Thursday, September 29, 2011
Tuesday, September 27, 2011
We love our church and all the crazy activities they do to keep the kids interested in learning about our Savior and all He has given up for us and done for us. The kids participate in AWANA each year on Tuesdays. Tonight was dress like a hobo night. The reason behind the theme was it was also help a family night. This is were the kids learn the art of sharing and caring for your fellow brothers and sisters within the community. The learn about the limited resources of some families and what they endure daily in life. They learn about the Bible says we are called to do for these families and ways they can help on their level. Simple things like donating foods, clothes, toys can all make the difference fora family who has nothing or has lost everything. I feel very strongly about helping those in times of need. Maybe is because our family has been homeless before, maybe because we know the struggles some families face when a father walks out, or sin because the main focus in life. For whatever reason, my kids have been taught the value of helping those in need and to do so with a loving and cheerful heart. They know they have alot in life, not as much as some, but a heck of alot more than others. I try to keep them focused on the latter. Praying for those who need prayer, helping those who cannot help themselves and showing general acts of kindness to those who seems to get none.
Saturday, September 17, 2011
1 gallon ziploc bag 1 large ziploc bag
1 quart ziploc bag (heavy duty) 1 small ziploc bag
4 cups ice 1 liter ice
1/4 cup salt 60 ml salt
1 cup whole milk 250 ml whole milk
1 teaspoon vanilla extract 5 ml vanilla extract
2 tablespoons sugar 30 ml sugar
cups and spoons cups and spoons
1. Pour the milk, vanilla extract, and sugar into the small ziploc bag. Squeeze
as much air out as possible and seal the bag carefully.
2. Place the small ziploc bag down into the large bag. Cover with the ice and
salt. Seal the large bag tightly.
3. Shake, toss, and flip the “ice cream machine” for 5 to 10 minutes. If the bag
gets too cold to handle, wrap it with a towel or pass it from person to
person. Don’t open the large bag to check the ice cream because it may not
seal properly afterwards.
4. Open both bags and spoon the ice cream into small cups. Enjoy!
1. Substitute other extract flavors for the vanilla.
2. Omit the vanilla and half the sugar. Add strawberry or chocolate syrup to
the milk mixture.
The salt lowers the freezing point of the water which allows it to get colder
than ice (about 28 degrees). This super-cold water and ice mixture causes
the liquid milk mixture to freeze and become solid.
Created by Laura Candler - Teaching Resources - www.lauracandler.com
Note: An Energy Ball is a white ball that looks like a ping-pong ball with two metal strips
underneath. When someone touches both metal strips, a light turns on and the
ball makes a spooky noise. Use this activity to guide students through an
investigation of how it works. Pair students with a partner and have them discuss
each question before you reveal the answer.
Do: Activate the Energy Ball by holding it in the palm of your hand.
Ask: What do you think makes the ball flash and hum?
(Answer: Electricity from a small battery activates a light and a noise maker.)
Do: Show the metal contacts. First touch just one contact to show that the ball will not
activate. Then touch both contacts to demonstrate the technique for activating
Ask: Why do I have to touch both contact points to make the ball work?
(Answer: Electricity must be given a complete path, or circuit, in order to flow.
When you touch both contacts your body is completing the circuit. A small
amount of electricity passes through your body to activate the ball.)
Do: Connect the two contacts with a small piece of paper to show that some materials
will not complete the circuit. (The ball will not light up.)
Say: As you can see, the Energy Ball won’t light up when paper is used to
complete the circuit. Can you think of any materials that might work?
Do: Try out any feasible ideas. Use aluminum foil, paper, cloth, etc.
Ask: What kinds of materials were able to complete the circuit?
(Answer: Only materials that conduct electricity, such as metals, will work to
complete the circuit. Interestingly enough, our bodies also conduct electricity.)
♦ Energy Ball
♦ aluminum foil
♦ cloth scrap
Ask: If I touch one metal contact and someone else touches the other, will
the ball light?
Do: Try this, but make sure your hands are not touching.
(Answer: The energy ball will not work since the electricity does not have a
complete circuit through which to flow.)
Ask: Will the ball light if we hold the ball and hold hands?
Do: Use your free hands to hold hands.
(Answer: Yes. Electrical current passes through your bodies and activates the
Ask: Will the ball light if we add a third person?
Do: Add a third person to form a circle.
(Answer: Yes. Current passes through all three people.)
Ask: How many people can we add and still activate the ball?
Do: Keep adding students until the entire class has joined the circle.
(Answer: The ball will light up with the whole class holding hands. Beyond
that, who knows???? Try it!)
The Energy Ball is available in many novelty and science stores.
It is also available at www.stevespanglerscience.com.
This game is great for demonstrating the different types of
molecular action in the three states of matter. Because it
involves physical activity, it’s also a fun game to play when
the weather is too hot, cold, or wet to go outside!
Introducing the Game
Before playing the game, review the three states of matter and how molecules
behave differently as matter heats up or cools down. Refer to these examples:
• Solids - Molecules are tightly packed and move slowly, staying in a rigid
formation. (Ice would be an example of matter in a solid state.)
• Liquids - As solid matter is heated, the addition of energy causes molecules to
move more quickly and spread apart. (Water is a liquid.)
• Gases - With the addition of more heat, the molecules move even faster and
spread even farther apart. (Steam is the gaseous form of water.)
Playing the Game
1. Tell students that they are going to role play water molecules in each of the
three states of matter. Before starting, they need to move to an open space
in the room or push in all the chairs and clear some space to move in the
room. Check the room for electrical cords on the floor or other obstacles. Be
sure to tell students to stay clear of computers, LCD projectors, Smartboards
and any other fragile equipment.
2. Students begin by standing in place with their arms at their sides or crossed
over their chests. Explain that unlike real molecules, they are not allowed to
touch each other or any object in the room. If they touch something or
someone, they have to sit out for a few minutes. Designate an area for this.
3. To begin, tell them that they are “solid” particles of ice and can move side to
side but must stay in the same area since solids keep their shape.
4. Announce that they are getting warmer and the ice is beginning to melt and
become a liquid. They should begin walking around the room, mixing and
mingling, but are not allowed to touch anything.
5. After a few seconds, say that they are getting even warmer and are
beginning to change into steam, the gas form of water. This stage has to be
monitored very carefully because they will try to run and bump into each
other. Anyone who touches another person or object in the room is out.
6. To control the movement of your student “molecules,” tell students that they
are heating up or cooling down as they change state. Or simply announce
different states of matter and have them move accordingly.
1. Stack all word cards face down in
the middle of the team.
2. The person wearing the most blue
becomes the first Scientist. He or she picks up the
top card and looks at it without showing it to the
others. (If the Scientist does not know what the
word is, he or she puts it at the bottom of the deck
and chooses another.)
3. The Scientist begins giving hints about the meaning
of the word or phrase, but he or she cannot use any
part of the phrase in the clue. (Example, if the term
is “rain forest,” neither the word “rain,” nor the
word “forest” can be used.)
4. The other team members begin calling out their
guesses about the word. The Scientist keeps giving
more hints until someone guesses it.
5. The first person to guess the word receives the word
card. (Do Rock-Paper-Scissors to break a tie.)
6. Play passes to the left. The next person becomes the
new Scientist. Follow steps 2 through 5 until time is
up or the words run out.
7. Who ended up with the most words? He or she is
the Password Champion!
Tray or plastic plate Reporter
Two 9 oz. clear cups Recorder
Water (colored with food coloring) Materials Manager
Spoon or ice scoop
1. The Materials Manager asks the teacher for two half full cups of colored
water for their team and puts a scoop of ice in one of the cups.
2. The Leader begins the activity by asking the team members to observe the
glasses of water for 3 minutes. The team discusses their observations of both
glasses as the Recorder records the observations on each glass below.
3. The Leader leads a discussion about what happened in the experiment and
ask the team to discuss the question “Is there water in the air?”
4. The Recorder writes the ideas of the team members
5. The Reporter shares the results of the experiment with the class.
Plain Water Ice Water
Is there water in the air? Explain your answer: _______________________________
Make a topographic map!
What you need:
- A lump of clay or Play-Doh® about the size of a coffee mug. (Here is a recipe for making your own modeling dough).
- Piece of cardboard or large tile on which to work the clay
- Piece of dental floss, about 2 feet (around 60 centimeters) long
- Piece of plain, white paper
- Long pencil
- 2 toothpicks
What to do:
- Put the lump of clay on the cardboard and shape a mountain about 4 inches high. Making the map is more fun if you make your mountain a little lop-sided or oddly shaped. However, the mountain should be flat on the bottom.
- Use the long pencil to poke two holes straight down through the center of the mountain. Make sure your two holes go all the way through the mountain.
- With the ruler, measure down about 1 inch (2.5 centimeters) from the top of the mountain and make a little dent mark with the pencil. Make two more dent marks lower down on the mountain about 1 inch apart. Or, without using the ruler, just make three marks to divide your mountain into four slices all about the same thickness.
- Stretch the dental floss until it is taut, wrapping the ends around your fingers so you have a good grip on it. Use the dental floss to cut through the mountain at top-most mark you made. Hold the floss as horizontal (level with the table or floor) as you can.
- Remove this clay slice and place it on the paper. Use the pencil to carefully trace around it. Push the pencil through one of the holes in the clay and make a dot on the paper; do the same with the other hole. Put the slice aside, but don't squash it. You'll need it again later.
- Cut a second slice at your next mark down from the top. Lay the second slice over the tracing of the first one, being careful to place the holes in the second sick over the dots on the paper. To line up the holes, poke the two toothpicks through the holes in the slice and line them up with the two dots on the paper. Carefully trace around the second slice. Your tracing will form a circle outside the tracing of the first slice. (If you have "outcroppings" on your mountain, the the second circle could cross into the area of the first circle).
- Cut another slice at the next mark down. Line up the holes with the dots and trace it as you did before. Finally, place the bottom slice on the paper, line up the holes, and trace it.
- Stack the slices back up in order on the cardboard. Be sure the holes line up.
- Admire your topo map!
Making a Topo Map
Making a topo make from clay is a great way for students to
develop an understanding of what the lines on topo maps
represent. A co-worker found this activity online at NASA
Space Place. She tried it and recommended it to me. I added
a variation at the end and decided to write-up the lesson to share with others.
Basic Online Directions: How to Make a Topo Map
• If you use the modeling clay recipe that comes with the directions, you’ll need one batch
of clay for each team or pair. Plan to make it yourself or send home the Modeling Clay
letter a week in advance.
• Read through the directions online so you’ll know what to do. Hint: Test out this lesson
yourself before using it with your students. You’ll be able to give much better directions.
It seems confusing, but the directions makes sense as you work through the steps. You
may want to save your model to use as an example for the class.
• Gather all materials in advance. You can use thin wire instead of dental floss for cutting
slices in the dough.
1. Distribute a lump of dough to each team or pair. Have them place the dough on a paper
plate or tray. Show the online directions to the class and review them together. Then
follow them step-by-step as a class.
2. Ask them to create a lopsided mountain as shown on the directions and make sure they
poke the two holes all the way through all four layers.
3. When it’s time to cut the dough into slices and trace it, make sure students know that
they must carefully transfer the slices to the paper without rotating them. It might help to
draw a North arrow on each slice and a North arrow on the paper to keep everything
oriented properly. As they trace each line, point out that they are creating contour lines
that show each layer’s elevation.
4. After everyone makes their topo maps, collect all the maps and all
the mountains. Assign each mountain a number and each map a letter.
Have students try to match each map to its corresponding mountain.
To do this, they’ll have to look at the shapes of the contours and the
distances between the contour lines. Hopefully they’ll notice that the
closer the lines, the steeper the slope.
5. Assessment Idea - After the lesson is over, create your own
mountain from a lump of extra clay. Make one side extremely steep
and create a gradual slope on the other side. Ask students to draw
what they think the topo map would look like for that mountain.
Have them write about what they learned from the lesson including
what the distances between the lines mean.
Grade Level: K - 6
For years children at birthday parties have played with static electricity - whether they realized it or not. Bring this fun exercise to your classroom with the following simple experiment.
latex balloons (oblong shape is better than round)
On a cool, dry day blow up the balloon and rub it on a rug or sweater. Bring the balloon close to a student's head. What happens? The hair rises to meet the balloon.
By rubbing the balloon, you electrically charged it. The hair rises toward the balloon because of that charge. (Individuals can try this with the hair on their forearms.
The electrical charge is also strong enough to hold the balloon against the wall for a short time. Try it and see how long the balloon will stay.
Liquids like water and milk have a property known as surface tension, due to the cohesive forces of the liquid's molecules. Look closely (you can use a magnifying glass) at the edge of the surface of water in a clear glass. Do you notice how the very edge of the water appears to rise up the side of the glass? That's because the surface tension of the water is actually pulling the water away from the glass inward toward the center of the surface.
Soap will reduce this surface tension. Let's see what happens!
Make sure you have an adult helping you.
Do not drink the milk after you have put the food coloring and soap in it!
Do this experiment near the sink so that when you're done you don't spill milk and food coloring all over the floor.
A shallow dish - One that is clear is best, to see what's happening under the surface of the liquid, but a shallow bowl, aluminum pie tin, or plastic or paper bowl will work just fine.
Milk - The higher the fat content the better. Buttermilk, half-and-half, or whole milk works best.
Food coloring - Four different colors will be more colorful.
Liquid dish soap.
A toothpick or small straw might be helpful, too.
Pour a layer of milk in the dish about 1/2" (1 cm) deep. Room temperature milk works better than cold milk, if you have the patience to let it sit for a while.
Carefully put one drop of each of the four food colors onto the surface of the milk, widely separated, and not in the center of the dish. Something like this:
Get ready to watch what happens! Very carefully drop one drop of dish soap onto the surface of the milk in the center of the dish. (Be careful not to add the soap directly on top of the food coloring. You may want to dip a toothpick in the dish soap so that a small drop of soap remains on the end of the toothpick, then touch the drop to the surface of the milk.)
What happens to the food coloring when you first put it on the milk? Why do you think that is?
What happens when you add the drop of soap?
What direction does the food color move when you first add the drop of soap?
What direction does the food color move after the experiment has been running for a while?
Does the movement go on forever? What happens?
What happens if you add another drop of soap after the colors have stopped moving?
You probably first noticed that the drops of food coloring just sat on the surface where you placed them. That's because food coloring is less dense than milk, so it floats on the surface, and the colors do not mix because you didn't stir the milk.
Then the action began with a drop of soap! The soap reduces the surface tension of the milk by dissolving the fat molecules, which is why fattier milk works better. The surface of the milk outside the soap drop has a higher surface tension, so it pulls the surface away from that spot. The food coloring moves with the surface, streaming away from the soap drop. Due to the convection that results from the moving surface, the food coloring may be drawn down into the liquid, only to appear rising again somewhere else. That's why it's best to use a clear bowl so you can see what's happening.
As the soap becomes evenly mixed with the milk, the action slows down and eventually stops. Addition of another drop of soap will start the process again.
12 lollipop sticks
Gummy candy (worms, fish, dinosaurs, whatever you can find)
2 cups sugar
3/4 cup light corn syrup
3/4 cup water
flavouring oil or extract ( remember oils are VERY strong flavoured!
Use just a little.) use about 1/4 tsp oil - up to 2 tsp extract.
yellow food colouring
Arrange 6 of your sticks on the cookie sheets so they won't be to
close to each other.
Put 1 -2 gummy candies at the top of the stick.
Stir sugar, corn syrup and water in a pan over med- high heat until
Now WITHOUT stirring boil this until a candy thermometer reads 300*-
310* F. IMMEDIATELY remove from heat.
Wait until boiling stops.
Now add your extract or oil and a drop of food colouring. (see
CAUTION at bottom of page)
Working very quickly spoon 2 - 3 TBSP of syrup over the candies and
top of the sticks.
You can also use moulds if you have them.
Don't worry if the candy melts a little it will get firmer again as
the syrup cools.
CAUTION: Boiling sugar solution is extremely hot and dangerous, keep
it away from kids. In the event that any does get on the skin, hold
the affected part under running water for at least five minutes. If
the skin blisters or breaks seek medical attention.
You may have a bottle of Italian dressing in your refrigerator. Notice how the oil and water don't mix? An how the oil floats on top of the water? Or you may have seen a rainbow of colors on a puddle of water in the grocery store parking lot. That's due to a thin layer of oil from automobiles floating on top of the water. Oil and water don't mix because oil is insoluble in water, and it floats on water because its density is less than that of water.
Make sure you have an adult helping you.
Do not drink any of the liquids!
Do this experiment in a place where it's OK to make a mess.
1/3 cup (80 mL) light corn syrup
1/3 cup (80 mL) water
1/3 cup (80 mL) cooking oil
Food coloring - two colors
3 small glasses - paper cups will do
1 tall, narrow, clear glass or jar
Various objects to test their densities, for example:
small piece of carrot or celery
small piece of candle wax
small glass marble
small piece of metal like a BB or metal marble
whatever else you might like to try
Measure out the liquids into the small glasses.
Add a few drops of one food coloring to the corn syrup and stir well. Add a few drops of another color to the water and stir. Do not add any food coloring to the oil.
Pour the colored corn syrup into the tall, clear glass. Try not to get it on the sides of the glass.
Carefully pour the colored water down the inside of the glass to avoid disturbing the corn syrup. You may wish to use a funnel to do this.
Repeat step 4 with the oil.
Carefully drop one or more of the objects into the liquids, and see what happens!
What happens as each liquid is poured into the glass?
What happens when various objects are dropped into the liquids? Where do they end up?
What do you think would happen if you poured the liquids into the glass in a different order? Give it a try!
Separate layers: You probably noticed that the liquids did not mix, but remained as separate layers. The corn syrup and water do not mix simply because the corn syrup is so thick. If you stirred them for a while, they would mix, because corn syrup is soluble in water. The oil does not mix with the water because it is insoluble in water. You see that in Italian dressing and in oil on puddles of water.
Top or bottom?: You used the same volume of each of the liquids, but each has a different mass. The ratio of the mass of a liquid to its volume is called its density. The corn syrup is more dense than the water and oil, so it stays on the bottom. Water is less dense than corn syrup, so it floats on top of it. Finally, the oil is the least dense liquid of them all, so it floats on top of the water.
Objects: Where did the various objects end up? Cork is less dense than any of the liquids, so it floats on the oil. A piece of wax is more dense than oil but less dense than water, so it sinks through the oil and floats on the water. A piece of carrot is more dense that water but less dense than corn syrup, so it floats on the corn syrup (you may have to give it a little push through the water layer if it has some oil stuck to it). Finally, a marble or piece of metal is more dense than any of the liquids and goes all the way to the bottom. You can use this "density column" to compare densities of all kinds of things!
Wednesday, September 14, 2011
Saturday, September 10, 2011
Jack and Annie don't need another mummy.
But that's what they get when the Magic Tree House whisks them back to ancient Egypt. There they meet a long-dead queen who needs their help. Will Jack and Annie be able to solve the puzzle, or will they end up as mummies themselves?
About Mummies in the Morning and Mummies and Pyramids: A Nonfiction Companion to Mummies in the Morning
Activities for Mummies in the Morning
- Mummified Fruits
Even though Annie is grossed out, Jack is not alone in his
fascination with mummies and the process of mummification. Explain the
role of a natural salt, natron, in the desiccation of mummies. Help
students experience, first hand, the drying power of different salt
compounds by conducting the following experiment:
- Divide a fruit such as an apple, a pear, or a peach into quarters.
- Weigh each quarter; place each into a plastic cup labeled with its weight.
- Pour ½ cup baking soda into the first cup; ½ cup Epsom salts into the second; and ½ cup table salt into the third, making sure each fruit wedge is completely covered; leave the fourth cup as is for a "control."
- Put the uncovered cups in a location out of direct sunlight for a week.
- Remove each from its cup, brush off as much salt as possible (do not rinse!) and reweigh.
- Compare starting weights with those recorded a week later. Calculate the percentage of weight lost in each case.
- Ask students which salt compound seemed to work best. What information does the "control" fruit provide? How might results change if salt compounds were mixed?
Activities for Mummies and Pyramids:
- On the Nile!
On a map locate Africa, Egypt, the Nile River, the Sahara
Desert, and the Mediterranean Sea. Explain to students that the Nile
River is the longest river in the world and flows through the middle of
Egypt. Brainstorm activities that would take place along the river, such
as boating, hunting, fishing, washing clothes, etc. Why was the Nile
River so important to the Egyptians? Why was mud the greatest gift? Look
at pictures of this area today and compare it to ancient Egypt. What
are the similarities and differences?
- Social Studies
- Social Studies
- Animal Kingdom
Have students study the chapter break "The Animals of Ancient
Egypt" on pages 38 - 39. Break the class into small groups to research
one of the particular animals listed. Allow each group to present what
they learned about their animal. Instruct each group to develop
questions that they give answers to in their report. After the
completion of the reports, play a review game with the questions.
- Language Arts
- Language Arts
- Pyramid Power!
Build a pyramid from either shoeboxes or tissue boxes. Divide
the class into groups and have each group measure the height of one
student from that group. Then estimate the number of boxes it will take
to build a pyramid the height of that student. Allow students to problem
solve and to work cooperatively to piece the boxes together and to
record their success and failures. Each group should record the time
they start and end. When finished, have students check their estimation.
Then have them calculate the weight of their pyramid.
As a follow-up activity, have students compare the dimensions, weight,
and number of stones to that of a real pyramid. What tools were used to
cut and move the heavy stones? Who built them?
- Who Let the Gods Out?
Egyptians worshipped gods and goddesses that were half human and
half animal. These animal-like qualities signified the duties that they
performed. Have students create their own gods/goddesses by drawing the
head or cutting out pictures of animal heads and attaching them to
drawn pictures or actual photographs of themselves. Then have students
name their god/goddess and write a poem or description of the
characteristics and duties performed by their newly created god/goddess.
- Social Studies
- Language Arts
- Social Studies
- The Farmer on the Nile
The Egyptians were great farmers and relied very heavily on the
flood cycle of the Nile. Hold a discussion about the importance of
flooding, planting and harvest. Address the question on page 18, "Why
was the Black Land so good for farming?" Have students research what
items the Egyptians would have planted and harvested, and then ask them
to illustrate the cycle of their farm year. Discuss what type of climate
and soil is needed to grow various crops. Decide as a class what would
be a good choice of plant to grow in the classroom and then begin your
very own harvest. Keep science journals to track the growth of each
- Human Chariots
Chariots were a main form of transportation in ancient Egypt.
Have a day outdoors and hold human chariot races. Two students are
needed for each race. One child places his hands flat on the ground and
the second child grabs the others' legs. All human chariots begin at the
starting line and race to one end. Then they switch positiona and head
toward the finish line. The first human chariot across wins.
- Physical Education
- Physical Education
Friday, September 9, 2011
Q: How do you deal with the pain, hurt and wrongs others have caused you that you did not deserve?
Forgiveness comes in 3 steps. Step one, you have to have a hurt/injury caused to you. Step two, there is a debt that the other person owes you. Step three, there has to be a cancellation of that debt. The cancellation can literally sound something like this : " you have caused me pain, hurt and embarrassment for your actions of drinking and drug abuse, but I choose to forgive you for your addictions and they embarrassment I feel at church, in my community, with my neighbors, and how it makes me feel like a bad parent for living with you when you do not put your family first but drugs and alcohol. I release you from this debt and no longer hold it against you."
I am the type of person who loves to know step by step how others have solved problems that are like mine. Here is one of the best pieces of advise I ever got when learning to let go of hurt others have caused you.
The first thing you have to do is find out if they even know they have wronged you, hurt you, or caused you pain, embarrassment, etc. Sometimes people cross us and they are completely unaware unless someone, namely you, lets them know how they made you feel and why. What we have to keep in mind is that our dealings with this person should not cause them hurt or pain in the process, or we need to reevaluate how we are confronting our pain. In all things we should try and look at the situation from the other persons perspective in life and not just our own. This can be a challenge within itself to many of us, but it is also how we learn to grow as children of Christ.
2. You begin to see the person you forgave in another light, the light of a forgiven preson
3. You begin to experience freedom! Your mind, body, soul are set free. You body heals physcially, emotionally and you are liberated!
4. Forgiveness can lead to the coming together of you and the person you forgave. Forgives heals relationships that are broken and strained!
When it comes down to it, you have 2 choices in life: You can hand on to your sense of entitlement and power for the pain others have cause you and wait for them to "earn/deserve" your forgiveness and lets face it those rarely happen, or you can choose to forgive and heal!
One thing I learned is that if you hold onto the pain someone as caused you, no matter how small or insignificant you try to make it, all that happens is it festers inside YOU and makes you stumble in life. The speaker, I am horrible with names,so I cannot say who it was :(, suggested that you take two chairs and face them towards each other. One chair is for you and one is for the person who has wronged you in some way or caused you pain. If you can get the person to participate,even better, but honestly all you have to do is imagine that person in that chair across from you and say all the things you need to say, but in a loving manner, if they are actually there! If not, tear loose and kick the chair, smack the chair, do what you need too do to let go of the pain and let God have it! Address the person by name, and say in great detail what pain, hurt, embarrassment etc that they caused you.Did they destroy your self image? Did they make you feel unworthy? Did they question your trust in them? Did they jeopardize your family's sense of security and well-being? Say it, " I have suffered pain because of....................." get it all out of your system and then let it go. Its dealt with. Its no longer your present, but your past!
I have come to understand that forgiveness is not:
1. justifying the wrongful acts whereby you were hurt.
2. excusing wrong acts towards you
3. denying the acts occurred or that they hurt you: accepting the person for who they are is not forgiving them
4. tolerating the act as acceptable and socially acceptable
5. a times heals everything attitude: only if you deal with the pain the other person has caused you does time heal, otherwise it stays locked up, stored away in US, lodged in our hearts, waiting to break out!
Living with forgiveness makes us suffer more than the person you are not forgiving!
1. Emotional Bondage: anger, hostility, unable to feel, restlessness
2. Damages Relationships with Others: overspills into family, friends, attitude towards others
3. Damages Relationships with Lord: the Lord cannot anoint unforgiven hearts and minds
4. Physical Damage to self: mind affects the whole body and how it functions: sleep, hunger, aches and pains, sickness, etc.
I will leave you all with this: One of the greatest gifts from God that I have ever or will ever receive is the gift of forgiveness, full and with unconditional love and trust! Who I am I to withhold the gift I so wretchedly do not deserve but need from God?
Wednesday, September 7, 2011
So excited that AWANA has started back up for the kids. I love this time of year. The kids get so happy to dust off the books, pull out the uniforms and start memorizing scripture. Makes my heart warm and so proud of them both. Last year princess finished book one for T & T and we had a little celebration for her. This year is her last year with AWANA before moving up into youth group so she's excited and pumped up to get book 2 down. Its all a race and about winning and beating everyone else to her. I wish it was all about scripture but nope. Its more about saying she knows more bible verses than the other kids in her group that grew up in church. She's competitive, iam not at all.
Drizzle fizzle is still in cubbies and on book one. He's made it through about half his book and he loves the patches. For him its memorizing scripture to get the new badge for mommy to sew on. Hey whatever works for them both iam good with. They both retain tons of scripture and do not even realize it till its talked about in church or we play bible trivia games. Then they impress themselves. So I figure let them want to win prizes, beat the masses and get badges. God is working in them!
Saturday, September 3, 2011
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Friday, September 2, 2011
Today we started going through all the geography boxes we have been collecting since this summer. We have several to choose from to start with, but the kids decided to go with the most recent one from Topeka, KS. The box we received was filled with all sorts of goodies: maps, history lesson, state pin, post cards, coloring books, state map guides, minerals specific to the region, recipe cards they family loves, pictures of the area they live, a list of famous people from the state, history of the state, and so much more! The kids LOVED going through this box. We learned about the state bird, state mammal, capitol, rivers, historical landmarks, significance of state, when it joined the union. I will try to remember to post the pics later on.
Towering trees, colorful gardens and lush lawns are the perfect setting for an educational adventure and we took full advantage. They also still had the Fairy Tale Castle exhibit, Texas Pioneer Adventure exhibit,
"integrate your social studies, science and language arts curriculum in the Texas Pioneer Adventure exhibit. This nationally award-winning, two-acre exhibit will take your students back in time to see the land as the pioneers saw it. They will record data and experiences in their own explorer's journals as they explore a tepee, a real sod house and two settlers' cabins. We will challenge your students' imaginations and encourage them to consider creative, practical solutions to problems encountered by the Texas pioneers. Students will also investigate native plant gardens, a crop garden and go on a hunt in our kitchen garden to discover plants used for medicine, food, clothing and even insect repellent!"