I am starting to feel like this blog is quickly becoming a commercial for Eugene Schwartz, but I never would have been able to feel comfortable with many of these blocks without his online conferen…

Our second block of the fifth grade school year was Ancient Cultures, which combined language arts, history, social studies and geography. As an aside, anytime we are not in a math block we always start our day with some math practice on the board, so that those skills do not get forgotten. Our first area of focus was India and it covered two weeks. As usual, we began by mapping India and studying the indigenous plants and animals. We learned the origin story Manu and the Flood. We found references to Atlantis and compared it to Noah's ark. For any of the myths or history stories, we follow a two day schedule of learning. On the first day I tell the story, usually with a chalk drawing I have prepared, and Jack will make a main lesson page drawing. On the following day he will retell the story, in his own words, while we work on language mechanics. Some days he just writes, but if it is a complicated story I may help him make an outline first to make sure we don't leave out any crucial information. We found a beautiful version of the Ramayana in the book A Year Full of Stories. We really enjoyed learning about the faith of India through the Bhagavad-Gita and comparing it to our own values. \ Since the boys are in the school room together, they often hear parts of their brother's main lessons. Will was halfway paying attention to the story of Rama and Sita when he heard mention of the Monkey King, Hanuman. I guess the idea of a Monkey King proved irresistible to Will and he immediately had to drop his own project and get his vision on paper! This is one of my favorite things about homeschooling: that we have the space for this kind of work. Our third week of study focused on Buddha. Again, we compared our own values and faith with The Eightfold Path and the Noble Truths. For our final week of study, we spent the first day mapping Persia. The following day we covered Zarathustra. Again, this was a great opportunity to compare and contrast all of these world religions with our own. How wonderful to see so many core values in common. Later in the week we looked at Xerxes and the wars with Greece. Jack is excited to get to the Ancient Greece block (thanks, Percy Jackson!), so he was eager to hear mention of Sparta. We may have taken more of a Greek focus than was intended, but it's nice to have the student so eager!

Somos certamente influenciados por aquilo que o mundo nos traz, mas o fato é que o mundo é configurado pelas pessoas e não as pessoas pelo mundo. Porém, essa configuração do mundo só é possível de uma forma saudável se as pessoas estiverem de posse de sua natureza total como seres humanos. O ensino em nossa sociedade materialista foca no aspecto intelectual do ser humano e não valoriza as outras partes que são essenciais para o nosso bom desenvolvimento, que são: a nossa vida de sentimentos (emoções, estética e sensitividade social), nossa força de vontade (a habilidade para fazer as coisas) e nossa natureza moral (ser transparente sobre o certo e o errado). Somos incompletos sem a visão do desenvolvimento integral do Ser Humano. Para isso, numa escola Waldorf os assuntos práticos e artísticos desempenham um papel tão importante quanto à gama total de assuntos acadêmicos tradicionais que a escola oferece. O prático e o artístico são essenciais para se conseguir o preparo para a vida no mundo “real”. O Ensino Waldorf reconhece e respeita a extensão total das potencialidades humanas. Ele trata da criança como um todo se empenhando em despertar e enaltecer todas as capacidades latentes. As crianças aprendem a ler, escrever e fazer contas; estudam história, geografia e ciências. Além disso, todas as crianças aprendem a cantar, tocar um instrumento musical, desenhar, pintar, modelar argila, esculpir e trabalhar com madeira, falar claramente e atuar em uma peça, pensar independentemente, e trabalhar de forma harmoniosa e respeitosa com outras pessoas. O desenvolvimento destas diversas capacidades está inter-relacionado. Por exemplo, tanto os meninos quanto às meninas aprendem a tricotar no primeiro ano. A aquisição desta habilidade básica e prazerosa os ajuda a desenvolver uma destreza manual que, após a puberdade, será transformada em uma habilidade para pensar claramente e “tricotar” seus pensamentos em um todo coerente. O Ensino Waldorf tem como ideal uma pessoa que seja informada sobre o mundo e sobre a história e cultura humana, que tenha muitas habilidades práticas e artísticas, que sinta uma reverência profunda e uma comunhão com o mundo natural, e que possa agir com iniciativa e em liberdade perante as pressões econômicas e políticas. Há muitos alunos de todas as idades, formados em escolas Waldorf , que personificam este ideal e que são talvez a melhor prova da eficácia do ensino. A preparação para a vida inclui o desenvolvimento de pessoas com vários atributos e que se completam através das suas relações com o mundo todo. http://www.federacaoescolaswaldorf.org.br/artigos/artperg.htm#4

Waldorf Inspired Seasonal Postcard set - April. Our Waldorf-inspired seasonal postcards may be attractively placed for display on your Nature Table or used in holiday decorating, classrooms, and homeschooling areas. They can adorn the walls of your children's nursery or any other room of your home. They may also be given as greeting cards for birthdays, anniversaries, weddings, holidays, or any other special occasion. If you decide to purchase two sets of cards, they can be used as a memory game. And of course, they can help engage children in storytelling.

Jen has just finished her Physics block and now we have moved on to Chemistry, this is what she has been busy with over the last week. This was an amazing experiment. We filled a round glass bottle with water, stuck a cork onto the bottle and inverted it into a large and sturdy glass. We …

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...

more physiology with grade seven Grade seven and I spent three days on the circulatory system, or cardiovascular system (CVS). The transition from the digestive system was seamless, as we followed the absorbed nutrients from the small intestine to the bloodstream. The circulatory system distributes necessary nutrients, energy stores, and oxygen throughout the body. Day One: THE BLOOD We discussed that there is about 5 liters of blood in an average sized adult. Going to the microscopic level, we thought about what is really in blood. If we were to examine a given sample of blood (I simply drew a test tube on the board), it shows about 50% fluid, the plasma, which contains the sugars and proteins floating around in it. About 4% are the platelets, which help our blood clot, and 1% white blood cells, essential against germs. The most important element in our discussion was the red blood cells at 45%. Using a clear vase, I poured water into it, put in an apple to represent a red blood cell, an orange to represent a white blood cell, a chestnut for the platelet, and an assortment of stones and shells to show the other stuff in the plasma. I wanted to show the students that a sample of blood contains a number of individual cells, with the RBCs giving the red color of blood. How many red blood cells can fit on the head of a pin? Five million! Day Two: THE VESSELS Transporting the blood all over the body are the blood vessels. I showed that the capillary beds (those web-like areas on the diagram above) were the sight of oxygen and carbon dioxide exchange, and nutrient movement to the tissues and organs. From arteries arose smaller diameter tubes called arterioles, to capillaries, then widens to form the venuoles (carrying deoxygenated blood), and to veins. Capillaries are just wide enough in diameter to allow one RBC (1/3500 inches in diameter) at a time to travel. Its walls are thin, which allow for gases like oxygen to pass from the lungs to the blood, and oxygen in the blood to muscles and organs. I had the students act as RBCs and they had to squeeze in between desks I arranged in the room and travel in single file. The diagram shows the circulation of the blood in the body and into the heart. This super highway of blood vessels cycles blood at about 5 liters per minute. You can follow the path on the diagram above. Day Three: THE HEART We then discussed the pumping station of the system that keeps that blood going and going, the heart. It has four chambers that act in concert to receive and eject blood. The diagram above represents the cycle of the heart, showing the "lub-dub" of the heart. The two heart sounds are when the valves in the heart close. The LUB is in the beginning of ventricular contraction, forcing the valves between atria and ventricles to close. The DUB is when the ventricles just finish contracting, and the blood from the exiting vessels (the aorta and pulmonic artery) push the aortic and pulmonic valves close. The kids enjoyed the stethoscope I allowed them to use to listen to their heart beats!

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.

Caderno Com 50 Laudas . Tamanho A4 Folhas 110g ( Mais Grossas) Vendemos Em Atacado Ou Em Varejo Prazo De Produção 5 Dias Caderno Especial Pra Pedagogia Waldorf ****Frete Fixo De 25 00 A Cada 2 Unidades **********

The Waldorf approach to arithmetic is different from that of any other educational system in three distinct areas. In first grade, we start with whole numbers and make sure children are fully grounded in operations with whole numbers before proceeding to working with partial numbers [decimal and/or

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