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(HOMESCHOOLING) DISCUSSION BOARD
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History and Science The Natural Way
Digest (part 2)MESSAGE: Re: My son is a natural at science but what about history??... AUTHOR: kay DATE: Thursday, 6 May 1999, at 6:59 p.m. Response To: My son is a natural at science but what about history??... Author: Mollysue Date: Sunday, 2 May 1999, at 3:24 p.m. Yes your son is a bit young for you to be worrying about it. I have a son like yours. He is a real zealot learner, in areas of interest to him. I have found I can start with the history of something in science, and use it to fill in alot of the peripheral historical information with out much work. Also he loves biographies of historical science figures (i.e. Mr. Audubon). ======================================== MESSAGE: HELP!!! We need science info... AUTHOR: Laura (WA) DATE: Friday, 7 May 1999, at 12:14 p.m. My son, 10 yrs, has built a robotic arm trainer from a kit. It has about a dozen gears, and in the mechanism of the robotic arm section of the manual it VERY SCIENTIFICALY explains the process of how the power is transmitted from the motor to the last-stage gear in the power unit. Explains also VERY SCIENTIFICALY mechanism of the parts ie; what is a gear, functions of the gear, conversion of rotaional speed, conversion of rotaional force (torque), what is torque. Does anyone know of a web site that might have any simpler explanations for this kind of information. Maybe a junior electonics/robotic site? I've been looking w/o much luck and son wants to understand and explain this on a poster for the upcoming H.S. science/curriculum fair. Thank you. Everyone is so helpful on this board, I really appreciate your efforts and thoughtfulnes. ======================================== MESSAGE: Re: My son is a natural at science but what about history??... AUTHOR: Nicole DATE: Friday, 7 May 1999, at 3:00 p.m. Response To: My son is a natural at science but what about history??... Author: Mollysue Date: Sunday, 2 May 1999, at 3:24 p.m. >>He is six so I think we have > some time for this but what age is good > to start? I was thinking about 9-10yrs > for him<< I don't think you have anything to worry about. Keep his interest peaked by offering a wide variety of topics and genres in your "family reading time", and he'll soon be just as interested in history as he is in science. Some of our personal read-aloud favorites have been The Little House on the Prairie series by Laura Ingalls Wilder,and Carry On Mr. Bowditch, by Jean Latham, (science and history mixed!) Read interesting, "living" books to him and he'll be interested in learning everything! And remember, he can comprehend way beyond his ability to decode, so don't underestimate his ability to understand the "hard" books. My boys were 5 and 7 when we read Carry On Mr. Bowditch, and they LOVED it. ======================================== MESSAGE: Re: Nature Study - us too! AUTHOR: Tamara DATE: Friday, 7 May 1999, at 5:16 p.m. Response To: Nature Study... Author: Jody C. Date: Sunday, 2 May 1999, at 5:04 p.m. One day this week, we spent part of the afternoon at a local fish hatchery where Canadian geese are nesting. We have been watching their "habits" etc... this spring. The gosslings are beginning to hatch. We have enjoyed feeding the "moms" as they sit on their nests, and appeasing the "dads" who want to chase us away from the nests! We've been able to learn so much through simple observation. We also located two mallard ducks' nests near the fish ponds. We returned home to find a rabbit's nest, two robins' nests and a dove's nest. This time of year seems to spark the natural interest to learn in my children! ======================================== MESSAGE: Re: HELP!!! We need science info... AUTHOR: VickiC DATE: Saturday, 8 May 1999, at 11:53 a.m. Response To: HELP!!! We need science info... Author: Laura (WA) Date: Friday, 7 May 1999, at 12:14 p.m. You might try this site as it had a lengthy list of folks interested in robotics. You might find someone happy to explain the technology in more kid friendly terms. Good luck. ======================================== MESSAGE: maybe some HELP!!! We need science info... AUTHOR: Jody C. DATE: Saturday, 8 May 1999, at 3:29 p.m. Response To: HELP!!! We need science info... Author: Laura (WA) Date: Friday, 7 May 1999, at 12:14 p.m. > Oh boy! I have a son who was just like that at his age. Hang on!! I'd try this site, they might have something, and if you don't see anything on the list, email the guy who has the site. Your son will probably find lots of cool experiments and stuff there...like we have! It's called Cool Science. Have fun! Jody Jody ======================================== MESSAGE: How about TOPs Science? AUTHOR: Jody C. DATE: Saturday, 8 May 1999, at 3:40 p.m. Response To: Need for organized science instruction? Author: dmx Date: Thursday, 6 May 1999, at 1:06 p.m. > dmx...I have discovered a great science approach that I just love! The kids do too. It's all hands-on, doing experiments to learn every concept and even the vocabulary to go with (I'm not talking "list" here--you just learn the terms as you learn the concepts). These are labs set up to use ordinary kitchen stuff. Good supplies list just in case you don't have something. You can try out some samples at their website (I think there are 42 different samples of each topic). Maybe this will be fun and give some help. I'm also planning to use Apologia...Exploring Creation with Physical Science, Advanced Chem and Creation...I think they have Biology too. I know they have a website, but don't have it saved...check Apologia Educational Ministries. Jody ======================================== MESSAGE: Website for Apologia Science AUTHOR: Jody C. DATE: Saturday, 8 May 1999, at 3:58 p.m. Response To: How about TOPs Science? Author: Jody C. Date: Saturday, 8 May 1999, at 3:40 p.m. > HighSchoolScience.com http://209.237.154.52/ > Maybe this will be fun and give > some help. I'm also planning to use > Apologia...Exploring Creation with Physical > Science, Advanced Chem and Creation...I > think they have Biology too. I know > they have a website, but don't have > it saved...check Apologia Educational > Ministries. > Jody ======================================== MESSAGE: Re: HELP!!! We need science info... AUTHOR: Giovanna DATE: Saturday, 8 May 1999, at 6:57 p.m. Response To: Re: HELP!!! We need science info... Author: VickiC Date: Saturday, 8 May 1999, at 11:53 a.m. > You might try this site as it had > a lengthy list of folks interested in > robotics. You might find someone happy > to explain the technology in more kid > friendly terms. Good luck. Here is the URL ======================================== MESSAGE: History Advice Needed!!! AUTHOR: Barbara C. DATE: Saturday, 8 May 1999, at 9:02 p.m. My 6th grade dd and I are "trying" to finish up a 2-year study on American History. We are in the middle of World War II and she is so interested in Ancient Egypt that I am tempted to set aside American History and do Egypt! She has even spent her birthday money on a little "treasure box" of booklets, games, and craft items having to do with Ancient Egypt. Advice PLEASE!!!!!!! TIA! Barbara C. ======================================== MESSAGE: Some questions to ask yourself AUTHOR: Cerelle DATE: Saturday, 8 May 1999, at 10:12 p.m. Response To: History Advice Needed!!! Author: Barbara C. Date: Saturday, 8 May 1999, at 9:02 p.m. Reading over your post, it seems to me that you've pretty much answered your own question. Your daughter is already learning about Egypt, with or without your official sponsorship. The questions you might ask yourself at this point could go something like this: 1. After 2 years of American history, is it time for a change of pace? 2. In which situation will she learn more -- in a "forced course" on recent U. S. history, or in a self-selected course on ancient Egyptian culture? 3. Is it more important for your daughter to learn a lot about something and enjoy it, or to "finish" a long, drawn-out course in U. S. history? 4. Does anyone ever really "finish" learning about something? At the end of this 2-year course, will she know EVERYTHING about U. S. history? 5. Do you have any objection to her interest in Egypt, or does it simply come at an inconvenient time for you? 6. What if you had been studying ancient Egypt together for some time, and she suddenly wanted to read about World War II? Would you feel pleased or concerned? Why? 7. Does it matter at what age a child learns about certain events in history or studies certain eras? 8. What are your fears? Are they realistic? 9. What are your long-term educational goals for your daughter? Do you hope to encourage her to be a lifelong learner? Could allowing her to follow her interests now enhance the probability that she will always enjoy learning new things? 10. Will she be tested over her knowledge of 20th century American history soon, and if so, will the results of this test be important to her future? Is there a strong reason to continue the U. S. history lessons now? 11. Is there any particular reason she can't study American history AND ancient Egypt simultaneously? Must it be an either/or situation? Well, those are just a few of the questions that popped into my head. But overall, I'd say this one's a no-brainer. Turn that girl loose, and see how high she flies! Cerelle ======================================== MESSAGE: This doesn't count as advice, but... AUTHOR: Cerelle DATE: Saturday, 8 May 1999, at 10:37 p.m. Response To: Need for organized science instruction? Author: dmx Date: Thursday, 6 May 1999, at 1:06 p.m. I went ahead and started buying formal science texts -- used and cheap -- at some point (probably about when my oldest was your son's age) -- not to use as textbooks, but to give me some idea of the "territory." That way, I had at least some notion of which basic concepts were usually addressed in a typical high-school-level biology course. Whether or not every single topic in the table of contents got picked up in our round-about exploration of the subject (doubtful...very doubtful), I felt less anxious when I had a map of the outline of the field. And it helped me be an opportunist. I could match serendipitous experience and exposure to a chapter in a textbook and check that one off. And then here's the thing I always have to be sure to say to someone with a child who is your son's age and already enjoying science. Chances are, in another year or so, you will be vastly amused that you were ever concerned about this, because he will probably soon be doing something IN THE FIELD. (Some scientific field, that is.) I'm not saying this will take the place of a formal course of study, but it will probably lead to it, one way or the other. Either he'll find an expert who will tutor him, or he'll begin reading advanced materials and be way ahead of the game, or he'll learn so much from hands-on experience and application that he won't need the formal coursework. There are at least 99 different ways to get the formal coursework, if he really wants it. And you know me -- I think the kids always get more out of it when it's something they WANT to do. Cerelle ======================================== MESSAGE: My problem is organized study! AUTHOR: Barbara C. DATE: Sunday, 9 May 1999, at 5:35 a.m. Response To: Some questions to ask yourself Author: Cerelle Date: Saturday, 8 May 1999, at 10:12 p.m. Thanks for the questions, Cerelle. They made me stop and think. Too often in the history of our homeschool, I have said to my daughter, we will be studying that next year. Wait until then. The real problem is me. I am an organized person when it comes to homeschooling and I have a mental timechart in my head about what to study when. I had planned to do a two-year study of World History and Geography beginning next year. Egypt wasn't supposed to be studied until AFTER we learned about Mesopotamia. Can you give me some more input on this "problem" I have with organized studies? Thanks again! Barbara C. ======================================== MESSAGE: Strike while the iron is hot AUTHOR: Cerelle DATE: Sunday, 9 May 1999, at 8:53 a.m. Response To: My problem is organized study! Author: Barbara C. Date: Sunday, 9 May 1999, at 5:35 a.m. Frankly, I admire your gift for organization. I'll bet your house is neater than mine, too. ;-) I think what we've bumped into here is an illustration of some of the radical differences in approach we can choose from when we set out to educate a child. The way I see it (and I could be all wet, so take my words with a grain of salt), the major choice in front of us is whether we'll focus on the curriculum or the kid. If the former, we'll devote the bulk of our teaching energy to making the curriculum logical, lovely, and tidy; perfecting the scope and sequence; and improving the efficiency of our information delivery. If we're drawn to the other path, we'll be taking most of our cues from the student -- facilitating, supporting, and encouraging her in those things she's learning about (being a helper, in other words), but not exerting much control over the organization of it all or determining the order of it. Even though I definitely fall into the latter category, I know exactly what you mean about wanting to do Mesopotamia before Egypt! It just seems to make more sense to go chronologically, doesn't it? BUT -- how did you arrive at your decision to study the United States before Mesopotamia? Where was the chronology in that? So you see, there's no avoiding it: We will always be making arbitrary decisions about what to study when. The world of history and science is anything but neat and tidy. It's a wild, wonderful jumble of simultaneous events and messy, organic processes. We human beings do our best to tame and organize it into a coherent body of knowledge. (Aristotle was terrific at this, and I guess this is why we still remember and adulate him. Linnaeus was no slouch, either.) But arbitrary decisions must be made in order to bring order to it all! As long as we recognize this, we're OK. We know we're creating artificial categories and sequences for our own convenience and understanding. It's when we forget that a lot of these things are artificial and arbitrary that we cause ourselves to run aground by believing we MUST learn things in a certain order -- as if this order had been imposed by divine decree. And a lot of what we think of as orderly is really just familiar and traditional. What's orderly about breaking the world of knowledge down into math, science, history, and language -- and then teaching a little bit of each one every day? Isn't that kind of MESSY? Gosh, a curriculum like that just jumps all over the place! How unorganized! ;-) No, we accept that as normal because it's familiar to us; we grew up with that particular kind of organization in school. (Math in the morning; geography after lunch.) We did NOT grow up studying America in the morning and Egypt in the afternoon, so that seems weird and aberrant to us. If you want to make sure your daughter learns some interesting things about Mesopotamia, you could incorporate them into her math learning. You could talk about those wacky Mesopotamians while you're eating breakfast. When your daughter volunteers something she's just read about Egyptian agriculture, you could swap information and tell her what you know about Mesopotamian agriculture. Mesopotamia might even turn out to be more interesting when viewed from the perspective of a successive civilization. In other words, a synthesis of these two cultural studies could turn out to be a very interesting way to approach them -- who knows? > Too often in the history of our > homeschool, I have said to my daughter, > we will be studying that next year. > Wait until then. I have to admit that I've never said that to any of my children. It just doesn't make sense to me. I'd MUCH rather help them learn about something they're interested in NOW. I'm an opportunist! I strike while the iron is hot. I look at it like this: Let's say one of my kids came to me and said, "Mama, I would really, really, really like to have a carrot cake for my birthday this year -- I just LOVE carrot cake." Would I say, "Sorry, but I've already planned to make you a chocolate cake for your birthday this year. Maybe you can have a carrot cake next year"? No, of course not! In the grand scheme of things, what's important is that they eat and enjoy the cake! I'd give that mental timechart of yours some more thought. Where did it come from? What were your reasons for organizing it the way you did? Are any of those reasons arbitrary? If so, why not re-organize the curriculum to take advantage of the energy your daughter could bring to a subject she's truly interested in right now? You don't have to sacrifice your gift for organization -- simply put it use where it will do the most good! Cerelle ======================================== MESSAGE: Good morning, ladies! AUTHOR: Julie DATE: Sunday, 9 May 1999, at 10:10 a.m. Response To: Strike while the iron is hot Author: Cerelle Date: Sunday, 9 May 1999, at 8:53 a.m. If you don't mind, I'd like to put my two cents in... I, too, am one of those people who just MUST do things in the "right" order, MUST organize to death, MUST follow the straight and narrow. My children, apparently, are pretty much the opposite. I figure they've taught me a lot in the 4 years we've been homeschooling. First, the traditional year and curriculum we MUST follow went by the wayside. We found we were just too tired to follow it. (How do schools do this? My guess--LOL--is that WE use up a lot more energy with our learning!) We found that it was much better to work on 12 months, loosely, and spread out our "vacations" so we could recharge our batteries and I could evaluate where we were in the world. PLUS, I went through lots of internal argument over whether I should follow a "school" curriculum vs. unschooling in some form. My older son wasn't really a candidate for unschooling (he'd be the world's leading expert on legos, but that's about it), but the other two...? The argument went something like, "Well, PUBLIC schools do XXX history in YYY grade, so shouldn't we?" We couldn't really afford to buy a curriculum (and I've never really been good with authority) so I decided to buy a few used textbooks--after looking around quite a bit to find some that fit our needs--and using them very loosely so that we were assured of not missing anything interesting or important, but at the same time we didn't have to feel obligated to do something dictated by anyone else. I also decided to go directly to a source rather than read about it from a textbook if possible. Next to this was "we didn't finish the book by the year's end" panic. I started thinking about this and it really made me laugh. I mean, *I* don't recall finishing many textbooks in school...there are whole parts of things I never learned (really) because they were always at the end of the book, and we never got there! I realized that part of our problem was that we always got sidetracked. We use whatever textbooks I happened to have picked up (roughly "grade level"...but usually above because we find we already know the stuff that's "grade level") and sprout out in whatever direction they lead us. So that decision was easy. I decided to sketch out roughly one chapter/section per month, and if the book has 15 chapters, it will take 15 months. Of course, if something doesn't really interest us, we could take a week or two to read the chapter (as a courtesy to the book, maybe?) and then go on. Next I came to your problem, Barbara. I found that the older child sort of appreciated that history happened in some sort of time frame (for example), but the younger two really didn't seem to care. I'd get out of the shower and find them all crowded around one of the lovely and interesting books we have, looking at some part of history we weren't studying and think, "Wait a second!" (This worked the same way with science. I'd think, "We don't get to that chapter for another two months!") The whole thing went against my grain completely! LOL This happened so frequently because my older son LOVES history. So I tried a little experiment of my own. One day, the older son was reading to the two younger children about the Aztecs. He'd studied them a bit when we was about 8 and could remember some things, plus he was reading this beautiful book we happen to have. He and I were supposed to be working on U.S. History; the younger son was studying communities. This didn't fit!! So I sat in my chair and listened to them. The two younger children's eyes were as big as saucers and all three were quite interested in what was going on. I realized I'd be a fool to stop them, so I reached over to the bookshelf and pulled down another book. "There are some nice pictures of ruins in here," I offered. They took the bait. They spent the whole day, and the next day they begged to go to the library and see what else they could find. They spent the entire week fascinated with the Aztecs. Other than guide them to certain resources, I did very little. When they were satisfied, we went back to what we were doing. They had no problem with this. Eventually, my plan of study with both the two older children (I just read whatever interests my 5-year-old daughter; we don't "plan" it at all yet) led us to the Aztecs, and we looked over what we had planned to study. There were a few new tidbits of information, but I found that both boys remembered quite a lot from their research. In fact, I found that whereas *I* had planned to spend a month on what I had to teach them, they had covered the topic just as well in that week's time. By looking around at the topic (scanning the pictures and talking about what they remembered), we reminded ourselves of where the topic fit in with our study of history, yet they were able to indulge their whim. This worked in science, too. If we found something interesting to look at, I decided to stop what we were doing and do THAT instead. If we'd already been through that topic recently, it was a good way to review what we'd learned. If we hadn't, but studied it later, it was easy to say, "Remember when we...?" "Oh, YEAH!" they'd say, their eyes lighting up. I've also found that my children react better to what *I* insist they do (math, for instance, which I feel is important) if I allow them some freedom of choice in other areas. BTW, I'm sure my house is MUCH more messy than either of yours! I, of course, blame the kids. It's not easy having three children underfoot all the time, doing interesting things that keep us ALL from wanting to clean up! Fortunately, Dad is very understanding. We ALL take an hour on his first day off of the week to clean, then we're free to do whatever else we want. ======================================== MESSAGE: Terrific examples, Julie! AUTHOR: Cerelle DATE: Sunday, 9 May 1999, at 3:12 p.m. Response To: Good morning, ladies! Author: Julie Date: Sunday, 9 May 1999, at 10:10 a.m. Wow, Julie. That wasn't just putting in your two cents' worth...that was more like $1,000's worth of experience and good advice. I loved it! My middle daughter fell in love with Japan when she was four. For a couple of years, it was her favorite country, and for her 6th birthday, we threw her a "Japanese party." By the time she turned 7, she had fallen in love with Egypt. That love affair lasted for several years, during which time she collected all sorts of books, games, art prints, magazine articles, toys, and jewelry having to do with ancient Egypt. We took her to see some touring exhibits (Ramses II was making the rounds of the museums back then) and generally encouraged her Egypt mania. Then one day she woke up sated. She'd finally had enough of Egypt! LOL. I think France was her next nationality of choice, and although that romance didn't last as long as the Egyptian one, she read independently about French history for a year or so. Isn't it funny how kids can latch onto something and not let go until they're good and ready? Who knows what sparks these things, and who knows why they suddenly wake up ready for something different one fine day? It's a mystery. It's also a lot of fun, though! My youngest has never really fallen in love with a country, but he sure has fallen in love with various planets and stars. Currently, it's Europa (moon of Jupiter?). He even put a picture of it on his computer's desktop. What surprised me was that it took the place of a Star Wars .jpg -- now THAT was a shock. Cerelle ======================================== MESSAGE: Pictures for timeline AUTHOR: snow DATE: Sunday, 9 May 1999, at 3:41 p.m. Hi everyone! I just came across a great site that has lots of pictures of christian leaders that you could print, cut out and put on your timeline. THE MUSEUM OF PILGRIMS http://members.xoom.com/rarebook/foyer.htm I think homemade time lines are a great thing to do. I have several pre-printed time lines that I have on the wall and others that I have had my son read but I don't think they have as much meaning to the child as a homemade one. ======================================== MESSAGE: Re: Pictures for timeline AUTHOR: Giovanna DATE: Sunday, 9 May 1999, at 4:22 p.m. Response To: Pictures for timeline Author: snow Date: Sunday, 9 May 1999, at 3:41 p.m. > Hi everyone! I just came across > a great site that has lots of pictures > of christian leaders that you could > print, cut out and put on your timeline. > > THE MUSEUM OF PILGRIMS http://members.xoom.com/rarebook/foyer.htm > > I think homemade time lines are > a great thing to do. I have several > pre-printed time lines that I have on > the wall and others that I have had > my son read but I don't think they have > as much meaning to the child as a homemade > one. THANK YOU! I am always in need of timeline pictures! Printing pictures off the internet is a great and cheap way to do it. Here is a site that will have instructions on making a home made timeline ======================================== MESSAGE: Re: History Advice Needed!!! AUTHOR: Giovanna DATE: Sunday, 9 May 1999, at 4:27 p.m. Response To: History Advice Needed!!! Author: Barbara C. Date: Saturday, 8 May 1999, at 9:02 p.m. > My 6th grade dd and I are "trying" > to finish up a 2-year study on American > History. We are in the middle of World > War II and she is so interested in Ancient > Egypt that I am tempted to set aside > American History and do Egypt! Any reason why you can't do both? WE DID! > She has even spent her birthday > money on a little "treasure box" > of booklets, games, and craft items > having to do with Ancient Egypt. AHH YES! My son has been wanting that little treasure box for quite some time too. We do history in a very haphazard way around here and I find that a timeline keeps things in perspective and ties it all together. So it doesn't really matter if you are doing Pilgrims and Ancient Egyptians (like we were). My son was so incredibly interested in both time periods. How could I say no? If your daughter is interested then GO FOR IT! Giovanna ======================================== MESSAGE: PS AUTHOR: Giovanna DATE: Sunday, 9 May 1999, at 4:31 p.m. Response To: Re: History Advice Needed!!! Author: Giovanna Date: Sunday, 9 May 1999, at 4:27 p.m. And by the way, if your child's interest is anything like my son be ready to be reading about ancient Egypt for two years. YEP! Hope I didn't just completely mess up your long term goals!!! :-) Giovanna ======================================== MESSAGE: The blurred line between science and history AUTHOR: Giovanna DATE: Sunday, 9 May 1999, at 4:55 p.m. Science and history are becoming ONE subject in our home instead of two different subjects. Take for example a man like Leonardo Da Vinci... WOW! A classic example of history AND science all rolled up into one!!! My son is fascinated by explorers, inventors and innovators of the past, present and future. Orville and Wilbur Wright, Christopher Columbus, Galileo Galilie, a manned mission to Mars, just to name a few examples. I would love to hear from folks who approach science in this way. We do not often do science experiments our home. Maybe when my son is older we might get into that but right now he is very content in reading about what other people have done. Anyone else learn in this way? Giovanna ======================================== MESSAGE: Re: Terrific examples, Julie! AUTHOR: Julie DATE: Sunday, 9 May 1999, at 5:30 p.m. Response To: Terrific examples, Julie! Author: Cerelle Date: Sunday, 9 May 1999, at 3:12 p.m. You know, when my older son was in school, he NEVER went through anything like this. School work was boring, he couldn't WAIT to get through it, and then he wanted NOTHING to do with learning for the rest of the day. It took a year--at least--to deschool him, since school was SUCH a horrible, stifling experience. During that time, (I admit it!) I'd find something *I* was interested in (along his line) and drag him along. I'll never forget my delight the first time I caught HIM checking something out for himself. Now, he's a real history buff, and I am constantly finding him buried in books. The other two children have always been so different! They RUN to the encyclopedia and our "mini-library" to look things up, and the middle child (who can read and write fairly well) is constantly making "books" of research on his newest interest. He also has a "lab book full of data" from his "experiments". (His younger sister is his faithful sidekick. She usually makes her own version of the same thing.) This is one of the greatest thrills of my life. ======================================== MESSAGE: Re: This doesn't count as advice, but... AUTHOR: dmx DATE: Monday, 10 May 1999, at 9:42 a.m. Response To: This doesn't count as advice, but... Author: Cerelle Date: Saturday, 8 May 1999, at 10:37 p.m. Thanks for chiming in here. I appreciate your comments. I think 'exploring the territory' is a good idea. In fact, I often do that naturally in other areas, but science is more difficult for me. I guess I've come late to an interest in the technical aspects of many fields in science. I have no background, so I often feel that I'm on shaky ground. Maybe that's why I feel drawn to a more structured approach. Exploring the territory might allow me to feel a little more comfortable with going with my son's 'natural' interests. And, maybe more importantly, it might lead to opening some doors that he hasn't really been exposed to before. Thanks again. ======================================== MESSAGE: A "nature club" AUTHOR: Giovanna DATE: Monday, 10 May 1999, at 10:01 a.m. Rachel ( who will be five in July) told me last night that she would like to form a "NATURE CLUB." I want to talk to her about this some more as I'm not sure what constitutes a "nature club" in her mind but I think the idea is neat and I believe it is a great opportunity for some natural learning to take place. She has a list of friends that she would like to invite to her "nature club." Any suggestions on what to do with such an idea are greatly welcomed. Giovanna ======================================== MESSAGE: Re: Good morning, ladies! AUTHOR: dmx DATE: Monday, 10 May 1999, at 11:29 a.m. Response To: Good morning, ladies! Author: Julie Date: Sunday, 9 May 1999, at 10:10 a.m. I've been enjoying reading your posts. Keep 'em coming! I've become an expert on the 'make great plans, try great plans, ditch great plans' school of homeschooling! But one consolation is making sure my son understands why I do things each step of the way. I insist on some formal math, and though he's not thrilled with it, he understands why I do it. I may insist he try some of my great plans, but whether I follow through or agree that it's not working, I try to explain the why's. I've found this is really helpful, especially as some of the 'requirements' have tended to escalate as he's gotten older. For some reason, though things went very smoothly when he was younger, I get very nervous about these later junior high/high school years. So, I often begin some elaborate project designed to make sure he "knows the basics in. . ." Most such plans are abandoned and I've found that explaining the 'whys' at the beginning and the end has been important to him. ======================================== MESSAGE: Ooooooh! What fun! AUTHOR: Cerelle DATE: Monday, 10 May 1999, at 12:06 p.m. Response To: A "nature club" Author: Giovanna Date: Monday, 10 May 1999, at 10:01 a.m. Oh, Giovanna, this sounds like so much fun. I really do miss that age sometimes! I used to do a wildlife project with my 4H'ers, and here are some of the things the little ones always enjoyed (plus a few untried ideas that came to me on the fly). 1. Have a treasure hunt. Give the kids a list of things to look for, and if you don't want them tearing flowers and leaves off their stems, explain that they don't have to bring back all the items on the list -- just FINDING them is good enough. Here are some ideas for a list for very young children: a flower with 5 petals a seed with "wings" a leaf that feels fuzzy a leaf with smooth edges a feather a white pebble, etc. I wouldn't make this a competition, but a cooperative hunt with the kids together in a group. They'll be discussing what they find, and possibly having disagreements about whether a particular leaf really has "smooth edges" or not, or whether this pebble is mostly white or mostly gray. This is good! Let them hash it out amongst themselves, I always say. 2. Visit an "insect zoo." Some plants, like milkweed, are host to variety of insects. See how many different insects can be identified on a single host plant. 3. Be wildlife detectives. Find, identify, and make plaster casts of animal tracks. (Plan to meet the morning after a good rain or on the banks of a creek.) 4. Learn to sing bird songs. Meet early in the morning while the birds are still active. Listen to and imitate their calls. Learn what different birds "say." ...Here's a great URL for birdsong, by the way. You can listen to bird calls right on the Internet! Patuxent-Migratory Bird Research 5. Rainbows and raindrops. This is really a lawn sprinkler party, so save it for a hot day. (Everyone wears a swimsuit!) Talk about how water droplets in the air break sunlight up into its constituent colors. 6. Collect nature shapes. Find as many different shapes as you can in a single field or vacant lot. Ex.: leaf ovals, flower stars, stem cylinders, flower center circles, butterfly wing triangles, and so on. Well, that's 6 meetings, anyway -- enough to get you started! Now what are some of YOUR ideas? I want to hear them... :-) Cerelle ======================================== MESSAGE: Re: A "nature club" AUTHOR: Lisa Torres DATE: Monday, 10 May 1999, at 1:25 p.m. Response To: A "nature club" Author: Giovanna Date: Monday, 10 May 1999, at 10:01 a.m. Check out the National Wildlife Federation website. They have a program called "Earthsavers" which provides information about starting environmental clubs. It leans toward environmental action, but you can't be an activist without appreciating nature! Their materials are free! > Rachel ( who will be five in July) > told me last night that she would like > to form a "NATURE CLUB." I > want to talk to her about this some > more as I'm not sure what constitutes > a "nature club" in her mind > but I think the idea is neat and I believe > it is a great opportunity for some natural > learning to take place. She has a list > of friends that she would like to invite > to her "nature club." > Any suggestions on what to do with > such an idea are greatly welcomed. > Giovanna ======================================== MESSAGE: I've been thinking... AUTHOR: Giovanna DATE: Monday, 10 May 1999, at 3:44 p.m. Response To: Ooooooh! What fun! Author: Cerelle Date: Monday, 10 May 1999, at 12:06 p.m. > Well, that's 6 meetings, anyway > -- enough to get you started! Now what > are some of YOUR ideas? I want to hear > them... :-) Thanks so much for these great ideas! Someone else gave me an idea of making a "bug museum" or a "nature museum". Tonight we are going to have a "planning session" and find out exactly what she wants to do with her club. She wants to come up with a name for it and has been thinking about it all day. She made a list of friends that she wants to invite. This whole thing has kept me thinking about how differently my children approach science. My daughter wants to touch, smell and feel. Very kinesthetic. My son is different. He would rather approach science through a historical point of view (see my previous post titled "The blurred line between science and history"). Andrew would rather hear a good story about it and then wonder for hours if the source of the story is trustworthy. You will often hear him ask... "Mom, how do they REALLY know that is what Thomas Edison did?" Rachel, however, would rather DO science than hear about it. She would rather grow the flowers than hear the story about early botanists and how that science came about. And me?? Well, I feel like I'm being ripped in two different directions sometimes. Would it have been a lot easier if my two children learned the same way? YES! But what is good is that we are being exposed to many different things because my children are, in fact, so different. Even though I find their difference in interests and approach to learning an inconvenience sometimes I can see how it will be a blessing. The two of them complement each other and where one "lacks" the other can fill in and even though they both learn differently they both are still very interested in what the other is doing. So gee... who needs the so called diversity of public school? NOT US! We have plenty of it right here at home! :-) Giovanna ======================================== MESSAGE: Re: The blurred line between science and history AUTHOR: Karla B. DATE: Monday, 10 May 1999, at 4:57 p.m. Response To: The blurred line between science and history Author: Giovanna Date: Sunday, 9 May 1999, at 4:55 p.m. Giovanna, We're reading about Ben Franklin, who was an inventor/scientist/famous historical person. He is simply fascinating. We read today that he learned how to do many, many things by reading books and then practicing what he had just read. He became a vegatarian so he could spend his meat money buying books. I've been wondering today; how do we raise children that will be that curious, driven, industrious? Anyway, yes I can see how science and history can be combined. > Science and history are becoming > ONE subject in our home instead of two > different subjects. > Take for example a man like Leonardo > Da Vinci... > WOW! A classic example of history > AND science all rolled up into one!!! > > My son is fascinated by explorers, > inventors and innovators of the past, > present and future. Orville and Wilbur > Wright, Christopher Columbus, Galileo > Galilie, a manned mission to Mars, just > to name a few examples. > I would love to hear from folks > who approach science in this way. We > do not often do science experiments > our home. Maybe when my son is older > we might get into that but right now > he is very content in reading about > what other people have done. Anyone > else learn in this way? > Giovanna > ======================================== MESSAGE: Re: The blurred line between science and history AUTHOR: Giovanna DATE: Monday, 10 May 1999, at 5:04 p.m. Response To: Re: The blurred line between science and history Author: Karla B. Date: Monday, 10 May 1999, at 4:57 p.m. > Giovanna, > We're reading about Ben Franklin, > who was an inventor/scientist/famous > historical person. He is simply fascinating. OOOH! We love that man! > Anyway, yes I can see how science > and history can be combined. Oh yes! Reading about him led to an interest in electricity. My son just loves this man. He even has a DOLL of Benjamin Franklin! YEP! He found it at Wal-Mart and he just had to have it! LOL! This is an excellent example of how history and science can be mixed. Giovanna ======================================== MESSAGE: We made a cool World Geography Game and I need some input. AUTHOR: Dawne DATE: Tuesday, 11 May 1999, at 8:06 p.m. Hi all, Input needed. We have a really cool game board set up. Ds wants to have a World Geo. game. so now what? I have only a few ques. but no real rules. also, even though the board looks totally awesome its not labeled in any way. Basically its very monopoly-looking. Any good ideas for ways to advance or hidden traps or good questions? Thanks, Dawne ======================================== MESSAGE: Re: Need for organized science instruction? AUTHOR: jackielou DATE: Tuesday, 11 May 1999, at 8:10 p.m. Response To: Need for organized science instruction? Author: dmx Date: Thursday, 6 May 1999, at 1:06 p.m. I attended a homeschooling conference a couple of years ago, and Michael Farris spoke about his daughters' experience with science in high school home school and then in college. They had had no formal science at home, but had no difficulties with their college courses. Indeed, he cited research that showed the performances of students in college-level science courses did not appear to depend on whether they had studied the same subjects at the high school level. Hope this eases you mind a bit, so you and your son can relax and enjoy these next few years and take advantage of his natural curiosity. Jackie ======================================== MESSAGE: American Civil War perspective AUTHOR: Shari DATE: Wednesday, 12 May 1999, at 1:19 a.m. With regard to the civil war in the U.S. who are the good guys and who are the bad guys?(simplictically speaking) I would like to know how different curriculums view this period, and get your opinions. I really do not wish to start a debate. ======================================== MESSAGE: Book highly recommended AUTHOR: Karla B. DATE: Wednesday, 12 May 1999, at 5:48 a.m. Response To: American Civil War perspective Author: Shari Date: Wednesday, 12 May 1999, at 1:19 a.m. We haven't started studying this time period yet but will in the fall. "The Boys' War", by Jim Murphy was highly recommened to me to read to my children and I've bought it, but haven't started it yet. It's stories based on diary entries and letters that actual boys in the Confederate and Union armies wrote home during the war. Some of these boys are 11 - 16 years old. I can't wait to read it with my kids. Karla > With regard to the civil war in > the U.S. who are the good guys and who > are the bad guys?(simplictically speaking) > I would like to know how different curriculums > view this period, and get your opinions. > I really do not wish to start a debate. > ======================================== MESSAGE: More with about the "nature club" AUTHOR: Giovanna DATE: Wednesday, 12 May 1999, at 5:56 a.m. Response To: A "nature club" Author: Giovanna Date: Monday, 10 May 1999, at 10:01 a.m. We are taking a friend's idea and naming the club "BACKYARD BUDDIES". My daughter decided that we will meet once a month and she has made a list of who she wants to invite and things we are going to learn about. I think this is a cute idea for little ones. Giovanna ======================================== MESSAGE: Re: American Civil War perspective AUTHOR: Cerelle DATE: Wednesday, 12 May 1999, at 7:11 a.m. Response To: American Civil War perspective Author: Shari Date: Wednesday, 12 May 1999, at 1:19 a.m. Since the net result of the Civil War was the end of state-sanctioned slavery in the United States, I doubt you'll find a curriculum anywhere, even south of the Mason-Dixon line, that portrays the Union as the "bad guys." Just guessing, but I think what you'll see -- across the board, in nearly all curriculum materials -- is a reluctance to portray the conflict in simple terms (good guys vs. bad guys), although on the issue of slavery, itself, the textbooks will surely take a clear stance. Ken Burns's television documentary on the Civil War is, in my opinion, excellent. Check to see if your local library has the series available for loan. Also, I think this is an example of a time in history that no textbook can do full justice to. To really understand the period and the issues, a student needs to read biographies, letters, journals, essays, etc., from BOTH sides of the conflict. In other words, s/he needs to learn about it the natural way. :-) Cerelle ======================================== MESSAGE: Re: Need for organized science instruction? AUTHOR: dmx DATE: Wednesday, 12 May 1999, at 5:18 p.m. Response To: Re: Need for organized science instruction? Author: jackielou Date: Tuesday, 11 May 1999, at 8:10 p.m. That is encouraging. I have always one who believes that his natural interests will lead to adequate aquisition of basic skills, but I'm ALWAYS nervous about it. It has proven so many times in the past, with reading, writing, and parts of math, but I still have such a problem reigning in my worry! Thanks for your comments. ======================================== MESSAGE: I MUST recommend a great book..... AUTHOR: Jamma DATE: Wednesday, 12 May 1999, at 10:04 p.m. Response To: A "nature club" Author: Giovanna Date: Monday, 10 May 1999, at 10:01 a.m. "Garden Crafts for Kids - 50 Great Reasons to Get Your Hands Dirty" By Diane Rhoades ISBN#0-8069-0998-6 Our library just received this book today. The librarian held it for me because she knows I homeschool and garden - what a sweetheart, huh? Some of the ideas in the book - Soil Testing with Violets, Bean Tepee, Growing Potatoes in a Tire, Lightning Bug Flashlight, Toad Villa....Full color photos, easy to read, educational, fun....Can't wait to get started! ======================================== MESSAGE: More ideas AUTHOR: LK DATE: Thursday, 13 May 1999, at 11:51 a.m. Response To: More with about the "nature club" Author: Giovanna Date: Wednesday, 12 May 1999, at 5:56 a.m. What fun! Wish I was there. Little girls love playing "dress up" for an afternoon tea party in the garden. Instead of tea, serve cold lemonade with flowers frozen in the ice cubes (flowers float, so you have to fill the cubes only half full - freeze - fill the rest of the way and freeze again), and brownies decorated with candied flowers, all served on a table sprayed with a confetti of flower tables. For a craft idea, you can decorate straw party hats with fresh flowers, wire fresh flowers onto barrettes, or make simple flower pins Party game: use the interesting names of flowers and see if the children can tell a tall tale about how each flower got its name: black-eyed susan, bleeding heart, chinese lanterns, forget-me-not, four o'clock, snapdragon, etc. You can also make bookmarks on rice paper with pressed flowers and cover them with contact paper, but you must press the flowers at a previous meeting. Gourd decorating is another popular garden activity. Plant plenty of gourds of different sizes and shapes. Gourds must be dried or cured for six months in a dry, dark place so this would be a good winter-time activity. When cured, the seeds make a rattling sound inside the gourd. Once cured, a gourd can be cut, carved, hollowed out, lacquered, varnished, painted, etc. You can make cute bird houses to hang in your trees. Start them on a lifetime "tree list" which is like a bird list, but easier for young children to do because the trees don't fly away and stay out of sight. Go on tree hunts for specific trees that are common in your area. Each child can start their own list of identified trees. Also you can start a leaf collection, either individual ones or a club one. Leaves can be preserved by placing them in a single layer in a shallow pan and covering them with a solution of one part glycerin to two parts water (the leaves will have to be weighted down with something to keep them from floating). After two or three days, the solution should be absorbed, and gently wipe off any remaining liquid. The leaves should now remain soft and pliable and retain their color indefinitely (you can also use them in crafts, like making wreaths). You can create gardens in a bottle, and "force" bulbs in the wintertime, make squirrel feeders out of pinecones and peanut butter. Whatever you do, you are going to have a blast! LK > We are taking a friend's idea and > naming the club "BACKYARD BUDDIES". > > My daughter decided that we will > meet once a month and she has made a > list of who she wants to invite and > things we are going to learn about. > > I think this is a cute idea for > little ones. > Giovanna ======================================== MESSAGE: Re: More ideas AUTHOR: Giovanna DATE: Thursday, 13 May 1999, at 8:04 p.m. Response To: More ideas Author: LK Date: Thursday, 13 May 1999, at 11:51 a.m. > You can create gardens in a bottle, > and "force" bulbs in the wintertime, > make squirrel feeders out of pinecones > and peanut butter. Whatever you do, > you are going to have a blast! OH THANK YOU! What wonderful ideas!!!! Our first "meeting" will be May 25. Rachel has decided that she wants a "theme" for each meeting. Our first meeting will be a BUTTERFLY meeting. I'm going to the library to get some books with craft ideas. I have some wonderful books on butterflies here at home and I'm thinking of maybe getting some flowers that attract butterflies and giving them out as little gifts. Any more ideas? Please keep them coming. Giovanna ======================================== MESSAGE: Butterfly Ideas AUTHOR: LK DATE: Thursday, 13 May 1999, at 9:37 p.m. Response To: Re: More ideas Author: Giovanna Date: Thursday, 13 May 1999, at 8:04 p.m. > Any more ideas? Please keep them > coming. > Giovanna You might consider taking the kids on a milkweed hunt. Monarch butterflies like to lay their eggs on milkweed plants. The emerging caterpillars eat the plant exclusively. When they go into their pupal state, monarchs hang their chrysalises from milkweed leaves. Eating the milkweed make the Monarch butterflies and caterpillars taste bitter to their enemies which is a protection. Milkweed is an easy plant to identify and prolific almost everywhere. Look for Monarch eggs on the undersides of the leaves. If you find any caterpillars on a milkweed - it is probably a Monarch, you can take them home and put them in a large jar with holes punched in the lid or a screened cage and provide them with fresh milkweed daily to keep eating until they form a pupae (also provide twigs for them to "hang" their pupa on). Keeping the jar humid is important as a butterfly will not emerge if it is too dry - place a wet paper towel on the bottom of the jar if it is too dry. This month's Highlights magazine has a craft project for making cute little wheelbarrow planters for seedlings out of laundry detergent scoops. You cut a V-shape out of the handle to form the wheelbarrow's two handles, use a nail file to smooth any rough edges; use tacky craft glue to attach a button to the side of the scoop near the bottom front corners for wheels; decorate the barrow with stickers and glued on beads; fill partway with potting soil and plant a seed or two. Transplant seedlings when they are about 3 inches tall. Seeds for flowers to attract butterflies: nasturtium, zinnias, celosia, nicotiana, and cosmos. My 5 year old daughter did a butterfly craft project with paints from an Usborne craft book that was very simple and has great results. Fold a sheet of white or pale paper in half and crease it in the middle; open out the paper and squeeze blobs of two or three colors of bright paint onto one side; refold the paper and smooth gently to spread the paint; open again and see your pattern; leave the paint to dry; when dry, fold the paper and draw half a butterfly shape. Cut the shape out leaving the paper joined at the fold; then open it out. Optional: cut out a butterfly body/head from black construction paper and glue onto your butterfly; glue on antennae cut from black pipe cleaners or chenille stems. I think with a group, I would cut out the black butterfly bodies and antennae ahead. We just read a great book that would be a great read aloud for this age: Sphinx, the Story of a Caterpillar. Sorry, but I can't recall the author's name . Sphinx is actually the caterpillar of a Privet Hawk Moth, but it is a great story of his life. These caterpillars are actually called Sphinx caterpillars because they rear up their heads and the front part of their bodies when they are threatened, and they look a little bit like the Great Sphinx in Egypt when they do so. More connections - cool! Have fun! Laura ======================================== MESSAGE: Can you recommend a good science book? AUTHOR: Susan Kennedy DATE: Friday, 14 May 1999, at 7:56 p.m. My 11 yo dd is homeschooling for the first time this year after a diagnosis of scoliosis. She, her dad, and I decided that it would be easier to work with her treatment program without the commitment of a full school day. We are using the Oak Meadow curriculum for 6th grade and she is just flying thought it. For next year, however, she has balked at using the OM earth science curriculum, preferring physical science. I have no problem subsituting, but I don't want her to just totally miss earth science. I have noticed that whenever she does research she always wanders around the encyclopedia, using the pictures she sees to spark her interest about all sorts of topics. Can anyone recommend a good science book that would serve that same purpose with regard to earth science? I really think that if she casually encountered other science topics she would become enthusiastic about them, too. Thanks for a great board. Susan Kennedy ======================================== MESSAGE: Re: Can you recommend a good science book? AUTHOR: Jamie DATE: Friday, 14 May 1999, at 8:17 p.m. Response To: Can you recommend a good science book? Author: Susan Kennedy Date: Friday, 14 May 1999, at 7:56 p.m. I really like Sonlight's science curriculm. Instead of a text book they use `real' books,lots of Usborne and the like. Also you wouldn't be locked into a year, you can go up or down to suit your interest. > My 11 yo dd is homeschooling for > the first time this year after a diagnosis > of scoliosis. She, her dad, and I decided > that it would be easier to work with > her treatment program without the commitment > of a full school day. We are using the > Oak Meadow curriculum for 6th grade > and she is just flying thought it. For > next year, however, she has balked at > using the OM earth science curriculum, > preferring physical science. I have > no problem subsituting, but I don't > want her to just totally miss earth > science. I have noticed that whenever > she does research she always wanders > around the encyclopedia, using the pictures > she sees to spark her interest about > all sorts of topics. Can anyone recommend > a good science book that would serve > that same purpose with regard to earth > science? I really think that if she > casually encountered other science topics > she would become enthusiastic about > them, too. Thanks for a great board. > Susan Kennedy ======================================== MESSAGE: Chemistry AUTHOR: Marla DATE: Friday, 14 May 1999, at 8:55 p.m. Okay, I'm out of my league here and don't know where to begin to gather good, quality resources and materials for this subject. I have a ds going into 5th grade that would like to learn about chemistry. We did a study this year on electricity and he would like to try to learn about the former and combine it with the later. Since I have never taken chemistry in my life, I am lost. The only thing I'm aquanted with is the Periodic Table of Elements. Help!!!!! ======================================== MESSAGE: Re: Chemistry AUTHOR: Tamara DATE: Friday, 14 May 1999, at 11:17 p.m. Response To: Chemistry Author: Marla Date: Friday, 14 May 1999, at 8:55 p.m. lost. The only thing > I'm aquanted with is the Periodic Table > of Elements. Help!!!!! That's a start! I would suggest looking into "Friendly Chemistry". Here is a website and phone number. They will send you some information. I think you'll like it! It's great for people who have little or no chemistry knowledge! Kathleen Iuzzolino recommends it as well. ======================================== MESSAGE: Re: electrochemistry AUTHOR: Lisa Torres DATE: Saturday, 15 May 1999, at 4:20 a.m. Response To: Chemistry Author: Marla Date: Friday, 14 May 1999, at 8:55 p.m. You can begin with a lab where you make simple batteries. Read about Volta in an encyclopedia to get started; then make a voltaic pile: alternate two metals with filter paper soaked in salt water. Example: copper, zinc, filter paper, copper, zinc, filter paper, etc. You can also make a lemon cell: make slits in a lemon and place the metals in the slits. The lemon juice takes the place of the filter paper. You will need several pairs of metals in series to get enough voltage to light a flashlight bulb. Pennies are a good source of copper (use pre-1982 ones), iron nails can be the other metal. Naturally, the next step is to take apart a couple of batteries (caution: this is a job for an adult wearing safety goggles and gloves!) to see what's inside. You can saw them in half to get a good look. Many science books, encyclopedias, etc. will provide information about what exactly you're looking at and how it works. Of course, many chemical reactions involve electricity. The very atom itself is made of electrically charged particles! These reactions are important biologically (they cause our muscles to contract; they run photosynthesis and respiration; they send messages along our nerves...) They are also important to engineers (rusting, for example: one of the most costly chemical reactions! and all the reactions used to smelt metals). Look for "oxidation-reduction" or "redox" reactions to find out more about this. I'm registered with the mentor board, and would be glad to help through that forum if you'd like. Feel free to e-mail me if you're interested! > Okay, I'm out of my league here > and don't know where to begin to gather > good, quality resources and materials > for this subject. > I have a ds going into 5th grade > that would like to learn about chemistry. > We did a study this year on electricity > and he would like to try to learn about > the former and combine it with the later. > > Since I have never taken chemistry > in my life, I am lost. The only thing > I'm aquanted with is the Periodic Table > of Elements. Help!!!!! ======================================== MESSAGE: Re: electrochemistry AUTHOR: Marla DATE: Saturday, 15 May 1999, at 5:40 a.m. Response To: Re: electrochemistry Author: Lisa Torres Date: Saturday, 15 May 1999, at 4:20 a.m. We're working on the human body right now, but I am very interested in contacting you in September. Did you see the other suggestion regarding Freindly Chemistry? Would something like that be good for an 11 year old? The reviews sound like it would be easy to teach from. Thanks for your help and response. I have printed the informatiion you gave me. This is right up my son's alley. He loves experiments. ======================================== MESSAGE: Re: Civil War Re-enactments AUTHOR: Giovanna DATE: Saturday, 15 May 1999, at 10:49 a.m. > Was very surprised to find Civil > War reenactments going on all over the > U.S. including here in the Northwest. > If you're looking for that sort of thing > try an Infoseek search > +reenactment +Civil War > I also discovered by searching > "reenactment" there are all > sorts of goodies out there. Try the > following link for a listing of some > of the more prominent. Once on the homepage, > go to Upcoming Events or to the form > at the bottom of the page. The section > entitled Other Places leads you to interesting > links such as films, costume making, > historical societies and links to historical > pages. > Here is the URL for the site you linked. I didn't know that our little, bity town is so "historic". We live in Christmas, Florida (yes for real) and we have park with a fort. We attended a re enactment last year at the fort and it was a lot of fun. The fort was built to guard against Seminole indians. The fort was opened on Christmas Day and that is how our little town got its name. So yet... re enactments can be a lot of fun and very educational. ======================================== MESSAGE: Re: electrochemistry AUTHOR: Lisa Torres DATE: Saturday, 15 May 1999, at 3:31 p.m. Response To: Re: electrochemistry Author: Marla Date: Saturday, 15 May 1999, at 5:40 a.m. E-mail me when you're ready. I'm not familiar with Friendly Chemistry, but I've heard good things about it. > We're working on the human body > right now, but I am very interested > in contacting you in September. Did > you see the other suggestion regarding > Freindly Chemistry? Would something > like that be good for an 11 year old? > The reviews sound like it would be easy > to teach from. > Thanks for your help and response. > I have printed the informatiion you > gave me. This is right up my son's alley. > He loves experiments. > ======================================== MESSAGE: Re: Butterfly Ideas AUTHOR: Lisa Torres DATE: Saturday, 15 May 1999, at 3:36 p.m. Response To: Butterfly Ideas Author: LK Date: Thursday, 13 May 1999, at 9:37 p.m. Parsley and dill are great food for swallowtail caterpillars. (You can collect these caterpillars in a jar, feed them, and they will make a cocoon and later hatch.) Dill is easy to grow from seeds, so it might be a good "favor" to give out. > You might consider taking the kids > on a milkweed hunt. Monarch butterflies > like to lay their eggs on milkweed plants. > The emerging caterpillars eat the plant > exclusively. When they go into their > pupal state, monarchs hang their chrysalises > from milkweed leaves. Eating the milkweed > make the Monarch butterflies and caterpillars > taste bitter to their enemies which > is a protection. Milkweed is an easy > plant to identify and prolific almost > everywhere. Look for Monarch eggs on > the undersides of the leaves. If you > find any caterpillars on a milkweed > - it is probably a Monarch, you can > take them home and put them in a large > jar with holes punched in the lid or > a screened cage and provide them with > fresh milkweed daily to keep eating > until they form a pupae (also provide > twigs for them to "hang" their > pupa on). Keeping the jar humid is important > as a butterfly will not emerge if it > is too dry - place a wet paper towel > on the bottom of the jar if it is too > dry. > This month's Highlights magazine > has a craft project for making cute > little wheelbarrow planters for seedlings > out of laundry detergent scoops. You > cut a V-shape out of the handle to form > the wheelbarrow's two handles, use a > nail file to smooth any rough edges; > use tacky craft glue to attach a button > to the side of the scoop near the bottom > front corners for wheels; decorate the > barrow with stickers and glued on beads; > fill partway with potting soil and plant > a seed or two. Transplant seedlings > when they are about 3 inches tall. Seeds > for flowers to attract butterflies: > nasturtium, zinnias, celosia, nicotiana, > and cosmos. > My 5 year old daughter did a butterfly > craft project with paints from an Usborne > craft book that was very simple and > has great results. Fold a sheet of white > or pale paper in half and crease it > in the middle; open out the paper and > squeeze blobs of two or three colors > of bright paint onto one side; refold > the paper and smooth gently to spread > the paint; open again and see your pattern; > leave the paint to dry; when dry, fold > the paper and draw half a butterfly > shape. Cut the shape out leaving the > paper joined at the fold; then open > it out. Optional: cut out a butterfly > body/head from black construction paper > and glue onto your butterfly; glue on > antennae cut from black pipe cleaners > or chenille stems. I think with a group, > I would cut out the black butterfly > bodies and antennae ahead. > We just read a great book that > would be a great read aloud for this > age: Sphinx, the Story of a Caterpillar. > Sorry, but I can't recall the author's > name . Sphinx is actually the caterpillar > of a Privet Hawk Moth, but it is a great > story of his life. These caterpillars > are actually called Sphinx caterpillars > because they rear up their heads and > the front part of their bodies when > they are threatened, and they look a > little bit like the Great Sphinx in > Egypt when they do so. More connections > - cool! > Have fun! > Laura ======================================== MESSAGE: Frogs again! AUTHOR: Lisa Torres DATE: Saturday, 15 May 1999, at 3:41 p.m. I just had the last official meeting of the school year with my Girl Scout frog group. They made plans for a camping trip, summer activities (looking for malformed frogs), and training GS leaders (! the council invited them to give a training session!) in ecology. They decided to continue next year with frog call surveys, and to begin planning a big trip to visit a rain forest (maybe in Puerto Rico or Costa Rica?) Wowee, zowee! What a group! They're "naturals" in science! ======================================== MESSAGE: Tops...Rocks and Minerals AUTHOR: Jody C. DATE: Saturday, 15 May 1999, at 5:47 p.m. Response To: Can you recommend a good science book? Author: Susan Kennedy Date: Friday, 14 May 1999, at 7:56 p.m. > Our kids loved Tops Science Rocks and Minerals. It's not a science book, but a book with about 20 labs about rocks and mins. Real hands on and FULL of vocabulary and learning as you go. You can check it out at their website There are some free labs on each topic of science. Have fun! Jody ======================================== MESSAGE: Tops Solutions or Analysis... AUTHOR: Jody C. DATE: Saturday, 15 May 1999, at 5:52 p.m. Response To: Chemistry Author: Marla Date: Friday, 14 May 1999, at 8:55 p.m. Is he hands-on like my boys? My kids love Tops Science labs...all with stuff you use around the house, but organized to all fit together. My 6th grade daughter did Tops Solutions and loved it and my older son did Tops Analysis which is good too. All things I remember doing (some) of in high school, but easy to follow with Tops. There are sample labs for you to try on every topic. Have fun with it. Take a look at their website Jody ======================================== MESSAGE: Tops Oxidation too. AUTHOR: Jody C. DATE: Saturday, 15 May 1999, at 5:57 p.m. Response To: Tops Solutions or Analysis... Author: Jody C. Date: Saturday, 15 May 1999, at 5:52 p.m. > I just ordered Tops Oxidation, and it looks great! These are so simple to use and I'll bet he'll really take to it. Jody ======================================== MESSAGE: Re: Can you recommend a good science book? AUTHOR: Liz DATE: Saturday, 15 May 1999, at 8:47 p.m. Response To: Re: Can you recommend a good science book? Author: Jamie Date: Friday, 14 May 1999, at 8:17 p.m. I haven't used Sonlight, but DH is teaching Science this year and is very impressed with it. I think he plans to use it for grade 5 Science. It wouldn't hurt to check it out. I used Considering God's Creation for an earlier grade. It is written so that it can be used by multiple grades. I liked it, too. Liz > I really like Sonlight's science > curriculm. Instead of a text book they > use `real' books,lots of Usborne and > the like. Also you wouldn't be locked > into a year, you can go up or down to > suit your interest. ======================================== MESSAGE: Re: We made a cool World Geography Game and I need some input. AUTHOR: Marla DATE: Sunday, 16 May 1999, at 11:48 a.m. Response To: We made a cool World Geography Game and I need some input. Author: Dawne Date: Tuesday, 11 May 1999, at 8:06 p.m. Maybe you could ask questions about each of the 7 continents and having to collect so many chips per continent. Each continent could have their own designated color. Let me know how it goes. ========================================Back to the TopBack to the Digest Index