light switch, the electric current began to move through the wires and the light bulb. Inside the light bulb, electric energy changed into light and heat energy, which is the same thing that happened in your activity with electricity. When she turned the lights off, the objects in the room absorbed the heat and light energy. (This is a small amount of energy, and you probably couldn’t detect it without some sophisticated equipment.)

When you rubbed a board with sandpaper, your motion produced mechanical energy. This motion produced friction between the sandpaper and the wood, causing the molecules to move faster. As a result, both the sandpaper and the wood became hotter. Thus, the mechanical energy of the moving sandpaper changed into heat energy.

You were also the source of motion when you plucked the tight rubber bands, causing them to vibrate. Sound is produced when a force causes something to vibrate and produce sound waves. Sound energy is carried in waves.


Making Connections

Another way in which mechanical energy can produce sound waves is by tapping on a table. Tapping on the table causes the table to vibrate in the same way plucking on the rubber bands caused them to vibrate. Sound waves actually travel faster through the table than through the air. You can put your ear next to the table and hear the tapping sounds clearly. You can also raise your head and hear the sounds as the sound waves pass through the table and then through the air.

When electrical energy passes through a light bulb, it is changed into light energy and heat energy. Even though the heat energy is unwanted, it is still part of the electric bill. Engineers try to design light bulbs that increase the amount of light and decrease the amount of heat produced. Some progress has been made, but light bulbs continue to produce unwanted heat.


Dig Deeper

Start with the energy being given off from a TV or a radio in your home. Try to figure out where this energy comes from. See how far back you can trace the energy changes. This gets a little complicated, so get ad good reference book to help you.

What is the difference between an electric motor and an electric generator? They basically contain the same parts and are built the same way. However, an electric motor changes electric energy into mechanical energy, and an electric generator changes mechanical energy into electric energy.

In 1905, Albert Einstein proposed a theory that altered the law of conservation of energy. He said that matter can be changed into energy, and energy can be changed into matter, but the total amount of matter and energy in the universe remains the same. How was Einstein’s theory shown to be true?


What Did You Learn?

Give two examples of how one form of energy can change into heat energy. Give another example of an energy change.
List two ways in which energy does work for us.
The following list contains examples of forces, properties of matter, and forms of energy. Underline all the examples of forms of energy: inertia, heat, density, buoyancy, electricity, lift, weight, chemical, push, and nuclear.
Define mechanical energy and give an example.
What kind of energy can be quickly provided by a battery?
What is the law of conservation of energy?
Give an example of when an unwanted form of energy is produced in a device.
What happens to a roomful of light on a dark night with the lights are turned off?
Was energy transferred from the batter to the light bulb when an electric circuit was completed?



Here is a review by SisterL and click these links to see reviews of other series also by my sister:

Matter
Forces & Motion 


Energy, Its Forms, Changes, & Functions

DeRosa and Reeves offer another fascinating elementary science course in Physics that will keep even my preschoolers enthralled with the investigations found inside its misleadingly slight pages compared to the backbreaking ones I remember from my childhood. 

The repetitive structure of each investigation will allow your students to know what is coming next and what is expected of them.  The student journal does a great job in letting them get the most out of each experiment with gentle guidance.  The Teacher's Guide is detailed enough to further elaborate on the lesson without going into minute details that are unnecessary for this level or require long preparations.

The needed items for the experiments are mostly household items with a few specialty ones but nothing that would break the bank as some science courses expect.  The way in which they are all tied back to everyday uses of energy will keep your student thinking about the coursework beyond the actual time spent doing their investigation.  With a bit of oversight, I can see my children using the needed items in additional experiments of their own creation.  I'm hoping future editions will offer a list of items or this could even be offered on their website as a shopping list printout as some cookbook sites offer.

In my family, we will probably use this course between the Physical Science course:  Forces & Motion and the Chemistry course: Matter.  This is based on both the types of investigations as well as the more concrete concepts found in Forces & Motion and Energy as compared to some in Matter.



Wednesday, January 13, 2010

FIRST Chapter: Science Homeschooling Curriculum - Matter

It is time for a FIRST Wild Card Tour book review! If you wish to join the FIRST blog alliance, just click the button. We are a group of reviewers who tour Christian books. A Wild Card post includes a brief bio of the author and a full chapter from each book toured. The reason it is called a FIRST Wild Card Tour is that you never know if the book will be fiction, non~fiction, for young, or for old...or for somewhere in between! Enjoy your free peek into the book!

You never know when I might play a wild card on you!


Today's Wild Card authors are:


and the book set of
Matter: Its Properties & Its Changes
New Leaf Publishing Group/Master Books (May 8, 2009)

***Special thanks to Robert Parrish of New Leaf Publishing Group for sending me a review copy.***


New Leaf Publishing Group

ABOUT THE AUTHORs:


Tom DeRosa left seminary and the church thinking he was throwing away his faith, but in reality he found a new religion: evolution. In 1978, Tom accepted Jesus Christ as Lord of his life. Soon after he studied biblical creation at Coral Ridge Presbyterian Church and came to the conclusion that a lack of knowledge of the biblical account of creation is greatly responsible for keeping many people from Christ. His commitment to breaking down those barriers is what led Tom to form Creation Studies Institute in 1988.


Carolyn Reeves, Ph.D. and her husband make their home in Oxford, Mississippi where they are active members of North Oxford Baptist Church. Carolyn retired after a 30-year career as a science teacher, finished a doctoral degree in science education, and began a new venture as a writer and an educational consultant.



AND NOW...THE FIRST CHAPTER:




The Main Book Product Details:

List Price: $12.99
Reading level: Ages 9-12
Perfect Paperback: 96 pages
Publisher: New Leaf Publishing Group/Master Books (May 8, 2009)
Language: English
ISBN-10: 0890515603
ISBN-13: 978-0890515600

The Student Journal Product Details:

List Price: $4.99
Reading level: Ages 9-12
Paperback: 32 pages
Publisher: New Leaf Publishing Group/Master Books (May 8, 2009)
Language: English
ISBN-10: 089051559X
ISBN-13: 978-0890515594
Product Dimensions: 10.6 x

The Teacher's Guide Product Details:

List Price: $4.99
Paperback: 32 pages
Publisher: New Leaf Publishing Group/Master Books; Tch edition (May 8, 2009)
Language: English
ISBN-10: 0890515611
ISBN-13: 978-0890515617


Matter

Its Properties & Its Changes


By Tom DeRosa & Carolyn Reeves


Investigation #1: The Physical Side of Chemicals


Think about this. A detective collected samples of food from the table where a victim was eating when he collapsed. The detective sent them to a crime lab. A few days later, the lab called to say they had positively identified a poison in the victim’s food that was not in anyone else’s food. Have you ever wondered how someone in the crime lab could figure out what chemicals are present in food or in someone’s blood or in something else?


The Investigative Problems:

How can the physical properties of a chemical substance be used to help identify the substance?


Gather These Things:

Magnet
Iron nail
Sugar cube
Copper penny
Container of water
A piece of paraffin
Small amount of vegetable oil


Procedure & Observations

Your teacher will show you ten items. Your job is to identify one of the items on the basis of its physical properties. You should eliminate any item that doesn’t match the descriptions. These are the physical properties of the item: It is round. It is flat. You would not want to eat it. It would be hard to break. It is shiny. What is the item that has all of these properties?

Your teacher will give you some more substances to investigate, but each of these will be a pure chemical substance. They will be either an element or a compound.

Bring a magnet near each substance and observe if the magnet has an effect on it. Place each substance in a container of water and observe if it floats or sinks. Note if it is soluble (will dissolve) or insoluble (will not dissolve) in the water. Note also the color and whether it is shiny or dull. Put this information in a data table.


(sample of date table)


The Science Stuff

Physical properties are often characteristics you can see, hear, taste, smell, or feel, but may include any physical characteristics of a substance. You used some simple physical characteristics to identify one of the ten items you were first shown.

Some of the items you were shown were pure substances (like the glass), and some were a mixture of many substances (like the apple). A pure chemical substance could be either an element or a compound. (We’ll learn more about elements and compounds later.) A fragment of a pure substance would have the same properties as the whole substance. All of the basic particles in a pure substance are the same. For example, a piece of pure iron only contains particles of iron and a container of pure water only contains particles of water.

Properties such as size and shape were helpful in identifying the first items, but they are seldom considered in identifying pure chemical substances. The properties of the five pure substances listed in the chart will be present regardless of the size, shape, or amount of the substance. Scientists look for characteristics that will remain the same no matter where the chemical is found. Almost any substance can be made into a round shape, so this would not be helpful in knowing what chemical is present.

We examined physical properties of several pure substances, including the effects of a magnet, whether the substance would float or sink in water, whether the substance was soluble or insoluble in water, its color, and its shininess. There are many other properties we could have considered, such as odor, taste, density, hardness, brittleness, elasticity, melting and boiling temperatures, solubility in other liquids, conductivity of heat and electricity, and viscosity.


Making Connections

There is a huge need for methods, instruments, and trained people to identify chemical substances that are present in things. Identifying unknown chemicals is part of the study of analytical chemistry. This includes what chemical are present, their characteristics, and how much is present. There are many crime labs that hire people to help solve crimes by identifying things such as drugs, alcohol, poisons, or traces of gunpowder. Medical labs test blood and urine for the presence of many kinds of substances. Other labs help identify pollutants in the air, water, and environment. Industries must consistently monitor their products for impurities. These are only a few of the places where chemicals are analyzed.

One of the most important things any society can do is to maintain a clean source of water. During the Industrial Revolution, many factories were built next to a river so they could dump their wastes into the river. Congress eventually passed a number of laws to try and keep our water sources free of pollution. Even today, environmentalists look for better ways to prevent pesticides and other harmful chemicals from being washed into rivers and lakes after a rain.


Dig Deeper

Labs generally use both traditional methods and a variety of instruments to identify chemical substances. An instrument known as a spectroscope is often used to help analyze the chemicals in something. Do some reading about spectroscopes to find out how they work and what uses thy have.

Crime labs hire forensic scientists. What do forensic scientists do? Is there more than one kind of forensic scientist? If so, what are the different areas in which they work?

What are some of the U.S. laws that try to prevent water pollution? Do all countries have similar laws? Try to find the name of one charity whose mission is to provide clean water to people who don’t have clean water to drink.


What Did You Learn?

What are physical properties of chemical substances?
When scientists want to know what chemical substances are in an item, they seldom consider the size, shape, and amount of the item. Why is that?
Give ten examples of physical properties used by scientists to describe a chemical substance.
What is a pure chemical substance?
What are some of the things students learn about in analytical chemistry?
What are some of the main things that are don in medical labs?
How might an environmental agency use a lap that analyzes chemical substances?
Are the physical properties of pure iron the same anywhere pure iron is found?


Here's another review from my homeschooling SisterL, mama to five.

Review of Matter:  Its Properties & Its Changes by Tom De Rosa & Carolyn Reeves

New Leaf has offered another hands-on science course for 3rd-6th graders to learn the basics of Chemistry.  The inviting pictures and helpful student journal would hook both the science loving child as well as the one who had not heard how fun it can be to create bubbles for homework assignments.

Most of the experiments can be completed with household items but there are a few in there that we'd need to order as a homeschooling household.  A master list would make this easier at the beginning of the course.  We prefer using our everyday items to learn about the matter around us so the experiments are just what we are looking for in a science course.  Thus said, the scene on the cover of the books is a bit misleading.

The expected structure of each Investigation is very useful for this age range and the enrichment projects in the Dig Deeper section allow the course to work with different level students.  While a third or fourth grader would get a lot out of the course, I'd personally recommend it for 5th or 6th graders so that more of the experiments could be truly hands-on and not just demonstrated.  Some of the concepts that are a bit less concrete might also be easier for the older student to understand. 

It is great to have a science course that your children can be excited about and you can be excited about as well knowing they are learning not only about what is around them but Who put it there in the first place.  The presentation on how even scientists have to rework bad theories at times is great and really helps those of us as parents who want to present such information to our elementary students but do not know quite how to word it. 


Tuesday, January 12, 2010

FIRST Chapter & Review: Science Homeschool Curriculum - Forces & Motion

It is time for a FIRST Wild Card Tour book review! If you wish to join the FIRST blog alliance, just click the button. We are a group of reviewers who tour Christian books. A Wild Card post includes a brief bio of the author and a full chapter from each book toured. The reason it is called a FIRST Wild Card Tour is that you never know if the book will be fiction, non~fiction, for young, or for old...or for somewhere in between! Enjoy your free peek into the book!

You never know when I might play a wild card on you!


Today's Wild Card authors are:


and the book set of
Forces & Motion: From High-speed Jets to Wind-up Toys
New Leaf Publishing Group/Master Books (January 16, 2009)

***Special thanks to Robert Parrish of New Leaf Publishing Group for sending me a review copy.***


New Leaf Publishing Group

ABOUT THE AUTHORs:


Tom DeRosa left seminary and the church thinking he was throwing away his faith, but in reality he found a new religion: evolution. In 1978, Tom accepted Jesus Christ as Lord of his life. Soon after he studied biblical creation at Coral Ridge Presbyterian Church and came to the conclusion that a lack of knowledge of the biblical account of creation is greatly responsible for keeping many people from Christ. His commitment to breaking down those barriers is what led Tom to form Creation Studies Institute in 1988.


Carolyn Reeves, Ph.D. and her husband make their home in Oxford, Mississippi where they are active members of North Oxford Baptist Church. Carolyn retired after a 30-year career as a science teacher, finished a doctoral degree in science education, and began a new venture as a writer and an educational consultant.





Product Details for the main book:

List Price: $ 12.99
Reading level: Ages 9-12
Paperback: 88 pages
Publisher: New Leaf Publishing Group/Master Books (January 16, 2009)
Language: English
ISBN-10: 0890515395
ISBN-13: 978-0890515396

Product Details for the student journal:

List Price: $ 4.99
Reading level: Ages 9-12
Paperback: 48 pages
Publisher: New Leaf Publishing Group; Student edition (January 16, 2009)
Language: English
ISBN-10: 0890515409
ISBN-13: 978-0890515402

Product Details for the teacher's guide:

List Price: $ 4.99
Paperback: 48 pages
Publisher: New Leaf Publishing Group; Tch edition (January 16, 2009)
Language: English
ISBN-10: 0890515417
ISBN-13: 978-0890515419

AND NOW...THE FIRST CHAPTER:





Forces & Motion

From High-speed Jets to Wind-up Toys


By Tom DeRosa & Carolyn Reeves


Investigation #1: Wind-up Walking Toys, Speed, Time, and Distance


Think about this. Many people still consider “Bullet” Bob Hayes to be the world’s fastest runner. In the 1964 Tokyo Olympics, he was part of a 4 X 100 relay race. He was already running when he took the baton. He completed his 100 meters of the relay in 8.6 seconds. He also ran the 100-meter dash in 10.05 seconds. In this race, he started from a still position. Four years later at the Mexico City Olympics, James Hines ran an official time in the 100-meter dash that was less than 10.0 seconds for the first time ever. His record stood for several more years, but Bullet Bob’s relay race time will be a hard record to break.

These very fast runners were moving an average of about ten meters every second. Use a meter stick to mark off ten meters and make a prediction of how many meters you think you could run each second. Would you like to be able to figure out how many meters you can run in one second?

We can calculate the speed of a moving object by testing wind-up toys. How far a wind-up toy moves can be measured with a ruler. How long it takes the toy to move a certain distance can be measured with a watch. These two numbers can be used to calculate its speed.


The Investigative Problems:

How can we determine the speed and motion of a wind-up talking toy?
How can this be shown on a graph?


Gather These Things:

Walking toy
Chart
Pencil
Clock with second hand
Toothpicks
Metric ruler (with each cm divided into tenths)


Procedure & Observations

For these measurements, you will need a metric ruler where each centimeter is divided into tenths. Look carefully at the markings on the ruler. Notice there is a long line by each number. There are shorter lines following each number. The short lines are written as decimal numbers. Measure the line to the right by putting the zero mark of the ruler at the beginning of the line. The correct answer is found by writing the last whole number, a decimal, and the number of short marks following the number. The abbreviation “cm” is written after these numbers. Did you get 15.3 cm for your answer? Work with a partner. Each of you should draw two or three more lines. Measure each other’s lines. Check each other’s answers.
Lay the ruler out in front of you. Wind up the walking toy next to the ruler and measure how far it walks in ten seconds. Record. Calculate its average speed by dividing the total distance it walked in centimeters by ten seconds. Write your number answer followed by cm/s. This is read “centimeters per second.”
Measure how long it takes for the wind-up toy to walk one meter. Record. If it doesn’t make it that far, record how far it walked and the time it walked. Calculate its average speed by dividing the distance it walked by the time. The speed will be in m/s (meters per second) if it walks as far as a meter. If you measure the distance in cm, your answer will be in cm/s.
Go back to the starting point. Wind up the toy again. This time lay down a toothpick next to the ruler every time the instructor calls out a five-second interval. Record for 30 seconds. Measure the distances between toothpicks and record in the chart below.
Graph the results of distance versus time. Your teacher will show you how to put this information in the graph. Does your graph make a straight line or a curved line? Try to think of a reason for this.
Did your walking toy start out fast and then get slower until it stopped, or did it keep walking at the same speed all the way?
Race your walking toy with someone else’s. Which one was the fastest?


The Science Stuff

The motion of an object can be described by changes in its position, by its direction, and by its speed. Speed can be calculated by measuring the distance an object moves and the time it takes to move that distance. Divide the distance by the time to get the speed.

The distance traveled equals the object’s speed multiplied by the time traveled. The same units of time must be used. For example, if a toy travels 50 cm/minute and it travels fro a total of two minutes, it has traveled a total of 100 cm. The calculations would be 50 cm/min X 2 min = 100 cm. Minutes would cancel out, leaving cm as part of your answer.

Different aspects of motion can be shown on a graph. If the speed of the walking toy stayed the same, the graph line will be straight, but if your walking toy slowed down, the graph line will be a curve. Remember, the source of energy for walking toys is a wind-up spring. A tight spring may provide more energy than a loose spring.

Scientific measurements are taking in metric units. The correct abbreviation for centimeter is cm; for meter, it is m. the correct abbreviation for centimeters per second is

Cm/s; for meters per second, m/s.


1 centimeter (cm) = 1/100 meter
1 meter (m) = 100 centimeters
1 kilometer (km) = 1000 meters


Dig Deeper

See if you can use the Internet or some reference books to find the runners who have run at official speeds of ten meters per second or greater. (There won’t be many.)

Do additional research to find some more world records for swimming, skating, bicycling, or other sports.

Use the Internet or some reference books to find the top speeds of several animals. Did you find any that you could outrun? What is the difference in how humans run and how certain animals run.

(If you choose one of these projects, use a creative way to display your findings.)


Making Connections

Sometimes a highway patrol officer will stop a car for speeding, and the driver will insist that the car was traveling within the speed limit. Is it possible that the car’s speedometer is not accurate? Mile markers along the highway and a watch can tell if your car’s speedometer is accurate. To do that, have the driver hold the car’s speed at 60 miles/hour. Start timing with a watch that has a second hand as the car reaches a mile marker. Stop timing as the car reaches the next mile marker. The speedometer is accurate if the car travels one mile in 60 seconds. One mile/minute is the same as 60 miles/hour. You can also calculate the speed of your car by dividing the distance of one mile by the time it takes the car to travel from one mile marker to another.

Suppose you are traveling in a car wit the cruise control set at 65 miles per hour and your driver drives for two hours without stopping. Multiply the speed by two hours to see how many miles you have traveled in two hours, as: 65 mi/hr X 2 hr = 130 miles.


What Did You Learn?

What two things do you need to know in order to calculate speed?
What is the formula for calculating speed?
How would a line graph of the speed of a runner look when the runner goes slower and slower? Or faster and faster? Or maintains the same speed?
What are three ways in which motion can be described?
If you are riding in a car that is traveling at 60 miles per hour and you travel for three hours, how far have you traveled?
Suppose an object is traveling at a supersonic speed of 800 m/s. Write this speed using all words and no symbols.
Calculate the speed of an animal that ran 50 meters in 10 seconds. Write the number answer with the correct unit symbols.
What is the source of energy for the walking toys you used for this activity?




One day we'll be able to share homeschooling curriculum reviews from my perspective and AppleBlossom's too... but until that point I lean toward my SisterL's experience with her crew of five little sailors. With out further adieu, a guest review: 

On first introduction to the text, my children were delighted with the images of things from everyday life--right up to "Sandy" from Annie on the front pages--that they recognize as I let them explore the main text.  I noted that the authors were able to pack in a lot of information without the text being too small and the clear and repetitive layout of each lesson makes the student's task clear.  It was a little bit tricky to get the books to lay flat.  We do put a premium on spirals for books we are using often--especially when studying the instructions for the experiments and writing in the Student Journal. 

The experiments are clearly explained and most can be set up by the students allowing the hands-on learning that sometimes sinks in a bit more than just observing an adult doing the experiment.  While most objects are readily obtainable in our homeschooling household of children, it would be nice to have a master list of supplies needed with Lessons notated beside each in the Teacher's Guide.  I know there are cost savings in using the same layout, but it would be very helpful to have the ability to put the Student Journal into a binder with additional pages inserted in their proper place from the Dig Deeper experiments and their work from some of the additional assignments and discussion questions.  This would alleviate the need for a fourth booklet/notebook to hold these extra sheets. 

We combine grades for science which makes this a very attractive elementary level science course for us with the separate Student Journals.  We were delighted to find the inclusion of the difference between scientific theory and scientific facts in a physics course rather than just reserved for the biology courses.   I think one of the biggest challenges will be keeping my son from trying all the experiments toward the end of the text even before he has tried the ones at the beginning, but I assume by the second time around he will be helping to teach the lessons to his younger siblings. 
 

Friday, January 8, 2010

FIRST Chapter: Dinosaurs for Kids

It is time for a FIRST Wild Card Tour book review! If you wish to join the FIRST blog alliance, just click the button. We are a group of reviewers who tour Christian books. A Wild Card post includes a brief bio of the author and a full chapter from each book toured. The reason it is called a FIRST Wild Card Tour is that you never know if the book will be fiction, non~fiction, for young, or for old...or for somewhere in between! Enjoy your free peek into the book!

You never know when I might play a wild card on you!


Today's Wild Card author is:


and the book:

Master Books (October 15, 2009)

***Special thanks to Robert Parrish of New Leaf Press for sending me a review copy.***

New Leaf Publishing Group


ABOUT THE AUTHOR:


Ken Ham is the founder and executive director of Answers in Genesis in the USA and one of the most sought-after Christian speakers in North America. He is the author or co-author of many books and is heard daily on the radio program, “Answers...with Ken Ham,” on more than 300 stations worldwide. Ken is also featured in various videos including the series, “Answers in Genesis with Dr. Gary Parker,” and the 12-part series of 28-minute videos, “Answers...with Ken Ham.” Ken's teaching is clear, true to the Bible, engaging, and challenging. Many have found salvation and others have been encouraged and equipped to reach others with the gospel through Ken's ministry.


Visit the author's website.

Product Details:

Price: $14.99
Reading level: Ages 9-12
Hardcover: 64 pages
Publisher: Master Books (October 15, 2009)
Language: English
ISBN-10: 0890515557
ISBN-13: 978-0890515556

AND NOW...THE FIRST CHAPTER:



Dinosaurs for Kids

by

Ken Ham, illustrated by Bill Looney


Dinosaurs can provide a great way to learn about history. You may already be familiar with some of these dinosaurs. These drawings show you what we think they may have looked like. Now, we don’t know for sure, of course, as we usually only find their bones as fossils (and most times, only a few of their bones). Artists use what bones have been found, knowledge about living animals, and some imagination to come up with drawings like these. See if you can pronounce these dinosaur names:


Dilophosaurus (die-LOF-o-SWAR-us), meaning “two-crested lizard.”
Styracosaurus (sty-RAK-o-SAWR-us), meaning “spiked lizard.”
Triceratops (tri-SER-a-tops), meaning “three-horned face.”
Megalosaurus (MEG-a-lo-SAWR-us), meaning “big lizard.”
Iguanodon (i-GWAHN-o-don), meaning “iguana tooth.”
Ceratosaurus (ser-ah-toe-SAWR-us), meaning “horned lizard.”
Deinonychus (die-NON-i-kus), meaning “terrible claws.”
Velociraptor (vee-LOHS-i-RAP-tor), meaning “swift robber.”
Ultrasaurus (UHL-tra-SAWR-us), was so nicknamed because of its enormous size.
Seismosaurus (SEIS-mo-SAWR-us), meaning “earthquake lizard.”


Did you know there are hundreds of dinosaur names? However, there were not hundreds of types of dinosaurs. There were a number of similar ones that should be grouped into categories known by what the Bible describes as “kinds.” Does that sound a little confusing? Well, this book will help to explain this and a lot of other things about dinosaurs you may not know.


(Pictures with names):

Dilophosaurus
Styracosaurus
Triceratops
Iguanodon
Ceratosaurus
Velociraptor
Ultrasaurus
Seismosaurus


Before we begin, I don’t want you to miss out on knowing what my very favorite dinosaur is! In fact, I think he deserves this whole page to himself! It is the mighty Tyrannosaurus rex (ti-RAN-oh-SAWR-us-rex), meaning “tyrant lizard king.” I’ll let you in on a secret – I love T-rex because I like his teeth! I use teeth to teach kids and parents some very interesting things about dinosaurs – things that you may not have heard or really understood before. But it is very important to understand the truth about dinosaurs!


FOUR FAST FACTS

T-rex fossils are found in Canada and the western United States.
The first documented T-rex fossil was discovered in 1902 by Barnum Brown.
Scientists think T-rex skeletons were made up of close to 200 bones.
T-rex had around 60 teeth, which ranged in size based on their placement in the jaw of the skull.


With a strong tail extended for balance, an adult T-rex could be a little over 40 feet in length, 12-13 feet tall at the hips, and weigh between 5 and 7 tons. T-rex’s jagged teeth could be up to 9 inches long, and like sharks, the T-rex was able to replace teeth when one was lost.

What’s in a name? Remember that the T-rex name means “tyrant lizard king.” But secular scientists are still wondering whether T-rexes were active hunters or clever scavengers, or a combination of both. However, creation scientists are able to explain the evidence in a different way using the biblical account of history, as we will soon learn.


FOUR FAST FACTS

The word “fossil” is from the Latin word meaning “dug up.” Scientists often make assumptions about dinosaurs based on a few fossilized bones, bone fragments, or other fossil remains, impressions, etc.
Only a few thousand dinosaur skeletons have been discovered.
The vast majority of fossils discovered are marine invertebrates (creatures that don’t have backbones like clams).


I’m sure you have lots of questions about dinosaurs. I believe I can answer many of those questions for you because dinosaurs are not a mystery at all. I know someone who was there when dinosaurs came into existence, and was also there when they seemed to disappear from the earth. In fact, this “someone” has written a book for us that gives a detailed account of the history of the universe. He tells us when the earth began, as well as when all the living creatures and the first humans appeared.

Now, you may be asking “Who is this someone you say was there to see the dinosaurs?” He is the Creator of all things. He knows everything because He is all powerful and has always been around. And this Creator had a book written for us to give us the details of how time began, and how the universe and all life came into existence. This book also tells us who we are, where we came from, and why we exist. It also gives us information on what is going to happen in the future! There is no other book like this on earth. It is unique, and it is called…the Bible.

When you understand the Bible, you will understand more about dinosaurs. The Bible helps us to answer questions about dinosaurs and about the world around us today.

Bigger. Among the most widely known type of dinosaurs, the sauropods (“lizard foot”) are some of the largest creatures to ever walk the earth. Many of these dinosaurs are known by only a few pieces of bone fragments, and debate continues on just which dinosaur was the largest ever. As discoveries continue, more will be known about these massive giants. Sauroposeidon (“earthquake god lizard”) was considered the largest dinosaur ever to live, until the discovery of Argentinosaurus (“silver lizard”). Though only a few bones of each creature have been found, many scientists estimate that Argentinosaurus was larger, though Sauroposeidon may have been taller.

Smaller. Compsognathus (“elegant jaw”) is among the smallest dinosaurs discovered. A little bigger than a chicken, this dinosaur weighed around 6 pounds. Some scientists have found smaller creatures, like Microraptors, which they try to use to prove dinosaurs were the evolutionary ancestor of birds – real science and the Bible disprove this idea. Archaeopteryx (“ancient wing”) is another example of a creature once thought to prove this link, but that idea has now been proven false.

Did you know that the Bible is really a collection of books written by people specially inspired by God, the Creator, to write down exactly what God wanted us to know? The Bible tells us more about who God is and why we can always trust Him to tell us the truth:

The God of the Bible is the true God: “But the LORD [is] the true God; He is the living God and the everlasting King…” (Jeremiah 10:10).
The God of the Bible is infinite – He is all knowing, all powerful: “Great is our Lord, and mighty in power; His understanding is infinite.” (Psalm 147:5).
The God of the Bible lives forever – He lives in eternity – He had no beginning and has no end: “Now to the King eternal, immortal, invisible, to God who alone is wise, be honor and glory forever and ever…” (1 Timothy 1:17).
The God of the Bible is the only true God – other gods people claim to have are false gods: “Therefore You are great, O LORD GOD. For there is none like You, nor is there any God besides…” (2 Samuel 7:22).
The God of the Bible is all wise and all knowing: “…in whom are hidden all the treasures of wisdom and knowledge.” (Colossians 2:3).
Wow! What an awesome God.


The Only One.

Only God is a witness to the entire history of the world, including the history of dinosaurs. During the creation week, God created dinosaurs and flying reptiles. Pterosaur (“winged lizard”) like this one, could have wing spans of 30 feet. Stegosaurus (“roof lizard”) is easy to recognize with two rows of large plates running along its arched back, and its multi-spiked tail. Corythosaurus (“helmet lizard”) is a great example of dinosaurs with bony crests on their heads. Scientists think these crests were used in making sounds.

Does any human being (including any scientist) know everything? Has any human being always existed? The answer to both questions is, of course, NO. However, who is the only one who knows everything? Who is the only one who has always been there? The answer to both of these questions is, “the Creator God of the Bible.”


True History!

I call the Bible “The History Book of the Universe.” This is because it is a book that tells us how time and the universe began. And in the very first book of the Bible, the Book of Genesis, we are given a detailed account of not only how God created everything to begin with, but also major events of history that happened after creation.

You might be saying, “Wait a minute, haven’t scientists already found out lots of things about dinosaurs – that they lived millions of years before people and that they lived during the dinosaur age 200 million to 65 million years ago, and then they became extinct?”

Well, not all scientists say that! And though the majority of people today might believe that dinosaurs lived millions of years ago, the majority are wrong on this. And more and more people are now finding out the truth because they listen to and understand God’s Word!


What a neat educational tool this book is for the kiddos. In a very fascinating filled with imagery way, author Ken Ham gives details on the dinosaurs as well as explaining in a very easily comprehensive format how the world was created according to scriptures. He even gives references and statement points for discussion with people who disagree. I think it is about time someone provided resources such as this and I am eager to look to see what other topics Ken Ham has to offer for children's educational books.

Buy it:

New Leaf Publishing Group