The Rainforest, with links

A while back I was trying to tie in dd's desire to do more science, with ds2's ongoing geography learning. I came up with rainforest (and soils - see previous post) as suitable topics that I could engage them both in. Dd has more of an interest in animals than anything else. Below is her rainforest layers poster: 

The rainforest layers printable (top left of the top picture) was the nicest and simplest one I could find. It can be seen here.

I printed out Rainforest food chain items which we laminated and velcro'd onto our felt board. I think I got more satisfaction from laminating than the kids did from the 5 minutes they spent arranging the food web, but that's kinda how it goes sometimes :)

[For info: This is the link to the food chain printable, which I found via this resource here. The latter has other Rainforest printables, worksheets etc. that might be of use if you happen to be doing Rainforesty things.]



In addition to all the rainforest stuff, ds2 did a mini-poster on The Nile and the Aswaan Dam, which was a spin off from the geography book he is using. He will be starting IGCSE geography in September, so I'm trying desperately to do the more projecty stuff now before we get to the hoop jumping.

Ellen McHenry Brain hats and St George's Day dragon puppets

Tomorrow I'll be running a session at our local home ed group on The Brain, so today we ran through a prototype 'brain hat', just to make sure everything will go as planned.

You can print the free brain hat templates here at Ellen McHenry's Basement website 

Meanwhile, I was trying to get around to doing something - *anything* -  for St George's Day. 

We're not great at doing anything for special days or festivals. I always have good intentions, but the date comes and goes and even though I know lots of great resources for all these excuses to do a themed something, somehow we never get around to it. 

Finally, today we had a brief stint on St George. Of course, being an independent-minded child, dd did it *her* way. She flatly refused to colour in the wonderful picture from Activity Village here and barely skimmed a read through the Scholastic St George's Day resources here . But she did get excited about making a dragon sock puppet here 

These were once my favourite pair of stripey socks, many years ago, and I can't think of a better way to reuse them :)

The weight of air (stand back, we're doing science!)

In another attempt to restore balance to what has become our far-too-table-based home education, I've been trying to carve out some time for some hands-on science.

I've been attempting to finish Ellen McHenry's 'Cells' with the two boys, but there are always other priorities for the eldest (IGCSE-related) so it's been slow progress.

But these past couple of weeks we've got as far as the dissolve-egg-shell-in-vinegar-and-demonstrate-osmosis-by-dunking-egg-in-syrup-or-water experiment.

It was supposed to take about 3 or 4 days for the egg shell to dissolve to the point where there was just a floppy sack of white and yolk. 8 days in and, apart from some minor bubbling at first, not much was happening. Just as I was wondering how much longer I would have to display softened smelly eggs in vinegar on our windowsill for the neighbours and anyone passing our house to see, I had an idea.

The problem, I deduced was that, being a cheapskate thrifty person we'd used a jar of old pickled onion vinegar. (We have a plentiful collection of random jars of pickled onion vinegar in the cupboard taking up much needed space, but alas I simply cannot dispose of them.)Trouble was, this old pickled onion vinegar was probably more dilute than nice fresh shop-bought vinegar...and it had year-old bits of pickled onion skin floating around in it which may have somewhat contaminated the experiment.

When we changed to fresh vinegar the eggs positively fizzled and the problem of *there's nothing happening mummy* was solved. 3 eggs fizzing on our windowsill...and later 3 eggs floating in syrup and water.

Does air weigh anything?

This is the question recently posed by the other science course we're using Building Foundations of Scientific Understanding (BFSU) Vol 1

 With a bit of scientific experimentation (otherwise known as fiddling the results) we discovered that if you dangled two bags on strings on a ruler, on a shoelace from the handle of a saucepan, over the edge of a table, then, yes, air does actually weigh something. It was just a little don't-move-or-you'll-mess-it-up amount of something.

We really don't need to be starting yet another science 'course'. We have a huge shelf of science books, many of which we never get around to reading or using. But... I love the idea behind BFSU. I love the discursive aspect of the course. I love how it's not just another 'do this experiment, get this result' science book.

But it is a very wordy book, and it does take some prep to be able to use it. The parent really has to be on board to lead/steer a discussion. It's written for a class of same-age children, so although it is home-ed friendly, it's not always easy to implement with a smaller group of different age children. Trying to lead a discussion ds2 (who is 12 and knows most of the answers)  and dd (who is a young 10 and would rather be blowing bubbles than pondering the difference between a liquid and a gas) takes some managing. The book is also supposed to be approached in a manner whereby the kids are doing biology and chemistry and physics side-by-side in an ongoing web of related activities and discussions. It does my head in just thinking about trying to juggle all of that. I've not seen anything like it before and it takes some getting used to. This is our second attempt at the book, and I'm hoping it will get easier as we go along.


And today...our BFSU science required some blowing of bubbles ('little packages of air particles')

And not all science is *that* sort of science. This is science too. At least I think it is science. Because I can't understand why else a child would play on the computer with a box on their head. Surely it's *got* to be an experiment.

C14 Team success - and a well-deserved rest!

It was a long haul. A lot of hours. A long day at the competition.

But they did good.

 The robot performed consistently well (though not achieving the 400+ scores they know it can). Apparently, several features of the competition table were different to those they had been rehearsing with. I'm told the 'wall' was higher than they'd expected. I'm also told the lego man (known fondly by C14 as 'the hobbit') had been given flexible legs and this required an adjustment of the robot between runs. Not being an expert in areas of walls or hobbits, all I could do was nod, sympathetically.

Despite the robot not doing as well as they'd hoped, on the competition table they got into the final top 8 - 7th we think in the final scores. The other aspects of the competition went well. Their presentation (they said) was a success. They spoke to members of other teams, got to chat with last year's winners, Untitled 1, whose 6 years of attempts had culminated in a truly amazing lego robot. They had a lot of fun.

All the competing teams were awarded medals. Then, to their surprise, C14 were given the 'Innovation Award', an award for 'extraordinary creativity and innovation' in robot build.

Some very chuffed boys.

C14 Lego Mindstorm Robotics Team (First Lego League)

The team are still working overtime with their Lego robot, preparing for the Nationals on 1^st February. My boys spent almost 6 hours on Monday - in between biology class (ds1) and Lamda drama session (ds2) - working on the robot and the research presentation. Monday was also the team's ‘Open Day’, the second opportunity they've had to share their work with the public. Team members showed other families how the robot worked, how they programme it, and demonstrated the robot in action completing some of the challenges.

I know I'm a mum and it's my job to be proud of my boys, but I am *really* impressed with how far all the team members have come and how much they've grown in confidence. When they started, some had never programmed a Lego robot before, most had never researched and written a presentation, and few had read out anything in front of an audience before. Not to mention the experience of working really closely as a team, under pressure. It's been an amazing journey for all of them.

At the open day on Monday they spent a little while sharing their research project with the audience. [Here's the First Lego League website with details for this year's project challenge]. C14's problem was how to help people trapped in fires following an earthquake.  (They discovered when they started researching natural disasters for their project that more damage and injuries/fatalities are caused by fires following earthquakes, than the earthquake itself). Their proposal is for an autonomous rechargeable drone that maps the location and extent of fires and relays that information back to emergency services. It is also designed to be able to carry cargo (e.g. supplies for emergency teams). They've been working on acronyms for the design. I don't have high enough clearance to be given that top secret information yet! 

All this research on drones has inspired them to set their sights even higher. There have been rumours (mothers eavesdropping on teen conversations) that some team members are planning to design and work together on a flying model quad copter, once the Lego competition is finished. I don't even know what a quad copter is, but I'm seriously hoping its insides aren't going to be on *my* dining room table! 

There are also plans in the pipework for some of the team to mentor a younger group of budding Lego robotics enthusiasts later this year. There’s been a huge amount of interest from other families, stirred up by the C14 demonstrations and the publicity from their website, so I can't see they'll have a shortage of willing participants.

The team are meeting up again tomorrow (mine are working on the project from home) and again at the weekend and on Monday.  It’s going to be a long week. However well they do at the Nationals, whatever place they come among the 29 teams, they couldn’t possibly have worked any harder than they have.  

The team has been adding more to the website to get it looking its best: http://mindstormc14.weebly.com/

They also have a youtube channel, where they've posted videos of their robot in action (and a few fun videos of times where things didn't go to plan). [Insert proud mum moment...Ds2 made the computer animations at the beginning of each video. He loves his tech!]

And...if you happen to be on Facebook, I'm sure the team would love a few more 'likes' or just a comment to wish them luck for the Nationals. Search for "C14 robotics team".

Shameless plug/Proud Mum moment over :)

LEGO Robotics: the end is in sight...perhaps

Since the summer my two boys, as part of their team, C14, have been working towards a Lego Robotics competition run by First Lego League. Before Christmas they successfully beat all the teams in their regional competition and are now headed towards the nationals on the 1st February.

It has been a long haul.

Not just for them, but for their mother, whose diesel expenditure has gone through the roof, ferrying them backwards and forwards to team meetings and who has shuffled filed carefully a years worth of bills and bank statements while sitting in Sainsbury's cafe waiting for meetings to finish. Lots of filing, interspersed with fretting about whether Sainsbury's really do enforce their 2-hour parking limit. I even went to the library and lent a man a stapler while I sat and pondered the mental health of the - obviously borderline insane - woman on reception. My life has been thrills and spills.

Of course I can't help being their mother. Making helpful comments about their project write-up - "How about you put a full-stop somewhere in that paragraph?" - have resulted in occasional bad feeling and frequent teen sulking. Despite this, the whole exercise has, I think, been productive, (even if it hasn't vastly improved their ability to punctuate a sentence). I now have children who are willing (and able) to give a presentation in front of people. I have children who have shown how nice they can be to other children - if only to score a few more marks from the judges for 'coopertition'. And yes, that is a real word, apparently trademarked now (will me using it here be infringement of copyright, I wonder?) And I truly think they have learned lots of other things, I'm just not exactly sure what those things are. Educational, life-enhancing stuff, I'm sure.

I wont post team photos up here, but here's the link to their website where, if you want to see Lego robots doing Lego robot things, you can see for yourself what they've been up to.

http://mindstormc14.weebly.com/



[Sometimes real life intrudes when I am writing, so I feel compelled to mention that I'm typing this to the background noise of dd yelling 'left paw' at an animated dog on her Nintendo ds. Apparently the dog now does handstands. I am trying to sound excited. Except that we have a real dog that doesn't even come when it is called. I can't help thinking that the world is getting very surreal. ]

Wolf Conservancy Trust: Wolves, owls and huskies...

Belated posting of dd's trip to the Wolf Conservancy Trust.

Ellen McHenry "The Elements" Lesson plan/scheme of work

Our 'lesson plan' for Ellen McHenry's The Elements. I've included a selection of the activities, but feel free to add in more or alter to suit your needs. We found it best to pre-prepare all the games before we started the course as the prep can be quite time-consuming. Most of all, follow your kids' lead :) Mine liked to play the chemistry games, so we slotted in extra sessions just for game playing. Ellen McHenry can be found here :

You should be able to download and print the document using the download button at the bottom of the document.

Ellen McHenry The Elements SchemePDF by scifreak64

Ellen McHenry The Elements (2013)

We've done The Elements before with ds1 and ds2. It was a fun hands-on approach to chemistry and a fabulous stepping stone to GCSE level science. Ds1 did no other chemistry than Ellen before starting IGCSE  chemistry and recently passed (at age 14), so Ellen McHenry was obviously a great start..

This time dd is joining in with ds2. The games and nick-nacks that go with the course are already prepared from our last run-through, so that's saving us some time. 

I've written up a plan for the sessions (will post that up later for anyone who wants to use it). After doing the fly-by-the-seat-of-pants approach to home ed for many years it dawned on me that what I need is planning. Out goes chaotic use of resources, where we open the book only to find out we haven't got what we need. and in comes an organised session plan that makes those resources 'open-and-go'. Well, that's the theory. 

Electrolysis of water

Bubbles of hydrogen and Oxygen forming at the electrodes

Fishing for Elements

The Periodic Table game

Something has been eating our dragonflies

Even with my mediocre camera, the pictures of the transformation at our little concrete garden pond are quite amazing :)

Someone - or rather something - has been eating our dragonflies. Below is dd's collection of wings picked up from the garden path. She says she saw a bird catching the dragonflies at the pond.

Siege weapons from pegs, elastic bands and lolly sticks

I've been getting the kids to test out some models of catapult that I'm hoping to use at a workshop in September. We're using this as a basic model and modifying it to suit our resources.





This is our version (more modifications to be made):

Retrieving ammunition from the garden:

Ellen McHenry science: eyes are bigger than stomach

I'm hoping to catch up with biology with the kids over summer. To kick off we've dug out the free Ellen McHenry invertebrate lift-the-flap classification chart from here.

It's a shame she never made a vertebrate version, but I rediscovered the classification cards that I'd lovingly laminated long ago when I was in a laminating mood and these are now velcroed to a felt board. I am starting to feel like a proper home educator ;)

Ellen McHenry's The Elements has made a reappearance. We've used it before so most of the printing and prep for games has already been done. I'm also planning to start Environmental biology IGCSE with ds1. Well, we are going to tentatively dip our toes in that direction (let's not get ahead of ourselves).

As you might have guessed, it's a case of eyes bigger than stomach. My enthusiasm to cover lots of subjects is larger than the time or energy we have to do it all.

"Everyone couldn't stop laughing..."

(This was ds1's verdict today on his first 2-hour IGCSE chemisty lesson with a group of home educated children.)

His other comment was something along the lines of:

The tutor gave us bags of chocolates. There were so many. We stuffed them in our pencil cases. She said she's going to bring some more next week.

Yep.

I reckon that woman has teenage boys just about sussed.

Bring chocolates AND make 'em laugh.

Sorted.

Ds2 had his first Spanish session today. A thumbs up from him.

Next week more chemistry for ds1, and ds2 starts his Arts Award.


It's all rather strange. After years of very much a DIY approach (i.e. we bumble along through most subjects/topics, working it out for ourselves) I finally get to hand over the responsibility, temporarily, for educating two of my children for an hour or so. Apart from the occasional activity the kids have done, this is pretty much a first for us.

I wonder, is this what it's like to send your child to school? Probably not. After all, I'm hardly abandoning them at the school gate to do god-knows-what while I bake cakes and work off the 2 stone I've put on through childbearing by gym and yoga classes. I've never had that experience, and though I hankered for it once, I certainly wouldn't swap our lives for that now.

No. This seems like the next stage. Up to this point we've done everything on a shoestring budget and mother-and-child-fuelled energy. This is the right time to be buying in the experience/expertise/skills that I either don't have, or don't have energy or enthusiasm for.

And if our weeks consist of a mix of fencing sessions, Capoeira, swimming, home ed group, Spanish, Art class, film-making, archaeology club, computer programming, warhammer/model-making, chess, geography and chemistry, plus the projects we'll continue to do at home...Well, that seems a pretty decent spread to me. Let's hope we all have the stamina to keep up the pace!
 
Meanwhile we await news of whether ds1 will get a place on a training session at a local archaeological museum on 'object identification'. The aim, after the training session, is to help out at regular sessions via his (usual) local archaeological group, classifying and photographing and cataloguing objects in the museum. And this is a big, very important museum.

We've been unable to find him volunteer work at the local museums, primarily because of his age (child protection, supervision, blah blah), but also because he is competing against the students from two universities in the city who naturally want CV-boosting experience. Given the choice between a 19-yr-old university archaeology/classics student and a 13 yr-old enthusiastic amateur in a hoodie it's obvious which the museum staff would choose.

So perhaps something will come of this. As long as nobody starts getting picky about his age, this could be just the ticket for him :)

And if not, hopefully ds1 will get a place on the 'big' dig they'll be doing in October - he's done test pits, but not a full scale dig yet, so if it comes together, this will be very exciting for him...

Fingers crossed.

One small step for...

Our day so far

After chores and watching Kiki's Delivery Service and finally getting out of pjs,  the kids did a few "tick-box" things from their folders and the boys did touch-typing. Ds2 translated rude English sentences into Spanish. Ds1 read a few pages of chemistry IGCSE and didn't grumble. Too much. 

Ds2 and dd launched into some Art from the Fine Arts Harmony Course (making clay and wire figures), while listening to Vivaldi's Four Seasons and Beethoven's Moonlight Sonata (to go with our 'moon' theme today) on Youtube. 

We may not be very cultured, but we can at least do a good job of faking it.

Continuing with our Solar System/Space theme, we watched this on the moon and tides. Then, inspired by this, dd and ds2 made 'moon craters' using marbles, flour and chocolate powder. 

Ds1 put this film together, with a little help from ds2.

The experiments indicated that, yes, we could make craters just like those on the moon. The experiments also showed that flour and chocolate powder go a long way and don't brush off black clothes as easily as one might expect :)

Soon we will be heading down the library to return our - always overdue - books and to pick up a reservation of an audio CD for bookclub (20 discs. Yikes.) Then dd and ds2 will be going swimming with friends.

And now...

Dd has just rediscovered the asteroid landing zone that I brought in from the threat of terrestrial rain. She is currently covering the conservatory table, and herself, with flour and chocolate powder. Joy.

And what else...

...has been happening with the children for the past few weeks (apart from all the art!)

Ds1 plays drums at Rock School for a week. (The staff praised him on his talent and were gobsmacked he'd never had any lessons - just a teeny proud mum moment :) ). Meanwhile ds2 went rollerblading in the local park, and dd went for playdates with her friends.

We go to a local festival, held at a large allotment. Dd stays at the festival with friends for the rest of the day, while we made our way home.

We pick courgettes from the garden. (Note the closeness of the yellow football. Plants in our garden have to be hardy to survive!)

Ds1 continues with his IGCSE chemistry and Geography reading

  Blackberry picking, to make crumble and wine.

Ds2 empties the counties' libraries of books about manga. Then teaches himself.

He makes a short list of equipment he needs to do animation 'old school', then goes onto the internet to do a price comparison.

 Ds2 decides he wants to make shortbread.

We move paving slabs to make a base for the new chicken coop that we're making out of a packing case that was being thrown out (our 10 hens need more space).

 And discover a huge ants' nest:

 Lots of reading - Guinness World Records, British History, The Aztecs, and a 4-inch tome called "3D Game Development"...

Lots of talk and plans for the kids' new Minecraft server:

 Thoughts on design:

We took down our posters and information about Australia and New Zealand:

 And replaced them with posters on space and art:

We started a chart of moon phases. The moon decided to hide behind cloud for the next three nights :)

The children caught flies and fed them to the garden spiders, overcoming their fear of spiders and experimenting with size and type of fly.

We walked to the park intending to pick blackberries. But came home with elderberries for wine.

 Swimming in the lake (bit chilly, but fine once we got over the initial shock!)

And catching crayfish

Ds2 took the screwdriver to the waterpistol to try to fix it.

Wine, all bottled up and fermenting happily under the piano.

Dd and I have a discussion about wine-making, fermentation, yeast, gas and the similarities with the chemistry of bread baking. So that's chemistry, biology, self-sufficiency and home economics in one 5-minute conversation.

Dd continues on her reading journey. Having finally decided she wanted to learn to read (or at least was willing to give it a go), in a matter of weeks she has gone from simple words like cat and bed to reading words like 'couldn't' and 'everyone'. She seems to have an excellent memory for sight-recognition of words, less tendency I think towards phonics deciphering. Each of my children has been different and found their own combination of what works for them. I haven't been teaching her. I just sit with her while she reads. She'll do it at her own pace when she wants to. Being, at the peak of "reading readiness" (which she, herself, has recognised) I expect there'll be no stopping her now.