Dr Who, Basketball and Learning

Last week was our first week back at Homeschool.  Trying to keep James occupied while the older two get on with their work takes a lot of planning.  So we decided that the best thing to do is try and get him involved too.

When his brother and sister sat down to do their English and Maths, so did James.  He was really quite chuffed that he was doing it to and proudly told me "Mummy I'm learning".  Mike sat with him and looked through his Peppa Pig workbook, looking at words for English and sequencing for Maths.

He also did the vinegar and bi-carb experiment

As well as dressing up as Dr Who

Playing Rugby

and basketball

Lou x

Bot back to school - first week

Our first week back went quite well, despite us all falling ill with some kind of bug.

Monday - usually it will be the HE Group with the older two in the Science Group, but that doesn't start until next week, so we did Science at home. 

Danny did several experiments with bi-carb and Becky looked at Earth Science and then we all sat and watched How its Made, very interesting watching them make Fish Fingers, even James watched that.

Tuesday - English and Maths - working from their Skills for Life Folder.

Wednesday - Languages - but again, the Spanish session does not start until next week, so Becky brushed up on what she had learnt last term.  Then we had our "Not Back To School" Picnic in the park. Very successful, despite the weather, 15 families in all I think, quite a few new faces as well.

Our theme was The Rugby World Cup, looking at the different countries taking part.  So we had Wellie Throwing - Scotland Highland Games, Football, Argentina (I know this is English born,  but that's all I could find for this country). Rugby - England of course, good to have Mike using his coaching skills and getting them to play tag rugby. France - Art - Monet - using pastels, Japan - Japanese Fans, Russia - Russian Dolls, Ireland - Irish tea cakes, which ended up being scones with jam.

Thursday - managed to do a bit of Geography and History. We had originally planned to go to another picnic, this time on a beach,  but I was a bit cagey about the weather.  As the journey for us was leaving here at 9, and getting there at 11.45, (in that is a mile walk, hour and a half train changing once, a bus ride and a half mile walk at the end)  I really wanted to be sure that it wouldn't be cancelled because of bad weather.  So as the weather here was pretty naff, we decided to leave it.  Which ended up being for the best as around mid afternoon Becky developed a temperature and James was feeling unwell and slept all afternoon.

So, I digress a little, for History Becky read   while she was lying on the sofa, and Danny studied Glaciers from our Earth Geography book.  He did start an experiment, which I noticed yesterday was still in the freezer!

Friday - They were feeling a bit better but then I felt ill, so another day running on 25%. Both continued with  Countries form the World Cup Project.  Becky still studying New York, making a fact file, and also drawing a picture of the State Bird, which is a Blue Bird.  Like myself, she struggles a bit artistically, but she searched online for instructions on how to draw a blue bird and I think she did rather well.

Danny was still looking at all things Russian, and decided to look at the work of Russian Artists one being  Valentin Serov who was considered to be the greatest portraitist of his time.  This gave Danny the opportunity to brush up on his portrait skills, which he hadn't tried before.  He wasn't pleased with the results, but I thought it was a good start.

The groups are starting back next week, which takes up a Monday and a Wednesday. Trips on the agenda, usually on a Friday.
Rugby training has started back but not the matches yet, so have a few free Sundays to ourselves before that starts up again. Becky maybe joining a local choir, which will start the week after. We have finished athletics now for the summer, as we give it a miss during the winter, but Drama for Becky may take its place. She is still undecided on what activities she would like to do. So busy times ahead.

Which brings me on to share a post I read recently, on a one of my regular blog haunts:-

Thriving In The Midst of It All

Posted on September 10, 2011 by Carrie

Life can be downright busy, no matter how simple we want it to be. No matter how simple we try to make it, the more people one has in a household, the more pets one has, the more community and obligations one has, the busier it can become.


And you can still love every minute of it and thrive in it.


My life, as many of you who personally know me, can get rather busy.  Sometimes it is my life that needs to be de-cluttered, not my things!  I fully admit to having a hard time saying no to things at church, or to friends who need something, or to my neighbors.  But the older I get, the more I realize how much I love community, how much I enjoy gathering those I love together and connecting those who I think really ought to meet each other for this reason or that.  And, the older I get, I get better at setting limits and seeing how things balance out.


It all can’t be perfect.  One cannot homeschool well, have the house be spotless, cook every single thing perfectly, have all the errands done, have a social life, have the children do things, and all the other things on the list. It just can’t happen, and I think we could all end up having nervous breakdowns trying to do it all…


So, I try to remind myself about seasons, in both the literal and more symbolic sense.  In a very literal way, I tend to have a busier autumn, a calmer winter, and a bit of a step up in activity from winter to spring.  I try to keep summer pretty calm in keeping with the sultry heat!  This year my oldest daughter will have rhythmic gymnastics through the Winter, and we won’t be stopping, so it may not be as calm as in previous years…I shall see what that will bring!


And some seasons do last for years.  The season of small children lasts for years, but really is a short time.  We always joke (and are half serious as well) in Waldorf Education that the “pink bubble” of kindergarten only lasts for those early years and then off we go!  The seasons of not sleeping through the night, nursing, and all those things only last a bit. 
The way we connect to our family, the way we guide our children – well, those things last throughout a lifetime and leave a legacy.


Every family has choices – choices about activities, about how they speak to one another, how they show care and nurturing for each other – no matter how busy things are.  We can take the larger picture of life and see that seasons really can balance each other out, whether it is busy and calm seasons of the year or the small dependent child and the older more independent adolescent.  


Every child brings surprises in personality, temperament, gifts. 
There are moves.
There are changes in career.
We grow and change ourselves.  Thank goodness for that!


Keeping that big picture in mind as we dance to find the mid-point,
Carrie

Hope you all have a good week.
Lou x

HE Routine Begins

Our routine for this term is as follows:-

Monday - Science and HE Group
Tuesday  - English and Maths
Wednesday - Language and HE Group
Thursday - History / Geography
Friday - Project Day

The above will be started in the morning, and the afternoons will be bike rides, walks, swimming.

Trips will be as and when, probably on a Tuesday (after English and Maths of course), or the occasional Friday with Dart Valley Group Trips.

Starting promptly on the 1st September -

Becky started with Geography this week:-

Mapwork - looking at Legends, Longitude, Latitude and general mapwork.

Danny started with History - Normans - made a Mind Map, looked at the Bayeux Tapestry and tried to replicate it - using paper, teabags, coffee and the oven to make it look authentic.


Friday 2nd September

Project Day - This term will be based on Countries taking part in the Rugby World Cup:-

Becky - USA - focusing on New York as she would also like to study the 9/11 incident.

Working from the following she did  mapwork, state flag, searched up about the state bird, state tree, state flower and the state song,  looked at New York local newspapers online and made a New York Cheese Cake :-

NEW YORKFacts-At-A-Glance
As you work on this unit, gather information, you may wish to create a state timeline so that you can see important events in the states’ history presented in a chronological formatWebsites for Timelines here - http://www.teach-nology.com/web_tools/materials/timelines/

The First Inhabitants:http://www.easyfunschool.com/article1099.html.

State History:

Find a description of how the state applied for and achieved statehood.
New York’s admission to the union

What were the main reasons that this state applied for statehood? Identify the possible political, social, and economic reasons why a territory applied for statehood.

Historical Monuments and Natural Wonders:

Research how historical signposts and markers are used. Find several examples in your own area. Historical monuments are sometimes marked with signposts or even become the centerpiece of a state or national park.

Now that you know what a historical place is, research some of the historical places and monuments in this state. You may wish to check the National Park System website at http://www.nationalparks.org/index.html for help in this area. The URL http:// www.nps.gov may also prove useful as soon at the National Park Service reopens their sites.

States are not only filled with historical monuments and sites, but with natural wonders. For example, Arizona has the Petrified Forest, Kentucky has Mammoth Cave, and Florida has the Everglades. Look at a map, an encyclopedia or atlas, or various travel books and brochures to find the natural wonders of the state you are researching. Choose one or more of the following activities to complete:

* Choose one natural place and write a descriptive essay explaining what they like about that particular place. Create a picture to accompany the essay.
* Create a mobile with pictures showing the highlights from their chosen natural place.
* Collect postcards of natural wonders from the state or make your own picture postcards.


Danny chose Russia, working from the following he made a fact file leaflet, wrote the Alphabet in Russian, Mapwork, flag, and made a Recipe from a Russian Cooking Site - Butter Cake:-
RUSSIAWhere in the World: Greenland
Facts-At-A-Glance
Historical Timeline:


Use any or all of the following sub-topics to gather information on the country. This can even be used as your "Country Facts" sheet mentioned in "Infodesk" section above.

1. Country Name:
2. Population:
3. Total Area:
4. Location by Longitude/Latitude or by Hemispher or by continent:
5. Climate:
6. Topography:
7. Capital City:
8. Major Industry:
9. Manufactured Goods:
10. Agricultural Crops:
11. Livestock:
12. Fishing:
13. Mining:
14. National Anthem:
15. Tourist Attractions:
16. Historical Facts:
17. Largest Cities
§ By area
§ By population
18. National Preserves:
19. National Seashores:
20. National Monuments:
21. National Wonders
§ Waterfalls
§ Deserts
§ Rivers
§ Volcanoes
22. Average January Temperature:
23. Average July Temperature:
24. Endangered Species:
25. National Parks:
26. National Historical Parks:
27. National Memorials:
28. National Historical Sites:
29. Famous People:
20. Amazing Facts:
21 Type of Government:
22. Government Leader:
23. Annual Events:
24. Name and address of country's tourist information center:
25. Unusual Wildlife:
26. Language spoken:
27. National Sport:

When you have completed gathering the above information, you could do use the facts to:
§ Create a "Country A to Z Fact Book" with a person, place, or fact for each letter of the alphabet.
§ Create a "Country Book of Facts" by cutting paper into the shape of the state and writing one interesting fact along with an illustration on each page. Bind the pages together in a cover of the same shape as the pages.
§ Use the facts to help with other activities in this unit.

Brainstorming

List what you know before you begin the unit and what you would like to learn during the unit and then when the unit is over what you learned throughout the unit.
http://www.teach-nology.com/web_tools/materials/timelines/Look at websites -

　

Country Maps:
http://www.russianfoods.com/forum/message0007E/default.asp
Butter Cake
1/2 c flour. 5 ea eggs. 1 c sugar. 250 g butter. peel of 1 lemon. Whip butter and sugar in a mixer, add eggs, whip until sugar is dissolved and add flour gradually. Grate lemon peel and add to the dough. Put the dough in a well greased mold and bake in a preheated oven for 35 minutes on 200 C.

Map:

http://geography.about.com/library/blank/blxindex.htm
http://www.libraryspot.com/maps/outline.htm

History Links:
http://www.friends-partners.org/oldfriends/mes/russia/history.html
http://www.departments.bucknell.edu/russian/history.html
http://www.departments.bucknell.edu/russian/chrono.html
http://www.geographia.com/russia/rushis01.htm
http://www.dur.ac.uk/~dml0www/variagi.html
http://www.pbs.org/weta/faceofrussia/


General Questions:

What is Russia's basic unit of money?

Why is there a severe housing shortage in Russian cities?

Describe the problems many people have living in Moscow.

What is the country's official language and what is their alphabet called?

What are some popular Russian dishes (foods/recipes)?

Define sovkhozy and holkhozy.

What happened to the Soviet Union in 1991? How did this effect Russia?

What is a czar?

Who was Ivan the Terrible.

What Russians have won the Nobel Peace Prize for literature? List one title of a famous work written by each.

Who was Tchaikovsky? List two of his works.

Name two famous Russian ballet companies.
Extension Activities:

Describe either Russia's four zones or its five land regions.

What is permafrost? How much of this country is covered by it?

Research the Russian alphabet and copy it neatly in your journal or on a separate piece of paper.

Plan a trip to Russia. Outline your journey in pencil on a map. Tell a few interesting facts about four of the places you visited.

Research Catherine the Great. Pretend first that you were a famous Russian composer and second that you were a poor serf. Describe what life would have been like under Catherine's rule for each of these two people.

Choose an event, movement, or important figure from Russia's past to research and study. Share this information in the form of a report, play, story, art activity, or project of your choice.


Land Form Maps

Making country maps of various kinds is an excellent way to learn about land forms, locations, and state resources. A "land form" map shows the shape and height of the land. It shows mountains, plateaus, hills, plains, rivers, etc.
http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm for timelines to use.Additional Areas of Research:http://www.cia.gov/cia/publications/factbook/geos/rs.html


Create your own landform map of the country's geographical features.

1. Determine the country's features by looking up a state map in an atlas, an encyclopedia, or a geography book.
2. Make a landform key at the bottom of your blank map form. Include symbols for each of the different landform types in your country.
3. Color in the areas in your country to match the key. Your key should be color-coded. Make the highest land form the darkest color and the lowest land form the lightest color. You can use colored pencils, crayons, markers, etc.
4. Label the large rivers and mountain ranges with their names.

You could also make a relief map of the country. A relief map is a 3D version of a landform map. You could use paper mache or salt dough to make your own relief map.

1. On a map, draw a star to show the location of Russia's capital city. Write its name by the star.

2. Label the following on the same map:
Caspian Sea
Black Sea
Barents Sea
Lake Baikal
Ural Mountains
Ob River
Volga River
Lena River
Yenisey River
all bordering countries
Kara Sea
Arctic Sea
Bering Sea
Sea of Okhotsk

Country Resource Map:

Resources are things that people use every day. Resources are found and developed from the land itself, or made into other things we use.

1. What resource or manufactured good is your country best known for?
2. How does this resource or product affect the country's economy?
3. How does the country's resources/products affect how people live?
4. What products from neighboring countries are used by the country?

Make a product map:

1. Look in an atlas, encyclopedia, or geography book to find a map showing the location of products raised or produced in the country.
2. Create a product map showing where these products are grown or manufactured in the country. Use a symbol key to represent the products on your map.
3. Show important cities situated near these resources on your map.

Make a mineral map:

1. Look in an atlas, encyclopedia, or geography book to find a map showing the location of minerals in the country.
2. Create a minerals map showing what minerals are mined in the country, if any. Minerals are natural substances obtained by mining such as coal, ore, salt, or stone. Use a symbol key to represent the minerals.
3. Show important cities situated near these resources on your map.

National Anthem:

Listen to the tune and words of the country's anthem. How long has this anthem been in use? Who wrote it and under what circumstances?

Russia's National Anthem: http://www.thenationalanthems.com/country/russia.htm


Wildlife of the Country:

Learn about this country's wildlife and then find out the following information:

1. name of animal
2. habitat
3. colors and markings of this animal
4. food of choice for this animal
5. enemies this animal may have
6. protective behaviors
7. size
8. type of nest, burrow, etc.
9. size of its young, as well as incubation or gestation time
10. migration habits
11. type of teeth
12. feet type
13. adaptations to environment
14. songs, calls, or other sounds
15. other interesting behaviors
16. endangered or not

Draw a picture of each animal and write a paragraph about what you have learned. Add this to your unit portfolio.

Weather

Every country is affected by conditions of climate and geography. Countries experience floods, earthquakes, sinkholes, erosion, hurricanes, tornadoes, hailstorms, firestorms, blizzards, drought, mudslides, volcanic activity, and electrical storms.

Make a list different weather types that affect the country you are researching. Look in newspapers, travel brochures and books, tourism sites, etc. to find this information out.

1. Make a table of the country's average monthly rainfall, then record the information on a bar graph.
2. Make a table of the country's average monthly temperature, then record the information on a line graph.
3. List various severe weather found in this country and any country-wide plans for dealing with it. For instance, Florida has hurricane evacuation routes in flood prone areas.


Recipes: http://www.recipesofrussia.com/

1. Who were the first inhabitants of the country?
2. Who were the first pioneers into the country?
3. What are the major historical eras of the country?
4. You may wish to research one or more famous people from the country.



Below are some activities to help you study RUSSIA. You may choose to do all, some, or none of the activities. You can also alter the activities to better suit your individual child's needs. Some of these activities overlap each other, choose the one you think that you and the children will enjoy most. The main point of this unit is to make learning about RUSSIA and enjoyable for all who are participating.

Historic Issues of the New York Times

Famous People:

Some of the people who have made great contributions to our country may have lived and/or worked in the state you are researching. You may wish to make a set of flash cards using tag board or index cards to complete this section.

Make photocopies of pictures of famous people from the state.
Glue the picture to one side of a 3” x 5” piece of tag board or an index card.
Be sure to include the individual’s name, the dates that they lived, and a list of the individual’s accomplishments on the side opposite of the picture.

Make up your own games using your homemade flashcards.
Famous Folks of New York

State Maps:

Land Form Maps

Making state maps of various kinds is an excellent way to learn about land forms, locations, and state resources. A “land form” map shows the shape and height of the land. It shows mountains, plateaus, hills, plains, rivers, etc.
State Map of New York

Create your own landform map of the state’s geographical features.

1. Determine the state’s features by looking up a state map in an atlas, an encyclopedia, or a geography book.
2. Make a landform key at the bottom of your blank map form. Include symbols for each of the different landform types in your state.
3. Color in the areas in your state to match the key. Your key should be color-coded. Make the highest land form the darkest color and the lowest land form the lightest color. You can use colored pencils, crayons, markers, etc.
4. Label the large rivers and mountain ranges with their names.

You could also make a relief map of the state. A relief map is a 3D version of a landform map. You could use paper mache or salt dough to make your own relief map.
Historical Maps of the US

State Resource Map:

Resources are things that people use every day. Resources are found and developed from the land itself, or made into other things we use.

1. What resource or manufactured good is your state best known for?
2. How does this resource or product affect the state’s economy?
3. How does the state’s resources/products affect how people live?
4. What products from neighboring states are used by the state?

Make a product map:

1. Look in an atlas, encyclopedia, or geography book to find a map showing the location of products raised or produced in the state.
2. Create a product map showing where these products are grown or manufactured in the state. Use a symbol key to represent the products on your map.
3. Show important cities situated near these resources on your map.

Make a mineral map:

1. Look in an atlas, encyclopedia, or geography book to find a map showing the location of minerals in the state.
2. Create a minerals map showing what minerals are mined in the state, if any. Minerals are natural substances obtained by mining such as coal, ore, salt, or stone. Use a symbol key to represent the minerals.
3. Show important cities situated near these resources on your map.

Names, Nicknames, Mottos, and Songs:

Each state’s name has its origin in some part of American history. Some states were named after explorers, and some after monarchs, kings, or presidents. Many states’ names have Indian or Spanish origins. Every state also has a nickname, a motto, and a state song.

Find out this state’s name, nickname, motto, and song and then find the origins of each. A great internet search engine that can help with this is www.google.com . An online encyclopedia and/or a printed encyclopedia or atlas can help with this research as well.
State Motto Information from Geobop

State Bird:

Each state has adopted one bird that represents their state. Find out what this state’s bird is and then find out the following information:

1. name of state bird
2. bird’s habitat
3. colors and markings of this bird
4. food of choice for this bird
5. enemies this bird may have
6. protective behaviors
7. size
8. type of nest
9. egg size and shape, as well as incubation time
10. migration habits
11. beak shape and function
12. feet type
13. adaptations to environment
14. songs and calls
15. other interesting behaviors
16. endangered or not
17. how it became the state bird

Draw a picture of the state bird and write a paragraph about what you have learned. Add this to your unit portfolio.
New York’s State Bird
State Symbols of New York

State Tree and State Flower

Every state has adopted a tree and a flower to represent it. Find out the tree and flower this state chose.

1. Sketch and color a picture of both the state tree and state flower.
2. Label the parts of each.
3. Find out if the tree or flower is on an endangered list, and if yes, what is being done to protect it.
4. If possible, visit a botanical garden to see a real, live example of the tree or flower. Or, look at seed and gardening catalogs to find examples of these.
New York State Symbols for kids

Endangered Species:

Is this state home to any endangered species? If yes, what are they? What is being done in this state to protect the endangered species? Where are these endangered species located?

You could make your own flashcards on the endangered species of this state by drawing or pasting a picture of the plant or animal on the front of an index card and on the reverse, writing some descriptive information.

Weather

Every state is affected by conditions of climate and geography. States experience floods, earthquakes, sinkholes, erosion, hurricanes, tornadoes, hailstorms, firestorms, blizzards, drought, mudslides, volcanic activity, and electrical storms.

Make a list different weather types that affect the state you are researching. Look in newspapers, travel brochures and books, tourism sites, etc. to find this information out.

1. Make a table of the state’s average monthly rainfall, then record the information on a bar graph.
2. Make a table of the state’s average monthly temperature, then record the information on a line graph.
3. List various severe weather found in this state and any state-wide plans for dealing with it. For instance, Florida has hurricane evacuation routes in flood prone areas.
Recipes:
http://www.foody.org/eggs/recipes.html
http://www.tauny.org/
http://www.goodegg.com/recipe/nyceggsalad.html


Map:

http://www.50states.com/maps
http://geography.miningco.com/library/maps/blusde.htm
http://www.clickandlearn.com/documents2/BlankMaps.htm


History Links:
http://www.nyhistory.com/
http://www.nycsubway.org/
http://www.gothamcenter.org/
http://www.ellisisland.org/
http://www.columbia.edu/cu/lweb/eguides/amerihist/nyc.html
http://www.ilr.cornell.edu/trianglefire/

http://nysparks.state.ny.us/

The first inhabitants of the United States were Native Americans, also called Indians. Native Americans were the descendants of nomadic tribes who crossed the Bering Strait’s land bridge between Russia and what is now the state of Alaska thousands of years ago. When Columbus sailed, there were approximately 350 Native American tribes in North America.

Determine what tribes lived this the state originally. Gather as much information on this/these tribe(s) as possible. Explore both the history of the tribe and life for the tribe members. Some questions you may wish to consider in this area are:

§ Was the state named after an Native American tribe or some aspect of Indian history or culture?
§ As European settlers arrived in the state, what happened to the Native American population and why?
§ How did the Native American culture influence the state’s culture?
§ Describe life of the Native Americans in the state today.
§ What problems do Native Americans face in the state today?


To enhance this part of your study, you may wish to construct a shoe box diorama of an Indian village as it would have been long ago. Find out what their particular dwellings looked like (i.e., wigwam, adobe bricks, log cabin, etc.). What would the vegetation have looked like?

The First Pioneers:

Arriving in America was just the beginning for many immigrants. Many settlers began their treks in different ways, using different means of transportation, and coming and going in many different directions.

Who were the first pioneers to arrive in the state? When did they come? Why did they come? How did they get there?

Use encyclopedias, history books, internet search engines, etc. to answer the above questions and to find out about particular groups that immigrated to the state and when.

One question you might find interesting to answer is to find out whether you have any family or family roots (also known as genealogy) in this state. [For an interesting mini unit on Genealogy check out http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm

Use any or all of the following sub-topics to gather information on the state. This can even be used as your “State Facts” sheet mentioned in “Infodesk” section above.

1. State Name:
2. State Nickname:
3. Population:
4. Rank in population:
5. Total Area:
6. Rank in size:
7. Location:
8. Climate:
9. Topography:
10. Capital City:
11. Industry:
12. Manufactured Goods:
13. Agricultural Crops:
14. Livestock:
15. Fishing:
16. Mining:
17. State Motto:
18. State Flower:
19. State Bird:
20. State Tree:
21. State Song:
22. Date State Entered Union:
23. Tourist Attractions:
24. Historical Facts:
25. Largest Cities
§ By area
§ By population
26. State Preserve:
27. State Seashore:
28. State Monuments:
29. State Parkway:
30. State Wonders
§ Waterfalls
§ Deserts
§ Rivers
§ Volcanoes
31. Average January Temperature:
32. Average July Temperature:
33. Endangered Species:
34. National Parks:
35. National Historical Parks:
36. National Memorials:
37. National Historical Sites:
38. Famous People:
39. Amazing Facts:
40. U.S. Representatives:
41. U.S. Senators:
42. Electoral Votes:
43. Governor:
44. Annual Events:
45. Name and address of state’s tourist information center:

When you have completed gathering the above information, you could do use the facts to:
§ Create a “State A to Z Fact Book” with a person, place, or fact for each letter of the alphabet.
§ Create a “State Book of Facts” by cutting paper into the shape of the state and writing one interesting fact along with an illustration on each page. Bind the pages together in a cover of the same shape as the pages.
§ Use the facts to help with other activities in this unit.

Brainstorming

List what you know before you begin the unit and what you would like to learn during the unit and then when the unit is over what you learned throughout the unit.