Boy’s eye view of science

Posted August 25th, 2009 by Jen in education, family life, features, parenting, science
10 Comments »

My favorite photo from last week is my 10 year old son putting together his “Snap Circuit Set.” He needs a more advanced electricity kit because he does this one by heart and so fast it would make Franklin and Faraday spin.

But he still loves it. What is it about boys and energy/power? Not that girls aren’t into this, I do have a daughter who loves to dabble with this electricity kit as well. But notice I said “dabble.” I certainly give my girls every opportunity I give my boys, and my 8 year old daughter rides a motorcycle right there with her big brother. But still.

Anyway, just look at his intensity and concentrated tongue as he eyes the invisible current; curious, so curious.

My blog theme this month was supposed to be something about mothers being present with their children. I haven’t written much, I’ve been busy. But a good sort of busy and doing what I can with the kiddos in the midst of busy-ness. I suppose I would just recommend to moms out there to include your children in whatever it is you are doing, and include yourself in whatever it is they are doing.

The jobs I give my children I do with them as much as I can. The girls are responsible for the kitchen. Since they can’t reach the cupboards, it means I have to be in there as the hand-to person, grabbing each plate and bowl as fast as they pass them up. As my boys tend the garden, watering and weeding, I will sit with my coffee and marvel with them at how tall the sunflowers have grown, and rejoice with them over the size of the squash.

I was careful to let my son know that I would love to take a picture of him as he constructed a current. This meant a lot to him. My daughter wanted to know that I took a picture of her, too, which I did. This wasn’t about them being proud of being in the spotlight, it was about Mom caring and noticing that they did something noteworthy.

She’s a Biologist

Posted July 9th, 2009 by Jen in family life, parenting, science, the ranch
8 Comments »

“Mommy, can I cut the lizard open?” JJ questioned very matter-of-factly. She had just come in from checking on her latest lizard, a big fat one she was sure was pregnant with dozens of eggs. She had felt little bumps inside the bulging belly of the western fence lizard, and this eight-year-old child with a bent for biology made the expectant diagnosis.

Sadly, she discovered this morning that her lizard was dead. She was curious. And maybe she could save the eggs. Frankly, I know nothing about lizard anatomy and may not know a lizard egg if I saw one. But I’m sure this girl would know. She has an instinctive nature when it comes to the study of living things. She loves animals, and her desire to cut open the lizard is inquisitive not cruel.

“That’s a-skusting!” cried the little brother. “Not while we’re making muffins!” asserted the little sister.

JJ brought me a paring knife. She’s a persistent girl, a trait that alternately drives us crazy and makes us proud. Am I ready for a dissection? Do I let her explore?

Technorati Tags: Central Oregon, children’s biology, creation, lizards, nature study

Fun with Seeds and Seedlings

Posted April 25th, 2009 by Jen in education, family life, features, science, the ranch
11 Comments »

We are watching the vegetable starts every day, the children with intense wonder at the new growth, me with a mix of hope and apprehension– will we succeed in this gardening adventure? The sunflower in this photo has been the subject of the greatest amazement, as my son was standing right in front of it when the shell of the seed popped right off the plant as the seedling stretched its tender leaflets in a show of force.

All of these cups of seed and soil are sitting in our sunny mud room, busily sprouting in preparation for the big move to the outdoor garden after the last frost. Whether we will time the transition correctly, have the proper soil amendments, possess a well fortified fence to keep out the ever encroaching deer and jackrabbits, and be left with sufficient growing time for full maturation of the vegetables, all remains to be seen. Central Oregon is not a gardening paradise and there are odds to overcome, but it’s not impossible (even though my neighbor says it is). This is our beginning.

My husband recently built me a garden area. Can you make it out in this picture? I came home from a weekend away, and he and the kids made me close my eyes and led me out the back door to this sight that thrilled me. He had limbed up enough Juniper trees that were laying around the property, set them in post holes with cement left over from our building project, and only had to buy the wire fencing.

He still needs to build the gate, secure the bottom with boards, and string some baling wire at the top to deter the deer which can easily jump a 6 foot fence. We also have to bring in a ton of compost and nutrient rich soil, but I can see the finished product, and it’s beautiful. I’m sure you are getting the picture that gardening can be a lot of hard work, but it’s best to know the challenges before you begin. For a no-nonsense look at this from someone who has years more experience than I, read The Joys and Trials of Caring for your Seedlings.

Here are some tips on gardening in Central Oregon from the Oregon State Extension Service:

Although it may not be a gardening paradise, central and eastern Oregon is more than a wide expanse of high desert. Successful vegetable and fruit gardening is possible east of the Cascades if you take into account the area’s special and widely varying climate and soil characteristics.

The growing season may be as short as 80 to 90 days in central Oregon at elevations above 3,500 feet. In some of the lower elevations and river valleys, growing seasons may exceed 130 days.

Also, large fluctuations in daytime and nighttime temperatures, often as much as 40-45°F, affect vegetable and fruit production. Cool nights reduce the chances of successfully growing vegetables that like warm nights, such as lima beans and eggplants. (See story on growing warm-season crops in cool-season area.)

Soil types

Soil types in central and eastern Oregon vary widely. Light-textured soils, low in organic matter, nutrient content, and water-holding capacity, are found in parts of central Oregon and the eastern Columbia Basin area. These soils may require frequent applications of fertilizer and water. At the other extreme are the heavy soils high in soluble salts (which can create an alkalinity problem) found in many eastern Oregon areas.

Added organic matter such as manure or compost generally is beneficial for most central and eastern Oregon soils. (See story on improving soil.) Specific information for each area is available from county offices of the OSU Extension Service or from local garden centers.

Choosing crops

Concentrate on those vegetables adapted to your particular area. Avoid planting vegetables that require special, intense, or improved growing conditions. Root crops (e.g., potatoes, carrots, and beets) and cold-tolerant crops (e.g., cabbage, chard, leaf lettuce, and kohlrabi) do well in high-elevation gardens.

Short-season vegetable varieties offer the best chance of success. For example, cool nights during the growing season may cause a 65-day tomato to require 75 to 80 days or more to mature.

Planting dates

Planting dates for high-elevation, short-season areas generally lag behind those in other parts of the state. In high areas, gardens usually are planted from mid-May, for cold-tolerant plants, to mid-June. Later plantings often fail to mature before fall frosts. See the story on planting guidelines for suggested planting dates.

Use plant protection devices, such as row covers, hotcaps, and Walls-o-Water, to extend the growing season for vegetables requiring longer periods to mature.

Now, on to some fun seed activities to do with children. These three ideas are from The Family Game Book (1967, Doubleday-out of print). I think these are appropriate projects for all elementary grades. I just planted vegetable starters with my sixth graders (as well as my own children), and from ages 4 through 12, they all were totally engaged. One of my sixth grade students called me at home a few nights ago just to tell me how beautiful her new plants were!

1. See how seeds actually grow.

When a seed is buried in the ground, you can’t see exactly what is happening to it. Here is a simple experiment you can perform to watch the seed develop into a little plant.

Get a sheet of clean blotting paper or a small sponge. Put the paper or sponge in a drinking glass so that it is pressing against one side of the glass. Fill the other side of the glass with gravel or sand. This should press the blotting paper or sponge tightly against the glass.

Now get some fast-growing seeds like lima beans. Force them between the blotting paper and the glass. They should be pressing tightly against the glass so that you can see them through the glass. If the seeds don’t stay in place, you do not have enough sand or gravel in your glass, as its purpose is to keep the seeds in place.

Keep the blotting paper or sponge moist. In a few days you will see the seeds sprout roots. These are called root hairs. They help absorb food for the plant. After the roots become longer, carefully transfer your seeds to a dirt-filled flowerpot or even the garden–if it is warm enough. You will have a little bean plant. Just think how much you will know about this particular little plant!

2. How strong are seeds?

A rock is broken in two, and a healthy tree is growing in the split. Have you ever seen such a sight–a tree growing in a rock?

Perhaps you have seen a sidewalk with a crack in it, and a plant growing through it. Chances are that the seed of the plant split the sidewalk. It’s hard to believe, but here’s an experiment to prove that seeds can really exert great force.

Get a small flat bottle. An empty medicine bottle will do. Pack the bottle right up to the very top with dried beans, for beans are really seeds. Get a piece of cloth and tie it over the top of the bottle in place of the cap. Stand the bottle upside down in a glass partly filled with water.

Watch your bean bottle from time to time, and in a day or so you will discover that the bottle has burst. The beans soak up all the water and become swollen. As they swell they push against the walls of the bottle, and when they push hard enough the bottle bursts.

That is what happened to the rock and the sidewalk. Do you believe it now?

3. How important are the plant’s first leaves?

By now you have had some experience with plants. Have you noticed that all the different kinds of seeds you planted (flower and vegetable) start growing with the same kind of leaves? They all have what look like two thick leaves that dry up and fall off when the seedling develops other leaves. Have you ever wondered what these first leaves do?

A little experiment will answer this question. Plant three quick-growing seeds, such as bean or cucumber seeds, in a flowerpot. Water them and one day you will notice you have three little plants, all with the same two first leaves, which are called cotyledons.

Now, leave one seedling exactly as it is. From the second seedling, cut off one leaf. From the third, cut off both leaves. Continue to take care of your plants and you will discover something interesting. The seedling from which you cut off both leaves will be very small. The seedling with one leaf cut off will be a little larger. The seedling you did not touch will be the largest and healthiest.

From this experiment you can gather that the cotyledons are storehouses for the young plant and should fall off only when the plant is strong enough to get nourishment by itself. Losing first leaves too soon hampers a plant’s growth.

I hope you enjoy your seeds and seedlings this spring! Do your homework on best growing practices for your region, and don’t forget to have fun with the kids along the way. There are so many life lessons and spiritual truths to be learned from planting a garden.

Related post: Gardening With Children

Technorati Tags: Central Oregon, education, family, gardening, outdoor activities, planting, plants, plant experiments, seedlings, vegetable garden, science

John Sanford: retired Cornell professor shows up Darwinism

Posted February 24th, 2009 by Jen in book reviews, features, religion, science
11 Comments »

Dr. John Sanford, retired professor from Cornell University, has done brilliant work in the field of genetics. His research and studies have led him to refute “The Primary Axiom” upon which modern Darwinism is built. The Primary Axiom is that man is just the result of random mutations and natural selection.

Basically, by demonstrating that the human genome is deteriorating, and always has been since its origin, the theory of human life arising from random, beneficial, and increasingly complex mutations simply can’t be true. If we take an honest look at the human genome research, we will discover profound implications about our views of life, and we must conclude that The Primary Axiom is false.
A most enlightening and readable book on this subject is Dr. Sanford’s book Genetic Entropy & The Mystery of the Genome. If you have some basic knowledge of biology and genetics, you can glean everything you need from this book to formulate a solid reasoning for Creation or Intelligent Design.

Dr. Sanford begins his book with this Prologue:

In retrospect, I realize I have wasted much of my life arguing about things that don’t really matter. It is my sincere hope that this book can actually address something that really does matter. The issues of who we are, where we come from, and where we are going seem to me to be of enormous importance. This is the real subject of this book.

Modern thinking centers around the premise that man is just the product of a pointless natural process (undirected evolution). This widely-taught doctrine, when taken to its logical conclusion, leads us to believe that we are just meaningless bags of molecules, and in the final analysis, nothing matters. If false, this doctrine has been the most insidious and destructive thought system ever devised by man. Yet, if true, it is at best meaningless, like everything else. The whole thought system which prevails within today’s intelligentsia is built upon the ideological foundation of undirected and pointless Darwinian evolution.

This reminds me of the battle of wits about the poison in The Princess Bride. If Darwinian evolution is true, life is meaningless and therefore the doctrine itself is meaningless. If it’s false, it’s more than meaningless, it’s been a catastrophic blow to the sanctity of human life.

Man in Black: All right. Where is the poison? The battle of wits has begun. It ends when you decide and we both drink, and find out who is right… and who is dead.

Vizzini: But it’s so simple. All I have to do is divine from what I know of you: are you the sort of man who would put the poison into his own goblet or his enemy’s? Now, a clever man would put the poison into his own goblet, because he would know that only a great fool would reach for what he was given. I am not a great fool, so I can clearly not choose the wine in front of you. But you must have known I was not a great fool, you would have counted on it, so I can clearly not choose the wine in front of me.

Man in Black: You’ve made your decision then?

Vizzini: Not remotely. Because iocane comes from Australia, as everyone knows, and Australia is entirely peopled with criminals, and criminals are used to having people not trust them, as you are not trusted by me, so I can clearly not choose the wine in front of you.

Man in Black: Truly, you have a dizzying intellect.

Vizzini: Wait til I get going! Now, where was I?

Man in Black: Australia.

Vizzini: Yes, Australia. And you must have suspected I would have known the powder’s origin, so I can clearly not choose the wine in front of me.

Man in Black: You’re just stalling now.

Vizzini: You’d like to think that, wouldn’t you? You’ve beaten my giant, which means you’re exceptionally strong, so you could’ve put the poison in your own goblet, trusting on your strength to save you, so I can clearly not choose the wine in front of you. But, you’ve also bested my Spaniard, which means you must have studied, and in studying you must have learned that man is mortal, so you would have put the poison as far from yourself as possible, so I can clearly not choose the wine in front of me.

Sanford ends the Prologue with a grave remark about the consequences of our thinking.

If the Primary Axiom is wrong, then there is a surprising and very practical consequence. When subjected only to natural forces, the human genome must irrevocably degenerate over time. Such a sober realization should have more than just intellectual or historical significance. It should rightfully cause us to personally reconsider where we should rationally be placing our hope for the future.

Exactly how Dr. Sanford unravels the mystery of the human genome, the “book of life,” I will leave for the author to reveal to you. As I said, the book is readable for a lay person, but the complexity of biological and genetic information that is built up chapter upon chapter is too much for this space.

Sanford covers topics such as how mutations consistently destroy information, how selection capabilities are very limited, and how mutation/selection cannot realistically create a single gene. There is a helpful glossary of terms in the back of the book. And most importantly, Dr. Sanford ends with a personal postlude giving an answer to replace a false axiom – Jesus Christ, our only hope.

Technorati Tags: Intelligent Design, creation, evolution, faith, Genetic Entropy, John Sanford, human genome, The Princess Bride

Benjamin Carson: star neurosurgeon sees God in science

Posted February 8th, 2009 by Jen in education, features, religion, science
20 Comments »

The story and person of Benjamin Carson makes me so happy because he is just one more amazingly brilliant and talented individual in the field of science and medicine to blow a hole in the tired argument that Christians who believe in God the Creator and not evolution are just uneducated, fundamentalist religious whack-jobs who don’t know what they’re talking about.

Dr. Benjamin Carson is one of the world’s best neurosurgeons. He made history in 1987 when he accomplished what every neurosurgeon before him had failed to do: he successfully separated Siamese twins who were joined at the back of the head. Many other “firsts” followed this, and Dr. Carson continues to blaze a trail in the field of pediatric neurosurgery. He is currently a professor of neurosurgery, oncology, plastic surgery, and pediatrics at the Johns Hopkins School of Medicine, and he has been chief of pediatric neurosurgery at the Johns Hopkins Children’s Center for nearly a quarter of a century.
His outstanding achievements speak for themselves:

In 2001, Dr. Carson was named by CNN and TIME Magazine as one of the nation’s 20 foremost physicians and scientists. That same year, he was selected by the Library of Congress as one of 89 “Living Legends” on the occasion of its 200th anniversary. He is also the recipient of the 2006 Spingarn Medal which is the highest honor bestowed by the NAACP. In February, 2008, Dr. Carson was presented with the Ford’s Theatre Lincoln Medal by President Bush at the White House. In June, 2008, he was awarded the Presidential Medal of Freedom by the President, which is the highest civilian honor in the land. He has literally received hundreds of other awards during his distinguished career.

Dr. Carson has been a leader in scientific research his entire career. He has over 120 major scientific publications in peer reviewed journals, almost 40 books and book chapters, and grant awards of about one million dollars. With his clear intelligence in the fields of medicine and science, I think his opinion on the origin of life deserves to be heard.

Does evolutionary theory have any direct bearing on his daily work as a neurosurgeon? Only philosophically, I would say, but can you tell me one field of science where evolutionary theory actually makes a tangible, measurable difference in how that scientist works and contributes to society? It merely plays out in a theoretical or metaphysical or political way.

A lot of people believe in evolution because most scientists do (or at least it’s the common perception that most scientists do). I don’t know the statistics, but I suspect the number of scientists who do not believe in evolution is large and growing. I am not speaking of microevolution, but the general theory of Darwin that all life originated and evolved by gradual and chance advantageous mutations – which is entirely void of factual support.

Back to Benjamin Carson–I’m more than pleased to know that this distinguished man speaks openly and honestly about his faith in God and belief in a Creator and Designer. He looks to the facts and wonders at Darwin’s own assertion that within fifty to 100 years of his lifetime fossil remains would be found of the entire evolutionary tree, displaying an indisputable step-by-step evolution of life from amoeba to human. As Carson points out, this does not exist:

It’s just not there. But when you bring that up to the proponents of Darwinism, the best explanation they can come up with is “Well…uh…it’s lost!”…I find it requires too much faith for me to believe that explanation given all the fossils we have found without any fossilized evidence of the direct, step-by-step evolutionary progression from simple to complex organisms or from one species to another species. Shrugging and saying, “Well, it was mysteriously lost, and we’ll probably never find it,” doesn’t seem like a particularly satisfying, objective, or scientific response.

Dr. Carson is certainly a risk-taker in more ways than one. In fact, his latest best-selling book is called Take the Risk. In his surgical field, he continually pushes forward with innovation and new techniques. For example, with hemispherectomies (removal of half of the brain to prevent untreatable severe seizures), he significantly increased the safety of the procedure by coming up with better ways of controlling bleeding and infection, as well as developing a system of incrementally removing specific brain parts.

In his willingness to explain his creation views, he is also a risk taker. He addressed the National Science Teachers convention in Philadelphia and the very prestigious Academy of Achievement, which includes many Nobel scientists. Dr. Carson’s basic message was that “evolution and creationism both require faith. It’s just a matter of where you choose to place that faith.”

If you’d like to find out more about Benjamin Carson, there are some fantastic resources available. Just this past Saturday, Feb. 7, 2009, TNT aired Gifted Hands: The Ben Carson Story. Superbly played by Cuba Gooding, you will be inspired to learn of Carson’s upbringing in extreme poverty in Detroit, raised by a single mother with a third grade education. Ben Carson’s story is also told in his autobiography, Gifted Hands: The Ben Carson Story. Visit the Carson Scholars Fund for information on Benjamin Carson’s education initiatives and scholarships.

Resources:
Carson Scholars Fund
Benjamin Carson: The Pediatric Neurosurgeon with Gifted Hands
Ben Carson: The Faith of a Surgeon

Technorati Tags: Benjamin Carson, Christianity, creation, evolution, faith, neurosurgeon, science

Overlooking the Valley

Posted January 22nd, 2009 by Jen in family life, religion, science, the ranch
9 Comments »

Out hiking a few weeks ago. Near the east edge of our property is a stunning view of the valley below.

For since the creation of the world His invisible attributes, His eternal power and divine nature, have been clearly seen, being understood through what has been made, so that they are without excuse. (Romans 1:20)

What element of God’s creation speaks to you today?

Technorati Tags: family, creation, landscape

My Star of Bethlehem

Posted December 2nd, 2008 by Jen in features, religion, science
12 Comments »

I felt like a modern-day shepherd, or maybe a wiseman, as I drove home last night, the brilliance of the convergence of Venus and Jupiter juxtaposed next to the crescent moon causing me to breathe deeply at the magnificent sight. What a perfect and fitting way to herald in the holy season as we celebrate the birth of our Lord Jesus Christ.

My children noticed, I noticed, people around the world noticed this awesome spectacle in the night sky. Did you see it? Look tonight…it won’t be nearly as perfect as last night, but it will be there.

The Child’s Inventor’s Box

Posted October 12th, 2008 by Jen in education, features, science
8 Comments »

An “inventor’s box” full of odds and ends that has a permanent place in your home play area or in your classroom–this is the child’s invention kit, the perfect tool for science exploration and innovation. The idea is to create the atmosphere of an inventor’s workshop, where there is no fixed set of materials and no particular goal established in advance; rather, the bountiful collection of materials is there for the child to explore, experiment, and give creative expression to his ideas. And voila, an enthusiastic and independent science mind is being created in the process.

I. For the frugal and simple approach, here is a list (in no particular order) to get you started. These materials can be gathered over time from a craft store, RadioShack, around your house and garage, thrift stores, garage sales, lumber yards, and more. Let me know what else I should add to my list, and some simple experiments to go with this list!

• mirrors
• magnets
• metal rods
• weights
• small motors
• coils of insulated wire
• mounting base and mounting bracket
• insulated tubing
• D-cell battery
• balloons
• paper clips
• string
• rope
• tape-duct tape, scotch tape, two sided tape
• tacks
• rubber bands
• washers, nuts, bolts, screws, nails
• pvc pipes with connector corners
• wire
• springs, hinges, clothes pins
• pulleys
• pipe cleaners
• casters
• straws
• pins
• scissors, exacto knife (be careful, adult supervision!)
• cloth patches, scrap material
• cotton balls
• bottle caps, wine corks
• markers
• pencil
• ruler
• drawing paper, notebooks
• paint
• paint brushes
• felt
• poster board
• popsicle sticks, toothpicks, craft wood, dowels
• connector ties, zip ties
• clamps and glue
• knobs, dials
• cardboard–toilet paper rolls, paper towel rolls, empty cereal boxes
• 1-quart milk cartons
• tinker toy pieces
• styrofoam pieces
• propellers
• tuning fork
• plastic soda bottles
• pH test strips
• hammer and small saw
• cheesecloth
• droppers
• filter paper
• forceps
• funnel
• litmus papers
• magnifiers
• fluorescent light

Now, what can you do with all these materials? Here are some ideas cards to keep handy, if your child/student wants a specific activity:

1. Human conductor of electricity

Supplies:
one ballon, one flourescent light.

Directions:

• Darken the room. Hold the fluorescent bulb in one hand and the balloon in the other. Rub the balloon vigorously on your hair.
• Bring the balloon near the bulb and watch what happens. Was that a flicker of light? Did the bulb really light up?
• Move the balloon up and down the bulb without touching the bulb. The light should sort of follow the balloon.
• Touch the balloon to the glass and see if you can get a spark to jump.
• You can’t believe your eyes… so, go back to step 1 and do it again.

2. Periscope-mirrored tube that lets you see over walls and around corners:

Supplies:
Two 1-quart milk cartons
Two small pocket mirrors (flat, square ones work best)
Utility knife or X-Acto knife
Ruler
Pencil or pen
Masking tape

Directions:

• Use the knife to cut around the top of each milk carton, removing the peaked “roof.”
• Cut a hole at the bottom of the front of one milk carton. Leave about 1/4 inch of carton on each side of the hole.
• Put the carton on its side and turn it so the hole you just cut is facing to your right. On the side that’s facing up, measure 2 3/4 inches up the left edge of the carton, and use the pencil to make a mark there. Now, use your ruler to draw a diagonal line from the bottom right corner to the mark you made.
• Starting at the bottom right corner, cut on that line. Don’t cut all the way to the left edge of the carton-just make the cut as long as one side of your mirror. If your mirror is thick, widen the cut to fit.
• Slide the mirror through the slot so the reflecting side faces the hole in the front of the carton. Tape the mirror loosely in place.
• Hold the carton up to your eye and look through the hole that you cut. You should see your ceiling through the top of the carton. If what you see looks tilted, adjust the mirror and tape it again.
• Repeat steps 2 through 6 with the second milk carton.
• Stand one carton up on a table, with the hole facing you. Place the other carton upside-down, with the mirror on the top and the hole facing away from you.
• Use your hand to pinch the open end of the upside-down carton just enough for it to slide into the other carton. Tape the two cartons together.

For more amazing science activities for the home or classroom, visit The Exploratorium.

II. A more high-tech and a bit more costly approach, but nonetheless an excellent option, is the PicoCricket Kit. This is an invention kit that integrates art, music, and technology, and is especially attractive to girls as well as boys.

The PicoCricket Kit uses a tiny computer which allows the student to make things spin, light up, and play music; you basically make your creations come to life with simple robotics. The price tag is $250 for the complete kit, which includes the following: motor and motor board, display, beamer (send programs from your computer to your PicoCricket), resistance sensor, sound sensor, colored lights, sound box, PicoCricket programmer (to control your creations), touch sensor, and light sensor.

Also included in the kit is easy-to-use software for programming the Cricket (PC and Mac compatible), USB cable, a collection of craft materials and lego bricks to create motion modules, and ten project placemats with sample Cricket activities.

This is a reusable kit–only the craft materials are consumable, but are inexpensive to replace.

Mitchel Resnick, an MIT professor who worked on the project, made an important point about the accessibility of the PicoCricket kit:


We knew that lots of kids are interested in art and music, so we wanted to make sure that there were lots of ways for them to be able to use art and music as an entry point to explore math, science and engineering.   

Wow~whether your budget is small or large, there are options. The basic inventor’s box is more time consuming to put together, but cheaper; and the pre-packaged kits offer efficiency but at a cost. I hope you’ve been inspired to provide some creative science outlets for your child or classroom!

October Exploring

Posted October 5th, 2008 by Jen in family life, science, the ranch
15 Comments »

Our first October hike around the property began with a surprise greeting from this rust-colored fast-crawling spider. If the image is fuzzy, it’s because my hand was shaking a bit as I took the photograph. I’m not a big arachnid fan, however, I’m always fascinated with a new species, especially if it’s going to be my neighbor, and especially if it’s a potentially venomous creature.

Can anybody make this out? No further pictures available, as the elder daughter poked it with a stick, immediately followed by the dog having it for snack.

JJ discovered a new juniper, we think. You need to look closely, as the earthy colors blend into the ground. Seeing that the sapling is right next to a mature juniper, and seeing that junipers are the only naturally occurring tree on the entire property, it’s safe to say the kids made a good assessment.

An interesting tidbit on juniper berries:

Juniper berries have long been used as medicine by many cultures. Juniper berries act as a strong urinary tract disinfectant if consumed and were used by American Indians as a herbal remedy for urinary tract infections. Western tribes combined the berries of juniperus communis with Berberis root bark in a herbal tea to treat diabetes. Clinical studies have verified the effectiveness of this treatment in insulin-dependent diabetes. Compounds in these plants when combined and ingested have been shown to trigger insulin production in the body’s fat cells, as well as stabilize blood sugar levels. Native Americans also used juniper berries as a female contraceptive.

I love this lone juniper tree inclining over the cliff at the east end of our property. It seems to grow straight out of the rocks, showing the strength and hardiness of this ancient evergreen.

Just beside this last juniper, I discovered a moss covered rock, its variegated colors indicating countless seasons of moss-growing, which I hadn’t observed before–not that unusual being that there’s thousands of rocks on this land. But I never noticed the handy little hole, and the smaller rock sitting in there, just ideal for pounding corn or something. We know the Northern Paiute Indians inhabited this land before us, and I I can’t help but wonder, has this been there since then?

Tawny was out for his first explore to the edge of the cliff, and left the children screeching in terror and delight with his kittenish antics of racing up trees and scampering down rock crevices. Just when they were certain he was down to eight lives and lost over the precipice, he would meow his way calmly back to the family.

A fresh rain left this exhilarating scent in the air, and the cat and dog both seemed to understand that this was the perfect October day. Other than an occasional stray onto a neighboring property, the animals were fabulous scouting companions.

These three explorers likewise recognized an ideal day, and with Mom armed with bags for the hunt, we gathered moss, owl pellets, bones, feathers, and chips of obsidian (more Paiute relics) unearthed by the recent downpour. Analyzing the artifacts later will add to the experience. Little L would squeal with glee whenever he found a complete little rodent skull–”Look, Mama, it’s got teeth!” And a particularly large chunk of obsidian found by JJ was met with “it looks just like a canoe!”

One of my young adventurers sums up our October Exploring perfectly:

Pure fun. What do you or your children enjoy doing this time of year? And tell me, what do you think of that hole in the boulder and the small rock sitting in there?

Frugal Field Trips

Posted August 20th, 2008 by Jen in education, family life, features, parenting, science, the ranch
12 Comments »

Local field trips for children are lurking around every corner, even in some everyday places if you recognize the opportunity. Every town will have its own unique chances for family excursions, but here are a few around my Central Oregon town for the budget-minded.

The Greenhouse
I needed to buy some houseplants that would survive in very low light, so an outing to the greenhouse turned into a field trip. The owner happened to be there, and was gracious enough to lead my four children through the aisles of hanging ivy and water fountains, all the while instructing us on the names of the various plants and the best methods of transplanting and when to do so. Annuals, perennials, vegetable plants, hanging baskets, herbs…he noted everything as we passed. The kids caught maybe half of what he breezed through, but what they surely caught was his love of plants!

Many greenhouses offer organized field trips for school groups, and this one was no exception. While my group (my family) just walked in as customers to make a purchase, they were still very accessible and education-minded. It’s important to note that this was a small, locally owned nursery, and these are the best ones, in my opinion, to approach for an educational tour.

If, like me, you’re not looking to schedule a full-blown field trip, just try asking questions, and you’ll probably discover that the employees are fairly eager to pass on some knowledge, especially when you have children asking their own questions as well. You may want to take a few minutes before entering the greenhouse to prep your kids for the experience, and “plant” some questions in their heads to get them thinking, and encourage them to be inquisitive (but polite).

The Ranch
We happen to have some friends who raise Clydesdale horses, and this is where I would insert my recommendation to take advantage of friends like this! Not in a negative way, mind you, but if you have friends or family members who have a unique or unusual business, you don’t want to pass up that opportunity for your children to learn a thing or two.

So, our friend Alisha invited my family and a few others out for a “horse lesson,” as my daughter said. This daughter is my equine lover and longs for her own trusty steed. My girl was counting down the days until this trip, dutifully marking her calendar. I only wish the cowboy boots from Grandma had arrived before this trip–but it’s okay, the boots have seen plenty of action since. Alisha did a fantastic job of walking the kids through her stables and introducing the children to the various horsey things that seem to enchant young ones.

Before the kids left, they had all helped to groom several horses, feed them, pick their hooves, ride around the corral, and choose their own horseshoe to take home.

I think this was the favorite field trip of the year. All the families involved were so thrilled to have this visit to the ranch. I know this isn’t a feasible option for many of you who don’t live in the country or know ranchers/farmers. But I’ll bet if you sat down and really thought hard, you’d come up with someone you know in an interesting field of work who just might welcome a few kids into their daily routine, and maybe even enjoy it as much as the kids.

The State Park
We live near a gorgeous state park, and it costs just $3.00 to park and hike for the day. This is a great option for a field trip that incorporates natural science, geology, and even art.

If you go to this particular state park in the summer (Smith Rock in Terrebonne, Oregon), plan an early start to avoid heat stroke, and pack a picnic lunch and a sketch pad/pencil.

There is a perfect covered overlook with several large picnic tables which looks down on this breathtaking view you see here. I love this spot for the chance to have the kids sit and sketch the scenery and really notice the amazing rock formations and the gentle curves of the river.

Sometimes, I’ll have the kids stop and gather some leaves to look at later, but mostly it’s just a tremendous location that we never tire of.

The kids will of course discover caves and rabbit trails and rocks to climb. There are several large boulders they routinely climb up, nearly giving me a heart attack, but I forget what I was like as a child. The older I get, the more cautious I become and the more afraid of heights I get!

One nice feature about most state parks are the plaques of geologic or historic information planted along the way. Don’t rush past these if you want to get the most out of your field trip. I usually have a different opinion about some of the geologic timelines given in the typical state park plaque, but what a great learning opportunity to discuss these issues.

My kids often ask as we drive by Smith Rock, “Mommy, how did that get there?” and I can remind them of the plaque we read, with the illustrations of the volcanic explosion, and it all comes back. My older son now stops to read the plaque aloud to the other children and plays tour guide.

Oh my, there are so many other wonderful little trips we make around town. I may have to do another post to tell you about the museums, the free concerts, the goat farms, and even how to turn a trip to the grocery store into a field trip. I spend very little money on these outings, and I mostly stay local, but I’m discovering that what makes a valuable experience for one’s family is an eager attitude about learning. The ability to spot a teachable moment paired with an inquisitive spirit will bring many frugal field trips to your front door.

What frugal field trips does your town offer?

Technorati Tags: Central Oregon, education, family life, Clydesdale horses, nursery, greenhouse, outdoors, field trips, frugal, plants, ranch, Smith Rock

The Intelligent Lizard

Posted April 28th, 2008 by Jen in humor, religion, science
12 Comments »

Hmmm, I say, what is this slick, button-y surface and colorful pixeled screen?

Oh, I see, if I grip the keys just so, and push….

Now, that was pretty simple, and it only took me about 4 billion years to figure out. Or not.

p.s., the lady of the house was really freaked out to see her little girl’s pet lizard taking over her laptop computer. My sincere apologies and lizardly regrets for causing such a commotion. Well, being so evolved and all, I enjoy the cinema as well as computers, so I’m off to the movies.

Technorati Tags: lizards, Creation Science, Intelligent Design, animal humor, Expelled the Movie, Ben Stein’s Expelled

The Child’s Spring Book

Posted April 13th, 2008 by Jen in arts & crafts, book reviews, education, family life, features, giveaways, science
16 Comments »

Spring is here! It came, then ducked under a series of freak hailstorms and a blanket of snow, only to emerge this weekend for good. The kids and I basked in a perfect April day on Friday, obeying the chipper call of the season to go for a hike.

I present to you today the fruit of our outdoor adventure. We made several ziplock-bag-books yesterday, full of specimens of Central Oregon, in particular, Smith Rock State Park, where we had our outing. For those of you who already have your children keep a nature journal, you’ll find this project to be a perfect companion. (I’m giving away two of our books – an Oregon one and a blank one; leave a comment below by next Sunday if you’d like to enter!)

The Zip-Lock Bag Book

Supplies:

• A large bag for collecting your specimens outdoors
• 6-10 quart size ziplock plastic bags per book
• Cardstock or thin cardboard – we cut up old cereal boxes
• Glue stick/glue
• Hole punch
• Twine, string, or metal rings
• Markers, pens, paints, whatever you need to decorate the cover
• Regional wildflower/plant book or Internet

How To:

The Pages:

• Child should separate all the items she collected into type
• Cut cardboard into various sizes, all small enough to fit inside the ziplock bag
• Child should glue one or two specimens onto the cardboard, leaving room for writing
• Using your sources (books, Internet), help child identify each specimen
• Write the location of the find, the date, and the names of the plant on each piece of cardboard/cardstock.
• Place one piece of cardstock with plants/specimens glued on, into each bag.

Assembling the Book:

• Cut out 2 Cardboard/cardstock covers for the front and back, about 1/4 inch larger on each side than your ziplock bags.
• Align the ziplock bags sideways, with the bottom of the bag at the left for binding, the zippered opening at the right for access.
• Hole punch 3 or 4 holes along the side for binding your book, being sure not to punch too close to the edge – I like a 1/2 inch margin.
• Make sure you align the holes so the book binds up neatly!
• Using twine, string it through and tie at each of the 3 or 4 holes; or if you’re using rings, snap them on.

Voila, you have a lovely child’s spring book! One neat thing about this style of book is that it allows such easy access to the items. Each piece of cardstock can be taken out and handled (as children can’t help but do), and easily returned to its proper place. And of course, the see-through ziplock bag is an essential as well, giving full visual stimulation.

JoJo is so proud of her book, and slept with it last night. She couldn’t wait to decorate the cover with the foamy letters she received for her birthday. The other kids chose to use markers and pens to create their cover art.

Some other ideas:

• Include several empty bags at the end of the book for future discoveries
• Add in several sheets of blank paper for any sketches the child creates
• Staple the book together instead of hole-punching
• Use this book for other themes, like leaf or feather collections

The hardest part about this project was the identification. Now, is that an arnica mollis or an arnica parryi? Sometimes, we just made our best guess. The rest of the project took no external motivation at all – this was such a delight for them. But certainly, the identification was one of the most valuable pieces of this book. The kids learned to look critically at a plant and really notice things they hadn’t before. The shape of a leaf, the texture, the number of petals. By the way, we are not done with the identifying – we need to check out a few books from the library.

Like I said above, I’m giving away two of our homemade books, one filled with Central Oregon specimens and the other one blank for your region. Keep in mind that when I do crafts, it’s a fairly practical endeavor – just whatever is on hand – so these books will not be perfect, beautiful things! My 8 year old son will probably be doing most of the work.

This is my plan: I’d like to give these two books to someone with a child who’s interesting in learning about Oregon plant life, and who will use the blank book to create his own regional book. I’m hoping that this child will then create an extra ziplock-bag-book from his region, and another blank one, and pass them on as well. And so on. Leave a comment below by next Sunday, April 20, if you’d like to win these books. My son will draw a random name and I’ll email the winner.

I hope you’ve enjoyed learning about our spring ziplock-bag-book! I think this is an ideal science/nature/art project for students of all ages. If you have any ideas to add, let me know.

Resources:
How to Identify Plants by H.D. Harrington
A Field Guide to Pacific State Wildflowers by Peterson Field Guides

Technorati Tags: art activities, art for children, Central Oregon, giveaway, home education, homeschool, outdoor play, ziplock bag book, nature journal, Smith Rock, spring

Tags: lapbook, nature journal, spring project, ziplock bag book

Leonardo da Vinci For Kids

Posted February 17th, 2008 by Jen in arts & crafts, book reviews, education, features, history, science
80 Comments »

Leonardo da Vinci (1452-1519) was one of the greatest painters of all times, but is also known as the ultimate Renaissance man because he was perhaps the most widely talented person ever to have lived. Da Vinci is a favorite with the children studying art history because of this Renaissance quality – not only was he a consummate painter and sculptor, he was a great inventor, military engineer, scientist, botanist, and mathematician.

There are volumes written about the genius of da Vinci, and it can be hard to know where to start, but if you’re interested in a unit study on this magnificent artist, I would begin with Janis Herbert’s book Leonardo da Vinci For Kids, His Life and Ideas – 21 Activities. Only 90 pages, Herbert’s book neatly breaks up the study into four sections, each including historical and artistic information, and activities for students to do at home or in the classroom: 1) A Boy in Vinci; 2) The Young Apprentice; 3) A Genius at Work; and 4) “I Shall Continue”. Herbert takes some literary license in her book, and creates some wonderful dialogue and scenarios, that while not authenticated, brings Leonardo da Vinci to life for young minds. I’ll highlight some of the activities Herbert has created for each section.

ONE: A Boy in Vinci

Leonardo di ser Piero da Vinci was born on April 15, 1452, in the small village of Vinci, in a region of Italy called Tuscany. He was the illegitimate son of a peasant woman and an ambitious notary. Probably because of his illegitimate status, Leonardo had little early education, other than the local priest teaching him how to read and write and use an abacus. Shuffled around to various family members as a child, Leonardo was left to himself quite often, and perhaps this solitude is what we’re still grateful for five centuries later, as he spent his days outdoors studying birds, plants, and nature.

Activity: Brush up on Birds (pp 4-5)
Materials:
Watercolor paints
Paintbrush
Cup of water
Absorbent paper

When you draw or paint something, you notice things you may not have seen before. That’s why Leonardo grew up to be a great artist and a great scientist. He was one of the first artists to draw things exactly as he saw them in nature. While sketching and painting birds, he learned a lot about their anatomy, or body structure.

Play with your paints! Get used to holding your brush and trying different strokes. See what it’s like to use a little water or a lot on your brush. Mix paints to get new colors. Then, take your tools outside. Sit in your yard near a bird feeder or go to a park or the zoo–anyplace where you can find birds. Sit quietly until a bird lands nearby to model for you.

For the head, dab a wet brush into the paint. Hold the brush so it is vertical (straight up and down) to the paper. Press it down, then twist it to the right with your fingers. (These instructions are for right-handed artists. If you’re left-handed, just reverse them.) To paint the bird’s breast, dab some more paint on the brush and hold it horizontally (sideways) to the paper. Place it on the paper and pull it down toward you. For the wing, hold the brush vertically, press it down and draw it toward you. Taper off at the end by lifting up your hand. Paint the tail feathers by starting at the end of the tail. Hold the brush vertically and touch just the tip of it to the paper. Paint up toward the body. Fill in the details of the bird’s legs, feet, and beak. Look for the distinctive markings and paint them in, using just a small amount of paint on the brush.

Some birds have black eye masks, some have striped wings. Some birds have spotted breasts–hold the brush vertically and dot the paint onto the paper. To paint streak markings, hold the brush the same way and make very small lines. You’ll see that birds come in many different colors, shapes, and sizes.

TWO: The Young Apprentice

When Leonardo was 14, his father sent him to Florence, where the young boy became apprenticed to the renowned master Verrocchio. It was with Verrocchio that young Leonardo was trained in all the countless skills of a traditional workshop – not only drawing, painting, sculpting and modelling, but drafting, chemistry, metallurgy, metal working, plaster casting, leather working, mechanics and carpentry.

According to the artist biographer Vasari, Leonardo and Verrocchio worked together on the painting Baptism of Christ (1472-1475). Vasari wrote that Leonardo painted the young angel holding Jesus’ robe so skillfully and with such superior quality to his master that Verrocchio put down his brush and never painted again.

New ideas in painting, and indeed culture, were rising up in Florence around this time, as the Renaissance was blossoming. Oil painting had just been introduced to Italy from northern Europe, and Leonardo spent a lot of time mixing different materials, and soon surpassed everyone in his use of the new medium. Leonardo also brought new perspective and depth to painting, as he used his skills in math and geometry to calculate the placement of lines in his drawings and paintings. And perhaps foremost to the new Rensaissance art was Leonardo’s passion to draw things as realistically as possible. He sketched incessantly and was an ardent observer of nature, animals, plants, people.

Activity: Animal Art (p. 20)

When Leonardo was a young apprentice in Florence, he spent all of his spare time drawing. Often, he went to the Medici family’s private zoo and drew the animals there. Take a trip to the zoo to sketch the animals or draw your pet at home.

Materials:
Pencils
Sketch pad

The most important thing to do when learning how to draw is to learn how to look. Study Leonardo’s sketches of horses. What is special about the shape? The parts of the body? Note the horse’s rounded haunches, barrel-shaped body, and powerful muscles. These are the features you will want to emphasize. The second most important thing to do is practice. Even if you think you can’t draw, give it a try. Can you draw circles and ovals? That’s all you need to start.

Draw the animal using geometric shapes. For the horse, you might start by lightly drawing a large circle for his rear, a long oval for his body, and another circle for his chest. Draw his neck and head as ovals. Draw narrow cylinders for his legs and small ovals for his feet. While making this preliminary sketch, notice proportion (for instance, the size of the head compared to the body).

Go over the shapes, building on them with heavier lines. Hold and move the pencil in different ways to get different effects. Draw soft, shaded lines lightly with the side of the pencil. Press down hard and move it back and forth for a hard, jagged line. Pencil in the distinctive features, such as the hooves and tail. For the horse, use soft, short strokes with the pencil held slightly at an angle to capture the texture of his hair. Use longer lines of different sizes for his flowing mane.

THREE: A Genius at Work

When Leonardo da Vinci was 30 years old, he left Florence for Milan, where he spent the next 17 years. At the persuasion of Lorenzo de’ Medici (hoping to secure peace between Florence and Milan), Da Vinci presented himself to the Duke of Milan, Ludovico il Moro. Leonardo wrote a letter to Ludovico, offering himself as a military engineer, and came before the Duke with a lira da braccio, lute, which he made himself and beautifully played before the court. Leonardo’s letter told of all the weapons and fortifications he could design to keep the city safe.

Leonardo was fascinated by technology and the workings of machines. He invented fire throwers and missiles, and made an early design for a machine gun. Hundreds of inventions were sketched out in his notebooks – tanks, helicopters, bicycles, submarines, hang gliders, pulleys, cranes, bridges, and more.

Leonardo’s love of music led him to study the science of sound, and he was one of the first to liken it to the motion of waves. He was also one of the first to note that il sole non si muove, the sun does not move – a remarkable observation in a day when people thought the sun revolved around the earth.
Anatomy was another passion of Leonardo. He went to hospitals to watch operations, he visited morgues to dissect bodies of the dead. He measured muscles, diagrammed organs, discovered the way blood flows through the body, and made important conclusions about lungs and oxygen. His knowledge surpassed the doctors of his time. Leonardo applied this deep understanding of the human body to his art, and excelled in drawing proportional anatomy.

In 1484 the plague struck Milan, and the thousands of dead people were left to rot in the streets. Leonardo, being the ultimate problem solver that he was, turned his attention to disease prevention. He designed a layout of the city that had wide streets and canals in place of the narrow ones, wide enough for proper sewage disposal, and a system for washing the streets automatically with locks and paddle wheels. It was a two-tiered town design, with the top streets for homes and churches, and the bottom streets to be used for deliveries and wagons.

Throughout all of these other pursuits, Leonardo da Vinci continued to paint. His patron, Ludovico, was invaluable during his time in Milan. Ludovico had Leonardo paint his friend Cecilia Gallerani, and Leonardo called the painting Lady with Ermine. It was so lifelike that a poet commented that “Nature herself was jealous.”

Leonardo also received a commission to paint an altarpiece, for which he created Virgin of the Rocks, a stunning work which reflects his interest in nature. One of Leonardo’s most famous paintings, The Last Supper, was also painted in Milan. It took him over three years to complete this painting. Leonardo’s work habits are best reflected in The Last Supper. He often didn’t even finish his work, so the world is fortunate to have this masterpiece. Here’s how Herbert describes his work on The Last Supper:

Leonardo would sometimes appear at the refectory at sunrise and paint until dark without ever once putting down his brush to eat or drink. On other days he would simply stand in front of his work for hours with his arms folded. Sometimes he could be seen racing down the streets to the monastery where he would grab a brush, climb up the scaffolding, add a couple of brushstrokes to the mural, and abruptly leave. Sometimes weeks would go by and he wouldn’t show up at all.

When Leonardo finally finished, the painting was immediately acclaimed as a masterpiece, with superb design and characterisation. However, because Leonardo had used tempera paint over a ground of mostly gesso, instead of the more reliable fresco, it rapidly deteriorated. The Last Supper has undergone extensive restoration over the centuries, but is still one of the most reproduced works of art ever.

Activity: Leonardo’s Lute (p. 31)

Leonardo’s silver lute captured the heart of Ludovico. You can make a musical instrument from items found around the house. Adult supervision is recommended for this activity.

Materials:
Pencil
Empty shoe box with lid
Utility knife
Piece of cardboard, about 1 1/2 by 3 inches
Scissors
Ruler
Tape
Newspaper
Silver spray paint
6 rubber bands of varying thickness

Draw a horse’s head (approximately 3 by 3 inches) at one end of the lid of the shoe box. Ask an adult to help you cut the shape out carefully with a utility knife. Make a 1 1/2 inch slit in the lid of the box 3 inches from the other end as shown. Make a bridge for the lute out of the small square of cardboard.

Cut it into a T-shape so that the bottom of the bridge is 1 1/2 inches and the top is 3 inches. Make 6 slits in the top of the bridge. Insert the bridge into the slit in the box. (The bridge will raise the “strings” off the box, making the sound better.) Tape the lid firmly to the bottom of the box.

Now take the project outside or to a well-ventilated area. Spread the newspaper out and spray paint the box and bridge with the silver paint. Leave it several hours to dry. When dry, stretch the rubber bands around the box, putting each one through one of the slits in the bridge.

FOUR: “I Shall Continue.”

With Italy at war with the French, Leonardo returned to Florence in 1500. In 1502, Leonardo entered the services of Cesare Borgia, the Duke of Valentinois. Borgia helped the French conquer Milan, and had ambitions to conquer all of central Italy. Borgia hired Leonardo da Vinci to be his military engineer, and Leonardo traveled all over Italy with him, examining castles and fortresses, and suggesting improvements for fortifications.

Around this time, Leonardo painted the Mona Lisa, beginning in 1503, the most famous painting in the history of art. Leonardo took the painting with him everywhere. Many historians say the Mona Lisa wasn’t finished when he left Florence, and that he completed it during his final stay in France. After Leonardo died, the painting was given to the king of France, and today, it hangs in the Louvre in Paris.

It is now known that the identity of the woman in the portrait is Lisa di Gherardini, the third wife of a Florentine silk trader named Francesco del Giocondo. Lisa di Gherardini was 26 years old at the time of the sitting and had recently lost a child. Herbert invites students to question the portrait:

And what is she thinking? Why does she smile? A story is told that Leonardo had musicians and clowns in his bottega as the woman sat for her portrait, so that she would smile as he painted. But this smile has appeared in other paintings by Leonardo. Is he trying to tell us something? Is this a peaceful smile or is it a little disturbing? Why does she smile when she wears a black veil and all around her is dark and gloomy?

Leonardo was back in Milan by 1508, and then moved to France at the behest of King François in 1516. He settled in the Loire valley in the beautiful manor house Clos Lucé, near the royal chateaux in Amboise, France, and became First Painter and Architect and Engineer of the King. Leonardo and King François visited together often, discussing philosophy, art, science. Though now paralyzed in one arm, Leonardo could still draw and supervise the work of his pupil. Leonardo wrote in his notebooks, “I shall continue,” and he never gave up his studies or his work. Leonardo died on May 2, 1519, and French legend tells us that he died in the arms of King François.

Activity: The Craft of Cartography (p. 65)

When Leonardo became a military engineer for Cesare Borgia he created many maps. Mapmakers are also called “cartographers.” Leonardo was one of the first cartographers to draw maps from a vista d’uccello, a bird’s-eye view.

Materials:
Stick, at least 8 inches long
Maps to use as examples
Sheet of paper, 8 1/2 by 11 inches
Pencil
Ruler

Things to consider when making a map are direction, scale, and symbols. With these things in mind, you can make a map of your neighborhood, showing the way from your house to your friend’s house or from your house to school.

First, figure out the compass points (north, south, east, and west). Here is a simple way to do that. On a sunny day, push a long stick into the ground at an angle so that it is pointing to the sun and so that it is not making a shadow. Leave for about an hour. When you return, because the sun will have moved farther west, the stick will have a shadow and the shadow will be pointing east. Face east and the south will be to your right, north to your left, and west behind you.

Next, choose a scale for the map. Look at other maps for examples. Often the scale is something like 1 inch for every 10 miles. On your map, 1 inch could equal 1 block. Indicate the scale you are using so anyone who reads it can measure out the inches and calculate distances. Create symbols for landmarks such as houses, bridges, and railroads. Churches can be shown with a steeple, schools with a flag. Made a “legend” or explanation, so the reader will know what the symbols mean.

Lastly, draw the streets and label them. Use the symbols you invented to show landmarks and buildings. You can draw your map in different colors, like Leonardo did, to show water, land, and roads. Draw the compass points so the person reading your map knows which way is north, south, east, and west. See if a friend can follow your map.

I highly recommend Janis Herbert’s book, Leonardo da Vinci For Kids. These and many more activities can be found in her engaging book. She includes biographies of other famous Renaissance artists and historical figures, web sites to explore, and a helpful glossary.

Other Resources:

WebMuseum, Paris
Leonardo’s Workshop
National Gallery of Art
Enchanted Learning da Vinci Coloring Pages
Museum of Science: Exploring da Vinci
The Notebooks of Leonardo da Vinci

Technorati Tags: art activities, art for children, art history, inventions, Leonardo da Vinci, Mona Lisa, The Last Supper

Scopes in reverse

Posted March 26th, 2007 by Jen in education, politics/world news, religion, science
5 Comments »

Here in my pretty part of the world, I read a very ugly story in my local paper last week. The Bend Bulletin’s front page story on March 20 was titled “Sisters fires a new teacher for presenting creationism.” The posh little town of Sisters, Oregon has a great quilt show in July, the most kickin’ rodeo around, the most exceptional coffee house in the world, and a really bovine school board.

So, this firing happened a week ago, and I wasn’t going to write about it, because I didn’t want to get completely worked up…but, I will anyway. The reporting was not accurate. But I should add that a follow-up article was helpful in understanding Mr. Helphinstine’s presentation. Kris was not teaching creationism. He has a master’s degree in science from Oregon State University, and obviously knows what evolution is; as far as Creationism, he said “I know what it is, and I went out of my way not to teach it.” He reiterated in a phone interview with The Bulletin that he did not teach the concept of God creating the world, but rather included some supplemental materials to teach the students how to discern bias. “My whole purpose was to give accurate information and to get them thinking.” The headline should have read, “Sisters fires a new teacher for presenting critical thinking.”

Pebble Chaser has covered this superbly, so I won’t go into the whole terrible ordeal; go see what Heidi said.

I did just want to add that I found it incredibly ironic that a brief glance back in history shows that the Butler Act, 1925, prohibited teachers from teaching anything but the Divine Creation of man as set forth in the Bible, and specifically banned teaching that man was descended from a lower order of animals. (Of course, the ridiculous publicity stunt of the Scopes trial changed that.) But here we are, just 80 some years later, and those same teachers are prohibited from teaching anything but that man was descended from a lower order of animals.

photo by: Gary Albertson
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Here comes the train

Posted March 19th, 2007 by Jen in arts & crafts, education, science
0 Comments

I love a picturesque, rural landscape, and my kids adore trains. I caught this scene a few days ago, as we were stopped at a train crossing in Terrebonne, OR. You can see Smith Rock in the background, and if you could hear, you’d be listening to my kids whooping in delight above the loud cry of the train whistle.

We were too inspired to pass up Smith Rock after seeing this, so the next day we headed over to the climbing mecca of the Northwest. Yeah, we go here a lot, and you would, too, if this was in your backyard.

Here I am with the kids, about to head down into the gorge where you see the Crooked River running through.

This was part of our school day, and so here we are sketching the amazing spires of rock (…how did this get here, the kids ask). A local artist happened to be hiking by as the kids were happily engaged in their creative drawings, and had some kind words to offer.

What you see here is a wonderful little snapshot of the flexibility I love about home education. An inspiring moment with a train can lead to an afternoon of hiking, exploring, discussions about volcanic origins, creative art, and more nuances of my children’s development than I can know.

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Name that owl! Science outside the classroom

Posted March 16th, 2007 by Jen in education, family life, science
2 Comments »

I owe a big Thank You to our 20 acre juniper forest and to the High Desert Museum for our latest science adventure. Science is definitely a subject that calls you outside the classroom.

Our adventure began nearly two years ago, when we first saw the owl. My husband and I, along with our children, were looking at some real estate in Central Oregon. We fell in love with this big juniper filled parcel the minute we set foot on the rugged soil. The rock outcroppings, the tall, scraggly juniper trees, and the untouched feel of the land had us mesmerized. Then, suddenly, a screech, a whoosh, and gone in a flash. We knew we had an owl.

We ended up purchasing the property. Over the course of the next year, we discovered the owl’s nest high in one of the thousands of junipers – maybe 50 feet up. My husband and I had at least six sightings between the two of us. But, as you know, owls are nocturnal, so evening sightings are a glimpse at best. Our oldest boy collected several of the owl’s feathers, and we went on many hikes to look for any other possible nesting places. On one such hike, we disturbed the resting owl, and with a screech, he took wing. How exciting for the kids to hear the noise, and they raced around in a vain attempt to find him again.

I’m not sure I realized it at the moment, but as parents, we were shaping and developing our children’s scientific thinking. Our owl hunt was just an everyday activity born out of natural curiosity, but more valuable than any classroom science lesson.

We visited our local High Desert Museum during this period of time, and were thrilled to discover a Birds of Prey exhibit. There were live birds to study, and even recorded vocalizations to listen to. By now, we were narrowing the field of possible owl varieties – our kids really wanted to know what we had on our hands! We knew the coloring, the habitat, the nest, the call…we had either a Great Horned Owl (Bubo virginianus), a Long-eared Owl (Asio otus), or a Western Screech-Owl (Otus kennicottii).

The kids and I visited the Museum again last week, and spent most of our time with the Birds of Prey exhibit, naturally! We decided that most likely (but we could totally be wrong!), our owl is a Long-eared Owl. He sounds like a Screech-Owl, but those owls nest in natural cavities in trees, and ours has a nest. He looks a bit like the Great Horned Owl, but their strongest Oregon habitat association is grassland with fir and ponderosa interspersed. And the Long-eared Owl has a high nest, typically an abandoned nest of another large bird of prey, and their strongest Oregon nesting habitat association is in western juniper woodland.

That fits! At first, we nearly discounted the great nest we discovered, because it looked old and abandoned. Yes, exactly what our owl likes – these nocturnal creatures do NOT like to build their own nests. And of course, the juniper woodland describes our property to a “T.”

I can’t stress enough the idea that when families pursue scientific inquiries together, and when children are carrying on their own intellectual quests, a natural and deep science foundation is taking root. If you’re lucky enough to have an owl, all the better.

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