Day 5
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Home Educaton Program

Day 5

Childrobotics and Creative Dance-As we will probably do these excersizes in Grandma's Home Education Program but the Creative Dance will be changing daily. If your home school is for religous reasons I hope you are incorporation some prayer in your day. If not this would be a good time to do a prayer.
 
Today parents can talk to the children about what they have learned in dancing so far. Reminding them that the first two days they learned about space, that in dancing especially and anywhere we are around people we all have our amount of space and that is not intruded on unless meant to be. Then we went into directions that in movement we all have different directions we want to go and in different patterns. Explain to them that the goal in Creative Dance is to communicate through movement. I will say that again. It is to Communicate through movement and have fun dancing, relax and excersize. Why creative? because there is no right or wrong way to do it. Explain to the children  how our body moves and has parts. Explain how the elements of dance depend on space, force, and time. Think about the use of these. We have already learned how our body needs space to move. The power of each movement each part of our body is the force of the movement in that space. Timing depends on how slow or fast the music is to the speed at which our body moves to it. Try to demonstrate what we mean by these things. Explain how space is taken as each time we form shapes in space as we move and the shape we are in as we stop. As our body moves in space changes in force: the attack is how sharp or smooth the movement is; the weight is how heavy or light it is; the strength is how tight or loose our body is; then the flow is either free flowing, bound, or in balance. The book says that an underlying beat or pulse may have an accent. However, movements always have speed(fast or slow), duration(long or short) which produce a rhythmic pattern. What all this mean is that when we move in dancing that for ever how long we do a movement it can either be slow  or fast and strength of how tight our body makes that movement or is it very loose makes the force as heavy in weight or light moving. then its force can be sharp or like a jerk with the speed or smooth and slow. The accent may come when certain music has an underneath beat or pulse like the point on a heart beat(pa-pump). Make certain music sounds like in the 50's and then make it smooth and flowing as you move your arms ect. to better understand.
Explain how our movements have directionsize, focus, a place, a pathway, elements of space. Be aware of body language. The self in our self-image, awareness and direction. Not only the body, not only the mind, not only the mind not only the feelings; it is all of the self. An example is in when we sway or we swing. So why dance? It is the self, no book, no set way, no failure, only expression and release. Explore and play with the elements of dance(body, space, force, and time). Remember that the goal is to lead children into creative ways to use the elements of dance, explore and experiment; understand and control. It may relate to other fields of body and mind as Science, math, reading, speaking, singing, history. It also may relate to working with wood and fixing things. The creative dance book also says that the child makes connection between the inner being and the language of movement. You can end this day of lessons by writing down many of these elements and things on a chart for older children and adding the Elements of step to it: Walk, Run, Leap, Jump, Hop, Skip, Gallop, and Slide. They can do these in a locomotor fashion- like a train, around the room or wherever you dance at. Have them do each of these elements as you instruct them to do each one. Maybe let each person hold a sign with each element and they can hold their sign up as you give each step out. Tell them you will be going over each of these elements the next week until they can remember each element to do and you all understand.(30 minutes)
 
History, Social studies, Reading, Language, Writing, and Art(3 hours)
Go to your calendars and time line or record of time keeping. See if there are any birthdays of concern that you have recorded. Then talk about the time based on what the bible states, what scientists say, and your own feelings and opinions about it. Talk about Cain and Abel expressing your own opinions and feelings. Thinking about their ages and what they think God really wanted and what he knew was going to happen. Record the birthdays of September 13 as used in our Home Education Program. Start with that of Roald Dahl, British children's author born in 1916. If you have any of his books look at them and read them if you can. Next record the founder of the Hersey candy empire, Milton Hershey born in 1857. Discuss how chocolate is like a fruit to our body killing bad cells that make us have cancer and other bad things. Let them know yuo will be using this later in your lessons. Then record the September 13 1851 birth of Walter Reed, American army surgeon who proved that yellow fever is transmitted by the bit of a mosquito. An activity in the Book 1 I got this from is where the Walter Reed Hospital in Wahington, D,C. is named after him. Then go to the picture or building set you are making is at and be sure and name any buildings you want to after famous people you know. You can add them later if you wish. Then record the event in 1788 in which New York was selected as the capitol of the United States. Talk about this for it is where our First President of Washington and his family lived before the moved everything to Washington, D.C. Talk about Washington, D.C. as our capitol and how our states all have capitols also. Look at some of the buildings you can get pictures either on internet or somewhere of. You may even be able to pull up that of New York somewhere. Also read about New York or any books you may have about it. Talk about all the contoversy going on about our country. Point out that when it began there was only 13 States in the Union. See if you can find a map or something showing that and how we have grown to 50 now. Talk about what influence we have and how our relationship is with the other countries in the 7 Continents. I have little dolls to color for all these Continents and all kinds of maps. However, you may draw or make your own. Do let the children know that the people in other countries usually dress the same as us but wear the tradition costumes during certain ceremonies which ours is usually of the colonial times, pilgrims, ect. Also let them know that occasionally the Natives where their attire and preform for people. Let them know that people from Mexico and Central American dress and preform during the  celebration of Mexico's independence sometime in September also. Let them know it is different than ours in July. Also let them know there is all kinds of celebrations in Canada during the year also. Talk about the wear people had as pilgrims and how they dressed a little later. Look at different styles of clothing and hair. Let them know how each tripe of natives dressed different also. You may be able to read and look at some of the different natives that lived in our country and other nations. I would save the lessons on the Vikings for next week unless you have time for them. New words could include any group of learning for older as ing, ect. and bigger vocabulary for teens. Basic words for what we have learned would be buildings, hospital, yellow fever and other fevers, mosquitos, countries, continents, famous, dolls, states, Wahington D,C,, New York, Massassuchets, natives, controversey. Also as part of the lessons today you can take the plastic covered map you made or another map picture and draw or make a ship to move with a magnet or by your hands in the different directions North, East, South, West. The children may do their pretend acting as weather broadcasters as you mark the days weather down. Also have older students record the sunset that night and do each nights along with sunrises. We had to do that in Junior High once. Also have the children act out any other acting they want of those colonial times, pilgrims. You may talk about Pocohantis and any other native heros of those times and act them out if you wish. Or make puppets for various things. Do some writing about what you have learned.
 
For Health and PE and Math(1 hour and 30 minutes)
Talk about some foods of those days. There is a book about corn you can get later in Mexico's lessons. Talk about why they were better for you. Dandelions are also grown as a food and eaten daily in the east. Talk about that and other edible flowers. Talk about herbs. Then play some Basebal using ball and bat as part of lessons with the letter a. For Math use the activity I had mentioned before in Book 1 about Milton Hershey Mentioning that at one time Americans ate 5.8 million pounds of Chocolate each day. Again repeat how chololate is good for our health, but we must be careful because the sugar and fat in it can affect us badly also. The latest I heard was that if we drank a hot chocolate each day our memory would be solid. They drink a milk with cornstarch in Mexico or families here called Atoli with i sounding like the long ee sound. Sometimes they add chocolate in it and it is called something else. They both taste very good, filling, and healthy. In this activity the children are to think of that much chocolate as a 2-foot-thick bar reaching the size of a Football field. Have children count the pieces in Hershey's bars for younger children, you can add and subtract with them. But the older students calculate on calculators how many cubic feet of chocolate that would be or buildings ect. You can try different candy bars out and decide the ones you like best. You may also have smores with them and count the marshmallows. I have lessons from another book you can do the next week with chocolate and marshmallows. Maybe you can even think of ones with crackers.
 
Science(30 minutes)
For the last half hour of the day you can spend writing cards up for various insects recording things about them. How they are disappearing and what happen with Monsanto and the bees.
 
 
 

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