TEACHS field trip to President’s Park in Williamsburg, VA. We received a guided tour of the grounds and learned all kinds of interesting tidbits about our President’s.
To Learn more visit- http://www.presidentspark.org/
This field trip concludes our study of Hobbies and Heritages for October 2009. We learned so much this month about President’s, Hobbies, and our Families Heritage.
Join us next month for November 2009′s Theme “Careers”.
| View Show | Create Your Own
Badge Earning-
10/6 Brownie level- “Hobbies” p. 36/Junior level- “Collecting Hobbies” p. 142/ Cadette level- “Collecting”/ Boy Scouts- “Collecting” pin, page 70 Wolf Book.
10/20 Brownie level- “Listening to the Past” p. 154/ Junior level- “My Heritage” p. 54-55/ Cadette level- “Heritage Hunt”/Boy Scouts- “Heritages” pin, page 70 Wolf Book.
Opening activities- Attendance/ Administration/ Pledge/ Opening Prayer
Cheryl oversaw Scout administration
Jennifer started opening activities- we made butter : )
Check out the video-
Devotion Time- Biblical Theme, Bible Story, Scripture Reading
Kelly did the devotion today about “taming the tongue” with scripture read from James 3 and Matthew 15.
Science Fun-
Jennifer made George Washington Cry
Hmmmm…. How did she do it?
Badge Work/Activity-
Cheryl led the Show and Tell of the kids Hobbies and Family Heritage books
Good Job Kids!
Literature/ History- Historical Reading/ snacks (bring your own) Jennifer and Kelly
Jennifer and Kelly led the Picturing America- Discussion of George Washington while the children enjoyed their snacks.
-The children listened to a portion of the “Star Spangled Banner”.
Oh, say can you see by the dawn’s early light
What so proudly we hailed at the twilight’s last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
O’er the ramparts we watched were so gallantly streaming?
And the rocket’s red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?
On the shore, dimly seen through the mists of the deep,
Where the foe’s haughty host in dread silence reposes,
What is that which the breeze, o’er the towering steep,
As it fitfully blows, half conceals, half discloses?
Now it catches the gleam of the morning’s first beam,
In full glory reflected now shines in the stream:
‘Tis the star-spangled banner! Oh long may it wave
O’er the land of the free and the home of the brave!
And where is that band who so vauntingly swore
That the havoc of war and the battle’s confusion,
A home and a country should leave us no more!
Their blood has washed out their foul footsteps’ pollution.
No refuge could save the hireling and slave
From the terror of flight, or the gloom of the grave:
And the star-spangled banner in triumph doth wave
O’er the land of the free and the home of the brave!
Oh! thus be it ever, when freemen shall stand
Between their loved home and the war’s desolation!
Blest with victory and peace, may the heav’n rescued land
Praise the Power that hath made and preserved us a nation.
Then conquer we must, when our cause it is just,
And this be our motto: “In God is our trust.”
And the star-spangled banner in triumph shall wave
O’er the land of the free and the home of the brave!
-The children listened to a story from “Looking In, Looking Out” which told of how the Lansdowne portrait was saved during the burning of the White House.
On August 24, 1814, the advance guard of British troops made a march to Capitol Hill. General Robert Ross sent a party under a flag of truce to agree to terms, but they were attacked by partisans from a house at the corner of Maryland Avenue, Constitution Avenue, and Second Street NE. This was to be the only resistance the soldiers met. The house was burned, and the Union Jack raised over Washington.
The troops turned north down Pennsylvania Avenue toward the White House. First Lady Dolley Madison remained there after many of the government officials — and her own bodyguard — had already fled, gathering valuables, documents and other items of importance, notably the Lansdowne Portrait, a full-length painting of George Washington by Gilbert Stuart. She was finally persuaded to leave moments before invading soldiers entered the building.
-The children then participated in the “Picturing America” and answered questions about the Historic Artwork.
Activities included-
The children viewed- George Washington and the Lansdowne Portrait. The portrait was painted by Gilbert Stuart in 1796.
Questions included-
The children located the rainbow in the right hand corner- it signifies the promise of better times.
The children located the medallion with stars and stripes- signifying the Great Seal of the United States.
The children located the ink stand and quill- which has George Washington’s family coat of arms on it and may have been used to sign papers such as bills passed by Congress.
The children located the books above and below the table- the books concern the government and the founding of the United States
The children located the Saber- During the Revolution, Washington commanded the American Army, and as President, he was commander in chief.
Activities included-
Jennifer passed around a post card of the White House for the children to connect the “Looking In, Looking Out” story. Jennifer then passed around dollar bills and asked the kids what the difference between the portrait and the dollar bill were. The two pictures are the same but when the dollar bill image was “engraved” the portrait engraved on the metal faced the same direction as in the painting- but when the inked plate was pressed on paper, the image was reversed.
Activities included-
The children then viewed- the portrait of “George Washington crossing the Delaware”.
Emanuel Leutze’s painted this portrait and it depicts George Washington’s historic crossing of the Delaware on Christmas night 1776.
The children learned the American Flag was not adopted until June 14, 1777, but according to tradition Betsy Ross was said to have completed one of this design in late May or early June 1776 at the request of no other, George Washington and two other members of Congress.
Questions included-
-The children were asked to compare the flag in the portrait to the flag we have in the room.
The flag in the picture has a circle rather than rows of stars.
-The children located George Washington’s horse (It is on the boat behind Washington’s) and a branch floating in the water (on the left).
-The children were asked how the men would have felt when they reached the opposite bank- cold, tired, and wet.
-Why would anyone want to cross the Delaware River in this weather?
George Washington believed the British were planning to attack his army as soon as the river froze. Washington knew the British would not expect an attack during this storm.
*For more study- I suggest viewing “Drive thru History” http://www.drivethruhistory.com/
Enrichment Time- Just for Boys and Just for Girls Time
The boys learned about the “Battle of Thermopylae” with the Dangerous Boys Book. The boys then were able to see a volcano explode through some hands on fun.
The girls read “Flat Stanley” and then began their “Flat Stacie” project. The girls concluded that their Flat Stacie was flattened by the Zoo animals- oh no! The girls plan on sending their Flat Stacie to another Girl Scout troop in another state for some adventures (pen pals).
Closing- Clean-up/ Reflection/ Reminders/Badge presentation (at end of each unit theme)/ Closing Prayer
The children were all presented with their badge recognitions- good job on earning your first badges : )
Field Trip-
President’s Park- during 4th week- October 27, 2009. Sign-up under the TEACHS yahoo site database.
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Badge Earning-
Brownie level- “Hobbies” /Junior level- “Collecting Hobbies”/ Cadette level- “Collecting”/ Dangerous Boys- “Collecting”
Opening activities- Attendance/ Administration/ Pledge/ Opening Prayer
Devotion Time- Biblical Theme, Bible Story, Scripture Reading
Science Fun-Walk through the index card
Badge Work/ Project- Create a Family Heritage Book
History- Picturing America- Discussion of Paul Revere
Literature- Historical Reading/ snacks (bring your own)
Enrichment Time- Just for Boys and Just for Girls Time
Closing- Clean-up/ Reflection/ Reminders/ Closing Prayer
Meeting Notes
| Opening Activities- Led by Founder | |
| Two Founders overseeing Administration Needs | |
| Attendance/ Meeting and Greeting/ Pledge/ Opening Prayer |
Cheryl (founder) assisted parents with paperwork and questions.
In the meantime, Jennifer (founder) and Kelly (founder) started the meeting’s opening activity. All of the children outlined their hands on construction paper while Kiersten (teacher assistant) drew a brown tree trunk for the children to place their paper hands on. After outlining their hands on the paper they wrote their name and one or two things they wanted the group to know about themselves. The children then came up to the poster board tree trunk and told us their name and the one to two things they wanted the group to know about themselves.
| Devotion Time- Led by Founder | |
| Biblical Theme, Bible Story, Scripture, Reading | |
Armor of God Story with Armor of God Costume
Kelly began reading “The Armor of God” story (for the Armor of God PDF please see the PDF attachment located on the yahoo TEACHS site under “files” Armor of God) while Jennifer and Kiersten dressed Ethan in an Armor of God costume, which served as a visual guide to the pieces of God’s armor. Remember kids- you put on the Armor of God by praying and the Armor will not work unless you are being obedient to God and His word.
| Science Fun- Led by Founder | |
Jennifer shared the science of Topology (toe Paul o gee) with the kids. Topology is the study of surfaces and shapes. With the science of topology we can do amazing things with surfaces and shapes.
My mission: to cut a hole in an index card big enough for someone to walk through.
Sage and Trinity were our child volunteers during this and while Sage held up the first attempt, Trinity “tried” to jump through the hole : ) I stated, “Oh no, I said I must try again- do you think I can do it?” to which the kids replied, “Yes!” I stated, “Okay, I will try… because you never give up when you fail the first time… try, try again!” and of course it worked on my second try : ) wink, wink…
I was able to cut the index card in a hole big enough for Sage and Trinity to walk through.
| Badge Work – Led by Founder | |
| Group Project/ Craft | |
| Badge Work/ Character Development |
10/6 meeting- Brownie level- “Hobbies” /Junior level- “Collecting Hobbies”/ Cadette level- “Collecting”/ Dangerous Boys- “Collecting” p. 70 Wolf Book.
10/20 meeting- Brownie level- “Listening to the Past” p. 154/ Junior level- “My Heritage” p. 54-55/ Cadette level- “Heritage Hunt”/Dangerous Boys- “Heritages” p. 70 Wolf Book.
Parents- may want to get their son/daughter a copy of their level book from the local council shop.
Here are the levels for girls-
Daisy grade K and 1 Note: TEACHS will not be doing the Daisy level- if your daughter is in K or 1st grade- please refer to the Brownie level. TEACHS will do all levels from Brownies and above.
Brownie grade 2 and 3
Junior grade 4 and 5
Cadette grade 6 through 8
Senior grade 9 and 10
Ambassador grade 11 and 12
For books and other supplies (including uniforms) please go to:
http://www.girlscoutshop.com/GSUSAOnline/GSHomePage.aspx
Boys- we are using the Cub Scout’s “Academic and Sports Academic Program” to earn Beltloops. Parents and Boys may choose to further their study and earn the recognition pin at home.
Please refer to the Yahoo Site “Files” section for a list of requirements for each recognition level under “Collecting and Heritages Beltloop and Pin Requirements”
Jennifer, Kelly, and Cheryl all assisted with the badge work section.
Discussion with kids about Hobbies, which then lead into the Heritage of Jesus Christ and how some people track their families heritage (genealogy) as a “hobby”.
The children then were given a file folder and asked to draw their family “trees” on the front. They were then asked to act like a historical detective (investigator) and interview their family about their heritage.
Hobbies
-What is a hobby?
A hobby is something you like to do when you have some free time. Hobbies are collecting things, like coins and rocks: making things, liked beaded jewelry or clay figures, or doing things like reading or playing soccer.
-Pass around Emma’s marble collection, and Kiersten’s rock collection while discussing hobbies
Most people start a hobby because they are interested in a topic or an activity or because they are good at doing something. A hobby is considered your favorite pass time.
-Does anyone have a hobby?
What activities do you like the most? What are you interested in? Would these make good hobbies?
-What are some questions you may ask yourself before starting a hobby?
-Do you think this hobby will be fun?
- Can I afford this hobby?
- Will I have space for this hobby?
- Is this hobby safe?
- Do I have enough time for this hobby?
Discuss
- Hobbies that interest you.
- Things to collect.
- Sports that can be used as a hobby.
- Hobbies that involve making things.
Additional Resources-
Are there other collectors, websites, or magazines out there for your hobby? Having resources will enable you to further research your hobby to learn more about it. You will also develop a greater appreciation for your hobby.
Heritage
To continue our discussion of hobbies, some people enjoy tracing their family’s heritage as their hobby.
Did you know that the bible is our universe’s history book?
In Matthew 1 of the bible we see a clear line linking Jesus’ ancestry line. We see that King David came from Abraham and Jesus from King David’s line.
We Showed- the wall chart of world history
In our Christian world today, there is not such an emphasis on our heritage (genealogy/ ancestry line). However, it was extremely important to establish Jesus from David’s line in order to fulfill prophecy, which established Jesus was the one and only true Messiah.
Still the knowledge of personal heritage is exciting and some people even consider it their “hobby” in that they enjoy learning about their personal heritage.
We are going to do a “hobby” together as a group. We are going to start a Family Heritage Book. After we start making the family heritage book you can take it home and add to it. You can dig deeper into your family’s history by acting as a Historical Interviewer. We have included questions to get you started. You can add different questions or add to the questions we have provided. You can also add your family’s favorite poems, stories, recipes, faith beliefs, letters, pictures, and anything else you would like to add. This book can be a book that can even be added to each year, year after year and it can even be passed down to future generations. Through this process you will be able to get to know your family history the way Jesus did.
Question ideas: add to them, use your creativity : )
- Why were you given your name?
- Where were your parents born?
- What is the best story you have read?
- Are there any family heirlooms, where did they come from?
- Has anyone served in the military, served in a war?
- What did your grandparents do for a living?
- What was the Great Depression like?
- Are you related to anyone famous?
Children participated to their age-level/ ability-level. Please see separate attachment for family tree charts.
** We asked the children to please bring in one “hobby” to share during the 10/20 meeting and also bring back their Heritage book to show what they have learned.
| History/ Art and Literature – Led by Founders | |
| Picturing America + Historically- related Reading | |
It was then snack time (we ask all parents please provide your child with a snack during this time). Upon arrival you can set the snack on the back table in a bag labeled with your child’s name. This was the child does not have to find their parent to get their snack (like go to the nursery downstairs : )
During snack time Kelly read “The Midnight Ride of Paul Revere” while a “Picturing America” historical artwork poster was displayed.
Paul Revere’s Ride
LISTEN, my children, and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-Five;
Hardly a man is now alive
Who remembers that famous day and year.
He said to his friend, “If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower, as a signal light, –
One, if by land, and two, if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country-folk to be up and to arm.”
Then he said “Good-night!” and with muffled oar
Silently rowed to the Charlestown shore,
Just as the moon rose over the bay,
Where swinging wide at her moorings lay
The Somerset, British man-of-war;
A phantom ship, with each mast and spar
Across the moon like a prison-bar,
And a huge black hulk, that was magnified
By its own reflection in the tide.
Meanwhile, his friend, through alley and street
Wanders and watches with eager ears,
Till in the silence around him he hears
The muster of men at the barrack door,
The sound of arms, and the tramp of feet,
And the measured tread of the grenadiers,
Marching down to their boats on the shore.
Then he climbed the tower of the Old North Church,
By the wooden stairs, with stealthy tread,
To the belfry-chamber overhead,
And startled the pigeons from their perch
On the somber rafters, that round him made
Masses and moving shapes of shade, –
By the trembling ladder, steep and tall,
To the highest window in the wall,
Where he paused to listen and look down
A moment on the roofs of the town,
And the moonlight flowing over all.
Beneath, in the churchyard, lay the dead,
In their night-encampment on the hill,
Wrapped in silence so deep and still
That he could hear, like a sentinel’s tread,
The watchful night-wind, as it went
Creeping along from tent to tent,
And seeming to whisper, “All is well!”
A moment only he feels the spell
Of the place and the hour, the secret dread
Of the lonely belfry and the dead;
For suddenly all his thoughts are bent
On a shadowy something far away,
Where the river widens to meet the bay, –
A line of black, that bends and floats
On the rising tide, like a bridge of boats.
Meanwhile, impatient to mount and ride,
Booted and spurred, with a heavy stride
On the opposite shore walked Paul Revere.
Now he patted his horse’s side,
Now gazed on the landscape far and near,
Then, impetuous, stamped the earth,
And turned and tightened his saddle-girth;
But mostly he watched with eager search
The belfry-tower of the Old North Church,
As it rose above the graves on the hill,
Lonely and spectral and somber and still.
And lo! as he looks, on the belfry’s height
A glimmer, and then a gleam of light!
He springs to the saddle, the bridle he turns,
But lingers and gazes, till full on his sight
A second lamp in the belfry burns!
A hurry of hoofs in a village street,
A shape in the moonlight, a bulk in the dark,
And beneath, from the pebbles, in passing, a spark
Struck out by a steed flying fearless and fleet:
That was all! And yet, through the gloom and the light,
The fate of a nation was riding that night;
And the spark struck out by that steed, in his flight,
Kindled the land into flame with its heat.
He has left the village and mounted the steep,
And beneath him, tranquil and broad and deep,
Is the Mystic, meeting the ocean tides;
And under the alders that skirt its edge,
Now soft on the sand, now loud on the ledge,
Is heard the tramp of his steed as he rides.
It was twelve by the village clock,
When he crossed the bridge into Medford town.
He heard the crowing of the cock,
And the barking of the farmer’s dog,
And felt the damp of the river fog,
That rises after the sun goes down.
It was one by the village clock,
When he galloped into Lexington.
He saw the gilded weathercock
Swim in the moonlight as he passed,
And the meeting-house windows, blank and bare,
Gaze at him with a spectral glare,
As if they already stood aghast
At the bloody work they would look upon.
It was two by the village clock,
When he came to the bridge in Concord town.
He heard the bleating of the flock,
And the twitter of birds among the trees,
And felt the breath of the morning breeze
Blowing over the meadows brown.
And one was safe and asleep in his bed
Who at the bridge would be first to fall,
Who that day would be lying dead,
Pierced by a British musket-ball.
You know the rest. In the books you have read,
How the British regulars fired and fled, –
How the farmers gave them ball for ball,
From behind each fence and farm-yard wall,
Chasing the red-coats down the lane,
Then crossing the fields to emerge again
Under the trees at the turn of the road,
And only pausing to fire and load.
So through the night rode Paul Revere;
And so through the night went his cry of alarm
To every Middlesex village and farm, –
A cry of defiance and not of fear,
A voice in the darkness, a knock at the door,
And a word that shall echo forevermore!
For, borne on the night-wind of the Past,
Through all our history, to the last,
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beat of that steed,
And the midnight-message of Paul Revere.
Henry Wadsworth Longfellow, 1860.
After the reading Jennifer posed questions and the children interacted with what they saw on the poster with a brief discussion about the American Revolution and the British “Red Coats” by Kelly.
Questions included-
- What is the light source in the painting?
The moon is the biggest light source in the painting. The moon was
located on the right side of the painting and we know this because of
the shadows that were cast.
- Does the light in this painting seem natural?
The house lights are a little too bright for candlelight, and more like yet-
to-be invented electric lights.
- Where has Paul Revere been and where is he going?
We traced Paul Revere’s path from the distant lights to his current
position.
- What are the distant lights in the corner of the painting?
The British
- What time of night could this be?
The dark sky, deep shadows, muted background colors, lights in the
houses, and people in white night clothes suggest it is late at night.
- Where might you be standing if you were there and viewing this scene?
Most likely we concluded that a person would be standing above the
town, maybe on a hill or even a tall building.
- What makes the village seem not quite real?
We concluded that the village appears to look more like a set stage than a real village. The lighting in the picture seems to be a spotlight rather than natural lighting. Also the village lacks details; everything is simplified or slightly stylized to look like a perfect village- even most of the trees are round with smooth edges.
| Just for Boys and Just for Girls Time- Just for Boys/ Just for Girls Time
Led by Founder |
|
| Kelly
Boy Scout Leader |
In-Depth Badge Work/ Promises/Literature-Reading/ Boy Scouts/Boy-Related/ Dangerous Boys/ Boy Project/ Games |
| Cheryl
Girl Scout Leader |
In Depth Badge Work/ Promises/Literature-Reading/Girl Scouts/ Girl-Related/ American Girl/ Girl Craft/ Games |
| Jennifer
Boy and Girl Scout Leader |
At this point we broke off into “Just for Boys and Just for Girls” time, which is known as “Enrichment Time”.
Kelly led the boy’s time and Jennifer and Cheryl led the girl’s time.
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The girls learned about the science of Chromatography (chrome a ta graphy) by making starbursts. Through the science of chromatography we learned that ink is a mixture of fast-drying liquid and pigments (substance that gives the material color). The pigment of the dried marker ink on the paper filter dissolved in the water and was absorbed by the surrounding filter paper. Different color pigments had different levels of interaction with the paper. The color with the least attraction moved the furthest (blue). The children went a step further and traded markers to see the results of other colors next to their original colors. I think we have some scientific minds amongst us : )
The girls then were able to make Fruit Loop necklaces- Just for Fun
The girls then moved back to the big room and played team building games.
The girls all stood with hands held in a circle. I then placed a hola hoop over Kailey’s neck and told them the goal was to move the hola hoop from one girls to another without letting go of their hands.
The girls then sat down and I placed a ball on the girls feet. The goal was to move the ball around the circle without using their hands. On a side note- please have the girls wear shorts under their dresses or pants/ shorts to meetings : )
We then played a Like/Dislike game where the girls learned it was okay to have a different like/dislike/interest than other people. For example, if I say “I like chocolate ice cream” and all the other girls went to the “I like” wall but one girl does not like chocolate ice cream- it is okay for her to “go against the crowd” to the “I do not like” wall. After the girls got the idea of the game I then let them take turns in being the “leader” to build some leadership skills.
We finished off with some Duck Duck Goose for the little girls : )
_____
The boys learned the 11 things all boys should have in their pockets at all times and Kelly read a story of a boy who went on an adventure while each boy added to the story by telling how the boy in the story used the items.
Swiss Army Knife
Compass
Handkerchief
A Shooter
Box of Matches
Needle and Thread
Pencil and Paper
Small Flashlight
Magnifying Glass
Fishhooks
Kelly also covered safety issues and talked with the boys about the proper uses of each.
The boys also learned how to make the best paper airplanes (The Bulldog Dart and Harrier) and saw which flew the farthest.
| Reflection/ Closing- Led by Founder | |
| Clean-Up/ Badge Recognition/ Reminders/ Closing Prayer |
Announcement of October’s Field Trip to President’s Park- please sign up at the TEACHS yahoo site database for this Field Trip.
The Constitution and Bill of Rights. The Constitution contains the rules of government; in over 200 years, there have been only 27 formal amendments ratified. Who helped frame our original Constitution? Who was President when the income tax became legal? Women gained the right to vote? Citizenship was defined? What will be the next amendment’s topic? This guided tour generally lasts approximately 45 minutes. Adults $13.25 each, Students $9.25 each, Children ages 5 & under are free. Payment is due no later than the October 20th TEACHS meeting. Cash or check made payable to Troop 5450. Any questions, please ask! You are welcome to stay and tour the grounds after the guided tour.
We concluded the meeting with a recap and asked what the children’s favorite part of the meeting was. Then stood in a circle and closed with a prayer and each child was able to make a wish before concluding the meeting.
Hope to see everyone at our next meeting on October 20th, 2009
Same place, Same Time : )
Jennifer Hyatt
TEACHS founder
The Educational Adventures of Christian Homeschool Scouts
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