Tag Archives: ancient science

Week of 10/16/2011

Our Week in Review …

Our “little fish” swam eight events in the meet this week.  While she was disqualified on two events, she did an excellent job.  After the meet, they provided pizza, showed a movie on the wall, and swam.  It was a great time for the team to enjoy spending time with other.

A large portion of this week’s afternoons was spent practicing, building endurance and working on stroke form.

Language Arts:  Chapter three’s focus is on nouns.  Lessons 29, 31, and 32 are complete – compound nouns, noun phrases, singular nouns, and plural nouns.

Vocabulary:  Lessons 17 and 18
Spelling: Lesson 15 worked with spelling /ar/ and /ir/ sounds, including the -ly suffix

Gilgamesh the Hero: Lesson 2 in BF guide – read tablet one, “Heaven Sent”.  Summarize each dream.  Define vocabulary.  Discuss the imagery of Gilgamesh’s feet.

Math:  Our geometric endeavors continued with circles and perimeter this week.

Science:  Week 4 focuses on four different kinds of habitats – oceans, coral reef, wetland, deciduous.  Our reading and research, as well as various videos streamed, were focused on these four habitats.  Work began on her habitat chart.  We are rabbit trailing once again.  Too many of the habitats have led to research on the animals that live in these habitats.

Our memory work for science is the divisions of life and the five kingdoms.  I added the characteristics of the five kingdoms to our memory notebook this week.

Logic:  Analogies and Sequencing – pages 21-25 of Logic Countdown

Leave a Comment

Filed under Weekly Review

Week of 10/09/2011

Our Week in Review …

Our “little fish” has practiced hard this week.  The butterfly stroke is still an obstacle to overcome, but speed and technique are  improving.  We are very proud of her work and effort.  She has found enjoyment and friendship on her team.  The next meet will be a USA Swimming meet – her first USA Swimming meet.

History, Ancient Studies:  Moving forward we continue our study of the cradle of civilization with the Assyrians.  As well, we reached the lesson in Mystery of History that looks at the story, or epic, of Gilgamesh. 

The map this week was for Mesopotamia.

We finished reading The Boy of the Painted Cave.  We completed our first WOW bookmark, which received four out of five stars!

Language Arts:  We reviewed chapter 2 briefly this week and moved on to complete lessons 27 and 28.  Chapter 3 is devoted exclusively to nouns, common and proper.

Vocabulary:  Lessons 16 and 17
Spelling: Lesson 14 worked with spelling /ur/ and changing the “y” to “i” 

Math:  Geometry continues with triangles, rectangles, parallelograms, and polygons.  Geometry has provided us with a “computational” vacation.

Science:  Reading, vocabulary, and writing assignment for week three: ecosystems, food & energy, nutrient cycles, food chains and webs, etc. 

I am trying to teach summary for science.  I am hand holding and constantly acting as an “Oliver” by asking for more each time I preview her writing.  I believe that a summary of what she has read could easily fill two pages.  I do not think that I have expectations beyond her ability either.  I do not ask for perfect grammar or sentence structure, but I do require correct spelling and focus on the week’s content.  (This will be our our focus for writing – continuing with organizing our ideas into informational chunks and getting words to paper.)

I want to be shown what she has learned and read.  I want an information-smash.

Our memory work for science is the divisions of life and the five kingdoms.  These are added to our memory notebook, and we will continue to review them once a week.

LogicAnalogies – pages 16-12 of Logic Countdown

Leave a Comment

Filed under Weekly Review

Week of 10/02/2011

Our Week in Review …

History, Ancient Studies:  Our reading was on Sumer and Akkad this week.  We studied the Tower of Babel too.  Our history project this week sent us on a scavenger hunt for money.  We attempted to find our equivalent of a dollar and coins from various nations. 

I want to note my appreciation to the moms from the Hive!  Without them, I would not have been able to find the money to demonstrate the concepts and value.  Thank you so very much for help.

We studied maps in general.  By this, I mean that we discovered that the first maps were on clay tablets.  They were from Babylonia and date back to more than 2500 years ago!  From our Ancient Science book, we completed the Where in the World project. 

I must note that we found a great free application on the phone to use as a compass. 

While the phone app was not our first choice, it was the least insane attempt and far more accurate.  The first attempt at discovering “north” was a serious discussion between mom and dad which involved some rolling of the eyes, a few gasps, and a bunch of finger pointing.  Yes, you can laugh, but it gets better. 

The second attempt involved mom getting in the van, backing up, and pulling forward a dozen or so times to get the compass in the car to display “N”.  This is really amusing when you factor in the previous discussion between mom and dad that led to mom in the van in the driveway backing up and pulling forward while dad became a finger-pointing obstacle in the driveway and mom is still gasping each time he utters a word and points his finger dramatically.  Picture yourself as my neighbor, and at this point, you might consider moving!

Oh yes, and all the while, the “student” is watching Jurasic Park in the back of the van that mom is driving around the driveway.  At last, and not to the improvment of the situation but at least the resolution, the “student” (insert frown here) pulls out her phone and announces, after 45 minutes of mom and dad attempting to find north, that north is no where close to where mom or dad thought it actually was.  And so, the dear darling “student” points north (roll eyes here too).

This is a perfect example of why you should not involve yourself in the project.  Let them do it on their own.

We are reading The Boy of the Painted Cave.

Language Arts:  Chapter two’s lessons continued with the kinds of sentences. Exclamatory sentences were studied and diagrammed.  It was a new concept to diagram with “(you)” for the subject.  This was difficult once we mixed the sentence types together.  I did not stress this overly much for mastery.  I have learned that mastery sometimes needs a break!  Therefore, I continued to make the correction and explain.  We still have the rest of the book to review and practice.  We will encounter this often enough to find mastery.  This is another reason that I love Rod & Staff’s English books – incremental grammar lessons with review and mastery.

Vocabulary:  Lessons 15 and 16
Spelling: Lesson 13 worked with the sounds of /yoo/ and /oo/ as well as comparing words with -er and -est. 

Gilgamesh the Hero: Finish and review the first three lessons in our BF guide.

Math:  I admit defeat.  We officially left division in the wake.  This week moved into geometry.  This was very enjoyable following our division-brain-drain – lines, rays, angles, measuring angles, drawing angles, and estimating angles. 

Science:  Week 3 did not require an experiment.  We completed sketches this week for the nitrogen cycle, carbon cycle, phosphorus cycle, etc.  While the sketching might appear to not need a week, consider that we had to research what was involved in each cycle first.  You cannot sketch that which you do not know.  I believe this might be the first time that my student had even heard of nitrogen or phosphorus.  I was impressed by her recall of the water cycle and the carbon cycle from our previous year’s earth studies.

Our memory work for science is the divisions of life and the five kingdoms.  These are added to our memory notebook, and we will continue to review them once a week.

LogicRelationships and Analogies – pages 11-15 of Logic Countdown

Leave a Comment

Filed under Weekly Review