Fourth Grade Grammar

The best way to learn grammer is to hear proper grammar being spoken, to write (and revise and write again) nwith good grammar, and to read good works of literature. If you have a reluctant writer, I  think you can let the study of grammar ride for a little bit in the homeschooling environment and just perhaps try to write without pressure.  However, for some children, the study of grammar can be helpful in reaching new heights in writing. For other children, many  write well without much in the way of formal grammar.  We do, however, want  enthusiasm for writing for the future because there is quite a bit of it in middle school and certainly high school.

This is my third time through fourth grade, and this particular student has been a very reluctant writer, so this block is a good exposure towards writing more and the mechanics of writing.  My tack in this block was to do a preassessment – Dorothy Harrer has a little list of third grade free writing assignments in her  little book An English Manual for the Elementary School available for free at Online Waldorf Library. In this way, I could look at his overall writing – his flow of thoughts, how he writes, the quality of the sentence structure, capitalization, spelling, grammar – just within free writing.

We went through the second and third grade lessons from the above book rather quickly, focusing on the different parts of speech first with different colors in sentences on the board, and naming them BOTH with the “little person” version (naming words) and the “bigger people version” (nouns).  I pulled poems out of  books by Caribbean poets and reinforced with examples from those poems.  Then we moved into the fourth grade lessons and are moving through types of sentences, parts of speech, adverbs, prepostions, tenses, adjectives, linking and helping verbs.  For some children, understanding grammar helps them understand how to write.  Our fourth grader is very much like that.

I anticipate this block to take about six weeks or so.  For the first three weeks, I will take things relatively slow and have free writing, correcting writing I put on the board, looking for parts of speech in poems and such plus some of the specific things I listed above and free write something once or twice a week.  For the last three weeks, we will delve into writing three smaller pieces a week, using our work to tie stories, paintings, and writings with the stories from the book , Myths of the Sacred Tree, which I think is a wonderful bridge between fourth and fifth grade.  Excited as we head towards fifth grade!

Would love to hear what you are up to!

Blessings,
Carrie

Fifth Grade Homeschool Planning

Our youngest is going to be a FIFTH GRADER in the fall!  It doesn’t seem possible that we will have a high school graduate/college attendee, a high school sophomore, and a fifth grader this year! So exciting!

Fifth grade is one of my favorite years in the Waldorf curriculum and I can’t wait to tackle it for the third time!  I have an idea of approaching it in a different way in the past, and have essentially divided the curriculum by semester.  This is because I fully understand the  developmental reasons and anthroposophical reasons that the main stream of fifth grade in a Steiner School is the consciousness found developing though the Ancient Civilizations covered, but I always grappled with having to fit in North American Geography as well.  I felt that as an American, Ancient Africa and the Ancient Americas were not fully represented,and that  this was a disservice children. And yes, there is time for this in further grades in middle school and high school, but I was still bothered by it.

So this year I am doing things a bit differently and sort of dividing things into two semesters where we spend almost an entire semester on the North American geography part of the curriculum and a semester on Ancient Civilizations in the manner of most Waldorf fifth grades around the world.

August – North American Geography/Social Studies – Mexico and Central America, stories of the Olmec and the Maya ; Math Review in practice sessions

September – Botany; practice sessions devoted to freehand geometry

October – Math/Practice of Decimals and Fractions; Metric System using Canadian Geography –  3 weeks

November/December – Language Arts – The Stories of Hawaii – American Geography – The West, Southwest, Midwest, and Alaska

 

January – North American Geography – Great Lakes Region, Northeast, Southeast

February – Stories of Ancient Civilizations – 7 weeks, including Ancient Africa and the Nahua and Aztec as similar to Egptyian consciousness – see the book “Riddle of America” at the Waldorf Library On-Line for more about this

March – Botany

April – Greek Mythology

May – Greek History; practice sessions gardening and math

I am really looking forward to planning this out in detail.  I will be happy to share these blocks for sale once we have gone through them and of course look for notes for these blocks here on the blog, as well as previous posts from when I went through these blocks two other times!

Blessings,

Carrie

Free Lesson Block Plans and Ideas for Grades 4-6

The ten year anniversary of The Parenting Passageway is coming up in October.  This blog has seen me through the days and years of when our oldest child was tiny, all the way through high school and three children homeschooling multiple times through the grades! Amazing all the different changes in ten years!

One thing that has been consistent about this blog is a love of developmental parenting and education.  I often felt Waldorf Education met the developmental needs of our children very well, and wrote about what we were doing in our homeschooling.  I extend an invitation to you to check out my thoughts regarding the different grades and what we did for certain blocks.

All of this information is free, and I hope you can use what you like out of it to put together developmental education for your own children.

Grade 4:

Fourth Grade Handwork

Teaching Fourth Grade Norse Mythology

Norse Mythology

Local Geography

More Local Geography

I went through every week of fourth and seventh grade in 2014.  This is the Week One post

Fourth Grade Man and Animal Block

More Man and Animal suggestions

Switching To Colored Pencils

Grade 5:

Fifth Grade Block Rotation

Struggles with Preparing for Grade 5

Botany

Botany – second time through

Ancient Mythologies

Extending Africa Through The Curriculum

Greek Mythology and Ancient History

Using Mainstream Math Resources

I went through an entire year of  fifth and eighth grade week by week on the blog.  This is the Week One post

Grade 6:

Planning Grade Six

Block Rotation for Sixth Grade

Planning Sixth Grade Roman History

First Block of Ancient Rome

Ancient Rome

Ancient Rome – second time through sixth grade

Gallery of Work from Ancient Rome

Sixth Grade Medieval History

Medieval Block

Mineralogy Block -first time through

Mineralogy – second time through

Astronomy

Sixth Grade Geometry

 

Blessings,

Carrie

 

Toolbox of Tips For Dealing With 9-12 Year Olds

(This is Part One of a three-part series)  There is absolutely so much written about how to discipline, communicate, and recognize the stages of human development in smaller children, especially those under the age of 7.  And then…

Things just sort of drop off.  Community and friend support diminishes.  Family support may be there, but it can also be difficult if you are raising your children differently than your parents did.   It can feel invasive to talk about what is going on with a twelve-year-old to friends.  Parents end up feeling alone.  

The good news is that information is out actually out there, and this series of  posts is the round-up of helpful hints and ideas!  Take what works for you and your family and leave the rest behind.

Discipline:

Rhythm is STILL your friend.  Hold on to it!  This is the step that makes life and your nine to twelve-year-olds less crazy and easier to deal with! Don’t move too fast into the realms of letting 9-12 olds deciding everything that is going on for them.  Nine-to-twelve year olds still need bedtimes, help in not taking on too much at school, and yes, even helps in  taking breaks to eat and drink.  I personally recommend that if you are not working later at night and are home that your nine year old still goes to bed between 7:30 and 8:00 and that your 12 year old is in bed by 8:30. In order to do this, your children need to (and will be up) in the morning and will need to expend a good amount of physical energy  outside each day. The energy of  many boys in particular, seem to go up around age eight or eight and a half  and continue through about age fourteen, so they need hours of physical work and exercise.

That being said, RESPONSIBILITY is important, even as you carry the bigger pieces of the daily and weekly rhythm.  Nine to twelve year olds are very capable.  They should be doing chores and helping around the house, yard, or farm.  The way I work with chores is to make a list of daily chores for morning and evening, and assign teams. I only do morning and night because that tends to be when I have time to be available and check and rally the troops of this age.  I also try to catch children of this age doing fantastic things to help or be kind without being prompted.  Having a culture of taking responsibility and contribution is so important, and these ages are a great time to build that! I consider this step the first real step towards self-discipline.

WONDER is still important. This is NOT the time for a computer or cell phone yet.  It just crushes wonder and limits in-person communication – and in these days, most cell phones that parents give children also open up the Internet.  You can see more about smartphones here . Boys and gaming is also an issue, and I would encourage you to wait.  You can see practical advice about gaming here..  

I recommend clocking (in your head at least) the number of hours you are spending outside in nature – hiking, biking, walking as a family, camping. If you have difficulty with this and you are in the United States, there are several organizations you could look into that would help your children get outside, including Boy Scouts, Girl Scouts, Fire Side, Earth Scouts, Boys and Girls Clubs of America, Fresh Air Fund.  This is a step toward learning self-regulation.

PROTECTION – Yes, the world is opening up but some level of protection is still important. The best way to start is, of course, modeling and exposure to different people and culture in real life in whatever way that looks for your family and talking about things that you come across.

Talking about bodily changes needs to happen for most children who will have bodily changes between ages 10-14 (and some as early as 8 or 9). Most parents do not do an adequate job preparing their girls for menarche or talking to their boys about bodily changes.  The first part of sexual education is seeing the body in a healthy light, and yes, in seeing healthy relationships that include facets besides just sexual activity.  

EMOTIONAL INTELLIGENCEIn a society  where our number two killer of our teenagers is suicide, we have got to do a better job as parents talking to our children about growth mindset, resilience, emotional attitudes, positive attitudes, what to do with feelings, how to cope with stress, and providing techniques for breathing, yoga, body scanning.  

It is our job to model dealing with stress effectively and to model humor and to keep the lines of communication open.  This age benefits greatly from some one-on-one time with a parent if you have a lovable tribe of kids.

Also, don’t underestimate the sibling pack as the first way of promoting how we act in relationships, respect, love, loyalty, and yes, how we make restitution when we cross the line as siblings are wont to do!

SPORTS– I think in the United States if parents hold off till nine to start organized sports, especially in this day and age due to the lack of neighborhood play and less space in general to run for many children, you are doing well. Holding off until middle school would be even  better.  If you must start something, please see the back posts on sports (here is one to start). I recommend i9 sports for a variety of reasons, but mostly because this organization seems to understand the importance of rotating sports, of practicing and playing a game in one session for recreational sports, and the fact is that whilst some children are crazy about one sport and play for years on end, the majority of children involved in sports QUIT by the teenaged years if they are pushed too hard.  Also, from my standpoint as a pediatric physical therapist, many coaches are simply not educated enough about the developing pre-teen body, the importance of things like pitch counts, etc whilst they are in the midst of pushing intensive year round practices, weight training , and more.

 

Up in Part Two;  Communication!  This is what parents are really talking about  when they talk about “talking back” or “tween attitude”. I think it is actually less about discipline and more about teaching our children how to communicate not only with us, but with their friends.  More on that to come!

Blessings,
Carrie

 

Upper Grades: Getting To The Essence of A Waldorf Block

The concept of “soul economy,” teaching in such as way as to succinctly represent themes and polarities in the world and then letting that knowledge sink down into the subconscious through sleep as an educational aid, is a concept in Waldorf homeschooling that sounds wonderful but  often feels like a mystery to attain without a lot of experience or teacher training!  For example, when I first started homeschooling the upper grades, about fifth grade and up, I realized I was trying to cram a lot of information into the blocks.  It was a feeling, perhaps from my own public school education, that I needed to pick out the most important things to represent the essence of a time period but also I *needed* to get through most of the book of Greek myths or most of the biographies of famous people in Rome or most of the timeline of American History or most of the experiments for different concepts in physics or whatever it was.  Yes, I tried to pick the most pertinent tales or biographies for the child in front of me, so in that sense it was personalized, but it was still that feeling in my head that we had to get through *all the things*.

Something shifted for me going through the fifth grade and up material a second time, and I think also combined with going through now the first two grades of homeschooling high school, which gives you a much better perspective on these upper grades.  I got much better about really narrowing down the pertinent points and choosing for my child what they needed to hear.  We really have this as such a luxury in the home environment!

I think in order to get at an essence of a block though, you have to know the material.  This actually can be problematic for us as homeschooling mothers when we approach new material because we may be looking at new material across several grades.  For example from my own time through sixth grade – there I was,  two college degrees, and I knew very little about the Roman History covered in sixth grade!  Not really enough to pick what were the watershed moments of this time period and also to choose what really my daughter and her temperament and development needed to hear.  Again, I did much better with this the second time around as I was familiar with the material!

So, what can you do if it is your first time through a block of material? How do you find the essence?

Honestly, I think pick 4-6 “things” out of that block that you really want to bring to life for that time period, block of physics or chemistry, concepts of grammar or  tales of mythology.  I wouldn’t pick more than that.   You really can’t do it justice. Find the broad arc and themes, or the broad polarities in science, and pick things that illustrate that. Arcs, themes, polarities, should be your mantra. Then you can pick what really speaks and stands out to you for your child.

Check out the suggestions in the book “Towards Creative Teaching: Notes to an Evolving Curriculum for Steiner Waldorf Class Teachers” edited by Rawson and Avison.  I think their suggestions at least helped me think about what I really wanted to economically bring.  This book says things such as, “One of the three great discoverers – Vasco de Gama, Ferdinand Magellan and Christopher Columbus – might be taken to represent the time of the great discoveries.” (Page 153).  That is just one example of many suggestions as to how to pair things down and gather the essence of a particular block.

Think what and how concepts can be integrated across blocks. By that I mean, can the themes and polarities of one block be reinforced in another block?  For example, history, math, science, world religions, and handwork can all overlap.  Botany and mineralogy often overlap into geography and how people lived, and vice versa.  Many of the  concepts of sciences overlap. What overlaps personally to your child because of where you live in the world? What is reinforced by living where you live and how you live or the people in the child’s environment?  That is another part of homeschooling.

Use art with drawing, painting, modeling, poems, songs,  drama, and recitation of poetry in order to tie it all together.  These arts are so wonderful and what makes a Waldorf Education different from anything else.

Just a few musings.

Many blessings,
Carrie

 

 

Making The Burden Light: Homeschooling The Upper Grades

I think things really start to hit the fan sometime in the upper grades. Some families don’t get into too much worry and anxiety about the block content or repetitive practice that they are finding (or not finding) in curriculums until 6th or 7th grade; some until high school; and some starting in fourth and fifth grade. This is understandable, because some of the contents of the blocks tap into things that perhaps we didn’t receive in our own education, so in order to have to teach that,  and then to understand the impulse behind why we are teaching what we are teaching, and then to present that in this “magical” way we see on Pinterest or Instagram can often put a lot of pressure on a busy Waldorf mama!

One thing that always helps me is to have an idea of the flow of the curriculum of the Waldorf School in my head. No, I will not follow this curriculum exactly because I am a HOMESCHOOLER, but I also do not want to miss the iconic blocks that meet the archtypal development of the child. I also want to EXPAND the curriculum because I am not European, and I don’t want my homeschool to only include Western Civilization, but to be encompassing and inclusive.  If I was South African or lived in the Pacific Rim countries, the curriclum I have chosen to use would look different because we work where we are, and there are Steiner Schools all over the world, not just in Europe or in the United States! But still, I have to know where the curriculum starts for my country.

So, if I can think in my head at first in generalities by looking at the overall flow for grades 4-12… (not including extra artistic work or music) , I can find where things will come around AGAIN.  So I don’t have to include every little tiny thing about Rome  for my sixth grader, because it will come back in high school! This list is so brief for this blog post, but my friend Lisa found a great list here from Emerson Waldorf School in NC regarding content by grade.  However, here for your reference is a quick list for grades 4-12:

4th Grade – Local history and why early settlers were here and how natural resources were developed; Norse sagas; map making; Human and Animal block; Long Division/Word Problems/Fractions/Freehand Geometry; embroidery and cross stitch.  What I might include as an American:  hero tales; tall tales from North America;  book reports; letter writing; spelling

5th Grade- Ancient India/Persia/Mesopotamia/Egypt/Greece; the lives of Manu/Rama/Buddha/Zarathustra/Gilgamesh and more; Greek mythology; Geography of the United States; Botany; could include zoology of other animals not covered in 4th grade; Decimals/Fractions/Mixed Numbers/Metric System; Geometry; knitting with four needles. I may include the entirety of North American geography in this grade. I also include Ancient Africa and Ancient China and the Maya in MesoAmerica.

6th Grade – The Roman Empire; Medieval life; the Crusades; The Golden Age of Islam; the life of Christ; the life of Muhammed; Geography of North and South America; World Geography – the big pictures of contrasts in the world; Physics of light, heat, sound, and magnetism; Mineralogy; possibly continued botany; Business Math (especially percentages, ratios, exchanges, equations, proportions);Geometry with a compass; creating patterns and sewing. I include Medieval Africa here as well.

7th Grade – What is often called “The Golden Age of Exploration” in schools I term “Colonialism”; The Renaissance; The Reformation; biographies; Wish/Wonder/Surprise block for writing fluency; Geography of Europe (I often put in sixth grade instead) and Africa; Astronomy; Chemistry; Physiology; Physics; Beginning Algebra/Perimeter/Graphing/Roots/Formula/Area/exponents; Geometry; Sewing and embroidery

8th Grade – Modern History – I like to get up through present day; Revolutions (or I might put this in 9th grade depending  on the child); Poetry; Geography of the Pacific Rim; World Geography; Chemistry; Physiology of bones/muscles/the eye; Physics of light/heat/electricity/magnetism/aerodynamics; Meteorology; Geometry – Platonic Solids; Equations and Mensuration; Number Bases; Machine Sewing

9th Grade – Modern History (what I might focus on would be state history starting with the hunter gathers and First Peoples of our area, Early Settlers, any Modern History not finished in 8th grade); Great Inventions; Comedy and Tragedy; Art History; Meteorology; Mineralogy- Plate Tectonics; Chemistry; Physiology; Physics; Earth Science;  Algebra/Euclidean Geometry; Copperwork and Pottery

10th Grade – Ancient Civilizations and History; dramatic literature and epic poetry; Chemistry; Physiology – Embryology; Physics – Mechanics; Earth Sciences – oceanography/crystallography; Algebra – logarithms; Plane Trigonometry; Land Surveying; Projective Geometry; Metal Working; Weaving and Dyeing; Stained Glass work.  I included a block on African-American Literature from the Black Arts time period to the present day.

11th Grade – Roman/Medieval and Renaissance history; Dante, Chaucer, Shakespeare; Parsifal and other Grail legends; History of Music; World Geography and Map Making; Atomic Theory in Chemistry; Physiology – plant and animal comparison; Physics – Electricity and Magnetism; Botany; Algebra including logarithms, exponential equations, spherical trigonometry; Computer Math and Science; Projective Geometry; Blacksmithing; Poettry and Copper Work; Photography. I will include a block on Latin American Literature.

12th Grade – Modern and World History; Russian literature; The Transcendentalists; Goethe’s Faust; World Geography and Map Making; Chemistry; Biochemistry; Physics – optics, mirrors, light, color; Zoology; Algebra and Geometry brought together in Analytical Geometry; Statistics; Probability; Computer Math; Integral Calculus; Logic; Building computers;  History of Architecture.  I will include a block on Modern African Literature.

When I look at the blocks, I have to think – how much do I know about this subject? If I close the curriculum pages, and think about what I know, what do I know?  If I pull this topic up on the Internet what comes up? What is general flow for that subject normally for high school or early college?   I usually do some Internet research on my own plus extensively use my library in order to write up a summary or biographical sketch that I can present, along with reading the actual curriculum or Waldorf resources I bought!

Often, for history especially, I need a timeline in my head and match biographies to the timeline I have for that historical period.   For science, I may need to think about a particular flow to a block and  if I understand the phenomenon myself or not and what i would need to understand it.  It is very hard to teach these upper level subjects if you don’t know anything about them at all.  It is different than opening up the pages of a fairy tale and reading it three nights in a row in one way but in another way if you can condense the information down into a summary you can present to your child, then you CAN read it three nights in a row and memorize.  For example, right now I am writing some summaries based on what I have read regarding the Paleolithic  Age and the Neolithic Revolution for our block in February on Ancient Civilizations in tenth grade.  I have to research a little and put things together, and then own it and present it.

I have to understand the content in order to figure out the gestures behind the content and the polarities. I am always hunting for polarities, to teach in that antipathy-sympathetic way for the contrasts because that makes it all come alive! I also try to relate it back to what we studied previously.  I find fault with the Charles Kovacs books sometimes, but I do think that is one thing those books do well – find the polarities, find how it relates to previous subjects.

Secondly, what is the  Waldorf perspective on this? Do I understand the WHY of presenting this at this time? Most importantly, is  the child in front of me ready for this topic now or developmentally are they behind or ahead where this topic is? I may need to shuffle the order of my blocks!

Then I have to think how can I present this in the most ENLIVENING WAY possible for us?  What is most doable in our situation, and what excites us the most?  Pinterest can help there;  sometimes just having time to sit down and draw and decide what you want to capture is also the best use of time. The Main Lesson books for our oldest and middle daughters look different because we chose to capture different things, even with the same stories for fourth grade or for the Renaissance or whatever.   Or maybe we threw the Main Lesson book out for that block and chose lapbooking or some other way to do something, especially for high school due to sheer volume of information.  Homeschooling is flexible like that!

Then I have to think of the way we lay out sleep as our educational aid. With these blocks do I:

Open warmly (and how)

Review (many different way to review; variety is the spice of life!)

Practice skills; Work with the material artistically and in our heads

Have new material or deepen the material we have gone over.  There should always be something new there!

If you are looking for ideas about this, I suggest Meredith’s podcasts on these parts of the Main Lesson over at A Waldorf Journey Podcasts. I also suggest the great documents on planning a Main Lesson and especially all the different ways to review here at Waldorf Inspirations. I especially like the ideas about forming a daily rhythm and how this is different for older students in fourth grade and up, at least in the classroom setting (and it might give you ideas for the home setting as well!)

So, this may not seem especially “light” but I do think it is reality.  I don’t think there is a “one size fits all” for the upper grades. I think Live Education, Earthschooling, and Waldorf Essentials all have fairly complete curriculums for at least grades 6-12, and perhaps you start there when in doubt!  But you actually need to look at the content and not just open up the curriculum morning of to teach.  These upper level subjects need more preparation than that!  If you break it up into small chunks starting in the spring, it is really doable.  Use a few hours on a night to prepare for the next week, and the more you go through it, if you have multiple children for example, the more doable it becomes.  

Teaching IS an art.  I would love to deepen my own teaching and help readers deepen their own homeschool teaching. I would love to hear from you! How has working with your fourth through eighth graders deepened and differed from teaching your first through third graders?  How has your high school teaching deepened?  What have you learned along the way?  This would be a great subject for a conference call with many mothers!

Blessings,
Carrie

 

 

Fifth Grade: Beautiful Botany

“The plant world is the Earth’s soul world made visible, and this is why we can compare it with human beings.  But you should not merely make comparisons; you must also teach the children about the actual forms of the plants.”……”All children, who in their youth learn to know plants according to scientific principles,  should first learn about them as we have described – that is, by comparing them with soul qualities.” – Discussions With Teachers, Discussion Ten, Rudolf Steiner

I think we can get a little hung up in this block if we are not careful.  There is a balance to hold about the study of botany and the ideas that come from anthroposophy about the soul qualities of plants and awakening the feeling life and this sort of scientific botany proper.   I think we hint at the scientific, we work with observation skills needed in all sciences, and we also see the wonder, awe and reverence for the plant world. Scientific botany proper often comes in during the grades 6-8 in ecology and biome discussions, and then a whole block in grade 11.

Some people really balk at Steiner’s analogy about human development compared to plants that he outlines in “Discussions With Teachers.”.   However, one must remember that in the line of Steiner’s thinking, he is not working on the physical level (ie, that physically mushrooms have no complexity, for example)  but the spiritual level in his analogy of expressing the “pleasures of infancy” to mushrooms and fungi ( remember, this is a SOUL quality, he is NOT saying that the mushrooms and fungi are babies!), pleasures of early childhood – algae and mosses; experiences at the awakening of consciousness of self -ferns; experiences of the fifth and sixth year up to school age – gymnosperms and conifers; first school experiences, years 7-11- parallel veined plants, Monocotyledons: experiences of the eleven year old – Simple dicotyledons: and school experiences from the 12-15th year – the net veined plants, Dicotyledons; plants with green calyx and colored petals (page 144, Discussions With Teachers).   There is a lot of information for you to digest in his lectures, which I highly recommend you read before you plan fifth grade! He is also is comparing the different types of plants to the perfect plant as expressed by Goethe as well.

Yet, I personally feel remiss if I don’t mention a little bit about where plants are currently in scientific thought in this block along with some of the anthroposophic ideas about soul qualities of the human being as identified and unfolding in different plants as mentioned above. (See the comments from readers  below for more on this!) I mean, at this point, algae and lichens are not even considered part of the  plant kingdom and I  usally do mention this (I also mention that for most laypeople, however, people still think of them more as plants if we look at things from the perspective of mineral-plant-animal- people, which is why we study them in this block). I don’t think it has to be either -or, but a balance.

Outside of lots of field trips and lots of time to draw out in the field, some of the things I like to do in a general flow as below:

  • The Plant as a meeting of all four elements (Earth, Air, Fire, Water) along with Time.  The plant as an expression of the human soul in stages of unfolding capacities.
  • How do the seasons work on the plant? (great drawings can come out of this!)
  • Roots (tap roots, fibrous roots, rhizomes, tubers), stems, buds,  leaves
  • Fungi (stem cap, gills) (dying properties) (great for modeling,  drawing with pastels)
  • Algae (great for painting and modeling)
  • Lichen ( I tied into the idea of biomes and relationships with the animals)
  • The Perfected Plant and how some plants attain part of this perfection (like a fern mainly expresses the leaf, horsetail mainly the stem)
  • Mosses (liverwort, mosses, creation of peat, uses of moss)
  • Ferns (the largest division of the plant kingdom) (also great for painting, drawing, modeling)
  • Conifers
  • Monoctylodons, bulbous flowers (see Learning About the World Through Modeling for modeling ideas)
  • Grasses
  • Simple and complex Dicotyledons
  • Trees (look in “New Eyes for Plants”); find out about your state tree if you are in the United States
  • Biomes which will extend into all of the middle school grades….

Resources:

  • Discussions With Teachers, pages 105-135
  • There are numerous suggestions for painting in the book “Painting and Drawing in the Waldorf School”
  • Drawing From The Book of Nature
  • New Eyes for Plants
  • Learning About the World Through Modeling
  • Tree in the Trail by Holling C Holling is a nice read aloud for this block
  • The Internet for legends about plants
  • Your local library

Blessings,
Carrie