Honey, where's your Mac?

Hubby said tonight. "In the closet, why," I asked.
"Don't you need to get some files off there that you were supposed to repost?" He said.
"Yes dear." As I laughed.

The computer is in the closet, the wires...ummmm. I will repost homeschooling files soon, I think Blogger can handle storing them now or maybe Google Docs?

Top 50 EduTech Blogs

Great list, can't believe I'm on it.
http://www.onlinecolleges.org/50-edtech-blogs-every-homeschooler-should-bookmark/

First Look at MOTL

I hesitate posting about Math on the Level just yet because I have the Starter Set and we haven't used it yet. I went ahead and ordered the rest of the books already though because I am in love.

I have mixed feeling about a few elements so I just share my thoughts, it'll be fun to revisit this post after we've used it for a couple of months. I will not say negative because I don't feel there are true negatives in the program, it really depends on the user, so I'll say concerns instead.

1. There are no grade levels.
Positive: You can move at your child's pace and maturation. You have all you need for K-PreAlgebra (cost-effective) without having to buy anything else unless you choose to for convenience. A concept chart and a suggested teaching sequence are provided, as well as help from other users at the yahoo group.

Concern: There are NO grade levels! Lol. You decide what to teach at what time and you determine what your child is ready for. Of course the suggested teaching sequence is there but if you've used a math curricula- most have the scope & sequence laid out for you. There is no thinking about this on the teacher's part, you just follow the program. This of course is also a positive for the program - you don't have to follow someone else's idea of what is appropriate for your child. If you compare math programs, they are vastly different in scope & sequence - which means it doesn't really matter in the long run.

2. Record keeping
This is really another part of the fact there are no grade levels. There are two things the parent needs to keep track of: the concepts being taught and the 5-a-day reviews. The 5-a-days are 5 math problems that the child solves daily no matter what concept is being taught. The parent provides the problems for the 5-a-days, there are problems provided in the materials. The 5-a-day review has varying levels of frequency: daily, every 2 days, weekly, every 2 weeks, every 3 weeks.

Positive: You can work on what concepts your child needs at their pace. This makes the program spiral and mastery. Concepts are reviewed until a more advanced concept is taught to replace the simpler concept. Instead of using a math program that keeps revisiting the same concepts over and over again each year, the child is mastering the concepts and progressing forward into more advanced concepts as they are ready. The spiral approach is within the 5-a-day review, when the concepts are being reviewed every week then every 2 weeks, finally every 3 weeks. If the child does not do well with the concept then the problematic concept gets taught again and restarted on the review cycle.

Concern: There is a learning curve to figuring out how to use the record keeping yourself, the program provides samples and instructions but how you decide to use it in your own experience, is again...up to you. Another concern I have is the 5-a-days, when I use all of the sample problems, will I be able to make my own? I suspect the answer to this is yes, I will be able to make my own as other users have done or find other resources for problems online or from workbooks. The whole record keeping approach is new to me in math, I'm sure with time it will become second-nature but at first it is very intimidating.

3. Multi-level children can learn together
Children of different ages can be grouped together to cover the same general topic but at varying degrees of the concept. For example:
6 year old is learning how to identify and count money
8 year old is learning how to add or subtract with cent or dollar sign
12 year old is learning how to compute interest or tax
Everyone is learning about money.

Of course since they are different concepts, each child's 5-a-days will be different. One factor that I especially like is that I'm using ONE program for both kids, I can have Camille work on her 5-a-day while I work with Danny on his current concept. While Danny is working on his 5-a-day, I can work with Camille on her concept. Together as a family, we can play games to reinforce the concept.

Positive: Easier on the parent to teach multiple children without juggling multiple programs.
Concern: 5-a-days still need to be tailored to each child.

4. Real life math and teaching moments
Honestly, this was the hook that reeled me in. Real life math, games and utilizing teaching moments in LIFE is what I feel other program lack. Math is a part of life, not just a subject to study from 9:00 am to 9:30am Monday through Friday.

Of course the Concern here is how effective I'll be at taking advantage of real life situations but the positives are apparent. In the Math Adventures book alone:
Cooking: basic cooking activities; metric cooking; nutrition and meal planning/preparation; shopping
Using Money: playing store; games; budgeting and banking; creating a simple business
Travel Time: math games; mental math; math stories; music and memorization; fuel and mileage; maps; charting and graphing
Games: general principals of using games in school; tips for toddlers; purchased games; home-made games; active games
Vocabulary: basic vocabulary words; family vocabulary words; geometry words; geometry words defined
Unit Studies: Unit Studies and Math on the Level

I've already started implementing math in our life- it does take recognizing and optimizing the opportunities though. Yesterday, Danny, Camille and I went to the grocery store to pick up a few items- the kids wanted ice cream. They were both pointing at what type they would like while I was looking at the prices. Pet ice cream half gallon was $2.69 , Camille wanted to get individual pints that were $1.99 each. Instead of saying, "That will cost too much to buy them individually." I let her figure it out.

Camille the pints are $1.99 each so let's round that up to $2.00. How many do you think we'll need? She said, four, one for each of us. I asked her, what is 4 x 2? She said 8. I pointed at the half gallon and said, "how much is this half gallon that we can all share?" She replied, "$2.69." I asked her which one is the better buy? The individual pints that will cost $8 or the half-gallon that will cost $2.69. "Ptch. (I don't know how to translate mouth noises into type) The half-gallon is cheaper! I can't believe they charge so much for the pints!" Camille said.

Okay so in about 5 minutes she multiplied, compared a pint to half gallon and learned to be cost conscious! I'm sure there are other concepts that were touched upon but I'm still learning myself.

I'll figure out the record keeping bit but I'm 98% sure we have a new math program that we're going to LOVE. A few things I didn't touch on- The concepts are parent taught, the books provide all that you'll need including helpful visual aids in color, game suggestions, real life suggestions and different ways to present the concept, sometimes even with different manipulatives. The 5-a-days problems that are provided also have the answers.

Math is not my favorite subject and I consider myself a non-math mom. I don't feel I've touched on every thing about this program, I hope if it sounds interesting that you will read more at the Math on the Level website and join the yahoo group to ask other users.

UPDATE: I've decided to use the Suggested Teaching Sequence and leave the option for rabbit trails open instead of creating a teaching sequence.

Times Tales: A Kid's Review

Times Tales Deluxe

Science Reviews - Part 2

Katya's Book of Mushrooms by Katya Arnold is out of print but can be bought used or found in a library if you're lucky.

This is a fabulous book for mushrooms, a true living book with a passionate about the subject author. The author shares about different types of mushrooms, identifying (Latin names are provides as well as common names), how to hunt for mushrooms, poisonous ones to stay away from and plenty of anatomical depictions to learn from. My favorite section so far is the polypores, which are mushrooms which grow on trees. It's hard to believe but this book even has instructions for growing mushrooms at home.

The author mixes personal stories from her life which makes this book come alive for whoever reads it. I consider this a must-read for anyone studying mushrooms in their botany study.

Invisible Allies: Microbes that Shape Our Lives by Jeanette Farrell
and Invisible Enemies by Jeanette Farrell

These fascinating books about microbes are excellent reads, yet I would wait until later to read Invisible Enemies, it is indicated for 6th grade and up and contains social and cultural information about AIDS and other diseases that are best left to a more mature mind.

Invisible Allies could be read to a 3rd grader and up without trouble, possibly even a 2nd grade depending on the parent. Invisible Allies will send you on a journey of helpful microbes found in foods such as breads and yeast and even explores other cultures foods.


The Amateur Naturalist by Nick Barr
This is one book that offers so much that it would take me a long time to share it all! From picking a microscope, telescope to estimating a tree's height- this is one reference book worth having for any homeschool that has any inkling of wanting to do nature study. While the information may be dense for elementary students to read on their own, it can serve as a read aloud or handbook for nature study. This one book contains such varied information, it could replace a lot of smaller topic focused books we have on our shelves, including outside nature activity books. There are excellent instructions on how to make a cast of an animal's footprint, preserve a spider web for observation, and it goes on. This book on my list of 'have to buy' and I'm grateful for the time being my library houses it on the shelf so I can peruse it any time I wish unless someone else has discovered this gem!


I will conclude this post here and my reviews of books, I've had to switch gears to reading about math and researching resources that may help us achieve our goals of switching to a living math approach. We just received our copy of My Nature Journal by Adrienne Olmstead and we are extremely pleased. Camille loves that there are writing assignments in the book- I believe this base will help us develop stronger nature journals in the future which I've lacked direction in since we've started our nature studies. It has been touch and go for us regarding journaling, My Nature Journal is an excellent place to start.

Lastly, I will also recommend Science Notebooks: Writing about Inquiry by Brian Campbell and Lori Fulton. This is an excellent tool for any teacher on how to develop solid science notebooking skills. While The Well-Trained Mind by Susan Wise Bauer and Jessie Wise provided an outline for a science notebook, this book dives into the whys and hows.

Too many good books, so little time.

The Mystery of the Math Switcheroo

Last year when we had trouble in math, it was suggested to make a math lab for Camille- to provide a fun place to do math. We were living in our other house so I was able to do that in a corner. This concept has worked for Camille, she says math is her favorite subject. In our new home, we do not have a math lab.

Here's a friend's math lab that inspired me (and many others). We like Horizons Math- I've been saying that for a while and yet what I like about Horizons Math is that it is a colorful workbook curriculum with a teacher's guide. It is not too busy with graphics and it has a spiral approach so Camille keeps reviewing the same concepts over and over again.
I became a little restless last year, hence the math lab, I didn't feel like Horizons was hitting the mark with Camille. Now again, this year I feel the same. The only thing preventing me from switching last year is that I could not find a program that I felt comfortable with, I looked extensively as BJU Math, RightStart, Math U See and other programs that receive very positive reviews. Of course after reading Real Learning by Elizabeth Foss- living math was what I wanted to do but didn't feel the confidence or know-how to accomplish it.

So we stuck with Horizons and I patted myself on the back for staying the course. I think we tried a few different things to help, eventually deciding to cut Camille's work- if she completed the first 1/2 correctly she doesn't have to do the second 1/2. I've used the Teacher's Manual fully, lightly, as a resource and still, I'm not satisfied.

I bought manipulatives, games and then realized we I didn't want to spend so much time on math, the lessons themselves were taking 30 minutes to 1 hour and playing with manipulatives & games just made the time longer. It seems silly not to WANT to take more time for math, something so crucial but I had it ingrained in my head that it shouldn't take 2-3 hours a day, that was an indication of failure.

Now, in 3rd grade- I'm faced with the realization that Camille may not understand much of what I've taught her over the last three years, just enough to accomplish the work but not to apply anywhere else. Yesterday I had her "play" a math game online, easy addition...she scored 25%. What?!? She's in 3rd grade!

She has adapted to Horizons, she does not internalize what she is learning- she just applies her short-term memory to the task in front of her. That is why I've had to reteach the same concepts over and over again. She also is a complete pencil to paper student, unable to do much mental math. I'm unable to teach her how to do mental math because I'm not sure HOW. I've read a few mental math books and I get confused! Lol.

Now for the complete honesty of why I chose Horizons in the first place:
1. It is self-contained, bought in a set complete with teacher's manual.
2. It is cheaper than other programs.
3. It seems rigorous, covering what public school students are covering in the same grade level plus the 1/2 the concepts of the next grade level.
4. Others who use it are homeschoolers I respect and their success (of older students going through the program) was encouraging. Standardized test scores have been wonderful.

Now I realize that:
1. Self-contained is nice but not as important as how the information is presented and learned.
2. Cheaper is nice but not if it is not effective.
3. Rigorous, great but what use is that if your child is not learning the material?
4. Other homeschoolers teach differently, know how to teach math and provide the instruction outside of the teacher's manual. Camille's standardized test scores are not as important to me as what she is learning, anyone can learn to pass the test.

All this and she SAYS math is her favorite subject. Oh boy. Now again, faced with the instinct that she needs something different, I started looking around again- keeping my eyes and ears peeled for reviews of other math programs. In a Charlotte Mason yahoo group I participate in (I mostly read others' messages), the question was posed about living math and Math on the Level was mentioned by its author Carlita.

I think I love it, it is so different from what we're doing now and would provide ME the help I need to understand math in order to teach our children. The pace is determined by the kids, not by a scope and sequence of what a publisher thinks the children should be learning. Math on the Level has resonated with me although I'm still not 100% sure. I've looked at all the other living math curricula that others mention and none of the others make me feel like, "I can do this."


Singapore, Math U See and a few others confuse me, I'll admit. I'm not a math person. I grabbed my copy of 100 Top Picks for Homeschool Curriculum by Cathy Duffy (invaluable book, I've been using it since the beginning and still use it when I have trouble) and I'm also looking into Moving With Math.

We will continue using Horizons until I figure this out. I have many books coming from the library to help me.
1. About Teaching Mathematics a K-8 Resource by Marilyn Burns
2. Teach Your Child Math: Making it Fun for Both of You by Arthur Benjamin
3. Family Math by Jean Kerr Stenmark

and from BookMooch.com (online book trading)
1. Mathematical Reasoning for Elementary Teachers (a textbook on how to teach math)
2. A Collection of Math Lessons from Grades 3-6 by Marilyn Burns

It is my hope with this post to have identified the exact reasons why I'm contemplating a switch in math programs, I am not looking just for the sake of wanting something new. Of course, if I find a different solution, I will post about it but for now- the research continues.

Science Reviews - Part 1

I have several books I wish to review for science, ones that are not mentioned often in my homeschooling circles and selections I've made for our own learning experience or ones I have seriously considered. This is Science Reviews - Part 1, which will be followed by probably two more posts which I will add the links as the posts are done.

I'll start with The Animal Atlas by Anita Ganeri published by Hammond.
ISBN 0-8437-0918-9

We will be using Galloping the Globe in kindergarten next year and for science we will be focusing on biomes and world geography (landforms and political), getting acquainted with the world. I went to Barnes & Noble and pulled every single animal encyclopedia and atlas from the shelf and compared them all.

The Animal Atlas stood out for me because it is organized well, the chapters are regions and types of biomes. First there's a two page spread about the World with a map showing where all the different biomes are in the world. This is an overview of what will be covered in the book.

In the North America page spread, there is a physical map of North America that shows the mountain ranges, including snow covered peaks, labels the major areas of water and places a silhouette of animals found all over the map from the Arctic Ocean to the Caribbean Sea where North America meets South America. There is a fabulous picture of an desert biome with various animals that would lend itself well for identifying the food chain. The next two page spread, still for North America, is a closer look at the animals from Forest and Tundra.

In each chapter the same format follows, map with physical geography, a biome(s) highlighted from the area, one or more pictures of several animals in a habitat.

How the book is organized:
North America - Forest and Tundra
South America - Mountain and Grassland
South America - Amazon Rain Forest
Africa - Rain Forest
Africa - Grassland and Desert
Europe
Asia - Forest, Grasslands, and Desert
Asia - Southeast Asian Rain Forest
Australasia
The Oceans
Polar Regions

This is an excellent book for kindergarten, a great "meet the world" type of book that isn't overwhelming or too busy with graphics. I also looked at Animal Atlas by Two Can Publishing ISBN 1-58728-098-1 and while it covers the same information it is also very busy and in my opinion is not of the same quality as Hammond's book.

For our first grade animal studies, I chose a different book because we will be diving into more information at that point. Again with the pile of book in front of me at Barnes & Noble including many of the favorites I see online like DK's Encyclopedia of Animals, I chose another DK book, Animals: A Visual Encyclopedia. I do not have the book to review it, I put it back on the shelf after copying its ISBN number to find the best price online. Amazon does offer an inside view.

--------------------------

Learning from the Land: Teaching Ecology Through Stories and Activities by Brian "Fox" Ellis, ISBN 1-56308-563-1

The author had two goals in mind when writing this book: to provide opportunities for adventure and empathy while bringing scientific facts to life and to teach basic science skills while integrating storytelling and creative writing.

Can you say living book? If you have ever witnessed a storyteller in person, you may have walked away with the same feeling as I did, I would love to learn how to do that! This book teaches you how while building scientific knowledge through experiments and creative writing assignments.

The book contains nine original stories that incorporate an array of scientific concepts. The stories can be adapted for any age level, the author says that the combination of unusual facts, poetic metaphor and allusions to the complexity of nature can hold the attention of younger children as well as professional naturalists.

Following each story are student-tested activities as well as the activities within each story that are easily adapted to various grade levels with more or less pre-teaching and step-by-step coaching. The author says this book is just a starting point, his ultimate goal is to have students move into the outdoors and observe ecological processes firsthand, measuring and evaluating what they observe and then creating stories to tell their peers.

This book would be perfect for a group but can be used in an individual homeschool, I envision a fabulous co-op class following this book.

Here's a look at one of the chapters, Walter the Water Molecule. On the introduction page there is a quote by Percy Bysshe Shelley from The Cloud - "I bring fresh showers for the thirsting flowers, From the seas and the streams" then after 4 pages of story (fabulous!) there are follow-up ideas for "Walter the Water Molecule" including:

- Correlating Maps and Diagrams
highlighting observation, communication, prediction and inference science skills. The materials used are The Water Cycle worksheet (provided), photocopies of each of the following:
1. outline map of the world
2. outline map of the United States
3. outline map of your city
4. outline of the human body

There are several different activities to do:
1. Using a world map, students trace global weather patterns; jet streams; and the path of water from the sea to a cloud to an aquifer or other water source, and back to the sea. More suggestions provided.
2. Using a national map, students trace local weather patterns and the path of water from the ocean; to the clouds; to the river, lake or aquifer that provides drinking water for their city; to the city and back to the sea.
3. With a map of their city, students map their local water supply. (Condensing and paraphasing) Treatment plant to their home; the home's plumbing system and wastewater plumbing back to the treatment plant.
4. With the diagram of the body, students map the circulatory system. More suggestions provided.

-The Circular Storytelling Game
Students are to write their own version of the water cycle story

- How Much of Me is Water?
metric measurement and prediction
Materials: Bathroom scale, worksheet (provided), buckets, water, sand or hair, leather, bones
Instructions follow

-How Much of This is Water?
metric measurement, classification, communication, identify variables, design investigations
Materials: Fresh and dried foods, pencil and paper, metric scales
Dehydration is discussed and students measure the amount of water in various foods. (Instructions follow)

-Evaporation
metric measurement, prediction, design investigations
Materials: glass jars, water, salt, food coloring, flower or leafy branch, microscope, slide showing stomata, barometer, thermometer, hygrometer

and to end the chapter of Walter the Water Molecule, there is a picture for younger students to use to trace the possible routes of Walter through the water cycle.

In other chapters, other books are recommended for extra reading and some for experiments. The Lorax by Dr. Suess is included to explore social action and citizenship.

This book provides so many elements for just nine stories, it is an excellent resource for studying ecology and a perfect unit study. I actually feel a bit spoiled, after seeing something that weaves fables, tall tales with scientific inquiry- I want this approach for all our science studies! All the different fields of science are touched with the nine stories, there are elements of chemistry, physical science, life science and definitely earth science intertwined within the experiments and stories.

*This book does include evolutionary content and I implore that anyone considering it attempt to get it from your library to preview first as I do with any of the books I review.

Stepped or Leveled Reader Resource List

I Can Read book = (ICR)
http://www.icanread.com/
level 1 = shared reading (preschool - 2)
level 2 = beginning readings (K-2)
level 3 = reading alone (gr. 1-3)
level 4 = advanced reading (gr. 2-4)

All Aboard Reading books = (AAR)
level 1 = for ages 4-6
level 2 = for ages 6-8
level 3 = for ages 7-9

Step Into Reading = (SIR)
http://www.randomhouse.com/kids/books/step/
level 1 = ready to read
level 2 = reading with
level 3 = reading on your own
level 4 = reading paragraphs
level 5 = ready for chapters

DK Readers = (DK) -- AND --
Eyewitness Readers = (EW)
http://www.dorlingkindersley-uk.co.uk/static/html/uk/series/readers.html
level 1 = beginning to read
level 2 = beginning to read alone
level 3 = reading alone
level 4 = proficient readers

Carolrhoda = (CR)
http://www.lernerbooks.com/




WORLD CULTURE

"Holiday! Celebration Days Around the World" (DK2) -- DK Publishers
"Mendel's Accordion (CR) -- Heidi Smith Hyde -- Jewish Klesmer music (gr. K-3)



WORLD HISTORY


Ancient Egypt
"Egyptians Gods and Goddesses" (AAR2) -- Henry Barker
"Mummies" (AARs) -- Joyce Milton
"Tut's Mummy: Lost and Found" (SIR4) -- Judy Donnelly
"Secrets of the Mummies" (EW4) -- Harriet Griffey


Ancient Greece
"Flying Horse: The Story of Pegasus" (AAR1) -- Jane Mason
"Snake Hair: The Story of Medusa" (AAR2) -- Stephanie Spinner
"The Trojan Horse: How the Greeks Won the War" (SIR5) -- Emily Little


Ancient Rome
"Pompeii... Buried Alive!" (SIR4) -- Edith Davis


Stone Age Europe
"Ice Mummy: Discovery of a 3,000 year old Man" (SIR4) -- Cathy Dubowski


Medieval
"Knights" (AAR2) -- Catherine Daly-Weir

1500s - Explorers
"Terror on the Amazon: The Search for El Dorado" (DK3) -- Linda Martin


Holland 1600s
"The Great Tulip Trade" (SIR3) -- Beth Brust
(a lightweight, fanciful story, but the "tulip passion" at that time was real)

1880s -1890s
"The Big Balloon Race" (ICR3) -- Eleanor Coerr


Modern Times
1912 - Atlantic Ocean
"The Titanic: Lost and Found" (SIR4) -- Judy Donnelly
"Titanic: A Survivor's Story" (DK2) -- Linda Martin
"Titanic" (EW3) -- Mark Dubowski

1920s - England/Egypt
"Tut's Mummy: Lost and Found" (SIR4) -- Judy Donnelly

1930s - England/Tibet
"To The Top! Climbing the World's Highest Mountain" (SIR5) -- Sydelle Kramer



U.S. HISTORY


GENERAL
"Red, White and Blue: Story of the American Flag" (AAR2) -- John Herman
"The Statue of Liberty" (SIR2) -- Lucille Penner
"First Kids" (SIR4) -- Gibbs Davis (children of Presidents, lived in White House)

1600s-1770s - Colonial
"Small Wolf" (ICR3) -- Nathaniel Benchley (Native American viewpoint)
"Finding Providence" (ICR4) -- Avi (1635) -- founding of Rhode Island capital)
"George Washington's Mother" (AAR3) -- Jeanne Fritz
"George Washington and the General's Dog" (SIR3) -- Frank Murphy
"Thomas Jefferson's Feast" (SIR4) -- Frank Murphy

1775 - Revolutionary War
"Paul Revere's Ride" (SIR3) -- Shana Corey
"The 18 Penny Goose" (ICR3) -- Sally Walker
"Sam the Minuteman" (ICR3) -- Nathaniel Benchley
"George the Drummer Boy" (ICR3) -- Nathaniel Benchley
"The Boston Coffee Party" (ICR3) -- Doreen Rappaport (silly story)

1800s
"Sacajawea" (AAR2) -- Joyce Milton
"Lewis & Clark: A Prairie Dog for the President" (SIR3) -- Shirley Redmond (1804)

1810s
"The Battle for St. Michaels" (ICR4) -- Emily McCully (War of 1812)

1820s
n/a

1830s
"Trail of Tears" (SIR5) -- Joseph Bruchac (1838)
"Amistad: The Story of a Slave Ship" (AAR3) -- Patricia McKissack (1838)

1840s
"Chang's Paper Pony" (ICR3) -- Eleanor Coerr
(1849 Gold Rush/Chinese immigrant)

1850s
"The Drinking Gourd" (ICR3) -- by F.N. Monjo (Underground Railroad)
"Escape North! Story of Harriet Tubman" (SIR4) -- Monica Kulling (Underground Railroad)
"Almost to Freedom" (CR age K-2nd) -- Vaunda Nelson

1860s
"Buffalo Bill and the Pony Express" (ICR3) -- Eleanor Coerr (1861 Pony Express)
"Civil War Sub: Mystery of the Hunley" (AAR3) -- Kate Jerome (Civil War)
"USS Monitor: Iron Warship That Changed the World" (AAR3) -- Gare Thompson
"Just a Few Words, Mr. Lincoln: Story of Gettysburg" (AAR3) -- Jeanne Fritz
"Abe Lincoln's Hat" (SIR3) -- Martha Brenner

1870s
"The Long Way to a New Land" (ICR3) -- Joan Sandin (immigrants)
"The Long Way Westward" (ICR3) -- Joan Sandin (immigrants go west)
"At Home in a New Land" (ICR3)-- Joan Sandin
"Wagon Train" (AAR2) -- Sydelle Kramer

"Wagon Wheels" (ICR3) -- Barbara Brenner (true; black pioneer family)
"The Josefina Story Quilt" (ICR3) -- Eleanor Coerr (true; wagon train)
"Snowshoe Thompson" (ICR3) -- Nancy Levinson (true)
"Daniel's Duck" (ICR3) -- by Clyde Bulla

"The Golly Sisters Go West" (ICR3) -- by Betsy Byars (silly story)
"The Golly Sisters Ride Again" (ICR3) -- by Betsy Byars (silly story)


1880s
"Dinosaur Hunter" (ICR4) -- Elaine Alphin
"Prairie School" (ICR4) -- Avi

1890s & 1900s
n/a

1904 - "First Flight: The Story of Tom Tate..." (ICR4) -- George Shea
1905- "Clara and the Bookwagon" (ICR3) -- by Nancy Levinson

"Eat My Dust! Henry Ford's First Race" (SIR3) -- Monica Kulling


1920s

1920 - "Man O'War" (SIR3) -- Jennifer Mckerly
1927 - "Night Flight: Charles Lindbergh's..." (AAR2) -- Sydelle Kramer


1930s

"Dust for Dinner" (ICR3) -- Ann Turner (Dust Bowl/Depresssion)
"Horse Named Seabiscuit" (AAR3) -- Mark Duvowski (grandson of Man O'War)

"Time Warp Trio: The High and Flighty" (ICR3) -- Jon Scieszka (silly story) (Amelia Earhart)


1940s

"Keeping the Promise: A Torah's Journey" (CR for K-3rd) -- Tami Lehman-Wilzig


1960s

Civil Rights Movement
"Martin Luther King, Jr. and the March on Washington" (AAR2) -- Frances Ruffin

Space Race
"Race Into Space" (SIR4) -- Eric Arnold
"Moonwalk" (SIR5) -- Judy Donnelly



BIOGRAPHIES

"Joan of Arc" (SIR4) -- Shana Corey

1400s
"Christopher Columbus" (SIR3) -- Stephen Krensky

1600s
"Pocahontas: An American Princess" (AAR3) -- Joyce Milton
"The True Story of Pocahontas" (SIR3) -- Lucille Penner
"The First Thanksgiving" (SIR3) -- Linda Hayward

1700s
"Johnny Appleseed" (AAR1) -- Patricia Demuth
Johnny Appleseed: My Story" (SIR3) -- David Harrison
"George Washington's Mother" (AAR3) -- Jeanne Fritz
"George Washington and the General's Dog" (SIR3) -- Frank Murphy
"Thomas Jefferson's Feast" (SIR4) -- Frank Murphy

1800s
"Sacajawea" (AAR2) -- Joyce Milton
"Escape North! The Story of Harriet Tubman" (SIR4) -- Monica Kulling
"Buffalo Bill and the Pony Express" (ICR3) -- by Eleanor Coerr
"Snowshoe Thompson" (ICR3) -- by Nancy Levinson
"Sitting Bull" (AAR2) -- Lucille Penner
"Helen Keller: Courage in the Dark" (SIR4) -- Johanna Hurwitz

1900s
"First Flight: The Story of Tom Tate..." (ICR4) -- George Shea
"Night Flight: Charles Lindbergh's Incredible Ad..." (AAR2) -- Sydelle Kramer
"Babe Ruth Saves Baseball" (SIR3) -- Frank Murphy
"Free At Last: Story of Martin Luther King, Jr." (DK4) -- Angela Bull
"The Great Houdini: World Famous Magician & Escape Artist" (SIR4) -- Monica Kulling
"Anne Frank Biography" (DK3) -- Linda Martin

2000s
"Jackie Robinson and the Story of All Black Baseball" (SIR5) -- Jim O'Connor
"Lance Armstrong: The Race of His Life" (AAR3) -- Kristin Armstrong
"Sammy Sosa: Homerun King" (AAR3) -- Laura Driscoll
"Tiger Woods" (AAR3) -- Andrew Gutelle
"Tony Hawk & Andy MacDonald: Ride to the Top" (AAR3) -- Kelli Chipponeri
"Stock Car Kings" (AAR2) -- Andrew Gutelle
"Shaquille O'Neal: Man of Steel" (AAR3) -- Douglas Bradshaw
"Hoop Stars" (AAR3) -- Sydelle Kramer
"Basketball's Greatest Players" (SIR5) -- Sydelle Kramer
"Baseball's Best: Five True Stories" (SIR5) -- Andrew Gutelle
"baseball's Greatest Hitters" (SIR5) -- Sydelle Kramer
"Great Women Atletes" (SIR5) -- Darice Bailer



SCIENCE

General Science
"Greg's Microscope" (ICR3) -- by Millicent Selsam
"The Story of Chocolate" (DK3) -- Caryn Jenner

Earth Science
Volcanoes
"Hill of Fire" (ICR3) -- by Thomas Lewis
"Volcanoes: Mountains That Blow Their Tops" (AAR2) -- Nicholas Nirgiotis
"Volcanoes!" (SIR4) -- Eric Arnold
"Pompeii... Buried Alive!" (SIR4) -- Edith Davis

Earthquakes
"Earthquakes" (AAR2) -- Jennifer Dussling (photos of 1964 quake in Alaska)
"Quakes" (SIR5) -- Catherine McMorrow

Weather
"Pink Snow and Other Weird Weather" (AAR2) -- Jennifer Dussling
"Storm Chasers" (AAR3) -- Gail Herman
"Twisters!" (DK2) -- Kate Hayden

Astronomy - Nature
"Planets" (AAR2) -- Jennifer Dussling
"Mars: The Red Planet" (AAR3) -- Patricia Demuth
"Starry Sky" (DK2) -- DK Publishers (stars and constellations)
"Old Shell New Shell: A Coral Reef Tale" -- Helen Ward (PK-3rd)

Astronomy - Man
"Race Into Space" (SIR4) -- Eric Arnold
"Rockets and Spaceships (DK1) -- Karen Wallace
"Astronaut: Living in Space" (DK2) -- Kate Hayden

Physics

Natural Phenomenon
"Water" (AAR1) -- Emily Neye
"Lightning: It's Electrifying" (AAR3) -- Jennifer Dussling

Manmade
"Motocycles!" (SIR3) -- Susan Goodman
"Heavy Duty Trucks" (SIR3) -- Joyce Milton
"Choppers!" (SIR4) -- Susan Goodman
"Submarines" (SIR4) -- Sydelle Kramer

Life Science

Environment
"Earth Smart: How To Take Care of Environment" (DK2) -- Ashley Jacquavis

Plants
"Apples and How They Grow" (AAR1) -- Laura Driscoll
"Hungry Plants" (SIR4) -- Mary Batten
"The Secret Life of Trees" (EW2) -- Barbara Hazen

Human Body
"You Can't Smell A Flower with Your Ear" (AAR2) -- Joanna Cole (5 senses)
"Bones" (SIR2) -- Stephen Krensky

Animals

General
"The Bravest Dog Ever: The True Story of Balto" (SIR3) -- Natalie Standiford
"The Bravest Cat: The True Story of Scarlet" (AAR1) -- Laura Driscoll
"The Animal Rescue Club" (ICR4) -- John Himmelman
"Amazing Arctic Animals" (AAR2) -- Jackie Glassman
"Freak Out!: Animals Beyond Wildest Imagination" (AAR2) -- Ginjer Clarke
"Gross Out!: Animals That Do Disgusting Things" (AAR2) -- Ginjer Clarke
"Whose Feet?" (SIR2) -- Nina Hess (functions of various animal feet)
"Animal Hide and Seek" (DK1) -- DK Publishers (animal camoflauge)
"Feathers, Flippers and Feet" (DK2) -- DK Publishers
"Munching, Crunching, Sniffing..." (EW2) -- Brian Moses (animal mouths)

Dinosaurs
"Dinosaur Time" (ICR1) by Peggy Parish
"After The Dinosaurs" (ICR2) by Charlotte Lewis Brown
"Beyond The Dinosaurs" (ICR2) by Charlotte Lewis Brown
"The Day The Dinosaurs Died" (ICR2) by Charlotte Lewis Brown
"Dinosaur Hunter" (ICR4) -- by Elaine Alphin (1880s dino hunters)
"Dinosaur Hungers" (SIR5) -- Kate McMullan (modern dino hunters)
"Dinosaur Eggs" (AAR2) -- Jennifer Dussling
"Dinosaur Babyies (SIR2) -- Lucille Penner
"Dinosaur Days" (SIR3) -- Joyce Milton
"Dactyls! Dragons of the Air" (SIR4) -- Robert Bakker
"Dino Dung" (SIR5) -- Karen Chin
"T-Rex: Huner or Scavenger?" (SIR5) -- Thomas Holz
"Dinosaur Detectives" (DK4) -- Linda Martin

Mammals - Land

"Amazing Gorillas!" (ICR2) by Sarah L. Thomson
"Gorillas" (AAR2) -- Patricia Demuth
"Gorillas: Gentle Giants of the Forest" (SIR3) -- Joyce Milton
"Wild Cats" (SIR4) -- Mary Batten
"Tigers" ICR2) (Wildlife Conservation Society) by Sarah L. Thomson
"Big Cats" (AAR2) -- Joyce Milton
"Cheetah Cubs" (AAR2) -- Ginjer Clarke
"Wild, Wild Wolves" (SIR3) -- Joyce Milton
"Horses" (AAR2) -- Laura Driscoll
"Ponies" (AAR2) -- Pam and Belviso Pollack
"Baby Wolf" (AAR2) -- Mary Batten
"Bats: Creatures of the Night" (AAR2) -- Joyce Milton
"Bear Cub" (AAR2) -- Pam and Belviso Pollack
"Platypus!) (SIR2) -- Ginjer Clarke

Mammals - Ocean

"Amazing Dolphins!" (ICR2) -- by Sarah L. Thomson
"Do Dolphins Really Smile?" (AAR2) -- Laura Driscoll
"Dolphins" (SIR3) -- Sharon Bokoske
"Whales" (AAR2) -- Graham Faiella
"Whales: The Gentle Giants" (SIR3) -- Joyce Milton
"Journey of a Humpback Whale" (DK2) -- Caryn Jenner

Fish
"Amazing Sharks!" (ICR2) by Sarah L. Thomson
"Hungry, Hungry Sharks!" (SIR3) -- Joanna Cole

Ocean Creatures
"Giant Squid: Mystery of the Deep" (AAR2) -- Jennifer Dussling
"Tentacles! Tales of the Giant Squid" (SIR3) -- Shirley Redmond
"Way Down Deep: Strange Ocean Creatures" (AAR2) -- Patricia Demuth

Reptiles/ Amphibians
"Amazing Snakes!" (ICR2 by Sarah L. Thomson
"Snakes" (AAR2) -- Patricia Demuth
"S-s-snakes!" (SIR3) -- Lucille Penner
"Amazing Whales!" (ICR2) by Sarah L. Thomson
"Turtles" (AAR1) -- Jodi Huelin
"Giant Lizards" (AAR2) -- Ginjer Clarke
"Baby Alligator" (AAR2) -- Ginjer Clarke
"Frogs" (AAR1) -- Laura Driscoll

Birds
"Robins: Songbirds of Spring" (CR for K-3rd) -- Mia Posada
"Time Warp Trio: South Pole or Bust" (ICR3) -- by Jon Scieszka (silly story)

Insects/Arachnids
"Butterflies" (AAR2) -- Emily Neye
"Honeybees" (AAR2) -- Joyce Milton
"Honeybees" (SIR2) -- Emily Neye
"Monster Bugs" (SIR3) -- Lucille Penner
"Spider's Lunch: All About Garden Spiders" (AAR1) -- Joanna Cole
"Bugs! Bugs! Bugs!" (EW2) -- Jennifer Dussling
"Ladybugs: Red, Fiery, and Bright" (CR for K-3rd) -- Mia Posada


MATH

Money/Small Business Concepts
"Arthur's Funny Money" (ICR2) by Lillian Hoban

Patterns
"Busy Bugs: A Book about Patterns " (AAR1) -- Jayne Harvey
" Pattern Fish" -- Trudy Harris -- (PK-2nd)
" Pattern Bugs" -- Trudy Harris -- (PK-2nd)

Sorting
"Cat Show" (AAR1) -- Jayne Harvey

Sets
"One Hundred Shoes" (SIR2) -- charles Ghigna

Shapes
"Shape Spotters" (AAR1) -- Megan Bryant

Counting
"Five Silly Fishermen" (SIR2) -- Roberta Edwards
"100 Monsters in My School" (AAR2 )-- Bonnie Bader
"20 Hungry Piggies" -- Trudy Harris (PK-2nd) -- counting and ordinal numbers

Weighing/Comparison
"The Dragon's Scales" (SIR3) -- Sarah Albee
"How Big is Big" -- Stephen Strauss (PK-2nd)
"Little Numbers" -- Edward Packard (K-4th) -- fractional and decimal numbers

Graphs
"Graphs" (AAR2 )-- Bonnie Bader
"Fly on the Ceiling" (SIR4) -- Julie Glass

Money
"A Dollar For Penny" (SIR) -- Julie Glass
"Bowwow Bake Sale" (AAR3 )-- Judith Stamper

Arithmetic
"The Smushy Bus" -- Leslie Helakoski -- all 4 operations (K-3rd)
"Breakfast at Danny's Diner" (AAR3 )-- Judith Stamper -- multiplication

Math is Categorical series
"The Mission of Addition" -- Brian Cleary -- addition (K-3rd)
"The Action of Subtraction" -- Brian Cleary -- subtraction (K-3rd)

Fractions
"Go, Fractions!" (AAR3 )-- Judith StamperPatterns

Math Matters series (K-3rd) -- delightful math dilemnas, clever character solutions
"The 100-Pound Problem" -- Jennifer Dussling -- weight
"All Aboard" -- Daphne Skinner -- time/schedule
"Bad Luck Brad" -- Gail Herman -- estimating
"Carrie Measures Up" -- Linda Aber -- measuring
"Chickens on the Move" -- Pam Pollack -- area and perimeter
"Clean Sweep Campers" -- Lucille Penner -- fractions
"A Collection for Kate" -- Barbara deRubertis -- sorting
"Everybody Wins" -- Sheila Bruce -- division
"Grandma's Button Box" -- Linda Aber -- sorting
"It's About Time, Max!" -- Kitty Richards -- telling time
"Sam's Sneaker Squares" -- Nat Gabriel -- measuring
"Stacks of Trouble" -- Martha Brenner -- multiplication
"Tightwad Tod" -- Daphne Skinner -- money
"Where's That Bone" -- Lucille Penner -- mapping
"Who's Got Spots" -- Linda Aber -- organizing information with tallies and graphs
"X Marks the Spot" -- Lucille Penner -- mapping



LANGUAGE ARTS

Words Are Categorical series (K-3rd)
"A Mink, A Fink, a Skating Rink: What is a Noun?" -- Brian Cleary
"A Lime, A Mime, a Pool of Slime: More About Nouns" -- Brian Cleary
"To Root, to Toot, to Parachute: What is a Verb? -- Brian Cleary
"Slide, Slurp, Scratch and Burp: More About Verbs" -- Brian Cleary
"Hairy, Scary, Ordinary: What is an Adjective?" -- Brian Cleary
"Dearly, Nearly, Insincerely: What is an Adverb?" -- Brian Cleary
"I and You and Don't Forget Who: What is a Pronoun?" -- Brian Cleary
"Under, Over, By the Clover: What is a Preposition?" -- Brian Cleary
"Pitch and Throw, Grasp and Know: What is a Synonym? -- Brian Cleary
"How Much Can a Bare Bear Bear: What are Homonyms and Homophones?"
"Stop and Go, Yes and No: What is an Antinym?" -- Brian Cleary

"Rhyme and Punishment: Adventures in Wordplay" -- Brian Cleary

Millbrook Picture Book series (www.lernerbooks.com)
"Written Anything Good Lately?" -- Susan Allen -- (K-4th) -- 26 types of writing
"Read Anything Good Lately" -- Susan Allen -- (K-4th) -- 26 types of things to read


POETRY

"Blast Off!" (ICR3) -- by Lee Bennett Hopkins
"Weather: Poems For All Seasons" (ICR3) -- by Lee Bennett Hopkins
"Surprises" (ICR3) -- by Lee Bennett Hopkins
"It's Snowing! It's Snowing!" (ICR3) -- by Jack Prelutsky
"Caveman Manners and Other Polite Poems" (AAR2) -- David Steinburg
"Club Pet and Other Funny Poems" (AAR2) -- David Steinburg
"Grasshopper Pie and Other Poems (AAR2) -- David Steinburg
"I Brought My Rat for Sjow and Tell" (AAR2) -- Joan Horton
"Rainbow Soup: Adventures in Poetry" -- Brian Cleary


ART (www.lernerbooks.com)

"Anna's Art Adventure" (CR for gr. K-3rd) -- Bjorn Sortland (artists)
"The Story of the Search for the Story" (CR for gr. K-3rd) -- Bjorn Sortland (authors)

"Art Is..." (Bob Raczka) -- (K-4th)
"Unlikely Pairs: Fun With Famous Works of Art" -- Bob Raczka (PK-4th)
"3D ABC: A Sculptural Alphabet" -- Bob Raczka (PK-4th)
"No One Saw: Ordinary Things Through Eyes of An Artist" -- Bob Raczka (PK-2nd)
"More Than Meets the Eye: Seeing Art With All Five Senses" -- Bob Raczka (K-4th)
"Here's Looking At Me: How Artists See Themselves -- Bob Raczka (gr .2-5)

This is another homeschooler's list, she's amazes me with impressive book lists, and this is just ONE of them. I'm posting these because she doesn't have a blog and she doesn't want to be identified, I think she's scared I would stalk her. Lol.

This will be linked at Paula's Archives for future reference.

Animals in 5th Grade

I've been thinking about what we'll be using next year in 4th grade for science lately and I've been tremendously blessed as all the options that I'm considering are in someway or another on their way to me. A generous fellow homeschooler has allowed me to preview her copy of The Elements: Ingredients of the Universe by Ellen McHenry, I purchased a used copy of God's Design for Chemistry: Properties of Atoms and Molecules for less than half the retail price and I have a few books coming from the library via interlibrary loan so I can have all the options side by side and make a decision about our 4th grade studies.

A friend recently asked me about studying biomes, which is what we'll be doing in 5th grade and as I was providing her links and resources it dawned on me that I didn't know what we were going to do! Before I put that thought off thinking it's too soon to develop a plan for 5th-8th studies, I realized that what we do in 5th and up will determine how I need to approach our studies in 4th and even now in 3rd. I don't want 5th grade to be *BAM*, now you're in 5th grade you need to start doing this and that. I want 4th grade to be the bridge between what we're doing now and what we will be doing. A perfect example is science vocabulary, if I expect Camille to write out 5-10 words and their definitions a week in 5th, I want to start her out with 2-3 words a week now in 3rd or 4th.

I looked at all the major curricula available on the homeschool market. I gave everything a chance and I could not find something that covered animals in a way that would be challenging to us that would hold our interest for an entire year and still allow us to read living books or provide enough hands-on, learning through doing type of approach. I decided that I'd make our own and build all the major different habitats in whatever ways we could. I found the book Habitats by Pamela Hickman at www.christianbook.com for $2.99 and decided that would be our real life application. The only thing left to do was to find a spine to use for the nonfiction information. I also decided that I needed to find a new spine for Danny since when Camille is in 5th, he'll be in 1st and we'll being doing our science together.

Sitting on my shelf from a sale purchase I made last year was Animals Alive! An Ecological Guide to Animal Activities by Dennis Holley. Dennis Holley is a biology teacher for grades 4-12 and has won two prestigious awards for his alternative curriculum used in Animals Alive! On the back of the book the story of a court case where a judge ruled that a girl would not be obligated to dissect a frog is presented with the challenge of whether or not the same lessons can be taught without killing animals.

The author warns that this book was not written to be fully integrated with any other subject area or any specific grade level.

Each chapter of the book addresses a major phylum of animal and presents information about :
-phylum's classification
-diversity and distribution (anatomical characteristics and habitats)
-collection of specimens
-maintenance of specimens
-health and safety issues concerning the specimens

-Teaching Strategies which include:

Observation: Observe and investigate the structure, movement, feeding, behavior/response and reproduction/growth of the specimen
a. Under behavior and response, students will explore geotaxis, thermotaxis, galvanotaxis, phototaxis, magnetotaxis, hydrotaxis, thigmotaxis, chemotaxis, rheotaxis

Ecology: investigating the habitat and surroundings of the animal and discover its place in nature.

Integration: Activities to integrate what the student has learned with writing, fine arts, social studies (history and geography), and societal/environmental issues. Math skills are also used when possible including constructing and analyzing data tables and graphes, measuring, calculating, and problem solving.

Chapter questions, activities and challenges are designed to be used in hands-on experiences in which students are actively involved in scientific investigation. When possible, they follow an inquiry-oriented approach designed to develop the following science process skills:

1.Observing
2. Measuring/Graphing: learn to make, record, and display quantitative information
3. Comparing/Contrasting: will learn to identify distinguishing characteristics among objects or events.
4. Sequencing: will learn to put events in order
5. Prediction: will learn how to propose possible outcomes
6. Experimentation: will learn how to design experiments to test their predictions
7. Analyzing/Reasoning: will learn how to explain the meaning and importance of data gathered or facts given.
8. Drawing Conclusions: will learn to make general statements about particulars.
9. Modeling: will learn to construct physical or mental models.
10. Communication: will develop skills for conveying information in oral, written, or pictorial form.

Holley says that "although some factual background is necessary, try to maximize thinking and minimize memorizing. Let process lead to content when possible. For example, allowing students to first work with live animal (process) and then discussing specific facts about the animal (content) will make the facts more understandable and relevant because students will have seen the animal live, up close, and in action."

A sample chapter, condensed.

Section One: Lower Invertebrates
2. Sponges

I. Classification is presented as Kingdom, Subkingdom, Phylum, and Classes
II. Diversity and distribution
III. General Phylum Characteristics
IV. Specific Class Characteristics

a. Class Calcarea
b. Class Sclerospongiae
c. Class Demonspongiae
d. Class Hexactinellia

V. Importance of Sponges
VI. Collection of Species
VII. Maintenance of Species
VIII. Health and Safety (Teachers, Students, Sponges)
IX. Teaching Activities
X. Habitat

a. Sponge Habitat
b. Sponge Habitat Comparisons
c. Land Sponges
d. Different Forms for Different Folks
e. Walk a Mile in My Shoes: Have students try to put themselves in the sponge's place by having them react orally or in written form to the following questions:
__1. Would you rather be a marine sponge or a freshwater sponge? Why? (Acceptable answer given.)
__2. Would you rather be a sponge with long spicules or one with short spicules? (Acceptable answer given.)
f. Muddy Water=No Sponges
g. Sponge Structure
h. Sponge Size Comparisons
i. Sponge- One or Many?
j. Green Sponges?
k. Sponge Regeneration
l. Sponges Come Together

XI. Feeding

a. Sponge Food
b. How Do Sponges Get Food?
c. Fabulous Filter
d. Is It Food Yet?
e. Attack of the Hungry Encrusters

XII. Reproduction and Development

a. Sponge Reproduction
b. Smoking Sponges
c. Gemmules- Why and Why Not
d. Observe Gemmules

XIII. Integration with other Subject Areas

a. Writing: report in which they explain which sample was the natural sponge and which was synthetic.
b. Fine Arts: Have students paint a picture of a sponge using a natural sponge, or, write a song or poem entitled "I'm Just a Lowly Sponge."
c. Social Studies:
__1. History: Why did it take so long to discover that sponges are animals? (Possible answers provided)
__2. Geography: Where are sponges harvested today? In the past?
d. Societal/Environmental Issues:
__1. Have students respond either orally or in written form to the question, How can studying reaggregation behavior of dissociated sponge cells be useful to humans? (Answer provided.)
__2. Why can sponges be thought of as biological apartment houses (or shopping malls)?

IXX. Release of Specimen.

We're not planning on maintaining a sponge specimen at home but this can be overcome by providing videos and I will be tapping into a few of our local resources like the University's aquarium for help. If we can collect a specimen, it will probably be successful due to the help of professionals. Hopefully I will gain a few professional advisors when I complete a Master Naturalist course next Spring through a local college.

Other likely specimens we will be exploring at home are: Planaria (after discussing it with Carolina Biological Supply), Earthworms, Land or Aquatic Snails, Spiders, Crayfish, Sowbugs or Pillbugs, Ants, Butterfly or Moth, Crickets, Mealworm Beetles, Goldfish or Guppies, Toad or Frog, Green Anole, Tortoise (already have one), Zebra Finches (not recommended in book but we already have them), Rodent (hamster, mice, gerbils). Um, the rodent one is the only one that will have to be carefully considered. Smile.

For supplies, of course we'll need habitats to house the critters for observation. It is my plan to only use animals that can be released back to the wild or in the rodent department, back to its original owner. A compound microscope is needed as well unless the activities involving one are skipped. There are so many components to this curriculum that I don't feel as if I've even scratched the surface of the treasures it holds!

I am ecstatic about using Animals Alive! for our 5th grade year, I think it will be an experience that the kids will remember for a long time. Check out Animals Alive! by Dennis Holley from your library or you can purchase a copy at Amazon or Barnes and Noble online.

First Quarter Studies

In Bible, we'll be studying Genesis chapters 1-11 using Explorer's Bible Study, Discovery level, Genesis book.

I'm excited to take the journey with Camille as we move away from Bible stories and start studying scripture. We're starting at the beginning and we'll work our way through the Bible in years to come but this year we're studying Genesis.




In Math, we're using Horizons Math 3 as our main math program and the first quarter (lessons 1-36), review all that has been learned previously with a few new terms & concepts being introduced. I am so grateful that we have the Teacher's guide! Camille sees the difference in the text, now the typeface is smaller in year 3 and she feels like it shows that she is growing up.

As a supplement this year, we're going to use Times Tales to help with multiplication and division math facts.




We are starting Prima Latina this quarter with the DVDs.








We are continuing with Écoutez Parlez, French Oral Program this year, reviewing Unit 1 during the first quarter.





We started Primary Language Lessons by Emma Serl, Updated by Margot Davidson during the last portion of our 2nd grade year. We will continue to work through the book this year with great pleasure. Hillside Education has released an Answer Key and Teacher guide free of charge as a .pdf file.







We are continuing on with the Explode the Code series, starting with Book 7.










We are continuing our poetry memorization with The Harp and Laurel Wreath by Laura Berquist. This quarter we will be memorizing Bird Talk, Merry Sunshine, Foreign Lands, Windy Nights, and Bed in Summer and adding to Camille's growing poetry notebook.





We are cheerfully continuing our history studies with Tapestry of Grace, this year we'll be using Year 3 Redesign. We will also be using Tapestry's Writing Aids, MapAids and possibly Evaluations.

For the first quarter we will be studying 1800-1825: Napoleon Bonaparte, Lewis & Clark, the Louisiana Purchase, Moving westward, the Supreme Court, Presidents John Adams, Thomas Jefferson, James Madison and James Monroe as well as studying about South America.

We will be making a quill pen, moccasins, silhouettes, creating maps plus a salt map, cooking South American dishes and making our first attempt to make pottery.


In Science, we'll be studying the human body with Head to Toe Science by Jim Wiese with complementary reading from the Christian Liberty Nature Reader Book 5 as well as other living science books.

We will be creating paper bodies again (we did this in first grade) but Danny will be joining us as we use My Body by Teacher Created Resources.

The kids are itching to use the stethoscope I got for them... :)




Once a week, Camille will work in this informal logic workbook.








At lunch every day we'll be listening to Antonio Vivald's music and I will read this biography to the kids while they eat.








At afternoon tea, twice a week, we'll read Grimms' Fairy Tales. I'm contemplating whether to get an audio version for this or not. We'll see how it goes.







As part of our attempt to have masterly inactivity, the kids have chosen to have an exercise session 2x a week, alternated with afternoon tea.








Camille and I are very excited to start Drawing With Children 2x a week, alternated with handicrafts. We have our art boards and markers all set to start. For handicrafts, we're starting with needlepoint and I even found a little project for Danny!





For character study this quarter we will be focusing on Willingness, I will pull this theme out of all our reading where I can and read from Keepers of the Faith's character book on Willingness at least once a week.

Danny will be starting Horizons Preschool and enjoying reading time with me as well as joining Camille in the studies above as much as possible. I am piggybacking Danny onto Camille's time, while she does what work she can independently, Danny will be doing something with me.

Of course we are continuing our nature studies but these are informal because we never know what God will reveal to us from day to day in our adventures. I'm very excited to start this new year, albeit a bit scared of teaching both kids, there is a wind of change flowing through our homeschool as we embrace a more structured day which I hope will produce many fruits with the kids.

I didn't realize she loved PLL that much!

This morning Camille and I did her Primary Language Lessons work, 2-3 lessons worth because she asked to! It wasn't too long because one was an Observation Lesson (questions about everyday things that she answers verbally in complete sentences), a picture study with questions following (we skipped the story writing portion) and she did a written exercise on commas.

I explained to her that in 3rd grade (starts September 15th) we'd only have PLL two times a week, that it would be alternated with her Explode the Code work, which would also be twice a week. PLL on Monday and Tuesday, ETC on Wednesday and Thursday. She didn't like the sound of that.

"Mom, I love my English lessons, can we do them everyday?"
What?!? I told her we'd see how our days go because we'll have a busier day and she might appreciate only having them twice a week instead of everyday.

I didn't realize she loved Primary Language Lessons that much, I'm glad I went ahead and got the next level for 4th-6th, Intermediate Language Lessons.

Answering TOG questions

Tapestry of Grace is a definitely a major curiosity for those that do not use it, out of all the curriculum we've used, it is the one I get asked the most about. I think there's a great reason for it though. It's a packaged curriculum that provides SO much and in comparison to one year programs, it costs a lot more.

We use many of TOG's components but at our pace, from it I use history, church history, worldview, crafts, biographies, some science, literature selections for read alouds and eventually we'll use it for even more as we progress through the levels. If you'd like to see all that it entails, click here to visit the Exploring Tapestry website that has step by step directions on how to learn all about Tapestry. Click the Start Here button and take your time. Remember each Tapestry year plan contains K-12 instruction so it may seem very overwhelming at first, but each year plan can be used again and again at varying levels.

How we use TOG in our home will be different than how someone else may use it in their home. How I organize our lessons may be different than others. That's okay, in fact that is wonderful because it means we're each using TOG with our strengths and weaknesses. The thing is, I can't tell anyone how to use TOG in their home, all I can do is share what we do.

We received our Unit 1 of Year 3 yesterday and I can say that I wasn't overwhelmed at all. After using Year 2's Units 2-4, I simply opened Unit 1 of Year 3 and read the introduction to the unit and flipped through quickly to see the components we are already using in our other units. I closed it and put it on the shelf with the knowledge that in a few weeks, I'll plan it out for our lessons in September in more detail.

I'm grateful to have Tapestry in our homeschool, I'm much more calm about our studies that derive from Tapestry. I love the books, the plan and all the components.

The Mail Came!

I received our Queen Homeschool products today:

- Language Lessons for the Very Young
- Habit Revisited
- Twelve Bright Trumpets by Leighton
- The Nature Study Idea Book

My Review of LL for the Very Young- it is based on the same premise as Primary Language Lessons which includes picture study with artwork, narration, copywork, punctuation and beginning composition exercises. I feel this is an excellent product for first grade but I do have a few things I wish were different.

It is a consumable product, which means the author intends for the child to write directly on the pages. I hope this is the reason for the large text, which as a former graphic designer, I cannot stand. The dark heavy lines either. I will not be using it as a consumable product, I will have my children write all of their work on separate piece of paper. I also wish there was a table of contents and index so I could quickly see where all the different types of lessons are for reference if I need to.

I will have to take some time with this to get to know it well enough to know if I will use each exercise due to the fact there is not a table of contents, index or a list concepts at either the beginning or end of the book. Primary Language Lessons by Lingua Mater does contain a table of contents, including poem titles, there is also a section in the front entitled "suggestions to teachers" from the original 1911 edition which I have very helpful. Language Lessons may have a little more direction for each lesson, which is helpful but I prefer the format of Primary Language Lessons much more. I would give Language Lessons for the Very Young an
B / for content
A- /for ease of use for student/teacher
B- /for format.

I want to explain a little further because I've been thinking about this ever since I've received it. I want to make it clear that I LOVE the concept in which these products resonate in. I am actually considering reformatting this product for our own family's use, that is how much it bothers me. If it makes my eyes go buggy, what about my children's?

Here's the reasons why I am not 100% thrilled with Language Lessons for the Very Young by Sandi Queen:

1. The size and typestyle of the font used in the book, it is at least 18 pt which is too large, the average person prefers to read 11 pt. text with normal line spacing so for children, the type size would preferably be set to 14 pt. at the largest and with a clear font. The font used is clear but is more vertical than usual text, it also contains serifs which are distracting. This is a font that is non-serif. Using a non-serif font also reduces letter formation mistakes, just to be fair to Queen Homeschool, I can't stand products that use a childish font like Comic Sans either, like Writing Tales does. I love Writing Tales and its content but like I said, I was a graphic designer and therefore this stuff bugs me.

2. The heavy lines on the pages for where a child aged 5-9 would write answers. This is why we will not write in the book and will use a separate piece of handwriting paper. If you're going to create a consumable product for an age group that is still working on mastering handwriting, it needs to be formatted so. In first grade, Camille would have gotten upset because she wouldn't be able to fit all her letters/words on the lines provided or I wouldn't have accepted sloppy handwriting which in this case, the lack of handwriting guidelines does not promote Charlotte Mason's method of developing a habit of excellence.

3. I object to some of the content. For example, Lesson Eighteen is about using capital letters. The sample that a child is to circle every capital letter they see is:

My favorite food is pizza. I like cheese on mine, and also mushrooms. Some of my brothers like peppers on theirs. My sister is the only one who prefers hers plain.

Then in Lesson Twenty-One:

Yesterday, we went to the zoo. We saw lots of different animals. My sister, Haley, liked the monkeys best. They made funny faces at us as they swung from tree to tree.

Don't get me wrong, I see the connection to children with these sentences but from a Charlotte Mason product, I was expecting something from literature, a fable excerpt or even something involving nature. The trite sentences are not what I would consider "exposing children to the very best". I also dislike the mention of other Queen Homeschool products within the text of the lessons, I don't mind the excerpts of other product they sell but don't say "published by Queen Homeschool Supplies" in the instructions of a lesson.

I also don't understand why the titles of the poems are underlined. Poem are short pieces of work, which require quotation marks. Here's a link that supports my concern.

I am only speaking about Language Lessons for the Very Young by Sandi Queen, I have not seen any other of the Language Lessons series and do not intend to use them. I only wanted a first grade level product that was of the same caliber as Primary Language Lessons which is intended for 2nd-3rd grade. I am in prayerful consideration on whether to reformat Language Lessons for the Very Young for our own family use. My only other option is to use white-out on the poem titles and supply alternative samples for the punctuation exercises.

We will use LL for the Very Young for first grade, follow it with Primary Language Lessons (Lingua Mater) and possibly Intermediate Language Lessons (Lingua Mater).

I need more time with the other books to offer an opinion. With Habit Revisited, I plan to read what Charlotte Mason said about Habits before I offer an opinion. I am disappointed with the size of the text and line spacing, it makes my eyes go buggy. Sigh. I'm also disappointed with the formatting of The Nature Study Idea Book, as well as the content upon first look. Once The Handbook of Nature Study comes in, I'll reassess it for value.

Twelve Bright Trumpets by Leighton, this seems to be an excellent living book for Medieval times.

By the way, I love the offerings at Queen Homeschool but it is a family business which means the shipping may take a little longer than larger companies. It also means that returning items are not ideal because they have a 15% restocking fee plus the customer pays for the item to be shipped back to them, which they may refuse to accept as a return. I do wish I would have waited to read the Original Series first before purchasing Habit Revisited and waited for The Handbook of Nature Study before purchasing The Nature Study Idea Book- that is why patience is a virtue!

Finds & Thoughts for K-4 Science

I had chosen Living Learning Chemistry for 3rd grade but when it arrived, I was a little disappointed. I had hoped it contained a 'living' books list to read from but found out it didn't. The plans are simple and easy to use but that really isn't what I was looking for. I created my own book list to accompany the curriculum to create more of what I was looking for and I am content to use it knowing that it will provide what I was looking to provide academics-wise.

I started wondering if there was something out there that I had missed somehow that was closer to what I had in mind, plus Danny's science for K and 1st are on my mind while I wait for books to get here through the library about Charlotte Mason and nature study (field guides). I had to order some art supplies because we're running low and Camille's interest has increased so while I was shopping the sales (end 2/29) at Jerry's Artarama and CheapJoes.com, I discovered a great nature study tool.

The Sketch Folio allows you to carry your sketch book (all-media one included), pencils and drawing tools and possibly a field guide could fit in the right pocket inside. I saw this and thought, how practical and unique to have our own nature journals! With little ones it seems they want me to carry everything on a nature walk, this way we can each carry our own load if we're on a long walk or just take these if it's going to be a short walk. I bought 2 on clearance but I guess I bought the last ones or they've been selling well. I figure I'll use one until Danny is old enough to have his own. Grin. Honestly, a part of me wants to be as artistic as Lee and Barb are, I want to be able draw like that and a nature journal (paired with Drawing With Children) seems like a natural place to start.

I'm reconsidering the science path for K-4 for Danny. I'm reading Ambleside's outline for these years and while their suggestions satisfy a few wants like using the Thorton Burgess books about animals and birds, they don't really cover the topics that Camille and I have. My dream curriculum for 1-4 (life, earth, astronomy, chemistry and physical) science has children's literature to read, easy but engaging projects for the teacher, extension activities that use language arts skills, possibly even contain poetry and multi-media suggestions. I can provide the field trips and other details such as nature walks.

I think I've found it for physical science for 4th grade. Terrific Science has an Integrated Science line and I think Teaching Physical Science Through Children's Literature is what I've been looking for!

Integrate science and language arts while emphasizing the process skills common to both areas.

• Inspired by favorite stories
• 20 complete lessons
• Connects science and language arts
• Reproducible pages
• National Science Education Standards
• Easy-to-understand explanations
• 244 pages
• Grades K–4

I'm very thrilled with this find because it uses picture books which will entice Danny to read with us, plus there are writing activities and strong science. The picture books themselves also serve as multicultural learning and it's neat how reading The Rainbow Fish can be for science since "Students observe examples of the three states of matter and identify matter in each of these states." I am so excited to find this!

Terrific Science also has a TOY based science product! Are you kidding me? This is great but I already have my Chemistry curriculum and I'm not changing although this looks very (aaahem) cool!

Teaching Chemistry with TOYS
1-883822-29-7 • Price: $23.95

Exciting projects use ordinary toys and play materials to demonstrate chemistry principles.

• 42 activities grouped separately for grades K–3, 4–6, and 7–9
• 296 pages
• Grades K–9

Terrific Science has wonderful inside views of all their products so you can explore them to see if they may be right for you. I'm not affiliated with them, it's just something I found that I'm excited about. No, I haven't ordered anything and I'm not going to until January 2008. A lot of things change in a year.

I went off on this science tangent because Danny is manageable right now and if I'm going to redo life science lessons, I'd like to do them before September, plus who couldn't get excited about science seeing these products? C'mon! I care about science a great deal especially in the early years. I'm re-evaluating a lot of decisions I made for Camille and I'm trying to find a path that I think will accomplish all of my goals (teach and reach) for Danny's younger years. Of course, I'll write more about this as the decisions are made.

I forgot to mention the books that I want to read no matter what we use as a curriculum: All are available online for free at various websites, just google their titles.

1. - The Fairy-Land of Science by Buckley
2. - Burgess Animal Book for Children and Burgess Bird Book for Children by Thornton Burgess
3. - The Story of Inventions by Frank Bachman
4. - The Storybook of Science by Jean Henri Fabre (maybe)
5. - James Herriots's Animal Stories for Children

If I can find a storybook for learning about the human body, I think I'll be set for K-4. Hmm.