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Creation, Evolution, & the Eyes of Faith Lesson

Updated on May 18, 2019
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I am a Christian. I was an 8th-grade American History teacher. I am currently a freelance writer, public speaker, & homeschooling mom of 9.

Middle School Biology Lesson on Creation Science and Evolution from a Young Earth Christian Perspective
Middle School Biology Lesson on Creation Science and Evolution from a Young Earth Christian Perspective

This is the 11th lesson in a series of 32 hands-on Christian lessons covering middle school biology. This lesson focuses on Creation Science, Evolution, and Worldviews. The main focus of the lesson will be dissecting cow eyeballs in order to observe its amazing design and how it points to a Creator. I used this plan while teaching a 55 minute middle school biology class. Each lesson plan includes homework assignments and a variety of hands-on activities to make each lesson engaging & memorable. Use these fun lessons with your classroom, homeschool, after-school program, or co-op!

These lessons are written for a class that meets once a week. If your class meets 5 days a week, simply do this lesson one day a week and use the homework assignments (at the bottom of the page) for the work for the other days of the week.

Homework Review

1. Go over the homework questions from the book. (I give out tickets for students who volunteer to answer the questions.)

2. Have students who did the extra credit on a creation scientist each share 3 pieces of information about their scientist: What was his name? What is he most well known for doing? What is his quote that you wrote down?

3. Have students share 1 piece of information they thought was interesting from the article from homework: Seeing is Believing: The Design of the Human Eye.

Dissecting a cow eyeball
Dissecting a cow eyeball

4. Of all of Creation, it was the eyeball that seemed to stump Charles Darwin the most when trying to reject the idea of God designing it. It is so well designed and complicated that Charles Darwin wrote [have a student read this from the above article] in The Origin of the Species:

To suppose that the eye with all its inimitable contrivances for adjusting the focus to different distances, for admitting different amounts of light, and for the correction of spherical and chromatic aberration, could have been formed by natural selection, seems, I freely confess, absurd in the highest sense (1859, p. 170).

5. What is so amazing about the eyeball?

6. Dissect cow eyeballs by following the directions shown at the Exploratorium site and on the below video. I allowed the students to do the dissections while I spoke through what to do at each step and discussed what each part was. I also added in additional facts.

You will need:

  • 1 pair of disposable gloves per student
  • at least 1 cow eyeball for each group of 3-5 students (In the past we got ours free from a local butcher. This time we bought them from . They were tougher and the lens wasn't as clear as when we got fresh ones.)
  • dissection kits OR make your own using 1 hard plastic disposable plate, sharp scissors, & a sharp paring knife
  • antibacterial wipes (optional)

7. Clean up.

Blind Spot

8. Pass out blind spot worksheets (like the one above) to each student. Remember the retina that connects to the optic nerve. It can't detect light in that one spot, so it's called your blind spot.

  • Test it by holding this paper at arm's length. Close your left eye. Focus your right eye on the plus sign. Slowly move the paper toward you. For a second the dot should disappear and then reappear.
  • You can also try this with your right eye closed.

You will need:

  • a blind spot worksheet such as the one below from

Blind Spot Worksheet from
Blind Spot Worksheet from

Evolution: Blind Spots & Blind Faith

9. Evolutionists have a blind spot too. They limit themselves by explaining the world only in terms of strictly natural causes with a materialistic explanation for life. They have a blind faith.

  • As Christians, we can see the evidence of who God is, through His incredible creation including the eye. We can evidence of what He has done in the past and of what He has done in our own lives.
  • Evolutionists have a blind faith. They have no evidence to support their claims.
  • Remind me of what you read about spontaneous generation. (The belief that life can come from non-life, such as maggots coming from rotten meat and mice coming from dirty rags.) Which scientists proved it can't happen? (Redi & Pasteur) How do evolutionists try to get around this? (Chemical Evolution - spontaneous generation happened one time.)
  • What are some of the other ways evolutionists have tried to prove that evolution is true?

A. Embryonic Recapitulation = various stages during embryo’s development resemble different adult forms of evolutionary ancestors - Made popular by Ernst Haeckel – “biogenetic law” - Shown to be a fraud by Karl Ernst von Baer = Embryo development shows a Common Designer & Creator, not a common ancestor

B. Vestigial Organs - “useless” organs – NONE are useless - Appendix: lymphatic organ, which protects small intestine & colon from disease, esp before & right after birth & Coccyx bone (our “tail”) is essential to upright position = These show how we don’t know all aspects of God’s design in nature

C. Mutations: In 1901 Hugo de Vries in 1901 concluded that evolution works through mutations + natural selection, but mutations produce changes in genes but not new kinds of organisms (fruit flies are always still fruit flies); plus, mutations are usually DNA disasters & have no affect at all or are harmful or deadly.

D. Punctuated equilibrium – evolution occurs in short periods of rapid change (thousands of years) separated by long periods of no change = BUT no transitional fossils & no evidence of mutations ever changing from one creature to another

E. "Transitional Animals"

- Horses – Hyracotherium to Equus - All the "transitional" fossils are horse kinds & many of the traits can still be seen in breeds today.

- Whales – All the “transitional” fossils were shown to be land animals

- Humans - All the "transitional" fossils have been shown to either be apes or humans.

  • God created within each kind an amazing variety of genes for each kind of animal to display. Think of dogs. You can have a tiny chihuahua and a huge Great Dane. They're both still dogs. Think of humans. We can have light skin or dark skin & a wide variety of hair colors and eye colors. As an adult you could be 4 feet tall or 7 feet tall. I know someone who has webbed fingers, someone who had six toes on each foot, and someone who was born without part of his arm. They are all still 100% human. These are all options found in human genes placed in our genes by our creative God.

10. Raise your hand if you plan to go to college. Unless you go to a Christian college, you will probably be bombarded by people who have a strong faith in Evolution. They will work hard to make you doubt the Bible and God's word. It is so important that you not only know what you believe but why you believe it. A great book that talks more about God's incredible designs in creation is It Couldn't Just Happen. I'd recommend that you all read this.

You will need:

  • It Couldn't Just Happen: Knowing the Truth About God's Awesome Creation by Lawrence O. Richards

It Couldn't Just Happen: Knowing the Truth About God's Awesome Creation
It Couldn't Just Happen: Knowing the Truth About God's Awesome Creation
We have been learning quite a bit through reading this as it is so interesting! Each chapter goes through an aspects of creation and discusses how amazing the design is that it couldn't have happened by random chance. It is full of photographs that really capture your eye.
A Beka's Science: Order & Design
A Beka's Science: Order & Design


Page numbers refer to the pages in A Beka's Science: Order & Design.

  • Friday: Read pp. 178-181 (skipping Check It Out) & answer 3 questions of your choice on p. 181.
  • Monday: Read pp. 182-184 (only glancing at the Animal Classification chart). Select your favorite animal (other than a dog). Write out the classification for it like what is done on p. 184. You need to only include the words, not the pictures or other animals included.
  • Tuesday: Read pp. 189-195 (skipping Check It Out) & answer 3 questions of your choice on p. 195.
  • Wednesday: Read pp. 195-205 & answer 3 questions of your choice on p. 205.
  • *Extra Credit: Bring in examples of non-seed plants (ferns, horsetails, & club mosses) and/or nonvascular plants (mosses & liverworts). There will be prizes for whoever brings in the most varieties.

Looking for all my lessons?

© 2018 Shannon


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