Wednesday, April 4, 2018


Lesson 12 of Apologia's Exploring Creation with Zoology 3: Land Animals of the Sixth Day by Jeannie Fulbright is all about "Dinosaurs."  It was very refreshing to study these creatures from a Creationist's point of view, with evidence presented to back up that viewpoint.  Ah, homeschooling.  I love the freedom to teach my daughter His Truth.  Thank You, Lord.  ❤  
Before I show you the breakdown of this lesson, I remember how much fun we had making hadrosaur tracks with our hands when Maggie was a toddler.  (That post can be found at  First, we taped her middle and ring fingers together.  Once taped, we painted her hand with tempera paint, stopping before we got to the part of the hand that extends to the thumb.
 Pressed on paper, our prints looked great!  This might be a fun addition to your notebooking journal!

Day 1

Day one of this study started with a reading of Oh Say Can You Say Di-no-saur? All About Dinosaurs by Bonnie Worth.  (These fun Cat in the Hat books never get old.)
After that, we read in our text about dinosaurs (from the Latin meaning "terrible lizard"), reptiles that were created on the sixth day of Creation.  We read about early accounts of these creatures (from the Book of Job to petroglyphs), pointing to the fact that they were seen by people, an opinion not shared by evolutionists.

We then colored the coloring pages for this lesson ...
... while watching "The Busasaurus" episode of The Magic School Bus.  You can watch it online at
After the video, we read more in our text about how the dinosaurs' stance helps us to classify them, whether "lizard-hipped" (Saurischia) or "bird-hipped" (Ornithischia).  We would do an activity to demonstrate this later in the week (towards the end of this post).

Finally, for Day One, we read How Big Was a Dinosaur? by Anna Milbourne and Serena Riglietti, which compares different species of dinosaurs to objects we know today.
(Just imagine being on that bus!)

Day 2

On the second day of this study, we read about sauropods, those colossal herbivores that walked on all fours, like the Brachiosaurus.  We then completed the "Fascinating Facts" in out notebooking journal.
Many fossilized sauropods have been found with gastroliths inside of them, indicating that they did not chew their food.  This is like many animals today, including alligators and crocodiles.  We came across this funny cartoon about gastroliths during this lesson's study.  I wanted to share so you could enjoy it too.  😂
To understand how gastroliths work, we did the "Try This!" activity in the text (page 219).  First, we put some stones into a plastic Ziploc bag with a handful of leaves.  We put some more of the same kind of leaves into a second Ziploc bag, with no stones.  
Using our hands to mash the leaves together inside the bags (acting like the muscles of a stomach), we were able to see how the presence of the stones made it easier to break  up the leaves.  This is how gastroliths work inside one's stomach.
After reading about sauropods, we read about different theropods and moved into the bird-hipped dinosaurs, like Stegosaurus and Triceratops.

Next, we read through The Usborne Big Book of Big Dinosaurs by Alex Firth, a great book with colorful illustrations that folds out.  (We love this series by Usborne.)
Day 3

On Day 3 of this study, we read more in our text about the bird-toed dinosaurs (ornithopoda), those dinosaurs that were mostly bipedal with three toes.

Mags then recorded what we were learning in her notebooking journal.

Day 4

On Day 4, we read through the "Dinosaurs" issue of Zoobooks magazine (from December 2014).
These publications are excellent for supplementing these Zoology lessons because of all their amazing illustrations.
After reading, we completed the "Copywork" in our journal ...
... as well as the "Vocabulary Puzzle" ...
... and the minibooks!
Finally, it was time to complete the experiment in the text, differentiating between the stance of a lizard and a dinosaur.  This experiment would allow us to better understand the weight of the two animals, considering the placement of their legs.  We were able to do this using toilet paper tubes and pieces of wire hanger.  Here, Maggie is building the simple model of her dinosaur, with "legs" positioned directly under its "body."
You can see the different stance the lizard model (right) has, with its "legs" positioned out from its "sides."
Limbs sprawled out, Mags tried running like a lizard down our hallway, but tired quickly.  This helped us to understand why lizards are good for short bursts of speed, but are not fast for long distances like a dinosaur was.
She recorded all of this in her notebooking journal, as well as the review questions for this lesson from CurrClick (left), which we added to her journal, too.
It was a fun lesson!
We are now planning two field trips, one to the Fernbank Museum of Natural History in Atlanta (
We will be seeing their bronze dinosaurs in Dinosaur Plaza as well as their models of Argentinosaurus, a sauropod that is the largest known dinosaur to ever walk the earth, and of Giganotosaurus, a theropod that comes close behind in size at 47 feet long and eight tons heavy, in Giants of the Mesozoic.

(The following four pictures are of the Fernbank Museum but are not mine.)
For our second field trip, we will be going to Stone Mountain Park ( to see their Dinosaur Explore exhibit, an exhibit that features more than twenty life-sized models of different dinosaur species, with special effects that allow them to move and roar realistically.  These include a Tyrannosaurus Rex, a Brachiosaurus, a Triceratops, an Allosaurus, a Pteranodon, and more.
(The image, below, is not mine.)
We're pretty excited!

We have already finished Lesson 13 in this course, "Arthropods of the Land" (up next), and will post on it this week.  Until then, enjoy this little funny.  😂

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