Art-Pathfinders&Navigators
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.
Project
Each student made a set of bricks out of plaster - we took the easier, less-messy route for our bricks!
Assignments
-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
Manchester, NH based fine arts program for homeschool students
Wednesday, September 30, 2015
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.
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.
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.
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
Summary
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.
Homework:
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:
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:
- Try your luck - Play this online ancient Indus valley trading game :
- Read online about the development of Sanskrit, the Indus written language
- Watch the Disney movie, Mulan, but first read the true story - can you spot the errors as you enjoy the film?
Assignment:
- 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?
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?
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