This week we headed to the land of trolls and vikings—–Norway! Joy got to travel there last summer and shared some photos as well as a few goodies to put in the sensory boxes!

Since May 17 is Norway’s National Constitution Day, it was the perfect time for this unit. The sensory groups explored boxes related to facts about Norway. The fine motor groups made Nordic inspired crafts and the language group made a treat with fruit found in Norway.






Red, white, and blue rice represented the colors of the Norwegian flag. There were letter N’s and a map of Norway to find in this box.






Recognize two objects that are identical to each other is a science access point.










The base of this box was red, white, and blue paper shred. Items associated with Norway filled the box including an actual flag, a viking ship, a troll, an elk, and a voice output device with music from Edvard Grieg—-a famous Norwegian composer!



The social studies access point associate an object, picture, or symbol with a location can be addressed here.


The hat was pretty popular 🙂












The national flower of Norway is the purple heather. Since we didn’t have a heather shaped cookie cutter we used a generic one for the students to use to make their own bouquets out of purple Bubber.




Apply a push to move an object is a science access point.





Trolls are another symbol of Norway. There were 3 different  laminated trolls to hide in our grey Floam mountain.






Associate quantities with number names is a math access point.





We used our green light box to represent the northern lights which are visible in parts of Norway! Some of the lights we used faded in and out which added to the effect—-while not as amazing as the real thing, we thought it looked pretty cool!



Recognize sources of light is a science access point.





Winter brings lots of snow to Norway—-so time for an Insta Snow box 🙂

We love this stuff!





We put in a couple of different sized scoops, so the students could build their own snowballs.


Recognize similarities and differences in size of objects is a math access point.











Our water play had lots of fun things this week! The students made their own waterfalls using the water wheel we placed here. We also included a little fishing boat and cute little whale to swim about.




The science access point track the movement of objects that are pushed or pulled can be addressed here.





We learned that aspen trees grow in Norway and since we had a Bath and Body Works products called caramel aspen, we decided to use that as our scent this week. Not sure it smelled like a tree but its sweet smell was popular with the students 🙂



Recognize one or more external body parts is a science access point.






On Tuesday the students made trolls using this: troll template

First, they identified the color of their troll using communication symbols.

Identify objects by one observable property, such as color, is a science access point.









They squeezed glue on to their troll.

Apply a push to move an object is a science access point.









Then they spread the glue with a sponge brush.





Recognize that pushing and pulling an object makes it move is a science access point.





We touched the yarn that we were going to use for the troll’s hair—-it felt SOFT!






Recognize and respond to one type of sensory stimuli is a science access point.









Then they sprinkled pieces of purple yarn on to the glue. Some of our students had fun watching the yarn as it was drifted down on to the glue!







Recognize a change in the appearance of an object is a science access point.






Ta Da!!!!













On Wednesday the students made a Viking ship using this: viking ship

We also used this stamper we cut from a household sponge and attached to this acrylic freebie (we aren’t really sure what its original use was!).








First, the students identified the shape of the sail using communication symbols.






Recognize objects with two-dimensional shapes is a math access point.





We also identified the color of our paint.

Identify objects by one observable property, such as color, is a science access point.










The students stamped their sail one time and then we asked them if we needed to do it MORE.






Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more is a math access point.






Then the students applied glue to the sides of their boats and glued them to a paper towel roll.





Apply a push to move an object is a science access point.





The sail was added by slipping the mast (we used a straw) into a precut hole in the paper towel tube and TA DA…….






The Vikings are coming!!!!







We celebrated Norwegian Constitution Day during our language group this week since it fell right on the day that it’s celebrated in Norway!  We read that during this day, Norwegians eat a lot of ice cream, so we decided to make some of our own.  Here is our (very easy!) ice cream recipe: Let_s Make Strawberry Ice Cream

We started out by PUTTING French vanilla coffee creamer into the food processor.  Since there are only 2 (!) ingredients in this recipe, we only put in 1 cup of each ingredient at a time so that more of our students could help with the process.  Of course, if they wanted to help, they had to indicate HELP on their board as well as hold up their hand.






Then we added some frozen strawberries.  Each student got to feel the bag of strawberries first and had to locate COLD on their board.  We talked about how the strawberries were in the freezer and that was why they were so cold.


Recognize objects or materials as warm or cold is a science access point.






Four different students got to HELP PUT the strawberries in the food processor since it called for 4 cups.







Recognize when an object is added to a situation is a math access point.





After that, we put the top on the food processor and each student HELPED press the wireless switch to turn on the food processor.  Each time a student was ALL DONE with their turn, other students would have to indicate that the food processor needed to be turned on MORE.



Indicate desire for more of an action is a math access point.





Finally, we counted out how many friends we had so that we could get the same amount of bowls out.

Associate quantities with number names is a math access point.








Each student had to request the ice cream by indicating WANT and/or EAT.






This recipe was enjoyed by all!!  We were surprised by how easy it was…and delicious!




Join us again next week for more fun and learning——Group by Group!

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