Gardens: A Harvest of Learning No Matter the Season

Gardens—spring, summer, or fall—harvest plentiful learning activities. Seems like every time we turn around we are enjoying another experience involving fruits and veggies. Here's a sampling of possibilities, and likely your learners will discover others. Enjoy the harvest no matter what the season.

Math

• Estimate the weight of a watermelon. Weigh on a bathroom scale. Figure out the price per paid per pound.

• Purchase a five pound bag of potatoes. Compare the quantity with a five pound bag of onions. Why the difference in quantity per pound? Younger children can weigh potatoes and arrange from lightest to heaviest.

• Buy a basket full of veggies. Sort according to what part of the plant is eaten: stem, leaf, seed, root, flower. Eat vegetables for snack or create a yummy soup.

Language Arts

• Read Growing Vegetable Soup by Lois Ehlert. Make veggie soup for dinner.

• Read the Farm Alphabet Book by Jane Miller. Make your own fruits and veggies alphabet book.

• Identify the beginning consonant sounds of each vegetable purchased.

• Read Eating the Alphabet: Fruits and Vegetables from A to Z by Lois Ehlert.

• Read Stone Soup by Marcia Brown (a traditional tale).

• Read Tops and Bottoms by Janet Stevens (a trickster tale).

• Read The Tiny Seed by Eric Carle.

Spanish

• Learn the Spanish words for common fruits and vegetables

Social Studies

• Tour the produce section of the grocery store.

• Visit a working farm, garden store, orchard, local U-pick or greenhouse.

Science

• Plant a garden.

• Build a grow box and sow the family’s favorite seeds.

• Spout seeds. Discuss vocabulary: seeds, seedlings, cuttings, sprout, germinate.

• Read The Vegetables We Eat by Gail Gibbons

• Read Green Beans, Potatoes, and Even Tomatoes by Brian Cleary

• Read One Bean by Anne Rockwell.

• Sprout an avocado seed.

• Grow or purchase a pie pumpkin. Open. Clean. Bake. Puree pumpkin and make bread.

• Read The Life Cycle of a Bean by Linda Tagliaferro.

• Read Foods from Farms by Nancy Dickmann.

• Read Plants on a Farm by Nancy Dickmann.

• Read Farming by Gail Gibbons. Discuss farming around the world.

• Read From Seed to Plant by Gail Gibbons.

• Read Planting a Rainbow by Lois Ehlert.

• Read The Victory Garden Vegetable Alphabet Book by Jerry Pallotta.

Arts

• Make prints using tempera paints and fruits and veggies (potato, cabbage, celery, corn, and oranges)

• Read Linnea in Monet's Garden by Christina Bjork.

• Make a seed collage.

• Sing Oats, Peas, Beans and Barley Grow. Act out the song with motions.

• Read How Are You Peeling? by Joost Effers and Saxton Freymann. Discuss the illustrations. Children may also enjoy Fast Food by the same authors.

Movement

• Play Hot Potato (hand-eye coordination)

The Collection-Learning Connection

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

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

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

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

Common collection items

Pinecones

Marbles

Toy cars

Legos

Rocks

Acorns

Leaves

Shells

Insects

Pennies

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

Collections to science discovery centers

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

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

What interests are growing in your children?

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

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

Fun and Easy Ways to Teach Telling Time

“I want to learn to tell time!”

Interest means “I am all in and listening!”

I went to find our student, geared clock purchased at an educational resource store. It’s pretty, with gears and moving hands. Littles loved it.

For this learner, making our own clock sounded like a better idea; and hence, I fostered the ownership of the idea. I smiled, knowing if we worked together on the project, there would be greater, meaningful buy in.

Relationships matter.

I chose a dinner plate from the kitchen cabinet, turned it upside down on cardstock, and traced.

My little learner couldn’t wait to cut along the pencil line.

Next, we searched our sticker collection for numbers, big ones! It wasn’t long before we found them and my little learner eagerly placed them on the freshly cut out clock while I cut out the hands and found a brass brad in the junk drawer. She colored the hands by the time I made it back to the table.

Since our initial introduction to and exploration with the clock, many fun impromptu lessons have blossomed, first learning to tell time to the hour, then the half- and quarter-hour, and finally, minutes. She loves moving the hands to match a given time. To encourage the connection to symbolic representation, I have her use the hands to show the time and then ask her write the time on paper, modeling one or two examples first. We’ve also used the clock to practice counting by five. Our homemade clock has been a welcomed learning resource, and we’re very proud of our crafty accomplishment.

Materials

A dinner plate

Number stickers

Minute hand, cut out of cardstock

Hour hand, cut out of cardstock

Beyond the Paper Clock

It’s important for children to learn to tell time on both analog and digital clocks and watches. With this in mind, we’d purchased our little learner a fun watch, which she picked out among the masses available. Though she was curious about it and about time, the real “need” to know wasn’t strong enough to foster the learning of the concept…at that time. However, when the interest resurfaced, I encouraged.

Investigate other ways to keep time: water clocks, cuckoo clocks, egg timers, grandfather clocks, pendulum clocks, alarm clocks, and stop watches.

Search for clocks in use in public places. This can be a fun way to pass time while waiting in line.

Use the stop watch on your phone to internalize Elapsed time. Children need to know what a minute (or five and thirty) “feels” like, and elapsed time is a hard concept for children to understand. Stopwatches help master the concept. This new found time tool will add spark to afternoon doldrums. Try timing

• cars going down a ramp,

• family members running around the block,

• the length of time it takes to boil water, and

• relay races.

Use an egg timer to brush teeth.

Read picture and non-fiction books about time (extensive list in my book, Cultivating Curiosity)

Hearing the excitement, “I want to learn to tell time!”?

Dig in and make it intentional, real, and relational!

Fast Parenting? Yes, Please!

There is nothing quick about parenting; growing child to adulthood. Though we often try or prefer to make parenting instantaneous through quick sound bites instead of face-to-face conversation and interaction, what’s instantly gratifying isn’t necessarily the most productive. For me, there were days when I wanted fast answers with practical tips and positive results, right now! They would have been highly convenient, but not necessarily helpful to our long-term vision for our family.

I admit, fast, immediate, no-fail solutions resonate with me, especially on full days with lots of commitments and needs. Hence, there were days when I searched and searched, scrolled Pinterest boards and read blogs. Surely someone had encountered my debacle and WON?

• The day dear daughter cut off all her bangs to the root and tried to tape them back on, only to find it would take months and months to grow out. I had no hair tonic to promote growth, though I wish I had. Life lessons noted.

• The morning 30 pounds of laundry powder poured atop three loads of dirty laundry sapped my energy and made me wonder if the entire day would offer similar treats.

• The day dear child asked questions about how to prepare for marriage and I knew the answer would be more than a pat answer or five-minute conversation. Instead, the conversations were many, over years, and eventually led to a beautiful marriage. Definitely not a one-and-done parenting recipe. Instead, the conversations were unique to the situation, nothing I could have borrowed from anyone else. I’m thankful for the times we sat and listened. It mattered.

• The evening, when after months of waiting and visiting, great-grandma passed away and there were a slew of questions. I didn't have the immediate answers we all would have prefered. Conversations and hugs healed hearts as together we remembered Grammy’s impact on our lives; years of togetherness and with-ness.

• The morning our van started on fire in the driveway and our children were concerned we wouldn't have a big enough vehicle to transport us all. I didn't have an immediate answer or a delivery service to provide another vehicle. The process of waiting grew our faith and provided just what we needed.

Fast forward some years with now grown adult children. It has become apparent that the best solutions had no easy answers. There are no quick, fast shortcuts in parenting. My adult children didn't become adults overnight (though at times I wonder where the years went) and the path, the journey, was a process. Their journey to adulthood and my adventure as a mom wasn't picked up at a drive-thru window.

The journey was an aged, slow-cooked process. 

Paint a Fall Tree Using Pointillism

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

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

Georges Seurat’s Alfalfa

Henri Martin’s Green Valley with a Stream

Paul Signac’s Le Clippe

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

Prepare.

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

Gather materials.

• 8 x 12 white construction paper

• brown construction paper (optional)

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

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

• cotton swabs

You’re ready!

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

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

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

• Give each child a piece of white paper.

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

• Add the fall leaves!

Give pointillism a try!

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

Keep learning alive and moving forward.

Extend this art activity into other content areas.

Science

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

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

• Point out the midrib, margin, and veins.

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

• Use a field guide or online resource to identify.

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

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

• Read (this is language arts, too!)

  Red Leaf, Yellow Leaf by Lois Ehlert

  We’re Going on a Leaf Hunt by Steve Metzger

Math

• Sort leaves by type or color.

• Count leaves.

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

• Add sets of leaves.

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

More Art

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

How to Teach Money Concepts

We don’t need a curriculum for everything. Some skills are learned naturally, organically. In fact, sometimes the learning happens amid our days and we miss it.

Some concepts are best taught and retained from experience with real-life objects.

Money is one of those topics.

The best way to understand money is to use it—take if off the page, get your hands on it, and practice the skills.

For children, preschool through elementary, learning money concepts will look like

Coin recognition - My husband’s spare change hangs out on the counter or in the console of the car. Most of our children have found it, eventually, inquiring, “May I have this?” There’s interest and engagement—a perfect combination for retention. A simple explanation—”This is a penny. This is a dime. This is a nickel. This is a quarter.”— while placing the coin in the child’s hand will effectively teach coin identification. Next time the coins are laying around, review the concept. If the child has a piggy bank or other collection container, empty the contents, sort the coins, and review the coin names. Coin recognition can be that simple, and it will stick.

Coin value - Maybe your child already knows the coin names and is ready to associate values— “A penny is one cent. This is a dime, it’s worth ten pennies. It’s ten cents.” This concept will take some time and practice to master, but again, with real coins and a piggy bank, there’s an undercurrent of interest.

Coin addition - Once the child recognizes the coin and it’s value, there’s almost an automatic need to be able to “find out home much I have”. Here begins the understanding of adding money—combining two groups. To move with the interest, place two or three coins in your learner’s hand. Add one from your hand and add the total of the two coins. Write the corresponding addition equation on a piece of paper so the child can associate the actual coins, their value, and the symbols of the equation. Start with pennies for the youngest learners and move to greater values, hence addition of two digits.

Calculated change - Once the concept of coin addition has been mastered, it’s time to tackle the concept of change—what will be given back after a purchase. The difference. We found this concept was easy to learn while playing store or working with oral problems. For example, “I have three quarters and want to buy this pencil for $0.65. What change will I receive back from the cashier?” Of course, the youngest learners will be best served using pennies and then moving to larger amounts.

Saving and Spending Real-Life Practice

Aside from playing store and counting money in a piggy bank, we give a few coins (maybe two dimes, a quarter, four nickels) every once and awhile, random amounts--could be a quarter or two dimes, whatever. We tell the child the money is his or hers and they can do with it what they choose. They quickly figure out if they save it, it adds up. The process naturally brings questions, everything from savings to buying houses to investing. Real money is a motivator. We do this for an entire school year because the lessons are so valuable. They are real world lessons of being faithful with little and being given much. The process also gives us the ability to see which of your children have a tendency to spend, give and save. It’s a window into their minds and hearts. They’ve all been different.

Playing Games

Games have offered opportunity to learn and practice money skills with larger amounts. Among the favorites are

• Allowance

• Monopoly

• Monopoly Jr.

• Life

This is just a sampling of ways real money aids in cementing important math skills and financial concepts, beginning with the youngest learners.

Those coins on your counter or in your console? Wonder and learning await. In fact, learning is likely happening and it’s waiting to be fostered.

Keep learning intentional and real and it will be remembered.

When Learning Doesn't Have a Paper Trail

Learning is often measured in paper. Thirty-problem speed drills. Handwriting practice sheets. Chapter tests. Lab reports. Paragraph summaries. In and of themselves, these items aren't terrible or wrong. They have their place. However, valuable learning also takes place when there are no visible, tangible traces, especially when teaching young children.

Last spring, we had one of those weeks where significant educational progress was made but not all our activities could not be measured in paper. Our experiences were stellar and our children talked about them with joy and amazing recall. They were life-impacting and applicable. Learning took place, but we didn't have sheets and sheets of paper to prove our efforts. Here’s a glimpse into some of the learning fun we had during the course of the week.

• reviewed number recognition, numbers 1-75, while playing BINGO with great-grandma

• sorted, counted, and rolled coins (collected in the family change jar for our anticipated family night out)

• played the Pizza Fraction Fun game several times and then the younger children cared the pieces off to play “restaurant”

• weighed potatoes and onions on a kitchen scale and compared the weights

• made figures with tangrams (geometry)

• played Scrabble with older learners for spelling

• wrote letters (olders wrote their spelling words) on the driveway with sidewalk chalk

• retold a story we heard someone else tell and then discussed how point of view and experiences determine potential bias

• read three picture books: Blueberries for Sal, Caps for Sale, and The Raft

• read a recipe, followed directions, and measured ingredients

• listened to Jim Weiss stories on CD

• spelled three- and four-letter short vowel words on a whiteboard

• listened to The Tale of Two Cities and The Adventures of Huckleberry Finn (audio books enjoyed by older learners)

• reviewed state abbreviations while driving to grandma's house

• watched bees pollinate flowers

• assembled a floor puzzle of the United States

• listened to me read Meet the Pilgrim Fathers by Elizabeth Payne to the youngest learners

• learned body systems and their functions while listening to Lyrical life Science: Human Body

• discussed the nutritional content of three types of cereal by comparing labels; discussion of fats, sugar, and minerals

• cared for the neighbor's dogs and evenly distributed the money earned with the children who participated

Children were engaged. Learning occurred. There was not a traditional paper trail for these activities. Much of the evidence resided in the minds of my children.

How did we document our learning?

We kept a resource list of books we read, recorded the activities on our log, and took pictures of the whiteboard, tangram creations, games, and completed puzzle.

What I loved most about our week was that we learned together. We were relaxed and enjoyed our conversations. As I read, the children asked questions and we added to our vocabulary. When we needed to be outside, we went. There was joy.

Our learning was

Intentional. Real. and Relational.

And, it mattered.

How to Create Your Own Timeline

I remember one season of our home education journey when everyone—preschool to high school—studied American History. I intentionally planned for the year, knowing our days with five learners our would be full and there would be lots of excitement buzzing about the home. Having everyone study American history on his or her level helped simplify our home learning.

“Timelines help children place people and events in history. They are a concrete visual of often abstract concepts. ”

In one particular part of that year, we were all digging into the American Revolution. Some enjoyed learning about George Washington while others wanted to act out the Boston Tea Party. The resulting conversations became engaging as siblings shared what was being read in biographies, heard on Liberty Kids, or gained from audio materials like Drive Through History. In addition, every learner had a different angle or perspective on the men, women, and events of the time. To tie everyone’s study together, we created a family timeline; an activity that could involve everyone.

“We’ve made several timelines over our 26 years of home education. Every one was unique, every one different based on our study of the time. ”

Our hallway timeline. When I want our timeline to be accessible, in sight and readily available at any given time—like a world map or globe—it extends the length of our hallway at a child’s eye level. To create this timeline, I pulled a stack of sentence strips from my supplies. Had I not had them leftover from a sentence-building exercise, I would have used four-inch strips of card stock or poster board. I taped the strips down one side of the hall and up the other; end-to-end the length of the hallway. Once hung, I used a permanent marker to write dates in fifty year increments, beginning with 1200 (1200, 1250, 1300, 1350 and so on). If you choose to this DIY project, you can easily adjust the dates for the length of your hallway, with the extent of your study in mind.

With several children adding to the timeline, there’s been times when all eyes were on the hall wall, times when siblings were interested in what others were placing on the wall. Our children are curious about the people or events they were studying but also interested in what they siblings were learning. Questions were asked. Siblings answered. Sometimes they enlisted my help. I love watching the process, observing their thinking and problem solving, their summations of what had been learned.

Our file folder timeline. One year I wasn’t quite ready to add tape to the freshly painted hall wall. I had to come up with another option. An abundance of file folders from cleaning out our old metal file cabinets provided us with instant cardstock. I cut the folders in half and glued them together so they would folded, accordian-style. Once folded, the timeline could be stored on a bookshelf. When a learner wanted to add a picture, he or she pulled out the timeline. This version saved my walls, but it didn’t create the same buzz as having the timeline out, front and center, to stop in front of and ponder.

Adding Pictures

The fun part of creating a timeline is adding the pictures. Children love to cut and paste. For the pictures, we use the index of old textbooks (discarded by my history teaching hubby) to locate needed pictures. For example, if a learner is searching for a picture of Alexander Graham Bell, I teach (or review with) him or her to use the index, which requires alphabetization (as study skill). We head to the “B’s” and the move to the “BE” words, and so on. Once we locate the page where Alexander Graham Bell is featured, we cut out any pictures. We follow the same procedure for any person or event studied. Cut out pictures are added to the timeline. If we can’t find a picture, we find a picture on the internet and print it.

Learning is fueled by excitement and engagement. Our timelines add to the engagement, especially the hallway timeline. And, I love that it was accessible. Anytime children walk down the hallway, they’re re-engaged and make observations (“Wow, so many things happened in 1776!”). Timelines offer constant review and consistent reinforcement. And, in those seasons when I have had to repaint the hallway, I smiled as I remembered the discussions which had taken place in that space. We learned history, but we also learned together.

Every. Moment. Matters.

American Revolution Literature-Based Study (Preschool through High School)

“Mom, why are there faces on our money?”

Children are eager to learn about people, the individuals they hear us talk about, people who made a difference— presidents, leaders, scientists. This is especially true when children begin to understand the choices and even the sacrifices and hard work others made for the sake of others.

One of our favorite periods of history to study is the American Revolution. Thankfully, there is an abundance of resources available and there are so many aspects of the era to be investigated. For a family like us with multiple levels of development and learning, we find this era offers a little bit of everything for everyone. Children can easily detour and dig into an area of independent study (which typically ignites interest in a sibling or becomes a topic of conversation at the dinner table). As we’ve studied this time in our nation’s history several times over our twenty-six year learning journey, we definitely discovered we have some favorite resources.

I am sure as you dig into the American Revolution, you will discover you have favorites, too.

George Washington

Adler, David A., A Picture Book of George Washington (K-early elementary)

Barton, David, Bulletproof George Washington (high school)

d'Aulaire, Ingri, George Washington (elementary)

Davidson, Margaret, The Adventures of George Washington (elementary-middle school)

Edwards, Roberta, Who Was George Washington (Who is series) (elementary-middle school)

Graff, Stewart, George Washington: Father of Freedom (Discovery biography) (K- early elementary)

Harness, Cheryl, George Washington (elementary)

Heilbroner, Joan, Meet George Washington (Step-Up Books series reprinted in paperback with similar text as a Landmark book) (K-early elementary)

Stevenson, Augusta, George Washington: Young Leader (Childhood of Famous Americans) (K- elementary)

Martha Washington

Anderson, LaVere, Martha Washington: First Lady of the Land (Discovery biography) (K- early elementary)

Wagoner, Jean Brown, Martha Washington: America’s First Lady (Childhood of Famous Americans) (K-elementary)

Betsy Ross

Buckley, James, Who Was Betsy Ross? (Who Is Series) (elementary-middle school)

Wallner, Alexandra, Betsy Ross (K- elementary)

Weil, Ann, Betsy Ross: Designer of our Flag (Childhood of Famous Americans) (K- elementary)

Thomas Jefferson

Colver, Anne and Polly Anne Graff, Thomas Jefferson: Author of Independence (Discovery biography) (K- elementary)

Monsell, Helen Albee, Thomas Jefferson: Third President of the United States (Childhood of Famous Americans) (K- elementary)

Paul Revere

Adler, David A., A Picture Book of Paul Revere (K- elementary)

Fritz, Jean, And Then What Happened, Paul Revere (elementary)

Longfellow, Henry Wadsworth, Paul Revere's Ride (illustrated by Ted Rand) (elementary-middle school)

Stevenson, Augusta, Paul Revere: Boston Patriot (Childhood of Famous Americans) (K- elementary)

Benjamin Franklin

Davidson, Margaret, The Story of Benjamin Franklin (elementary-middle school)

Franklin, Benjamin, The Autobiography of Benjamin Franklin (high school)

Graves, Charles P., Ben Franklin: Man of Ideas (K- elementary)

Hareness, Cheryl, The Remarkable Benjamin Franklin (K- elementary)

Lawson, Robert, Ben and Me (great read aloud) (elementary-middle school)

Scarf, Maggi, Meet Benjamin Franklin Washington (Step-Up Books) (K- early elementary)

Stevenson, Augusta, Benjamin Franklin: Young Printer (Childhood of Famous Americans) (K- elementary)

John Adams

Adler, David A., The Picture Book of John and Abigail Adams (K- elementary)

McCullough, David, John Adams (high school)

Abigail Adams

Peterson, Helen Stone, Abigail Adams: Dear Partner (K- elementary)

Sam Adams

Adler, David A., The Picture Book of Sam Adams (K-elementary)

Fritz, Jean, Why Don't You Get a Horse, Sam Adams? (elementary-middle school)

The American Revolution

Dalgliesh, Alice, The 4th of July (K- elementary)

Edmunds, Walter, The Matchlock Gun (read aloud)

Forbes, Esther, Johnny Tremain (read aloud or middle school)

Gregory, Kristianna, Cannons at Dawn (Dear America series) (upper elementary-middle school)

Harris, Michael, What is the Declaration of Independence (Who Is series) (elementary-middle school)

Latham, Jean Lee, Carry On, Mr. Bowditch (family read-aloud or middle school independent read)

Lossing, Benson John, Lives of the Signers of the Declaration of the Independence (high school biographical compilation)

McCullough, David, 1776 (high school)

McGovern, Ann, If You Lived In Colonial Times (K- elementary)

Maestro, Betsy and Giulio, A More Perfect Union (K-elementary)

Moore, Kay, If You Lived At the Time of the American Revolution (K- early elementary)

Penner, Lucille, Liberty! How the Revolutionary War Began (elementary-middle school)

Rockliff, Mara, Gingerbread for Liberty: How a German Baker Helped Win the American Revolution (K- elementary)

Spier, Peter, The Star-Spangled Banner (K-elementary)

Activities

• We have used various activities from History Pockets: Colonial America and History Pockets: American Revolution by Evan-Moor.

• Dioramas make great culminating projects. Dioramas scenes created in a shoe box or cardboard box, perhaps Washington crossing the Delaware, Valley Forge, the signing of the Declaration of Independence.

• We locate and identify the thirteen colonies on our US map or print a printable map found online and label the thirteen colonies: Virginia, New York, New Hampshire, Massachusetts, Maryland, Connecticut, Rhode Island, Delaware, North Carolina, South Carolina, New Jersey, Pennsylvania, and Georgia. Say the colonies while writing the names or pointing to the words. Notice the names of states are proper nouns and are capitalized.

• In addition to the thirteen colonies, consider locating significant bodies of water (rivers and lakes) or cities were events took place (Boston, Philadelphia, Trenton, and so on). Printable maps are great for this activity though this can also be done on a United States map orally together as a family.

• My children have loved making colonial crafts like quilting, candle making, weaving, and leather work.

• We read Henry Wadsworth Longfellow’s poem, The Midnight Ride of Paul Revere (Ted Rand’s version listed above). This poem has been recited for generations and is narrative fiction. Though based on a historic event, not all the details penned in the poem occurred as they actually happened. Compare the details in the poem with what was learned while researching. The Paul Revere House offers one account on its website https://www.paulreverehouse.org/the-real-story/. In addition, Old North Church is a National Park. Their website is https://tinyurl.com/y7havl6b.

• In Paul Revere’s Ride, lanterns lit the way for night travelers and warned the citizens of impending danger. Tin lanterns were crafted by tinsmiths. We’ve enjoyed making tin lanterns. To do so, we wash an empty tin can and fill with water and freeze. Once frozen solid, we place the can on a folded towel and lay atop a hard surface. This keeps the can from rolling while hammering. Then, we carefully, with supervision, use a hammer and nail to punch holes in the can, refreezing as needed. When the design is complete,we thaw the can and empty and water. Sometimes, we add a wire handle and a battery-operated votive to light the lantern.

• Field trips are always a favorite. For this period of history, consider history museum, horse stables, blacksmith or quilt shops.

• We’ve enjoyed making quill pens and writing with homemade berry ink.

• Create an American Revolutionary timeline.

• Our children have loved watching episodes of Liberty Kids.

• We read Gingerbread for Liberty: How a German Baker Helped Win the American Revolution by Mara Rockliff, read the back matter at the end, and made gingerbread. For our littles, we made gingerbread playdough. This recipe (minus the pumpkin spice) has been my favorite for over thirty years!

  Gather
  2 cups flour
  1 cup salt
  1 tablespoon vegetable oil
  2 1/2 teaspoons cream of tartar (cream of tartar acts as a preservative)
  2 cups cold water
  Food coloring

  1 teaspoon pumpkin pie spice or cinnamon

  Wooden cutting board

  Airtight plastic bag or container

  1. In a medium saucepan, mix together the flour, salt, vegetable oil, cream of tartar, and water. Stir well. Add 5 to 6 drops of food coloring and 1 teaspoon pumpkin pie spice or cinnamon.
  2. Cook over medium heat, stirring constantly until the dough is the consistency of mashed potatoes; about 5 minutes.

  3. Spoon onto a wooden cutting board or wax paper covered counter top.

  4. Knead until smooth.

  5. Store play dough in an airtight plastic zipper bag or container up to 6 months.

  Knead, roll and pat to build fine motor skills. Make a long rope and form into the letter G. Use a gingerbread man cookie cutter to make pretend gingerbread delights.

Wright Brothers Mini Unit Study (and an Intentional Mom)

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

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

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

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

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

Susan Wright changed history with her intentionally.

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

---

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

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

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

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

— The Wright Brothers, Quentin Reynolds

---

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

---

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

— The Wright Brothers, Quentin Reynolds

---

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

It all started with a trip to our home library.

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

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

It may be better than you could have imagined.

Let’s get started…

Books

Who Were the Wright Brothers, James Buckley, Jr.

Charles Lindbergh: Hero Pilot, David R. Collins

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

The Wright Brothers by Elizabeth MacLeod

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

The Airplane Alphabet Book, Jerry Pallotta

The Jet Alphabet Book, Jerry Pallotta

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

The Story of Flight, Mary Lee Settle

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

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

Learning Resources

Wright Brothers unit study (includes instructions for making gliders

Another tutorial for making gliders

Smithsonian: The Wright Brothers and the Aerial Age

Parts of a plane

National Park Service Wright Brothers curriculum

Scholastic teacher activity guide

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

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

---

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

25 Games to Teach Elementary Skills

Games are a daily occurance in our home. They’re fun. They’re engaging. They’re relational and they’re educational. Games are a WIN WIN and a welcomed rescue to table time. Here’s a few we’ve loved, preschool through elementary.

• BINGO (number recognition 1-75)

• Matching/Concentration (similarities and differences, short-term memory, working memory)

• War - with a deck of cards (matching quantity, more than, less than)

• Dominoes (matching similarities, quantity recognition 1-6, counting 1-6)

• Scrabble Junior (letter recognition, introductory phonics, initial consonant sounds, spelling)

• Uncle Wiggly (number recognition 1-100, counting)

• Guess Who? (critical thinking, problem solving)

• Rush Hour Traffic Jam Logic Game (thinking skills by ThinkFun)

• Hi-Ho Cherry-O (early counting, addition and subtraction concepts)

• Barrel of Monkeys (GREAT for motor skills!)

• Busy Bee (thinking skills, addition, an oldie but goodie introduced to us by great-grandma)

• Rivers, Roads, and Rails (thinking skills, another oldie by goodie)

• World and US map floor puzzles (geography)

• Scrabble Sentence Game for Juniors (sentence structure, spelling)

• Scrabble Sentence Cube Game (sentence structure, spelling)

• Learning Resources Pizza Fraction Fun (fractions)

• Oreo Matching Middles (shape matching)

• Hopscotch (great for motor skills)

• Simon Says (listening and following directions)

• Checkers (thinking skills)

• Hail to the Chief (history)

• RACK-O (counting 1-60, more than, less than)

• Yahtzee (quantity recognition, addition, multiplication)

• Even Steven’s Odd (counting, sequencing, number patterns, addition, and multiplication)

• Somebody Game (human body game)

10 Biography Series to Build Your History Curriculum

Considering homeschooling history?

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

Early elementary learners

A Picture Book of….

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

A Picture Book of Daniel Boone

A Picture Book of George Washington

A Picture Book of Helen Keller

A Picture Book of Lewis and Clark

A Picture Book of Louis Braille

A Picture Book of John and Abigail Adams

A Picture Book of Paul Revere

A Picture Book of Thomas Alva Edison

and more on listed on his site.

Step-Up Books

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

Garrard Discovery Books

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

Early to Middle Elementary

Childhood of Famous Americans

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

Who IQ

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

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

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

If You Grew Up with George Washington

If You Lived in Colonial Times

If You Sailed on the Mayflower

If You Traveled West in A Covered Wagon

If You Were There When They Signed the Constitution

Middle to Late Elementary

Margaret Davidson Biographies

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

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

Abraham Lincoln, Margaret Davidson and Robert Shore 

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

Frederick Douglass Fights for Freedom, Margaret Davidson

Helen Keller, Margaret Davidson and Wendy Watson 

Helen Keller's Teacher, Margaret Davidson and Wayne Blickenstaff 

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

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

My Lords Richard, Margaret Davidson

The Adventures of George Washington, Margaret Davidson

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

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

The Story of Eleanor Roosevelt, Margaret Davidson

The Golda Meir Story, Margaret Davidson

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

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

Landmark Books

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

Middle and High School

Signature Series

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

Messner Biographies

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

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

6 Ways to Teach and Reinforce Spelling

This summer is beginning like the twenty-six before.  Mike and I get to spend time with amazing families who made the choice to home educate their children. Some are celebrating their first complete year; others are turning the tassel and sending in the last annual evaluation with us. A graduate! YAY!

As we meet with families, one question we answer frequently is

"What about spelling?"

It’s a common question with several potential right answers dependent upon educational philosophy, age, ability, and learning style.

In other words, as evaluators, we have seen many methods and curricula produce excellent spellers.

There is no right answer to this question. 

There are options.

1.  Purchase a traditional, grade-leveled spelling curriculum. This is the first answer which comes to mind for most parents. Easy-peasy. Buy the curriculum. Done. Works well for some children and parents, alike.

2.  Choose high-interest or frequently used words. This method takes a bit more work, but is pleasantly effective. It works well for active, hands-on learners as well as learners with interests which saturate their days (like the fisherman who sees a need to spell the words bait, tackle, license, trout, shrimp, brackish, hook, sinker, shore, catch, freshwater, captain, salmon, carp, permit, marsh, or wade).  With this approach, we’ve asked the child to help choose the words he or she wanted to spell. Words of interest often return the greatest reward because there’s purpose and motivation to spelling well—an email to Grandma, a note to the bait-n-tackle owner, a request to write an article for publication. 

3.  Use objects of interest. Another wonderful option for hands-on, engrossed-in-an-interest learner. Using Dolch words, commonly misspelled words, or interest-based words, learners can use objects (think acorns, Matchbox cars, cereal and sand boxes) to spell. Stickers and foam letters make great teaching tools as well. This has been one of the most beneficial to our family.

4.  Play a game. My children enjoy engaging board games. When there is a less-than-favorite subject to learn, games add spark to learning. Scrabble Junior and Scrabble have been big hits for us. Making games can be fun, too!

5.  Compile an "I want to learn these!" list. Where there is intrinsic motivation, retention is not far behind. Whether learning a new skill or reading a book with intriguing vocabulary there are likely words the child wants to know. Use the words of interest to compile a list, place it in a notebook, and whittle away at it each week.

6.  Use "commonly misspelled words" lists. This method has a few options. One option is to compare commonly misspelled words lists at a given level and find the most often cited misspelled words. The second option is to look over the learner's writing samples and compile a list of personal misspellings.  

Classroom and home educators have used a combination of the above possibilities (and more!). Be creative (kids have great ideas, too). There is not a tried-and-true method as each child receives, stores, and retrieves information differently, especially with spelling. Hence an individualized path is often necessary for the greatest retention.

And often, as with many subjects, spelling which is intentional, real and relational is remembered.

Every. Moment. Matters.

Teaching Counting Skills with Picture Books

Counting books cycle in our home—about every four years over the past three decades as little learners grow and start their quest to conquer the concepts and skills involved in counting. 

Noticing some of our favorites are disappearing from the library shelves, I am purposefully adding some of our quickly disappearing favorites to our home library. We LOVE them that much! I think you may, too.

1. How Many Snails? Rich, bold vibrant colors invite little learners to jump in, use observation skills, and count! Though counting is the main skill reinforced, attributes, following directions, and processing fair well, too. One of our favorites! Author: Paul Giganti, Jr.

2. M&M Counting Book. The familiar candies on the front draw readers to scoop up the content. Once opened, this book teaches counting through 12, counting sets, and beginning addition and subtraction. Author: Barbara Barbieri McGrath

3. Counting is for the Birds. The rhyming text makes this brilliantly-illustrated counting-to-twenty book an all-time favorite of ours. Author: Frank Mazzola, Jr.

4. Cardinal Numbers: An Ohio Counting Book. Counting 1 - 14 with beautiful illustrations and real-world word problems on the last pages, this book is one of many in the Sleeping Bear Press numbers series. We found this a favorite for our older children, too, as side bars on each page offer additional learning opportunities for curious learners. Author: Marcia Schonberg

5. Great Estimations. An intriguing look at estimating as an advanced counting technique. Great photography, fun examples, and helpful hints for counting objects in large numbers. Great for older learners, too! Author: Bruce Goldstone.

6. The Coin Counting Book. Counting takes a journey into the world of coin recognition and value. Great for beginning coin counters with piggy bank of coins waiting to be counted.  Another of our favorites due to the natural interest most kids have in money. Author: Rozanne Lanczank Williams.

7. Eating Pairs: Counting Fruits and Vegetables by Two. What about odds and evens? This unique counting book is one we love for teaching the concept of odd and even. We love that the numbers are written down the side bar of each page, begging for us to count along...again! Author: Sarah L. Schuette.

8. The Crayon Counting Book. While on the subject of odds and evens, we love this one, too! Again, the big bold numbers on each page help connect objects and symbols—and important part of math development. Check this one out and don’t be surprised if you are coloring at the close of the book. Authors: Pam Munoz Ryan and Jerry Pallotta.

9. 10 Little Rubber Ducks. Fictionalized counting story of a real-life event presented alongside the classic Eric Carle collage art. Bright illustrations and a intriguing story line. Great addition to the home library, for sure! Author: Eric Carle.

10. Even Steven and Odd Todd. Another odd and even favorite, this one hails from the Hello Math Reader series. This is a great counting read for a little learner who has an interest in learning to read. It’s larger font is particularly inviting. My littles often choose this book for our before-bed reading. Author: Kathryn Cristaldi

Counting is fun and it’s remembered, especially when it’s off the page, engaging, and off the page. These books will you have fun while learning.

60 Nature Study Resources to Foster Curiosity in Your Children

YOU can teach science!

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

Then came a realization.

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

Maybe I could teach science?

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

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

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

Perhaps you face the same doubts and similar questions.  

You are not alone.

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

Again, you are not alone.

YOU can teach science!

This post provides over 60 resources you can use today!

But FIRST, here are some important starting points.

Starting Points for Successful Study

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

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

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

• Provide a field guide or two for found treasures.

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

Now for the resources

Nature-Related Picture Books

A Nest is Noisy, Dianna Hutts Aston

Miss Rumphius, Barbara Cooney

One Morning in Maine, Robert McCloskey

Owl Moon, Jane Yolen

Roxaboxen, Alice McLerran

Snowflake Bentley, Jacqueline Briggs Martin

The Raft, Jim LaMarche

Nature-Related Non-Fiction Books

Blooms and Plants

From Seed to Plant, Gail Gibbons

How a Seed Grows, Helene J. Jordan

Planting a Rainbow, Lois Ehlert

Stems and Roots, David M. Schwartz

The Carrot Seed, Ruth Krauss

The Tiny Seed, Eric Carle

Tops and Bottoms, Janet Stevens

Insects and Crawlies

About Arachnids: A Guide for Children, Cathyrn Sill

About Insects: A Guide for Children, Cathryn Sill

Ant Cities, Arthur Dorros

Are You A Grasshopper? Judy Allen

Bugs Are Insects, Anne Rockwell

The Ant and the Grasshopper, Amy Lowry Poole

The Honey Makers, Gail Gibbons

Tadpoles and Frogs

About Amphibians: A Guide for Children, Cathryn Sill

Frogs, Gail Gibbons

Frogs and Polliwogs, Dorothy Childs Hogner

From Tadpole to Frog, Wendy Pfeffer

Beaches

About Crustaceans: A Guide for Children, Cathryn Sill

A House for Hermit Crab, Eric Carle

Gulls, Gulls, Gulls, Gail Gibbons

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

What Lives in A Shell?, Kathleen Weidner Zoehfeld

Fins

About Fish: A Guide for Children, Cathryn Sill

Feathered Friends

All About Birds, Cathryn Sill

About Hummingbirds: A Guide for Children, Cathryn Sill

Counting is for the Birds, Frank Mazzola, Jr.

Furry Critters

All About Mammals, Cathryn Sill

Field Guides and Resources

A Handbook of Nature Study, Anna Botsford Comstock

Florida’s Fabulous Series

                Florida’s Fabulous Waterbirds: Their Stories, Winston Williams

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

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

Take-Along Guides

                Caterpillars, Bugs, and Butterflies, Mel Boring

                Birds, Nests, and Eggs, Mel Boring

                Trees, Leaves, and Bark, Diane Burns

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

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

Nature-Related Drawing Books for Sketchers and Creatives

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

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

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

Supplies and Materials

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

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

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

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

Celebrate Simple Blog Posts

Blog post: Vintage Science Books for the WIN!

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

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

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

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

MORE…

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

We’ve enjoyed

• Bird sanctuaries

• Rainforest exhibits

• Arboretums

• Nature preserves

• State and national parks

• Factories and manufacturing plants

• Museums and displays

• State and county fairs

YOU can teach science!

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

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

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

YOU can teach science!

50 Picture Books Children Love

Picture books invite readers into the story, into the lives of the characters. While reading, listeners develop empathy and understanding of others' feelings and circumstances, almost without knowing the transformation is taking place. For this reason, picture books become a child's first experience with the power of story. Together as a family, we've jumped into the plots of Make Way for Ducklings by Robert McCloskey, Tops and Bottoms by Janet Stevens, and Caps for Sale by Esphyr Slobodkina.

• Ackerman, Karen, Song and Dance Man

• Brett, Jan, Town Mouse and Country Mouse

• Brown, Marcia, Stone Soup

• Burton, Virginia Lee, Katy and the Big Snow

• Burton, Virginia Lee, Mike Mulligan and His Steam Shovel

• Burton, Virginia Lee, The Little House

• Carle, Eric, A House for Hermit Crab

• Carle, Eric, The Grouchy Ladybug

• Cooney, Barbara, Miss Rumphius

• Eastman, P. D. , Are You My Mother?

• Ehlert, Lois, Pie in the Sky

• Estes, Eleanor, The Hundred Dresses

• Freeman, Don, Corduroy

• Fleming, Denise, Barnyard Banter

• Galdone, Paul, The Gingerbread Boy

• Gramatky, Hardie, Little Toot

• Hall, Donald, Ox-Cart Man

• Hoban, Russell and Lillian, Bread and Jam for Frances

• Hoff, Syd, Sammy the Seal

• Johnson, Crockett, Harold and the Purple Crayon

• Keats, Ezra Jack, Peter’s Chair

• Keats, Ezra Jack, The Snowy Day

• Keats, Ezra Jack, Whistle for Willie

• Krauss, Ruth, The Carrot Seed

• LaMarche, Jim, The Raft

• Laroche, Giles, If You Lived Here: Houses of the World

• Lindbergh, Reeve, Johnny Appleseed

• McCloskey, Robert, Blueberries for Sal

• McCloskey, Robert, Lentil

• McCloskey, Robert, One Morning in Maine

• Newberry, Clare Turlay, Barkis

• Perkins, Al, The Digging-est Dog

• Piper, Watty, The Little Engine that Could

• Stevens, Janet. Tops and Bottoms

• Swift, Hildegarde, The Little Red Lighthouse and the Great Gray Bridge

• Ward, Helen, Unwitting Wisdom: An Anthology of Aesop’s Fables

• Ward, Lynd, The Biggest Bear

• Wood, Audrey, The Napping House

• Yolan, Jane, Owl Moon

Younger listens learn concepts as we read.

Children ages 2-8 enjoy learning concepts through topics of interest, for example, cowboys, insects, or construction vehicles. Concept picture books make this possible and do so through relaxing moments with resources which foster both early learning and literacy.

• Alakija, Polly, Counting Chickens

• Carle, Eric, 10 Rubber Ducks

• Carle, Eric, Rooster’s Off to See the World

• Demarest, Chris, The Cowboy ABC

• Demarest, Chris, Firefighter A to Z

• Emberley, Barbara, Drummer Hoff

• Krull, Kathleen, M is for Music

• Laroche, Giles, If You Lived Here: Houses of the World

• McCurdy, Michael (illustrator), The Sailor’s Alphabet

• McGrath, Barbara, M&M Brand Chocolate Candies Counting Book

• McMillan, Bruce, Jelly Beans for Sale

• Pallotta, Jerry, The Icky Bug Alphabet Book

• Schnur, Steven, Spring: An Alphabet Acrostic

• Wadsworth, Olive A., Over in the Meadow: A Counting Rhyme

Older children learn about people who changed the world.

Biographical picture books. Our older picture book readers (which includes mom!) enjoy reading about real people who solve real problems. With biographical picture books, young readers don't have to wait until they can read chapter books to read about and meet some of the world's most significant history changers. Our favorites have included

• Dooling, Michael, Young Thomas Edison

• Moses, Will, Mary and Her Little Lamb

• Martin, Jacqueline Briggs, Snowflake Bentley

• Provensen, Alice and Martin, The Glorious Flight

A picture book invites readers into learning and into the stories of others, gently, peacefully, and purposefully. There will be pondering. There will be wonder. There will heart-changing impact, sometimes so subtly it will go unnoticed for a bit of time. 

Some of our most treasured family read-aloud moments and discussions have come from the pages we've turned together. 

With each book selected, read, placed on our shelves, and the read again, a legacy formed. That legacy is sweet, precious, unique to our family, as it will be yours. That story legacy is a gift, a gift which will continue to span generations. It is just one benefit of keeping learning real and relational. 

Distance Learning and Homeschooling

“Is the quarantine, distance learning like homeschooling? I mean, the kids are home, learning, so how is it different?”

This question. I’ve been asked it in many forms over the past weeks, but the underlying inquiry is the same.

Short answer. Not the same...SOMETIMES.

Sometimes?

We’re a homeschooling family of 26 years with four graduates. My husband is a 32-year veteran public school teacher currently instructing students via distance learning platforms. We’ve also been home education evaluators for 25 years.

We’ve sat around tables over the years; talking and looking through work samples produced by learners of all ages, walking with families from Kindergarten through graduation. We’ve seen the results of engaging a learning style and observed learners utilizing a great spectrum of learning philosophies. There’s been creative use of life opportunities and a collage of amazing educational creativity.

There are many types of home-based learning. It's a vast spectrum of possibilities. We’ve seen the results as we worked with families. Each family decides what works best for their family and begins to implement. There’s tweaking and adjusting to find good fits for learner. It’s not formulaic or set in stone. Some choose online learning exclusively, similiar to what my husband is doing with his public school students. The learners sit at the computer—read material, watch videos, take quizzes and tests—completing what the instructor assigns for all or most of their courses. That's one end of the spectrum. On the other end of the continuum, there's home education where a family uses everything they have at their fingertips and every part of life to promote thinking and learning—primary sources, museums, online courses, field trips, audio materials, cultural opportunities, civic events, library materials, entrepreneurial adventures, experiential activities, internships, mentorships, volunteer work, and even apprenticeships—to foster interests and cultivate the unique gifting of the learner. Families land all along this spectrum and some use different venues and resources for each child in the family. Learning doesn’t need to look the same for every child and although some home-based learning is like the distance learning many children and teens are experiencing in this season—where a teacher hands out all the work to be done and learners complete work virtually— there's also a plethora of other valuable options.

Home education is not bringing school home; duplicating what happens in a classroom. Yes, there are lessons, but they don’t all happen on paper or even on the computer. It is a tutorial method of education, an adjustment in teaching mode or method to the needs and developmental time table of the child. Sometimes that adjustment means not doing all the problems in a lesson because the material has been mastered. The time spent doing needless problems can be put toward learning another skill or free time to dig into an interest. At other times, home education allows for adjustments in schedule. An example would be taking a brain break after 10 minutes to refill a water bottle or do a few jumping jacks, maybe even ride a bicycle before heading back to a lesson. This is difficult to do in a group setting where jumping jacks might be considered a distraction to another student. With a limited number of learners it is easier to individualize schedules to optimize instruction. Home education also offers the opportunity to take learning off the page as much as necessary. This may take the form of observing life cycles, like caterpillars changing to butterflies or collecting tadpoles, instead of reading about the processes in a book. Experiential learning at the middle and high school level is possible, even preferable in many cases. In our years of coaching parents and young adults, we’ve encountered business start-ups and growth, video production projects, event planning, propagation of banana plants and engagement in sustainable gardening, award winning musicians, hopeful future Olympians, even the completion of the AA in conjunction with high school graduation. The possibilities are as vast as the learners who engage in this type of home education.

Side note #1. I am giving a shout out to the many educators I know who intentionally make experiential learning a priority because they know its value. I admire these educators—who often have to overcome obstacles to bring their students what they need because they know it’s best. Students are fortunate to have such opportunities. If that’s YOU, YOU matter and deserve KUDOS for the ingeniousness ways you make learning come alive in the classroom.

Side note #2. What many families are doing currently is crisis schooling—schooling with social distancing while sheltering at home under uncertain circumstances. Those who found themselves orchestrating distance learning did so with short notice while also navigating other life situations including job transitions. Most of us who chose to home educate didn’t have these obstacles to navigate. If you find yourself in the midst of circumstances you didn’t choose, my hat’s off to you. YOU can do this.

For those wondering if home education has changed, it’s a bit different, even for those of us who’ve been doing this awhile. Families are limited in comparison to what they normally have access. However, there is also possibility! The time is ripe for thinking, problem solving, and trying something different; with learning, that’s what people do—look for possibilities. Problem solve. Ask questions. Adjust. Ask more questions. Adjust and try again.

How is this season different, even for home education families?

With change, there’s opportunity to learn differently (hopefully a short season).

• Libraries are closed. Families must rely on their home libraries or online audio resources. We’ve personally enjoyed more Kindle and Audible. But, it’s still not quite the same—we love our home library but long for the ability to, once again, reserve resources online and have them dropped at our doorstep.

• Museums are closed. This rich cultural option is a missing component of art education, however we’ve discovered great online options—San Juan Museum of Art, The Vatican, and these—for now.

• Theaters are closed. Don’t let this temporary inconvenience stop the love of theater. Our family has enjoyed the free showings at the Globe Theater. You can, too.

• Contact with people, in-person outside our family, not an option. We love learning from other people. In fact, we discovered we can gain nuggets of information from almost every interaction—produce manager, postmaster, auto mechanic, neighbor, waiter. Though we can learn from online tutorials and videos, there’s no substitution for real people, real interactions. These interactions are missed, for sure.

What are the possibilities?

• There is time for digging deep into subjects of interest (assuming there is time built into the day to do so). When we plan time and offer resources to investigate (microscopes, magnifying glasses, water, sand, art supplies, fabric, and on and on), learners begin to understand they can wonder and discover and not have to wait for someone to tell them what to do and how to use resources. They learn to solve problems and find solutions. There’s even often an awareness that they can manage their time; time management is a life skill and comes with practice. These discoveries are freeing and nurture curiosity and a love of learning.

• There is time for family interaction. People crave relationship. We want to be in conversation, to know someone is available to listen and help process. One-on-one time, talking about what’s being discovered and learned. And, there are memory making moments: enjoying a game, eating a meal together, navigating conflict resolution, solving a puzzle, the possibilities for memorable time together are endless. Relationships matter, but they take time. With home education, we’ve got time.

Is distance learning like homeschooling?

Sometimes it is, other times it isn’t.

How to Use What You Have: Counting

We’ve adopted a phrase.

Use what we have to boost what we know.

Could mean one of two things.

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

Or

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

Today, my mind is on counting!

Everywhere I look in my home there’s numbers—groups and sets. That’s how I want my children to understand numbers, counting—as part of every day. Last week I recorded a workshop - Math Never Tasted So Good—for the Keep Calm & Homeschool On Conference. I love encouraging families to help their children see math in the world. I reflected on the portion of the workshop which focused on counting.

Counting with little learners.

Counting crackers, rocks, trains, or whatever exists in the learner’s environment today leads to understanding of set notation, number operations, and more in the years to come.

How can I use what I have to foster or reinforce this skill?

Use Real. A vested interest sweetens the learning pot. If you think about it, this is true for adults as well. When you want to learn something or have something to gain, the motivation raises the need to master the skill. Where there is an interest or gain, there’s reason to learn. Find out what matters to your children and start there. Think cars, crackers, acorns, crayons, whatever can be counted or made into groups.

Skills

• Count to five by one.

  • Write those numbers in order.

• Make piles (sets or groups) of one, two, three, four, and five.

• Count to ten by one.

  • Write those numbers in order.

• Make piles (sets or groups) of ten.

• Count to twenty by one.

  • Write those numbers in order.

• Count by two to twenty.

  • Write those numbers in order.

• Make piles (sets or groups) of ten and use those groups to count by tens.

• Use dimes to count by ten.

• Count by ten to one hundred.

  • Write those numbers in order.

• Use nickels to count by five.

• Count by five to one hundred.

  • Write those numbers in order.

• Count by 100.

Keep it Real Activities

• Count the oranges in the two pound bag.

• Count the bananas in a bunch.

• Count a specific number of carrots to clean and cook for a meal.

• Count cars as they are put away for the day.

• Set the table - practice one-to-correspondence and counting table guests.

• Count the slices in a pizza.

• Count the tiles across the kitchen floor.

• Use snack crackers to make piles of two. Count by two.

• Make a number scavenger hunt.

• Play hopscotch - write the numbers and then count while hopping.

Counting and Reading Aloud. Counting books have cycled in and out of our home in our learning seasons with littles. Decades as little learners intentional about conquering counting concepts have helped to grow our list of favorites. Noticing some of our favorites are disappearing from the library shelves, I have intentionality purchased copies to add to our home library so we don't lose our loves. 

• How Many Snails? Rich, bold vibrant colors invite little learners to jump in and count! Though counting is the main skill reinforced, attributes, following directions, and processing fair well, too. One of our favorites! Author: Paul Giganti, Jr. 

• The M&M Counting Book. The familiar candies on the front draw readers to the content. Once opened, this book teaches counting through 12, counting sets, and beginning addition and subtraction. Author: Barbara Barbieri McGrath

• Counting is for the Birds. The rhyming text makes this brilliantly illustrated counting-to-twenty book an all-time favorite of ours. Author: Frank Mazzola, Jr.

• Cardinal Numbers: An Ohio Counting Book. Counting 1-14 with beautiful illustrations and real-world word problems on the last pages, this book is one of many in the Sleeping Bear Press series. A favorite for older children, too, as side bars on each page offer additional opportunities for curious learners. Author: Marcia Schonberg

• Great Estimations. An intriguing look at estimating as an advanced counting technique. Great photography, fun examples, and helpful hints for counting objects in large numbers. Great for older learners, too! Author: Bruce Goldstone.

• The Coin Counting Book. Counting takes another journey into the world of coin recognition and value. Great for beginner coin counters who have a piggy bank of coins waiting to be counted.  Another of our favorites due to the interest most kids have in money. Author: Rozanne Lanczank Williams.

• Eating Pairs: Counting Fruits and Vegetables by Two. Reading and learning odds and evens go hand-in-hand with this unique counting book. We love that the numbers are written down the side bar of each page, begging for us to count along...again! Author: Sarah L. Schuette.

• 10 Little Rubber Ducks. Fictionalized counting story of a real-life event presented alongside the classic Eric Carle collage art. Bright illustrations and a intriguing story line. Great addition to the home library, for sure! Author: Eric Carle.

Make a Counting Book. Grab an old magazine, weekly grocery ad, or catalog, cut out groups of objects and make a counting book.

Opportunities for learning and practicing counting skills abound in our days. How can we be intentional, real, and relational about those moments?

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

We’ve adopted a phrase.

Use what we have to boost what we know.

Could mean one of two things.

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

Or

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

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

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

Sorting, classifying, and comparing with little learners.

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

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

Sorting | Classifying

To arrange in groups, separate according to type or attribute

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

• We can sort laundry into darks and lights.

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

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

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

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

Comparing

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

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

• Which color has the most?

• Which color has the least?

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

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

Questions we could ask children

• Which person is taller?

• Which shoe is larger?

• Which is block tower is taller?

• Which group has more?

• Which ball has the bigger circumference?

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

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

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

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

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

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

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

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

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

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

How to Use What You Have: Geometry

We’ve adopted a phrase.

Use what we have to boost what we know.

Could mean one of two things.

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

Or

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

Today, my mind is on geometry for little learners.

I opened my pantry to select some items and remembered back a few years when my children used all the cans (cylinders) to built a fort for stuffed animals. In the process, they noticed some cans were taller than others and some had larger ends (circumferences). Using the moment of excitement, I gave my children two new words—cylinder and circumference—and they remembered them! They were interested and engaged. Retention spiked.

Your pantry is brimming with learning. What’s in there, you ask?

Circles, Spheres, and Cylinders

• Introduce the circle, sphere, and cylinder. Find examples of each in the pantry. Take a shape walk finding examples of each: buttons (circles), paper plates (circle), globes and oranges (spheres), cans and oatmeal containers (cylinders), bicycles (wheels), balls (spheres), and garbage cans (cylinders). Older children may enjoy drawing and shading spheres and cylinders.

• Trace the circumference of different size cans. Compare sizes.

• Paint or draw circles. Use crayons, watercolors, or whatever supplies you have. Kinesthetic moving learners may prefer sidewalk chalk outside.

• Make a circle collage. Circle punch cutter to the rescue! Use whatever paper you have available. Introduce fractional parts by cutting your circles in half or quarters.

• Introduce the concept of circumference as the distance around the circle. Use a string or measuring tape to measure and compare the circumferences of cans in your pantry. Write the measurements on paper (to make a connection from visual to symbolic) and compare.

• Ride a bike, run, hop, or skip in a circle.

• Scoop spheres with a melon scoop.

• Make a drum out of a clean, empty oatmeal container.

• Notice coins are circles. Identify each coin and the corresponding value. Play store.

Squares, Cubes, and Rectangular Prisms

• Identify the differences between squares, rectangles, cubes, and prisms. Look for examples of each in the pantry.

• Draw a square. Notice the sides are parallel. Draw more sets of parallel lines. Practice writing letters with parallel lines: E, H, N, and I.

• Find examples of parallel lines inside the pantry, inside the home, and outside around the yard.

• Draw several large quadrilaterals (four-sided figures) on the driveway. Measure the sides and determine the perimeter (distance around the shape). Write the perimeter in the center of the shape.

• Draw quadrilaterals on graph paper and determine the number of squares inside the shape.

Triangles, Cones, and Triangular Prisms

• Define triangle as a three-sided shape. Identify triangles in the home. Are there any in the pantry? Discuss why products are not as likely to made in the shape of a triangle.

• Draw triangles of different sizes. Count by threes.

• Use a ruler to make triangles. Use pretzel sticks, toothpicks, or craft sticks to make triangles. Identify sides and corners. Define angle.

• Make a paper cone. If you have ice cream cones on hand, enjoy a cool treat!

• Experiment and make shape designs with pattern blocks or tangrams. We carry Puzzles for Pattern Blocks: Pattern Animals in our store. We’ve loved this resource through reprints and new editions for over 20 years! Great for thinking and problem solving.

• Cut triangles from several types and colors of paper. Make a triangle collage.

• Identify the corners (vertexes) or the triangles. Find examples in the home.

• Pitch a tent in the backyard. Camp overnight.

• Make a sandwich. Cut into triangles.

• Make a batch of pan cookies. Press and bake dough in a jelly roll pan. When cool, cut into squares, then triangles. Serve.

These activities are included in my Month of Math: Geometry. This resource provides parents and learners with multi-sensory, experiential opportunities with everyday items, real objects which make children curious. It also introduces children to math vocabulary in context, allowing for retention, understanding, and application.