Hi folks! Grandma hopes you are all doing well today. She got worried today wondering if she needed to send lessons into the states. They said no, that as long as she is not the one doing the teaching. They said parents could mention they are getting materials from her but it is not necessary. This is just to reafirm that you are ok in following Grandma in lessons. If anyone in that that other land out there can tell Grandma if there is any way to get pictures from "Pinterest" to here she would like to know so we can have some more materials to enhance the enjoyment of what we are doing. There is things I ran into as planets and writing I would like to get here for your usage. I have a couple of songs and two fun activities for very young to older children from Patricia Gallagher's book 1000. The first is
"Five Little Ducks"
Five little ducks (Hold up four fingers and the thumb)
Swimming in the lake. (Make a swimming motion)
The first one said:"watch the waves I make." (Make motions of waves)
The second duck said: "Swimming is such fun."
The third duck said: "I'd rather sit in the sun."
The fourth duck said: "Oh, let's stay."
Then along came a motorboat
With a POP<POP<POP (Clap hands three times)
And five little ducks
Swam away from the spot.
I am trying to remember another version of this: Therefore , I thought it would be fun to make up your own versions of the things each duck says in the song. I have little card puppets you can easily make with colored paper if necessary putting them on sticks or toilet paper tubes.
One activity she gave was for the children to make little bracelets from an envelope. First take an envelope and seal it shut. Then color the envelope in patterns and cut 1/2" strips running horizontal(which you can talk about which is up and down). Open them up and you have bracelets.
The other song is "Ten Little Fingers"
I have 10 little fingers
they all belong to me. I can make them do things Would you like to see?
I can shut them up tight. I can open them wide. I can put them together
and make them all hide.
I can put them up high. I can put hem down low. I can fold them together and keep them just so.
The other activity she suggests that children like to do is scouring the bottom of pans. It helps them build muscles and is fun for them to do. Make sure they have aprons on and a table or place low for them to work.
Therefore, start out by doing your tasks and responsibilities to make your facility work for you. Then say a prayer. As soon as you finish Grandma wants you to join her in a vision of Noah's Ark. Now my daughters Faith Alive Student bible shows pictures of just how big that ship was that God had Noah build. When she figured out it was 1 /.2 block long and at least the 60' length of my house width wide with 5 stories up, she realized just how big that ship was. Now God just left that ship out on the water with no one to stir it and who knows where it was going. When you think about the fact that the Oceanliner the "Titanic" and many cruise ships now days are almost as big and an icecycle put a hole in the "Titanic" and lopsided a cruiser from Italy. Amazing trip and all in God's hands. Then the bible says he will bring the animals to Noah seven sets of each kind in pairs. That folks is a lot of animals.If you take each set of lion's, tigers, and bears; elephants, giraffes, zebra's all kinds of monkeys,apes, gorilla's, orangatangs, water buffallo, hyinas, hypppo's, wolves, fox, beavers, muskrats, turtles, weesles, and other ground animals, not to mention birds ect. Then put them all under one roof. That was a lot of responsibility. Grandma can not imagine that God is definately a true "Wizard of OZ.." Be sure to use any puppet set up or play set you may have for the younger to play with and use it. Do any papers of coloring form of it, stickers, poster to glue, draw, or read about it because it really is a very facinating and amazing thing that happened. Watch movies of it anything that enhances their imagination upon the happening.
As an additional lesson of fun and enjoyment watch "Wizard of OZ" before halloween this year.One of the players on my line showed a picture of the movie. The minute Grandma seen it, she thought what a perfect picture for this time of year, this year. If you do not like to celebrate what is part of history then have a great celebration of harvesting our land because it is a blessing that we have what is being left of it after Monsanto is destroying much of what we have along with the coal industry. If any of you can decide to try at organic planting inside this year and plant gardens outside do so. Many plants can be started inside. Plant plenty of flowers in the yard to help the bees and the butterflies reproduce since half of them are being destroyed by cruel people.Decorate and have plenty of pumpkins and harvesting foods as apples. Plan an apple dunking where they have to catch apples out of a bucket of water or big roaster. Make treats and carmel apples, hang apples, anything that is fun. The children love it and will enjoy it that they are having so much fun. Do it outside if necessry. Fun in hay is good make funny bodies with big refrigerator boxes or a wooden board. Anthing festive to enhance a change in lives. Experts say we need celebrations.
Now for our Childrobotics and Creative Dance Lessons. The author only has one last chapter with a few messages for you before she starts giving you one lesson from another. She calls this 3rd chapter "The Priorities", Grandma would call it Management because it is giving you pointers to help you in keeping the attention of the children and managing what you need to do. Many times the behavior problems of children are harder than knowing what to teach the children and knowing how to present it. With stretches and a small excercize plan lessons as we have been conducting them can be around 30 to 45 minutes. The author says the most important part is to keep the children interested, either with a prop, toy, activity, music, instruments, new things, pictures, books, anything that enhances their desire to be there. Have an uplifting personality yourself that makes things fun. Either saying something funny, changing into something gymnastic or dance style yourself, treats, special clothing for them, special shoes. Anything to make things interesting, a dance movie or teen show with dancing. A video with dancing, cartoons dancing, dolls, puppets, or paper dolls, posters, coloring books, anything that says this is fun. The author says to
"1. Lay the groundwork-Show them through movement activities exactly how you will run the class and what you expect from them.
2. Share the goal-Tell them what the class is about and what the goal is. We so often forget to let the children in on the plan!
3. Deal with problems when they occur" not only in letting a child know you will not tolerate certain things, but if one of your children are puzzled or upset about something deal with it then and there asking for help from the others which they usually want to
help. Don't make too much a scene if they are just not feeling good or tired, let some
" 4.teach with variety-Sometimes teach loudly and rapidly, be full of surprises, be quicker
than the fastest child. Sometimes teach slowly and sofly, with depth. Always use
drama! Be ready to watch, to listen, and to challenge. Be ready to change, combine,
and supplement lessons.
5.Evaluate-Measure the child(ren)'s progress in relation to the goal. As you make them
aware of their achievement, you will be aware of yours.
In all of these, limit your talk, minimize your verbal explanations. Keep the children moving!"
A drum is a good way to carry on an activity, even a tap on a coffee can might work. Children can clap with the beats. The author gives some basic patterns to use:
slow, slow, slow, slow: 1________, 2_______, 3_______, 4_________
slow, slow,quick, quick, slow 1_______, 2________,3____&__, 4_________
slow, slow, very slow 1______, 2________, 3______________
slower, quick, slow, slow 1_________2 &___,3________, 4__________
another activity she points out:
Is for you to play a beat and the children answer you with one back.
Your clothes, your hair, your attitude and what you bring to the activity all affect how the children will act and do.
The author also brought up what we call "a teachable moment." It is something that comes up in the learning that was not planned but fits for the time and the moment. Fit it in.
She also points out and Grandma firmly believes that having the child or children's attention and participation are the most important avenues you can have in teaching.
For the rest of this chapter the author goes into some pointers and then she goes into depth on some things we have already pointed out as dealing with problems, variety and evaluation. Unless you tell me you want these specific topics deaper I am going to leave it with what we have said.
Have the children follow you around and you go under, around touch things, over things, ect. then when you are finished sit down with them and have them point out what things could be a danger to them and why. Explain that is why there must be rules and where you expect them to be.
activity: have the children line up in the middle or the other side of the room you are dancing in; have them run as fast as they can towards a door or wall and stop just before they come to it without having to touch it. Then sit down after a minute or so and ask them if there was no way they could not stop before they hit that door or wall. Ask them if there is anyway they cannot stop themselves from running into something or someone. Let them know again that we all have our own space areas. Explain they are dancers and have control of their bodies of where it goes and where it stops.
Testing the eyes and the ears
activity:Have the child or children move out and make a shape. Point out there is an open space somewhere. Ask if they can fill it up. Once they fill it up then search for another. Talk to them about their eyes and how they can see those spaces and can fill them up. Keep filling up spaces till they can make things unified.
Have the children aware of the drum or noise maker. Let them know as long as that noises is going on they should be moving, but when it stops they are to stop and make a shape. Test it out some.
activity: near and far
Have the child/children come near you when the music stops and move far away when you play it.
The author calls this next point changing formations:
Let the children learn signals for forming in to a line or a certain formation agreed upon and then let them know ways they can know when to spread out.Again talk about every ones space and not toughing others or coming into their space
Activity: Come to me
as you are playing the drum the children must form a tactic of coming to you without touching anyone and form a circle around you
Next have them pick a far area to go to and face the wall area it is at. Then come back and do
this whenever it is necessary.
Science, reading, history, health, lanuage, writing, art and Math
We are going to go through the birthdays very fast today because they are not relevant to any of the lessons yet. First check all your own and any schedules you need to consider. Mark you weather calendar and discuss if you are seeing any changes in your weather and what it is doing. Talk about what the weather might be doing in other people's places.
On October 8 1870 J. Frank Duryea, coinventor of the gasoline-powered automobile was born.
In 1890 Eddie Rickenbacker, American aviator and World War I flying ace. was born.
In 1936 Suzanne Newton, children's author was born.
In 1941 Jesse Jackson, American civil rights leader and politician was born.
That is all that is there for today.
As part of yesterday's event about the stamp act, which weren't even postal stamps, I promised to talk to you about collecting Stamps. For one thing October is National Stamp month.Now as far as I have been told it is best to save a set of stamps you want to keep in a set of 4 or 6 but I believe a lot of older ones are even kept singally. The post office keeps a book of all the stamps they keep and when they will be coming out so watch for them. Sometimes they have booklets or pages to go along with the stamps running at certain times. stamps can be kept in boxes or saved in a storage notebook with plastic picture holders. Check with you post often to see if there have been any changes in the stamps or any new ones out. This can be a very fun activity to get involved in. It is also part of a last section in book 17a.
Now I want to move on to our next activity for the day and that has to do with a couple of things. Number 1 it is Popcorn Poppin' month which is fun in itself and then it is dessert month and those are very good topics to have this time of year. The recipe Book 1 gives in yesterday's lesson not only has the popcorn in it but then it has marshmallow's. Which a lot of recipes have marshmallows in it. Book 57 has things to do relating to all these things that we will do also. For now we will cover this recipe and you can try it if you wish. It is called a Popcorn Cake.
You need these ingredients:
1 stick of butter; 1/2/cup of cooking oil; 1 cup of miniature marshmallows(maybe you could measure enough of the bigger ones cut up small if you do not have the miniature ones); 1 cup of gumdrops;1/2 cup of shelled peanuts; 8 quarts of popped popcorn. In a medium bowl, melt the butter, add the oil, and stir in the marshmallows. In another bowl mix the peanuts, gumdrops, and popcorn. Combine the ingredients of both bowls together now. Next put the contents into a 9 X13 cake pan. It might be smart to spray it with a non-stick spray/ or grease it. Bake at 350 degree temperature. To go with it Book 1
suggests reading Tomie dePaola's The Popcorn Book.
From book 57
It says the National Popcorn Week is actually the last week in October because that is the time popcorn is usually harvested. We may not do all of this unit in one day. I first must give you some history and there are some recipes at the end of the unit also done with popcorn. First,
The History of Popcorn:
Scientists believe that popcorn probably originated in Mexico over 8,000 years ago. Archaeologists investigating prehistoric Mexican ruins have found numerous popcorn ears and paintings of popcorn. The oldest ear of popcorn found by archaeologists to date was found in New Mexico's Bat Cave. Radio-carbon tests identified the ear of popcorn as being 5,600 years old! Archaeologists also found popcorn kernels in Incan tombs in Peru dating back to 1000 BC. They even found some kernels that were so well-preserved that they still popped after 1000 years!
Popcorn apparently played an important role in the culture of early Native Americans. When Columbus landed in the Americas in 1492, he was met by natives trading jewelry made of popcorn. Later, when Cortez invaded Mexico, he discovered the Aztecs using popcorn ornaments as important elements in their religious ceremonies. The Aztecs decorated statues of Tialoc with strands of popcorn It was
their way of honoring their fertility god and insuring that he would give them good crops. Scientists have also found pictures of popcorn carved or painted on funeral urns in Zapotec tombs in Mexico. In some Mexican villages today, people still decorate statues of the Mexican villages today, people still decorate statues of the Blessed Virgin with popcorn as a way of honoring her.
Popcorn also played an important part in the Pilgrims' first Thanksgiving dinner. According to legend, Quadequina(the brother of Chief Massasoit) brought a deerskin full of several bushels of the popped popcorn. Popcorn became a staple food for the early colonists. They ate it for breakfast with cream and sugar, put it in their soup, and made it the main food of many meals.
Native Americans had interesting ways of popping popcorn. Some tribes heated sand until it was red-hot and then stirred popcorn into the hot sand until it popped. Some tribes, such as the Winnebago Indians of the Great Lakes, poked a stick into the ear and held i over fire until the kernels popped-right on the cob!(How's that for a neat idea:popcorn-on-the-cob?) The earliest "popcorn popper" discovered was the 1,500-year-old clay and metal popper used in Peru. The colonists were the first people in the United States to use popcorn poppers. They punched holes in a flattened piece of metal and rolled it into a cylinder. later, people made mesh baskets and held these over an open fire to pop the corn. These were common until 1885 when Charlie Cretors of Chicago invented the first steam-powered popcorn popper. Theaters made use of Cretors' invention and installed popcorn poppers in their lobbies. Since then popcorn has become so popular that the average American eats close to 33 quarts a year!
Science behind it:
What makes popcorn pop?
There are five types of corn grown in the United States: flint corn(commonly called Indian corn), sweet corn, pod corn, popcorn, and dent corn(known as field corn). Bring in some sweet corn, Indian corn, and popcorn and let the children note the differences. The children should notice that popcorn has small, hard kernels with a tough outer coat. Indian corn is somewhat hard, especially if dried, and sweet corn is soft and moist. Point out that popcorn is the only type of corn that pops. Pop some corn and have the children carefully observe the popping process. Ask students to list everything they noticed. Students may notice that the popcorn didn't pop right away, it popped when it got very hot, and steam was coming out the top of the popper. Have students speculate on what causes popcorn to pop.
Why does popcorn pop? Water is stored inside a small globule of starch inside the popcorn kernel. Like all forms of matter, water is made up of molecules. These molecules are fairly close together but can still move around. When popcorn kernels are heated, this water turns to steam. The molecules move farther apart and take up more space as the water changes to steam. This builds up pressure within the kernel. When the temperature reaches 400 degree F, this pressure becomes so great that the hard kernel can no longer hold in the steam. The kernel explodes, the steam is released, and the soft starch pops out.
Have the kids compare the popped kernel to the unpopped kernel and note the difference in size. The popped kernel has expanded to about 30 times its original size. Point out that all this was inside the tiny kernel to start with but got larger as the molecules moved apart.
Little ones can count popcorn Kernels
school age can have popcorn drawn on paper to do problems with then the can help the older ones with this next activity:
1. Give each child 7 or 8 popcorn kernels. Pose this problem:If you stacked popcorn kernels(unpopped) end to end how many popcorn kernels tall would you be? Children would first need to measure a few inches of kernels and then multiply. (There are about three or four kernels per inch depending on the size of the kernels.)
2. If there are 126 kernels in a yard, how far is it in popcorn kernels from the door of the kitchen to the other side?
- get a bag of colored popcorn and pop some up to make a colage picture
-strig popcorn with cranberries for X mas
-Make a popcorn wreath by glueing popcorn to a heavy cardboard circle or styrofoam wreath
Make some jewelry
Mix with Syrup.and make sculptures
Think of some poetry to do with popcorn and we will talk about it some more tomorrow.Be sure to work on some of the yearbook, your journals, and the newspapers. Work on any of your research papers.