We saw on a calendar that March 2 is Texas Independence Day so what a great time to find out more about the lone star state! Our sensory group explored boxes filled with colors and textures found in the state. The fine motor group made some Texas size art projects and the language group cooked tex-mex style! It was BIG fun—-just like Texas 🙂
Texas is a big state so we decorated a really BIG umbrella this week. Along with twinkly stars we hung some plastic bats since Texas has more different species of bats than any other state—how cool is that! To go along with the umbrella we recorded that toe tapping ditty—-“The stars at night are big and bright, deep in the heart of Texas”—- on our voice output device. This was a hit!
The math access point associate quantities with number names is addressed here.
The Texas flag has the colors red, white, and blue—-just like our rice! Texas is known as the “lone star” state because it has one white star on it’s flag. There were 2 cookie cutters to find in this box but only 1 matched the white star on the flag at the bottom.
The science access point match objects by an observable property, such as size, shape, and color can be addressed here.
In this hay filled box were a lot of items associated with farms and industries found in the state. Included were horses, cows, and sheep. A little airplane representing Lockheed Martin and an astronaut for the NASA space center in Houston. Of course we included a couple of cowboys and a little cowboy hat!
The science access point apply a push to move an object is addressed here.
We made 2 discovery bottles this week. The first one was filled with sand, glitter, and blue rocks representing blue topaz. The students really loved watching the rocks tumble around as the bottle was turned.
The other bottle represented the petroleum industry in Texas which is the worlds 4th largest producer—-WOW! We made this bottle by mixing a little black food coloring with water and filling the rest of the bottle with cooking oil. Since the oil and water don’t mix this turned out REALLY cool looking!
Track objects in motion is the science access point addressed here.
We brought back floam again this week but this time it was PINK—–like the state capitol building in Austin which is is made from a pink looking granite! The students were encouraged to build their own versions of the capitol building using the floam and building block accessories.
The science access point recognize a change in an object is addressed in this activity.
Recognize differences is sizes of containers that hold liquids is a math access point.
Of course we finished with the matching scent to help us remember all the fun things we learned about Texas!
FINE MOTOR GROUP
Associate quantities with number names is a math access point.
Then we worked on bilateral coordination skills by rolling and twisting 2 pieces of white paper into long tubes. We had some of that large old computer paper—-perfect for this project! Our students needed help with this but they did a really great job of staying focused.
We used the electric stapler to attach them to our steer head (prepared by our volunteer Olivia). Here is the template for the steer head: Steer head
Recognize length of real objects such as big or long is the math access point addressed here.
The students glued their steer heads down onto a big rectangular piece of paper. Then we put 2 glue dots on and asked the students to place their googlie eyes on top——addressing the math access point use one-to-one correspondence to identify sets of objects with the same amount to 2.
This is also a great activity for practicing pincer grasp skills!
On Thursday we used bubble wrap to stamp blue bonnet flowers.
Identify objects by one observable property, such as color is a science access point.
The rectangular shape of our paper was also discussed——addressing the math access point recognize a 2 dimensional shape.
The science access point recognize that pushing and pulling an object makes it move.
The math access point recognize a movement that reflects a spatial relationship, such as up and down.
This week we made Texas Chili con Queso! We had our lovely sous chef students to help us out with following the directions. Here is a link to the recipe book: Let’s Make Texas Chili Con Queso
Our students got to help us open the cans by pressing a switch that was hooked up to the electric can opener. They love hearing the wirring sound that is caused by activating the switch 🙂
Activate a device that uses electricity is a science access point.
They took turns POURING ingredients into the bowl. Once the cheese, tomatoes, and chili were in the bowl, we microwaved it for 2 minutes. While our students waited, they got to try on some straw cowboy hats. FUN!
Once the 2 minutes was up, our students took turns STIRRING the ingredients together.
We found that everything wasn’t quite melted together, so we put it back in for 2 more minutes. While waiting this time, we turned out the lights and got out the black umbrella so they could experience what it would be like at night on the Texas prairie.
What a super week, we all enjoyed learning more about the big state of Texas! Join us again for more fun and learning—–Group by Group!