This week we explored things we imagine might be out there to scare us when its dark at night! It seemed an appropriate topic for this time of year 🙂 Our sensory items had a really high contrast of light and dark which was very visually appealing to our students. The fine motor group had a great time making some spooky art projects. The language group students used adjectives to compare items. We also made it fun by turning off the lights while reading our book in all our groups.
This first box was filled with black paper shred and assorted creepy crawlies! Some of the critters were black so they were hidden really well. Others were brightly colored and could be easily spotted. We also threw in some fun fur for an added textural component.
Our students explored the box in different ways, some sifted through the paper while others……..
Visual and tactile discrimination skills are also addressed here.
The science access point of recognizing common objects related to science by name was addressed.
Recognizing sources of light is the science access point addressed here.
We used our green Floam and some Mr. Potato Head features to make our own aliens. This purchased Floam has a wonderful easily moldable texture that made it perfect for making silly alien creatures while working on bilateral coordination and hand intrinsic functions!
The science access point recognizing external body parts is addressed with this activity.
For added interest, we taped a picture of a jack o lantern to the bottom of the box.
Visual and tactile discrimination is again addressed as well as literacy skills.
Black shadows can certainly make you jump! We made ours by bringing back our pirate playdough from a few weeks ago along with bat and cat cookie cutters. The black glitter we added to the playdough gave it an added shimmer which we loved and it really contrasted with the bright orange cookie cutters. Again, a terrific substance to squish and pound.
Recognizing that the appearance of an object or material has changed is the science access point addressed here.
We added some pop rocks candy (we were inspired by the folks on the Growing a Jeweled Rose blog who added it to finger paint) and our ooze became pretty spectacular—-think rice krispie cereal on steroids! Not sure who was more impressed, the students or the adults 🙂
Recognizing that pulling or pushing an object makes it move is the science access point addressed in this activity.
We used Bath and Bodyworks Twilight woods scent to finish. In our water play we had 2 different size measuring cups for scooping and pouring fun—-and addressing the math access point of recognizing differences in sizes of containers that hold liquids.
The lotion has a light soft scent—not scary at all 🙂 and our students really liked it.
The science access point recognizing and responding to different types of sensory stimuli is addressed with both these activities.
On Tuesday we made some mummies! We started by talking about the color of out mummy (black) and the color of our paint (white). All of our students correctly picked the colors we asked them to identify. Oh yes we were proud!!
The science access point recognizing common objects by one observable property, such as color is addressed here.
The language access point communicating information about objects using non-verbal expressions, gestures/signs, pictures, symbols, or words is also addressed.
This is a fun way to work on eye hand coordination and scooping skills!
This also addresses the math access points of associating quantities with number names AND recognizing common three-dimensional objects, such as balls (spheres).
Totally fun way to address the science access points of applying a push or pull to move an object and tracking objects in motion.
This activity addresses the math access point associating quantities 1 and 2 with number names.
It also addresses the science access point recognizing a change in the appearance of an object or material.
—yep, he’s pretty cool!
Recognizing common objects with 2 dimensional shapes, such as a circle is a math access point.
Recognizing the larger of two objects is a science access point.
Our students then chose which color they wanted their eye to be using our communication symbols. Some of our students touch the symbols, while others used eye gaze.
Using body movement or nonverbal expression to communicate desires or preferences is the language access point addressed here.
The science access point applying a push or pull to move an object is addressed here.
This activity works on eye hand coordination and graded motor control—you don’t want to crumple up your circles!
The math access point of recognizing the next step in a sequence of activities is also addressed.
After we finished Cara’s book we stayed with the spooky theme using the iPad app Spooky Box (it was free)—just for fun! Our students enjoyed listening to the different sounds and we had fun watching their reactions 🙂 We do need to note that some of the sounds are a little intense, so be sure to prescreen them!
For our ACTUAL learning activity—– we focused on using adjectives to describe two different objects. The students used Boardmaker pictures and put the adjectives in the appropriate column to describe the objects. They did need a little bit of help with this, but over all, they did well.
Communicating information about familiar objects using pictures or symbols is a language access point.
The first object we explored was some mystery green play dough that Joy had made using a recipe from the Growing a Jeweled Rose blog (this is a great site filled with all sorts of ideas and recipes, we love it!).
The other object was a yellow and blue ball with fringes all over it.
Identifying objects by one observable property and recognizing and responding to different types of sensory stimuli are science access points addressed with this activity.
Recognizing objects as warm or cold and sorting objects by weight (heavy and light) are science access points.
Some of students found the aroma intriguing—-others let us know by their gestures, not so much 🙂
Communicating preferences for objects is a language access point.
The play dough reacted with the vinegar because of the baking soda in it and that made it bubble up, while the vinegar made the ball wet (and STINKY!). We then asked the students to choose an adjective (bubbly/wet) to describe the objects after vinegar had been sprayed on them.
Recognizing a change in an object and assisting with investigations with a partner are science access points addressed here.
Join us again next week for more fun and learning—-Group by Group!