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CC Cycle 1 Week 10 Plan for Abecedarian Tutors

Updated on January 5, 2019
iijuan12 profile image

Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 8 blessings

Classical Conversations Cycle 1 Week 10 Abc Tutor Plan - Science Activity: Dissecting an owl pellet
Classical Conversations Cycle 1 Week 10 Abc Tutor Plan - Science Activity: Dissecting an owl pellet

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 10 abecederian class. I have included all the subjects including new grammar, tin whistle, presentations, science, and review game. I also added my weekly parent email. This is not an official tutor plan. It's simply what I did. I'm sharing it so other tutors can use it as a springboard from which to plan your own lessons that are tailored to best meet the needs of your own class.

New Grammar

9:30 – 10:00 am

Geography

(Class set of trivium maps, dry erase markers, and small pieces of paper towels will already be at each seat.)

-Have the children use their dry erase markers to trace around the border of Africa and then erase them.
-Have the children put the caps on their markers and lay them down.
• Point out the locations on my map one by one. (I say, “Eyes and pointer fingers up” each time before I introduce the next location.) Each time have the children find the location on their maps using their fingers. They say the location, and I confirm, “Yes, that is…”. Repeat.
• Show me/Tell me the locations using a dry erase marker.
-Show me where [location] is. Put a dot on it. [Repeat this for each location.]
-Put the caps back on the markers, but don’t erase anything yet!
• Go through the locations with me while erasing locations one by one using the piece of paper towel. (Do them out of order.)
***Mom/Dad Helper: Collect markers and maps and return to tutor bag. Throw away paper towel pieces.***

  • (*At home we’ll be learning the locations using the songs & hand motions by CCHappyMom.)

Science

  • Chant the science while the children listen.
  • Allow children to each roll the silly voice die* & chant the science together using that silly voice: Squeaky mouse voice, sing it like a soldier, cowboy, stick out your tongue and sing it, butterfly whisper voice, & T-rex voice. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.)

History

• I sing and explain hand motions & they repeat after me.
• Children sing & do motions with me.
• Right table sings with me while everyone does motions.
• Left table sings with me while everyone does motions.
• Girls sing with me while everyone does motions.
• Boys sing with me while everyone does motions.
• Everyone sings & does motions with me.

You can see the history hand motions around 5 minutes in the below video:

Math

  • Hear me sing and point to the Squares.
  • Let each child roll action die & we sing while doing those actions: horse lunges, Sideways tornadoes (arm circles), jumping jacks, frog squat jumps, Birds (flap arms), Ninja kicks.

Latin

  • Use Llama Llama Latin Llama with a 4 birthday candle, llama puppet, and a snake puppet with playing cards . On Llama Llama Latin Llama’s 4th birthday, she brought along her friend, “Oos the Moose,” to help celebrate! Latin Llama was excited to be able to introduce her to Puss in Boots! “Puss, this is Oos!” This helps us remember how the 4th declension noun endings sound! (This idea is based on script by CCC user rtseely.)
  • Go through song and motions once. When we do singular, we’ll use 4 fingers on one hand. When we do plural, we’ll use 4 fingers on both hands. I say and then kids repeat with song and motions after each one.

us: like puss so swipe your cheek like showing whiskers
-us: like moose - fingers come out from head like moose antlers
ui: like gooey - rub your fingers on your palm like you have something gooey on them
um: like a vacuum so push 2 fingers back and forth like vacuuming
u: like shoe – touch your shoe
(1X and then sing “Singular Fourth Declension”)
-us: like moose - use both hand to make moose antlers
uum: like you’re grossed out by something (“eww”) in the room (“-oom”) – Hold up fingers in front of face with disgusted look on face
ibus: like you’re driving a bus – pretend you’re moving the steering wheel
-us: like moose - use both hand to make moose antlers
ibus: like you’re driving a bus – pretend you’re moving the steering wheel

  • Allow each child to stand in front with a toy microphone and lead the class in singing and motioning each one, but only sing through singular and plural one time each.

I changed the ui sound to be like gooey, u sound to be like shoe, and uum to sound like eww and room.

Timeline

• Flash the cards, while singing card titles 1-3, then 1-5 card titles, then 1-7 card titles.
• Which card is missing? Secretly pull one of the cards out. Lay them out on the table. Sing through the song to find out which one is missing. Repeat 3 more times.

English

  • I chant while children listen.
  • Allow children to each roll the music die* & chant the prepositions together using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.)
  • (*At home we’ll be learning this using the hand motions from thomandjody. The slowed down version is below. The video at speed with the CD is at https://www.youtube.com/watch?v=NXL6vnby6po .)

Fine Arts

10:00-10:30 am

  • Allow each child to play a "song" for us on their tin whistle.
  • Use Rhythm Pizza to show the length of notes. Hold up the notes and ask which one each one is.
  • Go through Rhythm chant and hand motions from the below video:

Rhythm, rhythm, rhythm. (Rolling arms around)
Long and Short Sounds. (Holding hands far out and then close together)
This is a whole note: ta-a-a-a. (Cup hands together to form a circle)
This is a half note: ta-ta (cup open L hand next to flat R hand)
This is a quarter note: ta-ta-ta-ta (fist of L hand next to flat R hand)
This is a pair of eighth notes: tee-tee-tee-tee-tee-tee-tee-tee (R hand over L hand to form a T or time-out sign)
Rhythm, rhythm, rhythm. (Rolling arms around)

  • Use the script from the Foundations Guide to continue discussing rhythm.
  • Time to Play! Review Rules: If you move or touch your tin whistle when you're not supposed to be, your tin whistle will go to tin whistle time out. [Point to tin whistle jail drawn on the board.]
  • Review notes for first measure of Twinkle, Twinkle Little Star in chin position. Then I play it for them. Then they play it. Repeat with each measure. Play the entire line together. Then go through the entire second line of the song in chin position. I play it. The children play it.
  • Allow each child to play as much of the song as they want while the others listen, with their tin whistles on the floor.

Presentations

10:30-11:00 am

Presentations

  • Have children collect presentation items from the basket/table.
  • Remind that when someone else is talking, children should: Stop, Look, Listen.
  • Remind about presentations:Eye Contact: Look listeners in the eye to show confidence and engage them. What is today’s focus? [Remember to raise your hand to answer.]
  • Each child gets 1 question token (a foam rectangle with their name written on it).
  • Have children go in alphabetical order. (Will rotate each week.)
  • Next week's skill to work on: Volume: Speak at an appropriate volume.
  • Return presentation items to backpacks.

Bathroom Break & Snack Time

Pray. Bathroom break. Get snacks from snack basket and have snack while listening to memory work CD.

Science Activity

11:00-11:30 am

Reassembling bones after dissecting the owl pellet
Reassembling bones after dissecting the owl pellet
  • If your director isn't already providing a bone identification sheet, you can print ones for your students ahead of time from www.carolina.com/.
  • Have helping mom/dad lay owl pellets on individual plates and put about 1/8 cup of water on each one to soften them. Ours were quite dry. Place a toothpick/teasing needle on each plate.

Introduction

  • Today we get to go on a treasure hunt while we learn about owls and probably a mammal!
  • What kind of animal is an owl? Yes, it’s a bird. Are they invertebrates or vertebrates? (vertebrates – they have a backbone) What are the major groups of vertebrates? (Fish, Amphibians, Reptiles, Mammals, Birds)
  • I want you to each tell me something that you know about an owl.
  • What might owls eat? What do you know about owl habitat and/or physical characteristics that support your ideas about their diet?
  • Owls are birds of prey. They eat rodents, which are a type of mammal. Rodents have long front teeth and have to chew frequently. Can anyone name a rodent? (mouse, rat, etc.). Owls will also eat small birds.
  • Today we will be looking at owl pellets. What do you think owl pellets are? They are the regurgitated remains of an owl's meal, including all the bones of the animals it ate. Who remembers what owls eat? (usually small rodents or small birds).
  • Who likes to eat fried chicken? Do you eat the whole thing? No, after you gnaw off the meat from your drumstick, you leave the bone, don’t you? Well, owls don’t do that. Owls usually swallow their food whole, digest the edible parts, and then expel the indigestible parts (the bones and fur or feathers) through their mouth as a pellet.
  • Owls do not have teeth to chew their food like we do. Instead, they use their beaks to tear at the food and swallow large pieces whole – like a snake.
  • An owl’s stomach has two parts. The second part of the stomach (called the gizzard) prevents bones, hair, and fur passing through the owl’s digestive system.
  • Since an owl cannot digest bones, hair, or fur, it must vomit those things back up. This is called an owl pellet.
  • The pellet can stay in the owl for a few hours, but it must be gagged up before the owl can eat again.
  • Since the owl eats animals whole, you can find animal skeletons and other interesting bones inside an owl pellet.

Investigating the outside of the pellet

  • This is going to be so exciting! It will be just like digging for treasure or going on an archaeological dig for dinosaur bones!
  • Pass out the owl pellets and disposable gloves, but tell the children not to touch the owl pellets yet. Have the children look at them. Ask: What do you notice about this owl pellet? Where do you think this might have been found? Can you see any feathers? What do you expect to find inside the pellet? What do you already know about owl pellets that may support your predictions?
  • Let’s hypothesize about the bones inside: Will they be big or small? Will they be hard or soft? Will they be whole or broken? What color will they be? Will you find a bunch or just a few? How many different animal skeletons do you think your pellet contains?

Break apart the pellet and EXPLORE!

  • Now it’s time for the treasure hunt or archaeological dig for our “dinosaur” bones! Gently pull apart the pellet, being careful not to break any of the bones inside it. Use toothpicks or a teasing needle to separate the bones from the fur or feathers. Take special care when removing the skulls and jawbones, since they are the best way to identify the animals that the owl ate. Group similar bones together. When you've finished sorting the bones, roll the last bits of fur between your fingers to find little bones or teeth that might have been overlooked.

Identify your skeleton(s)

  • Once you've found all the bones, try to reconstruct the skeletons of the animal using the bone chart. Ask: How are the bones alike? Different? Do any characteristics of this group of bones provide clues about the animal from which they originated? Look at the evidence. To what animal might these bones belong? What evidence supports your idea? Are there bones of more than 1 animal? What evidence supports your predictions?
  • Owls usually eat more than one rodent before regurgitating the remains, so you should be able to find multiple bones that are similar. Can you distinguish between the bones of different kinds of rodents based on their size?
  • How many different kinds of animals did you find evidence of in the pellet? How many animals were there in total? What can you conclude about the eating habits of the owl that made your pellet?

Bible Application from Mrs. Whizzle:

  • God knew exactly what He was creating and made owls perfect in every way. He created a bird of prey that could swallow their food WHOLE but gave them a way to get rid of the stuff that was not good for the bird to digest. Just as He provides a way for the owl to get rid of things that would make it sick, He also gives us a way to get rid of things in our life that are not good for us. When we sin, he has provided a way for our forgiveness through his son Jesus Christ. We only need to trust in him and ask forgiveness for our sins and he will take them away. 1 John 1:9 - If we confess our sins, he is faithful and just to forgive us [our] sins, and to cleanse us from all unrighteousness.

Clean up

  • Wash hands
  • Throw away items or allow children to take home the items in a plastic bag to share with their families. (Almost everyone wanted to take their bones home.)

(Parts of the above script came from me, http://www.carolina.com/teacher-resources/Interactive/science-notebooks-owl-pellet-dissection-inquiry/tr10859.tr, CCC user bentkitchen, and http://www.hometrainingtools.com/a/owl-pellet-dissection-project#video .)

Review

11:30 am – 12 pm

  • Geography Fast Review: Hand out maps to each child. Divide up children among you & the helping moms so that you are able to each check specific child and what they are pointing at. Call out the geography locations from weeks 4-10. Have children tell me or show me locations using their fingers.
  • Musical Chairs: Play Timeline CD. The child who doesn't get a seat gets to pick out a question card (minus timeline or geography) from a bag and answer it. If it’s from this week’s new grammar or if the child is unsure, everyone gets to help. Sometimes I tell them to go around the chairs while hopping, skipping, on their tip toes, and walking backwards.

Abecedarian Applause Week 10

(my weekly parent email)

I loved getting to see you all today! I definitely want to compliment you all about presentations this week. It was obvious you spent extra time preparing for them! Everyone’s presentation skills are definitely improving!

I'm looking forward to seeing most of you tomorrow morning for our field trip to Noble's Greenhouse!

Would you like a little bit extra? Each week my family enjoys reading books, doing activities, and watching YouTube video clips related to our new grammar. Memorizing the CC grammar is completely sufficient, but if you’d like to add a bit more, here is what my family has enjoyed reading, doing, & watching related to the science sentence: Science Morning Basket & Activities: Leaf Shapes.

This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them “the secret of being content in any and every situation…through Him who gives [them] strength.” (Philippians 4:12-13) I am here to serve you in any way that I can. If you ever have questions, comments, or concerns, please let me know!

Identifying trees using the leaf shape was one of the many fun activities we did while learning about leaves that is included in my above link Science Morning Basket & Activities: Leaf Shapes.
Identifying trees using the leaf shape was one of the many fun activities we did while learning about leaves that is included in my above link Science Morning Basket & Activities: Leaf Shapes.

Looking for all my CC Lessons?

© 2018 Shannon

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