Exploring Creation with Biology is a 9th grade high school biology curriculum written from a Christian and creationist perspective. This almost 600 page hefty hardbound text has 16 Modules:
- Biology: The Study of Life
- Kingdom Monera
- Kingdom Protista
- Kingdom Fungi
- The Chemistry of Life
- The Cell
- Cellular Reproduction and DNA
- Mendelian Genetics
- Evolution: Part Scientific Theory, Part Unconfirmed Hypothesis
- The Invertebrates of Kingdom Animalia
- Phylum Arthropoda
- Phylum Chordata
- Kingdom Plantae: Anatomy and Classification
- Kingdom Plantae: Physiology and Reproduction
- Reptiles, Birds, and Mammals
Exploring Creation with Biology is a complete, beautiful, God-glorifying biology curriculum highly worthy of consideration for your high school student.
Acknowledging that most homeschool parents aren’t comfortable teaching biology, the authors explain why Exploring Creation with Biology is “ideal for such parents.” The text is written in an easy-to-understand style, and most of the experiments can be carried out with household or easily attainable materials. The authors are dedicated to helping parents and students use their materials. Help is available via phone, email, or regular mail or on their website.
Each module is roughly 30 pages long and takes about 45-60 minutes a day for two weeks to complete (except for module six, which takes three weeks). However, there is no exact breakdown of what should be done in a day or a week’s time. This is intentional, as the curriculum is meant to be flexible (in tune with homeschooling in general). If one wants more direction in figuring out how much to do each day, the website has some guidelines.
Here is what a module looks like. The conversational text addresses the student and is interspersed with excellent quality photos and graphics. Vocabulary, including pronunciation, appears in bold print. About 15 to 20 “On Your Own” questions, highlighted in yellow, are also scattered throughout. These are to be answered by the student as he reads, and the answer (printed at the end of the module) is to be checked immediately. I would suggest putting a sticky-tab bookmark on the answer page for ease in flipping to this page while reading.
There are also several experiments in the module to be done as the student encounters them. It is recommended that the student keep an experiment notebook to aid in the learning process and also as a record to show evidence of having taken this class to prospective college admission boards.
Specialized lab equipment is available for purchase, including a microscope, a slide set, and a dissection kit with specimens. Although the experiments requiring these items are optional, they are beneficial to the student.
Each module ends with a “study guide” or quiz. It functions as a review, and students may use the text in answering the questions. Answers are found in the corresponding Solutions and Tests book (sold separately).
The textbook concludes with a glossary and three appendices. The first one is “A Simple Biological Key,” which is a duplication of a table that appears on pages 21-23 of the text. It is a flow-chart of sorts for determining the biological classification of a particular lifeform. Appendix B contains summaries of all the modules. These are fill-in-the-blank sentences that the student is to write out completely rather than just fill in. Answers to these are in the Solutions and Tests book. The last appendix is a complete list of lab supplies, organized by module and type of experiment. Lastly, you will find what every good textbook should have--an index.
The Solutions and Tests book contains teacher’s notes, solutions to the study guides, answers for selected experiments, answers to the module summaries in Appendix B, module tests and answers, and quarterly tests and answers. The teacher’s notes explain the teaching philosophy of the course, the student assignments and experiments, and the recommended grading procedure.
A style note on the text: the module breaks are not easily found by flipping through the book. Indeed, it seems to flow from module to module, except for a bolded “MODULE #8” at the top of the page. I think a colorful graphic at the top of the page or in the margin extending to the edge of the page would be helpful to students.