MTMM for High School: Science Path Questions

Pondering Placement for High School Science

MTMM for High School: Science Path Questions

We are using HOD’s Revival to Revolution this year. My son will be using MTMM for 9th grade this coming year. He said he would like to do something different for science this year than chemistry. So, we were thinking of having him do biology. In doing this, would we need to use the health resources from WH as well? I know you said this was a good pairing science-wise. I really don’t want things to become disjointed for him. He reads and comprehends very well above his level, and he will turn 15 shortly. We will not make it through all the guides. So, as we go through and incorporate things one year, this may open up room for something else another year. At the same time, we don’t want to weigh him down with too much. Would adding the health with the biology in MTMM be too heavy?

Sincerely,

“Ms. Please Help with High School Science Decisions”

Dear “Ms. Please Help with High School Science Decisions,”

As you look at your son’s year and your decision to use MTMM for his freshman year, we want to take care not to switch out so many things and add so much that MTMM actually becomes more difficult and heavy than simply using World Geography for his freshman year. With that in mind, I would lean toward using as much of MTMM as written.

For your son’s high school science, I’d add to the MTMM science and leave the WG, WH, and USI high school science plans intact.

The science in MTMM is actually a pretty good mix of chemistry, physics, and biology with some geology thrown into the mix through the study of fossils. It is a great year of study and quite different than the science the students have just come out of in Rev2Rev. I would encourage your son to use the science in MTMM as written and add either the Chemistry 101, Biology 101, or Physics 101 dvds on his free 5th day – choosing whichever set best suits his fancy. I would leave the sciences in World Geography, World History, and US1 intact for the time when he arrives at those guides. By the time he gets to his senior year, and is likely using US1, we can look more deeply at his interests and plan his science for that year accordingly

High School Literature for MTMM

For literature, I would either use DITHR Level 6/7/8 with the 7/8 DITHR Boy set, or he could instead use the boy literature set from World Geography along with DITHR 6/7/8 Student Book (and then the following year do only the BJU lit along with World Geography, thus lightening his load for literature for the World Geography year). If you did use the Boy Lit set from World Geography with DITHR, you would just plug each of these books into whatever DITHR genre fits best and teach your way through the DITHR unit with the book. I would stay with WWTB Vol. II as scheduled in MTMM for composition and do the Rod and Staff English as scheduled in MTMM. This combination will give him one full credit in lit/comp.

High School Economics for MTMM

For Economics, he could either add the Economics study from US2, or he could simply do what is scheduled within MTMM and wait to do Economics until his senior year of high school. Either option would work.

High School Foreign Language for MTMM

I would plan to add Getting Started with Spanish from the World Geography guide, which you can do without needing the World Geography guide. Simply have him do one lesson a day of Getting Started with Spanish. This will earn him 1/2 credit in Spanish I.

High School Credits for MTMM

I would leave the rest of MTMM as written. His credits then would be as follows:
1 credit in U.S. History II
1 credit in English (including lit, comp, and grammar)
1 credit in Science with Lab
1/2 credit in Spanish I
1/2 credit in Economics (if you add the study from US2 and 1 full credit if you also do the Farmer’s Market)
1 credit in Math (Algebra I or above)
1/2 credit in Bible (up to one full credit if he is also doing Bible reading outside of school time)
1/2 credit in Fine Arts: Drawing from Nature (if he adds additional nature journal entries during the week or during the summer)

Looking Ahead 

Hope this helps! Just for reference, for each year of HOD high school study once he reaches the official high school guides, your son will earn 6 1/2 to 7 credits each year. So, you can see the credits he will be earning through MTMM will be comparable. Most states require between 18-24 credits to graduate with this requirement differing from state to state.

Blessings,
Carrie

How to Help with the ‘Guess’ Part of Science Experiments

Dear Carrie, 

 How do I help my son answer the ‘guess’ questions in the science experiments correctly?   

My son is doing Preparing Hearts this year and really enjoys it!  The one thing he is having trouble with is the ‘guess’ part of the science experiments.  After he reads his science book, he goes to do his lab sheet.  He reads and copies the question, but when he tries to answer the question in the ‘guess’ part, he doesn’t always get it right. Sometimes he goes back and rereads the science reading but still can’t find the answer.  I’ve looked and can’t always find the exact answer either. At that point, I just tell him what I think he should write, but that frustrates him.  Lately, he doesn’t want to do the ‘guess’ part at all. So, my question is, how do I help my son answer the ‘guess’ questions in the science experiments correctly?

Sincerely,  

“Ms. Please Help My Son Guess Better” 

 

Dear “Ms. Please Help My Son Guess Better,” 

 I’m so glad you asked this! Your son not knowing the exact answer to the question is actually just fine.  In fact, the questions in Preparing Hearts are meant to make kiddos pause to ponder what they think. This is much like real scientists do when trying to answer questions they don’t know the answers to but hope to discover by conducting experiments. “Real” science brings up a question kiddos probably do not know how to answer. This makes them pause in a state of confusion and really take time to “wonder” about possible answers. It is that pausing and wondering stage that really results in real thinking. If we step in and automatically give kiddos the “one-right answer”, then the child automatically stops wondering.  

Charlotte Mason desired for the child’s mind to do the work.

Charlotte Mason would say that we desire for the child’s mind to be doing the work rather than the parent’s mind. The one whose mind is doing the work is really doing the thinking. So, if every time the child has a question, we step in and give them the right answer, they will soon cease to wonder. Instead, the parent will be doing the thinking in trying to explain the concept to the child. While this may be helpful for the parent’s learning, it teaches the child to just wait until the parent (or some other source) reveals the answer.  

We share Charlotte Mason’s goals for children by wanting them to question what they read, see, and hear.

Our goal through Heart of Dakota’s science is to present kiddos with interesting living books about science and scientists that get kiddos thinking and wondering about God’s world. We desire for them to question what they read, see, and hear. We want to get them thinking like a scientist, instead of just accepting whatever they are told.  If you really think about it, not so many years ago we had far less answers about science than we do now. How did those scientists think scientifically if they didn’t know the “right” answers?  

Children can always look up more information on a subject if they desire to do so.

If your child desires to look up more information to find out more about a subject broached in HOD then that is a good thing. If, however, you take the initiative and look up answers for your child in order to give the child the right answers, then that has become a parent led quest to find the answer to just tell or reveal to your child. Do you see the difference? 

HOD’s science is written to encourage children to think like scientists.

We pray your children will learn to think like a scientist through HOD’s science. That is a different matter entirely than just learning the answers with very little thinking involved. While our younger guides do often lead the young child to some sort of guess based on the material provided, our guides for older students move away from this more and more (as the student is more able to think on a higher level as he/she matures). We want to encourage this type of higher-level thinking as much as possible. As kiddos read about real scientists and the questions they sought to answer, students will realize that questioning is the beginning of scientific thinking. 

 

Blessings, 

Carrie 

Heart of Dakota Science: Something to Love for Everyone

From Our House to Yours

Heart of Dakota Science: Something to Love for Everyone
Science Lab Sheet
Science Lab Sheet
(the experiments
are always
his favorite, but I
snapped a picture
of this as it
was one of his
best lab sheets)

Science in Heart of Dakota is an adventure in itself! It starts with reading amazing living books, and then it adds in a variety of ways to respond to that reading. This variety appeals to all students, as there is always something a student will love best to do! In Creation to Christ, creating a science notebook entry appeals to visual and solitary learning styles. Giving an oral narration appeals to aural and verbal and social learning styles. Answering 5 comprehension questions with scientific terms and Biblical application appeals to logical learning styles. Finally, conducting an experiment and logging it in a science notebook uses physical and visual learning styles.

I love that he is able to respond to his science with his less than preferred learning styles!
Heart of Dakota Science Experiment
Science Experiment
(notice how Emmett has
made this a social
event by inviting his
brothers to join in)

Of course our son Emmett’s favorite way to respond to the reading is conducting an experiment. He makes this physical response to his reading also into a social and verbal response (his other two favorite learning styles) by sharing the results with all of us at any and every opportunity. I love that he is not only able to respond to his science with his favorite learning styles but also that he is able to respond to his science with his less than preferred learning styles! Of course he is best at his favorites, and not quite as good at his less than favorites. So, by having all of these learning styles represented each week, he looks forward to his favorites, and he works on those he needs to improve upon. This balance helps him become a well-rounded student, who can respond in a variety of ways to what he has learned.

So, no matter what learning style your entrepreneurial student loves best and has been gifted with by the Lord, Heart of Dakota’s science has it covered! And not only that, those less gifted styles… Heart of Dakota’s got those covered too! So, your kiddo will be the best at what God’s intended and good at the rest! Have a great week!

In Christ,
Julie