Friday, August 18, 2017

Sacrificial Love for All: Caryll Houselander: Essential Writings

selected with commentary by Wendy M. Wright

Caryll Houselander is the author of the Catholic Tales for Boys and Girls and More Catholic Tales for Boys and Girls which are recommended by Mater Amabilis™ for Level 1A (second and third grades). I requested this book through interlibrary loan to learn more about the author. She was a layperson who believed she experienced mystic visions. Though mainly an artist who worked in wood, she also wrote extensively for Catholic audiences.

This book is one compiled from a variety of sources including published works and letters Houselander wrote. I haven't read many of the works in full, but I felt like Wright provided excellent pieces of the works to give a feel for how Houselander developed her ministry and philosophy over time. The brief introductions for each chapter and excerpt placed the works within the context of Houselander's life. There were also a few prints of her woodworking.

When describing one of her visions, Houselander shared how it prompted a new thought on separating the sin from the sinner.
Although it did not prevent me from ever sinning again, it showed me what sin is, especially those done in the name of "love," so often held to be "harmless" -- for to sin with one whom you loved was to blaspheme Christ in that person; it was to spit on Him, perhaps to crucify Him. I saw too the reverence that everyone must have for a sinner; instead of condoning his sin, which is in reality his utmost sorrow, one must comfort Christ who is suffering in him.
It's more than "love the sinner, hate the sin;" loving the sinner includes seeing Christ within the sinner who is suffering from the sin, because the sinner is also suffering from the sin.

Houselander was an artist who manipulated material to create something beautiful. She wrote on the importance of work in human life.
It is a mistake to suppose that work was intended, in the first place, to be a punishment for sin. Work was not introduced into man's life after Adam sinned, but before, at the time when Adam's whole life was an uninterrupted awareness of Gods [sic] presence, and his uninterrupted delight was a continual contemplation of God's goodness, beauty and love. Work was given to him as one means to that contemplation.
After World War I, Houselander wrote for the Catholic Evidence Guild, an organization evangelizing in England.
Talking and especially talking about God, is an art. In common with every other art it requires skill and skill is acquired only by constant effort, patience and humility, throughout a lifetime.
Caryll Houselander argues that the evangelist should not merely learn by rote or trick, words to throw out into the world (or at a person), in order to convince him or her to convert to the Catholic faith.
All too often it does degenerate into an argument, even into a kind of sport, in which the real issue, the search for truth is lost, and such petty things as scoring points, having the last-word, saying the unanswerable prevails.
More than anything, Houselander argues, the evangelist should be humble and approach sharing the faith in that frame of humility.

Then the Second World War overshadowed everything in England. In letters written early in the war, Houselander grapples with how to live as a Christian in a dark and scary world. I loved these so much, I chose a few pages to copy and include in First Son's history binder for his study of World War II in Level 4 (eighth grade).
If we are ever to come back to the lovely morning of Christianity, we must not do it by waiting for the war to end, it has to be done now, through love. If each individual can put into her personal life an unstinted absolute love -- then already out of the dark days Christ will be reborn.
In a later essay, Houselander discussed the War specifically and suffering in general as a way to participate in the suffering of Christ.
So whatever part each of you plays in the war, it must be done only as a channel through which love is poured. Love alone, love only, can save us from being swamped and swept away by the evil passions that war must let loose -- hate, fear, despair.
And love can and will save the world, because this war is Christ's Passion in us, and if we dare now to act by faith and to pledge ourselves to let His love be as strong in us as His pain is, then it will bear fruit, in proportion to its magnitude of grief. 
During the Battle for Britain, when Germany's planes rained death and destruction from the skies onto the cities and the innocent lives, it was only by extreme and explicit effort that people could protect their hearts and souls from a devouring hate for the enemy. Houselander explored how that might be accomplished.
It comes to this, the sight of suffering inflicted on innocent people fills us with a kind of violent energy, and energy can very easily turn to hate, but if we like we can turn it to love instead. And that can be done in the simplest way possible; instead of working ourselves up into a fury and exhausting the extra energy we have got, we can spend it in doing something to relieve the suffering that provoked it. 
She encouraged people to sacrifice themselves. These acts of sacrificial love allowed her to focus on loving others rather than hating the enemy.
What we shall be asked to give is our flesh and blood, our daily life -- our thoughts, our service to one another, our affections and loves, our words, our intellect, our waking, working, and sleeping, our ordinary human joys and sorrows -- to God.
Though Houselander never married, she shared a home with a child, her goddaughter. What she learned in caring for an infant and young child shaped her later years and understanding of living a life of Christ.
The ultimate miracle of Divine Love is this, that the life of the Risen Lord is given to us to give to one another. It is given to us through our own human loves. It is no violation of our simple human nature. It is not something which must be cultivated through a lofty spirituality that only few could attain; it does not demand a way of life that is abnormal, or even unusual; it is not a specialized vocation. it is to be lived at home, at work, in any place, any circumstances. It is to be lived through our natural human relationships, through the people we know, the neighbors we see. It is given to us, if we will take it, literally into our own hands to give.
Wright chose a wonderful paragraph for the last one in the book.
Truth is not something that can be learnt out of a book, or possessed like a tea-cosy, a family heirloom, or a cat. It is something which must be gradually learnt and understood and known more and more, and it can only be known by continual personal experience. This seeking for truth is, for the Catholic too, in spite of the great help of the Sacraments, a reaching out into the darkness for the hand of God, a listening in the silence for the heartbeat of God. For Truth is not a formula or a penny Catechism, it is a Person who can only be known through personal contact and of whom knowledge is inexhaustible: Truth is Christ.
I enjoyed reading more of Caryll Houselander's work. This book was an excellent edition of her writings with just a little from a variety of sources. It was a pleasure, too, to read letters to her friends and those seeking her advice. Personal letters have a sense of intimacy not found in published work as well as thoughtfulness missing in today's world of electronic communications.

Thursday, August 17, 2017

Our Level 4 (8th Grade) Six Week Study on Asia

Mater Amabilis™ gives some lesson plans for History in Level 4 (8th grade) in which a student studies national history for twelve weeks followed by four six-week terms chosen from six options.

Here's how that's going to look for First Son:

  • Term 1 - Mater Amabilis™ study, modified only a little to add in a few Kansas-related books. I've posted those plans in the Mater Amabilis™ facebook group for those that are interested.
  • Term 2
  • Term 3
    • Six weeks on Russia and the Collapse of Communism, plans posted in the Mater Amabilis™ facebook group
    • Six weeks on Asia - plans below

Everyone's budget hits a limit and I decided not to invest quite as heavily in this six weeks as others. Because the study is spread over a few "units" focused on different ares, I decided to find library substitutes for the Mater Amabilis™ recommended books. I have no reason to believe these are better; they were just available.

As with the other history plans I wrote for the year, there's a good chance I've scheduled more than my rising eighth grader will be comfortable doing in the time suggested for history.

Mater Amabilis™ says history at this level should take about 45 minutes each day three times a week. In addition, a supplemental reading book should be chose from the recommended books. I'm still deciding on our supplemental reading books.

Our Main Resources

Optional Resources

  • MapTrek Modern World (previously owned)
  • Gandhi, the Ben Kingsley production (good for middle school and up, available at our library)
  • A Statement Against the War in Vietnam by Wendell Berry, p 64-75 in The Long-Legged House (from our library)
  • The Arrival by Shaun Tan (from our library)

Week 1: India

Lesson 1
Kingfisher History Encyclopedia p 366-367, 421, 424 – Narrate. (Southeast Asia 1800-1913, Indian Independence 1945-1947, British Commonwealth 1914-1949)
Mahatma Gandhi  p 5-17 (stop before The first struggles) - Narrate.

Gandhi DVD – watch a little of these in the evenings each day this week, after the younger children are in bed.

Lesson 2

Mahatma Gandhi p 17-42 - Narrate.

Lesson 3
Mahatma Gandhi p 43-60 – Narrate.
MapTrek Modern World Map 37: Independence for India
Listen to Jawaharlal Nehru’s extempore broadcast on All India Radio announcing the news of Mahatma Gandhi’s assassination on January 30, 1948 and read the text of the speech he gave three days later, found in your Google Doc.
Notebook – Write a brief biography of Gandhi.

Add an event to your Book of Centuries.

Week 2: Korea

Lesson 1
MapTrek Modern World Map 41: The Korean War
Kingfisher History Encyclopedia p 444-445 – Narrate. (Wars in Asia 1950-1988)

The Korean War p 8-37 - Narrate.

Lesson 2

The Korean War p 38-69 - Narrate.

Lesson 3
The Korean War p 70-85
Notebook – Briefly share what you know about the Korean War.

Add an event to your Book of Centuries.

Week 3: Vietnam (week 1 of 2)

Lesson 1
MapTrek Modern World Map 42: The Vietnam War – review this map in your binder from earlier this year

10,000 Days of Thunder p 6-30 - Narrate.

Lesson 2

10,000 Days p 31-59 – Narrate.

Lesson 3
10,000 Days p 60-85 – Narrate.

Add an event to your Book of Centuries.

Week 4: Vietnam (week 2 of 2)

Lesson 1
10,000 Days p 86-87.
A Statement Against the War in Vietnam by Wendell Berry, pp 64-75 in The Long-Legged House

Notebook – Write a position paper on the war in Vietnam.

Lesson 2

10,000 Days p 88-111 – Narrate.

Lesson 3
10,000 Days p 112-119 – Narrate.
Notebook – Briefly share what you know about the Vietnam War.

Add an event to your Book of Centuries.

Week 5: Afghanistan (week 1 of 2)

Lesson 1
Afghanistan (Global Hot Spots) by David Downing p 4-7 – Narrate.

Notebook – Sketch a copy of the map on p 6.

Lesson 2

Afghanistan p 8-13 – Narrate.

Lesson 3
Afghanistan p 14-19 – Narrate.

Add an event to your Book of Centuries.

Week 6: Afghanistan (week 2 of 2)

Lesson 1

Afghanistan p 20-25 – Narrate.

Lesson 2
Afghanistan p 26-29 – Narrate.

Notebook – What have you learned about Afghanistan in the past few weeks?

Lesson 3
Read The Arrival by Shaun Tan
Notebook – Write a prayer for immigrants and refugees.

Add an event to your Book of Centuries.

There's enough flexibility in this schedule due to the shorter books, that readings could be combined to make the unit shorter than six weeks. That would allow days earlier in the year for exams in previous units and in this one as well. Personally, I've tried to make a kind of "final" notebook entry for each unit to serve as our exam.

Wednesday, August 16, 2017

Learning to Love: The Scent of Water

by Elizabeth Goudge

My book club picked this book for July. I was really looking forward to it because I'd read excellent reviews of Elizabeth Goudge's books.

In this book, Mary Lindsay leaves her life in the city behind (almost cutting her ties entirely) to move into a home left to her by her elderly Cousin Mary, a woman she'd only met once. There she meets her new neighbors, each in a struggling relationship with a spouse or a family member.

Paul, one of her new neighbors, is a man blinded in the Second World War. His marriage is rocky, partly because of his struggles as a young poet, playwright, and author. His character provides some of the context for the title.
The scent of water, of the rain and of the dew. It was difficult to separate it from the grateful fragrance of the life it renewed, but it had its scent; the faint exhalation of goodness. It would still come down upon the earth after man, destroying himself, had destroyed also the leaves and the grass. Its goodness might even renew again the face of the burnt and blasted earth. He did not know. But unlike Job's comforters he believed there was a supreme goodness that could renew his own soul beyond this wasting sorrow of human life and death.
One of the other book club members said she thought the theme of the book was "learning to love." Mary Lindsay finds a whole shelf full of journals written by her Cousin Mary that help develop the theme.
I had not known before that love is obedience. You want to love, and you can't, and you hate yourself because you can't, and all the time love is not some marvelous thing that you feel but some hard thing that you do. And this in a way is easier because with God's help you can command your will when you can't command your feelings. With us, feelings seem to be important, but He doesn't appear to agree with us. 
It was not a terrible book, but it wasn't a wonderful book, either. It seemed odd that Mary, with her keen insight into all the new neighbors, had nearly no contact with anyone from her previous home in the city. It was also weird to me that she moved out to the house with the idea of coming to know her Cousin Mary, but it's not clear how she would have done that in any meaningful way without conveniently finding the journals. The plot seemed just a little too stilted for me to really give in to it.

Monday, August 14, 2017

St. John Paul II (and Poland): Stories of Karol

by Gian Franco Svidercoschi, translated by Peter Heinegg

This book is one of the possibilities mentioned at Mater Amabilis™in Level 4 for Catholic saints and heroes. I selected St. John Paul II as one of our saints because First Son has long had an interest in him and because my grandmother's parents immigrated from Poland.

All the place and person names have been "translated", though sometimes confusingly, into English. I felt like sometimes it was difficult to tell where or who the people were, if you knew anything about Poland. I don't really, but I was trying to look some of the up online to learn more about them and had trouble finding them with the spelling used in the book.

I loved the early chapters in this book, the ones focused on St. John Paul II's youth and as the persecution and difficult times under Nazi control began. Though the priesthood beckoned Karol (St. John Paul II's given name) as he grew in his faith, it was the death of his father that released him from other cares enough to realize the call was real and should no longer be postponed.
But the death of his father had of necessity brought everything to the surface. It had instigated a process of detaching him from his earlier plans and making him more clearly see the path upon which he must enter.
Throughout the book, the author draws connections between Karol's experiences and his future as bishop, cardinal, and pope. During the war, one in which he refused to take up arms, he recognized the power of words as weapons. Once, while performing an epic Polish poem clandestinely, in a sealed apartment before a small carefully-selected audience, Karol and his companions heard a blaring announcement from outside that the Germans were entering Moscow (pure propaganda). Karol and the other actors continued unabated in their roles.
At that point, both actors and spectators realized what had happened--not just symbolically, not just in the days of Mickiewicz [the poet]. Their Poland, too, the Poland occupied by the Nazis, had not surrendered to the new oppressor. It had resisted, it had reacted with courage to defend its memory, its culture, and hence its own national identity.
Karol did not fight with guns, but through his performances. Such performances as well as his studies for the priesthood, fostered hope and courage like that sometimes felts on a battlefield as the enemy retreats.
The same thing happened that evening on the left bank of the Vistula River in a little clandestine theater, where one could breathe in a little freedom and take courage again to resist the oppressor. It took tremendous energy to go on doing it. All around lay frightful desolation, and people continued to die or disappear in silence, never to be heard from again. 
Part of Karol's education under the Nazis was the very act of maintaining his faith. Emerging from the war with his faith intact, or even strengthened, meant a faith built upon a solid foundation, one prepared to endure sustained attack in the years to come under Soviet oppression.
At that crucial point in history, with all that was going on in the world, one might well ask oneself--as Elie Weisel did after going through the dreadful experience of the Nazi death camps: Why is God so silent? Why doesn't he intervene? Why does he permit all this horror? In those years, just choosing God, or merely believing that God existed, became a true act of courage and heroism.
The author is a Polish patriot, eagerly describing and defending his country. He also devotes considerable time in chapters about the end of the Second World War, in denouncing the Allies who allowed the Soviet Union to dominate Poland.
Thus Poland, which had been the first victim of the war, which paid the highest price in numbers of deaths and destruction, which had fought alongside the Allies, and had given enormous support to the struggle for freedom was incredibly discriminated against, penalized, and without ever being consulted, forcibly thrust into the sphere of Soviet influence.
I don't know enough about Polish history and the negotiations at the end of the war to say whether his assertions are false; they very well may be true. But they seemed out of place in a book devoted to St. John Paul II's life. It would have been sufficient, I think, to show how the events of the war impacted his life.

He also brazenly denounced the atomic bombings (not sure I disagree there) and the Russian Orthodox Church for remaining silent during persecutions of the Greek Catholic Church and the Latin rite Church where the Soviets were in control (don't know enough to say myself). In both cases, these digressions detracted from the focus.

Once Father Karol was ordained and in a parish, the book began explicitly to show how his work with young adults, couples preparing for marriage, and families, developed his theology and focus as a bishop and beyond.
It was those young people, those couples with their questions, with their doubts, and above all, with their experiences, who pointed the way for him to enter into an understanding of human reality. Hence, they were his first educators. They inspired not just his studies and the books that he would write, but his own pastoral and missionary disposition. Finally, they taught him the type of resistance to use against a dictatorship that claimed to have absolute dominion over persons and their consciences in order to reduce all of society to submission--and in this way to subject even the Church.
The discussion on Karol's studies to become a university lecturer would probably confuse First Son:
He developed such a passion for the subject that he managed not only to work out his own mature philosophical identity, but also to find a point of encounter and a synthesis between two currents of thought: the philosophy of being, that is, Thomism, which he had studied in the Angelicum at Rome, and the philosophy of consciousness, that is, phenomenology, which he had learned more recently through Edmund Husserl and, of course, Scheler.
It's only a few pages, though, and with a bit of warning shouldn't trip up a student too much.

The last chapter includes a few references to St. John Paul II's development of his understanding of relations between men and women within marriage. It's not extensive but might be confusing or upsetting to a student who doesn't know what a physical relationship between husband and wife entails. It would be easy enough for a parent to pre-read and potentially skip the last chapter or speak briefly with a student ahead of time.

The book ends with Pope John Paul II's election.

First Son could read this book next year in Level 4, but I hesitate to give him this book as his saint biography because of the heavy-handedness in the treatment of Poland. Also the later chapters focused mostly on world events. They certainly impacted Father Karol, but the author didn't always link them directly so it sometimes felt like a diatribe. I will only assign this book if I don't find something better.

Even if he doesn't read the whole book, he'll read chapters 3 and 4 in his history course.

Sunday, August 13, 2017

July 2017 Book Reports

William Shakespeare: Comedies, Histories, and Tragedies by Peter Saccio (The Great Courses) - This is a set of 36 half hour lectures that cover every major play by Shakespeare. I definitely felt like my understanding and enjoyment of the plays I was reading with the children was enhanced when I listened to the lectures focused on those plays. I happened to be actually reading Macbeth when I listened to those lectures and the connections were much more meaningful. This is not an audiobook I'd listen to with the children as there are many references to mature topics, but it was wonderful for "Mother Culture." (purchased audiobook; The Great Courses often show up on 2 for 1 sales for members at Audible, usually more quickly than I can listen to them!)

The Ground-Breaking, Chance-Taking Life of George Washington Carver and Science and Invention in America by Cheryl Harness - link to my post (library copy)
Personal Recollections of Joan of Arc by Mark Twain - link to my post (purchased used on Amazon, and then discovered again on my shelf)

Anne of Avonlea by L. M. Montgomery - link to my post (a copy my dad bought for me when I was a little girl)

The Good Master by Kate Seredy - link to my post (requested through

The Hobbit by J. R. R. Tolkien - link to my post (purchased audiobook)

Prayer and the Will of God by Dom Hubert van Zeller - link to my post (purchased from the publisher)

The Miracle of Father Kapaun by Roy Wenzl and Travis Heying - link to my post (purchased used)

The Hiding Place by Corrie ten Bloom with Elizabeth and John Sherrill - link to my post (library copy)

Roll of Thunder, Hear my Cry by Mildred D. Taylor - I read this again in preparation for First Son's history studies next year and wrote a few journal questions. (library copy)

There's an Owl in the Shower by Jean Craighead George - I was considering this for Second Daughter, who has a great love of birds, for independent reading next year. It is the story of a family suffering when their logger father is laid off to protect spotted owls. After adopting one, they come ot respect not only owls but the devastating effects on the environment of logging. I think it would be fine if one of the kids picked it up and read it, but I didn't find it worth requiring.

The Silver Sword by Ian Serraillier - link to my post (purchased used)

Books in Progress (and date started)

The italic print: Links to Amazon are affiliate links. As an affiliate with Amazon, I receive a small commission if you follow one of my links, add something to your cart, and complete the purchase (in that order). I like to use the little I earn on the blog to purchase birthday and Christmas gifts (usually books). Thanks! Try Audible - another affiliate link.

Links to RC History and are affiliate links. Other links (like those to Bethlehem Books) are not affiliate links.

These reports are my honest opinions.

Friday, August 11, 2017

Chemistry on the Range for Third Grade

We don't follow the Mater Amabilis™ plan for third grade science, though we do cover atoms and molecules. First Son did Noeo Chemistry 1 and First Daughter did The Elements and some of what he had done. Finally, with Second Daughter, I think I have a third grade chemistry course tailored for us!

Books and Resources:
An asterisk marks the ones we'll use over multiple days.

How it works:

Many of the concepts introduced in these books are complicated so I've made the readings quite short on most days. Second Daughter will read on her own twice a week and narrate. I expect I will be helping her through many of the activities and readings to make sure she's understanding at a basic level. She doesn't have to learn it all! On another day, we'll do an experiment or play a game. Those are the Exploration Days.

The readings, even twice a week, only take 24 weeks, so there's time to drop a book or combine just a few readings to make the readings only once a week. Or you can slow down even more and play more games with your student without worrying about getting behind.

The Lessons:

Week 1
1 - A Drop of Water p 7-11. Narrate.
2 - A Drop of Water p 12-15. Narrate.
Exploration Day - Super Science Concoctions: Sticky, Creepy Water  p 93-101. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 2
1 - A Drop of Water p 16-19. Narrate.
2 - A Drop of Water p 20-25. Narrate.
Exploration Day - Super Science Concoctions: Sticky, Creepy Water p 102-110. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 3
1 - A Drop of Water p 26-31. Narrate.
2 - A Drop of Water p 32-37. Narrate.
Exploration Day - Super Science Concoctions: Sticky, Creepy Water p 111-117. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 4
1 - Rocks and Minerals p 4-11. Narrate.
2 - The Rock Factory. Narrate.
Exploration Day - Young Scientists Kit 7: Minerals

Week 5
1 - Rocks and Minerals p 12-19. Narrate.
2 - Rocks and Minerals p 20-27. Narrate.
Exploration Day - crystal growing kit

Week 6
1 - Rocks and Minerals p 28-35. Narrate.
2 - Rocks and Minerals p 36-45. Narrate.
Exploration Day - Draw with rocks: charcoal and colored chalk.

Week 7
1 - A Rock Is Lively. Narrate.
2 - Catch up / review.
Exploration Day - Geology field trip in a bag.

Week 8
1 - The Elements Ch 1 p 1-2, Activity #1 and #2. Narrate.
2 - The Elements Ch 1 p 3-4, Activity #3 and #4. Narrate.
Exploration Day - Symbol jars game (from The Elements)

Week 9

1 - The Elements Ch 1 p 5-6, Activity #5. Narrate.
2 - The Elements Ch 1 p 7-10, Activity #6 and #7.
Exploration Day - Photographic card deck of the elements

Week 10

1 - The Elements Ch 2 p 11-12 (stop at the break). Narrate.
2 - The Elements Ch 2 p 12-15, Activity #1 and #2. Narrate.
Exploration Day - Periodic Table of Elements Battleship

Week 11
1 - The Elements Ch 2 p 16-20, Activity #3, #4, and #5.
2 - The Elements Ch 3 p 21-23. Narrate.
Exploration Day - Periodic table connecting color tiles

Week 12
1 - The Elements Ch 3 p 23-25, Activity #1 and #2. Narrate.
2 - The Elements Ch 3 p 25-28, Activity #3 and #4. Narrate. (Mom will do the Activity #3 with you.)
Exploration Day - The Quick-and-Easy "Atom-izer" (from The Elements)

Week 13
1 - The Elements Ch 3 p 29-32, Activity #5, #6, and #7. Narrate.
2 - The Elements Ch 4 p 33-36, Activity #1, #2, and #3. Narrate.
Exploration Day - Watch "Eureka! Episode 23 - Electrons"

Week 14
1 - The Elements Ch 4 p 37-38, Activity #4. Narrate.
2 - The Elements Ch 4 p 39-40.
Exploration Day - Symbol jars game (from The Elements) with more elements

Week 15
1 - The Elements Ch 5 p 41-42, Activity #1 and #2 (stop after #2). Narrate.
2 - The Elements Ch 5 p 42-44, Activity #3. Narrate.
Exploration Day - EIN-O's Molecular Models kit

Week 16

1 - The Elements Ch 5 p 45-48, Activity #4, #5, and #6. Narrate.
2 - The Elements Ch 6 p 49-50, Activity #1. Narrate.
Exploration Day - Lab Experiments (Teacher's section p 127 of The Elements): Disappearing trick using liquid bleach and Use iodine to test for starch (if we have citric acid, do edible chemical reaction, too).

Week 17

1 - The Elements Ch 6 p 51-53, Activity #2. Narrate.
2 - The Elements Ch 6 p 54-56, Activity #3.
Exploration Day - Make an element card (from The Elements).

Week 18

1 - The Elements Ch 7 p 57-58. Narrate.
2 - The Elements Ch 7 p 59-61, Activity #1 and #2. Narrate.
Exploration Day -  Make an element card (from The Elements).

Week 19
1 - The Elements Ch 7 p 62-64, Activity #4 and #5. Narrate. (We're doing something like #3 in Mountains and Volcanoes.)
2 - The Elements Ch 8 p 65-66 (stop before "Our Periodic Kingdom Story…"). Narrate.
Exploration Day - Make an element card (from The Elements).

Week 20

1 - The Elements Ch 8 p 66-70, Activity #1, #2, #3, and #4. Narrate.
2 - Catch up or review or play Battleship again.
Exploration Day - Play quiz games about the elements.

Week 21
1 - How to Think Like a Scientist Introduction p 3-6. Narrate.
2 - How to Think Like a Scientist How Do You Answer Questions p 7-16. Narrate.
Exploration Day - Super Science Concoctions: Strange-but-True Brews p 15-22. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 22
1 - How to Think Like a Scientist Using the Scientific Method p 17-29 (stop before "Scientists have a better way…"). Narrate.
2 - How to Think Like a Scientist Using the Scientific Method p 29-35. Narrate.
Exploration Day - Super Science Concoctions: Strange-but-True Brews p 23-33. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 23
1 - How to Think Like a Scientist What Do You Want to Know? p 36-39. Narrate.
2 - How to Think Like a Scientist What Do You Think? p 40-42. Narrate.
Exploration Day - Super Science Concoctions: Just a Phase p 35-43. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 24

1 - The Magic School Bus Gets Baked in a Cake.
2 - Design an experiment with Mom.
Exploration Day - Super Science Concoctions: Just a Phase p 44-49. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 25
Experiment Week! Spend all your science time this week completing the experiment you planned last week.

Week 26
From this point on there are no more independent reading assignments.
Exploration Day - Super Science Concoctions: Presto Change-O p 51-57. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 27
Exploration Day - Super Science Concoctions: Presto Change-O p 58-67. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 28
Exploration Day - Super Science Concoctions: Go with the Flow p 69-77. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 29
Exploration Day - Super Science Concoctions: Go with the Flow p 78-84. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 30
Exploration Day - Super Science Concoctions: Go with the Flow p 85-91. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 31
Exploration Day - Super Science Concoctions: Goo Gobs of Fun p 119-127. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 32
Exploration Day - Super Science Concoctions: Goo Gobs of Fun p 128-133. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 33
Exploration Day - Super Science Concoctions: Goo Gobs of Fun p 134-141. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Week 34
Exploration Day - Super Science Concoctions: Goo Gobs of Fun p 142-155. Read together and narrate as we go along. Choose 1-2 activities to try for ourselves.

Weeks 35-36
Time for review, catch up, or running around outside.