Lesson 5 Project Assignment
A. Overall Lesson Objective
•To participate in a team project, choosing among several alternatives, which promotes an active review, construction, or presentation of a subject related to a biblical world view.
B. Learning Competencies
•Participate in a project to further amplify, discuss, or present a subject that will underline the lessons learned from a biblical world view.
•Interact with teammates, teachers, and instructors in the presentation or discussion of the project.
•Function as a team to accomplish the task.
Note: Lesson 5 can be switched with any earlier lesson in Unit 4 Part 2 if more time for project work is desired.
C. Lesson
Overview
This section contains the project guidelines and describes project choices. Legal sources of research for biblical review material can be documents, videos, magazines, and articles from Creation Ministries International (creation.com has an extensive online search window and library), Institute of Creation Research (ICR), or AiG (Answers in Genesis). Naturalistic or evolutionary material can be found on the same sites.
The projects are designed so they can be done competitively or as stand-alone presentations. For normal school course presentations, a class is divided into teams to present their projects. Each team should adhere to the project definition for the chosen or assigned project, as defined below. The teams will be competitively judged according to common criteria that are presented at the end of this section. Competition is meant to promote key course competencies, and encourage the use of the Bible as a historically accurate, spiritual textbook that encourages critical thinking.
Project presentations can be used in a regional or national competition. In order to take advantage of the award-winning teamwork for inter-school competition, there may be some additional requirements or restrictions in the project guidelines. Those differences take precedence and should be incorporated.
Additional rules, provided by the teachers or school, might be needed to provide some reasonable constraints. Some examples follow:
--One project could be assigned for all the teams, then the class session would be a planning session for the same project by each team.
--Certain materials can be required or disallowed to promote innovation that is more predictably applied by all the teams.
--Presentation times can be extended on certain projects to permit more detail to be presented that might be anticipated.
--The use of video and media may have a set of rules to accommodate the average ability of teams or schools participating.
Project Choices
1.Make an ark to scale (no larger than 1-2 m in length using cardboard, paper, or light wood). Suggest where some of the major ‘kinds’ might reside in the ark, based on size, food, or care demands. Suggest systems for handling, storage, food supplies, waste, air systems, and water that will be overseen and managed by 8 people. ‘Kinds’ should be generally described that are onboard. Include and discuss at least two pair of juvenile behemoth and at least one other significant type of large living thing (referenced in the Creation Magazine or found on its web site) as well as their estimated growth over the period in the ark (almost a year). The storage requirements for both the crew and all the kinds should be generally described in the presentation. Remember: you must take into consideration that the ark will experience some periods of pitch (20 degrees) and roll (35 degrees) during the worst parts of the catastrophe. Verbal presentation time: 15 minutes. Displays of information are encouraged to supplement the model ark and draw attention to key points. Five minutes for moderator/judge/teacher to ask two questions and receive answers from the team. Total time: 20 minutes.
2.Debate a biblical view against a naturalistic view, where each part of the team makes an initial 5-minute presentation, but each team must also make an on-the-spot rebuttal of the other team’s presentation. 15 minutes maximum. Expect at least one question from the moderator or teacher or judge that must be answered on the spot by each team (2 minutes per team. 1 minute for questions to be presented). Total time: 20 minutes.
3.Make a presentation on fossil discoveries in the last 30 years that includes soft-bodied living things that were fossilized, non-fossilized tissue discoveries (including protein and hemoglobin, for instance), unusual activity at burial (like giving birth), fossilized dinosaur eggs, and large fossil graveyards far from the sea or at high elevations. Describe at least two of the large fossil graveyards in as much detail as you can with respect to what was found and where the discovery was made (place, distance above sea level), and what it says about the scope of the Flood event. Present a summary of findings from naturalists but then contrast those findings with conclusions from creation scientists and your team members. Presentation time: 15 minutes. Five minutes for questions from the teacher/moderator/judge to be presented and answered by the team. Total time: 20 minutes.
4.Make a presentation on information theory and/or genetics on this subject: can information self-develop with no intelligent influence or does it require the Creator God? Defend your biblical position, and tell the audience why the naturalistic position does not work. 15 minutes maximum. Be prepared to receive at least 2 unexpected questions or challenges to your assertions at the end of your presentation from a teacher or adult guest. Five minutes. Total time: 20 minutes
5.Imagine that your team members are members of a class where the professor demands that you agree in writing that such a thing as a ‘god’ or religion has nothing to do with real science. You must defend yourself to him in 15 minutes as to why you believe that is not true, and that a God-included world view is a legitimate baseline assumption for his course on earth science. And, be prepared to receive two questions or challenges on the spot from the moderator/teacher/judge that you must answer. Five minutes maximum. Total time: 20 minutes.
D. Assignment
Answer this question: How can God know us before we were born? Use Revelation 1:8, Psalm 139 and Acts 17:26-27 as the primary references for your answer.
E. Learning Activity
🦕 CT? With the assigned project description in hand, each team will
•select a team captain and a recorder
•discuss, outline and record the likely steps to get the project completed
•agree to assignments
•write the results on a piece of paper as a Project Plan
•get the teacher’s approval
•re-discuss any suggestions by the teacher that might make a difference in the plan (make project plan changes based on those suggestions)
•resubmit for teacher signed approval
F. Concluding Assessment
Applied knowledge, like practical projects that work with lesson information, enhances what is learned.