Thursday, September 29, 2011

TEXAS RANGERS PICTURES ONLY BABY!

















Tuesday, September 27, 2011

AWANA HOBO NIGHT


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. 
I did not grow up in church. I was not taught the love of Christ or of His grace. It was the worst thing my parents ever did to me and I refuse to repeat their mistakes with my children. Hopefully, as a first generation Christian family, we will start a trend for God that will last through all our generations, growing strong each step of the way.

Monday, September 26, 2011

Homeschooling
Via: Online College Source

Saturday, September 17, 2011

From the Lab of Mr. Q


 


_,_.___

Icecream in a Bag

Customary Measurement:                                                       Metric Measurement:
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

Procedure:
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!

Flavor variations:

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.

Science Explanation:

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

Energy Ball


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.


Step 1
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.)


Step 2
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
the ball.
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.)


Step 3
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.


Step 4
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.)
Materials
♦ Energy Ball
♦ aluminum foil
♦ cloth scrap
♦ paper
Energy Ball
Investigations


Step 5
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.)


Step 6
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
energy ball.)


Step 7
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.)


Step 8
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.

States of Matter Game


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.

Science Password Game

Science Password Game

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!

Science Passwords:

recycle
gravity
germinate
hibernate
planet
instinct
lever
mammal
migrate
herbivore
photosynthesis
condensation
predator
telescope
reptile
cumulus
erosion
precipitation
circuit
prism


Forces

Materials                                                         Roles
Tray or plastic plate                                         Reporter
Two 9 oz. clear cups                                       Recorder
Water (colored with food coloring)                  Materials Manager
Ice                                                                  Leader
Spoon or ice scoop

Directions
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!

Make a topographic map!


Real topo map
Build your own mountain and make a topo map of it!
A topographic map, or "topo map," is a way to show mountains and valleys on a flat piece of paper. Topo maps are handy and necessary for many uses, including building roads and hiking trails in the mountains. The map shows where the hills and valleys are and how steep they are.
Clay mountain slices and topo map
Topo map maker

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
  • Ruler
  • Piece of plain, white paper
  • Long pencil
  • 2 toothpicks

What to do:

  1. make a clay mountainPut 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.
  2. poke holes with pencilUse 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.
  3. mark for equal slicesWith 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.
  4. cut slices with dental flossStretch 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.
  5. mark holes and trace around sliceRemove 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.



  6. cut another slice, line up, and traceCut 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).
  7. 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.
  8. restack slicesStack the slices back up in order on the cardboard. Be sure the holes line up.
  9. Admire your topo map!
Compare the topographic map you have just made to the model mountain. Why are some of the traced lines closer together than others? What kind of slope gives you lines that are close together? What kind gives lines that are far apart? On your topographic map, where are the steepest slopes? Looking at your map, where would be the best place to build a trail to climb to the top of the mountain?


Making a Topo Map

Lesson Suggestions

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
http://spaceplace.nasa.gov/en/kids/srtm_make1a.shtml

Preparation:
• 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.
Supplemental Directions
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.

Static Electricity - A Hair Raising Phenomenon

Static Electricity - A Hair Raising Phenomenon
Grade Level: K - 6

Discussion:
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.

Materials:
latex balloons (oblong shape is better than round)

Procedure:
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.

http://sln.fi.edu/tfi/activity/energy/ener-2.html

Tie-Dyed Milk

Tie-Dyed Milk
Introduction
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!

Safety
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.

Supplies
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.

Directions
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.)

Observations
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?

What's Happening?!?
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.

http://www.coolscience.org/CoolScience/KidScientists/tiedyemilk.htm

Fossil Pops

Fossil Pops

Ingredients:
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

Instructions:
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
sugar dissolves.
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.

http://www.childrensrecipes.com/article_046.htm

Unsociable Liquids

Unsociable Liquids
Introduction
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.

Safety
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.

Supplies
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
Funnel (optional)
Various objects to test their densities, for example:
small piece of carrot or celery
small piece of candle wax
small cork
small glass marble
small piece of metal like a BB or metal marble
whatever else you might like to try

Directions
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!

Observations
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!

What's Happening?!?
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!

http://www.coolscience.org/CoolScience/KidScientists/unsociableliquids.htm

Saturday, September 10, 2011

Beta Testing E-Learning for K12

So I got the wonderful opportunity to be a beta tester for my son with a new program launched for Kindergarten. Now as many of you are aware, because my sons birthday falls slightly beyond the cutoff time, he cannot be enrolled in traditional Kindergarten. Although this really does not mater since I home educate anyway, its still irritating. So when I got selected to be a beta tester for K12 Kindergarten site I though, "why not, lets see if he would be ready by public school standards". This week will be our first week. If you are interested here is a link to the website: http://www.elearningk12.com/ so you can check it out yourself. I love the idea of internet homeschool and I think it will work out great for our family. My son loves to play around on the computer and as long as he does not know its "school" he does fabulous with educational sites and activities. I cannot wait to test drive this baby and see what its made of. Wish us luck!

Mummies and Egypt Study

 
I decided to try ad find some fun ways to incorporate learning about mummies and Egypt into my unit study with my daughter.  Then I realized that my daughter has TONS of Magic Tree House books in her rooms. I started scanning through to see if there was anything I can use when poof, just like that these 2 books jumped out at me. After a little more research I discovered that the Magic Tree House website has tons of fabulous resources for parents and teachers for almost all there books. You can imagine how stoked I was when I stumbled upon this revolution! Here is a taste of what they offer!
 
 
Mummies in the Morning
Mummies in the MorningJack and Annie are ready for their next fantasy adventure in the bestselling middle-grade series—the Magic Tree House!

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?

Mummies and Pyramids
Mummies and Pyramids
How were pyramids built? Why did people make mummies? What magic charms were buried with mummies? Who discovered King Tut's tomb? Unwrap the answers to these questions and more in Magic Tree House Research Guide #3: Mummies and Pyramids, Jack and Annie's very own guide to the secrets of ancient Egypt. Includes information on hieroglyphics, how mummies were made, tomb treasures and robbers, Egyptian gods and goddesses, and much more!

 

About Mummies in the Morning and Mummies and Pyramids: A Nonfiction Companion to Mummies in the Morning

In Mummies in the Morning, Jack and Annie find themselves whisked away to ancient Egypt, where they come face to face with a dead queen--and her 1,000-year-old mummy!
How were pyramids built? Why did people make mummies? What magic charms were buried with mummies? Who discovered King Tut's tomb? Unwrap the answers to these questions and more in Mummies and Pyramids: A Nonfiction Companion to Mummies in the Morning, Jack and Annie's very own guide to the secrets of ancient Egypt. Includes information on hieroglyphics, how mummies were made, tomb treasures and robbers, Egyptian gods and goddesses, and much more!

Classroom Connections

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?
    Curriculum:
    • Science
    • Math

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?
    Curriculum:
    • 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.
    Curriculum:
    • Language Arts
    • Science
  • 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?
    Curriculum:
    • Math
  • 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.
    Curriculum:
    • Social Studies
    • Language Arts
  • 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 plant.
    Curriculum:
    • Science
  • 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.
    Curriculum:
    • Physical Education

Download Activities


Teaching ideas provided by Jamay Johnson, second grade teacher; Melinda Murphy, media specialist, Reed Elementary School, Cypress Fairbranks Independent School District, Houston, Texas; and Rosemary B. Stimola, Ph.D., professor of children's literature at City University of New York, and educational and editorial consultant to publishers of children's books.


Friday, September 9, 2011

A Lesson on Forgiveness

Anyone who knows me realizes I have some minor/major issues regarding forgiveness. It's not that I withhold forgiveness, its more of the fact that I have a tendency to see forgiveness as acceptance of a certain unwanted behavior. I also always here the phrase "forgive and forget". That is were my dilemma lies. I can accept your apology, even act like it did not happen, but eventually it eats down to the core of me, because I have not forgiven the action, hurt, pain, etc. Funny thing is right when you think you have all the answers the Lord has a funny way of showing you how wrong you have been and how blinded. I was tuning into the KCBI this morning and the discussion was on forgiveness. Me, being me, almost changed the station, but instead decided it was better to learn something than to live in my own way and not the Lords. I would like to say I walked away from the program with all the answers to my "what does forgiveness look like" questions, but I did not. Here is what I did learn though:

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.

When we forgive 4 things happen to our spirit:
1. Memories of past hurts begin to heel, the burden of holding it in is lifted
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

First Day Back to AWANA

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

Free 2 year Lego Magazine Subscription

When I ran across this link, I thought now way this is for real. I bet you have to buy a year first and then you can get one free. Theirs always a catch. Well to my amazement, not this time. No gimmicks, no catch, just an amazing deal. So sit back and enjoy some of life's sweeter things!

FREE* LEGO® Club Magazine Subscription Hooray! You now have a LEGO® Club subscription! Just follow this lovely link and enjoy a FREE TWO YEAR SUBSCRIPTION!

http://club1.lego.com/en-US/subscription/default.aspx?step=2&SkuId=9052b50e-271e-46d2-9abb-e1950f8cc438&CountryId=US&cahandle

Friday, September 2, 2011

Geography

TOPEKA KANSAS

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.

The Dallas Arboretum

Finally Dollar Daze at the Arboretum rolled around and we decided to spend the day in 100 plus weather. We took along my nephews Kristian and Jace and had a blast. We started our morning off eating out at Denny's and ventured into the wonderful Texas summer heat. If you have never been to the Arboretum you really are missing out. There is so much to see and do its ridiculous. Not to mention that it's right next door to White Rock Lake!
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!"

Weeks 1-3
A World of Adventure Test: History, Science, Language Arts, Geography, Social Studies and Anatomy
    1.       When you do something below the conscious level, without thinking, you are using your ___________________________?
2.       What do you add to the beginning of a word to change its meaning? _________________
3.       What word describes the process of adding syllables to the end of the word to change its meaning? ____________________
4.       What is the word called before you add syllables to the beginning and end called? ____________
5.       Refers to a syllable that is added at the beginning or the ending of a word to alter its meaning, to form a new word, or to show grammatical function: ___________________________
6.       The Greek word for time? ___________________
7.       The order of events from earliest to latest in time sequence: _____________________
8.       Who was Joseph? ________________ _________________
9.       What brother wanted to come back and rescue Joseph from the pit, only to realize he was sold into slavery? _________________________
10.   What did Jacob “Israel” give to Joseph that made his brothers jealous of him and confirm that Jacob loved him the most? ___________
11.    What was Joseph’s other name that God gave him? ___________
12.   Who buys Joseph in Egypt? _________________
13.   Who was the captain of the guard for Pharaoh? _______________
14.   A group of people or nation that has reached a high level of government, culture, science and industry is called what? ______________________
15.   What did the Egyptian people eat with? _____________
16.   What hemisphere does Egypt lie in? ____________ ___________
17.   The form of any account, narrative, or other communicative work whose assertions and descriptions are understood to be fact: _______________
18.   The form of any narrative or informative work that deals, in part or in whole, with information or events that are not factual, but rather, imaginary is what type of book? ______________________
19.   A book wrote about a persons life is called what? ______________
20.   This type of book consists of legends, music, oral history, proverbs, jokes, popular beliefs and customs that are the traditions of that culture, subculture, or group are called: ____________ ___________________
21.   Books wrote about a certain time period or piece of history that are factual based are called: __________________________
22.   The most emotionally charged means of written expression and it consists of words arranged in patterns of sound and imagery to spark an emotional, and intellectual, response from us is called ______________________.
23.   Who dreamed of 7 years of famine and 7 years of prosperity? _________________
24.   What is the ie rule? (not in the word bank) _____________________________________________________________________________________________________________________
25.   Who is brought back to their position after 3 days of telling their dream to Joseph and is asked by Joseph to remember him to the Pharaoh? _____________ ____________________
26.   If Joseph was 17 when sold into slavery to the Egyptians and he is 30 when Pharaoh puts him in charge of preparing for the famine-how long was he a slave and in prison for? _____________ __________
27.   Which one of Joseph’s son’s receives double blessing from Jacob? _______________________
28.   To have an excessive appreciation for one’s self, to feel you are superior to others is called ____________
29.   To feel overwhelming sadness, or despair for something or someone is called : _______________
30.   What is the study of the earth, its features, where they are formed and how they interrelate called? _______________________
31.   What are the two major lines that divide the globe in hemispheres or half? ____________ _______________ and _______________________
32.   Map: Label the major rivers of Egypt (see mom)
33.   1/5 of the Earths land surface is made up of what? ______________
34.   Plants that live in a certain biome are called _______________
35.   Animals that live in a certain type of biome are called ________________
36.   Plants and animals that live together in a certain biome are called __________________
37.   The condition of the Earth’s atmosphere over a long period of time is called: _____________________
38.   Day to day conditions of the atmosphere is called : _____________________
39.   The least dry deserts are called _____________________
40.   What are dry deserts called: ________________________
41.   Hyper-Arid deserts are the ___________________
42.   Genesis ____________ talks about when the brothers arrive in Egypt how Joseph remembers his child hood dream of his brothers bowing down to him.
43.   In Genesis _____________ Joseph cries at seeing his brothers and is overcome with emotions.
44.   The 4main elements in literature are: _________, ______________, _____________, and ______________.
45.   Continuing for a long period of time: _____________
46.   Our word aviation comes from this Latin word: ___________
47.   The upper half of the atmosphere is called the : ________________________
48.   ½ of the earth is called a : ___________________
49.   The type of camel that has 2 humps: ____________________
50.   Were in Genesis does Joseph give his brothers 1 last opportunity to leave Egypt without Benjamin: __________________
51.   What does Judah offer to give up for Benjamin: __________ __________
52.   What describes the beginning of the story and gives the background, setting, and introduction of characters called ________________
53.   What shows the 5 parts of a story: ____________ _____________
54.   An element of suspense is introduced as problems arise in this part of literature: ________________ __________________
55.   Diorama means? _____________ _______________
56.   The process of changing from a liquid to a vapor is called:_________________
57.   In Genesis 45-46 Josephs’ family is instructed to settle in the city of ___________ which is adjacent to Canaan and unsettled by the Egyptians.
58.   The design of buildings and structures is called: ______________
59.   The high point of tension in a story is called _____________
60.   What are the 2 sub-tropic belts called that most deserts lie between? _________ _____ __________ and ______ _______ _______________
61.    The ____________ have climates that are perfect for forming deserts because they have large masses of moving dry air that falls and are warmed there.
62.   Ocean winds that blow across cold currents on land are called? __________ _____________
63.   The process by which one substance, such as a solid or liquid, takes up another substance, such as a liquid or gas, through minute pores or spaces between its molecules. A paper towel takes up water, and water takes up carbon dioxide, by _____________, also in biology it is The movement of a substance, such as a liquid or solute, across a cell membrane by means of diffusion or osmosis.
64.   What was the main river that the Egyptian relied on to grow crops such as barley and wheat and also for their source of water? __________
65.   The problems that lead to an action in a story are called ______________
66.   How many types of conflict are there? _____
67.   A struggle within a person to make a big decision and cannot decide is what type of conflict? ____ vs. __________
68.   A character against another character is what type of conflict? __________ vs ____________
69.   When temperature, water and wind change the landscape it is called what? _______________
70.   When metal is turned into a liquid by heating it, what is the process called? __________________
71.   They process of using yeast to change something, normally fruit, into alcohol: ______________
72.   A tool used to squeeze and hold an object together so work can be done: ____________
73.   To hide or cover up: ____________
74.   To be wary or watchful, guarded or on alert: ___________
75.   Clear, bright, intense and full of life: _________
76.   Anno Domini stands for, in the year of the Lord and __________
77.   Before Christ: ____________
78.   What is a antonym for powerful? ___________
79.   The prefix ant means __________
80.   Annual or years Greek word is :______________
81.   The desert temperature falls quickly at night to sometimes below freezing? True or False
82.   a plant community characterized by vegetation dominated by shrubs, often also including grasses, herbs, and geophytes is called _________________
83.   What is the largest desert in the world: _______________
84.   A period of extreme droughts, were there is limited to no food, and water is called a : __________
85.   What do the Egyptians place the deads body into before they put them inside the pyramid tombs? ________________
86.   The process of making life: _______________
87.   When one is able to adapt to ones surroundings is called: ____________
88.   The spine consist of these: ______________
89.   The building up of layers or arranging of layers: ______________
90.   Used to dry out the body during the process of mummification: _____________
91.   The external skeleton that supports and protects an animal's body, in contrast to the internal skeleton: ______________
92.   The food cycle is called: _________________ ___________
93.   A form that has regular lines and shapes is referred to as _______________
94.   A geographic location is its height above a fixed reference point, most commonly a reference geoid, a mathematical model of the Earth's sea _______________
95.   To spend the summer, as at a specific place or in a certain activity: _________________
96.   To spend the summer, as at a specific place or in a certain activity: __________________
97.   A muscular, hollow, dilated part of the alimentary canal which functions as an important organ of the digestive tract: ________________
98.   A vital organ present in vertebrates and some other animals. It has a wide range of functions, including detoxification, and protein synthesis is called: _________________
99.   The essential respiration organ in many air-breathing animals, including most tetrapods, a few fish and a few snails: ________________
100.                        The segment of the alimentary canal extending from the pyloric sphincter of the stomach to the anus: _________________________
101.                        Half of a circle is called the _________________
102.                        Any straight line segment that passes through the center of the circle and whose endpoints are on the circle is called: _______________
103.                        The nonrandom process by which biologic traits become more or less common in a population as a function of differential reproduction of their bearers. It is a key mechanism of evolution: _____________ ______________________

Extra Credit: Worth 15 points each
1.       Draw a time line of your life from birth till today
2.       Make up a plot line for your life using the 5 main elements of literature

 
Word Bank


Subconsciously
Prefix
Suffix
Root word
Affix
Chronos
Chronology
Jacobs’s son
Reuben
Israel
Robe
Potiphar
Potiphar
Civilization
Fingers
North East
Fiction
Non-fiction
Biography
Folk tale
Poetry
Historical
Pharaoh
Chief Cupbearer

13 years
Conceit
Grief
Geography
Prime Meridian
Equator
Weak
Against
Name
Annus
Desert
Flora
Fauna
Biota
Climate
Weather
Semi-arid
Arid
Driest
42:0
42:24
Character
Plot
Theme
Vivid
A.D.
B.C.
Style
Chronic
Avis
Stratosphere
Hemisphere
Bactrian
44:17
His Life
Exposition
Plot line
Rising action
View through
Evaporation
Goshen
Architecture
Tropic of Capricorn
Tropics
Five
Cold current
Nile
Absorption
Conflict
Man vs. Himself
Man vs. Man
Weathering
Molten
Fermentation
Vise
Conceal
Warily
Sahara
Scrublands
Adaption
Reproduction


Sarcophagus
Vertebrate
Stratification
Natron
Geometric
Estivation
Plateau
Stomach
Liver
Lungs
Intestines
Radius
Diameter
Natural Selection
Exoskeleton
Food web