Home Science Tools - Geography and Biology Supplies

Just a quick post today to remind everyone moving along in the elementary albums or those who are preparing for next year --- Home Science Tools carries a Montessori kit that includes most of the science supplies needed for AMI Elementary Geography and AMI Elementary Biology. If you have Keys of the Universe albums, your materials lists will specify further details. If you have other AMI albums, check those albums for a materials or scan the materials for each album page.

If you have other Montessori albums? I can't guarantee a perfect or even a close match - however, Home Science Tools is a fantastic source for your science supplies regardless of doing Montessori or something different. They cater to small schools and homeschools. Fantastic customer service, fantastic prices, small amounts of chemicals....

The kit is 10% lower than purchasing the items individually; and coupon codes DO STILL apply - so a free shipping coupon is great (they have a flat rate of $7.95 regardless of order size - I ship out a lot with my Garden of Francis business - this is a fantastic shipping price!) - or a 10% off coupon still takes another 10% off the kit itself. I bought mine for $83 or so. Their computer automatically generates the kit price according to current prices of the other items.

Caveat: chemicals can only ship to continental US (check your order contents if you live elsewhere).

NOTE: If you live elsewhere, contact me with your location, and the science supply companies that you do have access to - I'll see if I can set up a kit or package with them for Montessori homeschoolers in your area.



Home Science Tools

Elementary Biology - Scientific Classification

Within the AMI elementary biology album, there are two levels of classification:

• simple classification - primarily for the lower elementary student as plants and animals are being explored; simple classification based on observable characteristics - essentially "practice sorting" while being able to explain one's choices
• scientific classification - primarily for the upper elementary student. The "traditional Montessori" system utilizes a dichotomous system for Kingdom Vegetalia and a not-so-dichotomous for Kingdom Animalia.

The simple classification is truly simple - it is organizing specimens that are on hand or through photos. No extra or particular materials necessary. 

The scientific classification though... not so easy. And that is where Legoboy is heading in less than a very few number of days. I have intended to get this material prepped at various times over the course of the last 4 years, but it just hasn't happened. So here we are. 

And oh my. What a chore! 

What troubles I am causing for myself: 

• studying up on others' takes on the Montessori approach, including a prevalent science author with materials available on several Montessori websites. I purchased some of the material to get a feel for it. It doesn't sit well with me - particularly the sections that say, "We'll use those old outdated ways for now until the scientists get all the new naming structures in place." It is all just very complicated. And if you're looking at anything from a faith-based perspective? Well, her intention straight-out in the introduction to the book I own is to get away from humans as stewards of the earth - we are simply part of the earth (she's puts the words "an important part" in parentheses perhaps to downplay the anti-stewardship statement she'd just made?). Sorry - the whole attitude rubs me entirely wrong. 
• studying up on more recent scientific classification methods, without the Montessori component. Yep, up in the air. At least the above-mentioned author is right on that one. So whatever I create now to "match" will be in-progress anyway, needing updates sooner and often. 
• There are so many varieties of classification. 
• the fact is that evolutionary-based classifications, which can only be based on current hypothesis (which change as the times change) are simply not appropriate to provide to young children. We want to give them the unchanging facts first - then with that solid foundation we can build upwards into the unknown or unclear areas. 
• And some kids won't care - so let's give them the foundation they need for a solid education and let them be, without over-complicating the matter. 
• Convincing myself that the Montessori materials for scientific classification are outdated - is spinning me around in circles. The only clear path is to accept the materials as they are, present these to the children.....
• and leave "The Tree of Life" and other materials for adolescence, where they belong; NOT in elementary.

With that load off my shoulders, I can move forward, create the materials I received in training, enjoy my son's childhood instead of nitpicking all of these details - and if it works for him, we'll pick up further biological studies down the road. 

So our material might still include phylum for the plants - and that may be outdated for now (the above author states they might come back but with a different name) - but this system is based on observable characteristics that an elementary child can handle. 

Like utilizing the mind for foreign languages, this work will prep the children for further classification down the road - it is not the only way to organize the world - it is ONE way. And it is one way that works for the elementary child. 

UPDATE 10/15/2013: Progress is being made! I hope to have a download available for purchase at Garden of Francis and Keys of the Universe very soon. Keys of the Universe discussion community participants will access it for free ;)

Why Citric Acid?

This week: a series of blog posts by Legoboy himself. :) 

Legoboy recently did a research project. 'Project' is a term used somewhat loosely in Montessori - in this case, he had a question, he looked up information and he reported his results. For the project portion, he is reporting his results here:


Legoboy:

Question: Why does citric acid and white vinegar clean off more than baking soda and any kind of vinegar?

Observation: Our toilet, faucets and drains have been building up calcium deposits and Mama uses borax, washing soda, baking soda and vinegar in combinations. I think they look clean but she says they're not. The toilet did have a lot of black and gray in it.

Last week, Mama soaked the toilet in citric acid (she uses it to make dishwasher soap) and white vinegar and closed it up tight. We went out to lunch and I had to use the bathroom at the restaurant because she said I couldn't use the bathroom at home until that evening.

When we opened the toilet, chunks of calcium were floating in the water. I had a choice to clean up my room or scrub the toilet. I am happy I had a choice, because the toilet was gross to look at. A few minutes later Mama asked me to come see the toilet. It was white! She showed me that as she flushed the toilet while cleaning it, chunks were falling off under the rim. I saw them. She wasn't even scrubbing. I thought maybe I should have cleaned the toilet instead of my room. She was done first. I told her it was all the particles in the air inside the toilet that pulled the calcium.

The next day, I could only use the kitchen sink because she cleaned the bathtub and the bathroom sink. This time I helped to sprinkle the citric acid, spray with vinegar and sprinkle some more citric acid. But it didn't work. I had used our bottle that has apple cider vinegar and Mama said that only white vinegar works. I filled my other spray bottle with white vinegar and just sprayed all the citric acid. It worked! Everything is sparkling now!

On Saturday morning, we set up the kitchen sink the same. I remembered to take pictures. They are in this blog post. When we came home from visiting with Aunt Sarah (my godmother) at her bridal shower, we took turns wiping down the kitchen sinks and I took more pictures that are also here.

I asked my mama why the baking soda and vinegar we usually use didn't get the crusty stuff off, or even the brown spots around the bathroom faucet that aren't there anymore because of the citric acid. She told me I could use the internet to find out.

Answer: Citric Acid comes from citrus fruits and likes to grip onto gunk, then the white vinegar rinses it away. Baking soda is a base not an acid and it reacts with the vinegar to bubble up and pull some gunk off - it likes to blow things apart. I don't understand the ph stuff but Mama says I will soon. White vinegar is also an acid with a ph of 2.4. Apple cider vinegar isn't the same ph (4.25-5) so is almost neutral. So calcium particles break apart easier in two acids, not something neutral and not a  base. I thought acids burned my skin. They do when I eat a clementine and the juice gets into a cut. Ouch!

Mama cleaned it with baking soda and vinegar first
to make sure it was clean the usual way

Fundamental Human Needs - the Twilight Zone

Rabbit trails.... and my dark side ;)

We have found Montessori in The Twilight Zone!

Legoboy and I play a browser-based history game and since it is still in development, as we complete each stage, we have to wait for the next "age" to be added... But the game-makers want us to keep playing, so they have these quest rotations that, once you've hit the "end" several times and had to wait, become very routine and familiar. Repetitive. Because while you're waiting for the next age to be added, you get the same 7 quests, over. and over. and over. and over.

What keeps them from being boring is that I call them The Twilight Zone quests. Especially the one with the jester having nightmares - it really fits the theme!

So I was chanting that theme today and Legoboy finally asked what this Twilight Zone thing is about. First we looked up the theme song and a few tidbits on YouTube, but he didn't "get" it - that it's downright creepy because it's JUST. SO. REAL! He didn't believe me. Typical child - he has to experience it to believe it. Do NOT take Mother's word for it - Mother's Day or not. (yes, today is Mother's Day as I type this).

We found a few description pages about the series - specifically listing the themes addressed by the series and sharing that even people who didn't like the show have episodes that just stick with them. Because of all those issues addressed....

I have a few that stuck! That's what happens when you are in college full-time, on winter break with an 8 month old nursing baby, staying at your mother's fiance's house for the Christmas break, it's New Year's Eve, no-one is home and there is a Twilight Zone marathon. Oh, and for all intents and purposes, you're snowed in. In the middle of NOWHERE (no cell phone signal - egads!) with the nearest available neighbor who knows how far away. Yep. I watched all. night. long. I think I watched every single one. A few times through. Yikes.

I couldn't get to sleep after the first one ;)


Flash-forward 8 1/2 years.

I just had to let him watch an episode. The first episode of season 1 is so perfect! It addresses the issue of loneliness - isolation - the fundamental need of people. And in a manner that is not inappropriate for upper elementary children. I know a few episodes I won't let him watch yet (ahem - a doll; a little girl (he actually saw a 30 second blip on YouTube and requested NOT to see the one with the little girl); the airplane creature - which episode is the alien one? that one was fun!). ;)

"You see, we can feed the stomach with concentrates. We can supply microfilm for reading, recreation - even movies of a sort. We can pump oxygen in and waste material out. But there's one thing we can't simulate that's a very basic need. Man's hunger for companionship. The barrier of loneliness - that's one thing we haven't licked yet. 

~Air Force General Where is Everybody? 1959

Our minds are so great, that all of human history and knowledge, even 60 years after the creation of this episode, have made limited progress in understanding the depth of the human psyche.

Yet look at how much Montessori observed and acted upon... that NO current research has debunked or contradicted or even mildly called into question... not one thing! Careful observation, seeking to rid oneself of all bias - and she provided us with SO MUCH.

I feel so humble in passing this work on to others.

And The Twilight Zone only emphasizes the point.

;)


Legoboy had our first conversation about psychology where we knew that is what we were discussing and we even used the word. His response:
That IS creepy.

Not just the show we watched, which he admitted about 5 minutes before the end was finally making him think hard, but the fact that there is SO MUCH to the human mind that can be illuminated or exploited depending on the hands of the person holding it. He's off pondering as I type....

Montessori & Foundations of Scientific Understanding

Back in October, I wrote about one of the resources we use to complement our AMI albums:
Foundations of Scientific Understanding

(click here for) The Original Post where I also have a downloadable Excel document corresonding AMI albums with all three volumes of Foundations of Scientific Understanding. 

Recently, I have received several individual requests for my opinion regarding the suggested use of this resource. What follows is only my general opinion and should be taken with (iodized, sea-) salt ;)

Dr. Nebel, when creating his resources seems to have been focused on a school-based audience. That these guides could be used within a school setting with or without a range of ages, thus making them very adaptable and meeting the needs of individual learners; hence still very useful for homeschoolers. He also focuses on what can be observed - repeated - studied - examined - in the here and now. Sounds great! And it is.

There are psychological differences between the regular school system, homeschooling and Montessori. And that is where any suggested "age ranges" get a bit fuzzy.

So. If you are homeschooling in general, or particularly homeschooling Montessori, or schooling Montessori:

• A good deal of Volume 1 (grades K-2) could be covered in the primary years, with some of it overlapping into typical 1st grade (1st year of lower elementary in Montessori). 
• Volume 2 (grades 3-5) is really then much more aligned, Montessori-wise, with lower elementary into some of upper elementary. 
• Volume 3 (grades 6-8) seems most appropriate for upper elementary and reaching into the lower adolescent years (particularly for review, conversation and to find areas to be built upon). 

But what about astronomy??? 

Anyone with that file above or with a table of contents in front of them, will see that such topics as astronomy are not really covered until Volume 3. I entirely agree with Dr. Nebel on this. The fact is, astronomy as we know it today is a very abstract concept. At the younger ages (primary and lower elementary), it is much best to focus on what a child can see from ground-level (Earth-ground that is!), with or without a very strong telescope. Stick to ONLY that for primary age children (before age 6). 

Lower elementary is also a time, if you have a highly interested student, to bring out really good NASA videos of space - ones that start with the earth and expand outward; then come back in. Go to a planetarium that does something similar - go ahead and do those things - IF your children are interested. If interest is lagging, then focus on ancient history (they'll get to astronomy that way! I promise!!!), and pick up more intense studies in upper elementary and then into middle school with the more technical details. 

Just make sure your children are "getting it" before you go too intense. ;) What happens more times than not, is that the adult suddenly "gets it" and wants to study it, so the children are dragged along. But if your children are interested and just eating it up - go for it! Have fun! Just plan to do it all again in another couple of years, because this is DEEP stuff! But if they're not quite getting it, hold off for a bit - it's ok! Focus on what they can see with their bare eyes - looking up at the sky during the day and at night; provide all the AMI geography presentations; delve into those history lessons; and I promise! The astronomy will come! 

Pulleys - Simple Machines

As with other topics, my AMI albums do not directly or explicitly state when to bring in simple machines (think levers and pulleys). And for this, I am SO thankful. Because Montessori is about living life and handing just every single thing to the child isn't really fulfilling that human tendency towards exploration... Hm. The fact is, different children reach that interest at different times and by different routes. So bring in simple machines when it makes sense ;)
(note: I do have upcoming support albums that will make it very clear where the connections lie regarding various topics of interest)

In the meantime, I have done the work of "strewing" - books and hints here and there, Life of Fred, Building Foundations of Scientific Understanding levels 1 and 2, and just encouraging all interests and all questions.

This morning we made sourdough pancakes (YUM!! And I don't feel heavy like I usually do after pancakes - definitely sticking with sourdough from now on!).

Our table is, well, otherwise in use, so Legoboy set us up a picnic area on the floor, but he didn't want all the toppings right in front of him - too tempting ;) He tied a string to a wagon-thing to pull it towards us when we need it, but then thought, "Hm. It would be nice if we could do something else that would push it away from us." He thought of getting one of his sticks weapons, but then remembered I don't want those things near my food (he uses them outside and they are dirty). I said, "I wonder if there is a way to have another string to pull from right where we sit that draws the wagon away from us?"

He thought about that. But that would be "pulling" and he wants to "push". But could it be done? While I finished up the pancakes I let him explore.

The original set-up

He DID it!!!
Now, where is the picnic blanket so we can EAT!?

Afterwards, he said he was really interested in it, and continued to ask questions - what else would we do the opposite to get the desired result (we discussed sewing machines - how a machine uses two threads and one needle where hand sewing uses one - and yes there are variations, but we were thinking "first machine" here - I even have a book about the sewing machine's inventor --- I thought this would lead to a study of inventions and inventors and was already thinking "timeline making supplies", "which inventors biographies do we have on hand" and the like - UM. Wrong again, Mom!). He then asked, "Do we have anything about this pulling thing?" He kind of missed the word "pulley" thinking I said "pulling". It fits, though, huh!?

First thing I pulled out was our Funk and Wagnalls Science Encyclopedia - a bit dated, but I have always liked the straight-forward format AND the corresponding project book. YES, there is a project for simple machines (the main entry is entitled "Machines, Simple" - so a built-in lesson on how we look for the main word for an entry, then it will be followed by a common, then its appropriate adjective - just like in the back of a cookbook --- no album page for this one, just real life! ;) ).

But he wanted more. Legoboy asked, "Do we have any science light-units or guides? Don't buy any if we don't, but if we have them, I'd be interested!"

Turns out I have Christian Light Publications Science LightUnit 404 which covers simple machines. While I am not "excited" about curriculum for the sake of curriculum or workbooks in general, if you are Christian, these light-units (workbooks) can be used as a study-guide. They quite nicely in lay out the topic at hand in a straight-forward manner, with clearly divided text, and several integrated hands-on demonstrations (these are not experiments because we know the outcome - they are demonstrating a principle at hand). They are designed to be utilized by the child and the only ones we like and use do NOT require the use of a textbook. We keep (from stuff given to us) and purchase only the topics of interest and use them in a child-led manner. While these topics that I keep/purchase are on our state-standards, thus I expect them to be covered, Legoboy also has time between now and 6th grade to get to them. For level 4, we also have 405 on Electricity. The other topics I find are fully covered with the Montessori work, BFSU, or are very easily supplemented without the use of a "guide."

If anyone is interested, I am happy to put together a list of lightunits that correspond well with Montessori albums at appropriate moments - just as this one on simple machines and the next one on electricity.

Yep. He's a happy camper!

Lots of hands-on work and I know he will put together his own experiments/tests because that is the sort of thinking and learning that has been encouraged through providing very basic Montessori materials - creativity! ;)


UPDATED TO ADD: Just when a boy thinks he is too old for wagons and other such "young child goods" - do NOT BELIEVE HIM! Tuck the item away, but not entirely out of sight. He WILL want it  back!
The wheeled thing in question above has been on the "young child goods" list for 2 years. And now... he's been working with it for 4 hours. I think it has new life ;)

Montessori and 'Building Foundations of Scientific Understanding'

One non-Montessori resource we use is Building Foundations of Scientific Understanding, Volumes 1, 2 and 3. Together, these books comprise 109 (or 110) lessons covering grades K-8, with approximately one lesson per month for a year-round school (give or take in Montessori fashion! Technically it comes out to 12.2 lessons per school year if you really want an average...).

I use these volumes to guide my further conversation within the context of daily life. Guide "natural" follow-up experiences; help me to be sure I have the bases covered beyond the AMI Montessori albums.

But why am I adding in this resource when I have these fantastic AMI albums?

Short answer: because AMI albums tell you to do so.
(people want me to give a short answer, but my short answers always beg more questions ;) hehe)

WHAT!?

yep.

You want a longer answer ;)




Long answer: 

• AMI albums are a framework with lots of meat. But if your children learn ONLY what is in the albums, they will not have everything they actually need. The point to the framework/meat analogy is that there is a LOT there - but your children are SUPPOSED to be exploring their own interests, going deeper. They are NOT supposed to have everything handed to them. Period. No long tedious lessons just because they need to get it (even if it is a great Montessori lesson! if it is long and tedious and does NOT spark interest, toss it out!). If you present everything in AMI albums AND provide time/space for interests to develop, THEN your children will get *everything* they need. 
• Therefore your children will NEED other resources. Of your choosing as to appropriateness, but of their choosing as to personal interests. 
• Yes, you can dictate some outside requirements (have I said this before? ;) hehe) - family requirements, local educational standards. But these requirements plus the Montessori albums should still not be ALL your child learns. 
• Thus children should be taking cues from the lessons, exploring on their own and with classmates and coming to new discoveries of new subject areas. Positive peer influence! We want more of that!
• But within a homeschool setting, especially with an only child (or the oldest child), well... it doesn't happen quite as much. You will want something to spur on conversation and interest that replaces that classroom dynamic. You don't want more work for work's sake, but you do want to provide for what is negatively lost when homeschooling Montessori. We do this in a variety of ways - doing work when the children work; creating materials when the children are working; doing a lot more Goings Out; focusing more on the family dynamics. And pulling in resources that will help guide our conversations. 
• And if you have limited science background or just don't trust your background/skills, the AMI Montessori albums are great, but what do you do with those expanded interests that are outside the realm of the albums? (ah! now I am seeing why so many people want the fully detailed albums with an album page for every single topic and possible interest of science and geography! despite the fact that now the child's interest will be dictated by the album rather than the inner guide. I understand those feelings - I am a homeschool mom too - and there are areas where I had doubt in my abilities too! there is hope!)

Benefits of BFSU specifically:

• BFSU is set up as a conversation of sorts - it is NOT meant to be read to the child or even with the child; it is meant to be read by YOU and then discussed with your child. Dr. Nebel lays out the information your child needs for the topic at hand. This is a great way to take the Montessori lessons and extend them. MOST especially for those people who are just not confident in their science skills and knowledge. You probably know more than you think you do; but it is nice to have a guide to show that to you! 
• There are 4 main threads (Nature of Matter, Life Science, Physical Science, Earth/Space) which are interwoven with suggested flow charts - COSMIC EDUCATION! 
• All the lessons point out ways to look for the taught concept in daily life. Cosmic Education again!
• The Earth/Space section is a blessing when it comes to fleshing out the AMI albums (one weak area in AMI - see previous posts on this one), without adding undue stress of a multitude of lessons. It is one of two bases I am utilizing to organize an AMI astronomy album. 
• The idea is to spur interest - at 12.2 lessons per year, it's ok if a new lesson doesn't happen every week; it is ok if one lesson takes a month because (get this!) it spurs interest! And conversation! And insight in daily life. 
• The threads can be intermingled and jumped around or follow one straight through the particular volume until interest and ability hit a brick wall. Then take a break and jump somewhere else. Just like AMI albums!
• There is a lot of what we in the Montessori world would call "theory and application" so that the adult comes to have confidence in oneself. 
• The author focuses on science we can see and experience, so until ONE lesson at the end of the 3rd volume (intended for middle schoolers), there is no direct discussion of evolution or not. However, there is a lot of preparation for it (Baloney Detector guide, development of scientific process and reasoning) so that the child is prepared to deal with the plethora of information that fly from both sides and can enter into the conversation leaving emotion out of it. 
• Downloadable (but not printable) pdfs are available for $5 at the publisher's website.

Drawbacks: 

• Those of you with a strong science background and/or are very-very confident in your abilities in this area, will find it stifling. Don't use it - it's ok! 
• Planning: Some people have commented about planning taking too much time. I have not personally found this to be the case, but perhaps I approach it different? I look ahead to suggested books and resources, try to locate those on Netflix, library, etc. Make sure I have any needed materials on hand (almost everything is from around the house or the grocery store). Then read through the lesson before I do it with my son. I might read it a month ahead, a week ahead or right after I tell him, "Hey (insert the pet name I use for him on that particular day), meet me in the big chair for snuggling and a chat in 5 minutes." I really-really-really try to emphasize the rather impromptu nature of science, because the principles are ALL AROUND US all the time, so science is not something that is 20 minutes every day or 1 hour once a week. It is always - all the time. Exploring. Asking questions. Testing answers. Finding exceptions. How do they all fit into the big picture? Yes our Montessori work plan might say that we meet at a particular time (and we do), or it might say "cover this lesson at some point" and we do it that way too. Some things just have to be planned into a time slot. 
• It IS one more thing to read ;) 

One last benefit: 

• I have put together a spreadsheet with the title of every lesson and where it is found in AMI primary and elementary Montessori albums. This is NOT a perfect work, but a general idea of what connects where. Please use this as a guide only - for introducing the Montessori album page and material, and following up with BFSU (right after, or even years later); or starting with BFSU earlier on and working on the Montessori album pages later. At least you can see basically what fits together. 
• The document is here (click here and it should download to your computer) currently in Excel; open to modification (and spell check! My keyboard keeps sticking and Excel does NOT have spell-check!). Please leave a comment or send an e-mail if you have any feedback, suggestions for changes, questions, type corrections, or you want to come help me clean my house ;) (just thought I'd try anyway ;) ). 

Celestial Almanack

The latest Celestial Almanack for astronomy studies is available!

We LOVE these things - and they go great with a Montessori education, unschooling, classical - or pretty much anyone! Including us adults ;) This is what Montessori astronomy is about :)

Written by a homeschool father; packed with gads of information on various age levels and understandings - check out the free preview over here.

NOTE: Affiliate links included in this post. This does not mean I'll get anything even if you make a purchase; it just means I might :) It all depends on credits you use, if you allow cookies, etc. :)

Elementary Geometry Lesson

I have a deep respect for Dr. Steve Hughes, Assistant Professor of Neuro-psychology at The University of Minnesota.

This link takes you to a Geometry lesson told during one of his presentations at a Montessori school in Minnesota - a parent meeting.

Watch until 6:30 for the Geometry lesson (the rest goes through brain development).