Human body lapbook/online site

Here is a lapbook for the human body. It is ideal for the younger classes. Scroll
past the "ads" at the top and each topic is another great printable resource. 30 to choose from. Most are directed at the little ones, but some work wonderfully for the older kids.
Human Body lapbook


Here is a site that offers many free, fun activites!
Go to Life Sciences and scroll down to Human Body, and you'll find a Body
Bingo. It has 3 levels of game play.
Human body games

There are a plethora of other subjects at this site. Don't just stop at this one...have fun!

Circulatory System

School House Rock....circulation




This is for the older kids.

Fingerprint Identification

We had some lively discussion during our science experiment last week. We collected and observed the patterns of fingerprints, discussed the hypothesis, and debated the results.

As we know, there are no two people with the exact same fingerprints.
One student asked if that was true even with identical twins.
Great question! God, with His unique design of the human body, even gave identical twins completely different fingerprints.

The hypothesis suggests that the pattern on each of our fingerprints are the same - each person has a fingerprint unique to that individual.
Many of our students and tutors disagreed with this hypothesis. They felt that some of their prints differed.

This is a fascinating study, and one that boys will especially enjoy digging deeper. Mention Forensic Science, and they are all over that subject.
What did you find out? I would love to hear.

Here are some more questions to assist in your probe of the material.

How did this practice begin? When was it discovered to be an effective means of identification? Are mistakes ever made in the identification process? How long do prints stay on an object? Can we pick up a print off of someone else's body? What is the latest trend in identification? (eyes) What steps are being taken in various forms of identification?

Pump, pump, pump....your blood

Pump, pump, pump....your blood words

Hope you enjoyed the song. My kiddos have been singing the chorus ALL DAY. We need to work on the verses, but they go quickly....so here are the words for your printing pleasure.

The "PUMP YOUR BLOOD" SONG - VERSE ONE

Pump, pump, pumps your Blood.

The right atrium’s where the process begins, where the CO2 Blood enters the heart.

Through the tricuspid valve, to the right ventricle, the pulmonary artery, and lungs.

Once inside the lungs, it dumps its carbon dioxide and picks up its oxygen supply.

Then it’s back to the heart through the pulmonary vein, through the atrium and left ventricle.

Pump, pump, pumps your Blood.

"PUMP YOUR BLOOD" SONG - VERSE TWO

Pump, pump, pumps your Blood.

The aortic valve’s, where the Blood leaves the heart, then it's channeled to the rest of the bod.

The arteries, arterioles, and capillaries too bring the oxygenated Blood to the cells.

The tissues and the cells trade off waste and CO2, which is carried through the venules and the veins

Through the larger vena cava to the atrium and lungs, and we're back to where we started in the heart.
Pumps your blood.

Medical model of heart beating

This will line up perfectly with week 8.
The first model you may want to preview first if you have a young child who is easily grossed out. :)

History plan - weeks 4 and 5

One of the things that amazes me about Classical Conversations is the plethora of talented women that are involved in this program.
Carrie from A Ten O'ClockScholar has created a
History plan for weeks 1-12 that complement our memory work.
The sneak peak is below, but I know that you will go back and print the whole thing.
Thank you, Carrie, for sharing your hard work!

4 – Declaration of Independence

TOG: Year 2, Unit 4, Week 33-34

Reading:

Declaration of Independence

* Nathan Hale: Spy

If You Lived at the Time of the American Revolution

Book of the American Revolution (Brown Paper School)

Sam the Minute Man and George the Drummer Boy

Main Teaching Points:

• The Continental Congress tried to make peace with Britain, but was rejected. As the delegates saw that Britain would not compromise, they realized that war was ahead.

• Declaration of Independence was adopted on July 4^th, 1776.

• The Americans had an advantage because they didn’t fight in formation like the British; they fought “guerilla”-style (behind trees and houses).

Activities:

• Make a punched tin lantern.

• Coloring book of Revolutionary War

• Can you get dressed and be ready to fight on one minute like the Minute Men?

Discussion Starters:

Expansion and report ideas:

5 – Our First President, George Washington

TOG Yr 2, Unit 4, Week 33

Reading:

George Washington for Kids

Discover George Washington

Main Teaching Points:

• Washington helped shape the US in three ways: commanded Continental Army, served as the president of the convention that wrote the Constitution, served as US President.

• He was much loved by his soldiers and the US people. “First in war, first in peace, first in the hearts of his countrymen…” – Henry “Light Horse Harry” Lee

• He was very tall and broad-shouldered (many were small at this time in history).

• Wrote and lived by his “Rules of Civility”.

Activities:

• Read some of Washington’s “Rules of Civility”

Discussion Starters:

• Which of his rules surprised you? Which ones are rules your parents have taught you? Would you have liked him if you had known him in person?

Expansion and report ideas:

• Make a small “Rules of Civility” for yourself.

6 – Louisiana Purchase

Jamestown replica project

Here is a wonderful Jamestown replica project. Feel free to tweak to meet the need/ages of your children.
Click here for the directed link.

Science - weeks 4-6

Carrie is amazing...she has graciously shared her science work as well.
Click here to see her document,

and then go visit her blog to say thanks.
I know you friends haven't gotten the comment thing down yet...hint, hint.
Really, we bloggers are an easy bunch. We don't even mind anonymous comments.

The books that she is using are:
The Usborne Complete Book of the Human Body: Internet Linked (Complete Books)
Science Encyclopedia (Usborne Internet-Linked Discovery Program)

• Blood and Guts (Brown Paper School Book)

4 – Nervous System

UHB p. 38-41

B&G p. 116-117

- test reflexes, levitate arms, catch a dollar

USE p. 365 #2m p. 367 #1, #3

• Brain is the body’s boss. Nerves send messages from body to brain.

• Sensory neurons collect info; motor neurons carry instructions to muscles; connector neurons (in brain and spinal cord) process info.

5 – Senses

UHB p. 42-49, 52

USE p. 371 #3, p. 373 #5, p. 375 #3, #5

• 5 senses are the brain’s tool for detecting the world around you.

• Sight one of the most important for humans. Eardrum transmits noises. Taste and smell are connected and are closely related to memory. Touch is THE most important.

6 – Digestive System

UHB p.65-71

USE p. 355 #1, #4

Week three....yes, time flies!

Just to make sure that everyone is aware....I have gleefully stolen (with permission), Heather's hard work on this post. I would typically just tell you to go to her blog and get the information yourself, but since I know many of you are afraid of this new blogging venture of mine, I am spoon feeding it to you.
If you have NOT gone to her blog...Sanctified Woman...it is beautiful - eye candy, really, and I highly recommend it. Why should I bother to type any thing up when perfection is just a copy/paste away. :) Heather is the main lady (under Leigh, of course) that spent hundreds of hours perfecting your EEL manual.
Don't worry, Heather, I won't dare do this every week. Just long enough for them to get the hanging of linking over to you. xoxo

Week 3 - On Location with Nouns and Pronouns

This week we have yet another discovery to dig into... Pull out your trusty field guide (EEL Guide) and review week 3's lesson information. (Still trying to figure out your field guide? Help is here!) This week is loaded with all sorts of information concerning nouns and pronouns and the central roles they play in sentences.

Orderly Connections! In English, the location of a noun in relationship to other words in a sentence dictates that noun's role (subject, direct object, indirect object, possessive, and object of the preposition). In Latin, it is not the location of the noun but rather the noun ending that tells you the role the noun is playing in a sentence. Therefore in Latin sentences words can be in any order!

Week 3 also introduces EEL Analytical Task 3. If this is your first time to look at this information , allow yourself to digest small pieces of information at a time. We will be reviewing and discussing nouns and pronouns for several weeks, so be patient with yourself. Refer to page A3 and A36 to see an overview schedule for the year - keep this framework in mind, there is a lot of review built in.

Remember EEL Task 1 is simply loading the grammar. Putting in the data, vocabulary, lists, etc... into the brain for later retrieval and application. EEL Task 1 points you to Appendices B and C for our grammar. This week add the student mastery charts on nouns and pronouns from Appendix C to your student's studies and weekly memory work.

Have your own laser printer at home? Want to print grammar pages on demand? EEL Appendix B and C download link ($15).

EEL Task 2 is simple dictation and checking sentence mechanics of spelling, capitalization and punctuation. This is a simple task and results in students who edit their work more effectively and pay closer attention to writing syntax details. So work on establishing the discipline of dictation in your home. Just a few minutes a day. We pick sentences from the EEL Guide, the Dictation Resource, but also from our favorite readers and scripture passages. This year since we are spending so much time in John chapter 1 in the Foundations program, I will spend time applying the EEL Tasks to this passage. To practice some of the editing skills of EEL Task 2, I'll throw in some editing pages (from the EEL Guide Editing Exercises, like p47, or some variation of it). Interesting to note that all the EEL Editing Exercises are from the book of John, specifically from the first four chapters.

Now on to EEL Task 3 Question Confirmation! Refer to Appendix A (pp A10-A12) of your field guide to get the big picture of this task's purpose. This task is a truly dialectic task, meaning you and your student dialogue using a series of questions. This process of dialogue and thinking aids in the discovery of a word's role and/or part of speech in a particular sentence.

This leads me very nicely into our magical Teacher Sheets! (see below but see A21 in your field guide for a legible Teacher Sheet sample) Some have even called these sheets Cheater Sheets because they contain the work, script and answers in order to teach us, the parent and student, this powerful analytical process! These instructional sheets begin this week (see p50 for the first official Teacher Sheet). They walk you step-by-step through EEL Tasks 1-6 for one sentence, providing the appropriate answers, examples and yes, even verbal scripts!

Teacher Sheets make us look and feel smart until we actually are .

New students and parents should feel free to stick only with Task 1-3. Returning students and parents should do as much as they can! You'll be amazed by the end of the year at the ease in which students can parse, diagram, modify and perform basic Quid et Quo on every word in a sentence.

A man has joy in an apt answer,

and how delightful is a timely word!

Proverbs 15:23

Essentials Program EEl guide helps

As we dive into our first few weeks of CC, getting the binder organized for Essentials will yield a much better understanding of how to make this work productively at home.
We handed this out during our mini parent practicum,
but for those of you who did not get one,
here is the direct link to the Essentials Program EEL guide "helps."

The Tools: Recovering the Classical Model

If you haven't had the opportunity to read Leigh's book, Echo in Celebration, here is a sneak peek at Chapter 4.

As home school parents, we are consistently striving to give our children the tools of learning, but are you striving to be learners along with them?

Take a few minutes and enjoy The Tools: Recovering the Classical Model.

One Smart Mama

I can't believe that we will be off and running tomorrow with our first day of Foundations and Essentials.
The opening with the Schmidt family will begin "promptly" at 9:15, and I can't wait to see your bright, shining faces. It will be wonderful to be back together again.
Make sure you check out Leigh's One Smart Mama blog (link located at the right) to hear all the new podcasts, as well as, overviews of the Classical Model.
There is a lot of wonderful information available right at our fingertips...literally.