The Collection-Learning Connection

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Collections begin with curiosity, an interest in something. Questions. Wonder. Excitement.

Children, being natural scientists, are inquisitive, intrigued by discovery, inviting more questions. In the process, they often begin collecting objects that excite them, making comparisons and continuing experiments, learning always—counting, sorting, comparing, and drawing conclusions based on the discoveries made with their collections. Providing space for their collections and discovery is essential to their growth and development while also providing them with a sense of responsibility for their “belongings”.

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Over the past several weeks, we’ve been collecting leaves and rocks; large and small, different hues, unique characteristics. Providing bins for the collections kept items organized and “ready” for exploring and continued discovery. Along the way, I pulled a few field guides from our library shelves, accessible for identification and deeper learning. Our science discovery area grew as a result, leading to more questions. Curiosity, an interest in something, was the catalyst.

What interests your children? The petal patterns in flowers. Shapes of shells. Maybe which car in the bin moves faster down the plywood ramp. Step back and ponder the learning taking place. It matters and it will be remembered.

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Common collection items

Pinecones

Marbles

Toy cars

Legos

Rocks

Acorns

Leaves

Shells

Insects

Pennies

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Collections can be used as catalysts to studies in other content area.

Collections to science discovery centers

Our science discovery center (a small table near a window sill where light can shower any growing seeds and plants) expands every time a collection begins. The center is simple, yet offers great space for curiosity to grow. Adding our Magiscope and a magnifying glass foster that growth. Intentional and real.

If you are wondering about the nitty-gritty of setting up a science center, Cheryl discusses several ideas in her book Cultivating Curiosity.

What interests are growing in your children?

A collection of stamps given by a grandparent? A pile of rocks? A selection of leaves from a recent walk?

Oh, the possibilities! They will be engaged and learning.

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Paint a Fall Tree Using Pointillism

Want to beat afternoon boredom, toss up something different in a slow moving week, or calm things down when the schedule has run extra fast?

George Seurat became known as the Father of Pointillism. This style—small dots placed close together to allow the visual blending of color—was popular in the late 1800s after the Impressionist era. Some of the most famous masterpieces created with this style were

Georges Seurat’s Alfalfa

Henri Martin’s Green Valley with a Stream

Paul Signac’s Le Clippe

Introduction to art media and techniques can ignite the natural creativity of young learners and keep ingeniousness alive in olders. This fall painting activity delighted our learners, Kindergarten to late elementary. Each young artist employed her unique thinking to the process to create a different work of art. Your children can, too!

Prepare.

Look at masterpieces using this distinctive style. Offer children an appreciation for how artists used this style to create very distinctive art. Point out similarities and differences in color tones and values, light, and line. Consider what elements differentiate the works.

Gather materials.

  • 8 x 12 white construction paper

  • brown construction paper (optional)

  • tempera paints—particularly red, orange, yellow and brown

  • paint palette or plastic lid/tray or egg carton (makes for easier clean up)

  • cotton swabs

You’re ready!

  • Look at pictures of fall leaves or landscapes of fall trees. This is especially helpful for children who live in places where leaves don’t change colors.

  • Talk about fall colors. Place small amounts of said tempera paints in a palette. Place a cotton swab in each puddle of paint.

  • Try mixing paints to create new fall colors—like red and yellow to make orange or red and orange to make red-orange.

  • Give each child a piece of white paper.

  • Make a tree trunk. Some children may choose to paint a trunk, others may want to cut one out of brown construction paper or use small torn pieces of brown paper to make create a torn paper collage look. This is part of what will make each painting unique.

  • Add the fall leaves!

Give pointillism a try!

Little learners LOVE this activity'; dabbing dots while strengthening and refining small motor skills. Bigger kiddos will enjoy expressing their unique ideas.

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Keep learning alive and moving forward.

Extend this art activity into other content areas.

Science

  • If leaves are changing color in your area, take a walk and enjoy the beauty.

  • Collect fallen leaves (and a few acorns). Bring them home and observe under a magnifying glass or Magiscope.

  • Point out the midrib, margin, and veins.

  • Notice the similarities and differences in the leaf shape and type.

  • Use a field guide or online resource to identify.

  • Make a leaf collection book or leaf nature journal (this is art, too!)

  • Discuss how cooler temperatures and shorter days affect the leaves food making process, changing the leaves color. Read Why Leaves Change Color by Betsy Maestro.

  • Read (this is language arts, too!)

    Red Leaf, Yellow Leaf by Lois Ehlert

    We’re Going on a Leaf Hunt by Steve Metzger

Math

  • Sort leaves by type or color.

  • Count leaves.

  • Use leaves to make sets of specific numbers—sets of three, sets of five.

  • Add sets of leaves.

  • Make math statements—three oak and two maple make five leaves in total.

More Art

  • Read Leaf Man by Lois Ehlert and make leaf people with the leaves collected.

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Wright Brothers Mini Unit Study (and an Intentional Mom)

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Looking for a new read-aloud, we headed to our home library.

Majority vote determined The Wright Brothers (from the Landmark series) by Quentin Reynolds would be our next read.

From the very first page, we were captivated—science, geography, life application. My mom heart also received needed encouragement. BONUS.

Susan Wright encouraged her boys to ask questions, to remain curious, to love learning. This thread wove through the book. Pages four through six impacted me greatly; in fact, I often quote from this passage when I speak to parents on the topic of little learners.

Susan Wright inspired her children with her ability to encourage questions and cultivate wonder. She gave them time to explore and discover. Her efforts changed history.

Susan Wright changed history with her intentionally.

I want to be an intentional mom. I’ve learned doing so can be hard. It takes courage to be different, to do things in ways that meet the needs of my children and fosters their development—their bodies, minds, and hearts.


    What makes a bird fly, Mother?” Wilbur asked.

     “Their wings, Will,” she said. “You notice they move their wings and that makes them go faster.”

     “But Mother, “ Will said, not quite satisfied, “that bird that just swooped down didn’t even move his wings. He swooped down and grabbed a fish, and then went right up again. He never moved his wings at all.”

      “The wind doesn’t just blow toward you or away from you,” she said. “It blows up and down too. When a current of air blows up, it takes the bird up. This wings support him in the air.
— The Wright Brothers, Quentin Reynolds

The story continues as the brothers ask their mother questions about what they were observing. Wilbur insists he could fly if he had wings; if he could make wings. The narrator invites the reader into the conclusion of the chapter.


She knew that even an eleven-year-old boy can have ideas of his own, and just because they happened to come from an eleven-year-old head—well, that didn’t make them foolish. She never treated her children as if they were babies, and perhaps that’s why they liked to go fishing with her or on picnics with her. And that’s why they kept asking her questions.
— The Wright Brothers, Quentin Reynolds

We finished the book and our children wanted to learn more about the Wright Brothers and flight (thanks to the engaging plot). My children dug in and their interests led to asking the local butcher for Styrofoam meat trays from which we cut glider wings. Gliders led to creating a Science Fair project which hypothesized the effect of paper weight on the flight of paper airplanes. We folded, flew, measured, and compared. What a journey!

It all started with a trip to our home library.

I hadn’t planned on this mini unit study, it blossomed from a read-aloud. It was a welcomed treat, one fueled by the learner’s next question or idea. One thing led to another.

You may experience something similar, an interest that takes off. Ride the wave and embrace the moments. You will be surprised where the interests and questions lead.

It may be better than you could have imagined.

Let’s get started…

Books

Who Were the Wright Brothers, James Buckley, Jr.

Charles Lindbergh: Hero Pilot, David R. Collins

A is for Aviation: The ABCs of Airplanes, Spaceships, Rockets, and More!, J. H. Heitsch

The Wright Brothers by Elizabeth MacLeod

To Fly: The Story of the Wright Brothers by Wendie C. Old

The Airplane Alphabet Book, Jerry Pallotta

The Jet Alphabet Book, Jerry Pallotta

The Glorious Flight: Across the Channel with Louis Bleriot, Alice Provensen

The Story of Flight, Mary Lee Settle

First Flight: The Story of Tom Tate and the Wright Brothers by George Shea

The Story of the Wright Brothers: A Biography Book for New Readers, Annette Whipple

Learning Resources

Wright Brothers unit study (includes instructions for making gliders

Another tutorial for making gliders

Smithsonian: The Wright Brothers and the Aerial Age

Parts of a plane

National Park Service Wright Brothers curriculum

Scholastic teacher activity guide

Search for online video clips about the Wright Brothers, the history of flight, or men and women who changed flight

Keep in mind, this study may launch interests to birds, rockets, engineering and more!


Have a high school learner interested in flight? Check out David McCullough’s excellent, The Wright Brothers, published in 2016.

Kindergarten Skills

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YOU can homeschool Kindergarten.

A few things to keep in mind:

  • Kindergarten at home doesn’t have to look like Kindergarten in a traditional school for learners to make progress.

  • Being “ahead in Kindergarten” doesn’t mean the child will be ahead by third grade.

  • Mastering skills doesn’t take as long when homeschooling one-on-one.

Kindergarten Skills

Math

  • Count objects in a group to twenty

  • Associate a number with a quantity

  • Identify more than and less than to ten (quantity)

  • Identify more than and less than to twenty (quantity)

  • Number words through twenty (one, two, three, four, and so on)

  • Understand that numbers eleven to nineteen represent tens and extra ones

  • Create a pattern with two, three, and four objects

  • Understand the concept of addition as adding two or more groups to get a sum total of all objects

  • Understand meaning of “all together”

  • Understand concept of subtraction as beginning with a large group and taking some away

  • Add sets with one to five members

  • Associate the action of adding two or more groups with a symbolic (equation) representation

  • Solve word problems

  • Count by one from a number other than one

  • Count to 100 by tens

  • Make positional statement about the location of an object: above, under, left, right, front, back

  • Name common shapes and the side associated with each

  • Understand difference between two- and three-dimensional shapes

  • Recognize coins

  • Associate coin with a value

  • Write the numerals in the phone number

Language Arts

  • Recognize upper and lower case letters

  • Writing upper and lower case letters

  • Match letters to sounds

  • Recognize the beginning sound of a word

  • Recognize the ending sound of a word

  • Blend sounds

  • Recognize rhyming words

  • State a word which rhymes with another word.

  • Recognize common sight words: a, the, and, to

  • Understand the role of author and illustrator

  • Move eyes across a page from left to right

  • Explore different genres (fables, rhymes, tongue twisters, biographies, fantasies)

  • Make a prediction

  • Tell a story

  • Retell a story

  • Understand cause and effect

  • Put pictures in a proper sequence

  • Answer questions related to something heard read aloud

  • Understand the first word of a sentence is capitalized

  • Understand first letters of names and places are capitalized

  • Understand that sentences have punctuation

  • Engage in a conversation

  • Spell first and last name

  • State street address and city of residence

  • Name the members of the family and state two sentences about each member

  • Name the days of the week, in order

Social Studies

  • Expose to differences in cultures and traditions

  • Understand how past influences present and future

  • Understand family culture and heritage

  • Understand the background and significance of holidays

  • Understand meaning of recycle, reuse, repurpose

  • Develop map skills (north, south, east, west)

  • Name and locate state and country of residence

  • Name the continents

  • Learn the difference between maps and globes

  • Explain how to get to a destination visited frequently (local grocery store, navigate neighborhood to get home)

  • Understand difference between land and water

  • Recognize landforms (lake, stream, river, ocean, mountain, hill, plain)

  • Learn about different types of shelters or homes

  • Learn the roles of community workers

  • Learn roles in sharing and taking turns

  • Understand importance of conflict resolution

Science

  • Learn personal safety - wear a bike helmet, bike on the right side of the road, supervision with sharp objects)

  • Identify major body parts and describe their action and function

  • Identify the five senses

  • Name the four seasons and corresponding characteristics

  • Observe weather changes

  • Identify and describe daily weather

  • Describe differences in day and night sky

  • Describe differences in nightly changes of the moon

  • Understand differences in characteristics of ocean, desert, mountain habitats

  • Investigate and observe characteristics of soil, rock, and water

  • Understand differences of living and non-living things

  • Observe local plants and animals

  • Understand and explain differences between plants and animals

  • Describe and identify basic parts of a plant

  • Observe behaviors of animals and describe how those behaviors are related to their environment

  • Explain the difference between insects, fish, mammals, and birds

  • Describe items in terms of which they are made (cloth, wood, plastic, paper)

  • Name the physical features of items in terms of color, texture, shape, size

  • Observe changes in matter (beaten egg whites, popped corn, ice cream)

  • Understand properties and uses of water in gas, solid, and liquid form

  • Understand terms and conditions of sink and float

  • Understand why magnets are attracted to objects

  • Make predictions

  • Make observations

  • Explain a process

Physical Education

  • Increase flexibility and muscle strength

  • Understand the health benefits of being physically active

  • Participate in cardiovascular activities

  • Play follow the leader

  • Participate in the Hokey Pokey

  • Climb stairs, alternating feet

  • Balance on one foot

  • Balance on a beam or line

  • Walk backwards

  • Run at different speeds, stop on command

  • Jump

  • Hop on one foot

  • Skip

  • Gallop

  • Kick a ball

  • Dance to a rhythm

  • Understands safety precautions for familiar sports equipment

  • Throw a ball overhand

  • Throw a ball underhand

  • Throw a ball at a target

Art/Music

  • Explore elements of art: line, shape, color, texture, space)

  • Develop art vocabulary

  • Hold a paint brush properly

  • Experiment with brush movements

  • Understand proper use of glue sticks and bottles

  • Understand proper care of art supplies (paint brushes, paper, paint, glue)

  • Clean up art area properly

  • Understand safe handling and use of child-friendly scissors

  • Cut in a straight line

  • Cut on a curved line

  • Understand and name primary colors

  • Know which primary colors (red, blue, yellow) can be mixed to make secondary colors (green, purple, orange)

  • Experiment with various art mediums

  • Create a sculpture with found materials

  • Describe etiquette for an art museum

  • Make observations of visual art

  • Keep a steady beat

  • Recognize differences in tempo, fast and slow (lullaby, march)

  • Recognize differences in dynamic (loud and soft)

  • Recognize difference in pitch (high and low—drums, piccolo, violin, bass)

  • Identify basic instruments

  • Listen for specific instruments in a composition

  • Listen to music and describe tempo, dynamics, and sounds heard

  • Experiment with singing voice

  • Experiment with kazoo, recorder, harmonica, or tin whistle

  • Move to music

  • Describe etiquette for a concert

  • Attend a concert or recital

  • Listen to variety of genres of music

Young children are naturally inquisitive, if we allow them the time and space to be curious and explore.

Teaching children to observe, take notice of differences, make predictions, and ask questions fosters their natural need to learn. Kindergarten is a perfect time to engage in these activities and nurture skills.

These lists are guidelines. Home educating parents are responsible to oversee the education of their children based on each child’s individual ability. When in question, consult with a professional.

10 Biography Series to Build Your History Curriculum

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Considering homeschooling history?

These biography series may be used to supplement a curriculum or be combined organically with experiential learning opportunities—museums, art projects, dioramas, co-op classes, re-enactments, or tours—to create-your-own history unit studies based on the age and interests of the learner.

Early elementary learners

A Picture Book of….

David A. Adler’s been writing biographies for decades. His treasures were among the first of our biography discoveries when our oldest was a Kindergartener asking to learn about the people he’d heard mentioned in conversation—George Washington, Abraham Lincoln, Louis Braille. More readily more available in the library then some of our other finds, these books invited us to look closely at the illustrations and listen carefully to the text—formatted as picture books with detailed illustrations. Mr. Adler’s books are a great means to introduce children to presidents, heroes, inventors, and world-changers. We’ve added these to our home library as we find them at thrift stores and garage sales. We’ve read and enjoyed:

A Picture Book of Daniel Boone

A Picture Book of George Washington

A Picture Book of Helen Keller

A Picture Book of Lewis and Clark

A Picture Book of Louis Braille

A Picture Book of John and Abigail Adams

A Picture Book of Paul Revere

A Picture Book of Thomas Alva Edison

and more on listed on his site.

Step-Up Books

We’ve LOVED these books, again, featuring real people with whom young children are familiar or have heard mention: John F. Kennedy, Thomas Jefferson, Benjamin Franklin and more! Written on the first to second grade reading comprehension level, these gems make great read-alouds. For us, these read-alouds equate to more than history. Reading them, we saw learning strides in vocabulary development and comprehension. They also prompted discussions about geography. In addition, some of our learners used the contents for copy work to practice handwriting. The larger font and line spacing of the text, hardcovers and chapters, make these books a welcomed treat for young eyes as well as reluctant or late readers. Step-Up books are equally rewarding for middle to upper grade elementary. The titles are out-of-print, but worth searching for and adding to the home library. You can read more about this series here.

Garrard Discovery Books

Once our children read independently, these books allow for fast, quick, and satisfying gains in fluency. Hardcovers divided into chapters, these books give children a feel and satisfaction for reading “real books”. These well-written biographies begin with the main character’s early childhood and continue through adulthood, providing insight to historical events and geographical influences that impacted their lives. Though fluent second graders could read the books in this series, middle to late elementary learners also love them, especially in situations where gaining fluency and independent reading skills are goals. These are definitely some our most loved biographies for reading aloud (I often hear, “Just one more chapter!”) and independent reading. Out of print but great adds to the home library. You can learn more here.

Early to Middle Elementary

Childhood of Famous Americans

First published in the 1940s and reprinted several times in both hardcover and paperback, these titles have spanned generations of readers. I remember having these available in my elementary school library and likewise my children have chosen these treasures from our home library shelves. Though these biographies are fictionalized, there is merit to the content as it places individuals, and their impact on America and the world, in the minds of learners. These biographies definitely invite children to dig deeper as often the book tells of the childhood and growing up years with a chapter or two at the end focusing on the contributions made as an adult. For more information, you can read this blog post. Occasionally, have these available in my store.

Who IQ

This series began in 2002 and with over 200 titles, this series is easier to find at the local libraries. We’ve enjoyed many of the ones we’ve read and had many great conversations when content provided a different perspective. In our discussions, we’ve talked about interconnected concepts in history, science, geography, and even theology. Great read-alouds and independent reads for upper elementary and even younger middle schoolers. Like the Childhood of Famous Americans, I have some of these titles available in my store.

If You (history-related, not biographies but work in tandem well)

This non-fiction series, though not biographical, has been a welcomed addition to our elementary history studies. The books offer color illustrations and answer questions children may ask about specific eras and events. This series definitely rounds out our history units.

If You Grew Up with George Washington

If You Lived in Colonial Times

If You Sailed on the Mayflower

If You Traveled West in A Covered Wagon

If You Were There When They Signed the Constitution

Middle to Late Elementary

Margaret Davidson Biographies

Middle elementary readers love Margaret Davidson biographies. These engaging, short chapter books enable young readers to devour a book in a day or a few, offering a sense of accomplishment and the personal satisfaction of "I did it!" Thankfully, unlike many older biography series, some libraries are keeping Margaret Davidson treasures on the shelves, making them readily available--at least for now! Check out your library. Maybe you will find on these gems living on the shelves. If so, borrow it!

Margaret Davidson penned the stories of world changers; real people (and in some cases animals) solving real problems. As a child, Margaret was an eager reader. Her love for story shines through her work. Her biographies include:

Abraham Lincoln, Margaret Davidson and Robert Shore 

Balto: The Dog Who Saved Nome, Margaret Davidson and Cathie Bleck 

Frederick Douglass Fights for Freedom, Margaret Davidson

Helen Keller, Margaret Davidson and Wendy Watson 

Helen Keller's Teacher, Margaret Davidson and Wayne Blickenstaff 

I Have A Dream: The Story of Martin Luther King, Margaret Davidson

Louis Braille: The Boy Who Invented Books for the Blind, Margaret Davidson and Janet Compere 

My Lords Richard, Margaret Davidson

The Adventures of George Washington, Margaret Davidson

The Story of Alexander Graham Bell: Inventor of the Telephone, Margaret Davidson and Stephen Marchesi (Illustrator)

The Story of Benjamin Franklin: Amazing American, Margaret Davidson and John Speirs (Illustrator)

The Story of Eleanor Roosevelt, Margaret Davidson

The Golda Meir Story, Margaret Davidson

The Story of Jackie Robinson: Bravest Man in Baseball, Margaret Davidson

The Story of Thomas Alva Edison, Inventor: The Wizard of Menlo Park, Margaret Davidson

Landmark Books

Originally published in the 1950’s and 60’s by Random House, these works were penned by some of greatest children’s authors in history: Sterling North (Rascal), Armstrong Sperry (Call it Courage), C. S. Forrester (Horatio Hornblower series), and Wyatt Blassingame (also authored Discovery Biography titles). Others were written by experts in their field, for example, Captain Ted Lawson. This series of over 200 titles, both American and world, is well-known in homeschooling circles for the wealth of topics in areas of history and science. Typically the average reading level is fifth grade. Though some in the series are now out-of-print, others have been edited and republished in paperback.

Middle and High School

Signature Series

This has been a favorite for several of our learners. Grosset & Dunlap originally published this series in the 1950’s and 60’s; the contents often narrated by the main character. These dialogue-packed chapter books engage middle grade learners (fifth to eighth grade, though some high schoolers appreciate the depth of content). These books are harder to find, but worth the search.

Messner Biographies

These classics are some of the best-written biographies—featuring more obscure (not often studied), yet pivotal leaders in the fields of science, history, politics, and the arts—for older readers. We found these books more difficult to find, but the content depth is inviting to high schoolers, especially since many of the biographies are about lesser known (but not any lesser influence) individuals in history. We’ve enjoyed

What learning awaits in the biographies your learners will read? Start with one—someone your child is intrigued with or someone who was influential in the period of history you family is studying. You may find reading biographies a rewarding supplement or your learner may insist on reading “just one more” in the series and soon you discover you’ve built your entire year around biographies. We’ve had this happen in our home: a child starts with one book and suddenly wants to work his or her way through a whole series! In those seasons, I had to make sure there was time in our day for independent study and digging deeper. I’ve been amazed how one book can lead to a year-long study. With the help of some of these reads, maybe the same will happen in your home.

Using Living Books in High School

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When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

YOU can use Living Books in high school.

Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly influenced their career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

History

Aristotle. Complete Works of Aristotle, Vol. 1. Princeton University Press, 1984.

De Tocqueville, Alexis. Democracy in America and Two Essays on America. Penguin Classics, 2003.

Franklin, Benjamin. The Autobiography of Benjamin Franklin. 1790.

McCullough, David. John Adams. Simon &Schuster, 2002.

McCullough, David. The Wright Brothers. Simon &Schuster, 2015.

Metaxas, Eric. Amazing Grace: William Wilberforce and the Heroic Campaign to End Slavery. Harper One, 2007.

Rousseau, Jean-Jacques. On the Social Contract. Dover Publications, 2003.


The next content area in which we chose to incorporate Living Books was science. It was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we included adult and college level materials. 

Science

Burton, Mary June. Louis Pasteur: Founder of Microbiology. Franklin Watts, 1963.

Carson, Ben, and Cecil Murphey. Gifted Hands: The Ben Carson Story. Zondervan, 1996.

Douty, Esther. America’s First Woman Chemist: Ellen Richards. Julian Messner, 1961.

Einstein, Albert. The Meaning of Relativity: Four Lectures Delivered at Princeton University, May 1921 (Classic Reprint). Forgotten Books, 2017.

Keller, Helen. The Story of My Life. 1903. Signet, 2010.

Williams, Beryl, and Samuel Epstein. Medicine from Microbes: The Story of Antibiotics. Julian Messner, 1965.


Reaching our creatives with written materials was challenging at times, unless the reading was related their artistic gifting or interest. Perhaps you find yourself in that quandary. The effort you put forth to help your high schoolers find books, matters. Make suggestions. Go to the bookstore together. Visit the library and browse the shelf. Find out who influences or has influenced the field. The effort speaks to your interest in what matters to your teen.

I did discover I had to let go of my rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The Arts

Astaire, Fred. Steps in Time: An Autobiography. Cooper Square Press, 2000.

Kistler, Mark. You Can Draw in 30 Days: The Fun, Easy Way to Learn to Draw in One Month or Less. Da Capo Lifelong Books, 2011.

Tada, Joni Eareckson, Joni. Bantum Books. 1978.

Trapp, Maria. The Story of the Trapp Family Singers: The Story Which Inspired The Sound of Music. William Morrow Paperbacks, 2001.


What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Sports

Dorman, H. A., and Karl Kuehl. The Mental Game of Baseball. Diamond Communications, 2002.

Hershiser, Orel, and Jerry B. Jenkins. Out of the Blue. Wolgemuth & Hyatt Publishers, 1989.

Kilmeade, Brian. The Games Do Count: America’s Best and Brightest on the Power of Sports. HarperCollins, 2004.


Living Books have the power to pull in even the most reluctant reader!


Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials. I worked on ways to incorporate what she was reading into an elective: Personal Development and Career Exploration. I could have also titled the course Interpersonal Communication, based on the resources she chose. When I wrote More Than Credits, I included the books and activities into an elective framework. It is one of five electives featured in the book.

60 Nature Study Resources to Foster Curiosity in Your Children

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YOU can teach science!

When I began homeschooling twenty-six years ago, one of the topics I felt least prepared to teach was science. What if I couldn’t teach my children what they were supposed to learn? What if I missed something important? 

Then came a realization.

Children LOVE being outdoors and they LOVE to ask questions—two factors providing a great foundation from which to work.

Maybe I could teach science?

Years later, I know I can. It’s not about me coming up with great plans and fancy curriculum.

It’s about me fostering the curiosity and providing engaging resources; being available to listen to ideas and help process information.

The same is true today as I embark on another year with a handful of learners, preschool through high school.  

Perhaps you face the same doubts and similar questions.  

You are not alone.

Your learners may be at different ages and stages. You may live in the city.

Again, you are not alone.

YOU can teach science!

This post provides over 60 resources you can use today!

But FIRST, here are some important starting points.

Starting Points for Successful Study

  • Find out what your children want to learn, what interests them. Start there.

  • If there are no hints, start with animals. Most children love animals, of some type.

  • Add real experiences.  Many can be found around your home or community.

  • Provide a field guide or two for found treasures.

  • Gather a pile of inviting non-fiction and picture books.

Now for the resources

Nature-Related Picture Books

A Nest is Noisy, Dianna Hutts Aston

Miss Rumphius, Barbara Cooney

One Morning in Maine, Robert McCloskey

Owl Moon, Jane Yolen

Roxaboxen, Alice McLerran

Snowflake Bentley, Jacqueline Briggs Martin

The Raft, Jim LaMarche

Nature-Related Non-Fiction Books

Blooms and Plants

From Seed to Plant, Gail Gibbons

How a Seed Grows, Helene J. Jordan

Planting a Rainbow, Lois Ehlert

Stems and Roots, David M. Schwartz

The Carrot Seed, Ruth Krauss

The Tiny Seed, Eric Carle

Tops and Bottoms, Janet Stevens

Insects and Crawlies

About Arachnids: A Guide for Children, Cathyrn Sill

About Insects: A Guide for Children, Cathryn Sill

Ant Cities, Arthur Dorros

Are You A Grasshopper? Judy Allen

Bugs Are Insects, Anne Rockwell

The Ant and the Grasshopper, Amy Lowry Poole

The Honey Makers, Gail Gibbons

Tadpoles and Frogs

About Amphibians: A Guide for Children, Cathryn Sill

Frogs, Gail Gibbons

Frogs and Polliwogs, Dorothy Childs Hogner

From Tadpole to Frog, Wendy Pfeffer

Beaches

About Crustaceans: A Guide for Children, Cathryn Sill

A House for Hermit Crab, Eric Carle

Gulls, Gulls, Gulls, Gail Gibbons

Sea Shells, Crabs, and Sea Stars, Christiane Kump Tibbitts

What Lives in A Shell?, Kathleen Weidner Zoehfeld

Fins

About Fish: A Guide for Children, Cathryn Sill

Feathered Friends

All About Birds, Cathryn Sill

About Hummingbirds: A Guide for Children, Cathryn Sill

Counting is for the Birds, Frank Mazzola, Jr.

Furry Critters

All About Mammals, Cathryn Sill

Field Guides and Resources

A Handbook of Nature Study, Anna Botsford Comstock

Florida’s Fabulous Series

                Florida’s Fabulous Waterbirds: Their Stories, Winston Williams

                Florida’s Fabulous Land Birds: Their Stories, Winston Williams

Florida’s Fabulous Reptiles and Amphibians: Snakes, Lizards, Alligators, Frogs and Turtles, Winston Williams

Take-Along Guides

                Caterpillars, Bugs, and Butterflies, Mel Boring

                Birds, Nests, and Eggs, Mel Boring

                Trees, Leaves, and Bark, Diane Burns

Peterson Field Guides  http://www.houghtonmifflinbooks.com/peterson/

Peterson Field Guide to Reptiles and Amphibians of Eastern and Central North America, Fourth Edition, Powell, Conant, and Collins

Nature-Related Drawing Books for Sketchers and Creatives

Draw 50 Birds: The Step-by-Step Way to Draw Chickadees, Peacocks, Toucans, Mallards, and Many More of Our Feathered Friends, Lee J. Ames

Draw 50 Flowers, Trees, and Other Plants: The Step-by-Step Way to Draw Orchids, Weeping Willows, Prickly Pears, Pineapples, and Many More..., Lee J. Ames

How to Draw Flowers (Dover How to Draw), Barbara Soloff Levy

Supplies and Materials

Brock Magiscope https://www.cherylbastian.com/blog/2016/4/22/owl-pellets-and-a-magiscope-simple-discovery-science

Carolina Biological Supply Company  https://www.carolina.com/ (owl pellets)

Educational Innovators https://www.teachersource.com/ (dolomite samples and owl pellets)

 Nature Gift Store https://www.nature-gifts.com/  (ant farms and live ants, butterflies)

Celebrate Simple Blog Posts

Blog post: Vintage Science Books for the WIN!

Use what is available in the backyard, at the park or beach front, on the porch or pond’s edge—wherever you happen to be.

Porch Science  https://www.cherylbastian.com/blog/2017/5/31/porch-science

Citizen Science https://www.cherylbastian.com/blog/2017/10/22/citizen-science-get-real-with-learning

Puddle Fun https://www.cherylbastian.com/blog/2016/10/4/children-learn-from-puddles

MORE…

We live in a suburban area. Though we have a backyard and a neighborhood to explore, we have to plan and be intentional about visiting state parks, ponds and streams, or the beach. When we travel we look for opportunities which are not typical or available in our area.

We’ve enjoyed

  • Bird sanctuaries

  • Rainforest exhibits

  • Arboretums

  • Nature preserves

  • State and national parks

  • Factories and manufacturing plants

  • Museums and displays

  • State and county fairs

 

YOU can teach science!

And, in doing so, you will not only keep your child’s natural curiosity alive, but you will open doors for other discipline areas like math and writing.

Maybe you are thinking. “There could have a WHOLE podcast on nature-related study.” In fact, there is! Check out this conversation I had with Jenni and Jody over at From Cradle to Calling.

When in doubt, remember to remind yourself to look for what interests your child. Start there!

YOU can teach science!

What If My High School Learner Is Interested in Animal-Related Sciences?

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As we work with families, animals continue to be a common area of interest. Honestly, little learners tend to carry the same interest. Animals are fascinating. They’re part of our world, in our lives, and they’re real and make learners curious…sometimes continuing well into the high school years.

What to do?

Parents usually ask, “Can we put together a course with the niche interests of our learner in mind?”

First, check what your state homeschool laws require.

Second, if your animal-loving leaner is also an athlete with sights set on college athletics, double-check the NCAA eligibility guidelines.

Third, if there’s a hint of what post-secondary plans may look like down the road, consider those (and realize they change).

With that knowledge in mind, move forward.

Pull Resources

If you’re a proponent of unit study learning, think unit study. That’s really what designing (or allowing the young adult to create while completing an independent study) a high school course is all about—gathering ideas and resources. If you haven’t used unit studies or heard of them, don’t worry! You (and your learner) will get hang of it. It’s really about following in interest.

Determine the possibilities for content. Often, when one of my learners has a working knowledge of a topic, we build on that foundation to get the brainstorming ball rolling. From that starting point, we can list other topics toward which the learner wants to devote time. Sometimes ideas will come from past studies, related textbooks, or nonfiction resources. In the case of animal-related sciences, those topics might include

  • Veterinary terminology

  • Anatomy & physiology (body systems of specific animals)

  • Animal nutrition

  • Animal behavior

  • Service animal training and care

  • Proper exercise of companion animals

  • Animal grooming

  • Care and cleaning of animal facilities

  • First aid for animals

  • Disease control

  • Animal reproduction (including genetics and gestation)

  • Clinical examination procedures and related lab equipment

  • Lab techniques

  • Veterinary mathematics (dosage and concentration, calculations and conversions)

  • Animal welfare and legislation

  • Careers in animal-related sciences

We make note of those and begin to keep our eyes and ears open for related educational opportunities.

We’ve experienced the fruit and rewards of this kind of learning. Often, when we get to the end of a season and I step back and reflect, the results are more amazing than I could have planned or imagined. And, (BONUS) the learner is motivated and engaged, and content is retained. WINS all the way around!

Capitalize on Experiential Learning

We have found experiential learning (job shadowing, volunteering, apprenticing, part-time employment in the area) extremely beneficial. Not only are content areas interwoven, but the experience can foster important relationships which may lead to future employment.

In the area of animal science, think about the options

  • Volunteer at a zoo or aquarium

  • Volunteer at a science center

  • Volunteer at an AKC event

  • Participate on a research team or in a study

  • Apprentice with a dog agility trainer

  • Visit service dog training facility or train a service animal

  • Work as a pet grooming assistant

  • Serve as a vet helper

  • Volunteer with the local Audubon Society

  • Participate in Citizen Science project

  • Work in a pet store

  • Work with a breeder

  • Serve as a canine foster or rescue caregiver

  • Work or volunteer at a horse barn

  • Visit and observe venues were animal care and training, office procedures, and professional practices can be observed, for example

  • Visit colleges and universities offering majors being considered and tour their animal science buildings

Don’t forget about 4H! There are offerings for animal science topics and resources.

Interview Professionals

We’ve also learned from our experience that field trips are extremely beneficial, especially if there is time to interview or talk with professionals in the field. Talking with professionals has been advantageous for our children and teens as they were able to gather insights into the field or learn about the job market outlook. In addition, our learners gained nuggets of content we wouldn’t have known to incorporate. Learning from professionals in the field is beneficial in many ways.

If you don’t have a wide selection of local animal care or service opportunities, consider learning from and about famous vets or others who work with animals. The internet affords plentiful tutorials and professional interviews.

Use Nonfiction/Primary Source Documents/Professional Resources

Online resources—within parameters—offers the ability to learn from primary source documents and professional resources. These can be used to enhance and independent study or reinforce and build on what is being learned experientially through volunteering, job shadowing, apprenticing, or part-time employment. Curriculum guides, course descriptions, textbook table of contents, and materials recommended by professionals in the field can guide and build a course. As you gather helpful nonfiction, primary source, or professional resources, consider these (and more—as your learner digs into content).

Look for ways your high schooler can learn about possible careers in areas of animal care and service. Give them space to think outside the box to things like wildlife conservation veterinarians, zoo veterinarians, and animal nutritionist.

Keep in mind, several typical high school courses (biology, marine science and human anatomy and physiology) are beneficial to animal care and health sciences. The content of these classes is related and relevant, often foundational. In addition, some universities require these traditional core course options for admission. Should your learner be considering vet medicine, marine biology, or another animal-related career, be knowledgeable about what universities are requiring (but don’t let those requirements overshadow the richness and depth experiential learning—hands-on—offers learners). Both book knowledge and experience are important.

College and university admission requirements will vary as will the courses each institution requires for degrees. Be informed about these differences as well as be familiar with the professors who teach at schools of interest. What is taught in courses varies professor to professor. If a student has niche area of interest and an influencer in that field teaches at a particular university, take note.

Oregon State offers these suggestions.

Cornell University College of Agriculture and Life Science

University of California - Davis recommendations for high school students

Read Biographies

When we build a course, we often add biographies of people in the field of interest. For starters in animal care and study fields consider James Herriot, Steve Irwin, James Audubon, and Temple Grandin.

Investigate the History

Every topic has a history, a story of how that industry or field changed over time. Animal-related sciences are not different. Adding this aspect to the course can be a fascinating journey.

Tie in English

Parents often ask how to tie in English to niche areas of interest. I encourage them to think real-life. What writing may be a natural part of the career or field. Consider

  • Note the study skills. Reading, researching, skimming, note taking, retelling what was learned in a day’s time are all important language arts skills. Often these go unnoticed, yet the repetition of using these important study skills allows the student to become a more efficient learner, not to mention time manager.

  • Have the learner write a paper on something or someone of interest. 

  • Learn the stylistic form for the academic discipline. Does the content area format in MLA or APA? Learn that format when writing papers for this course.

  • Keep a running list of vocabulary and terminology related to the subject—new words which are foundational to further learning.

  • Write thank you letters for interview, job shadowing, or volunteer opportunities.

  • Write resume entries for an volunteer experience or employment opportunity.

  • Add animal-related literature: Just So Stories by Rudyard Kipling, All Creatures Great and Small by James Herriot, and Watership Down by Richard Adams.

Record: Tips for Independent Learning

What do I love about this type of learning (from what we've experienced)? Our children become very knowledgeable about the field and often its niche areas and they run with the learning. If they are learning something independently, based on something they wanted to dive into and are managing their study time, I ask them to bullet point the content they learn (animal behavior, medicines for bacterial infections, etc) and copy any URLs in a Word document. I also ask them to record author and title of any books or online resources they use. In doing so, I have what I need for state records or for documents which might be needed for college admission.

This general format can be used with any topic of interest.

This post is not intended as legal advice or educational counsel. The content is based on the author’s experience. It is the parent’s sole discretion to use this information as he or she sees fit as they fulfill their responsibility as parent overseeing the education of his or her child.

How to Use What You Have: Sorting, Classifying, Comparing

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We’ve adopted a phrase.

Use what we have to boost what we know.

Could mean one of two things.

Use the resources and items we have to learn something new.

Or

Use the resources and items we have to deepen or reinforce knowledge we learned previously.

Today, my mind is on sorting, classifying, and comparing objects.

Looking at the beautiful rainbow of colors I brought home from the grocery store, I remembered the content of a workshop I video recorded a few days prior (Math Never Tasted So Good for the Keep Calm & Homeschool On Conference). The section which specifically stood on the in the forefront of my mind?

Sorting, classifying, and comparing with little learners.

These skills are foundational pre-number concepts little ones need. What are they?

How can I use what I have to foster or reinforce these skills?

Sorting | Classifying

To arrange in groups, separate according to type or attribute

Sorting and classifying is a natural part of everyday life living alongside our little learners.

  • We can sort laundry into darks and lights.

  • Silverware can be separated by type as it is put into an utensil drawer.

  • As groceries are being put away in the pantry, cans may be placed on one shelf and boxes on another.

  • And, those toy cars? They can sorted and parked by color. There are many opportunities for young children to sort as we go about our days.

For beginners, start with one attribute—color, length, height, type, origin—and move to two attributes—color and size, texture and color.

Comparing

To make a determination of difference or similarity based on an attribute, generally to answer a question.

As our days unfold, there are often opportunities to point out comparisons. For example, remember those toy cars that needed to be put away and your little parked them according to color? Well, after parking toy cars by color, take a few seconds to determine

  • Which color has the most?

  • Which color has the least?

The few seconds taken to ask and count will stick. It matters.

As we ask questions, children become accustomed to seeing differences and similarities in size, color, shape, number, origin, and texture. It becomes a conscious part of the day and having this ability helps set a foundation for learning future math concepts.

Questions we could ask children

  • Which person is taller?

  • Which shoe is larger?

  • Which is block tower is taller?

  • Which group has more?

  • Which ball has the bigger circumference?

Sorting, classifying, and comparing are closely related to measurement and lay foundations for set notation and computation. In addition, becoming in tune to noticing differences and similarities offers children the opportunity to become keen observers, a skill needed for other content areas including science.

Back to the groceries. After I had put away the groceries, I set out to make vegetable soup. I asked my little learner to find the three tallest carrots in the bag. She wanted to be included and was happy to contribute by helping, and she was learning.

What are some of our favorite kitchen-related sorting, classifying, and comparing activities?

Make vegetable soup: A stalk of celery, two potatoes, an onion, two tomatoes, and three carrots. Weigh each item on a kitchen scale and determine which weighs the most and the least. My littles can find the smallest onion or break off two stalks of celery. Some can help scrub potatoes, carrots, and celery while I begin cutting and adding to the pot. While the soup was simmering, read Stone Soup by Marcia Brown or Growing Vegetable Soup by Lois Ehlert.

Count items. Sort fruits and vegetables. Grapes, apples, oranges, lemons, cherry tomatoes. Which have the most in a set? The least? Make math equations by combining sets. For example, “if we have four apples and two oranges, how many fruits are there altogether?” Write the equation on paper to express the verbal equation symbolically. Read Counting is for the Birds by Frank Mazzola or Animals on Board by Stuart Murphy.

Notice the texture. Pineapples, cantaloupe, oranges, apples. Textures are different. Sort items from smoothest to roughest. Cut open the fruits and compare the texture and seed structure. Make fruit salad or pattern fruit kabobs.

Notice the origin. Different vegetables come from different parts of the plant. Sort vegetables according to the part of plant origin. Clean the vegetables and make a salad. Read Tops and Bottoms by Janet Stevens or The Vegetables We Eat by Gail Gibbons.

Compare length. Purchase a pound of carrots. Arrange the carrots on the counter according to length, shortest to longest. Prepare cooked carrots for dinner. Read Just Enough Carrots by Stuart Murphy or The Carrot Seed by Ruth Krauss.

Plant, observe, and measure. Maybe you have some seeds (or beans) and potting soil on hand. Sprout beans or plant seeds. Observe and notice changes. Draw the plants. Measure every other day and make a graph of the growth (older learners).

Maybe all this talk about fruits and veggies has your learner wanting to learn more about plants. Check out this post.

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Our Eric Carle Unit Study

(An elementary level, week-long, study with Eric Carle’s beloved picture books.)

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Eric Carle, a talented author/illustrator, inspires young readers with his bold illustrations and teachable content. Our youngest children (preschool to fifth grade) enjoyed a week-long study of Eric Carle’s works. By the end of the week, each child proudly displayed her book of Eric Carle art which was bound with a strip of fabric.

On the first day we re-read The Very Hungry Caterpillar, discussed the life cycle of a butterfly and created our own tissue paper collage caterpillar. We ordered planted plants which attract butterflies and watched a biographical video entitled Eric Carle, Picture Writer. Our children loved learning about the man and story behind the stories. 

On the second day we read The Very Busy Spider and discussed the benefits of hard work. Our preschooler made the sounds of the animals in the book and our elementary children discussed the differences between spiders and insects. We all marveled at the raised web on each page of this engaging picture book. At the suggestion of one of learners, we headed outside to look for webs and spiders. While walking, I remembered I had plastic spider counters. We made and added sets. The older learners made arrays—rows and columns (enter multiplication concept). When it came time to make our own spider art, the fifth grader remembered we had silver glitter glue in the art cabinet, which in her opinion, would make the perfect web. The younger children agreed and soon four very busy spiders were created.

On the third day we read The Grouchy Ladybug. We discussed good and bad attitudes, friendship, manners and the power of the spoken word. Our first grader had a quick review of telling time to the hour, with the help of the clock on each page of Eric Carle's book. Older children found the life cycle of the ladybug fascinating. We Googled ladybugs and watched a few informative video clips. Finally, we made our own ladybugs with wings which opened (thanks to a brass fastener) to reveal the words "thank you".  Google eyes brought life to the ladybug.

On the fourth day we read Papa, Please Get the Moon for Me.  We talked about the phases of the moon and were determined to watch the moon for a whole month to observe the phases. For the young ones, we discussed the difference between fiction and non-fiction. We concluded that the book was fiction because a ladder would never reach the moon. We then compared the illustrations of the books Eric Carle created designed our own fold-out ladder page for our book. Later that evening we read Mister Seahorse, discussed the sea life featured in the book and the important role parents play in the lives of their children. We marveled at the way the male seahorse cares for his young. One learner wanted to make tissue paper seahorses like the ones in the book. A great idea! We used scraps of tissue paper from the previous days to create very colorful and unique tissue paper seahorse.

On the fifth day we wrote a title on the book cover of our art masterpieces (hello copy work, spelling and an explanation of capitalization in titles) and bound our book by weaving a scrap of fabric through three paper-punched holes. The littlest learners enjoyed making paper plate jellyfish to hang from the doorway and hearing me read A House for Hermit Crab.

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Our week didn’t end there! Learning continued. After analyzing and comparing the art of Eric Carle to the work of other artists, we headed back to the library where our youngest ones selected more Eric Carle titles. Our four year old warmly stated, "Eric Carle is my favorite illustrator." Several weeks later, while on yet another visit to the library, I received another welcomed surprise. I mentioned I needed Mister Seahorse for a workshop I was presenting to moms in our homeschooling community. When the library volunteer asked, "Who is the author?" our six year old chimed in, "Eric Carle." YES!

Just what I had hoped...and more!  In addition to the academics we learned and retained, the curiosity and creativity of our four budding artists was fostered.

Our week had been productive, and FUN!

Nature Study Resources to Foster Curiosity

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YOU can teach science!

When I began homeschooling twenty-six years ago, one of the topics I felt least prepared to teach was science. What if I couldn’t teach my children what they were supposed to learn? What if I missed something important?  It didn’t matter that I completed a Teaching Science to Young Children course in college and taught science to preschoolers for several years. I still didn’t feel prepared to teach science to my children.

My thinking didn’t seem to make sense. I was “an educator”. The fact is I thought myself into a circle of concerns and questions.

Then came a realization.

Children LOVE being outdoors and they LOVE to ask questions—two factors providing a great foundation from which to work.

Maybe I could teach science?

Years later, I know I can. It’s not about me coming up with great plans and fancy curriculum.

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It’s about me fostering the curiosity and providing engaging resources; being available to listen to ideas and help process information.

The same is true today as I embark on another year with a handful of learners, preschool through high school.  

Perhaps you face the same doubts and similar questions.  

You are not alone.

Your learners may be at different ages and stages. You may live in the city.

Again, you are not alone.

YOU can teach science!

Starting Points

  • Find out what your children want to learn, what interests them. Start there.

  • If there are no hints, start with animals. Most children love animals, of some type.

  • Add real experiences.  Many can be found around your home or community.

  • Provide a field guide or two for found treasures.

  • Gather a pile of inviting non-fiction and picture books.

Need a few leads? Here are some of our favorites.

Non-Fiction Books

Blooms and Plants

From Seed to Plant, Gail Gibbons

How a Seed Grows, Helene J. Jordan

Planting a Rainbow, Lois Ehlert

Stems and Roots, David M. Schwartz

The Carrot Seed, Ruth Krauss

The Tiny Seed, Eric Carle

Tops and Bottoms, Janet Stevens

Insects and Crawlies

About Arachnids: A Guide for Children, Cathyrn Sill

About Insects: A Guide for Children, Cathryn Sill

Ant Cities, Arthur Dorros

Are You A Grasshopper? Judy Allen

Bugs Are Insects, Anne Rockwell

The Ant and the Grasshopper, Amy Lowry Poole

The Honey Makers, Gail Gibbons

Tadpoles and Frogs

About Amphibians: A Guide for Children, Cathryn Sill

Frogs, Gail Gibbons

Frogs and Polliwogs, Dorothy Childs Hogner

From Tadpole to Frog, Wendy Pfeffer

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Beaches

About Crustaceans: A Guide for Children, Cathryn Sill

A House for Hermit Crab, Eric Carle

Gulls, Gulls, Gulls, Gail Gibbons

Sea Shells, Crabs, and Sea Stars, Christiane Kump Tibbitts

What Lives in A Shell?, Kathleen Weidner Zoehfeld

Fins

About Fish: A Guide for Children, Cathryn Sill

Feathered Friends

All About Birds, Cathryn Sill

About Hummingbirds: A Guide for Children, Cathryn Sill

Counting is for the Birds, Frank Mazzola, Jr.

Furry Critters

All About Mammals, Cathryn Sill

 

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Blog Posts

Blog post: Vintage Science Books for the WIN!

Use what is available in the backyard, at the park or beach front, on the porch or pond’s edge—wherever you happen to be.

Porch Science  https://www.cherylbastian.com/blog/2017/5/31/porch-science

Citizen Science https://www.cherylbastian.com/blog/2017/10/22/citizen-science-get-real-with-learning

Puddle Fun https://www.cherylbastian.com/blog/2016/10/4/children-learn-from-puddles

Field Guides and Resources

A Handbook of Nature Study, Anna Botsford Comstock

Florida’s Fabulous Series

                Florida’s Fabulous Waterbirds: Their Stories, Winston Williams

                Florida’s Fabulous Land Birds: Their Stories, Winston Williams

Florida’s Fabulous Reptiles and Amphibians: Snakes, Lizards, Alligators, Frogs and Turtles, Winston Williams

Take-Along Guides

                Caterpillars, Bugs, and Butterflies, Mel Boring

                Birds, Nests, and Eggs, Mel Boring

                Trees, Leaves, and Bark, Diane Burns

Peterson Field Guides  http://www.houghtonmifflinbooks.com/peterson/

Peterson Field Guide to Reptiles and Amphibians of Eastern and Central North America, Fourth Edition, Powell, Conant, and Collins

Nature-Related Picture Books

A Nest is Noisy, Dianna Hutts Aston

Miss Rumphius, Barbara Cooney

One Morning in Maine, Robert McCloskey

Owl Moon, Jane Yolen

Roxaboxen, Alice McLerran

Snowflake Bentley, Jacqueline Briggs Martin

The Raft, Jim LaMarche

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Nature-Related Drawing Books for Sketchers and Creatives

Draw 50 Birds: The Step-by-Step Way to Draw Chickadees, Peacocks, Toucans, Mallards, and Many More of Our Feathered Friends, Lee J. Ames

Draw 50 Flowers, Trees, and Other Plants: The Step-by-Step Way to Draw Orchids, Weeping Willows, Prickly Pears, Pineapples, and Many More..., Lee J. Ames

How to Draw Flowers (Dover How to Draw), Barbara Soloff Levy

Supplies and Materials

Brock Magiscope https://www.cherylbastian.com/blog/2016/4/22/owl-pellets-and-a-magiscope-simple-discovery-science

Carolina Biological Supply Company  https://www.carolina.com/ (owl pellets)

Educational Innovators https://www.teachersource.com/ (dolomite samples and owl pellets)

 Nature Gift Store https://www.nature-gifts.com/  (ant farms and live ants, butterflies)

 

We live in a suburban area. Though we have a backyard and a neighborhood to explore, we have to plan and be intentional about visiting state parks, ponds and streams, or the beach. When we travel we look for opportunities which are not typical or available in our area.

We’ve enjoyed

  • Bird sanctuaries

  • Rainforest exhibits

  • Arboretums

  • Nature preserves

  • State and national parks

  • Factories and manufacturing plants

  • Museums and displays

  • State and county fairs

 

YOU can teach science!

And, in doing so, you will not only keep your child’s natural curiosity alive, but you will open doors for other discipline areas like math and writing.

There could have a WHOLE podcast on nature-related study. In fact, there is! Check out this conversation I had with Jenni and Jody over at From Cradle to Calling.




When Curriculum Looks Different

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People often ask what we use for curriculum.

The short answer? We use anything which will help our children learn what it is they are trying to learn. And, if it involves real life, even better.

Sometimes our curriculum looks traditional, like a math textbook.

Other times our curriculum is a stack of Living Books.

A few months ago, my middle schooler initiated a flower bed renovation project. She wanted a flower garden to call her own, a place she could eventually grow cut flowers. A few visits to the clearance section of the local garden shop and she had rescued several very nice—but wilting—flowers (aka curriculum). With a little research in a field guide and a how-to online tutorial (more curriculum), the plants were thriving.

Today we added a few more resources to the curriculum—a collection of solar garden lights. Before placing them in the bed, we experimented with them in a dark room. So fun! The littlest learners were enthralled!

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“Flashlights without batteries!” one shouted.

Curriculum incorporates all that a learner uses to learn the content of a specific subject. Though we are often tempted to stay within the means of what we know or have experienced as curriculum, in real-life the definition of curriculum broadens to include any materials used to foster a student’s understanding.

The possibilities are endless.

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Consider broadening your sense of what curriculum includes. Maybe it’s

When learning is real, relational and intentional it's remembered! 

Every. Moment. Matters.

Citizen Science: Get Real with Learning

We like real learning. Learning which is practical, hands-on, experiential, with purpose. 

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Becoming a Citizen Scientist is one way children and young adults can immerse their studies in real science for real purposes. And, the projects integrate into almost every curriculum or can be used to create an independent study. Budding scientists dive in and dig as deep as their interest takes them. 

One of my high schooler learners participated in a local bird banding experience with an ornithologist who worked in a local park area. This particular learner is not a science guy. However, when he arrived home he couldn't stop talking about the experience. The opportunity brought his biology unit about birds, alive; and my son took part in real scientific research. 

Citizen Science projects can be found online. Simply type "citizen science projects" in a search engine. Here are a few to get started and jump start creative ways to integrate real science into the day. 

Citizen Science- Cornell Ornithology 

Science Buddies

National Wildlife Federation Wildlife Watch

10 Popular Citizen Science Projects

PBS Kids- Citizen Science

National Geographic

To enhance the study, think outside the box. 

  • Interview a scientist in the field of study.
  • Visit an aviary, aquarium, or arboretum and talk to the caretakers about what their work entails and what education was needed to work in the field.
  • Start a collection--rocks are a favorite--label and categorize.  
  • Start some porch science.
  • Talk with scientists at a local Audubon facility. 

And, as always, read a few good books! You never know when a little learner will grab ahold of an older learner's current study. Some of our elementary and middle learners love these hard-to-find science readers

Over the years, we have enjoyed: 

Are You A Grasshopper?, Judy Allen

All about Sharks, Jim Arnosky

Look Out for Turtles, Melvin Burger

Ant Cities, Arthur Dorros

Frogs, Gail Gibbons

Owls, Gail Gibbons

The Honey Makers, Gail Gibbons

Frogs and Polliwogs, Dorothy Childs Hogner

The Life and Times of the Bee, Charles Micucci

The Bird Alphabet Book, Jerry Pallotta

The Frog Alphabet Book, Jerry Pallotta

From Tadpole to Frog, Wendy Pfeffer

The Ant and the Grasshopper, Amy Lowry Poole

Cricketology, Michael Elsohn Ross

One Small Square: Backyard, Donald Silver

Sea Shells, Crabs, and Sea Stars, Christiane Kump Tibbitts

What Lives in A Shell?, Kathleen Weidner Zoehfeld

Middle and high school learners may want to read a Living Book or biography to bring a personal connection to their Citizen Scientist project. Some of our favorites have been: 

Luther Burbank, Plant Magician, John Y Batey

Louis Pasteur: Founder of Microbiology, Mary June Burton

Ernest Thompson Seton, Naturalist, Shannon Garst

The Story of Louis Pasteur, Alida Sims Malkus

The Story of Marie Curie, Alice Thorne

 

 

Ant Study

Our ants arrived!

It felt like Christmas complete with shouts of hooray and looks of wonder. 

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"Look at them move!"

"How will we get them out of the tube?"

"Let's read the directions!"

Questions. Comments. Ideas. 

Just a week before the ants arrived, we found the ant farm on clearance. Thrilled, the children marveled at the box as I I reminisced about the ant farm my older children experienced years prior. In fact, I had been praying I would find an ant habitat for study.  

Ant farms make learning come alive. 

In the process of getting the habitat set up and becoming acquainted with our new little friends, science intertwined with oral reading (reading the instructions and ant information), reading comprehension (following directions), math (setting a timer to measure duration and measuring water amount), as well as an experiential lesson in patience.


Put the ants in the refrigerator for ten minutes.

 

So much learning in a tiny vial of ants. 

Ants in the fridge, we watched as the timer counted down. When 10 appeared on the screen, we all instinctively began counting down.  10, 9, 8, 7, 6, 5, , 3, 2, 1...

"ZERO! Get the ants!"

"Look at them! They are still."

"They must be sleeping. Time to take them out and put them in!"

Then I worked fast. (Hint: Ants wake up FAST! Be ready to move quickly.)

Once in their new home, the ants got to work. My children were enthralled. 

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The children sat, watching progress, for at least thirty minutes. As they observed, they asked questions. 

  • Is that ant dead or sleeping? 
  • What is that ant doing with the sand?
  • Why are they piling the sand at the top? 
  • Why do they crawl over one another? 
  • I wonder what they will do while we are sleeping? 
  • Did that ant die already?
  • Do we have a queen? 
  • What does a queen look like? 

Our ant study was just beginning! 


Extended ant learning study for all ages

Read a good book. Experiences help children understand written material and fuel further learning. If a child becomes interested in a topic, place books related to the interest in the home: on end tables, night stands, or book shelves. If a study pops up spontaneously, plan a visit to the library and help the learner find the section containing books about the interest. Some of the ant books we read:

   Fiction

  • One Hundred Hungry Ants, Elinor J. Pinczes
  • The Ant and the Grasshopper, Amy Lowry Poole

   Non-fiction

  • Are You an Ant, Judy Allen
  • Ant Cities, Arthur Dorros
  • The Life and Times of the Ant, Charles Micucci

Observe ants in their natural habitat. Take learning outdoors. Look for ants. Spend time watching their activities. Take pictures and make your own ant study book or journal. 

Make a sketch. Sketching integrates another learning modality into the experience. In an ant study, learners can go outside and observe real ants, sketching what they see. This will likely lead to wanting to know more about ant anatomy and environments. Add your sketch to your ant study journal. 

Learn and label body parts. Watching the ants made my children curious about the ant's body. From their questions, we researched and learned ant anatomy, drawing and labeling each major part (head, thorax, abdomen) as well as the more specific parts (mandible, antennae, compound eye, legs). Enchanted Learning offers a diagram of the anatomy and ant information.Life Studies site has a page devoted to ant study. Another great addition to an ant study journal. 

Study the lifecycle. Every living creature has a lifecycle. Ants are no different. In fact, one of my children asked if there were eggs in the vial. Enchanted Learning helped us here, too. 

Take a closer look. Magnifying glasses are great tools for looking at live ants. However, the Magiscope is a great way to take an even closer look. Do so with a few dead ants. Otherwise, you may get stung or they may crawl away from the stage. 

Have an older learner, perhaps middle and high schooler? Research myrmecology and entomology. How are these branches of science related? Who are the leading scientists in these areas and what contributions did they make to the field? How did their works impact science and the general population? If opportunities are available--perhaps through a local pest control service, zoo, or college campus--consider interviewing a myrmecologist or entomologist. We discovered how one scientist is studying ants and bees

Helpful sites

Arizona State University School of Life Science, Ask a Biologist page. 

Harvard Forest

Life Studies

We bought our ants through Life Studies

Ready to learn about ants? The process can be one of the most rewarding and remembered events of childhood learning. If you decide to introduce learners to this amazing creature, tell us about your experiences, or leave helpful resources your found, in the comments. 

 

 

 

 

Bringing Physics to Life

My soon-to-be high schooler loves science, always has. She builds, creates, designs. Tape, staples, duct tape disappear overnight. There are springs from pens and spare flashlight bulbs stored in a tackle box, in case they're needed. 

Then we found this treasure in the new book section of the library. 

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After reading The Physics of Everyday Things, I understood the workings of items I see used every day.

Physics came to life! 

I wish physics made sense to every learner. 

In fact, I think it can. 

Two of my three graduates have completed middle and high school physics. As with other subjects, we endeavored to bring physics to life with Living Books. This learning season, we found yet another living physics gem!

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Reading The Physics of Everyday Things started a learning frenzy. Within a few days of checking out the book, my learner needed more books. I began the search. 

  • Albert Einstein, Pamela Zanin Bradbury (Messner biography)
  • Electrical Genius, Nikola Tesla, Arthur J. Beckhard (Messner biography)
  • Electronics Pioneer, Lee DeForest, I.E. Levine (Messner biography)
  • Isaac Newton, Harry Sootin (Messner biography)
  • Rocket Boys: A Memoir, Homer Hickam (adult biography section of the library)
  • The Autobiography of Benjamin Franklin
  • The Discoverer of the X-Ray, Wilhelm Conrad Rontgen, Arnulf K. Esterer (Messner biography)
  • The Story of Benjamin Franklin, Enid LaMonte Meadowcroft (Signature series)
  • The Story of Madame Curie, Alice Thorne (Signature series)
  • The Wright Brothers, David McCullough (adult biography section of the library)

These books really did add practical application to the physics concepts, concepts which were once words on a textbook pages--difficult to grasp--now had real life meaning and application. In addition, we watched the movie October Sky as a family. The movie is based on the book Rocket Boys by Homer Hickam. (The movie should be previewed by adults, first)

For those of you have multiple children spanning the ages, there are books for younger learners which can fuel an interest in all things science and inventions. Our favorites are from the Childhood of Famous Americans series. These may be helpful to your family. They were for ours! 

  • Eli Whitney, Boy Mechanic, Dorothea J. Snow (COFA)
  • George Westinghouse, Young Inventor, Montrew Dunham (COFA)
  • Harvey S. Firestone, Young Rubber Pioneer, Adrian Paradis (COFA)
  • Lee DeForest, Electronics Boy, Lavinia Dobler (COFA)
  • Robert Fulton and the Steamboat, Ralph Nading Hill (Landmark series)
  • Robert Fulton, Boy Craftsman, Marguerite Henry (COFA)
  • Robert Goddard, Pioneer Rocket Boy, Clyde B. Moore (COFA)
  • The Story of Atomic Energy, Laura Fermi (Landmark)
  • The Story of Submarines, George Weller (Landmark)
  • The Wright Brothers, Quentin Reynolds (Landmark)
  • Tom Edison, Young Inventor, Sue Guthridge (COFA)
  • Wilbur and Orville Wright, Young Fliers, Augusta Stevenson (COFA)

Porch Science

In my recent FPEA workshop, I was speaking to parents about science little learners love. In the course of our time together, I mentioned the amazing wonders we had flourishing on the front porch, most of for which I cannot take any credit. The marvels were the treasures of my children, their purchases, their discoveries, their experiments. Indeed, my learners have gathered quite a menagerie and it is fun to watch them take responsibility for their projects. 

I told attendees I give them a sneak peek of our porch projects when we returned home. 

These are the science wonders little learners love! 

Rooting project. A friend blessed my budding gardener with some clippings from her favorite plants. My daughter listened as my friend explained how she rooted her plants and how some of the plants went to seed. Clippings in hand, my learner dreamed of the garden which might spring forth from the cuttings. Expectation was rooted in intrinsic interest. Since that day, my daughter has cared for the plants, watering them every day, each day growing fonder of her project. Today we have good sized plants which are transplant ready.

Our favorite planting books:

The Carrot Seed, Ruth Krauss

Tops and Bottoms, Janet Stevens

Grasshoppers. Likely you can't see them in this picture, but I promise they're there. Big eastern lubber grasshoppers, romalea microptera, find their path to our porch. Their appearance prompted curiosity and independent research. Those grasshoppers, as destructive as they can be, are incredible creatures. When we found a dead grasshopper, we placed it on the stage of our Magiscope to take a closer look. Fascinating! 

Our favorite insect and wiggly wonders books: 

Are You A Grasshopper?, Judy Allen

Ant Cities, Arthur Dorros

The Ant and the Grasshopper, Amy Lowry Poole

Flowers. The day before we left for the FPEA convention we made a clever discovery at a local garden shop--$1.00 plants! We purchased a few plants to bring beauty to our booth and now those plants have found a home on the porch until they are transplanted. In the meantime, these flowers attract butterflies and learners notice differences in petals and leaves. In addition, each day an eager little learner heads out to the porch with a spray bottle to water the flowers. Another means by which to foster responsibility. 

Our favorite books about blooms: 

The Tiny Seed, Eric Carle

Planting a Rainbow, Lois Ehlert

Sprouts. Several weeks before convention my little learners were on a "grow everything you can" frenzy. We grew beans in a baggie and beans and marigolds on peat pods. A few days later, an older learner researched how to harvest snap dragon seeds which she eventually harvested from a plant she had purchased on a clearance rack. Those seeds sprouted, too! Our porch began to be a haven of color, beckoning learners to stop every time they passed in or out the front door. 

Our favorite books about sprouting wonders: 

From Seed to Plant, Gail Gibbons

How a Seed Grows, Helene J. Jordan

Stems and Roots, David M. Schwartz

Tadpoles. Friends--bless them--gave us a container FULL of tadpoles! What an amazing wonder! Our littlest learner sat and watched and watched, marveling. Our tadpoles are still young--no legs yet--but every day we observe, hoping to see some soon! I know this will launch questions and even more discovery! 

Our favorite frog books: 

Frogs, Gail Gibbons

Frogs and Polliwogs, Dorothy Childs Hogner (pictured below)

From Tadpole to Frog, Wendy Pfeffer

Other things we have had on the porch in the past: 

Rocks. Children love rocks, especially ones they find on their own (digging them out is a bonus, too)! 

Our favorite reads about rocks: 

Pocket Genius: Rocks and Minerals, DK

Shells. Summertime trips to the beach bring shells! Not only is it fun to discover what animals live in shells, but shells make great items for counting, adding, or writing letters and numbers in the sand. 

Our favorite shell books: 

A House for Hermit Crab, Eric Carle

Sea Shells, Crabs, and Sea Stars, Christiane Kump Tibbitts

What Lives in A Shell?, Kathleen Weidner Zoehfeld

Abandon Hives. No bees, we made sure! What a wonder these creations are! Once we knew the hive as safe, it fueled further learning. One hive = many days of questions. 

Our favorite bee books: 

The Honey Makers, Gail Gibbons

The Life and Times of the Bee, Charles Micucci

What wonders have landed on your porch?

What marvels might find their way to your porch tomorrow? 

Please share your pictures in the comments.

Let's encourage one another as we keep our eyes open for the science little learners love

 

 

 

 

Sprouting Peat Pods

A failed experiment led to learning opportunity for other children.

As we prepared for the planting station at FPEA, one of my learners had an idea,

"Let's try to sprout our lima beans on a peat pod!"

A combination of the results of both experiments! 

It worked! 

Ten days later, our sprout was ready to plant! 

Meanwhile, back at FPEA, parents shopped, children planted! 

I wonder how many plants sprouted? 


If your child planted in our planting station, you may enjoy these book suggestions.

Picture Books

The Tiny Seed, Eric Carle

A Bean's Life, Nancy Dickman

From Seed to Plant, Gail Gibbons

The Vegetables We Eat, Gail Gibbons

How a Seed Grows, Helene J. Jordan (Let's Read and Find Out Science series)

Carrot Seed, Ruth Krauss

One Bean, Ann Rockwell

Plant Stems and Roots, David M. Schwartz

Tops and Bottoms, Janet Stevens (one of our favorites!!)

Living Book Biographies for Elementary and Middles

The Story of George Washington Carver, Arna Bontempts (Signature series)

Luther Burbank: Boy Wizard, Olive Burt (Childhood of Famous Americans series)

Luther Burbank, Partner of Nature, Doris Faber (Garrard Discovery Biography series)

George Carver, Boy Scientist, Augusta Stevenson (Childhood of Famous Americans)

 

Want to share a picture of your plants? Do so in the comments. 

If you missed Science Little Learners Love, a workshop I shared at FPEA, you can order it in the FPEA store. 

Beans in a Baggie

Thirty years ago, several amazing, veteran, early childhood educators mentored me--a new teacher. I was ecstatic as they shared their tried and true lessons. One I remember vividly is growing a beans in baggies. Little learners ran to the window every day to see if their beans had sprouted. When they did, there was celebration. 

Since that time, I have recreated this activity with all of my children, each time teaching to their unique interests, their unique bent. One time I placed all the materials on the table and allowed the child to figure out the experiment. Another time I quickly drew picture instructions on scrap paper. Yet another time we read a non-fiction book about planting seeds. Each time we've done it a bit different. No matter the learning style or the prefered modality of input, every learner has loved observing his or her first sprouts in a bag. It's wonder! It's discovery! It's learning!

Every. Moment. Matters. 

These are the results of our most recent bean-in-a-bag experiment. 

Gather sandwich-sized zipper baggies, one per child. Write the child's name on the baggie with a permanent marker. 

Look for lima beans in the pantry. Purchase limas if necessary. 

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Fold the paper towel in quarters and place in the baggie. Place five beans inside the baggie and on the paper towel. Using a spray bottle, add ten squirts. Zip the baggie.

Tape to a sunny window. 

Carefully observe the bean several times a day. Baby sprouts are fragile. Ask questions.

  • What is happening?
  • How are the beans changing?
  • Do all the beans look the same? What is different?
  • What do you think the beans will look like tomorrow? 
  • What will happen to the sprout? 

Fostering the Excitement

Where there's interest, learning follows.

Enthusiasm breeds learning. Enthusiasm increases retention. If excitement has been building as a result of anticipating what might happen to the beans or if the beans have sprouted and shouts of joy rise to the roof tops, consider next steps to further learning. 

Consider:

  • Drawing observations in a blank book. 
  • Measuring--very carefully--the sprout with a ruler or tape measure (a personal favorite). 
  • Planting other seeds in starter trays, window boxes, or backyard gardens
  • Learning the parts of a bean
  • Researching what plants need to grow
  • Reading a few good books

What happens when experiments don't go as anticipated? 

Happens all the time. Failed experiments are a part of science. When things go awry, new opportunities present themselves. There are new problems, new questions, and potential solutions. These moments are equally important to our children as they learn collaboration, critical thinking, and problem solving skills.

Seize these learning moments. They matter. 

So, on Day 3--as soon as we woke--we checked our beans. MOLD! Ugh! I was disappointed. My learners were discouraged. What would we do? 

Brainstorm. Find an solution. 

We asked questions. Researched. Visited the local garden shop. 

The solution? Peat pods. 

We started over with new materials. The results were amazing. And, our discovery was so exciting we knew we needed to share the learning fun.

We decided to offer a planting station in our booth at FPEA. It was a huge success!

A failed experiment led to a solution and a new idea which benefited others.

That's learning at its best!

Living Books in High School

When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

Living Books belong in high school!

While preparing a workshop I will present at the 2017 FPEA Convention, May 25-27, I decided to give Celebrate Simple readers some quick ideas we used as we incorporated Living Books into high school course content. Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly impacted career choices and life goals.

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When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

Adding Living Books to our science studies was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we branched out into adult and college level materials. 

Reaching our creatives with written materials was a challenge at times, unless the reading was related their artistic gifting or interest. If you find yourself in that quandary, know that you are not alone and that your efforts are worth the time spent trying to find them great, applicable reads.

And, I had to let go of my more rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The power of the story--not my definition of Living Book--impacted the life of the reader. 

What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Living Books have the power to pull in even the most reluctant reader! 

Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials, while another continued on her pursuit of all things medical. Why not include Living Books in that area, too!

If you are in Orlando over Memorial Day weekend, I would love for you to join me in my workshop, Keeping High School Alive with Living Books, at the FPEA Convention. This workshop will offer insight as to how Living Books bring high school studies to life and influence choices learners make beyond the tassel turning. The workshop will be packed with specific ideas in regards course content, book titles, and life-learning experiences. Hope to see you there! 

 

 

Most Popular Posts of 2016

2016 is marked as significant.

Why? Because every moment of our days mattered--the triumphs and the trials. We lived and learned together being intentional about using what was real and relational--from cradle to shingle--toddler to adult. Thank you for walking that journey alongside us! We are grateful for you, our readers! 

As a recap of our year together, I compiled our top 15 posts of 2016. ENJOY! 

 

The Many Possibilities of High School Success

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

If you enjoyed this post, you might also be encouraged by Real-Life for High School Credit: Care and Concerns for the Elderly.


Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years.

If you enjoyed this post, you might also be encouraged by "Let Me Do It!" Helping Little Learners Become Independent


5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

If you found this post helpful, you might also enjoy Legacy: Learning Alongside


The Possibilities of Elective Credits - Part II

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work.

If the information in this post was helpful, you might want to continue on and read Part III.


32 Ways to Learn from Real and Relational 

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

If you are being intentional about keeping learning real and relational, you might also be encouraged by the practical life lessons (and history!) in this post-- Living History: 30 Questions that Bring History to Life


8 Skills Children Practice in Puddles

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Rainy days are natural wonders which intrique little learners. If rain is falling at your house and you are waiting for a safe pause in weather, try this indoor art activity--Torn Paper Rainbows


Grades...In High School

"How do I give grades in high school?"

If designing a transcript is your next step, this post may be helpful--Transcript Matters


Using 4-H for High School Course Content

"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

If you have middle school learners and are wondering how you can help them manage time, organize belongings, and pursue interests, this post--Magnificent, Make-A-Difference Middle School--might be helpful. 


Preschooling, Intentionally

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

If you are seeking ways to help your little learners do what they can, 3 Things They Can DO on Their Own, might be helpful. 


Living Books and Independent Studies

An interest evolved into an independent study, a year-long learning adventure. 

Science--especially animal science--is particularly interesting to little learners. If you have little learners with a zest for all things living, check out the book list in Vintage Science Readers for the WIN! 


Nature Adventures Made EASY- A Glimpse into Part of Our Day

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

Looking for a way to learn math outdoors, in nature, where children crave? Check out Math Adventures!


Using Living Books in High School for Credit

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Interested in earning credit for writing college essays? This post--High School Made Simple: College Essays for Credit--might offer some insight. 


SIMPLE Prepositions for Little Learners

Keeping early learning active and fun!

Picture books can encourage learning. Read Aloud to Foster Counting Skills lists some of our favorite math picture books. 


Intentional Cursive Handwriting

Oh yes, there is good reason to teach cursive, teaching correct strokes and rotations. Proper letter formation does make composition easier. However, once initial instruction is complete and letters are formed properly, practice begins. Practice.

Interested in hands-on, real-life, spelling activities? This post--What About Spelling?--has lots of practical ideas. 


Helping Learners Foster Strengths and Interests

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

If this post made you curious about interest-based learning, The Benefits of Interests: Motivating Learners, may answer a few more questions. 

Want to know more about how your days can be intentional, real, and relational? Click below to sign up for the Celebrate Simple Newsletter.