Argument may have already been stated in better terms, but here is my take: As to "Gravity is a Theory", well... Yes, but how we understand Gravity still isn't complete, and efforts are always towards a unified field theory where are all forces can be described in one equation/explanation. Scientific Theory is still theory. What is a FACT is that if I let this ball go out of my hand it falls to the ground. We explain that observed FACT with a THEORY. I for one am a religious person, who teaches creation as I understand it from scripture, as well as a scientist who teachers scientific theory as I understand it from scientific literature. I have no conflict between the two, because I believe our understanding of both is incomplete. I for one don't claim have God's extensive knowledge of creation. And I know that science continues to postulate, test, and refine ideas. Both approaches see through a glass, darkly. The Theory of Evolution is that, a theory - a good explanation of the facts we observe (those facts being that organisms adapt, organisms who successfully reproduce pass on their genetic information and those who don't make it to reproduction - because of maladaptation - don't pass on their genetic information, and we have a fossil record of organisms exhibiting modifications from one point in time to another). But remember, even evolution has "evolved" as a theory. Think of Lamarck vs Darwin. Think of the jump that happened after Mendel's experiments. Think of how dating minerals and even atoms has changed. The Old Earth has become even older, as our best scientific estimates provide, in my own lifetime. In teaching the Theory of Evolution, be careful you don't find yourself clinging to the edge of a flat earth because you ascribe current theory to be fact. The rest of science may just sail off with out you.

We pushed for grade advancement with my oldest DD when she went from HS to PS. We got it, much to the chagrin of the teacher. She actually made the year hard for my child emotionally, and me. But then we moved and were at a new school and they didn't say anything because we had a transcript from the last school with a successful school year - she was simply placed in the next grade. I would hesitate to push too much from grade advancement if your kids are not emotionally strong. It's a huge adjustment to go into the classroom. The kids can't just go to the teacher for everything, they have to learn to use their peers as resources. Also, crowding can cause pecking orders to form - the more kids, the more likely that there will be social posturing and even bullying. That's harder for younger kids to deal with, especially if they haven't been in that situation before. For many reasons, I wouldn't suggest advancing them more than one grade, even if they are working at a higher level. I think the best thing is to talk with the teacher to make sure that she/he can meet their needs as best as possible. It will be an adjustment. I just wanted to add that I can understand your stress. We put kids into PS when we moved and DH deployed with the military. We kept them in for another year even after he came home. We after schooled (not too strenuously). Now that things have calmed a little around our house, and they are all a couple years older, we are going to go back to HS, though I think I may put my preK in a montessori school part time, then begin K with her in our HS. Best wishes.

There is a difference between how taxonomic names are pronounced in scientific circles (at least in English) and the actual Latin (and remember, there are two different main Latin pronunciations). I have degrees in zoology, and all the books and professors pronounce it "plant-A" and "octo-pie" and "fun-guy" and "an-i-male-ee-uh" even if the correct Latin is different. So I guess you have to choose whether your emphasis is Latin, or nomenclature, and teach accordingly.

Chocolate Fix River Crossing Frog Juice Blokus Gobblet

We like this one too!

I read The Hobbit to my kids at ages 5 and 3. Maybe they are weird, but they LOVED it. It was our little shared adventure. We've reread it since as they're older ad its still a favorite. At ages 7, 5, and 3 I read the kids The BFG, which they also LOVED. I made a point of really putting a voice to the BFG's speaking parts, and they thought that was great.

I guess I should have said it isn't based around living books. You only need the BFSU book and some materials to do it. There are references to books, given. I mis-spoke.

It doesn't include any living books, and it isn't really a short lesson. Those are the exceptions. Otherwise, I think it is very CM - the kids do lots of observing and learning, very similar to nature study. You could possibly take narrations, make copywork, or even have them keep a journal to make it more CM. I am not a follower of CM, but I really think the stuff in BFSU is excellent in building a foundation (hence the title) for understanding science methods and content.

...work on only the things you are missing from a level and skip over the rest? Here's the situation: DD is in 3rd and I am planning out 4th grade. In K we did Right Start A and then Singapore PM 1A. In 1st she was in public school with I don't remember what math program. She's been a charter school these last two years, that is Spanish Immersion. We've been after schooling, but now that we are moving and won't have the Spanish Immersion we are going back to HS. I haven't been doing math with her, other than to help her on homework. Her school uses Everyday Math (yes, I know all about it), in Spanish. Despite these factors, she is still testing in the 98th percentile for math in her grade. There are actually some GOOD things about everyday math (no flames please) - they *try* to teach concepts like creative problem solving, seeing numbers, number bonds/fact families, but their mental math is no where near Singapore's skills. And they introduce topics in a different order. Looking over the placement tests for Singapore DD would test into 3A because of not knowing multi-digit division (3600/9=400, etc) and unit conversions (Km into m or lbs into ounces, etc). Otherwise, she would probably start in 4A. So, knowing that, I am looking for opinions on how easy it would be to get 3A and 3B and just hit those things she hasn't done yet. Could we just get the student texts and skip the workbooks? She catches on *fast* and I think that it would honestly only take a few of weeks to cover and master things she missed. But I don't want to be too myopic about it. TIA

BFSU used to have a yahoo group (at least two or three years ago it did). I can't remember the name (no longer a yahoo user), but something like k5 science or the like. Anyway, on it there were files posted by users, and Dr. Nebel, some of which were suggested sequencing of topics and lesson plans. If you're interested in the book and it's approach, but turned off by the prep work I would join the yahoo group to see what's available in the way of support and resources. I did find there was a lot of page flipping, but that is the way I am with any book - I usually have two or three bookmarks (fingers) stuck in there as i go back and forth looking at things.

Yes - complete sense. I think something like BFSU is good. I don't go in for the 4-year science cycle like WTM suggests. I used to teach middle school science too ;-), and I LOVE science. Mostly, I try help my kids build the fundamentals of science process: observations, questions, curiosity, setting up an experiment to test their hypothesis (with good understanding of controlled and manipulated variables), and analysis. We supplement with content area they are interested in (volcanoes, dinosaurs, anatomy, whatever) with some great trade books and reference books. My philosophy is the content and the process have to be studied together, and with a higher emphasis on process in the early years so that they can understand content (and WHY/HOW that content was discovered) more thoroughly later. Building those process skills is setting them up to not only understand, but *do* good science.

Personalization - my oldest was already advanced a grade and still not being appropriately engaged and challenged, but the social issues were hard for her. DS came along and he has a whole different set up needs, which I feel I can meet better than a classroom Flexibility - my DH is an ER doc, and in the military, so his schedule is various and often includes long stretches away from home. We want to be able to spend time as a family when he's available, and have the ability to travel and spend time with family for support when he's away for a long time Adventurous Education - I understand the logistics of managing a classroom, and they make field trips, labs, and other experiential education more difficult. HS we can do those things. Time - the amount of time spent in public school is too much, especially when you get homework tacked on to that. I want my kids to be able to do extra curricular activities, but not at the expense of family time. With a shorter HS day, there is more time for them to pursue interests. There are trade-offs. I miss the cooperative work that comes in a classroom where there are more students and those students have different backgrounds than my own. I miss some of the resources schools have, as well (everything from laminators in the teacher work room to district science fair competitions). There are also many, many excellent teachers out there, and I want my kids to learn from and build relationships with other caring and competent adults. I do my best to recreate these things in our school, but it isn't the same. BUT, I think the trade-offs are worth it to HS. Anyone who is confident in themselves, and humble enough to look to good resources for help, I think can be successful at HSing. My own personality? Abstract-Sequential. Logical. I wouldn't call myself an introvert, but I am not a socialite either. I like to be in control of things, but I only step-up to take charge if there is no one else (I think) capable.

yes

I LOVE, LOVE, LOVE USAA!!! But I would not use them for investment banking. They are very customer-oriented, and I appreciate it very much. I have used them for 12+ years for insurance, banking, and some other services. But from everything I have heard from other USAA members you're better off going with someone who is FIRST a financial planner. That being said, we have still not found a financial planner we like and will keep. Best wishes with your search.

The laptop lunches containers that go inside the box have lids that stay on well, but can be opened by grade-school kids. They don't snap or latch or anything. The blue box that holds the containers does NOT have a separate lid - it's all one piece (think clam shell). We have a laptop lunchbox, and several other style bento boxes. The thing i really love about the Japanese boxes is that they are smaller, and get me to think more purposefully about what (and how much) I am packing. The thing I don't like about them is you have to carefully hand wash if you really want the designs to stay looking nice. After three years of having a rotation of about 4 boxes (and only ever hand washing) the bentos that are actually from Japan are starting to lose their designs. An idea if you aren't packing a to-go lunch is to get a tray-type plate (think school lunch try of 20 years ago). We have these, and the kids seem to look differently at their meals when they are in compartments. They make them in all sorts of designs and solid colors which appeal to various ages. Have fun!

Have you looked at Life of Fred?

I think boys are wired differently than girls, and being physical is part of their nature. That isn't to say that hitting is OK, but it does speak to what we should expect of young boys as far as sitting and focusing on school work (or anything else). My DS is only 6, so I can't comment about age-appropriateness (he still has issues with this, but mostly it's out of excitement or frustration/lack of coping skill - not aggression). Something that helps tremendously is for him to get an outlet!!! He wrestles with Dad, does Tae Kwon Do, and I try to get him out as much as possible (we are in AK and in winter it can be hard). Besides giving him a physical outlet, I think taking the time to teach coping skills is important. I don't always have the time I want, but I try to remember to stop him, ask him what a better way to handle his problem is, etc. And one last thing, he does soooo much better after he has received positive, one-on-one attention that is directed by him (not me, or dad) - putting the deposits in his emotional bank. I hope you can help your DS find a solution!

My kids are still too young (8, 6, 4) to tell you the "results" of what we do. But this is what we do: I first have lots of science books around for them to read, explore, look at. We own lots of field guides, reference books, visual science-y encyclopedias, etc. I get a few new ones at the library each week usually about anything we may be/have been talking about. Then I add experiences - nature walks, trips to zoos/museums/science centers, encourage playing in puddles and making catapults, etc. Then I try to seize upon "teachable moments" BUT without taking the joy out of what they are doing. They play or investigate, I ask questions to get them thinking about why? what would happen if? what is this like? etc. It's all rather organic, but that's because I am science-y, and it's the way I think. I use scientific vocabulary when possible to name things, processes, etc. but I do this for exposure - there is no assessment to see if they learn definitions. My 8 yr old is starting to get really big on facts and figures, which is true in other subjects as well, so I do provide facts and numbers for her in books and help her look things up. But for the most part it's a pursuit of a way of thinking and not a knowledge accumulation race. I posted several years ago my rants about curricula, and short of writing my own I think BFSU is the best out there for this approach (for young kids). But I don't use it much, because like I said this is MY thing (former science educator and wildlife biologist). For me it's more like I'm teaching my kids a second language that I'm fluent in just by speaking/interacting with them. Results thus far - kids love science, making up experiments to discover things, and hearing about scientific discoveries/scientists/experiments, and they understand a lot. They can't balance chemical equations or recite Newton's Laws of Motion, but I am not after that. They will be able to learn that easily in 9-12th grade or so. What I am teaching them now I hope will help them understand HOW those ideas were discovered, WHY we use them, and WHAT is really going on behind those numbers, words, and symbols. ETA: I reread this and realized it may sound arrogant. That isn't my intention, and I am certainly not a science expert in everything. I just meant to say I love being to share this with my kids similar to the way a musician might teach their child to play an instrument or a carpenter might teach their child to build. The results of exposure are beautiful, and I prefer them over rote memorization of scientific information. The body of knowledge in science is too vast to memorize. Instead, learning how science works and how to interpret scientific information is essential.

I love Chinaberry's reviews! There's a book, a little older but still relevant, "Some of My Best Friends Are Books" that is especially for advanced readers.

We started in K. Spanish. I didn't know it very well, but DH is fluent. He didn't do any of the teaching, though! We did Flip-flop spanish, watched kids' shows with Spanish language track on, listened to the Spanish Fun for Kids CDs... My kids were later in a Spanish Immersion public school, and they were taught indirectly (they were taught math in Spanish, or science in Spanish, rather than being taught Spanish). I like immersion for a language you're going to speak. If you're teaching a second language for translation purposes or to learn grammar then a more traditional/text book approach is best. Rosetta Stone is great for immersion-style learning. I rely on DH a lot now because the kids know more than I do. He speaks to them in Spanish daily, though not exclusively.

a) Help you to feel centered, peaceful and calm Getting up early/going to bed early (which is always hard for me), and having some time in the morning to review my plan for the day. I try to get everything out and ready the night before, and the morning is just a last review of what the plan for the day is. I know some people say just tolerate letting the housework go a little so you can get HSing done. I can't. I can't relax or focus in clutter and mess, and eventually the littlest things can seem overwhelming in the chaos. Housework is essential for my sanity. b) are your "go-to" resources, or things that seem to help you get back on track LCC - it helps me streamline our academic pursuits so I don't get bogged down by all the other things we could do. There's also The Parenting Breakthough which reminds me about the non-academic things I need to teach my kids to help them be successful (kind of like slow and steady, get me ready but through 18 years). It helps me lighten up on the extra curricular things I and the kids do because I remember how much more important these skills I am teaching them are. c) perspectives or words of wisdom that help you to prioritize when needed, and juggle all the necessary roles as well I remember a great talk I heard about how the world is full of good, better, and best. There is too much out there, and not enough time for it all, so just focus on the best things. I ask myself "is this a best thing?" Also, I try not to get sucked into escalation that seems to happened with kids, like in sports, birthday parties, extra-curricular activities, toys, etc. (everything is bigger, more, younger!). I remind myself of the importance of child-directed play, even in older kids, and working through problems without adult mediation.

I do this too. Then when we're done listening to them I delete them from the computer (for two reasons: takes up space in my audio library and I feel that that's the proper thing to do because of copyright). I usually have 2-3 audiobooks on my ipod and hook it into the car stereo or we listen at "quiet time"

I haven't tried it yet, but just learned about Audiobookworm.com It's kind of like netflix for audiobooks - you get them in the mail or download them for a monthly flat rate.

I second the use of workboxes, or some other system where he has a chart/list/something to follow and complete. I would also do intermittent time with him - together, help DD, attention to DS for a short time while DD works on something, help DD, attention to DS for a short time, etc. Have that intermittent attention helps the youngers.

Not a curriculum, but a spine book: A Little History of the World (by Gombrich). Similar to CHOW, SOTW, but more secular. http://www.amazon.com/Little-History-World-H-Gombrich/dp/0300108834