Happy Monday before Haloween or a Harvest Celebration of some kind. Grandma hopes you all had a nice weekend. Grandma is hoping our lessons are not so bad the next few days because she know everybody must be busy. Just keep up with your work the best you can. We are still studying about Joseph and how he realizes that God needed him in Egypt. He realized God wanted him there to give strength to his family be there to bring forth the Messiah and for his family to grow. Faith Alive
ask the children this question from Genesis 46 Did You Know?Why did God sendJacob's family to Egypt? God sent jacob to Egypt so that the family of the Messiah could safely multiply. There were wars as well as famine in Canaan. But in Egypt the seventy in Jacob's family multiplied to become millions in the next four hundred years.Therefore, read about Jacob, Joseph and their family up to Genesis 49. Then Tuesday we will read a little more. Grandma hopes you all did your tasks, responsibilities, or jobs for the day. She does not know if you start with a prayer, but it is a good idea.
After Childrobotics, Grandma has a Creative Dance lesson to follow if you wish. It is Lesson 19 from the chart. A little note here Grandma has one advantage above parents. I have the pictures of the children to look at to see how they are enjoying themselves. However, This book or one similiar probably could be purchased from a book store or at the library. It may even be on internet. I have not even research there.
The element: focus
The helper: haunted house
The author of course has her lesson set out in carrying out the lesson herself as follows: "When you are talking to someone, as I'm talking to you now, what part of that person do you look at? The face.When people watch dancers, they watch their faces as much as any other part of their bodies. Have you ever tried to make someone look at something in the distance? (point and look behind the children to get them to turn and look too.) The part of the fact that we're going to talk about today is the eyes. We call the use of the eyes focus. In dance when we use focus, we use the whole body to help the eyes. Just now when I pointed, I used my arm and hand to help my eyes show you the focus.
I'm going to say ready, get set, go. On go, focus on something in this room: the wall, the floor, the ceiling, the clock, anything. Ready, get set, go. Again. Ready, get set, go. This time I want you to make the shape of your body exaggerate the focus, help the focus. Make us all want to look where you are looking. Ready, get set, go. Ready, get set, go. Ready, get set, go.
Those were fast, sharp changes. Now show me a slow, smooth change of focus. Take three counts, and sneak your eyes and your shape to another point in the room. Read, one, two, three. Again. One, two, three.
Let's line up on one side of the room. We'll all go across the room at once. First, when I say go, run across the room, changing your focus as you go. Look behind you, at the floor, at the ceiling, at your watch. Where else can you think to surprise us and look? Ready, all together, go.
This time I want you to crawl halfway across the room looking for something. It might be on the floor, or somewhere else--who knows? When you get halfway, find it, jump up, and run the rest of the way. But while you're running, show me by your focus that someone is chasing you. Ready, go.
Now come back to a spot in the room. Sometimes when dancers don't know what to do with their eyes, they end up looking at another person and lose their concentration. Move around through space with each other now, but keep your eyes on your hands. Let your hands lead the movement and follow with your eyes. Go. This time as you move, focus on the ceiling or walls. Go. This time try focusing on the air--on the space itself. Go. Okay. Remember: your eyes should always be part of your dancing, focusing on something, not breaking your concentration.
Listen to these words: focus, step, isolation, level. When I say the word, you must do it. Focus--look at some point with your whole body helping your eyes. Step--move about three or four steps through space. Your step could be a jump, walk, crawl, anything. Let's do that much again. Ready, focus, step. Focus, step.
Now let's add isolation. That means only one part of your body moves, everything else freezes. Ready, isolation. Show me another part, perhaps your head or your hand or your foot, something I don't expect. Ready, isolation.
And now change level. You can go down if you are up or up if you are down. You can go down, up, down, or change as many times as you wish. Ready, level.
Now listen to the tempo in which I'll say the words. Focus, step, isolation, level. Good. Let's do it again and again, until you remember what comes next. Focus, step, isolation, level.(Etc.)
Let's see if you can do something else. Imagine you are in a haunted house. No one is there saying focus, step, isolation, level. You must keep the order of things just like that, but since I am not going to be saying those words, you can continue any one of them as long as you wish, but you must do first focus, then step, then isolation, then level. Because the duration --the length of time--of each step will be up to you, that means that all of you will not be doing the same thing at the same time. You might be moving more slowly and may only be up to isolation when someone else is at level. Do you think you can concentrate and keep going anyway?
Let's try it. I/ll play some haunted house music. Keep going until the music stops. Remember, your focus must be strong and clear. Never focus on another dancer. It might break his or her concentration. Ready, here we go. (Play music.)
Goals for evaluation: Watch to see if the children can sustain the use of focus throughout their dance, even while they are doing step, isolation, and level. Can they go from one focus to another without breaking concentration? Do their whole bodies enhance their focus?
Some of the rest of this lesson today may be as easy as the rest has been. I hope you have got lined up with any birthday's or parties for the week. Grandma has a friend and her son that have birthdays this month, she must contact them yet and tell them happy birthday. Our calendar will be realative simple for today. Sunday October 27 included the birthday of Captain James Cook, British navigator and explorer of the Pacific Ocean in 1728, then in 1811 Isaac Merrit Singer, who invented the sewing-machine and manufactured it. In 1858 Theodore Roosevelt, 26th president of the United States was born. Book (1) gives a little piece on Theodore Roosevelt, in which is states, " Theodore Roosevelt was an avid hunter and naturalist. When he was growing up, his room always contained a pet mouse or a collection of stuffed birds. When he was president, zoologists recognized him as one of the best field naturalists in the country. He was also an authority on North American big game. What animals do your students think would be called North American big game? What are some big game animals on other continents?
In 1902, during one of Roosevelt's hunting trips, a bear cub wandered into the campsite. The president's friends rushed for their guns, but Roosevelt insisted that the cub be left alone. Have any of your students ever found themselves in a situation in which their opinion was defferent from everyone else's? Ask them to describe the situation and what happened. Is it always fair for the majority to rule?"
Now for October 28 which is today. In 1798 Levi Coffin, American abolitionist and founder of the Underground Railroad. Then in 1914 Dr. Jonas salk, American physician and developer of the polio vaccine was born. Book (1) says,"Dr Jonas Salk developed a vacine for polio and, with funding from the March of Dimes, tested it on 1,830,000 people--including himself and his family. While completing his research, he worked 16-hour days. Ask your students to figure out what percentage of the day that represents. Then have them make a circle graph reflecting the percentage of the day they spend working in school, sleeping, eating, watching TV or relaxing, completing homework, and so on."
The events include that of Christopher Columbus landing on the island of Cuba. In 1636 Harvard College was founded.
As part of our lessons today I was thinging about going into Central American through the Panama Canal, but then I came upon this section on Egypt. I decided to do it instead because that is where Joseph took his family to survive at and God set up for his help. It is also the area of Mose's beginning and what he did for the people. Book (5) starts out the study in having the children do a Venn diagram of Egypt with Isreal. It does is by having an outline of Isreal overlap that of Egypt. The place they overlap will the place you tell how they are the same. The free side on Egypt will only have things about it. The free side of Isreal will have traits that only fit it.
It gives some information as follows: " Egypt is in the northeastern corner of Africaa where the African and Asian continents meet. It is about the size of Texas and New Mexico combined-over 385,000 square miles. Most of the country is desert- the Sahara Desert- the largest desert in the world. Most of the people live near the Nile River or the Suez Canal. Egypt is bordered on the north by the Mediterranean Sea and on the east by the Red Sea.
Egypt is the most heavily populated Arab nation. Cairo, its capital, is the largest city in both African and Arab world. Egypt has about 50 million people. About 45 perscent of the people 15 years of age or older cannot read or write. Poverty is a big problem in the country. Half of the people are poor peasants living in rural areas. They are called fellahin, and they spend their lives in endless work. The largest group of city dwellers are poor, unskilled workers. Many of them are fellahin who came to the cities to find work.
This region was a birthplace of civilization, and its history dates back more than 5,000 years!
The Egyptian flag contains a hawk emblem, which was the mark of the tribe of Muhammad, who was the founder of Islam. Follow the directions below to color the flag.
It has Three even stripes and the hawk is in the middle of the middle stripe. The hawk is outlined in gold. !. The bottom stripe is black; 2. The top stripe is red.; 3. The center stripe is white.
The next page has to do with the Sphinx. The picture I got above is much smaller than the one I have that someone drew. However, I believe is will work. The workbook (5) gives some measurements for parts of the Sphinx and the children are to convert them from inches to feet to see the actual size of the Sphinx:
height = 792 inches ear = 54 inches
width of face=164 inches nose = 67 inches
length = 2,880 inches lips = 91 inches
For this next page look up Arabic Numbers on the computer and from it add the numbers in arabic to come up with an answer.
1. 9 + 5 = 4. 4 + 3 + 6 = 7. 16 + 8 = 10. 2+ 5 =
2. 9 + 9 = 5. 8 + 4 + 2 = 8. 3 + 3 =
3. 7 + 8 = 6. 81 + 5 = 9. 4 + 0 =
Fertilizer for Fertility-Science and Social Studies
Farming provides more jobs for Egyptians than any other occupation. The Nile River supplies the water to irrigate their fields. Cotton is their most important crop. KIMA is a large fertilizer factory in Egypt. The new Aswan Dam was built to keep the nile Valley free from flooding, but this stopped the silt, or natural fertilizer, from being left on the land from the flood waters. Nitrogen and hydrogen are now combined at KIMA to make the fertilizer that Egyptian farmers need to help make the soil more fertile.
To see the effect fertilizer has , try this experiment with some fertilizer.
1. plant 3 bean seeds in 3 separate cups.
2. After 3-4 leaves are on each plant, mark the cups 0, 1, and 2
3. In bean cup #0, just continue to give it water and sunlight.
4. In bean cup #1, give it 1 tsp of plant fertilizer, water and sunlight.
5. In bean cup #2, give it 2 tsps. of plant fertilizer, water and sunlight.
6. After 1-2 weeks, compare the plants. Fill in the chart below.
Plants Growth Color Health Conclusion