Wednesday, January 30, 2013

Life Science, Week 12

The Skeletal System

"Toe bone connected to da foot bone, foot bone connected to da ankle bone, ankle bone connected to da leg bone..."


Monday
If you can get a hold of the audiobook version of Dem Bones (our library had it), it's well-done and quite fun. At the end of the CD, you can play the book as a song.

For the "Bones" worksheet listed above, I made two copies of it. I cut out the labels from one copy and had Tessa glue them onto the other to save time and writing.


Tuesday

Tessa turned a pile of paper bones into a skeleton ("Skeleton Puzzle" from above).
Tessa turned a pile of paper bones into a skeleton ("Skeleton Puzzle" from above).

Tessa examined chicken leg bones. She noted that they were strong and hard. Afterward, she placed most of the bones into a container. Then, I filled the container with vinegar. Over time, the vinegar will remove the minerals from the bones and they will become flexible. We will check on them in a couple of weeks.
Tessa examined chicken leg bones. She noted that they were strong and hard. Afterward, she placed most of the bones into a container. Then, I filled the container with vinegar. Over time, the vinegar will remove the minerals from the bones and they will become flexible. We will check on them in a couple of weeks.

After bathing in vinegar for a little over two weeks, the spongy parts of Tessa's chicken bones were decidedly softer and more flexible. The compact bone in the middle was still quite rigid, so back into the vinegar bath they went. We'll keep checking them.
After bathing in vinegar for a little over two weeks, the spongy parts of Tessa's chicken bones were decidedly softer and more flexible. The compact bone in the middle was still quite rigid, so back into the vinegar bath they went. We'll keep checking them.

Saturday, January 26, 2013

Graph for Singapore Math 1B, Unit 12

It's been such a very long time since I posted anything for Singapore Math. We took our time with all of the different ways to add and subtract numbers through twenty. If you have used Singapore Math 1A, you'll know exactly what I'm talking out. I'm happy to finally report great success! We moved onto 1B a couple of weeks ago.

We once again pulled out our wonderful Squinkies for Unit 12 - Graphs. Tessa sorted, counted and graphed the inventory of a pretend pet shop.

Download Graph for Singapore Math 1B 12.3.

Tessa graphed the inventory of a Squinkies pet shop. She labeled all parts of her graph and then used star stickers to represent the animals.
Tessa graphed the inventory of a Squinkies pet shop. She labeled all parts of her graph and then used star stickers to represent the animals.

Tessa's completed graph.
Tessa's completed graph.

Atelier Art, Level 1 - Module A, Lesson 6

My Family

This was the final lesson of Module A. I'm not exactly sure what this means other than that we are now one-third of the way through Level 1. I feel a small sense of accomplishment, as we kind of got off to a slow start with Atelier.

"My Family" is a lesson on media...the end goal is to use various forms of media to create a family portrait. It is divided into two parts to allow drying time for part one. During part one, Tessa used halved potatoes and tempera paint to create face prints for the members of her family. For part two, she used a black marker to draw in facial features and body parts. Then, she colored in those parts with oil pastels.

Of course, the use of paint and the possibility of smearing the oil pastels, set me on edge a bit. Aside from a few drawing mistakes that we had to figure out how to fix up a bit, the lesson went quite well and didn't take nearly as long as I expected...probably due to the small size of our family more than anything else. I had a hard time deciding what brand of oil pastels to buy for this project. In the end, I chose Crayola due to price, positive reviews on Amazon and color selection. I hadn't used oil pastels in a very long time, but I didn't feel like they glided across the page as smoothly as I thought they should have. They didn't feel soft enough...they felt a little too much like regular ole crayons to me. And, I thought the end result should have been a little more striking, but maybe it was just the way Tessa colored everything in. She has a tendency to rush when coloring.

After mixing up a suitable skin tone, Tessa painted halved potatoes.
After mixing up a suitable skin tone, Tessa painted halved potatoes.

Next, she stamped a potato print face for each member of our family.
Next, she stamped a potato print face for each member of our family. 

The following day, Tessa drew in facial features...
The following day, Tessa drew in facial features...

...and body parts. She thought about how to layer each family member as she drew.
...and body parts. She thought about how to layer each family member as she drew.

Finally, Tessa colored in her portrait with oil pastels.
Finally, Tessa colored in her portrait with oil pastels.

Tessa's completed family portrait!
Tessa's completed family portrait!

Thursday, January 24, 2013

Life Science, Week 11

The Circulatory System

I didn't originally plan to take a full week, plus a day to cover the circulatory system, but I just couldn't bring myself to cut anything. Every little component seemed important. Each one took just long enough to complete that I couldn't figure out an acceptable way to combine them without going way over on time. Looking back on way the material was divided, we more or less covered three mini chapters...the heart, circulatory system and blood.


Tuesday

Wednesday
Having Tessa find her pulse, hold onto it and then count her heartbeats three times in a row for a minute each for "Count Your Heart Beat" was a wee bit too optimistic of an activity for her. Instead, I had Tessa feel her pulse and then we used a finger pulse oximeter to complete the corresponding worksheet. Had she fully understood the concepts of multiplication and time, I would have had her count for fifteen seconds and then multiplied the number by four to find her heart rate that way. The way we did it seemed more age-appropriate and she quickly got the gist of the activity, which was to understand that one's heart rate fluctuates with activity.

Tessa listened to her heart and then mine. She got a kick out of how much faster hers beats. (I bought an inexpensive Omron Sprague Rappaport Stethoscope from Amazon for this activity. It worked perfectly for us.)
Tessa listened to her heart and then mine. She got a kick out of how much faster hers beats. (I bought an inexpensive Omron Sprague Rappaport Stethoscope from Amazon for this activity. It worked perfectly for us.)

Thursday

Tessa was instantly captivated by the Learning Resource heart model. She quickly memorized the path of blood flow through the heart and body and then passionately regurgitated the information to anyone who would listen. As with the brain model that we examined earlier this school year, she cabbaged onto the heart and it became her favorite "toy" playmate for a couple of days. She even made it a special place to sleep next to her pillow at night!
Tessa was instantly captivated by the Learning Resource heart model. She quickly memorized the path of blood flow through the heart and body and then passionately regurgitated the information to anyone who would listen. As with the brain model that we examined earlier this school year, she cabbaged onto the heart and it became her favorite "toy" playmate for a couple of days. She even made it a special place to sleep next to her pillow at night! 

Following Tuesday

Following Wednesday
  • Completed RSO Circulatory System Lab 2: Blood Model.
Like many RSO labs, Circulatory System Lab 1: Your Heart Rate was too tedious for my taste (and Tessa's, I'm sure), so we skipped it for the more age-appropriate ScienceWorks "Count Your Heart Beat" activity mentioned above. However, I thought RSO Circulatory System Lab 2: Blood Model was right on! Tessa totally connected with it and it fit well with A Drop of Blood that we read the previous day.

Tessa colored and labeled the diagram of a drop of blood per lab directions.
Tessa colored and labeled the diagram of a drop of blood per lab directions.

Tessa poured corn syrup, red hots, lentils and lima beans into a clear plastic jar to create the blood model. Each item represents a component of blood (corn syrup = plasma, red hots = red blood cells, lentils = platelets, lima beans = white blood cells).
Tessa poured corn syrup, red hots, lentils and lima beans into a clear plastic jar to create the blood model. Each item represents a component of blood (corn syrup = plasma, red hots = red blood cells, lentils = platelets, lima beans = white blood cells).

After a quick stir, Tessa's blood model was complete. Afterward, she used it to complete the second page of the lab.
After a quick stir, Tessa's blood model was complete. Afterward, she used it to complete the second page of the lab.

This really is neither here nor there, but I want to mention how much I love empty Peter Pan peanut butter jars. The labels come off super easy and leave no sticky residue behind, plus their size and shape are perfect for science projects. I'm not terribly brand loyal, but I do love Peter Pan peanut butter jars!


Following Thursday

After labeling, coloring and cutting out the various body systems from "Putting It All Together," Tessa assembled the paper model and then explained how all of the systems work together. Quick note...I didn't see the value of having Tessa copy the lengthy system names for this particular activity, so I just cut them out from the list on the first page of the worksheet and had her paste them in the appropriate spots.
After labeling, coloring and cutting out the various body systems from "Putting It All Together," Tessa assembled the paper model and then explained how all of the systems work together. Quick note...I didn't see the value of having Tessa copy the lengthy system names for this particular activity, so I just cut them out from the list on the first page of the worksheet and had her paste them in the appropriate spots.

Other Books of Interest

  • Hear Your Heart - Paul Showers (Sometimes, I get so caught up with library books that I forget about the good ones right on our bookshelf. I meant to read it on the day we listened to our hearts. So bummed I forgot!)

* RSO = R.E.A.L. Science Odyssey

Friday, January 18, 2013

Math Dice Jr.

We had one of those awkward extra days in math this week. You know the ones...the ones where you've finished every possible thing for one topic, but don't want to start a new topic since you only have one day before the weekend. So, we decided to play Math Dice Jr. by Thinkfun.

Tessa really loves Math Dice Jr. It's so quick and easy to play. There are six jumbo dice...five cubed and one twelve-sided target die. After rolling all of the dice, players try to come up with combinations of the cubed dice that equate to the number on the target die. Players can use either addition or subtraction to create their combinations. The object is to use as many dice as possible in a single combination. The more dice used, the more spaces players get to advance on the scoring track. Math Dice Jr. doesn't come with game pieces, so you get to use whatever you want. We like to use Squinkies.

Thinkfun - Math Dice Jr.

Tessa used the numbers five, two, four and one to create a combination of four dice that added up to equal twelve on the target die. As a reward, she got to advance four spaces on the scoring track.
Tessa used the numbers five, two, four and one to create a combination of four dice that added up to equal twelve on the target die. As a reward, she got to advance four spaces on the scoring track.

Ancient History, Week 12

European Monuments - Stonehenge

History was refreshingly short and sweet this week. Apparently, there aren't many early elementary resources for Stonehenge and the other stone circles of ancient Europe. The highlight of the week was when Tessa made the connection between Stonehenge and the stone circle featured in Disney's newest princess movie Brave.


Monday
  • Looked up and defined HO dictionary word for Lesson 9, Main Lesson.
  • Read Usborne: Ancient World by Fiona Chandler (pages 18-19).
  • Completed corresponding Blue House School ancient world worksheets.

Other Resources of Interest

* HO = History Odyssey

Atelier Art, Level 1 - Module A, Lesson 5

Two Cats and a Dog

"Two Cats and a Dog" is a lesson on shape. It reviews line and introduces the concept of overlap as well. Out of the Atelier lessons so far, this one was the most challenging for Tessa. She has a hard time looking at an object or drawing and duplicating it with accuracy. Cutting out the dog gave her a few fits as well. We probably need to brush up on her cutting skills. If we had it to do over again, I would probably have her use a glue stick instead of school glue. I forgot how wavy school glue can leave paper after it dries.

Tessa began by drawing a cat shape and then filling it with different types of lines.
Tessa began by drawing a cat shape and then filling it with different types of lines.

After drawing two cats and a dog, Tessa cut them all out.
After drawing two cats and a dog, Tessa cut them all out.

Following the teacher on the DVD's instructions, Tessa arranged and then glued her critters so that they overlapped in two places. For the finishing touch, she pasted a red fabric bandanna onto the dog's neck.
Following the teacher on the DVD's instructions, Tessa arranged and then glued her critters so that they overlapped in two places. For the finishing touch, she pasted a red fabric bandanna onto the dog's neck.

Friday, January 04, 2013

Ancient History, Week 11

Indus Valley

As fun and interesting as the Ancient Egyptians were to study, I'm glad we've moved on. I was starting to feel a bit bogged down by the vastness of material.

This week, we traveled east into the Indus Valley near today's country of India. Like all of the previous civilizations that we've studied, the Indus Valley people settled along rivers. What we found most interesting about the Indus people was their indoor plumbing system. They even had indoor toilets!

Due to the holidays and snowy weather, we weren't able to make it to St. Louis to pick up all of the books desired for this lesson. They are listed as other resources below. We will read them at a later date.


Thursday
  • Read Usborne: Ancient World by Fiona Chandler (pages 14-15).
  • Completed corresponding Blue House School ancient world worksheets.

Friday

  • Completed HO map work for Lesson 8, Main Lesson.
  • Read "Why build near a river?" (pages 10-11), "Who were the Indus people?" (pages 12-13), "How did they build the cities?" (pages 18-19) and "What was it like inside a house?" (pages 22-23) from Building History: Indus Valley City by Gillian Clements.
  • Completed draw and color.

Other Resources of Interest

* HO = History Odyssey

Wednesday, January 02, 2013

Life Science, Week 10

The Stomach & Digestive System

Lots of yummy resources available for the digestive system! Tessa's totally into learning how her body works. Want to know what happens to a piece of food after you eat it? She's your girl!


Wednesday

Thursday

After chewing a piece of apple to start the digestive process, Tessa watched as I blended the rest of the apple with a little water in my Vitamix to illustrate how food turns into mush in our stomachs.
After chewing a piece of apple to start the digestive process, Tessa watched as I blended the rest of the apple with a little water in my Vitamix to illustrate how food turns into mush in our stomachs. 

Friday

Following Monday
  • Completed Teacher Created Resources My Body by Patty Carratello "My Stomach" (pages 25-26), "My Small and Large Intestines" (pages 27-29), and "My Liver" (pages 30-31) activities. ("My Pancreas" and "My GallBladder," which are both on pages 14-15, could be completed as well, but it was too much for one day. We may complete them next week.)
  • Explored Leapfrog Tag Interactive Human Body Discovery Pack "Your Digestive System" section.

Other Resources of Interest