Yo Ho Ho—-it’s pirate week mateys! Talk like a pirate day was September 19 but we decided one day was not enough—-we needed a whole week 🙂
SENSORY
Our pirates dug in the sand for buried treasure!
There were 3 gold coins to find.
Science access point: recognize objects as the same.
More pirate booty was had here, beads became more treasure—-gold, silver, rubies, diamonds, emeralds, and sapphires!
Fun to wear or shake and they made lots of noise when moved around on the tray!
Science access point: track objects in motion.
We put 2 pirates and 1 map or treasure chest in the black kinetic sand this week.
The students had lots of fun with the pirate figures.
Math access point: associate quantities with number names.
Shaving foam became “sea foam” this week.
We drew letter X in the shaving foam——X marks the spot!
Science access point: recognize that pushing or pulling an object makes it move.
There were some pirate ships and pirate duckies floating in our mini oceans.
A few lucky students even spotted an old shipwreck.
Science access point: apply a push to move an object.
We chose Bath and Body Works ocean scent this week.
The perfect scent for a seafaring unit and a hit with the buccaneers!
Science access point: recognize one or move external body parts.
GROSS MOTOR
For pirate week, our gross motor activity was walking the plank.
Students walked on a balance beam or landscape timber in forward or lateral directions to work on balance.
Our students using wheelchairs or adaptive equipment, rolled or walked on a painted line on the sidewalk. They had to look down to make sure they kept the line between their wheels.
At home you could use pillows, couch cushions, paper plates, a board, duct tape, etc. to make your own plank. You can have your child walk forward, backward, or laterally. Whatever your plank is, the object is to stay on the plank and to avoid falling in the water.
FINE MOTOR
For project one, the students made a treasure map and used this template to put themselves in the picture: pirate figure
First, the students identified the shape of their paper and the color of the stamp pad ink.
Math access point: recognize objects with two-dimensional shapes.
Science access point: identify objects by one observable property, such as color.
The students drew lines on their paper. We encouraged them to draw serpentine lines but they could do whatever they wanted.
Science access point: recognize that pushing and pulling an object makes it move.
The students had to press DOWN and then lift the stamp UP when adding an X to mark the spot of their treasure. They also stamped a skull and crossbones flag.
We used double stick tape to adhere the stamps to our kitchen scrubbers.
Math access point: recognize a movement that reflects a spatial relationship, such as up and down.
After the students’ faces had been added to the pirate figure, it too was glued to the picture and……
……TA DA!!! Let’s search for buried treasure!
For project two, the students made a pirate puppet using paper bags and this template: pirate puppet
First, the students identified the color and shape of their paper bag.
Math access point: recognize objects with two-dimensional shapes.
Science access point: identify objects by one observable property, such as color.
Then, they cut stripes for the pirates shirt.
Switch operated scissors were used when needed.
Science access point: recognize a change in the external appearance of an object.
We counted 3 stripes which were then glued to the bag.
Math access point: associate quantities with number names.
Next, the students glued to face to the TOP of the paper bag and a colorful head scarf.
Math access point: recognize when an object has been added to a situation.
One googly eye completed the look.
Math access point: match an object to a designated space to show one-to-one correspondence.
TA DA!!!
Arrgggg—–our mighty pirates are ready to set sail!!!
LANGUAGE
We had a pirate worthy treat today! Here’s the recipe that we used: Let’s Make Ocean Water (this is a copycat recipe for the Sonic Ocean Water drink)
We started off by PUTTING sugar into a glass container. Then we PUT some water in the same container and stirred it around.
Math access point: recognize when an object is added to a situation.
We had to microwave the sugar water for 45 seconds. Students had to predict whether they thought microwaving would make the sugar water hot or cold.
Science access point: recognize a temperature change from cold to warm.
Once it was heated up, we stirred it up again. Students observed the sugar water and said if they saw the sugar in the water any more once it had dissolved.
Science access point: recognize examples of materials that will dissolve in water.
We PUT the water into a pitcher. Then we added some coconut extract. We put some on Q-tips so that each student could SMELL the coconut extract. They had to indicate whether it smelled GOOD or BAD.
Science access point: recognize and respond to one type of sensory stimuli.
We PUT in 1 liter of Sprite and 5 drops of blue food coloring. Students HELPED by counting out the number of drops. We watched as the color changed from clear to blue. We stirred it one more time.
Science access point: recognize a change in the external appearance of an object.
Students had to indicate what they were going to do with the ocean water: EAT or DRINK.
They had to request their drink and also their goldfish. Arggg!
Join us again next time for more fun and learning—–Group by Group!
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