Saturday, May 12, 2018

Gastropods and Worms

I apologize for the delay in this post.  We just returned from a roadschooling trip to Jamestown, Colonial Williamsburg, and Yorktown, and I am trying to get back into the groove of things.  I had intended to post this last lesson of our Zoology 3 course before going on that trip, but you know how that goes.

Lesson 14 (and the last) of Apologia's Exploring Creation with Zoology 3: Land Animals of the Sixth Day by Jeannie Fulbright is all about "Gastropods and Worms."  We have had so much fun with this course and are sad that it has ended.
Before getting into the new stuff, let me share with you a few things we did in the past with gastropods.

We once made "Bookworm Bracelets" (paper worm bracelets that doubled as bookmarks) at  
They were so cute!
On another post (, we shared our study of worms with our worm dig ...
... (which proved successful) ...
... our "Worm Tracks" painting using a yarn "worm" and brown paint ...
... and our snack of pudding "dirt cups " with gummy worms!
And, of course, when we studied Zoology 2, we covered mollusks in Lesson 9 (at  (The following three photos are from that post.)
(This is the clay gastropod Mags made for her ocean box.)

Day 1

For Day 1 of this final lesson, we started by reading in our text about these interesting invertebrates.

After a little reading, we colored the pages provided in our notebooking journal ...
... while watching the "Go, Snails, Go!" episode of The Cat in the Hat Knows a Lot About That!, at, starting at minute 13:30.  It's about how snails use their shells for protection against predators and weather.
We then watched the "Super Secret Digger" episode of The Cat in the Hat Knows a Lot About That! (on the Surprise, Little Guys! DVD).  It's about how worms supply nutrients to plants with their castings (compost), as well as how their tunnels enrich the soil with air and water.
(You can find that same episode on YouTube at, below.)
In the text, the "Try This!" activity on page 251 suggests capturing a snail or slug to observe how it moves.  We managed to spot one outside!
In case you have trouble locating one, I found a YouTube video that features a moving snail, at, below.

Day 2

On Day 2 of this lesson, we continued reading in our text, then completed the "Fascinating Facts" in our notebooking journal.
After some more reading, we did the "Try This!" activity on page 256 of the text, using copies of the diagram of the human body on the course website to notate eight different parasites that affect the human body.  We wrote each parasite's name, how it enters the body, where it lives, and how it exits the body.  Once these were filled out, we stapled them together to make a little booklet and added them to our journal.

Day 3

On Day 3, we finished the next "Try This!" activity (on page 262), which challenged us to count the number of earthworms we could find in one square foot of earth.  Here, Maggie is measuring one square foot.
 It didn't take us long to realize we didn't pick the best spot.  The soil was not great where we were.
 However, we did locate one earthworm.  Per the text's instructions, we were supposed to keep at least four earthworms for our next experiment.  Though three short, we decided we would just do our experiment with the one subject.  (It was better than scrapping the experiment altogether, right?)
It was wily and Maggie was able to easily feel its setae.
 We also found a little snail (below).
 Once inside, we set up the experiment outlined on page 266 of our text, trying to determine whether earthworms prefer warm or cold temperatures.  To do this, we placed a heating pad (on low) under one half of a large baking dish, and ice packs (straight from the freezer) under the other half.
Mags moistened some paper towels to lay inside the baking dish (for moisture for our worm).
 She then laid our invertebrate in the center of the dish, between the heating pad and the ice packs.
 We covered the whole dish with a large towel to give our worm darkness and Maggie made an adorable sign to remind us not to bother the setup.
 We let our visitor rest, covered, for thirty minutes.  After the thirty minutes, we would lift the towel to see which side of the dish it migrated to.
 It surprised us both!  Our worm went up and out, the little stinker!  Our results were inconclusive.  Four worms would have been best.
Maggie recorded it all in her journal.
After our experiment, we watched the "Worms are Wonderful" video on YouTube at, below.
While she watched, she worked on a "Video Review" sheet (which I make on my computer).
This got added to her notebooking journal.
We wrapped Day 3 with a little more work in her journal before calling it.
 (I just love kids' drawings!)

Day 4

On Day 4 of this study, we completed the "Vocabulary Crossword" and minibook ...
... as well as the review questions for this lesson from CurrClick.  (I love these and have decided to use them for other courses from here on out.)
We then finalized our notebook for Zoology 3 ...
 ... and marveled at its thickness.  Another amazing Apologia course has been completed!  Thank you, Jeannie Fulbright, for bringing such joy to our home!
We have already begun Astronomy, another Apologia course by Jeannie Fulbright that we will knock out this summer, so stay tuned for those posts to come soon!  We are already on Lesson 3!  Thanks for checking in with us!