Forces & Motion: From High-Speed Jets to Wind-up Toys   -     By: Tom DeRosa, Dr. Carolyn Reeves
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This homeschool product specifically reflects a Christian worldview. Forces & Motion: From High-Speed Jets to Wind-up Toys

Master Books / 2008 / Paperback

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Product Description

"Wind-up Walking Toys," a "Floating Pencil Race," "The Mighty Conquering Catapults"---sound like adventurous activities? They're also educational! Your young scientists will love learning with these easy-to-read lessons and hands-on experiments. The creation-based physical science curriculum covers conceptual subjects ranging from friction to speed, and much more. Grades 3 to 6. 80 pages, 11" x 8.5" softcover.

Product Information

Format: Paperback
Number of Pages: 80
Vendor: Master Books
Publication Date: 2008
Dimensions: 8.50 X 11.00 X 0.50 (inches)
ISBN: 0890515395
ISBN-13: 9780890515396
Availability: In Stock
Series: Investigate the Possibilities

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  1. Texas
    Age: 35-44
    Gender: female
    5 Stars Out Of 5
    good elementary physics
    December 21, 2010
    fit mama
    Texas
    Age: 35-44
    Gender: female
    Quality: 5
    Value: 5
    Meets Expectations: 5
    We are enjoying this book. The experiments are engaging and interesting and fun for my 10 year-old as well as the little ones in the house. The books are laid out well and the teacher's manual is informative.
  2. 5 Stars Out Of 5
    April 14, 2009
    Kerri Tettleton
    Finally a science book the completely integrates a Christan Worldview with scientific facts. You will not have any concerns about what your students are learning when they are reading the text sectons on their own. In addition, the "Dig Deeper" sections provide a variety of reinforcing learning options for the student. You can do 1 or several and they address all learning styles. Homeschoolers could not find a more user friendly science curriculum that also reinforces the Biblical ideas and views they want to give their childre.
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Author/Artist Review

Author: Carolyn Reeves
Located in: Oxford, MS
Submitted: July 25, 2008

    Tell us a little about yourself.  A retired science teacher, I live in Oxford, MS, with my husband Jim. We have 3 children, 3 in-law children, and 10 soon-to-be grandchildren. I'm the author of "Understand Science While Believing the Bible," as well as other secular and Christian articles.

    What do you hope folks will gain from this project?  The authors hope students will benefit from the three main goals of this project--good science, creation-based apologetics, and connections to Scripture. We hope students will learn how to be more skeptical, analytical, and critical of scientific explanations rather than believing that everyting in print in a science book is a "scientifically proven fact." We hope to counter some of the one-sided presentations of evidence for Darwinian evolution and help students develop some critical thinking skills in the process. The authors also want students to understand that they don't have to choose between believing science or believing the Bible. Nor do they need to avoid training for careers in science because they are challenged by naturalistic evolutionary worldview. We believe that the books in this series can help students build a firm foundation for a Bible-believing Christian worldview.

    How were you personally impacted by working on this project?  This has been a opportunity to mesh thirty years of teaching experience with a God-given passion to help students break free from the philosophy of evolutionary naturalism. It's been quite a rewarding experience to work with Tom DeRosa and the Creation Studies Institute on shared goals.

    Anything else you'd like readers / listeners to know:  "Motion and Forces" is part of a series of science books for elementary students. The built-in flexibility makes these books suitable for grades 3-8. A version of the science learning cycle (observation-explanation-application) guides student learning. Each lesson begins with a simple investigation that is engaging to students and prompts them to ask questions. The investigation is followed by a scientific explanation of what the students observed. This is followed by an opportunity to make connections or applications to other ideas. The real learning takes place as students choose and research topics related to the investigation that they would like to learn more about. The topics range from easy to more difficult. Each lesson ends with an opportunity for students to ask the questions. The National Science Education Standards are refrenced as much as possible.

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