- I start my curriculum matrix using the books I have - "What Your ____ Grader Needs To Know", HS Year by Year, etc. I make a large spread sheet for the whole curriculum where I put all the lesson 'topics'
- I search the web for free matrix from other boards of ed on what is expected for the spread of grades I'll be teaching (my kids are not in any 1 grade, they advance subject by subject as necessary)these are added, or adjust the curriculum spread sheet.
- I make a general matrix of the expectations based on those printouts from #1 & 2. To do this, I usually write in a list of resourcces for each lesson.
- I add or subtract from that matrix based on my own knowledge of my boys - do I think they need more challenge, what units I want to add in, etc.
- I organize the Curriculum Matrix by month - Make a plan of how I can overlap lessons. It's very easy to go overboard and plan this insane curriculum. But, especially with multiple students, there are only so many hours and so many lessons you can do at once (there's also only 1 of me, but 2 of them). So I figure out how I can teach 1 lesson for different grade levels, at the same time - this means sometimes I might be teaching my youngest at a much higher grade level (then just making worksheets or lapbooks for his appropriate levels)
- I make a plan of how I can combine lesson subjects. Again it can get overwhelming for the kids and me if I have to teach 12 subjects in a given day -- so I'll try to look at a lesson and try to think of how I can work multiple subjects from it - -for instance, The Trans-Continental Railroad, I'll search for ways engineers measured the distance between tracks and stations or whatever - MATH, then I'll find a Magic Tree House book that touches on it - READING, the kids can research which towns were most affected by the railroad and make a Travel By Rail brochure (GEOGRAPHY/HISTORY)....yes this lesson would take a few days, but I would not have to keep switching gears between subjects.
- I search the web for resources - not just worksheets but research and teaching materials as well.
- .I usually print EVERYTHING and organize it by month, so on the last day of the month (during the school year) I grab the next month's folder and organize it into 'week' folders, then on Friday, I take each week folder and separate it into 'day' boxes (which include manipulative's and such) so the kids can just grab that day's box and we're set. (Kinda like work boxes, but a little different). This organization is based on the Month Matrix.
- Then I design any lapbooks we may need (I like to do a couple a month) and I get the boys' input on what they want their reading lists to be, and we choose our night-time reading books (I read these aloud).
- Voila, all done!
Saturday, July 23, 2011
Designing Your Own Curriculum
As many of you know, I've always designed my own curriculum's for the boys. It's not that difficult and it's waaaay cheaper than a pre-packaged curriculum. The only things I pay for are www.enchantedlearning.com and http://www.teachervision.fen.com which are great for printables I can't find for free or make myself. Here's the general idea of how I go about designing my own curriculum's -
Tuesday, June 7, 2011
Physics Progression Questions Answered
In one of my online groups I had a mom ask me some questions about teaching science, and what progressions I suggest....here's my responses...
What books am I using for Quantum Physics?
We are using "Alice in Quantumland" and "Scrooge's Cryptic Carol" both are awesome for creating that visual picture for things that are so conceptual, as well as "The Cartoon Guide To Physics" and "Janice VanCleave's Physics for Every Kid: 101 Easy Experiments". But I've always just made my own curriculums.
What sequence did you use for beginning Physics?
Ok basically I taught/will teach them in this order -
Machines (levers, wheels, etc), Motion/Forces (intro Newton's Laws), Light & Sound/Waves, Optics, Matter/Fluids,Probability/Measurement, Electricity/Magnetism, Heat/Thermodynamics,The Atom, Quantum, Astro, Nuclear, The 10 Dimensions, Newton, Einstein, Steven Hawking, Neils Bohr = until the Quantum I didn't teach the formula's that went with the topics (since my kids were REALLY young when we started (toddlers) so much of the formula's were beyond them....that's why I introduced Newton then went back to it later in more depth - where I could include the mathematics (to a certain extent).
Although I also found my background made teaching math easier as well (haha) in that scientists like Physicists realize the 'numbers' in all equations are just titles or names for sets. This is the same in Physics with their advanced equations - each letter/symbol stands for another set. Believe it or not changing the 'number' names to symbols or letters keeps things more organized and less confusing. (of course many of the symbols also stand for other equations, but that's another matter). Many kids/teachers get caught up on the identifiers - the number 3 times the number 5 always makes the number 15 - then once the student reaches middle or high school we throw away the numbers in favor of letters/symbols for algebra when most student's lock up with confusion not understanding what the x's and the y's are supposed to be about, But I think I've digressed, lol...
Online Physics Resources?
Some of the websites I love:
http://www.school-for-champions.com/science.htm#Physics http://www.lbl.gov/abc/ http://www.chemmybear.com/shapes.html http://americanhistory.si.edu/kids/molecule/ http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.howeverythingworks.org/ http://www.blackcatsystems.com/science/radiation.html
http://www.thinkingfountain.org/f/friction/friction.html
http://www.kqed.org/quest/television/view/397 (the science of a home run)
http://www.strangematterexhibit.com/
http://library.thinkquest.org/2779/
http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
http://mitchellscience.com/bernoulli_principle_animation
http://www.exploratorium.edu/snacks/
http://myweb.lmu.edu/gvarieschi/chimney/chimney.html
http://www.ncsu.edu/sciencejunction/station/experiments/EGG/egg.html#Pizza
http://ngsir.netfirms.com/englishVersion.htm
http://littleshop.physics.colostate.edu/onlineexperiments.htm
http://www.physicsclassroom.com/Class/newtlaws/
http://slinky.org/ Demonstrating Physics Concepts with the Amazing Slinky!
http://surfaquarium.com/IT/physics.htm
http://www.pitt.edu/~poole/physics.html = For the Physics Teacher
{My husband suggested} to do basic physics, then basic chemistry, before diving into quantum or more advanced/specific physics? He said she will need that basic chem before more advanced physics?
As i sated in one of my previous replies, my oldest is also special needs - he has Aspergers, which makes straight up math (like multiplication tables) difficult. He's way advanced with understanding concepts though - like he can explain multiplication, he just get's confused when it's a worksheet in front of him. Anywho - because of this difficulty we are going a little out of the norm for progression. If we were focusing on advancing through science in the normal way, including most of the basic (if not calculus) equations, then I'd say yes. You want a solid understanding of basic physics and chemistry before going into the conceptual (like atomic and quantum) this is because the math for these are really advanced logrythms and calculus - so if you don't understand the math behind Force = Mass x Acceleration then you'll never understand E = MC squared. BUT, due to the complication of being able to manipulate mathmatics I took a round about root. I'm doing some of the more conceptual stuff first, without the mathmatics. So essentially we are covering the 'discussions' without the 'proof' - which to a physics buff sound really stupid - why discuss something when you have no concrete evidence such a thing is viable? But when teaching on of the hardest things for me was to teach the boys how THEY needed to learn not how I wished I had been TAUGHT. So that's the reason for the book choices I previously mentioned - they offer very little in the way of math. They are discussing the concepts of Physics as well as the history of the science. That's why we plan on going back and focusing on some of the most intrumental scientists later - to focus on the PROOF once my son catches up with the math. I didn't want to hold him back - he loves the discussions - just because learning the equations are much like learning to read a foreign language.
When it comes to Chemistry - we plan on covering basic chemistry when we focus on Atoms and their structure - this is primarily because we have no access to an advanced Chem lab, so again much of our lessons will be more conceptual (how this substance and this substance come together to form this substance). We can do several 'kitchen' experiments and the rest we can postulate on paper, which often involve breaking things down to the atomic level. Then near the middle-end of the year, once the kids have a handle on the structure and behavior of an atom, and how one substances atom reacts/mixes to another we can start filtering in more conceptual/modern discussions on sub-atomic and atomic theory. Which naturally would lead to the next level nuclear fission.
An understanding of basic physics - essentially Newton's Laws - is essential before even entering a discussion on the more specific physics. Chemistry is somewhat debatable. If one understands different types of matter (liquid, solid and gas) and a tiny bit of the structure/differences of matter, as well as some very basic machines, then you can easily have broad discussions in Quantum and Astro Physics. Nuclear really should have a basis in light and heat (as it is all about radiation) and Atomic theory should have a solid comprehension of the structure of matter (atoms and molecules). But again, it all depends on how you teach basic physics. Furthermore for a solid A & P class one doesn't really even need to have physics nor chemistry, you could technically do it before biology as it really focuses so specifically on the human body as a machine.
That's how we've been working things though....as I always say, what works for one may not work for another.
What books am I using for Quantum Physics?
We are using "Alice in Quantumland" and "Scrooge's Cryptic Carol" both are awesome for creating that visual picture for things that are so conceptual, as well as "The Cartoon Guide To Physics" and "Janice VanCleave's Physics for Every Kid: 101 Easy Experiments". But I've always just made my own curriculums.
What sequence did you use for beginning Physics?
Ok basically I taught/will teach them in this order -
Machines (levers, wheels, etc), Motion/Forces (intro Newton's Laws), Light & Sound/Waves, Optics, Matter/Fluids,Probability/Measurement, Electricity/Magnetism, Heat/Thermodynamics,The Atom, Quantum, Astro, Nuclear, The 10 Dimensions, Newton, Einstein, Steven Hawking, Neils Bohr = until the Quantum I didn't teach the formula's that went with the topics (since my kids were REALLY young when we started (toddlers) so much of the formula's were beyond them....that's why I introduced Newton then went back to it later in more depth - where I could include the mathematics (to a certain extent).
Although I also found my background made teaching math easier as well (haha) in that scientists like Physicists realize the 'numbers' in all equations are just titles or names for sets. This is the same in Physics with their advanced equations - each letter/symbol stands for another set. Believe it or not changing the 'number' names to symbols or letters keeps things more organized and less confusing. (of course many of the symbols also stand for other equations, but that's another matter). Many kids/teachers get caught up on the identifiers - the number 3 times the number 5 always makes the number 15 - then once the student reaches middle or high school we throw away the numbers in favor of letters/symbols for algebra when most student's lock up with confusion not understanding what the x's and the y's are supposed to be about, But I think I've digressed, lol...
Online Physics Resources?
Some of the websites I love:
http://www.school-for-champions.com/science.htm#Physics http://www.lbl.gov/abc/ http://www.chemmybear.com/shapes.html http://americanhistory.si.edu/kids/molecule/ http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.howeverythingworks.org/ http://www.blackcatsystems.com/science/radiation.html
http://www.thinkingfountain.org/f/friction/friction.html
http://www.kqed.org/quest/television/view/397 (the science of a home run)
http://www.strangematterexhibit.com/
http://library.thinkquest.org/2779/
http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
http://mitchellscience.com/bernoulli_principle_animation
http://www.exploratorium.edu/snacks/
http://myweb.lmu.edu/gvarieschi/chimney/chimney.html
http://www.ncsu.edu/sciencejunction/station/experiments/EGG/egg.html#Pizza
http://ngsir.netfirms.com/englishVersion.htm
http://littleshop.physics.colostate.edu/onlineexperiments.htm
http://www.physicsclassroom.com/Class/newtlaws/
http://slinky.org/ Demonstrating Physics Concepts with the Amazing Slinky!
http://surfaquarium.com/IT/physics.htm
http://www.pitt.edu/~poole/physics.html = For the Physics Teacher
{My husband suggested} to do basic physics, then basic chemistry, before diving into quantum or more advanced/specific physics? He said she will need that basic chem before more advanced physics?
As i sated in one of my previous replies, my oldest is also special needs - he has Aspergers, which makes straight up math (like multiplication tables) difficult. He's way advanced with understanding concepts though - like he can explain multiplication, he just get's confused when it's a worksheet in front of him. Anywho - because of this difficulty we are going a little out of the norm for progression. If we were focusing on advancing through science in the normal way, including most of the basic (if not calculus) equations, then I'd say yes. You want a solid understanding of basic physics and chemistry before going into the conceptual (like atomic and quantum) this is because the math for these are really advanced logrythms and calculus - so if you don't understand the math behind Force = Mass x Acceleration then you'll never understand E = MC squared. BUT, due to the complication of being able to manipulate mathmatics I took a round about root. I'm doing some of the more conceptual stuff first, without the mathmatics. So essentially we are covering the 'discussions' without the 'proof' - which to a physics buff sound really stupid - why discuss something when you have no concrete evidence such a thing is viable? But when teaching on of the hardest things for me was to teach the boys how THEY needed to learn not how I wished I had been TAUGHT. So that's the reason for the book choices I previously mentioned - they offer very little in the way of math. They are discussing the concepts of Physics as well as the history of the science. That's why we plan on going back and focusing on some of the most intrumental scientists later - to focus on the PROOF once my son catches up with the math. I didn't want to hold him back - he loves the discussions - just because learning the equations are much like learning to read a foreign language.
When it comes to Chemistry - we plan on covering basic chemistry when we focus on Atoms and their structure - this is primarily because we have no access to an advanced Chem lab, so again much of our lessons will be more conceptual (how this substance and this substance come together to form this substance). We can do several 'kitchen' experiments and the rest we can postulate on paper, which often involve breaking things down to the atomic level. Then near the middle-end of the year, once the kids have a handle on the structure and behavior of an atom, and how one substances atom reacts/mixes to another we can start filtering in more conceptual/modern discussions on sub-atomic and atomic theory. Which naturally would lead to the next level nuclear fission.
An understanding of basic physics - essentially Newton's Laws - is essential before even entering a discussion on the more specific physics. Chemistry is somewhat debatable. If one understands different types of matter (liquid, solid and gas) and a tiny bit of the structure/differences of matter, as well as some very basic machines, then you can easily have broad discussions in Quantum and Astro Physics. Nuclear really should have a basis in light and heat (as it is all about radiation) and Atomic theory should have a solid comprehension of the structure of matter (atoms and molecules). But again, it all depends on how you teach basic physics. Furthermore for a solid A & P class one doesn't really even need to have physics nor chemistry, you could technically do it before biology as it really focuses so specifically on the human body as a machine.
That's how we've been working things though....as I always say, what works for one may not work for another.
Free Spelling Lists
I found this great link today to one of our hardest subjects - SPELLING -
http://www.homespellingwords.com/index.htm
http://www.homespellingwords.com/index.htm
Sunday, May 22, 2011
This Summer
This year was a wild ride. From my oldest embarking on the long road to an Aspergers diagnosis, our first foray into the world of Co-Op and both my hubby and I getting laid off, it's been an interesting ride. But I've learned so much this year - about myself, my children, and about how best to teach them and encourage the young men they are. This summer i'm hoping it will be fun and interesting and educational. I technically school year round - but our summer months are more like fun projects rather than lots of 'book' learning. Furthermore, both DJ and Xman work on the same project (rather than doing some stuff at one level and other stuff at the others' level). Well, here's our plans - mine and there's
My Homework -
My Homework -
- Finish designing my Latin Curriculum. It's been beyond frustrating with the crap on the market for young kids in the subject of Latin.
- Put together a list of Lapbooks to do for the coming year, and complete them.
- Design the curriculum for the next year.
- Design and write Pokemon website, as well as starting Web Store
- Make a Solar Car. We're going to be building medium size wood cars and then building small solar enginges.
- Percy Jackson & The Olympians series as well as learning about Greek & Roman Gods, Roman Times, and what the world was like in ancient times.
- Multiplication - get comfortable with Multiplication
- Alice in Quantum Land & Scrooge's Cryptic Carol - learning a bit about physics and quantum physics.
- Exploring Painting and other mediums of art.
Friday, May 13, 2011
Amazing new resource!!
As many of you know, I used to use Time4Learning and IXLmath websites for school for the boys....but I'm really cheap so couldn't countenance spending money on them - and Time4Learning really decreases in interesting material for them....so I've been searching for replacement. I've come to like Head of the Class (but they have a lot of printables, which don't work well with my oldest)....and I absolutely LOVE Khan Academy.org for math, as it is full of videos. But another HS mom happened to mention another great resource to me today - Free World U - it is a free resource, but it is also an accredited online school. If you need to use an accredited program then you can pay $90/year (very reasonable!). It is essentially an interactive flash-card type set-up. I wish they had some sound (as my oldest is very much an audio learner) but still, as a free resource it can't be beat!
Saturday, April 9, 2011
Art Fair Project - Optics & Light
We are so excited to finally have the International Fair behind us...and what do I do? Sign them up for another fair of course!! (I'm still looking for a science one in our area for HS'ers..lol..then our year will be complete). This time it's an art fair....now I'm not super arty - I am crafty (as evidenced by all the craft things we just did for the other fair), but we're now on a strict budget so purchasing a ton of craft supplies is outta the question....
Instead, I spent $30 on all our supplies (and will have whatever film development costs these days, I'm budgeting another $10 for our 36 exposures)...
Purchase List: (from Amazon)
DIY Pinhole Camera - $12.95
Super Sunprint Kit - $14.95
35mm, ISO 100 B&W professional film - $7.44
1 PVC Pipe w/ End Cap
Weather Stripping (aka foam rope w/ adhesive)
1 Roll Heavy Duty Aluminum Foil (for making reflective Surfaces)
Projects:
Make and Use a Pinhole Camera, by Kodak
Opaque Surfaces, by Teacher Vision
Reflecting Light Rays, by Teacher Vision
Light Experiments ABC Teach
Fun and Learning With Photography, by Edutaining Kids
How Camera's Work, by How Stuff Works
How Digital Camera's Work, by How Stuff Works
How Photographic Film Works, by How Stuff Works
History of Photography & Processes, by the National Portrait Gallery
Trouble Shooting your Pinhole Camera, by Photo.net
Understanding Photography, by Wikipedia
Understanding Histograms, by Luminous Landscape
Intro to Photography, by Pieces of Science
Build a Darkroom & more, by Black & White World
Light & Optics, by Physics 4 Kids
Optics For Kids, by Optical Research Assoc
Make a home-made Kaleidoscope, by Univ of Arizona
Experiments with Light, by Hunkins Experiments
Make a Rainbow on the Wall, lesson plan by Lesson Plans Page
Make a Permanent Rainbow on Photo Paper, by
Optical Illusions, by Weather Wiz Kids
Blue Sky Experiment, by Weather Wiz Kids
Instead, I spent $30 on all our supplies (and will have whatever film development costs these days, I'm budgeting another $10 for our 36 exposures)...
Purchase List: (from Amazon)
DIY Pinhole Camera - $12.95
Super Sunprint Kit - $14.95
35mm, ISO 100 B&W professional film - $7.44
1 PVC Pipe w/ End Cap
Weather Stripping (aka foam rope w/ adhesive)
1 Roll Heavy Duty Aluminum Foil (for making reflective Surfaces)
Projects:
- Pinhole photos (using various light strengths as well as some reflective surfaces)
- Sun Prints (using the same light strength and reflective surfaces)
- Digital Photos (will show the progression of photography as well as exposure)
- Home-Made Kaleidoscope
- Rainbow on Paper Experiment
- Blue Sky Experiment
- Milk-dish soap-food color/ color mixing experiment
Make and Use a Pinhole Camera, by Kodak
Opaque Surfaces, by Teacher Vision
Reflecting Light Rays, by Teacher Vision
Light Experiments ABC Teach
Fun and Learning With Photography, by Edutaining Kids
How Camera's Work, by How Stuff Works
How Digital Camera's Work, by How Stuff Works
How Photographic Film Works, by How Stuff Works
History of Photography & Processes, by the National Portrait Gallery
Trouble Shooting your Pinhole Camera, by Photo.net
Understanding Photography, by Wikipedia
Understanding Histograms, by Luminous Landscape
Intro to Photography, by Pieces of Science
Build a Darkroom & more, by Black & White World
Light & Optics, by Physics 4 Kids
Optics For Kids, by Optical Research Assoc
Make a home-made Kaleidoscope, by Univ of Arizona
Experiments with Light, by Hunkins Experiments
Make a Rainbow on the Wall, lesson plan by Lesson Plans Page
Make a Permanent Rainbow on Photo Paper, by
Optical Illusions, by Weather Wiz Kids
Blue Sky Experiment, by Weather Wiz Kids
What a World!
I'm sorry I haven't been posting much in the last couple of weeks - life has certainly taken a few twists and turns! First we had the International Fair to finish our projects for - they came out fantastic! (but it was a TON of work on all our parts) Then our computer died - The TouchSmart sucks, we only had it 18 mos!!! (Now it will cost almost $400 to fix!) Then just when we were gonna send the computer to HP to be repaired my DH was laid off, which means we're both unemployed....so both of us are looking into doing school (I would have a certification course, he would have a 2 year program, grrr) but that's really hard financially when we were on a tight budget before! So I'm trying to turn myself into one of those obsessive-compulsive coupon clippers (where do they GET all those coupons...anyway), if we could reduce our grocery bill from about $300/month to $150 then it would be covered by our food stamps (something I never thought I would have to be on in the first place).....
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