Life Cycles

Grade Level
PreK-4

Time
One hour for discussion and set-up, another one to six weeks for observations and recording data.

Materials

One butter container (or something similar) with a lid for each child or group of children Oatmeal (enough for approximately 1/2 inch deep per container) Mealworms (purchased at any pet store) Magnifying glasses Charts or calendars for recording growth

Objectives
1. Students will identify the life stages of four different Iowa insects. 2. Students will care for and observe the life cycle of one species.

Discussion: Types of Insect Life Cycles

There are three different types of insect life cycles. Some insects go through complete metamorphosis (change). This is where the larva (immature insect) is very different from the adult, and a distinct pupa (ex: cocoon) is formed. The stages of complete metamorphosis are egg, larva, pupa, and adult. The larva goes through different stages of growth as it molts (sheds) its exoskeleton. Incomplete metamorphosis is where the immature stage (or nymph) looks like the adult. There is no pupa stage. The stages of incomplete metamorphosis are egg, immature, immature, and adult. There are as many immature stages as the insect molts its exoskeleton. Ametabolous insects do not show metamorphosis. The immature insect looks just like the adult, only it may be missing sexual organs. The ametabolous stages are egg, larva (many), and adult.

Discussion: Specific Life Cycle of the Mealworm/Beetle

Mealworms go through complete metamorphosis, changing into beetles. They start life as an egg and then hatch into the larval stage (mealworm). Mealworms can molt (shed their exoskeleton)

from nine to twenty times before settling into the pupa stage. The pupa is typically white at first. It darkens just before the beetle emerges. This whole cycle can take three to five months. The mealworm (larval stage) is generally yellowish brown and can be up to an inch long. The adult beetles are black with hardened wings. It is extremely difficult to tell males from females.

Discussion: Specific Life Cycle of Butterflies and Moths

Butterflies and moths also go through complete metamorphosis. They start as an egg and hatch into the larval stage, known as the caterpillar. The caterpillar goes through many growth stages, molting a various number of times depending on the species. The caterpillar eventually stops eating and changes into the pupa stage. The pupa of a butterfly is called a chrysalis, while the pupa of a moth is a cocoon. The length of time for the pupa stage is dependent on light and temperature. Most are in the pupa stage at least a couple weeks, some up to seven months. The adult butterfly or moth emerges out of the pupa stage wet and groggy. It spends its first few hours drying its wings before flying.

Discussion: Specific Life Cycle of Crickets

Crickets are an excellent example of incomplete metamorphosis. The immature crickets (nymphs) appear similar to the adults, but do not have fully developed wings. As they grow, the wing pads can be observed (not all species of crickets have wings). Crickets grow in length each time they molt. Crickets can be brown or black with long antennae. They often hold their wings flat over their body. The female cricket can be identified by the presence of a long tube-like structure on the back of its abdomen. This "ovipositor" is for laying eggs.

Discussion: Specific Life Cycle of Springtails and Silverfish

Springtails and silverfish are ametabolous. They have an egg stage, and hatch out looking exactly like the adult. The nymphs may be missing the sexual organs needed for reproduction. Some may possess these organs, but are unable to reproduce until the adult stage.

Activity 1: Caring for and Observing Mealworms

The easiest insect to observe in the classroom is the mealworm. Mealworms can be purchased at any pet store for a minimal price in containers of 25, 50, 100 or more. The smaller size mealworms tend to change into beetles more readily than the large mealworms. Have the children create a "home" for his or her mealworm by putting a layer of dry oatmeal in the bottom of a clean, used butter (or similar) container with a lid. Be sure to poke small air holes in the lid. Mealworms do not need water. Pass out one or two mealworms to each child or group of children. Have the children measure the mealworm at the start of the experiment, and at weekly intervals. Be sure to have the children

check daily for molts. The mealworms can be handled daily as long as the children are gentle. Keep the containers in a cool, shady spot. Be prepared for deaths. Insects lay many, many eggs because of the high risk of death of larvae. Explain this to the children in advance, and keep extra mealworms on hand to replace if needed. Options: 1. Keep a calendar for each mealworm to record number of molts and measurements. 2. Place the emerging beetles on moist sphagnum moss and feed bread (mold is okay) to observe growth and possible mating and/or egg laying. 3. Keep track of the number of mealworms that live and die, and hypothesize possible reasons for each. 4. Have the children research mealworms before the experiment, specifically food, habitat, predators, why it is beneficial, etc. 5. Have the children keep a journal with drawings of the different stages.

Optional Activity 1: Other Classroom Insects

Many insects can often be ordered from scientific magazines or on the web. Care instructions and media (food) are included in most. Be aware, though, that not all insects are native to your area. Many must be destroyed instead of released, and this can be difficult for small children. Some examples of other classroom insects are butterflies and moths, ladybugs, flies, and crickets. Some of these require special care and instructions. Be certain to research any classroom pet before deciding if it is right for your students.

Optional Activity 2: Field Collections

With permission, have the children collect a small container of moist soil (near ponds or streams are best). The children can then use magnifying glasses or a classroom microscope to search for insects from that particular habitat. Please stress the importance of returning any live catch back to its original place without damage.

Conclusion and Review

Review with the children the three different types of life cycles and examples each. Have the children compare and contrast the life cycles to each other, as well as to the human (or other animal) life cycle. Discuss the possible reasons for one mealworm successfully molting/changing and another dying.

Additional Materials

Biological life cycle

From Wikipedia, the free encyclopedia Jump to: navigation, search

A life cycle is a period involving all different generations of a species succeeding each other through means of reproduction, whether through asexual reproduction or sexual reproduction (a period from one generation of organisms to the same identical). For example, a complex life cycle of Fasciola hepatica includes three different multicellular generations: 1) "adult" hermaphroditic; 2) sporocyst; 3) redia. In regard to changes of ploidy, there are 3 types of cycles:

haplontic life cycle diplontic life cycle diplobiontic life cycle (also referred to as diplohaplontic, haplodiplontic, or dibiontic life cycle)

These three types of cycles feature alternating haploid and all germinates. To return to a haploid stage, meiosis must occur (see Cell division). The cycles differ in the product of meiosis, and whether mitosis (growth) occurs. Zygotic and gametic meioses have one mitotic stage and form: during the n phase in zygotic meiosis and during the 2n phase in gametic meiosis. Therefore, zygotic and gametic meiosis are collectively term haplobiontic (single mitosis per phase). Sporic meiosis, on the other hand, has two mitosis events (diplobiontic): one in each phase.

Life cycle
From New World Encyclopedia
Jump to: navigation, search Previous (Life (magazine)) Next (Life support system)

In biology, life cycle is the series of changes that an organism undergoes from its inception by means of reproduction, whether through asexual reproduction or sexual reproduction, to the inception of the following generation in that same phase of the cycle. For some organisms, particularly small, simple organisms such as bacteria and some protists, the life cycle is complete in one generation. This is also the case for many animals, where the male and female gamete fuse to form the new offspring. In plants, reproduction is multi-generational, also known as alternation of generations.

While life cycle types can be placed into a few broad categories (haplontic, diplontic, etc.), the specific life cycles of individual species show great diversity, such as the timing of the onset of various stages, methods of fertilization, and so forth. Diversity among living organisms is a basic biological principle and an important component in the joy humans experience from nature. Of course, organisms in closely-related species and taxa share similar life cycles. The near ubiquitous presence of sexual reproduction, combined with genetic recombination, promotes uniqueness among individuals as well.

Nitrogen fixation
From Wikipedia, the free encyclopedia Jump to: navigation, search

Nitrogen fixation is the natural process, either biological or abiotic, by which nitrogen (N2) in the atmosphere is converted into ammonia (NH3).[1] This process is essential for life because fixed nitrogen is required to biosynthesize the basic building blocks of life, e.g., nucleotides for DNA and RNA and amino acids for proteins. Nitrogen fixation also refers to other biological conversions of nitrogen, such as its conversion to nitrogen dioxide. Microorganisms that fix nitrogen are bacteria called diazotrophs. Some higher plants, and some animals (termites), have formed associations (symbioses) with diazotrophs. Nitrogen fixation also occurs as a result of non-biological processes. These include lightning, industrially through the Haber-Bosch Process, and combustion.[2] Biological nitrogen fixation was discovered by the Dutch microbiologist Martinus Beijerinck. Ammonification is an important stage in the nitrogen cycle, a natural cycle which makes the Earth's supply of nitrogen available to organisms which need it, such as plants. Like many other natural cycles, the nitrogen cycle can be disrupted by human activities which can lead to imbalances at various stages, sometimes causing environmental problems. Ammonification can be a major problem area in the nitrogen cycle when human intervention occurs, as buildups of ammonia can cause health problems and environmental issues. The process of ammonification is the result of the breakdown of organic matter such as dead animals and plants or waste materials like excrement. This breakdown is accomplished by scores of microorganisms which utilize dead organic material for energy and produce ammonia and related compounds as a byproduct of their metabolisms. Ammonification classically occurs in the soil, in an aerobic environment which gives the bacteria and other microorganisms oxygen to work with. Once ammonification has been accomplished, the next stage, nitrification, can occur. In nitrification, the ammonia is used for energy by other microorganisms which in turn produce nitrogen as a byproduct. Some of that nitrogen is taken in by plants in the area, and some of it escapes into the atmosphere. Free-floating atmospheric nitrogen can in turn be fixed by plants which will eventually be eaten or die, starting the cycle all over again.

Denitrification
From Wikipedia, the free encyclopedia Jump to: navigation, search

Nitrogen cycle.

Denitrification is a microbially facilitated process of nitrate reduction that may ultimately produce molecular nitrogen (N2) through a series of intermediate gaseous nitrogen oxide products. This respiratory process reduces oxidized forms of nitrogen in response to the oxidation of an electron donor such as organic matter. The preferred nitrogen electron acceptors in order of most to least thermodynamically favorable include nitrate (NO3), nitrite (NO2), nitric oxide (NO), and nitrous oxide (N2O). In terms of the general nitrogen cycle, denitrification completes the cycle by returning N2 to the atmosphere. The process is performed primarily by heterotrophic bacteria (such as Paracoccus denitrificans and various pseudomonads),[1] although autotrophic denitrifiers have also been identified (e.g., Thiobacillus denitrificans).[2] Denitrifiers are represented in all main phylogenetic groups.[3] Generally several species of bacteria are involved in the complete reduction of nitrate to molecular nitrogen, and more than one enzymatic pathway have been identified in the reduction process.[4] Direct reduction from nitrate to ammonium, a process known as dissimilatory nitrate reduction to ammonium or DNRA,[5] is also possible for organisms that have the nrf-gene.[6] This is less common than denitrification in most ecosystems as a means of nitrate reduction. Other genes known in microorganisms which denitrify include nir (nitrite reductase) and nos (nitrous oxide reductase) among others;[7] organisms identified as having these genes include Alcaligenes

faecalis, Alcaligenes xylosoxidans, many in the Pseudomonas genus, Bradyrhizobium japonicum, and Blastobacter denitrificans.[8]
Nitrification is the biological oxidation of ammonia with oxygen into nitrite followed by the oxidation of these nitrites into nitrates. Degradation of ammonia to nitrite is usually the rate limiting step of nitrification. Nitrification is an important step in the nitrogen cycle in soil. This process was discovered by the Russian microbiologist, Sergei Winogradsky.

respiration
Show Spelled[res-puh-rey-shuh n] Show IPA noun 1. the act of respiring; inhalation and exhalation of air; breathing. 2. Biology . a. the sum total of the physical and chemical processes in an organism by which oxygen is conveyed to tissues and cells, and the oxidation products, carbon dioxide and water, are given off. b. an analogous chemical process, as in muscle cells or in anaerobic bacteria, occurring in the absence of oxygen.

Photosynthesis
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Composite image showing the global distribution of photosynthesis, including both oceanic phytoplankton and vegetation

Overall equation for the type of photosynthesis that occurs in plants

Photosynthesis (English pronunciation: /fotosnss/; from the Greek - [photo-], "light," and [synthesis], "putting together", "composition") is a chemical process that converts carbon dioxide into organic compounds, especially sugars, using the energy from sunlight.[1] Photosynthesis occurs in plants, algae, and many species of bacteria, but not in archaea. Photosynthetic organisms are called photoautotrophs, since they can create their own food. In plants, algae, and cyanobacteria, photosynthesis uses carbon dioxide and water, releasing oxygen as a waste product. Photosynthesis is vital for all aerobic life on Earth. In addition to maintaining normal levels of oxygen in the atmosphere, photosynthesis is the source of energy for nearly all life on earth, either directly, through primary production, or indirectly, as the ultimate source of the energy in their food[2], the exceptions being chemoautotrophs that live in rocks or around deep sea hydrothermal vents. The rate of energy capture by photosynthesis is immense, approximately 100 terawatts,[3] which is about six times larger than the power consumption of human civilization.[4] As well as energy, photosynthesis is also the source of the carbon in all the organic compounds within organisms' bodies. In all, photosynthetic organisms convert around 100115 petagrams of carbon into biomass per year.[5][6] Although photosynthesis can happen in different ways in different species, some features are always the same. For example, the process always begins when energy from light is absorbed by proteins called photosynthetic reaction centers that contain chlorophylls. In plants, these proteins are held inside organelles called chloroplasts, while in bacteria they are embedded in the plasma membrane. Some of the light energy gathered by chlorophylls is stored in the form of adenosine triphosphate (ATP). The rest of the energy is used to remove electrons from a substance such as water. These electrons are then used in the reactions that turn carbon dioxide into organic compounds. In plants, algae and cyanobacteria, this is done by a sequence of reactions called the Calvin cycle, but different sets of reactions are found in some bacteria, such as the reverse Krebs cycle in Chlorobium. Many photosynthetic organisms have adaptations that concentrate or store carbon dioxide. This helps reduce a wasteful process called photorespiration that can consume part of the sugar produced during photosynthesis.

Overview of cycle between autotrophs and heterotrophs. Photosynthesis is the main means by which plants, algae and many bacteria produce organic compounds and oxygen from carbon dioxide and water (green arrow).

The first photosynthetic organisms probably evolved about 3,500 million years ago, early in the evolutionary history of life, when all forms of life on Earth were microorganisms and the atmosphere had much more carbon dioxide. They most likely used hydrogen or hydrogen sulfide as sources of electrons, rather than water.[7] Cyanobacteria appeared later, around 3,000 million years ago, and drastically changed the Earth when they began to oxygenate the atmosphere, beginning about 2,400 million years ago.[8] This new atmosphere allowed the evolution of complex life such as protists. Eventually, no later than a billion years ago, one of these protists formed a symbiotic relationship with a cyanobacterium, producing the ancestor of many plants and algae.[9] The chloroplasts in modern plants are the descendants of these ancient symbiotic cyanobacteria.[10

motivational story -

Inspirational God Story : Wait For The Brick A young and successful executive was traveling down a neighborhood street, going a bit too fast in his new Jaguar. He was watching for kids darting out from between parked cars and slowed down when he thought he saw something. As his car passed, no children appeared. Instead, a brick smashed into

the Jag's side door! He slammed on the brakes and drove the Jag back to the spot where the brick had been thrown. The angry driver then jumped out of the car, grabbed the nearest kid and pushed him up against a parked car, shouting, "What was that all about and who are you? Just what the heck are you doing? That's a new car and that brick you threw is going to cost a lot of money.

Why did you do it?" The young boy was apologetic. "Please mister ... please, I'm sorry... I didn't know what else to do," he pleaded. "I threw the brick because no one else would stop..." With tears dripping down his face and off his chin, the youth pointed to a spot just around a parked car. "It's my brother," he said. "He rolled off the curb and fell out of his wheelchair and I

can't lift him up." Now sobbing, the boy asked the stunned executive, "Would you please help me get him back into his wheelchair? He's hurt and he's too heavy for me." Moved beyond words, the driver tried to swallow the rapidly swelling lump in his throat. He hurriedly lifted the handicapped boy back into the wheelchair, then took out his fancy handkerchief and dabbed at the fresh scrapes

and cuts. A quick look told him everything was going to be okay. "Thank you and may God bless you," the grateful child told the stranger. Too shook up for words, the man simply watched the little boy push his wheelchairbound brother down the sidewalk toward their home. It was a long, slow walk back to the Jaguar. The damage was very noticeable, but the driver never bothered to repair the

dented side door. He kept the dent there to remind him of this message: Don't go through life so fast that someone has to throw a brick at you to get your attention! God whispers in our souls and speaks to our hearts. Sometimes when we don't have time to listen, He has to throw a brick at us. It's our choice: Listen to the whisper ... or wait for the brick!

stories that inspire - Trees That Wood Once there were three trees on a hill in the woods. They were discussing their hopes and dreams when the first tree said, "Someday I hope to be a treasure

chest. I could be filled with gold, silver and precious gems. I could be decorated with intricate carving and everyone would see the beauty." Then the second tree said, "Someday I will be a mighty ship. I will take kings and queens across the waters and sail to the corners of the world. Everyone will feel safe in me because of the

strength of my hull." Finally the third tree said, "I want to grow to be the tallest and straightest tree in the forest. People will see me on top of the hill and look up to my branches, and think of the heavens and God and how close to them I am reaching. I will be the greatest tree of all time and people will always remember me."

After a few years of praying that their dreams would come true, a group of woodsmen came upon the trees. When one came to the first tree he said, "This looks like a strong tree, I think I should be able to sell the wood to a carpenter" ... and he began cutting it down. The tree was happy, because he knew that the carpenter would make

him into a treasure chest. At the second tree a woodsman said, "This looks like a strong tree, I should be able to sell it to the shipyard." The second tree was happy because he knew he was on his way to becoming a mighty ship. When the woodsmen came upon the third tree, the tree was frightened because he knew that if

they cut him down his dreams would not come true. One of the woodsmen said, "I don't need anything special from my tree so I'll take this one", and he cut it down. When the first tree arrived at the carpenters, he was made into a feed box for animals. He was then placed in a barn and filled with hay. This was

not at all what he had prayed for. The second tree was cut and made into a small fishing boat. His dreams of being a mighty ship and carrying kings had come to an end. The third tree was cut into large pieces and left alone in the dark. The years went by, and the trees forgot about their dreams. Then one day, a man and

woman came to the barn. She gave birth and they placed the baby in the hay in the feed box that was made from the first tree. The man wished that he could have made a crib for the baby, but this manger would have to do. The tree could feel the importance of this event and knew that it had held the greatest treasure of all time. Years later, a group of men got in the

fishing boat made from the second tree. One of them was tired and went to sleep. While they were out on the water, a great storm arose and the tree didn't think it was strong enough to keep the men safe. The men woke the sleeping man, and he stood and said "Peace" and the storm stopped. At this time, the tree knew that it had carried the

King of Kings in its boat. Finally, someone came and got the third tree. It was carried through the streets as the people mocked the man who was carrying it. When they came to a stop, the man was nailed to the tree and raised in the air to die at the top of a hill. When Sunday came, the tree came to realize that it was strong enough to stand at

the top of the hill and be as close to God as was possible, because Jesus had been crucified on it. The moral of this story is that when things don't seem to be going your way, always know that God has a plan for you. If you place your trust in Him, He will give you great gifts. Each of the trees got what they wanted, just not in the

way they had imagined. We don't always know what God's plans are for us. We just know that His ways are not our ways, but His ways are always best. BACK TO SHORT STORIES More Inspiring stories Child Short Stories Food for thought-deep thoughts

Inspirational stories A short inspirational story :Two frogs

A group of frogs were

traveling through the woods, and two of them fell into a deep pit. When the other frogs saw how deep the pit was, they told the two frogs that they were as good as dead. The two frogs ignored the comments and tried to jump up out of the pit with all their might. The other frogs kept telling them to stop, that they were as good as dead. Finally, one of the frogs took

heed to what the other frogs were saying and gave up. He fell down and died. The other frog continued to jump as hard as he could. Once again, the crowd of frogs yelled at him to stop the pain and just die. He jumped even harder and finally made it out. When he got out, the other frogs said, "Did you not hear us?" The frog explained

to them that he was deaf. He thought they were encouraging him the entire time. This story teaches two lessons: 1. There is power of life and death in the tongue. An encouraging word to someone who is down can lift them up and help them make it through the day.

2. A destructive word to someone who is down can be what it takes to kill them. Be careful of what you say. Speak life to those who cross your path. The power of words... it is sometimes hard to understand that an encouraging word can go such a long way. Anyone can speak words that tend to rob another

of the spirit to continue in difficult times. Special is the individual who will take the time to encourage another. Author Unknown BACK TO SHORT STORIES More Inspiring stories Child Short Stories Food for thought-deep thoughts

The Praying Hands

Below is a touching story about DURERS Praying Hands that is circulated widely. It tells of DURER doing his creation in appreciation of a brother who went to work in the mines to support Albrecht's education.

Back in the fifteenth century, in a tiny village near Nuremberg, lived a family with eighteen children. Eighteen! In order merely to keep food on the table for this mob, the father and head of the household, a goldsmith by profession, worked almost eighteen hours a day at his trade and any other paying chore he could find in the neighborhood. Despite their seemingly hopeless condition, two of Albrecht Durer the Elder's children had a dream.

They both wanted to pursue their talent for art, but they knew full well that their father would never be financially able to send either of them to Nuremberg to study at the Academy. After many long discussions at night in their crowded bed, the two boys finally worked out a pact. They would toss a coin. The loser would go down into the nearby mines and, with his earnings, support his brother while he attended the academy.

Then, when that brother who won the toss completed his studies, in four years, he would support the other brother at the academy, either with sales of his artwork or, if necessary, also by laboring in the mines. They tossed a coin on a Sunday morning after church. Albrecht Durer won the toss and went off to Nuremberg. Albert went down into the dangerous mines and, for the next four years, financed his brother, whose work at the

academy was almost an immediate sensation. Albrecht's etchings, his woodcuts, and his oils were far better than those of most of his professors, and by the time he graduated, he was beginning to earn considerable fees for his commissioned works. When the young artist returned to his village, the Durer family held a festive dinner on their lawn to celebrate Albrecht's triumphant homecoming.

After a long and memorable meal, punctuated with music and laughter, Albrecht rose from his honored position at the head of the table to drink a toast to his beloved brother for the years of sacrifice that had enabled Albrecht to fulfill his ambition. His closing words were, "And now, Albert, blessed brother of mine, now it is your turn. Now you can go to Nuremberg to pursue your dream, and I will take care of you."

All heads turned in eager expectation to the far end of the table where Albert sat, tears streaming down his pale face, shaking his lowered head from side to side while he sobbed and repeated, over and over, "No ...no ...no ...no." Finally, Albert rose and wiped the tears from his cheeks. He glanced down the long table at the faces he loved, and then, holding his hands close to his right cheek, he said softly, "No, brother. I cannot go to

Nuremberg. It is too late for me. Look ... look what four years in the mines have done to my hands! The bones in every finger have been smashed at least once, and lately I have been suffering from arthritis so badly in my right hand that I cannot even hold a glass to return your toast, much less make delicate lines on parchment or canvas with a pen or a brush. No, brother ... for me it is too late."

More than 450 years have passed. By now, Albrecht Durer's hundreds of masterful portraits, pen and silver-point sketches, watercolors, charcoals, woodcuts, and copper engravings hang in every great museum in the world, but the odds are great that you, like most people, are familiar with only one of Albrecht Durer's works. More than merely being familiar with it, you very well may have a reproduction hanging in your home or office.

One day, to pay homage to Albert for all that he had sacrificed, Albrecht Durer painstakingly drew his brother's abused hands with palms together and thin fingers stretched skyward. He called his powerful drawing simply "Hands," but the entire world almost immediately opened their hearts to his great masterpiece and renamed his tribute of love "The Praying Hands."

The next time you see a copy of that touching creation, take a second look. Let it be your reminder, if you still need one, that no one - no one - - ever makes it alone! ~Source Unknown~ Even though the story is fiction, I hope the intent of the story is appreciated, whether true or not. BACK TO SHORT STORIES Prayers for Children

Hindu prayer Muslim prayers Christian Prayers school prayer Nursery Rhymes home remedies Pregnancy articles Parenting magazine Copyright 2000. Indianchild.com. Praying hands. All rights reserved. No Content from our pages can be downloaded for any use / website without our written permission. If you wish

to spread the message of child Internet safety and use any content from Indianchild.com, please indicate the source & link to Indianchild.com.

Dads Blessings

A young man was getting ready to graduate from college. For many months he had admired a beautiful sports car in a dealer's showroom, and knowing his father could well afford it, he told him that was all he wanted. As Graduation Day approached, the young man awaited signs that his father had purchased the car. Finally, on the morning of his graduation, his father called him into his private study. His father told him how proud he was to have such a fine son, and told

him how much he loved him. He handed his son a beautifully wrapped gift box. Curious, but somewhat disappointed, the young man opened the box and found a lovely, leather-bound Bible, with the young man's name embossed in gold. Angry, he raised his voice to his father and said "With all your money, you give me a Bible?" and stormed out of the house, leaving the Bible. Many years passed and the young man was very successful

in business. He had a beautiful home and wonderful family, but realized his father was very old, and thought perhaps he should go to him. He had not seen him since that graduation day. Before he could make arrangements, he received a telegram telling him his father had passed away, and willed all of his possessions to his son. He needed to come home immediately and take care of things. When he arrived at his father's

house, sudden sadness and regret filled his heart. He began to search through his father's important papers and saw the still new Bible, just as he had left it years ago. With tears, he opened the Bible and began to turn the pages. And as he did, a car key dropped from the back of the Bible. It had a tag with the dealer's name, the same dealer who had the sports car he had desired. On the tag was the date of his graduation, and the words PAID IN FULL.

How many times do we miss Spirit's blessings and answers to our prayers because they do not arrive exactly as we have expected? TODAY'S's affirmation: "Today I look beyond the obvious and allow miracles to be created in my life." BACK TO SHORT STORIES