Dem Bones
Today we started learning about the skeletal system. I scoured materials on pinterest and found one that I liked on http://suzieshomeeducationideas.blogspot.sg/2014/07/5-ways-to-learn-about-bones.html?spref=pi.
We started by looking at the foot of a chicken and the different bones we could see. I then asked the children to feel their own bones and imagine what it's like to not have them.
I searched 'bones' on my iQuran lite and, masyaallah, I didn't realise there were so many verses that talked about bones. As we were doing the skeletal system and just starting out, I decided on 2: 259- the story of Uzair.
أَوْ كَالَّذِي مَرَّ عَلَىٰ قَرْيَةٍ وَهِيَ خَاوِيَةٌ عَلَىٰ عُرُوشِهَا قَالَ أَنَّىٰ يُحْيِي هَٰذِهِ اللَّهُ بَعْدَ مَوْتِهَا فَأَمَاتَهُ اللَّهُ مِائَةَ عَامٍ ثُمَّ بَعَثَهُ قَالَ كَمْ لَبِثْتَ قَالَ لَبِثْتُ يَوْمًا أَوْ بَعْضَ يَوْمٍ قَالَ بَل لَّبِثْتَ مِائَةَ عَامٍ فَانظُرْ إِلَىٰ طَعَامِكَ وَشَرَابِكَ لَمْ يَتَسَنَّهْ وَانظُرْ إِلَىٰ حِمَارِكَ وَلِنَجْعَلَكَ آيَةً لِّلنَّاسِ وَانظُرْ إِلَى الْعِظَامِ كَيْفَ نُنشِزُهَا ثُمَّ نَكْسُوهَا لَحْمًا فَلَمَّا تَبَيَّنَ لَهُ قَالَ أَعْلَمُ أَنَّ اللَّهَ عَلَىٰ كُلِّ شَيْءٍ قَدِيرٌ
Or the like of him (Uzair) who passed by a town, and it had fallen down upon its roofs; he said: When will Allah give it life after its death? So Allah caused him to die for a hundred years, then raised him to life. He said: How long have you tarried? He said: I have tarried a day, or a part of a day. Said He: Nay! you have tarried a hundred years; then look at your food and drink-- years have not passed over it; and look at your ass; and that We may make you a sign to men, and look at the bones, how We set them together, then clothed them with flesh; so when it became clear to him, he said: I know that Allah has power over all things.
(English - Shakir)
I used this as additional reference to narrate my story to the children. We talked briefly about foetal development and how we will be brought back to life after death.After storytime we looked at a chart showing the posterior and anterior views of the human skeletal system.
The children lastly pieced together a life-size puzzle of the system and labelled using the three- part cards.
I also started Sarah on her 'sukukata' or syllables cards. Since she already knows her English alphabet sounds, I thought this would be a good time. I wrote the sukukata on index cards and sounded them. I then took another, did the same and put them together to make a word. Traditionally, in my time, the sukukata is spelled out by name and sounded as joined sounds of the letters.
I intend to build up on my sukukata card collection so we can make as many words we can. We can then have a sukukata fishbowl.
We started by looking at the foot of a chicken and the different bones we could see. I then asked the children to feel their own bones and imagine what it's like to not have them.
I searched 'bones' on my iQuran lite and, masyaallah, I didn't realise there were so many verses that talked about bones. As we were doing the skeletal system and just starting out, I decided on 2: 259- the story of Uzair.
أَوْ كَالَّذِي مَرَّ عَلَىٰ قَرْيَةٍ وَهِيَ خَاوِيَةٌ عَلَىٰ عُرُوشِهَا قَالَ أَنَّىٰ يُحْيِي هَٰذِهِ اللَّهُ بَعْدَ مَوْتِهَا فَأَمَاتَهُ اللَّهُ مِائَةَ عَامٍ ثُمَّ بَعَثَهُ قَالَ كَمْ لَبِثْتَ قَالَ لَبِثْتُ يَوْمًا أَوْ بَعْضَ يَوْمٍ قَالَ بَل لَّبِثْتَ مِائَةَ عَامٍ فَانظُرْ إِلَىٰ طَعَامِكَ وَشَرَابِكَ لَمْ يَتَسَنَّهْ وَانظُرْ إِلَىٰ حِمَارِكَ وَلِنَجْعَلَكَ آيَةً لِّلنَّاسِ وَانظُرْ إِلَى الْعِظَامِ كَيْفَ نُنشِزُهَا ثُمَّ نَكْسُوهَا لَحْمًا فَلَمَّا تَبَيَّنَ لَهُ قَالَ أَعْلَمُ أَنَّ اللَّهَ عَلَىٰ كُلِّ شَيْءٍ قَدِيرٌ
Or the like of him (Uzair) who passed by a town, and it had fallen down upon its roofs; he said: When will Allah give it life after its death? So Allah caused him to die for a hundred years, then raised him to life. He said: How long have you tarried? He said: I have tarried a day, or a part of a day. Said He: Nay! you have tarried a hundred years; then look at your food and drink-- years have not passed over it; and look at your ass; and that We may make you a sign to men, and look at the bones, how We set them together, then clothed them with flesh; so when it became clear to him, he said: I know that Allah has power over all things.
(English - Shakir)
I used this as additional reference to narrate my story to the children. We talked briefly about foetal development and how we will be brought back to life after death.After storytime we looked at a chart showing the posterior and anterior views of the human skeletal system.
The children lastly pieced together a life-size puzzle of the system and labelled using the three- part cards.
I also started Sarah on her 'sukukata' or syllables cards. Since she already knows her English alphabet sounds, I thought this would be a good time. I wrote the sukukata on index cards and sounded them. I then took another, did the same and put them together to make a word. Traditionally, in my time, the sukukata is spelled out by name and sounded as joined sounds of the letters.
I intend to build up on my sukukata card collection so we can make as many words we can. We can then have a sukukata fishbowl.
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