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From: Valerie (ev-esr-74-215-20-12.fuse.net)
Subject:         Re: I would like to hear how you plan a 4 year rotation in Science and History....
Date: August 4, 2007 at 8:23 am PST

In Reply to: I would like to hear how you plan a 4 year rotation in Science and History.... posted by momtolevi on August 2, 2007 at 12:37 pm:

I have six children also, four who are of compulsory age (grades 7, 6, 3, and 1). We study science and history as a family, attempting to roughly follow the 4-year rotations set forth in WTM. Our science doesn't match up with our history, though, as is suggested in the book (we're back to the ancients, but will be working on chemistry). Once my oldest reaches high school, I will likely have her do studies on her own.

What has helped is finding resources that cater to multi-level teaching. I remember Biblioplan being recommended for multi-level history, either on the WTM website or in the book. Also, in the Story of the World activity guides, there is a breakdown of readings for the Usborne book for elementary as well as the Kingfisher readings for the middle grades, which can help pull things together. Pair that with the additional age-appropriate readings suggested and you're good to go.

Multi-level science is a little more difficult, as there aren't as many resources to help you. We tend to take a more hands-on approach to science in the early years and fill in with as many interesting "living" books as we can. I suppose if you're a WTM follower :-), an approach similar to one that is taken in the SOTW activity guides could be done with science by matching up the different reading topics in the suggested age-level books.

Anyway, the basic idea for this multi-level teaching thing is that you present the topic to all your various-aged children at one time, then follow up with age-appropriate readings, assignments, and projects. The little ones really do absorb a lot from what the older kids are doing.

I remember when my brother would work on projects when he was in high school and I was in elementary. One was building a replica model of the Parthenon and another was drawing an enlarged paramecium. I had no idea what either thing was, just that it was cool to watch him work. But once I got to high school and was studying ancient Greece and biology, my interest was piqued because of my brother's projects, and learning was easier because of that previous exposure.


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