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This week, our Five in a Row story for the K-5/First Graders at co-op was Mike Mulligan and His Steam Shovel by Virginia Lee Burton. It was a little harder coming up with a craft to go along with the story, but with the help of my oldest son, John, we came up with one that was a big hit.

The story is about Mike Mulligan and his out-dated steam shovel, Mary Ann. In the story, they take on one last job, digging the cellar of the new town hall in Popperville. As we read the book, we talked about the different machines depicted, and how Mike Mulligan used his machine Mary Ann to dig faster and better.

The project? The children had to think up and sketch their own time-saving machines.

Supplies:

• 1/2 sheet of posterboard (one per student)
• Pencils
• Markers, crayons, and/or colored pencils
• Hot glue gun
• Hot glue
• Collection of misc. nails, screws, nuts, washers, bolts, etc.

Each student was given 1/2 sheet of posterboard and a pencil and instructed to spend a few minutes thinking about the kind of machine they would design. What would their machine do? How would it be helpful? What would it need to do the job?

Next, the children drew their machines on the posterboard. After they were satisfied with it, they colored them in with crayons, colored pencils, or markers.
While they were working, we plugged in a couple of low-temp mini-glue guns.  When the students had finished their drawings, they were given a handful of various nuts, nails, screws, bolts, etc. to choose from. They would then place them on their pictures where they thought they should go. We then used hot glue (a lot for the heavier items) to affix them to the “machine.”

The children really enjoyed it — and they enjoyed telling about their machines, too! Later that day, they stood up one by one with the drawings of their machines and explained just what their machines were supposed to do. They were all so proud of their ideas — and I was too!

In my art classes the past couple of weeks and for one of our recent co-op classes, I’ve had the students work with sculpey. Sculpey is a brand of colored polymer clay that becomes hard when baked in the oven — and the kids have been so creative with it.

I purchased a variety of colors for both classes. The clay comes in 2 oz. blocks, and you can sometimes find it on sale at your local hobby or arts and crafts store. You could also purchase the plain white sculpey, which comes in a larger size; after you mold and bake it, you can paint the sculpture with acrylic craft paints.

Before class began, I did an Internet search for “polymer clay” images and printed off a few to give the students some ideas. You can also find ideas in polymer clay craft books at your library.

Then they let their creativity go, and I helped them along if they needed it. They made small sculptures of everything from horses to roses to beetles to fruit and candy. Even my five-year-old was able to make a strawberry without assistance using a picture as a guide.

You can also vary this project to suit your lesson. Because our co-op class was reading stories about snow, winter, and Christmas, we used the sculpey to make simple Christmas ornaments. The children formed simple shapes, such as triangles for Christmas trees, circles for snowmen, hearts, etc. We then cut a small piece of floral wire, bent it into a “U” shape, and pushed both ends into the scupley, making a “hook” for the ornament. Because the wire was metal, it could be baked along with the clay.

After the sculptures were complete, we followed the directions on the package for baking them, and they turned out great! If you decide to try working with polymer clay with your children, though, be very careful not to over-bake it, as it does give off fumes. A well-ventilated area is best for baking.

Now get started molding that clay — and have fun!

This past weekend, my husband and son were out of town on a scout camping trip, so I planned out the projects to be done while they were gone. One of them was preparing for co-op on Monday. Besides the story and activity, I needed to have a snack ready — preferably one that related to Another Celebrated Dancing Bear.

Time slipped away, though, as it always does, and by Sunday afternoon all I had was the book and a plan. My plan was to have the children make their own snack: yeast roll teddy bears. I was going to try a test-run with the rolls Sunday evening — not the best time, but still, enough time.

Or so I thought. It turned out we had purchased the wrong kind of dough (already baked), and I didn’t have the ingredients to make dough from scratch. So Sunday evening at 7:00 p.m., I headed to the store where I developed a new plan. I would prepare the dough for Russian teacakes (cookies), then have the children help me bake them. While we were waiting, I’d bring out some bear-shaped sugar cookies for them to decorate.

I arrived home and went to work. The sugar cookies didn’t turn out at all — they ended up as huge blobs without any bear qualities. Some of them broke, and I didn’t have enough for the class.

I decided just to make the teacakes myself and serve them as a snack and come up with a separate craft. I thought we could make our own dancing bears from paper plates, and I found a good template online for the arms and legs. I’d leave the house early for co-op and make copies of the pattern, as our printer was out of ink. Another plan…

That didn’t quite work. I woke up early and made the teacakes. As I was carrying them in two small containers out the door, the doorknob caught the sleeve of my jacket, and I stumbled over the outside mat. Both containers flew from my hands, one opening and spilling some of the teacakes onto the ground.

I gathered up the rest and headed back to the house. It didn’t look like it would be enough of a snack anymore, so I filled one of the containers with the non-bear sugar cookies and pieces. FINALLY in the car with everyone and everything loaded up, we started down the road. Until…

I realized I had forgotten my purse!  We turned around, now running out of time to make the copies. John and I ran inside to get extra paper and a marker — I’d have him trace the templates in the car. On our way again…

But I still had no purse!  We went home again, and John ran in to grab it. We got as far as the end of the driveway, when we realized he had forgotten a map he had drawn for class!  We went back one last time, then started on our way. We arrived…

Just in time. And class went well — the children made their dancing bears, and they liked the teacakes. Besides, I don’t think they noticed I was so flustered that I couldn’t locate Russia on the map!

Today in the K-5/First Grade co-op class, I read the story Mr. Grumpy’s Motor Car by John Burningham. The funny thing was, his name is actually Mr. GUMPY.

I’m not quite sure how I misread it, but from the time I first read the story at home until I read it out loud to the class, I called the main character “Mr. Grumpy.” During the story, I mentioned to the children that I couldn’t figure out why he was called Mr. Grumpy. In most of the illustrations he was smiling — an unusual response to a difficult car ride with a cow, a goat, a chicken, a sheep, a dog, a cat, a rabbit, a boy, and a girl. I would certainly be grumpy after such a ride, but this character wasn’t at all.

I finished the first story and began a second that I had found at the library entitled Mr. Gumpy’s Outing. Of course, I called him Mr. Grumpy, even though he was still smiling as all the other characters piled into his boat. About halfway through that story, I turned the book around to show them something on the cover. It was then one of the children called out (a K-5/First Grader, mind you), “His name is Mr. GUMPY!”

He had read the name on the cover, and he had read it correctly!  Was I ever embarrassed!  All I could do was laugh, and the kids laughed too. At least it made more sense. He was still an incredibly patient man, but now he had a name that suited him better.

I talked with another teacher from the class who covers the last hour. She usually re-reads the story to the children. As she began reading about Mr. Gumpy, though, some of the children asked her to call him Mr. Grumpy instead.

In my son Luke’s K-5/First Grade co-op class, we’ve been using the Five In A Row curriculum. Because our co-op meets once a week, we choose a book for the week and center the class activities around it. This week, our book was The Clown of God by Tomie dePaola.

The story takes place in Renaissance Italy, so we talked about the Renaissance and the types of clothing people wore. We discussed Renaissance architecture, such as the buildings and bridges, as recommended in Five In a Row. Children this age really enjoy hands-on activities, though, so I wanted to find a craft they could all work at and have fun with. So we decided on building our own “Renaissance” structures — using just gumdrops and toothpicks!

Here’s how we did it:

Supplies (for 10 children):

• Gumdrops (we used three small bags from the grocery store)
• Toothpicks (we used two boxes with 250 toothpicks in each)
• Sturdy paper plates

To start, we gave each child a paper plate on which to build his or her structure. We then placed the gumdrops on plates and set them in the middle of the table where everyone could reach them. We gave each child a handful of toothpicks to start with. I then showed them how to push a toothpick into a gumdrop and then connect it to another gumdrop by pushing in the other end.

The children caught on quickly, and were soon designing their own structures by forming squares and triangles. One even resembled a pyramid. Some of the children built their structures two- and three-”stories” high; when the buildings began to tip over (still held together with toothpicks), they turned into even more interesting shapes. It was fun to see how many different designs they came up with.

All in all, it was a good day for the Renaissance. I’m sure most (if not all) of the students will forget the word “Renaissance” before the end of the day (it’s a big one, after all), but they won’t soon forget building their gumdrop structures. Especially since they took them home to display.

Recently I reviewed the book Find Your Strongest Life by Marcus Buckingham. This morning, as I was talking with my son John, I was reminded of a point Buckingham made. Buckingham contends that women are generally less happy now than 40 years ago because they have so many choices, and they’re afraid they’ll pick the wrong ones. While I’m not sure about the entire supposition, I think he’s right about the effect of having so many choices: it seems to naturally lead to discontentment.

As we were driving to co-op this morning, we passed by an elementary school; the school day had already started. John was sitting in the front seat, looked at the school, and commented on how it’s “too bad” for the kids who have to go to school. (I’ve been trying to make the point to my children lately that they have more free time than many of their peers).

I thought back, then, to my own school days. I remember complaining if I had a lot of homework or if I wasn’t ready for a test, but I never thought of myself as unfortunate. We went to school — that’s just what we did.

But now we have more choices. We choose to homeschool, and in doing so I choose the curriculum. We have more free time, so we choose from the many activities available. We do so many things during the year: music lessons, art lessons, scouts, library programs, roller skating, ice skating, PE classes, clubs, field trips, holiday parties, and meeting with friends. So why, then, do my children come to me with grumpy faces and say, “Why can’t we go bowling sometime?”

We aren’t limited in the foods we eat either; we can have pizza one night, chicken the next, then soup and sandwiches, then tacos, then spaghetti. Why then, after fixing a full meal each night, do my children come again with grumpy faces and say, “Don’t we have anything else to eat?”

I often feel like I should give my children every opportunity I can that comes along. That will ensure, I think, that they will have a well-rounded and productive childhood, helping them to grow into fine adults. Yet somewhere, among all those choices, we tend to lose our sense of gratitude and contentment. These, I believe,  are two of the key elements to a truly happy life — and a good lesson to learn.

 This week marked our second full week of co-op. Elementary students can sign up for one morning a week of enrichment-type classes, but for middle school and high school students, the co-op follows the university model. Students choose individual classes, attend class one or two days of the week, then work on their assignments at home. So while my younger three might be doing a  science experiment, art project, or PE class, John, who’s in eighth grade this year, is taking Geography and Physical Science. And it’s been a bit of a rough start. 

Each class requires quite a bit of work at home. Homework? We hadn’t used the word very much before this year. John brings home workbook assignments, reading assignments, study questions to answer… all of which he has to turn in to someone else besides me. He has deadlines now; he doesn’t get extra time to complete his work if it’s not done. He takes quizzes and tests just one time – there’s no opportunity to try the problems again. And he’s responsible for writing down his assignments and finishing them in a timely manner. 

How’s it going? Well, he told me he worked on his assignments all week, but the night before they were due, he stayed up two hours past his bedtime trying to finish. He tells me briefly about his current event and lab reports, then tells me he’s not sure when he’s supposed to turn them in. Sometimes he doesn’t even understand the assignment. “Why don’t you ask your teacher?” I ask him, but he just replies, “I don’t know.” 

So do I think these classes are worth it? I’d have to answer with a resounding “Yes!” No matter what grade he receives, he’ll have had an experience that requires he manage his time well, complete a project by a due date, and speak up when he has a question. And from what I’ve seen so far, he’s up to the challenge. He’s beginning to understand what’s expected, and he’s working hard at it. And hopefully next week will go a little better.

We joined a co-op again this year for the first time in several years. Today was the first day for my oldest son, John. He had a one-hour class in geography that started at 9:00 am. He didn’t want to go; he doesn’t know many people at the co-op. “But,” I reassured him, “this is going to be good. You’ll see.”

All I had to do was get him ready with his supplies and get him to the class on time. Then I had an hour to wait before I picked him up and headed home again. The rest of the children will start their classes on Monday, so this was to be a good trial run.

Well, it should have been. I remembered reading in an email that he needed to bring a notebook and pen, but it’s been a busy week, month, — okay, summer, and I forgot to look over the list again. John reminded me to do it last night, and when I checked I saw that he needed a workbook too. We had no way to get it in time.

I felt sick inside. He was going to his first class with students he didn’t know, and he’d be the only one without a book. In my panic, I emailed the teacher, asking if she had an extra I could replace later. But that was all I could do. I gathered the rest of the supplies and went to bed, quite discouraged.

I woke up all the kids early this morning, so we could be sure to leave early in case I had to meet with the teacher. I checked my email once more and whew! — there was her note, saying they didn’t need their workbooks today. I took a deep breath, and we headed out the door anyway, just to be sure we’d be on time.

When we arrived at the church where the co-op is held, I didn’t see very many cars — and we weren’t that early. Where was everyone? Then I remembered another email I received earlier in the week giving instructions on where to park. I had briefly read over it at the time, and now I couldn’t remember. We followed another car into a lower lot and tried all the doors. They were all locked.

“Well, we’re getting off to a great start,” John said. All we could do was laugh and keep looking for the entrance. It wasn’t a good start at all — I was disorganized, un-informed, and confused.

But, the good news is, we did start. We found the door, the classroom, the teacher, and he went in for his first class. On Monday, though, I have to get all four to class. Hmmm….

Last week I received an email stating that the co-op we visited had enough openings for the next school year – they have a place for each of my children if we decide to join (we were actually put on the waiting list last year).  The cost of the classes is minimal and they offer a variety of courses from elementary through high school. 

Just a couple of days before, I had spoken to a friend of mine who had registered her children at another co-op and was still waiting to hear if they had the room. We talked about starting our own co-op, and she seemed excited about the possibility. We both knew other families who might be interested, and we discussed location possibilities. 

My children were especially excited as they thought of attending classes with their close friends. While they recognized a few faces at the co-op we visited, there were many students they didn’t know.                                    

Then I opened the email, and I wondered what to do. I was glad they had room for us, but now the other plan was taking shape. 

I spoke with my friend again, and I found out she had been accepted into another co-op. They are going forward with that one, so the plan to start one of our own has been placed on hold. Although I’m a little disappointed, I’m also relieved – starting and running a co-op is a lot of work. This past year has been a very busy one, and adding such a big responsibility to my list probably would have become overwhelming.   

We officially have until June 1 to decide whether we will join the co-op or not, which gives me a little more time to think and pray about it. But it’s looking really good to me right now, so I think we’re in…. I think we’re in… we’re in?