Monsters in Movies

We had so much fun with this unit! Our book is awesome and the students had a great time dressing up as different characters so be sure to check it out. Our sensory groups explored boxes related to different movie monsters. The fine motor groups made some monster art projects and the language group conducted some monster experiments!

SENSORY GROUP

To set the mood, we turned off the lights and brought out our Hotel Transylvania umbrella. It had orange lights, ghostly garland, and some little bats. The students loved it!

The science access point recognize a model of a real object can be addressed here

We filled this “monster” box of black and red paper shred with figures, finger puppets, a plush Scooby Doo, and a great BIG squeaky rat! The students rocked out to The Monster Mash recorded on a voice output device. Lots of things to look at, touch, listen to, and explore!

Recognize and respond to different types of sensory stimuli is a science access point.

For our Frankenstein box we used green Floam and then added Mr. Potato Head pieces and some laminated props we made. The students came up with some monstrously cool creations!

Recognize one or more external body parts is a science access point that can be addressed here.

Bubber is a great molding substance, perfect for making Scooby snacks! The students could use the bone shaped cookie cutter or just mold the Bubber into whatever shapes they liked.

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

The character Mal, from The Descendants, has purple hair. We decided our purple kinetic sand would be PERFECT for this box. We included a heart shaped scoop that could be used for a mold and a little rake. Whether pushing and pulling to make it move or just watching it drip back down into the box—–this stuff is always a favorite!Recognize that pushing and pulling an object makes it move is a science access point.

The students used pieces cut from black craft foam to turn shaving foam into ghosts. Messy fun as usual.

Track the movement of objects that are pushed or pulled is a science access point.

Our caribbean pirate lagoon contained a shipwreck and a couple of ducky pirates. There were also 2 different size scoops for added fun.

Recognize differences in sizes of containers that hold liquids is a math access point.

We thought that Bath and BodyWorks twilight woods scent would be the perfect complement to our unit this week. They really loved the scent!

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

FINE MOTOR GROUP

On Tuesday the students made some monster masks using this: monster mask

We asked the students to choose which marker they wanted to use first. We took a cue from the colors of Sully from Monsters Inc. and used the colors BLUE and PURPLE.

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

Some of our students used the writer we made using a switch operated vibrating toy, others decorated their masks old school—-with markers 🙂

Recognize a change in an object is a science access point.

TA DA!

Such cute little monsters!

On Wednesday we made some paper bag mummies! We found the idea on Pinterest.

First the students identified the color of our marker using communication symbols.

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

We asked the students to use their black markers to draw ACROSS lines on the bag. Then they glued a strip of torn black paper at the TOP of the bag.

Recognize a movement that reflects a spatial relationship, is a math access point.

Next we squeezed 2 glue dots on the black piece of paper and asked the students to put a googlie eye on each dot.

Associate quantities with number names is a math access point. Match one object to a designated space to show one-to-one correspondence is also a math access point.

Ta DA!!!

It’s a Mummy Monster Mash!

LANGUAGE GROUP

This week, instead of making yummy treats, we put together some pretty awesome monster experiments. Here are the ones that we used with the directions: Let_s Do Monster Experiments!

Since the pumpkin was cut beforehand, we had the innards of the pumpkin in a bag. We passed it around so our students could feel what the insides of pumpkins are like. Since it had been in the fridge it also felt COLD.

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

We started out by making an Erupting Pumpkin. First, we put some baking soda in a small bowl.

Next, we added some dish soap to the bowl.

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

Our students voted between 2 different colors of food coloring. The choice was a tie, so Grandma had to break it by voting for PINK. We added the food coloring and some glitter.

Compare quantities to 3 using language, such as more, less, or the same, is math access point. Communicate preference for familiar objects or actions is a language access point.

We put the bowl in a carved out pumpkin (thank you to Cara’s son and daughter for creating the faces for the pumpkin). We poured some vinegar in it and watched it erupt!

WAY COOL!!!!!

For our next experiment, we made some Monster Slime.

We started by putting 1/2 cup of glue in a bowl. Then we added 1/2 cup of water to the glue.

We put in some slimy green food coloring and, of course, some glitter! We made sure to stir it up really well. We talked about how it was thin and watery.

Solve simple problems involving joining small quantities of objects is a math access point

Then we added the liquid starch. When we began stirring it around, it almost instantly started firming up. We transferred it to a plate so the students could see how it changed to a solid.