Continue in all subjects
Using the detailed description of the geography material, here are some suggestions on how to tackle the other sciences. Follow the same pattern, models (if possible). (Cards with pictures, name slips, definitions, checks, etc.)
Physics and Chemistry
- type of gases, liquids, and solids
- Things that do not melt and turn into liquids or gases
- Transparent vs opaque materials
- Fire — various colors of
- Lightning
- Constellations of stars
- Galaxies
- Planetary systems
Botany
Sets of cards showing
- Parts of a plant/tree
- Parts of a flower
- Different leaf shapes
- The different patterns made by the veins in leaves
- Different kinds of roots
- Parts of fruit.
Plant classification can be prepared and presented. Bring into the classroom different kinds of plants, flowers, grasses. Go on a nature ramble (if possible) and collect plants, etc. Show the children how to press flowers, etc. Let them draw them and make their own scrapbooks and booklets. You will think of many activities to make the children aware of land and water plants.
Zoology
- Parts of a mammal
- Parts of a bird
- Parts of a fish
- Different types of animal body covering: hair, feathers, scales, etc.
- Animals group by number of sensory capabilities: movement, touch, taste, smell, hearing, sight)
- Animals and babies (exterior conception and growth, interior conception and growth)
- Sounds animals make (including birds). Use an audio device for this if possible.
The Human Race
- The human form. Seeing all the beauty in God’s variations of creation
- Different human communities and their usual habitat with geography and resources, cities, towns, villages, country homes and farms
- Parts of human cities
- Parks and gardens
- Human artifacts and technology
- languages of the world (use audio device if possible)
Angels and higher creatures
- The three hierarchies and nine orders
- Major angels in the old and new testaments
- paintings of events with angels (Gabriel and Mary, etc.)
Each creature’s dependence on another being or another thing for its livelihood, should be emphasized.
What is important is that nothing exists in isolation. Everything that exists in the world is because it is part of the general scheme of God’s creation.
You can gather all your material yourself. Make cards, cut out pictures, photographs. If you can draw or paint, make your own. The children will then become more aware of the world around them.
Getting to know more and more details about these different levels of creation will help to setup an interest in the higher and lower levels of creation, how these levels relate to each other, and how they unfold both individually and communally.