Hello parents of our Home Education Program here at Grandma's Place of Natural Learning Center.
Today we will finish some tid bit things we started the week. I have found many things and many more things, information, and learning to give to you starting next week. We will add a little bit to the dancing, bible reading, time telling of Math, concern or the environment,insects,weather for science and art, and history and Social Studies, writing, and reading.Remember as I said before, If you need pictures to go with certain lessons, like the whale lesson would have been good if some whales had been drawn or you find information, pictures ect. on internet. If I have time and can find any for you I will.
Therefore carry out your jobs, tasks, and responsibilities.
Those of you wanting to study the Bible, I have a list of questions and things to think about that pasters lead learners into about it.
In the beginning God created the heavens and the earth.Genesis 1:1(Scientists argue that the Grand Canyon was formed by God. Scientists have no idea what God is capable of and just because the Canyon was formed by wear and tear does not mean it was something diferent at the time God made it. What does create mean? The Bible word create mans to make or begin something new. Genesis tells us that God is the creator of all things.You can find many things that God created in Genesis1. God made us in his own image. That doesn't mean we look like God It just means we are built to stand like him and man had the same parts of the body as God. Lessons teach that God made us able to share what was on his mind and love sharing it! He made us to be his friends!
Ask Mom and Dad what they thought they would have in having you? Find out what God's plan is for you Why God wanted man? How did God first promise a Savior? The promise that Eve's offspring would crush the serpent's head-while being hurt himself-pointed to Jesus defeating Satan by dying on the cross. Adam and Eva made a wrong choice even though some feel God knew it was going to happen which I have reasons you can figure out also why, how he knows.
Say your prayers and do some excersize, sport, ect. for Childrobotics. I hope you enjoyed the "Twist" yesterday, I did the night before. For dance today I have some more information from the author of Creative Dance She goes into Structuring an Idea. She says, "You structure an idea in exactly the same way that you structure the children's work with the elements:
1. Present the idea
2. Have the children explore its possibilities
3. Give it form"
An idea is presented forward by you or the children. The author says, "Question, discuss, and define it. The crossover technique is again used to relate the image to movement." What movement is possible to relate an idea or thing through dance. She used the idea of some girls wanting to dance as trees. She said,"they first found a starting shape.. Then we crossed over to other elements of dance to find if these trees had twisted trunks, if they were high or low, if they were big or little, if they swayed lightly or strongly, if they shook, if they stretched, if they bent, if their branches made straight or curved pathways, and so on." They hadn't even got into feeling words, only movements words.
Then she goes on to say that there are three more methods of expanding the movement and the idea. She said, "One ...is contrast." One child wanted to dance about the winter wind; Therefore, the author started the class out with a slow, gentle, summer breeze, then she directed them into stronger and stronger winds until they grew to a fierce, frigid, fast, winter wind, and then they froze absolutely still therefore it gave the dance form.
She said, "Another method is space control." In response to one child wanting to dance reindeer, the author started talking to them about the antlers on their heads and how their legs would stretch and bend. Therefore started the action of movement. Then they trotted and galloped over rooftops and then returned to the north pole and stretched the necks and legs again before resting. Therefore, she said, "we used a sequence based on the element of space: stay in one spot, move through space, return to the spot."
Then she said a third way to get an idea into movement is by extension of the idea. They wanted to dance as toothpaste. At first as the toothpaste they did smooth, slow, long movements as the toothpaste itself and then they danced as the tube first being rolled up or crunched up then rolled back out again. The author then extended the idea in which the toothpaste became magical and could slither across the floor and then return back into the tube.
The author repeated again that for movement to come out of an idea they must relate it to the questions involving the elements(crossovers), and use cotrast, space control, and extension to make movement possibile.
Then the author said, " The third step in structuring an idea is to put the movements into a form: shape, movement, shape. The children select and organize their movements, enclosing them between a beginning shape and an ending shape. She said, "Sometimes' it is necessary to 'form an idea quickly' through the processes. One day the children wanted to be "a princess." Therefore the author asked the children how a pricess moves and they answered by walking around the palace. The author then asked them how she turns around in her long pretty dress.The children all began to walk around and doing turns. The the author asked them if the princess did anything else and they said she rests and they began to show how she rests. The author asked if the princess did anything else in the palace and they said she only rests and keep finding positions that she rests in. The author then asks What happens next. They were all quite at first the one child shoutes! "A witch comes!" Therefore she asked for the shape of the witch which they formed. Next she asked if she could hop and jump and they found out she could. Next she askes the children what the princess will do when the witch comes and they all say she screams. Therefore, they have to dance her scream. They formed her scream with her body quite well, The author then asks what the princess does and they said she began to run away. Then the children ran to another area of the room. Then she asks them what the witch does. and they answered that "she went away." Therefore, they all walked away in their witch shapes and it was over.
As a last example she remembers a time when the children came with all different kinds of ideas and the author decided they could do them all one after the other. They were a Mexican dance, swans, clowns, jumping beans, flowers on the moon, rainstorm, snakes, and butterflies. When she asked what they know about Mexico? They came out with "Mexican Hat Dance," "Big skirts," "Men sitting under big hats," "Fiesta." Therefore she talked them into a fiesta, and they were all dancers. She said she came up with something to sing and tap on the drum that sounded Mexican. She said now show me rhythm with their feet and asked how they turned and they turned. She asked how they moved about the room and they began to move about. Then she asked them to give her an ending shape which they did. Then she brought up the word "Swans" and asked questions about the swans: what their shape was and how they move and fly and how they rest. Next she said the word "Clowns: asking the what kind of clowns they were; they answered those that make children laugh. Then she asked the children what kind of movement would make the children laugh. The children began to get wild and she had to end the day but she was amazed at how much they got done in 15 minutes time.
The author says, "The ability to structure an idea so that learning can take place is the most important ability for leading creative dance.....When the older children thought of Mexico, swans, clowns, and the rest, I had to ask questions that brought forth movement or shapes. Within the form, I structured the ideas using crossover questions.
1. What is the shape of the thing?
2. What kind of movement does it do?
3. What is the shape of the ending?
...shape, movement, shape." She said when they did snakes they had to think in the terms of its shape not of imitating it on the floor. She said any teacher can take on the challenge. She said,"You need to know where you are going(the goal) and how to get there(the structure)." She said, "that people dance primarily to express what cannot be expressed verbally. So all ideas and images are merely helpers through which the children become aware of themselves, of movement, of time, of space, and of energy, so that they can truly direct their bodies, dance their own ways, and express things that cannot be communicated in any other way."
Mark the kind of weather we are having and talk some more about it. If it is raining what kind of clouds are forming. I have another Listen UP book only it is about Science again by Ann Richmond Fisher; Illustrated by Brian Smith, 1994, Teacher & Learning Co.; I call it book 7b. We will be doing some work out of these books here in our Home Education Program at Grandma's Place of Natural Learning Center. It has special little pages that lead children into following the crazy directions to another page.The page it does things to or about is called Cloud Cover. Different clouds are on that page in three different rows of two each. The first one at the top on the left facing you is whispy clouds, on the right are big long white clouds. The next row or the two in the middle they are both dark in color; one is a bunch of straight clouds with a litte wave but they could be those of the cloud covering for winter. The other set looks like big thunderstorm clouds and they are black. The two at the bottom are both fluffy clouds. the ones on the left are small. The ones on the right are big and very puffy.These are the questions that go with this page you can make on a plain white sheet of paper.
1.Find the clouds that are called cumulus clouds
They are low, fluffy, puffy white clouds that can appear on hot ssunny days.
Draw a C on these clouds
2. Next find the nimbostratus clouds.
They are mid-level clouds that are thick and dark gray.
Put an N on the nimbostratus clouds.
3. Now find the cirrus clouds.
They look like curly, wispy streaks. They form so high up in the sky that they are made of ice
crystals. They are usually a sign of bad weather.
Write your name on the cirrus clouds.
4. Next I'll describe the altocumulus clouds.
They are mid-level clouds that are flat gray and white blobs of clouds. Sometimes they mean a
thunderstorm is on its way.
Put an A on the altocumulus clouds.
5. Now find the cirrostratus clouds.
These are high in the sky and look likeflat layers of milky-white clouds.They signal rain.
Underline the cirrostratus clouds.
6. Finally you should be left with only one more choice.
Be sure they are the stratus clouds by listening to this description: Stratus clouds
are low level flat layers of dull gray clouds that often bring rain or snow.
Draw an S on the stratus clouds.
Repeat the direction to the children once then do 7.
7. Now look back at the cloud picture you labelled with a C.
You may remember that these are cumulus clouds and that they appear on hot sunny days. Turn your paper over or use another piece provided and draw a scene of a hot summer day.
We will finish our calendar work by you observing your birthdays ect. Make sure you check any other scheduling you may be using for assignments, tasks, ect. Now from Book1 for October 4 Rutherford B. Hayes, 19th president of the United States was born in 1822. Then in 1858 Michael I. Pupin, American physicist and producer of the first X-ray photograph was born. In 1861 Frederick Remington, American pointer of the western frontier was born; we might look into his work later. In 1905 Munro Leaf, children's author was born. Now his books were done with simplified stick figures because he was just sketching them on for what an artist would finish later. Well they got buplished that way. One book he wrote was Manners Can Be Fun. He said with your own Leaf's stick-figure's you can make your own manners booklets, giving pointers on good behavior in various settings, such as a movie theater, restaurant, playgrand, or bus.. I want to point out her that I have dolls represent many of the countries we will study. They are done very nicely and I can make more to add to them. Another little point here is that many things can be made into little puppets for play, Either on hard cardboard and put on a popscycle stick or empty toilet paper rolls or even sticks from outside . Anything stiff enough to hold it up. I started making all the different animals as puppets. Now in a book we will also be using is what they called a Saguaro(Sa-wa-ro) Cactus Time Line. I numbered this book170 it was written by Annalisa Suid and illustrated by Marilyn G. Barr, published by Monday morning Books, Inc., 1993.. Now the Saguaro Cactus can live for over 100 years. There are also a lot of them in Arizona, a state of the United States. They began to grow in 1900. It suggested using it for inventions and developements the last 100 years. You can use it there when we really get into it. I suggest using it for happenings in Mexico for 100 years. You can also use it for just various things about Mexico and Arizona. It so happens under October 5 1502 Christopher Columbus landed in modern-day Costa Rica. which is Saturday. You can add chester A. Arthur, 21st president of the United States born in 1829; Robert Goddard, American physicist and rocket pioneer, called "The Father of the Space Age" is born; Robert Lawson, children's author is born in 1892 and Donald Sobol, children's author was born in 1924.
IN 1777 October 4 George Washington's troops fought the British at The Battle of Germantown in Pennsylvania. I know the date breaks my record but I feel this one is important. In 1824, October 4 The Republic of Mexico was proclaimed.One last thing before we leave Book 1. Today is what they call Ten_Four Day. The U. S. police have developed a series of codes called the Ten Code --to stand for specific phrases. "Ten-four" means that a message was received and understood. Other codes include10-31 (crime in progress) and 10-47(road repair needed). Ask if the children have any codes? Invite the children to develop their own codes and use them throughout Ten-Four Day
History, Social studies, reading, Math, Language
Try to get the Following book for next week: Allin a Day by Anno, et al; People by Peter Spiers
I have two different little ideas with apples today and you can work with the children to see what recipes with apples you can come up for desert if you haven't already. The first one is to make an Apple Puzzle.
The apple can be cut horizontally through the middle except when you do it do it with a zig zag cut all the way around it.and then you have an apple puzzle to eat.
The other is an Apple Wreath.:You will need:
2 cups reconstituted lemon juice
2 tablespoons salt
wire hanger and wire cutter
wire cooling rack and cookie sheet
glue, cinnamon sticks, baby's breath, or bunches of wheat(optional)
Wash the apples and set aside. Mix the lemon juice and salt in a large bowl. Then cut the apples horizontally into slices 1/8"to 1/4"thick.(Do not core the apples). Put the large center slices into the lemon and salt mixture.( save the ends for applesauce. Soak slices in misture for three minutes and then remove and pat dry with paper towels. Place apple clices on a wire rack on top of a cookie sheet and put in oven set at 140 degrees. leave the oven door slightly ajar during the drying process. Let apples dry until they are leathery in texture(about 4 to 5 hours).
When the apples are dry, remove them from the oven and allow them to cool completely. While waiting, cut off the curved head of the wire hanger and bend the remaining wire into a circle approximately 10" in diameter(cut off excess wire). Thread the apple slices onto the wire circle by poking one end of the wire through the core in each slice. Carefully pull the slices within 2" of the opposite end. Continue to thread apple slices until all but 2" on each end of the wire is covered. Twist the ends of the wire together. Attach a ribbon bow at the twisted end, and glue baby's breath, cinnamon sticks, or small bunches of wheat to the wreath if you wish. You might like to make mimi-wreaths with the leftover dried apple
Part of our lessons the other day was on different forms of clocks that used before clocks were invented. One method was Sundials. I have taken this information out of book 17a.
"Sundials were first used long ago before people had determined any other source of power. These clocks consisted of a pole or other object sticking up from the ground or other flat surface. People knew what time it was by the placement of the pole's shadow. These clocks were great for daytime use but were impractical after sundown or on rainy or cloudy days. Sundials are easy to make.
Making your own Sundial
1. Drive a long stick or pole into the ground.
2. Throughout the day, check the placement of the pole's shadow.
3. Make markings on the ground or drive smaller sticks into the ground to show the tip of the pole's shadow at each hour.
Activity and Questions
Watch your sundial for several days during different seasons. How do the shadows change? Record the time the sun rises and sets (most newspapers list this information). Record this data over a period of time and compare. What do you notice? What causes the changes you see? Is there a pattern in the change?
Animals Research Outline Fun from book 57.
I found this really cut way of outline some research. In the corner of this page is the name of the animal with My animal is___________________. Then in the top corner is a plate with a folk and spoon on each side. with Food type: in it. In the middle of the page on the left side facing you.is a piece of paper that is suppose to be pinned to a wall. with this in it:
To the side of that posted paper in the middle of this page are the words:
Next to a fortune telling globe with a little
house overlapping the globe in the upper
right hand corner of yours on the paper
with the words in of Home or Habitat:
The globe has the directional initials of
N,E,S,W in it like a map.
On the bottom of the page in the left of yours corner On this side, the other side or right side at
is a heart. Inside the heart is written: the bottom is a big cloud with this in it:
As a pet this animal would need:________________ This animal is interesting because:________
Man needs this animal because:______
Have a nice weekend! Work on papers, journals, reading, research, newspapers, art, journals,yearbooks, food recipes, charts, ect.