January 20, 2016 by Amy Welborn
- Wednesday! An actual full day at home – one of two this week!
- Checked worms.
- Prayer: Continued w/Mass readings. 1 Samuel was David & Goliath.
- post-prayer discussion: looked at photos of Michelangelo’s David, talked about how it is different from most depictions – most depict the moment after David has taken down Goliath, Michelangelo chooses the moments before. Also discussed the Gospel, which describes Jesus as being angry – and how yes, that is a thing, and Jesus is not just about smiley feels.
- Copywork: Wednesday is literature day. I thought, hmmm…we watched Great Expectations a few days ago, so let’s look at that. I read the first chapter aloud – man, I miss reading aloud (bedtime read-aloud came to an end, at their request, a bit more than a year ago…). We talked about it a bit, and then he did the first paragraph as copywork.
- My father’s family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip.
- Math review – the copywork and math review pages were interrupted by first, a description of an idea he thought would be interesting – big huge domes, one for each season, that people could go into to experience recreation in the various climates. I said, yes, that would be interesting. There are indoor ski facilities, you know. So that led to a rabbit hole of looking at those – Dubai and other places, then a discussion of winter sports, with viewing of clips of various Olympics events – luge, bobsledding, ski jumping, downhill. He’s never heard of the first two and was pretty interested.
- Beast Academy was more games and puzzles reinforcing dividing positive and negative integers. He worked on that to the background of his soundtrack – Billy Joel, mostly.
- (Many of the printables available through Beast Academy are usable no matter what math curriculum you are using.)
- Started the next chapter of Writing and Rhetoric – just a review of what narrative is. Ten minutes. Sent him off to review some Latin vocab.
- FINALLY. WORMS.FINALLY.
- Checked out the worm habitat again, watched their reaction to light. Studied their tunnels.
- Then it was time to take out the worms still in the fridge and do some tests.
- But first, we read about worms – in this book (one of the “spines” of our science), then this one (an absolute favorite – if you have a kid interested in animals, get it), and then in this zoology coloring book – I had purchased it a couple of years ago, but we’ve never actually colored in it, and still didn’t – it’s for higher level students, and is useful at this point (5th grade) mostly for going over the systems in detail. Went over the different types of worms, in the process reviewing classification in general. Studied the pages on the worm systems. Then..
- First, the wet – dry test. Put wet paper towels on one side of a box/pan, dry on the other. Plunk worms in the middle. No surprise, they gathered at the wet end.
- Next the smell test. We tried rubbing alcohol first, but the worms didn’t react. Then I found some nail polish remover, and that did the trick. Their reaction no matter where we waved the soaked cotton reinforced the nature of their nervous system.
- Then a good deal of time spent in general observation of their movement, reactions to light and close study with a magnifying glass. He tried to see if he could feel the setae…the bristles that assist in movement…but couldn’t. I didn’t try.
Tormenting them with fumes from nail polish remover. Sorry, worms.
- Timeframe: 10-1:30. Then lunch, then off to Samford to use a better piano for practice, and then to pick up brother, and later, basketball.