Home \ Resources \ Design Kit \ Parent-Teacher Guide | --Next>>

Parent - Teacher Guide

The Purpose of this Science Kit about Design

The primary purpose of this science kit is to give the student understanding of a particular type of scientific evidence for creation and against evolution. Toward this end the student also learns the logic of the scientific argument for creation. The rudimentary principles of the theory of organic evolution are explained so that the student can appreciate how that theory fails to explain the complex biological designs found throughout the world of living things. It is seen, then, that it is entirely in accord with science correctly understood to believe that complex biological designs did not come into being by unguided evolution, but that they indeed came from the infinite Mind of our Creator-God, as is revealed in the Bible. The examination of selected marvels of God's handiwork in living things serves to bring to the hearts and lips of God's children praise and thanksgiving to God for His wisdom and power in creation.

Section 3 of this study is included in a separate section since it contains many quotations from scientists who hold to evolution. The parent is advised to read this section prior to assigning it to the student so as to be sure that this material is approved by the parent. The quotations are quite enlightening and in themselves quite devastating to the evolutionary theory as they constantly point out the fallacies and inadequacies of the theory as written by evolutionists themselves. We may not agree with all that they say however, and thus the caution to the parent.


The student should become familiar with the following examples of design presented in the text.

The beetle that carries a gun.

A lizard on the ceiling.

Do drinking giraffes have headaches?

Bats and whales that see with their ears.

The worker bee.

Bird navigators.

Spider aquanauts.

The dirty fish that blushes.

Ants in the plants.

Slugs with stolen stingers.

The cowboy fungus.

The motorized microbe.

Each of these examples will be useful both in witnessing to others and in sharing Creation in the classroom.


Selected vocabulary words could be assigned by the parent or teacher to be looked up and learned or given as a spelling test.

An essay could also be assigned as an added research project with special attention given to the use of certain evidences of Design as a witnessing tool or as a means of asking questions and creating discussion in the science classroom.

Table of ContentsNext Page