Califoregon Living

OK, so it took us about a month to complete, but it's done!  I did all the cutting, the boys did the coloring, pasting, and narrating.

This is the cover of the lapbook (two file folders together).  We cut an apple in half and dipped it in paint to decorate the cover.  Then, 'A' made up the 'poem', with APPLE as the guide.

First inside flap.  The boys learned 'apple fractions'.  One apple equals one whoe, two halves, and four quarters.  I also took a real apple and cut it into pieces to physically show this concept.  It was great to see 'A' understand.

First large interior. 

Left: “Did you know?”-  We looked up apple facts and 'A' chose the three he liked the best.  You open up the little cards:

1) Two pounds of apples make on 9-inch pie?

2)It takes about 36 apples to create one gallon of apple cider?

3) The five most populare apple sin the U.S. are Red Delicious, Golden Delicious, Granny Smith, Fuji, and Gala.

Upper Left: 'A' made a prediction that there would be 4 seeds inside an apple.  We cut open an apple, dissected the core, and the results were that there were seven seeds in the apple.

Upper Middle:   Johnny Appleseed.  We looked up facts about Johnny Appleseed.  In side the card, we wrote:

* Real name: John Chapman

*Born: September 26, 1774

*Died: March 18, 1845

*Birth place: Leominster, Mass.

*Known for: Planting many apple trees

Middle Middle:Apple Sayings.  We recorded what the following sayings meant:

*An apple a day keeps the doctor away.-Apples are good for you and keep you healthy.

*The apple does not fall far from the tree.- Kids are like their parents.

*As Americna as apple pie.-Something that represents the ideals of America.

*An apple for the teacher.-A gift for the teacher, sometime to impress or bribe.

*The apple of my eye.-I love and adore you!

Lower Middle:Varieties of apples.  We looked up the different apples and colored them accordingly.  Pippin, Delicious, Jonathan, Rome, Macintosh, Winesap

Lower Right:Find the Apples Word Search.  I had 'A' find the first three letters in the apple and I drew the line through the word.

Right: An Apple Tree through the Seasons.  The boys colored the different stages of the tree through the four seasons.  I also introduced them to the names of the seasons in Spanish.

Second large interior:

Left:Apple baskets. Both boys colore the apples and 'R' colored the baskets.  I cut ou the apples and 'R' counted aout 4 and 5 apples to paste on the corresponding basket.  'A' did 6 and 7.

Apple Patterns.  Inside, the boys colored the apples.  'A' then looked at the patterns and place the corresponding apple that completed that pattern.

Upper Middle:Mr. Applehead.  We cut out four faces with different expressions and can interchange the faces (stored in the card pocket) on Mr. Applehead.

Middle Middle:My Apple Seed Counting Book.  Counts seeds from 1-20.  This book is small and the upper numbers are hard for them to track, since there are many small seeds all together.  This will benefit them down the road, but not really now.

Lower Middle:Dot to Dot.  Inside, 'A' completed a dot-to-dot (and apple tree).  'R' colored it.

Lower Right:This is a recap of the Minnea Farm Field Trip where we learned about making apple cider from an old press.

Back Flap:

I took pictures of the boys making homemade apple sauce, using apples from a friend's tree.  I recorded the crockpot recipe on the recipe card. (3lb. apples, 1/2 c. brown sugar, 1t. cinnamon, crockpot on high 4 hours.)

The bottom jar graphic has 'A' narrating the event:

“Making applesauce.  We first got the apples in the kitchen.  Then, we mixed them up with cinnamon and brown salt (sugar).  Then, we put it in the roast pot (crock pot.)

Back Cover:

Things we do with apples:  'A' narrated: apple pie, apple art, applesauce, apple cookies, apple cider

“From Seed to Apple”: This activity documents the different stages of an apple from seed to apple.

1) A seed is planted

2) It grows roots.

3)The seed sprouts.

4)It growns into a tree.

5)Flowers begin to blossom.

6)Apples are growing.

7)An apple at last. YUM!

Parts of an Apple: The boys were able to name the parts: leaf, stem, fruit, seed

A part of my homeschool course required me to think about some common questions posed to homeschoolers, and to have prepared answers:

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  “Grocery Store Version” (25-50, short and sweet)
  
  
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  “Over a Cup of Coffee Version” (50+ words)

1. Are you qualified to do that?

GSV: “Yes.  Any parent who wished to pursue homeshooling can easily find the necessary resources, support, and direction needed to successfully educate their children.

OCCV: In Washington, there are four different ways to be considered qualified from a legal standpoint. One is to have 45 college credits, one is to get permission from the superintendent of the school district, one is to work with a certified teacher, and one is to attend a homeschool course.   I could have relied on my college credits to qualify, but that would have been an injustice to me and my children.  God called me to go beyond the surface and delve into why I choose to homeschool and that He is blessing our family as a result.  I have already committed countless hours to my children's education and the oldest is three!  With this commitment and God's blessing, I am confident that our homeschool experience will be strong and fruitful.

2.  What about socialization?

GSV:  We will work hard to make sure that our kids are involved in activities that give them the opportunity to socialize with their peers and others.

OCCV:  Depends on how you define “socialization.”  Really think about the traditional school system.  How much constructive socialization is there?  And what kind of influence is it over our children (positive and negative)?  Can these influences be found in a different structure?  What about the opportunities that can be found with people outside their age range, culture, etc.?  Which child is getting a more well-rounded social education?  Who has the better chance to be a leader?

3.  Aren't you over-protecting your children?

GSV:  Our goal is to introduce and carefully expose our children to different peoplr, cultures, ages, races, etc.  This is not something we believe can be adequately accomlished in a classroom.

OCCV:  I think that one of the myths of homeschooling is that the children are sequestered in their home with no interaction of the world. Reality is that homeschooled children are not hindered by the classroom and are able to go places and see things, guided by someone who has their best and undivided interest in mind.  Their experiences go beyond the fours wall of the classroom.

4.  How will your children ever be able to deal with the real world?

GSV:  They will be provided with all the academic, spiritual, and life skills training and education needed to successfully navigate “The real world”.

OCCV:  While the classroom can only provide like-minded, same-age children, we will have the luxury of being in the real world, interacting and learning from a variety of people, with real issues and experiences.

5)  Don't the public schools need Christian kids in it?

GSV:  Each parent needs to make that decision.  We feel that God is calling us to educate ours at home.

OCCV:  I used to think this way, but I have read some material that shifted my perspective.  Jesus was in his 30's when he began evangelizing.  Until then, he was being raised at home and stayed close to home.  His parents were his primary influence.  Why should we push our kids to evangelize before their intellectual and emotional levels have reached maturity?

6)  What about a diploma?

GSV:  If our kids feel like they need a diploma, we will create one.

OCCV:  Washington state has a large homeschool community.  They have a traditional graduation ceremony at the end of the year, we could participate in.  A diploma is simply a piece of paper acknowledging the completion of 12 years of school.

7)  How will they ever get into college?

GSV:  Homeschooled children have equal opportunity to get into college, and they consistently rank high, if not higher than many traditional schooled children.

OCCV:  Our children will be able to get into any college they desire, assuming that is the direction God is calling them.  We will work hard to make sure that our children are receptive to His calling.  There are many colleges that encourage homeschool applicants, as they are good representatives of the school.

8)   I don't now how you can do it!  I can't stand having my kids at home all the time!  I can hardly wait for school to start in the fall so I can get them out of the house!

GSV:  Well, I agree that it may not be for everyone, but it is what we have deemed best for our family.

OCCV: There is so much more to consider, though.  You need to really take a look at what you want the “end result” to be of your children, and your role in it.  You need to take a look at who is educating your children and who/what are their influences.  You need to prayerfully consider what God intends for your family.

9)  What will you teach and how will you get the resources?

GSV:  It is not a matter of too little information, but more often than not, there is too much!  There are plenty of resources and support in the homeschool community, and most importantly, in God's leading.

OCCV:  There are many different methods, curricula, and philosophies available.  I have come to realize that there is no 'one way' to educate, but that it is a process that combines God's leading, our children's interests, our community, and our home life, compiled with the legal academic requirements set forth by our state.

Today, my friend did the lesson while I had the morning “off”.  I took the boys to her house, where they played woth 'O', age 2, and 'C', about 8 months?

Fingerplay

“What do you know?”

Bible Story

Joshua 10:6-8, 13-14

Children's Bible:  The day the sun did not set so Joshua and the Israelites could win the war over Jericho.

Active Exploration

Explained how one hour = 60 minutes, and how 1 minute = 60 seconds.

They talked about what they could accomplish in one minute (ex. brush teeth, make bed, get dressed…)  Jump or hop for one minute.  Set a snack of front of them and have them wait one minute befroe they can eat it.

Letter Activity

My friend had 'A' practice writing 'E/e' and 'F'.

Bible Activity

The boys built Jericho out of Legos and after marching around it seven times and blowing homemade paper horns, then knocking it down.

Today, we went to the Indoor Playground to play.  I met up with four other MOPS moms, so we were able to chat while the kids played.  After, we all went to McD's, where we ran into another MOPS mom.  We basically took over a section of the restaurant…

I knew I was pushing the envelope with trying to start school in the afternoon, instead of the morning, but thought I'd go for it anyway.  'A' did pretty well, but I had to just let 'R' do his own thing.

Fingerplay

“What do you know?”

Bible Story

Joshua 6:1-5

Children's Bible:  We read about how the Israelites marched around Jericho, causing the walls to tumble down.

Math Activity

I had the boys build “Jericho” with building blocks.  They counted as they built.  Then, we marched around “Jericho” seven times, then destroyed it.  Repeat twice.

Letter Activity

Hide and Seek Review:  I had 'A' find the letter 'E/e', and match up the letters. He is usually pretty diligent about finding them all, but I think that because it was later in the day, he was not as interested in completing. 10/15 

Spanish

Sang, “Un elefante se balanceaba sobre un tela de un arrana,

Todo veian que resistian fue llamar a otra elefante”

Dos elefantes…

Translates into something like:

“One elephant went out to play, out on a spider's web one day.

He has such enormous fun, so he called for another elephant to come.”

“Two elephants…”

Theme:  Worked on 'apple' lapbook.  One more activity, and I will post the finished product!

Fingerplay:  “What do you know?

Bible Story:  Joshua 3:7-8, 13,17

Children's Bible:  Story where God parted the Jordan river and the Israelites were able to cross.  We also learned about the priests carrying the ark of the covenant across.

Dramatic Play:

I had the boys place a drink coaster on their hand, shoulder, then head and try to balance it while walking a straight line.  They were to pretend that is was the ark and that is was so special it was never to touch the ground.

Letter Activity:

I had 'A' practice writing upper and lower case A, B, C, and D.

Bible Activity:

I asked the boys to tell me things that God does for them.  'A' said:

“God heals our hurts”

“God protects us from getting in trouble”

“God keeps us from monsters and dinosaurs”

I talked to them about God healing us, answering prayers, forgiving us, loving us, and sending us Jesus.

Music:  Listened and sang to “Should They Build a Boat?

Read Aloud

Three poems from 'A Child's Garden of Verses'

Goldilocks

The Gingerbread Man

The Little Red Hen

Life Skills

The book, “The Gingerbread Man” had a recipe in the back, so we learned how to make gingerbread men!  The boys took turns measuring out items, and stirring. 

Spanish

We learned the ingredients in the cookie:

eggs=huevos

flour=harina

butter=mantequilla

salt=sal

milk=leche

ginger=jengibre

raisins-pasas

sugar=azucar

Social

Playdate at our house with twin boys, age 5.

Our homsechool group went on a field trip to the Issaquah salmon hatchery!  I was pleasantly surprised to discover taht there were still quite a few salmon on their “run”.

It was raining, but not enough to ruin the visit. 

Here is a picture of a salmon trying to jump the barrier.  I think the other one is one that didn't make it.  (Either that, or it's a bunch of leaves and debris.)

The boys in their Northwest attire.  Behind them you can see the grates that block the “ladder” into the hatchery.  This is how they control how many salmon enter the pens for counting and spawning. (You can see a salmon jumping into the grate)

Not the greatest shot, but all the dark spots are salmon in the creek.  There are still so many!

Here are all the boys watching the fish in their spawning pen. (A, R, J, C, and C).  The two girls in our group are still babes in arms. (C and A).

A docent showing the kids a bag of salmon eggs.

This day was one of their 'Spawning Days'.  This is where they harvest the eggs from the females, “milk” the males, kill them, then place them in bins.  The salmon are placed through a metal detector to determine if they are a hatchery fish (they have a metal rod embedded in their nose and their adipose fin removed), or if they are wild.  We only saw hatchery fish enter the tubs.  The fish are placed on ice and sent to food banks.  The salmon below are male, because they have hooked noses.

Salmon Life Cycle

We learned that out of 8,000 eggs, only two survive to maturity.

Salmon are born in freshwater, swim to saltwater, where they grow up, then return to freshwater to spawn.

The lifespan on a salmon is 1 to 7 years, depending on the type.

Hay, Dad!  Does this picture spark any memories?