How Is everbody today? Grandma is doing fine. Grandma
There was a famine in the land and God told Isaac to stay in this other land he had traveled to for awile. It happened to be part of the kind Abimelech again. However, just like Isaac's father Abram, Isaac worried the men would kill him for his wife Rebekah, so he told them she was his sister so they would not kill them. Well that was fine as they stayed there awhile. Then Abimelech saw Isaac caress his wife and sent for Isaac to talk to him. He asked Isaac why he lied about his wife. Isaac told him why and Abimelech was upset because he said if one of the men had taken his wife to sleep with her thinking she was single it would have put shame on them. Therefore, Abimelech announced that if anyone were to molest either Rebekah or Isaac, they would face death. Now they were safe throughout the land. Isaac began a crop and prospered in land and in animal until others became jealous and started closing his wells and doing him wrong. Abimelech said he most go away from there. Isaac went to the valley of Gerar. Other Philistines argued with him and filled the wells. Another area they had trouble. Therefore, Isaac went into Beersheba and settled tent and dug a well. Then Abimelech came to his camp and Isaac asked him why he came when he sent him away. Abimelech said he was fearful of Isaac and felt they needed to draw a treaty between each other so they did and everything was fine then. They had a big feast and dined together.
Then when Isaac was getting so old he knew he was going to die and could no longer see. He asked Esau to go hunting and bring him some of the wild game he catches fixed up the way he likes it so he could give him his blessings, Esau obeyed and left to hunt. Now Rebekah was listening and she told Jacob about it and that he was to go get two young goats from the field that they could fix up the way his father likes it and he could take it in as if he was Esau. Then they solved the problem of Esau red hairy arms. Jacob was able to trick his father and recieve Esau's blessings. Of course later Esau came in later and found out what had happened. Esau was so angry Rebekah heard him say he was going to kill him. Therefore, again Rebekah went to Jacob and told him to leave and go to the land of her brother for the time being until she summoned for him. She also told him she wanted him to find a gentle wife among her family, not to marry a Hittite woman as his brother had for she rebekah was unhappy being around the two wifes.
Isaac also told him to go the land of Rebekah's family and find a Canaanite woman to marry . Esau still mending from the first blow of his parents overheard that his mother and father were displeased with his Hittite wives so he went in the land where his half brother, the slaves son was and married a third woman, the daughter of Ishmael, Abraham's son.
Jacob left for Haran. On Jacob's way the first night, he lay on a stone to sleep and he had a strange dreap. he dreamed there was a stairway to heaven and angels climbed down from the saircase and the Lord looked down on Jacob and told him he was to dwell in the land he was in and prosper in its riches
In Let's Live It! of the book Faith Alive
It asks in talking about the Genesis 28:10-22."Ever Need a Ladder?
-Try getting into the attic without one, or try getting the Frisbee of the roof. When we need help getting from down here to up there, we need a ladder!
Jacob dreamed he saw a ladder going from earth to heaven, with angels going up and down on it. At the top was the Lord himself. God was telling Jacob that he and his angels would always be there for those who love and trust in him, That's comforting news, isn't it? And how comforting it will be someday when we die--when God takes us from down here to up there!"
Faith Alive says in Words to Remember of Genesis 28:15 I am with you and will watch over you wherever you go.
Now back in Genesis 27 Faith Alive states concerning 27:4
Why was Isaac's blessing so important to Jacob and Esau?
Many ancient people saw a father's blessing as a guarantee of success and prosperity. Isaac's blessing, though was that his son be an ancestor of the Messiah
In Let's Live It! concerning Genesis 27:1-40 Faith Alive asks,
"Does God Need My Help?--Even before Isaac's sons were born, God had determnined that Jacob, the younger son, not Esau, the older, would bear the blessing of the Messiah(Genesis 25:21-23). But when the time came for Isaac to give the blessing. Jacob and Rebekah platted to get it by trickery. People sometimes do things that aren't quite honest because they think it's for a good cause. But treachery and dishonesty are sinful; furthermore, God doesn't need that kind of help.
Here's great news: God has it all under control! Read Romans 8:28. God's going to make everything come out right. We need only seek his guidance and leave things in his capable hands.
What this says is true and many times people think they have to take it in their hands and solve everything. I believe Rebekah and Jacob knew they were wrong and went to Isaac in their repentance.
Esau is the one they damaged for God and caused to do wrong.
How do you feel about all this and what do you think God would have done to solve the problem because he also knew Jacob would be the person he felt more trusting of.
We will stop here for today
After Childrobotics, we will have another Creative Dance Lesson. Parets you can always work on othe methods of dancing and sports or activities in other places if you do not like these. I do feel they teach the children good way to get in connection with what their bodies can do and they can use them later in many ways.
helper: rhythmic words
This is what the author says to carry out this lesson:
"When I tell you to go, I sant you to drop to the floor and hold yourshape. Ready. get set, go. Let's do that again and find a different lw shape. Ready, get set, go.
This time I want you to melt down to the floor, slowly and smoothly. Go.
Now let's put a jump before the fall. It will be: jump, fall. You can drop or you can melt, slowly or quickly. Ready, jump, fall. Oh, let's see more interesting jumping shapes. Give me two jumps, each one different--making a different shape or facing a different direction. Ready. go.Now the words will be: jump, jump, fall, shape. Ready, jump, jump, fall, shape.
Take a resting shape on the floor, and, when I say go, be standing. No, don't prpare---really see what your body has to do to muster enough strength to get up fast. Remember, don't start before I say go, and don't move after I say go---make it that fast! See how far you can get in one count. Ready, go. Good.
Start in a low shape again, and this time, melt up from low level to standing, slowly and smoothly. Ready, go. Let's put in a roll on the floor before you get up. Ready, roll, and up.
Now the words will be: jump, jump, fall, shape, roll, and come up. The roll will give you some momentum so you'll come up easily. Let's try that part. Take a shape on the floor. Give yourself a push, roll over, and come up. Another way to get momentum is to swing your legs back over your head and come up to your knees. Try it. Lie down on your back. Go.
Here we go with the sequence. Ready, jump, jump, fall, shape, roll, and come up. There are eight words, and I'll say them evenly. Make your movement fit the words.(Parents if you do not know this, rock music is done in a beat of Eight. You can feel it when you say what she is saying.)
Now let's add: walk, walk, walk, walk, t-u-r-n, and shape. I'll make that fit eight counts too.
Line up on the black line and come across the floor with the whole sequence: jump, jump, fall, shape, roll, and come up; walk, walk, walk, walk, t-u-r-n, and shape. Make your movement fit the rhythm of the words. Everyone say the words with me:jump, jump, fall, roll, and come up; walk. walk, walk, walk, t-u-r-n and shape.
Now do the moves and say the words. Feel what your body has to do to change levels that quickly. Ready, go. (say the words.)
We've talked about law level--body on the floor-- and high level---body standing or in the air. Middle level is kneeling or squatting. Show me a middle level shape. Go. This time, make your own sequence. and add some middle level movements. A sequence is a sentence of movements. Take a minute and practice. Put some levels and some steps together so you can move across the room. You won't have to say the words, just do the moves. See if you can make a sentence and repeat it. Practice.
Now come two at a time across the floor. This will be our good-bye dance--a dance of levels
Goals for evaluation: Watch for skill in transition from one movement to the next. Also look for good use of momentum and flow.
(if you have decided to leave this dance lesson Grandma wants you to know one of the last lessons she gives is where they dance around the fire as Rumblestiltskin in the fairy story. The author also states in the last chapter how the dancing relates to other things in the children's lives which Grandma may give to you this week.
Grandma also wanted to give the lessons that are halloween type first so she may wait.)
Now Grandma is going to give you some activities out of Book 1 with the Birthdays and they are use Pizza Month and Apple Month for Sunday and Monday. She hopes you are reveiwing your own birthdays and schedules. She also thinks she will cover some things in some books to read for Monday and maybe Tuesday or so before we move on with our history
The birthdays for Sunday include Sir Christopher Wren, English architect in 1632, October 20. Then John Dewey, American philosopher and educator was born in 1859. In 1891, Sir James Chadwick, English physicist who discovered the neutron was born. Then in 1931 Mickey Mantle, baseball star, was born.
As an activity win Mickey Mantle, Book 1 says to tell the children that the bases on a baseball diamond are arranged 90 feet apart in a square. Have the children "use their calculators to figure out how far a player must fun after hitting a home run. Next, tell them that Mickey Mantle hit 536 career home runs and have them compute the total distance he ran after hitting these homers.
Mantle was a switch hitter, which means he batted right- and left-handed. Have students try various tasks using their dominant hand, then their nondoninant hand. Which tasks were hardest to do equally well with both hands? Which were easiest?
Mantle moved from his birthplace, Spavinaw, OK to Commerce, OK when he was 3 years old. Commerce has since named its main street after him. What streets in your students' hometown are named for local heroes? If your kis could name a street in their town after someone, whom would they choose, and why?"
There is no events for Sunday in Book 1 except that it is National Pizza Month and they give this activity to do "Pizza Fractions"
Let each child take an 8-inch construction -paper circle; Have the children fold the circle in to four equal parts. Then have them cut 16 small circles to represent pepperoni, and 24 shapes for shredded cheese,, 8 for green pepper bits, and 12 for mushrooms. Tell them to place one-quarter of each ingredient on each quarter of their pizza's. Ask them how many pieces of each ingredient they'd eat as they consumed one -quarter, one-half, three-quarters, and finaly the entire pizza. Now you could either glue these pieces on cover them all in plastic to practice with or whatever is best for the learning.
Now October 21 has Samuel Francis Smith, American poet who worte the words to the patriotic song "America" being born in 1808. Now we have two patriotic songs about America and it would be good to try to learn to sing them. Then in 1833 Alfren Nobel, Swedish manufacturer, philanthropist, and inventor of dynamite was born in 1833. Janet Ahlberg, children's author was born on October 21, 1944.
Then for the events in Book: an event in 1520 of Ferdinand Magellan entered the strait now called the Strait of Maagellan to go around the world. Then in 1805 Britian's Lord Horation Nelson defeated the Franceo-Spanish fleet at Trafalgar but was mortally wounded.
For celebration of Apple Month in Book 1 under the 21, Book 1 asks you to share your favorite apple stories, poems, songs, puns, jokes, and sayings. Then let the children know there is about 20 of the more than 7,500 varieties of apples grown in the United States. These include Golden Delicious, Granny Smith, pippin, Wealthy, Northern Spy, Rome Beauty, McIntosh, Delicious, Transparent, and Duchess. You may come up with more. Book 1 has the children write a riddle about one of the varieties. For ex. which apple wears a raincoat? (McIntosh.)-Granadma does not get this one. Which apple would the Pope enjoy?(Rome Beauty)-that one she gets.
Focus::recognizing the Ocean as a resource
Grandma has a couple of books to get to read to the children and then discuss some of the polution problems happening today in our oceans even if you have to do some research. Also talk to the children about recycling and why we are doing a lot of it. Talk about how many things you could use to build play boats of that you have in the house: meat trays, milk cartons, empty laundry containers, cans, etc. Try to think of other things around the house you could build things with. Maybe look up specific things on the computer to see how they are used or could be. Talk about ways your town or the cities are recycling and what things they are collecting, some of those things have changed here in Omaha; they no longer keep telephone books or collect glass. Discuss what will happen if things do not change soon. Then you can also discuss Air and Land Pollution(trash and litter). See if you find any solutions that you can help with. Grandma did an investigation about the most polluted cities in our country. Grandma is not sure if I got it in the blogs yet or not. Grandma has also seen things involving the Coal factories in Kansas. Grandma also thinks we have a plant here in Nebraska, She is not sure on it. Another activity you could do besides finding things around te house to recycle with, look for ideas at the library and on line. Grandma pulled up a lot of things to write on and make planets around the sun with to put on her pintrest. She just doesn't know if she can pull them off but you may be able to start your own collection. Have containers for all goods of trash and recycables. A cute idea for garbage cans is an animal or something to cover it out of a paper sack or maybe a box.
The first book is called I Am the Ocean by Suzanna Marshak, illustrated by James Endicott, Little, Brown 1994. This book and its activities are in a Geography book called Geogrraphy Activitires (4)that is Literature based, an integrated approach by Tara McCarthym Scholastic, INc. 1992. I Am the Ocean is about the different animals, large and small, who live in the ocean and on its shores. I talks about the different aspects from clm to stormy. "The story also hints at the great age of the ocean, the rivers that feed it, and the uses humans make of it as a path." It has things about: the Shore as pelicans,and seagulls; Shallow water as crabs, jellyfish, starfish, and flying fish. Then it goes iinto the Deep water and talks about the Whales
Before you read:
Even though this has nothing to do with the story, make sure the children know what an Island is. Make sure the children know what ocean means: the great body of salt water that covers three-quarters of Earth's surface. On a glove or mape look at the different oceans and where they start and go if you have not already done this excersize. Find out what they know about the living creatures in the ocean and other things about it. Discuss imaginations and Let the children know that the author imagines what the ocean would talk about if it could speak.
As you read the book with the children have a poster board, paper, or something to chart the various animals and things you learn about on. As you review or reread the pages, encourage the children to listen for phrases and sentences that help them to see and hear the ocean, the life in it. Record some the children's imagery on the poster board or paper. Invite them to respond to the ways the ocean is made to seem like a person. Ex. What moods does the ocean have? What opinion does the ocean seem to have of itself?(proud, strong). Discuss how presenting the ocean as a person is different from other presentations the children have read or seen.
Look up definitions of words and terms to study and understand. Help identify lakes and rivers they have an interest in. Learn the differences in Oceans, bay, shores, coral reefs, lakes, rivers, etc.
Classifying Products- When you go to the stores look at what things are in the store are from the ocean that are good to eat. Look up Monsanto and GMO's if you are not already familiar with them. See why people may be going back to growing and raising their own food. Look up ways people are growing organic plants in fish tanks. Look at other ways of organic food and making things safer to eat.
Literature-Now finish your posters with words , pictures, and information. Be sure to post your work.
Nature autobiographies-Brainstorm what other bodies of water or landforms that might tell their stories as the ocean does. Work together cooperativly write and illustrate a book about it, individual pitures, paintings, drawings, descriptions. Make a folder or binding, sharing and discussing what you have.
The pollution, recycling, animals, and oceans are all part of Science, but the author of Grandma's book also give an activity to be a wave: It is to demonstrate that an ocean wave is made up of water molecules that go up and donw in a cirle rather than water moving forward .Stand almost in a simicircle. One starts the wave by shaking and raising the arm of the person next to them, then that person with shake and raise the arm of the next student, and so on around the half circle, play a surf sound tape for the background if you wish. Keep doing the wave till it is smooth. Then lead the children about the room . Explain that they are now a current, and that along with their waving movement they are showing how ocean water circulates across vast areas. Explain that this is why the ocean is often compared to a cradle(slow, rocking motion; birthplace and home of life.
The second book to read from (4) Geography Activities is called the Moon of the Alligators by Jean Craighead George, illustrated by Michael Rothman, Harper Collins 1991.
Focus: appreciating ecosystems
The book is "in the Florida Everglades, the alligator is the "famer," keeping the water clean of algae so that other creatures can live there, in turn attracting and sustaining a rich variety of birds and mammals. As the dry season sets in in October, the alligator grows increasigly desperate for food. The story tracks her journey during this month, and also describes the first years of her life. The intricate inter-relationships of plants and animals in the Everglades are threatened by canals, farming, and building projects. The detailed and lyrical descriptions of life cycles and seasons in this huge river show what would be lost if the Everglades ceased to be."
Before you read-
!. Look for the Everglades from Lake Okechobee south to Floriday Bay on a topographical map of the American Southeasta and share questions you may have to find as you read.
2. Read the author's introduction and see how she explains why she callsher series The Thirteen Moons and explain why they should listen to hear why the author calls October "the moon of the Alligator" and why they have their own "inner clock."
As you Read-
Make a chart somewhere in a notebook or on paper, a poster. Somewhere to refer back to. There are three collumns across the top:October; November-May; June-September.
Under October will be Alligator is very hungry. Dry season begins. River water lovers.
Under November-May will be Drought. Animals come to alligator pool to live. Alligator has food.
Under June-September will be Wet season. River grows. Alligator's food can swim away.
The children can also keep track and organize a Describing Nature as they see phrases that fit from the book. Then they can add to it from other books they read.
Extending Geography Skills:
Understandin Chains of LIfe-The book suggests a bulletin board; Grandma suggets a poster board showing ways the plants and animals of the Everglades sustain one another. Label it Life of the Everglades: draw or find pictures to put on there; they suggested a green baackground, label and identify them, tell what each plant or animal needs to survive and live. and how they are used by other life forms. Use it as a basis for cause-and-effect investigations. Explain the impact that humans have on the Everglades ecosystem.
On the Spot-Go to a local nature center and begin to investigate animal habitats and the ecosystems on their area. See how they can get involved. Discuss at home what they could do to help. The (4) book suggests putting a Weekly Earth Bulletin out. You could do that in your newspapers you have started. See what else you can put in your newspapers or post about.
Finding Favorites-In finding descriptive passages in books about the earth, animals, and plants read them to each other and plan a time to record them on a tape or video. Call it the Words About Planet Earth time. Make copies to put in a folder on a reading table,
What do you See?-Arrange an assortment of nature objects on a table with the writing Then do writing about them. Examples: stones, leaves, flowers, seeds, seedpods, nuts a cup of beach sand, shells, twigs, feathers. Become familiar with its shape, color, texture, and size. Share and display your writing.
A paper project could be a chart with each month on it in squares and for each month think of an animal they may want to protect and put it under the heading: The Moon of the _______________. and draw a picture or paste a paper one of each animal on that month.
On another paper project, with a picture of an alligator write words and phrases that describe alligators and their home. You can do this for other animals also.
In another book of Grandma's (2) Pineapples, Penguins, Pagodas & Traveling Around the World Through Literature, Research, & Thinking Skills in a small book to read and a few questions. The book is My Grandpa and the Sea by Katherine Orr Minneapolis, MN, Carolrhoda Books, 1990
in the country: St. Lucia;
Summary: Grandpa is forced to find a different means of supporting his family because the larger boats have depleted the island's supply of fish.
1. Make a mural of the different occupations on the island of St. Lucia.
2. Compare a dugout to a modern fishing boat.
3. Explain what Grandpa meant when he said, "If we give back something for everything we take, we will always meet with abundance."
4. Ecologists are concerned that man is depleting valuable resources. Make a list of these resources and brainstorm ways to save them.
5. Find out more about the occupation of a marine ecologist.
6. Use the following question to conduct a class debate: are our lives being strengthened or weakened by modern technology?
7. Read the book My Little Island by Frane lessac. Make a list of some of the customs on the Caribbean island as described in the book. The author does not identify the island by name. Using the context clues and your research skills, try to discover which island is being described.
Be sure to work on your journals, newspapers, and yearbooks. You probably will tie them with the lessons.I have three math papers to work on, they are fun ones.
The first one is called Numbers, Counting, and Place Value. It will be done on a reproducible page that is done up with the Big letters A, B, C, D, E, F, G, down the left side leaving room for rows of medium pictures of things. Row A. will have five apples and a line for one blank apple; row B. will have numbers 7,4,8,2,3,6 under each of row A. Row C. has 5 jelly beans jars across it, jar 1 has 3 jelly beans, the second jar has 2 jelly beans in it, the third jar has 5 jelly beans in it, the forth jar has 7 jelly beans in it, the fifthe jar has 2 jelly beans in it. Row D. and E. have nothing across them. Row F. has the numbers 36, 129, 71, 4, 265. Row G. has nothing. The children are to do things with this page according to your instructions. that you will read or print out to them
1. Write your name on the top right corner of your page.
2. Count the apples in row A. Write the number that tells how many apples there are in the blank.
3. In row A, circle the third apple.
4. Put an X on the second apple in row A.
5. In row B, underline the number 8.
6. In row B, put an X on the number 4.
7. In row C, find the jar with the most jelly beans, circle it.
8. In row C, find the 2 jars with the same number of jelly beans. Underline them.
9. In row D, write these numbers as I read them to you:
9, 12, 3, 25, 36, 17, 48.
10. In row E, write the numbers I leave out while counting from 1 to 20.
1, 3, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20.
11. In row F, circle the number with 2 tens. Underline the number with 6 ones. Put an X on the number with a 1 in the hundreds place.
12 In row G, write the largest even number from this list:
64, 71, 67, 66, 63.
On a blank plain piece of paper follow these instructions:
One to Ten
Use as a Warm-up for Part 1.
1. Write your name one time at the top of your paper.
2. Draw 2 lines under your name.
3. Draw 3 apples with stems.
4. Add 2 leaves to each stem so that you have 6 leaves altogether.
5. Write 5 As under your apples.
6. Circle 4 of the As.
7. On the back of your paper draw 8 pies.
8. Draw a line under 7 of the pies.
9. Draw 10 happy faces under the pies.
10. Draw hats on 9 of the heads.
Find the number- for this use a reproducible with large numbers 1-10 on it.
then have the children follow these directions when each has a sheet.
1. Find the number 4 and draw a ring around it.
2. Draw 6 dots under the number 6.
3. Draw a line to connect the numbers 1 and 5.
4. Draw 2 lines under the number 2.
5. Put an X on the number 10.
6. Draw a box around the number 8.
7. Draw 1 line on top of the number 9.
8. Draw 3 balls under the number 3.
9. Draw 1 wiggly line under the number 7.
10. Write your name above the number 1.
Have a nice day tomorrow.