Well it is almost time for the annual pilgrimage when many Floridians head for the cooler mountains of North Carolina 🙂 so this week we decided to learn more about that fabulous state. We would also like to give a shout out to our North Carolina friend at teachezwell.me (a great blog you should check out) who gave us some ideas for this unit! Our sensory group explored boxes related to some very interesting facts about the state. The fine motor group made art projects related to state symbols and the language group used the official state drink to make a tasty treat!
There were also some gold beads representing the state mineral and the state song recorded on a voice output device.
The state reptile (turtle) and tree (pine) could also be found. There was a little propeller plane for the Wright brothers, a plush black bear, a sea shell, and some of Blackbeards treasure in a discovery bottle!
The science access point recognize a model of a real object is addressed here.
The science access points recognize common objects as the same and track falling objects can be addressed here.
The social studies access point associate a picture with a place is also addressed.
The North Carolina state flower is the dogwood and the state insect is the bumble bee. Yellow and black pompoms made perfect little “bumble bees” to buzz around our dogwood petals! There were 2 dishes included so the students could sort the items.
Recognize two objects that are the same size or color is a math access point.
Match objects by one observable property, such as size or color is a science access point.
Our students had a BLAST with our Wright Brothers box! Little battery operated fans spun around like the propellers those early planes—-there was also the “wind in the face” experience like those pilots had! There was a lot of vibration on those early planes so we included a little vibrating massager. Finally we included some “aviator goggles”. You can see by the smiles we had LOTS of fun with this box 🙂
Our students love dry fluids such as this corn. It feels really nice to bury hands into and searching for objects in it addresses visual and tactile discrimination.
The math access point associate quantities with number names can be addressed here.
So there is a tale about Sir Walter Raleigh that says he once pulled off his cape and spread it over a mud puddle so that Queen Elizabeth would not get her shoes dirty—–what a gentleman! Even though the story isn’t true we made some Sir Raleigh mud anyway since we certainly couldn’t pass on the opportunity to make MUD again 🙂
It also addresses the science access point recognize a model of a real object .
FINE MOTOR GROUP
Since North Carolina is the number one producer of sweet potatoes we thought it would be a lot of fun to do an art project with them on Tuesday!
Identify objects by one observable property such as color is a science access point.
Recognize objects with 2 dimensional shapes is a math access point.
Recognize a movement that reflects a spatial relationship, such as up and down is a math access point.
On Thursday we made a cute little grey squirrel—-the state mammal—-for our art project! Here is the template for the squirrel which we cut out of poster board:squirrel
The science access point apply a push to move an object is addressed in this activity.
We found this fuzzy chenille yarn at a thrift store and knew it would be perfect for our project. The students had a great time picking handfuls of this stuff and dropping it onto the tail. Picking up the stray pieces was a great activity for practicing pincer grasp skills.
The science access point recognize a change in an object can be addressed in this activity.
Did you know that the state beverage for North Carolina is milk? We decided to make milk the focus of language group for this weeks’ language group and made MILKSHAKES——-yum!!!!
Their choices were white milk, strawberry milk, and chocolate milk. We had 2 votes for white milk, 2 votes for chocolate milk, and 3 votes for strawberry milk so we talked about which milk had the MOST votes.
Some of them liked it and some definitely did not!
They all absolutely LOVED having POWER in the palm of their hands 🙂
Finally it was time to pour the milkshake into cups. We counted out our students and cups and poured a little bit in each. Then our students got to choose if they wanted whipped cream and a cherry on top.
Join us again next week for more fun and learning—–Group by Group!