Creation Lesson 2   Is There Really a God?

Students, take notes over the lesson for a grade.  Write down the green headers/questions then the yellow/link as the answers.  Skip lines between each, use two different colored pens.


Can Mutations Produce New Information?



Dr Lee Spetner stated, “ all the reading I’ve done in the life-sciences literature, I’ve never found a mutation that added information.  All point mutations that have been studied on the molecular level turn out to reduce the genetic information and not to increase it.”
(Textbook pg. 15)   There's nothing new evolving!!

Watch Dawkins interview 6min video Go to Expelled. No, Intelligence Allowed and fast forward to 1:26 for interview.

More Problems!

Imagine sitting in a 747 flying 500 mph at 35,000 feet and reading about the construction of the airplane.  You realize that not one single part of the airplane can fly alone.  See question #10
However, when assembled correctly they work together to fly the plane.

The human body is very similar to this analogy.


Scientists have found that within the cell there are thousands of “biochemical machines”.  Watch Dancing Cells 2min video

In order for cell responses, there must be numerous compounds in the right place, at the right time, in the right concentration.

Dr. Michael Behe stated, “The simplicity that was once expected to be the foundation of life has proven to be a phantom; instead, systems of horrendous, irreducible complexity inhabit the cell.  The resulting realization that life was designed by an intelligence is a shock to us in the twentieth century.”

Why is it that when we squish a mosquito it doesn’t come back to life?

You have disorganized it.  Once the “machinery” was destroyed, the organism could no longer exist.  It can’t come back together to form a new mosquito.

A Greater Problem

Many argue that as long as all the chemicals that make up the molecule came together in the past then life could have begun??

In just one of the trillions of cells that make up the human body, the amount of information would fill at least 1,000 books of 500 pages of typewritten information.


Where did all the information come from?

How long till we spell a word?  Make a sentence?  Make an encyclopedia?  Watch Flash of Genius movie Courtroom Scene

The sequence of letters is a word to whom??

–English, Dutch, French, German, Chinese, Korean

Read this:  10개의 추가 신용 점을 추가할 수 있습니다.

It is only a words to someone who knows the language.  The order of letters is meaningless unless there is a language system and a translation system already in place. 


Which is harder to believe?
Matter came into existence by itself for no reason and then arranged itself into information systems against everything observed in science.
If real science supports the Bible’s claims about an eternal Creater God, then why isn’t it accepted?

Watch Bicycle Design 2 min video?

Can Information Arise from Noninformation?

Therefore, we can conclude that the huge amount of information in living things must have come from intelligence.

But then, some would say that source would have to be caused by something with even greater intelligence.

This could go on for infinity.

(Textbook pg. 21)

So Who Created God?

God is the great “ I Am”.

We must accept this by faith because we can’t totally understand.


Christians faith is not “blind” faith.



Other parts of the bible have been proven archeologically, astronomically, geographically, etc.

Why then would the beginning be any different?




Book Credit:    The Answers Book  by Ken Ham

New King James Version  online:

Photo Credits:









Lesson Objectives

OBJECTIVES: Students will be able to:

1. define the meaning of creation science

2. explain how creation is important.

3. describe the significance os staying foucsed on God and Genesis

4. chart on a timeline graph of the first 7 days of Genesis

5. define the terms: rule

6. Explain the significance of  God working in those boundaries

Knowledge: Recall of data.

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace.

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. 

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Make judgments about the value of ideas or materials.