Geography

"The Supreme King of all kings has created different planets and places of habitation where living entities are situated in terms of the modes of nature and work, and He has created their different kings and rulers." -SB 3.5.8

"Lord Krishna is the chief King of all kings, and He has created different planets for all kinds of living entities. Even on this planet there are different places for inhabitation by different types of men. There are places like deserts, ice lands, and valleys in mountainous countries, and in each of them there are different kinds of men born of different modes of nature according to their past deeds. There are people in the Arabian deserts and in the valleys of the Himalayan Mountains, and the inhabitants of these two places differ from one another, just as the inhabitants of the ice lands also differ from them." -SB 3.5.8 p

Basic geography is useful and very easy to teach. There are so many materials available and many are available on the Internet. First, find out your objectives and think about what materials you may need to bring out each lesson.  Many maps are easily available online. The best one is:

GOOGLE EARTH We'd be lost without it!
Click here to download. 

SUGGESTIONS
Start with drills of different country names and locations. Two useful items are the geography songs by Audio Memory and "World Discovery Deluxe" by Great Wave Software (or WDD can be replaced by a free Internet program.) Other devotees also recommend the board game, "Where in the World?" by Aristoplay. LATER NOTE: There's so much available on the web these days, you can save your money.

GEOGRAPHY NOTEBOOK SUGGESTIONS
Students may create a notebook for their geography study. It may include maps and mapwork, graphs, charts, diagrams, illustrations, photos, reports and the following:

GEOGRAPHICAL DATA
Include a world map and lists containing the following:

• the continents, the oceans, major cities...
• the longest river, largest cities, highest mountains, hottest desert, etc

Include a copy of a map of each region below, marked with the names of the countries, major places, seas, islands, rivers and basins in each region:

• Asia, SE Asia, and S Asia
• Europe and East Europe
• Middle East, Africa
• US and Canada
• Mexico, Central America, and South America
• Australia, New Zealand, Islands of the south Pacific
• Antarctica and the North Pole

AN ILLUSTRATED LIST OF GEOGRAPHICAL TERMS
See enchantedlearning.com for ideas. The most essential terms may be copied an added to the notebook, including major landforms, bodies of water, map reading terms and illustrations.

TEACHING VOCABULARY
Try to bring new words to life. Look for various "borders", for example, real and manmade, while taking a walk and also indoors. Play with an learn about "grids" before using them to find a location on a map.

DATA FOR A SPECIFIC COUNTRY
Create a form or graphic organizer for students to fill out with information for places visited via study or real life. It is suggested that each student do one country from each region studied and then share what they learned. Here's some things they may look for:

• the land and regional divisions, total area, major landforms and waterways
• weather and climate, annual precipitation, seasons, flora and fauna
• population, people and culture, language(s), religion(s)
• traditional dress, cuisine, housing, architecture
• games and sports, amusements, celebrations and holidays
• marriage traditions, family life and structure, customs
• literature, art, crafts, music, dance
• natural resources, industry, agriculture, livestock, exports and imports, inventions, manufacturing and services, trade, tourism
• transportation, communication, monetary units
• education, literacy rate, health,
• capitals, major cities, flags,
• government, history, landmarks, international relations

Here's one example used in a comparative study.

Pictures, charts, diagrams ect. may be drawn or copied from various sources and to add to the notebook.
Also one may find and cut outpictures from National Geographics.

MORE TEACHING AND LEARNING SUGGESTIONS (a few examples):

• Across the curriculum, refer to maps and globes as needed.
• Interview a person from a place studied.
• Calculate a monetary exchange between two countries.
• Provide extra reading. For example, during a study of Canada children may read an article about beavers from a children's periodical. On the Internet also, here's a cutaway of a beaver's home.
• Read articles from BTG about various places
• When reading about a country, a student pretends he is there and writes a letter to a friend about his experiences- how the people dress, live, eat and so on.
• Demonstrate highlands and lowlands (basin, valley etc) by going outdoor after a heavy rain. The “lowlands” are the puddles of water. Look for “rivers” cut by rivulets of rain through sand, etc.

THINKING QUESTIONS:
How the land affects the people?
How the people affect the land?

MAP READING
There are various functional reading tasks students will encounter as adults and one is map reading. A regular course of workbooks is very helpful to cover the basics of map reading, but most important is to allow children to use maps in real situations.

ACTIVITIES FOR LEARNING ABOUT MAPS

• Make a map of a room at home or familiar place.
• Design a map for an imaginary town.
• Make a treasure map.
• Make a map of your neighborhood.
• Learn about your city. Use a map on every car trip
• Show that the sun always rises in the east and sets in the west to aid the sense of direction. Drill the cardinal directions.
• Trace maps on tracing paper and label. These can be very simple or elaborate.
• Make map puzzles by cutting out the countries of a continent and then gluing them back together upon a copy. Colorful maps to use can be saved from used Map workbooks.
• Cut out different elevations to use as templates to cut out from clay and then fit them back together to show the elevation given on a map in 3D.
• Use latitude and longitude lines to locate a place.

DRAW A Simple World Map by Marie and Kim Stitzer,
authors of Draw-Write-Now®, Books 1 - 8

Help children broaden their understanding of cultures, biomes, geography and history by drawing a map of the world, then encouraging the children to draw the map frequently so it becomes a mental map...The lesson begins with a look at the geographic lines used in maps:

Look at a globe with the children.
Show the geographic points and lines that will be used in the map:
The North Pole and the South Pole—the northern and southern
points of Earth’s axis of rotation.
The Equator—the horizontal imaginary line that circles the Earth, halfway
between the two poles.
The Prime Meridian—the vertical imaginary line that runs from the North
Pole to the South Pole, through Greenwich, England.

Prepare the map paper.
Pre-fold or help the children fold a sheet of 8-1/2 x 11” paper into quarters. Reopen the paper, and position it horizontally on the desk. The horizontal fold line is the Equator, and the vertical fold line is the Prime Meridian, with the North Pole at the top of the line and the South Pole at the very bottom.

Draw the continents simply, without details.
Draw the continents as simple ovals. Refer to a globe or a large flat map while introducing each continent. The challenge will be to place each continent (oval) correctly on the map, using the Equator, Prime Meridian and the edges of the paper as guides for correct scale and position.

Use a crayon to draw the ovals (a different color for each continent). Fill each oval with color, shifting the edge or enlarging the oval, as needed. A black line is used in the instructions to distinguish the continent being colored.

Follow these step by step instruction.
1.) The Equator goes through the middle of Africa. The Prime Meridian is on the edge of the continent.
2.) Australia is close to the Equator and the edge of the paper. It is much smaller than Africa. South America is closer to Africa than Australia is to Africa. (The mouth of the Amazon River is at the Equator.)
3.) Antarctica is at the South Pole, the base of the Prime Meridian.
4.) Asia is close to the top and right edge of the paper. It touches the Equator and connects to Africa.
5.) Europe is directly above Africa and is connected to Asia. The Prime Meridian goes through England.
6.) North America is close to the top edge of the paper, the Equator and the left edge of the paper.
(This map lesson is from Draw Write Now®, Book 7, pages 26, 27, 48, 49 and 61.)

Label the map.
Have the children label the continents. Encourage them to write all the names horizontally and to keep the letters a consistent size. Label the geographic lines and points: Equator, Prime Meridian, N, S, E, W.

Draw the simple map often, to commit it to memory.
In the 1920’s, when Marie Hablitzel was a child, her teacher didn’t hand her a blank outline map—none were available in their rural school—they created their own. The students made maps so frequently that they could quickly draw California, the United States, or the World before getting to work on mountain ranges, city locations, or whatever it was they were studying. The process of creating a basic map of the world helps a child remember the relative scales, form and location of continents, oceans and countries. Some children may choose to add more details to the maps that they draw. Even if they don’t, they will benefit by “seeing” their simple map of the world. (See maps by children: age 5, age 7, girl 10, boy 10.)

ONLINE MAPS AND MORE
http://www.socialstudiesforkids.com/
http://www.kidsgeo.com/index.php
Geography Songs Kit from Audio Memory. For more information and to be sure to get the updated version check out:
Map Puzzles Online

The Elements of Writing

The following is taught in "Understanding Writing", a well organized, one-volume writing course (Grades 1-12) by Susan Bradrick:

I. CONTENT
A. General topic - This means choosing a topic in general. What you want to write about.
1. Limited topic - This means narrowing the topic down to something manageable. It is recommended that young children or beginning writers be given topics that can fit within a paragraph.
2. Working title - This is a tentative title that may be subject to change once the composition is finished.
3. Final title - This is the title if the working title changes.

B. Purpose
to prepare to write a composition it is important to think about the purpose for writing it. There are four main purposes described here:
1. Kinds of writing
a. Descriptive - The purpose is to describe.
b. Narrative - The purpose is to narrate.
c. Informative - The purpose is to inform.
d. Persuasive -The purpose is to persuade.
2. Intended audience - One must also keep in mind the intended audience the piece is being written for- young children, youth, an elderly person, women, men, vegetarians and so on - and what topics would be of interest to the particular audience chosen.

II. STYLE
A. Composition form - This means choosing a form of composition to suit your above purpose and intended audience:
1. Friendly letter
2. Essay
3. Research paper
4. Short story
5. Varieties of poetry
6. Etc
(Check the following during the editing phases):
B. Diction - This means the particular word choice of an author and includes three things:
1. Concreteness - choosing words to help the reader see and experience clearly the subject that is being written about.
2. Conciseness - This involves avoiding redundancy and other forms of wordiness.
3. Graciousness - This includes using a non offensive tone and the understanding of the connotation in word choices.

III. MECHANICS (Check the following during editing):
A. Spelling
B. Punctuation
C. Grammar
D. Penmanship

TOPIC GENERATING One idea for using the above:
General Topic: light
Purpose: persuade, inform
Audience: children
Form: letter or poem.
Idea Generated - Write an apostrophe poem to the light explaining why you love it.

MORE NOTES ABOUT PURPOSE AND STYLE:
DESCRIPTIVE WRITING
Teach students to really look at something. The more you look, the more you'll see. Use all the senses. Try to show something with word pictures or imagery, instead of only telling.

Learning to describe well is important, since it is often included in various types of writing.

INFORMATIVE WRITING
Student expository writing gives good practice for writing clearly since clear writing is essential in order for the reader to comprehend written directions and factual information.

Such papers need not be difficult. Whittle down the topic to something that can be covered in a paragraph and is a part of real life. For example, “How to cut a pineapple.” Rather than choosing a pineapple or storing a pineapple and so on, the chosen focus may be how to cut a pineapple into chunks. First, demonstrate the actual cutting and discuss what is involved. Next, outline the process in a step by step order. The student can use the outline to create his final composition. He can add an interesting introduction and hook to capture a reader's attention.

There are different kinds of informative writing:
Explain what (define); explain why (cause and effect); or explain how (how-to, compare and contrast, or directions).

NARRATIVE WRITING
Experienced writers have varying opinions on the difference between a narrative and a story, but one view is that a narrative is the telling or narration (My Day With Grandma) of a series of events which includes stories, and a story is a narrative with a definite plot which includes a conflict or problem to solve (the day my brother went missing) in which a character(s) often make mistakes (he feel asleep in his hiding spot while playing Hide and Seek), even obviously dumb ones, in order for the conflict in a story to develop. In other words, without a problem there is no story.

GRACIOUSNESS IN WRITING
Checking for graciousness during the revision stage of writing is an important way to teach thinking twice before writing or speaking to another person. This especially applies to when writing something while emotionally charged. It is a good idea to put a letter or article away for a day or so and reread it. Often there is a better way to express oneself than the first way written without the use of a negative or condescending tone. The better writing comes from rewriting, allowing time to chew on the matter and think about what you are trying to say in a kindly way or whether it is worth saying at all.

Childhood Lore

Stuff every child should know.

OUTDOORS
SWIMMING

• Early on, pour water on child's face during baths.
• Get out swimming as often as possible.
• Let them play most of the time. "Helping a child relax and have fun in the water is more important than teaching strokes."
• Underwater masks or goggles encourage swimming and sticking the face underwater, learning to float, and so on.
• If a child takes an accidental dunk, smile instead of showing horror.
• Give occasional instructions whenever they show readiness.
• Most of all be an example of one who enjoys the water.
• Include teachings on safety and good sense. The most important rules are never swim alone or dive in shallow, cloudy or unfamiliar waters.
• Other safety priorities include learning to back float and tread water.
• Crawl techniques along with proper breathing are the grand finale, as well as varied underwater strokes and diving.
• A swim instruction video helps them learn to observe good form and safety.

BIKE RIDING
Some kids learn on their own early on. One of my boys taught himself to ride when he was four years old. For the ones that need a little encouragement, here's a tip for learning to ride (without training wheels): Grab the back of your child’s shirt firmly and pull upward to help him balance. It's easier to run alongside this way.

BUILDING
forts and houses, snow fort, box houses, tents, teepee, sand castles, mud and straw bricks...

MORE
skipping stones, making and flying kites, roller skating or ice skating, jumprope, Chinese jumprope, tree climbing, wagon rides, sledding, swinging on a swing, skipping, cartwheel, handstand, baton twirling, balance beam, somersaults, headstand, wrestling, making and shooting a bow and arrows and other target practice, sailing toy boats, bubble blowing...
INDOORS
LANGUAGE FUN
invisible ink, slam book, sign language, Pig Latin, writing Pig Latin, jokes and riddles, charades or imitating, hand clapping chants

SECRET CODES

• Place a paper with holes in it to reveal specific letters that will stand out among a group of them on a second page and thus spell a secret message;
• Write abc’s in order, then write them again beneath in mixed order, to replace each letter with a different one;
• Use two tic tac toe grids and two x grids to place letters (any order) in each section. Half the grids are dotted. Draw the resulting shapes as symbols for the designated letters.
• Invented alphabet symbols. Use a key to translate.

THINKING
puzzles and activity books

HAND SHADOWS: flying bird, an elephant, a rabbit...

STRING GAMES Jacob’s ladder, Granny’s bra, Witch’s broom, Pick a banana, cup and saucer, Eiffel tower, Cat’s cradle (multi player)..

ORIGAMI- boat, paper balloon, Lord Brahma’s swan airplane, paper airplanes, helicopter, fortune teller, Agha's mouth; jumping frog

MAGIC TRICKS are fun and teach about the 4 defects of the human being.
Here’s a sample:
What you need: 1 box of wax crayons
What to do:
1. Hand the box of crayons to someone in your audience and then turn your back to them.
2. Instruct the person to open the box, pull out one crayon and remember the color.
3. Then, put both of your hands behind your back and tell the person to place the crayon
in one of your upturned hands.
4. Next, face your audience and tell them that you will determine the color of the crayon
simply by sense of touch.
5. As you say this, scrape your thumbnail across the end of the crayon forcing a small
amount of the wax to get under your fingernail.
6. Next, switch the crayon into the other hand and move your empty hand (the one with
the wax under your fingernail) up to your forehead.
7. As your hand passes up past your eyes, catch a quick glimpse of the color under your
fingernail.
8. Once you see, close your eyes and pretend that you are really concentrating on the
color.
9. Then, tell them the color; you'll amaze everyone!

MORE
homemade tattoos (a non toxic, magic marker design on paper which is pressed firmly onto moistened skin), collecting, spinning tops and coins, knot tying, pillow fights...

Math Memory

MATH FACTS
There are a variety of ways to memorize math facts and other math skills- computation races, holey card drills, math fact song tapes, fact families...

SAXON’S DIVISION OF MATH FACTS
The Saxon Math course, my personal favorite math curriculum, divides fact cards into manageable groups:

• adding 0 to a number; subtracting 0 from a number; subtracting a number from itself
• adding 1 to a number; subtracting 1 from a number
• adding 2 to a number; subtracting 2 from a number (If it is an even number that two is added to, then the answer is the next even number. If the number two is added to an odd number, the answer is the next odd number. Reverse process for subtraction)
• adding 9 to a number (First add 10 to the number. Then subtract 1, since 10-1 is the same as 9. OR subtract 1 from the number being added to 9 and then add 10.)
• adding 10 to a number; subtracting 10 from a number (Use a 100 number chart to see and memorize the pattern created.)
• the sums of 10 fact family.
• the doubles. (2+2 etc; Subtracting half of a double)
• double plus one facts. (The two numbers of these facts appear next to each other on a number line. Double the smallest number and add one.)
• subtracting double plus one facts
• the oddball or leftover facts (Group these according to a common number):
• 5’s: 5+3; 3+5;
• 6’s: 6+3; 3+6
• 7’s: 7+4; 4+7; 7+5; 5+7
• 8’s: 8+3; 3+8; 8+4; 4+8; 8+5 5+8; 8+6; 6+8

That's it. They also have similar systematic memorization for multiplication.

ADDITION AND SUBTRACTION FACT FAMILIES
The Rod and Staff curriculum focuses on fact families which are also useful to drill.
This is not a complete listing:
11.9, 2     16, 9, 7
11, 8, 3     16, 8, 8
11, 7, 4
11, 6, 5

12, 9, 3     17, 9, 8
12, 8, 4
12, 7, 5
12, 6, 6
(For example, simply by memorizing the fact family 11,9,2, one can remember four fact combinations- 9+2=11, 2+9=11; 11-2=2, 11-2=9):

13, 9, 4
13, 8, 5
13, 7, 6

14, 9, 5
14, 8, 6
14, 7, 7

15, 9, 6
15, 8, 7

MORE MATH MEMORY
It's helpful to post these on a bulletin board for easy reference and drill and or within student notebooks (These lists are also not complete; they are given for memory work ideas only):

MEASUREMENTS
2 cups = 1 pint
2 pints or 4 cups = 1 quart
2 quarts or 8 cups = ½ gallon
4 quarts or 16 cups = 1 gallon
10 millimeters = 1 centimeter
100 centimeters = 1 meter

TEMPERATURE
Water freezes at 32 F or 0 degrees C
Water boils at 212 F or 100 C

TIME
60 minutes = 1 hour
30 minutes = ½ hour

MONEY
4 quarters = 1 dollar
10 dimes = 1 dollar
20 nickles = 1 dollar
100 pennies = 1 dollar

ETC
12 = 1 dozen

NUMBER WORD SPELLINGS
one more spellings:
two thirty
three forty
four fifty
five sixty
six seventy
seven eighty
eight ninety
nine one hundred
ten etc.
eleven
twelve one thousand
thirteen etc
fourteen
fifteen one million
sixteen etc.
seventeen
eighteen
nineteen
twenty
twenty-one
etc (use a hyphen after every word that ends with -ty)

CALENDAR SONG
Thirty days hath September,
April, June and November;
 February has twenty eight alone
All the rest have thirty-one
Except in Leap Year, that's the time
When February's Days are twenty-nine

 MEMORIZING DOUBLES (adapted)
For the younger set, songs are a lot of fun and good aids for memory work. Here's a couple:

Two and two are four
Four and four are eight
Eight and eight are sixteen
Sixteen and sixteen are thirty-two

Inchworm, inchworm
Measuring the marigolds,
You and your arithmetic
Will probably go far.

Inchworm, inchworm
Measuring the miracles,
Seems to me... you'd stop and see
How beautiful they are.

COUNTING BACKWARDS:
There were ten in the bed,
And the little one said,
"Roll over! Roll over! "
So they all rolled over,
And one fell out.
There were nine.....
There were eight.....

There was one in the bed,
And the little one said,
"Goodnight!"

Math

ATTITUDE
Many people think math was their worst subject, but when you become a devotee, so many zeros suddenly have a one in front of them by adding Krishna. They become worth something. Also the orderliness of numbers and how they can go on for infinity. In that sense they are eternal and therefore spiritual.

So parental attitude is important. We can either enable our kids to see each math problem as a boring drill or as exciting and challenging puzzle.

REAL LIFE MATH OPPORTUNITIES
Math doesn't have to be limited to time spent in a formal math class either. It can begin from early childhood and be reinforced within the context of every day life.
Start by counting with your child. Count aloud while you are pushing him on the swing. Count aloud while measuring something and she is watching. When you go shopping, ask him to pick out ten oranges. Move on to ask him to pick out the least expensive toothbrush. Let him help his father measure a piece of wood while remodeling the bedroom. Let her keep track and add up how much money was spent in gas on the last family road trip. Keep a calendar visible in the home and use it. Play math games together as a family. Buy connect the dot books for more counting practice. Ask, "How can I divide this pizza into six pieces?" or "What time is it?" "Estimate how many nails are in that can." Play "store" with play money or a game like "Presto-Change-O" to show how to make change. And always model checking your work to avoid mistakes.

A SAMPLE OF MATH TOPICS COVERED IN SCHOOLS
You can look in your child's textbook or online lists for these for each grade.
NUMBERS- writing numbers and number names, ordering numbers, even and odd, ordinal numbers, using tally marks, number line, hundred number chart
SHAPES-line, angle, congruence, geometric solids (cone, sphere...), polygons
PATTERNS- shapes, numbers
COUNTING-counting backwards, skip counting, counting by tens from a single digit number
GRAPHS pictograph, weather
VOCABULARY - right, left, most, fewest, least, more, less, greatest, first, last, between, top bottom, middle, inside, outside, largest, smallest, pair
MEASUREMENT length, width, standard and nonstandard units, weight, volume, metric system
TELLING TIME morning, afternoon, evening, night, dusk, dawn, seasons, telling time to the hour, half hour, etc
USING A CALENDAR
sets, pair, dozen
COMPUTATION -number sentences, adding multiple digit numbers, place value
ADDITION FACTS- doubles, adding one, adding zero, adding two, doubles plus one, adding ten to a number, adding nine to a number, the last eight facts, sums of ten,
adding two digit numbers, carrying
SUBTRACTION FACTS - subtracting a number from itself, subtracting one, subtracting zero, subtracting half of a number, subtracting two from a number, subtracting a number from ten, subtracting ten from a number, differences of one, subtracting using the doubles plus one addition facts, the leftover facts
SORTING- attributes, sorting rule
MONEY -penny, nickel, dime
FRACTIONS- half, fourth,
MATH GLOSSARY WORD- Make a note of these, too, each school year.

SHORT CUTS
After children have a lot of experience with numbers and how they work, they can begin to learn some mental math tricks or shortcuts. Here are some examples:
How to compute percentages- Turn the percentage into a decimal and multiply (25% of 600 = .25 x 600 = 150).
Multiplying a number by a multiple of 10. Simply attach the same number of zeros of the multiple to the number being multiplied.
Adding ten and then the remaining "ones". For example, 29 + 32. Think 29 plus 30 (adding 10 to a number 3x) then add 2.
Learning how to do short division is also important for making calculations easier.

Useful Math Tools

Whether homemade, found online, or store bought, the following are some helpful math aids and manipulatives:

A HUNDRED NUMBER CHART
is a useful tool for counting forward and backwards, skip counting, adding one to a number, subtracting one from a number, adding ten to a number, subtracting ten from a number, and so on.

MULTIPLICATION TABLE a little different than the above but just as useful.

GRAPH PAPER can be cut and used to teach powers of ten, grid work, arrays...

POPSICLE STICKS
Can be bundled together as tens and a hundred along with single sticks representing ones. Use to teach place value.

GEOBOARD
Learn about shapes, angles...

TANGRAMS
There are web pages that show a variety of ways to piece these together. Also there is are interactive tangrams online.

BALANCE SCALES
Use scales to compare the weight of two objects or use pennies for units to weigh different items. Which is lighest? heaviest? Can you guess before weighing?
How to make a homemade scales: Use a wire coat hanger and hang it on a horizontal pole. Attach evenly with string a berry basket on each end.

LINKING CUBES
Good for comparing numbers, visualizing "less" and "more".
Use as units of measurement.

LINKING CHAINS
Used as a type of unit for beginning measurement.

PATTERN BLOCKS
good for learning about shapes, fractions...

TILES
Learning about square inches, square feet

CONNECT THE DOTS
Use to teach counting and sequence.

DOMINOES
Use these to drill quickly recognizing the number of dots. (And every child should be able to experience "the dominoe effect" with a large collection of dominoes set up one after the other around their room!)

FINGER CALCULATOR
First teach on a number line how to add two numbers together, starting with the largest one and counting forward. Move on to fingers. Assign a number to each finger 1-10.
When children tire of finger counting they are more willing to learn math facts.

NUMBER LINE
To help teach adding two numbers together more quickly use a number line. Begin with the largest number and count upwards. After much practice, move this to the fingers. Begin counting with the largest number. This saves trouble for the child who tends to count from 1 upward instead of immediately starting with the largest number to begin counting.
Number lines are also good for showing "greater or lesser than".

SCRAP PAPER
Turn school lined scrap paper sideways to easily work math computations in neat columns and reuse the paper.

ARRAYS
An array is a systematic arrangement of objects, usually in rows and columns.
Useful to teach fast counting with equal groups and visualize a multiplication fact.

How math fact sheets are arranged in an array can be a real life example. If one wanted to know how many problems were on the sheet, he could multiply the amount on the top row by the total number of rows to arrive at the answer very quickly.

MATH TILE AND CHIPS MANIPULATIVES ALTERNATIVE
Glue graph paper onto sheets of thin cardboard (which can be easily obtained from the back of used notebooks or the inserts from newly purchased packages of clothing). Put a weight on top to allow to dry flat. When thoroughly dry, mark the graph paper into 1 inch squares. Cut out the squares and paint them brightly. May wish to use spray paint for a faster job. Store in a clean and empty container such as a yogurt container.

Ditto when colored chips are needed, omitting the graph paper. Use a coin instead as a template to draw circular shapes.

CLOCKS

Save a broken clock to practice telling time with or:
1. Create a clock from construction paper to practice time with. Use a brass fastener to attach the hands.
2. Include the Gita verse 11.32 for a Krishna conscious reminder.

MATH GAMES
War
Battleship  A fun way to teach coordinates. May wish to use graph paper instead if the game is not available.

Prabhupada's Bhaktisastri Exam

Taken from a letter in Srila Prabhupada's folio CD. Note how merciful Prabhupada is in the grading scheme below:

FIRST YEAR BHAKTISASTRI EXAMINATION
September 4th, 1969
time: 9:00 AM to 12:00 Noon
Janmastami Ceremony

Answer any ten of the following questions with reference to the context of scriptures like Bhagavad-gita As It Is, Brahma Samhita and Isopanisad. The full mark for each question is 100.
1. Who is Krsna?
2. What is your relationship with Krsna?
3. What are you expected to do with your relationship to Krsna?
4. What is the aim of Krsna Consciousness?
5. What do you mean by religion?
6. Is Krsna Consciousness a type of religion or religious faith?
7. How do you distinguish between religion and faith?
8. Can religion or faith be changed from one type to another?
9. How do you distinguish between changeable and eternal religion?
10. What are the different types of religious faiths?
11. Can religion be manufactured by philosophical speculation?
Who created religion first?
12. What is the greatest common engagement of religious men?
13. Do you believe that Krsna is the Supreme Personality of Godhead?
14. If you believe, how do you substantiate? If not, what is your reason?
15. What is Brahman, Paramatma and Bhagavan?
NB: Answer papers with some contribution to my book fund may be submitted to me.

I shall personally examine the papers, and those who will pass will be sent a
certificate of Bhaktisastri in due course. The minimum passing mark is 300 out of 1,000.
A.C. Bhaktivedanta Swami

Science and Nescience

THE VEDIC VIEW
Here's another sampling of points from the devotional perspective that may be included in class discussions:
SCIENCE AND SCIENTISTS/ BRAHMANA VS SCIENTIST

• Wasting time- Modern scientists waste time making gorgeous arrangements for human beings to remain animals -eating, sleeping, mating and defending
• Brahmanas teach that it is the heart that must develop. Real scientific advancement is how to stop change of body.
• Sakti worship- Modern science is a kind of worship of the material energy, ignoring the creator.
• Increasing ignorance- Maya prati jnana means true knowledge or self realization is covered by maya. It may appear that one is gaining factual, scientific knowledge of the material nature, but actually they are entering more and more into the darkness of ignorance.
• Loss of faith- Modern science creates a loss of reverence, appreciation and faith in the Creator. Mark Twain aptly said,  “We have not the reverence for a rainbow as the savage has, because we know how it’s made. We have lost as much as we have gained by prying into the matter.”
• Many people today look to scientists rather than God to solve their problems. But only Krsna can give us permanent solutions.
• Mode of Passion- Modern science practically demonstrates the desire of materialists to try to control and manipulate the material energy for their own agendas.

MODERN SCIENCE IS NOTHING NEW
The Vedic literatures describe “test tube babies” (Duryodhana and his brothers); nuclear weapons (brahmastra); life in the womb (Kapila’s insight); air planes (vimanas); relativity of time, the possiblity of life in the fire, such as "fire bacteria" (life on the sun planet); electric fence (fortress of Baumasura); city planning (Prthu Maharaja)...

TWO WAYS TO AQUIRE KNOWLEDGE:
THE ASCENDING OR "EXPERIMENTAL METHOD"
The ascending or experimental method is imperfect due to the four defects of the conditioned soul:
1. is sure to commit mistakes
2. is invariably illusioned
3. has the tendency to cheat
4. is limited by imperfect senses
With these four defects one cannot deliver perfect information.
For example, a news article which poses evolution as an accepted fact is a form of cheating. Also archeological evidence may be affected by a religious or national bias. For example, the discovery of Rama's bridge in south India is named "Adam's Bridge" and faces destruction under the excuse of commerce.

THE DESCENDING METHOD - ASK THE EXPERT

• We accept many things on the basis of authority. By following authoritative instructions we can understand what is not immediately within our experience (Antarctica, microscopic life). Initially this requires faith in an authority on the subject and bona fide instructions.
• Everyone puts their faith in someone or something.
• Seeing God follows the same process. Guru is the guide and the sastras are like a road map and also verify our experience. The human form of life is a suitable vehicle.
• By hearing from authority we can understand what is what without wasting time speculating.
• To perform surgery requires much training, should spiritual realization be any less challenging?
• Gaining knowledge by authority rather than the experimental method is safer and saves time and energy.

LIFE SCIENCE (life, plant life, animal life, the human body):
GENERAL NOTES
The six stages of the body- birth, growth, stays for some time, reproduction, dwindling, death

LIFE COMES FROM LIFE
An ignorant person may conclude that scorpions are born from rice. The theory of spontaneous generation was later disproved, yet atheists stubbornly cling to the idea it happened one time by accident. Otherwise, there is no example whatsoever of life coming from matter.

PLANT LIFE
Considering food chains and food webs, all creatures ultimately depend on plant life to get their eatables.

ANIMALS

• Both animals and humans eat, sleep, mate and defend.
• Only the human form has the spiritual inquiring capacity.
• Animals have amazing abilities such as a keen sense of smell, eyesight and or hearing; an ability for migration, metamorphosis and so on
• Every living entity has a job to do, a reason and a purpose in the Lord’s perfect plan.
• There are many animal societies- all require a leader.
• Animal life in general is very fearful and miserable.
• There are different grades of living beings, higher and lower.
• All creatures have prominent modes of nature. In the mode of goodness, for example, are swans and humming birds.
• Animals cannot change their food, nesting style, etc. Human’s have choice.
• Nature's law: “One living entity is food for another.”

THE HUMAN FORM OF LIFE-

• Nature's gift, a special opportunity to solve the problems of life.
• Human form of life is meant for discrimination, sense control, austerity, penance, meditation.
• The human body is like a finely tuned machine down to its tiny cells.
• Our bodies are continuously working beyond our control, whether we notice or not. The heart beats, stomach digests food, nutrients are assimlated and so on, without our assistance.

EARTH SCIENCE (earth and the universe):
MOTHER EARTH

• Krsna is our Supreme Father.
• Earth is one of our seven mothers.
• Earth is supplying all necessities of life.
• Earth is the middle planet, not too hellish but not too nice either.
• Treat the earth well and everything goes on smoothly without disturbances.

LORD VISHNU'S MAINTENANCE:
PROVISION OF FOODSTUFFS
All creatures can get their foods and other necessities regardless of habitat.

CYCLES
the seasons, water cycle, rock cycle, oxygen-carbon dioxide cycle, the nitrogen cycle, life cycles...
There are so many observable cycles that logically we can conclude the validity of the cycle of birth and death, yuga cycles and so on.

A REASON FOR EVERYTHING

• Everything may be maintained nicely, going on with perfect order
• Vishnu's maintenance plan is revealed by nature in various ways.
• Squirrels bury nuts and some of those become trees; worms aerate and fertilize the earth; various kinds of pests act as garbage men; bees pollinate plants and produce honey; a praying mantis is a gardener’s friend; and mosses and lichens break down stone, playing a part in the formation of soil for plants to grow.

THE UNIVERSE

• understanding may be distorted by perspective.
• Bhumandala and the geo-centric model of the universe
• the heliocentric model
• the celestial sphere and the ecliptic
• The geo-centric model of the universe is still in use.
• the seven sages (Big Dipper) and Dhruvaloka (the north star)
• stars revolve around Dhruvaloka.
• Krsna's power holds up the planets.
• eclipses and Rahu
• the higher, middle and lower planetary systems
• All planets in the material world are places of suffering.
• evidence of life on other planets (life is everywhere, in suitable bodies for various environments)
• the easy journey to other planets- chanting Hare Krishna.
• astrology and planetary influences (the moon gives juice to vegetables, auspicious and inauspicious planets...)

ASTROLOGY
A basic study of astrology aids in the understanding of planetary influences.

PHYSICAL SCIENCE:
PROBLEMS WITH MODERN TECHNOLOGY

• Unhealthy - dependence on machinery can lead to physical weakness, obesity, low self esteem...
• petroleum dependence and a dwindling supply
• Unsteady- technology undergoes constant changes and upgrading
• Destructive- pollution and environmental destruction. Industrialized farming makes poor farmers, worn out soils, increase in pests and pesticide use.
• Competitive- Technology is expensive and there are not enough resources to make it available for everyone.
• A waste of time- Human energy is meant for self realization.
• Social problems- Industrial society makes us too busy, strains relationships, separates people and families.
• Unemployment- people are replaced by machinery or can’t keep up with the changing technology. This leads to a host of other problems
• Suffering - Slave like conditions are often created for the working class of people.
• Loss of Quality Manufacturing- Cheap factory labor often replaces fine craftsmanship.
• Dangerous- Without God consciousness, technological advancement is compared to a jewel on the hood of a cobra;- increases envy and competition

The Solution? It is the heart that must advance instead.

ECOLOGY
Conservation of resources is natural for a devotee; everything belongs to Krishna.

QUOTES
MODERN SCIENCE
“So this is another bahvärambhe laghu kriyä. Arrangement is very big, but fact is nothing. Similarly, if you become a advanced, civilized man simply to make a gorgeous scheme, bahvärambhe, of this eating, sleeping, mating, and defending, you remain animal. “ -Srila Prabhupada

IMPERFECT KNOWLEDGE
Bob: Without perfect knowledge, though, you can teach—
Srila Prabhupäda: That is cheating; that is not teaching. That is cheating. Just like the scientists say, “There was a chunk... and the creation took place. Perhaps. Maybe...” What is this? Simply cheating! It is not teaching; it is cheating.
You cannot give. You are cheating only. Because you are imperfect, but you are giving ideas to people. What right you have that you are teaching?

Prabhupäda:  These living symptoms develop. The anthropology, Darwin’s theory. They do not believe in soul, transmigration of the soul. They have their own theories. But they are also not definite. Those who have read Darwin’s theory of anthropology, in most places, that Mr. Darwin says, “Perhaps it was like this, perhaps it was like this.” And according to his theory, there was no existence of human being ten thousand years ago. But we followers of Vedic...version, we don’t believe to all this nonsense; neither there is any basic principle. Now take for example the atheistic theory, call it by any name, that combination of matter makes a living symptom possible....their theory that combination of matter makes symptoms of life possible, they should prove it by experiment. Then it is complete science.” -Bg 2.25 lecture, London, 8/28/78

They will say, “Probably,” “Maybe.” This is the so-called scientists’ language. That means imperfect knowledge. Still, they want to teach. This is cheating. - Bg 1.13-14 lecture, 7/14/73, London (Darwin had over 800 such phrases in his book "Origin of the Species".)

NEGLIGENCE OF THE CREATOR
“You would rather study the insignificant grass than the God who has created everything.” - Srila Prabhupada

“Therefore, those who are simply astonished by the powers of anything in the creation of the Lord, without any factual information of the Lord Himself, are known as saktas, or worshipers of the great powers. The modern scientist is also captivated by the wonderful actions and reactions of natural phenomena and therefore is also a sakta. “SB 2.6.43-45 purport

“A scientist in his laboratory is not only a technician; he is also a child placed before natural phenomena which impresses him like a fairytale”- Marie Curie

INCREASING IGNORANCE
Prabhupäda:...These fools and rascals, their actual knowledge is taken away, and they are coming out as educated. That we are protesting.
Hari-sauri: You once called them slaughterhouses. Slaughterhouses of education.
Prabhupada: Yes.

DESCENDING PROCESS FOR AQUIRING KNOWLEDGE
Who is your father? That you can under(stand) simply by hearing from your mother. That’s all. The mother says, “He is your father.” What is the evidence? Hearing from the mother. That’s all. Similarly anything spiritual, spiritual identity, spiritual God, spiritual kingdom, you have to learn simply by hearing from authorities. There is no other process. There is no other second process. Simply we have to hear. Just the same example. Who is your father? You have to simply believe your mother.... Of course, it is not expected that she’ll give a false information. Understanding, the mother is nice, she’ll give me. So that is the only way. You have to believe your mother, and that’s all. Similarly, if you want to understand anything spiritual, you have to take information by hearing from such authorities as Krishna or His representative, and there is no other alternative. Bg lecture 2.20-22

Prabhupäda: Yes. Knowledge means received from the superior. Like the child gets knowledge from the father. That kind of faith is required. If the child does not believe the statement of father and mother, he cannot make any progress. If the child does not believe the statement of mother, he does not know who is his father. So there must be faith, faith in the right person. Then it is all right. If you have got faith in the person who has got eyes to lead you, then he will help you to cross the road. And if you put your faith to another blind man like you, then it will cause disaster. Faith is required, but to the right person. Then it will be all right. -Room conversation, 11/2/76, Vrindavan

REQUIRES QUALIFICATION AND TRAINING
You cannot see even a small particle of soul which is spiritual, you want to see God immediately without preparing your eyes? Just see. They want to see God. They cannot see even the small particle of God, the soul, and they want to see immediately God. Yes, one can see God. But not immediately. You have to prepare your eyes. You’ll see God, you’ll see soul, everything. Everything will be visible. -Bg 2.20-25 lecture

“Can you show me God?” “Act in such a way that God will want to see you.”--Srila Bhaktisiddhanta

PLANTS
“Definition of a weed: a plant whose virtues have been forgotten.”

ANIMAL LIFE

“Always, everyone has anxiety; no one is free from it. Even a small bird has anxiety. If you give the small bird some grains to eat, he’ll eat them, but he won’t eat very peacefully. He’ll look this way and that way—“Is somebody coming to kill me?” This is material existence.”

HUMAN LIFE
“Unless one is awakened to this position of questioning his suffering, unless he realizes that he doesn’t want suffering but rather wants to make a solution to all suffering, then one is not to be considered a perfect human being. Humanity begins when this sort of inquiry is awakened in one’s mind. In the Brahma-sütra this inquiry is called brahma jijïäsä. Athäto brahma jijïäsä. Every activity of the human being is to be considered a failure unless he inquires about the nature of the Absolute. Therefore those who begin to question why they are suffering or where they came from and where they shall go after death are proper students for understanding Bhagavad-gitä. “ Bg Intro

EARTH AND SPACE
“We see the mother, mother earth, and we see the children in different forms... Then we must accept that there is father. Because without father there is no possibility of mother begetting children. If you simply understand this philosophy of father, mother and children, then you can very easily understand that there is God, the supreme father.” --Srila Prabhupada

It should be understood that all species of life, O son of Kunti, are made possible by birth in this material nature, and that I am the seed-giving father. Bg 14.4

MOTHER EARTH

The Gaia hypothesis much talked about today in scientific circles, that there is a guiding life and intelligence on Earth, is another old Vedic idea. Gaia is Greek for Vedic Gau, the cosmic cow, the spirit or Goddess of the Earth, the Divine power working through it.--David Frawley

EVIDENCE OF LIFE ON OTHERE PLANETS

“So even the dust, in the sand, there is life...In the water there is life, within the sand there is life, in the air there is life, everywhere there is life.”

“Living entities are everywhere. Therefore we cannot believe that these people went to moon planet, because they say there is no living entity. That is not possible. That is not possible. Living entities are everywhere (with suitable bodies). Even in the fiery planet like the sun, there are.”

Prabhupäda: Yes. [break] ...haven’t gone to moon planet, that is my... [break] ...why they will give it up? That is the proof. America was found by Columbus. So many people came from Europe and utilized it. So if they would have gone to moon planet, they would have utilized it. But they have not gone. That is the fact.
Paramahamsa: That was their original proposal, that they can utilize it, make colonies there.
Prabhupäda: Yes, yes. Yes.
Devotee (3): The moon exploration, because they thought that we cannot use the moon like Columbus, they used America.
Prabhupäda: That is your excuse.
Paramahamsa: They say it’s too much like the desert.
Harikesa: That’s cause they were in the desert. (laughs)

PLANETARY INFLUENCES
“Astrology should be a required course for every intelligent person.”

“It is sometimes said that when one is influenced by evil stars like Saturn, Rahu, or Ketu, he cannot make advancement in any prospective activity. In just the opposite way, Prahlada Maharaja was influenced by Krishna, the supreme planet, and thus he could not think of the material world and live without Krishna consciousness.” SB 7.4.37 purport

PERFECT MAINTENANCE
“The sunlight is acting, evaporating the water and it is turned into ocean. Then it is overcast all over the land and there is production. And there is river flowing down. You stock your water tank high, and there are mountain heads, there is stock of water and all year the river is flowing, supply water. Don't you see how nice brain it is? Can you pour water? If you want to evaporate hundred gallons of water you have got to make so many necessary arrangements. And here, millions of tons water is taken away immediately from the ocean and sea and turned into cloud, light cloud so that it may not fall down immediately. You see? Not like a tank. And it is reserved on the head of the mountain and it is sprayed all over the land so everything is there. You require water to produce grains, vegetables. So everything is there.”

PROBLEMS WITH TECHNOLOGY
“The economic and technological triumphs of the past few years have not solved as many problems as we thought they would, and, in fact, have brought us new problems we did not foresee.” Henry Ford I

“Everything animate or inanimate that is within the universe is controlled and owned by the Lord. One should therefore accept only those things necessary for himself, which are set aside as his quota, and one should not accept other things, knowing well to whom they belong.” Sri Iso 1

“For human kind to have an environmentally sound way of life requires a change of consciousness.” - Divine Nature

“ Manufacture of the “necessities of life” in factories and workshops, excessively prominent in the age of Kali, or in the age of the machine, is the summit stage of the quality of darkness. Such manufacturing enterprises by human society are in the mode of darkness because factually there is no necessity for the commodities manufactured. Human society primarily requires food for subsistence, shelter for sleeping, defense for protection, and commodities for satisfaction of the senses. The senses are the practical signs of life, as will be explained in the next verse. Human civilization is meant for purifying the senses, and objects of sense satisfaction should be supplied as much as absolutely required, but not for aggravating artificial sensory needs. Food, shelter, defense and sense gratification are all needs in material existence. Otherwise, in his pure, uncontaminated state of original life, the living entity has no such needs. The needs are therefore artificial, and in the pure state of life there are no such needs. As such, increasing the artificial needs, as is the standard of material civilization, or advancing the economic development of human society, is a sort of engagement in darkness, without knowledge. By such engagement, human energy is spoiled, because human energy is primarily meant for purifying the senses in order to engage them in satisfying the senses of the Supreme Lord.” SB3.5.30 purport

Nature Study

Warning: Remembering Krishna via His fascinating material nature can be addicting. By appreciating Krishna's orderly universe and artistry everywhere and learning interesting and amazing facts about Krishna’s external energy, nature study gives many ways to feel completely in awe of Krishna's external energy as well as humbled. But then, what to speak of actually meeting that Yogesvara behind it all, the most Beautiful Supreme Lord Himself? That thought makes it all seem very ingnificant if there is no relationship with Krsna, no quest for self realization foremost.

Śrīla Prabhupāda: Suppose I take this grass. I can write volumes of books—when it came into existence, when it died, what the fibers are, what the molecules are. In so many ways I can describe this insignificant foliage. But what is the use of it?

Dr. Benford: If it has no use, why did God put it there? Isn’t it worthwhile studying?

Śrīla Prabhupāda: Our point is that you would rather study the insignificant grass than the God who has created everything. If you could understand Him, then automatically you would understand the grass. But you want to separate His grass from Him, to study it separately. In this way you can compile volumes and volumes on the subject; but why waste your intelligence in that way? The branch of a tree is beautiful as long as it is attached to the main trunk, but as soon as you cut it off it will dry up. Therefore, what is the use of studying the dried-up branch? It is a waste of intelligence.

:
FOUR MAIN DIVISIONS found in typical science texts today:
SCIENCE AND SCIENTISTS
the meaning of the word "science"
what is actual science and what is mayayaparhrta jnana
methods for gaining knowledge- ascending and descending process
the brahmana vs the scientist
LIFE SCIENCE(superior prakrti)
plant life
animal life
human life
EARTH SCIENCE
mother earth and the universe
creation, maintenance, destruction
astronomy
PHYSICAL SCIENCE (inferior prakrti)
matter and natural laws
chemistry
physics - machines, electric, energy...
problems with technology

MAKE IT PRACTICAL: Why should I know this? Why should anyone know this? How is it useful for my service or in my life?

LOOK FOR USEFUL KNOWLEDGE AND VOCABULARY Choose from words everyone needs to know these day such as cranium, photosynthesis, chlorophyll, mutation, migration, erosion...or to understand the scientific speculative process- when we use it (such as experimenting with a recipe) and when we don't (vs finding out something the hard way). Srila Prabhupada refers to the scientific process and other topics for the purpose of preaching Krishna consciousness, so a lot of words may be found during regular reading of sastra. Furthermore, learning about the human body and its maintenance, information about plants and plant care, identification of useful and harmful plants and insects, the basics of weather predicting, animal care, basic machines,energy uses and so on are all useful information to aid one's devotional service.

ENHANCING LESSONS WITH KRISHNA CONSCIOUSNESS
These questions may be asked to bring out a Krsna conscious perspective: How is this related to Krsna? What is the Vedic viewpoint? For example, while talking about pollution, you could tell the story of Taraka polluting the countryside up to Lord Rama's arrival there. Or the story of Kaliya polluting the Yamuna.

Or let's say you are looking at rocks. Rock formation and changes such as weathering, erosion, volcanic eruptions and so on demonstrate that the material energy is constantly changing. "The rock cycle" is another of Lord Vishnu's maintenance features. Rocks as well as precious stones may be used in devotional service.

FOLLOW UP ACTIVITIES could include:

Looking at pictures of precious stones and their uses.
Asking a questions about lapis lazuli and finding the answer
Hearing the story of the carving of Nrsimhadeva deity in Mayapur.

Today there are ready made kits to use or video demonstrations to watch that save time. as well illustrated library books available (not just for kids). What to speak of the many topics explored on the Internet with corresponding activities that are easy to execute, requiring only simple items from around the house. Here's some examples:

TREES

• Count tree rings on a stump to figure out how old the tree was.
• Identify trees in your back yard. Which trees are the most useful?
• Demonstrate transpiration

PLANTS

• Soak some beans in water and allow them to sprout. See the baby plant curled up inside. The rest is filled with food for the plant to survive on in early stages or to be eaten by others.
• Grow mustard seed sprouts on a sponge. Cover the dish every night with plastic wrap to keep moist and uncover during the day. Keep moist with a spray bottle. After plants sprout, put in a sunny window to green them up a bit before using. Sprouts show that a plant does not need soil for nutrients in the beginning. Or grow them in a pot or garden.
• Plant bulbs
• Propagate new plants from leaf cuttings. A good plant to do this with is a coleus.
• Look for new leaf buds in the early spring.
• See how plants take in water and nutrients. Place a celery sticks or white carnation into a glass of colored water
• Learn about wild edible plants but be careful- only the ones you are sure of such as dandelion leaves, blackberries, or those recognized by an someone already familiar with a plant. Also make sure no pesticides were used in the area.
• Look for the fiddleheads of new ferns.
• Look for mosses and lichen.

GROWING STUFF
Fun videos found on YouTube.com:

Carrot tops

Green Hair Grow wheat grass or grass seed in a cup with a face drawn on it.

TESTING SEEDS FOR STARCH
1. soak seeds, remove skins
2. cut seed in half
3. put a drop of iodine on each half. Change of color indicates starch is present

GROW A POTATO
Or cut a piece of potatoe that has an eye that's sprouted. Put in a cup with soil. Add water. Here's more info for best results.

TESTING FOR FAT-
Rub a piece of food on a piece of paper bag. Let it dry. If a spot remains, the food contains fat.

BIRDS

• Listen to different bird song files on the Internet. Also on video.
• Use a hand lens to examine hooks on bird feathers.
• Set up a bird bath and bird feeders.
• Get photos of new visitors and use the net for bird ID.

Google images is especially helpful. The above is a Northern Flicker, a knd of woodpecker that eats ants.

ANIMAL HOMES
Look for animal homes- wasp nest, spider web, ant hill, bird nest under leaves, under a rock, galls on leaves, in the sand, in a compost pile, in a hole...

CRICKETS
Count the chirps for a cricket thermometer.

BUTTERFLIES AND MOTHS

• Note the similarities and differences between butterflies and moths.
• Raise butterflies. Look for Angelica, Parsley and Queen Anne's Lace in late spring for caterpillars. Keep in a vase and replace fresh plants as caterpillars grow.

This black swallowtail crysalis hatched ten days later:
..
MICROBES
Grow bacteria in a sterile petri dish with agar agar. Sterile petri dishes are available in science supply catalogs. Agar agar should be soaked in the liquid first for 10-15 minutes(2 tsps powder or 2 tbsps of flakes agar agar to 1 pint water) and a little sugar for a nutrient (instead of using ready made "nutrient agar" mix that usually contains beef or chicken blood), then gently brought to the boil and simmered while stirring until it dissolves completely. This will take about 5 minutes for powder and 10-15 minutes for flakes. Unlike gelatin, agar agar can be boiled and can even be re-melted if necessary.

 Then pour it into the dishes. Let cool about 30 minutes. If you are unsure as to the setting ability of your gel, test a small amount on a cold saucer - it should set in 20-30 seconds, if not you may need more agar agar, if too firm - add some more liquid.

Next, swab a door knob, light switch, keyboard, toilet or other public item with a sterile cotton swab. Swab the culture onto the petri dish and cover. Tape it shut. Let sit a couple days undisturbed and out of direct sunlight. Here's more information on how to do it, safety precautions and what to expect:

 THE SMELLING GAME AND MORE

We can recognized a wide variety of smells. Some smells can stir up memories. To
demonstrate the sense of smell (olfaction), collect several items that have distinctive smells such as:
lemon, orange peel, cedar wood, perfume soaked cotton, banana, pine needles, carob, soil, vanilla, hing, mint, rose flowers, saw dust (non treated), ginger, peppermint, pencil shavings

Keep the items separated so that the odors do not mix. Put a blindfold on a studeny and ask the student to:
1. Identify the item by smell.
2. Rate the odor (strong, pleasant, neutral, [bad or good for young kids])
3. Tell about any memories associated with the smells.
http://faculty.washington.edu/chudler/chsmell.html

SKIN

• A cut is an opportunity to talk about the marvels of a cut healing. Krsna fixes it! Photos may be taken day by day.
• To demonstrate the use of antiseptics: Use two small apples or pears to show what happens when you get a cut and don’t clean it and when you do. Scrape one apple with sandpaper with dirt on it and scrape the other the same way. Wash and put antiseptic and a bandaid on one apple, do nothing for the other and check them in a few days to compare.

PUPILS
Shine a light to watch them dilate like a camera lens.

 VOCABULARY WORD JOKE

Tell a child his epidermis is showing.

 CHANGING BODIES

Look at family photos of various ages.

 SWEAT COOLS THE BODY

Which feels cooler? Blowing on wet fingers or dry fingers?

 BODY HEAT is 98.6 steadily despite outward heat or cold.

 CENTRIFUGAL FORCE

Use a container with a handle such as a child bucket. Fill partway with water. Tie a cord onto the handle to spin the container of water around overhead. Why does the water remain in the bucket? Here's another example.

SOIL

• Take soil samples from several areas and compare.
• Sift soil in a sifter.
• Make compost. The microorganisms in the soil help break down substances to create soil nutrients
• Make your own potting soil.
• Run a powerful magnet over dirt or sand to collect iron ore

MAGNETIC PULL
How to make a compass: Magnetize a needle by rubbing one way along a strong magnet (Check the needle with a magnet before you start, as sewing pins are often made of brass, not steel. ). Attach the pin to a cork and let it float in a bowl of water. The pin will consistently point north, drawn by the magnetic north pole.

ROCKS AND MINERALS

• Use a crystal growing kit or use liquid blueing and charcoal briquettes.
• Look at a rock collection. Memorize the names.
• Scrape a limestone to loosen some grains, then drop some vinegar on it to tell what happens and why
• Mix pebbles, coarse sand, soil and water together in a plastic, covered jar. Shake it and let it settle into sedimentary layers.
• Find examples of lichens and mosses outdoors. What do they do to rock? Why are they important.
• Make use of a rock tumbler (warning- they can be annoyingly loud).
• Find examples of stone, granite, marble and cement used in buildings, walls, around the house and so on. Desing a temple using these materials.

OCEANS AND BODIES OF WATER

• Collect a jar of sea water and allow it to evaporate.
• Sample some storebought seaweed.
• Explore a tide pool.
• Mark the high and low tides.
• While visiting a pond, look for wildlife.
• Examine a drop of pond water.
• Also on video.

RAIN
Make a simple rain guage. Mark a cup with measurements.

WEATHER AND CLOUDS

• Observe frost formations.
• Demonstrate evaporation.
• Create a cloud with boiling water and a covered pot or heat up a pot and toss a little water inside.
• Slice a hailstone in half to see its layers.
• Demonstrate condensation on the outside of a cup filled with icewater on a hot day.

AIR

• Make a homemade barometer.
• Air resistance demonstration: Push a cup, lip downward, straight down into a sink full of water. No water will enter the cup due to the pushing of air inside the cup.
• Air pressure demonstration: Heat a little water in a soda can over double boiler. Plug the can's opening with clay. Immerse the can into cold water with tongs. The can will collapse.
• Blow bubbles into liquid with a straw. Air does not mix.

WIND
Make a windvane to show wind direction. On heavy cardboard place clay with a cup attached upside down and a pencil going through a hole made in the bottom of the cup. On the top of the eraser (pencil is pointing downward through cup ) stick a pin goring through a straw with two paper arrows attached between slits made on the ends of the straw. Use a compass to mark directions outside.

 STARS

Spend some time stargazing. Country is best for a sharp view.

SUN
Make a sundial. to tell time with.

 MOON PHASE FLIP BOOK

1. First go to http://www.almanac.com/astronomy/moon/index.php Print at least 3 months worth of moon pics.
2. Cut these apart and glue them, one on each page, to the right edge of
3. a small notebook or other pad of paper. The binding will thus be on
4. the left side when you flip it. Choose a small notebook or pad of
5. paper that allows a good grip and is about 100 pages. I chose the back pages of an old pocket sized daily calendar.
6. If you do not fill the majority of pages, it helps to leave the first 15 pages or so blank to gain momentum while flipping before flipping to the actual moon pics.
7. You may also want to draw a faint pencil mark perpendicular to the
8. right exterior edges of the pages in order to fairly line up the
9. pictures on each page with each other when you attach them.
10. Make sure the pages don't stick together and for best results allow
11. the book to dry thoroughly before using. 

WATER

• Water as energy- pour water over sand and small rocks on a tilted plate to push off
• or Soak a pot with cooked on food for a couple hours. Observe.
• Frozen water expands. Fill a milk carton half way with water. Mark the water level and then freeze.
• Erosion - grow wheat grass and pour water over the soil. How does the grass prevent erosion?
• Displacement- Fill a cup part of the way. Add rocks while the water rises
• Saturation- how much water can a washcloth or sponge hold?
• Holey water- water has space. Fill a cup to the brim with water. Keep adding powdered sugar, the water won’t overflow. It just fills up empty space between the water molecules.
• Water level- Water in a cup is level with the ground and even if you turn the cup at an angle, the water level stays parallel to the ground. An that’s how a level works!
• Float or sink? compare a flat spread out piece of clay to a ball of clay
• Sprinkle sand on an ice cube. Sprinkle salt on another. Which melts first? Which freezes first, salt water or plain water?

LIGHT Old CD discs make great light prisms!

SOUND- Make a cup and yarn telephone (be sure to pull yarn taunt
Sound vibration: Attach a string to a ping pong ball and let hang suspended in the air. Touch the idle ball with a tuning fork. Next, tap the tuning fork firmly upon a hard surface to create a vibration. Now touch it to the ping pong ball and note the difference.

HEAT

• Conduction.- Place a metal spoon and wooden spoon in a heated pan with little ghee on the back of each.
• Hot Air Rising -To demonstrate heat rising you need a lamp and strip of paper cut into a spiral. Hang the spiral from a piece of string and hold above the hot lamp. Watch it twirl!
• Friction - Rub hands together
• Measure heat- Place a thermometer on dark paper and one on white paper set out in direct sunlight. Which had a higher temperature?
• Note the difference in temperature in a sunny place and a shaded area.
• Start a fire with a magnifying or with sticks.

GAS -vinegar and baking soda in a bottle will inflate a balloon placed on the opening. Or try yeast and sugar water.

 ELECTRICITY

• Static electricity- rub balloon on hair and hold over a plate sprinkled with pepper
• Miniature lightning- - rub a piece of wool until charged and touch a metal handle in a darkened room. Or make static electric with blankets on a winter night.
• Make a crystal radio with a kit

SIMPLE MACHINES

• Inclined plane- Walk up some steps. Then step up the same distance without steps. Which was easier? Why?
• Wedge- try to put a dull pencil through your hair bun. Try to put a sharpened pencil through. Which is easier? Why?
• Make a model of an old fashioned plow
• Make a motor- use Popular Mechanics for Kids “Motor Works”

GRAVITY which is easier? to life something heavy or to put it down? Why?

 GEARS Use bottle caps for gears;

 LENS - Make a water lens- draw a small circle with a crayon onto a piece of glass (from picture frame....) Fill space with water from an eye dropper. Use as a magnifying lens.

EXPERIMENTAL METHOD PRINTABLE
DATE:
TIME:
PLACE:
WHAT I OBSERVED: (OBSERVATION)
WHAT I WONDER: (QUESTION)
WHAT I THINK: (HYPOTHESIS
WHAT I DID: (PROCEDURE)
WHAT HAPPENED: (RESULTS)
WHAT I LEARNED: (CONCLUSION)

GOT A QUESTION
Real science is not speculative, but goes to an expert for answers. Whenever a question pops up, find the answer. Science is about gaining factual knowledge from a qualified teacher.

The Meaning of Religion

When we hear the word "religion" some people love that word, many hate it. It has earned a bad rap. So what does this word mean? Here's some notes to start with:

GETTING IN LINE

• Getting in line isn't just courtesy; it's what separates us from chaos. Following rules and regulations is a sign of human civilization
• Obeying the laws of God given in scripture.
• Submission leads to understanding our constitutional position of servant to the Supreme
• Getting in line with the will of the Lord.

THE LAWS OF GOD

• Religion includes the laws given by God.
• No one can manufacture religious principles
• All genuine paths must be in line with Vedic sastra.
• Meant to raise human beings from the animal platform.
• God's laws are nature's laws.
• Nature's laws are very stringent.
• Compliance gives protection and elevation. A prisoner gets a better cell for good behavior and finally release. 

MATERIALISTIC OR PURE RELIGION

• Generally man performs pious acts to gain materially. Material gain is needed for sense gratification. Baffled by sense gratification, one tries for liberation.
• Two kinds of religion: That which is performed for personal interest, or that which is performed out of love for Krsna, with no self-interest. The Srimad Bhagavatam rejects the former.
• That religious process that reawakens our love for God is actual religion.
• Knowledge of matter and spirit which leads to loving devotional service is more important than religious formularies.

SANATANA DHARMA VS BELIEF

• In western countries the word "religion" usually denotes a belief, and belief is subject to change.
• Sanatana dharma means the "eternal occupation" of the soul, something that is inherent in every living entity and does not change- the propensity to serve
• Devotional service is beyond “religion” in the ordinary sense; it is yoga, a relationship with the Supreme Personality of Godhead.
• His service is our eternal occupational duty.
• The Lord is interested in love, not labels. “Abandon all varieties of religion an just surrender unto Me.”

DUTIES WITHIN VARNASRAMA DHARMA

• Religion includes both the eternal occupation of the soul as well as varna asrama dharma or prescribed duties, or occupational duties and stages of life meant for gradual elevation; also known as "man's steppingstone for spiritual understanding"
• Like prescribed medicine for a particular patient, everyone works according to his present material designation.

NOT AN EASY SUBJECT

• Bhismadeva was one of the few experts in understanding religion.
• We need to consult the expert spiritual masters and sadhus whenever we are bewildered.

QUOTES
“Completely rejecting all religious activities which are materially motivated, this Srimad-Bhagavatam propounds the highest truth, which is understandable by those devotees who are fully pure in heart. The highest truth is reality distinguished from illusion for the welfare of all.” [Srimad-Bhagavatam 1.1.2]

"I purposely do not translate this word 'dharma' as religion. Religion is imperfect conception of the word dharma. In the dictionary we find religion means a particular type of faith. But dharma does not mean that. Dharma means natural occupation. That is called dharma...That means that surrendering unto the Supreme Personality of Godhead is the real religion of the living entity. Not that I like a particular type of faith, that is my religion. Religion means when one is trained how to surrender unto the Supreme Personality of Godhead. That is called religion." -Srila Prabhupada

"There is no difference between laws of nature and laws of God. Laws of nature means laws of God.... [SB 6.3.19]. Therefore Bhägavata says that religious principle cannot be manufactured by any human being. It is the law of God. Therefore one has to obey. One cannot disobey. Law of nature you cannot disobey. It will be enforced upon you. Just like law of nature, the winter season. You cannot change it. It will be enforced upon you." -Bg 4.8 lecture, 6/14/68, Montreal

"That you have to understand, how laws of nature is going on. That is Krishna consciousness, to understand laws of nature. And as soon as speak of laws of nature, we must accept that there is a lawmaker. Bg 4.8 lecture

"Nobody can create religious principle.... That is not possible. Any religious system which is created by man, that is not religion. Religion means what is created by God. That is religion....So this Bhagavad-gitä is real religion, because it is directly spoken by the Supreme Personality of Godhead for the benefit of the whole human society." -Bg lecture 7.1, 1/13/73, Bombay

"Now this is ordinary sense of religion. ...There are many other religious sects, they have got their own scripture....Dharma means the rules and regulations as they are prescribed in the scriptures....

"Another meaning of dharma is, it is the law of God. Maybe differently described in different countries according to different climatic condition or situation. But in every religious scripture the obedience to God is instructed. That is a fact. No scripture says that there is no God and you are independent. Either it is Bible or Koran or Vedas or even Buddhist literature, Buddhist scripture....Generally, according to Buddha philosophy, there is no soul, no God. But they have to obey Lord Buddha. So there is also God because Lord Buddha is accepted by the Vedic literature.
"Similarly, in the temple of Guru-dväras, Sikhs... [break] ...like the Hindus. And they also offer flower, fruits, and sweetmeat, but they read their Granthasahib. As we are reading Bhagavad-gitä they read Granthasahib enunciated by Guru Nanak. So this temple worship or accepting some authority, either you accept Krishna or you accept Lord Jesus Christ or Jehovah or Lord Buddha or Guru Nanak, that is a different, I mean to say, kinds of faith, but this acceptance of authority is there in everywhere. Now who is the highest authority, that we have to see by understanding Vedic literature, by our arguments, by our sense, by our understanding. But this acceptance of authority is there." --Bg 4.7 lecture

"First-class religious principle. What is that? Sa vai pumsäm paro dharmo yato bhaktir adhoksaje [SB 1.2.6]... By performing which one can develop his God consciousness or love of God. That's all. If you can develop your love of God, you follow any religious principle, doesn't matter. But the test is how much you are developing your love for God. But if you have got some motive that by practicing this system of religious system, my material necessities will be fulfilled, that is not first-class religion. That is third-class religion. The first-class religion is that by which you can develop your love of Godhead...This yoga system, Krsna consciousness, even you take it from religious side, this is first-class. Because there is no motive. They are not serving Krsna to supply them this or that... Just like a child does not demand from the parents, 'My dear father, my dear mother, give me this or give me that.' The father knows what is the necessity of the child. So this is not very good business to ask God, 'Give me this, give me that.' Why shall I ask? If God is all-powerful, He knows my wants, He knows my necessities..." -Bg 6.46-47, 2/21/69, LA

“Religion means the process by which we can understand God, what is our relationship with Him, and what is our duty toward Him.” --Bg 7.3 lecture London ‘75

“That is your religion- service.” -- NY Bg lecture 4.6.8

Guest: ...and Muhammad’s teaching is supposed to be the superior one. So everybody thinks that his way or his way of thinking, his theory, his religion is the most superior one.

Prabhupäda: That’s all right. That is all right. If you accept progress... Just like you are seeing the sun, I am also seeing the sun, the boy is also seeing the sun, but the understanding of the sun may be different. Everyone is seeing the sun. The objective is the same. But a child’s understanding of sun and an elderly man’s understanding of sun, a scientist’s understanding of sun, or one man who has actually gone to the sun planet, there are different categories. Do you accept or not? The sun is there. God is accepted in every scripture. That is a fact. But in the same way, how far He is understood, that is different. That is different. The same example, that everyone is seeing sun: “Here is sun,” there is no doubt. But a child’s understanding of sun, his father’s understanding of sun, or a scientist’s understanding of sun, or a person who has gone to the sun planet, his understanding of sun is different. The objective is the same. And everyone is right. Either you understand fully sun or not, as soon as you come before the sun you get the light. The child is getting the light, the scientist is getting the light, and the ordinary person getting the light. Everyone is getting light, heat and light. But their understanding different, of degrees..." rm conversation, 3/14/75, Iran

"Religion without philosophy is sentiment, or sometimes fanaticism, while philosophy without religion is mental speculation." -Bg 3.3 p

MORE ON THE MANY MEANINGS OF DHARMA