Cardboard

Week 4: Mon – Fri

Last week, Z had an eye exam. Turns out he has astigmatism. But oh boy, did he NOT cooperate during the exam. He only cooperated well when I promised him ice cream at home if he would do what they’re telling him to do. But we didn’t get glasses though. Doc said even if he wears them, he wouldn’t be wearing them all the time. She dilated his eyes and said that it would be make him a bit sleepy but when he was still playing around with the seat, she said to me, “I thought it would make him calmer.” No it didn’t. He did get a kick out of wearing the temporary shades back home though. I did notice him rubbing his eyes a lot though. She did say he has dry eyes, so Flaxseed for all of us I guess.

Monday:-

Monday was Labor Day but we got some work done. We did the Calendar Notebook and then he chose to do his Math workbook. Then, because we were going to the outlet to buy some shoes, I left him to work on it on his own. When we got back home after the outlet, he resumed his workbook again. He seems to enjoy doing the addition. I keep saying to him,

“MashaaAllah, keep working on it and then you’ll be so fast with it!”

That seems to keep him motivated for now.

Tuesday:-

He did the calendar again and then we read 3 books. He was actually the one who specified to me when I told him to get some books for me to read to him. He folded his thumb and pinky finger and showed the three fingers to me and said emphatically, “3 books!” to make sure I’d say yes and agree to finish reading them all. I nodded.

We read Policeman Lou, It’s Snowing! It’s Snowing! and Little Tad Grows Up.

policemanlou

itssnowing

Tad

Then he did his math workbook again while I took a much needed nap. And like on the previous day, he continued working on his workbook on his own even afterwards, alhamdulillah.

Wednesday:-

While doing his calendar notebook, I directed him to write the numeral 9 properly. I guess he’s not really down on the ordinals yet. I’m thinking we might need to work on that separately. He’s also figured out how to write 3-digit numerals correctly now alhamdulillah. Alhamdulillah, he also does have enough sense to refer to the K4 writing number booklet I had printed from Confessions of a Homeschooler when he doesn’t know how to spell a number.

We did the Surf’s Up Subtraction file folder game today. He keeps thinking it’s addition, but after I keep pointing out that it’s ‘minus’, not ‘plus’, he got the idea. At first, we subtracted using fingers, but then I took out the Math U See Math Manipulatives and had him just ‘cover’ the subtracted amount and see what’s left showing. He liked using that and quickly got the hang of it even mentally for some of of the equations.

Then we did Umm Numaan’s Away We Go InshaaAllah packet, though because I had printed it a while ago, I didn’t remember how I was supposed to put them together. But we went over the Arabic for the vehicles and he did the puzzle. Again, I’m very bad at doing Arabic vocab for some reason. Even now, I don’t really feel enamored to learn or teach Arabic vocab per se even though I know that’s how you start. With Quran though, I’m all for it. I know. Strange.

We also read 3 books today, The Race, Curious George and the Pizza, and Mary and the Mouse, The Mouse and Mary.

therace marymouse

cgpizza

When I was reading The Race, I asked him to tell me what words rhyme, and he had such a hard time doing it. The only aid he has in spotting them is when he reads the words. So I told him to close his eyes and I read the sentences again and again. He was able to tell me but still took a long time doing it. It sounds like he’s listening to all the words rather than listening for the intonation and rhyme scheme. I also asked him which would he rather be, like Hare, who got to have all those hair-raising (no pun intended) adventures, or like Tortoise, who chilled on the ship all the way. He said ‘Tortoise’. As for Mary Mouse, he asked me, “Why did they drop the spoon?”

“Why do you think?”

He replied, “So they can wave at each other.”

For Curious George, he was a little confused in one part where George was delivering the pizza to the factory. He kept asking why that man was there. I had to explain to him again the concept of ordering pizza by phone. Not sure if he got it.

DSCN6275

This MUS manipulatives are very useful. I love it. The only thing about it is that it is a little inconvenient to take, use, and put back.

DSCN6276

From doing his Calendar Notebook everyday (almost everyday that is), we got on to correlating coin values and tens and ones.

DSCN6306

Doing subtraction using the MUS ones ‘rod’.

DSCN6312

I was looking for Reading Rainbow videos for Z, and remembered that I had just read about Mezba’s Teaching Kids the Holy Quran using Legos website this morning in a Productive Muslim email. So I got that and thought I could use that to go over the meaning of the surah with Z. He LOVES it. He kept on browsing through it, going through surahs that are familiar to him, and asking me to explain it to him while he looked at the lego formations. I had to go to a doctor’s appointment and he was still going through it on his own, reading whatever he could.

DSCN6317

He got hooked on this website alhamdulillah.

When I got back home though, he was watching Reading Rainbow. But I can tell he loves that Lego explanation of the surah. I even ended up telling him the story of Surah Yusuf until I said to him, “Z, that surah is a long one. Mama has to go now okay.”

I found this in the kids’ bathroom yesterday and am quite happy that H ended up making it for Z. I have yet to do this activity with Z however. These activities came from the book that we read, Junior Science Time.

DSCN6300

You’re supposed to fill the top cup with water and time how long it takes for all that water to fill the bottom cup (holes are poked at the bottom of the 2 top cups). Then you and your child can do diffeernt things and see what activities take that amount of time to do. Teaches concept of time.

DSCN6290

H did this one with Z. He timed how long it took for the water to fill the jar up to the first line and the subsequent lines. I have yet to use this contraption with Z though.

The older kids have started their Interior Decorating class and next week their schedule will start being more full when Bio and American History and Ancient Egypt starts inshaaAllah. I’m interested to see how the Bio will work out.

Thursday:-

Calendar went faster today as he cooperated. We ended up cutting and gluing some of his file folder stuff that I had printed two weeks ago and I wasn’t too happy about this because that should be done in the weekend, but well, we did it. So we did some vowel activities, and addition and subtraction. And we also did place value activity using the newly assembled file folder games.

DSCN6326

DSCN6327

DSCN6328

DSCN6329

DSCN6345

DSCN6325

DSCN6340

N started her therapy today, and S met with the horse therapy coordinator Sr on campus. Sr asked to see S first and talk to her to see how mature she is to see if she can volunteer with their program. Well, I think she passed the test though Sr did remark that S seems quiet and asked if she would be able to break out of her shell especially with the nature of the volunteer work. I came back with N after the therapy and left S at hubs’ office so he will drop her off at the club meeting they will have at 5:30 pm. Sr is very accommodating. I hope this works out well for them and for S.

For N, hopefully the therapy will help her in organizing a large amount of information, increasing in comprehension in literature readings, and extracting deeper analyses.

Z is working on his addition workbook as I am typing and seems very excited about it. He still seems to be having problems with discerning the vowel sounds.

Friday:-

I started walking in the mornings with S this morning and throughout our walk, she recited Al Kahf and I listened. We didn’t finish it though, stopped just before story of Zulkarnain. Z wanted to much to do his By Gum file folder game, so I did it with him and mashaaAllah, he actually got the hang of it. Though, in the middle, I did wonder if he’s concluding that as long as it has A in it, it means it has the Long A vowel sound. I made a mental note to do the Long and Short vowels so he is aware that there is a difference between the short and long vowel sounds. I also realized that when I break up the phonetic sounds in a word, he is better able to locate the vowel sound (duh!). He’s working on his Math workbook by himself without any push from me. He does need a lot of pushing with his Calendar Notebook though.

DSCN6337

DSCN6347

Today will be a busy day towards the end since I will have class and we have a full back to back schedule after Asr.

S just reminded me yesterday that I need to write down what stuff they need to work with Z on while I’m gone. One more thing on my to do list. I have to maybe print out more stuff for Z and pinpoint what areas he needs more work on that the kids can work with him with. I also need to clean up the plan for the youth girls halaqa that we just started last week (well, kind of) so that Wd can continue it while I’m gone with minimal problems. InshaaAllah.

 

Categories: Activity, Animals, Arabic, Books, Cardboard, File Folder Games, Grade 1, Learning Aids, Log, Math, Math U See, Quran, Reading Rainbow, Volunteer, Z's learning | Tags: , , , , , , , | Leave a comment

Older Kids

001

S made suoer quick cinnamon rolls for breakfast one morning because it was grocery day and we were out of breakfast ‘material’. This was made without eggs or yeast and was pretty much ready in about 10-15 min max.

011

I asked H to make me a desk for my spot in my room after salah, and he made me this desk, with a slot for our Tafseer and Arabic With Husna notebooks. This has made it so much easier for me than having all my things lying about on the floor.

012

We have a problem with the Mac wire being worn out because of its position when we use it o the couch, so H made a ‘Mac Dock’ where the wire is allowed to curve such that there are no sharp curves that would shorten its lifespan.

015

This is the part that is the most troublesome.

Categories: Baking, Cardboard | Tags: , | 3 Comments

Tafseer An Nabaa Project

The due date for this project was last Friday(this was written a long time ago and I don’t remember which Friday it was anymore). H finished it on time. N didn’t. But inshaaAllah, I hope that they benefited from working on this project.

Ayat 1-5 – scene of the disbelievers asking each other (mockingly) about the ‘great news’

بسم الله الرحمن الرحيم

78:1
Sahih International

About what are they asking one another?

78:2
Sahih International

About the great news –

78:3
Sahih International

That over which they are in disagreement.

78:4
Sahih International

No! They are going to know.

78:5
Sahih International

Then, no! They are going to know.

2nd set of scenes representation

78:6
Sahih International

Have We not made the earth a resting place?

78:7
Sahih International

And the mountains as stakes?

78:8
Sahih International

And We created you in pairs

78:9
Sahih International

And made your sleep [a means for] rest

78:10
Sahih International

And made the night as clothing

78:11
Sahih International

And made the day for livelihood

78:12
Sahih International

And constructed above you seven strong [heavens]

78:13
Sahih International

And made [therein] a burning lamp

78:14
Sahih International

And sent down, from the rain clouds, pouring water

78:15
Sahih International

That We may bring forth thereby grain and vegetation

78:16
Sahih International

And gardens of entwined growth.

inside the ‘cradle’ (which is earth)

siraaja wahhaaja – actually lit up with one of his contraptions.

how he lit it up

he had put the wheat and lush garden behind the mountain and so we can’t see it after the put the ‘seven strong’ over the head side of the cradle.

3rd set of scenes

78:17
Sahih International

Indeed, the Day of Judgement is an appointed time –

78:18
Sahih International

The Day the Horn is blown and you will come forth in multitudes

78:19
Sahih International

And the heaven is opened and will become gateways

78:20
Sahih International

And the mountains are removed and will be [but] a mirage.

78:21
Sahih International

Indeed, Hell has been lying in wait

78:22
Sahih International

For the transgressors, a place of return,

78:23
Sahih International

In which they will remain for ages [unending].

78:24
Sahih International

They will not taste therein [any] coolness or drink

78:25
Sahih International

Except scalding water and [foul] purulence –

78:26
Sahih International

An appropriate recompense.

78:27
Sahih International

Indeed, they were not expecting an account

78:28
Sahih International

And denied Our verses with [emphatic] denial.

78:29
Sahih International

But all things We have enumerated in writing.

78:30
Sahih International

“So taste [the penalty], and never will We increase you except in torment.”

the sky opening up as if they were doors

H’s blueprint of the 4th scene set that he showed me before he started on it

the 4th scene set representation

78:31
Sahih International

Indeed, for the righteous is attainment –

78:32
Sahih International

Gardens and grapevines

78:33
Sahih International

And full-breasted [companions] of equal age

78:34
Sahih International

And a full cup.

78:35
Sahih International

No ill speech will they hear therein or any falsehood –

78:36
Sahih International

[As] reward from your Lord, [a generous] gift [made due by] account,

78:37
Sahih International

[From] the Lord of the heavens and the earth and whatever is between them, the Most Merciful. They possess not from Him [authority for] speech.

78:38
Sahih International

The Day that the Spirit and the angels will stand in rows, they will not speak except for one whom the Most Merciful permits, and he will say what is correct.

78:39
Sahih International

That is the True Day; so he who wills may take to his Lord a [way of] return.

78:40
Sahih International

Indeed, We have warned you of a near punishment on the Day when a man will observe what his hands have put forth and the disbeliever will say, “Oh, I wish that I were dust!”

3 of the 3D rep

 

N made a powerpoint presentation, and it was quite a big file because she drew most of the slides herself. Surah An-Nabaa by NBlog

Categories: Activity, Bayyinah Institute, Cardboard, Living Islam, Project, Quran, Tafseer | Tags: , , , , | Leave a comment

Our Sunroom (Project/Learning Room)

When we rented this house, the thing that made me pick it was the sunroom. Previously, we had space issues, especially with homeschooling and the kids being inclined in arts and crafts projects. With this sunroom, they could work on their projects and leave it to continue it the next day. Of course, after a while, their on-going projects remained sitting and it drove me crazy. It wasn’t even on-going anymore.

So after the clean up and reorganizing we did a few days ago, we have Z’s Cool Corner/Space and H’s project station. The girls don’t use the room anymore, especially S, though they would still hang out there when reading or when they feel like indulging in arts and crafts.

Z’s Cool Corner/Space.

 

Now, it’s easy for me to do activities with Z, because I know where things are, and I taught him to always put them back when he’s done with them. So far so good. The hard part is keeping this up.

 

I moved this shelf from the other side of the room to this corner. I sectioned the whole room into H’s side and Z’s side. I will be working with Z on Z’s side. Makes it a lot easier for me and more motivating for me to do things with him amidst my crazy schedule.

 

My stuff for him that I hope Z can’t mess with because it’s higher than the other accessible things on this shelf.

 

Right after we finished setting up his space, he played with the seashells N had collected at the beach of an island we went to when we were in Sumatra visiting my grandmother and relatives in 2010.

He keeps saying hermit crab when holding one of those empty shells. We even have one that looks exactly like a marshmallow and this one in the pic looks like one of those yogurt-covered pretzels. Pretty cool.

 

H’s Project Station:

 

H’s electronic and cardboard engineering project station. He argued with me when I told him to just open up this table and use it. He claims it takes too much space, and yes it does,but with no table, his projects are on the floor. This table was the 3 older kids’ school and project table for about 6 years when we were in Ohio.

 

A crate for his cardboard materials and a trash bag. I told him to have a trash can nearby so he doesn’t end up just leaving a mess while he’s working on a project.

 

More cardboard material we had collected from the recycling bins at the mall.

 

More of his cardboard material

 

I hope this remains neat and tidy till we have to move out.

 

 

 

 

 

Categories: Cardboard, Organization | Tags: , | Leave a comment

A Cardboard Ceiling Fan

In a conversation I had last weekend with a sister, I brought up H’s cardboard endeavor jokingly, offering her a homemade cardboard furniture. Of course, she took it as a joke too. I started talking about cardboard engineering but she still had this incredulous look on her face, and I couldn’t help but realize that H was right. People won’t take this seriously, at least not those who are more used to a more refined way of life. I don’t mind having cardboard furniture.

It made me think more about cardboard engineering though. I think it’s a great way to recycle, it’s more eco-friendly. When I googled this area, it seems that it’s not that popular in the US, but might be more popular in the Europe. Of course, right. The US is a bit behind in being green. Europe has always been way ahead in this, so it’s no surprise.

I’ve been trying to look for science fair opportunities for H and his cardboard engineering but logistically it’s not that easy. But  I did find a lot of resources online on ideas for cardboard engineering projects, so I told him to use them for his science this year.

Right now, H is making his ceiling fan. He’s using the motor from our broken fan, and just this morning he managed to get the cord out of the fan by sawing off the enclosure.

He had N helping him and for almost the whole day they were immersed in this project.

It wasn’t that easy taking the cord out of the old fan frame.

But he finally got it out, and I was just relieved he was done using the saw.

The motor and cord ready to be reused.

testing the motor

He decided to use the motor of a bigger fan because this one was too small. Today, he finished it, and demonstrated his working cardboard ceiling fan. The motor overheated pretty quickly though, so he’s thinking of making a vent or hoping that when it’s hung from the ceiling, the wind from the fan would cool it down. But the fact that the fan actually works is exhilarating enough, even for me!

I am noticing that in this project, he’s learning a lot of things, such as the problems he encounters. He made circles from the cardboard without using a compass, and later he had to make sure the radius is all the same throughout his circle. He was trying to find the center. So when he came to ask me how to use the compass and make sure it’s centered, I told him,

“You have to make the circle using the compass to begin with.”

“I know,” was his somber reply.

Later on, he said, while pointing to the compass,

“I need one of these, a big one though.”

He even asked me how to make sure it’s 5 in radius and I showed him.

This is how you learn through doing. It’s the other way around. You do, thus you learn, rather than you learn, then you do. It’s through mistakes and problems that one learns and this reminds me of Roger Schank’s book Teaching Minds. It’s a great read! I would highly recommend it. He basically suggests a high school curiculum where you have the students actually ‘training’ in various areas. For example, first year of high school, they may be doing Health Science, and throughout that year, they will work/train under a mentor as a ‘doctor’ for example, or a ‘health inspector’, or a ‘nurse’, and through this, they learn what needs to be learned, in context.

I had thought of doing something like this for the kids too, but the difficult part about this is finding a real mentor who would be willing to take a teenager under his/her wings for a certain amount of time. It’s akin to shadowing really, or apprenticeship.

For H, because he’s naturally interested in electronics, building, etc, he takes to this willingly by himself. I don’t have to tell him to do it. For N, I’m thinking of something like this too but because she’s interested in creative writing, it may be easier to do this. We’ll see. At the back of my mind I’m also looking out for shadowing opportunities for S, but I think she can also get these through her volunteer activities. The soup kitchen is a good start for her, and then there is the animal shelter. For N, I may need to find writing/publishing opportunities to make it more real and make it a real learning experience. I’m excited about this, and so I look forward to hopefully being able to spend more time on their homeschooling after my Al Huda is done inshaAllah. Though I’m thinking Allah may have other plans for me. Alhamdulillah. Whatever He decrees is best.

This morning (this post is written over a course of a few days) he hung the fan from the ceiling with the help of his sisters. It worked!

And then H edited this video on my Youtube account, but right after that, the fan fell from the ceiling. Another problem he needs to figure out how to overcome. Either way this is a good learning experience, Alhamdulillah!

Categories: Activities - Ages 10 and up, Cardboard, Course Planning, High School, Learning in Context, Project, Science, Thoughts | Tags: , , , | Leave a comment

H and his cardboards

H’s science this year is project-based, in which he will design and build several different things using mainly cardboard and some used small motors. He’s been asking for a saw to cut his cardboard and finally it arrived today. Before that, hubs bought him a exacto knife. In order to buy this saw, H had to research the different types of saw, corded, battery-powered, different brands, usage, which makes clean cuts, serrated or not, and hubs had his consult Ato.

I’m thinking of making his science a possibly high school Physics course. Especially after attending that Homeschool transcript seminar. At least with this, H is self-motivated to do science, as opposed to last year when I had N and H both do the Jason Project curiculum.

He really goes step by step in making his creations. He has his own blueprint notebook, with calculations and designs, and he pays attention to the tiny details. I wish he would pay that much attention to detail in his math (he always skips showing his problem solving method and tends to do mental math which doesn’t really work in higher math) and essays (carelessness in using contractions, better word choice).

This slideshow requires JavaScript.

Categories: Activities - Ages 10 and up, Cardboard, Project | Tags: , | Leave a comment

Ramadan 1433: Thailand

For Thailand, H made a model of a house on stilts, S made Pad Thai, and I spent quite some time looking at recipes of how to make it, and they made a flag too. We made the Pad Thai again yesterday for the community potluck iftar. I’ve never had reason to use a lot of fish oil before but now I do. Pad Thai’s good!! Except we don’t put peanuts on it.

Islam in Thailand PPT presentation

H making the roof

 

 

the body of the house

 

the house all done…I adore the stairs! so this is the house, from the front.

 

The back of the house

what we know as Kuey Teow. We use it too in Malaysian cuisine, which probably originated from the Chinese or the Thais to the north. It’s been a while since I cooked kuey teow. The kids like it.

 

S making the Pad Thai sauce . She only used minced garlic, palm sugar, tamarind pulp, and fish sauce. Then we practically fried the kuey teow our way instead of following the recipe to the T.

 

It was done right before Iftar, so we didn’t have very good lighting. This was the best shot I could get.

 

But now, S knows how to make the sauce and she already knows how to fry noodles, so we can inshaAllah easily make our own version of Pad Thai now.

 

 

 

 

Categories: Activities - Ages 10 and up, Cardboard, Cooking, Powerpoint, Project, Ramadan, Sewing | Leave a comment

Ramadan 1433: Indonesia

For Ramadan this year, we brainstormed, discussed, and agreed (before Ramadan of course) that they would pick 7 Muslim countries/countries that have Muslims and research them. They have 4 days per country and H is in charge of the architecture section, N and S are in charge of the food, clothing and they all have to come up with one Powerpoint presentation.

Indonesia PPT presentation

For Indonesia, these are what they came up with.

H made a model of one type of architectural form of the masjids in Indonesia. It reminds me of the lone masjid standing tall after that Tsunami hit Acheh in 2004, subhanallah.

H’s the cardboard expert

I’m actually impressed by this. I love it.

S made the Indonesian Flag

S and N made Bahulu, though my Bahulu mold is lost amidst the many hands of Malaysian students in Colz, so they had to make do with madeline molds. It turned out okay but some are not fully cooked or maybe because the batter involved folding, S suspected that maybe she didn’t fold it properly. The taste of bahulu is there, but I think using a bahulu mold would have produced better bahulus. Bahulu is also a Malaysian dessert, but as I told the kids, Malaysia and Indonesia are very similar. To me, it’s dumb that we even have the separation, all the negative outcomes of colonization.

S found the recipe for the bahulu from My Simple Food.

Categories: Baking, Cardboard, Powerpoint, Project, Ramadan, Sewing | Tags: , , | Leave a comment

Blog at WordPress.com.