Ahoy, Matey! Celebrate "Talk Like a Pirate" Day! (RP)

 

We like to have a lot of fun around here and what better way than to celebrate "Talk Like a Pirate Day" on September 19.  Why is this great? 

Check out the top 5 reasons below:

1. Your family or class can learn a forign language quickly because there isn't an extensive vocabulary or difficult phonetic principles to learn.  Check out Lego.com for a Pirate Dictionary.
2. You get to wear really cool accessories and you can get a jump start on your Halloween costume.
3. You can have family movie night and watch Pirates of the Caribbean - The Curse of the Black Pearl (Two-Disc Collector's Edition)
4. You don't have to wait in long lines at the Hallmark store to purchase a card.  You can simply download one from Flickr.
5. Who doesn't like a good scavenger hunt?

Seriously, this could be a fun, out-of-the-ordinary day to surprise friends, family, and students.  Check out the links below for other great ideas on how to integrate this special day in the classroom or for activities to do with your family home.

• Geeky T-Shirts
• Famous Elizabethan-era Pirates
• Pirates in the Classroom
• A Pirate's Life
• Pirate's Theme Page
• Pirate Map Lesson Plan
• Pirate Adventures from National Geographic
• Quest For a Pirate
• Pirates at the National Maritime Museum
• Pirates of Whydah
• Blackbeard the Pirate
• The Mystery of Pirate Ringold's Lost Treasure
• Pirate Classroom Activities
• Place Value Pirates

Have fun!  Fair Winds, Matey!



Carpe Diem! Problem Solving on a Morning Bike Ride

This weekend, I took our 6 year old for a bike ride around SELU’s campus.  Along the way, something interesting began to happen: a spontaneous, math discussion.  Let me explain!  As we were running/riding, we each pretended to do “tricks” as if we were part of the latest Mario Wii game.  60 points if mom “jumps” the curb!  50 points if Ellie “pops” her front wheel!  You get the idea.  Then, the conversation shifted from video gaming fun to a lesson in critical thinking and problem solving.  Check out our dialogue.

Mom: How many points would you score if you “popped” your wheel twice?
Ellie: 100 points.  
Mom: Great!  How did you know that?
Ellie: Well, two 50’s make 100.
Mom: Great!  Can you make an addition sentence out of this?
Ellie: 50 + 50 = 100.
Mom: Fantastic!  can you tell me the corresponding multiplication sentence?
Ellie: Easy! 50 x 2 = 100.
Mom: Super cool!  Way to go!  What if you “popped” your wheel 4 times?  How many points would you score?
Ellie: Let me think.  Well, 50 + 50 = 100 and another 50 + 50 = 100 and two 100”s are 200.  So, I would score 200 points. Right?
Mom: Wow! Great thinking!  So, 50 + 50 + 50 + 50 = 200.  What would be the matching multiplication sentence?
Ellie: Easy! 50 x 4.
Mom: Now, for the bonus round!  What if you want to score 400 points?  How many times would you have to “pop” your wheel?
Ellie: Let me see... I would just double the number of times because 200 and 200 make 400.  So, I would need to “pop” 8 times.
Mom: Wow!  I am so proud off you!  Great thinking!  You’re awesome!  What would be the multiplication sentence?
Ellie: 50 x 8 = 400.  

We rode on for a few minutes.  Along the way, I have to admit, I was beaming with delight!  She actually got it!  She clearly understands the relationship between addition and multiplication and was able to apply that knowledge to find solutions.  Yea!  My enthusiastic thoughts were then interrupted by Ellie.  

Ellie: Mom, let’s do more math.  That was really fun!  Now, I am going to do this trick for 25 points.  (She was standing up while riding her bike.  So, we called this cool move the “stand!”)
Mom: Okay, great! Cool move!  How many “stands” would you have to do to reach 100 points?
Ellie: Well, each “stand” is 25 points.  That’s like a quarter, right?  So, it takes 4 quarters to make a dollar.  So, I would need to do 4 “stands.”
Mom: Totally correct!  Now, what if you wanted to earn 200 points?
Ellie: Well, 200 is just 100 doubled.  So, I would double the 4 and get 8.  I would have to do 8 “stands.”
Mom: Super thinking!  Are you ready for the bonus round?
Ellie: Yes!
Mom: What if you wanted to score 150 points?  How many “stands” would you have to perform?
Ellie: Let me think...this one is harder.  I think I would need 7 “stands.”  No,  that’s not right.  I know it has to be less than 8.
Mom: True, but how do you know that?  
Ellie: Because 150 is between 100 and 200.  So, I have to do between 4 and 8 “stands.”
Mom: Great! Let’s think about it this way.  You said it takes 4 “stands” to make 100 and you need to get to 150.  So, how many more points do you need to add to 100 to make it to your goal of 15o points?
Ellie: Hmm...I need 50 more points.
Mom: Great!  So how many “stands” do you need to do to score 50 points?
Ellie: Oh, I get it.  I need to do 2 stands to make 50 points because they are each 25 points.  Right?
Mom: Now, you’re getting it!  So, how many “stands” do you need to perform to score 150 points?
Ellie: Let’s see.  I need 4 to get 100 points and 2 more to get 50 points.  So, that gives me 4 + 2, which is 6.  I need to do 6 “stands.”  Wow!  That one was the hardest.  
Mom: Yes, but great thinking!

At this point, she asked me what grade she would be in to do problems like that.  I told her probably third grade.  Of course, this made her smile because we are “officially” homeschooling second grade this fall.  I told her it doesn’t really matter, though.  The important thing was to focus on what she was understanding in math and that I was super proud!  We rode on for a few more minutes in silence.  Then, Ellie told me this had been so much fun.  She said she loved bike riding with me, but also loved doing math.

As a mom and educator, this really made me smile!  She LOVED doing math!  Did you catch that?  There is a great deal of conversation buzzing around about the need for schools to meet the ever-changing demands of today’s students.  One of the most essential, I feel, is to help students develop their critical thinking skills.  I love that I was afforded the opportunity to have a spontaneous, meaningful math lesson with our daughter.  Unfortunately, these moments don’t come along too often or do they?  As parents and teachers, we need to seize every opportunity to promote critical thinking among children.  Carpe Diem!  Sometimes these “moments” are designed and planned in formal learning situations.  Other times, they may simply arise when taking your child for a bike ride, on field trips or waiting with students for their bus to come.  Regardless, we should tap into the power of their imagination (and ours), establish meaningful dialogue, and create learning opportunities wherever they may arise.

The Quest For the Perfect Science Curriculum

As one school year comes to a close, I have turned my attention towards the next.  My first priority is to decide which science program to implement for our study of earth science and astronomy.  As many homeschooling families are aware there is a shortage of quality science programs.  My goal is to find a program that is hands-on, scientifically accurate, promotes critical thinking, and fuels a passion for learning.  Not too much to ask, right? 

For the past two years, we have been pleased with R.E.A.L. Science Odyssey by Pandia Press.  I am considering continuing with their Earth/Space program for our younger children, however,  I need a greater challenge for our 5th/6th grader.  They currently only offer Level 1 courses which typically covers grades 1-4.  For this reason, I have begun an investigation for alternatives or for materials to supplement the Level 1 program.  I'd like to share with you some of the programs I have found so far on this quest.

R.E.A.L. Science Odyssey

Let's begin with the program we are currently using.  The team at Pandia Press as done a fantastic job of bringing science to life for young children.  Each lesson is presented in a story-format presenting concepts in an accurate, yet entertaining manner.  This program does not shy away from "big terms" and uses accurate scientific vocabulary throughout the lesson.  Following the text are correlating hands-on activities in which the concept can be further investigated.  Throughout the entire program, students are asked to conjecture, observe, interpret plots and graphs, perform age-appropriate math calculations and draw conclusions based upon what they have read and explored. 

We just finished the Chemistry Level 1 program and I am amazed at what our children learned.  They begged to do science each day and could not wait for the labs.  From drawing atomic models to distinguishing types of chemical reactions, they were exposed to concepts many people do not see until high school.  Without a doubt, R.E.A.L. Science fosters scientific inquiry while instilling a love for learning.

Classic Science

I recently stumbled across this comic-book inspired curriculum created by an 8th grade science teacher with an alter-ego, Mr. Q.  It only takes one visit to his site to discover Mr. Q has a passion for teaching and genuine love of science.  Geared for 6-12 year olds, each course consists of 36 weeks of lessons broken down into two days of reading, vocabulary and writing followed by two days of hands-on activities and experiments.  In addition to the student e-text, there is a supplemental parent e-text that provides additional background information and materials required for the experiments.  Review questions and tests are available to round out each unit.  Mr. Q is so confident you will be impressed that you can actually try the Elementary Life Science e-text for FREE.  For more information and lots of great ideas, check out the Blog of Mr. Q.

Math/Science Nucleus

MS Nucleus is a non-profit organization that offers a FREE, online, comprehensive K-12 science curriculum.  Upon visiting their site, you will first have to choose either the Elementary or Secondary portal to access the materials.  The K-6 elementary program is broken down into the study of several "cycles": Applied Science, The Universe Cycle, Plate Tectonics Cycle, The Rock Cycle, The Water Cycle, and The Life Cycle.  Each cycle runs for a designated length of time varying from 4-8 weeks.  Each theme consists of a Pre-Lab, Lab, and Post Lab activities which foster problem-solving and critical thinking.  In addition, the upper elementary grades begin to integrate age-appropriate math skills in order to lay a foundation for quantitative analysis and logical thinking.  There are also a wealth of additional resources including an online dictionary and activities, sideshows, story books, and assessment materials. 

The secondary program is laid out in a similar fashion including investigation in the following areas: Physical Science, Human Biology, Earth Science, Biological Science and Math Integration.  The Earth Science course has completed the e-textbook, assessment materials, and supplemental, online materials.  Like many educational programs, funding is vital.  As a result, the other courses are still a "work-in-progress."  The aim of the secondary program is to build upon the experiences from completion of the elementary program.  Problem-solving, critical thinking, building models, and applying appropriate mathematical concepts make this a challenging program.

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Piecing together your own curriculum, while a daunting task, is another option to consider.  There are a wealth of resources on the web available to both teachers and homeschoolers if you have the time to devote to exploration. Here are a few great resources I have found:

• FOSS Web
• WISE
• BrainPOP
• USGS
• NASA Quest
• NASA Education
• Discovery Education
• BRIDGE Marine Science
• Earthguide
• Science World
• MathMol
• Science Museum
• NOVA
• Sky Diary- KIDSTORM
• UCMP Paleontology
• ReefED- Great Barrier Reef and Marine Science Resources
• ReefHQ- Aquarium
• NHI Education Project

In closing, I find I am not any closer to discovering the "perfect" science curriculum.  However, I leave you energized and excited about the possibilities.  Our children, parents, and educators are fortunate to have a multitude of resources that are so easily accessible.  As a mom, a teacher, and a life-long learner, I plan to continue my quest and I'll be happy to share. 

Tessellation Explorations Into Art, Geometry and Nature

Summer is almost here, but we are still exploring the mysteries of mathematics and working hard at our house. This week our daughter explored the magical world of tessellations.  This was totally new for her and she has had a blast!  She loves art and possesses an aptitude for math.  So, I knew this would be a great way to merge her two interests. I wanted to keep it simple and allow her freedom to explore, create and connect.

With many of our lessons, I try to find ways to integrate technology into our lessons.  I feel there are so many powerful tools available that serve to enhance the learning process.  I was excited to find a few great resources to assist in this most recent exploration.  Check it out!

Fun Links to Explore:

Tessellate!

Tessellation Town

Tessellation.org

Tessellation Lessons and Supplies

Totally Tessellated! 

M.C. Escher

The exploration centered around her visiting the sites and completing the following challenges. 

• Research and define tessellations in your own words.
• Tessellations are all around us! See if you can find three examples found in nature.  Make it fun by including pictures.
• Explore the work of M.C. Escher.  Include your favorite works of art.
• There are lots of online tools to help you create your own works of art.  Create and share!

I wanted the final project to be created in Google Docs and emailed to me.  I am trying to "teach paperless" as much as possible.  I promised her I would share her final work. 

As an educator, it is rewarding to watch students make connections.  As a math teacher, it is even more exciting to hear students (even if they are your own) say math is FUN!  This lesson provided our daughter with a way to connect math to her interests and to see math in the world around us.

Homeschooling for "Genuine Understanding"

As a former classroom teacher and a current homeschooling mom of four, assessment strategies are always on the forefront of my mind.  For me, I tend to take the road less travelled by searching for ways to measure understanding that does not revolve around traditional assessment, which I feel falls short of achieving this aim. To coin a phrase from Howard Gardner, I want to know if our children are reaching a level of "genuine understanding".  In other words, I want to see if they have moved beyond basic mastery of the material towards a deeper, richer level of understanding.

Our current educational system is centered around mastery rather than the acquisition of true knowledge.  You do not have to look very far to see this.  Most classroom teachers are bound by the chains of standardized testing. Coverage of the material becomes the focus rather than providing students adequate opportunity to digest and process concepts being presented.  A score on a test becomes the definitive mark of achievement.  I know many teachers who have had glimpses into what is possible when students are allowed the opportunity to create, explore, and synthesize ideas.  Teachers, parents, and I daresay, students are amazed at what can be accomplished when the focus shifts from mastery towards true understanding.

When we first began homeschooling, I found myself struggling with the ideas of assessment.  I gave timed-tests, chapter tests, and many other types of tests because that is what had occurred previously in school.  As a matter of fact, our then second-grader, directly associated her daily mood with how well she performed on a given test.  It did not take long to realize the err of my ways and go back to my roots.  I slowly began to realize, that in homeschooling, our children had the opportunity to break the chains that bind and spread their wings.  

We have now been homeschooling for two and one-half years.  As I think through our school days, I find that our children have moved towards an atmosphere of learning for understanding.  We take a more organic approach versus a rigid, test-driven curriculum.  Assessment is often done through formal discussions, projects, and portfolios.  Technology is integrated throughout our day and serves as a tool to enhance our learning environment.  I really try to provide opportunities for them to build on prior knowledge, wrestle with ideas, and to discover various ways to apply the material being presented.  It is my goal for their learning to be like a lattice structure where ideas are interconnected and their knowledge base strengthened through engaging experiences.

I know there are many skeptics to the idea of a "no test" environment.  Just for the record, our children are standardized tested every year because it is required by our Department of Education.  They tend to excel and surpass the norm.   While paper-and-pencil tests may be for some, we are happy taking a different path.  I love that our fourth-grader, after reading Beowulf, can recognize that Harry Potter and Percy Jackson are both examples of modern-day epic tales.  I love that I currently have sugar crystals growing in a tea pitcher in our kitchen.  I love that our children are creating digital portfolios of their poetry and plan to find some way to publish their final work.  It makes me smile that while they excel at video games, they can also animate original art work.  Finally, I love that biographical sketches of historical figures can be done through an interactive, digital report versus the standard five-paragraph paper.

I feel we are all life-long learners on a quest to reaching that coveted level of "genuine understanding." It is a process, I feel, that is eternal.  For me, I am committed to seeking out new ways to teach and assess understanding.  Along the way, I am committed to provide an atmosphere that fosters creativity and helps our children on their journey.