Biology Syllabus John Mark Kuhns July 28, 2025 High School Biology Course Biology Syllabus Document 00:00 / 01:04 Download Download This syllabus outlines a high school biology course at Faith Builders Christian School. Students are expected to complete homework, vocabulary quizzes, tests, labs, and exams, as well as participate in a science fair. The course covers many topics, including microbiology, genetics, and botany. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link John Mark Kuhns

Quiz For Late 1600s to 1800(revised) Kendall Myers October 20, 2017 Anabaptist Church History Class by Kendall Myers Quiz For Late 1600s to 1800(revised) Document 00:00 / 01:04 Download Download Quiz on the Mennonites' migration to America and some of the things they faced there. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Kendall Myers

Turn on the Lights! Arlene Birt April 12, 2024 Turn on the Lights! Blogpost 00:00 / 01:04 Download Download Ohhh, what a dark and dreary morning. It’s foggy and misting, and not conducive to a cheerful attitude for this teacher! As I drove to school this morning, I first felt rather downhearted with this weather and the dark morning. Then I remembered a recent devotional on Jesus being the light and thanked Him for that. I continued thinking about Jesus the Light, and light in general, and considered what I could do with my class today to motivate them (and me!) on this gray day. We will start with having devotions about Jesus, the Light of the World (see below). We might put the blinds clear up. We could light candles or use battery-operated candles to get some extra brightness in our room. I have a set of 24 little flashlights that we really enjoy using, so we will use them today to spotlight words in our reading, make shadows, read stories by flashlight, play a version of tag, or explore light for science. I can add some surprises to the day, such as setting the timer throughout the day for random amounts of time, and whenever it rings we stop what we are doing and read a story. We could tell stories or jokes. I can add some extra brain breaks. The children could get a stuffed animal to “help” them with their lessons. We might take a break from the written work and play a learning game. On these gray days, we can do some extra singing. Perhaps wearing brighter colors would cheer us up. We should think of something to look forward to. This gloomy day ended up being a happy day inside! The next day. It is another dark and dreary morning. It doesn’t bother me as much as I think ahead to the plans for the day. We have Book Day. I am amused with my “costume”—I'm dressing as “the old lady who swallowed a fly,” and I’m looking forward to finding out what my students have come up with for the day. Jesus, the Light of the World Devotional Activity (adapted from Christmas Do-votionals, Warner Press) Turn off the lights and light a candle. Discuss the light and how it shines. Where are your eyes drawn? To that flame! It happens to me every time. I try to look at the class as I’m talking, but my eyes continue to turn to the flame. We want to turn our eyes to Jesus, the light of the world! Read John 8:12, John 9:5, and John 1:5. Discuss how the light chases away the darkness. This could be demonstrated with a flashlight. Relate this to Jesus “chasing away” the darkness of sin. Photo by Rich Smith on Unsplash . Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Arlene Birt

Swords to Ploughshares: Knowledge to Wisdom, Session 4; Kyle Lehman Kyle Lehman October 25, 2017 Swords to Ploughshares: Knowledge to Wisdom Teachers Week 2016 Swords to Ploughshares: Knowledge to Wisdom, Session 4; Kyle Lehman Audio 00:00 / 01:04 Download Download In the last of four sessions on the Anabaptist view of knowledge, Kyle talks about empowering a faith that will not shrink. Faith, says Kyle, is the window by which we experience the unseen--and school is part of the way we can grow in faith. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Kyle Lehman

Alberta PowerPoint Delores Mast July 7, 2021 Provinces of Canada PowerPoints Alberta PowerPoint Document 00:00 / 01:04 Download Download A PowerPoint presentation on Alberta. Presentations in this series were created with the Living History Threads curriculum (Level 43) in mind, but they can also be used more generally. Each presentation covers a single Canadian province or territory, including quality photos of primary geographical features, capital city, and one or two visuals for a key historical event or other item of interest. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Delores Mast

English Grammar For The Middle School (John Troyer) John Troyer May 31, 2018 Teachers' Week 2013 English Grammar For The Middle School (John Troyer) Audio 00:00 / 01:04 Download Download What are the components for a successful English class? What are some common pitfalls students face? Mr. Troyer shares teaching tips and why teaching English has become one of his favorite classes. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link John Troyer

Church and Mennonite History Stephen Russell January 4, 2017 FBEP Church and Mennonite History Audio 00:00 / 01:04 Download Download Stephen encourages us to keep alive the story of our past. Courtesy FBEP. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Stephen Russell

Algebra 1 Class Work 7.4 Brian J Martin January 23, 2020 Algebra 1 Class Work 7.4 Document 00:00 / 01:04 Download Download Class Worksheet to go with Lesson 7.4 Algebra 1 Bob Jones Math, practice in solving systems by elimination. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Brian J Martin

Identifying Special Needs Aquilla Martin January 7, 2022 Western Fellowship Teachers' Institute 2021 Identifying Special Needs Audio 00:00 / 01:04 Download Download How do I identify a student who may learn differently? What are some things to look for to help me deal with special situations calmly instead of getting frustrated when a student does not meet my expectations? Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Aquilla Martin

School Theme Ideas Pilgrim Christian School January 19, 2017 School Theme Ideas Document 00:00 / 01:04 Download Download A five-page collection of school themes with accompanying explanations, theme verses, and tie-in activities. Courtesy Pilgrim Christian School. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Pilgrim Christian School

Honesty in Relationships (John Coblentz) John Coblentz October 6, 2018 Teachers' Week 2009 Honesty in Relationships (John Coblentz) Audio 00:00 / 01:04 Download Download God is truth and what He says is truth. As I walk with God, I learn to know my heart. When I am honest with God about what is going on inside me, He cleanses and changes what is unrighteous. An honest relationship with God enables me to walk in honesty with others. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link John Coblentz

Teacher-Made Tests Unknown Contributor January 27, 2017 Teacher-Made Tests Document 00:00 / 01:04 Download Download In a chapter from their book Strategies of Teaching, the authors compare and contrast true-or-false, essay, completion, and multiple-choice questions. Although they favor the objectivity of multiple-choice, the authors offer guidelines for creating each type of question. Courtesy Scarecrow Press. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Violent Person Procedure Michael Burkholder August 9, 2018 Violent Person Procedure Document 00:00 / 01:04 Download Download A sample of a school's procedure if encountering a violent person on the school property. Some details have been removed to protect privacy. This can be used as a template and adjusted for your school's specific needs. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Michael Burkholder

Islamic Epistemology Kendall Myers November 15, 2017 Worldviews: Philosophy Islamic Epistemology Document 00:00 / 01:04 Download Download Teacher's notes on Islam and its ways of knowing truth. The Qur'an is the surpreme revelation of Allah and held in the highest esteem. Some of the beliefs of Islam are included, with quotes from the Qur'an. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Kendall Myers

Outline 15 Student Peter Goertzen November 25, 2017 Church History 3: The Middle Ages Outline 15 Student Document 00:00 / 01:04 Download Download This student handout ties with the lesson outline to describe different branches of the church in the Byzantine Empire. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Peter Goertzen

Reading, Writing, and Speaking Across the Curriculum, Part I Jonas Sauder January 4, 2017 Teachers' Workshops 2001 Reading, Writing, and Speaking Across the Curriculum, Part I Audio 00:00 / 01:04 Download Download Writing can be an effective way to respond to or interact with the subjects of history, math, and science. Jonas lists alternatives to predictable writing assignments, and suggests general guidelines for giving writing assignments.Courtesy FBEP. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Jonas Sauder

Biology Module #11 Erikson Lehman August 7, 2019 Materials for Apologia Biology Biology Module #11 Document 00:00 / 01:04 Download Download A test for Apologia Biology Module 11. Students are tested on classification of invertebrates including type of symmetry, and special body parts. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Erikson Lehman

The 4 M's of Effective Objectives: Common Mistakes and How to Avoid Them Rolin Martin August 17, 2018 Teachers Week 2018 The 4 M's of Effective Objectives: Common Mistakes and How to Avoid Them Video 00:00 / 01:04 Download Download It's Monday morning. I teach mostly high school but over the last few years, I've had one grade-eight science class and that's what this class is. It’s Monday morning and I'm opening the grade eight science class. It's been a tough thing to do several times throughout the year but today I've managed to successfully get them all to be quiet, to be in their seats and for the most part, I have the students' full attention. It's been a busy weekend and prior to school beginning today, I haven't had a lot of time to think about school and what I'm going to be teaching. But I spent some time planning it, planning my first few days at the end of last week, and so I'm trusting that my lesson plan will give me enough to get through this class period. I finally, as I have the students full attention, I glance down at my lesson plan and see what I'm prepared to teach. Staring back at me from my lesson plan, I see these three things. I see that I'm supposed to teach that weather is cool. I see the word clouds and I see the words Exercise A and B, page 123. Now, don't get me wrong. I think that weather is cool. But I'm also quite aware that my exuberance for weather does not always get carried out to a grade eight class. Other than that, all my lesson plan is telling me is that I have some vague goal of them at the end of the class liking weather. I have some vague goal of them knowing something about clouds and then maybe do Exercise A and B on page 123, to hopefully fill the rest of the time period. In other words, it's probably going to be a rough class. A goal without a plan is only a dream. That's what I was facing at the beginning of this science class. I had some vague dream, some kind of vague goal, but I had no plan to get to this point. So it was only a dream that students would have achieved what the vague goal that I had for them by the end of the class. Maybe my first issue was that I didn't even have a well-established goal. Weather is cool. They're going to like weather by the end of the class? That was wonderful. I actually remember that because I had some goal that they were going to enjoy weather, that they were going to enjoy predicting the weather and those kinds of things by time the class was done. It didn't go well. Even if you call being inspired about the weather a good goal, and knowing something about clouds, as you can see here, I also had no idea at the end of the class if they would have reached that goal. I didn't plan that I was going to know if they were going to achieve that goal. And I had no plan besides my memory, my textbook in front of me and my ability to fly by the seat of my pants to get us to that goal. I'd like to define the word objective. A precise description of what the student will know by the end of the lesson unit or objectives. I often ask this lesson when I begin my lesson planning. What will we do tomorrow? This question that I could get my lesson planning with is actually flawed in two different ways. First way that it's flawed is it asks the question that is answered with an activity. What will we do tomorrow? We'll read about stars, or we'll read To Kill A Mocking Bird . We'll read a section in our reader. So it answers the question with an activity instead of a learning objective. Second problem with the question of 'What will we do tomorrow?” is it implies that each lesson is approached singly. I've done this, made this mistake way too much in the past, where I do my planning for the next day alone. And then after school that next day, I'll do my planning for the next day. I would encourage you, as much as possible, to think in longer sections of what you're attempting to teach. So maybe approach it a week at a time, two weeks at a time, or a unit at a time—your teaching. That's one thing that if possible—and one of the reasons that I've struggled with this is it's tough to find the time to do this—to be able to plan in units or a longer sections rather than just a day at a time. The reason that that's a really helpful and a really good skill to be able to develop is it allows you to build each class or each objective on the one before to reach the final objective that you're trying to get to. And what it also allows you to do is that if a student— if you can tell that the students have not mastered an important concept that they're going to need to get to the main objective, it allows you to just slow down or circle back and say, "You know what? We're not going to be able to reach the main goal. We're not going to be able to predict weather if we don't have a good understanding of what the types of clouds are.” And it allows us to circle back and make sure that we have the important concepts before we can move on and keep developing towards the goal that we're trying to reach. So, those are two recommendations that at least think about: “Is it possible to do better with?” I know this is something that I have had to tell myself to be better with: not answer the question with an activity but answer with an objective which we're going to talk about it in a little bit. And to try to plan in larger units of learning rather than just singly, single lessons at a time. So let's talk about objectives. Just to break it down, I'm using Doug Lemov's work here. These are not my four M’s but it just gives us some terms to help us think about and evaluate if we're coming up with good objectives. So again, an objective is a precise description of what the student will know. It does not describe how you're going to teach that lesson. It does not describe what activity you're going to do to reinforce it. It just simply says that goal that by the end of the lesson or by the end of the unit your students will have achieved. The first M is manageable . The objective should be written in a way that it can be achieved in one day's lesson. Now, obviously, here I'm talking about a lesson plan. This is not a large unit objective I'm talking about. I'm talking about the plan. Secondly, it should be measurable . Written in a way that your student's success can be determined. At the end of the lesson, can you tell whether the objective has been met? Third one is made first . I've mentioned this before. Your objective should be determined before you decide how you're going to reach that objective. So, before you plan how you are going to teach, what activity you're going to use, what assignment you're going to use, the objective should be made and determined first. Last one is, should be the most important thing. Doug Lemov, in his book, his main goal is to help students get to college. That's how he's teaching. It says “62 techniques that put students on the path to college.” I have a little different goal than him. I want my students to be Christlike, and I hope to give them that example with my teaching, but he has lots of good things to say and I highly recommend the book. However, he would say that every objective that you choose should be developed in a way that it helps the students on their path to college. I changed it a little bit. I said “identifies the most important skill or outcome in the lesson.” I've come up and I created, on my own, four objectives. And there is a problem with each one of the objectives that I've come up with. My first objective here: “Student will appreciate the efforts of Sir Isaac Brock in the War of 1812.” Which of the four M’s do you think this one violates? Yes, just call it out. Measurable . Measurable. All right, why do you say that? You can't really tell if they appreciate something. You don't know if you appreciate something? I know if I do. I don't know about the student. Excellent, yes. Appreciation is a really hard one to measure. The students, do they just love what they're learning? That's a tough one to tell. Excellent job. So I changed this to, instead, 'The student will give an example how Isaac Brock contributed to the War of 1812'. I don’t know if it’s a perfect objective, but it's at least a lot more measurable. You can grade whether they come up with a correct contribution for Sir Isaac Brock. Excellent. Let's go on to the second one: "The student will keep the classroom clean and tidy throughout the day". Manageable. Manageable? Tough to get them to keep it clean throughout the day? Good. Most important. Most important? That's actually the one that I was putting it with. That—it's a great thing to do. Don't get me wrong. It's great to have the classroom clean throughout the day. But I picked it—at least for me, it's not the thing that I'm most concerned about them getting by the time that they leave my classroom, so I would put it more into the procedures section of my class rather than a lesson objective. So, instead, I forget what I came up with. Oh, I just came up with a totally different one. “Students will demonstrate the ability to use i before e , the i before e rule in spelling. Excellent. Let's go on to the next one. “Student will explain the causes, conflicts, and conclusions of the Revolutionary War.” Manageable? You can teach that in one day? No, I don't know if you teach that in a unit. That was very, very unmanageable. Instead, “The student will compose a letter exposing the problems of taxation without representation.” So, it'd be a lot more manageable to teach that in a class period. I don't even know if it would be. Maybe it wouldn't be, to get them to the point of composing a letter. Probably ha to do some groundwork for that. But a lot more manageable than the one I had before. The fourth one, student will sing a song, about the types of verbs. So it identifies the activity first which means it violates… Made first. Made first. Instead, it should be, “The student will distinguish between action and helping verbs through the learning of a song.” So, the objective that you're trying to get should be what is stated, not the activity that you're going to do to get you there. So all I did in this case is I just switched it around [so] that I mentioned the objective first of all. Lesson objectives must begin with the end in mind. Before you can plan an effective lesson, you need to think about where you're planning to go. Where are you going to, what the goal is, where you're trying to end up, before you can do a good job of making sure to get there. When writing your objectives, your vocabulary matters. And the words that we use when writing our objectives will help us in reaching the goal and also determining whether we've gotten to that goal. It's going to help us to determine the effectiveness of our goal. I would like to direct your attention to Bloom's Taxonomy. This is something that I've found very helpful in coming up with my objectives and especially the verb part of it, which is a very important part of the objective, saying what the student will do by the end of the lesson. Both of the books that I was reading some in here suggest posting your objective somewhere where the students can see it. The way I tried this last year for a little bit was before class, each day, I would write what the student was going to achieve up on the board. I don't know why I stopped doing it. Probably just the effort of having to go to the front of the classroom and write it down. After doing the study again, I'm purposing in my heart to do it again this year. But I think it is really helpful to invite the students to know what they're going to be learning and to have them—have it in front of them. To say, "Here's the goal that what you are going to learn by the end of the class, and do everything you can to help me achieve that goal for you.” I pulled a lot of my material from two books. The first one is Teach Like a Champion 2.0. It has some really good things about lesson planning, developing objectives in it, and I highly recommend those sections. Second one: this one I was introduced to here at Faith Builders. It's called The First Days of School . It talks a lot about lesson planning as well, and also talks a lot about making good procedures, coming up with assignments and testing, that kind of thing. It's been very helpful for me. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Rolin Martin

Art Projects Unknown Contributor July 24, 2025 Western Fellowship Teachers' Institute 2017 Art Projects Audio 00:00 / 01:04 Download Download Aaron Derstine shares personal stories and practical tips to inspire fellow teachers to teach real drawing (not just crafts) in their classrooms, emphasizing creativity, observation, and encouragement. His main points are: Why Teach Art? Overcome Fear Core Method Fun Projects Pro Tips "Art Projects" was presented at Western Fellowship Teachers' Institute 2017. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Teaching Reading in Grades 2–6 Gail Yost January 4, 2017 Teaching Reading in Grades 2–6 Audio 00:00 / 01:04 Download Download Gail explores the skills that lower-elementary students need to acquire in order to become proficient in reading, and offers direction in teaching those skills.Courtesy Bob Jones University. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Gail Yost