National Teddy Bear Day is September 9 so we thought Goldilocks and the 3 bears was a perfect theme to celebrate the occasion! We loved putting our own twist on the story and having our students be a part of the book. We had lots of fun textures for the sensory group to explore and the fine motor group made Goldilocks AND the 3 bears art projects. The language group explored opposites which are a big part of the story.
Some of our students even dressed for the theme 🙂
This box contained some bright yellow basket filler——we thought all those strands looked just like Goldilocks hair! We included some school supplies like a pencil and miniature backpack. There were 2 cupcakes—–one that was big, soft, and SQUEAKED. The other was little, hard, and did not squeak—–guess which one the students preferred 🙂
Hearing, vision, touch—–the access point use senses to recognize objects is addressed with this fun box!
We included some oatmeal as a nod to the traditional tale. Oatmeal is a great fun texture to explore with hands and the students really enjoyed playing with it. We also include 2 different size spoons for scooping practice.
Recognize the larger of two objects, in this case spoons, is a science access point that can be addressed in this activity.
The science access point recognize that pushing and pulling an object makes it move is addressed here. In addition, the math access point associate quantities with number names is addressed.
“Opposites” was the theme of this box. We had a lovely soft pompom ball and some colorful hard pop beads for the students to explore. Of course, pop beads are also great for promoting bilateral coordination and hand strengthening. We really enjoyed seeing each of the students preferences while some of them loved the soft ball, others had a fun putting the pop beads together!
The math access point solve simple problems involving putting together and taking apart small quantities of objects can be addressed with this activity.
We made our teddy bear play dough with wheat flour and added some cinnamon which gave it a very nice aroma. Of course we reminded our students that although it smelled yummy it was not supposed to go into the mouth!
The science access point recognize a change in an object is addressed as the cookie cutter is used to cut out teddy bears—–which can, of course, be counted!
The language access point select a familiar object to explore is addressed with these items.
As usual, the scoops were great for practicing scooping skills. They also help address the math access point recognize differences in sizes of containers that hold liquids.
The students found the apple scented lotion really appealing this week. It was pretty universally liked by all of them and a lovely light scent to help them remember all the fun things they explored during group.
Recognize and respond to one type of sensory stimuli is addressed here.
FINE MOTOR GROUP
The bears were glued on a rectangular piece of paper—–and counted of course! We also discussed the shape of the paper and counted the sides. Then we glued a circular piece of fake fur on the tummies of each bear.
Recognize common objects with 2 dimensional shapes—-circle AND rectangle in this case—-is a math access point.
Well we made the 3 bears on Tuesday so Goldilocks HAD to be our art project on Thursday!
We started by asking the students to find their own eyes, nose, and mouth. Then we picked out facial features that had been precut from magazine ads and glued them onto a paper lunch bag. Goldilocks fabulous yellow hair was made out of yarn and attached to our bags by one of our volunteers—-thanks Sarah!
Matching an object to a designated space shows one-to-one correspondence and is an access point. Some of our students were able to do this independently while others needed a little help.
Love how this student is showing us his mouth while looking at the picture. Do our students rock or what!
Recognizing external body parts is a science access point.
For the language group, we worked on, you guessed it, OPPOSITES! We gathered up several items that were big/small, long/short, and soft/hard.
We began with big/small. When it was a student’s turn, they were presented with something big and something small. They were also presented with PIXON picture symbols indicating big/small that were taped to pencils. We would point to one of the objects and our student had to indicate whether it was big or small. Once they indicated, they had to put the object in the appropriate container, each labeled with the same big/small PIXON picture symbols.
Communicate information about objects using non-verbal expressions, gestures/signs, pictures, symbols, or words.
This was a great learning activity because our students were able to compare the differences between the items and also sort them in the appropriate place.