Archive for science

Many people think the only difference between a millipede and a centipede is the number of legs. Since the Latin root centi- means one hundred and milli- means one thousand, centipedes must have one hundred legs and millipedes must have one thousand legs, right? Wrong. A centipede doesn’t even have fifty legs, and a millipede has nowhere near one thousand legs. Though, millipedes do have many more legs than centipedes.

There are some other notable differences as well. A centipede is flat and has only one pair of legs per body segment. A millipede is round and has two pairs of legs per body segment. A centipede is aggressive and fierce and is able to immobilize its prey with poisonous claws. A millipede is docile and slow. It eats vegetation and organic debris. And when threatened, it will roll up in a ball and hope its exoskeleton will be enough to protect it.

So, if you see a millipede, you have nothing to fear. But if you see a centipede, give it a wide berth. Its bite is painful to humans, though rarely dangerous.

Categories : latin education, science
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School really bugged some Regents students yesterday.

Regents Academy kindergartners, first graders, and second graders participated in the 10th annual Bugs, Bees, Butterflies, and Blossoms on April 22, 2010, with lots of hand-on learning about God’s world. The event is sponsored by Stephen F. Austin State University.

Read all about it in the Daily Sentinel here. Pictured are Regents second-graders Gavin Griner and Philip Franke.

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Apr
14

Teach Less But Delve Deeper

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Now that the end of the school year is approaching and I see that there is no way for us to cover the remaining six chapters of our biology textbook as it took us three-fourths of the year to cover the first nine, I am struggling with deciding which topics should take priority. Do I teach them about ecosystems, the water cycle and the greenhouse effect, or do we talk about fish and dissect frogs? Do I skip the plants and talk about reptiles, or do I talk about birds and skip the mammals? How do I decide which is more important?

This a recurring problem. Rarely am I able to cover all the material in the textbook. There is so much information to cover and so little time to cover it. But is completing the textbook so important? My type-A personality is screaming, “Yes! It is in the textbook and therefore it must be taught. Besides, if it wasn’t important to memorize the lifecycle of a mushroom, the author wouldn’t have put it in there, would he?” But the truth is, completing the textbook, atleast in science, is not that important. Everything you want to know about a subject ( and some things you don’t) are readily available on the internet or at the nearest college library. Maybe it’s time to change the way I view the role of science in school.

The purpose of studying science is not to pump as much information into a student’s mind as possible and then hope that he retains it when it’s time for the next achievement test. The purpose of the study of science is to increase our understanding of and appreciation for the nature of God and His creation. A student’s appreciation for the beauty and order found in God’s creation doesn’t come from memorizing volumes of information. This type of understanding is superficial at best. An appreciation for God’s creation is better cultivated by taking fewer topics, and teaching the students how to delve more deeply into them. Then learning science is no longer just a transmission of information from teacher to student. It becomes an opportunity for discovery, observation, experimentation, articulation–all the skills we desire our science students to acquire.

So, now the question is no longer, “How can I get it all in before the end of May?” Instead, I’m going to choose a topic that will grab my students’ interests and show them how clever God was when he made this earth. Now the question is, “Amphibians, anyone?”

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