My Cool HomeschoolHomeschooling Resources

Our part of the country (the southeast) has had an unusually cold winter this year. Temperatures have dipped below the normal range almost every week since the first of January; we’ve had three snow/ice storms in the past two months when we usually only see one during the season. Is it any wonder that everyone in our home is looking forward to spring?

This past week we did a fun activity that helped put us in the mood even more. This simple craft is great for all ages, even moms.

Painted Flower Pots

What you’ll need:

• Small clay pots
• Potting soil
• Acrylic Craft Paints
• Smocks or Paint shirts
• Containers filled with water
• Paint Brushes
• Styrofoam plates
• Paper Towels
• Newspaper
• Seeds

Before you begin, cover your table top or painting area with newspaper, allowing for easy clean up. Have each student put on a paint smock or shirt; acrylic paints usually don’t come out of clothing.

Provide each student with a pot, a Styrofoam plate to use as a palette, paintbrushes, a container of water to clean the brushes, and a paper towel to dab the brushes on after they’ve been cleaned.

Tell the students that they will be painting their own designs on the pots. Before beginning, though, have them think about what they want to paint. Do they want to paint spots and stripes? Butterflies? Rainbows? Geometric shapes? Solid colors?

Now instruct the children to begin painting. Have them wash their brushes out when changing colors.

After the students have finished decorating the pots, allow the pots to dry for a few minutes. These acrylic paints dry quickly, so they won’t have to wait too long.

When the pots are dry, show the children how to fill them with potting soil. Provide them with two or three seeds (we used sunflower seeds), and show them how to plant them. A perfect opportunity to learn about the life cycle of plants!

Now add a little water and place the pot in a sunny location. Watch for the new life to push through — and enjoy the first signs of spring!

This weekend, I will be attending the second annual Write2Ignite! Writing Conference. This conference is for Christian authors who write for children, and I am really looking forward to it.  I know I’m going to come away from the conference encouraged and motivated, but besides all the good information I’m going to learn, one of the best parts about this conference is that I get to share it with my son.

The conference includes joint sessions and workshops for the adults, which focus on everything from writing short stories and magazine articles to developing young adult novels to submitting your work. Editors and authors will be featured speakers, and attendees can choose the workshops that interest them the most.

But the conference also offers a teen track for students in the seventh through the twelfth grades. The teens will attend their own workshops with Jonathan Friesen, author of the novel Jerk California. His goal for these classes is to increase the students’ passion for their writing, leaving them excited about their work and ready to tell their own stories. He’ll talk about characterization, tension, emotion, and dialog, providing the students with a lot of good instruction as they begin (or continue) to create their own stories.

My son John also attended the first conference, and he came back with journal pages full of ideas and a story he had just started writing. This time, he’s older, and I know he’ll glean even more from the classes. Not only is it a great schooling and learning opportunity, but what makes it so special, too, is that he’ll be taking the class with cousins, friends, and new acquaintances — a shared experience they can talk about later, and perhaps one that will help them encourage each other with their writing.

With all the busyness of life recently, I haven’t spent as much time reading as I should. It seems a little ironic that I’m too busy to read about time management.

However, I have read through the planning chapter of The 10 Natural Laws of Successful Time and Life Management by Hyrum W. Smith. Like the chapters before it, I have found this chapter to be very helpful as I try to get my days more under control. In it, the author provides a sample page from the Franklin Planner, the planning tool he helped create. He describes how he uses the daily pages to keep track of appointments, phone calls, and anything else he needs to remember.

Although I’d love to purchase that planner, it’s really not in our budget at this time, so I decided to make my own planner pages on the computer and make copies for my notebook. As I was doing so, my 13-year-old son came in and said, “Mom, I have so much homework to do for co-op.”

“What do you have to do?” I asked. He answered me with a long list of things he had to finish for his science and geography classes. He also had some scout projects that needed to be completed. That’s when I realized that he needed some planning pages too.

I pulled out some extra copies I had made and sat him down. “Okay,” I began, “this is where you list all the things you have to do. When you’re finished, bring it back to me, and I’ll show you how to prioritize them.” Within fifteen minutes, he had a written list with every assignment and a number by each one, indicating the order in which they needed to be accomplished. Then he got to work.

How easy that was to show him, and what a difference it made! Instead of scattered thoughts of having this and that to do, he had a concrete plan of what needed to be done and how he was going to do it. The day went smoothly, and he finished everything on time.

Having a plan really does work — for all ages!

This week, our first grade class read the story Owl Moon by Jane Yolen. Beautiful, rhythmic text describes a young girl’s night time adventure as she goes owling with her father. To go along with the story, we made our own owls using a few easy-to-find supplies.

To make this stuffed owl, you’ll need:

• Poly fiberfill
• A grey or brown tube sock
• Yellow felt
• Black felt
• Brown or tan felt
• Scissors
• Rubber band
• White glue or hot glue gun

To begin, cut off most of the ribbed portion of the sock, leaving about 1 – 1 1/2 inches.

Next, stuff the sock with the fiberfill. The heel of the sock will be the front of the owl, so make sure you stuff it full enough. Stop stuffing when you reach the remaining ribbed portion of the sock.

Now, tie off the sock by twisting the rubber band around it. The ribbed portion is the owl’s tail.

Next, take the ribbed top portion of the sock that you cut off. Cut it in half so you have two equal pieces. Glue one piece to each side of the owl with the ribbed side facing outward. These are the owl’s wings.

To create the owl’s face, cut a large bean-shaped piece from the brown or tan felt (use a different color than the sock). Glue it onto the stuffed toe of the sock, or the owl’s head.

Next, cut out two small circles from the back felt and two larger circles from the yellow. Glue one black circle onto each yellow circle, forming the eyes. Glue these onto the brown or tan face.

Finally, cut a small triangle from the yellow felt. Center this below the eyes and glue it to the face with one point going downward. This is the owl’s beak.

Give the glue plenty of time to dry — you can do this by telling your young student that it’s daytime, and the owl needs to sleep.

This week, our Five in a Row class read the book A Pair of Red Clogs by Masako Matsuno. The story follows a little girl in Japan who receives a new pair of wooden clogs covered in beautiful red lacquer. After only a few days of wearing her new shoes, she decides to play a game with them with her friends, and one of her clogs cracks. Since her shoes are no longer pretty, she has to figure out a way to get her mother to buy her a new pair.

To go along with the story, we slightly improvised a craft found on EnchantedLearning.com. Though it took some preparation on my part, it was fun for the kids and easy to put together.

Hanging Japanese Koi Craft

On May 5, the people of Japan celebrate Children’s Day with the koinobori, or fish kites. These are actually windsocks shaped like a koi or carp. When the wind catches them, they appear to be swimming. For this craft, the children made their own fish kites.

What you’ll need:

• Construction paper or colored cardstock
• Glue sticks
• Stapler
• Circles cut from magazines or decorative scrapbook paper
• Markers or crayons
• Foil
• Crepe paper or streamers
• String or yarn
• Hole Punch

For our class of five and six year olds, I did the following before class:

Draw the shape of a fish on one piece of construction paper and cut it out. Use this shape as a template and draw and cut out two fish per child.  Older children could do this step by themselves.

Cut smaller circles from another type of paper — at least 10 per child. Enchanted Learning recommended using old magazines, but we had a lot of extra scrapbooking paper on hand, so I used that instead. I also cut a few from aluminum foil for a shiny addition. If you’re working with older children, they could do this by themselves as well.

Provide the students with two fish each. Have them glue the two pieces together. Staple the edges to hold it together.  Draw an eye on each side and color in the fins and tail with crayons or makers.

Next, choose some circles to use as scales. Glue the circles to both sides of the fish.

Punch a hole at the fish’s mouth and string the yarn though it. Tie it off at the fish’s mouth.

Finally, add the streamers to the tail by stapling them in place.

Enjoy your Japanese Koi Kite!

When my oldest son John (now 13) was small, my husband purchased the book The Well-Trained Mind by Jessie Wise and Susan Wise Bauer. Although John was just starting his schooling years, I read through the book, and I really liked what I read. Since then, I’ve implemented some of the ideas the authors suggest. One of those ideas was to have every child complete at least two years of piano study.

We’ve done this with several goals in mind. One is that they learn to read music and understand what it means to play an instrument. Research shows that learning music  often helps students do better with math, so that was another benefit. I also wanted them to learn the self-discipline that would be required for practicing.

So far, three of my children have taken piano lessons. Here’s how it’s gone:

John started when he was only five, took a couple of years off, then started again. He does well with it, and though at times he wants to quit, I tell him he’s too far along to quit now. So, he’ll probably be working at it until he graduates.

Cassie took lessons for two years, then wanted to quit. There was a lot of sibling competition going on,  as she often compared herself to her brother who was both older and more experienced. She has since taken up the flute and is doing well with it. She now even wants to add piano back in again.

Lillie was very enthusiastic at first, but her enthusiasm quickly waned as she, too, began comparing herself to John. She has wanted to quit for quite some time, but I told her she had to finish two years. She did, though they were not a good two years of practice — more often that not she would try to get out of playing, and instead of learning self-discipline, she experienced Mom’s discipline. So, I added on one more year, hoping to end her piano career on a higher note (no pun intended).

Then…I talked with my older brother, an accomplished musician. And he gave me more to think about…

Every child, he said, should learn to play the piano. Of all the instruments, it’s the one that people who don’t make music a career tend to continue playing on into adulthood. It’s a skill you can always use, no matter what your occupation. You can play it at church, for holiday gatherings, for family sing-a-longs. You can play as your children dance around the room, or you can play for a friend’s wedding.

Besides, he continued, you never hear anyone say, “I wish I hadn’t learned to play the piano,” but you often hear people say, “I wish I had stuck with it.”

So now, I’m rethinking their piano lessons. Perhaps Lillie will have to continue on with them and keep practicing. And when she complains, I’ll tell her she can blame it on her uncle.

Twice a month, our local roller skating rink offers Homeschool Skate Day. For $3.00 per person age five or older, kids (and moms!) can skate for two hours. The price includes a snack of popcorn and a small soda.

We attended a skate day this week — the first in a long time for us. The older three remembered how to skate, and Luke started working on his balance again. While there, I talked with a friend and told her the story of our first time at Homeschool Skate Day.

It was actually years ago, when Luke was still a baby — I think he was about a year old at the time. Lillie was around four, Cassie was about six, and John eight. Four young children and none of them could skate — what was I thinking?

Believe it or not, everything went well until it was time for the races. Cassie wanted to try racing, but because she couldn’t skate well yet, she wanted my help. Parents were allowed on the skating rink in tennis shoes to help younger children, so I told Cassie I’d walk along with her. Not knowing anyone there yet, though, I couldn’t leave Luke behind for someone to take care of, so I carried him in one arm and held Cassie’s hand with my free hand. The races started on the other side of the rink; in order to participate, we had to cross the middle of the rink to the starting line.

They called Cassie’s age group, and we started across. By the time we were about halfway there, everyone else was lined up already. They were waiting for us, so I tried to hurry Cassie along by tugging on her hand a little. I tugged, she slipped, and her feet went directly under mine.

With a crash, Cassie, Luke, and I fell to the floor. I hit the hard surface directly on my knees as Luke arched his back so his head went way back, and it was all I could do to keep it from hitting the floor too. He started to cry, Cassie started to cry, and I couldn’t move. To make matters worse, everyone was watching, waiting for the races to start.

After what seemed like an eternity but was probably just moments, someone came out and helped us up, and we struggled back to the seating area where we had come from. Somehow, we made it through the rest of the day, though my knees were black and blue for several weeks following.

We did go back the next time, and no one mentioned anything. And now, five years later, no remembers a thing about it. Or maybe they do — they’re just too polite to mention it.

Living in the upstate of South Carolina, our snow days are rather limited; we usually have a couple of ice storms and maybe one good snow (actually, about 2-4 inches) a year. This past weekend, we had both, as Friday brought the snow and Friday evening brought in the sleet and ice. Our wintery mix hung around until Monday, when it finally began to melt.

With the public schools closed on Monday and still a little snow on the ground, we (of course) had to declare Monday a “Snow Day.” But it wasn’t without its educational value. They didn’t realize it, but as the children were enjoying the snow, they were learning, too.

John, my 13-year-old, was quick to snatch up the camera and head outdoors. He took pictures of everyone and everything, experimenting with the settings on the camera, the lighting, and the subject matter. He kept working at improving his photos with each shot.

Cassie, Lillie, and Luke played in the field a long time, creating “roads” and “houses” in the snow. They figured out a way to surf down a small hill on their sled. We looked for animal tracks in the woods and found deer and coyote prints. We made snow cream by following a recipe we found on the Internet, mixing fresh snow with vanilla, sugar, and milk. And we drank a lot of cocoa.

Even during an “off” day, even during a day of play, it’s good to know that learning was going on, creative minds were thinking, and relationships were growing. Now the snow is just about gone and life is again returning to normal. Or as normal as it can be for now. We’re expecting another winter storm this weekend.