General Supply List
· Pencils (Grades K – 12th)
· Pens (Grades 7th - 12th)
· Duo-tang with pockets for each class (Grades 4th - 12th) OR
· Binder with dividers for each class (Grades 4th – 12th)
· Paper
· Crayons (Grades K - 4th)
· Markers (Grades K - 4th)
· Scissors (Grades K - 4th)
· Glue stick (Grades K – 4th)
Specific Supply List
Dance – All grade levels
Required the first day of class students are to have pink ballet slippers, black jazz pants, and their hair tied back in a pony tail.
Grades: 5 - 6
Imagination Station
(Oct 16 - Nov 20)
Students are to bring a dictionary and thesaurus to class each week.
Grades: 7 - 8
Writer's Boot Camp
(Oct 16 - Nov 20)
Students are to have the following for the first day of class:
· A journal - This may be any style and sizeof your choosing. You will need it for the first day of class and every day.
· Athree-ring binder
· Dividers
· Highlighter pens
· One package of post-it notes - any color
Grades 9 – 12
Supply List and Homework Assignments
We suggest that you become acquainted with the books, articles, websites, etc required for each class so that you are comfortable with what your students are reading and learning.
Nutrition (Gr. 9-10)
(Oct 16 - Nov 20)
Two weeks prior to class, September 25th, begin keeping a written journal of what you eat…
Eating is not only necessary but it is an important part of our social life. Do you know at the end of the day what you did while you were eating? Did you sit with family and friends or were you alone. Did you take your time eating or did you inhale it. Do you remember how the food tasted? Have you any idea of what you were eating and how much of it did you have?
The homework assignment is to keep a written journal for two weeks of your breakfast, lunch, snacks and dinner food items. Include in your journal, if you ate alone or with someone. How much did you eat and how did the food taste? How much fluid did you drink with your meal? How were you feeling at that moment? Were you in a hurry or did you take your time eating? Were you happy, sad, stressed-out, etc…?
Example of a daily entry:
Breakfast: July 15, 2009 at 7 a.m.
1 egg boiled, 1 toast with butter and a slice of American cheese. 1 cup of coffee with cream and 1 tsp of sugar, 4 oz of orange juice. I ate in a hurry, alone, and stressed-out. The food tasted ok. I am not very happy right now.
Snack: 10 a.m. 1 green apple and a glass of water. Ate the apple accompanied by a friend. Took my time eating and the apple tasted very good. I feel good.
Lunch: 12:45 p.m. McDonald’s cheeseburger, small fries, 1 cup of coca cola and 1 cup of water. Ate quickly but with some friends. Didn’t get to really enjoy the food and I don’t remember the taste of it. I have a stomachache now. I feel bloated.
Dinner: 7 p.m. Grilled chicken fillet with 1 cup of broccoli, half of baked potato with butter, a glass of milk and a glass of water. Ate with family. Took my time to eat and have a conversation with the family. The chicken was juicy and tasty. The broccoli was fine and the baked potato was just right. I feel content.
Snack 9:25 p.m. 1 cup of vanilla ice cream and a glass of water. Ate the ice cream in front of the TV while watching my favorite program. It tasted good. I am sleepy.
Writing this journal should not be wearisome. Make it fun. You may surprise your self
Drawing (Gr. 9-12)
(Sept 4 – Nov 20)
Sketchbook
Charcoal and graphite pencils (soft, medium, and hard),
Eraser
Sharpener
World Religions (Gr. 11-12)
(Sept 4 - Oct 9)
Required Book: The Illustrated Guide to World Religions
by Dean Halverson (General Editor)
ISBN 10: 0-7642-2838-2
This book may be purchased on Amazon.com – many were listed from $5.61
Fahrenheit 451 (Gr. 11-12)
(Oct 16 - Nov 20)
Required Book: Fahrenheit 451
by Ray Bradbury
This book may be purchased on Amazon.com – over 300 used books listed from $2.35
The Groovy Greeks (Gr. 9-12)
Getting ready for Groovy Greeks!
The ancient Greeks are just as groovy now as they were in their sheet-wearing days! In fact, they are very much a part of our present every day lives and language—whether we realize it or not! That’s what this class is all about: to make the connection between “way back then” and what’s happening today! To do that, you’ll need to revisit, and for some of you actually meet for the first time, the gods and goddesses and heroes and monsters in ancient Greek mythology. Whether you’ve never read them or it has just been a long time, either way you’ll want to familiarize yourself with as many as possible. (For enjoyment’s sake, I suggest before school starts, so you can read them at your leisure poolside or lounging in bed without the pressure of all your other classes!)
There are many options as to where you can get access to these stories. Many of you might already have on your shelves D’Aulaires’ Book of Greek Myths (Ingri and Edgar Parin D’Aulaire) or Bullfinch’s Mythology: The Age o f the Fable (Thomas Bullfinch). You can get these and other books of Greek mythology at your library as well. (Don’t be worried about getting books from the children’s section either. Wherever you find them is great!) If you’d rather use the computer, there are MANY sites to go to—including Bullfinch’s Mythology on line! Here are some sites to try:
www.greekmythology.com
http://www.pantheon.org/areas/mythology/europe/greek/ Encyclopedia Mythica
http://www.mythman.com/ Myth Man
http://www.geocities.com/Athens/Acropolis/5065/index.html Ani’s Greek Mythology
There’s even a site that reads the myths out loud to you, so there are no excuses as far as access goes!
SO, the idea is to refamiliarize yourself with the who’s who of the Greek world, as well as the main stories they’re featured in. Below are some to start with. I’m NOT expecting you to have read this whole list by the first day of class! You want to at least have an overview of gods and goddesses, and, as I said, try to take advantage of any extra time NOW before class starts to read as many stories as possible. I’ll expect you not to be experts, but to have some semblance of recall ability! Simply enjoy these far out fantasies of crazy characters and their frustrating families as they fight maniacal monsters and tell of amazingly awesome adventures and terrifically terrible woes! (Any questions, please email me, Renee Overson Rector, at or call 305 255 0543 or 305 389 2956. Oh, and if I don’t answer, don’t worry. I’ll get back to you. I’m probably reading these myths by the poolside!)
Greek creation myth Hermes Theseus
Prometheus Hades Jason and the Golden Fleece
Zeus Persephone Oedipus
Hera Demeter The Iliad
Hephaestus Dionysus The Odyssey
Aphrodite Pan Icarus
Ares Narcissus Tantalus
Athena Atlas Orpheus and Euridice
Poseidon Eros Perseus and Medusa
Apollo King Midas
Artemis Heracles
Biology (Gr. 9 – 12)
(Sept 4 – Mar 26)
PEP BIOLOGY
2009 – 2010
Mrs. Lamberti
Dear Parents and Students:
In order for us to complete the 22 labs I aim to complete in this course we must begin text work two weeks prior to class. Below is a syllabus with which to begin; students will receive the complete syllabi with their lab notebooks during class. You will notice that I do not begin with Chapter 1, this is intentional. While I like the text information, I do not like the flow and alter it at various times to meet the needs of this class. Biology, unlike math, allows this flexibility with a text.
I must impress upon you the need for students to do their daily assignments. We begin each class with a quiz and then go into the lab; if the seat work hasn’t been accomplished then the student will be ill-prepared for the quiz and lab experience. If the work is allowed to pile up it will mean a full day of Biology on Thursday and this will make for an unhappy student (your offspring) and an unhappy teacher (both you and I). It is a challenge but when one is challenged new heights can be reached and together we begin the journey of learning about God’s creation.
Each student will need
· ABeka Biology God’s Living Creation Second Edition text book, available through Amazon.com or through used homeschool suppliers,
· The Zoology Coloring Book by Lawrence M. Elson, Harper Perennial Publishing, (try Barnes & Noble, Borders, Amazon, etc.) and
· a set of good colored pencils (24+ ct.).
Lab fees will be assessed at the beginning to cover the costs of the fall labs & printing of the lab manual (approximately $32) and in November to cover the costs of ordering the specimens for dissection (approximately $50).
Thank you for sharing your students with me as we begin this study of life in all God’s glory.
Krisan Lamberti
AUGUST
24 – Ch. 13.1 Read
1. Explain the ideas and contributions of the (a) Hebrews, (b) Greeks, and
(c) Romans to science.
2. Explain the contributions of (a) Nestorian Christians, (b) Muslims, and (c) Jews to medieval science.
DEFINE: evolution, materialism, natural history, naturalism, spontaneous generation
25 – Ch. 13.2 Read
In a paragraph, explain why English Puritans and French Hugenots and Jansenists
were so prominent in the advancement of seventeenth-century science.
26 – Ch. 13.2
1. Describe the achievements of such naturalists as (a) Brunfels, (b) Fuchs, and
(c) Gesner in botany and zoology.
2. Describe the contributions of (a) Andreas Vesalius and (b) William Harvey to human anatomy and physiology.
3. Describe the beginnings of microscopy and micro-biology through the researches of (a) Robert Hooke and (b) Anton van Leeuwenjoek.
4. Describe the cell principle.
5. Who is “the father of chemistry”?
6. Who is “the father of physics”?
DEFINE: anatomy, botany, cell, physiology, zoology
27 – Ch. 13.3 Read
28 – Ch. 13.3
1. Explain the Biblical presuppositions upon which modern science is based.
2. Explain the nature of scientific law.
3. Explain the inability of science to answer questions about spiritual realities or
ultimate origins.
4. Describe the steps in the research method.
DEFINE: abiogenesis, control group, controlled experiment, hypothesis, law of
biogenesis, replication, scientific law, scientism, theory, variable factor.
SEPTEMBER
1 – Read Ch. 5.1
1. What was the major contribution of Carolul Linnaeus?
2. Identify the five kingdoms and the general description of each.
3. What are the seven categories of the classification system from most general to
most specific?
4. Explain how a scientific name is assigned to an organism.
DEFINE: binomial nomenclature, taxonomy.
2 – Read 1.1
Explain the origin of the word biology.
DEFINE: biology, habitat, organism, producer
3 – Read 1.2
1. Compare and contrast the taproot system and fibrous root systems.
2. Identify the three basic leaf shapes.
3. Identify the three categories of leaf margins.
DEFINE: blade, compound leaf, herbaceous plant, leaflet, midrib, stem,
vegetative reproduction, vine, woody plant.
Study for a quiz! (HINT: pay close attention to definitions and shapes!)
See you on September 4th!
Mrs. Lamberti