Tuesday, March 24, 2026

Giant Microbes

The Science Club topic for this entire school year is Human Anatomy and Physiology. This is such a rich subject! Here is what we have done so far:

    week of

    Sep 8 - The Twelve Senses
    Sep 15 - The Twelve Senses, cont.
    Sep 22 - The Twelve Senses, cont.
    Sep 29 - The Brain

    Oct 6 - The Nervous System
    Oct 13 - The Nervous System, cont.
    Oct 20 - The Circulatory System
    Oct 27 - The Circulatory System, cont.

    Nov 3 - The Lymphatic System (special guest)
    Nov 10 - The Skeletal System
    Nov 17 - Assembling a Skeleton (special guest)

    Dec 1 - The Skeletal System, cont.
    Dec 8 - The Muscular System
    Dec 15 - The Muscular System, cont.

    Jan 5 - The Digestive System
    Jan 12 - The Excretory System
    Jan 19 - Food Guide Pyramid / The Teeth

    Feb 2 - Forensic Anthropologist (special guest)
    Feb 9 - The Respiratory System
    Feb 16 - Childhood Polio Survivor (special guest)

    Mar 9 - review The Digestive System & The Respiratory System
    Mar 16 - The Immune System
    Mar 23 - The Immune System, cont.



Next week we will be wrapping up the Immune System with one more set of activities. Then it's on to the Integumentary System and the Endocrine System! We will have more special guests this year... including a student from the Mortuary Science department at SIU... and even a field trip to John A Logan College to see their SYNDAVER aka "THE SYNTHETIC CADAVER"!


To kick off our study of the Immune System we began with rabies:


Today we learned about plagues like cholera, typhoid, smallpox, and the Black Death.


Then they got to make WANTED posters for different plague-causing microbes from my set of Plagues from History.


I absolutely love the Giant Microbes! In addition to that set (which includes Smallpox, Black Death, Cholera, Typhoid Fever, and Spanish Flu), I also have



Tuberculosis



Salmonella



Penicillin



Chicken Pox


Did You Know?

Illinois has a state microbe. It is Penicillium rubens, which was found quietly growing on a cantaloupe -- in a grocery store in Peoria -- in 1944!

from the IDNR website on Illinois state symbols:

    On May 31, 2021, the Illinois General Assembly approved Penicillium rubens as the official State Microbe. The designation serves to honor Peoria and the National Center for Agricultural Utilization Research, whose scientists with the help of local residents in the 1940s discovered a method of mass-producing penicillin. Penicillin is the most widely used antibiotic in the world. The methods were developed in time to provide penicillin to treat Allied soldiers wounded during the invasion of Normandy, France, which began June 6, 1944, and helped to revise pharmaceutical drug production.

    The mold strain was found on a cantaloupe at a local store, not far from the laboratory in Peoria. The scientists discovered that when grown in vats with special nutrients, this Penicillium mold strain produced more penicillin than the Penicillium strain originally discovered by Alexander Fleming in 1928.


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Saturday, March 21, 2026

Introduction to Fractions week 2

My notes for the second week of our March topic. Week 1 notes are here.

Mon - Fractions of a Number

    review fractions of a group using Groups of Sea Animals worksheet from Math Investigations book 3 by Susan Gardner & Silvia Acosta (also published as Looking into Math book 3, ISBN 0-8388-2355-6)

    OUT OF PRINT
    but I found it on the Internet Archive!


    noice that 1/2 was intuitive and easy but they had trouble understanding 1/3 and 1/4 of a group of animals

    explore this idea using the Fourths Board and BINGO chips

    Cuisenaire Rods demonstration (1/4 of 12 is 3, 1/4 of 16 is 4)

    write about what we did today in the MLB along with new wonderings


Tue - Puddle Question

    an activity to explore and articulate mathematical thinking!
    Puddle Question (grade 3 book, investigation #5: Paper Chains)

    for more on this book series, see my previous post Puddle Questions: Assessing Mathematical Thinking

    it's amazing how different everyone's chains were!


Wed - Reading a Ruler, Simplifying Fractions

    do Sharing Pizza worksheet from Math Investigations book 3

    think of the cut line as representing "out of" like the equals sign represents "is the same as"

    notice that there are fractions in the score on our daily Math Facts (for example, 70/100)

    can you have a fraction that is more than a whole?

    do counting exercise with a pile of sixths pieces (we used 24)

    notice that you can write fractions such as 12/6, 18/6, and 24/6 and also that we have made several whole circles

    explain terms "numerator" and "denominator"

    are there fractions on a ruler? pass out rulers and look at the marks between the whole inches

    do How to Read a Ruler ($1.99 on TpT) exercise with 16ths from the Metal Squares: 9 Plates and replace pieces with equivalent fractions

    8/16 is the same as 4/8, 2/4, and one half

    write about what we did today in the MLB along with new wonderings


Thu - Build-an-Animal

    continue to work with measurement by playing the Build an Animal Measurement Game (FREE on TpT)

    meet with Ms. Renee and let her know if you'd like to continue going at this pace or move faster (+, -, x, ÷ fractions)



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Friday, March 20, 2026

The Big Muddy Monster - Is It Real?

Last week we looked at "real" with a chat about The Velveteen Rabbit; this week, inspired by the recent flap of Bigfoot sightings in Ohio, we turned our analysis to cryptids.

I started by asking the children to list words with < crypt > in them:

crypt

cryptic

crypto

cryptocurrency

cryptozoology

cryptid


SWI connection! Affixes are a group of word parts that includes prefixes, suffixes, and connecting vowel letters. We see the connecting vowel letter
< o > easily in < cryptocurrency > and < cryptozoology >!

(The < o > is preserved in < crypto > even though it connects to nothing, because < crypto > is a clip of a longer word.)


I read pp.4-13 from Land & Sea Monsters by Daniel Quinn. This book is a little out of date monster-wise (1971) but its initial section still holds up.

Note: I have three other books in my cryptid collection: The Very True Legend of the Mongolian Death Worms by Sandra Fay, Snowbound Secrets (Bhutan) by Virginia Kroll and Nívola Uyá, and Monstrous: The Lore, Gore, and Science behind Your Favorite Monsters by Carlyn Beccia.


What kinds of evidence would it take for you to be convinced that Bigfoot was real?

FR - Bigfoot is a large hairy bear basically. I can see that being real. I guess you can call a unicorn just like a goat and a horse.

Z - I would need to see Bigfoot behind bars, moving.

EO - I don't know how Bigfoot works but I'm imagining it kind of like a bear with its habits of scratching its back aginst the tree. If some of its fur got caught in the bark and someone found it and sent it to a lab and they confirmed that it wasn't actually a bear or something else with brown fur... A scientific test that is very reliable. Or somebody somehow caught it.

Z - I was reading a Childcraft book about legends and it was footprints but then the scientists looked at them and there's a kind of bear that has really big feet (but that's in Europe).


How do you know that somebody really saw what they thought they saw?

The group agreed that you would need to capture it, fur (DNA evidence), or "a really legit photo." But then someone pointed out, "Now with AI, I don't know if any photos or videos can be trusted."


Is there a kind of visual evidence that you could truly trust, besides your own actual experience?

FR - I don't know if I would trust myself, even with my own experience! In my bedroom, I tend to make something seem like it's really there. When I was little but even now, I tend to do it for fun sometimes just if I get bored. I can't trust myself to believe myself that I saw something.


I have woken up from dreams that I was sure really happened. Has that ever happened to you? [nods of agreement] What was it about it that made it seem so real?

EO - Once I was awake and looking out my window, and there were these bright red eyes staring back at me and they were floating towards me and it seemed so real.


How do you know you were awake and not asleep?

EO - It just seems like something I can tell. I'm 99% sure that I was awake and that my head was trying to scare me. I imagine things that aren't there that really scare me. It felt so real because I was awake.

AAR - Sometimes your brain just puts more detail in a dream and tries to make you believe in this one thing more than other dreams. The night my dad died, there was this floating lantern thing and it was just floating around and around in the darkness. And then I woke up and knew that my dad died. My mom says that might have been my daddy coming to visit me. The weirdest dreams can feel real in the moment but then you realize it wasn't actually real. But in the moment it feels real because nothing else is happening.

FR - Your brain makes you believe that something is real because it's putting pictures of things that you've seen -- like a basement or movie characters -- all in this one thing. It makes it like it's happening. It wants you to believe that there's actual creatures that have been impossible to find.


Next, I read them the June 26, 1973 police report from a local "sighting" of an unexplained creature, since nicknamed "The Big Muddy Monster."

https://murphysboro.com/wp-content/uploads/2023/04/Big-Muddy-Monster-Merged-File.pdf


Does reading this change your thoughts about what counts as evidence?

FR - Yes, just for this once. True, people have made up police reports. But for something like this, and people are still so sure about it. Many times over the years. And a trained animal. People from different timing that didn't even know it was there, a child that didn't know it, and an animal which is trained to not back down from searching things. It's pretty convincing.

AAR - I think since there are multiple people who saw it, there's evidence (the slime), the cops. Why would the cops lie? They did report the slime and that the monster must have had some kind of slime on it. Maybe the monster lived in the water by the pond. I think it might be real. There's a lot of evidence that it's probably real. If this creature has been reported again and then the exact same thing happened, slime that when you rubbed it put black on your fingers, dogs backing down...

Z - They could have done more. I think they should have taken the slime to the lab. Or searched to see where the kid said there was a white ghost, and see if there was slime there. When the dog wouldn't go into the barn, it's possible that the creature was visible to the dog but invisible to the cops. It couldn't be seen by people that were older than say 20.

EO - It has changed what I think, the animal and the child. The child seemed like it would be a younger child. I'm just going to say 5, I'm guessing. A 5 year old probably wouldn't understand how to get influenced from somebody else about there being a monster. Would not understand that. Seeing a "ghost" would not be influenced by anybody else. And then the dog cannot be influenced. They don't understand human speech enough to be influenced by that. I'm wondering if it was up in the rafters. Dogs have a special sound that they can hear that humans can't. Something the monster was making that the dog can hear but humans can't. There seem to be many signs that it's white. Other Bigfoot sightings are brown. I wonder if they are relatives.

CB - The slime could be sensitive to the temperature change. When he rubbed it between his fingers he warmed it up. And it would turn different colors.


Lastly, I read them a portion from https://www.bigfootohio.org that talks -- very charmingly -- about being rigorous in your methodology and being your own worst skeptic ("The Researcher's Creed: A Guide to Honest Bigfoot Investigation"). And then I shared some of the recent news items from Ohio and we examined whether the evidence there was convincing.

Fun fact: the collective noun for a group of Bigfoot sightings is a "flap."


Cluster of Bigfoot sightings reported in Northeast Ohio
newsnationnow.com

    “It’s normal for there to be Bigfoot sightings all over the United States, but it’s not normal to have multiple sightings in a small area within a short number of days,” said Jeremiah Byron, host of the “Bigfoot Society Podcast.”

    Byron has interviewed over 1,000 people on the subject and told NewsNation local affiliate WJW in Cleveland that these claims seem sincere.


Ohio Bigfoot Sighting Surge | Flap or Fakery?
reddit.com

    As of this video being made, 8 sightings have been reported over the past 5 days in Northeast Ohio, including Mantua, Garrettsville, Headwaters, Windham, Streetsboro, Newton Township, and Lake Milton (Portage County and Trumbull County). But is this a legitimate Bigfoot flap? Or just clever fakery? All the reports come from anonymous sources, all reports are going to the Bigfoot Society podcast, and the reports gave gone viral very quickly, hitting the local news, social media, and even the mainstream media.


Bigfoot in Ohio? Reports of 'sightings' are going viral on social media
wlwt.com

    An account called Bigfoot Society began posting about apparent encounters, with each video getting more and more views.

    The account even has a map of where the 8 recent sightings were made, all in northeast Ohio over the past week or so.

    The reports however weren't backed up with any photo or video evidence.

    Reported "sightings" aren't new for the region.

    In fact, an annual festival is held in Ohio dedicated to Bigfoot.


Bigfoot sightings light up the gloomiest corner of Ohio — residents report dogs are ‘shaking in fear’
nypost.com

    At least seven Bigfoot sightings have been reported across northeast Ohio since Friday, according to the minds at the Bigfoot Society, with most of the encounters coming between Akron and Youngstown in Portage County.

    One of the latest alleged incidents happened Monday evening in Streetsboro, with the witness insisting she hadn’t seen any of the other reports of the sightings.

    “They were passing the Tinkers Creek area when a 6-and-a-half-foot lean, brown bigfoot appeared in their lane but going against the flow of traffic,” the Bigfoot Society’s Jeremiah Byron said.

    “They were so close that the witness said that her daughter could have reached out and hit the Bigfoot with her arm.”

    “She was so freaked out she couldn’t turn around and go back — she is not a Bigfoot person,” Byron added.

    Surprising no one, perhaps, none of the Bigfoot spotters have managed to snap a photo — despite the ubiquity of high-resolution cameras on modern smartphones.

    And no reports have been made with local police, either, according to the Canton Repository.


Do you think that there is enough evidence here?

The children were very disappointed! They were all talking over each other in their frustration:

Why didn't she reach out with her arm, grab the fur and bring the fur to an office or something?

It's no proof just to say.

No pictures, no nothing.

It's all from the same source (Jeremiah Byron), the people are anonymous, no police reports.

Why didn't she take a picture, why didn't she grab some fur, why is it just word of mouth?



Update - Mar 23, 2026

    Today we followed up on this by reading The Nantucket Sea Monster: A Fake News Story by Darcy Pattison. The events in this story took place in 1937. It makes for a great student conversation on the rights -- and responsibilities -- that come along with having a free press!


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Sunday, March 15, 2026

Introduction to Fractions week 1

My youngest student is doing the Math Gnomes, the oldest two are doing You Can Count on Monsters, and everyone in between is having their Introduction to Fractions!

All of these topics are connected. It's important to understand factors and multiples in order to find common denominators and to simplify fractions, and it's important to understand the idea of sharing out fairly, because the "cut line" in a fraction is another way of writing the division sign.

The King has too much stuff!

(If you know the saga of the Math Gnomes and the King of Numberland, you know that Mr. Divide is the one who finally solves the king's problem.)


~ ~ ~



If you are looking for a hands-on and joyful introduction to fractions, I highly recommend The Beauty of Play. We will be using some of her ideas (incorporating the Cuisenaire rods) as well as the Montessori materials.


~ ~ ~


Here are my notes from Week 1 of Introduction to Fractions:

Mon - K/W/L Chart

    a lot of the students in my group were nervous about fractions, so I thought I'd start out with a simple K-W-L chart (FREE on TpT)

    after they filled in the K and W, that was the end of today's lesson!


Tue - 1/2, 1/4, 1/8

    decorate front cover of MLB

      This MLB is working in a slightly different way than the others. The goal is to emphasize the learning journey, to have them write about operations with fractions in their own words, and to keep a record of their new questions as we go along. I am not doing an edit of what they write. I'm just letting them use it as an exploration journal. "Best guess" spelling is allowed!

    add what you wrote in the W column of the K-W-L chart as the first two page spread with room for more questions as the block goes on

    what is half?

    when you each have a half, are the pieces the same size?

    recall Math Gnomes... how are fractions related to Mr. Divide?

    divide a circle in half (red), then cut half of a half (magenta), and then half of a half of a half (brown)

      I have these Folding Sheets from Heutink (16 cm) and the colors are a perfect fit with the colors of the Cuisenaire rods!

    label each paper piece with its name written in the fraction-y way (how many, cut line, what kind)

      Fractions are special numbers because they have bonus information in them!

      There are three parts of a fraction. The top number ("how many"), the "cut line" (which tells you that it's a fraction), and the bottom number (the "name" of the fraction).

      Unlike regular numbers, which always just tell you "how many," fractions also tell you what kind of piece they are talking about. Each fraction piece has a name. Instead of naming fractions "Joe" or "Tom" or "Sally," which would be really complicated, we name them by saying how many of the pieces are needed to have the whole circle again.

    paste one of each (1/2, 1/4/ 1/8) into the MLB and write what we did along with your observations


Wed - Making Thirds & Halving Thirds

    we started out by reviewing their observations from yesterday

    they all pointed out that the bottom number of all of yesterday's fractions were even, and one child asked, "how would you get a fraction that's an odd number?"

    read The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don and Audrey Wood and consider, what if you had to divide the strawberry into three equal parts? is that possible?

    yes! okay, so how would you divide a circle into three equal parts?

    they rightly pointed out that you would need to know the center and then "there would be a lot of measuring"

    divide a circle into thirds (light green) using a pin to prick the center (I just folded one circle into fourths to get the exact center point and then pricked the center of each of theirs) and tracing a 1/3 piece from the Metal Fraction Circles to get the angle exact

    next divide those thirds into halves (dark green) but predict first, what size pieces will we get? was your prediction correct?

    review how to write a fraction in the correct way

    explain that the "cut line" is another way of writing the division sign (1/3 is one whole divided into three equal parts)

    do Fractions Worksheet

      A lot of confusion in fractions comes from children making incorrect assumptions very early on and then sticking to them. So I wanted to show them right away that fractions aren't always circles, and the top number isn't always 1!

    paste one of each (1/3, 1/6) into the MLB and write what we did along with your observations


Thu - Fractions of a Group, Equivalent Fractions (Houses on a Street)

    we started out by reviewing their observations from yesterday

    one little girl brought me her SSR book Druids, Gods & Heroes from Celtic Mythology (World Mythology Series) by Ann Ross (p.56) because she found a reference to fractions in it, and I read it to the class because it was a perfect transition into Fractions of a Group!

      from The Story of Fionn

      "Before long, however, he crept out by himself once more. This time he made his way to a place called the Plain of Life where there was a fortress and where he could see the boys of the household playing a game of shinty on the green. He went up to them and challenged them to individual contests in running and shinty, winning each one easily. He returned the next day to find a quarter of their number ranged against him and still he beat them all. Next day a third of them played against him and then, since he was still an easy winner, they made him take on the whole group altogether. He defeated them utterly."

    is it possible to have a fraction of a group of things?

    use Mandala Sets from Grapat to demonstrate a fraction of a group ("one-fifth of my pieces do not match the others")

    can anyone think of a fraction sentence they can make with our group of people? ("5/6 of the people in our group are wearing socks")

    our last activity for fractions of a group also introduced the idea of equivalent fractions ("half of the houses on my street are green")

    have people draw a street with first 2, then 4, then 6 houses keeping half of the houses on the street green each time

    then let them decide on a larger number of their choice and draw the houses, still keeping half of them green! 1/2 = 2/4 = 3/6 = ?

    like the idea of fractions of a group, I think it's important to introduce the idea of equivalent fractions very early on


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Saturday, March 14, 2026

SWI < universe >

As part of our March artist study of Lita Albuquerque, we did an SWI investigation of < universe >.


In SWI (Structured Word Inquiry), < uni > is considered not a prefix but a base, the evidence for this being the word < unique >. It is not possible for a word to consist of solely a prefix and a suffix. Every word either is a base or has a base.

If we then suppose < uni > to be a base, we see that < universe > is a compound word.

The children and I brainstormed words that had the word parts < uni > and < verse> in them. They knew that < uni > carries a sense of "one," as in unique, unicycle, unicorn, and unilateral.

They were less sure about < verse >, so I looked up and read to them the etymology of the words on their list.

(Zac thought of converse and conversation after this photo was taken.)

Here are the links to those entries in the Online Etymology Dictionary:


We discovered that < verse > comes from a Latin word which meant turn.

Thus we find that < universe > means "turning as one," which I think is so lovely!

Dictionary of Word Origins
by Joseph Shipley (1945)


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