Saturday, October 31, 2009
Thursday, October 29, 2009
Evaluating Writing (Part 2)
Evaluating Writing
by Sandy Larsen
Part 2
In the first part of this article, we looked at what to do first when your student hands in a piece of writing. I urged you to put your evaluation of the mechanics on hold for a bit, and read through the writing several times, paying attention to your overall impressions.
Now we will move from general impressions to impressions which are more specific, but which still take in the writing as a whole. Consider the following aspects of writing and try to size up how well your young writer succeeded at each of them. Keep in mind that a first draft will almost always fall short in many of these areas. The categories will help you identify where the student should spend the most effort to improve.
Purpose: Does the writing have a clear purpose? Could a reader who didn’t know the assignment tell why the writer wrote it? If the purpose of the writing is not clear, maybe the purpose of the writer was not clear.
Scope: Is the topic of the writing realistic for the length of the piece, neither too broad nor too narrow? An awkward scope is often rooted in the assignment itself. If the student has been asked to cover the Vietnam War in two pages, then the assignment itself needs help. Either narrow down the assignment or expand the length of the paper and the time the student has to complete it.
Focus: Does the writing stay on track and stick with its main subject? Did the writer resist the temptation to take side trips? Fuzzy focus and wandering writing often reveal that the writer was undecided about his focus or even changed focus in the middle of the paper.
Organization: Are the ideas presented in a reasonable order? As you read, can you stay with the writer and not get confused? Writers have various ways to organize their thoughts. Encourage your young writer to make lists, charts, idea maps, outlines or whatever organizational method works best. (From my own experience, it is not always possible to organize my ideas before I write a first draft. I usually have to write first and organize later.)
Details: Are there sufficient details, but not so many that the writing bogs down? Does the writer tell you enough small stuff to make the big ideas come alive? Can you still see the big ideas among all the small stuff?
Tone: Does the writer’s tone generally fit the subject matter? For example, a serious subject should not be treated flippantly. A scientific report should not be full of casual language.
Variety: Is there a refreshing variety of sentence length and structure? If you read the piece aloud, the writing should sound energetic, without a singsong monotony.
Innovation: Are there sparks of originality and creativity?
Expectations: Does the writing come up to, or even exceed, what you have come to expect from your student?
After you have evaluated your student’s writing based on those categories and any others which seem appropriate, evaluate the mechanics of the work separately. Then you can offer your young writer two grades, one for the mechanics and one for the meat of the writing itself.
Sandy Larsen is a professional freelance writer and an author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
by Sandy Larsen
Part 2
In the first part of this article, we looked at what to do first when your student hands in a piece of writing. I urged you to put your evaluation of the mechanics on hold for a bit, and read through the writing several times, paying attention to your overall impressions.
Now we will move from general impressions to impressions which are more specific, but which still take in the writing as a whole. Consider the following aspects of writing and try to size up how well your young writer succeeded at each of them. Keep in mind that a first draft will almost always fall short in many of these areas. The categories will help you identify where the student should spend the most effort to improve.
Purpose: Does the writing have a clear purpose? Could a reader who didn’t know the assignment tell why the writer wrote it? If the purpose of the writing is not clear, maybe the purpose of the writer was not clear.
Scope: Is the topic of the writing realistic for the length of the piece, neither too broad nor too narrow? An awkward scope is often rooted in the assignment itself. If the student has been asked to cover the Vietnam War in two pages, then the assignment itself needs help. Either narrow down the assignment or expand the length of the paper and the time the student has to complete it.
Focus: Does the writing stay on track and stick with its main subject? Did the writer resist the temptation to take side trips? Fuzzy focus and wandering writing often reveal that the writer was undecided about his focus or even changed focus in the middle of the paper.
Organization: Are the ideas presented in a reasonable order? As you read, can you stay with the writer and not get confused? Writers have various ways to organize their thoughts. Encourage your young writer to make lists, charts, idea maps, outlines or whatever organizational method works best. (From my own experience, it is not always possible to organize my ideas before I write a first draft. I usually have to write first and organize later.)
Details: Are there sufficient details, but not so many that the writing bogs down? Does the writer tell you enough small stuff to make the big ideas come alive? Can you still see the big ideas among all the small stuff?
Tone: Does the writer’s tone generally fit the subject matter? For example, a serious subject should not be treated flippantly. A scientific report should not be full of casual language.
Variety: Is there a refreshing variety of sentence length and structure? If you read the piece aloud, the writing should sound energetic, without a singsong monotony.
Innovation: Are there sparks of originality and creativity?
Expectations: Does the writing come up to, or even exceed, what you have come to expect from your student?
After you have evaluated your student’s writing based on those categories and any others which seem appropriate, evaluate the mechanics of the work separately. Then you can offer your young writer two grades, one for the mechanics and one for the meat of the writing itself.
Sandy Larsen is a professional freelance writer and an author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
Wednesday, October 28, 2009
Grammar by the Book
Here is a link for a book to help out with those grammar lessons. Hope it helps!
Tuesday, October 27, 2009
Monday, October 26, 2009
Favorite Thanksgiving art Activities
Some more art activities to do with your children for Thanksgiving!
Saturday, October 24, 2009
Friday, October 23, 2009
Wednesday, October 21, 2009
Tuesday, October 20, 2009
Monday, October 19, 2009
Evaluating Writing by Sandy Larsen
Part 1
“Writing isn’t like math, where the answer is either right or wrong.”
“I’m not a writer. How do I know whether my student’s writing is good or bad?”
Often at homeschool conferences I’ve heard comments like those. Many parents are at a loss about how to evaluate their students’ writing assignments.
If parents lack confidence in how to evaluate writing, they usually default to the red-pen route. They circle every misspelling, punctuation error and grammar mistake, then grade the writing on its technical points alone.
I would never belittle the significance of writing’s technical matters. Incorrect grammar, misplaced or absent punctuation, and bad spelling only confuse the reader. They make the writing look amateurish, and they undercut the writer’s credibility.
On the other hand, technical perfection does not equal excellent writing. A technically perfect paper can still be dull and lifeless. A technically flawed paper can still have the power to communicate ideas and move the reader deeply.
Whether you use letter grades or some other system, I suggest that you give two separate grades for a piece of writing: one for the writing itself and one for the mechanics such as grammar, spelling and punctuation. You may be confident enough to grade the mechanics on your own. If you aren’t, there are plenty of resources available to help you. You are more likely to be stumped about how to evaluate the “non-mechanical” aspects of writing.
When your student hands in a paper, what should you do first? Before you make any comments or corrections at all, read through the entire piece several times. Pay close attention to your own responses. I don’t mean your negative reactions to errors; I mean your responses to the writing itself.
Watch for the following evidences of strong writing:
• Does the writing start out interesting and stay interesting? In other words does it hold your attention and make you want to keep reading?
• Does it put you right into the middle of the action or the subject matter?
• Does it stir your sympathies, either elevating your spirits or disquieting you, depending on the subject and the intent?
• If it’s supposed to be funny, does it make you laugh?
• If it’s supposed to be serious, is its subject worth thinking about seriously?
• Does it take an unexpected approach and surprise you?
Such impressions in the reader are a mark of successful writing, and they deserve your affirmation, even if they are marred by run-on sentences and bad spelling.
Also, take into account whether the writing is a first draft or something which has already gone through several revisions. You should be more merciful toward a first draft and more demanding toward a piece which the student has had several chances to revise.
So far I have asked you to pay attention to your overall impressions of the student’s writing. In the second half of this article we will look at more specific criteria such as whether the writing has a clear purpose, how tightly organized it is, and how well the writer stays focused on the topic.
Sandy Larsen is a professional freelance writer and the author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
“Writing isn’t like math, where the answer is either right or wrong.”
“I’m not a writer. How do I know whether my student’s writing is good or bad?”
Often at homeschool conferences I’ve heard comments like those. Many parents are at a loss about how to evaluate their students’ writing assignments.
If parents lack confidence in how to evaluate writing, they usually default to the red-pen route. They circle every misspelling, punctuation error and grammar mistake, then grade the writing on its technical points alone.
I would never belittle the significance of writing’s technical matters. Incorrect grammar, misplaced or absent punctuation, and bad spelling only confuse the reader. They make the writing look amateurish, and they undercut the writer’s credibility.
On the other hand, technical perfection does not equal excellent writing. A technically perfect paper can still be dull and lifeless. A technically flawed paper can still have the power to communicate ideas and move the reader deeply.
Whether you use letter grades or some other system, I suggest that you give two separate grades for a piece of writing: one for the writing itself and one for the mechanics such as grammar, spelling and punctuation. You may be confident enough to grade the mechanics on your own. If you aren’t, there are plenty of resources available to help you. You are more likely to be stumped about how to evaluate the “non-mechanical” aspects of writing.
When your student hands in a paper, what should you do first? Before you make any comments or corrections at all, read through the entire piece several times. Pay close attention to your own responses. I don’t mean your negative reactions to errors; I mean your responses to the writing itself.
Watch for the following evidences of strong writing:
• Does the writing start out interesting and stay interesting? In other words does it hold your attention and make you want to keep reading?
• Does it put you right into the middle of the action or the subject matter?
• Does it stir your sympathies, either elevating your spirits or disquieting you, depending on the subject and the intent?
• If it’s supposed to be funny, does it make you laugh?
• If it’s supposed to be serious, is its subject worth thinking about seriously?
• Does it take an unexpected approach and surprise you?
Such impressions in the reader are a mark of successful writing, and they deserve your affirmation, even if they are marred by run-on sentences and bad spelling.
Also, take into account whether the writing is a first draft or something which has already gone through several revisions. You should be more merciful toward a first draft and more demanding toward a piece which the student has had several chances to revise.
So far I have asked you to pay attention to your overall impressions of the student’s writing. In the second half of this article we will look at more specific criteria such as whether the writing has a clear purpose, how tightly organized it is, and how well the writer stays focused on the topic.
Sandy Larsen is a professional freelance writer and the author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
Friday, October 16, 2009
Thursday, October 15, 2009
Wednesday, October 14, 2009
Christian Heroes
Here is a site for some Christian Heroes. This could help for the Social Studies Fair in November.
Tuesday, October 13, 2009
Notebooking Pages for Greek and Latin Roots
Here is a link for some notebooking pages ($4.00 downloadable PDF) that goes along with "English From The Roots Up." Takes a load off of having to plan!
Monday, October 12, 2009
Saturday, October 10, 2009
Friday, October 9, 2009
Thursday, October 8, 2009
First Start French
Here is a link for those of you interested in learning French. I got this program and it is excellent!
Tuesday, October 6, 2009
Monday, October 5, 2009
Saturday, October 3, 2009
Enjoying Autumn: Learning From Nature (Part 4)
Be Creative with Nature
Music: Hymns
Learn and sing hymns about nature, such as:
How Great Thou Art
Fairest Lord Jesus, includes study guide
This Is My Father's World
I Sing the Mighty Power of God
All Things Bright and Beautiful
Music: Classical
Listen to and study Vivaldi's Four Seasons.
• Listen to the musical description of each of the four seasons on YouTube: Autumn, Winter, Spring, and Summer.
• Free online, 34-page teachers guide "Vivaldi and the Four Seasons."
Fall Crafts with Leaves
What is more abundant and beautiful in the fall than leaves?
• Collect a variety of sizes, shapes, and colors. Be sure the leaves are not dry and crumbly.
• Press your leaves between two pieces of waxed paper in a phone book or under a stack of books overnight.
Now you are ready to use your leaves in a variety of ways.
• Gifts. Write out verses and decorate with leaves or sketches to make wall hangings, gifts, bookmarks, and cards.
• Wreath. Cut a circle out of a sturdy paper plate and glue overlapping leaves around the circle. Add a raffia or other type of bow.
• Rubbings. Arrange leaves face down (the veins are more pronounced on the under side) and place a piece of paper on top. Use a crayon without paper and rub it sideways across the paper to reveal the leaves underneath. You can also use aluminum foil and rub over it with with the side of a pencil.
• Bookmarks. Paste one or more smaller, pressed leaves on a bookmark-size (2" x 8") poster board. Write anything you want on the bookmark, e.g., someone's name, and then cover with clear contact paper. Punch a hole in the top and add a ribbon.
• Leaf Prints. Decorate cards, gift bags or wrap, or T-shirts. Brush acrylic paint on the underside of a leaf and place where desired. Cover with a paper towel and gently roll a rolling pin over the top and remove leaf.
• Shirt. See instructions for a fall leaves shirt.
• Waxing. Place an arrangement of leaves between sheets of waxed paper sandwiched between a couple of dishcloths and quickly run a hot iron over the top. The wax will be transferred onto the leaves giving them a shiny appearance.
Music: Hymns
Learn and sing hymns about nature, such as:
How Great Thou Art
Fairest Lord Jesus, includes study guide
This Is My Father's World
I Sing the Mighty Power of God
All Things Bright and Beautiful
Music: Classical
Listen to and study Vivaldi's Four Seasons.
• Listen to the musical description of each of the four seasons on YouTube: Autumn, Winter, Spring, and Summer.
• Free online, 34-page teachers guide "Vivaldi and the Four Seasons."
Fall Crafts with Leaves
What is more abundant and beautiful in the fall than leaves?
• Collect a variety of sizes, shapes, and colors. Be sure the leaves are not dry and crumbly.
• Press your leaves between two pieces of waxed paper in a phone book or under a stack of books overnight.
Now you are ready to use your leaves in a variety of ways.
• Gifts. Write out verses and decorate with leaves or sketches to make wall hangings, gifts, bookmarks, and cards.
• Wreath. Cut a circle out of a sturdy paper plate and glue overlapping leaves around the circle. Add a raffia or other type of bow.
• Rubbings. Arrange leaves face down (the veins are more pronounced on the under side) and place a piece of paper on top. Use a crayon without paper and rub it sideways across the paper to reveal the leaves underneath. You can also use aluminum foil and rub over it with with the side of a pencil.
• Bookmarks. Paste one or more smaller, pressed leaves on a bookmark-size (2" x 8") poster board. Write anything you want on the bookmark, e.g., someone's name, and then cover with clear contact paper. Punch a hole in the top and add a ribbon.
• Leaf Prints. Decorate cards, gift bags or wrap, or T-shirts. Brush acrylic paint on the underside of a leaf and place where desired. Cover with a paper towel and gently roll a rolling pin over the top and remove leaf.
• Shirt. See instructions for a fall leaves shirt.
• Waxing. Place an arrangement of leaves between sheets of waxed paper sandwiched between a couple of dishcloths and quickly run a hot iron over the top. The wax will be transferred onto the leaves giving them a shiny appearance.
Enjoying Autumn: Learning From Nature (Part 3)
Study Nature
Not only does a walk out of doors provides a break in your studies so that your children will do better when they return, but observing nature firsthand can pique interest in science and other areas.
• Find the section in your science book that teaches about trees and leaves and/or read "Why Leaves Change Color," from the U.S. Department of Agriculture Forest Service:
A simpler version for children
More information for older students
• Hands-on Learning: Separate colors in a fall leaf using Chromatography.
In the Field: Tree and Plant Identification
Get a nature guide, and perhaps some binoculars, and learn the names of the plants, birds, and insects you see on your walk.
Familiarize your children with field guides, showing them the different plant families. Show them how to identify a tree or plant by its shape, size, color, fruit, seeds, and leaves.
• See if you can identify all the shrubs and trees in your yard.
• Then go to a park or on a walk and identify plants there as well.
Not only does a walk out of doors provides a break in your studies so that your children will do better when they return, but observing nature firsthand can pique interest in science and other areas.
• Find the section in your science book that teaches about trees and leaves and/or read "Why Leaves Change Color," from the U.S. Department of Agriculture Forest Service:
A simpler version for children
More information for older students
• Hands-on Learning: Separate colors in a fall leaf using Chromatography.
In the Field: Tree and Plant Identification
Get a nature guide, and perhaps some binoculars, and learn the names of the plants, birds, and insects you see on your walk.
Familiarize your children with field guides, showing them the different plant families. Show them how to identify a tree or plant by its shape, size, color, fruit, seeds, and leaves.
• See if you can identify all the shrubs and trees in your yard.
• Then go to a park or on a walk and identify plants there as well.
Friday, October 2, 2009
Enjoying Autumn: Learning From Nature (Part 2)
Seeing God in Nature
"The heavens are telling of the glory of God;
And their expanse is declaring
the work of His hands.
Day to day pours forth speech,
And night to night reveals knowledge."
(Psalms 19:1-2)
"For since the creation of the world
His [God's] invisible attributes,
His eternal power and divine nature,
have been clearly seen,
Being understood through what has been made,
so that they are without excuse."
(Romans 1:20)
God has revealed Himself in nature. We can build our children's faith when we point them to the Creator through the study of all the wonders He has made.
• Memorize and say verses about nature declaring the glory of God, such as the entire Psalm 19.
• While you are walking with your children out in nature, discuss spiritual matters.
"You shall teach them diligently to your sons
and shall talk of them when you sit in your house
and when you walk by the way
and when you lie down and when you rise up."
(Deuteronomy 6:7)
1. Start with Creation
Teach your children about creation directly from the Scriptures, starting in Genesis chapter 1.
2. Proceed to Appreciation
Teach your children to appreciate and wonder at God's creation as you drive, walk, view videos, or look at books. Notice its:
• Beauty
• Complexity
• Order
• Incredible dimensions, both large and small
3. Include Worship
Don't stop with appreciation and wonder; go on to express praise and thanksgiving to the Lord for His creation. Praising God for Himself and the wonders of the world He has created is an act of worship.
If your family is in an area by yourselves, it can be very meaningful to quote or read a few Bible verses (Psalm 19), sing a song ("How Great Thou Art"), and pray, praising and thanking the Lord for the beauty of the earth.
If you are not able to have a time of worship outside, you might quote Scripture, sing softly, and pray in a conversational manner as you walk along the trail or ride home in the car.
"I will bless the Lord at all times;
His praise shall continually be in my mouth."
(Psalms 34:1)
4. Seeing What God Is Like
Help your children see God's attributes in creation. (Read Psalm 104 and Psalm 139:13-16.) Some examples include:
• Power and Might - in thunderstorms and the pounding waves
• Faithfulness - in the consistent days, months, and seasons
• Love and Care - for the smallest bird
• Beauty - in scenery, flowers, sunsets, etc.
• Majesty - in the grandeur of mountains and canyons
• Infiniteness - in the expanse of the universe
• Orderliness - in migration and design
• Creativity - in the variety of nature
Quote of Note
"I love to think of nature as an unlimited broadcasting station through which God speaks to us every hour, if we will only tune in." – George Washington Carver
Resources
• Answers In Genesis, mega-website with many articles and resources.
• Creation Science Curricula from Answers in Genesis.
• Answers for Preschoolers Curriculum. Complete multi-subject curriculum for preschoolers affirms the truth of the Bible and uses Genesis as the basis.
• Nature Friend and Creation Illustrated, Christian nature magazines.
"The heavens are telling of the glory of God;
And their expanse is declaring
the work of His hands.
Day to day pours forth speech,
And night to night reveals knowledge."
(Psalms 19:1-2)
"For since the creation of the world
His [God's] invisible attributes,
His eternal power and divine nature,
have been clearly seen,
Being understood through what has been made,
so that they are without excuse."
(Romans 1:20)
God has revealed Himself in nature. We can build our children's faith when we point them to the Creator through the study of all the wonders He has made.
• Memorize and say verses about nature declaring the glory of God, such as the entire Psalm 19.
• While you are walking with your children out in nature, discuss spiritual matters.
"You shall teach them diligently to your sons
and shall talk of them when you sit in your house
and when you walk by the way
and when you lie down and when you rise up."
(Deuteronomy 6:7)
1. Start with Creation
Teach your children about creation directly from the Scriptures, starting in Genesis chapter 1.
2. Proceed to Appreciation
Teach your children to appreciate and wonder at God's creation as you drive, walk, view videos, or look at books. Notice its:
• Beauty
• Complexity
• Order
• Incredible dimensions, both large and small
3. Include Worship
Don't stop with appreciation and wonder; go on to express praise and thanksgiving to the Lord for His creation. Praising God for Himself and the wonders of the world He has created is an act of worship.
If your family is in an area by yourselves, it can be very meaningful to quote or read a few Bible verses (Psalm 19), sing a song ("How Great Thou Art"), and pray, praising and thanking the Lord for the beauty of the earth.
If you are not able to have a time of worship outside, you might quote Scripture, sing softly, and pray in a conversational manner as you walk along the trail or ride home in the car.
"I will bless the Lord at all times;
His praise shall continually be in my mouth."
(Psalms 34:1)
4. Seeing What God Is Like
Help your children see God's attributes in creation. (Read Psalm 104 and Psalm 139:13-16.) Some examples include:
• Power and Might - in thunderstorms and the pounding waves
• Faithfulness - in the consistent days, months, and seasons
• Love and Care - for the smallest bird
• Beauty - in scenery, flowers, sunsets, etc.
• Majesty - in the grandeur of mountains and canyons
• Infiniteness - in the expanse of the universe
• Orderliness - in migration and design
• Creativity - in the variety of nature
Quote of Note
"I love to think of nature as an unlimited broadcasting station through which God speaks to us every hour, if we will only tune in." – George Washington Carver
Resources
• Answers In Genesis, mega-website with many articles and resources.
• Creation Science Curricula from Answers in Genesis.
• Answers for Preschoolers Curriculum. Complete multi-subject curriculum for preschoolers affirms the truth of the Bible and uses Genesis as the basis.
• Nature Friend and Creation Illustrated, Christian nature magazines.
Thursday, October 1, 2009
Enjoying Autumn: Learning From Nature (Part 1)
Go on a Nature Walk
Walking out-of-doors with your children is a wonderful daily habit and an invigorating change of pace with many benefits.
Schedule a regular daily walk together in your neighborhood or once a week in a nearby area of nature. As you establish and maintain this habit, you will realize many benefits as well as experiencing pure enjoyment.
A half-hour walk every day is ideal for most people. Other alternatives are to walk at least three times a week, for a longer or shorter time whenever the weather is good enough.
Health Benefits
• Walking is an excellent form of exercise to develop healthy bodies. Try to walk a mile in 20 minutes. However, you will still realize a benefit if you need to push a stroller along with you at a slower rate.
For more information, read about benefits and guidelines for walking in "Walking for Exercise and Pleasure."
• Exercise reduces stress, and that can be a tremendous benefit to home educators and their families!
• Notice your children's posture and encourage them to stand and walk tall. You might need to have your child checked if he has an extreme stoop or looks lopsided. Read about Scoliosis.
• As the days get shorter, it is very beneficial to be in daylight and get some sun on your face. This helps vitamin D production, can prevent depression, and aids in sleep.
An Opportunity to Observe and Appreciate Nature
You can casually notice and comment on things in nature from time to time as you walk along, or you can plan a more formal nature walk.
Either way, it is important to teach your children, by word and example, to be aware of their surroundings and see the beauty of God's creation all around them.
Wherever you go, be sure you know and observe posted rules, common courtesy, and safety. Stay on the paths, no loud running around other people, no picking plants or removing wildlife, avoid poisonous plants or snakes, etc.
Keeping a Nature Notebook
A Nature Notebook gives your child a record of his discoveries as well as a journal of the places he has visited. It can help your child become more observant and extend your learning time after your walk. Plus, it's just plain fun!
Materials List
• Notebook. A spiral-bound notebook that opens flat with unlined, medium to heavyweight white pages.
• Pencils, Pens, Paints, etc. Good quality colored pencils or, for variety, watercolor paints or watercolor pencils.
• Flower Press Small types are available at craft stores or you can make your own by layering smooth, thick paper towels between pieces of corrugated cardboard and stacking heavy books on top.
• Clear Contact Paper Use to protect pressed flowers and leaves that have been glued on the pages. Wait for the glue to dry first.
What To Include
Your nature journal or notebook will be a record of your observations, using any or all of the following:
• Written record of item, date and place found or seen.
• Drawing of item in various media. This can be your original sketch or a drawing from a field guide.
• Photo or post card of item.
• Dried and pressed flowers or leaves (if collection is allowed by law or the property owner). It is best not to pick up feathers.
• A rubbing of tree bark or leaves.
• Added sentence or paragraph about the circumstances of found item.
• An appropriate quote or Bible verse.
Where To Go
• Within walking distance: around your own yard, neighborhood, or nearby park.
• Within driving distance: a nearby conservation area; garden; arboretum; county, state, or national forest or park; or the beach.
Check your library or the Internet to find parks and trails to explore.
Audubon Centers and Sanctuaries
National Forests
National Park Service
For State Parks in your state, do a Google advanced search with "state park" in the "exact wording" blank, and your state name in the "all these words" blank.
When To Go
• Take a day trip or half-day outing and picnic with Dad and/or another family.
• During your daily scheduled walk time.
• Try walking your regular route at different times during the day and observing any differences.
• At night (for a change). Take Dad or an older brother, follow safety precautions, and go quietly so as not to disturb your neighbors.
What To Take
Be prepared to observe nature and make your walk safe and comfortable by bringing:
• Your curiosity. On the way, talk about things you might see and raise questions about them.
• Snacks and water.
• First aid kit.
• Magnifying glass for a closer look at details. The large size is handier to use for small things like bugs.
• Binoculars for long-distance objects like birds.
• Camera to capture images of nature.
• Plastic jar with mesh lid for insects.
• Plastic bags to collect items such as small rocks, shells, leaves, pine cones, or sticks.
• Sketch book or small notebook for notes.
• Regular No. 2 pencil and/or good-quality colored pencils and a good eraser.
• Nature field guide(s) of trees, birds, insects, animals, plants, wildflowers, rocks, shells, etc. Look for those that specialize in species found in your state or region.
Walking out-of-doors with your children is a wonderful daily habit and an invigorating change of pace with many benefits.
Schedule a regular daily walk together in your neighborhood or once a week in a nearby area of nature. As you establish and maintain this habit, you will realize many benefits as well as experiencing pure enjoyment.
A half-hour walk every day is ideal for most people. Other alternatives are to walk at least three times a week, for a longer or shorter time whenever the weather is good enough.
Health Benefits
• Walking is an excellent form of exercise to develop healthy bodies. Try to walk a mile in 20 minutes. However, you will still realize a benefit if you need to push a stroller along with you at a slower rate.
For more information, read about benefits and guidelines for walking in "Walking for Exercise and Pleasure."
• Exercise reduces stress, and that can be a tremendous benefit to home educators and their families!
• Notice your children's posture and encourage them to stand and walk tall. You might need to have your child checked if he has an extreme stoop or looks lopsided. Read about Scoliosis.
• As the days get shorter, it is very beneficial to be in daylight and get some sun on your face. This helps vitamin D production, can prevent depression, and aids in sleep.
An Opportunity to Observe and Appreciate Nature
You can casually notice and comment on things in nature from time to time as you walk along, or you can plan a more formal nature walk.
Either way, it is important to teach your children, by word and example, to be aware of their surroundings and see the beauty of God's creation all around them.
Wherever you go, be sure you know and observe posted rules, common courtesy, and safety. Stay on the paths, no loud running around other people, no picking plants or removing wildlife, avoid poisonous plants or snakes, etc.
Keeping a Nature Notebook
A Nature Notebook gives your child a record of his discoveries as well as a journal of the places he has visited. It can help your child become more observant and extend your learning time after your walk. Plus, it's just plain fun!
Materials List
• Notebook. A spiral-bound notebook that opens flat with unlined, medium to heavyweight white pages.
• Pencils, Pens, Paints, etc. Good quality colored pencils or, for variety, watercolor paints or watercolor pencils.
• Flower Press Small types are available at craft stores or you can make your own by layering smooth, thick paper towels between pieces of corrugated cardboard and stacking heavy books on top.
• Clear Contact Paper Use to protect pressed flowers and leaves that have been glued on the pages. Wait for the glue to dry first.
What To Include
Your nature journal or notebook will be a record of your observations, using any or all of the following:
• Written record of item, date and place found or seen.
• Drawing of item in various media. This can be your original sketch or a drawing from a field guide.
• Photo or post card of item.
• Dried and pressed flowers or leaves (if collection is allowed by law or the property owner). It is best not to pick up feathers.
• A rubbing of tree bark or leaves.
• Added sentence or paragraph about the circumstances of found item.
• An appropriate quote or Bible verse.
Where To Go
• Within walking distance: around your own yard, neighborhood, or nearby park.
• Within driving distance: a nearby conservation area; garden; arboretum; county, state, or national forest or park; or the beach.
Check your library or the Internet to find parks and trails to explore.
Audubon Centers and Sanctuaries
National Forests
National Park Service
For State Parks in your state, do a Google advanced search with "state park" in the "exact wording" blank, and your state name in the "all these words" blank.
When To Go
• Take a day trip or half-day outing and picnic with Dad and/or another family.
• During your daily scheduled walk time.
• Try walking your regular route at different times during the day and observing any differences.
• At night (for a change). Take Dad or an older brother, follow safety precautions, and go quietly so as not to disturb your neighbors.
What To Take
Be prepared to observe nature and make your walk safe and comfortable by bringing:
• Your curiosity. On the way, talk about things you might see and raise questions about them.
• Snacks and water.
• First aid kit.
• Magnifying glass for a closer look at details. The large size is handier to use for small things like bugs.
• Binoculars for long-distance objects like birds.
• Camera to capture images of nature.
• Plastic jar with mesh lid for insects.
• Plastic bags to collect items such as small rocks, shells, leaves, pine cones, or sticks.
• Sketch book or small notebook for notes.
• Regular No. 2 pencil and/or good-quality colored pencils and a good eraser.
• Nature field guide(s) of trees, birds, insects, animals, plants, wildflowers, rocks, shells, etc. Look for those that specialize in species found in your state or region.
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