The Homeschool Classroom

 This is just one of the many great articles that you will find over at The Homeschool Classroom

Biting Into Apples!

by Sarah on October 11, 2010

in arts and crafts, elementary school, field trips, hands on, nature studies, preschool, science, unit studies

Apples speak “autumn” to me like nothing else. We have had apple orchards in our family for six generations (that’s my brother and me in the picture above), and I can’t let an autumn pass without apple pies, apple sauce, and a trip to an orchard. In this post are all kinds of activities, recipes, rhymes, books, and other resources that can enhance your knowledge of apples. This is a great time to take a break from your regular studies and delve into autumn—and apples! These activities are geared toward preschool-6th grade, but you can adjust to fit your own students.
Hands-On Apples
The best way to learn about apples is to really examine them! Buy as many different varieties of apples as possible. We came up with a total of 14 varieties from 3 different produce markets. Make a chart with various information on each apple (ABC Teach has some great free printables):

1. variety
2. appearance (color, size)
3. Number of seeds
4. Taste (taste just one slice from each apple). Describe the apple and write down your reactions (sweet, sour, mushy, crispy, bland etc.). We each picked a favorite and recorded that as well.
5. Origin (Look at the stickers from the apples. Where are most apples grown? Check here for more information about where apples grow.

• Save a slice from each apple to see which will take the longest to brown. Be sure you label each apple slice (you can do this by putting the slice on a labeled piece of paper.
• Save a couple of seeds from a few different apples. Take 1 seed from each apple and place inside of a damp paper towel piece. Label. With the other seed from each apple, place in slightly damp soil. Label. Discuss what might happen. Watch and record data over the next few weeks.

Apple Facts
Now that you’ve had some hands-on experience with apples, take some time to study the facts about this wonderful fruit. I’ve listed lots of books and teacher resources at the end of this post. Here are some helpful websites, as well:
• Michigan Quick Apple Facts and University of Illinois Apple Facts
• Is it true that “An Apple a Day Keeps the Doctor Away”? Read apple history, folklore,  medicinal uses and more here and here.
Field Trip
If you are in an area with apple orchards, you must take a field trip to one! Pick your own apples if you can. Browse around the store. Watch cider being made. (Here’s a youtube video on Making Apple Cider if you can’t see the real thing.) Before you go, be sure to check out some of the books below to learn what to expect on an apple orchard.
Apple Recipe Ideas
• Apple pie: Mix all kinds of varieties after your science projects.
• Applesauce: (Peel, core and quarter about 8 apples. Add 1/2-1 cup of sugar, 1/4 cup of water and 2 tsp. of cinnamon. Cook over medium heat for about 30 minutes, mashing often with a potato masher. Cook until desired texture.)
• Fried Apples: (Cut apples into slices. Fry in butter with 1/2 cup of white sugar, 1/4 cup of brown sugar, and 1 T. cinnamon. Serve with biscuits.)
• Mini Pies: (one refrigerator biscuit per child, apple slices, cinnamon, sugar. Have each child press out their biscuit. Take one apple from the filling and place to one side. Sprinkle cinnamon and sugar over the apple. Fold in half. Sprinkle cinnamon and sugar over the top. Bake according to the biscuit package and enjoy.)
• Baked Apples: Cut apple in half and core. Fill core hole with a dab of butter, brown sugar and cinnamon. Put in microwave for up to 1 minute.
• Dried apples: Slice apples into rings and hang to dry for a week or more.
• Lot of recipes on FamilyFun.
Arts and Crafts
• Apple Mural/Acrostic: Make mural using apples to paint with. We used a poster-sized sheet of paper and filled it with with all kinds of apple prints. When dry, write A P P L E vertically down middle. Write words or phrases that describe apples by each one.
Ours:
A—autumn, aromatic
P—pretty pink petals
P—pie, Pink Lady
L—luscious
E—exciting, edible, excellent
• Enchanted Learning has all kinds of apple activities, from crafts to apple books, for all age levels.
• Carve apple heads. It’s so much fun to watch these wrinkled faces take shape over a couple of weeks!
• Lots more apple craft ideas. Pick a few that your kids would enjoy and have fun!
Books about Apples
Aliki. The Story of Johnny Appleseed
Caseley. An Apple Pie and Onions
Gibbons, Gail. The Seasons of Arnold’s Apple Tree
Greene, Carol. John Chapman: The Man Who Was Johnny Appleseed
Hall, Zoe. The Apple Pie Tree
Hodges, Margaret. The True Tale of Johnny Appleseed
Johnson, Sylvia. Apple Trees
Kurtz, Shirley. Applesauce
LeSeig, Theo. Ten Apples Up On Top
Lindbergh, Reeve. Johnny Appleseed
Maestro, Betsy. How Do Apples Grow?
Marzollo, Jean. I Am an Apple
Mayr, Diane. Out and About on the Apple Orchard
Moses, Will. Johnny Appleseed: The Story of a Legend
Naslund, Gorel. Our Apple Tree
Noble, Trinka Hakes. Apple Tree Christmas
Priceman, Marjorie. How to Make an Apple Pie and See the World
Rockwell, Ann. Apples and Pumpkins
Saunders Smith, Gail. Apple Trees
Scheer, Julian. Rain Makes Applesauce
Slawson, Michele Benoit. Apple Picking Time
Taglioferro. The Life Cycle of an Apple Tree
Tryon, Leslie. Albert’s Field Trip
Wolfman, Judy. Life on an Apple Orchard
Teacher Resources for Studying Apples
Bourgeois, Paulette. The Amazing Apple Book
Gillis, Jennifer. An Apple a Day: Over 20 Apple Projects for Kids
Micucci, Charles. The Life and Times of the Apple
Apples: Thematic Unit
Finger Plays and Rhymes
Find loads of apple-themed finger plays, rhymes, and songs at: Alphabet Soup and Preschool Apple Songs and Music. Here are just a couple to get you started!
Five Red Apples
Five red apples in a grocery store
Bobby bought one & then there were 4
Four red apples on an apple tree
Susie ate one & then there were 3
Three red apples. What did Alice do?
Why she ate one & then there were 2
Two red apples ripening in the sun
Tommy ate one, & now there was 1
One red apple & now we are done
I ate the last one & now there are none!

All Around The Apple Tree
(sung to the tune of Mulberry Bush)
Here we go round the apple tree, the apple tree, the apple tree
Here we go around the apple tree
On a frosty morning.
This is the way we climb the ladder -pick the apples -wash the apples -peel the apples -cook the apples -eat the apples
On a frosty morning!
Whatever you do, don’t let the autumn slip by without at least sampling a few of this season’s most wonderful fruit!
Sarah Small is in her eleventh year of homeschooling. She currently has two students left at home, a fourth grader and an eighth grader. She has her master’s degree in creative writing and enjoys writing and reading poetry. She writes about homeschooling, family, and life in general at SmallWorld at Home. She also offers SmallWorld’s WordSmithery, an ongoing series of free creative writing lessons.

Homeschool Freebie of the Day!

Head on over to Freebie of the Day for this great freebie!

Being A Good Friend – Principles to Grow By by Miiko Gibson (PDF) – We all understand the perils of ungodly friendships. Help your young daughter build a strong godly foundation now when she is still open and teacheable! Being A Good Friend: Some Principles to Grow By, is a wonderful, gentle book for pre-teen girls written by Miiko Gibson. It will introduce your daughters to important and godly principles of friendship. You and your daughter can read and discuss the book and fill in the journal at home. This book also lends itself to mother-daughter classes, where mothers can take turns raising questions or answering questions from the girls. Relevant Scripture references are interwoven throughout the book to support these principles and discussion questions are provided for each chapter at the end of the book. Delightfully illustrated with vintage artwork, this ebook is a joy to look at and a treasure to share with your growing daughters.

10 Quick Tips to teaching your child to read

10 Quick Tips for Teaching Your Child to Read

A great deal of a child’s reading success depends on the level of support that she or he receives at home. Children who are given the tools and the opportunities to learn to read both at school and at home have a better chance of success. The following are ten tips that can help parents know when they are on track helping their children prepare for reading success.
Tip #1: Read with and to Children Regularly
Reading at home with children is one of the best ways to ensure that they are ready for reading. It also sends the message that reading is enjoyable and fun. Parents should read with their children at least five times a week.
Tip #2: Let Children Explore Books Alone
Many parents often make the mistake of strictly controlling the reading opportunities that their children have. They may let their child select the book, but then completely take over from there. All children should be given the time to explore a book before and/or after they read it with a parent or other adult. When the child reaches the point where he or she can read alone, it’s still a good idea to not rush into reading, but to encourage exploration first.
Tip #3: Show Confidence in the Child’s Abilities
Children need to believe that they can do something. And, when a child becomes discouraged, it is often a parent’s belief in his or her abilities that helps the child over a rough patch. Displaying a lack of confidence can make the child question his or her abilities.
Tip #4: Avoid Expressing Worry About the Child’s Progress
Parents who are worried about a child’s reading progress should avoid discussing this with the child. Discussing concerns with the child’s teacher or other homeschooling educator is a far better option than risking compounding any reading problems the child is having by bringing them to his or her attention.
Tip #5: Encourage Children to Read to Others
Parents are built-in audiences for young readers. Parents should encourage their children to read to them often. Grandparents, aunts, uncles, older siblings and cousins, and neighbors are also great audiences.
Tip #6: Have Realistic Expectations
Parents have been reading for so long that they have understandably forgotten how long it took them to learn to read. Children learn to read at different paces and they begin to learn to read at different ages. Parents need to be sure to accommodate different learning styles to avoid rushing a child into reading or expecting too much from a struggling reader.
Tip #7: Avoid Rushing a Reading Session
Children should not feel rushed during a reading session. And, parents should avoid feeling conflicted between spending time reading with children and getting something else done. Schedule time for reading when nothing else will interfere.
Tip #8: Provide Reading and Writing Opportunities
Encourage children to read and write by putting them in charge of the shopping list and sharing letters from friends and relatives. Parents can also help teach children to learn to write by helping them write their own name on letters to friends and relatives. Opportunities for reading and writing development can be found in simple, everyday activities.
Tip #9: Provide Appropriate Reading Materials
Parents should make sure that their young readers have a wealth of age-appropriate reading material. Be sure to stock the home with books that interest the child. Take the child to the library as well. Encourage children to select their own library books and participate in the library’s story time.
Tip #10: Nip Problems in the Bud
A child who is having trouble reading might have issues that need attention. A child that has trouble might have a learning disorder, hearing problems, or poor vision. Parents should be aware enough to attend to problems as early as possible but not so concerned that they create problems where none exist.


Michael Levy has published more than 250 articles and books on learning and memory. Recently, he developed Reading Buddy 2.0 to teach children to learn to read English using a remarkably easy and effective syllabics method. Would you like a free copy of this innovative computer program to teach your child to read using this modern method? Claim your free copy of Reading Buddy 2.0.

Source: http://www.homeschool-articles.com/10-quick-tips-for-teaching-your-child-to-read/

Worksheets a no no?

So this is what I learned in school tonight, it is a big no no to use worksheets on children who are not of school age. I was shocked when she said this was taught in credentials class.  I wasn't told this in my credentials class.  Without trying to remember word for word how she explained it, I found this list of reasons online.  I'll post the source link below it.
Worksheets – A Big No-No!
HERE ARE THE MAIN OBJECTIONS TO USING WORKSHEETS WITH CHILDREN
UNDER KINDERGARTEN LEVEL
1. Children this age do not understand abstract concepts well. Letters, numbers and shapes
on a piece of paper are abstract symbols representing something else that is real.
2. Children learn basic concepts by using all their senses, by manipulating objects. They
will not learn anything new with worksheets. At most worksheets will provide drill for
concepts already learned.”
3. Children under kindergarten age don’t have the fine motor control within the lines; do
many of the other tasks often asked on typical worksheets.
4. “Seat Work” --- Sitting at a table is hard enough for kindergarten and first grade students.
Younger children have a shorter attention span and find it difficult to sit still for more
than a few minutes at a time.
5. Worksheets are not fun, not for long anyway. As soon as fascination of “playing school”
wears off they become drudgery. (Think back to your own days in elementary school.)
We want to make children eager, enthusiastic learners, not people who avoid learning
situations.
6. Worksheets do not develop creativity. In some cases they may actively inhibit the
creative process in children. When children are given patterns to copy or in color in, they
become less likely to come up with their own way of drawing things.
7. Teachers sometimes use worksheets merely to “occupy” children… to use up time.
There are so many better things children can be doing with their own time!
In November 1984 issue of Young Children (NAEYC), Carol Seefelt says “Asking children to
complete worksheets may be a form of stealing. Every time children are asked to fill-in
worksheets they are being robbed of opportunities to think and learn by doing.” http://www.southwest.tn.edu/childcare/parent_handbook.pdf

This really got me to thinking about how we have stifled the creativity of our children with all the worksheets and testing! So what's your thoughts?

Understanding and Responding to Children Who Bite

October 7, 2010

Biting is a typical behavior often seen in infants, toddlers, and 2-year olds. As children mature, gain self-control, and develop problem-solving skills, they usually outgrow this behavior. While not uncommon, biting can be an upsetting and potentially harmful behavior that should be discouraged from the very first episode. This article will help you to understand the reasons young children bite and give you ideas and strategies for responding appropriately.

Why do young children bite?

There are many reasons why children may bite. A child might bite to

• Relieve pain from teething.
• Explore cause and effect (“What happens when I bite?”).
• Experience the sensation of biting.
• Satisfy a need for oral-motor stimulation. 
• Communicate needs and desires, such as hunger or fatigue.
• Communicate or express difficult feelings, such as frustration, anger, confusion, or fear (“There are too many people here and I feel cramped”).
• Imitate other children and adults.
• Feel strong and in control.
• Get attention.
• Act in self-defense.

Some children bite instinctively, because they have not developed self-control. For example, when 3-year-old Marcus grabs a doll from his 2-year-old sister Gina, her first response is to bite him and grab the doll. She doesn’t stop to think about other ways to act or the result of her actions.

What can families do to prevent biting?

There are many things that families can do to prevent biting. Families can

• Have age-appropriate expectations for your child’s behavior.
• Make sure your child’s schedule, routine, and transitions are predictable and consistent.
• Offer activities and materials that allow your child to relax and release tension.
• Use positive guidance strategies to help your child develop self-control.
• Provide items to bite, such as teething rings or clean, wet, cold washcloths stored in the refrigerator.

How should I respond when my child bites?

While every situation is different, here are some general guidelines for responding when a child bites.
Infants
Infants learn about the world around them by exploring it with their hands, eyes, and mouths. But infants need help to learn what they should and shouldn’t bite.
If your infant takes an experimental bite on a mother’s breast or a teacher’s shoulder, stay calm and use clear signals to communicate that it is not okay for one person to bite another. A firm “no” or “no biting!” is an appropriate response.
Toddlers and Preschoolers
Toddlers have many strong emotions that they are just learning to manage. Toddlers may bite to express anger or frustration or because they lack the language skills to express their feelings.
Biting is less common in preschoolers than toddlers. When a preschooler bites, it may be due to something at home or at the program that is causing the child to be upset, frustrated, confused, or afraid. A preschooler may also bite to get attention or to act in self-defense.
Follow the steps below with both toddlers and preschoolers.

1. If you are a witness to the biting incident, move quickly to the scene and get down to children’s level. Respond to the child who did the biting. In a serious, firm tone make a strong statement: “No biting. Biting hurts. I can’t let you hurt Josie or anyone else.” Next, offer a choice: “You can help make Josie feel better, or you can sit quietly until I can talk with you.” Help the child follow through on the choice if necessary.
2. Respond to the child who was hurt by offering comfort through words and actions: “I’m sorry you are hurting. Let’s get some ice.” Perform first aid if necessary. The child who did the biting can help comfort the bitten child—if both parties agree. Help the child who was hurt find something to do.
3. Finally, talk to the child who did the biting. Maintain eye contact and speak in simple words using a calm, firm tone of voice. Try to find out what happened that led to the incident. Restate the rule, “Biting is not allowed.” Model the use of words that describe feelings: “Kim took your ball. You felt angry. You bit Kim. I can’t let you hurt Kim. No biting.” Discuss how the child can respond in similar situations in the future.

What if biting becomes a habit for my child?

If biting becomes a habit for your child and ongoing positive guidance is not effective, it is time to set up a meeting with your child’s teacher(s). Together, you can plan an approach for addressing the behavior that can be applied consistently at home and at the program. Together, you can discuss and define the behavior and find the cause behind it. Next you and the teachers can develop a plan to address the causes and help your child to replace biting with acceptable behaviors. Try the plan for several weeks, but be patient. It takes time to change behaviors that have become habits. Keep in touch with your child’s teacher(s) to share information about changes in behavior. After several weeks, evaluate the plan’s effectiveness and make changes as needed.

What strategies can I use to help my child overcome a habit of biting?

Here are some strategies parents and adults can use to address a child’s biting habit.

• Observe your child to learn where, when, and in what situations biting occurs. Sometimes an adult may need to stay close to the child to prevent biting.
• Pay attention to signals. Stay close and step in if your child seems ready to bite.
• Suggest acceptable ways to express strong feelings. Help your child learn to communicate her wants and needs (“Amy, tell your sister you were still playing with the truck”).
• Use a reminder system to help your child learn to express strong feelings with appropriate words and actions (“Tell Manuel that you don’t like it when he gets that close to you”).
• Reinforce positive behavior by acknowledging child’s appropriate words and actions (“You didn’t like being tickled so you used your words to ask me to stop”).
• Provide opportunities for your child to make choices and feel empowered.
• Be sure your behavior expectations are age-appropriate and individually appropriate for your child. Inappropriate expectations can cause children to feel stress, and stress can lead to biting.
• Offer foods with a variety of textures to meet your child’s sensory needs.
• Teach your child words for setting limits, such as “no,” “stop,” or “that’s mine.”

What strategies are not helpful?

These strategies should not be used to address a child’s biting habit.

• Avoid labeling a child as a “biter.” Negative labels can affect how you view the child, and even impact the way the child feels about him- or herself.
• Never bite a child back to punish or show him how it feels to be bitten. Biting a child tells him that using violence is an acceptable behavior that can be used to solve problems.
• Avoid getting angry, yelling, or shaming the child.
• Avoid giving too much attention to the child who bites after an incident. While this is usually negative attention, it can still be reinforcing and cause a child to repeat the biting behavior.
• Do not force a child who bit and the child who was hurt to play together.
• Do not punish children who bite. Punishment does not help children to learn discipline and self-control. Instead, it makes children angry, upset, defiant, and embarrassed. It also undermines the relationship between you and the child.

For further reading
Banks, R., & S. Yi. 2007. Dealing with biting behaviors in young children. Clearinghouse on Early Education and Parenting. http://ceep.crc.uiuc.edu/poptopics/biting.html.
The Center on Social and Emotional Foundations for Early Learning (CSEFEL). Responding to your child’s bite. http://www.vanderbilt.edu/csefel/documents/biting-parenting_tool.pdf.
Crisalli, L. 2008. All about biting. Exchange 184: 61–63. http://www.ccie.com/library/5018461.pdf.
Kinnell, G. 2008. No biting: Policy and practice for toddler programs. 2nd ed. St. Paul, MN:  Redleaf Press. 
Sparrow, J. 2008. Why babies bite. Scholastic Parent and Child 15 (8): 34.
University of Maine Center for Community Inclusion and Disability Studies. Ouch! That hurts! – Biting. (Growing ideas tip sheet) http://www.ccids.umaine.edu/ec/growingideas/bitingtip.htm
Zero to Three. Chew on this: Responding to toddlers who bite. http://www.zerotothree.org/child-development/challenging-behavior/chew-o....

Credit

Adapted from D. Koralek, “Understanding and Responding to Biting,” in Classroom Strategies to Promote Children’s Social and Emotional Development" (Lewisville, NC: Kaplan Press, 1999), 135-138. © 1999 The Devereux Foundation, Villanova, Pennsylvania.
Please visit www.devereuxearlychildhood.org to learn more about their work to promote children's resilience and social and emotional health. Devereux grants permission for teachers or families to print copies of this article to share with friends or colleagues.  For any other uses of this material, please contact lthompson@naeyc.org.

Teaching the importance of handwashing to children

Well it's that time of year again, flu season! It's also the perfect time to go over the importance of hand washing with your children.  What you've already went over this with your child? That's great but as with anything reminders and reviews are a great way to make sure we are still doing the proper technique.  So below I've posted some links for some great hand-washing activities.

Project Hand-Washing  They have a quiz and coloring book for download.

Hand-Washing Chart

A Better Hand-Washing coloring book

The Scrub Club

Parentalrights.org - Protecting Children by Empowering Parents --

Parentalrights.org - Protecting Children by Empowering Parents --

 

Ten things you need to know about the structure of the CRC:

• It is a treaty which creates binding rules of law.  It is no mere statement of altruism.^1.
• Its effect would be binding on American families, courts, and policy-makers.^2.
• Children of other nations would not be impacted or helped in any direct way by our ratification.^3.
• The CRC would automatically override almost all American laws on children and families because of the U.S. Constitution’s Supremacy Clause in Article VI.^4.
• The CRC has some elements that are self-executing, while others would require implementing legislation.  Federal courts would have the power to determine which provisions were self-executing.^5.
• The courts would have the power to directly enforce the provisions that are self-executing.^6.
• Congress would have the power to directly legislate on all subjects necessary to comply with the treaty.  This would constitute the most massive shift of power from the states to the federal government in American history.^7.
• A committee of 18 experts from other nations, sitting in Geneva, has the authority to issue official interpretations of the treaty which are entitled to binding weight in American courts and legislatures.  This effectively transfers ultimate authority for all policies in this area to this foreign committee.^8.
• Under international law, the treaty overrides even our Constitution.^9.
• Reservations, declarations, or understandings intended to modify our duty to comply with this treaty will be void if they are determined to be inconsistent with the object and purpose of the treaty.^10.

Ten things you need to know about the substance of the CRC:

• Children would have the ability to choose their own religion while parents would only have the authority to give their children advice about religion.^13.
• The best interest of the child principle would give the government the ability to override every decision made by every parent if a government worker disagreed with the parent’s decision.^14.
• A child’s “right to be heard” would allow him (or her) to seek governmental review of every parental decision with which the child disagreed.^15.
• According to existing interpretation, it would be illegal for a nation to spend more on national defense than it does on children’s welfare.^16.
• Children would acquire a legally enforceable right to leisure.^17.
• Christian schools that refuse to teach "alternative worldviews" and teach that Christianity is the only true religion "fly in the face of article 29" of the treaty.^18.
• Allowing parents to opt their children out of sex education has been held to be out of compliance with the CRC.^19.
• Children would have the right to reproductive health information and services, including abortions,  without parental knowledge or consent.^20. 
• Parents would no longer be able to administer reasonable spankings to their children.^11.
• A murderer aged 17 years and 11 months and 29 days at the time of his crime could no longer be sentenced to life in prison.^12.