Goldilocks and The 3 Bears Go to School

Standard

IMG_2536National 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 🙂

 

 

SENSORY GROUP

IMG_2621IMG_2586This 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 🙂

 

 

 

IMG_2376There were also 3 cute little bear puppets which our students had a blast with! They were really super cute playing with them.

Hearing, vision, touch—–the access point use senses to recognize objects is addressed with this fun box!

 

IMG_2451We 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.

 

 

 

 

 

 

IMG_2684The 3 bears came to our school so this box contained rice in our school colors—–yellow and blue! There was a fun picture of the bears to discover at the bottom of the box and THREE 3’s to find 🙂

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.

 

 

 

 

IMG_2413IMG_2360“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.

 

 

IMG_2644We 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!

 

 

 

IMG_2426IMG_2582Our teddy bear box was so much fun——who could resist this adorable little bear, the students loved him!

 

 

 

 

 

 

IMG_2454We also included a piece of “fake” bear fur for additional tactile exploration or to wrap around for cuddly fun.

The language access point select a familiar object to explore is addressed with these items.

 

IMG_2479There were 2 measuring cups in our Bath and Bodyworks country apple scented water. We chose the apple scent because our 3 bears came to SCHOOL——apples/school get it 🙂

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.

 

 

 

 

IMG_2488The 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

IMG_2509On Tuesday we made 3 bears! We started by counting out 3 bears for each student. They were cut out of brown paper on the school Ellison machine.

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.

 

IMG_2524After we counted the bears we found the number 3 using our communication symbols. We started with numbers 1 through 5 and then removed numbers as necessary to support our students success.

 

 

 

 

 

 

 

 

IMG_2531IMG_2553Ta Teddy Da!

Adorable 🙂

 

 

 

 

 

 

 

 

Well we made the 3 bears on Tuesday so Goldilocks HAD to be our art project on Thursday!

IMG_2884We 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.

 

 

 

 

IMG_2914For our students with a visual impairment, our vision teacher placed the features on a solid background to make them more visible.

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.

 

 

 

 

 

 

IMG_2906IMG_2875Despite the fact that Goldilocks obviously needs a visit to the hair salon, the students were pretty  tickled with their puppets 🙂

TA DA

 

 

 

 

 

 

LANGUAGE GROUP

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.

IMG_2714We 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.

 

IMG_2736IMG_2768We went around the room the same way with the items that were long/short and soft/hard.

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.

 

 

IMG_2777While other students were taking their turns, students who were waiting were allowed to explore the objects already sorted.

 

 

 

 

 

 

 

 

 

IMG_2640Hope you enjoyed our twist on Goldilocks this week! We will be back next week with more fun and learning——Group by Group!

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