CURRICULUM

The book remains 34 chapters. Other than a couple of graphics, the only thing that will be different are the creation and evolution chapters, 17, 18 and 19. All three have been totally rewritten. They are now a little longer with 100% new pictures and illustrations, but I think the common themes running through all three make them flow very well and I do not believe that the extra length is going to be a huge problem for folks. The common theme is that we can see that science reflects the Bible as the authoritative Word of God because when we objectively measure the scientific evidence with the creation model and evolution model, the evidence fully supports creation and often contradicts, or is incompatible with, predictions of the evolution model. I continue to keep the philosophical discussions of creation and evolution in the three salient chapters, and the rest of the text continues to teach the science as the science. Chapter 17 describes the creation model and basic scientific tenets, 18 the evolution model with its tenets (notably including the fact that evolution was never meant to be compatible with a creation origins theory) and 19 directly compares how various scientific data fit into each one. The three chapters are much more scientifically rigorous than the first edition and, again, I have written them very straightforwardly with a focus on conceptual flow of ideas so that by the time the students are done, they will definitely understand complex and fundamentally scientific arguments supporting the creation model while simultaneously troubling the evolution one. New material includes a fairly in depth analysis of intelligent design, information theory, genetics and totally new fossil and radiodating concepts. Also, the fact that natural selection and genetic mutation cannot “do” what the evolution model says it can – and needs it to – “do” is fully fleshed out as one of the major scientific flaws of the evolution model.

The major changes are that Chapter 21 was nearly completely rewritten, as were significant portions of Chapters 26, 28 and 29. Throughout the text, graphics were updated and terms aligned with the changes reflected in Chapters 21, 26, 28 and 29. Of course, updates include new chapter and test questions to reflect the changed content, as well as appropriate updates to the Parent Companion material.

Since these are science courses that were written by a Christian, probably the most common question I am asked is, “What about evolution and creation?” The answer really starts and ends with the Bible. It is the unerring Word of God and, as such, provides the framework upon which everything is understandable, including science. The creation/evolution discussion starts with the assumption that God’s Word is true and everything flows from there. Now, why evolution in Christian-based courses? It is important to cover evolution and some basic principles because our children will be constantly bombarded with it throughout their lives. It is everywhere – in history, sociology, modern culture and even business economics. I think it is clear that the enemy has used and will continue to use evolution as the single most powerful tool to fight against God’s Kingdom. Our children need to be prepared for this battle and I hope our courses can help achieve that. Both Life Science and Biology start by presenting basic science concepts to serve as the foundation upon which the creation and evolution chapters are based. In these science chapters, I present the science only, since the science is the science regardless of how it got to be that way. This allows me to develop deep scientific concepts straightforwardly and cover a lot of ground efficiently. Once students are on scientific solid footing, the origins discussions ensue, which serve as the centerpieces of both texts. God’s Word takes main stage, providing the lens through which scientific data is interpreted, since that is the only way to truly understand the gift God has given us over which to take dominion. All throughout the creation and evolution discussions, God’s Word is juxtaposed with the views of various atheist and agnostic scientific academicians so that it is clear that evolution is not science, but its own origins faith. Using the Bible as THE source of truth when studying science is the only way to fully understand the miracle of life. The discussion is really a look at the tenets of creation and evolution and then measuring the scientific data with theologically sounds principles. God’s Word is true and is relied upon time and time again as THE way to understand science through the origins debate. We objectively learn that, time and again, as fully expected since the Bible is true and accurate, the creation model is supported while the evolution model is not. And, the discussions are not some fluffy look into creation and evolution. These are very complex discussions dissecting where – and perhaps more importantly, why – the evolution model fails to explain and is often directly contradicted by the scientific data. I wanted to teach the students not what to think, but how to think about creation and evolution, ultimately for them to produce a rather devastating argument for why they believe what they believe. That is a lot easier when one understands the perfect correlation between God’s Word and science. It is not my intent to provide a “compare and contrast” discussion, but it is inevitable. The evolution model is found lacking and time after time we see that the scientific predictions of the creation model are what are observed. The data clearly fit the creation model; there is no conflict, and a major theme in the creation/evolution discussion is that is what we would expect since God’s Word is true.

Life Science was designed for 6th – 8th grade and Biology for 9th – 12th grade.

Yes. A 36-week schedule is included with Biology, Introductory Science and Life Science. However, it may be adapted to meet the needs of your family.

*Note - Unearthing the Bible an 8-week course.

Accreditation is given to educational institutions, rather than to individual curricula. Therefore, since the homeschool family is the legal educational institution, accreditation is unnecessary. Educational requirements will most likely be determined by your local or state government and records/transcripts should be maintained by your homeschool. For more information on accreditation, please visit HSLDA:  https://www.hslda.org/highschool/faq.asp.

This is a somewhat difficult question to answer with 100% accuracy since there is no specifically defined “AP®” or “CLEP®” approved program; rather, in the case of the AP® program, the company provides a syllabus around which a teacher designs their specific AP program. When I review that syllabus (many different AP syllabi are on the web and you will find them by typing “AP biology syllabus” into a search engine, or the recommended AP® content http://apcentral.collegeboard.com/apc/public/repository/ap-biology-course-description.pdf ), I find that our program covers 100% of what the AP® syllabus recommends be covered (as well as all of the recommended topics students should learn for the CLEP® http://www.collegeboard.com/student/testing/clep/ex_bio.html), with the exception of in-depth treatment of evolutionary concepts. Noteworthy is that when I developed our program, I had 10 high school, including Campbell’s and Miller-Levine (“The Lion Book”) and 1 introductory college texts with which to gauge ours, and I developed ours to specifically contain as much in depth, but none of the distracting side-bar, material as the most comprehensive of the texts. So, in that regard, I believe that our Biology covers a significant portion, if not all, of the non-evolutionary topics upon which the AP® and CLEP® tests measure the students (again, with the exception of evolutionary concepts). Science Shepherd Biology covers some of the evolutionary tenets, but not in as great detail as the evolutionary based texts and so your student would need supplementary material in that regard. I should also note that the AP® program focuses extensively on students not memorizing facts, but learning about biological principles and how they interrelate. That concept is one of the driving forces behind how I designed the material presentation and wrote the end-of-chapter and test questions. There are no fact memorization processes in our program. I want the student to learn Biology, not to regurgitate stuff without any knowledge as to why they know what they know. In that regard, both the AP® concept and our programs share a common thread.

The short answer is that the materials included with the video series can stand alone, but the optimal learning experience will not be attained without the text book; however, there are nuances to that answer that deserve explaining. I have no doubt that if the video alone is utilized, your student will receive a most excellent learning experience, equal to/better than that of the other video-only based high school biology programs out there. The nuance in the answer is that it depends upon what you and your student’s goal is for learning biology. If the goal is to ensure a solid experience for someone who struggles with science and isn’t going to pursue too much further learning in the biological sciences, then the video only approach will absolutely achieve that goal. On the other hand, if the student is highly interested in biological science and/or wants to pursue it further after this class, then, while the video itself is “complete” in that all of the material in the text is presented in the video, the video alone will not provide adequate ability for the student or teacher to assess the completeness of understanding of the material. I think the ideal way to learn this material is to both read and hear it (students who are challenged with text-based learning often do quite well with the text after watching the information first presented visually), with the text ultimately serving as a ready reference should a question arise (in which case trying to find the relevant material on one of more than 130 video clips amassed over more than 40 hours of video will be quite challenging). In addition, the end of chapter questions in the book are designed to test complete mastery of the subject matter (and they are ideally set up for both text-based learners and auditory learners) since they are true-false and short answer questions. This is, by far, the most thorough way to assess your student’s understanding of the material (as opposed to multiple choice or fill in the blank). If the video series is used alone, this valuable knowledge testing resource will be lost. Now, it is true that I have developed multiple choice questions that are integrated into the video series and learning platform but, again, they are really designed as a supplement for, rather than a substitute of, the questions in the text itself.

The Q & A DVD is a comprehensive explanation of every study question from the text, with video, audio and illustrations used to drive the answers and concepts home.

It is our sincere prayer that God will free enough time so that more courses can be researched and written. If that happens, the first course would be Chemistry. We are simply waiting on God’s timing.

The Introductory Science Video Course is a 15-month subscription, beginning on the date of purchase.

The Unearthing the Bible Video Course is a 12-month subscription, beginning on the date of purchase.

Science Shepherd Video courses are intended for individual family use only. If you are interested in using our streaming and/or DVD products in a co-op or classroom setting, please contact us for group licensing/pricing.

Yes! However, if you have already marked the lesson complete you will need to click to a different lesson and then back again to the video you want to re-watch.

After you place your order, you will receive a registration email with a link to create your password to access your online course. Once your password is created, you will be able to access your course from the “My Online Courses” link at the top of any page at ScienceShepherd.com. It may take up to 15 minutes to receive your initial registration email.

After logging into your course, click on the "course materials" link in the left column, and download the complete workbook and answer key.

BIOLOGY LABS

In order for the student to get the most out of the course, we encourage students to perform the labs at home. A student may choose to perform the labs at home while following along with the instructor on DVD, or do the labs independently and simply refer to the DVD before or after performing the labs at home. However we realize this is not always financially or logistically possible. Therefore, since the DVD is a comprehensive presentation of all lab steps and findings, if the student follows the DVD diligently, completes all written portions in the lab book and completes the write ups, then the student will have completed all of the salient features of the laboratory experience. 

Record Keeping: Notebooks & Reports
Diffusion-Osmosis
General Cell Structure in Animals
Reproduction: Cellular 
Protista: The Protozoans
Cell Structure: Plant
Leaf Structures 
The Cell Interior and Function
Root Structure
Reproduction: Pollen Germination
Dissection: Clam
Dissection: Earthworm
Dissection: Grasshopper
Dissection: Fish
Dissection: Fetal Pig
Classification of Animals
Nervous System: Reaction Time
Muscular System: Fatigue
Population Succession Study

An optional lab kit containing the supplies used in our biology labs is available for purchase separately. A microscope and microscope case are also available for purchase. These are optional and may be purchased at Rainbow Resource.

ORDERS

For fastest order processing, orders should be placed online. If you would like to place an order by phone, please send us an email with your phone number, and we will contact you.

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Products that are in new, resalable condition (no markings or highlights, no wear or damage), may be returned for a full refund within 30 days of purchase. Shipping charges are non-refundable. Please include a copy of the packing slip in each box. All refunds will be issued in the same method used for payment. Please send all returns to:

Science Shepherd
1405 Capitol Dr. Suite C-202
Pewaukee, WI 53072

When you purchase any Science Shepherd curriculum, you are agreeing to the following terms of use:

Science Shepherd textbooks and DVDs are copyrighted, and may be NOT be reproduced. However, you may reproduce study questions, lab sheets and tests for use within your own family.

Science Shepherd Video courses are intended for individual family use only. If you are interested in using our streaming and/or DVD products in a co-op or classroom setting, please contact us for group licensing/pricing.

WEBSITE

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It is possible your "welcome email" containing the link to set a password went to spam. If you did not receive this email, you can simply click on the "My Online Courses" link at the top of the page and use the "Forgot Password" link to set a new password.

*Note - if you have previously set up a Science Shepherd account, you will not receive a new welcome email. Your new course will automatically be added to your existing account.

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