Since it’s national poetry month, we decided to do a unit on Mother Goose nursery rhymes. We had SO MUCH fun making this book! Some of our amazing students were our models and got to dress up as some of the characters who appear in Mother Goose rhymes, like Jack & Jill, Old King Cole, and Humpty Dumpty, to name a few. Thank you Ms. Lois for helping us with costumes!
Our characters are super cute, so check it out!
Here is a link to the book: We Introduce Mother Goose
April is National Poetry Month so we decided to make nursery rhymes our theme this week! Our sensory groups had lots of messy fun exploring boxes related to different characters. Our fine motor groups made some fun animal character art projects and the language group made a yummy treat based on nursery rhyme character.
SENSORY GROUP
There were three number 3’s to find in our Old King Cole black bean “coal”. The students had fun discovering the hidden numbers as they ran their hands through the beans.
They also like picking up handfuls and watching them drop back into the box.
Associate quantities with number names is a math access point.
Little Bo Peep’s lost sheep could be found in this box as well as some geese—that perhaps belonged to Mother Goose!
Both sets of animals came in a variety of sizes, shapes, and textures for sorting fun.
Match animals that are the same is a science access point.
Our Jack Be Nimble box contained Wikki Stix which are waxed strings like candles.
We also put a light toy that looked a little like a candle when the button was pushed.
The students really had fun with this.
The science access point recognize a source of light energy and the science access point initiate a change in the motion of an object are addressed with this activity.
Spiders scared Little Miss Muffet away but ours were super cute and not scary at all! We had 2 cute little furry spiders, one that jiggled when it’s string was pulled, and a discovery bottle with spiders that scuttled up and down.
The science access point track objects in motion can be addressed here.
Lots of giggles were heard with this box 🙂
The Queen of Hearts and the baker both love to bake so this box was filled with red velvet cake mix. We put in 2 different size scoops and a heart shaped cookie cutter for our little bakers to play with.
This was pretty messy but LOTS of fun 🙂
Apply a push to move an object is a science access point.
Speaking of Little Miss Muffet, we learned that curds and whey are kind of like cottage cheese. We added cotton balls to our oobleck to get a lumpy kind of texture and were pretty pleased with the results. The oobleck started out white with each group but hands that had explored the red velvet cake mix tinged it pink!
The science access point demonstrate pushing away (repulsion) and pulling (attraction) is addressed here.
While rinsing their hands, the students had fun playing with Jack and Jill’s pail along with a couple of different size scoops.
The science access point recognize differences in sizes of containers that hold liquids (capacity) is addressed here.
As a nod to our Baker and the Queen of Hearts, both our water and lotion were raspberry scented (from Bath and BodyWorks). It was a really yummy smell that our students loved!
Recognize one or more external body parts is a science access point.
FINE MOTOR GROUP
On Tuesday our students made handprint sheep!
First we discussed the shape of our paper and asked the students to identify it using communication symbols.
Recognize common objects with 2-dimensional shapes is a math access point.
Next we painted one of their hands with white paint. The students were pretty intrigued with this step 🙂
Then we helped them press their hands onto our grassy green paper.
The science access point recognize a change in an object is addressed here.
After their hands were cleaned, the students put 3 cotton balls onto their sheep’s tummy.
Match objects to designated spaces to show one-to-one correspondence is math access point.
Ta Baaaaaaa Da!
Tell Little Bo Peep we found her sheep 🙂
On Wednesday it was all about mice with our Hickory Dickory Dock clock! Our fabulous volunteers did all the set up for this project—-thanks ladies! Here is the template for the mice:mouse template for clock
We started by asking the students to out “mouse heads” using adaptive scissors—-counting how many cuts it took, of course! We also discussed the fact that the shape was a TRIANGLE!
Recognize a change in an object is a science access point.
After they finished cutting out triangles, the students glued them onto an OVAL shaped body—complete with colorful tail. They added 2 big CIRCLE ears and 1 little circle nose were added.
Recognize similarities and differences in size of common objects is a math access point.
Ta tick tock Da!!!
The students were SO proud!
To finish up, the students glued their mice onto the fabulous clock that our volunteers made. Then we counted them!
Associate quantities with number names is a math access point.
LANGUAGE GROUP
We channeled Humpty Dumpty for our language group and made some egg salad. We had already pre-boiled the eggs and cut them up.
Before we put them in the bowl, we let each of our students smell the eggs——and got some pretty funny faces from some of the students 🙂
Recognize and respond to one type of sensory stimuli is a science access point.
Once the eggs were put INTO the bowl, our students counted out the spoonfuls of mayo (2) and the squirts of yellow mustard (3) that we put into the bowl as well.
Solve simple problems involving going or separating sets of objects to 5 is a math access point.
Our students helped POUR the cut up green onions and pickles into the bowl and helped SHAKE a little salt and pepper in as well.
We had to STIR the ingredients around until they were all mixed up.
We made 1 sandwich and cut it in HALF to make 2. Then we cut one of the halves in half and counted 3 pieces and then cut the other half and counted 4 pieces. Math with food is always a fun and YUMMY thing!
Partition a rectangle into equal parts with equal area is a math access point that can be addressed with this activity.
Since it was her last day, we also had a surprise for Joy’s practicum student——yummy cupcakes! We are sure going to miss you Ali!
We are celebrating Children’s Book Week this week! We were so lucky to have some of our very own models pose for the pictures in the book. The book takes a short peek at some of Mother Goose’s famous nursery rhymes, like Humpty Dumpty and Old King Cole. Our students get so excited when they are able to identify people in the pictures. To get ready for the repetitive line, we would ask the students, “what time is it?” which the repetitive line answered, “it’s Mother Goose time, get ready to rhyme!” We had so much fun making and reading this book and we hope that you enjoy it as well!
Here is a link to the book:It’s Mother Goose Time, Get Ready to Rhyme
It’s Children’s Book Week and we decided to go with the classic Mother Goose as our theme—-everyone loves a good rhyme after all 🙂 Hope you enjoy reading about all our activities.
Sensory Group—
The Mother Goose box was filled with a variety of items representing different nursery rhymes.
There were some white feathers—-lost by Mother Goose herself no doubt—– Contrary Mary silk flower petals (as well as a cockle shell and silver jingle bell), Rock a Bye Baby leaves, London Bridge bricks (duplos), Jack and Jill’s pail, a mouse to run up a clock, a craft foam moon and….. a cow to jump over it.
The cow made a mooing sound when a button was pressed making it quite popular. Other students enjoyed filling up the little pail with the feathers and leaves. With all the different objects and textures, there was something for everyone!
The language access point of recognizing and responding to familiar objects is one of the access points addressed here.
Mary had a little lamb whose fleece was WHITE as snow! This box was filled with an assortment of items all colored white.
We put in beads, pompoms, a plush seal, plastic dog, pearls, a snowflake ornament, faux lambswool, hair scrunchies, and a dusting mitt—this was especially popular. Our students loved putting it on their hands.
In addition to lots of textures to compare and contrast, this box addresses the science access point of recognizing common objects in the natural world.
Our Little Boy BLUE box was filled with all things blue—blocks, beads, dusters, shakers, pompoms etc.
Like our white box this was filled with a variety of textures and shapes to explore. Especially popular were the shakers and the accordion tube.
The science access point of applying a push or pull to move an object is addressed here.
Students had fun using our dog and bone cookie cutters with the “Cow jumped over the Moon” sand.
Our students used the cookie cutters in different ways. Some of them pressed them into the sand to make impressions, while others used them like mini little shovels. Moon sand is a lot denser than regular sand so either way—–a great activity for hand strengthening!
As the moon sand gets dug up or smashed down into the cookie cutter the science access point of recognizing a change in an object is addressed.
In addition the language access point of communicating recognition of familiar objects is addressed when discussing the cookie cutter shapes.
Our Itsy Bitsy Spider bottle was also a huge hit, our students were really fascinated by it. We made the discovery bottle by putting some toy spiders in a bottle with water, cornsyrup, and some green glitter.
The students loved watching the little spiders scuttle back and forth as the bottle was tilted.
A totally fun bottle, one of our best ever!
This addresses the science access points of applying a push or pull to move an object and tracking objects in motion.
You can also count the spiders and discuss their colors for additional learning fun 🙂
Peas Porridge hot? Cold?…..Ok we were not sure what exactly “peas porridge” was but lentils are a type of “pea” so figured they would work for this box 🙂
They really have a wonderful soft texture as you run your hands through them, very relaxing—this box was a hit with the students AND the adults!
Hidden amongst the lentils were 2 sets of Mother Goose’s initials for our students to find.
Matching the letters addresses the math access point of recognizing 2 objects that are identical to each other—-in addition to letter recognition of course!
We also including 2 different sized measuring spoons for scooping practice and to address the math access point of recognizing similarities and differences in the size of common objects.
Poor Humpty Dumpty 🙂 We put a little yellow toy flying saucer in our oobleck and it looked just like an egg—pretty cool!
This addresses the science access point of recognizing and responding to different types of sensory stimuli—exploring the tactile aspects of the oobleck while observing the visual aspect of the yellow disc.
Of course, oobleck is always just flat FUN 🙂
After rinsing our hands in water from Jack and Jill’s well, we rubbed Ring Round the Rosies rose scented lotion on hands and arms to help us remember all the fun and learning of todays group.
This rose lotion had a pretty strong aroma—it brought back a lot of memories for the adults—-and our students loved it!
Rubbing the lotion on various body parts helps address the science access point of recognizing external body parts.
Fine Motor Group—
On Tuesday we made a picture of Humpty Dumpty. After writing our names on our BIG, rectangular piece of paper……we stamped LITTLE, red rectangles to make a wall. The stamp was made using thick craft foam attached to a kitchen scrubber using double stick tape.
We counted the paper as we passed it out and also counted as the students stamped their small rectangles. We also encouraged our students to stamp from left to right across the page—the same direction you take when reading or writing.
This activity addresses the math access points of recognizing a 2 dimensional shape and recognizing the differences in size of objects.
We cut oval eggs out of craft foam and let our students choose their color using picture cards.
Then we used our circle cutter to make Humpty’s face. Some of our students drew their own faces while others needed some help.
The circle was glued onto the oval and then Humpty was glued onto the wall.
Again, we are addressing the math access point of recognizing 2 dimensional shapes but we are also addressing the math access point of recognizing a movement that reflects a spatial relationship.
The language access point of effectively communicating wants to a familiar person using symbols is also addressed.
Eye hand coordination is addressed as the various pieces are assembled to make the final product.
Ta DA!!!
A very happy Humpty Dumpty on his wall before his fall—-hey its Mother Goose time and we are ready to rhyme 🙂
On Thursday in preparation for our art project Ms Barrett’s class had watched a video of nursery rhymes including Hickory Dickory Dock in preparation for our second art project which is all about shapes again!
We started our activity by counting the sides of our BIG rectangular piece of paper and then practiced writing our names on it. A LITTLE rectangle was glued to the BOTTOM.
This addresses a lot of math access points including recognizing a 2 dimensional shape, recognizing the sides of a square or rectangle, and recognizing the length of real objects, such as big, little etc.
Then we glued a circle clock face onto a square piece of paper—that was then glued to the top of our little rectangle.
This addresses the math access points of recognizing 2 dimensional shape and recognizing a movement that reflects a spatial relationship.
Next we used our paper cutter to change our square into 2 triangles—addressing the science access point of recognizing a change in an object.
We glued the square onto the rectangle at the top and put the triangle on top.
Pat pat pat!
Again addressing the math access point of recognizing a movement that reflects a spatial relationship.
Add one cute little pink craft foam mouse (complete with purple yarn tail) and our clocks are complete——
TA! DA!
Language Group—
Our language group especially enjoyed Cara’s book this week because 2 of the models in the book are instructional assistants in the class! The students had so much fun pointing them out.
One of the things we focused on today was sequencing. We picked 4 different nursery rhymes; Jack and Jill, The Itsy Bitsy Spider, Humpty Dumpty, and Little Miss Muffet, and printed out sequencing cards found on EnchantedLearning.com. Using the PIXON picture symbols for “first”, “second” and “last”, we had our students put the cards into order.
We said the nursery rhymes line by line so the students could find the card that matched with the line read. They would then have to place the card under the correct PIXON to show first, second, and last.
This activity addresses the language access point of effectively communicating information using referent objects, gestures/signs, pictures, symbols, or words.
It also addresses the math access point of recognizing the next step in a simple pattern or sequence of activities.
For our students with visual impairments, we adapted the activity by using a voice output device. The phrase “that’s the one” was recorded on it for our students to press as we read the choices aloud.
After completing this task, we turned off the lights and brought out our light up moon—-so cool, we love it!
We then presented 3 different cows to our students. One was plush, another was a large inset puzzle piece, the third was a small plastic model. We deliberately chose these to make them very easy for our students with visual impairments to differentiate. The students got to pick which cow they wanted and practiced having the cow jump over the moon.
The students again used their Pixon symbols to say “I want” and then pointed to the desired cow. Addressing the language access point of effectively communicating wants using referent objects, gestures/signs, pictures, symbols, or words.
This activity is great for promoting shoulder stability and crossing midline as the cow jumps from one side of the moon to the other.
It also addresses the science access point of recognizing a model of a real object and the language access point of listening for informative purposes.
This was such a great week, all our groups were so fun and our students are making so much progress—-we are so proud! Join us again next time—-Group by Group!