FD - The Sandbox - C3 W15

CYCLE 3 FOUNDATIONS WEEK 15
SANDBOX
THE
Simple tools for playful stick-in-the-sand learning at home
Painting Music?
Page 5
Learning Outside
the Home
Page 10
Statue of Liberty
Paper Plate Craft
Page 12
CONTENTS
3 Week 15 Tips & Resources
Weekly tips and advice
from fellow Foundations
families and CC Connected®
resources
4 Morning Time Plans

Morning schedule
suggestions for the whole
family
6 Morning Time Conversations
Embracing the Five Core
HabitsTM with fun ideas to
incorporate NAMES at
home
8 Play 30 Minutes a Day

Playing your way to Memory
Master with fresh, creative
ideas for your Foundations
THEY KNOW ENOUGH 9

student
Strengthen Your Core
WHO KNOW HOW TO

Reinforcing the Five Core
Habits at home with these
integrated ideas
LEARN. 10 From Our Blog

Encouragement for your
homeschool journey
12 Cultivating Curiosity
—HENRY ADAMS Thoughts and ideas to
extend Hands-On Science
and History from community
to kitchen table
14 Printables
Questions? Feedback?
Email Curator@ClassicalConversations.com
All Scripture quotations, unless otherwise

indicated, are taken from the King James
Version of the Bible.
2 | C3, W15 © 2020 Classical Conversations® MultiMedia, Inc. Rev. 1/23. All rights reserved.
CC CONNECTED
RESOURCES
FOR CYCLE 3
CHALLENGE CONNECTIONS
This week’s science memory work provides some
foundational grammar for later biology, chemistry, and
Foundations at Home,
physics studies! Our budding scientists will continue
Week 15
to explore the importance of atoms throughout the
Hands-On Science, Challenge years as they study living organisms in
Week 15 Challenge A, the origins of life in Challenge B, the
New World Echoes Poetry, basics of physical science in Challenge I, the intricacies
Week 15 of biology in Challenge II, the principles of chemistry in
Challenge III, and the world of physics in Challenge IV.
RECOMMENDED
PODCAST EPISODE
“Family Learning—Here’s
a Way!”
Escape from the

winter doldrums by
bringing warm soup
or hot chocolate to
community for
lunch. Yum!
C3, W15 | 33
WEEK
MORNING TIME PLANS
15
DAY DAY DAY DAY
three
four
two
one
HYMN “He Hideth My Soul”
SCRIPTURE John 1:3 (Latin)
{ Latin { Latin { Latin { Latin

{ Math { Math { Math { Math
{ Science { Science { Science { Science
MEMORY
{ English { English { English { English
WORK
{ History { History { History { History
{ Timeline { Timeline { Timeline { Timeline
{ Geography { Geography { Geography { Geography
NEW
“The Saga of
WORLD “Calamity Jane” “John Henry”
Pecos Bill”
ECHOES
Blue and Green

FINE ARTS
Music
STUDY
Georgia O’Keeffe
EMPERORS “Caesar Invades “Caesar Crosses

OF ROME Britain” the Rubicon”
EXPLORING
THE “The Seas”
OCEANS
omnia per ipsum facta sunt et sine ipso

factum est nihil quod factum est
John 1:3
RECOMMENDED READING
Coming to America: The Story of Immigration All the Way to America by Dan Yaccarino
by by Betsy Maestro
All About the Great Lakes by Maureen Dunphy
Paddle-to-the-Sea by Holling C. Holling
History of the Great Lakes by Emily Jankowski
Bully for You, Teddy Roosevelt by Jean Fritz
Chemistry: The Atom and Elements by April
Year of the Boar and Jackie Robinson by Bette Chloe Terrazas
Bao Lord
Explore Atoms and Molecules! by Janet
The Memory Coat by Elvira Woodruff by Elvira Slingerland
Woodruff
Georgia O’Keeffe (Getting to Know the World’s
When Jessie Came Across the Sea by Amy Hest Greatest Artists) by Mike Venezia
Grandfather’s Journey by Allen Say
The Story of the World – no matching chapters
FINE ARTS STUDY

Artwork: Blue and Green Music
Date: 1921
Style: Abstract
Medium: Oil on canvas
O’Keeffe painted Blue and Green Music

fairly early in her career while living in New
York City. The painting attempts to trans-
late music and sound into a visual work. Her
combination of soft and hard edges conveys
rhythm and movement. The colors illustrate
the various tones one hears in music.
Ask your student if they feel O’Keeffe

achieved her goal of representing music on
a canvas. Consider giving them an opportu-
nity to create their own abstract represen-
tation of a musical piece. The Rite of Spring, Artist: Georgia O’Keeffe
by Stravinsky, which we will listen to in sev-
eral weeks, might be fun to paint! Classical Acts & Facts® Artists
and Composers, Set 3
C3, W15 | 5
PICTURE STUDY SCIENCE
CONVERSATIONS
NAMING NAMING
Practice naming the artist Introduce your students
MORNING TIME
and artwork with your to any words which need
children. to be known in order to
understand the topic/activity.
ATTENDING
Consider which parts of the ATTENDING
work you can draw your Ask your students “What do
students’ attention to. What you see?”
colors are used? Which part
of the painting are their eyes MEMORIZING
drawn to? Together, recite the steps of
the scientific method or any
MEMORIZING memory work that might be
Recall other pieces of art you associated with the topic/
have studied by this artist or activity.
other artists in the same time
period. EXPRESSING
Encourage your students to
EXPRESSING draw pictures to demonstrate
Ask your children to try what was explored and
imitating the artist’s style or discussed.
subject matter in their own
artwork. STORYTELLING
Ask your students to retell
STORYTELLING important information
Ask your students how they about how the topic/activity
would use words to describe was explored and what was
the artwork to someone who learned or observed.
has never seen it.
N A
using the
Five Core
Habits
For more about the Five Core
Habits, see the Foundations
Curriculum, pages 18–20.
6 © 2020 Classical Conversations® MultiMedia, Inc. Rev. 1/23. All rights reserved.
PRESENTATIONS HISTORY READ-ALOUD
NAMING NAMING NAMING

Encourage your students With your children, practice Ask your children to name
to practice pronouncing naming the people and the characters in the story
difficult words from their places associated with the as well as the author.
presentations. event.
ATTENDING
ATTENDING ATTENDING Encourage your children to
Choose a presentation skill Ask your children what describe the setting of the
to help your children attend happened before and after story, and ask them to tell
to this week (such as volume, the event. Where does this you what they believe the
eye contact, body movement, event fit into our history main character wants or
etc.). timeline? needs.
MEMORIZING MEMORIZING MEMORIZING

Consider having your Is there a history sentence Consider having your
children memorize the or part of the timeline your children memorize facts,
outline of their presentations, children could recite that is information, or a moral
or a portion of their associated with this event? lesson from the story.
presentations.
EXPRESSING EXPRESSING
EXPRESSING Ask your children to draw a Ask your students to draw
Ask your students what picture or act out the event. pictures illustrating their
kind of visual aid might be favorite event or fact from
helpful as they deliver their STORYTELLING the story.
presentations. Can your students retell the
historical event in their own STORYTELLING
STORYTELLING words? Is there a poem, song, Ask your students to retell
Listen to your children or story about this event? the story in their own
practice delivering their words.
presentations several times
before community day.
M E S C3, W15 | 7
30
Y • PL
•
DA AY
•
E V E RY
E V E RY
MINUTES
•
Y DA •
A Y Strive to “Play 30 Minutes Every Day” with your Foundations student
PL • and have fun memorizing together. Here are some ideas for this week to
spark your creativity.
Metric measurements: Sing the metric measurements to a familiar tune such as

MATH
“This Land is Your Land.”
ENGLISH Write with fingers in the air as you chant the five principal parts of “to write.”
Let your child make up motions to remember this week’s history sentence. Some
motions to consider: hold right hand out and span left hand across for dates motion
HISTORY
toward self for “came,” cross wrists and swing arms wide for “freedom,” and act as if
putting coins from right hand into left hand for “personal wealth.”
Help your child create an acronym to remember the parts of an atom by be-
ginning each word of a sentence with the first letter of the atom parts. An example
would be: “Now Pick . . . Extra Quick . . . Lipstick, Nick!” (nucleus, protons, electrons,
SCIENCE
quarks, leptons, and neutrons) while thinking of Santa Claus picking out a lipstick
for Mrs. Claus at the store. Feel free to mix up the letters N,P, E, Q, L, and N to create
your own silly sentence.
This week we continue memorizing John 1:1–7 in Latin. You may want to check CC
LATIN Connected for a song to use to memorize this passage as a whole and use the
individual weeks to review individual parts.
Chant the seven timeline events in order, slowly at first. Repeat events, picking up
TIMELINE
speed with each repetition.
This week we continue memorizing Cycle 3’s geographic features. Use “show me,
tell me” to locate them on a Cycle 3 map. For extra practice, have students name the
GEOGRAPHY states where they are located. For younger students, place an M&M™ or piece of ce-
real on the location and let them eat it when they name the location. Use the HOMES
acronym to remember the Great Lakes this week.
STRENGTHEN YOUR CORE
Looking for ways to reinforce the Five Core Habits at home this
week? The following activities will get you started!
NA
John 1:3 states, “all things were made by Him.” List ten things you are grateful that
M
IN
G
God created.
Timeline event #99 is “Japan’s Isolation.” To isolate means to be kept alone. Sit
alone in your bedroom for five minutes. Close your eyes and listen to what you hear.
ATT
Does it seem longer or shorter than when you spend five minutes with others? Think
E
N
DING
about your answer.
This week, we are memorizing the list of Great Lakes. Can you remember the
ING
acronym for the five Great Lakes? (HOMES) Think of a picture in your mind to
IZ
MEMOR
help you remember.
IN
G
In English, we are reciting the five principal parts of “to write.” Write a poem, a
PRESS
paragraph, or a story this week about your favorite things. Be creative and illustrate
your thoughts!
X
O
RYTELL
We are memorizing the parts of an atom this week. Atoms make up everything in
ST
IN
the world around us. Imagine you are tiny like an atom. Tell a story about how you
G
would experience the world if your size was that small.
MEMORY MASTER
MINI CHALLENGES
for Weeks 13–18
Want to be a Memory Master? Challenge
yourself to master one or more of these
goals using the memory work from the
third six weeks of Cycle 3.
• Call out a timeline event from the first

twelve weeks and name the event which
occurs before AND after the event.
• Sing the first twelve elements of the
periodic table. Don’t forget their atomic
number, name, symbol, and mass.
• Create a history story using four or five
history sentences you have memorized
this year. Tell your story to your family
as a presentation or perform it on
community day.
C3, W15 | 9
HOMESCHOOL EXTRACURRICULAR
ACTIVITIES: WAYS TO LEARN OUTSIDE
THE HOME
On the search for homeschool extracurricular Visual Art
activities near you that your child can participate
Local art classes make for great homeschool
in this year? Here, we’ll list out some common
extracurricular activities near you if your child is
(and some less common) extracurricular
interested in visual art. Consider classes in skills
activities for homeschoolers so your child can get
such as painting, pottery, photography, drawing,
involved in opportunities outside your home or
graphic design, or even blacksmithing.
local Classical Conversations® community. Let’s
dive in! Again, if you can’t find any local classes, you can
always start your own with family and friends from
The Best Extracurricular Activities for your community or church. For example, each
Homeschoolers month, you could practice a new art medium like
Fortunately, there is no shortage of extracurricular painting or sculpting, having each child create a
activities for homeschoolers. After all, because we project in that style before moving on to the next.
benefit from the freedom of flexible schedules, we Music
can pursue opportunities not readily available to
families with children in traditional schools. No homeschool extracurricular activities
list would be complete without mentioning
While this list isn’t exhaustive, we hope it serves opportunities to learn and play music. Regarding
as a starting point to begin researching which learning a new musical skill, your child can take
homeschool extracurricular activities in your area piano, guitar, violin, or singing lessons. If your
your child can participate in this year. student is already musically talented, consider
Clubs encouraging them to join your church’s choir or
youth group band!
Joining a club that centers around one of your
child’s primary interests or talents is an excellent Performance Art
social activity where they can meet new friends, Is your child passionate about acting, dancing, or
satisfy a curiosity, or practice a skill. participating in another performance art? Have
Types of clubs your student could become them take dance or theater classes or participate
involved in include science, chess, cooking, in comedy or improv clubs. Also, your child could
writing, improv, comedy, debate, nature, robotics, join a local theater production, perhaps playing a
coding, politics, and book clubs. Similarly, your role in a rendition of a famous play.
son or daughter could participate in an outdoor Community Service and Volunteer
adventure organization like Trail Life USA or Opportunities
American Heritage Girls. In these programs,
your child will develop lifelong skills and learn to Community service and volunteer opportunities
lead a value-driven life. make for excellent extracurricular activities for
homeschoolers because we can serve at times
If you can’t find any clubs near you by asking when others are in school or at the workplace.
around or searching online such as on Facebook,
then consider starting one yourself! For example, Some examples of service opportunities your
help your child start a film club with friends from family can become involved with are soup
your local Classical Conversations community or kitchens, community gardens, food banks,
church to satisfy their passion for watching and hospitals, libraries, and elderly care centers. Your
discussing movies. student could also volunteer for a church position
like a youth group or VBS leader.
10 | C3, W15 © 2020 Classical Conversations® MultiMedia, Inc. Rev. 1/23. All rights reserved..
Sports and Other Physical Activities
Of course, sports and other opportunities
to exercise are essential to any list of
homeschool extracurricular activities.
Sign your child up for sports such as
swimming, soccer, basketball, football,
baseball, cross country, track, and
tennis. If your student is in the Classical
Conversations Challenge program (junior
high to high school), see about them joining
a local homeschool team that plays other
schools in your area or your local high
school’s junior varsity or varsity teams.
Some examples of other physical activities
your student can join include martial arts
or fencing classes, horse riding lessons,
and hiking groups.
NOT
Internships and Jobs
Our final category of extracurricular
activity ideas for your homeschool student
EVERYTHING
is employment part-time (or full-time
during semester breaks). Working at a local
coffee shop, restaurant, farmers market, or
CAN BE
greenhouse are great ways for your student
to learn valuable skills that will last them a
lifetime.
LEARNED
In particular, the high school years are
a great time to seek internships if your
student has a general idea of what they
FROM A
want to pursue as a future career. Also, if
your student is a budding entrepreneur,
consider helping them start their own
BOOK.
business, such as in landscaping.
Does Your Child Need to Participate
in Homeschool Extracurricular
Activities?
While your child doesn’t have to
participate in extracurricular activities,
these opportunities can hugely benefit
your child to gain knowledge and skills
not covered in a typical homeschool
curriculum. Not everything can be learned
from a book, and extracurricular activities
for homeschoolers allow a chance to learn
new skills, have fun, exercise, serve, and
make friends outside your home, church,
and local community.
C3, W15 | 11
CULTIVATING
CURIOSITY
Ignite the love of learning through attentive and purposeful
play with these optional activities based on this week’s
history and science memory work. For more information see
pages 22–23 in your Foundations Curriculum.
HISTORY ACTIVITY
Statue of Liberty Craft
Classical Acts & Facts® History Cards, card 117
Supplies:
• paper plate
• scissors
• glue stick
• green paint & paintbrush
• construction paper
• art supplies
Activity #1 (younger students)—Statue of Liberty Crown & Torch

Cut out the rim of a thin paper plate, as pictured above, adjusting for head size. Paint it green. Have
students cut seven triangles out of green paper and glue to the back of the paper plate to create a
crown. Cut a sheet of green paper in half lengthwise. Cut notches into one side, and roll the paper
into a tube. Tape or glue shut. Using red, yellow, and orange paper, make flames for your torch. Glue
these to the inside of the tube. Make sure to take a picture of your students dressed up.
Activity #2 (older students)—The New Colossus Poem & Art
The plaque at the base of the Statue of Liberty has a poem entitled “The New Colossus” written on
it. View the poem at The National Park Service website. Read the poem and encourage students to
create a drawing or artwork to capture the feeling of the poem.
Ellis Island Web Tour for Older Students – Scholastic has an excellent interactive tour of Ellis Island.
It’s a longer activity and includes photos, audio files, and videos. Parental supervision suggested.
Key Idea: One of the first images of America that immigrants saw was the Statue of
Liberty. It represented freedom and a chance for a better life.
SCIENCE ACTIVITY
Model of an Atom
Classical Acts & Facts® Science Cards, Cycle 3, card 19
Supplies:
• pompoms
• pipe cleaners
• pony beads
• element flashcards from printables section
In 1905, a German immigrant to America, Albert Einstein,

mathematically proved the existence of atoms. We will
expand on our simple model of an atom. This week, we will
focus on the electron rings that surround an atom’s nucleus.
Watch a video about atoms. Using the flashcards provided,
guide students in creating each element’s atom using
pompoms for the nucleus, pipe cleaners for the electron rings
and pon beads as the electrons.
Younger students may only create a few atoms, while older

students may wish to create all 12. They may also wish to
recreate the exact number of protons and neutrons in the
nucleus with pompoms or even dots on a piece of paper cut
into a circle.
In the next three weeks, we will learn the number, name,

symbol, and mass of the first twelve elements. Today’s activity
is a good preview.
Key Idea: Atoms are so small that we cannot see

them. Even though they are small, they have even
smaller parts.
C3, W15 | 13
PRINTABLES
With the exception of the
pages with the CC Seal, the
printables following this
page are the work of parent
creators. These pages have
been included here as the
parent uploaded them to
CC Connected. If you have
questions about the content,
please contact the parent
creator.We thank them for
sharing their time and tal-
ents with the CC Connected
community!
Timeline Motions & Worksheet EDUCATION IS THE CULTIVATION

Geography Blackline Masters
OF WISDOM AND VIRTUE, AND IT IS
Parent Created Pages
SCIENCE ACCOMPLISHED BY NOURISHING
nicoleliem
dmimiaga
bethanybritton
THE SOUL ON TRUTH, GOODNESS,
HISTORY AND BEAUTY.
sandrahomemaker —Leigh Bortins
ENGLISH
dmimiaga
TIMELINE
sheriellis
LATIN
cjshowalter
MATH
sheriellis
FINE ART
sirvin
New World Echoes
Caitlin Lynch
Classical Conversations History Timeline Week 15
"
"
99 Japan’s Isolation
• Japan’s: Index fingers and thumbs of palm in Gs touch in
the middle and then separate outward and close.
• Isolation: Palm-in 1 positioned away from the body draws a
clockwise circle twice.
100 Jamestown and Plymouth Colony Founded

Jamestown colonists first sought gold. Pilgrims founded Plymouth.
• Jamestown: Right index finger points to earlobe. Then right Y-
hand twists back and forth.
• Plymouth: P-hands begin at center of the chest, moving out
and then up, to trace the traditional collar
associated with the Pilgrims.
• Founded: Right palm-out A-hand arcs up to palm-left and
lands on the back of left S-hand wrist (representing
something being placed where there was nothing before).
101 Age of Enlightenment (c. 1650 – c. 1800)

The Age of Enlightenment focused on the power of human reason.
• Reason: Right index finger moves in small circles near the
temple.
102 Hudson’s Bay Company

• Hudson’s: Right H.
• Bay: Right palm-out B outlines the curve of palm-down
open B-hand from the index finger to the thumb,
ending in right palm-in B.
103 First Great Awakening

• First: Right 1.
• Awakening: A-hands near eyes open to L-hands.
104 Classical Period of the Arts

The Classical Period was characterized by simplicity and order.
• Order: Palms-facing flat-hands, slightly separated with
fingers pointing away from body, move in unison
with a slight up-down motion from left to right.
105 The Seven Years’ War

• Seven: Right 7.
• War: Palm-in curved 5-hands move from side to side
(representing the advance and retreat of contending forces).
©"2012"Classical"Conversations®"MultiMedia,"Inc.""All"Rights"Reserved."
C3, W15 | 15
TIMELINE for WEEK 15
16 | C3, W15
1607, c. 1650
1603 -c. 1800 1670 1734 c. 1750 1756
1620
Japan’s Age of First Great The Seven Years’

Isolation Enlightenment Awakening War
99 101 103 105
Jamestown and
Plymouth Colony Hudson’s Bay Classical Period
Company of the Arts
Founded 100 102 104
© 2020 Classical Conversations® MultiMedia, Inc. Rev. 1/23. All rights reserved.
UNITED STATES: STATES AND CAPITALS Black Line Master
W E
S
Alaska and Hawaii are not drawn to scale.
C3, W15 | 17
UNITED STATES: PHYSICAL FEATURES Black Line Master
18 | C3, W15
N
W E
S
Alaska and Hawaii are not drawn to scale.
© 2020 Classical Conversations® MultiMedia, Inc. Rev. 1/23. All rights reserved.
EATURES Black Line Master
CYCLE 3, WEEK 15
Great Lakes
Trace the names of the locations, and then label the map above, or draw
lines from the words below to the locations on the map.
Huron
Ontario
Michigan
Erie
Superior N
C3, W15 | 19
W
Week 15
Review your copy of this
week’s Janice Van Cleeve ex-
periment for full, copyrighted
Discussion Guide instructions.
Classical Conversations 5th Edition - Cycle 3 Hands-on Science
What is the Scientific Method?

Purpose/Question- what do you want
#91 Magic Solution to learn and what can you explore and
test to figure it out?
Research- what do you already know
on the topic and what do you still need
to learn?
Today we are going to learn about how mass and volume of mat- Hypothesis- what is your educated
ter work together to form density. Let’s see why it matters! guess on what will happen?
Foundations Guide Scientific Method Discussion Worksheet p129: Materials- what items did you use in the
QUESTION What kind of questions might you have? experiment?
purpose What is density? How can scientists test how much matter is in Procedure/Experiment- what steps did
an object? What makes something sink or float? you take in the experiment?
RESEARCH What have you already learned? Results/Analysis- what did you observe
background info What is atomic mass? (the amount of matter in something) happening in the experiment?
What is volume? (the amount of space it takes up) Conclusion- why did the results happen
What do you still need to find out? as they did, and what are the answers to
How is mass different than weight? (weight is based on gravity) your questions?
HYPOTHESIS What will happen to an egg put in salt-water solution versus
taking a guess an egg put in milk-water solution?
Will one sink? Will one float? Will either dissolve?
EXPERIMENT What materials do you need to do this experiment? Research: Relating this to Cycle 3
materials & What do you see laid out here on the table?: Anatomy, Chemistry, & Origins
procedure 2 clear cups, 3/4 filled with water Chemists are scientists who identify and
1/4 teaspoon of milk added to 1 cup study what matter is made of. They inves-
3 Tablespoons of salt stirred into the other cup. (Salty cup = tigate the traits or properties that different
“magic solution”. Add more salt if the egg doesn’t float.) types of atoms or elements have and ca-
2 eggs- 1 for each cup. tegorize them in columns on the periodic
What steps are you taking to observe the eggs? table (wk 13-18). They also test how they
interact with each other or combine to
Point out the steps as they’re taken.
form new molecules and compounds.
ANALYSIS What did you observe about the eggs when they were placed
noting results into the cups?
The egg sank in the milky solution and floated in the “magic”
salty solution.
CONCLUSION Why did you observe what you did?

Figuring it out The amount of matter in an object matters! We’ve already learned that atoms, or elements, have mass
which is a measurement of how much matter is inside. We also know that when atoms join into molecules, there is space
in-between the atoms. This space often gets filled with more atoms as we create mixtures and solutions, like our milk-water
and salt-water. Just like mixing marbles and sand, the molecules sift together squeezing more matter into a container. A
second measurement needed for this experiment is volume, or the space taken inside each cup. The volume and the mass
together give us a third important measurement- density. Density tells us how much mass (or matter) is squeezed into a
specific volume. The more matter packed into a space, the more dense the item is. If an egg is denser than a liquid, it will
sink, pushing away or displacing the liquid. But if the egg is less dense than the liquid, it will float. Since the egg sank in the
milk-water solution, we know it was more dense. But since it floated on the salt-water solution, we know it was less dense.
All of the salt dissolved into the water packed it with more molecules of matter. The egg did not have as much matter as the
salt water within the same space, so it floated- like “magic”! The trick to floating or sinking actually depends on the density
of the liquid being displaced by an object. Imagine the egg as a duck floating on a lake. Normally a duck can float along
because it’s body is less dense than the water directly underneath it. But to catch a fish, a duck needs to dive and sink. So it
tilts its tail into the air. Now its entire density is balancing on a very small circle of water. That smaller circle of water is not
nearly as dense as the duck, and so the duck easily sinks and dives to catch it’s meal.
ShowMeTheNotes.com~NicoleLiemYang@gmail.com~CC Connected: Nicole Liem
ShowMeTheNotes.com~NicoleLiemYang@gmail.com~CC
*If you’ve enjoyed these notes, please let me know or consider a donation on Connected: Nicole Liem
ShowMeTheNotes.com.
Classical Conversations 5th Ed. - Cycle 3 Hands-on Science
Week 15 Images/Diagrams
#91 Magic Solution
Mass Volume
the amount of matter the amount of space
in something matter takes up
Density
the amount of
mass within a
certain volume
(Density = Mass/Vol)
At Home Ideas: Trace/Draw/Cut & Paste your own science journal page on how mass, volume and density work
together to make things sink or float. Test different kitchen ingredients and see which ones are the most dense.
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*If you’ve enjoyed these notes, please let me know or consider a donation on ShowMeTheNotes.com.
C3, W15 | 21
3

What are some parts of an atom? 1 WEEK 15
nucleus - protons - electrons - quarks - leptons - neutrons
Underline some parts of an atom.
The nucleus is the center of an atom, containing the

protons and neutrons.
+ The proton is a positively charged particle that is located

at the center of the atom in the nucleus
- The electron is a negatively charged particle that spins

around the outside of the nucleus.
D U The quark is a really small particle that makes up

neutrons and protons
U
T e
µ
Lepton is a subatomic particle.
Neutrons are the particles in an atom that have a neutral

charge.
3

DAY
electrons
nucleus
Te
protons µ
leptons
neutrons
D U U CRAFT IDEA
Nucleo 1 Easter eggs .
U D D Proton, neutron, electrons 3 Toy containers from coin machine
Quarks and leptons. 9 bead jewelry in diferent color.
quarks
In each of the toy’s container, place 3 pieces of jewelry in each one.
now place them inside the egg and close it.
Explain the parts of the atom by opening each container.
C3, W15 | 23
3

DAY
nucleus - protons - electrons - quarks
- leptons - neutrons
- -
+
T
+ µ
+
-
U U
D
U D D
Color the parts of the atom
Nucleus brown
protons red
electrons blue
quarks purple and gray
leptons yellow
neutrons green
3

Write and look for some parts of
an atom.
4 WEEK 15
DAY

! " ! #
$ % % "
& # & ! '
$ & ( # ! %
' ) ! ! #
! *
! & '
! $ % $

C3, W15 | 25
H He
Atomic Number: 1 Atomic Number: 2
Atomic Mass: 1 Atomic Mass: 4
Protons: 1 Protons: 2
Neutrons: 1 Neutrons: 2
Electrons: 1 Electrons: 2
Hydrogen Helium
Li Be
Lithium Beryllium
e
B C
Boron Carbon
© 2020 Classical Conversations®, Inc. All rights reserved. 24
N O
Nitrogen Oxygen
F Ne
Fluorine Neon
Na Mg
Sodium
Magnesium
C3, W15 | 27
Cycle 3 Week 15 – Tell me about immigrants coming to America.
From 1820 to 1930, more than

37 million immigrants came to
America, seeking freedom and
the opportunity to increase
their personal wealth.

History Research
Read timeline cards and books related to this week’s history topic.
Then answer the questions below. Be sure to list your sources.
Who List names of the persons or groups of people that are mentioned. How are they related to each other?
Have you heard of them before? What else did they do that is important?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
What Can you give more details or interesting facts about what happened? Was this event good or bad?
How did it affect the people and places involved?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
When How long ago did this happen? What was the time period called? What else was happening in the
world at the time? What happened immediately before or after?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
C3, W15 | 29
Where In what part of the world did this happen? (continent, country, state, city, body of water, etc.) Can
you find it on a map? How has that area changed as a result of this event?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Why What might have caused this event? Why is it important to us today?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
How Draw a picture showing details of this event.
Sources: __________________________________________________
________________________________________________________
________________________________________________________
TO write
to write Infinitive
3

write, writes Present
wrote Past
MEANING: to express or communicate in writing writing Present Participle
written Past Participle
1 WEEK 15
DAY
WRITE VERB PRINCIPAL I am writing to you who are

God’s children because your sins
TO write PART have been forgiven through Jesus.
______________ ______________
1 John 2:12
______________ ______________
______________ ______________
______________ ______________
______________ ______________
CONJUGATE
the verb “to write”
PRESENT PAST
HELPING PRESENT HELPING PAST
VERB PARTICIPLE VERB PARTICIPLE
I I I I
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they

C3, W15 | 31
TO write
to write Infinitive
3


wrote Past
2 WEEK 15
DAY

______________ ______________
1 John 2:12
______________ ______________
______________ ______________
______________ ______________
______________ ______________
VERBAL FORM
UNDERLINE “to write”
______ 1) He wrote his name on the paper.
______ 2) I wrote a letter to Alison.
______ 3) He has written a song specifically for her.
______ 4) When you fill in the form, please write clearly in black ink.
______ 5) Will you write your ideas on a piece of paper before you start?
______ 6) She hasn’t written to me recently.
______ 7) I wrote my sister a letter.
______ 8) The travel company has written giving information about the trip.
______ 9) She writes children’s books.
______ 10) He wrote music for films and TV shows.
Write something about this picture.

______
______
______
______
______
______
TO write
to write Infinitive
3

wrote Past
3 WEEK 15
DAY
I am writing to you who are

WRITE VERB PRINCIPAL God’s children because your sins
have been forgiven through Jesus.
TO write PART 1 John 2:12
______________ ______________
______________ ______________
______________ ______________
______________ ______________
______________ ______________
Answers from Below:
1) writes 2) write 3) wrote 4) writes 5) written 6) writing 7) written 8) written 9) write 10) written
CONJUGATE
the verb “to write”
PRESENT PAST
I I I I
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they
VERBAL FORM WRITE the correct answer.

______ 1) She _________ for a national newspaper.
______ 2) Please _________ in ink, not in pencil.
______ 3) He _________ a letter of thanks to the hospital.
______ 4) He _________ in a formal and rather stilted style.
______ 5) I’ve _________ twice and received no reply.
______ 6) She sat at her desk _________ letters.
______ 7) Please _________ your name on the dotted line.
______ 8) The negative figures were _________ in red. to write
______ 9) He couldn’t read or _________.
______ 10) The names are _________on the walls.
C3, W15 | 33
TO write
to write Infinitive
3

Past
wrote
4 WEEK 15
DAY

______________ ______________
1 John 2:12
______________ ______________
______________ ______________
______________ ______________
______________ ______________
“to w
rite”
CONJUGATE
the verb
PRESENT PAST
I I I I
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they
WRITE your own sentences using a form of the verb “to write.〞
Present
Past
Present Participle
Past Participle
Timeline Week 15
Age of Absolute Monarchs
1603
1607
Age of Enlightenment
1670
1734
1750
1756
C3, W15 | 35
CC Cycle 3 Latin Week 15
John 1:3 English Translation per ipsum by him

omnia all facta sunt were made
omnia per ipsum

facta sunt
omnia per ipsum

facta sunt
Metric Measurements
millimeters centimeter
centimeters meter
meters kilometer
10 100 1000
1 1 1
C3, W15 | 37
Metric Measurements
10 millimeters equals 1 centimeter

100 centimeters equals 1 meter
1,000 meters equals 1 kilometer

Draw a line from each metric measurement to the equivalent.
1,000 meters 1 meter
10 millimeters
1 kilometer
1 centimeter
100 centimeters
Tell me the metric measurements.
______________ = _____________
______________ = _____________
______________ = _____________
Practical Application
This one’s easy! You remember how to skip count 10s.Well, if 10 millimeters equals 1 centimeter, then 20 millimeters equals
2 centimeters. We found a caterpillar measuring 6 centimeters! We want to figure out how many millimeters that is.
Count by 10s because we use 10 millimeter for each centimeter.
1 2 3 4 5 6
Now you try!

How about a leaf measuring 8 centimeters long. Can you figure out how many millimeters that is? Draw it here.
How many millimeters is the

leaf?
C3, W15 | 39
Use the symbols >, < , or = to compare the numbers below.
10 millimeters 1 centimeter
100 centimeters 1 meter
1,000 meters 1 kilometer
300 centimeters 3 meters
60 millimeters 2 centimeters
4,000 meters 4 kilometers
50 millimeters 6 centimeters
Cycle 3 Week 15 Fine
Arts Georgia O’Keeffe
Red Poppy
Model the drawing process. Start

with a pencil lightly. (10 min.)
1. Locate two points about one

inch down and one in.
2. Draw lower curve like a tulip.
3. Draw petal ripples.
4. Draw arc in middle
5. Lower petal cuts off some of

the bottom, draw arc.
6. Draw lower petal ripples.
7. Draw upper petals per sample.
8. Draw petals per sample.
9. Add finishes per final.
10. Go over lines with permanent
marker. (5 min.)
11. With large wet brush, paint

light blue backgrounds. Paint
sides of canvas too.
12. With large wet brush, paint
everything else red, this will
be transparent.
13. With less wet brush, paint
darker areas red.
14. With small brush paint green
then black areas per sample.
Use a wash technique to fill areas;

this will help avoid white space.
Shades and shadows can be added on
top.
C3, W15 | 41
Red Poppy
https://www.google.com/search?q=red+poppy+o%27keeffe&sxsrf=ALeKk00brJvE7lSHkxUrvCGLI0pVH7Q-
cw:1592659479626&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiizp_0vpDqAhUM-
6wKHSCaC2QQ_AUoAXoECBgQAw&biw=1436&bih=716&dpr=2
C3, W15 | 43
Cycle 3 Week 15 Fine Arts
Georgia O’Keeffe
Cow's Skull: Red, White, and Blue 1931
Model the drawing process.
1. Find the center of paper and draw a

vertical line.
2. Start at top and draw the horns and
upper skull.
3. Draw lower jaw starting at eye, per
sample.
5. Draw skull details per sample.

6. Draw mirror half in same manner.
7. Add finishes per final drawing.
8. Go over lines with permanent marker.
9. With large wet brush, paint blue,
outlining skull. With drier brush paint
darker blue portions.
10. With large brush, paint red stripes, the
black stripe.
11. Optional: with watery medium brush,
paint grey contours.
Use a wash technique to fill large areas, this

will help avoid white space. Shades and
shadows can be added on top.
C3, W15 | 45
Cow’s Skull: Red, White, and Blue 1931
Georgia O’Keeffe
http://www.metmuseum.org/toah/works-of-art/52.203
�"cal
rersatiom
'--- �
MULTIMEDIA
NEW WORLD
•
Activity Pages
Week 15
The Saga of Pecos
Bill
The Life and

Adventures of
Calamity Jane
John Henry
C3, W15 | 47
C3, W15 | 49
Cut out these tangram pieces to
complete the puzzle on the next
page.
(Print this on cardstock for sturdier, reusable pieces.)
C3, W15 | 51
C3, W15 | 53
Spot the 8 difference
Can you help Calamity Jane find her
way back to Deadwood?
C3, W15 | 55
How to draw: Cowgirl
C3, W15 | 57

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CYCLE 3 FOUNDATIONS WEEK 15

Simple tools for playful stick-in-the-sand learning at home

4 Morning Time Plans

8 Play 30 Minutes a Day

THEY KNOW ENOUGH 9

Strengthen Your Core

WHO KNOW HOW TO

LEARN. 10 From Our Blog

All Scripture quotations, unless otherwise

Escape from the

SCRIPTURE John 1:3 (Latin)

{ Latin { Latin { Latin { Latin

Blue and Green

EMPERORS “Caesar Invades “Caesar Crosses

omnia per ipsum facta sunt et sine ipso

FINE ARTS STUDY

O’Keeffe painted Blue and Green Music

Ask your student if they feel O’Keeffe

NAMING NAMING NAMING

MEMORIZING MEMORIZING MEMORIZING

Metric measurements: Sing the metric measurements to a familiar tune such as

about your answer.

would experience the world if your size was that small.

• Call out a timeline event from the first

Activity #1 (younger students)—Statue of Liberty Crown & Torch

In 1905, a German immigrant to America, Albert Einstein,

Younger students may only create a few atoms, while older

In the next three weeks, we will learn the number, name,

Key Idea: Atoms are so small that we cannot see

Timeline Motions & Worksheet EDUCATION IS THE CULTIVATION

100 Jamestown and Plymouth Colony Founded

101 Age of Enlightenment (c. 1650 – c. 1800)

102 Hudson’s Bay Company

103 First Great Awakening

104 Classical Period of the Arts

105 The Seven Years’ War

Japan’s Age of First Great The Seven Years’

Alaska and Hawaii are not drawn to scale.

Alaska and Hawaii are not drawn to scale.

What is the Scientific Method?

CONCLUSION Why did you observe what you did?

Underline some parts of an atom.

The nucleus is the center of an atom, containing the

+ The proton is a positively charged particle that is located

- The electron is a negatively charged particle that spins

D U The quark is a really small particle that makes up

Neutrons are the particles in an atom that have a neutral

     

From 1820 to 1930, more than

© 2020 Classical Conversations®, Inc. All rights reserved. 27

How Draw a picture showing details of this event.

WRITE VERB PRINCIPAL I am writing to you who are

© 2020 Classical Conversations®, Inc. All rights reserved. 30

WRITE VERB PRINCIPAL I am writing to you who are

Write something about this picture.

© 2020 Classical Conversations®, Inc. All rights reserved. 31

I am writing to you who are

VERBAL FORM WRITE the correct answer.

WRITE VERB PRINCIPAL I am writing to you who are

John 1:3 English Translation per ipsum by him

omnia per ipsum

omnia per ipsum

10 millimeters equals 1 centimeter