Tag Archives: Yokut

Native Americans

Native Americans

IMG_5080Some of our students are learning about Native Americans as part of their Unique Curriculum unit this month. We did a Native American unit a couple of years ago so figured it would be fun to revisit the activities with a few updates here and there. There were some fantastic boxes for our sensory group to explore while they learned some fun facts about Native Americans. Our fine motor group made drums and an awesome totem pole. The language group made comparisons between Native American lives in the past and what lives are like today.

 

 

 

SENSORY GROUP

IMG_4525This box was filled with items important for many tribes. Corn was an important food source for  the Apalachee and Ponca tribes so corn kernels were a perfect base for this box. This was a “something for everyone” box with lots of fun things to discover.

We  included other play food such as a corn cob, squash and fish—-types of food many tribes enjoyed. Strands of raffia represented “swamp grass” which the Chinook used to make baskets.

Animals like sheep, which the Navaho raised and horses that the Comanche rode could be found hidden in the kernels. Sioux and Arapaho lived in tipis like the one in our box! Finally we included the word “Family”.

IMG_4779The social studies access points recognize differences in food or clothing from other cultures is addressed with this box and recognize a characteristic of early Native Americans.

 

 

 

 

 

 

IMG_4553The Sioux, Omaha, Comanchee, and Arapaho tribes are known for wearing feathers.  We filled this box with variety of feathers of all shapes and sizes.  Full of ticklish fun, while a little messy—-feathers ended up everywhere—–this really was a great box for our students 🙂

The feathers have a wonderful tactile feel but they are also fun to toss up and watch drift down addressed the science access point track objects in motion.

 

 

 

 

 

IMG_4547IMG_4584We had an awesome jam session listening to some Native American music we recorded on the voice output device. Even some of our students who often need help to press the switches responded to the music—-we were pretty excited! Our students also enjoyed making their own music with shaker bottles  made with acorns which the Yokuts ate and beads used by the Wampanoag, Cherokee, and Kiowa tribes.

The science access point recognize and respond to common sounds was addressed here.

 

 

IMG_4769The Pueblo play dough was made using Black Cherry and Orange koolaid. We thought the color turned out pretty perfect! Whether trying to make their own “pots” like the famous Pueblo pottery or using the deer cookie cutter—-the students had a great time exploring!

The math access point associate quantities with number names can be addressed as the deer are counted.

The science access point apply a push to move an object is also addressed.

 

 

 

 

 

IMG_4761The Zuni are famous for their beautiful turquoise jewelry. We thought our box of turquoise beans looked pretty beautiful also! Neon blue food coloring was used to achieve the color and while it is a great effect, get ready for some “blue” fingers!

Besides the wonderful feel as they sift through fingers, there were also 4 letter Z’s to find hidden among the beans.

Track objects in motion is a science access point that can be addressed here.

IMG_4795Of course that can be hard to do when your teacher is distracting you with kisses 🙂

 

 

 

 

 

 

IMG_4620IMG_4588Buffalo and deer were very important to many Native American tribes. The Comanchee hunted buffalo and the Arapaho wore buckskin clothing. This box contained some fake fur “buffalo” hide and ultra suede “buckskin” invited touch. We also included some matching beanie babies for our students to cuddle.

IMG_4622The social studies access point identify practices of Native American is addressed again here.

 

 

IMG_4839IMG_4634Many Native Americans gathered around campfires to celebrate special occasions. Our campfire was made by mixing yellow and red food coloring with shaving cream to make orange campfire “flames”.

As always, our messy play was a huge hit 🙂

Looking at how the shaving cream changes as the colors are mixed addresses the science access point of recognizing that the appearance of an object or material has changed.

 

IMG_4570We thought that juniper breeze scent from Bath and Body works was the perfect scent to represent the importance of nature to Native Americans. All the shaving cream we used was rinsed off with water scented with this nice outdoorsy aroma—–perfect.

Two different sized measuring cups were added to the water dish. They were great for rinsing and addressing the science access point recognize differences in sizes of containers that hold liquids!

 

 

 

 

 

FINE MOTOR GROUP

IMG_4663On Tuesday after listening to some Native American drum music we made our own really cool drums! We started by cutting 2 squares into 4 triangles using our paper cutter.

Recognize common objects with 2 dimensional shapes and recognize parts of whole objects are math access points that can be addressed here.

 

 

 

 

 

IMG_4696Then we glued them onto a piece of rectangular paper. We started with a blue triangle then placed a red one.

Next we asked our students which color came next in the pattern—–this addresses the math access point recognize the next step in a simple pattern or sequence of activities!

 

 

 

 

 

 

IMG_4716IMG_4718After the paper was taped around a coffee can it was time for our drum circle! We put on some Native American music and the students joined in. IMG_4731                                                       They LOVED making their own music——so much fun!!!

 

 

IMG_5019On Thursday we made a super awesome totem pole! We covered some cereal boxes with art paper and let our students choose which box they wanted to decorate.

Use body movement or nonverbal expression to communicate preferences is a language access point.

 

 

 

 

 

 

IMG_5025Then we discussed body parts and asked the students to point out their eyes, nose, mouth, and ears.

Recognize one or more body parts is a science access point.

We also counted the pieces—–1 nose and 1 mouth, 2 eyes and 2 ears. The students used communication symbols to indicate their understanding of associate quantities 1 and 2 with number names.

They totally rocked this—–our students are so awesome!

 

 

 

 

 

IMG_5062IMG_5073Our wonderful volunteers had made a selection of stylized facial features for our students to choose from to decorate their totems. We placed glue on the boxes to reinforce the concept of one to one correspondence and eye hand coordination.

Match one object to a designated space to show one to one correspondence is a math access point.

 

 

 

 

 

IMG_5100TA DA!!! Our students were so excited about their totems and they loved when we stacked—–while counting, of course 🙂  them on top of each other to made a totem pole.

IMG_5106This is going to look SOOOO cool outside Jeannie’s classroom!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_4924This week was all about comprehension for our language group.  Before reading the book, we reminded our students to pay close attention to what was being read.  We also reminded them to look closely at the pictures included.

After the book, we went around and asked our students a yes/no question, one-by-one.  We printed out the pictures that were included in the book, along with modern items seen today that would contrast things Native Americans might have used a long time ago.  For instance, with the canoe we put a car, with the headdress we put a baseball cap, with the breechcloth we put jeans, etc.

Use technology resources to support learning is a language access point.

 

IMG_4940We presented one picture at a time to each student and asked if it was something a Native American from long ago would have used.  They had to indicate YES or NO using a pre-programmed voice output device with the Boardmaker symbols for yes/no located on it.  If they answered incorrectly, we referenced the book to check our answers.

Listen and respond to stories and information text is a language access point.

 

 

IMG_4972IMG_4959After the comprehension check, we got the voice output used in the sensory group with Native American music on it and turned it on.  We passed out the shakers used in the sensory group as well as drums and bells.

IMG_4991                                                      Our students played along to the music——so much fun!

 

It was another great week of fun and learning—–join us again Group by Group!

Native American Heritage and Letter M

Native American Heritage and Letter M

October is Native American Heritage month and we enjoyed learning about a lot of different tribes in our Sensory and Fine Motor Groups. Our Language Group looked at words starting with the letter M.

Sensory Group—Native American Heritage

IMG_3442We started by reading Cara’s book and used the voice output device for the repetitive line.  Our students really enjoyed all the pictures she found this week and they are getting so good at activating the voice output device.

This activity addresses the language access points of attending to familiar print forms and responding to a technology resource.

…..perfectly illustrated in this awesome picture—don’t you think!

 

 

 

 

 

 

IMG_1313Our Native American unit addresses the American History access point of recognizing characteristics of early native americans.

Different kinds of beans were a part of the diet of

the Apalachee, Cheyenne, and Cherokee tribes.

We used our mixed beans to represent some of

the different beans they ate.

We also put in the letters N and A.

Some of our students spent time examining

the letters—others dived in with both hands 🙂

Tactile discrimination skills are addressed

when sifting through the beans.

 

 

 

IMG_3461We learned that not all native american tribes wore feathers but the Sioux, Omaha, Comanchee, and Arapaho tribes are known for wearing them.

This box of colorful feathers was great fun to sift through. Our students also enjoyed picking them up and watching them drift down. Some also loved the feel of them stroking their face.

We had so much fun with this box….how can you go wrong with a box full of feathers after all! We have to admit they were a little messy and we did manage to leave a bunch of little pieces behind in each class  🙂

This box addresses the science access point of tracking a falling object. It also addresses the science access point of recognizing and responding to sensory stimuli.

 

 

 

 

 

IMG_3338Animals were very important for many native

americans. The Comanchee tribe hunted

buffalo. The Navaho raised sheep.

The Arapaho wore buckskin clothing.

We used our pieces of fake fur, sheepskin

and deerskin to represent these animals.

This addresses American History access

point of identifying practices of Native

Americans. It also addresses the

science access point of using senses

(touch) to recognize objects.

 

 

 

 

IMG_1305Lots of different tribes were represented in our next box. We put in some corn and play food squash which the Apalachee and Ponca ate. A piece of turquoise like Zuni jewelry was also included.

Some raffia became our “swamp grass” like baskets made by the Chinook. We put in some picture cards of sheep that the Navaho raised and horses that the Comanche rode.

There was a toy buffalo–they were hunted by the Blackfoot and Cheyenne tribes. We found a little tipi like the ones the Sioux and Arapaho used (and we learned that not all native americans lived in tipis). The Seminoles are known for their beautiful patchwork so we had to include a piece of patchwork fabric that resembled their work.

 

 

 

 

 

 

IMG_1336We loved watching our students reactions and

preferences to the different items. We were

really excited when the student in the above

picture correctly oriented the word “family”

demonstrating his awareness of the concept

of print and how it is organized.

Other students, such as the one on the right

loved the native american music we

recorded on a voice output device placed in

the box.

 

 

 

IMG_1340Our red playdough (made using cherry koolaid) looked just like the adobe that the Pueblo made into houses. There were some cookie cutters available but a lot of our students just loved to feel the playdough squish between their fingers 🙂

Playing with the playdough is great for strengthening hand intrinsics.

As we discuss the adobe houses of the Pueblo we are addressing the american history access point of recognizing that people live together in the same location (settlement).

 

 

 

 

 

 

 

IMG_3477The discovery bottles were filled with acorn

 

(eaten by the Yokuts) and beads (used by

the Wampanoag, Cherokee, and Kiowa

tribes).

Of course these were fun to shake and

roll around!

By comparing the different sounds the

bottles made when shaken we

addressed the science access point of

recognizing and responding to

common sounds.

 

 

 

 

IMG_3469Native americans have rich oral tradition and many of their tales are still told around campfires. By adding red and yellow food coloring to our shaving cream we made colors that looked like the flames in a campfire.

So much fun to squish around!

Looking at how the shaving cream changed as the colors are mixed addresses the science access point of recognizing that the appearance of an object or material has changed.

 

 

 

 

 

 

IMG_3332Nature is so important to Native American culture

that we thought the Juniper Breeze scent from

Bath and Body Works was the appropriate

scent in which to rinse our hands.

As students wash the shaving cream from

their hands and apply the lotion, they are building body

awareness and improving bilateral functions.

 

 

 

 

Fine Motor Group—Native American Heritage

IMG_3355On Tuesday, after reading Cara’s book and learning about Native American heritage, we discussed how drums are often used in native american music. So today, for our art project, we are going to make our own drums.

First we counted out 6 tan rectangles. We ran fingers down and counted each side to help reinforce the concept of the 4 sides of the rectangle.

This addresses the math access point of recognizing the sides of a rectangle.

Then we stamped a variety of animals and plants onto our rectangles, addressing eye hand coordination.

 

 

 

 

IMG_3364The paper was then taped, with help, around an

oatmeal container.

Hand intrinsic functions are addressed when

applying tape to the paper.

 

 

 

 

 

 

 

IMG_3378When the project was finished, Cara placed a short video of a native american drum circle—the students LOVED it!!! They couldn’t wait to start drumming their own drums!

So cute!

This was a GREAT activity!

On Thursday, after reading Cara’s book again we made totem poles, like the Tlinglit tribe.

 

 

 

 

 

 

IMG_1370We had a selection of prewrapped empty cereal boxes and

students made their choice from a selection 3 colors.

Our picture cards are so helpful for reinforcing color

concepts and also for building communication

of preferences.

 

 

 

 

 

 

 

IMG_1394After the boxes were passed around (and counted, of course, to address math access points) we decorated them with a variety of markers.

This is great for practicing manipulating writing utensils by scribbling or drawing (depending on skill level) with markers.

Then we began attaching premade eyes, noses, mouths and wings. We emphasized the placement of the different parts ex. the eyes go on top, the mouth at the bottom.

We helped our students squeeze the glue and encouraged them to place their pieces on the glue. This activity addresses eye hand coordination and spatial relations.

It also addresses the math access point of matching objects to a designated space to show one to one correspondence.

 

 

 

 

IMG_1396Ta Da!! Our students were so proud of their

totems.

We think they look awesome 🙂

 

 

 

 

 

 

 

 

 

IMG_1420And here is our totem all put together—doesn’t it just look amazing!!!

We had so much fun counting the boxes as we stacked them (using double stick tape). Everyone got excited as it got higher and

higher!

It really looks great outside of Jeannie’s classroom.

 

 

 

 

 

 

 

 

Language Group—Letter M

IMG_3379We started by playing with this cute little Monkey. He laughed and rolled around when our students made noise so it was perfect for everyone including our students with physical or visual impairments.

We loved seeing our students reactions, everyone ended up with a smile on their face 🙂

This activity addresses the science access point of recognizing and responding to sensory stimuli.

 

 

 

 

 

 

 

IMG_3402Then we put some Money in our piggy bank.

Eye hand coordination is addressed as

the students place the coins in the slot.

Math concepts are addressed as the

coins are counted.

 

 

 

 

 

 

IMG_3429Next we played Cara’s sound game.

Lots of cool sounds starting with the letter M!

 

 

 

 

 

IMG_3436We finished by having a party to say goodbye to

Ms. Thea who has finished her internship

in Robins room.

Of course we Munched on some yummy food,

including these crackers that have letters

of the alphabet—-so cool!

 

 

 

 

 

 

 

IMG_3433Goodbye Ms. Thea!

We will really Miss you 🙁

We had so Much fun today!

Join us again next time,

for lots more fun

Group by Group 🙂