If you’re anything like me, you’ve looked at those gorgeous main lesson pages on Pinterest and shamelessly copied every detail. I absolutely confess that when I’m feeling stuck, I turn to Pinterest for a well-spring of inspiration. But the truth is, those Pinterest teachers don’t always know what spoke most to my students about our […]

physics and physiology meet The last few days of our physics block with grade eight of East Bay Waldorf in El Sobrante culminated in a discussion about the human skeletal system. I had placed a real human skeleton on a table draped with a blue veil and a gray wool cloth. We gathered around the skeleton, and I felt it was important to have approached the learning with much reverence. I simply asked the students to make observations, prompting them to think about the shape and textures of the bones, and their distribution in the body. We then discussed the purpose and mechanics of the bones and joints.

My favorite subject of all of the math blocks is geometry taught the Waldorf way. It might even be my favorite main lesson block of all! Though Botany and Astronomy are right up there in the top th…

intersection of physiology and physics a visit to Benner Creek near Chester, CA When I had studied the human body in medical school, we spent much time naming every single bone, muscle, and organ in the body, we diagrammed metabolic processes, and we learned about disease and pharmacological treatments. Along with studies of the biological sciences as an undergrad at UC Davis, I came away with knowledge of other life forms as lesser species. It seemed that in our efforts in learning more about ourselves and our world, we are actually creating a widening rift between us and everything else. They are unicellular, we are multicellular with specialized cells. Their behavior is only instinct, while our cortical functions help us think things through. This is air, water, and fire, we are humans who can control the elements. Rarely in our academic studies in the sciences do we appreciate the relationships of us and the universe. Rarely are we given entrance into modes of thought that are more enlightened. It is no wonder that many systems today (economic, healthcare, environmental, government) are deteriorating. We are in need of new paradigms of thought that will lead to new ways to be responsibly and joyfully active in our work on this earth. A physics block with the serendipitous addition of some physiology for grade eight at East Bay Waldorf gave me a new paradigm of thought. It not only gave me that good teachery feeling of bringing something special to the students, but it gave me that awesome feeling of an aha moment! In physics with grade eight, we had been talking about heat, light, water, air, and electromagnetism. They can be regarded as the fundamental elements of fire, earth, water, and air. These elements are omnipresent around us, carefully balanced in nature. In terms of their movement and the way we experience them, they exist as a physical presence through flow and force. Flow and force. Like the yin and yang, flow and force is like male and female, death and birth, night and day. Equal and synergistic, like a magnetic field. The elements surge with power and grace, with strength and restraint, with awe and subtlety. We appreciate and interact with the elements everyday. The heat of the sun on bare skin, the crunch of river rock during a stroll along the river, water on the fingertips, a breeze to cool the nape of your neck. And as humans of high cortical function, we even go a step further and try to control the elements. In our study of physics, we gained knowledge of elemental properties, and often this knowledge allows us to control them for human use. The convection of air conditioning systems, refraction of light for corrective lenses, hydraulics, pneumatics, electric motors, and mag lev trains. I will not argue that our technology serves us and the world in some fantastic ways. But let's view the elements from a different light. In thinking of the elements (the physics) through the human body (the physiology), we discover a much deeper relationship with the elements. Charles Kovacs, in his book Muscles and Bones, touches on this relationship. And forgive me for this non-Waldorfy reference: Yoda, the Jedi Master, also shares this view. The force and flow of the elements are not only outside of us, and they are also more than something we can manipulate, they are within us. We are the elements. The fire element, the Sun, the magma that flows within the earth's core, is present in us. To maintain optimum metabolism, our bodies stay heated at 98.6 degrees F, and many chemical reactions in our bodies need heat and produce heat. We have a heat body. The water element, the oceans, the polar ice caps, Mars with its frozen tundra, is present in us. We are essentially water, as our bodies are about 70 % water and share the same density as water. We have a water body. The air element, the earth's atmosphere, oxygen, nitrogen, carbon dioxide, is present in us. With every breath we take, air flows through our lungs and our blood, and every cell of our bodies. Our bones, as strong as they are, have air pockets. We have an air body. The earth element, stones, seashells, minerals, magnetic fields, bones and nerves, is in us. Like the electromagnetic force of the universe, our nervous system is powered by the flow of electricity and ions. Like the minerals of the earth, our bones are as tough and seemingly inert, the solid material of our bodies. We have an earth body. In this perspective, with humility, we are of the elements, without which, the human organism would not exist. We are one with the universe in this regard. The flow and the force of the elements surge within us. The new paradigm of thought that may allow us to live in harmony with our earth is to know that nurturing earth is the same as nurturing humankind. As we proceed with our human needs, we must encompass the needs of the earth. Physiology and physics must be studied and applied together. Thinking, feeling, and doing for us. Us, as in all things.

Have you been watching the latest series of BBC Stargazing Live with Professor Brian Cox? Inspired to discover the night skies but not sure where to start? Luckily we here at Floris Books love all things astronomy, so we’ve put together our very own guide to spotting constellations from your back garden. Here’s our pick […]

here are some random pages from different children's work, ages 7th and 8th grade. There are some wonderful ideas on what to do with them an...

G7 physiology and G8 anatomy Teaching G7 physiology and G8 anatomy is a challenge in the Waldorf classroom! There really are not many resources on it. I have had to myself compile ideas from various sources such as my own textbooks and online journals. Then, I added my own layer of ideas and imaginations - after all, that is what Rudolf Steiner had expected we would do in our teaching! Whether you are teaching in a classroom for your students or in a home school for your children, you might find this post with an outline for blocks useful as a starting point. I have included in this post the five key elements of the physiology or anatomy blocks. I then list four concepts within each of the four systems for physiology and anatomy. In this way, you will have a guideline for a four-week block. Most likely, you will conceive of your block in your own special way to meet your beautiful students. I have updated this blog post to include a link to an eBook I wrote that addresses the topic of reproduction. You might find it helpful in opening a conversation with your teen! The eBook contains illustrations and a week's worth of ideas for a lesson on the reproductive system. Click on the photo here. "Let's Talk Biology and Biography" eBook Be Authentic, Enthusiastic, Interested, Open, and Understanding. Tie in the Artistic, Musical, Performance, Language Arts. Use your own brand of teaching and skill set to infuse the science blocks with vibrant life! THE FIVE KEY ELEMENTS OF THE BLOCK 1. THEME. In the arc of your year, each block has some kind of underlying theme or message you want to convey. With anatomy, for instance, my theme combined the geometry of the cylinder and the social value of standing on solid ground. The umbrella themes for the upper grades are WELLNESS, SELF-IDENTITY, and HEALTHY RELATIONSHIPS. 2. PERSONAL RELEVANCE. Draw the children in with how learning about their bodies is important to each of them specifically. 3. HISTORICAL OR BIOGRAPHICAL CONNECTION. Acknowledge the work of historical figures who have contributed to the study and progress of the concepts, and those where anatomy or physiology play an important role in their lives. 4. INTRODUCTORY CONCEPTS. These are the actual science concepts you wish to introduce to the students. 5. PATHOLOGY, DISORDER, or SOCIAL CONCERN. Offer examples of the social impact of disease occurrence related to the body. SEVENTH GRADE PHYSIOLOGY LIST OF MAIN LESSON CONCEPTS G7 student main lesson page WEEK ONE: Digestive System - Flow of EARTH 1. The Five Core Values of Food 2. Anatomy and Function of the Digestive Tract - including the idea that digestion happens before the first bite 3. Healthy Choices (Proteins, Carbohydrates, Fats) 4. Biography of an Olympic athlete, or someone you might know who is struggling with a nutrition disorder. WEEK TWO: Circulatory System - Flow of WATER 1. Components of Blood (Red Blood Cells, White Blood Cells, and Platelets) 2. Blood Flow through the Vessels and the Heart 3. Blood Typing, Blood Transfusion 4. Biography of Hippocrates or Galenus WEEK THREE: Respiratory System - Flow of AIR 1. Tree and Human Relationship 2. Oxygen, Carbon Dioxide, and the Alveoli 3. Healthy Lungs, Unhealthy Lungs (Smoking) 4. Biography WEEK FOUR: Reproductive System - Flow of FIRE 1. Male and Female Parts 2. Eight-Petal Flower 3. Female Fertility 4. Spermatogenesis An extra note regarding the Reproductive System: In the week, it was beneficial for the boys and girls to have a break out discussion with the boys and a male teacher, and the girls with a female teacher to discuss more gender-specific concerns. Another option is to have students anonymously place questions in a box for the teacher to answer in a whole group situation. EIGHTH GRADE ANATOMY LIST OF MAIN LESSON CONCEPTS G8 student main lesson page WEEK ONE: Skeletal System 1. Bone Shapes and Function of Protection and Action 2. Bone Growth 3. Bone Structure - Compact Bone with Osteons, and Spongy Bone with Marrow 4. Joints and Fulcrum Action WEEK TWO: Muscular System 1. Three Types of Muscle (Skeletal, Smooth, and Cardiac) 2. Muscle Structure 3. Sliding Filament Model 4. Biography of Olympic Athlete WEEK THREE: Nervous System 1. Central Nervous System - the Brain and Spinal Cord 2. The Neuron 3. Peripheral Nervous System - Somatic and Autonomic (Rest/Digest vs. Fight/Flight) 4. Biography: Ivan Pavlov WEEK FOUR: Reproductive System 1. Review of Eight Petal Flower of Seventh Grade (This will soon be an eBook!) 2. Fetal Development 3. Maternal Health 4. Biography or Invite someone in your community who is a midwife or who is pregnant! An extra note on Fetal Development: One of our more memorable activities was using a balloon during my presentation and I blew it up to match the size of the uterus as I talked about fetal development. When the uterus was at term, I had the students put their own balloons under their shirts to mimic being pregnant - it was fun and silly. But....serious too - one of the girls whose balloon she wore under her shirt was adjusting it when it slipped out. One of the boys in class, thinking he was funny, grabbed the balloon, and popped it. My female student was visibly upset to lose her baby. So a lesson there for all of us - these things we do for our students really do matter. NOTE: For the G8 Anatomy participants: soon, I will post the illustrations as promised that tie in the different systems. Dr. Rick Tan

grade eight physics Grade eight at East Bay Waldorf completed their second week of physics, where we studied pathways of light and sight. The two main concepts discussed were REFLECTION and REFRACTION. Capitalizing on the double entendre of the word reflection, the students began with a a short paragraph, verse, or poem about their thoughts on light. Day One: Reflection We brought mirrors into the classroom to demonstrate how light is bounced off of a flat, reflective surface. Mirrors can reflect an image exactly as it is. Using yarn, I had the students follow one end of yarn, held by a classmate, as the incident ray, to the point in the mirror where the image is seen by the observer (the incident point), then to the observer's eye (the reflected ray). Doing this shows two physical laws of reflection: 1. The incident angle equals the reflected angle. 2. The incident ray, the normal line (the line perpendicular to the reflective surface and whose axis is placed at the incident point), and the reflected ray are coplanar. Day Two: Refraction Observed On day two, I set up the classroom with five stations with which to view the phenomena of refraction. The five stations allowed for smaller groups of students to experience each station and offer accurate observations and recordings of the phenomena. I rotated each group every 3-5 minutes. Station 1: Viewing a beam from a laser light pen through an empty beaker and a beaker filled with water, and observing the resulting dot behind the beakers. Station 2: Through a 600 mL beaker filled with cloudy water (I mixed in a bit of flour), viewing a flashlight beam as it is passed horizontally across the outside of the beaker. Station 3: Observing a large diameter glass container with a quarter at the bottom. Students were asked to angle their vision so as not to be able to see the quarter at the bottom. Water was poured in, and they observed if the quarter became visible. Station 4: Observing a beaker with a straight rod in the water. Station 5: Viewing objects passed across the back of a water-filled beaker. Day Three: Refraction Explained We returned to the previous day's demonstrations and discussed the results. I explained the phenomena of refraction, the bending of light as it passes from one medium into another. The direction of the bend required careful explanation. I did an exercise with the students outdoors to better illustrate the phenomena: The students lined up in three rows of five holding hands. They stood on the asphalt at an angle to the grassy lawn. The asphalt represented air and the grass represented water. I asked the students to skip on the asphalt, and walk slowly on the grass (to show the speed of light is slowed in water). Coming in at an angle from asphalt to grass, the first student to touch the grass will walk, while the others will still skip until they also touch the grass. It demonstrated a physical law of refraction: a ray of light hitting another medium at an angle will change its course as the ray hits the medium at an uneven speed. In the case of air to water, the angle becomes steeper. From water to air, the angle becomes less steep. (This really has to be demonstrated in steps in class!) Day Four: Magnification Just as our knowledge of the properties of heat (radiation, conduction, and convection) allows us to control heat, our knowledge of light refraction allows us to control light, useful in magnifying glasses, telescopes, and corrective lenses. We viewed different lenses and noted the distortion of image sizes, depending on the shape of the lenses. Day Five: Recap and Intro of New Topic On day five, we revisited magnification. I introduced the new concepts for next week: water and air. I decided to make it an extra fun day. We had a few water games that pit one tribe against another. They did a relay race with heavy, water-filled jugs. They passed cups of water along to see which tribe would be first in filling a container. Two warriors from each tribe even dueled with water syringes to decide the fate of their nations!

The Dhui Dhui (pronounced Doo-ee Doo-ee) Story appears courtesy of Russell Butler, of the Bandjin People. The sea country belonging to the Bandjin (‘Saltwater’) people includes Hinchinbrook Island and Lucinda Point on the adjoining mainland of north Queensland, as well as Gould and Garden Islands and part of Dunk Island. Long ago, two boys paddled out in a canoe south of Dunk Island (Coonangalbah) and dropped their stone anchor to fish. The elders had warned them not to fish on that sand spit because there was a big dangerous shovelnose ray (Dhui Dhui) that lived there. But the boys were defiant and fished there anyway. As they fished, the ray bit their line and started to tow them around in the canoe, but the boys wouldn't let go of the line. It towed them around the ocean for a while before going down the Hinchinbrook channel. They disappeared into the horizon. By then, it was getting dark and everyone was worried about the boys. As the people looked south after sunset, they saw the Southern Cross rising, which was Dhui Dhui (the shovelnose ray), followed by the two Pointer stars (the two boys in their canoe). Dhui Dhui (the Southern Cross) and the two fisherman. From far northern Queensland, you can see Dhui Dhui rising in the southeastern sky after sunset in early February. Source.

I am planning on doing a main lesson block on Oceania in 6th grade (combining it with the Astronomy block and tying in the celestial navigation of the peoples of Polynesia and Micronesia). This is one of those ideas that falls into the easier-said-than-done category, and while my mind went instantly to Oceania Art, Handwork, and Stories, that's not what the block is about. I do see that Geometry and Geology, both studied in Grade 6, tie in a LOT with this, so I'm feeling confident about the topic suiting this school year. So, okay, if the tie-in to the Astronomy block is Celestial Navigation I need to find some resources that specifically deal with this. Otherwise, I think it will be very hard to fit Oceania into the already-busy sixth grade year. I have not found many books for children on this topic (James Rumford did a bit), so Waldorf teachers would have to do what Steiner, in fact, suggested we should be doing all of the time. Which is to put away the Kovacs read and research on OUR OWN and write our own stories to tell our class! And Maria Montessori actually said the same thing about the Five Great Lessons. I, like everyone else in education, do not have the time and energy to research everything from scratch for every block I teach, but for this one I think it will definitely be worth it! Here are some resources for adults & background information: Traditional Celestial Navigation Before 1400 quick overview by Rice University Vaka Moana, Voyages of the Ancestors: The Discovery and Settlement of the Pacific by K.R. Howe Polynesian Interconnections: Samoa to Tahiti to Hawaii by Peter Leiataua Ahching Sea People: The Puzzle of Polynesia by Christina Thompson (audiobook) Lesson plans and more kid-friendly explanations: Marshallese Stick Chart by National Geographic Micronesian stick charts show wave patterns and currents. The shells represent atolls and islands. Using stick charts (also called rebbelibs, medos, and mattangs) ancient mariners successfully navigated thousands of miles of the South Pacific Ocean without compasses, astrolabes, or other mechanical devices. How far they’ll go: Moana shows the power of Polynesian celestial navigation Wayfinding and Navigation from the "Exploring Our Fluid Earth" website by the University of Hawai'i So that's all I have so far! Nothing exciting happens when I Google "children's books on Ancient Polynesia." And when I search "children's books on celestial navigation," I only get books for adults, like Celestial Navigation in a Nutshell by Hewitt Schlereth. So maybe this is a topic someone could write a book on???? UPDATE: Thank you, James Rumford! I have two kid-friendly resources to add to this list. Island Below the Star A Gift from the Past It does make me think that reading Carry On, Mr. Bowditch would be an excellent idea. First of all, it's a Newbery winner. And, second of all, it's about an expert in celestial navigation (the link is to his bio on the National Maritime Historical Society's "Sea History for Kids" website, which is great)! Luckily Geometry happens in sixth grade, so you can talk about angles and sextants and octants. Since the sextant and octant are reflecting instruments, that ties in with sixth grade Physics! All making me think this block should fall at the END of the year, perhaps even in the Summer between grades 6 and 7! It is nice to stay up in the summer and stargaze. And homeschoolers have that luxury! Studying the tools that navigators used in the 1800s, and understanding how they work, will help students see how remarkable it was that Ancient People could navigate with confidence on long voyages without them! Setting aside the Astronomy piece of it, here are some other Oceania links that are coming to mind. Picture Books set in the Pacific Islands: Little Chamorrita, Did I Tell You? by Mary C. Aflague The Biggest Soap by Carole Lexa Schaefer Sirena: A Mermaid Legend from Guam retold by Tanya Chargualaf Taimanglo From the Mouth of the Monster Eel: Stories from Micronesia retold by Bo Flood The Goodnight Gecko by Gill McBarnet Too Many Mangos by Tammy Paikai A Coconut Named Bob by Austin Weaver How the B-52 Cockroach Learned to Fly by Lisa Matsumoto Beyond 'Ohi'a Valley: Adventures in a Hawaiian Rainforest by Lisa Matsumoto Chapter Books set in the Pacific Islands: Call It Courage by Armstrong Sperry Blue Skin of the Sea by Graham Salisbury Island of the Blue Dolphins by Scott O'Dell Lastly, here is a collection of Oceania Notes from previous blog posts: The Peoples of the Biomes Animals of Oceania Guest Blog Post: Making a File Folder Game newest series of Pacific Food Leaflets, color, put all in one file called Food Leaflet Compilation (PDF) 1 - Taro 2 - Yam 3 - Sweet Potato 4 - Cassava 5 - Breadfruit 6 - Banana 7 - Pumpkin 8 - Green Leaves 9 - Citrus 10 - Guava 11 - Mango 12 - Pandanus 13 - Pawpaw 14 - Pineapple 15 - Legumes 16 - Coconut 17 - Nuts and Seeds 18 - Fish 19 - Seafood Pacific Nutrition Bingo (PDF) print in color older series of Pacific Food Leaflets, B&W (published by the Healthy Pacific Lifestyle Section of the Secretariat of the Pacific Community) 1 - Dessert banana 2 - Cooking banana 3 - Breadfruit 4 - Coconut 5 - Taro 6 - Pandanus oldest series of Pacific Food Leaflets (published by the Community Education Training Centre of the South Pacific Commission) 1 - Taro: A Pacific speciality 2 - Pawpaw: A food for everyone 3 - Mango: A favorite fruit 4 - Guava: A nutritious tropical fruit 5 - Cassava: A popular plant 6 - Green Leaves: Nutritious Pacific plants 7 - Banana: A tropical treat 8 - Coconut: An island food 9 - Breadfruit: A food for all seasons 10 - Pineapple: Delicious and refreshing 11 - Citrus Fruits: Fruits with flavor 12 - Pumpkin: A valuable food 13 - Sweet Potato: A store of goodness 14 - Yam: A status food 15 - Nuts and Seeds: A variety of tastes and uses 16 - Legumes: Exciting new foods 17 - Fish: Food for life 18 - Seafoods: Riches from the sea Last December, when we did Hawaiian Mythology as the subject of our Class Play (using Hawaiian Myths of Earth, Sea, and Sky retold by Vivian Laubach Thompson), was when I first realized the extent of the ancient navigation between Pacific Islands! When you look at a map, try to find a map where the Pacific Ocean is not cut in half (such as This Dynamic Planet by USGS). This makes it easier to see. So, as I got ready for December, I was searching for a class play script for a Hawaiian myth. And I kept finding Maui stories that were from New Zealand, like Mythical Maui (PDF). I was surprised to discover that the story of Maui catching the sun was also found in New Zealand. At first I thought it was some kind of spelling error on my part, that I was finding the "wrong" story. Why would a story from Hawai'i also be a Maori legend? And then I thought, of course! Overseas travel. I had just never thought about it before. Maui Slows the Sun retold by Gabrielle Ahuli'i We also realized (as we ended up writing our own class play script using two of the myths retold by Vivia Laubach Thomposn) that one of the monsters in Hawaiian mythology, the Great Mo-o, is quite like the Komodo dragon, which is possibly because people were remembering a fearsome predator from Indonesia. Hawaiian Myths of Earth, Sea, and Sky by Vivial Lauach Thompson Here's a version of the legend of Maui catching the islands and forming Hawai'i itself. This is from a lesosn plan called Moʻolelo O Maui (PDF), by the National Park Service. They tie it in with a Geology lesson on volcanoes. In case you are curious, here are my notes from our class play: Class Play Planning - Week One Class Play Planning - Week Two Class Play Planning - Week Three Photos from the Classroom - December I was determined that the children should see a scale model of Alaska, Hawai'i, and the contiguous U.S.... without someone changing the scale and shrinking Alaska and blowing up Hawai'i and shoving them in the corner... so we drew one and then used it on the cover of the class play programs. One final thought about Oceania and Handwork! Middle school is finally old enough for needle felting and the children in my classroom have been waiting a loooong time to get there... In preparation for this big event, I made a lovely big coral reef tapestry. Now I can have each child research a fish that lives in the coral reef and make a needle felted fish puppet. It is a nice simple starter project and would add a fun touch to their reports. And what a wonderful classroom display! My little fish puppet is inspired by the anthias fish in One Night in the Coral Sea by Sneed B. Collard III, which takes place in the Great Barrier Reef. Habitats: Tide Pool, Coral Reef blog post (and booklist) The coral reef is an incredible habitat! And a coral reef, I discovered, is also a fantastic way to use up bits and pieces of color (as are the fish themselves), so I highly recommend it if you have a large stash of odds and ends of roving. These little fish puppets are wonderfully fun to make. Just a few days ago I had decided I was finally going to give up and start using my big basket of random colored wool bits for stuffing in our knitted animals. I'm so glad I didn't because this project was perfect! Suzanne Down taught me how to make a tapestry background for puppetry like this. You trace the background shape you want on a large piece of corrugated cardboard. Cut it out. Use that as a pattern for a large piece of felt or something else that you can needle wool to; use it as a pattern also for a plain white piece of simple fabric like muslin. Needle felt your design on the felt fabric. When you are done, pin it wrong side out (beautifully wool decorated side in) to the plain white piece, then sew around three sides and then turn it inside out and slip it over your piece of cardboard like a tea cozy. Add slits in the bottom of the cardboard for long thin pieces of cardboard as "feet" so that it will balance and stand up on its own. Yesterday I put up a long post of crafts and at the beginning of it you can see a photo and up-close video of the coral reef background I needle felted. But I think it's worth repeating them here for those that don't read this blog in sequence. This project turned out beautifully and it went very quickly! my needle-felted coral reef backdrop inspired by the Coral Reef Habitat Mat from Waseca Biomes the felt fish in the background were sprinkle-dyed with Kool Aid powder needle-felted fish puppet I could perhaps make up little kits for my homeschool co-op parents of fibers for needle-felted fish puppets! I have so many bits of beautiful wool colors and even fancy fibers like camel and alpaca and silk. This post contains affiliate links to materials I truly use for homeschooling. Qualifying purchases provide me with revenue. Thank you for your support!