Spring has sprung and since many of our teachers are busy planting gardens with their students we decided that a unit on plants would be the perfect theme for this week! Our sensory group boxes were filled with plants and plant like materials. The fine motor group made beautiful floral art projects and the language group planted some REAL flowers!
SENSORY GROUP
Lots of different things to discover in this box which was filled with play food fruits, vegetables, and flowers. We also put in some picture cards and toy animals—all plant eaters of course! A piece of fabric was included because the cotton plant was used to MAKE that fabric!
Recognize a model of a real object is the science access point addressed here. The science access point recognize objects related to science by name such as plant or animal is also addressed.
The students really had fun planting seeds (dry beans) and growing carrots (play food) in our coffee ground dirt. There was also a letter G for “grow” and “garden” and hidden at the bottom of the box was a picture of a cute little groundhog…..ok, so perhaps leftover from a previous unit BUT he is a plant eater after all 🙂
The science access point recognize that plants grow is a science access point explored here.
The different parts of plants can be explored in this fun and colorful box filled with silk flowers and leaves.
The science access point recognize the leaf and flower of a plant is addressed with this activity.
We made this pretty pink batch of play dough using koolaid and we really liked the way it turned out! The students had a choice of 2 different flower cookie cutters which allowed for the opportunity to discuss concepts of “same” and “different.
Not only can the flowers be counted, but the science access point. apply a push to move an object is also addressed.
Plant seeds are food sources for many animals such as birds. We filled this box with bird seed and put 3 little birds in it for the students to find. The bird seed had an amazing tactile feel on buried hands—-super cool!
In addition to visual and tactile discrimination, the math access point associate quantities with number names is addressed.
Our green oobleck represents chlorophyll which is the green coloring in plants. We used sour apple koolaid which made it such a pretty color gave it a very enticing aroma!
The science access point recognize the change in motion of an object is addressed here.
We put some cool LIGHTED flowers in our water play this week (thanks Ms. Kim). There was also a little watering can included so the students could water them—-such fun!
Recognize that plants need water is a science access point.
We finished the group with Bath and Body works plumeria scented lotion and the matching bath gel was used in our water play. This floral plumeria scent was very aromatic, a perfect fit for our plant theme this week and a great way to help us remember all the fun we had.
Recognize and respond to one type of sensory stimuli is the science access point addressed here.
FINE MOTOR GROUP
On Tuesday the science access point identify the major parts of a plant such as the root, stem, leaf, and flower with our art project.
First we used the paper cutter to cut out the green stems. Our students are getting so good at this!
This addresses the science access point recognize a change in an object.
Then we assembled the flower by asking the students to place the pre-labled (thank you Dana and Olivia) pieces on the designated places using glue as a visual cue. Our students are still practicing this skill but they are getting better at it! We discussed that the flower went on TOP of the stem, the roots at the BOTTOM, and that there were 2 leaves.
The math access point match one object to a designated space to show one-to-one correspondence is addressed here.
TA DA—-fabulous floral specimens!
On Thursday we made a fun torn paper art project!
We started by choosing which flower (cut from the Ellison machine) to decorate.
Communicate a preference for objects is a language access point.
Then the students chose pieces of tissue paper to tear, crumple, and glue onto their flowers.
In addition to promoting bilateral coordination, the science access point recognize a change in an object is addressed in this activity.
The flowers look fabulous—–especially with the addition of the students cute little faces 🙂
Ta DA!!!!
LANGUAGE GROUP
The weather was beautiful when we went outside and planted some flowers during our language group. We started by showing our students the flowers we were going to plant and they took turns smelling them.
Explore, observe, and recognize common objects in the natural world through observation is a science access point.
Each of our students got to take a turn planting their own flower and we worked through the steps with them—starting with digging a hole. Typically, a spade is used. But since we couldn’t find ours, we improvised and used a spoon 🙂
This is a great opportunity to address the science access point distinguish examples of soil from other substances.
Next, we took the flower and planted it in the hole.
As the soil is pushed back around the roots, the science access point recognize that pushing and pulling an object makes it move.
Recognize common objects related to science by name, such as plant is another science access point addressed.
Once the flowers were planted, we watered them and discussed the fact that water was a liquid. Then we watched as the soil soaked up the water.
Recognize that plants need water is a science access point.
Finally, our nice little garden was finished! Our gardeners were pretty proud of themselves and we were proud of them too!
Happy Spring!!!!
Join us again next time for more fun and learning—–Group by Group!
