I mentioned in my last article, that I diverge from Charlotte Mason’s science plan, a bit, starting in form 3. I want to explain why and how I do that.
We Have More Common Information to Deal With
While it was most important to Mason that students come to feel a sense of wonder and admiration for the world, she also felt strongly that it was important for students to acquire scientific literacy – the common information. However, there is more common information to learn today than there was at the turn of the twentieth century. These days we vote on topics such as Stem Cell Research and GMO labeling. With this in mind, we might find some of the books Mason assigned are a little too light to carry us through all of the material we need to cover. We cannot turn to textbooks to cram more information, she was clear about that, but we probably can’t spend a whole year on a book such as The World of Sound by Bragg either. We are going to need to be very deliberate with our choice of books if we want to adhere to Mason’s page count (and word counts) per term but also manage to cover the common information of our day. Continue reading
You may know that Charlotte Mason assigned her children multiple streams of history each term, but did you know that she assigned them several streams of science as well?
Form 1 (grades 1-3)
Form 1 students did not do any formal science yet. All of their science education fell under the category of nature lore. However, they already had various streams presented to them. They were always reading (or being read to,) from two different science books. One fell under a category I would term general, meaning it focused on a region, such as Plant Life in Field & Garden by Buckley. This also included regions that were far off, such as Animal Life in Africa by Duncan or Tommy Smith’s Again at the Zoo by Selous. The other was about a specific plant or animal group, such as Birdland’s Little People by Pike or Trees and Shrubs by Buckley. Continue reading
From the beginning of this venture I knew that I wanted to create study guides for all three levels of science, but I wasn’t sure how that would look for elementary science. There are several parts and pieces involved in a CM elementary science curriculum, that it doesn’t feel like a cohesive plan of study. Not to mention the terminology, which seems to change when you are not looking.
I’m happy to tell you that in the end, it all came together. The various parts and pieces have found their home in this guide: nature lore, science, activities/experiments, objects lessons, special studies, exams and some good old encouragement for the teacher as well. It’s all in here. When you have finished this term, you will have finished what Mason counted as a solid term of elementary science.
I hope you and your children enjoy it!
Astronomy: Elementary Living Science Study Guide
“By-and-by he passes from acquaintance, the pleasant recognition of friendly faces, to knowledge, the sort of knowledge we call science. He begins to notice that there are resemblances between wild-rose and apple blossom, between buttercup and wood-anemone, between the large rhododendron blossom and the tiny heath floret. A suggestion will make him find out accurately what these resemblances are, and he gets the new and delightful idea of families of plants. His little bit of knowledge is real science, because he gets it at first-hand; in his small way he is another Linnæus.” (Mason, School Education, 1904, p. 77)