Sunday, November 29, 2009

"I Can't Do It"

The other day Hunter had another one of his friends over, who we were watching for a few hours. They had been playing for a while and were looking for something to do, so we decided on making some new paper chain decorations (to replace the Thanksgiving ones). It's a fun craft we have done every year so we were excited to make more.

His friend (who just turned five and is in kindergarten) was excited to do the craft and eagerly started gluing away. He accidentally made it into a teardrop instead of a circle, and I showed him how to overlap the ends to form a circle. He smiled and went to the next circle, which he again made into a teardrop. I again showed him how to overlap the ends, when he smiled and told me,
"It's ok, I'm too young to understand. I will understand it when I get older."

It's funny (and sad) how parents' attitudes can affect their kids - and create (for better or worse) their attitudes towards learning and life.

"I can do all things through Christ which strengtheneth me." 
Phillipians 4:13

Saturday, November 28, 2009

Practice with Place Value

I made this new math game for Hunter, which he calls the "sliding game". I got the idea after reading this really awesome Montessori book and introduced it to Hunter a few days ago.

You would think I was giving the kid candy. Seriously.

I don't think he has ever been this enthused about a math game before. And that is saying a lot.

He keeps bringing it down a couple times a day and playing it on his own. I'm not sure if it's the whole "sliding" aspect that he finds so interesting, or whatever fascination about the numeration of it all, or what, but he really likes it.

Basically I just made a bunch of cards with the numerals for ones (1-9), tens (10-90), and hundreds (100-900). In each numeral card, the ones are green, tens are blue, and hundreds are red (so a 100 card would have a red 1, then a blue 0, then a green 0). These colors correspond to the manipulatives we have.

He lays out the cards (pictured) and then picks a quantity (the manipulatives) and matching numerals. So if he chose eight hundreds, three tens, and five ones, he would get the card that matched each of those and lay it next to the quantity (800, 30, and 5).

Then the magic part? Slide them all together. And viola! You have 835.

(It's funny the things that amuse kids, isn't it?)

Then he reads the creation he just made, and writes it down.

There are also a number of other ways to play this game. The reverse is a basic one, of choosing a numeral and then getting the matching quantity. Or using it for arithmetic and the concept of carrying over, etc. (when you get ten tens, you trade it in for one hundred, for example). It is also a great reinforcer of the concepts of place value and zero as a place holder, which are the main reasons I intended it for.

But, he likes it and is having fun, and we're both excited about that.

"It shall have the two shoulderpieces thereof joined at the two edges thereof; and so it shall be joined together." 
Exodus 28:7
Hunter is 4 years, 8 months old

Friday, November 27, 2009

Teaching Buddies

"What man is he that feareth the LORD? him shall he teach in the way that he shall choose." 
Psalm 25:13
Hunter is 4 years, 8 months old

Thursday, November 26, 2009

Happy Thanksgiving

We had a fun Thanksgiving.

It was certainly different, without masses of relatives running around, but it was still a fun day together as a family. We also got to skype (which is free domestically) our family back home who was just done eating dinner.

Hunter watched the Animated Hero Classic William Bradford: The First Thanksgiving movie (which we borrowed from the library) about a dozen times and can practically quote it now. In fact when he made his little Indian hat today for a craft, he insisted on having just one feather because "that is how Squanto's was". He colored the band all brown too and didn't use any of the other decorations provided, apparently how it was in the movie.

We also did a lot of reading and finished the classic historic journal, Of Plymouth Plantation (at least the part up until the first Thanksgiving) for the second year in a row. I think he has a pretty fair grasp of the meaning of the holiday at this point.

We had another couple over and had a fun Mexican / American Thanksgiving dinner. We also celebrated Thanksgiving last Saturday at a friend's house (picture below). We are so thankful to have so many blessings in our life.

"Give thanks unto the LORD, call upon his name, make known his deeds among the people. Sing unto him, sing psalms unto him, talk ye of all his wondrous works." 
1 Chronicles 16:8-9

Hunter is 4 years, 8 months old

Wednesday, November 25, 2009

Astronomy Picture of the Day

(right: ice jets irrupting on one of Saturn's moons)

I just found the coolest resource for our astronomy studies. It is NASA's Astronomy Picture of the Day Website and I am so excited to start showing it to Hunter tomorrow. They post a new photo everyday (which most of them are copyright free since they are the works of the federal government) and they also have a splendid archive, dating all the way back to June 1995! The first picture, a computer-generated theoretical model of earth as a neutron star, is quite humorous in its simplicity, and a vivid reminder of how far technology has come even in just the past fifteen years.

The site is filled with so many incredible, unbelievable pictures, which left me (again) dropping my jaw at what technology has allowed us to explore about the universe. Up close pictures of Saturn's rings? Detailed pictures of galaxies thousands of light years away? Spectacularly beautiful pictures of nebula that make you think they're fake? And not only is there breath-taking photography, but brief (yet still thorough) explanations that anybody can understand (which is nice, since so many of the astronomy resources I have found are full of so much jargon it's hard to understand, much less try and explain to a four-year-old!)

It also is a great way to keep up on much of the current research and discoveries that are going on (like this month's discovery of water on the moon) in an easy, fun, straight-forward way.

And, it also got me thinking - again - about how a few months ago I was planning an astronomy unit study. As soon as I started planning it, however, I began to realize how this wasn't just going to be a unit study at all. Call me a dork but, this stuff was cool. It intrigued me so - everything about it. And I'm not the only one. Hunter still tells me he wants to be a missions specialist (even though he hasn't listened to that CD in ages) and calls math time "astronaut training". Among many other things depicting his interest. So this new daily routine (or sometimes weekly, since that's just how things go sometimes) is going to be a whole lot of fun for the both of us.

Here, some of this month's pictures of the day: (which are so much better close up. Check out site for yourself or click to zoom in)

Stellar flash of the star V838 Mon

Combined images of near-infrared light, infrared light, and xray light - a view of the galaxy with star fields, gas and dust clusters, supernova remnants, and more

Stickney crater on one of Mars' moons

Launching of the Ares 1-X

Zodiacal light over Laguna Verde
"By the word of the LORD were the heavens made; and all the host of them by the breath of his mouth." 
Psalm 33:6
Hunter is 4 years, 8 months old

Friday, November 20, 2009

Phonetic Spelling and Representational Drawing

" often would I have gathered thy children together, even as a hen gathereth her chickens under her wings..." 
Matthew 23:37
Hunter is 4 years, 8 months old

Hazel Eyes

"The eyes of the LORD are upon the righteous, and his ears are open unto their cry."
Psalm 34:15

Hunter is 4 years, 8 months old

Thursday, November 19, 2009

Hanging Bar

We miss our brachiation ladder. To be completely honest, it wasn't even up for a couple months before the move. (My bad. I took it apart to alter it and never put it back together).

But still. We miss it.

Thankfully, though, we got our first piece of "physical excellence" equipment a little while ago. It's technically adult workout equipment (a pull-up bar) but it works nicely for its intended purpose of a Doman-style "hanging bar".

In the physical excellence book they refer to a simple exercise for toddlers and babies (and kids, and adults for that matter) to develop their strength and grip by hanging from a wooden dowel for short periods of time. Some fun things I learned are that

Hanging from a dowel...

  • Stimulates a baby's grasp reflex and aids in the development of voluntary hand release
  • Helps kids develop hand control and strength
  • Builds fantastic upper body strength
  • Strengthens the necessary palm durability and muscle strength needed for brachiation, an excellent brain-building, body coordinating, fun activity.

Plus, it is really fun (if done the right way, of course).

Hunter can only hang for about 15-20 seconds right now. But, considering that we haven't done this exercise in a long time, that's not too bad.

We're having fun counting who can hang the longest, and also practicing hanging and brachiating at the park nearby whenever we go for a run (there is no brachiation ladder at the park by our yard). Our goal is to be able to hang for one minute by the end of the school year (maybe). We'll see how it goes.

"...then shall the hands of all that are with thee be strong." 
2 Samuel 16:21
Hunter is 4 years, 8 months old

Tuesday, November 17, 2009

Leonids Meteor Shower

Earlier today I was reminded (on a friend's post on facebook of all things) about the Leonids meteor shower that had been going on and was reaching its peak tonight. Googling it, I heard many different estimates of how many meteors per hour there were supposed to be and at what time the peak was to be expected.

I was so excited. What a cool experience this was going to be!

We decided to head out and try and see some of the action, finding ourselves on a dirt road in the middle of a desert and forgetting our blanket that we intended to lay on. We brought along some books on astronomy we got from the library and were reading them on the way there. I was surprised at how much Hunter remembered from the books.

Parked off a little ways from the road, we watched. And watched. We found a bunch of constellations, talked about how far away the stars were, and pointed out Venus in the western horizon. We have talked a lot about astronomy and he knows so many things, but we rarely get to see such a spectacular, clear view of the sky, away from the city lights. It was like it was all "clicking" in his brain.

"What? Are we in space?" He said with an incredible amount of fascination and excitement when I pointed out Venus.

"Of course Hunter, we're on earth, and earth is in space."


It was like he was actually experiencing the amazing reality of the universe - in a small, beginning way, of course. But still, it was quite a fun thing to share together.

He kept saying that he "wants to see the rocks now". He was excited but we weren't getting much action.

While we were waiting we reviewed what a meteor is called in its various "lives" - a meteor flying through space is simply called a meteor. One that has hit earth's atmosphere, therefore burning up (and causing the streaks of light that we see), is called a meteoroid. One that is big enough to make it through earth's atmosphere and reach the ground is called a meteorite. Cool, huh?

Well, we were out there for about an hour and didn't see any. I guess that, when they said the peak was supposed to be on November 17, they meant very early this morning (at like 1:00). And when they were talking about 1:00 am tonight Eastern time (there were still supposed to be quite a few tonight) they didn't really mean Eastern time. It was kind of hard to get our facts straight.

We were kind of disappointed but still had a fun time. I guess there are meteor showers pretty frequently, the November one being called the Leonids. We're looking forward to making a habit of this!

When we got home, it took us a few minutes before we settled down to bed. Before giving up completely, I went outside in the backyard for a few minutes. And you know what? I saw one! One, just one, but I saw my first "shooting star" and was so thrilled. I brought Hunter and Brandon out there, who waited for a while and pointed out some constellations again but, no luck.

I guess we'll have to try again with the Geminids!

"He is wise in heart, and mighty in strength... Which maketh Arcturus, Orion, and Pleiades, and the chambers of the south. Which doeth great things past finding out; yea, and wonders without number."
Job 9:4, 9-10

Hunter is 4 years, 8 months old

Monday, November 16, 2009

No Comment

"Why standest thou afar off, O LORD? why hidest thou thyself in times of trouble?" 
Psalm 10:1

Hunter is 4 years, 8 months old

Sunday, November 15, 2009

I Am Batman

"...By the hand of my servant David I will save my people Israel out of the hand of the Philistines, and out of the hand of all their enemies." 
2 Samuel 3:18

Hunter Reading

Hunter is getting better at reading!

He has really taken off with his reading since we moved, I am so proud of his efforts, he has been reading a lot lately and it has been paying off. He has especially been getting better at automatically recognizing many sight words, such as to, it, have, so, etc. He learned these words by simply reading them many times, not by specifically memorizing them.

The best thing about it is that he really loves to read now. He offers to read to me more than he asks me to read to him! And that is saying something for this little boy. I'm so glad that he is finally getting to experience the joy and satisfaction of reading.

"...What is written in the law? how readest thou?" 
Luke 10:26

Hunter is 4 years, 7 months old

Saturday, November 14, 2009

It's a river

"That's a river." Hunter told me today while he was tracing in his new book that Brandon got him today at Borders.

"Oh really?" I said, amused by his imagination. It was a sort of "practice page" in this write-on/wipe-off tracing book with different patterns of lines to trace over. He has been playing with it all day and has been having a lot of fun with it.

There were more lines on the page, and I decided to ask him what he thought the other ones looked like.

"What is this one?"

"I think that's where the trains go." (Perhaps it resembles his train tracks? I really have no clue...)

"Oh yeah, and what is this one?"

"I think that is a road where cars drive."

"What about this one?"

"Um, that is an upside down river."

He thought about it for a minute, then said, "No wait, maybe that's where helicopters land."

"Oh yeah?" I laughed. Don't know where that one came from.

"Maybe. I said maybe." He replied.

Next we came to the above zig-zag pattern.

"Um, that's a kind of black thing I'm makin'." (?)

He thinks it over for a minute, then tells me, "No, never mind. That's V's. The V's are upside down."

"All this, said David, the LORD made me understand in writing by his hand upon me, even all the works of this pattern."  
1 Chronicles 28:19

Hunter is 4 years, 7 months old

Tuesday, November 10, 2009

Thanksgiving Reading

I finally found some good Thanksgiving poetry. The poem below was written by William Bradford, the governor and historian of the plymouth colony.

I also found a few more on this website that we have been reading. Some of them were cheesy "turkey day" poems but there were a lot of good ones. We are also reading through Psalm 100, the "thanksgiving psalm".

And lastly, we are reading Of Plymouth Plantation by William Bradford again this year. We're reading it online, since I couldn't find a full, unedited copy at the library. These readings and poetry have been great for learning more about our Christian heritage, which I am very excited about.

Here is the poem:

From my years young in days of youth,
God did make known to me his truth,
And call'd me from my native place
For to enjoy the means of grace.
In wilderness he did me guide,
And in strange lands for me provide.
In fears and wants, though weal and woe,
A pilgrim, past I to and fro:
Oft left of them whom I did trust;
How vain it is to rest on dust!
A man of sorrows I have been,
And many changes I have seen.
Wars, wants, peace, plenty, have I known;
And some advanc'd, others thrown down.
The humble poor, cheeful and glad;
Rich, discontent, sower and sad:
When fears and sorrows have been mixt,
Consolations came betwixt.
Faint not, poor soul, in God still trust,
Fear not the things thou suffer must;
For, whom he loves he doth castise,
And then all tears wipes from their eyes.
Farewell, dear children, whom I love,
Your better Father is above:
When I am gone, he can supply;
To him I leave you when I die.
Fear him in truth, walk in his ways,
And he will bless you all your days.
My days are spent, old age is come,
My strength it fails, my glass near run:
Now I will wait, when work is done,
Until my happy change shall come,
When from my labours I shall rest,
With Christ above for to be blest.

"Thy statutes have been my songs in the house of my pilgrimage."
 Psalm 119:54

Hunter is 4 years, 7 months old

Doman Video of the Month

"Lo, children are an heritage of the LORD: and the fruit of the womb is his reward."
Psalm 127:3

Monday, November 9, 2009

Cutting Strips

Hunter has found a few of his cutting strips and has been doing them for fun. I made them quite a while ago after getting the idea from a Montessori site, and I happened to throw some of them in the suitcase when we moved.

He never really had all that much of an interest in them before, but he suddenly decided to carefully cut out a great many of them. There are a variety of designs (produced with simple Microsoft Word autoshapes and lines) including zig-zags, triangles, pentagons, swirls, and simpler ones like plain lines for younger kids.

I have continually been pleasantly surprised with how his small motor skills have developed in the past year. It's funny how kids will surprise you by learning something on their own, when they discover the need or desire.

"And they did beat the gold into thin plates, and cut it into wires..." 
Exodus 39:3

Hunter is 4 years, 7 months old

Kindergarten in California

Hunter would traditionally be in kindergarten next year.

Although we're definitely not going the "traditional" route when it comes to age-grades and curriculum (that is, following the standard "what your kid should know when") and California does not require testing, state educational standards are a good thing to know and can also be a good resource.

Most of this stuff, he already knows (including everything in the reading, math, and science department), but there are a lot of things I thought were interesting and gave me some ideas, like the health section and the physical education section.

Some he already has general knowledge of, but just require a little more talking through it such as "Describe the benefits of being physically active". Others we haven't even touched, such as "Name and perform folk/traditional dances from the United States and other countries". And still others, he probably can do, I've just never even thought to try, such as "Land on both feet after taking off on one foot and on both feet".

I thought it would be an interesting thing to share though. It is kind of long but a lot of it is really basic stuff, like "Distinguish letters from words", "Know that sets with larger numbers have more objects in them than sets with smaller numbers", and "Know stories sometimes give plants and animals attributes they do not really have". So, enjoy!

NOTE: I've simplified some of the wording in this document, mostly in English Language Arts and Math (i.e., changing "Match all consonant and short-vowel sounds to appropriate letters" to "Know the sounds of letters (consonants and short vowels)") It sure makes it easier to understand but I kind of got tired of it after a while and the rest are pretty much as-is. Also, the subcategories (i.e. dividing standards into reading, print concepts, writing, etc.) are my own. The actual documents with these standards can be found here.

English Language Arts

  •  Know all upper and lowercase letters
  • Know the sounds of letters (consonants and short vowels)
  • Sound out simple two- and three- letter words
  • Recognize and create rhyming words
  • Tell the beginning and ending sounds in one-syllable words
  • Count the number of sounds in simple words (i.e. cat = /k/ - /a/ - /t/)
  • Tell the difference of similar sounds (i.e. /th/ and /f/)
  • Tell how many syllables are in a word (i.e. read-ing, kan-ga-roo)
  •  Read simple sight words (i.e. the, and)
Print Concepts
  • Distinguish letters from words
  •  Know that when you change letters in a word, the word changes (i.e. sad and sat)
  • Know that sentences are made up of separate words
  •  Know that printed materials provide information
  • Identify types of everyday text (i.e. storybooks, poems, newspapers, signs, labels)
  •  Identify the front cover, back cover, and title page of a book
  •   Locate the title, table of contents, name of author, and name of illustrator in a book
  • Use pictures and context to make predictions about story content
  • Write all upper and lowercase letters (using proper form and spacing)
  • Write left-to-right and top-to-bottom
  • Write about experiences, stories, people, objects, or events (using phonetic spelling)
Speaking, Listening, and Understanding
  • Speak in complete, coherent sentences
  •  Share information and ideas (in complete, coherent speech)
  •  Retell familiar stories
  • Recite short poems, rhymes, and songs
  • Relate an experience or creative story in a logical sequence
  • Tell the difference between fantasy and realistic text
  • Ask and answer questions about elements in books
  • Connect life experiences to the information and events in texts
  •  Describe common objects and events (in both general and specific language)
  •  Sort common words into categories (i.e. colors, shapes, foods)
  • Understand and follow one-and two-step spoken directions

  • Count, recognize, represent, name, and order a number of objects (up to 30)
  • Compare sets of objects (up to ten objects in each group) and tell which set is equal to, more than, or less than the other
  • Use manipulatives to find the answers to addition and subtraction problems (for two numbers that are each less than 10)
  • Tell when an estimate is reasonable or not
  • Sort objects into particular groups (i.e. all these balls are green, all those are red)
  • Compare the length, weight, and capacity of objects (i.e. shorter, longer, taller, lighter, heavier, or holds more)
  • Know that sets with larger numbers have more objects in them than sets with smaller numbers
  • Demonstrate an understanding of concepts of time (i.e. morning, afternoon, evening, today, yesterday, tomorrow, week, year)
  •  Recognize tools that measure time (i.e. clock, calendar)
  •  Name the days of the week
  •  Know the time of everyday events (to the nearest hour) (i.e. lunchtime is 12 o'clock; bedtime is 8 o'clock)
  • Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).
  • Compare shapes and objects by common attributes (i.e. position, shape, size, roundness, number of corners)
Mathematical Thinking
  • Ask questions; collect data; and record the results (using objects, pictures, and picture graphs)
  • Determine the approach, materials, and strategies to be used to solve a problem
  • Use tools and strategies to model problems (such as manipulatives or sketches)
  • Explain the reasoning you used to solve a problem (with concrete objects and/or pictorial representations)
  •  Make calculations and check the validity of the results
History-Social Science

Social Studies
  • Understand that being a good citizen involves acting in certain ways
  • Follow rules, such as sharing and taking turns, and know the consequences of breaking them
  • Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore
  •  Know beliefs and related behaviors of characters in stories from times past (and understand the consequences of the characters' actions)
  • Know national and state symbols and icons (such as the national and state flags, the bald eagle, and the Statue of Liberty)
  • Match simple descriptions of work that people do and the names of related jobs (at the school, in the local community, and from historical accounts)
  • Compare and contrast the locations of people, places, and environments (and describe their characteristics)
  •  Know the terms near/far, left/right, and behind/in front
  •  Know the difference between land and water on maps and globes
  •  Locate general areas referenced in historical legends and stories on maps and globes
  • Know traffic symbols and map symbols (i.e. those for land, water, roads, cities)
  •  Make maps and models of neighborhoods (incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines)
  •  Be familiar with the school's layout, environs, and the jobs people do there
  •  Place days, weeks, and months in proper order
  • Understand that history relates to events, people, and places of other times
  • Know the purposes of, and the people and events honored in, commemorative holidays and the human struggles that were the basis for the events (i.e. Thanksgiving, Independence Day, Washington's and Lincoln's Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day)
  •  Know American legends and historical accounts (through the stories of people such as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin)
  • Understand how people lived in earlier times and how their lives would be different today (i.e. getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws)

Physical Science
  • Know objects can be described in terms of the materials they are made of (i.e. clay, cloth, paper) and their physical properties (i.e. color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking)
  • Know water can be a liquid or a solid and can be made to change back and forth from one form to the other
  • Know water left in an open container evaporates (goes into the air) but water in a closed container does not
Life Science
  • Know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (i.e. seed-bearing plants, birds, fish, insects)
  • Know major structures of common plants and animals (i.e.stems, leaves, roots, arms, wings, legs)
  •  Know stories sometimes give plants and animals attributes they do not really have
Earth Science
  • Know earth is composed of land, air, and water
  • Know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms
  •  Know changes in weather occur from day to day and across seasons
  • Know that weather changes affects Earth and its inhabitants
  •  Know how to identify resources from Earth that are used in everyday life (and understand that many resources can be conserved)
Scientific Thinking
  • Know that scientific progress is made by asking meaningful questions and conducting careful investigations
  • Use the five senses to observe common objects
  •  Describe the properties of common objects
  •  Describe objects by relative position (i.e. above or below)
  • Sort common objects by physical attributes (i.e. color, shape, texture, size, weight)
  • Communicate observations (orally and through drawings)
Physical Education

  •  Participate three to four days each week in moderate to vigorous physical activities that increase breathing and heart rate
  • Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity
Physical Skills
  • Perform locomotor and nonlocomotor movements to a steady beat
  • Clap in time to a simple beat
  • Climb a ladder, jungle gym, or apparatus
  • Jump a swinging rope held by others
  •  Land on both feet after taking off on one foot and on both feet
  •  Hang from overhead bars for increasing periods of time
  •  Stretch shoulders, legs, arms, and back without bouncing
  • Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form
  • Demonstrate the underhand movement (throw) pattern
  • Demonstrate the overhand movement (throw) pattern
  • Demonstrate the two-handed overhead (throw) pattern
  •  Catch, showing proper form, a gently thrown ball
  •  Catch a self-tossed ball
  • Balance oneself demonstrating momentary stillness (in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support)
  • Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners
  • Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways (using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping)
  • Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills)
  •  Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving
  • Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backward, and sideways
  • Use personal space, general space, and boundaries and discuss why they are important
  • Explain base of support
  • Identify the locomotor skills of a walk, jog, run, hop, jump, slide, and gallop
  •  Explain the role of the eyes when striking objects with the hands, arms, and feet
  • Identify the point of contact for kicking a ball in a straight line
  •  Describe the position of the fingers in the follow-through phase of bouncing a ball continuously 
  • Know parts of the body: (the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes)
  • Know the location of the heart and explain that it is a muscle
  •  Know the location of the lungs and explain the role of the lungs in the collection of oxygen
  • Know that the body is composed of bones, organs, fat, and other tissues
  •  Know that physical activity increases the heart rate
  •  Know that strong muscles help the body to climb, hang, push, and pull
  • Describe the role of muscles in moving the bones
  • Know the body part involved when stretching
  • Describe the role of water as an essential nutrient for the body
  •  Know that nutritious food provides energy for physical activity
  •  Identify indicators of increased capacity to participate in vigorous physical activity
  • Identify the feelings that result from participation in physical activity
  •  Participate willingly in physical activities
  •  Participate in physical activities that are enjoyable and challenging
  • Demonstrate the characteristics of sharing in a physical activity
  •  Describe how positive social interaction can make physical activity with others more fun
  • Participate as a leader and a follower during physical activities
  • Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space

  • Name a variety of healthy foods and explain why they are necessary for good health
  •  Identify a variety of healthy snacks
  • Recognize the importance of a healthy breakfast
  • Select nutritious snacks
  • Plan a nutritious breakfast
  • Choose healthy foods in a variety of settings
  • Recognize that not all products advertised or sold are good for them
  •  Explain how to ask family members for healthy food options
Physical Activity
  • Describe the benefits of being physically active.
  • Describe ways to participate regularly in active play and enjoyable physical activities 
  • Describe their own physical characteristics
  • Explain that living things grow and mature
  • Name body parts and their functions
  •  Name and describe the five senses
  • Identify practices that are good for the environment, such as turning off lights and water, recycling, and picking up trash
  • Identify safety rules for the home, the school, and the community
  • Know ways to stay safe when riding in a bus or other vehicle
  • Know ways to stay safe when crossing streets, riding a bicycle, or playing
  • Know how to cross the street safely
  • Show how to answer the phone in a safe way
  •  Know the difference between appropriate and inappropriate touching
  • Know that everyone has the right to tell others not to touch his or her body
  • Know what a stranger is and how to avoid contact with strangers
  • Role-play what to do if a stranger at home, in a car, or on the street approaches you
  • Identify trusted adults at home and at school
  • Identify trusted adults who can help in emergency situations
  • Know how to ask trusted adults for help
  • Identify emergency situations
  • Know situations when it is necessary to seek adult help or call 9-1-1
  • Know how to ask a trusted adult for help or call 9-1-1
  • Define and explain the dangers of weapons
  • Know the importance of telling a trusted adult if you see or hear about someone having a weapon
  • Know how to tell a trusted adult when you or a friend find a weapon
  • Know why medicines are used
  • Know that medicines can be helpful or harmful
  • Know that medicines should be taken only under the supervision of a trusted adult
  • Know that anything may be poisonous or cause harm if used unsafely
  • Know that some household products are harmful if ingested or inhaled
  • Know that tobacco smoke is harmful to health and should be avoided
  • Know school rules about getting along with others
  • Follow rules for safe play and safety routines
  •  Know the characteristics of bullying
  • Identify a variety of emotions
  • Express emotions appropriately
  •  Describe and practice situations when it is appropriate to use “Please,” “Thank you,” “Excuse me,” and “I’m sorry.”
  • Know how to express personal needs and wants appropriately
  • Cooperate and share with others
  • Describe positive ways to show care, consideration, and concern for others
  • Encourage others when they engage in safe and healthy behaviors
  • Know the characteristics of families
  • Describe characteristics that make each individual unique
  • Name ways in which people are similar and ways in which they are different
  • Know ways family and friends help promote well-being
  • Make a plan to help family members at home
  • Know trusted adults at home and at school who can help with mental and emotional health concerns
  • Know how to ask for assistance with a health-related problem
  • Identify trusted adults who promote healthy growth and development (i.e. physicians, nurses, dentists, and optometrists) 
  •  Know effective dental and personal hygiene practices
  • Know sun-safety practices
  • Define “germs.”
  •  Know ways to prevent the transmission of germs (i.e. washing hands, using tissues)
  • Know why the transmission of germs may be harmful to health

Physical Skills
       Demonstrate move ment skills, process sensory information, and describe movement, using the vocabulary of dance.
  • Build the range and capacity to move in a variety of ways
  • Perform basic locomotor skills i.e. walk, run, gallop, jump, hop, and balance)
  • Understand and respond to a wide range of opposites (i.e. high/low, forward/back ward, wiggle/freeze)
  • Perform simple movements in response to spoken instructions (i.e. walk, turn, reach)
  • Respond to a variety of stimuli (i.e. sounds, words, songs, props, and images) with original movements
  • Respond spontaneously to different types of music, rhythms, and sounds
  • Create movements that reflect a variety of personal experiences (i.e. recall feeling happy, sad, angry, excited )
Geography and Careers
  • Name and perform folk/traditional dances from the United States and other countries
  •  Learn about the function and development of dance in past and present cultures throughout the world (noting human diversity as it relates to dance and dancers)
  • Explain basic features that distinguish one kind of dance from another (i.e. speed, force/ energy use, costume, setting, music)
  •  Learn about careers in and related to dance
Cross Curricular
  • Critically assess and derive meaning from works of dance, performance of dancers, and original works (based on the elements of dance and aesthetic qualities)
  • Develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills.
  • Give examples of the relationship between everyday movement in school and dance movement

Music Theory
  •  Use symbols to represent beat
  •  Know basic elements in music (i.e. high/low, fast/slow, loud/soft, beat) 
Singing and Instruments
  • Echo short melodic patterns
  • Sing age-appropriate songs from memory
  • Sing and play simple singing games from various cultures
  • Use a personal vocabulary to describe voices and instruments from diverse cultures
  • Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction
  •  Create accompaniments, using the voice or a variety of classroom instruments
  • Use music, together with dance, theatre, and the visual arts, for storytelling
  • Identify, talk about, sing, or play music written for specific purposes (i.e. work song, lullaby)
Music and Movement
  • Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody)
  • Create movements that correspond to specific music
  • Identify the various uses of music in daily experiences
  •  Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art
Use the vocabulary of theatre (such as actor, character, cooperation, setting, the five senses, and audience) to describe theatrical experiences
  •  Perform imitative movements, rhythmical activities, and theatre games and mirrors
Acting and Imagination
  • Use costumes and props in role playing
  •  Portray different community members, such as firefighters, family, teachers, and clerks, through role-playing activities
  • Dramatize information from other content areas
  • Compare a real story with a fantasy story
  •  Identify differences between real people and imaginary characters
  •  Perform group pantomimes and improvisations to retell familiar stories
  • Retell or dramatize stories, myths, fables, and fairy tales
  • Respond appropriately to a theatrical experience as an audience
  • Demonstrate the ability to participate cooperatively in performing a pantomime or dramatizing a story
Visual Arts
Name art materials (i.e. clay, paint, crayons) introduced in lessons
  • Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction
Art Creation
  • Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form
  • Use lines, shapes/forms, and colors to make patterns
  •  Use lines in drawings and paintings to express feelings
  •  Use geometric shapes/forms (circle, triangle, square) in a work of art
  •  Create a three-dimensional form, such as a real or imaginary animal
  • Make a collage with cut or torn paper shapes/forms
  •  Paint pictures expressing ideas about family and neighborhood
  •   Discuss their own works of art, using appropriate art vocabulary texture)
  •  Discuss how and why they made a specific work of art
  • Draw geometric shapes/forms (i.e. circles, squares, triangles) and repeat dance/movement sequences
  •  Look at and draw something used every day (i.e. scissors, toothbrush, fork) and de-scribe how the object is used
Art Appreciation
  • Recognize and describe simple patterns found in the environment and works of art
  •  Identify and describe works of art that show people doing things together
  •  Look at and discuss works of art from a variety of times and places
  • Describe what is seen (including both literal and expressive content) in selected works of art
  •  Give reasons why they like a particular work of art they made, using appropriate art vocabulary
  •  Discuss the various works of art (i.e. ceramics, paintings, sculpture) that artists create and the type of media used 
  • Point out images (i.e. photographs, paintings, murals, ceramics, sculptures) and sym-bols found at home, in school, and in the community, including national and state symbols and icons
  • Describe functional and nonutilitarian art seen in daily life; that used versus those that are only viewed

" ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear: Having a good conscience; that, whereas they speak evil of you, as of evildoers, they may be ashamed that falsely accuse your good conversation in Christ." 
1 Peter 3:15-16

Hunter is 4 years, 7 months old