Someone from church mentioned this on Sunday evening...that homemade ice cream was the best! One word: brilliant!
You will need:
- 2 bags of party ice
- 1 gallon whole milk (or chocolate milk for chocolate ice cream)
- Ice chest
- 1 box of kosher salt
- Paper cups (a least one for each student, and 1 for each teacher in the building who wants to try it)
- 1 lb. Sugar
- 1 gal. Ziplock bags (2 for each pair of students)
- vanilla extract
- Plastic spoons
- 1 quart ziplock bags (1 for each pair of students)
- paper towels
- Measuring cups, teaspoons and tablespoons
Directions:
- Combine 2 tablespoons sugar with a few drops of extract and 1 cup (8 oz) of milk in a small ziplock bag (quart size) and zip it up. This is the small bag!!!
- Add 2 cups of ice and 1/2 cup of rock salt in a gallon ziplock bag. Place this bag into another ziplock bag to reduce leakage. This is the large bag!!!!
- Place the sealed small bag into the large bag and seal the large bag.
- Have the children pair off, and have each partner hold one end of the large bag and shake it until the ice cream is firm.
- After the ice cream is firm, supply the children with cups and spoons so they may pour the ice cream into the cups and try it.
Reference: http://www.123child.com/UBB/showthread.php?t=6342
Wednesday, July 29, 2009
How to Make a Flannel Board
For some reason it never occurred to me that I could make one of these at home! Now that I see how to do it I feel so silly for not thinking of it myself!
Reference: http://babyparenting.about.com/od/activitiesandplay/a/flannelboard.htm
Reference: http://babyparenting.about.com/od/activitiesandplay/a/flannelboard.htm
Garden Snails
Cute site for those who want to learn a little something special about garden snails. Fun "outdoor" activity for kids!
http://www.geocities.com/sseagraves/allaboutsnails.htm
http://www.geocities.com/sseagraves/allaboutsnails.htm
Tuesday, July 28, 2009
Imagination Art Station
I found this at one of my favorite sites and wanted to have it for easy reference! Here is the site it is from: http://www.hubbardscupboard.org/bible_and_rhyme_activities.html#TactileExperiences
While teaching at a kindergarten center, all of the teachers had set up what they called "Imagination Stations'. An imagination station is a place where there are a variety of materials and children can use them in any way they wish to create their own masterpieces and inventions! What fun for a preschooler as well! Below are some items you may wish to include in your own Imagination Art Station!
While teaching at a kindergarten center, all of the teachers had set up what they called "Imagination Stations'. An imagination station is a place where there are a variety of materials and children can use them in any way they wish to create their own masterpieces and inventions! What fun for a preschooler as well! Below are some items you may wish to include in your own Imagination Art Station!
- Empty cardboard tube rolls
- Ribbon and rick rack
- Scraps of fabric
- Sequins
- Yarn
- Buttons
- Feathers
- Pom poms
- Cotton balls
- Wiggle eyes
- Stickers
- Popsicle sticks
- Paper plates
- Paper lunch bags
- Muffin liners
- Safety scissors
- Glue sticks
- Stapler
- Tape
- Hole punches
- White paper
- Construction paper
- Envelopes
- Washable markers
- Colored pencils
- Crayons - regular and glitter
Monday, July 27, 2009
Catechism Devotional (Example #1)
Catechism Question #1
Q: Who made you?
A: God!
Scripture: “Remember your creator in the days of your youth…” Ecclesiastes 12:1
Instruction: Being young is only for a little while. It is good to think about God now so that our life will be blessed tomorrow. If we only think about ourselves and what we want we will miss the really important things in life. Let us ask God to help us to remember what we have been learning about Him so that we can worship Him even while we are young.
Discussion: It’s easy to forget things! What kinds of things do we forget about? (Saying “please” and “thank you;” putting our shoes away; brushing our teeth; obeying our parents.) What happens when we forget important things? (Sometimes we can’t have special treats. Sometimes we miss getting to do things we like. Sometimes we get discipline.) The Bible tells us that we should not forget about God. He is more important than anything else! He wants us to know about what is right and what is safe! If we forget about Him then our lives will not be happy (blessed) or good, will they? (No!) And do you think we will be able to know God the way that He wants us to? (No!) So what should we do? (Remember God!)
Song: Remember your creator in the days of your youth (x3) and you will live a happy life, Amen!
Activity: Draw a picture of yourself that shows how you can remember God and what He wants you to do! (holding a Bible; living on the earth; taking care of your things; going to church; obeying your parents; praying; loving others)
Q: Who made you?
A: God!
Scripture: “Remember your creator in the days of your youth…” Ecclesiastes 12:1
Instruction: Being young is only for a little while. It is good to think about God now so that our life will be blessed tomorrow. If we only think about ourselves and what we want we will miss the really important things in life. Let us ask God to help us to remember what we have been learning about Him so that we can worship Him even while we are young.
Discussion: It’s easy to forget things! What kinds of things do we forget about? (Saying “please” and “thank you;” putting our shoes away; brushing our teeth; obeying our parents.) What happens when we forget important things? (Sometimes we can’t have special treats. Sometimes we miss getting to do things we like. Sometimes we get discipline.) The Bible tells us that we should not forget about God. He is more important than anything else! He wants us to know about what is right and what is safe! If we forget about Him then our lives will not be happy (blessed) or good, will they? (No!) And do you think we will be able to know God the way that He wants us to? (No!) So what should we do? (Remember God!)
Song: Remember your creator in the days of your youth (x3) and you will live a happy life, Amen!
Activity: Draw a picture of yourself that shows how you can remember God and what He wants you to do! (holding a Bible; living on the earth; taking care of your things; going to church; obeying your parents; praying; loving others)
Catechism Devotional (Example #2)
Catechism Question #2
Q: What else did God make?
A: God made all things!
Scripture: “For by Him all things were created that are in heaven and that are on earth…” Colossians 1:16a
Instruction: Long ago before we were born God decided to make this world and everything in it! Whatever we see or do not see was made by God. One of the reasons He created everything was so that we could see how special He is! He isn’t like anyone else! Only God could make a wonderful world like this! When we look at His creation we should realize that He is a big, strong, amazing God!
Discussion: God has special plans for the things He has made. What do you think God wants us to learn from what we see around us? (That God is our Creator; that He is very mighty; that we should want to know who He is; that we should love Him!) When we see the animals, the mountains, the water, and the sky we can feel kind of small, huh? (Yes!) That helps us to remember that we need God and that we can only be safe if He protects us! It’s good to look at the things that God has made and to ask Him to help us to know Him! Don’t you think It is good to know the One who made you? (Yes!) When you think about God, who gave you life, what would you like to say to Him? (Thank You; Please, help me to know You; I love you; Please protect me; Will you help me to obey; Will you forgive my sin)
Song: My God is so big, so strong and so mighty there’s nothing my God cannot do (x2); The mountains are His, the rivers are His, the stars are His handiwork too! My God is so big, so strong and so mighty there’s nothing my God cannot do, for you!
Activity: Have the children use their only their thumbs and finger paints to “create” their own pictures on colored construction paper. Just as we can see their thumbprints in their pictures, so we can see God’s handiwork in creation!
Q: What else did God make?
A: God made all things!
Scripture: “For by Him all things were created that are in heaven and that are on earth…” Colossians 1:16a
Instruction: Long ago before we were born God decided to make this world and everything in it! Whatever we see or do not see was made by God. One of the reasons He created everything was so that we could see how special He is! He isn’t like anyone else! Only God could make a wonderful world like this! When we look at His creation we should realize that He is a big, strong, amazing God!
Discussion: God has special plans for the things He has made. What do you think God wants us to learn from what we see around us? (That God is our Creator; that He is very mighty; that we should want to know who He is; that we should love Him!) When we see the animals, the mountains, the water, and the sky we can feel kind of small, huh? (Yes!) That helps us to remember that we need God and that we can only be safe if He protects us! It’s good to look at the things that God has made and to ask Him to help us to know Him! Don’t you think It is good to know the One who made you? (Yes!) When you think about God, who gave you life, what would you like to say to Him? (Thank You; Please, help me to know You; I love you; Please protect me; Will you help me to obey; Will you forgive my sin)
Song: My God is so big, so strong and so mighty there’s nothing my God cannot do (x2); The mountains are His, the rivers are His, the stars are His handiwork too! My God is so big, so strong and so mighty there’s nothing my God cannot do, for you!
Activity: Have the children use their only their thumbs and finger paints to “create” their own pictures on colored construction paper. Just as we can see their thumbprints in their pictures, so we can see God’s handiwork in creation!
Sunday, July 26, 2009
Bible Time
After working for several weeks now on the children's schooling material I'm very relieved to finally have found a suitable "free" Bible curriculum as well as a list of catechism questions for young kids. The curriculum is designed for Pre-K, which suits Tia and Daniel well, but can easily be adjusted to Sophia's level during the course of our day. It also involves a great deal more "activity" wise which I may use as necessary to fill in some of the gaps from that which I am currently missing. The catechism questions that I found were not suitable as they were but with a little bit of editing I think I'm ready! We decided to limit the questions to one per week and I hope to include Biblical devotionals and art activities around each question, supplemental to what is planned in the Bible curriculum I will be using.
The "Free" Bible Curriculum that I found is at http://www.hubbardscupboard.org/bible_and_rhyme.html and the first year of catechism questions (36 in total) is listed below:
FIRST QUARTER
The "Free" Bible Curriculum that I found is at http://www.hubbardscupboard.org/bible_and_rhyme.html and the first year of catechism questions (36 in total) is listed below:
A Young Child’s Catechism
Home School Agenda for 2009-2010 School Year
36 Weeks: Questions 1-36
Home School Agenda for 2009-2010 School Year
36 Weeks: Questions 1-36
FIRST QUARTER
Week 1 – August 10-14
Q 1: Who made you? A: God.
Week 2 – August 17-21
Q 2: What else did God make? A: God made all things.
Week 3 – August 24-28
Q 3: Why did God make you and all things? A: For his own glory.
Q 3: Why did God make you and all things? A: For his own glory.
Week 4 – August 31-September 4
Q 4: How can you glorify God? A: By loving him and doing what he commands.
Q 4: How can you glorify God? A: By loving him and doing what he commands.
Week 5 – September 7-11
Q 5: Why are you to glorify God? A: Because he made me and takes care of me.
Week 6 – September 14-18
Q 6: Is there more than one true God? A: No. There is only one true God.
Q 6: Is there more than one true God? A: No. There is only one true God.
Week 7 – September 21-25
Q 7: In how many Persons does this one true God exist? A: In three Persons.
Week 8 – September 28-October 2
Q 8: Name these three Persons. A: The Father, the Son, and the Holy Spirit.
Q 8: Name these three Persons. A: The Father, the Son, and the Holy Spirit.
Week 9 – October 5-9
Q 9: Who is God? A: God is Spirit and does not have a body like men.
SECOND QUARTER
Week 10 – October 12-6
Q 10: Where is God? A: God is everywhere.
Q 10: Where is God? A: God is everywhere.
Week 11 – October 12-23
Q 11: Can you see God? A: No. I cannot see God, but He always sees me.
Q 11: Can you see God? A: No. I cannot see God, but He always sees me.
Week 12 – October 26-30
Q 12: Does God know all things? A: Yes. Nothing can be hidden from God.
Q 12: Does God know all things? A: Yes. Nothing can be hidden from God.
Week 13 – November 2-6
Q 13: Can God do all things? A: Yes. God can do all his holy will.
Week 14 – November 9-13
Q 14: Where do you learn how to love and obey God? A: In the Bible alone.
Q 14: Where do you learn how to love and obey God? A: In the Bible alone.
Week 15 – November 16-20
Q 15: Who wrote the Bible? A: Chosen men who were inspired by the Holy Spirit.
THANKSGIVING BREAK: November 23-27
Week 16 – November 30-December 4
Q 16: Who were our first parents? A: Adam and Eve.
Q 16: Who were our first parents? A: Adam and Eve.
Week 17 – December 7-11
Q 17: How did God create man? A: God created man, male and female, after his own image.
Week 18 – December 14-18
Q 18: Of what were our first parents made? A: God made Adam's body out of the ground and Eve's body out of a rib from Adam.
Q 18: Of what were our first parents made? A: God made Adam's body out of the ground and Eve's body out of a rib from Adam.
CHRISTMAS BREAK: December 21-January 8 / THIRD QUARTER
Week 19 – January 11-15
Q 19: What else did God give Adam and Eve besides bodies? A: He gave them souls that will last forever.
Week 20 – January 18-22
Q 20: Do you have a soul as well as a body? A: Yes. And my soul is going to last forever.
Q 20: Do you have a soul as well as a body? A: Yes. And my soul is going to last forever.
Week 21 – January 25-29
Q 21: How do you know your soul will last forever? A: Because the Bible tells me so.
Week 22 – February 1-5
Q 22: In what condition did God make Adam and Eve? A: He made them holy and happy.
Q 22: In what condition did God make Adam and Eve? A: He made them holy and happy.
Week 23 – February 8-12
Q 23: What did God command Adam to do? A: To be fruitful and multiply and to fill the earth and subdue it.
Week 24 – February 15-19
Q 24:What did God command Adam not to do? A: Not to eat of the tree of the knowledge of good and evil.
Q 24:What did God command Adam not to do? A: Not to eat of the tree of the knowledge of good and evil.
Week 25 – February 22-26
Q 25: What did God say would happen if Adam ate of the tree? A: That he would die.
Week 26 – March 1-5
Q 26: Did Adam eat the fruit of the tree? A: Yes, Adam ate of the tree as did Eve, his wife.
Week 27 – March 8-12
Q 27: Did Adam and Eve die after eating the fruit of the tree? A: They did not die physically but they died spiritually and could no longer live with God.
FOURTH QUARTER
Week 28 – March 15-19
Q 28: What happens to those who do not have spiritual life? A: They are lost in sin and are unable to know God or be in His presence.
Week 29 – March 22-26
Q 29: What is sin? A: Sin is any lack of conformity to, or transgression of, the law of God.
EASTER BREAK: March 29-April 9
Week 30 – April 12-16
Q 30: What is meant by lack of conformity? A: Not being or doing what God requires.
Week 31 – April 19-23
Q 31: What is meant by transgression? A: Doing what God forbids.
Q 31: What is meant by transgression? A: Doing what God forbids.
Week 32 – April 26-30
Q 32: What does every sin deserve? A: The wrath and curse of God.
Week 33 – May 3-7
Q 33: What was the sin of our first parents? A: Disobedience (or transgression).
Week 34 – May 10-14
Q 34: Who tempted Adam and Eve to this sin? A: Satan tempted Eve first, and then he used her to tempt Adam.
Week 35 – May 17-21
Q 35: How did Adam and Eve change when they sinned? A: Instead of being holy and happy, they became sinful and miserable.
Week 36 – May 24-28
Q 36: Did the sin of Adam and Eve affect only themselves? A: No. Their sin affected all of creation and the whole human race.
Friday, July 24, 2009
Calendar Time
Seeing as how my kids vary in skill level I have decided to try a technique a lot of schools use: Calendar Time. My hope is that this will be a central place where the kids can work together to learn various concepts at their own level through repetition and routine. Here's what I plan to include:
- Class Schedule
- Weekly Job Chart (Rotation of: Calendar Helper, Weather Watcher and Song Leader)
- Letter of the Week
- Weekly Bible Verse
- Weekly Catechism Question
- Weekly Social Studies Question
- Monthly Calendar
- A Popsicle Bag (the Calendar Helper will add a popsicle every day to help us count the number of school days)
- "Today is" Sign
- "The Season is" Sign
- "The Weather is" Sign
- Weather Wheel
- List of Song Choices (for the Song Leader to choose from)
- List of "Calendar" Questions (How many days until Saturday? How many months in a year?, etc..)
- Map of all 7 continents
- U.S. Flag
- St. Lucian Flag (since Daddy is West Indian)
- Cut-outs pocket (for loose calendar numbers and descriptors)
If all goes well, this should increase their familiarity with written numbers, letters and words, as well as increase their Bible knowledge, math skills, observation skills, vocabulary and memory. Talking about concepts related to weather, continents, and citizenship should also provide a simple spring board into learning about culture, science, geography and history later down the road. Incorporated throughout are a variety of really great songs and "chants" that ought to help with rhythm, sound recognition and rhyme. Regarding the use of Social Studies questions, I plan to use this along with catechism questions to educate the children as to the reason for their existence and how they ought to relate to God and to others. Here are some of the questions I plan on using:
First Quarter:
- How can we be safe and obey the rules?
- Who should we trust and obey? (Stranger Safety)
- Where did we come from?
- Where do we live?
- What is our address?
- What is our phone number?
- What is a family?
- What is my role in my family, home, school, and community?
- Why do we have holidays, traditions, and customs?
Second Quarter:
- What kinds of things are fun to do with other people?
- How are we supposed to treat people?
- Why are there so many different kinds of people?
- Why is it good to learn about people who are different than us?
- Why is it good to learn about people from the past?
- How can the things we learn enable us to know more about God?
- How can the things we learn enable us to show love to other people?
- What should we do when we do not understand other people?
- What does God want us to do when other people are not nice to us?
When it comes to these types of questions I would imagine that they would be more of the kindgergarten level, which in some cases would involve not only Sophia, but Tia as well. (Truth be told, in many ways Tia seems ready for kindergarten even though she is only 4 1/2.) When it comes to Daniel (although he is an advanced 2 1/2 year old), the best I might hope for throughout some of these things is that he sits, listens and participates the best that he can. By limiting these questions to only one each week, my hope is that over the 3 or 4 days per week that the kids are "in class" we will be able to discuss these matters in several segments as well as give the children ample time to think through the issues raised and come to talk about these things in a Biblical fashion. My plan is to do my best to choose an applicable memory verse that helps us to understand the Biblical answer to these rather interesting questions.
As always, I am seeking to hold these things with an open hand and let the Lord direct and teach me. When I review this idea and think about what it may take to implement it, I am hoping that the effort will be worth the results...or that if it does not work out I will be able to move on toward that which is effective and helpful for my little kids!
Only one slight concern, which I am sure Jeremiah will help me with, but I have not yet found a young children's catechism that I'm completely satisfied with. I'm hoping to find one that does not require too much editing or rearranging. Some of the ones I have seen have too much of their own theological persuasion included rather than genuinely biblical questions and answers...something we're all prone to do, of course...but I really do want to weed that out if possible.
Now...a prayer that God will supply time, energy, capability, and diligence and that I will exercise patience, love and gratitude in the midst of this incredible calling!
Thursday, July 23, 2009
Weather Wheel & Lesson Plan Ideas
Card Stock Weather Wheel: http://printables.scholastic.com/printables/detail/?id=24870
Paper Plate Weather Wheel: http://cgi.ebay.com.my/PAPER-PLATE-TODAYS-WEATHER-WHEEL-KIDS-CRAFT-KIT_W0QQcmdZViewItemQQitemZ200319308561#ebayphotohosting
Weather Lesson Plans & Activities: http://www.associatedcontent.com/article/1090584/preschool_weather_lesson_plans_arts.html
Paper Plate Weather Wheel: http://cgi.ebay.com.my/PAPER-PLATE-TODAYS-WEATHER-WHEEL-KIDS-CRAFT-KIT_W0QQcmdZViewItemQQitemZ200319308561#ebayphotohosting
Weather Lesson Plans & Activities: http://www.associatedcontent.com/article/1090584/preschool_weather_lesson_plans_arts.html
Tuesday, July 21, 2009
Homemade Math Manipulatives
These are some ideas I found off the top of my head (and I'm not quite sure who to reference):
Large Craft Sticks/Beans:
Lay out ten craft sticks. count out 55 beans, glue one bean onto the first craft stick, two on the next and so on to make ten counting sticks. Another variation may be just to mark them with colored dots. You can use these later to teach the kids how to count by 2s, 5s and 10s. Just create additional craft sticks that combine the beans (or dots) into groups.
Various Forms of Dry Pasta:
Children may sort dry, dyed pasta by color, by size, by shape, and by type!
Large, Fuzzy Dice: (ones that hang from rear view mirrors)
Remove the strings from the dice. Encourage children to roll the dice and count the dots to learn their respective values. Once they can identify their values by sight use the dice to practice addition and multiplication! (I saw these at the dollar store a few days ago...I plan to buy 3 or 4 sets!)
Salt Dough:
Pre-make, cover and refrigerate the salt dough (2 cups all-purpose flour, 1 cup salt, 1 cup cold water, added gradually). Have the kids use a small circular shape or cookie cutter to create round "counters." Let them air dry for a couple of days or place in a 200 degree oven covered loosely with foil until baked through. Paint with acryllic paint!
For older kids learning about "ones, tens, and hundreds" create a rectangular grid on a piece of paper or cardstock, designating each "place" appropriately. Have the kids stack the circular counters in each place to create a number. For example: the number 21 would have two counters in the tens place and one counter in the ones place!
(Sometimes the baking process causes the dough to bubble up. On the other hand air dried dough can be more fragile.)
These are ideas I got from ProTeacher.net:
Painted Lima Beans:
Spray paint large lima beans on one side. When dry, you give the children 7 beans or whatever fact family you are working on at the time. They shake the beans and write the addition family that goes with the result. For example, when they shake and roll out their 7 beans, they may get 3 red and 4 white so they would write 3+4=7.These could also be used as counters or with a BINGO game.
(For a Pre-K adaptation of this game just have the kiddos count the colored beans and sort them by color.)
Craft Foam:
I used the colorful craft foam sheets found at stores like Michaels and Hobby Lobby. You can cut it on school paper cutters. I make number tiles, tangrams, and counters.
Milk Caps:
Collect milk caps. Different colors. You know there is one color for skim milk and another for whole milk etc. ( even the tea jugs have colored caps as well as orange juice ) Get friends to save. You can use them for counters, making patterns. If you have the flat ones you can put a magnet on them to be used on a magnet board. Activity show the flash card and the student puts the answer down with the number of caps. Even is the caps as money exchange, write numbers on them for younger grades to put the number in order or the older ones to X with.You can use them to make a bar/pic/graph. There are so many ways to use them and so simple.
Reference: http://www.proteacher.net/discussions/showthread.php?t=69295
Large Craft Sticks/Beans:
Lay out ten craft sticks. count out 55 beans, glue one bean onto the first craft stick, two on the next and so on to make ten counting sticks. Another variation may be just to mark them with colored dots. You can use these later to teach the kids how to count by 2s, 5s and 10s. Just create additional craft sticks that combine the beans (or dots) into groups.
Various Forms of Dry Pasta:
Children may sort dry, dyed pasta by color, by size, by shape, and by type!
Large, Fuzzy Dice: (ones that hang from rear view mirrors)
Remove the strings from the dice. Encourage children to roll the dice and count the dots to learn their respective values. Once they can identify their values by sight use the dice to practice addition and multiplication! (I saw these at the dollar store a few days ago...I plan to buy 3 or 4 sets!)
Salt Dough:
Pre-make, cover and refrigerate the salt dough (2 cups all-purpose flour, 1 cup salt, 1 cup cold water, added gradually). Have the kids use a small circular shape or cookie cutter to create round "counters." Let them air dry for a couple of days or place in a 200 degree oven covered loosely with foil until baked through. Paint with acryllic paint!
For older kids learning about "ones, tens, and hundreds" create a rectangular grid on a piece of paper or cardstock, designating each "place" appropriately. Have the kids stack the circular counters in each place to create a number. For example: the number 21 would have two counters in the tens place and one counter in the ones place!
(Sometimes the baking process causes the dough to bubble up. On the other hand air dried dough can be more fragile.)
These are ideas I got from ProTeacher.net:
Painted Lima Beans:
Spray paint large lima beans on one side. When dry, you give the children 7 beans or whatever fact family you are working on at the time. They shake the beans and write the addition family that goes with the result. For example, when they shake and roll out their 7 beans, they may get 3 red and 4 white so they would write 3+4=7.These could also be used as counters or with a BINGO game.
(For a Pre-K adaptation of this game just have the kiddos count the colored beans and sort them by color.)
Craft Foam:
I used the colorful craft foam sheets found at stores like Michaels and Hobby Lobby. You can cut it on school paper cutters. I make number tiles, tangrams, and counters.
Milk Caps:
Collect milk caps. Different colors. You know there is one color for skim milk and another for whole milk etc. ( even the tea jugs have colored caps as well as orange juice ) Get friends to save. You can use them for counters, making patterns. If you have the flat ones you can put a magnet on them to be used on a magnet board. Activity show the flash card and the student puts the answer down with the number of caps. Even is the caps as money exchange, write numbers on them for younger grades to put the number in order or the older ones to X with.You can use them to make a bar/pic/graph. There are so many ways to use them and so simple.
Reference: http://www.proteacher.net/discussions/showthread.php?t=69295
How to Dye Colorful Pasta Beads for Kids Crafts
Materials:- 4 ceramic coffee mugs
- 3 sm. containers of food coloring in red, yellow & blue
- 16 oz. salad macaroni or other small pasta of choice
- 1 1/2 to 2 cups rubbing alcohol
- 6 to 7 paper plates or dbl. layered paper towels
This project happens in two segments and yields pasta in six (or seven) distinct colors. (I developed this method after realizing that I had wasted an awful lot of rubbing alcohol the first time around.)
FIRST SEGMENT
1. Fill 3 mugs with 1/2 cup of rubbing alcohol.
2. Use one mug for each of the primary colors. I recommend 10-20 drops of food coloring for each.
3. Add approximately 1/2 cup of pasta to each mug or as much as that which can be completely covered by the liquid.
4. Leave the pasta to soak until satisfied with the color. The yellow permeates rather quickly whereas the red and blue take longer.
5. In the meantime, lay out six to seven paper plates (or six to seven doubled segments of paper towel) where the colors may dry.
6. When the pasta is ready remove with a plastic fork and lay them out in a single layer. Plan to let them dry for no less than two hours or overnight.
7. Repeat the process if you would like more pasta in red, yellow and blue!
Before beginning the second part of this project you may wish to add a very small amount of rubbing alcohol to each mug (and possibly one more drop of food coloring) as some of the liquid will have been lost in the soaking and draining process.
SECOND SEGMENT:
1. Remove approx. 1/4 cup of remaining red solution and pour into the empty coffee mug.
2. Create orange by adding approx. 1/4 cup of the yellow solution to the new mug. Don't forget to stir and then go ahead and add the pasta as directed above.
3. Now, remove 1/4 cup of remaining blue solution and pour into the remaining yellow solution to create green. Add pasta as directed above.
4. Lastly, combine remaining blue and red solutions to create purple. Add pasta as directed above.
5. When ready, remove pasta for drying.
6. Repeat as desired.
You may have remaining pasta. Feel free to repeat the process or even combine all colors to make brown if you like! I did attempt to make other colors but various shades of green, blue and red do not seem quite distinct from the original shades I created. Interestingly, the best looking colors were orange, green, yellow and purple, although purple required the longest soak time.
I loved this project! It's not the best for doing with small kids because of the alcohol, nonetheless, it's a great way to make beads for macaroni necklaces or for use as math manipulatives. (See more in post titled "Homemade Math Manipulatives.") I look forward to trying this with other types of pasta!
Note: If you would like to dye larger pieces of pasta you will want to increase the amount of solution you use!
To view the source I referenced for this project, go to: http://www.ehow.com/how_4850657_dye-pasta-beads-kids-crafts.html
Monday, July 20, 2009
Three Weeks and Counting
It's now three weeks until school begins! I'm both thrilled and thankful that preparations are coming along. There are several needs and lots of wants hanging in the balance but I'm confident that by the time school starts we will be able to make due on what we have. The biggest thing I am working on now is finalizing my teaching schedule and gathering up remaining supplies, some of which are still in boxes somewhere!! Looking forward to seeing how things come together!
Saturday, July 18, 2009
Play Dough Fun
Whew! The kids and I made our own play dough today. They had a great time learning about colors, sequence and even a little science! We tried two different approaches to coloring the dough. First we tried 5 different colors of powdered Kool-Aid! We really loved the colors we got out of that, especially the lemon-lime and orange colors. Then we augmented the remaining colors: cherry red, grape and lemonade with food coloring! Next, we used different shades of neon and traditional food coloring shades to make even more colors! For storage we put the play dough in individual zip-loc bags and stored them in an old 5 quart, plastic ice cream tub! The end result: our own, homemade play dough pail! Tiring, but fun!
Friday, July 17, 2009
Play Dough Recipe
4 cups flour
1 cup salt
4 cups water
4 tablespoons oil
1/2 cup cream of tartar
Mix all ingredients in a sauce pan. Cook and stir over low/medium heat until play dough is completely formed and no longer sticky. Allow to cool slightly before storing in an air tight container or zip lock bag.
Variations:
Add one package of unsweetened powdered Kool-Aid to your playdough to give it a great smell. (Thanks to James Slaughter for this variation).
Reference: http://www.montgomeryschoolsmd.org/curriculum/PEP/playdo.htm
Another variation I have used is to make "pumpkin" play dough by adding one small container of pumpkin spice and several drops of orange food coloring! Smells and looks delicious!
(One other thing I wanted to mention is that it's easy to cut this recipe by fourths. In fact, on the day we went to make the play dough I realized that I only had 3 oz. of cream of tartar, rather than the 4 oz. (1/2 cup) that is required...so I just made a 3/4 recipe and it came out perfect!)
1 cup salt
4 cups water
4 tablespoons oil
1/2 cup cream of tartar
Mix all ingredients in a sauce pan. Cook and stir over low/medium heat until play dough is completely formed and no longer sticky. Allow to cool slightly before storing in an air tight container or zip lock bag.
Variations:
Add one package of unsweetened powdered Kool-Aid to your playdough to give it a great smell. (Thanks to James Slaughter for this variation).
Reference: http://www.montgomeryschoolsmd.org/curriculum/PEP/playdo.htm
Another variation I have used is to make "pumpkin" play dough by adding one small container of pumpkin spice and several drops of orange food coloring! Smells and looks delicious!
(One other thing I wanted to mention is that it's easy to cut this recipe by fourths. In fact, on the day we went to make the play dough I realized that I only had 3 oz. of cream of tartar, rather than the 4 oz. (1/2 cup) that is required...so I just made a 3/4 recipe and it came out perfect!)
Tuesday, July 14, 2009
Free Curriculum
One of my favorite finds so far was recommended to me by my friend Tracy. It's called currclick.com! I just downloaded nearly 30 free resources from their site. Here are some of the topics I was able to cover:
Everything was completely free and I downloaded the curriculum/resources instantly. I really enjoyed that I was able to search for free items according to age and so I'm also very happy that the things I chose are useful now. Great find!
- ABCs
- Bible
- History
- Literature
- Math
- Motor Skills
- Notebooking
- Phonics
- Science
- Social Studies
- Spelling
Everything was completely free and I downloaded the curriculum/resources instantly. I really enjoyed that I was able to search for free items according to age and so I'm also very happy that the things I chose are useful now. Great find!
Sunday, July 12, 2009
Preschool Curriculum Guide
For some time now I have focused pretty intently on what I need to do to prepare for Sophia's schooling. Now I turn a bit of my attention toward what I would like to do (somewhat loosely) for my preschoolers! What I like about these guidelines is that it helps me to recognize that my kids are already on this track and that they are already being schooled at home...even before homeschooling officially starts! Again,this comes from worldbook.com and will include Bible requirements.
Size
* Understands big and little.* Understands long and short.* Matches shapes or objects based on size.
Colors and Shapes
* Recognizes and names primary colors.* Recognizes circles.* Recognizes rectangles.* Matches shapes or objects based on shape.* Copies shapes.
Numbers
* Counts orally through 10.* Counts objects in one-to-one correspondence.* Understands empty and full.* Understands more and less.
Reading Readiness
* Remembers objects from a given picture.* Knows what a letter is.* Has been read to frequently.* Has been read to daily.* Looks at books and magazines.* Recognizes some nursery rhymes.* Identifies parts of the body.* Identifies objects that have a functional use.* Knows common farm and zoo animals.* Pronounces own first name.* Pronounces own last name.* Expresses self verbally.* Identifies other children by name* Tells the meaning of simple words.* Repeats a sentence of 6-8 words.* Completes incomplete sentence with proper word.* Has own books.* Understands that print carries a message.* Pretends to read.* Uses left-to-right progression.* Answers questions about a short story.* Tells the meaning of words heard in story.* Looks at pictures and tells a story.* Identifies own first name in manuscript.* Prints own first name.
Position and Direction
* Understands up and down.* Understands in and out.* Understands front and back.* Understands over (on) and under.* Understands top, bottom, middle.* Understands beside and next to.* Understands hot and cold.* Understands fast and slow.
Time
* Understands day and night.* Knows age and birthday.
Listening and Sequencing
* Follows simple directions.* Listens to a short story.* Listens carefully.* Recognizes common sounds. * Repeats a sequence of sounds.* Repeats a sequence of orally given numbers.* Retells simple stories in sequence.
Motor Skills
* Is able to run.* Is able to walk a straight line.* Is able to jump.* Is able to hop.* Is able to alternate feet walking down stairs.* Is able to march.* Is able to stand on one foot for 5-10 seconds.* Is able to walk backwards for five feet.* Is able to throw a ball.* Pastes objects.* Claps hands. * Matches simple objects.* Touches fingers.* Able to button a garment.* Builds with blocks.* Completes simple puzzles(5 pieces or less).* Draws and colors beyond* a simple scribble.* Able to zip a zipper.* Controls pencil and crayon well.* Cuts simple shapes.* Handles scissors well.* Able to copy simple shapes.
Social-Emotional Development
* Can be away from parents or primary care givers for 2-3 hourswithout being upset.* Takes care of toilet needs independently.* Feels good about self.* Is not afraid to go to school.* Cares for own belongings.* Knows full name.* Dresses self.* Knows how to use handkerchiefor tissue.* Knows own sex.* Brushes teeth.* Crosses residential street safely.* Asks to go to school.* Knows parents' names.* Knows home address.* Knows home phone number.* Enters into casual conversation.* Carries a plate of food.* Maintains self-control.* Gets along well with other children.* Plays with other children.* Recognizes authority.* Shares with others.* Talks easily.* Likes teachers.* Meets visitors without shyness.* Puts away toys.* Able to stay on task.* Able to work independently.* Helps family with chores.
Reference: http://www.worldbook.com/wb/Students?curriculum/preschool
Size
* Understands big and little.* Understands long and short.* Matches shapes or objects based on size.
Colors and Shapes
* Recognizes and names primary colors.* Recognizes circles.* Recognizes rectangles.* Matches shapes or objects based on shape.* Copies shapes.
Numbers
* Counts orally through 10.* Counts objects in one-to-one correspondence.* Understands empty and full.* Understands more and less.
Reading Readiness
* Remembers objects from a given picture.* Knows what a letter is.* Has been read to frequently.* Has been read to daily.* Looks at books and magazines.* Recognizes some nursery rhymes.* Identifies parts of the body.* Identifies objects that have a functional use.* Knows common farm and zoo animals.* Pronounces own first name.* Pronounces own last name.* Expresses self verbally.* Identifies other children by name* Tells the meaning of simple words.* Repeats a sentence of 6-8 words.* Completes incomplete sentence with proper word.* Has own books.* Understands that print carries a message.* Pretends to read.* Uses left-to-right progression.* Answers questions about a short story.* Tells the meaning of words heard in story.* Looks at pictures and tells a story.* Identifies own first name in manuscript.* Prints own first name.
Position and Direction
* Understands up and down.* Understands in and out.* Understands front and back.* Understands over (on) and under.* Understands top, bottom, middle.* Understands beside and next to.* Understands hot and cold.* Understands fast and slow.
Time
* Understands day and night.* Knows age and birthday.
Listening and Sequencing
* Follows simple directions.* Listens to a short story.* Listens carefully.* Recognizes common sounds. * Repeats a sequence of sounds.* Repeats a sequence of orally given numbers.* Retells simple stories in sequence.
Motor Skills
* Is able to run.* Is able to walk a straight line.* Is able to jump.* Is able to hop.* Is able to alternate feet walking down stairs.* Is able to march.* Is able to stand on one foot for 5-10 seconds.* Is able to walk backwards for five feet.* Is able to throw a ball.* Pastes objects.* Claps hands. * Matches simple objects.* Touches fingers.* Able to button a garment.* Builds with blocks.* Completes simple puzzles(5 pieces or less).* Draws and colors beyond* a simple scribble.* Able to zip a zipper.* Controls pencil and crayon well.* Cuts simple shapes.* Handles scissors well.* Able to copy simple shapes.
Social-Emotional Development
* Can be away from parents or primary care givers for 2-3 hourswithout being upset.* Takes care of toilet needs independently.* Feels good about self.* Is not afraid to go to school.* Cares for own belongings.* Knows full name.* Dresses self.* Knows how to use handkerchiefor tissue.* Knows own sex.* Brushes teeth.* Crosses residential street safely.* Asks to go to school.* Knows parents' names.* Knows home address.* Knows home phone number.* Enters into casual conversation.* Carries a plate of food.* Maintains self-control.* Gets along well with other children.* Plays with other children.* Recognizes authority.* Shares with others.* Talks easily.* Likes teachers.* Meets visitors without shyness.* Puts away toys.* Able to stay on task.* Able to work independently.* Helps family with chores.
Reference: http://www.worldbook.com/wb/Students?curriculum/preschool
Friday, July 10, 2009
Incremental Encouragement
Well, it' s been a little more than a week since I realized for certain that homeschool was the path we would be pursuing. Of course, this is what I had wanted to do all along, but I was never positive that we would proceed with homeschool until I recognized something fairly significant: at this stage in my daughter's life this is what she needs! Well, I made it my commitment a long time ago never to begrudge my children what they sincerely need from me. So...homeschool, it is! That doesn't mean that someday in the future she will need something else...but for now, this is it!
I was really nervous at first, and still am a little bit, but I find that the more thought I put into it, the more plans and preparations I make, the more I settle on what our priorities ought to be, the more I realize that I am able to teach my child, the more encouraged I feel.
The timing of all of this is so crucial as well, being as how just a few months ago I would not have been equipped to take this task on! I am so blessed to say that I have emerged from a truly difficult time as a woman who knows why she is living and how she is regarded by those who matter most. I'm tempted to relay a parable I recently heard, retold in my own words, that explains my feelings regarding this very dark time:
I was really nervous at first, and still am a little bit, but I find that the more thought I put into it, the more plans and preparations I make, the more I settle on what our priorities ought to be, the more I realize that I am able to teach my child, the more encouraged I feel.
The timing of all of this is so crucial as well, being as how just a few months ago I would not have been equipped to take this task on! I am so blessed to say that I have emerged from a truly difficult time as a woman who knows why she is living and how she is regarded by those who matter most. I'm tempted to relay a parable I recently heard, retold in my own words, that explains my feelings regarding this very dark time:
Once a young boy, under the gaze of his father ran full out to his neighborhood pond. As the boy grew closer to the water's edge the father started yelling, flailing his arms and screaming, "Stop son, stop!" The boy with the wind in his ears could not hear his father and plunged face first into the water with a splash. By then his father was running with all his might, and with frantic screams pleading with his son to get out of the water. The boy saw his father's panic and turned to realize that an alligator was not far off. He began to scramble back to the shore but as his hands touched land the powerful beast snapped down on his legs. The alligator would have dragged the boy under but just then, amidst the boy's deafening screams, his father lunged toward the shoreline and grabbed his son's arms. Defying the alligator's hold he summoned all his might, digging even his nails into his son's flesh refusing to let him go! A man not far off watching this gruesome scene took aim with a rifle and with shocking accuracy killed the animal on the spot! At once the boy was released and returned his father. He went through a time of healing and came to a full recovery, but the boy took a certain pleasure in the scars that remained. Not the scars left by the vicious alligator who sought to kill him, but the scars on his arms; the scars left by the one who would not let him go.
Monday, July 6, 2009
Grade K Curriculum Guide
I found this on worldbook.com. Some of this will require some tweaking and Bible requirements will be added, of course, but otherwise it's quite helpful.
Social Studies
* Meanings of holidays, traditions, and customs* Understanding and appreciating other cultures* Individual's role in family, home, school, and community* Relationship of the individual to the group* Work and jobs* Safety rules and symbols* Basic human needs* Self-respect and self-awareness* Awareness of others* Location of home and school* Diagram of home and school
Science
* Observation of everyday, familiar things* Common animals and plants* Interrelationships of animals and plants* Classification of living things* Farm animals* Care of pets* Like and unlike plants* Indoor plants* The sun: our principal source of energy* Weather and seasons* Temperature* Light* Colors* Senses* Earth, moon, stars, planets* Simple measurement* Beginning experimentation
Language Arts
* Phonics* Choral reading* Listening to literature, music, poetry* Nursery rhymes, fairy tales, fables* Social listening* Constructing visual images while listening* Oral communication skills* Role play* Following and giving directions* Paraphrasing and summarizing* Organizing ideas* Experience stories* Relating events and experiences using complete sentences* Listening for correct speech habits and word usage* Beginning writing process* Manuscript handwriting
Health and Safety
* Personal hygiene* Good eating habits* Good grooming* Care of teeth* Major body parts* Physical fitness* Safety to and from school
Mathematics
* Simple counting to 20* One-to-one relationship* Concepts of more, less than, same* Sequence of events* Correspondence of quantities* Ordinal-cardinal relationship* Number-numeral relationship* Recognition of basic sets* Meaning of addition and subtraction* Introduction to number line* Estimation* Elementary geometry (shapes)* Calendar and clock* Denominations of money* Basic problem-solving strategies* Basic chart and graph concepts
Reference: http://www.worldbook.com/wb/Students?curriculum/kindergarten
Social Studies
* Meanings of holidays, traditions, and customs* Understanding and appreciating other cultures* Individual's role in family, home, school, and community* Relationship of the individual to the group* Work and jobs* Safety rules and symbols* Basic human needs* Self-respect and self-awareness* Awareness of others* Location of home and school* Diagram of home and school
Science
* Observation of everyday, familiar things* Common animals and plants* Interrelationships of animals and plants* Classification of living things* Farm animals* Care of pets* Like and unlike plants* Indoor plants* The sun: our principal source of energy* Weather and seasons* Temperature* Light* Colors* Senses* Earth, moon, stars, planets* Simple measurement* Beginning experimentation
Language Arts
* Phonics* Choral reading* Listening to literature, music, poetry* Nursery rhymes, fairy tales, fables* Social listening* Constructing visual images while listening* Oral communication skills* Role play* Following and giving directions* Paraphrasing and summarizing* Organizing ideas* Experience stories* Relating events and experiences using complete sentences* Listening for correct speech habits and word usage* Beginning writing process* Manuscript handwriting
Health and Safety
* Personal hygiene* Good eating habits* Good grooming* Care of teeth* Major body parts* Physical fitness* Safety to and from school
Mathematics
* Simple counting to 20* One-to-one relationship* Concepts of more, less than, same* Sequence of events* Correspondence of quantities* Ordinal-cardinal relationship* Number-numeral relationship* Recognition of basic sets* Meaning of addition and subtraction* Introduction to number line* Estimation* Elementary geometry (shapes)* Calendar and clock* Denominations of money* Basic problem-solving strategies* Basic chart and graph concepts
Reference: http://www.worldbook.com/wb/Students?curriculum/kindergarten
Grade K Developmental Skills Checklist
Basic Skills
- Identifies colors and shapes
- Identifies opposites
- Understands positional concepts
- Names days of the week in order
Reading Readiness
- Follows multiple-step directions
- Recites the alphabet
- Identifies capital letters in random order
- Identifies lowercase letters in random order
- Identifies sounds made by letters
- Identifies characters in stories
- Identifies setting in stories
- Can retell a story
- Identifies problem/solution in a story
- Reads color words
- Reads some words by sight
- Counts objects to 20
- Writes numbers to 20
- Identifies numbers to 20 in random order
- Rote counts to 100
- Counts by 10's to 100
- Uses ordinal numbers
- Reads a graph
- Identifies and continues established patterns
Writing Readiness
- Dictates a sentence about a picture
- Writes from left to right
- Leaves spaces between words
- Writes some words independently
- Writes own sentences using sounds
- Uses punctuation in sentences
Fine (Small) Motor Skills
- Colors within lines
- Draws shapes
- Holds a pencil
- Prints letters and numbers
- Cuts a line with scissors
5 Essential Ingredients to Homeschooling Success
1. The desire to foster a closer relationship with each of your children and your kids with one another
2. A teachable spirit on the part of the parent.
3. A home environment that is conducive to learning; centers in your home that make learning fun and accessible.
(Ideas: a quiet and cozy reading nook, bookshelves crammed with great books, a listening corner complete with headphones and a beanbag chair, uncluttered smooth surfaces for writing, stacks of coloring/activity books and colored pencils.)
4. Two hours of your time to devote to your children’s studies.
(K-2 grades might be finished with their schoolwork in as few as 45 minutes; students in 3-6 grades as math and grammar assignments might get a little more involved.)
5. A library card.
Reference: http://www.thehomeschoolmom.com/newtohomeschooling/abcs_of_homeschooling.php
2. A teachable spirit on the part of the parent.
3. A home environment that is conducive to learning; centers in your home that make learning fun and accessible.
(Ideas: a quiet and cozy reading nook, bookshelves crammed with great books, a listening corner complete with headphones and a beanbag chair, uncluttered smooth surfaces for writing, stacks of coloring/activity books and colored pencils.)
4. Two hours of your time to devote to your children’s studies.
(K-2 grades might be finished with their schoolwork in as few as 45 minutes; students in 3-6 grades as math and grammar assignments might get a little more involved.)
5. A library card.
Reference: http://www.thehomeschoolmom.com/newtohomeschooling/abcs_of_homeschooling.php
Sunday, July 5, 2009
Sophia's Grade K Readiness Test Results
This afternoon Sophia took her first readiness test. Her results indicate that she is more than ready to begin. She scored a 75, perhaps a somewhat cushioned number due to my willingness to repeat questions and provide more explanation, but a 58 would have been enough to indicate that she is ready to begin! I'm encouraged by her eagerness and her desire to master new things. Now, where is the readiness test for Moms?
(In a side note, Sophia's results yielded that her weakest areas are social skills and listening skills, whereas her strongest areas are motor skills and language skills. She also exhibits a high level of interest in education.)
(In a side note, Sophia's results yielded that her weakest areas are social skills and listening skills, whereas her strongest areas are motor skills and language skills. She also exhibits a high level of interest in education.)
A Timid Teacher
Shortly before I went to be last night one of the children asked to talk with me and shared some of their frustrations and feelings of embarrssment over the way that I react to certain behaviors. I made a point of listening carefully and striving to let my child be heard and taken seriously, but it was a painful thing, and hard to take from a small person who in most ways does not begin to understand the adult world. However, one thing kids do understand is whether they are being loved, comforted and cared for and one thing they can spot immediately is whether a mom is second-guessing herself. In these things and more I have fallen short. It is a heartbreak, and yes I was reeling, but I am so thankful that I was able to fall asleep looking forward to the newness of God's mercy in the morning...and just as expected, His mercy did in fact greet and encourage my heart.
I would be deceiving myself if I chose to think that educating these kids from home is the comfortable path, yet I can not stomach that feeling of timidity that prevents me from completely embracing the privilege. Neither can I ignore the fact that if I am not completely resolved and if I do not pursue this avenue in love it will be a heartbreak, not only for me, but for my kids! God...give me the hope of that daily mercy and strength to do what You have called me to do.
I would be deceiving myself if I chose to think that educating these kids from home is the comfortable path, yet I can not stomach that feeling of timidity that prevents me from completely embracing the privilege. Neither can I ignore the fact that if I am not completely resolved and if I do not pursue this avenue in love it will be a heartbreak, not only for me, but for my kids! God...give me the hope of that daily mercy and strength to do what You have called me to do.
Saturday, July 4, 2009
Home: A Happy Universe
Homeschooling is one of those things I thought I'd always want to do...but always had some kind of foolishly optimistic idea that it would be simple, straightforward and fun! So why have I been researching this thing for two years and still don't feel ready to start? Hmmm...maybe 'cause this really is a big deal...and maybe 'cause I'm too much of a perfectionist...or maybe 'cause I'm so disorganized!! Either way, there's such an overwhelming wealth of fact, opinion, and advice out there that I'm finding it hard to get my bearings! As I am beginning to see: the thing about teaching my kids at home is that I yet have so much to learn!
Personal Goals
My primary goal for this blog is NOT to add to the wealth of information that is already out there, rather, to give myself a central place to organize my tools, resources, thoughts and goals and to measure my progress as I can. My goal is to watch myself grow from a homeschooling novice to a homeschooling professional.
A secondary goal is to use this blog to see to it that homeschooling happens in a "happy universe." What I mean by that is that our home is where my kids and I exist, where we do everything! If we can not find simple ways to keep homeschooling fun and engaging then I can't imagine that we'll be able to keep it going, along with everything else that has to happen in our world! Yet, I do have a sense, even as I write this that homeschooling actually needs to become a part of our world so as to become a lifestyle of learning. My prayer is that this blog will help me sort and sift through this adventure so that the negative things will not deter us from moving forward and the postive things will serve as a reward for all of our effort!
The last goal, and most over-arching of all is that I will be able to freely express how my faith fuels my passion to instruct my children and how it literally sustains me in the midst of all of the discouragements that are sure to come. I don't necessarily expect anyone to follow this blog but regard it as more of a personal journal. This aspect, I think, will give me tremendous freedom as I wait patiently upon the Lord to lead and guide me through this amazing adventure!
Personal Goals
My primary goal for this blog is NOT to add to the wealth of information that is already out there, rather, to give myself a central place to organize my tools, resources, thoughts and goals and to measure my progress as I can. My goal is to watch myself grow from a homeschooling novice to a homeschooling professional.
A secondary goal is to use this blog to see to it that homeschooling happens in a "happy universe." What I mean by that is that our home is where my kids and I exist, where we do everything! If we can not find simple ways to keep homeschooling fun and engaging then I can't imagine that we'll be able to keep it going, along with everything else that has to happen in our world! Yet, I do have a sense, even as I write this that homeschooling actually needs to become a part of our world so as to become a lifestyle of learning. My prayer is that this blog will help me sort and sift through this adventure so that the negative things will not deter us from moving forward and the postive things will serve as a reward for all of our effort!
The last goal, and most over-arching of all is that I will be able to freely express how my faith fuels my passion to instruct my children and how it literally sustains me in the midst of all of the discouragements that are sure to come. I don't necessarily expect anyone to follow this blog but regard it as more of a personal journal. This aspect, I think, will give me tremendous freedom as I wait patiently upon the Lord to lead and guide me through this amazing adventure!
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