Day 24
The Best Place to Learn From - Is The Best Place for Learning
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Home Educaton Program

Day 24

Good morning and Hello! I hope parents and the children they are home schooling with out Home Education Program as Grandma's Place of Natural Learning Center are enjoying the lessons I have provided.
 
It is time to take care of your responsibilities or task for the day and then I hope you are saying prayers whenever possible.
Today's Bible lesson is about Abram later called Abraham. Now the Faith Alive Student Bible points out as usually is asked-Why is Abram so important?
The answer is because Abraham is the ancestor of God's Old Testament nation, Israel. He is important because Jesus, the Savior of all nations, came through Abraham. That's why God said all peoples on earth would be blessed through Abraham, Jesus, Abraham's descendent, is a blessing to all.
A Bible study bunch I meet with said that Abram was brought out of the harsh country of Irag that he resided in Bagdad and it was not the nicest place and Abram was not the best person to know. His  bad tactic in traveling was an exaple of his character. As he and his wife Sarai settled in Egypt he directed his wife to say she was his sister so the Canaanites would not kill him because of her beauty. Abram acting as her brother would only be respected. Therefore, it worked, Abram and Sarai could stay in Egypt. In fact it worked so well that when the Pharoah heard of the beautiful woman and her brother, he wanted to meet her. The Pharoah liked her so well he took her as his wife and treated Abram quite well upon it and gave him lots of goods. Well this backfired on Abram and God brought bad diseases on Pharaoh and his household because of Abram's wife Sarai. He was angry at Abram for not telling him the truth and sent Abram and Sarai from the land. Now God had told Abram that this land was going to belong to his descendents and he would have a great nation, Therefore Abram built an altar in honor of God. You read chapter 13 and find out what Abram and lot do from there. Start a map of their travels if you wish.
 
Parents may lead the children into some Childrobotics. I have some more things to sing and play from Patricia Gallagher. It keeps popping up to me about children having some play clothers to pretend as parents and other various roles. I do hope you have at least a box of them. One little song she had in her book goes like this:
                                                " "Five  Little  Fishes" 
                                              Five little fishes were(Hold up five fingers. Starting with the thumb will
                                              swimming near the shore                  bend down one at a time as the
                                              One took a dive, then                        verse progresses.)
                                               there were four.
                                               Four little fishes were
                                               swimming out to sea.
                                               One went for food, then
                                               there were three.
                                               Three little fishes said;
                                               "Now what sahll we do?"
                                                One swam away, and
                                                then there were two.
                                                Two little fishes were
                                                 having great fun.
                                                But one took the plunge
                                                Then there was one.
                                                 One little fish said:
                                                 "I like the warm sun."
                                                 Away he went and then
                                                 there were none.               (put hand behind back)
 
The other song is:
                                                "Fred and His Fishes"
 
                                                 Fred had a fish bowl.      (Form shape of bowl with hands)
                                                 In it was a fish,               (Hold up one finger)
                                                 Swimming around with
                                                 a SWISH,SWISH,SWISH!
                                                 Fred said, "I know what
                                                 I will do, I'll buy another
                                                 and that will make----       (Children supply number and
                                                                                       hold up two fingers)
You could keep going on with numbers on up as far as they can count with this song. Another idea I have with these two songs that I have is if they are old enough start concepting the math problems with them on paper with the example with little made fishes or drawn ones.
 
Another activity for that first day that Patricia gave was to string Macaroni. You could always have a bowl of this about and in place of regular string they could use string licorice from time to time and they could eat both. This is a little easier for the than the string popcorn from yesterday.
 
She also goes through an excersize of name things that are a certain color as red for that day and then naming things that are a shape like square for that day. These are very good activities for young children.
 
Now we are moving into Creative Dance-the author of this book brings up different lessons based on the elements. She will follow by a chart I will give next. She says to use the first lesson on this chart and then you can do any others after in any order that you wish. She only carries them out with the drum during the lesson. I would challenge the children if you think they could handle it and put their movements to music once they have learned it with a drum.
She says ,"Shapes are done first because they become the beginning and end of every movement, they are a basic part of all subsequent lessons, and they are basic control. "Stop and go" is done next because it establishes how to move freely around the room without disturbing others. OK! Here is the chart:                                         Lessons Based On Elements
Lesson                        Element                               Helper                                Suitable grades
     1              Sapes                                          Crossovers                                 K and up
     2              Directions, tempo                          Stop and Go                              K and up
     3              Place                                           Fifteen counts                            1 and up
     4              Steps                                           Shapes                                     K and up
     5              Muscles                                       Living sculpture                          3 and up
     6              Breath                                          Ideas from children                     1 and up
     7              Beat                                             Heart                                         1 and up
     8              Bones and joints                            Graveyard                                  1 and up
     9              Levels                                           Rhythmic words                          3 and up
    10             Body Parts                                    Mirrors                                       K and up
    11             Body moves                                  Rhythmic words                          3 and up
    12             Rise and collapse                          TV act                                        4 and up
    13             Swing, sway, circle                        Moving playground                       4 and up
    14             Big and little                                  Land of the giants                        K and up
    15             Sharp and smooth                          Instruments                                K and up
    16             Fast and slow                                Paint with your body                    K and up
    17             Tight and loose                              Spaghetti monsters                     K and up
    18             Heavy and light                              No noise                                     K and up
    19             Focus                                           Haunted House                            4 and up
    20             Pathways                                      Writing in space                          3 and up
    21             Free flow, bound flow,                     Stillness                                     1 and up
                           and balance
    22             Accent                                          Names                                       4 and up
    23             Duration                                         Quarter, half, whole                    4 and up
    24             Pattern                                          Leaving out, filling in                    4 and up
    25             Levels and tempo                           Twins                                         4 and up
    26             Review                                           Scarves                                     K and up
 
Choosing an element
To plan the lesson, first choose an element, then find a helper. The elements are constant; the helpers you select to teach them will vary. These are the notes the author gives about the chart and total lessons:,"Decide what element to teach by considering (1) what the children will respond to, (2) the needs o their age , (3) the needs of some, (4) the general movement ability of the children, or (5) what follows naturally from the previous lesson.
Do not be afraid of repetition. Each lesson must build upon the previous one. Although the elements repeat themselves over and over again, the way in which the children us the elements will change, the way in which the children use the elements will change. Children love repetition. They get a sense of security and of accomplishment from repetitttttion. So do not be afraid to work on any lesson until it is well assimilated." Drop ideas to if the class does not respond well to something.
 
Finding a helper
"A helper is an image or a way of working.  It makes an elementmore interesting and more fun. It can clarify a dance movement or be a vehicle through which an element is used. A lesson without a helper runs the risk of being uninteresting, unclear, or static.
Names are used to help children recall learning. Think of a helper as "packaging the learning." Living sculpture is a helper for use of muscles. The words mirrors and twins can help the class see two different ways of working in twos." These names can also help you know where you are going.
She says, "You know the goal and how to structure. Now, prepared with an element and a helper, you are ready to teach creative dance.
 
Lesson 1 (you have the children sitting with you on the floor)
element: shapes
helper: crossovers
These are the things you will say:
As you sit here on the floor around me, motice that your body is making a shape in space. The shape you are sitting in is different from the next person's I'm going to count to three. On three, I want you to sit in a different shape. One, two, three. On three, I want you to sit in a different shape. One, two, three.
This time, find an unusual shape, maybe standing, or lying, or squatting. Ready, one, two, three. Oh my! There are some bent shapes, some stretched shapes, some twisted shapes! Let's do that again. One, two, three. O, some more strange shapes.
Now put muscles into those shapes, so you can feel them. You can hold that shape even if a large bird should land on you. If I put some weight on you,you could hold it up. Show me as I come around.
There's one at a low level. Let's all make a shape at a low level. Ready, get set, go.Hold very still, so I can see those shapes. Put some air under your shape and through your shape. Can you lift yur center off the floor? can you feel how that makes your muscls work?
Now let me see a high level shape, as high as you can go in space and hold still. Think about muscles and air spaces through your shape. Show me a shape I've never seen before.
Now let me see a one-legged shape. An upside-down shape. a stretched shape--everything must stretch, your fingers, your ankles. Now a bent shape. How many different bent shapes can you make with your arms? Your legs? Your whole body? Make a twisted shape. Can you make a round shape?
Do you suppose you could move around among each other and not touch a single person? Dancers and athletes can move slowly or quickly in a crowd without any bumping. Let's try it. Walk slowly. When the drum stops, you stop and make a shape. Ready, go(repeat with gallops or skips)
This time let me see you change levels as you move through space, sometimes low, sometimes high. Go. Now try making shapes with your whole body as you walk. Go anywhere you want to go, in and out among each other, never touching a single person. You can twist and turn, walk forward or sideward or backward. When the drum stops hold a shape.
Now that you know some movements, let's put them together and make a dance of shapes. we'll use still shapes and moving shapes. Firts, evveryone show me your most interesting starting shape. Go. Good..Some are low, some are high. Now moving shapes. Go.You're moving through space, changing levels, changing directions, changing shapes, using all the parts of your body, twisting, stretching, bending. When the drum stops, make an ending shape.
Now lets sit back and watch each person. This is a time you can evaluate each child. Stress that they use their muscles consciously, because that is the way people feel and remember movement. Look for still shapes that are a physical challenge to the child's own body. Look for full use of backbone in moving shapes.
That is all for today. Music can be used just as well as a drum. Do not get discouraged if this is hard.  Just take your time. I am sure this lesson will take more than 30 minutes today.
 
Look at your calendar's and time table today. There will be no events for the day but There are 3 birthday's for October 10th out of Book 1. In 1813 Giuseppe Verdi, Italian composer of operas was born. I think we had someone else to do with operas sometime back. If not you might find it fun to talk about them. I don't know if you could get any to pretend dress-up with or watch one somehow. Maybe the library could help there. In 1909 Johnny Marks, composer of "Rudolph the Red-Nosed  Reindeer" The children may want to sing it now but maybe you can schedule it for a time closer to Christmas and reexamine the composer again. Then in 1942 James Marshall, children's author was born. Book 1 says, " When James marshall was in 2nd grade, his teacher laughed at his artwork. Embarrassed and disheartened, he quit drawing. (H later modeled his character Viola Swamp after this unsympathetic teachr.) Marshall started drawing again while teaching high school. Soon after, Geaorge and Martha, the Stupids, Miss Nelson, and other popular characters were born. What do your children think makes an illustration appealing? Invite them to show some of their favorites." I feel this has a lot to teach about our emotions and courage, and confidence.(To never give-up your dreams)
Do not forget to check the weather and your own birthdays. This might be a good time to check your own scheduling for a few things. This message can fall under History, Art, Social Studies, and Health
 
We are going to do some things with Marshmallows now out of Book 57. I will try to seperate the categories.
The first one is Art of course and Science experimentation.
Marshmallow Art: Painting with Marshmallows
Now this called for miniature marshmallows, but I think mixing with a few stamps from the larger ones would add to it. There are also the new star ones. The book says:
"Encourage students to use their imaginations to create pictures using miniature marshmallows. This can be accomplished by dipping part of a marshmallow in paint and then dotting it on paper. Make sure to use a fresh marshmallow for each color of paint that is used.
 
Another Art project would be to make marshmallow sculptures by putting marshmallows together with toothpicks, ect to make figures and different shapes. With labels you can name each of projects placing it on meat trays. Putting the artists name on it and a Title.
 
For reading, art, math, language, health
Invent a Recipe: you're the Chef!
Invent recipes together with your children involving marshmallows besides the ones with the popcorn  and the smores which there is an excersize in the book about them. They are a popular campfire food. The recipes the children come up with will have to include the name of  their recipes, the ingredients needed and the steps. For S'mores get the recipe off of the bag. All these recipes and the popcorn recipes can be added to your dessert recipes.
 
 
                                                 Marshmallow Tasting
 
After doing the recipes do this Language excersize with Marshmallows:
Adjectives are words that describe. Taste a marshmallow and describe how it tastes, how it smells, and how it feels.
 
          How It Tastes                          How it Smells                        How It Feels
 
________________________       ______________________     ________________________
 
________________________        ______________________    _________________________
 
_________________________       ______________________    _________________________
 
__________________________       _____________________     __________________________
 
__________________________        _____________________     __________________________
 
__________________________         ____________________       __________________________
 
 
S'mores
 
1. After you roast a marshmallow, how does it feel?
 
 
2. How does a graham cracker feel?
 
 
3. Describe how chocolate smells.
 
 
4. Describe how a s'more would taste.
 
 
5. Do you like s'mores?
 
 
Bonus: What does artificial mean?
 
 
 
 
 
 
Here is a lesson in Marshmallow Geometry
 
On the lid of a jar of marshmallow creme, draw lines and points to show the center, radius, and  diameter of the lid. Ask children to find the center of the lid, the radius, and the diameter. The circumference is the distance around. Measure the circumference of the lid.
Have children measure the lenght and width of a bag of marshmallows. Bonus: Find the area of the bag.
 
Another different activity is called Marshamllow Stars: Bring them to Life
 
Have the children create their favorite movie, TV, or rock stars using a marshmallow-shaped body made from white construction paper. Students can connect construction paper arms and legs using brads.
 
Marshmallow Sticky Story Problems
 
After obtaining the prices of marshmallow products, come up with some story problems for the children to solve. Follow the sheet given.
 
                                         Marshmallows Sticky Story Problems!
 
_____________ 1. Marshmallow creme costs __________ a jay and large marshmallows cost _______
                            a bag. How much do they cost in all?
 
______________ 2. The cost of Marshmallow creme is___________ a jay. How much would 3 jars
                              cost?
 
______________ 3. Large marshmallows cost_____________ a bag. How much would 2 bags
                             cost?
 
______________ 4. Marshmallow creme costs ____________ a jar and large marshmallows cost
                             _________a bag. How much more do the marshmallows cast than the creme?
 
______________ 5.To make a s'more you need a chocolate bar. A chocolate bar costs _________.
                             How much would 5 chocolate ba
 
_______________6.Your own
 
 
_______________ 7. What is the circumference of a jar of marshmallow creme?
 
 
________________8. What is the length of a marshmallow bag?
 
 
________________ 9. What is the width of the bag?
 
 
________________10.BONUS: Area is length times width.
                               Example    Length =4 inches
                                                width=3 inches
                                                3x4=12
                                                 Area=12 square inche
          The area of a marshmallow bag is___________square inches.
 
 
 
                                              Marshmallow Measuring
 
Instead of a ruler, use regular and miniature marshmallows as your unit of measure..
 
Regular Marshmallows_How many marshmallows...
 
       long is your pencil?_________________________________
 
       wide is your desk?__________________________________
 
       long is your desk?__________________________________
 
       long is your thumb?_________________________________
 
        long is your shoe?_________________________________
 
       wide is your shoe?__________________________________
 
        tall is your shoe?____________________________________
 
        long is a piece of paper?__________________________________
 
        wide is a piece of paper?_________________________________
 
Miniature Marshmallow--How many marshmallows.....
 
          long is your pencil?
     
          long is your thumb?
 
          long is your shoe?
 
          wide is your shoe?
 
          tall is your shoe?
 
          wide is a piece of paper?
 
 
 
 
Marshmallow Map Work
 
Did you know that there is a marshmallow plant? The root of the plant was once used as an ingredient in marshmallows. The plant is native to Eastern Europe and North Africa. It is now grown in the United States in Arkansas. Michigan, New York, and along the coastline of the New England states. On a United States map, invite students to mark an X or label the states where the marshmallow plant is grown.
Bonus: On a world map, label the United States, Europe, and Africa.
 
The Marshmallow Plant
 
Children can use the encyclopedia to look up marshmallow to find more information on the plant. They can write their own paragraphs using the information in the encyclopedia.
 
Marshmallow Estimation
After looking carefully and without opening the bag, the can estimate how many regular or miniature marshmallows are in a bag.
 
Following questions have to do with the labels.
 
                                         Marshmallow Creme Read the Label!
 
1. What company makes this products?
 
2. Does this product require refrigeration?
 
3. What can you do if you are not satisified with this product?
 
4. What does refund mean?
 
5. Why is there a quality seal on the jar?
 
6. What is the best way to get the creme out of the jar?
 
7. Why is a spoon dipped in hot water better than a spoon dipped in cool water for stirring the creme?
 
8. What date is the "best when purchased by"?
 
9. Is there a recipe on the back? If so, what is the recipe for?
 
10. How many different ingredients do you need to make a fudge recipe usinggmarshmallow creme?
 
11. How many ounces are in the jar?
 
12. How would you use marshmallow creme?
 
 
 
 
 
                                             Marshmallows Read the Label!
 
 
 
1. What company makes the marshmallows?
 
2. How many ounces are in the bag?
 
    What is the abbreviation of ounces?
 
3. What kind of marshmallows are in the bag?
 
4. What date are the marshmallow "best when purchased by"?
 
5. What happens if you are not satisfied with this product?
 
6. How many recipes are on the back of the bag?              
 
    Which recipe looks the best to you and why?
 
7. The bag lists the ingredients. Are the ingredients in alphabetical order?
List the ingredients that are in marshmallows in alphabetical order:
 
1.______________________________________  6.______________________________________
 
2.______________________________________  7. ______________________________________
 
3. _____________________________________   8. ______________________________________
 
4. _____________________________________   9. _______________________________________
 
5. _____________________________________  10. _______________________________________
 
 
 
 
     
 
 
 
 
 
 
                                 
 
 

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