How we used the Bible to teach Science
Year 2

Our Science program for Year 2 focused on anatomy. Our theme for Year 1 was "God made the earth a special place to be inhabited". Our theme for Year 2 was "God made man to rule the world". Year 2 would be the year of man, what he was made of. Based on how I read the scriptures, I came up with these elements--

  1. Flesh and Blood
  2. Bones

At the beginning of the school year we had a two-week Orientation. During that time, we had Bible studies and used models and worksheets to learn about man's anatomy. It was a lot of fun. We learned that man's foundation is in the dust and that plants bring up the dust of the earth for us in a form that we can eat and enjoy.

Bible studies--

  1. Flesh and Blood:
    Bible Study I: Psalm 139. Emphasize v. 13-18. We are wonderfully made.
    Bible Study II: I Corinthians 15. We must put on incorruption.
    Bible Study III: Ephesians 6:12. We wrestle not against flesh and blood. Hebrews 2:14. Christ took part of flesh and blood that through death he might destroy him that had the power of death, that is the devil.

    **Model. Introduce our model, Julia Corruptible Adam. Take out organs, name, and replace.
    **Worksheet. Gross/surface anatomy, complete worksheet filling in body parts (head, feet, etc.)
    **Cut and paste project. Skeleton and Inwards (Considering God's Creation--we did not use much of this book). Colored one or two organs per day until they are all done and ready to be cut out and glued.

  2. Bones/Skeleton:
    Bible Study I: Job 10:11 (he hath clothed me with flesh and fenced me with bones and sinew), 21:24 (bones are moistened with marrow), Psalm 22:14 (...bones are out of joint), Amos 2:1, Zephaniah 3:3
    Bible Study II: Ezekiel 37, the valley of dry bones. The church is dried up today and worldly when she was once alive. Can she live again?

    half_size_skeleton **Model. Introduce and examine our skeletal model.
    **Axial Skeleton (bones of the axis, main part of the body, you cannot live without this)--skull, vertebrae, thorax (rib cage, breastbone). Axial skeleton supports the head, the neck and the trunk and protects the brain, the spinal cord and the organs in the thorax (lungs, heart, big blood vessels).
    **Appendicular Skeleton (bones of the limbs held on to the axial skeleton by the pectoral (chest) girdle and pelvic (hip) girdle). Discussed the symmetry and soundness of our bodies. The protection for our organs. The skull and rib cage are fences to hold us together. Consider our ability to move and go from place to place. God made us to move, run, jump, work.

Our main teachings were presented during the first two weeks of school and then were reviewed at various times during the school year. This was the foundation of our Science program.

During our Orientation, we studied:

Gross Anatomy

I used worksheets to see what Hannah knew of gross anatomy (our outside parts).

I used a half-sized skeleton model to teach her about the bones, our infrastructure (Job 10:11) We drew the axial and complete skeleton a number of times during the school year.

Skeleton purchased from

We used a model with 26 removable parts to learn about the inwards, e.g., brain, heart, lungs, liver, stomach,etc. As maid children, we had no need for the male genital insert so I discarded it without showing it to Hannah. We named our model, "Julia Corruptible Adam". Signifying that as remarkable as our bodies are, they are corruptible. They get sick and they will die.

The 26-part dual sex torso includes thoracic vertebra, 4-part head with brain, female breast covering, 2 lungs, 2-part heart, 2-part stomach, liver with gall bladder, front kidney half, 4-part intestine system, 4-part male genital insert, and 3-part female genital insert with embryo.

Torso purchased from

Below are some of the topics that we covered in Science. We did not have a regular science class. The mind needs time to rest and assimilate information and use it. Much of this was learned during our two week orientation and then just reviewed from time to time throughout the school year.

Attention is the light of the teaching art. Simple teachings, interesting displays, various ways of seeing the same thing, occasional meaningful fieldtrips, pictures, etc. give opportunities to deal with the same handful of facts in different ways. Pictures and models are required here. One can make their own models (sew a heart, liver, lungs, etc. at their approximate size and stuff them into a pillowcase body or make them out of cardboard and let the scholar place them in their approximate condition. One can make their own worksheets, too--free hand or tracing paper. The mind does not require a perfect drawing. Hannah liked my homemade worksheets, etc. best and I think that it may be like that for a lot children.

You can customize your studies. I did not start out with this goal, but when I looked for suitable materials in the marketplace, I could find none. Generally, publishers are 1) not using publishing materials based on the scriptures and 2) are not publishing intelligent materials for four, five, and six year olds. In junior high and high school there is an emphasis on cramming to many facts into a book. The examples are irrelevant to life (how many baskets did she score in the game?). The subjects are also irrelevant (the probability of throwing a di and it lands on the number six). In college, the books are written by people who excelled in irrelevant education and who are trying to make a name for themselves, so their books are worse than the ones they used even though they may be trying to help students. I had to compile my own books. They contained some original teachings and some sound teachings I found in various sources. I would tear out a page here or an illustration there and in the end would have a whole book.