Celestial Alamanack - Homeschooling style :)

The latest Celestial Almanack by Classical Astronomy at Fourth Day Press is here!

Homeschool astronomy - Montessori, classical, unschooling - any educational method! Including for us adults who just missed out ;)

Biblically-based, written by a homeschool father, up-to-date, beautiful, multi-age and multi-ability - you can't beat it!

See a free preview by clicking here.

Astronomy - for children

Astronomy can be quite abstract, but what child doesn't have some fascination with stars and planets and moons?

There are some really neat books and activities written for the youngest children. I've wondered for a long time, though, "Are these too abstract? Is it appropriate to teach preschool children about astronomy? Shouldn't we wait until they are in elementary to really get into studying these things?"

Well, I sort of still agree with myself - and I sort of don't.

My primary Montessori training did not include much on anything beyond the world. The focus was giving the child "keys to the world". But I've seen other Montessori albums for the same age group that include basic presentations on not only stars, but the planets in our solar system, discussions on galaxies, and more. While I do not see these things as "keys", I can confidently say that if a child has an interest, Follow the Child! If there is an interest, there is more likely to be an ability to grasp some abstract concepts, though I still say, "Focus on the keys even within the interest."

But what about the rest of the under-6 children? Those without an intense interest? Well, we should definitely give them sensorial experiences - let them see the stars, watch the sun rise and set, note the phases of the moon, perhaps even mention that some of the brighter objects in the sky are actually planets, worlds that also go around the sun like our own - these things can all be seen from the world on which we live and can fit in the same category as cloud-watching (look for patterns in the stars as you would look for patterns in the clouds). If there is interest in moon-phases, get a really neat book on it, such as Moonfinder, which can also be used by older children and just follow their interests. There is no need to give them more than they are asking.

As these young children pass into the second plane of development, starting between 5 and 6, they will want to use their imaginations, and we can work  with their reasoning mind. Now our Montessori geography presentations include presentations on the sun and earth in relationship to one another; God with No Hands (the creation story) is followed up by many branches of science and one direction is also discussing the remaining planets in our solar system.
There is a great Magic School Bus Secrets of Space science kit on the planets for 4-8 year olds (there are places to pick up 6 MSB kits for less about $90 if you're interested in all of them); I would not go much above age 7 or 8 with this kit, unless the child is at a lower academic level. And many excellent kits and tools for older children.

Hint: if you're going to invest in a telescope, get a good one. You do NOT want to make this a frustrating experience, so invest in something good. If that means waiting a bit longer, just get a *really* good pair of binoculars in the meantime - it's amazing what can be seen with something so simple.

There are so many good websites for children and parents to explore together.You may want to install something like AdBlock before visiting ad-intensive sites.

Start with NASA.gov -- then visit any of the following (and please share your own discoveries in comments)

ClassicalAstronomy - Christian-based website featuring a free newsletter, inexpensive monthly Almanack, Signs and Seasons Curriculum, Moonfinder book and more. This site really focuses on what a child can actually experience and discover.

Astronomy.com

UniverseToday.com

SkyAndTelescope.com

BadAstronomy.com - Dedicated to quelling myths and rumors

I'll add more sites and links to Montessori materials soon!

Continuing from "Little Archaeologist"

Dinosaurs and dragons



I finally found a source of information I can 99% trust and agree with (I always hold back that last 1% in everything but God - because only God is Perfect ;) )

Please visit the following article for some interesting insight into evolution.

--------------------------

Dinosaurs and dragons

Read this brief article that revisits the time in 1991 when Britain commissioned postage stamps to commemorate Sir Richard Owen’s discovery of these “terrible lizards” in 1841. Owen coined the word dinosaur at that time, so, of course, being a modern word we would not expect to see it being used in the Bible. But, we believe that these creatures are mentioned in the Scriptures.

For a good introductory overview on this subject see Dinosaurs and dragons: stamping on the legends.

Gardening 2010 - the beginning - We're Planted!!!!!

At long last, and very much delayed, we are finally planted! We are SO excited!



First we had to get approval from our apartment complex to have a garden on the balcony.

.............

Then we had to make the gardening plans – ok, we faked this step We rarely plan anything except on the fly.

.............

We did pick up this book which was promptly plowed through by the voracious new reader in the house – now the in-house expert on gardening of course:
Onions in My Boots – Catholic Heritage Curricula

.............

We got our bins set up and ordered our seeds… We kept forgetting to get some rocks to use as drainage. Finally managed that one, 3 days *after* the seeds arrived and on our return trip from purchasing soil (purchasing soil??? Yep. When you live in an apartment complex; not many people appreciate you digging holes in their yards so you can have some free soil…. $1.50 for a 40 lb pound isn’t bad – and I didn’t have to dig it up myself – just carry it upstairs and out to our balcony!).

.............


Our seeds came from St. Clare Seeds who specialize in non-GMO, non-hybrid, non-treated heirloom and open-pollinated vegetable garden seeds…. and worm poop!

.............

I’m NOT kidding. My son LOVES the worm poop. We use it in our compost bin now and it is just the coolest thing ever for him!

.............

Ok, ok, ok, so it’s actually called worm castings. But when you’re a 6 year old boy, what is cooler than worm poop in a bin of rotting food that will become soil and compost to make the food that you will be eating, some of which will be turned into…. well, I won’t go there. I’m not a 6 year old boy.

.............

We wanted <a href="http://www.outdora.com/lawn---garden-composters.html">these compost bins from Outdora.com</a>, but money being what it is, we'll have to wait. So our makeshift compost bins are thriving (one is full and sealed up to finish up its business; just got the second started yesterday).

.............

And our other bins are full of rocks, soil and seeds.




Oh… did someone ask,

So, what did you plant in each of them?

Oops.

We’ll get back with you in about 2-3 months.

Magic School Bus Science Kits - Review (Preliminary!)

Who needs field trips when you have the Magic School Bus? ;)

We recently acquired a set of Magic School Bus Science Kits for review. This is the set that comes with 7 kits (it does not include solar energy or dinosaurs).

From our preliminary digging through the boxes, looking through all the materials, perusing the list of experiments.... we are SO excited!!!!!

All the experiments are VERY hands-on, with a page in the booklet for each one - background information is provided, a question is posed, along with a hypothesis, materials needed, method and how to record the results and conclusions. If you or your child writes small enough, you can just the use the enclosed booklet; if you have more than one child or they need more space, I personally recommend a spiral bound science notebook (or a thin binder with loose paper). This extra notebook also provides space for drawings and such.

Each kit has TEN experiments and just about everything you need. While these do require more than just water (as another coveted set of science kits advertises), the required home materials are really SO basic! And most of the experiments can be done again or with multiple children using materials at home. For the purposes of replacing uncommon consumable items, I've tried to note where to purchase additional supplies below.

In addition a notebook (my own recommendation!) and a pencil to record observations, you'll need the following from home:

**NOTE: I have not listed the same item twice within a particular kit, unless you need more than one

Going Green:
pot for boiling water, oven mitt, and something from the freezer
water
leaf, cup
old food, newspaper, 2 cups
banana, spoon
big bowl, blender
dishcloth, rolling pin
mug
jugs
baking tray lined with foil, permanent marker, oven
cup lined with foil

Mysteries of Rainbows:
milk, dish soap, cereal bowl
drinking glass, water
sharpened pencil
tape
AA battery
(this kit even comes with a flashlight!)

Soaring Into Flight:
juice box
scissors
2 chairs, tape
vinegar, baking soda
paper and pencil
stopwatch or watch

Diving into Slime, Gel and Goop:
glass, milk, vinegar, spoon, paper towel
2 disposable plastic bowls or cups, water, food coloring (optional)
small bowl, cornstarch
plastic sandwich bag, twist tie, freshly sharpened pencil
salt
large cup

The World of Germs:
bread, water
cup
sugar
vegetable oil, salt, flour, large and small mixing bowls
toothpaste
yogurt

The Secrets of Space:
AA battery (to use with the small included flashlight)
large flashlight (better than the small light for a few things)

A Journey Into the Human Body:
chicken or other poultry bones, jar, vinegar
tape
oil of some sort (vegetable, baby, corn)
2-liter soda bottle
water
stop watch
bread, sugar, paper plate
bitter substance (such as baking cocoa or coffee), sweet substance (sugar), salty substance (salt), sour substance (lemon or lemon juice), 4 small cups or dishes, blind fold, water

Consumables that you MIGHT want to replace to re-do experiments:
Agar
Chicken bouillon
Yeast
Borax
Peat Pellets

(others are possible, but these are the most obvious ones - I'll update as we actually do the experiments!)

Montessori Homeschool Guides

Coming Summer 2010!

Montessori homeschool guides for primary and elementary.

Elementary Guide

Primary Guide

Catholic, general Christian and secular options provided.

PRIMARY:
These lesson plans will provide families with a support structure in which to introduce Montessori experiences with preschool and kindergarten aged children, without replacing an entire curriculum or purchasing ultra-expensive materials (or spending hours making everything!).

Based on the understanding of education as an aid to life and the Montessori principle of giving the child the world, these lesson plans will assist families in setting up an environment that meets the needs of each child in the home as well as those of the family unit. The youngest children will have real experiences with real objects, which will build a strong base for imagination, creativity and serious study at an older age.

This is NOT a complete curriculum, but is a supplement for providing a Montessori environment within the home.

Montessori is about more than work on trays or items laid out on shelves; it is about exploring the world that God created, learning real facts about real experiences; grounding oneself in reality while working to build one's own self, so that true creativity blossoms at the appropriate time.

Included will be outlines and details for setting up your homeschool environment in a manner that meets your children's needs where they are at, taking into consideration the younger (and older!) members of the household.

These plans will be easily adaptable to whatever curriculum already in use or can be used without any curriculum for this youngest age. It is intended to be a support rather than a replacement. Something to aide the family in putting cosmic education into place in their home.

ELEMENTARY:
These lesson plans will provide families with a support structure in which to introduce or continue Montessori experiences with elementary aged children, without replacing an entire curriculum or purchasing ultra-expensive materials (or spending hours making everything!).

Based on the tenets of *true* cosmic education, holding the central the concept of education as an aid to life, these plans will aid families in exploring the links that bring people and all subject areas together.

Included will be outlines and details for setting up your homeschool environment in a manner that meets your children's needs where they are at, taking into consideration the younger (and older!) members of the household.

These plans will be easily adaptable to whatever curriculum already in use, including unschooling. It is intended to be a support rather than a replacement. Something to aide the family in putting cosmic education into place in their home.

Frugal living: Toothpaste

One of the last few things I’ve switched over is toothpaste. Because I’ve had inexpensive access I’ve just not been as concerned about it – though I still don’t like the artificial colors and flavors as well as the other unnecessary ingredients. If a child under 6 can’t safely use it, it shouldn’t be in the house.

 

Our current tube of toothpaste is not so bad as others I’ve seen.

Colgate Total Whitening Paste: water, hydrated silica, glycerin, sorbitol, PVM/MA copolymer, sodium lauryl sulfate, cellulose gum, flavor, sodium hydroxide, propylene glycol, carrageenan, sodium saccharin, titanium dioxide.
Without getting into a nasty debate about any particular ingredient above, I will say this: saccharin is less healthy than sugar but is equally unnecessary for brushing teeth, anything with the word propylene does not belong in our mouths and others are just downright unnecessary. I even have issues with hydrogen peroxide (again, if I have to keep it out of reach of my 5 year old…).

 

There are many variant recipes available for easy internet searching. A very basic one that follows all of my requirements above is so easy:

 

Toothpowder: baking soda and salt (3 parts soda to 1 part salt). Store in a small glass jar (we use jam jars for everything around here).

Brushing: Ideally 3 times a day, dip moistened toothpaste into and brush vigorously for 2 and a half minutes; follow with a flossing at least once a day.

Mouthwash: A thorough mouth-washing with warm salt-water takes care of the rest of the bacteria.

Frugal Living?

A friend asked me to write up some blurbs on simple, inexpensive, (almost) all-natural living. It’s a work-in-progress (along with everything else in life!), but following are a few tidbits.

 

When it comes to alternative solutions, I have a few requirements before I make a change:

 

Glorify God: Above all else, God must be part of every aspect of our lives. If Mary lived today, would she make this choice for her family?

Frugal: must be inexpensive – or at least less expensive than the current product – I’ll pay more for something that meets all my other requirements, but money is precious so it’s a tough decision (ie I used to use Seventh Generation spray cleaner; but the cost became prohibitive during a particular year in our lives, so it had to go – we switched to baking soda, vinegar, water and occasional dish-soap on everything)

Easy to locate all necessary ingredients/products: my time and energy is precious too

Easy to prepare: did I mention the preciousness of time?

Family participation: if the kids can’t use it or mix it up, then it just won’t work; I want the children to be able to help make things at home using natural materials so that they understand the connection between the things we utilize and their sources; also I need to not worry about locking things away from them for their safety

Safe for the environment: I’m not an environmentalist above all else – it’s just that God gave us stewardship over the earth and all its inhabitants and I want to take this responsibility seriously

Safe for our bodies: typical household cleansers make me physically ill – what are the long term affects?

 

If something fits all of this criteria, great! If not, I have to balance out whether it fulfills or enough or do we continue with our current practice or do we drop it altogether. Many times we have dropped the use of certain products completely rather than seek replacements, because nothing fulfilled enough of the above criteria.

 

And, for those who will ask: NO, I don’t do something just because everybody else is doing it – if it is something that becomes a huge stress, or requires more focus or time or energy than I am willing or wanting to give, or takes away time with God and family, or requires me to make sacrifices in other areas of life, it is just not worth “keeping up with the Jones’”. Not to mention that it is only in the last 100 years that many of our typical choices or products have become in vogue and we have already seen the dangerous results of some of those recent changes made without proper testing and slow implementation first.

 

Ensuing posts will focus on particular areas or products. Please share other ideas in comments, but for the sake of focus, please keep them simple and straightforward.

Additional Notes for God with No Hands

Experiments for ‘God With No Hands’

 

EXPERIMENT 1: Three States of Matter 

Materials: small tray, 3 small identical clear glasses (ice, water, air), small thermos with ice cubes

Procedure: Hold up the glasses or place them forward one at a time, beginning with the ice. Identify each state: solid, liquid, gas.

Purpose: Show the three states of matter.

 

EXPERIMENT 2: Forces of Attraction 

Materials: large tray, large clear bowl half filled with water, smaller bowl with hole-punches

Procedure: slowly drop the punches one at a time, working first around the outside then into the middle; end when they start to come together.

Purpose: Show the attraction of objects; the coming together of particles.
EXPERIMENT 3: Model of a Liquid 

Materials: small tray, one small clear glass ¼ filled with be-bes or iron shot

Procedure: hold the glass up and tilt it slowly from side to side

Purpose: Show how particles of liquid will roll over each other.

 

EXPERIMENT 4: State of Matter and Heat

Materials: heat-proof pad, a heat source (i.e. hot plate, sterno-stove, Bunsen burner), pie plate with 3 smaller identical heat-proof (metal) cups each containing a solid (non-descript piece of iron, lead solder, wax or paraffin – as identical in appearance as possible), glass stirring rod on a small tray, hot pads just in case

Procedure: Place pie plate with contents on the heat-source and apply the heat evenly. Use the stirring rod and hot pads as needed to demonstrate changes or lack thereof and for emergencies. First turn the heat to the highest setting. When the wax has completely melted, turn the heat halfway down.

Purpose: Show how different substances respond to heat.

 

EXPERIMENT 5: Liquids Settle According to Their Weight

Materials: test tube rack, 3 test tubes, water (1/3 full), cooking/vegetable oil (1/2 inch), molasses (inch or so deep)
Procedure: Lift up the tube of water. Pour the molasses into the water, as much in the middle as possible so doesn’t stick to the side – watch for its action; repeat with the oil and watch its action.

Purpose: Demonstrate the separation and settling of liquids and other substances by density.

 

EXPERIMENT 6: Volcano

Materials: decent-sized volcano of neutral dark color (i.e. chicken wire and paper-mache; reasonably light, likely hollow underneath for ease of movement), the mouth made of a heat-proof material (i.e. insert a metal cup during the construction, about an inch deep (fill in with sand before adding chemical if needed), glossy paint makes cleaning up easier; ammonium dichromate (filling the mouth about half-full, covered with a PINCH of sulfur, with another thin layer of ammonium dichromate); long match (fireplace match)
Procedure: Light the match and ignite the chemicals.

Purpose: Demonstrate how heated particles burst out of the earth.

NOTE: The ash is slightly poisonous (absorbed through the skin): wear rubber gloves when cleaning up and dispose with hazardous waste. The children will use vinegar and baking soda in their own work.

 

 

 

 

 

 

 

Notes on The Creation Story

            God with No Hands is a slightly modified version of Mario Montessori’s publication in Communications in 1958, originally told by Maria Montessori. The story is not meant to give just one idea of how creation came about; it’s meant to contain some tidbits of factual information in a story format. One important aspect to think about is the language of the story. The language should not be the same as used in day-to-day speech. The descriptive language should be more dramatic, a bit more extraordinary. The tone of the story should arouse more than just the children’s interest but also his admiration and wonder if the idea of the universe has been presented properly to the children. The story can be told in one’s own words and the guide must be comfortable with the version of the story told; the children are sensitive to hypocrisy. The guide must love the story that is told; make the story the guide’s own; much practice allows for comfort in the telling.

            The story can be either told or read as the guide needs, but the tone needs to maintain enthusiasm and other aspects noted above. In the environment with children, the guide can return to the story and recount specific sections, or fill in forgotten pieces.

            Important points to keep in mind in learning, re-wording, and telling:

• The idea of the immensity of the universe, in which the earth is set, incorporated in the story through appeals to the imagination.

            Up to this point, the child has been the center of the world, but now the elementary child is turning outwards and is ready to use his imagination. “The light from the nearest star takes 4 light-years to reach us.” “In the galaxy in which we are situated, it takes 100 million years for the light from outside the galaxy to get to us.”

• Analogies should have particular meaning to the children: i.e. European children will not readily understand the size of Alabama and this detail may be adjusted according to the children’s experiences.


• Everything we know started as tiny little particles; this matter has been constant throughout time: present at the beginning of time and rearranged but still present today and into the future. Leave out scientific terms such as protons, electrons, etc. for now.


• Each little particle is given a set of laws to obey; every particle has to follow these laws: attraction to other particles, states of matter and their basic properties. The earth came together in its manner because of these laws. “In the beginning everything was very, very hot, but as things began to cool, particles came together according to their likes and dislikes and formed different substances. Some of those substances took on the solid state, others the liquid states, and still others became gases.” These laws must be in the story.[1]


• Even without the word God, the idea of everything having its own nature must be included. The nature of each substance is inherent in its being.

 

When and How to Tell the Story

            The story sets the framework for all of their work in the elementary, so the children should ideally hear it on the very first day of school. All the children need to know how to do is to sit and listen; they do not need to read and write or know their math facts. New elementary guides with limited experience may want a day or two to get to know the children a little bit before telling the story, allowing for learning their individual personalities (who needs to sit next to the guide, rather than in the back causing problems).

 

            The story should be announced ahead of time, as with all the Great Lessons and some particular lessons, in order to build anticipation within the children. In the environment, the announcement should be made in such a way that the new children know they are expected to be there (they have no choice in the matter) and the older children are invited but have an option.

 

            The entire story should be told at one time, with all of the charts and the demonstrations. The guide herself must feel a sense of wonder in order to pass this sense of wonder onto the children.[2]

 

            The story should not be told on a day the guide is not feeling well; distractions and illness create a more intensely accident-prone environment. Best to wait until the guide is feeling better.

Follow-ups to The Creation Story

What not to do:

• If the primary purpose is to stir up interest and rouse their awe and wonder, then the children should not be asked to write the story in their own words.


• The guide should also not ask the children to copy the charts or to do the experiments.

What to do:

• If the guide has stirred them up, you want to leave them stirred up, giving them time to think and reflect.


• Generally when a story such as this one is told, the children are invited to return to their work or choose some work to do, and tell them that another day there will be another story.

 

            The children may ask you or an older child to re-tell the story or a part of the story. The guide can then pick up on the story or that part of the story, filling it in with more details. Focus on the aspects that seem to more greatly interest the child(ren) involved.

 

            Another possibility is to tell the entire story again, but thinking of it as a review of the important points listed above. Different words can be used, as well as different amounts of information in different places.             Sometimes the children do not ask for another telling, so the guide must take the initiative.[3] In either case, discussion can be entered into with the children on various pieces of interest.

 

            Additional demonstrations can be formed – remember that all of the following are just impressions brought in to take the children a little bit further:

• the concept of “colder than ice”[4]


• comparison of the sun to the earth.[5]


• how long it takes light from the sun to reach us;


• how far away is the sun;


• are there are other planets in the universe (chart 2a)?


• All the planets go around the sun (piece of heavy metal on a string, stretching it to various lengths as spinning it overhead)


• Centripetal force (between sun/planets and planets/moons): the pull on the string


• Why don’t the planets fall into the sun? (crumbled up paper; the planets have momentum of their own, as well as rotation, preventing them from succumbing the sun’s gravity in such a manner) – personal motion and centrifugal force


• Continue to add others as interests of the children lead.

 

Potential Resources:

• My First Book of Space, developed in conjunction with NASA: 0671602624


• Other Creation stories for 9-12[6],[7]

 

 

 

 

---

[1] Adults tend to think of laws as prohibitions and limits, however, true laws give order to the world, to the universe, and positively define a creation’s identity, purpose and proper end.

[2] Get up to see the sunrise; go out to watch the stars. Rachel Carlson’s book, A Sense of Wonder, is an excellent tool to heighten one’s sense of nature and the world around.

[3] Most particularly in new environments without older ones to lead the younger ones, the guide must be more initiating with recalling the stories to the children.

[4] 2 glasses, both with crushed ice. Take their temperatures; add salt to one; retake temperatures. Which one is colder?

[5] Let the children mention the wooden hierarchical material.

[6] It is appropriate for 9-12 to hear other creation stories – the 6-9 year olds need just one so that they can focus on the scientific concepts at hand

[7] Among many others:  In the Beginning by Virginia Hamilton (Native American)

The Little Archaeologist

The walls of Jericho… the bones (and other unmentionable remains) of dinosaurs… the City of Jerusalem… a loaf of fresh bread… the preschool playground…. a chunk of mozzarella cheese. What do they all have in common? Archaeology of course!

  

The walls of Jericho - See the puny guards atop the towers?

Postcards and online pictures from a friend’s recent trip to the Holy Land led to conversations about digging down to learn about the past – the walls of Jericho being the prime focus ;)

 

Then we joined a pre-school field trip to the Dinosaur Exhibit.

 

Tangent-story:

Mommy-the-day-before-the-trip: “they’re big, scary and look like they’re going to eat you" (leaning over the child with big eyes and claws out)

totally-unfazed-4yo-in-a-very-plain-voice: “They’re dead.”

Mommy: “Right, but they’re big, scary and look like they’re going to eat you.”

Child: “They’re dead.”

Mommy: “Right, but I’m not paying $24 and a day off of work if you’re going to get scared.”

Very-insistent-child: “They’re Dead, Momma. Dead.”

There went that $24….

 

Day of the field trip (enter into a smallish room with 3 or so life-size dinosaurs, quiet sounds emanating from them – and a gently swishing tail on the triceratops – oh dear – then enter a long hallway, Wizard of Oz style, loud noises emanating from the end – loud growling noises):

Child: I’ll stay in this room Momma – with the triceratops. He’s my favorite.

Mommy: Twenty-four dollars says you’re coming with me!

Museum Employee: Please keep the children with the adults at all times.

Mommy: Let’s go, honey! It’ll be great!

Child – clinging to the wall: NO!!!!!!!

Mommy: Fine, I’m going without you. (despite museum policy)

Child – remains around the corner, being passed by classmates and their parents – will NOT come or say a word.

Mommy goes back (no sense getting kicked out of the place) – thinking to herself “I don’t even LIKE dinosaurs – no fear – just don’t like them. And DON’T agree with the huge push for evolution taking millions of billions of years – there are dinosaurs in the Bible for goodness sake – and I just spent $24 to teach my kid that the Bible is wrong” – pick up child and carry him down the Wizard of Oz hallway (it IS creepy!), saying the whole time, “I’m right here with you. And they’re dead. You said so. You can bury your face in my neck if you don’t want to look, but this is the only way out of the exhibit.”

ENTER – THE ROOM. OH MY GOODNESS.

Child: “MOMMY! GET AWAY BEFORE IT EATS YOU!”

Mommy: It’s a robot. Just a robot.

(repeat a thousand times - I love his concern for me!)

Mommy almost drops child when the dinosaur in front of her is breathing. It’s lungs. were. moving. That thing is breathing.

Child continues to express strong concern for his mother, until HE sees the breathing dinosaur – that’s it. OUT the exit as fast as possible. It’s over.

(no, the pteranadon tied to the ceiling did NOT dispel the feeling of reality – there is a very good reason that dinosaurs, in those forms, no longer exist, but that is a post of another day)

 

We saw the OmniMax “Dinosaurs Alive”, which was excellent despite the loud music (covered ears when it played) and the millions of years of evolution brain-washing. Apparently a moving picture of a way-more-than-life-size running, growling, fighting, bleeding, eating, pooping dinosaur is not as scary as a robot that only moves about 10 inches at the most. Who’d’ve thought? Yes, pooping. A theater of 300 or so, at least 100 between ages 3 and 6, all saying “EWWWW!!!!!!!” at the same time.

 

 

Back to the main post:

 

After THAT experience, I had to spend money in the museum shop. We both needed the slightly more positive experience (it's never positive to give someone else my money, but we got some really cool items). And he found a cool little on-sale $3 archaeology kit – plaster of paris of course and a couple of shiny stones inside – I could make it at home for something like 20 cents, but I’d have to go purchase the plaster of paris and here it was right in front of me.

 

He spent 7 days chipping away at that thing, with the provided tools (a 2 inch long stick with a brush on one end and a 2 inch long wooden stick with a chisel shaped at the end – very weak). We finally let impatience take control and got out the hammer with the wooden chisel. Then the plaster flew. And he found his beautiful polished stones. Another postcard arrives from the Holy Land and we’re back to discussions about excavations – and then I finally let him look at our Jerusalem pictures and books with the miniature Jerusalem in the Israel museum. Aha! he thinks - I can dig up ANYTHING!

 

He is so into archaeology now – digging inside of things to discover things about the past…

 

My bread? He wasn’t looking for anything – just practicing technique. He got the crumbled pieces mixed in with the next several meals – we are NOT wasting food. He dug up the past (the archaeologized bread) in his dinner and thought that was funny.

 

But the chunk of mozzarella cheese? It’s gone. Unusable. We have pizza on the menu for Saturday – guess he won’t be eating cheese on his half the pizza.

 

But Mommy, I had to practice. I’ve got to get really good so I can help them find the rest of the walls of Jericho!

 

Ok, ok. Let’s go find some nice places to dig at school though, ok? Just until Mommy gets you some nice plaster of paris. 

 

Ok, Mommy. Will you please count as I walk around? I've got to knock them down.

 

"Keep walking, but you won't knock down our walls. Keep walking, but she isn't gonna fall! It's plain to see, your brains are very small, to think walking will be knocking down our walls." ~Famous last words of the Jericho guards (ok, so it's really from the French peas, via VeggieTales)

Another VeggieTales quote:

"My name is Joshua! And God has given us this land!!!" What confidence in God's way! 

 

Keep walking!