My favorite emails to receive are photos of labs from my courses! I love them. It makes all the hard work of writing worth it! This is a scrapbook of photos I have received since the beginning of October. Let’s start with something really impressive!
Cell division video by Ansel
I owe everyone who sent me photos and poems before October an apology. My email service changed to a new format and deleted all my old emails, which is where I was storing the photos people sent to me. Please resend your photo if you do not see it here. I learned my lesson; I will not wait to post photos ever again!
Making a lemon battery2/18 is Alessandro Volta’s birthday!It worked!!!
Ashley is 12 (7th grade) and homeschooled for the first time this year. Her sister, Valerie, is 10 (5th grade) and will join our homeschool adventure next year. The girls’ mom told me the main reason Valerie wants to homeschool with us besides spending more time with me, is all the fun experiments we have been doing. She wants to get her hands dirty and feel and smell science.
What a great DNA model!I LOVE!!! Qwitekutesnutes!What a great cell model
Elvi made this.
She mixes her love for science with a love of theater and performing. (I do too Elvi!)
This project was her favourite biology project of the year!
The next 4 photos are from the World’s best co-op class ever! (This was the intro the woman running the co-op class suggested. I love this. That means they are having a great time. Teaching is hard. If everyone is still loving it 6 months into it, They are lucky!) The video is also from a co-op class! Homeschool and science! The perfect combination!!
I get chemistry photos too Titanium!
I get more DNA transcription models than anything else, except qwitekutesnutes (most of which were sadly deleted)
DNA transcription co-op 1DNA transcription co-op, a different view They used candy pieces instead of mini marshmallows. What a great idea!
This is a great experiment from RSO Life 1.
We still have our blood model from when Sean made it in 2nd grade
The Braun kids look like they are having a great day of science, don’t they!
My goal with this series of posts is to make it easier for anyone who wants to teach a science co-op. Teaching is a LOT of work. I respect the time and energy you as an educator are taking to teach science and this is my way of making it a little easier for you.
Note 1: You’re going to have to match the lab with the text. I changed the scheduled weeks where some of the labs are done in co-op class from the order they occur in the book.
Note 2: No change means that there is no change to the quantities as listed in the Material List in the Student Guide.
Note 3: I am assuming every student has their own textbook.
Note 4: Some of the labs have been assigned to do at home. I am assuming that the parents are responsible for the supplies for those labs which are all common household items.
Week
Material List REAL Science Odyssey Chemistry 1 Co-op
1
The physical tests: Each student should go through and do the tests individually but you only need one set up for the entire group.The chemical tests: Have students work singly or in pairs conducting the chemical tests. You will need to multiply the amount of materials needed for the chemical tests by the number of students to determine the amount of materials you will need.
2
The Atom LabsLab #1: no change
Lab #2: no change
3
The Types! Lab: You need to decide how many sets of elements your class will make. The instructions are for making one set with some marshmallows leftover. Increase the amount of supplies if you are going to make more than one set of elements.
4
The Parts! Lab: 2 balloons per studentThe Alphabet Lab #1: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. At this time. Make sure you have all of these supplies you need for each student to make their periodic table.
5
Atomic Numbers Lab #1: You will need to multiply the amount of materials by the number of students todetermine the amounts you will need if done individually. I recommend doing this individually by the way.Atomic Numbers Lab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
6
Massive Matters Lab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. If you can borrow some kitchen scales from parents for today’s lab. This lab will run more smoothly.
7
Periodic Play Dough Lab: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
8
We Are Family Lab: Have students work singly or in small groups. You will need to multiply the amount of materials by the number of groups to determine the amounts you will need.
9
If lab is done in class do it as a group. There will be no change for the amount of materials. If the lab is done at home you will not need any materials for the lab today.
10
Make sure students have all the supplies they need to make their Element Book at the start of week 10.I like to have students do labs not watch them. This lab does have the potential to be a bit of a mess though – just warning you. You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
11
You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
12
You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
13
No change, perform this lab as a group.
14
Double or triple the amount of ingredients for the Group 15 Lab to make sure you have enough for entire class.
15
The Group 16 Lab # 1 requires a stove. If labis done in class do it as a group. There will be no change for the amount of materials. If the labis done at home you will not need any materials for the lab today.The Group 16 Lab #2, double or triple the amount of supplies to ensure you have enough. Cut the potato into fourths, or eighths that way you will use fewer potatoes for more students
16
Lab #1: No changeLab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. Add to the supply list 2 freezer baggies per student.
17
1 balloon per student
18
1 set of puzzle pieces per studentLab, pages 239 – 241: A minimum of 14 toothpicks per student and 23 gumdrops (in assorted colors) per student
19
Lab, pages 243 – 245: There is no change to the water and oil amounts, all other materialswill be increased so that there is enough for each studentLab, pages 251: 1 celery stalk and glass for each student, you probably want 2 contains of blue food coloring to ensure you have enough
20
Lab, pages 261 – 264: Increase the number of supplies per student
21
10 to 15 Lego pieces per student
22
Read over the procedure on page 277, for Part 2 decide if you want 1 set of three baggies a few set of three baggies or 1 group of three baggies per student
23
Lab #1, page 283: I think there is muchto be gained from having students take these measurements themselves, but one of the measurements is for the boiling point of water. The amounts of the materials depend on whether you do this lab in a demonstration fashion or have each student do it themselves.Lab #2, page 287: have pre-made Jell-O and a box of Jell-O with cold water so students can see that you made it from a solid and liquid. Had a jar of peanut butter, a jar of mayonnaise, multiply the containers, bowls, plates, and spoons by the number of students
24
Lab #2, page 297: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
25
Lab, page 303: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
26
Lab, page 309: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
27
Lab #1, page 319: no changeLab #2, page 293: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
28
Lab #1, page 329: 1 can of soda for every 1 to 3 students, multiply the number of glasses by the number of studentsLab #2, page 333: no change
Activity page 337: 1 kite per student
29
Lab #1, page 341: You will need to multiply the amount of materials by the number of students todetermine the amounts you will need.Lab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. If space is limited students could work in pairs or groups of three.
30
Lab, page 259: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
31
Labs #1 and #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
32
Make enough cabbage indicator for the entire class, 2 ¼ cups per student, you will use it this week and next week. Make a minimum of three coffee filters for each student.Lab #2, page 377: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
33
Labs #1 and #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.
34
Labs #1 and #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. For Lab #2 you need one piece of fruit and V-8 juice for every 2 to 4 students.
35
Lab, page 401: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. Add one freezer baggie per student to the material list.
36
Lab #1, page 407: Each student should have a stopwatch or watch (the timer on an iPhone works great).Lab #2, page 411: Do this as a demonstration. It is a great lab to end the year on. No change to the amounts in the material list.
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Check out our materials list for RSO Biology here.
REAL Science Odyssey Chemistry 1 is a great choice for a science co-op, however because it was designed to be done 2 days a week it presents some scheduling challenges when conducting the labs in 1 day. You might want to teach this class 2 days per week, if you do, follow the format in the book as laid out on pages 14 – 16 of RSO Chemistry 1. If you don’t, some weeks will require parents to do work at home. This schedule is for doing the class 1 day per week.
Note: The page numbers below are for the written text. If you have an e-book these page numbers will be a little off. Refer to the schedule in the book if there is any confusion about page numbers.
For more general information about teaching a science co-op read my blog article, Using REAL Science Odyssey for a Homeschool Co-op: General Notes.
Unless noted I recommend the following format for your class each week:
In class
Read the theory
Conduct the lab
At Home
Crossword Puzzle, when there is one
Some assignments and projects, as indicated below
For more general information about teaching a science co-op read my blog article, Using REAL Science Odyssey for a Homeschool Co-op: General Notes.
Unless noted I recommend the following format for your class each week:
In class
Read the theory
Conduct the lab
At Home
Crossword Puzzle, when there is one
Some assignments and projects, as indicated below
Week 1
The first week of class can be a bit hectic. I suggest you divide the week up this way
In class: Lab #2 pages 27 – 30
*** It is very important you go over the process you are using when conducting this lab. Discuss the scientific method, what it means, and how it is being applied.
At home: Lab #1 and the crossword puzzle pages 23 – 25, 31
Week 2
Each week discuss the parts to the scientific method. These are on the lab sheets for most labs. By the end of the year you want students to be fluent in the vocabulary used when applying the scientific method.
Lab #1 pages 37 – 39
Lab #2 pages 43 – 44
Week 3
At home: Read over pages 46 – 47 and Make Parts poster page 47
In class:
Do the Parts! Lab: 49 – 51 next week
Types! Lab: pages 54 – 61, There will be plenty of time for students to do this individually, but you could have students work on this together, so that the entire class makes this on a large table building one element at a time. If you do, make sure everyone participates (maybe put the labels in a hat and have students choose one, and make that element when it is his or her turn; if you have more than 10 students have students work in pairs for the larger elements like neon).
Week 4
There is a lot of sitting around today so I would suggest breaking it up by
Read pages 66 – 67
Do Parts! Lab: 49 – 51: Have an extra balloon for each student to take home, so they can share this demonstration with their family. Ask students to teach their family what is happening in this experiment.
Do The Alphabet Lab #1 pages 69 – 73: Work through this methodically with your students. Students will be using this periodic table for several more chapters DO NOT let them take it home!!!
Have student do pages 75 – 79 at home, unless you have time at the end of class in which case have them do page 75 in class
Week 5
There are three parts to the Atomic Numbers section
Atomic Numbers Lab #1 can be done as a demonstration or individually it is up to you
While you wait the 20 minutes for the final observation for Lab #1: Read over page 81 and have students fill in the atomic numbers section on their periodic table.
Atomic Numbers Lab #2 start in class, if students don’t finish it have them finish it at home
Week 6
In class:
Read over pages 95 – 96 and have students fill in the assigned section on their periodic table
Do Massive Matters Lab #2
At home: Massive Matters Lab #1
Week 7
Read over page 105 and have students fill in the assigned section on their periodic table
Do the Lab, page 111
Save the worksheet page 109 for last in case you need to have students do it at home
Week 8
In class:
Read over page 113 – 115 and have students fill in the atomic numbers section on their periodic table
Do Lab 119 – 122; take your time with this lab. It is a really good one
At home: page 117
Week 9
The lab on page 129 – 131 requires an oven. If this is a problem for you:
Fill in worksheet pages 125 – 127
Have students (with parental supervision) do the lab at home and bring the muffins in for a tasting party. If you do this have student mix in berries or chocolate chips (assign this individually) so you have some variation in the muffins.
You should have completed periodic tables to put on walls or desks for students to show off to their parents. This is the end of Unit 3, so it is a good place to take the time to do this.
Week 10
Over the next 9 weeks students will be creating a book for the first three rows of the periodic table going across by group. There is some drawing to be done each week. Class time for this can be problematic because some students will take 5 minutes to do the same task another student take 55 minutes on.
Each week for the next 8 weeks: Read over the For My Notebook page and make notes about the elements in the spaces on the pages for the Element Book.
I will give you my advice each week, but you might need to tweak it.
Recruit 1 or a group of parents to do the work on pages 139 – 140 for each student
This week In class:
Read page 136: have students follow along on their periodic table
Fill out page 137 and glue it to their book. Do not let students take this home.
Read page 141: have students fill in the Facts section on page 149. This and every other week, have students work on the rest of the page at home.
Do Lab page 143 – 145
Read page 142: have students fill in the Facts section on page 151. This and every other week, have students work on the rest of the page at home.
Week 11
The Lab for this week< Crystal Creation, is short and will not be completed until next week. Students should be able to do all the work for their Element Book including decorating it in class.
Week 12
Make observations for the Crystal Creation Lab page 157.
Expect a fun mess with the lab today! Save some of this for week 26. It will stay good if you refrigerate it.
Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.
Week 13
Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.
The lab requires an oven. Try to round up a toaster oven if you need to. This lab is fun and yummy.
Week 14
Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.
The lab requires an oven and a mixer. A toaster oven will work.
Week 15
Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.
There are 2 labs for this week.
The lab on page 193 requires a heat source. Have students do it at home if that is a problem. A toaster oven will not work.
Do the lab on pages 195 – 197
Week 16
Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.
There are 2 labs for this week.
Lab #1 needs to be done as a demonstration. Bleach is too toxic and caustic to risk having a group of students use it.
You will start Lab #2 today and finish it next week. There are a few changes to the procedure so that this lab can be done by all the students. Change the procedure instructions for Procedure 8 in the book to Let the egg sit for 7 full days. Do not refrigerate the egg. Have students make the vinegar solution in a double baggie. If the egg breaks and leaks out of the baggies it will be badly stinky!!! Have students take the baggied egg home and complete the experiment at home the next day. Have them share their observations at the start of next week’s class.
Week 17
Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home. You might even be able to put the books together. If you do not have a refrigerator in class, use an ice chest with ice in it. Perform the experiment while working on the Element Books. Have a balloon for each student to celebrate the end of the unit or just use 1. If you have a balloon for each student, have everyone put their balloon in the cold source at the same time so all the cold air does not get out from being opened repeatedly.
Week 18
There are 3 labs/activities this week. The Lab on page 243 – 245 will be done at the start of next week.
The puzzle pages 233 – 235: You might want to have 1 set of pieces per student pre-cut. If you do consider asking parents or students to bring these pre-cut pieces with them to class.
Lab #1 pages 239 – 241
Week 19
Begin class with the lab page 251, set a timer for 1 hour and make the second observation. I am not sure if this experiment will last over a week. You are going to need to check on it after 24 hours, and take a photo. Then you can wait a week and see. That way your students can use your photo as the final observation if they have to.
Lab page 243 – 245
Worksheet page 249
Week 20
Lab 261 – 264
Have students finish today with the worksheet page 255 – 259. They can complete this at home if you run out of time.
Week 21
Have student complete the poem at home.
Start class with Activity #1 on pages 269 and 271
Have student share poems if they are so inclined.
Have students do Activity #2 on pages 269 – 270 and 273
Week 22
Do pages 275 – 279
Week 23
Do pages 281 – 289: Use a microwave if you have to in order to boil water. An electric tea kettle will also work.
Have the ingredients for Jell-o present, but make a batch of Jell-o ahead of time so students can make observations about the Jell-O in class.
Week 24
Do pages 291 – 300: You have a group of students so why not use them for a density demonstrations. Mark off a space on the ground that will just fit all the students standing as a group. Have the students fill the space 1 by 1. Have the students move around in the marked off area. This will show them how much less space there is to move when more particles (people) occupy the same amount of space.
Week 25
Take a look at the lab on pages 303 to 305. The amount of set up time is perfect. But the lab takes 1 week to complete and you make a hot sugary solution. It is a good lab though.
You have a group: do the group activity on page 304
Week 26
Do pages 307 – 315: Use the slime you saved
Week 27
Do page 317 – 325: To do the lab on page 319 in 1 lab period. Use 3 bottles. Take one bottle and freeze it with the cap off the day before class. Bring the bottle to class, but take a photo in case it starts to melt before class starts. Suggest students put a bottle with the cap off with a dish under it in the freezer overnight to observe the expansion of water for themselves.
Week 28
Pages 327 to 337: There are three activities/labs this week. You should be able to get through them all. You will need a microwave and 1 or more kites. If it isn’t windy, the kite is optional.
Week 29
Pages 339 – 347
Week 30
Pages 353 – 361: You will need pre-frozen Kool-Aid
Week 31
Pages 363 – 371
Week 32
Pages 373 – 379: The indicator should be made at home. Do Step 1 at home and bring the indicator to class. Have kids make the coffee filter pH paper from Step 1 in class. They will use it next week.
Week 33
Pages 381 – 387
Week 34
Pages 389 – 397
Week 35
Pages 399 – 403: Have students make the solution for Day 1. You are going to need to make the same solution the day before so you can do the entire experiment in 1 day. Have students take the solution home in a baggie so they can see the results for their own solution. Alternatively, you could leave it a week and have students make their observations next week.
In September, 2013 my family moved from the Mammoth Lakes area in California to the San Diego area. One of the reasons for moving was that my then 13-year-old homeschooled son wanted a community of kids who he felt he had more in common with, AKA kids who were also homeschooled. He had friends in the small mountain community where we lived, but all of them attended traditional school. He was beginning to feel like an outsider and different in a way that worried me. We moved to San Diego and soon met homeschooled kids who he liked and identified with. The move has been really good for our whole family. My husband was already down here a lot helping one of his older sons get a business started. We have three older sons who all live in San Diego County with their wives and girlfriends. We even have a granddaughter who is almost 3 years old who lives in San Diego. It’s great being closer to her. I also love the group of homeschooling moms I have met.
My son wanted to take some classes with other kids, something he hadn’t done since kindergarten, his one and only year of attending traditional school. Someone recommended a group in Orange County that had some classes that looked perfect for him. One of the classes that they planned on having was a middle school/high school biology co-op. I signed my son up for this class. He was about to begin his last year of middle school, eighth grade, and had already worked his way through my biology course. He didn’t really need a biology course at that point, but I figured that taking a class with other kids would be a bit distracting for him, so maybe it would be a good fit for him to retake biology while he figured out what it was like to take a class with other kids.
I won’t go into all the details, but suffice to say the teacher that was supposed to teach the class canceled. The woman who runs the group contacted me about potentially teaching the class. I said no way. I need to write Earth and Space 2. She found another biology teacher who also fell through. At the end of it I finally agreed to teach the science co-op class, all for my son. HE SO OWES ME for all I do for him!!! Not that I regret teaching the class even for second. I LOVED!! It! Still he owes me big time, just saying 🙂
I learned quite a bit about using my book for a science co-op too. Things I hadn’t thought of when I wrote it. Things I really want to share with you. I decided to write a series of posts detailing my thoughts about science co-ops in general, and using my book for a biology co-op specifically. This should be thought of as a series of teacher’s notes. It is written for my book, but honestly much of what I learned is general for any science co-op.
We met one time a week for two hours. I provided all supplies.
We went through one chapter’s worth of material from RSO Biology 2 each week.
I e-mailed students telling them the material they were responsible for that week.
When we met for class, there was a 15 to 30 min. session at the start of class with me explaining the material for that week. The rest of the time was used for the lab. The review notes in RSO Biology 2 Teacher’s Guide help make this so much easier.
I was available for help, I still call them office hours, before each week’s class. I just had to know ahead of time.
The Big Surprise
The big surprise was the diversity and eclectic interests of the students in the co-op. I am a big fan of homeschooling. I think the real strength of homeschooling is this diversity and the time, space, and energy to pursue these eclectic interests. But I hadn’t thought what that would mean from a teaching standpoint. I am going to go point by point with the differences and how I handled them.
What do you do when you have students who are being educated using different styles?
I had students who were being de-schooled, unschooled, classically educated, and parents who were flexible to however I wanted to teach. I had to decide how I was going to handle this, and so will you if you are going to teach a science co-op class. There are a couple of different ways that I see to handle this:
I decided to be flexible. That is my personality though. I am a very casual person. I sent the assignments to each student every week. If they did the assignments I graded and reported back to the student. If they didn’t, I was okay with that. A couple of times during the semester I did make sure that the parents knew when the students weren’t doing the assignments. I really left it up to the parents. I assumed that even for those students who were being de-schooled or unschooled that anybody taking my biology class wanted their student to learn biology. I decided to let the parents and the students figure out what that looked like within the framework of the material that I was assigning. The students that did not turn in projects did not get written feedback from me. Of course, I did give them feedback on the work that they did in class. I think the thing to remember in these sorts of flexible situations is that there is a desire to learn that subject. I didn’t have any problem with students being there without participating while they were in class; everyone did the work then. I had teens and tweens so there were a couple of times when I had to bring the attention back to what we were working on, but that would’ve happened either way.
Decide on a structure. Make students responsible for the assignments. If you are going to assign grades you have to have material. If I were going to have all students accountable for turning in all the work, I would sit down with parents before they sign their kids up for the class and make sure that they understand what you are going to require. If you go with this structured approach, you want answer keys to the work. Grading is a LOT of work.
What do you do when you have a range of ages?
I grouped my students by age. I kept the co-op small, nine students. I had three groups of three a younger middle school group, an older middle school group, and a high school group that included my son even though technically he was still in middle school. These three groups worked really well together. A couple of my students who were not doing much of the work did more work any time the group was working together.
I highly recommend having groups of two or three students if you are going to run a lab class.
The members of the groups themselves will help each other if the lab is complicated.
It helps with limited resources like microscopes.
It made it easier for me when labs were complicated having fewer numbers to work with. Instead of working with each student individually, I was able to work with each group.
One of the groups only wanted to work together on some of the projects. I was very flexible with this. That group usually preferred working singly and I let them.
I assigned the older students more work, and I had higher expectations for them. Most of this work was in the form of reading articles and watching videos. I had the high school group focus on epidemiology as it related to the weekly topic throughout the year.
What do you do when you have a range of abilities?
Just because you have a range of ages does not mean you have a range of abilities. One of the first tasks at hand should be determining the overall level of science in your class. For example, my biology textbook has a heavy-duty microscope component. My son was the only person who was experienced in overall technique when it came to the microscope. Even some of the students who had used a microscope before really needed work with their microscope technique. What I learned is that there is an emphasis with looking at things through the microscope, but not an emphasis on learning how to do a good job preparing slides. Those students, even though they understood what they should be seeing, were at a beginner level as far as slide preparation and overall manipulation of the slide on the stage.
If you do have a range of abilities and you’re going to pair people into lab partners you should decide ahead of time whether you’re going to pair students who are at similar levels or disparate levels.
Things You Need for a Science Co-op
The list below is what I think you need to run a science co-op, this is my personal opinion. If you have different thoughts about any of this feel free to comment. In fact, if you have thoughts about anything you read in here I would love to hear from you.
A textbook or some sort of complete reference material
Different students access materials differently. This is one of the most important things to remember when you are teaching any class anywhere. A lot of us are homeschooling because the traditional method in school didn’t work well for our students. As someone running a co-op class you need to be sensitive to the fact that some of your students are going to access material visually, some (in particular in a science class) kinesthetically, some orally, and others will learn using all of these. You need to make sure that students have access to this written component so that they have it to refer to and their parents have it to refer to.
A textbook will help you, the teacher, pace your class and figure out how and what material to present.
If you’re using REAL Science Odyssey Biology 2 the textbook will tell you what labs to use with the theory. I will be posting unit by unit any additions to labs, so that they work for the amount of time allotted. Some of the labs that are in the chapters did not take an hour and a half. I’ll make notes within the posts on this blog explaining what I had students do in the co-op class on those weeks.
You will need permission to take and use photos if students are in the photos. It’s a minor point, but it is one that you might as well deal with at the start of class. Some parents do not care and other parents do not want their children in photos.
A plan: The plan will be aligned with the textbook for the most part, but you should really go through before you teach the class and figure out some of the logistics. Your plan should address things like:
Are you going to take any field trips? If you are, do you need permission slips and will there be an additional fee for those field trips?
How many weeks will the class run? RSO Biology 2 is a 32 week course. Are you going to teach a 32 week course? Or are you going to teach a shorter course? Maybe you are just going to teach evolution, genetics, and anatomy from it. You should figure this out ahead of time. (I am a fan of teaching the complete package, but sometimes there are time constraints.)
Some labs run over in time. You should prepare parents ahead of time when this will happen.
Teaching takes a lot of energy. Make sure you have breaks built into the schedule when you need them.
What is your policy if any kids miss a class?
What is your policy if you, the teacher, cannot teach a class?
Could you use any help? If so, you could have parents rotate once a week helping or you could offer one of the parents some sort of benefit for being the parent helping to teach the class.
This is all I can think of at this time, but knowing me I will continue to edit this. This was dictated using Dragon software. Sometimes weird typos creep in using this. If you notice any do me a favor and let me know. Thanks, Blair
This post contains affiliate links.
Read about what curriculum to use in a science co-op here.
The Braun kids look like they are having a great day of science, don’t they!
