Needless to say, I'll be going back to the Mild. I did not burn my bridges -- just a few taste buds. lol.
Friday, April 30, 2010
Taste Bud Analysis
In a bold move yesterday, I bought Medium salsa! No fear, I also bought a jar of Mild as backup. =) Well, I'm a wimp and ended up using more sour cream than shown here. All you Hotties out there, quit laughing!
Needless to say, I'll be going back to the Mild. I did not burn my bridges -- just a few taste buds. lol.
Needless to say, I'll be going back to the Mild. I did not burn my bridges -- just a few taste buds. lol.
Wednesday, April 28, 2010
Scrapbook pages
I think scrapbooks are beautiful! I admire anyone who loves to do them. I, however, get impatient with the time it takes, as well as all the stuff I have to lug in here from the closet, spread it all out, and then trying to organize pictures. I have a hard time deciding what to do with them, since once you cut, it's final.
I started blogging about a year and a half ago. A little over a year ago, I finally got a digital camera from my bf Sharon! =) I was so pleased that I could immediately put photos right on the computer, and wouldn't have to get them developed then leave them in the envelope for weeks while I decide what to do w/ them. They can really pile up that way!
Blogging is so much easier for me, and it's kind of like my scrapbook, but I put all kinds of things on here. I can edit, rearrange, tweak anyway I like, even months or years later! =) It's also cheaper!
This morning I was thinking of those few scrapbook pages I had done... a long time back. I decided to make pictures of them and post them so I'd have them foreverrrr!
This is Bethany about 3½ years ago. This was one of the last pages I did, right after I got my "wavy cutter" which I LOVE! Yes, I have several scrapbooking tools that are going unused!!! =(
All the kids love to go fishing, even the girls. Bethany was 9 in these pics.
All these were made quite some time after the pictures had been taken. Except for the bottom one, these pages were made about 2 years ago. Thankful for my mother-in-law who always writes the dates on backs of pictures she gives me!!! =)
While looking for pics to scrapbook, I came across these and realized they'd make a great page! =)
Yes, I found more later, but couldn't add them to the page then.
Guess that's why I like blogging.
This was my very first scrapbook page, made at a scrapbooking store. All little girls love to help Mom cook and bake. In the pic on the right, she really did take a bite of that cake! It was one of those friendship cakes that you pass along, and have to do something to the batter every day until ready for baking.
She was peeling potatoes w/ a plastic knife.
The girls have also made a few scrapbooking pages. One day I'll take pics, crop, edit, and post them. =)
I started blogging about a year and a half ago. A little over a year ago, I finally got a digital camera from my bf Sharon! =) I was so pleased that I could immediately put photos right on the computer, and wouldn't have to get them developed then leave them in the envelope for weeks while I decide what to do w/ them. They can really pile up that way!
Blogging is so much easier for me, and it's kind of like my scrapbook, but I put all kinds of things on here. I can edit, rearrange, tweak anyway I like, even months or years later! =) It's also cheaper!
This morning I was thinking of those few scrapbook pages I had done... a long time back. I decided to make pictures of them and post them so I'd have them foreverrrr!
Well, as long as Google provides Blogger! =)
This is Bethany about 3½ years ago. This was one of the last pages I did, right after I got my "wavy cutter" which I LOVE! Yes, I have several scrapbooking tools that are going unused!!! =(
All the kids love to go fishing, even the girls. Bethany was 9 in these pics.
All these were made quite some time after the pictures had been taken. Except for the bottom one, these pages were made about 2 years ago. Thankful for my mother-in-law who always writes the dates on backs of pictures she gives me!!! =)
JohnDavid started karate over 5½ years ago in November of '04, and he was really good! I must brag a little. He skipped yellow belt and went from white to orange in 6 weeks. =) He was 7 years old then. These pics are from 8 to 9 years old. He took karate for about 4 years.
While looking for pics to scrapbook, I came across these and realized they'd make a great page! =)
Yes, I found more later, but couldn't add them to the page then.
Guess that's why I like blogging.
This was my very first scrapbook page, made at a scrapbooking store. All little girls love to help Mom cook and bake. In the pic on the right, she really did take a bite of that cake! It was one of those friendship cakes that you pass along, and have to do something to the batter every day until ready for baking.
She was peeling potatoes w/ a plastic knife.
The girls have also made a few scrapbooking pages. One day I'll take pics, crop, edit, and post them. =)
Overlapping Text
That brown strip actually is part of the design for this background. When I chose the background, I chose the widescreen one, since I wanted my text to go across the screen more. I knew it would not show up on my screen, however, but that would make it possible to also choose the wider post option that blogger offers. I didn't realize it would get in the way of my text on wide screen monitors!
(The screen-shot is from one of my readers. Thanks, Rick!)
ETA: One reader commented that she "tried the Ctrl button and scrolling, but it only makes the post shorter, not narrower. I have a hard time seeing the words in the brown strip, so I just high-light your post and they show up just fine."
Wow, I'm glad she was able to resolve the problem, but I didn't realize how much trouble I caused! =)
It works that way for me too in Firefox. In Internet Explorer, it does make it smaller and narrower. Not sure about other browsers.
Tuesday, April 27, 2010
5 Weeks to a Clean and Organized Home, Week 4, Hallways, Entryways, etc.
Week 1 started April 5, 2010, at this blog: Christian Homekeeper Network
Click each link for details.
Day 1 - Hallways, Entryways, etc.
Day 2 - Creating Routine
Day 3 - Great Links
Day 4 - If Momma Ain't Happy...
Day 5 - And an Extra Tidbit...
Click each link for details.
Day 1 - Hallways, Entryways, etc.
Day 2 - Creating Routine
Day 3 - Great Links
Day 4 - If Momma Ain't Happy...
Day 5 - And an Extra Tidbit...
Monday, April 26, 2010
No New Thing Under the Sun
 |
| Rebekah made this pic |
Then I realized, I could put the pictures in a slideshow, and show the progression of different kinds of clouds leading up to precipitation! Why didn't I think of this last week? I've lost a week of our weather experiment!
Rebekah liked the idea. Now she won't have to remember what clouds there were, lol. Because she knows if it has to do with pictures and my blog, I'm on it.
So we were talking about science -- no, I was talking. Rebekah was listening to Rush Limbaugh. She's like her Daddy. I told her one day we'll have two cars, and she can ride with her Daddy. ha. I don't dislike Rush.
But back to the science. I was talking about how we've been doing Apologia Physical Science (a favorite subject if you haven't realized that yet!), and we've spent weeks learning about atoms, molecules, properties of water, atmosphere, clouds, the way water behaves and more, and it's all come together now that we're studying the weather. We've spent weeks learning about what God was able to do just like that!
I warmed to my subject. "And think of all those people whose job titles end with -ology, 'the study of' something. How many millions of dollars have been spent discovering something God has known all along! I mean, just think about it! Everything we've learned, even about water's polarity -- clouds could not happen if not for that!" We were turning up Cousin A's driveway, and I glanced over to see her bemused smile.
"You aren't really interested in this, are you." It was a statement. But I smiled as I said it. =)
"Well, no, I mean it is interesting..."
"But not as much as it is to me!" I laughed.
We have fresh drinking water because of evaporation of fresh water from the salty ocean as a result of water's polarity, therefore cohesion. God knew we needed the Coriolis effect of the wind so weather would be dispersed and varied. It's all so complicated and works so smoothly together! And never fails. It works every time. Sometimes violent, sometimes calm, but the process is certain.
I love knowing how it works. He allows us to endeavor figuring out the intricate ways and means.
13 And I gave my heart to seek and search out by wisdom concerning all things that are done under heaven: this sore travail hath God given to the sons of man to be exercised therewith. Ecclesiastes 1:13
And God knows how pitiful is my understanding of His great universe! He gave us all this for our wonderment. Isn't HE great!!!!
5 The sun also ariseth, and the sun goeth down, and hasteth to his place where he arose.
6 The wind goeth toward the south, and turneth about unto the north; it whirleth about continually, and the wind returneth again according to his circuits.
7 All the rivers run into the sea; yet the sea is not full; unto the place from whence the rivers come, thither they return again.
8 All things are full of labour; man cannot utter it: the eye is not satisfied with seeing, nor the ear filled with hearing. Nothing new is brought forth, and all old things are forgotten.
6 The wind goeth toward the south, and turneth about unto the north; it whirleth about continually, and the wind returneth again according to his circuits.
7 All the rivers run into the sea; yet the sea is not full; unto the place from whence the rivers come, thither they return again.
8 All things are full of labour; man cannot utter it: the eye is not satisfied with seeing, nor the ear filled with hearing. Nothing new is brought forth, and all old things are forgotten.
9 The thing that hath been, it is that which shall be; and that which is done is that which shall be done: and there is no new thing under the sun. Ecclesiastes 1:5-9
Rainbow Milk
Ok, I tried this. It didn't do much at all. Maybe for a few seconds. I'll have to look it up and see if there is something the guy didn't mention, or maybe I need to use diff. dish soap. That dish soap worked w/ the pepper experiment, tho. hmmm. Exp. 4.5, Water's Cohesion.
9/1/11 I just found out this works best with whole milk! Not Walmart's Great Value whole milk, bc they water it down. (oh yeah, they really do. You can taste a difference.)
The reason is the fat in the milk reacts to the soap. You can watch Steve Spangler explain it here.
Science Experiment - Flower Structure
Well, I didn't think I'd be posting any science experiments today! JohnDavid and Bethany had one in Switched on Schoolhouse about the parts of the flower. We don't do a lot of the ones in SOS, since some of them I don't get the purpose (there probably is one!), or I don't have the supplies. Usually on those we just watch the video. They had to look at the flower and answer questions about the different parts of the flower. I had some African Violets that my Mom gave me over a year ago.
We located the different parts of the flower and noted that on an African Violet, the anthers (and filament) were NOT taller than the stigma, → which meant this flower is not self- pollinating. (Transfer of pollen from an anther to a stigma of the same flower.) 
Then they were supposed to slice open the ovary to see the ovules. The flower was too small to determine anything, so I found a pic online to show them. →
Then they labeled a blank flower. Well, the flower wasn't blank! Just the labels. ha.
←On this flower, the anthers ARE taller than the stigma.
We're learning about Gregor Mendel's Punnet Squares next.
Sunday, April 25, 2010
Physical Science, Review of Modules 1-5, 7
This week, there will be no experiments on Monday. The only experiment for Module 7 is the Weather Experiment that lasts 4 weeks. We are going to re-watch a few videos for Modules 1-5 and 7, discuss the Modules so far concerning atoms, molecules, properties of water, atmosphere, hydrosphere, Coriolis effect, weather fronts, and things that relate to the weather. There is more in these modules than just what is mentioned here; we are just reviewing what might have to do w/ water, hydrosphere, troposphere, weather, etc.
They will be reviewing a Modules each day, and then writing a paper about the weather.
Here is their assignment. (Some have not written many reports, hence the detailed instructions)
Feel free to copy and print it out. =)
Review Modules 1-5, 7
Days 1-6:
-Review 1 Module each day.
1. Read blog post for corresponding Module.
2. Read Module.
Answer the On Your Own questions in your mind, check to see if right.
3. Answer Study Guide questions in your mind, check to see if right.
-Check and record your cloud cover each day, morning and evening.
-Donna Young's printable Weather Chart (scroll down)
-Check Wutherground for highs, lows, and precipitation.
Day 7 (Tuesday of week 2)
After you have reviewed all Modules 1-5 and 7, write a paper describing how weather occurs, and how clouds form.
Explain FIRST the basics about atoms, molecules, and water; the chemical composition of water and how water behaves.
Draw any pictures you think will help your explanation. Use drawings from what I’ve printed out, from your science book, or any other source. Label drawings, and attach to report
Refer back to Modules 1-5 as needed. Remember your report is about how weather occurs. Not simply an explanation of terms from the chapters. Tell how it occurs USING the vocabulary you've learned.
--When discussing water, use what you have learned about atoms and molecules from Module 1.
--Use what you have learned about air and the atmosphere from Module 2. Mention absolute humidity and relative humidity.
--From Module 3, name the layers of the atmosphere when talking about clouds and weather, etc. Discuss the fact that how temperature affects how molecules behave would affect cloud formation. When and where they would form. Use terms like: heterosphere (consists of the thermosphere and exosphere), homosphere (consists of the troposphere, stratosphere, and mesosphere),
--From Module 4, use what you learned to discuss the properties of water. The chemical composition of water (atoms, molecules, hydrogen, oxygen), water’s cohesion, water’s polarity. How can all this help water make clouds?
--Remember evaporation! Module 5 is about the hydrosphere. Explain how we get fresh drinking water even though water evaporates from the ocean. Clouds! Remember the molecules/atoms, and water’s cohesion. Read exp. 5.3 to explain how clouds form.
--Module 7 brings it all together. Re-reading modules 1-5 will really help you understand Module 7. Use terms from Module 7 as well, such as air masses, and explain how they create the different kinds of fronts (name them). Name the different kinds of clouds and tell how they form.
What is the Coriolis effect? How can this affect the weather that is coming in? (fronts, etc) Talk about the different kinds of air masses and where they occur. This all occurs in the troposphere, by the way.
How does land and water heating up slower or faster make a breeze?
Again, draw and label any pictures you think can help your explanations.
Have a good conclusion paragraph!
Bring your papers next Monday for a grade. =)
Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
As always, if any readers see anything I've worded wrong, or anything that could be added or clarified, feel free to comment, even if anonymously. If you just want to let me know something, but don't want your comment published, that's fine, too. I'm just learning this along with the kids, and any help is welcome!
Thanks, my friends!
They will be reviewing a Modules each day, and then writing a paper about the weather.
Here is their assignment. (Some have not written many reports, hence the detailed instructions)
Feel free to copy and print it out. =)
Review Modules 1-5, 7
Days 1-6:
-Review 1 Module each day.
1. Read blog post for corresponding Module.
2. Read Module.
Answer the On Your Own questions in your mind, check to see if right.
3. Answer Study Guide questions in your mind, check to see if right.
-Check and record your cloud cover each day, morning and evening.
-Donna Young's printable Weather Chart (scroll down)
-Check Wutherground for highs, lows, and precipitation.
Day 7 (Tuesday of week 2)
After you have reviewed all Modules 1-5 and 7, write a paper describing how weather occurs, and how clouds form.
Explain FIRST the basics about atoms, molecules, and water; the chemical composition of water and how water behaves.
Draw any pictures you think will help your explanation. Use drawings from what I’ve printed out, from your science book, or any other source. Label drawings, and attach to report
Refer back to Modules 1-5 as needed. Remember your report is about how weather occurs. Not simply an explanation of terms from the chapters. Tell how it occurs USING the vocabulary you've learned.
--When discussing water, use what you have learned about atoms and molecules from Module 1.
--Use what you have learned about air and the atmosphere from Module 2. Mention absolute humidity and relative humidity.
--From Module 3, name the layers of the atmosphere when talking about clouds and weather, etc. Discuss the fact that how temperature affects how molecules behave would affect cloud formation. When and where they would form. Use terms like: heterosphere (consists of the thermosphere and exosphere), homosphere (consists of the troposphere, stratosphere, and mesosphere),
--From Module 4, use what you learned to discuss the properties of water. The chemical composition of water (atoms, molecules, hydrogen, oxygen), water’s cohesion, water’s polarity. How can all this help water make clouds?
--Remember evaporation! Module 5 is about the hydrosphere. Explain how we get fresh drinking water even though water evaporates from the ocean. Clouds! Remember the molecules/atoms, and water’s cohesion. Read exp. 5.3 to explain how clouds form.
--Module 7 brings it all together. Re-reading modules 1-5 will really help you understand Module 7. Use terms from Module 7 as well, such as air masses, and explain how they create the different kinds of fronts (name them). Name the different kinds of clouds and tell how they form.
What is the Coriolis effect? How can this affect the weather that is coming in? (fronts, etc) Talk about the different kinds of air masses and where they occur. This all occurs in the troposphere, by the way.
How does land and water heating up slower or faster make a breeze?
Again, draw and label any pictures you think can help your explanations.
Have a good conclusion paragraph!
Bring your papers next Monday for a grade. =)
Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
As always, if any readers see anything I've worded wrong, or anything that could be added or clarified, feel free to comment, even if anonymously. If you just want to let me know something, but don't want your comment published, that's fine, too. I'm just learning this along with the kids, and any help is welcome!
Thanks, my friends!
Wednesday, April 21, 2010
5 Weeks to a Clean and Organized Home, week 3, the Bathroom
Week 1 started April 5, 2010, at this blog: Christian Homekeeper Network
Click each link for details.
Day 1, Bathroom - cabinets, drawers, shelves (link is broken - I've contacted the blog author. 4/29/11)
Day 2, BR - ceiling, walls, caulk, paint, repair
Day 3, BR - windows, shower doors, curtains
Day 4, BR - tub, shower surround, ceiling, floor
Day 5, BR - how to keep a bathroom clean longer
Click each link for details.
Day 1, Bathroom - cabinets, drawers, shelves (link is broken - I've contacted the blog author. 4/29/11)
Day 2, BR - ceiling, walls, caulk, paint, repair
Day 3, BR - windows, shower doors, curtains
Day 4, BR - tub, shower surround, ceiling, floor
Day 5, BR - how to keep a bathroom clean longer
Tuesday, April 20, 2010
Alpha Omega's Switched on Schoolhouse Review
Note - This review was last updated in 2011. I'm sure many things have been updated since then!
We've used Alpha Omega's Switched on Schoolhouse (SOS) for 4 years now, 6th-9th.
It is similar to their LifePacs, but on the computer.
(update: This is our 5th year. Rebekah (10th) is using only the English for SOS this year. Since she LOVES history, I allowed her to do some research on her own this year. JohnDavid and Bethany (8th) are using it for history and science.)
We did all 5 of the main subjects the first year, then decided it was a bit much to do on the computer, so we dropped Bible and Math.
This past year (March, 2010), we dropped SOS science for Rebekah (9th), and switched to Apologia. The upper sciences get hard in SOS with no teacher manual, and I didn't know much about Biology. (And Apologia has audio CDs that read the books, so that will work out great for my dyslexic ds!)
We are still using SOS science for JohnDavid and Bethany, but this fall will be changing the science. JohnDavid really wants to use SOS Bible, though. They had used the 6th grade one I got for Rebekah.
**I would recommend NOT putting all your kids into SOS at once, or at least doing only a couple of subjects to begin with.** Start early in getting it set up, (like a few weeks, or if you're like me, the day you buy it, lol), so you'll have time to learn how to do everything. Esp. if you network your computers. Whew! But it was so worth it. I can access everything, all kids' work, from my computer, even while they are working. =)
SOS has a 1-800 number for tech support, and they will patiently help you with any question. I recommend calling early in the morning, before the phone lines get busy. =) Be prepared to just put your phone on speaker while you get a few things done, and just let the kids play. =)
What I like:
Subjects are taught with a Creation- and Bible-based viewpoint throughout the lessons.
No internet connection needed. But nice if you want your computers networked so you can see their work from your computer. =) Very handy if you have more than one child.
From the teacher's application (password protected), you can choose for quizzes and tests to be open book or not. You can have the child rework any problem, or an entire lesson or quiz. You can change the grade the computer gives if you think the answer is acceptable.
For one child, I duplicated an extra spelling quiz on Thursdays and retitled it Practice Quiz. (hehe, I can't remember now how I did that, lol) I also deleted a chapter last year from science, and this year was able to drag and drop it into the current year's grade. I also created a separate subject for Spelling, and was able to drag and drop the spelling lessons and quizzes from Language into the Spelling folder. This way, it was easier to control which days the spelling lesson and test landed on.
(Sorry, I can't remember how I did all that! I'm sure a tech person from SOS will be able to help.)
The student can send messages or questions to the teacher from individual problems by clicking on a yellow sticky note. Teach your children early to send you a note if they feel an answer was graded incorrectly. Even if you're standing right there! ("that way I won't forget which problem to check." ;) Act matter-of-fact, and they will learn it's nothing to be stressed about if the computer says they're wrong. They'll feel better as soon as the note is sent. =) (My kids had no problem with this. I've just heard some have.)
Also, if it says the answer is wrong, teach them to first check the score of the problem. (each problem has it's own grade) If it's just a spelling error, depending on what your student settings are, it should say 95% or 98%, etc. Then they can change spelling instead of changing their answer.
Of course, this is not the case in the actual subject of Spelling. If it's wrong, it will be counted as a zero.
I've included some screen shots of student pages.
Click to enlarge.
Left image: The top of the screen shows Bethany's current day's lessons, which she will click on to access. At the bottom shows all subjects, and completed lessons are clickable for review.
Right image: JohnDavid's science lesson for today, showing a clickable slide show, and student questions at the bottom. There are match-up questions as shown, fill-in-the-blank, multiple choice, True/False, and essay. He can drag the page divider-bar up or down to see more of the question or more of the student text.
Left: One of Rebekah's English lessons.
They usually take a few notes (I had to teach this), or draw maps, graph, diagrams, and label their pictures or write a short paragraph. {notebooking} This really helps reinforce what they've just studied.
--All student work should be backed up on a flashdrive daily.
If your computer crashes, SOS tech support can help you get your child's work back without having them do it over. (horrors!)
--Curriculum is reusable, and each subject/grade can accommodate up to 5 children at a time.
We have piano on Wednesdays, so I'm able to change the due dates of the lessons so we don't have as much to do that day. For that day, I leave off whatever subject has fewer lessons that year. I love that! (Yes, I actually counted the lessons, lol)
Next year I plan to use the main lessons from 6th and 7th SOS Language (drag and drop method) to fill in gaps my dyslexic child has not learned and create a one-year curriculum, and hopefully do grade-level the following year.
AS OF 2011. The price is $85 per full-year subject, except for April (20% off) and May (15% off). Even full price with tax, that's only about $30 per subject per year when I divide by 3 kids, and less when I get the discount. =)
The first year using SOS will seem harder, but believe me, it gets easier, especially as the kids start learning to take notes and study on their own. I think history is the subject I help the least on now. Virtually none. I started with only one child using SOS the first two years, and JohnDavid and Bethany started when they got to that grade.
I'd advise installing it way early and get used to figuring out the way it works. That's the hardest part. When we networked our computers 2 years ago, I thought I'd go crazy getting it all figured out.
SOS said to contact our Internet Service Provider. ISP said to contact the router company. Router company said to contact Microsoft. Microsoft said... You get the idea. But finally it was DONE!!! And I love it. The kids send me notes on SOS, or IM me with GoogleTalk (if I'm working on my computer). I can check work, reset problems, give them hints as to where an answer is located, which paragraph, etc. especially for my dyslexic child. (I still have Internet Explorer 7, not 8, on my computer so I can still use Ctrl-F to 'find' key words in the text and tell him generally where to look.) =)
Things that I don't like:
►When we first started using SOS, I noticed the way of writing was less "conversational" than I would have liked. But they did fine, and have no problem with it. Even my dyslexic ds.
►I only used math one year. Sometimes (not all the time!) if an answer was two-fifths, and Rebekah wrote two fifths, or 2/5, it would count it wrong. She did ok with it, and didn't ask for much help. She'd send me a note if she felt the grading was incorrect.
But two years ago (2008) SOS started having more user-friendly answers - where more than one answer was acceptable, but I'd already gone back to BJU for math. We tried the SOS 6th math again for a bit w/ JohnDavid, but since there is no Teacher's Manual, I still needed to make up my own "teaching" lessons (with him having dyscalculia, he needed extra explanation, and going slower). =( And I've saved all my books and Teacher's Manuals for BJU, so I don't want to buy more SOS math.
BUT it was better with the user-friendly answers. So I would like it if JohnDavid didn't need so much help w/ me sitting at his side. Hmmmm... But again, there is no TM, just the built-in answer key. =\
Note: If you have an older application (installation) disc, you won't get the user-friendly answers. You'd need at least 2008 or later. (unless things have changed since then - always check w/ SOS)
We installed the 6th math and other subjects (from 2006 as well as 2007 this year) w/ the 2008 installation disc and got the user-friendly answers, even tho SOS said we wouldn't. (?) So that I do like!
►There is no teacher guide w/ SOS, and when we got to physical science, it began to get difficult for me to understand (lot of scientific math w/ not much explanation), so how could I explain to Rebekah while not knowing a lot about science myself! I would need to go back several lessons to catch up, andsome most times I did not get around to helping her in a timely manner. =(
We stuck it out, and then (since I had no clue what else to buy) we bought SOS Biology.
Then a month later!! I found Apologia science. Now if you understand upper science, SOS would be great! I just needed help, ha!
I still like SOS for History, Bible, Science if I knew what I was doing, and even for English (parent really needs to keep up and make sure they're actually learning), but we've only used SOS from 6th up, so I don't know how their younger grades are for these subjects.
Note: My daughters had good background with ABeka Language, so they have done fine with SOS Language/English, which has literature and spelling included. It does have grammar, punctuation, etc, but not a lot. They may have done fine even with the younger grades of SOS, BUT I do NOT know how much the younger grades cover grammar, punctuation, etc. It would be good to call and ask them.
Also, I have learned it is never a good idea to allow them to "learn" English or math on their own. Maybe in highschool. You will learn your child, whether they are self-starters, self-disciplined, etc.
Children need daily supervision in these subjects because if they get off on the wrong track, it's a lot of un-doing and catching up.
Not fun.
That said, if I'm going to need to teach these anyway, I don't know if I would use SOS for youngers. I need to have the book laid out so I can flip back and forth while I study and prepare lessons, and so I could look at it while teaching.
Also, there is no teacher's manual with SOS. Nothing to teach except what they read in the lesson. Not enough example problems. My brain doesn't work well enough to make up my own. ;)
However, if we both had laptops, and if my child was a fast learner and didn't need much instruction... maybe. =) Except for essay questions, reports, etc, it does grade the work so that the computer gets to tell them if they're wrong instead of mommy. ;)
►Here's an Alpha-Omega Switched on Schoolhouse review that I did earlier this school year:
http://www.homeschool-curriculum-savings.com/sos-curriculum-for-dyslexic-talkative-active-kids.html
Note: I no longer read the questions to JohnDavid. He's reading much better now, and if he can't read it, he highlights the question and uses NaturalReader Software (free download at the time of posting).
►Here is an extensive review that tells the pros and cons. Very good article.
►Another blogger's review.
Also her updated reviews along w/ a review of a subject:
Update #1/English II; Update #2/Geometry; Update #3/Biology (has tips); Update #4/World History
ALL Curriculum I Use
It is similar to their LifePacs, but on the computer.
(update: This is our 5th year. Rebekah (10th) is using only the English for SOS this year. Since she LOVES history, I allowed her to do some research on her own this year. JohnDavid and Bethany (8th) are using it for history and science.)
We did all 5 of the main subjects the first year, then decided it was a bit much to do on the computer, so we dropped Bible and Math.
This past year (March, 2010), we dropped SOS science for Rebekah (9th), and switched to Apologia. The upper sciences get hard in SOS with no teacher manual, and I didn't know much about Biology. (And Apologia has audio CDs that read the books, so that will work out great for my dyslexic ds!)
We are still using SOS science for JohnDavid and Bethany, but this fall will be changing the science. JohnDavid really wants to use SOS Bible, though. They had used the 6th grade one I got for Rebekah.
**I would recommend NOT putting all your kids into SOS at once, or at least doing only a couple of subjects to begin with.** Start early in getting it set up, (like a few weeks, or if you're like me, the day you buy it, lol), so you'll have time to learn how to do everything. Esp. if you network your computers. Whew! But it was so worth it. I can access everything, all kids' work, from my computer, even while they are working. =)
SOS has a 1-800 number for tech support, and they will patiently help you with any question. I recommend calling early in the morning, before the phone lines get busy. =) Be prepared to just put your phone on speaker while you get a few things done, and just let the kids play. =)
What I like:
Subjects are taught with a Creation- and Bible-based viewpoint throughout the lessons.
No internet connection needed. But nice if you want your computers networked so you can see their work from your computer. =) Very handy if you have more than one child.
From the teacher's application (password protected), you can choose for quizzes and tests to be open book or not. You can have the child rework any problem, or an entire lesson or quiz. You can change the grade the computer gives if you think the answer is acceptable.
For one child, I duplicated an extra spelling quiz on Thursdays and retitled it Practice Quiz. (hehe, I can't remember now how I did that, lol) I also deleted a chapter last year from science, and this year was able to drag and drop it into the current year's grade. I also created a separate subject for Spelling, and was able to drag and drop the spelling lessons and quizzes from Language into the Spelling folder. This way, it was easier to control which days the spelling lesson and test landed on.
(Sorry, I can't remember how I did all that! I'm sure a tech person from SOS will be able to help.)
The student can send messages or questions to the teacher from individual problems by clicking on a yellow sticky note. Teach your children early to send you a note if they feel an answer was graded incorrectly. Even if you're standing right there! ("that way I won't forget which problem to check." ;) Act matter-of-fact, and they will learn it's nothing to be stressed about if the computer says they're wrong. They'll feel better as soon as the note is sent. =) (My kids had no problem with this. I've just heard some have.)
Also, if it says the answer is wrong, teach them to first check the score of the problem. (each problem has it's own grade) If it's just a spelling error, depending on what your student settings are, it should say 95% or 98%, etc. Then they can change spelling instead of changing their answer.
Of course, this is not the case in the actual subject of Spelling. If it's wrong, it will be counted as a zero.
I've included some screen shots of student pages.
Click to enlarge.
Left image: The top of the screen shows Bethany's current day's lessons, which she will click on to access. At the bottom shows all subjects, and completed lessons are clickable for review.
 |
| 7th grade science |
 |
| 10th grade English |
Left: One of Rebekah's English lessons.
They usually take a few notes (I had to teach this), or draw maps, graph, diagrams, and label their pictures or write a short paragraph. {notebooking} This really helps reinforce what they've just studied.
--All student work should be backed up on a flashdrive daily.
If your computer crashes, SOS tech support can help you get your child's work back without having them do it over. (horrors!)
--Curriculum is reusable, and each subject/grade can accommodate up to 5 children at a time.
We have piano on Wednesdays, so I'm able to change the due dates of the lessons so we don't have as much to do that day. For that day, I leave off whatever subject has fewer lessons that year. I love that! (Yes, I actually counted the lessons, lol)
Next year I plan to use the main lessons from 6th and 7th SOS Language (drag and drop method) to fill in gaps my dyslexic child has not learned and create a one-year curriculum, and hopefully do grade-level the following year.
AS OF 2011. The price is $85 per full-year subject, except for April (20% off) and May (15% off). Even full price with tax, that's only about $30 per subject per year when I divide by 3 kids, and less when I get the discount. =)
The first year using SOS will seem harder, but believe me, it gets easier, especially as the kids start learning to take notes and study on their own. I think history is the subject I help the least on now. Virtually none. I started with only one child using SOS the first two years, and JohnDavid and Bethany started when they got to that grade.
I'd advise installing it way early and get used to figuring out the way it works. That's the hardest part. When we networked our computers 2 years ago, I thought I'd go crazy getting it all figured out.
SOS said to contact our Internet Service Provider. ISP said to contact the router company. Router company said to contact Microsoft. Microsoft said... You get the idea. But finally it was DONE!!! And I love it. The kids send me notes on SOS, or IM me with GoogleTalk (if I'm working on my computer). I can check work, reset problems, give them hints as to where an answer is located, which paragraph, etc. especially for my dyslexic child. (I still have Internet Explorer 7, not 8, on my computer so I can still use Ctrl-F to 'find' key words in the text and tell him generally where to look.) =)
Things that I don't like:
►When we first started using SOS, I noticed the way of writing was less "conversational" than I would have liked. But they did fine, and have no problem with it. Even my dyslexic ds.
►I only used math one year. Sometimes (not all the time!) if an answer was two-fifths, and Rebekah wrote two fifths, or 2/5, it would count it wrong. She did ok with it, and didn't ask for much help. She'd send me a note if she felt the grading was incorrect.
But two years ago (2008) SOS started having more user-friendly answers - where more than one answer was acceptable, but I'd already gone back to BJU for math. We tried the SOS 6th math again for a bit w/ JohnDavid, but since there is no Teacher's Manual, I still needed to make up my own "teaching" lessons (with him having dyscalculia, he needed extra explanation, and going slower). =( And I've saved all my books and Teacher's Manuals for BJU, so I don't want to buy more SOS math.
BUT it was better with the user-friendly answers. So I would like it if JohnDavid didn't need so much help w/ me sitting at his side. Hmmmm... But again, there is no TM, just the built-in answer key. =\
Note: If you have an older application (installation) disc, you won't get the user-friendly answers. You'd need at least 2008 or later. (unless things have changed since then - always check w/ SOS)
We installed the 6th math and other subjects (from 2006 as well as 2007 this year) w/ the 2008 installation disc and got the user-friendly answers, even tho SOS said we wouldn't. (?) So that I do like!
►There is no teacher guide w/ SOS, and when we got to physical science, it began to get difficult for me to understand (lot of scientific math w/ not much explanation), so how could I explain to Rebekah while not knowing a lot about science myself! I would need to go back several lessons to catch up, and
We stuck it out, and then (since I had no clue what else to buy) we bought SOS Biology.
Then a month later!! I found Apologia science. Now if you understand upper science, SOS would be great! I just needed help, ha!
I still like SOS for History, Bible, Science if I knew what I was doing, and even for English (parent really needs to keep up and make sure they're actually learning), but we've only used SOS from 6th up, so I don't know how their younger grades are for these subjects.
Note: My daughters had good background with ABeka Language, so they have done fine with SOS Language/English, which has literature and spelling included. It does have grammar, punctuation, etc, but not a lot. They may have done fine even with the younger grades of SOS, BUT I do NOT know how much the younger grades cover grammar, punctuation, etc. It would be good to call and ask them.
Also, I have learned it is never a good idea to allow them to "learn" English or math on their own. Maybe in highschool. You will learn your child, whether they are self-starters, self-disciplined, etc.
Children need daily supervision in these subjects because if they get off on the wrong track, it's a lot of un-doing and catching up.
Not fun.
That said, if I'm going to need to teach these anyway, I don't know if I would use SOS for youngers. I need to have the book laid out so I can flip back and forth while I study and prepare lessons, and so I could look at it while teaching.
Also, there is no teacher's manual with SOS. Nothing to teach except what they read in the lesson. Not enough example problems. My brain doesn't work well enough to make up my own. ;)
However, if we both had laptops, and if my child was a fast learner and didn't need much instruction... maybe. =) Except for essay questions, reports, etc, it does grade the work so that the computer gets to tell them if they're wrong instead of mommy. ;)
►Here's an Alpha-Omega Switched on Schoolhouse review that I did earlier this school year:
http://www.homeschool-curriculum-savings.com/sos-curriculum-for-dyslexic-talkative-active-kids.html
Note: I no longer read the questions to JohnDavid. He's reading much better now, and if he can't read it, he highlights the question and uses NaturalReader Software (free download at the time of posting).
►Here is an extensive review that tells the pros and cons. Very good article.
►Another blogger's review.
Also her updated reviews along w/ a review of a subject:
Update #1/English II; Update #2/Geometry; Update #3/Biology (has tips); Update #4/World History
ALL Curriculum I Use
Monday, April 19, 2010
Physical Science, Module 6, Earth and the Lithosphere, Part B
Module 6, Part 1
Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
Plastic Rock - a non-Newtonian fluid
We mixed a 1 lb. box of cornstarch with 1½-2 cups of water.
First we only added a small amount of cornstarch at a time, getting it smooth before adding more. They tried the whisk first, but gave up and just used their fingers.
They loved it!
I heard, "Cool!" "Look at this!" "Here, hold it like this - roll it in a ball." "Hold your hands below mine and we'll make a waterfall."
The only way they would stop was it was time to leave. =(
They made handprints in it, rolled it into a ball, smacked it, dragged their fingers through it, whatever they could think of. JohnDavid even bounced a ball on it! It is easier to pull a spoon out slowly than jerking it, which would apply force.
To illustrate this, we made a non-Newtonian fluid. "A non-Newtonian fluid is a fluid which cannot be described by a single constant viscosity (a measure of resistance). Most commonly, the viscosity changes with the applied shear stress."
The simple definition is that it doesn't stay liquid, but under pressure, can become thicker/more solid, just like Plastic Rock.
►How do you think the man was able to get out?
By jumping? That would apply force as he jumped up.
Stepping up like a ladder? If he did it slowly, he would be able to raise his foot, but unless he was able to keep a jumping-in-place motion with that one foot, it would sink while raising the next foot.
I'm sure he needed help! (2,500 lbs of cornstarch - whew!)
"The asthenosphere is solid even though it is at very hot temperatures of about 1600° C due to the high pressures from above. However, at this temperature, minerals are almost ready to melt and they become ductile and can be pushed and deformed like silly putty in response to the warmth of the Earth. These rocks actually flow, moving in response to the stresses placed upon them by the churning motions of the deep interior of the Earth. The flowing asthenosphere carries the lithosphere of the Earth, including the continents, on its back."
I think this experiment may have been in the 2nd Edition. Michelle had it posted on her blog.
Um, I believe my kids were a bit messier!!!
The cousins left at 11:00. It is now 2:00. My kids are still going by the bar occasionally and playing with the Plastic Rock. =)
Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
Plastic Rock - a non-Newtonian fluid
First we only added a small amount of cornstarch at a time, getting it smooth before adding more. They tried the whisk first, but gave up and just used their fingers.
They loved it!
I heard, "Cool!" "Look at this!" "Here, hold it like this - roll it in a ball." "Hold your hands below mine and we'll make a waterfall."
The only way they would stop was it was time to leave. =(
They made handprints in it, rolled it into a ball, smacked it, dragged their fingers through it, whatever they could think of. JohnDavid even bounced a ball on it! It is easier to pull a spoon out slowly than jerking it, which would apply force.
We did this experiment to show how the thick liquid part of the mantle, called the asthenosphere, behaves under the pressure of the earth. A scientist named Andrija Mohorovicic studied seismic waves (vibrations from earthquakes) and came to the conclusion that about 20 miles beneath the earth's surface, there was a drastic change. That border is now called the Mohorovicic discontinuity, or Moho. This marks the beginning of the boundary between the earth's crust and the beginning of the earth's mantle.
Scientists eventually found more about the composition of the earth's layers through indirect observation, just as Andrija Mohorovicic did. The rock of the mantle is mostly silica, but the properties of that rock are incredibly different. The matter in the mantle is more densely packed than the crust. And deeper into the core, it is even more tightly packed. The temperature also increases the deeper you go. At the Moho, the temperature is about 930º F, while the lower portion of the mantle gets as hot as 4,000° F.
The pressure increases also. By the time you reach the bottom of the mantle, the pressure is about 1.4 million times that of atmospheric pressure!
The high pressure and temperature of the mantle causes the rock to have some interesting properties. It behaves more like a thick syrup, flowing slowly around the mantle. When subjected to an abrupt force, the "syrup" hardens into a firm solid. After the force passes, the rock resumes its flowing state. Scientists call this rock plastic rock.
"Plastic Rock - Rock that behaves like something between a liquid and a solid"To illustrate this, we made a non-Newtonian fluid. "A non-Newtonian fluid is a fluid which cannot be described by a single constant viscosity (a measure of resistance). Most commonly, the viscosity changes with the applied shear stress."
The simple definition is that it doesn't stay liquid, but under pressure, can become thicker/more solid, just like Plastic Rock.
►How do you think the man was able to get out?
By jumping? That would apply force as he jumped up.
Stepping up like a ladder? If he did it slowly, he would be able to raise his foot, but unless he was able to keep a jumping-in-place motion with that one foot, it would sink while raising the next foot.
I'm sure he needed help! (2,500 lbs of cornstarch - whew!)
"The asthenosphere is solid even though it is at very hot temperatures of about 1600° C due to the high pressures from above. However, at this temperature, minerals are almost ready to melt and they become ductile and can be pushed and deformed like silly putty in response to the warmth of the Earth. These rocks actually flow, moving in response to the stresses placed upon them by the churning motions of the deep interior of the Earth. The flowing asthenosphere carries the lithosphere of the Earth, including the continents, on its back."
I think this experiment may have been in the 2nd Edition. Michelle had it posted on her blog.
Um, I believe my kids were a bit messier!!!
The cousins left at 11:00. It is now 2:00. My kids are still going by the bar occasionally and playing with the Plastic Rock. =)
Sunday, April 18, 2010
5 Weeks to a Clean and Organized Home, week 2, The Living Room
Week 1 started April 5, 2010, at this blog: Christian Homekeeper Network
Click each link for details.
Day 1 - Living Room
Day 2 - LR - books, magazines, papers, games
Day 3 - LR - delcuttering, organizing, and storage ideas
Day 4 - LR - windows, window frames, and door frames
Day 5 - LR - upholstered furniture, floors and baseboards
I've got a lot of catching up to do - and science experiments are tomorrow, and revival tomorrow night. =)
Click each link for details.
Day 1 - Living Room
Day 2 - LR - books, magazines, papers, games
Day 3 - LR - delcuttering, organizing, and storage ideas
Day 4 - LR - windows, window frames, and door frames
Day 5 - LR - upholstered furniture, floors and baseboards
I've got a lot of catching up to do - and science experiments are tomorrow, and revival tomorrow night. =)
Modesty - What guys say
I came across a website today, and although we are pretty strict, and teach our daughters to dress modestly, there were a few things I read that I've never thought of! I'm not a man, so sometimes I wondered at some "preferences" Travis had for the girls' dress. I just thought it was an unnecessary preference! For instance, I didn't always understand why he didn't like a particular type of skirt that I thought was fine since it was long enough, and a full skirt. I thought "He just doesn't like the material. So what's wrong with it?" The material was what was wrong.
But Travis always has the last say in the girls' clothing (if he's not with us, we leave tags attached until after approval), so the comments I read on this site were not an issue, but an eye-opener to how men think. Travis has talked to me and the girls about how men think, but sometimes we question our husbands! =(
After perusing the site for awhile, I showed it to the girls so they could see for themselves. They willingly (usually) dress how their Dad says, but they need to grow into their own convictions, not his. Sometimes another voice, especially from teen boys, can be beneficial.
Awhile back, one daughter said she wanted to dress so that the wrong kinds of boys would not be attracted to her. Yay!!!!
Click for the Modest Survey.
7-8-14 -- Link is broken, but I have emailed them to see if they have simply moved it. Hoping that is the case so that I can post the correct link here. =) It did work not too many months ago...
2-27-15 -- I am sorry but I have had no reply, despite emailing them once more a couple of months ago. But thankfully I do have some comments I had copy/pasted below.
This was a survey of 148 questions. Over 1,600 Christian men and boys ages 12 and up have answered questions on everything from glitter lotion and lip gloss to layering clothes and skirt slits.
If you scroll down under The Petition, I especially like the second statement: Always honor your parents above the results of the survey. (Ephesians 6:1-3)
Scroll back up to click on Survey Results, then click on a category, then a statement on the right to see if men agree or disagree with the statement. These are statements/questions, not the actual survey results. Scroll down to see the results each time. Scroll further down to read actual text responses. You may click at the bottom to see more text responses.
In my opinion, the text responses are actually more eye-opening than the percentage agree/disagree poll results.
This survey is about Modesty, and includes much more than the basics. Some categories included are: Undergarmets, Layering, Posture/Movement...
One of the categories was Open Questions.
One question was, "If you could say one thing to your sisters in Christ about modesty, what would it be?"
Here are a few responses:
Age 24: "Sisters in Christ, you really have no concept of the struggles that guys face on a daily basis. Please, please, please take a higher standard in the ways you dress. True, we men are responsible for our thoughts and actions before the Lord, but it is such a blessing when we know that we can spend time with our sisters in Christ, enjoying their fellowship without having to constantly be on guard against ungodly thoughts brought about by the inappropriate ways they sometimes dress. In 1 Corinthians 12 the apostle Paul presents believers as the members of one body - we have to work together. Every Christian has a special role to play in the body of Christ. That goal is to bring glory to the Savior through an obedient, unified body of believers - please don't hurt that unity by dressing in ways that may tempt your brothers in Christ to stumble."
Age 26: "... Church should NEVER be a guy's greatest source of temptation, in any way. Please, be especially careful when picking out your dress clothes for church, and make sure they are modest when sitting and kneeling (if you kneel in church), not just standing in front of the mirror."
Age 16: "Please don’t take modesty lightly. As your brother in Christ I value the relationship that I will have with my wife someday. When I am tempted because of you I lose a part of myself that I am trying to save for her..."
Age 17: "That they have absolutely no idea of how important it is to us. There are enough attacks the devil launches at us in the area of lust as it is without having to, as often in my experience, stare at the floor the duration of Sunday School."
Age 18: "For those of you trying to be modest, thank you, thank you, thank you! I certainly notice it and am grateful for it. For those of you who aren't sure about modesty, it is hard enough for us guys as it is; please don't make it harder."
Age 24: "That it is not just what they wear, but the attitude in which they wear it. If a lady dresses modestly but is flirtatious or hard-hearted, she is still displaying immodesty..."
Age 19: "You have no idea how much it means to me as a guy when I see girls who are doing their best to be modest. These are girls that I feel completely comfortable being friends with, and by their actions they demand my respect. Modesty will win you the friendship of guys who will care about you as a person and will see you as a sister in Christ before they see you as anything else, and modesty will protect you from guys who only care about your looks and who see you only as a potential girlfriend."
Age 19: "If any guy ever tells you that he thinks that something is immodest, you should probably listen to him, because it's incredibly awkward to tell a girl that, so he's probably really bothered."
Age 30-34: "If a girl would think in terms of a man being someone's husband, perhaps that would help her not want to draw the eyes of another woman's husband and a little girl's dad. She would see that she can actually give a man a moment's relief from his constant fight for faithfulness to God and to his future wife. A moment to lower his guard and catch his breath again is really refreshing."
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Question:
Would you purposely show a little child candy, knowing they could not have it?
I Just Want to Smell It
I remember when one of my nieces was about 2 years old. She really, really wanted a Tootsie Roll from the bag on the table. She got a piece and put it on the table near her plate.
After a minute, she picked up the Tootsie Roll, and her grandmother told her to finish her food on her plate. She said, "I just want to hold it."
A little later, she opened it. "I just want to smell it," she said. What do you think happened next?
Yes, then the grandmother had to step away for a brief minute. When she came back, my niece was quite happily eating the Tootsie Roll! We could hardly expect otherwise!
Think about it:
What if there was a new (ridiculous) law that as we were passing an accident on the highway, in order to give the victims and family privacy, we were not allowed to look. Policemen were on guard, watching to see if any passersby looked toward the accident.
How dumb! Of course people are going to look! How can they be expected not to?
I've heard girls say, "They don't have to look." Do they really want guys to not look at them?
Can we really expect men not to look when a girl/woman (even unknowingly) dresses in such a way that attracts men?
Do we want them all to have to stare at the floor like that 17yo young man ↑ said he did?
As Far as Possible - Which way will you go?
I heard a story of an employer interviewing truck drivers. There was a certain road that ran very near a cliff. He asked each of them, "How close can you drive near the edge without going over?"
They had various answers: Two feet, a foot, one even said 6 inches! The driver who got the job was the one who said, "I'd stay as far from that edge as possible!"
Do we want them all to have to stare at the floor like that 17yo young man ↑ said he did?
As Far as Possible - Which way will you go?
I heard a story of an employer interviewing truck drivers. There was a certain road that ran very near a cliff. He asked each of them, "How close can you drive near the edge without going over?"
They had various answers: Two feet, a foot, one even said 6 inches! The driver who got the job was the one who said, "I'd stay as far from that edge as possible!"
Why must females dress as close to immodest dress as possible? Why do we flirt a little? Why do we compare ourselves, saying we're not as bad?
So ladies and daughters, even if you think you do dress modestly, as I did, please look at this website. We will learn some things as long as we don't just pick the answers we like. The fact that certain questions are even on that survey says a lot!
Sixteen hundred men can't all be wrong.
The Will of God and Your Purity, by Bro. Johnny Pope
Click for printable scripture notes. He gives a lot of scripture! =)
The message starts around 7½ minutes.
2-27-15
A further note about "as far as possible."
Here is an excerpt from a book I am reading, Jack Hyles Speaks on Biblical Separation.
You can finish this chapter or read the book in it's entirety online, or copy/paste into a word document so that it can be printed out. =)
Also suggested: Do you REALLY Want to be Like Him?
So ladies and daughters, even if you think you do dress modestly, as I did, please look at this website. We will learn some things as long as we don't just pick the answers we like. The fact that certain questions are even on that survey says a lot!
Sixteen hundred men can't all be wrong.
The Will of God and Your Purity, by Bro. Johnny Pope
Click for printable scripture notes. He gives a lot of scripture! =)
The message starts around 7½ minutes.
2-27-15
A further note about "as far as possible."
Here is an excerpt from a book I am reading, Jack Hyles Speaks on Biblical Separation.
Chapter 5.
What About Secondary Separation?
What About Secondary Separation?
One of the big issues of our day is not only, "Should we separate, from the wrong crowd?" but also, "Should we separate from those who run with the wrong crowd?" We could go on and on and ask, " Should we separate from those who run with those who run with the wrong crowd?" and "Should we separate from those who run with those who run with those who run with the wrong crowd?" To enter into such a subject is like tiptoeing through mine fields, but since the issue needs to be faced, we will do so.
Sin is basically that which causes bad consequences to me or to someone else. This is an oversimplification, but to say the least, sin has consequences. The ultimate consequence of sin is death. Because of this, the wise person will find what leads to death and avoid it. The answer to this is in James 1:14,15. "But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death." The Bible teaches us that sin brings death. We are reminded in the Word of God that the soul that sinneth shall surely die. We are reminded that the wages of sin is death. If we could just find what brings death and avoid it, we could avoid death-death of dreams, death of homes, death of hopes, etc. Since we don't want to die, then we should avoid sin, for sin brings death.
What brings sin? We find in our text verses the answer to this. Temptation brings sin. Hence, the wise person will stay away from death by staying away from sin and will stay away from sin by staying away from temptation, for temptation leads to sin and sin leads to death. To be two steps from death is better than to be one step from death.
We could be even safer if we could find what brings temptation. Again, our text verses tell us that enticement causes temptation. Enticement is someone or something trying to get us to consider wrong. Since enticement leads to temptation and temptation leads to sin and sin leads to death, then a person is farther from death if he stays away from enticement. If one does not want to die, he should avoid sin. If he wants to avoid sin, he should avoid temptation. If he wants to avoid temptation, he should avoid enticement. If this can be done, we are another step farther from death. Far too many of us walk just inside the boundary of sin, and then one stumble sends us across the line! However, if a person can find that temptation brings sin and enticement brings temptation, he can be several steps from death; then if he stumbles, he will not stumble into sin but into enticement.
Recently a young lady in Hyles-Anderson College came to my office in tears and completely broken. I asked her what was the trouble. She said, "Dr. Hyles, I am a fallen woman."
I said, "Oh, my, I'm sorry!"
She said, "I know I have broken your heart. I never thought it would happen to me, but it did. I know my parents will be heartbroken! My pastor will be crushed! I know, Brother Hyles, that I have hurt you deeply."
As she told me this she was weeping uncontrollably. I wept with her. I asked her, "Where did this happen?"
She said, "In the halls of Hyles-Anderson College."
I couldn't believe what I was hearing! I said, "Exactly what did you do?"
She said, "Brother Hyles, I held a boy's hand."
Though I continued to look concerned, I could not help but rejoice inwardly. To her, to become a fallen woman was to hold a boy's hand. She had stayed so far away from sin that when she did stumble, she was far enough away from the edge of sin not to go into sin itself. How tragic it is that many schools have their rules just between temptation and sin! The only rules are those which keep young people from sin. Why not make rules that keep them from temptation? Then why not make rules that keep them from enticement? Then why not make rules to prevent enticement in order to keep the young people even farther from death? If sin brings death, let us stay away from sin. If temptation brings sin, let us stay away from temptation. If enticement brings temptation, let us stay away from enticement.
If we could find what causes enticement, we could take another step away from death. The answer once again is in our text. Lust brings enticement. Lust simply means "desire." We lust, then we are enticed, then we are tempted, then we sin, then we die. We could take a step farther from death if we could find what leads to lust or desire. Again we find in our text that being drawn away leads to lust. God has a plan for each of our lives. Each of us is to be busily engaged in fulfilling that plan. When we are drawn away from that plan and the work that God has called us to do, we then notice what the world has to offer and we desire it. Once we desire it, there is always someone who can entice us. Then we are led to temptation which leads to sin which leads to death!
If we would keep from death, we must keep from sin. If we would keep from sin, we must keep from temptation, which takes us two steps from death. If we would be kept from temptation, we must be kept from enticement, which makes us three steps from death. If we are kept from enticement, we must be kept from lust, which puts us four steps from death. If we are kept from lust, we must be kept from being drawn away, which makes us five steps from death. It just makes sense that the farther one can stay from death the better off he is, and since death is caused by sin and sin brings death, we should stay as far away from sin as possible. Everyone who goes into sin follows the same pathway. He is drawn away from doing the things he is supposed to do. His eyes see something after which he lusts. Then someone entices him to take, whereupon he is tempted. The temptation leads to sin, and sin leads to death.
When I was a boy my mother taught me to come straight home from school. There was a certain route that I was to take every day. One day I did not take that route but joined some other boys in traveling another way. We had taken the first step. I was drawn away!
On this new way home there was a peach orchard which also had a big pecan tree nearby. We came by, looked at the peaches and pecans and desired them or lusted after them. Now we had taken the second step toward death which is lust.
Then one of the fellows suggested that since I was the smallest, I should climb to the top of the fence and the other boys would keep me from falling inside. I could lean over the fence, pick up some pecans and peaches and throw them out until there was enough for all of us. Then they would pull me back over the fence and we could go our way. There was the enticement. I was a step closer to death.
As I looked at the peaches and listened to their plan, I was tempted, and I was a step closer to death.
Then came the sin! I climbed the fence and reached for the pecans and peaches on the other side. One boy was at the top of the fence holding me, another boy was at the bottom of the fence holding him and the other boy was on the ground holding him. I got several pecans and peaches and threw them outside the orchard, and just as I was about to get enough, I noticed that the police had arrived! I was the only boy inside the fence, and as soon as the other boys saw the police coming, they let me go! I fell inside the fence and they scurried home. (This is always the case! Those who lead you into sin always drop you as soon as they are through with you or as soon as trouble comes.) There I was facing the police officers. Being drawn away had brought lust, lust had brought enticement, enticement had brought temptation and temptation had brought sin. Sin brought the police. (My mother had called them and told them to scare me to death.) They took me to the police station and warned me of my plight. I could see life imprisonment or perhaps even the electric chair! My predicament was caused by sin. My sin was caused by temptation, my temptation was caused by enticement, my enticement was caused by lust, and my lust was caused by being drawn away from the straight route home.
How foolish we are to live just outside sin! How foolish we are to make our rules and standards just outside sin! The farther we can walk from sin, the safer is our walk, and the farther from sin that we can keep those young people over whom we have authority, the safer will be their walk. Too many of us have our rules and standards right after temptation or right after enticement or right after lust or right after being drawn away. The wise leader will keep himself and his followers as many steps from death as possible; hence, as many steps from sin as possible.
Now concerning the matter of secondary separation, this is not even the issue. The issue is to be as safe as possible. If it is safe not to run with the wrong crowd, then it is safer not to run with the crowd who runs with the wrong crowd.
Also suggested: Do you REALLY Want to be Like Him?
Friday, April 16, 2010
Tendjewberrymud
I scheduled this to post midmorning Friday, as we'll be well on our way to Durham by then!
I printed copies of this to take along. The ladies will enjoy reading this as we travel. I might get one of the girls to help read it aloud if they can get thru it w/out cracking up.... wait... that's all these girls DO!
Never mind.
The following is a telephone exchange between a hotel guest and room-service at a hotel in Asia, which was recorded and published in the Far East Economic Review. (so they say...) ; )
This is best read aloud. =)
Room Service (RS): Morny. Ruin sorbees.
Guest (G): Sorry, I thought I dialed room-service.
RS: Rye...Ruin sorbees...morny! Jewish to odor sunteen??
G: Uh, yes . . . I'd like some bacon and eggs.
RS: Ow July den?
G: What?
RS: Ow July den? Pry, boy, pooch?
G: Oh, the eggs! How do I like them? Sorry, scrambled please.
RS: Ow July dee baykem--crease?
G: Crisp will be fine.
RS: Hokay. An san tos?
G: What?
RS: San tos. July San tos?
G: I don't think so
RS: No? Judo one tos??
G: I feel really bad about this, but I don't know what "judo one tos" means.
RS: Tos! tos! Why judo one tos? Ow bow singlish mopping we bother?
G: English muffin!! I've got it! You were saying "Toast." Fine. Yes, an English muffin will be fine.
RS: We bother?
G: No, just put the bother on the side.
RS: Wad?
G: I mean butter--just put it on the side.
RS: Copy?
G: Sorry?
RS: Copy, tea, mill?
G: Yes. Coffee please, and that's all.
RS: One Minnie. As ruin torino fee, strangle ache, crease baykem, tossy singlish mopping we bother honey sigh, and copy--rye?
G: Whatever you say.
RS: Tendjewberrymud.
G: You're welcome.
See? We can get along! =)
I printed copies of this to take along. The ladies will enjoy reading this as we travel. I might get one of the girls to help read it aloud if they can get thru it w/out cracking up.... wait... that's all these girls DO!
Never mind.
The following is a telephone exchange between a hotel guest and room-service at a hotel in Asia, which was recorded and published in the Far East Economic Review. (so they say...) ; )
This is best read aloud. =)
Room Service (RS): Morny. Ruin sorbees.
Guest (G): Sorry, I thought I dialed room-service.
RS: Rye...Ruin sorbees...morny! Jewish to odor sunteen??
G: Uh, yes . . . I'd like some bacon and eggs.
RS: Ow July den?
G: What?
RS: Ow July den? Pry, boy, pooch?
G: Oh, the eggs! How do I like them? Sorry, scrambled please.
RS: Ow July dee baykem--crease?
G: Crisp will be fine.
RS: Hokay. An san tos?
G: What?
RS: San tos. July San tos?
G: I don't think so
RS: No? Judo one tos??
G: I feel really bad about this, but I don't know what "judo one tos" means.
RS: Tos! tos! Why judo one tos? Ow bow singlish mopping we bother?
G: English muffin!! I've got it! You were saying "Toast." Fine. Yes, an English muffin will be fine.
RS: We bother?
G: No, just put the bother on the side.
RS: Wad?
G: I mean butter--just put it on the side.
RS: Copy?
G: Sorry?
RS: Copy, tea, mill?
G: Yes. Coffee please, and that's all.
RS: One Minnie. As ruin torino fee, strangle ache, crease baykem, tossy singlish mopping we bother honey sigh, and copy--rye?
G: Whatever you say.
RS: Tendjewberrymud.
G: You're welcome.
See? We can get along! =)
Thursday, April 15, 2010
Ladies Meeting!
Leaving tomorrow to go to the Liberty Spectacular Ladies Meeting in Durham, NC!!!
We didn't think we were getting to go this year (no, the girls did not make and sell pocketbooks this time -- last year Travis was able to pay for a lot of the materials, plus we took off school for several weeks!), but last week, my father-in-law said he would pay our way! The girls are so excited; he paid cousin A's way, too! Two more girls who are good friends from another church are going. This is their first time -- so glad for them! They'll enjoy the teen services, which are a lot of fun as well as teaching Bible truths that teen girls need to hear.
Starting last year, Patch the Pirate (Ron Hamilton) was there for any younger children that come.
I always enjoy hearing the ladies from First Baptist Church in Hammond, Indiana.
The men and teen boys serve the ladies supper on Friday evening, and lunch on Saturday. =)
The meeting ends Saturday around 3:00pm.
We always take drinks and snacks and stay up awhile on Friday night to play Taboo in one of the motel rooms. =) Yes, we are a fun bunch of ladies! Bethany made chocolate chip cookies, and Rebekah made lemonade. I bought Chex Bold Party Mix! =) We try to get rooms so that one is on the end of a hallway, and that's our gameroom. We don't disturb anyone but our own! =D
I'll have pics, you can be sure!
Pics from last year.
Starting last year, Patch the Pirate (Ron Hamilton) was there for any younger children that come.
My Mom started taking me when I was a teen, many years ago, but there were no separate teen services then. I still enjoyed it! Seems I did skip some years, but have been attending every year for a long time, now. Even the year I found out I was expecting Rebekah! =)
We leave Friday morning in time to eat lunch at Cracker Barrel and get our motel rooms. We get to the church a little early so we can look at the book tables, etc. Afternoon service is at 3:00. It's a lot of fun, but a lot of teaching as well. There are skits, some funny stories from Jojo Moffit as well as Biblical application. We'll also hear Beverly Hyles speak, her daughter, and granddaughter, as well as others. I always enjoy hearing the ladies from First Baptist Church in Hammond, Indiana.
The men and teen boys serve the ladies supper on Friday evening, and lunch on Saturday. =)
The meeting ends Saturday around 3:00pm.
We always take drinks and snacks and stay up awhile on Friday night to play Taboo in one of the motel rooms. =) Yes, we are a fun bunch of ladies! Bethany made chocolate chip cookies, and Rebekah made lemonade. I bought Chex Bold Party Mix! =) We try to get rooms so that one is on the end of a hallway, and that's our gameroom. We don't disturb anyone but our own! =D I'll have pics, you can be sure!
Pics from last year.
Monday, April 12, 2010
Physical Science, Module 6, Earth and the Lithosphere, Part 1
Play Quizlet. Just scroll down and click on Physical, then scroll to
find the Module you want.
Click for Videos we watched for Module 6
We've already learned about the atmosphere and hydrosphere. In this module, we learned about the lithosphere, mantle, and the core.
lith·o·sphere (lith'-ə-sfir')
Split My World (not an Apologia experiment)
Title and idea borrowed from a fellow homeschool Mom and blogger. =) Her post was much more interesting and entertaining!
The kids loved this one because they got to eat it! =) They took a Ferrero Rochers candy, and with a serrated knife, cut it carefully in half. The layers represented the layers of the earth. There was the lithosphere/crust, the crunchy mantle, the molten liquid (creamy) outer core, and the inner core (the hazelnut). The bumpy surface was, of course, mountains. =)
We had 6 Ferrero Rochers, and since I don't really like them - WHAT!?! That is correct; I don't really like the molten lava, I mean creamy chocolate. So I said I'd give it to the best-behaved student today. It was really close, but Cousin C doesn't have the giggle-factor that the girls have. He got the candy! =) And of course, what girl can be with her cousin and best friend and not talk about things other than science? Hmmmm, what do you think they talked about? =)
There's a lot we don't know about the core of the earth, since we are not able to observe it directly. But with indirect observation, such as earthquakes, volcanoes, explosives, etc, we can learn about the parts of the earth that we cannot see.
Experiment 6.2, Making an Electromagnet
Since I had each kid do their own experiment this time and had enough materials, I let JohnDavid and Bethany do this one, too.
Each one took a piece of aluminum foil about an inch wide, folded it half length- ways, then again a few times until it was less than ¼ an inch. They wrapped it around a steel or iron nail (not sure which I had, but it worked!), leaving tails at both ends. With gloves - it gets hot! - they held the foil on both ends of the battery. After a few moments, they were able to pick up a paperclip with their newly made electromagnet! They played with this one awhile. =)
JohnDavid knew more about this than we did. I asked the kids if the nails were now magnetized by themselves. He said, "No, Mom. It's an electromagnet. It needs electricity!" =D I had not yet mentioned it was an electromagnet (although the older kids should have read that earlier), and he had not read the title of the experiment in the book.
We studied about the earth's magnetic field, and that it is caused by something that goes on in the earth's core.
The non-magnetic nail was made into a magnet by making electricity flow around it. The motion of the electricity caused the nail to become a magnet. Scientists believe this is basically the same way the earth gets its magnetic field. Through indirect observation, it is believed that the earth's core has an enormous electrical current running through it, caused by the constant motion of the molten lava liquid core.
After finishing this experiment, and doing the next one and discussing it, I began clearing off the bar. The kids moved to the table this time to write their lab reports. I picked up the batteries, and they were still hot!!! This was 15 or 20 minutes later!!!
Experiment 6.3, A Model of Plate Tectonics
We used hard-boiled eggs to represent the earth, and the kids cut a small circle of the shell out with a knife, but left the it on the egg. We moved the piece around, and the edges broke up. Some tiny pieces buckled; some went under the edge of the rest of the shell. The earth's crust and upper mantle make up the the lithosphere. The lithosphere is broken into giant plates which are like puzzle pieces. These move a little each year on top of the almost fluid part of the mantle called the asthenosphere. This moving causes earthquakes. The hot molten fluid is nearly solid because of the pressure.
The text also talked about Pangaea, the thinking that the plates of the earth might have once been one large supercontinent. Dr. Wile says this is all conjecture of course; we're not even sure if this is true. There is evidence to support it, but some of the theories were later proven wrong and some weren't. If the continents are moving very slowly, it would take billions of years for this to happen naturally, so some Christians do not agree with Pangaea. But some Christians think the one large continent may have separated into smaller continents at the time of the flood.
There is a lot of controversy on this subject.
Think about where Adam and Eve were when God created them. How did Indians get to North America? How did animals end up in Australia? There was no history written about these things, and I guess we'll all know the answers to these and many more questions when we get to heaven.
But will I really care about it then? ♪♫♪What a day that will be, when my Jesus I shall see. When I look upon his face; the one who saved me by His grace. When He takes me by the hand, and leads me through the promised land. What a day, glorious day, that will be! ♪♫♪
I can't wait!!!
Module 6, Part 2
find the Module you want.
Click for Videos we watched for Module 6
We've already learned about the atmosphere and hydrosphere. In this module, we learned about the lithosphere, mantle, and the core.
lith·o·sphere (lith'-ə-sfir')
n.
Pronunciation and more explicit definition.
The outer part of the earth, consisting of the crust and upper mantle, approximately 100 km (62 mi.) thick.
- lithosphere - land
- atmosphere - air
- hydrosphere - water
- biosphere - life
Split My World (not an Apologia experiment) Title and idea borrowed from a fellow homeschool Mom and blogger. =) Her post was much more interesting and entertaining!
The kids loved this one because they got to eat it! =) They took a Ferrero Rochers candy, and with a serrated knife, cut it carefully in half. The layers represented the layers of the earth. There was the lithosphere/crust, the crunchy mantle, the molten liquid (creamy) outer core, and the inner core (the hazelnut). The bumpy surface was, of course, mountains. =)
There's a lot we don't know about the core of the earth, since we are not able to observe it directly. But with indirect observation, such as earthquakes, volcanoes, explosives, etc, we can learn about the parts of the earth that we cannot see.
Experiment 6.2, Making an Electromagnet
Since I had each kid do their own experiment this time and had enough materials, I let JohnDavid and Bethany do this one, too.
JohnDavid knew more about this than we did. I asked the kids if the nails were now magnetized by themselves. He said, "No, Mom. It's an electromagnet. It needs electricity!" =D I had not yet mentioned it was an electromagnet (although the older kids should have read that earlier), and he had not read the title of the experiment in the book.
We studied about the earth's magnetic field, and that it is caused by something that goes on in the earth's core.
The non-magnetic nail was made into a magnet by making electricity flow around it. The motion of the electricity caused the nail to become a magnet. Scientists believe this is basically the same way the earth gets its magnetic field. Through indirect observation, it is believed that the earth's core has an enormous electrical current running through it, caused by the constant motion of the molten lava liquid core.
After finishing this experiment, and doing the next one and discussing it, I began clearing off the bar. The kids moved to the table this time to write their lab reports. I picked up the batteries, and they were still hot!!! This was 15 or 20 minutes later!!!
Experiment 6.3, A Model of Plate Tectonics 
We used hard-boiled eggs to represent the earth, and the kids cut a small circle of the shell out with a knife, but left the it on the egg. We moved the piece around, and the edges broke up. Some tiny pieces buckled; some went under the edge of the rest of the shell. The earth's crust and upper mantle make up the the lithosphere. The lithosphere is broken into giant plates which are like puzzle pieces. These move a little each year on top of the almost fluid part of the mantle called the asthenosphere. This moving causes earthquakes. The hot molten fluid is nearly solid because of the pressure. The text also talked about Pangaea, the thinking that the plates of the earth might have once been one large supercontinent. Dr. Wile says this is all conjecture of course; we're not even sure if this is true. There is evidence to support it, but some of the theories were later proven wrong and some weren't. If the continents are moving very slowly, it would take billions of years for this to happen naturally, so some Christians do not agree with Pangaea. But some Christians think the one large continent may have separated into smaller continents at the time of the flood.
There is a lot of controversy on this subject.
Think about where Adam and Eve were when God created them. How did Indians get to North America? How did animals end up in Australia? There was no history written about these things, and I guess we'll all know the answers to these and many more questions when we get to heaven.
But will I really care about it then? ♪♫♪What a day that will be, when my Jesus I shall see. When I look upon his face; the one who saved me by His grace. When He takes me by the hand, and leads me through the promised land. What a day, glorious day, that will be! ♪♫♪
I can't wait!!!
Module 6, Part 2
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