Pinelands' Enrichment Program '09 - '10

General Supply List

·        Pencils (Grades K – 12^th)

·        Pens (Grades 7^th - 12^th)

·        Duo-tang with pockets for each class (Grades 4^th - 12^th) OR

·        Binder with dividers for each class (Grades 4^th – 12^th)

·        Paper

·        Crayons (Grades K - 4^th)

·        Markers (Grades K - 4^th)

·        Scissors (Grades K - 4^th)

·        Glue stick (Grades K – 4^th)

Dear parent of 3^rd or 4^th grader at PEP in September of this year,

There is a possibility of having your son/daughter making puppets this year in Art. However, I would need some help in sewing the dresses for them. If you sew but don’t have a machine I could bring one to class. If you could be my aid for 2 or 3 consecutive classes and could sew during the art class it would be very helpful.

If you could make a few puppet dresses at home I would give you the simple pattern. I have fabric.

If you could help my making some dresses please let me know before the end of September so I can plan the project. If I don’t hear from two or more mothers I will assume we can’t make puppets this year.

Whatever we do I know I will enjoy the children very much. I always do.

Your child’s art teacher for another year,

Ellie Gyatt

Dear Parent of 5th - 6th grader at PEP in September,

Our first project will be “GOING GREEN”.

I am saving all sorts of “throw away” items for the students to create useful things for themselves or others. Please explain this to your son/daughter so they can be saving items as well. Ask them to be thinking about what they can create from these items. They will have others to choose from in class.

We will take about three class periods for this project.

I am looking forward to seeing what your son/daughter will create with items that usually fill our Mount Trashmore. Please tell them “Let’s help our planet while we create useful objects”.

Your art teacher for another year,

Ellie Gyatt 

(Sept. 4 - Nov. 20)
Sketchbook
Charcoal and graphite pencils (soft, medium, and hard)
Eraser
Sharpener

World Religions (Gr. 11-12)

(Sept 4 - Oct 9) 

Required Book:  The Illustrated Guide to World Religions

                            by Dean Halverson (General Editor)

                            ISBN 10:  0-7642-2838-2

This book may be purchased on Amazon.com – many were listed from $5.61

Fahrenheit 451 (Gr. 11-12)

 (Oct 16 - Nov 20)

 Required Book:  Fahrenheit 451

                           by Ray Bradbury

                           ISBN: 0-345-34296-8

This book may be purchased on Amazon.com – over 300 used books listed from $2.35

The Groovy Greeks (Gr. 9-12)

(Sept. 4 - Nov. 20) 

Getting ready for Groovy Greeks!

The ancient Greeks are just as groovy now as they were in their sheet-wearing days!  In fact, they are very much a part of our present every day lives and language—whether we realize it or not!  That’s what this class is all about:  to make the connection between “way back then” and what’s happening today!  To do that, you’ll need to revisit, and for some of you actually meet for the first time, the gods and goddesses and heroes and monsters in ancient Greek mythology.  Whether you’ve never read them or it has just been a long time, either way you’ll want to familiarize yourself with as many as possible.  (For enjoyment’s sake, I suggest before school starts, so you can read them at your leisure poolside or lounging in bed without the pressure of all your other classes!)

There are many options as to where you can get access to these stories.  Many of you might already have on your shelves D’Aulaires’ Book of Greek Myths (Ingri and Edgar Parin D’Aulaire) or Bullfinch’s Mythology: The Age o f the Fable (Thomas Bullfinch).  You can get these and other books of Greek mythology at your library as well.  (Don’t be worried about getting books from the children’s section either.  Wherever you find them is great!)  If you’d rather use the computer, there are MANY sites to go to—including Bullfinch’s Mythology on line!  Here are some sites to try: 

www.greekmythology.com

http://www.pantheon.org/areas/mythology/europe/greek/   Encyclopedia Mythica

http://www.mythman.com/  Myth Man

http://www.geocities.com/Athens/Acropolis/5065/index.html Ani’s Greek Mythology

There’s even a site that reads the myths out loud to you, so there are no excuses as far as access goes!

SO, the idea is to refamiliarize yourself with the who’s who of the Greek world, as well as the main stories they’re featured in.  Below are some to start with.  I’m NOT expecting you to have read this whole list by the first day of class!  You want to at least have an overview of gods and goddesses, and, as I said, try to take advantage of any extra time NOW before class starts to read as many stories as possible.  I’ll expect you not to be experts, but to have some semblance of recall ability!  Simply enjoy these far out fantasies of crazy characters and their frustrating families as they fight maniacal monsters and tell of amazingly awesome adventures and terrifically terrible woes!  (Any questions, please email me, Renee Overson Rector, at rectorbrbd@comcast.net or call 305 255 0543 or 305 389 2956.  Oh, and if I don’t answer, don’t worry.  I’ll get back to you.  I’m probably reading these myths by the poolside!)

Greek creation myth        Hermes                           Theseus

Prometheus                      Hades                             Jason and the Golden Fleece

Zeus                                   Persephone                    Oedipus

Hera                                   Demeter                         The Iliad 

Hephaestus                      Dionysus                          The Odyssey                       

Aphrodite                          Pan                                   Icarus 

Ares                                   Narcissus                         Tantalus

Athena                              Atlas                                  Orpheus and Euridice

Poseidon                           Eros                                  Perseus and Medusa

Apollo                                King Midas 

Artemis                             Heracles

Biology (Gr. 9 – 12)
(Sept. 4 - Mar. 26)

AUGUST

24 – Ch. 13.1  Read

        1.  Explain the ideas and contributions of the (a) Hebrews, (b) Greeks, and

             (c) Romans to science.

        2.  Explain the contributions of (a) Nestorian Christians, (b) Muslims, and (c) Jews to medieval science.

        DEFINE: evolution, materialism, natural history, naturalism, spontaneous generation

25 – Ch. 13.2  Read   

        In a paragraph, explain why English Puritans and French Hugenots and Jansenists

        were so prominent in the advancement of seventeenth-century science.

26 – Ch. 13.2  

        1.  Describe the achievements of such naturalists as (a) Brunfels, (b) Fuchs, and

             (c) Gesner in botany and zoology.

        2.  Describe the contributions of (a) Andreas Vesalius and (b) William Harvey to human anatomy and physiology.

        3.  Describe the beginnings of microscopy and micro-biology through the researches of (a) Robert Hooke and
(b) Anton van Leeuwenjoek.

        4.  Describe the cell principle.

        5.  Who is “the father of chemistry”?

        6.  Who is “the father of physics”?

        DEFINE: anatomy, botany, cell, physiology, zoology

27 – Ch. 13.3  Read

28 – Ch. 13.3 

        1.  Explain the Biblical presuppositions upon which modern science is based.

        2.  Explain the nature of scientific law.

        3.  Explain the inability of science to answer questions about spiritual realities or

             ultimate origins.

        4.  Describe the steps in the research method.

        DEFINE:  abiogenesis, control group, controlled experiment, hypothesis, law of

        biogenesis, replication, scientific law, scientism, theory, variable factor.

SEPTEMBER        

1 – Read Ch. 5.1  

        1.  What was the major contribution of Carolul Linnaeus?

        2.  Identify the five kingdoms and the general description of each.

        3.  What are the seven categories of the classification system from most general to

              most specific?

        4.  Explain how a scientific name is assigned to an organism.

        DEFINE:  binomial nomenclature, taxonomy.

2 – Read 1.1 

        Explain the origin of the word biology.

        DEFINE:  biology, habitat, organism, producer   

3 – Read 1.2 

        1.  Compare and contrast the taproot system and fibrous root systems.

        2.  Identify the three basic leaf shapes.

        3.  Identify the three categories of leaf margins.

        DEFINE:  blade, compound leaf, herbaceous plant, leaflet, midrib, stem,       

        vegetative reproduction, vine, woody plant. 

      Study for a quiz!  (HINT: pay close attention to definitions and shapes!)

See you on September 4th!

Mrs. Lamberti