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TWTM Science and BFSU


Hunter
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I'm sure anything can be done, but I decided not to for our family. The reason is mostly that I like the idea of studying all four strands simultaneously and seeing how they're interconnected. Lessons often rely on material covered earlier in a different strand.

 

For example, when BFSU gets into taxonomy, the main difference between plants and animals is described as where they get their energy. But in order to really get that, the child would need to have already covered the forms of energy.

 

I suppose you could do something where you're focusing more on one strand than the others, spending more time on strand A during first grade for example, while moving more quickly through the rough outline of the other strands. Then the following year, review the strand B material that was covered in a more cursory manner, then keep moving with a focus on B. I'm not sure whether it would really be beneficial though.

 

I'll be interested to see what others think!

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I'm sure anything can be done, but I decided not to for our family. The reason is mostly that I like the idea of studying all four strands simultaneously and seeing how they're interconnected. Lessons often rely on material covered earlier in a different strand.

 

For example, when BFSU gets into taxonomy, the main difference between plants and animals is described as where they get their energy. But in order to really get that, the child would need to have already covered the forms of energy.

 

I suppose you could do something where you're focusing more on one strand than the others, spending more time on strand A during first grade for example, while moving more quickly through the rough outline of the other strands. Then the following year, review the strand B material that was covered in a more cursory manner, then keep moving with a focus on B. I'm not sure whether it would really be beneficial though.

 

I'll be interested to see what others think!

 

:iagree: I tend to be a pretty strict WTMer, but I do think it best to teach the branches of science as described by Nebel. It makes sense to me to teach my kids how they are all related and build upon each other, instead of in isolation.

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I actually have the strands pretty split up, because we prefer to focus on one thing for awhile in science. I do bring in all the prereqs as needed, and I'm doing this with a slightly older child (9 yo 5th grader) using BFSU 2 & 3, but here is how it is looking for us:

 

4th grade - Chemistry/Ecology (used other materials)

5th grade - Biology/B strand (some chemistry/A strand as needed)

6th grade - Physics then Earth & Space science (so C strand, then mostly D w/ a bit of A&B thrown in

7th Grade - Chemistry & Cell Biology - A strand, then B strand

 

So, it's not WTM style, but it is fairly split up by strand. It just makes more sense to me this way, though I appreciate the connections made in the text, and like I said, I do order lessons such that prereqs are met.

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.....

I suppose you could do something where you're focusing more on one strand than the others, spending more time on strand A during first grade for example, while moving more quickly through the rough outline of the other strands. Then the following year, review the strand B material that was covered in a more cursory manner, then keep moving with a focus on B. I'm not sure whether it would really be beneficial though.

 

I'll be interested to see what others think!

 

I'm wondering if I could cover the prerequisites from the other strands as mini-lessons.

 

I've been going through the archives. I'm kinda surprised no one else has asked this before.

 

I have always taught content in a hodge-podge method, saving more time and money for 3R skills and Latin/Greek. I'm currently tutoring a student that needs systematic instruction in content, or it all just goes over her head. She needs every connection pointed out to her explicitly, and then reviewed continually. She doesn't infer all ALL. And when she does, I almost wish she didn't...because...she makes some ODD inferences, that I'm not sure how to respond to :001_huh:

 

She is enjoying and thriving off of chronological history. Okay, so I've become a convert for SOME students. Not all, just SOME. :lol:

 

She has been doing SO well with Evan-Moor Daily Science and it's "Big Ideas" broken down into concrete sub-lessons with silly titles. The workbooks are a bit pricey, and they need a little supplementing, so I pulled out BFSU and TWTM 1st edition, and rewatched

on planning And I have a habit of overcomplicating EVERYTHING. :tongue_smilie:

 

So now...I'm wondering if she would benefit from BFSU tweaked to complement the TWTM schedule, and if it would be a little cheaper for me. I think with the Waldorf Block planning method (link above) I might actually be able to schedule BFSU, which was my main stumbling block with it.

 

I'm planning on sticking with American History and Evan-Moor Daily Science through the election, but I'd like to start an oldschool TWTM 1st edition cycle in early November. I can't believe I'm saying this :tongue_smilie: after 13 years of rejecting it.

Edited by Hunter
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