Wednesday, September 30, 2015

Tuesday, September 29, 2015

Class Overview
We continued Part 2 of looking at architecture by sharing some of our favorite architectural structures.  We then reviewed the basic principles of architecture - Durability, Utility, and Design- before jumping into a bit of Egyptian architecture; we marveled at how they were able to build such impressive structures without our modern engineering and tools!

Jumping into the Biblical perspective, we read in Exodus 1 how the Israelites played a role in some of this Egyptian architecture. Verse 14 reads, "They made their lives bitter with harsh labor in brick and mortar..." This led us to a more in depth study of what the mundane task of brick making involves.

Each student made a set of bricks out of plaster - we took the easier, less-messy route for our bricks!

-Research and read about the ancient art of Storytelling; be prepared to share some of your findings in class.
-Read Exodus 19:20-25, 20:1-21, 31:18, 32:15,16

Treasure Hunters 9/29/15

FOCUS - The Tower of Babel

HANDS ON DISCOVERY TIME - Used Keva Planks to build structures, first individually and then together as a group to see how high we could make it.  The children did an amazing job and got some serious height!  Loved the determination all over their faces as they carefully placed each plank.

LITERATURE:  Tower of Babel by Arch Books and from the Maxwell Bible Series "The First Skyscraper," which was a tough read for these little ones with not a lot of pictures and they did pretty well.  

ART:  Decided to construct our own structures from peas and toothpicks!  Did yours make it home in one piece?  Ours didn't, but we constructed a new structure after dinner and the peas hardened over night and it's pretty sturdy now.  If your peas dried out, you can re-hydrate them by soaking them in water until a toothpick inserts into them (approximately - 6-8 hours) and give it another try.

MUSIC - Worked on the Rhythm song and added Boomwackers for a fun addition.  Reviewed the Blue Jello Cards and added triplets.  
Quarter note (blue)
Eighth note (jel-lo)
Quarter rest (whisper rest)
triplets (pine-ap-ple)

REVIEW QUESTION TO ASK - Why were the people of the city building the Tower of Babel?
ANSWER - So they could be well known by their structure and most of all, they wanted to build a tower so high that they could see from a long distance, that way they would know what direction to travel home if they were some distance away. They thought this would keep them together, so they would not become scattered over the whole earth.  

Did they complete the tower?
A - No, they were unable to after the Lord came down to see the city and saw what they were building.  He didn't want them to stay in one city, all huddled together.  God changed the speech of all the men, without their knowing it, so that they did not understand each other.  Each one spoke an entirely different language from that which he had spoken before.  That sure does make it difficult to construct a tower together!  

Music - Pathfinders/Navigators 9/29/15

Song and dance are two major parts of Hebrew life and culture. This week we took a look at some examples of some Celebration and Victory dances by some pretty famous biblical characters-Miriam and David. We looked at some Hebrew words for dancing movements - sahek-to dance; karker-turn with all your might; pazez-jump; rakad-skip, leap; kafotz-jump with both feet; savav-go around; hagag-dance in a circle.
Students practiced their rhythm skills with a simple verse-Genesis 1:1. They were divided into teams, and came up with their own 4 beat rhythm as they said the verse.
We also started talking about Egyptian instruments belonging to 3 categories- wind, string, and percussion. This week we created one of the percussion instruments called a Sistrum. Students will be using the Sistrum to accompany the younger students in their song.

Music - Explorers/Trailblazers 9/29/15

 Students made shakers in class, that we will use during the next few weeks to learn and practice rhythms. To break them in, we used a rhythm game to learn Genesis 1:1-"In the beginning God created the heavens and the earth".
 We also made wrist bells to use for some Jewish dancing. To get an idea who, how and why the Isrealites danced, we looked at 2 passages- Exodus 6:19-21 and 1 Samuel 18:1-15. And then we used our new wrist bells to practice the Jewish folk song/dance "Haida"
 We started learning a new song as well.

History Pathfinders & Navigators 9/29/2015

 Summary Pathfinders


We finished our radio dramas and will record them next week.

Homework: Watch the following PPT and be prepared to talk about life in ancient Egypt.

(I did not review all material on the rest of the page so exercise your judgment about additional slide shows)

Summary Navigators

We looked at ancient Egypt, discussed daily life there.


Read Genesis 12; 15-18:15; 21:1-7; 22:1-19; 24; 25:19-34; 37

Be prepared to discuss this early history of the Jews.

Tuesday, September 29, 2015

History 1&2 Indus & Yellow River Valleys

Just as the Assyrian and Babylonians lived in Mesopotamia, and Egyptians lived near the Nile, civilizations around the world continued to form primarily around rivers.  The Harappan people settled in the Indus River Valley, and the people of China settled between the Yellow and Yangtzee rivers. 

In class activities:

  • Discussed the necessity of water
  • Learned about the abrupt end of Mahanjero-Daro
  • Folded origami
  • Played a panda-ball review game
  • Discussed the elements of civilization 
  • Briefly learned about the differences between Indian and Chinese religions
Optional lesson extension activities:

  • History cards OT 14-18
  • Practice your timeline

Monday, September 28, 2015

Treasure Hunters 9/22/15

Treasure Hunters 9/22/15

Focus- The Nile River 

Reading- Bill and Pete Go Down The Nile
                   By- Tomie dePaulo
                  The Usbourne Time Traveler

Hands On- Carved Cuneform Alphabet on
                     Clay 'tablets'

Music- Listened to 'The Creation Song'

History Project - We made the Nile River! I'm sure your child was as excited as mine to flood their Nile when they got home! Our project showed how the Nile would flood each year giving the farmers rich soil to grow their crops in. Are your crops sprouting? :)

Review Question- Ask your child What the name of the river is that runs through Egypt, and what happens after it floods?

Thursday, September 24, 2015

History Pathfinders & Navigators 9/22/2015

Summary Pathfinders:

We discussed the Sumerian civilization, their inventions we still use today, and the importance of religion in shaping their lives. We also talked about the impact of religion on the Egyptian culture. The focus on religion prepares the way to discuss Abram and later the Exodus.


1. Each student should write the radio drama so we can combine ideas and record this next week.

2. Bring a stylus with a triangular tip so they can write their names in cuneiform.

Summary Navigators:

After completing the quiz we discussed the Sumerian civilization, their inventions we still use today, and the importance of religion in shaping their lives. We also talked about the impact of religion on the Egyptian culture. The focus on religion prepares the way to discuss Abram and later the Exodus.


Watch the following slideshow, take notes to bring to class and be ready to discuss ancient Egypt.  (I did not review all material on the rest of the page so exercise your judgment about additional slide shows)


Tuesday, September 22, 2015

Jewish Origins - History 1&2 Explorers and Trailblazers

 Around 2350 BCE Sumer was invaded and conquered multiple times, including by Sargon the Great, an Akkadian, and later by the Babylonians (also known as the Amorites).  This process spread Sumerian culture, even as far as to the Minoans, rather than crushing it.

One of the most important persons in Ur of the Chaldees in Babylonia, was Terah, father of Abram. In the year 1741 BCE, Abraham (Abram) began his long journey to Canaan.

For many years people thought the story of Abraham in Genesis 24 was a myth.  They believed that camels were not ridden in those days.  Records from ancient Sumerian tablets have proven that the story of Rebekah riding a camel are historically appropriate, and in 1922 the city of Ur was found buried in the sands of the desert.

In class activities:
  • made camels and discussed archaeological evidence of camels as beasts of burden at the time of Rebekah
  • wrote in cuneiform on clay tablets
  • made cylinder seals
  • learned about Sumer's influence on later cultures
  • discussed the sexadecimal system

Optional at-home activities:

  • Read any book from the library about the Ancient East (China, India, etc.)
  • No history cards this week
Tuesday, September 22

Class Overview
As we begin our adventure through Art in the Bible, the goal is to go in chronological order. Though today's focus was on the Tower of Bible, we briefly looked at two earlier references to creating:
-Genesis 4. some of the men from Cain's family tree are noted for possessing certain skills and craftsmanship
-Genesis 6, God outlines specific plans for the creation of the Ark

We talked about the Tower of Babel together, discussing how men used their skills in a prideful manner that was not according to God's design. We talked about three basic principles of architecture - Durability, Utility, and Beauty - before students jumped into the fun project of creating a tower from marshmallows, toothpicks, and spaghetti noodles. They quickly learned that a good design is essential for a successful structure!

-Select and bring in an image of a favorite architectural structure (ancient to modern)
-If any families have ice cube trays they can spare for about a week, please bring these into class next week
-Read Exodus 1:8-14

History Timeline @ 9/22/2015

Remember to practice your timeline each week! 

Thursday, September 17, 2015

Music - Pathfinders/Navigators - September 15, 2015

In class on Tuesday we began talking about Jewish and Hebrew history and culture. We will be spending some time looking at the rich musical culture of the Jewish people in the next couple of weeks.

This week we looked specificaly at the Jewish holiday, Rosh Hashanah. Rosh Hashanah started at sunset on Sunday, and ended at sunset on Tuesday. It is the Jewish New Year, and much like our own New Year, it is a time of reflection. It actually starts a period of 10 days of reflection, looking at mistakes and sins made in the year, and it's a time for atonement.

A Shofar is a ram's horn that is blown like a trumpet during Rosh Hashanah. There are different sounds made with the shofar that remind people to look inward and repent.

The students began making their own Shofars in class. They have been challenged to finish their Shofar at home this week, using recycled items or things they find around the house. They need to find a mouthpiece, and also come up with their own shape and design for the body.

Also, there are 3 different distinct sounds that are made with the SHofar, each one has a different meaning. Students need to practice each one and be ready to sound them off by name in class next week.

Music - Explorers/Trailblazers - September 15, 2015

To start class on Tuesday we played around with some 'Body Rhythms'. Each student got a set of pictures with clapping hands, stomping feet, snapping fingers, etc. They arranged the pictures into their own pattern of choice, and then demonstrated their rhythm pattern to the class.

The main part of our lesson today was about the Jewish holiday, Rosh Hashanah, which happened be celebrated September 13th through 15th this year. Rosh Hashanah is the Jewish New Year, it is a special time to reflect upon the mistakes made that year. Either things that were knowingly done wrong, or helpful things that you chose not to do. 

During this holiday a shofar is blown. The sound of the shofar(a rams horn) is a reminder to look inward and repent. And the children began working on their own shofars which they will bring home next week.

Finally, we began working on our first song together. It is called 'Haida' and it is a ancient Jewish folk song. Make sure to ask the kids what Haida means. :)

I had planned on letting the kids listen to a few samples of the shofa, but we had some technical difficulties. Here is the link if you would like to listen with them..

Treasure Hunters 9/16/15

FOCUS: God created the world. The Days of Creation.

HISTORY/ART Project: The children 'created' a Paper Mâché Earth that was kept to dry. Keep an eye out for our Earth creations next week!

READING: Bible-The Creation, Genesis 1

DISCUSSION: We played a 'days of creation' matching game. The children tried to remember what was created on each day. Try making your own at home using magazine pictures, And sorting them into which of the 7 days they were created on.

MUSIC: We introduced 'blue jello' cards
              Quarter note (blue)
              Eigth note (jel-lo) and
              Quarter rest (whisper 'rest').
Also introduced parts of the grand staff and the rhythm song :)

HISTORY - Class 1 9/15/15 Explorers and Trailblazers!

I am so grateful for the opportunity to fill in for Mrs. Goedecke's classes!  I learn so much each time I have the chance to do it!  The children were eager, participated well, and very polite!

In class, we discussed the roots of the people groups that settled two areas.  The Fertile Crescent and Egypt.  We looked at and worked with map skills to identify and trace the major rivers of the areas and learned some neat facts about the people that settled there.
Noah had 3 sons, Shem,Ham, and Japheth.  Shem's descendants settled the area near the Tigris and Euphrates Rivers. The early people groups were called Sumerians and were known for developing the plow and irrigation.  Polytheism was widely practiced.  We discussed the benefits of technology in making jobs more efficient and the impact on a society as they figured these things out.  We were able to define and discuss the difference between polytheism and monotheism.  It was encouraging to hear the children enthusiastically proclaim that we believe in the "One True God!"

Ham's descendants settled the area surrounding the Nile river in Northern Africa.  Egypt was a familiar place to these children.  We read from Pages of History by Etter and Detweiler. The book gave us insight into many gods of the Egyptians as well as facts about the pyramids.  The limestone blocks used to build the Great Pyramid were as big as 5x8x12 feet!  They used over 2 million blocks to build it. The Nile river is the longest river in the world and the only river that flows from south to north!

In the Trailblazers class the question of the trinity cam up when discussing the difference between serving many gods and the One True God.  I was able to share an illustration from a book I have at home.  Holding up one apple I asked the children how many apples did I have.  They of course answered appropriately "one." I asked about the 3 components of an apple.  It has a peel or skin, the flesh, and a core.  Each part of the apple helps to make the whole apple. Even though there are 3 parts to the apple, we still only have one apple.  Like the apple, the trinity is three persons, one God.  If you would like to borrow the book, I am happy to share.  IT wasn't my intention to dive into such a deep topic, but when it came up in discussion I addressed and was grateful to have had an apple there for a snack!

Activities in class:

  • Map Work
  • Notebook Page
  • Egyptian Paper Doll

Questions for review:

  • What are the benefits of settling near a river?
  • What is a descendant?
  • How do we know so much about ancient times?
  • Define polytheism.
  • How long is the Nile river?
  • Read history cards NT:1, OT:9-13

Wednesday, September 16, 2015

Art: Pathfinders and Navigators
Tuesday, September 15, 2015

Class Overview
We literally began class with "In the beginning..."  To lead into our semester of Art in the Bible, we examined how interesting it is that the first action of God we have recorded in our Bible is "Create". After clarifying the definition of create, the students listed off accounts in the Bible where there is record of something being "created". This built the jumping board of realizing that "art" is so much more then just drawing and painting: it spans everything from architecture to masonry, to calligraphy and textiles. As a class over the next several weeks, we will be exploring many of these types of arts that are found in the Bible.

As a class, we created a mosaic with students identifying:
-Types of Art
-Qualities of Art

-Read Genesis 11:1-9 before class
-Bring in a bag of marshmallows (large or minis) for each student