Tag Archives: mask

Sep14

Puerto Rico

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Puerto Rico

It is Hispanic Heritage Month and we are learning about Puerto Rico. The sensory groups explored boxes related to facts about the country. The fine motor groups made colorful crafts and the language group hosted a Carnaval de Ponce!

 

 

 

 

 

SENSORY GROUP

We put the letters P and R in red, white, and blue rice—–the colors of the Puerto Rican flag.

 

 

 

 

 

Science access point: match objects with similar observable properties, such as shape.

 

 

 

 

 

There were lots of different things associated with Puerto Rico in this flower filled box including animals and foods grown there. There was a big white star like the one on the flag and the words HOME and FAMILY.

 

 

 

We also put in photos of famous Puerto Ricans and a voice output with a recording of a Ricky Martin song 🙂

Science access point: recognize a model of a real object.

 

 

 

 

 

 

 

 

 

 

The students stamped stars like the one found on the Puerto Rico flag.

 

 

 

 

 

The moon sand we used for this box has such a nice soft texture the students loved!

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

 

 

 

Gold can be found in the rivers of Puerto Rico. The students loved exploring or wearing the shiny gold beads!

 

 

 

 

 

So much fun!

 

 

They were fascinated by the swirling gold glitter in the discovery bottle.

 

 

 

 

 

This box was a hit 🙂

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

Puerto Rico is known for beautiful beaches. There were sea shells to find and sand castles to build in our kinetic sand beach.

 

 

 

 

 

This is one of our favorite materials ever!!!

Science access point: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

Coconuts can be found in Puerto Rico so our oobleck became “coconut milk”  this week—-what fun!

 

 

 

 

 

Goopy and drippy as usual 🙂

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

 

 

We put a boat and different size fish in our water play since Puerto Rico is an island.

 

 

 

 

 

Both the fish squirted water which made them extra fun!

Math access point: recognize similarities and differences in size of objects.

 

 

 

 

 

 

 

 

 

 

Puerto Rico is known as the Land of Enchantment so we used Bath and Body Works “be enchanted” scent for our bath gel and lotion.

 

 

 

 

Whether placed on hands, arms, neck, or behind ears it was a hit!

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made Puerto Rican flags.

First, the students identified the shapes found on the flag—-star, triangle, and rectangle!

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes.

 

 

 

 

 

Next, they cut strips of red paper and glued them on to a piece of white paper.

The students used a variety of cutting tools.

 

 

 

Science access point: recognize a change in the appearance of an object.

 

 

 

 

They were asked to glue their 3 strips to the TOP, BOTTOM, and MIDDLE of their papers.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

Then they added a pre-cut triangle and big white star.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

Let’s visit Puerto Rico!

 

 

 

 

On Wednesday we made Ponce Carnival masks using this template: Ponce mask

First, the students put glue on their masks using a glue stick.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

 

 

 

Then, they chose which color glitter they wanted to use on their mask.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

We added glitter——and sang our glitter song of course. For those new to us, the glitter song is our take on that old KC and the Sunshine band song. It goes like this: shake, shake, shake, shake, shake, shake, shake that glitter, shake that glitter! Repeat as many times as needed 🙂

 

 

Science access point: recognize the change in the motion of an object.

 

 

 

 

TA DA!!!

 

 

 

 

 

 

We are ready for the Ponce parade!

 

 

 

 

 

LANGUAGE GROUP

There is a week-long celebration in Puerto Rico called the Carnaval de Ponce which is similar to Mardi Gras.  There are parades and parties.  We decided to have a social get together for the beginning of the year by having a Ponce celebration!

 

 

 

 

The language group used the masks they made earlier in the week as their costumes for the parade.  They also got to wear colorful ponchos and costumes 🙂

 

 

 

 

 

Our students paraded through the halls……

 

 

 

 

 

 

……the crowds cheered!

 

 

 

 

 

We passed out beads and smiles………

 

 

 

 

 

 

………to the spectators.

 

 

 

 

 

After the parade, we all congregated for a “street party” in the hallways.  Students got to socialize and listen to authentic Puerto Rican music.

 

 

 

We had so much fun dancing to the music!

 

 

 

 

 

Of course, what’s a party without snacks?  For our party-goers we had some goldfish (Puerto Rico is an island after all), some coconut Oreos (lots of coconut in Puerto Rico), and some juice.  We had sentence strips out so that students could request what they wanted.

 

 

What a great party!

 

 

 

It was a great week and we want to give a shout out to our fabulous volunteers who helped make everything possible.

 

 

 

Don’t forget to check your SPAM folder for your confirmation email if you want to follow us and join us again next time for more fun and learning——Group by Group!

Dec9

Ninjas

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Ninjas

December 5 is International Ninja Day—-who knew! Our sensory groups explored boxes related to interesting Ninja facts! The fine motor groups made Ninja themed art projects and the language group made a tasty Ninja themed treat!

 

 

 

 

 

SENSORY GROUP

Ninjas are from Japan. In this box we put RED and WHITE pom poms—-the colors of the Japanese flag.

 

 

 

 

 

The students had fun sorting or just exploring the soft texture of the pompoms.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

 

We learned that Ninjas come from a mountainous region of Japan.

 

 

 

 

 

 

We used green Floam to represent the mountains and put in 3 laminated Ninjas.

Science access point: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

Our rainbow rice represented the colored rice Ninjas used to send coded messages.

 

 

 

 

 

There were both upper and lower case N’s as well as a map of Japan to find under the rice.

 

 

 

 

 

Two spoons included made for lots of scooping fun!

Science access point: match objects by an observable property, such as shape and color.

 

 

 

 

 

 

 

 

 

Throwing stars were tools used by Ninjas. We put 3 large stars for the students to find in this box of red beans—-but these weren’t for throwing 🙂

 

 

 

 

As usual, the students liked running their hands through the beans, but the large stars were pretty intriguing to them as well this week!

 

 

 

 

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

 

 

One of the most interesting facts we learned about Ninjas was that they could tell time by looking at a cat’s eyes!!!!

 

 

 

 

 

We put in two different sized cat cookie cutters to make impressions in black kinetic sand. The students also loved squeezing the sand into balls and then watching it drip down through fingers.

 

 

 

 

 

Science access point: recognize the larger of two objects.

 

 

 

 

 

 

 

 

 

 

We encouraged the students to try to make letter N’s in shaving foam.

 

 

 

 

 

 

Messy play is always a favorite with the students and we had lots of smiles this week!

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

 

A few more smiles—–we just couldn’t leave out these photos!

 

 

 

 

 

 

Our students are just too cute 🙂

 

 

 

 

 

Hands were rinsed in our own little koi pond. There were 2 different size fish—-both of which squirted water when squeezed.

 

 

These were very intriguing to the students!

 

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

 

 

Both our water and lotion were scented with Bath and Body Works Japanese cherry blossom.

 

 

 

 

 

The students really seemed to like the floral scent and we think they all smelled like Ninjas 🙂

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made crickets!

First, they identified the shape of the paper.

 

 

 

 

 

Math access point: recognize objects with two dimensional shapes.

 

 

 

 

 

Using paper cutters, they trimmed the paper into a smaller rectangle.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

The rectangle was rolled around a paper tube.

 

 

 

 

 

Science access point: apply a push to move an object.

 

 

 

 

 

We squished one end of the tube and stapled it down. Most of our students needed help with this part.

Science access point: recognize a change in the appearance of an object.

 

 

 

 

 

 

 

 

 

Next, chenille stem “legs” were threaded through precut holes.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

 

 

Then, the students added 2 googlie eyes to their cricket’s face and attached it to the tube.

Math access point: use one-to-one correspondence to identify sets of objects with the same amount to 2.

 

 

 

 

 

 

 

 

 

Ta Da!

 

 

 

 

 

 

 

Nobody will hear our Ninja footsteps!

 

 

 

 

 

 

 

 

 

 

On Thursday the students made Ninja masks!

First, we identified the shape of the paper plate and the color of our paint.

Math access point: recognize objects with two dimensional shapes.

 

 

 

Science access point: identify objects by one observable property, such as color.

 

 

 

 

Then, the students painted their paper plates.

 

 

 

 

 

 

 

Science access point: recognize a change in the appearance of an object.

 

 

 

 

 

A red paper ribbon was added and TA DA……

 

 

 

 

 

 

 

We are Ninjas!

 

 

 

 

 

 

LANGUAGE GROUP

Since ninjas used a coding system using colored rice, we thought we would color some rice of our own.

Each student took a turn indicating what color they WANTed to color their rice.  They could choose from BLUE, GREEN, YELLOW, or RED.

 

 

 

 

 

 

 

 

 

Once they chose a color, we added just a little bit of food coloring to some cooked white rice that we put in a plastic bag.  Our students had to indicate if they needed MORE of the color.

Math access point: solve problems involving small quantities of objects or actions, using language, such as enough, too much, or more.

 

 

 

 

 

Our students had to shake up the bag to get the coloring all over the rice.  Adults HELPed as needed.

Once the rice was dyed, our students had to indicate that they were ALL DONE.

 

 

 

 

 

 

 

 

 

Because there were 4 different colors and our students each only got to use 1 color, they had to indicate the colors that they still needed so that they had each color on their plate to eat.

 

 

 

 

 

 

We think the students really liked their colorful Ninja rice!

 

 

 

 

 

 

 

 

 

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

Don’t forget to check your SPAM folder for your confirmation email if you want to follow us!