Thursday, February 10, 2011
Tuesday, February 8, 2011
The Language Arts
Since our Geography/History classes are more spread out these days, I've decided to introduce a new segment into our home school to go with our regular math, reading, and science classes. This will be a language arts segment. It will consist mostly of reading different types of literature together. We will also do quite a bit of talking about the genre, as well as about the authors, and about basic story elements like: Setting, Characters, Plot, etc. The following types of literature will be included in this class:
Fairy tales
Tall tales
Legends and Myths (We have already done some work with Legends in our Native American Units, but we'll touch on it again.)
Fables
Allegories
And at Maddi's suggestion: Parables. (Perfect while we study the New Testament this year!)
During the month of January, we started with Fairy Tales. We talked about key features of fairy tales, and we read every fairy tale we could get our hands on. We also studied a few of the famous fairy tale writers like the brothers Grimm and Hans Christian Anderson. I can't say enough how much the kids loved this unit. During the course of the unit we bought over 12 fairy tale books to keep at our home and the kids still beg to have a daily fairy tale reading. One of the best parts of this unit was letting the kids write their very own fairy tale. We talked about characters, setting, and plot. Then I helped the kids actually write down their fairy tale story. I broke their story into pages for them, and each day for a week they typed up their fairy tales. Then we re-covered some of our old board books and pasted in their words. The kids then spent a full week illustrating their books. They were so proud of their work, and their fairy tales turned out really great. When Nick gets a chance I will have him scan in their books.
I think we'll do Tall Tales next, and I think we will do it much the same. Even though it is very time consuming letting them do their own books, I don't think the kids will have it any other way. We'll probably curb the writing of our own texts after tall tales though, just for the sake of time.
When we get through all of these types of literature, I want to turn our language arts into a poetry class. And believe me, when we get to poetry, we'll for sure go back to letting the kids try out writing poems of their very own.
Fairy tales
Tall tales
Legends and Myths (We have already done some work with Legends in our Native American Units, but we'll touch on it again.)
Fables
Allegories
And at Maddi's suggestion: Parables. (Perfect while we study the New Testament this year!)
During the month of January, we started with Fairy Tales. We talked about key features of fairy tales, and we read every fairy tale we could get our hands on. We also studied a few of the famous fairy tale writers like the brothers Grimm and Hans Christian Anderson. I can't say enough how much the kids loved this unit. During the course of the unit we bought over 12 fairy tale books to keep at our home and the kids still beg to have a daily fairy tale reading. One of the best parts of this unit was letting the kids write their very own fairy tale. We talked about characters, setting, and plot. Then I helped the kids actually write down their fairy tale story. I broke their story into pages for them, and each day for a week they typed up their fairy tales. Then we re-covered some of our old board books and pasted in their words. The kids then spent a full week illustrating their books. They were so proud of their work, and their fairy tales turned out really great. When Nick gets a chance I will have him scan in their books.
I think we'll do Tall Tales next, and I think we will do it much the same. Even though it is very time consuming letting them do their own books, I don't think the kids will have it any other way. We'll probably curb the writing of our own texts after tall tales though, just for the sake of time.
When we get through all of these types of literature, I want to turn our language arts into a poetry class. And believe me, when we get to poetry, we'll for sure go back to letting the kids try out writing poems of their very own.
Sunday, February 6, 2011
What's the Weather?
Well, when you live in Minnesota, what else do you study in January other than Weather? And study weather we did. I found a few great children's books at our library that helped me to develop a fun three week Weather Unit. One of the books broke weather down into these three parts:
1. Temperature
2. Moisture in the Air
3. Air Pressure and Movement
We used these three things to structure our whole weather unit. First we talked about Temperature-what temperature is, how it is measured, how it is determined by the Sun and the Sun's position to the Earth, and the different temperatures during the course of a day as well as the course of a year. The kids started a temperature log that included entries four times a day for an entire week. This got us talking a little bit about our solar system, about the rotation of the earth, etc. which was an unexpected but fun tangent. (We'll have a full-blown space unit later.)
Next we talked about Moisture in the Air. We talked about humidity, dew, frost, clouds, and every type of precipitation we could think of. My kids (and I) enjoyed learning about what causes hail verses snow, which clouds are cumulus and which are cumulonimbus, and we still joke about the difference between a drizzle, a shower, and a rainstorm. During this section I started some weather flashcards so I could drill the kids on all of the weather terms they were learning. I also had them make a weather log--the first week we did a picture graph, and the second week we did a bar graph. (This tied in nicely with a graph unit we were doing in math class.) The most fun part of this section was that we did tons of experiments with weather. I'll list as many as I can remember:
First we tested humidity. We have a humidity reading on our thermometer so we could watch as the humidity changed. We turned on the shower scalding hot and let it run with the door closed for five minutes. Then we went in with our thermometer. We didn't need a thermometer to feel the change in the air quality; however, it was fun to watch the reading as we went from the regular house, into the bathroom, and then outside into the freezing cold.
We made clouds. First we watched how clouds are formed by many water droplets joining together. This was accomplished by taking wax paper and a dropper. The droplets merge together when you pick up the wax paper and move it slowly from side to side.
Then one of our books showed how to use a two-liter pop bottle, a spray bottle, and some matches to form a cloud right in your house.
We made it rain on our stove with boiling water and a pan of ice.
We made homemade thunder.
We made homemade lightening.
We "caught" rainbows with a mirror and a pan of water. (By "caught" I mean projected them onto our easel so that we could paint the colors.)
And we studied snowflakes. By freezing a piece of dark cloth (and then wrapping it around a frozen object) we were able to catch snowflakes and study them with a magnifying glass before they melted. We found a chart in one of our books on how the shapes of snowflakes change depending on the temperature. It was fun to catch snowflakes on different days and compare their shapes based on the outside temperature.
Our last section was Air Pressure and Wind. For this section we talked about air pressure systems, fronts, air masses etc. We are lucky to have an exhibit at our science museum on weather that was very helpful when teaching this section. We also spent quite a while talking about tornadoes and hurricanes. We watched tons of u-tube videos of actual tornadoes and hurricanes, and well as talked about safety during storms.
To cap off our unit, we got weather bingo cards and instead of playing it the regular way, we watched the news every night over the course of a week and marked all of the items that were mentioned during the weather segment. The kids loved it, and it helped them understand a little about forecasting.
While I initially thought weather would be a pretty mundane unit, it actually worked out to be a lot of fun. And I have to say, as usual, I learned as much as the kids. Now I understand so much better about cold and warm fronts, as well as high and low pressure systems. It's like having a whole new level of understanding if I ever watch the weather.
1. Temperature
2. Moisture in the Air
3. Air Pressure and Movement
We used these three things to structure our whole weather unit. First we talked about Temperature-what temperature is, how it is measured, how it is determined by the Sun and the Sun's position to the Earth, and the different temperatures during the course of a day as well as the course of a year. The kids started a temperature log that included entries four times a day for an entire week. This got us talking a little bit about our solar system, about the rotation of the earth, etc. which was an unexpected but fun tangent. (We'll have a full-blown space unit later.)
Next we talked about Moisture in the Air. We talked about humidity, dew, frost, clouds, and every type of precipitation we could think of. My kids (and I) enjoyed learning about what causes hail verses snow, which clouds are cumulus and which are cumulonimbus, and we still joke about the difference between a drizzle, a shower, and a rainstorm. During this section I started some weather flashcards so I could drill the kids on all of the weather terms they were learning. I also had them make a weather log--the first week we did a picture graph, and the second week we did a bar graph. (This tied in nicely with a graph unit we were doing in math class.) The most fun part of this section was that we did tons of experiments with weather. I'll list as many as I can remember:
First we tested humidity. We have a humidity reading on our thermometer so we could watch as the humidity changed. We turned on the shower scalding hot and let it run with the door closed for five minutes. Then we went in with our thermometer. We didn't need a thermometer to feel the change in the air quality; however, it was fun to watch the reading as we went from the regular house, into the bathroom, and then outside into the freezing cold.
We made clouds. First we watched how clouds are formed by many water droplets joining together. This was accomplished by taking wax paper and a dropper. The droplets merge together when you pick up the wax paper and move it slowly from side to side.
Then one of our books showed how to use a two-liter pop bottle, a spray bottle, and some matches to form a cloud right in your house.
We made it rain on our stove with boiling water and a pan of ice.
We made homemade thunder.
We made homemade lightening.
We "caught" rainbows with a mirror and a pan of water. (By "caught" I mean projected them onto our easel so that we could paint the colors.)
And we studied snowflakes. By freezing a piece of dark cloth (and then wrapping it around a frozen object) we were able to catch snowflakes and study them with a magnifying glass before they melted. We found a chart in one of our books on how the shapes of snowflakes change depending on the temperature. It was fun to catch snowflakes on different days and compare their shapes based on the outside temperature.
Our last section was Air Pressure and Wind. For this section we talked about air pressure systems, fronts, air masses etc. We are lucky to have an exhibit at our science museum on weather that was very helpful when teaching this section. We also spent quite a while talking about tornadoes and hurricanes. We watched tons of u-tube videos of actual tornadoes and hurricanes, and well as talked about safety during storms.
To cap off our unit, we got weather bingo cards and instead of playing it the regular way, we watched the news every night over the course of a week and marked all of the items that were mentioned during the weather segment. The kids loved it, and it helped them understand a little about forecasting.
While I initially thought weather would be a pretty mundane unit, it actually worked out to be a lot of fun. And I have to say, as usual, I learned as much as the kids. Now I understand so much better about cold and warm fronts, as well as high and low pressure systems. It's like having a whole new level of understanding if I ever watch the weather.
Friday, January 28, 2011
The January Blues
Well, with a break from science, geography, and special units during the month of December, January's return to a full school schedule was kind of a shock to our system. I'm not sure why it was such a hard month, but it probably had something to do with the fact that we were coming back after having such a lovely Christmas break, not to mention the fact that Mason dropped his morning naps this month, and that Spencer officially started his Kindergarten reading track. Up until now, Maddi and Spencer have done almost everything together. All of their math, science, geography, and special unit work has been combined. Even much of their penmanship work they have done together. Maddi has, however, been on a more advanced reading track then Spence. Where Spencer has still been doing a lot of review of reading and writing all of the letters, Maddi has been tackling weekly spelling words, sight words, writing assignments, and daily reading requirements. This month, however, it was finally time for me to take Spencer to the next level with his reading work. It was finally time to put him on my self-designed reading track and welcome him to the wonderful world of readers. While he has done exceptionally well this month, and proved to be every bit as bright and capable as his big sister, it has still been a very taxing task. After all, it means one big thing: more time spent schooling. In addition to our combined classes, I now have two children (if you don't count the little preschool exercises I do with Emmie) that need quite a bit of one-on-one time. And this will continue to be true as the gap in the reading ability widens, and as Maddi gets into math work that is more advanced than I want to go with Spence quite yet. In truth, this month I began really homeschooling two children, verses just homeschooling Madison and having Spencer and Emma participate on the side. It has been hard, and taken some adjusting to, but adjust to it I must. It is my current lot in life to home school, and hard as it is, it is an unavoidable fact of life. This month almost drove me to spend what little savings we have and actually hire some help; but, gratefully, after a lot of frustration and struggling, I think we've re-found our balance and we are going to push forward on our own. I did decide, however, that while we started school in June of last year, we will be having a true summer vacation this year. We will still raise our tadpoles and other fun science projects, but otherwise, it's going to be a break from school. Our vacation may only last a month, as I want to avoid the usual forgetting of information and necessary re-teaching that occurs every summer and fall, but still, a month is a month. And I can't wait.
Monday, November 22, 2010
Dinosaurs
Well, we weren't originally planning on doing a unit on dinosaurs until next year, but after we got knee-deep into preparations for Mason's dinosaur birthday party, I decided to declare a school mini-unit to indulge the kids growing interest. It was nothing too outlandish, but we did read quite a bit about dinosaurs during our two week unit. We also did some hands on activities associated with the party. First off, we needed dinosaur bones for our Dino dig activity at the party. As a result, one night we mixed up a play-dough-like concoction and Nick and the kids molded true to life dinosaur bones using books for models.
Then, at the party, the kids got to dig for bones in both the sandy Dino dig and do "actual" rock excavations from the Dino rock we purchased. (these photos are on the family blog) It was a super party, and it worked out to be an appropriate time to introduce my children to the world of dinosaurs. At some point I'm sure the school curriculum will require a more in-depth look at the prehistoric creatures, but this was a good start.
Then, at the party, the kids got to dig for bones in both the sandy Dino dig and do "actual" rock excavations from the Dino rock we purchased. (these photos are on the family blog) It was a super party, and it worked out to be an appropriate time to introduce my children to the world of dinosaurs. At some point I'm sure the school curriculum will require a more in-depth look at the prehistoric creatures, but this was a good start.
Saturday, November 20, 2010
The Pilgrims and the Indians
Who can teach elementary school without a November unit on the Pilgrims and the Indians?? Not us, obviously. And we studied them in quite a bit of detail too, knowing that we will be enjoying Thanksgiving in Plymouth next November. Here are a few photos of us during the course of our study:
It was a pretty typical review of the Pilgrims and the Indians, with the typical crafts and activities, but I will never tire of teaching these stories and the wonderful legacy left to us by those special people and that special gathering.
It was a pretty typical review of the Pilgrims and the Indians, with the typical crafts and activities, but I will never tire of teaching these stories and the wonderful legacy left to us by those special people and that special gathering.
Subscribe to:
Posts (Atom)