How many parts make a whole? Cooking measurements were a great way to help my son answer that question. This was a simple activity that he found surprisingly interesting. When it was done, he asked if there was more he could measure! What we used: 4-cup liquid measuring cup Measuring spoons Measuring cups Empty gallon-sized milk jug Tap water Funnel (optional) Worksheet of measuring questions (download the one I made here) Before we got started pouring and measuring, we read Stuart J. Murphy’s Room for Ripley, a Level 3 MathStart Capacity book. In the book, Carlos is super excited to buy his first fish. As he prepares the fish bowl with water, he learns all about just how much water it’ll take to make a nice home for his new guppy. One cup is not enough! 2 cups (or 1 pint) is not enough! As he continues to add more and more water, he learns how many pints are in a quart, and how many quarts are in half gallon, etc. When we finished reading about Carlos’ new pet, I had my son using the measuring spoons, cups, and 2-cup measuring cup to complete a worksheet of math (measuring) questions. This was great fraction practice. I was thrilled to hear his hypothesis that three 1/3-cups would equal 1 cup!
This bundle is full of coloring pages, cut-and-paste activities, readings, and question pages to help you teach about mitosis, meiosis, crossing over, nondisjunction, spermatogenesis, and oogenesis! I strongly suggest using my FREE Chromosome Structure Reading/Diagram Page activity before this activity. This activity bundle includes: 1. Mitosis Activities 2. Meiosis Activities 3. Spermatogenesis & Oogenesis Activities 4. Crossing Over & Nondisjunction Activities Unique Features of this Activity Pack: In all diagrams, I represent the whole chromosome (both arms) as a straight rounded shape, instead of the normally bent “X” shaped chromosomes. This really helps students to understand what the chromatid actually is and what separates during mitosis. So often students confuse “chromosome arm” with “chromatid”. Each chromatid has 2 chromosome arms, which is why I draw the chromosomes in these diagrams the way I do. Are you looking for homework pages or worksheets to cover this topic? Check out my 12 page Cell Division Homework Bundle, which works really well with this bundle of activities! Contact Us If you have any questions or concerns, please reach out to us on the question and answer section of my store and we will get back to you quickly! Terms of Use: Purchasing my teaching resources allows you to: * make copies for your own classes only. * place this file on your own password-protected class page or server (Blackboard, Google Drive, etc) AS LONG AS no other teacher has access to that class webpage. This resource is for you, the purchaser, alone. You are not allowed to distribute this digital resource to other teachers or post this resource on any webpage or server that is available for public view. If you and a team of teachers would like to use this resource together, please purchase additional licenses on the resource purchase page. Failure to comply with these terms of use is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Files are partially or fully non-editable to protect the images that are copyrighted and purchased through licenses. Thanks for understanding! © Bethany Lau All Rights Reserved.
For the third grade shelters block, I used the “Elements from Grade 3” from Eugene Schwartz, and a little bit of Live Ed. Wiki-upsThird grader’s drawing on the left, mom’s …
Dear Third Grade Families, I hope you all are enjoying this bizarre warm weather. UPCOMING EVENTS 3rd Grade Parent Evening, Wed, January 31, 7:00-9:00pm. Neighborhood Dinners and Dance at the New Campus! Feb 10, 5:30-late 😉 . Join families in various neighborhoods for dinner and meet up for the first dance in our brand new […]
Waldorf 4th Grade Supplies -- Here's my essential list of supplies that you and your students will need to make the most of your 4th grade year.
On Day One of lectures to the first Waldorf teachers, Rudolf Steiner outlines the Waldorf story content for each grade. Here's the list for homeschoolers.
Lots of photos of our Waldorf sixth grade mineralogy main lesson book pages. The Ring of Fire, Abraham Werner, The Rock Cycle and the poem Fire and Ice
Sunday 24th January Happy lazy winter weekend! I hope you enjoy this entry and that you’ll visit WSP this coming weekend for the Family Open House – Saturday, 30th January at 10.00 am.…
Introducing land, air, and water is a basic, Montessori preschool geography lesson that helps kids understand the world around them.
Teach about the rock cycle in a creative way with this printable geology rock cycle board game~ The Rock Collectors. Geology will never be boring again!
To see more information and main lesson book examples about physics blocks, please visit Rick's blog: www.thewaldorfway.blogspot.com.
If you’re anything like me, you’ve looked at those gorgeous main lesson pages on Pinterest and shamelessly copied every detail. I absolutely confess that when I’m feeling stuck, I turn to Pinterest for a well-spring of inspiration. But the truth is, those Pinterest teachers don’t always know what spoke most to my students about our […]
Learn what plants breathe through with this easy leaf & tree science experiment as kids get hands-on with the process of photosynthesis!
This foldable is so simple! Fold a regular sheet of copy paper in half hamburger (width-wise) style. Cut the front in half up to the fold line. On one side, draw a fibrous root and on the other a tap root. As a class, we discuss the physical differences while we are drawing them. Once we are ready to write our information inside, we brainstorm reasons for the differences, benefits and drawbacks of the differences, and examples we’ve come across. I make sure that the students know that fibrous roots are great for erosion control, are able to get shallower water sources, and firmly hold a plant (think of all those weeds you’ve tried to pull!). Meanwhile, a taproot makes it difficult to destroy a plant because even the smallest root bit left behind will begin to regrow. We also look at young seedlings and how many start with a taproot but will develop fibrous roots as it matures.
intersection of physiology and physics a visit to Benner Creek near Chester, CA When I had studied the human body in medical school, we spent much time naming every single bone, muscle, and organ in the body, we diagrammed metabolic processes, and we learned about disease and pharmacological treatments. Along with studies of the biological sciences as an undergrad at UC Davis, I came away with knowledge of other life forms as lesser species. It seemed that in our efforts in learning more about ourselves and our world, we are actually creating a widening rift between us and everything else. They are unicellular, we are multicellular with specialized cells. Their behavior is only instinct, while our cortical functions help us think things through. This is air, water, and fire, we are humans who can control the elements. Rarely in our academic studies in the sciences do we appreciate the relationships of us and the universe. Rarely are we given entrance into modes of thought that are more enlightened. It is no wonder that many systems today (economic, healthcare, environmental, government) are deteriorating. We are in need of new paradigms of thought that will lead to new ways to be responsibly and joyfully active in our work on this earth. A physics block with the serendipitous addition of some physiology for grade eight at East Bay Waldorf gave me a new paradigm of thought. It not only gave me that good teachery feeling of bringing something special to the students, but it gave me that awesome feeling of an aha moment! In physics with grade eight, we had been talking about heat, light, water, air, and electromagnetism. They can be regarded as the fundamental elements of fire, earth, water, and air. These elements are omnipresent around us, carefully balanced in nature. In terms of their movement and the way we experience them, they exist as a physical presence through flow and force. Flow and force. Like the yin and yang, flow and force is like male and female, death and birth, night and day. Equal and synergistic, like a magnetic field. The elements surge with power and grace, with strength and restraint, with awe and subtlety. We appreciate and interact with the elements everyday. The heat of the sun on bare skin, the crunch of river rock during a stroll along the river, water on the fingertips, a breeze to cool the nape of your neck. And as humans of high cortical function, we even go a step further and try to control the elements. In our study of physics, we gained knowledge of elemental properties, and often this knowledge allows us to control them for human use. The convection of air conditioning systems, refraction of light for corrective lenses, hydraulics, pneumatics, electric motors, and mag lev trains. I will not argue that our technology serves us and the world in some fantastic ways. But let's view the elements from a different light. In thinking of the elements (the physics) through the human body (the physiology), we discover a much deeper relationship with the elements. Charles Kovacs, in his book Muscles and Bones, touches on this relationship. And forgive me for this non-Waldorfy reference: Yoda, the Jedi Master, also shares this view. The force and flow of the elements are not only outside of us, and they are also more than something we can manipulate, they are within us. We are the elements. The fire element, the Sun, the magma that flows within the earth's core, is present in us. To maintain optimum metabolism, our bodies stay heated at 98.6 degrees F, and many chemical reactions in our bodies need heat and produce heat. We have a heat body. The water element, the oceans, the polar ice caps, Mars with its frozen tundra, is present in us. We are essentially water, as our bodies are about 70 % water and share the same density as water. We have a water body. The air element, the earth's atmosphere, oxygen, nitrogen, carbon dioxide, is present in us. With every breath we take, air flows through our lungs and our blood, and every cell of our bodies. Our bones, as strong as they are, have air pockets. We have an air body. The earth element, stones, seashells, minerals, magnetic fields, bones and nerves, is in us. Like the electromagnetic force of the universe, our nervous system is powered by the flow of electricity and ions. Like the minerals of the earth, our bones are as tough and seemingly inert, the solid material of our bodies. We have an earth body. In this perspective, with humility, we are of the elements, without which, the human organism would not exist. We are one with the universe in this regard. The flow and the force of the elements surge within us. The new paradigm of thought that may allow us to live in harmony with our earth is to know that nurturing earth is the same as nurturing humankind. As we proceed with our human needs, we must encompass the needs of the earth. Physiology and physics must be studied and applied together. Thinking, feeling, and doing for us. Us, as in all things.
What did Steiner say about teaching lessons on plant classification? Here's a summary of how learning about plants helps a child develop.
Quiz your kid on different landforms in this quick match-up geography drill. Download to complete online or as a printable!
Solids liquids and gases from solid liquid gas worksheet , image source: primaryleap.co.uk
Did you know that sound is actually caused by movement? Vibrations of particles create the sound that we hear.
The five most well known classes of Vertebrates (animals with backbones) are mammals, birds, fish, reptiles, amphibians. They are all part of the phylum chordata -- I remember "chordota" by thinking of spinal chord. There are also a lot of animals without backbones. These are called Invertebrates and are part of the phylum arthropoda (arthropods). Two of the most commonly known classes in this phylum are arachnids (spiders) and insects. Below is a picture of Classification of Animals. You may click on the picture to get larger and clearer view. In my next post, we will look further into each group of Vertebrates and Invertebrates.
I have never written a post about geography. Why? I have always struggled with putting together a geography block that is satisfying to me. I have trouble making these blocks feel cohesive, organiz…
Main lesson books are where children record their learning. In the Waldorf approach, children create their own book of what they learn during each 3 to 6 week main lesson block. Check out how to make a main lesson book here. #waldorfhomeschooling #mainlessonbooks #mainlessonblocks
One day, I was lamenting to my dear friend that I was putting off our physics block because I was daunted by the amount of materials needed, the planning time, and the subject just seemed overwhelm…
In K-4, our curriculum is rich in experiential learning, actively engaging the student’s mind, body, and imagination.
