document download… · web viewtell student to write a story/sentence/word about the picture....

Learning Arc ~ Pre-Braille Reading SkillsMSS Vision Bee Participants • September, 2008

Lesson Theme Activities

Materials

Learning Arcs and Lesson PlansSherri D. Lyle ● Facilitator, Mentorship Support Services ● New Mexico School for the Blind and Visually Impaired

What is the skill or concept to be taught?Pre-Braille, Pre-Reading skillsTurning pages; one at a timeSequencing and directionality; left/right; top/bottomIdentification of differences; textureIdentification of same; texture

What are the prerequisites for this skill or concept?Interest in books, Interest in texture exploration,purposeful react, two-handed tasks, turning pages (several at a time)

What does it take for students to master this skill or concept?Repetition; this will take several visits/lessons with several different books

1. Give student a tactile book

2. Let her explore book

3. Guide her to explore cover if she doesn’t initiate exploration independently

4. Describe contents of book as you turn through it; modeling page turning and full page exploration

5. Release book to student and WAIT to see if she begins exploring independently

6. Repeat above steps as needed

What are extensions and applications of the skill or concept?

Scribble on a Braille Writer to “write a book”

Scribble with a Coloring Board to “make the pictures”

Create story box to go with the book

Take walks to gather story box items

Go shopping to gather story box items

Braille Art related to the book

Trip to library in school or community to explore other books

That’s Not My Car That’s Not My DollyFiona Watt Fiona WattISBN 978079450636-0 ISBN 0-7945-0635-6

That’s Not My Dinosaur That’s Not My MonsterFiona Watt Fiona WattISBN 978079450129-7 ISBN 978079450818-0

Buzz-Buzz, Busy Bees This Little PiggyDawn Bentley ISBN 0-694-01000-6ISBN 0-689-86848-0*Warn child of noise at Zip it, Zebraend of book ISBN 1-4351-0089-1

Ten Wriggly, Wiggly CaterpillarsDebbie Tarbett Touch and Feel BirthdayISBN 0-7607-7057-3 ISBN 0-7894-8536-2

My Many Hats Clifford’s Touch-and-Nancy Sanders Feel DayISBN 1-57584-705-1 Dena Neusner

ISBN 0-439-44936-7

Learning Arc ~ Fairy Tales/Creative Writing/Critical ThinkingSherri D. Lyle


Materials


What is the skill or concept to be taught?Creative writing, fairy tales, grammar, proofreading

What are the prerequisites for this skill or concept?Foundational reading and writing skills.

Determine the maturity level and appropriateness of the “Once Upon a Crime” stories for your student.

What does it take for students to master this skill or concept?Critical Thinking; find the common thread between the stories.

Read: Little Red Riding HoodDiscuss theme, lesson/moral, key points, and “threads”

Read: The Better to Eat You WithDiscuss theme, lesson/moral, key points, and “threads”

Critical Thinking: Compare both stories; discuss theme, lesson/moral, key points, and “threads”

Student directed activity: Use the key points and “threads” of both stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.

No Boring Practice, Please! Funny Fairy Tale Proofreading-Page 37; Directions to Grandma’s House-Page 43; Wanted by the FBI (Fairy Tale Bureau of Investigation)-Page 46; The Wolf’s Side of the StoryNo Boring Practice, Please! Funny Fairy Tale Grammar-Page 38; Sentences-Page 39; Draw the Line (Subjects and Predicates/Diagramming sentences); -Page 40; Report Card; Little Red Riding Hood, The Faraway Land School for Girls (sentence fragments)

What are extensions and applications of the skill or concept?Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne TrussISBN: 0-399-24491-3Painless GrammarRebecca ElliottISBN: 0-7641-3436-1Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin TerbanISBN: 0-590-38157-1Painless WritingJeffrey StrausserISBN: 0-7641-1810-2Patterns: The Primary Braille Spelling and English Program; APHThe Braille Connection; APHFun with Braille; APHSQUID Tactile Activities Magazine; APHTeacher’s Pet; APH Talking Typer; APHBraille Art: Dog, face and/or profile; MSS Web Pagehttp://www.globalkids.info/v3/index.cfm?oid=dc&cid=56http://abcteach.com/directory/theme_units/literature/fairy_tales/http://www.tooter4kids.com/classroom/FairyTaleUnit.htmhttp://www.readwritethink.org/lessons/lesson_view.asp?id=42http://webtech.kennesaw.edu/jcheek3/fairytales.htm www.kids.audible.com

Once Upon a CrimeThe Better to Eat You WithJohn HelfersIt Happened at Grandmother’s HouseBill Crider

Grimm’s Complete Fairy TalesLittle Red Riding HoodBrothers Grimm

No Boring Practice, Please! Funny Fairy Tale GrammarJustin McCory MartinISBN: 0-439-58846-4

No Boring Practice, Please! Funny Fairy Tale ProofreadingJustin McCory MartinISBN: 0-439-58847-2

http://www.kids.audible.com/

http://webtech.kennesaw.edu/jcheek3/fairytales.htm

http://www.readwritethink.org/lessons/lesson_view.asp?id=42

http://www.tooter4kids.com/classroom/FairyTaleUnit.htm

http://abcteach.com/directory/theme_units/literature/fairy_tales/

http://www.globalkids.info/v3/index.cfm?oid=dc&cid=56



Materials



What are the prerequisites for this skill or concept?Foundational reading and writing skills. Determine the maturity level and appropriateness of the stories for your student.

What does it take for students to master this skill or concept?Critical Thinking; find the common thread between the stories. Repetition; multiple visits for completion of arc

Read: The Inchling & Little One InchDiscuss theme, lesson/moral, key points, and “threads”

Read: Tom Thumb & Tom Thumb’s TravelsDiscuss theme, lesson/moral, key points, and “threads”

Critical Thinking: Compare the four stories; discuss theme, lesson/moral, key points, and “threads”

Student directed activity: Use the key points and “threads” of all the stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.No Boring Practice, Please! Funny Fairy Tale Proofreading-Page 13; Bumper Stickers (Spelling)-Page 15; Failed Tales (Spelling)-Page 17; Signs, Signs, Signs (Spelling)No Boring Practice, Please! Funny Fairy Tale Grammar-Page 14; Adjectives-Page 15; The Three Microscopic Pigs-Page 16; On Board with Adjectives-Page 17; Fair, Fairer, and Fairest

What are extensions and applications of the skill or concept?Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne TrussISBN: 0-399-24491-3Painless GrammarRebecca ElliottISBN: 0-7641-3436-1Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin TerbanISBN: 0-590-38157-1Painless WritingJeffrey StrausserISBN: 0-7641-1810-2Patterns: The Primary Braille Spelling and English Program; APHThe Braille Connection; APHFun with Braille; APHSQUID Tactile Activities Magazine; APHTeacher’s Pet; APH Talking Typer; APHBraille Art: Stick Figures, large & small boy/girl; MSS Web Pagehttp://www.globalkids.info/v3/index.cfm?oid=dc&cid=56http://abcteach.com/directory/theme_units/literature/fairy_tales/http://www.tooter4kids.com/classroom/FairyTaleUnit.htmhttp://www.readwritethink.org/lessons/lesson_view.asp?id=42http://webtech.kennesaw.edu/jcheek3/fairytales.htm www.kids.audible.com http://worldoftales.com/

The InchlingIssun Boshi, retold by Momoko IshiiJohn Helfers

Grimm’s Complete Fairy TalesTom ThumbTom Thumb’s TravelsBrothers Grimm

Little One InchRetold by Akimi GibsonISBN: 0-590-27570-4



http://worldoftales.com/









Materials



What are the prerequisites for this skill or concept?Foundational reading and writing skills. Determine the maturity level and appropriateness of the “Once Upon a Crime” stories for your student.

What does it take for students to master this skill or concept?Repetition; multiple visits for completion of arc

Read: RapunzelDiscuss theme, lesson/moral, key points, and “threads”

Read: Rapunzel’s RevengeDiscuss theme, lesson/moral, key points, and “threads”

Read: Good Luck is Better than GoldDiscuss theme, lesson/moral, key points, and “threads”

Critical Thinking: Compare the three stories; discuss theme, lesson/moral, key points, and “threads”

Student directed activity: Use the key points and “threads” of both stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.No Boring Practice, Please! Funny Fairy Tale Proofreading-Page 35; Rapunzel Online-1; One-Minute Makeovers-Page 49; Home, Sweet CastleNo Boring Practice, Please! Funny Fairy Tale Grammar-Page 22; Pronouns-Page 23; Pronouns to the Rescue!-Page 24; Clued In-Page 25; Cross the Bridge

What are extensions and applications of the skill or concept?Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne TrussISBN: 0-399-24491-3Painless Grammar. Rebecca ElliottISBN: 0-7641-3436-1Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin TerbanISBN: 0-590-38157-1Painless Writing. Jeffrey StrausserISBN: 0-7641-1810-2Patterns: The Primary Braille Spelling and English Program; APHThe Braille Connection; APHFun with Braille; APHSQUID Tactile Activities Magazine; APHTeacher’s Pet; APH Talking Typer; APHBraille Art: Crown, Dragon; MSS Web Pagehttp://www.globalkids.info/v3/index.cfm?oid=dc&cid=56http://abcteach.com/directory/theme_units/literature/fairy_tales/http://www.tooter4kids.com/classroom/FairyTaleUnit.htmhttp://www.readwritethink.org/lessons/lesson_view.asp?id=42http://webtech.kennesaw.edu/jcheek3/fairytales.htm www.kids.audible.com http://worldoftales.com/

Once Upon a CrimeRapunzel’s RevengeBrendan Dubois

Grimm’s Complete Fairy TalesRapunzelBrothers Grimm

Good Luck is Better than Gold (1882)Juliana Horatia EwingThe Oxford Book of Modern Fairy Tales










Learning Arc ~ Source of Books/Authors Sherri D. Lyle


Materials


What is the skill or concept to be taught?Critical thinking, compare and contrast, drawing inferences, internet research, cultural differences, drawing a conclusion/making a preference

What are the prerequisites for this skill or concept?Foundational reading and writing skills. Minimal internet skills. Determine the maturity level and appropriateness of the stories for your student.

What does it take for students to master this skill or concept?Repetition; multiple visits for completion of arc

Read about Hans Christian Anderson Read original tales of preference; The Complete…Fairy Tales And/OrUse http://andersenfairytales.com/en/main to hear the audible professionally narrated fairy and folk stories by Anderson (with liberties); includes games that can be accessed by visual learners. Use http://worldoftales.com/audio_fairy_tales.html for audible narrated stories by Anderson and Oscar Wilde.

Original With LibertyThe Jumper Leaping MatchThe Emperor’s New Suit Emperors New SuitThe Princess and the Pea Real PrincessLittle Tiny or Thumbelina ThumbelinaThe Little Mermaid Little MermaidThe Nightingale The NightingaleThe Fir-Tree The Fir TreeThe Snow Queen The Snow QueenThe Elfin Hill Elfin HillThe Red Shoes The Red Shoes

Grace JamesThe Moon Maiden and Other Japanese Fairy TalesISBN: 9780486443928The Moon Maiden The Peony Lantern The Star Lovers The Singing Bird of Heaven The Rat's Espousal

Eugene Field http://www.biographybase.com/biography/Field_Eugene.html http://www.kyrene.k12.az.us/schools/brisas/sunda/poets/field.htm The Fly-Away HorseThe Dinkey Bird

Robert Louis Stevensonhttp://people.brandeis.edu/~teuber/stevensonbio.html http://www.online-literature.com/stevenson/ The North-West Passage The FlowersThe Looking-Glass River Bed in SummerMy Shadow Treasure IslandKidnapped Black ArrowStrange Case of Dr. Jekyll and Mr. Hyde

http://andersenfairytales.com/en/mainGames, puzzles, and stories about Anderson http://childhoodreading.com/authors.htmlSome of the stories by the listed authorshttp://www.umass.edu/aesop/history.php History of Aesop and narratives done by studentshttp://www.unc.edu/~rwilkers/title.htmStories, Legends, and Folktales from Around the World http://worldoftales.com/ Tales by: Brother’s Grimm, Anderson, Jean de La Fontaine, Aesop, Charles Perrault. You can surf by continent, author, or tale style. Fun games…I liked the gofer matching game.

The Moon Maiden and Other Japanese Fairy TalesGrace JamesISBN: 9780486443928

Scholastic’s site Myths, Folktales, and Fairytales:http://teacher.scholastic.com/writewit/mff/index.htmClassroom activity guides, printable sheets, guides to writing your own myths, folktales, and fairytales.

The Complete Hans Christian Anderson Fairy Tales; Gramercy Press ISBN: 0-517-336324Or http://aesopfables.com/aesophca.html

http://aesopfables.com/aesophca.html

http://teacher.scholastic.com/writewit/mff/index.htm


http://www.unc.edu/~rwilkers/title.htm

http://www.umass.edu/aesop/history.php

http://childhoodreading.com/authors.html

http://andersenfairytales.com/en/main

http://www.online-literature.com/stevenson/

http://people.brandeis.edu/~teuber/stevensonbio.html

http://www.kyrene.k12.az.us/schools/brisas/sunda/poets/field.htm

http://www.kyrene.k12.az.us/schools/brisas/sunda/poets/field.htm

http://www.biographybase.com/biography/Field_Eugene.html

http://www.biographybase.com/biography/Field_Eugene.html

http://childhoodreading.com/Warwick_Goble/Rats_Espousal.html

http://childhoodreading.com/Warwick_Goble/Singing_Bird_of_Heaven.html

http://childhoodreading.com/Warwick_Goble/Star_Lovers.html

http://childhoodreading.com/Warwick_Goble/Peony_Lantern.html

http://childhoodreading.com/Warwick_Goble/Moon_Maiden.html

http://worldoftales.com/audio_fairy_tales.html

http://andersenfairytales.com/en/main


Jean de La Fontainehttp://worldoftales.com/ http://www.kirjasto.sci.fi/fontaine.htm The Grasshopper and the AntThe Man and His ImageThe Tortoise and the Two DucksThe Swan and the Cook

Charles Perraulthttp://worldoftales.com/ http://www.pitt.edu/~dash/perrault.html The Sleeping Beauty in the WoodLittle Red Riding HoodBlue BeardThe Master Cat: or, Puss in BootsThe FairiesCinderella, or The Little Glass SlipperRicky of the TuftLittle Thumb

-Discuss history of the author’s. How did their geographical origin/family origin/cultural origin influence their stories?-Do the authors have similarities in their stories? How so? Why? -Have you heard of these authors? Why do you think some authors are more well-known than others? Compare.-What is the purpose of creating Folk Tales and Fairy Tales?


Easy: Student directed activity: Look up words you don’t understand in the stories or poems. Does understanding the word change the quality of the story?

Moderate: Check out Scholastic’s site Myths, Folktales, and Fairytales: teacher.scholastic.com/writewit/mff/index.htmUsing the tips provided by the workshops, write your own original myth/tale or write your own myth/tale from inspiration by a tale you have heard/read. Be able to defend the commonalities.

Challenge: What are the commonalities between the original Folk Tales and Fairy Tales and stories and movies today? Choose a story and find the modern stories that appear to take their origins from early Folk Tales and Fairy Tales. Identify which ones. Compare.

Challenge: Think of expressions, children’s songs, rhymes, folktales, myths, jokes, and proverbs of today. Where do they originate? Research.

Sample: http://www.kyrene.k12.az.us/schools/brisas/sunda/fable/fable.htm

Further lesson plans:http://aesopfables.com/lessons.html

Aesop http://worldoftales.com/ http://aesopfables.com/ http://www.umass.edu/aesop/history.phphttp://www.kyrene.k12.az.us/schools/brisas/sunda/fable/fable.htm#aesop

The Tortoise and the Hare Ant and the GrasshopperThe Donkey and the Lap DogThe Bat and the BirdsBelling the CatThe Bundle of SticksThe Dog in the MangerThe Dog and the Wolf The Eagle and the ArrowThe Fisherman and the Little FishThe Fox and the GoatThe Fox and the GrapesThe Fox and the StorkThe Frog and the OxThe Frogs Desiring a KingThe Goose with the Golden EggsThe Hare with Many FriendsThe Hare and the TortoiseThe Hares and the FrogsThe Heart and the HunterThe Jay and the PeacockThe Lion in LoveThe Lion and the MouseThe Man and the SatyrThe Milkmaid and her Pail The Miser and his GoldThe Mountains in LaborThe Old Man and DeathThe Old Woman and the Wine BottleThe Rooster and the PearlThe Sick LionThe Town Mouse and the Country MouseThe Wind and the SunThe Wolf and the KidThe Wolf in Sheep’s ClothingThe Woodman and the Serpent

http://aesopfables.com/lessons.html

http://www.kyrene.k12.az.us/schools/brisas/sunda/fable/fable.htm

http://teacher.scholastic.com/writewit/mff/index.htm

http://www.pitt.edu/~dash/perrault.html


http://www.kirjasto.sci.fi/fontaine.htm


http://www.kyrene.k12.az.us/schools/brisas/sunda/fable/fable.htm#aesop

http://www.kyrene.k12.az.us/schools/brisas/sunda/fable/fable.htm#aesop

http://www.umass.edu/aesop/history.php

http://aesopfables.com/


Learning Arc ~ Valentine CardsMSS Vision Bee Participants • September, 2008


Materials


What is the skill or concept to be taught?

Valentines DayValentines cardsCutting, coloring, gluing, fine motor skills, pre-Braille skills, manners, greetings/closing discussion, peer recognition, basic cane techniques, orientation to a route, left/right, facing the speaker/listener, in/out, speaking up, listening skills, self-confidence, acquaintance/friend/stranger awareness

What are the prerequisites for this skill or concept?

Vocalization, memory, directionality, following directions

What does it take for students to master this skill or concept?

1. Make valentine cards using paper, scissors, glue, crayons

2. Discuss route

a. Discuss clues/landmarks on route

3. Discuss the origin of Valentine’s Day

4. Generate list of those to receive a card

5. Discuss and rehearse speech/conversation/dialogue

6. Practice run with support of O&M

7. Student executes activity


Braille Art - small hearts- hollow heart- solid heart

Host a craft activity with the class

Read Five Little Candy Hearts

Read Give a Little Love

Use foam Valentine Heart kits for assembly, creativity, fine motor, and following directions

ScissorsPaperGlueCrayons/markersTactile items to glue

Five Little Candy HeartsWilliam Boniface ISBN: 0-8431-0603-4

Read Give a Little LoveLizzie MackISBN: 0-689-85950-3

Learning Arc ~ FacesMSS Vision Bee Participants • September, 2008


Materials



Facial features and their functions, generalization of body parts, use of senses, colors, shapes, scissors, concrete to abstract concepts, following multi-step directions

What are the prerequisites for this skill or concept?Knowledge of colors, shapes, scissors

What does it take for students to master this skill or concept?Fine motor skills

1. Find your face

2. Discuss shape and placement of items on face

a. Discuss facial features and their jobs

b. What/who has faces?

3. Give student supplies

4. Explore tennis ball and paint

5. Draw face with marker

6. Use tennis ball and paint to create image

7. Add a slit for the mouth

8. Compare and play with created faces


Pumpkin carving

Braille Art

Practice facial expressions

Movin’ to Music: Paula Jordan, Dede Ackerman

Paper platesPaintScissorsKnifeMarkersTennis ball

Learning Arc ~ Story developmentMSS Vision Bee Participants • September, 2008


Materials

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What is the skill or concept to be taught?Spelling, vocabulary, sentence structure, public speaking, presentation skills, fine motor skills

What are the prerequisites for this skill or concept?Picture recognition; two dimensional images; black and white images; color images; visual clutterORSensory ability to explore tactual images

What does it take for students to master this skill or concept?Fine motor skills; functional use of pencil/marker, or Braille Writer

NMS&BM: Writing and Speaking for ExpressionStandard Two; Communicate Effectively7a. Presents information with a main point

Assessment: BCP; page 51; 7.35 Writes simple sentences without a model

1. Provide Student with picture

2. Tell student to write a story/sentence/word about the picture

3. The student writes story

4. Student presents story to class


7.28 Prints/writes own first name without modelPage 50

7.31 Prints/writes words without modelPage 50

Behavioral Characteristics Progression (BCP) Instructional ActivitiesISBN: 0-89718-072-0Product Number 305

Pictures from magazines or other sources

Learning Arc ~ Planning a PartyMSS Vision Bee Participants • September, 2008


Materials



Meaning of add “one more”Sum of threePlace settingProblem solvingSocial skillsLanguage-terminologies


Basic counting skillsConcept of a party


NMS&BM: Eighth GradeBenchmark Two; Numbers and OperationsStrand One; CLPS 7.2-8.1 6.a

1. Three students are to get an invitation

2. One student is the host (student being assessed or targeted)

3. Each student arrives one at a time

4. Host seats student; how many are at the table?

5. Teacher gives host some plates

6. Host then determines if it is enough, if it is not, host must then ask for the appropriate number of plates

7. Host determines how many additional plates are needed for serving plates

8. Host sits down and they all have cake

9. How many are sitting at the table now?


Bake the cakeProper table setting Family style servingProduce invitationsBraille/Print art for the invitationsRead: A Taste for Cherry Pie. Books Are FunRead: The Fabled Pizza Tree. Books Are FunRead: Whose Footprint’s in my Birthday Cake? Books Are Fun

UtensilsPlatesCupsInvitationsTable and chairs

Learning Arc ~ Calculating Units of MeasurementsViktor Ivanov


Materials



Calculating units of Measurements in Algebraic problems; Revisit the process of solving algebraic equations and the terminology used (fractions, ratios, “per”, nominator, denominator, cross-multiply, inverse, etc.) Use everyday household items to represent units of measurements to solve real-life algebraic problems. Solve algebraic equations using manipulatives. Verbalize his thought processes (meta-cognition). Refine his hand-eye coordination, when moving the manipulatives to solve the problems.



This arc takes at least three visits/ lessons

I explained to the student that it seems he had difficulty in keeping track of the units of measurements when solving algebraic equations. This unit would help to show the process of determining the correct units for the answers of these math problems. At first, we reviewed the process of solving problems that included units, such as miles/hour, hours, and miles. Then I told him that I had three problems that I wanted him to solve (not being concerned with the actual answers, but focusing on the correct units).

We began by having the student choose which object, plastic spoons, paper towel rolls, and sponges (manipulatives), would represent the units of hours, minutes, and miles. I then asked him to set up the equation in a given problem, using these materials as units (the pipe cleaners represented the dividend, (e.g. miles per hour, the pipe cleaners represent the “per”).

The student then began to solve the problems tactually. The key to successful learning is to ask the student questions about their thought processes, and asking questions such as, “So what will the unit be for our answer?” At first these questions are to guide the student to develop a process for answering the problems, then the questions become an opportunity to check learning and assessing whether the student is learning.


After the first attempt in teaching this lesson, I learned that I should use sheets of colored paper underneath each manipulative to help focus the student on each part of the equation. It was also helpful to write out the numbers in the problems on index cards (one number per card). When just using the manipulatives, the student lost track of what he was doing, but with the index cards next to the manipulatives the student’s learning was enhanced.

Pipe cleaners

Colored paper

Plastic spoons

Paper towel rolls

Sponges

Index cards (optional)

Learning Arc ~ Iditarod RaceDena Curran


Materials



Iditarod Race; sled, calendars, geography, miles, ecosystems, vocabulary, subtraction, mapping


Searching information using the internetCounting


Student will be given craft materials and asked to design and construct a “sled” for the Iditarod race.

Student began studying the Iditarod and information about it near the beginning of February and will continue until Iditarod race concludes in mid-March.

Science – Learning arc began with discussion of ecosystems: deserts, forests, tundras, etc… Student was given an animal to research and had to find out how the animal adapted to its’ environment.

Social Studies- Learning arc continued onto a discussion about Alaska and its climate, terrain, weather, and wildlife. Student will track the where-a-bouts of her musher in the race on a large color map using a push pin.

Language Arts – Student was introduced to new vocabulary words related to the Iditarod. Student read about the Iditarod in Alaska from internet research. Student chose a musher to support for the Iditarod race and will write a letter to the musher including ten questions she has written about the Iditarod.

Math – Student is counting down the days remaining until the Iditarod race on March 3rd by removing one straw each day from a place value chart.


“Real life” vocabularySnow“Meet” various types of dogsExplore real sleds and styles

Popsicle sticksPlastic spoonsToilet paper rollsGlue

Learning Arc ~ Gum/Orientation to SchoolAdrian Franco


Materials


What is the skill or concept to be taught?Orientation to the school campus

Review/refine; negotiating doors, basic cane techniques, asking for assistance if needed, negotiating down ward/upward slopes, organized search pattern

What are the prerequisites for this skill or concept?Organized search pattern, basic cane skills, unwrapping items

What does it take for students to master this skill or concept?Locate five of five items

1. Select a particular wing in the school.

2. Map the wing on the Wheatly kit.

3. Placed five name tag gums on five different doors of the chosen wing.

4. Review the map with the student

5. Do not disclose the item hidden in the pockets.

6. Collect all five targets.

7. Explore the item using all five senses to identify the items.

8. Read the story of gum together


Make gum

Same lesson with other items

Same lesson in other wings

Origin discussion of other items of interest

Gum with an air tight sealed plastic

Plastic twine

Clip with plastic name tag pocket The twine is put thru the clip of the name tag to be able to attach the name tag around door knob; try to hide the gum in the clip as best as possible

Wheatly Kit (A P A)

What is Gum?

A stick of gum looks pretty simple, but making it takes the effort and skill of many people all over the world. Most gum brands are composed of four main components.

gum base sweetenerssoftenersflavorings

Gum base puts the "chew" in chewing gum, putting together all the ingredients together and creating a smooth, soft texture.

Gum base was derived from various natural resins, including sorva and jelutong. Some of these ingredients, however, have become scarce in recent years and new synthetic gum base materials have been developed. The Wrigley Company still uses a number of all-natural rosins, or softeners, in the base. Rosin, which comes from pine trees in the southern U.S.

Sweeteners

The finest grade of pure cane and beet sugar sweetens gum. Corn Syrup also helps sweeten the gum and keeps it fresh and flexible.

Softeners

Glycerin and other vegetable oil products help to blend the ingredients and keep the gum soft and flexible by retaining the proper amount of moisture.

Flavorings

The most popular flavors for chewing gum in the U.S. are obtained from mint plants. The basic flavor is spearmint gum which is extracted from fresh garden plants grown on farms in the U.S. After the plants are harvested, they go through a distillation process which extracts the pure mint oils used in the gum.


Learning Arc ~ Identifying Traffic Control ItemsKelly Parsons


Materials



Recognizing road signs Recognizing traffic safety signsIdentifying traffic controls


Emerging to moderate monocular skills

Emerging to moderate awareness of safety signs and traffic controls


1. Read a story about road signs with pictures of each sign.

2. Do a worksheet on road signs and traffic safety signs.

3. Take a walk around the school; look for road signs; read the signs.

4. Do a community outing; identify all road signs seen along the route.

5. Do a “road sign scavenger hunt”.

6. Use a monocular to help read road signs.


Safety Sign Bingo

Travel Tales: a Mobility Storybook.

Looking to Learn: Promoting Literacy for Students with Low Vision; Appendix A

Magnetic Road Sign Scavenger Hunt game; designed and crafted by Gartner, Stillwater Minnesota

Monocular

Learning Arc ~ Carrying Cafeteria TrayKelly Parsons


Materials


What is the skill or concept to be taught?Carrying a cafeteria tray without spilling.

What are the prerequisites for this skill or concept?Concept of cafeteria tray

Some motor control of arms and hands

Proprioception in elbows


1. Obtain a divided, sturdy (non-Styrofoam) cafeteria tray for practice.

2. Teach student technique for stabilizing tray against his torso with one hand while using his cane in the other hand.

3. Have student practice carrying this tray. Non-food items that roll are placed inside the compartments.

4. Teach student how to find tray in the cafeteria line, pick the tray up and secure it correctly while in line.

5. Teach student how to place tray at table to avoid spillage.

6. Teach student how to orient tray on the table in order to access each food compartment.


Teach student how to carry the tray to the trash can to empty it after he has finished eating.

Practice getting all the trash into the trash can.

Plastic divided cafeteria tray

Marbles, Skittles, Nerds; anything that will roll inside the compartments of the tray.

Cafeteria line

Trash can

Travel cane; if appropriate to student

Learning Arc ~ SocksSheila Thornton


Materials



Orientation of socksPutting on socks


Awareness of socksAwareness of buttons


Repetition

1. Take off socks and shoes

2. Explore socks to discover button on front of the sock.

3. Practice putting on socks with button in front, using hand-over hand if necessary.

4. Let student put sock on doll.

5. Let student put sock on self, having student start over if button is not in front.

6. Reward student with praise and concrete reward if student responds to this better.


The size of the button could start out large and be reduced as the child becomes more competent.

SocksButtons

Learning Arc ~ Modeling Clay Writing TabletMarsha Bell


Materials



· Pre-Braille Skillso Hand strengtho Dexterityo Cell orientation

· Pre-Writing Skillso Hand strengtho Dexterityo “scribbling”o Line imitation

· Ice breaker


Willingness to use entire hand


Completion of task

For Hand/Finger Strength

1. Mash the points of the golf tees into the clay and have the student pull the tees out. Then let the student push the tees back into the clay for you to pull out.

For Cell Orientation

1. Put the golf tees into the clay to represent the different dots.

2. Let the student put the tees in for you to identify the letter

For Printing

1. Put a bright star or round sticker at the top where you want the student to begin “printing” a letter. You can also use a tee. To reinforce printing skills, show the child how to draw a line from top to bottom in the clay. It will be hard to drag a pen or tee through the clay and may take several tries. Use the same technique to teach horizontal lines, and marking from left to right. After the line is complete, let the student “erase” the line by rubbing the clay with his/her finger.

Omelet maker – for microwave

Modeling clay

Golf Tees of various colors

Any old ball point pen

Learning Arc ~ Matching and SortingVision Bee Participants


Materials



Discrimination of objectsDescribing objectsMatchingSorting

What are the prerequisites for this skill or concept?Some hand control

What does it take for students to master this skill or concept?Ability to remove an object after it has been put in

Put items in pot and pick out item, ask to find matching item.

Pick two items out of pot and identify if same or different.

Ask how they are same and different.


CountingDescribing objectsMore sophisticated sorting (by properties and function)

Stock pot with lidVariety of “real life” kitchen stuff; with a mateVariety of other “real life” things; with a mate

Learning Arc ~ Origin Stories/Pourquoi StoriesSherri D. Lyle


Materials


What is the skill or concept to be taught?Concept of origin/pourquoi stories, identifying the thread of the tale, creative literacy, grammar, spelling, proofreading

What are the prerequisites for this skill or concept?Foundational reading and writing skills. Determine the maturity level and appropriateness of the stories for your student.

What does it take for students to master this skill or concept?Critical Thinking; find the common thread between the stories. Repetition; multiple visits for completion of arc

Read: The Beginning of ArmadillosDiscuss theme, lesson/moral, key points, and “threads”

Read: Armadillo el Chismoso/Armadillo Tattletale

Discuss theme, lesson/moral, key points, and “threads”

Critical Thinking: Compare the two stories; discuss theme, lesson/moral, key points, and “threads”Discussion: What are origin/pourquoi stories for? Compare the styles of the stories. What cultural influences affect the story styles?

Student directed activity: Use the key points and “threads” of the stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.

What are extensions and applications of the skill or concept?http://www.opb.org/education/ntti/2004/pourquoi/pourquoi.pdf http://www.readwritethink.org/lessons/lesson_view.asp?id=324 http://teacher.scholastic.com/products/instructor/pourquoitales.htmhttp://www.minot.k12.nd.us/education/components/docmgr/default.php?sectiondetailid=20382 http://www.colquitt.k12.ga.us/npark/books/books%200304/nov2003.htm Meet/listen to/interview a story tellerEats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne TrussISBN: 0-399-24491-3Painless GrammarRebecca ElliottISBN: 0-7641-3436-1Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin TerbanISBN: 0-590-38157-1Painless WritingJeffrey StrausserISBN: 0-7641-1810-2

Just So Stories & Jungle BookThe Beginning of ArmadillosRudyard Kipling ISBN: 0-7607-5905-7

Armadillo el ChismosoHellen KettemenISBN: 0-439-55119-6

OR

Armadillo TattletaleHellen KettemenISBN: 0-978-0590997232

http://www.colquitt.k12.ga.us/npark/books/books%200304/nov2003.htm

http://www.colquitt.k12.ga.us/npark/books/books%200304/nov2003.htm

http://www.minot.k12.nd.us/education/components/docmgr/default.php?sectiondetailid=20382



http://teacher.scholastic.com/products/instructor/pourquoitales.htm

http://teacher.scholastic.com/products/instructor/pourquoitales.htm



http://www.opb.org/education/ntti/2004/pourquoi/pourquoi.pdf

http://www.opb.org/education/ntti/2004/pourquoi/pourquoi.pdf

Learning Arc ~ EggsVision Bee Participants


A

Materials



A village to raise a bird/childFamily dutiesShared responsibilityProtective mechanismsIncubation – How are things warmed?Names of eggs (roe, pod)Book genre

What are the prerequisites for this skill or concept?Child does not have behaviorisms that endanger live animals


1. Compare and contrast2. egg qualities3. family responsibilities4. difference in types of animals5. Hatch chicks


Fieldtrip to chicken farmFieldtrip to zooRead a fiction book/movie with animal taking care of eggs.Explore vocations involving animal studies and care.

Models and pictures of animals and their eggsReal eggs (fertilized)Incubator

Learning Arc ~ Tree HouseVision Bee Participants


Materials



CooperationConstructionProblem SolvingMeteorology (weather)Cause/effectEntrepreneurship

What are the prerequisites for this skill or concept?Ability to follow directions for safety


1. Read The Tree House2. Build a small birdhouse.3. Use a hammer.4. Trip to a home improvement

store to explore5. Trip to a news station to talk to

a “weather” person6. Writing “reports” on the trips7. Write a “new” ending to the

story


Trip to fruit stand/farmers market

Guest speakers: contractors, architects, meteorologists…

The Tree HouseBy Daniel BarnesHarcourt readerISBN 0-15-323050-9

Birdhouse kit or materialsHammersNailsNeedle-nose pliers

If there are safety issues, use milk carton birdhouse kit

Braille writing device/computer/pens/ paper

Learning Arc ~ Neighborhood BandVision Bee Participants


Materials



Being considerate

Musical instruments

Cooperation – working toward a common goal

How sound travels

What are the prerequisites for this skill or concept?Understanding the concept of musical instruments

What does it take for students to master this skill or concept?Creativity, collaborative skills

1. Make musical instruments from the story.

2. Come up with other instruments to make


Invite, or trip, to see a school band and explore the “real” instruments.

Show classmates instruments.

Neighborhood BandJesse LevineHarcourt ISBN 0-15-323063-0

BoxesRubber bandsSpoonsJarsSafety glassesScissorsBeans, buttons, or other “noisy items”

Learning Arc ~ Token Economy System/Social SkillsLoreta Martinez-Cargo


Materials



The concept to be taught is related to behavior modification for a student with special needs. A token economy system will be implemented to help aid the student in learning. What are the prerequisites for the skill or concept?

It is imperative that the instructor and adjunct staff have a basic knowledge of the student’s needs and conditions to modify their approach accordingly and a basic understanding of a token economy system and how to apply it individually. What does it take for students to master this skill or concept?Consistency; repetition; patience; visual, tactical or auditory cues, such as schedules of transitions, warning lights or sounds; hands on student involvement; ongoing communication and repetition and modeling of desired behavior; exuberant and timely praise; warnings/reminders for transitions.

- work with staff to explain parameters and train staff regarding the token economy system.

- create the daily schedule with the student (if he/she is able)

- demonstrate modeling and role-play desired behaviors

- implement the system daily, consistently and use the schedule as a reminder to help the student modify his/her behavior.


Apply strategy and system to other environments (home, residential setting, etc.) to treat the whole child and promote consistency in all environments to help the child succeed.- Replica of student’s schedule to

reflect routine and student’s recollection of the schedule

- Tokens or other objects- Pre-selected rewards- Tactile or visual or auditory

reminders for cueing schedule transit

Learning Arc ~ Self/Spatial AwarenessSheila Thornton


Materials



above – belowleft – righton – underfirst – middle – last


Look at figures, discuss differences, boy-girl


1. Discuss materials, have students explore materials

2. Start by modeling putting figure on designated place.

3. Have student place figure.4. Place figure ask student to

identify location5. After student masters one

concept move on to another.6. Review all concepts


Place tactile marker on floor and chairs, ask student to sit on left-right, below-above line, etc…

Place line on wall covered with felt for above below, have student velcro ball to wall. (right, left, etc…) This large motion will help student master skill.

Plastic sheets – divided with black line and clear tactile line

Boy and girl wooden figures

Rubber washers to use as tactile locaters, material for use as blanket

Learning Arc ~ Cause and Effect Game/LiteracyShan Hendrix


Materials



Identifying causes and effects of typical events

To increase comprehension of reading and increase recognition of inferences


2nd – 3rd grade voc. and decodingability to follow game rules


Ability to predict outcomes using logic and reasoning; shown by independently and accurately playing game

Play Game

1. Player draws card and reads it.

2. Player draws spoon and applies it to card.

3. Player states 1 or 2 causes or effects related to the card depending upon the spoon.

“Because (card) then____happened”“Because ___ then (card) happened”

4. Add spoon total for score at end of

game.


1. Increase reasoning about reading.

2. Expand game with student made cards.

3. Increase concept knowledge about causality.

4. Expand into cause/effect chains to understand sequencing.

Taster spoons (marked for game)

Index cards (marked for game)

Large bowls

Learning Arc ~ Beginning Monocular Use and Visual Scanning and Locating Julie Maner


Materials



Beginning monocular use

Visual scanning

Locating landmarks and items in the environment



1. Decorate the paper rolls with colored tape; stickers; markers; make monoculars and binoculars.

2. Show students how to look through the rolls.- Look at each other- Look at items close up- Look at items across the room-Try to find specific items “I Spy a ____”

“Can you find it?”- Discuss how things seem more in focus

and may be easier to see3. Take students in the hallways to look at

various things around the school. Practice visually scanning the environment and practice using the rolls they made.

4. Go outdoors and do the same.5. Visually scanning and locating games-Look for shapes: circle; square; triangle More difficult:- Place items around the room; school;

playground etc… - Have the same item available to the student

to use as a reminder for what they are looking for

- Look for items with reminders to visually scan; remember what they are looking for and use the monocular the student has made, as needed.

More difficult:- Use pictures of landmarks- Have students find the landmarks around

the room; school; playground, etc …- Do this in a familiar environment- Go to an unfamiliar environment


Looking to LearnChapter 5 & Appendix 5AFrances Mary D’Andrea and Carol Farrenkopf, Eds.ISBN: 0-89128-346-3

Toilet paper and paper towel rollsColored tapeStickersMarkersConstruction paper circleSquare and trianglesVarious items in pairs to find around the environmentPictures of landmarks

Learning Arc ~ Geometric: CirclesChristine Johnson


Materials M


What is the skill or concept to be taught?Geometric shape: circle


Identifying different and same


Identifying circle from other shapes in the mix

1. Explore items in container2. Feel different textures3. Explore shape of a circle4. Remove items5. Replace items


- Student can use items that all start with a letter of the alphabet

- Use of smaller container like Easter eggs

- Vocalizing into containers

- Differentiate size/length

- Count items

- Container/bucket- Various items, duplicates

- black tubes- jacks- jack-o-lantern- bells- circular objects

Learning Arc ~ Social Studies: Map Making and Exploration of New MexicoJeanette Fitzpatrick


Materials


What is the skill or concept to be taught?-Geography of New Mexico – highways-Location of cities in relation to Cochiti-Rio Grande flows south to Texas-Navigation skills- cardinal directions to travel highways, Continental Divide

What are the prerequisites for this skill or concept?Knowledge of Cardinal Directions


1. Movement activity using sheet of cardinal directions taped to wall with north, south, east, and west.

2. Students tape and measure and trail the outline of New Mexico comparing to large map in front of room on a 20’ square on floor.

3. Tape, color and trail River Grade River taped to floor.

4. Flowing water activity with sounds and fabric flowing south.

5. Students mark and identify cities and River along I-40 taped to floor.

6. Students trail and identify cities on I-25 with discussions and stories on taped map with Cochiti flagged.

7. Students mark and trail cities with discussions on taped I-10.

8. Students create road and river sounds with rain sticks and rattles etc…

9. Driving activity with Hot wheels and to and from cities in grab bag for Navigator Driver teams music – Car’s CD. Travel back. Leave spoon marker in each city, pueblo visited.

What are extensions and applications of the skill or concept? Knowledge of New Mexico cities, land-marks, pueblos and rivers

Discussion and stories of the paving crews

Athletic tape 1 inchSmall spoonsGreen ribbons for flagIridescent fabric 2 yard sq. x 10Hot wheel cars2 paper bagsPost-itsStickersSharpies: blue, black, yellowMusical instruments: bells, rattles, rain sticksMusic (cars) + N/S/E/W

Learning Arc ~Teaching Concepts of Left and RightBecky Daigneault


Materials



- Emerging literacy (left to right)- Fine motor skills/gross motor- Visual motor- More abstract concepts- Spatial thinking/orientation- Visual scanning



Review opposites, left and right, song and dance (hokey-pokey).

Storytime (make up story of left and right)

Make bracelets and place on L/R of student and teddy bear.

Play wall pocket game: throw balls L/R sides of room

Arts n’ crafts (pasting items on L/R sides of paper)

Field trip: walk a route, turn left and right;

Cross street (look left and right first)


- Reading literacy- Cardinal/compass directions- Wrist extension/ hyperextension/ rotation for Braille/cane skills- Visual scanning for O & M

Pipe cleaners to make bracelets

Tissue paper

Foam ball

Plastic spoons

Bubble wrap

Learning Arc ~”I Spy” Scavenger Hunt Kelly Parsons


Materials



Monocular skills

Directionality (up/down, right/left)

Support while scanning

Storing telescope


Basic understanding of monocular


Successful completion of task without reminders or prompts

Explain there are 6 trays around the room containing items that may be used for decorating a Styrofoam ball. Towel roll is to be used as a monocular to find the trays.

Items are to be picked wanted to be used for decorating the ball, taken to the desk and then decorate the ball.

Make Valentine decoration


Grid pattern for scanningSelf-stabilization of monocular

Looking to LearnChapter 5 & Appendix 5AFrances Mary D’Andrea and Carol Farrenkopf, Eds.ISBN: 0-89128-346-3

- Styrofoam ball- Towel tube- Glue- Pompoms- Red felt- Purple sand paper- Pipe cleaners- Plastic spoons- Small plastic trays- Green mesh ribbon

Learning Arc ~ Matching ItemsDarlene Gallegos


Materials


What is the skill or concept to be taught?- Sorting- Matching- Verbal Communication- Pre-counting skills- Self initiation- Avoidance



- Introduce the buckets with the item on top of it.- Introduce the items.

- Place the items in front of the student and see what happens.

- Hand over hand instruction.

- Verbal communication-tell him what to do.

- Given a bundle of two different types of items, student is to match items to the appropriate container.


-Two plastic bucket containers: one with one item glued to the top of it, one with the other item glued to the top of it.

- A bundle of one item (such as spoons), and a bundle of another item (such as koosh balls).

Learning Arc ~ Mailing a ValentineMarla Ritchey


Materials


What is the skill or concept to be taught?Mailing a valentine Fine motor skillsVisual skillsO & M skillsCognition skills



- Introduce what a mailbox is and take turns describing it.- Practice putting valentines in it.- All pretend to be mail carrier by removing valentines from box, placing in bags and delivering to classmates while singing song.- Find envelope with their name on that table.- Stuff them with our valentine.- Peeled the label to seal it.- Peeled and placed the stamp on.- Walked to the mailbox to mail.


- finger dexterity-peeling- name recognition- directionality – top/bottom/corner- coordination-walking while carrying bag crossing street- visual directed reach- vocabulary with item

Play mailbox

Mail bag

Valentines

Envelopes

Stamps

Learning Arc ~ Worker Ant Body PartsKristen Vigil


Materials


What is the skill or concept to be taught?- Fine motor skills – eye hand coordination- Length – estimates- Counting- Pressure (hole punch)- Language arts – fiction and nonfiction- Arts - painting- Create worker ant and identify body its body parts.



First Session:After studying ants, fiction and non-fiction-First, discuss what they know about ants.Second, go out to look for a real ant.Third, look at pictures in a non-fiction book of ants.Fourth, talk about fake or cartoon ants.

Second Session:Review the difference of non-fiction and fiction.Create an ant:First, paint the egg carton black (very meticulous). Let dry.Next, punch holes for the legs with hole punch on the sections of carton. Then thread pipe cleaner in holes creating legs. Finally, place googley eyes on front of the ant.


Pressure: using the hole punch to punch holes

Ability to move on

* See next ten pages

- Egg carton (3 sections)- Black paint- Paint brush- Googley eyes (2)- Black pipe cleaners (4)- Hole punch

Ant Learning Arc PossibilitiesExploring ants is endless!Kristen Vigil

Ant Themed Areas to Explore:Types of ants: queen, worker, soldiers, maleParts of an ant’s bodyHow do ants crawl? -Practice an ant crawl/marchWhere do ants live?What are antennas?Ant FarmHomophones: Ant/aunt

Ant Themed Snacks:Ants on a Log Snack:Spread peanut butter on a piece of celery. Add raisins to the ppeanut butter.

Ants on a Log Snack 2:Spread peanut butter on a pretzel rod. Add raisins to the peanut butter.

Ants in Sand:Place a graham cracker in a bag that zips or that you can twist tie. Roll a rolling pin over it or have the children crush the cracker into small pieces. Place some raisins or chocolate chips in the bag. Eat with a spoon or with your hands.

Ants in Your Pants:You will need to cut a banana into 2” sections. Supply each Child with 2 banana pieces, 2 grapes (do not serve grapes to children under the age of 3 without cutting them into quarters),peanut butter, and either raisins or chocolate chips. The childwill also need a safe spreading utensil. The child should placetwo spots of peanut butter on their plate next to each other, then place the two banana shapes on the peanut butter to helpkeep them in place. The bananas are the legs. Spread peanutbutter onto the top of the two bananas and add the raisins orchocolate chips onto the peanut butter. Finally add the twograpes for feet.

Ants in Dirt:Supply each child with three mini marshmallows and three pretzels. They can connect three marshmallows with a dab ofpeanut butter to form the body and head. Break each pretzelin half and use them for the legs.


Ants in the Grass:Peel the outside of a green apple, make the peels long and skinny. These peels will represent the grass. Cut the apple inhalf and core the apple. Place one half on the apple on a plate(this is the ant hill) and sprinkle half of the peels around the apple. Sprinkle raisins (the ants) on top of the hill and the grass

Ant Themed Books:Ant BullyI Saw an Ant on the Railroad TrackOne Hundred Hungry AntsSing and Read – The Ants Go MarchingAnt, Ant, Ant! An Insect ChantAn Ant’s Day OffNext to An AntDot’s Great Big WorldAnts, Ants, AntsAnts in Your PantsAnts at the PicnicI Saw an Ant in a Parking LotThe Magic School Bus – Ants in Its PantsI Saw an Ant on the Railroad Track – Joshua PrinceI Saw an Ant in a Parking Lot – Joshua PrinceThe Ants Go Marching One by One – Richard BernalAnts in Your Pants: A Lift-the-Flap Counting Book – Sue HeapAnts, Ants, Ants – Charles Reasoner

Ant Crafts/ActivitiesGiant Ant HillMaterials: Large Butcher Paper, Black crayon. Cut the paper in the shape of an anthill. Help your child draw tunnels with the crayon and draw ants in the tunnels.

Ants in the DirtMaterials: Brown and blue construction paper, nontoxic ink pad, glue, black marker. Have the children tear pieces of the brown construction paper and glue them onto the bottom of the blue paper to represent the dirt and sky. After the glue has dried, have the children place a few fingerprints on the brown paper to represent ants. Add legs and antennae with black marker.

Ants at My PicnicMaterials: Construction paper, paper plates, magazine ads for food, black marker. Have child glue pictures of their favorite foods onto the paper plate, then glue the plate onto the paper as if the paper were the place mat. Then have your child draw the ants on the place mat and plate.


Fingerprint AntsMaterials: Non-toxic inkpad (black), Paper, Black pen or crayon. Show your child how to make fingerprints on a piece of paper. Have your child draw six legs, a head and antennae onto their prints to create ants.

Balloon AntsMaterials: Balloon, marker, yarn. Blow up a balloon, have your child tape six pieces of yarn onto the balloon for the ant’s legs, and let them draw on a face.

Tube AntsMaterials: Cardboard tube from a tissue paper roll, raisins. Have your child dip the raisins into glue and stick them inside the tube to simulate ants being in their tunnels. Add pieces of green yarn to represent grass.

Play doh AntsHave your children make Ants out of play doh.

Busy Ants Headbands:Have the children cut out two strips of paper that when connected will fit around their head. Connect the strips with glue or tape, (staples will catch the child’s hair). Supply the children with two pipe cleaners… and have them shape them however they want to and tape them on the inside of the headband. On mine I wrote “Busy Ant Suzy” and “Busy Ant Max” or whatever they wanted to be.

Toothpick and Marshmallow AntsSupply older children with marshmallows and toothpicks. They can connect three marshmallows with toothpicks to form the body and head. They may use toothpicks for the legs as well.

Starbucks (w/paint) Ant Hills!Have your child use an ant stamp to create an ant scene. When dry, add a mixture of coffee grounds, glue and brown paint to create an anthill. Allow to dry completely.

Ant Themed Games, Math and ScienceAnt HuntSimply go outside and observe some ants.

Sand Table FunAdd plastic ants to your sand or water table.

Lacing CardsCut colored poster board into an ant shape and punch holes around the edges. Then let your child lace yarn or a shoestring into the cards.


Beanbag tossHave your child toss beanbags into a box with fingerprint ants on it. You can use masking tape to mark where the child should stand.

Ant SizingCut out many different sized ants. Ask the children to line up the ants from largest to smallest.

Ant NumbersCut out ten ant shapes. Number them one to ten. Ask the children to line up the ants from one to ten.

Ant ColorsCut out many ant shapes from different colors. Ask the children to sort the ants by color.

Ants in a nestYou need: Muffin Tin, raisins, small tongs, paper, tape, and pen. How to: Number small pieces of paper 1 through 6. Tape these numbers into the bottom of each hole in the muffin tin. Ask your child to place the appropriate number of raisins (ants) in each hole (nest). One raisin in the hole marked 1, and so on.

More and projects:Simple Ant FarmMaterials: glass jar, black paper, an old nylon stocking, soil, ants and a rubber band. Fill a glass jar with loose soil, and add your ants. Use the rubber band to secure the stocking on the top of the jar, and cut off the excess, leaving a good amount left so you can easily take it off and put it on the jar again. Tape black paper around the outside of the jar so the ants will build tunnels on the sides of the jar. Don’t forget to feed and water your new pets. After a couple of hours, take off the paper and see what is happening. Don’t forget to put the paper back on the jar.

What do ants eat?Divide a paper plate into sections with a black marker. Place various food items on the plate (i.e. crackers, sugar, lettuce). Set the plate outside on a nice warm day, in a low traffic shaded area where you have seen ants. Check back after 1 hour to see what has happened. Check back in 2 hours. What foods have the ants taken? Which is their favorite? Ask your child what foods they like the best.

Field TripTake your child outside to observe the ants.

Gets Ants in Its PantsScholastic’s “The Magic School Bus” video is wonderful. It is recommended for children 6 to 11, but my two year old son will watch any “School Bus” video


before “Barney”. (Gosh, I wrote this a while ago… my son is now six…YIKES) It explores the jobs of all the ants. Like all the “The Magic School Bus” videos, it is lively and educational. Check it out.

Parts of an antTalk about the different parts of an ant, head, body, legs. For older children, talk about thorax, abdomen, antennae. Have the children compare the ant to themselves. What is the same? What is different? Make a list.

Ant Themed Group Time and Songs:Ant shapesCut out ant shapes from large white construction paper. Have the children paint them red, black or brown, and after they dry write each child’s name on them. Laminate them so you can use them for the activities below.

Ant JumpSet out the ant shapes on the floor. Have the children hop from one ant shape to another.

Ant Musical ChairsSet out the ant shapes on the floor in a circle. Have the children walk around the circle of ants. When the music stops, have the children race to their ant shapes. Every child should have an ant shape to stand on.

Ant Circle TimeSet out the ant shapes on the floor in a circle. Have each child sit on his/her own ant for circle time.

Ant Place MatMake ant shaped place mats. Use instructions above.

Songs:

The Ants go MarchingThe ants go marching one by one, hurrah, hurrah,The ants go marching one by one, hurrah, hurrah,The ants go marching one by one,The little one stops to suck his thumbAnd they all go marching down to the groundTo get out of the rain, BOOM! BOOM! BOOM!

The ants go marching two by two, hurrah, hurrah,The ants go marching two by two, hurrah, hurrah,The ants go marching two by two,The little one stops to tie his shoeAnd they all go marching down to the ground


To get out of the rain, BOOM! BOOM! BOOM!

The ants go marching three by three, hurrah, hurrah,The ants go marching three by three, hurrah, hurrah,The ants go marching three by three,The little one stops to climb a treeAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching four by four, hurrah, hurrah,The ants go marching four by four, hurrah, hurrah,The ants go marching four by four,The little one stops to shut the doorAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching five by five, hurrah, hurrah,The ants go marching five by five, hurrah, hurrah,The ants go marching five by fiveThe little one stops to take a diveAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching six by six, hurrah, hurrah,The ants go marching six by six, hurrah, hurrah,The ants go marching six by six,The little stops to pick up sticksAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching seven by seven, hurrah, hurrah,The ants go marching seven by seven, hurrah, hurrah,The ants go marching seven by seven,The little one stops to pray to heavenAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching eight by eight, hurrah, hurrah,The ants go marching eight by eight, hurrah, hurrah,The ants go marching eight by eight,The little one stops to shut the gateAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching nine by nine, hurrah, hurrah,The ants go marching nine by nine, hurrah, hurrah,


The ants go marching nine by nine,The little one stops to check the timeAnd they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The ants go marching ten by ten, hurrah, hurrah,The ants go marching ten by ten, hurrah, hurrah,The ants go marching ten by ten,The little one stops to say “THE END”And they all go marching down to the groundTo get out of the rain, Boom! Boom! Boom!

The Ant Song Written by Chicky(Sung to “The more we get together”)If I could be an antAn ant, an antIf I could be an ant, what color would I be?Red or brown or black you seeIf I could be an ant, I would be quite (child fills in the color).

Building Ants by chicky(Sung to “London Bridge”) Ants are building a big hillA big hillA big hillAnts are building a big hillAnd they call it home

Ants are Busy by chicky(Sung to “Where is Thumbkin?”)The ants are busyThe ants are busyYes they areYes they areBusy finding some foodBusy finding their homeWork awayWork away

Awesome Ant Links:Ant Shape Book Pattern – abcteach.comAnt Activities – The Activity Idea PlaceFood Fit For An Ant – Debbie’s Unit FactoryAnt Architecture – Discovery School.comAnts – EnchantedLearning.com


The Ants Go Marching – Enchanted LearningPreschool Ants Theme – Everything PreschoolThe Further Antics of the Astronaut Ant – Frank’s PoemsAnt Encyclopedia – GAKKEN’S PHOTO ENCYCLOPEDIAAcrobat Ant – Iowa State EntomologyAnts In Your Pants – JamNbabe CardsAnts On A Log (recipe) – The Kitchen LinkAll About Ants – Life StudiesThe Ants Go Marching (song & lyrics) – NIEHS Kid’s PageAnt Theme – Perpetual PreschoolTheme Topics: Bugs – Preschool EducationAll About Ants – ScholasticThe Ant Farm – SDAAnt Search – Teacher Time SaverAnts – TruscioMy Family And Me – The University of ArizonaLittle Me in a Big World – The University of ArizonaAnts, Ants, and More Ants! – University of Houston

Interesting Ant Facts/Questions:How many known species of ants are there? 10,000How do ants tell other ants where the food is? By leaving a trail of scent.How long do ants live? 45 – 60 daysWhat is the Latin name of the slave maker ant? Polyergus RufescensHow do ants know if another ant comes from the same nest? Because of the smellWhat is the name of the outer covering of an ant’s body? The exoskeletonHow do the red ant species protect their nest? With a stingWhat are four stages of an ant’s life? Egg, larva, pupa and adultWhy do some birds put ants in their feathers? To kill parasitesWhere does the Ecitron Burchelli ant live? South AmericaHow many stomachs do ants have? TwoHow many legs do ants have? SixHow many joints in each leg? ThreeWhat do ants do with the eggs at night? Put them deeper into the nest. What kind of acid do ants spray? FormicWhich type of ant steals eggs from other nests? Slave makerIf an ant weighs 1 gram how much can it lift? 20 grams


More on ants Enchanted Learning

There are thousands of species of ants found all over the world and in just about every type of land environment. Many species are found in rain forests. The science of studying ants is called myrmecology.

These common social insects live in colonies (groups of related ants). Each colony consists of:

-Queen – The queen begins her life with wings, which she uses while mating. After mating with a male ant (or many males), she flies to her nesting area. She then loses her wings and spends her life laying eggs.

-Workers – Workers are the many sterile (non-reproducing), wingless female worker ants who are the daughters of the queen. These workers collect food and feed members of the colony, defend the colony, and enlarge the nest. Most of the ants in a colony are workers.

-Soldiers – Soldiers are large workers (sterile females) who defend the colony and often raid other colonies, capturing slaves.

-Males – Males are small ants that have wings. They fly from the colony to mate with a queen. They die soon afterwards.


Ants

http://www.enchantedlearning.com/subjects/insects/label/ant/label.shtml

Ants exhibit complex behavior; some ants build intricate nests, some are fierce warriors, some collect and store seeds (harvester ants), some capture slaves and some farm fungi (leaf-cutter ants).

Anatomy: Ants, like all insects, have jointed legs, three body parts (the head, thorax and abdomen), a pair of antennae, and a hard exoskeleton. The exoskeleton is made up of a material that is very similar to our fingernails. Ants range in color from yellow to brown to red to blackSome ants have a stinger and some can even inject poisonous acid from the stinger (the stinger is at the tip of the abdomen, the rear body segment). Ants can also bite using their jaws (mandibles). Ants range in size from about 0.08 inch (2 mm) to up to about 1 inch (25 mm) long.

Life Cycle: The life cycle of the ant consists of four stages: egg, larva, pupa, and adult. Fertilized eggs produce female ants (queens, workers, or soldiers); unfertilized eggs produce male ants.

-Egg: Ant eggs are oval shaped and tiny (they are on the order of 1 mm long, but the queen’s egg is many times larger.

-Larva: The worm-like larvae have no eyes and no legs; they eat food regurgitated by adult ants. The larvae molt (shed their skin) many times as they increase in size.

-Pupa: After reaching a certain size, the larva spins a silk-like cocoon around itself (against a solid object, like the wall of the chamber) and pupates. During this time the body metamorphoses (changes) into its adult form.

-Adult: The pupa emerges as an adult. The entire life cycle usually lasts from 6 to 10 weeks. Some queens can live over 15 years, and some workers can live up to 7 years.

Classification: Class Insecta (insects), Order Hymenoptera (ants and wasps – insects with a waist), Family Formicidae (over 8,000 species of ants).

Copyright 1999-2000 EnchantedLeaarning.comhttp://www.enchantedlearning.com/subjects/insects/ant/


http://www.enchantedlearning.com/subjects/insects/ant/

Learning Arc ~ Learning Even and Odd NumbersJulie Johnson


Materials



Learning even and odd numbers by counting number on dice.

Concepts of even/odd



After having worked on counting by 2’s, students had minimal discussions on even and odd.Students roll a pair of dice and count the dots.

They place 1 bead in each hole starting closest to them equaling their roll.

They check to see if each bead had a “partner” or not. If they all did, it is an even number, if not it was odd.


Fine motor skills – placing beads.

Following multi-step directions.

- Glass beads- Tactile dice- Egg carton

Learning Arc ~Pine Cone and Peanut Butter Bird FeederJeff Killebrew


Materials



- Tactile integration/discrimination- Fine motor manipulation- Wrist turning- O & M skills- Following directions

What are the prerequisites for this skill or concept?No peanut allergies!


Take a pine cone and cover it with peanut butter, then roll it in bird seed.

Tie a string to it and hand it in a tree.


Orientation (locating tree)Wrist turning

Tactile discrimination

- Pine cone- Applicator - Bird seed- Peanut butter- String

Learning Arc ~ Kick the BallMarjorie Rhodes


Materials


What is the skill or concept to be taught?Game of kicking ballTaking turnsMoving the ball



One or more students can play this gamePractice kicking the ball by standing and kicking.Take turns kicking the ball from end to end.Kick stationary ball.Kick moving ball (swinging in the net).Kick the ball over the clothesline.- Variations:Play inside or outside.Hang clothesline from different heights.Vary batting objects (fat, soft bat, ping pong paddle, large soft paddle, use fist as in tether ball, etc.)


- Camping clothesline- Adjustable net soccer ball holder (“Soccer Trainer”)- 3 small carabineers- Soccer ball- Cotton soccer net

Learning Arc ~ We’ve Got RhythmLorrie Francis


Materials



Creating a rhythm instrument; hand held shaker

What are the prerequisites for this skill or concept?Hearing

What does it take for students to master this skill or concept?Two days or more for lesson

Discussion of various rhythm instruments in our classroom

Sorting of rhythm instruments in large bins according to how the sound is produced: Scrapers, Strikers, and Shakers

Collecting common materials such as bottles, tins, beans, and rice

Discussion of different materials collected such as size and texture

Putting together simple shakers using rice and beans

Application of product to music


Fine motor – screw capListeningTactile discrimination- rough, softCounting, shape identification, size comparison, sorting, making choices, gross motor

BeansTinsPom-pomsWater bottleSmall and medium size pill bottlesClassroom instrumentsSorting bins

Learning Arc ~Rolling Material PrintSeanna Benn


Materials


What is the skill or concept to be taught?Use fine and gross motor skills to paint with textured rolls.

What are the prerequisites for this skill or concept?Experience with paints.

What does it take for students to master this skill or concept?For preschooler who has texture avoidance provide two days a week.For older and more tolerate students this could go on to studying paints, paper, glue, cloth materials and how to make prints.

I glue the materials to the paper towel rolls, called textured rolls.

Due to student having some tactile avoidance, the first day I introduce the plain paper towel roll and other textured rolls.

The second day, give them textured rolls again and to paint with.

Students manipulate objects, feel different textures, use fine motor skills by grasping, rolling, dexterity, etc…and uses gross motor skills by strengthening trunk control.

What are extensions and applications of the skill or concept?- self rescuing- attention to activity- ability to enjoy through sensory input

Paper towel rollPiece of coarse material (gunny sack)Piece of corrugated paperPiece of cotton materialGlueScissorConstruction paperVarious tempera paints

Learning Arc ~ Planting SeedsMarjorie Rhodes


Materials


What is the skill or concept to be taught?Plant and care for seeds as they grow and learn about their structure, needs, differences and similarities.

What are the prerequisites for this skill or concept?Ability to use tools, work with soil and follow directions.

What does it take for students to master this skill or concept?Make 3 to 5 visits or more, as the plants grow and revisit during seasonal activities.

- Using materials dig in dirt, scoop, plant seeds and cover with dirt.- Use watering can, hose, or cup water seeds.- Care for plants using watering schedule and observing affects of sunlight.- Harvest the plants.- Name the parts of the plants- Cooking activity- you can eat some plants.- Field trip to a garden center- Plants all around us: walk around the school checking out plants- Learn related vocabulary

What are extensions and applications of the skill or concept?Predictions, sequencing, workspace needs, making choices and where to learn more about plants we want to grow?

Potting soilPlastic hand rakePlastic scoop2 large plastic spoonsPlastic teaspoonsMeasuring cupPlastic watering canSmall pailPumpkin seedsCarrot seeds,Sunflower seedsGrass seedsBeansTowel Plastic cupGlovesPopsicle sticks

Learning Arc ~ Pretend PlayAndrea Montano


Materials


What is the skill or concept to be taught?Use gross motor, fine motor and visual skills to have a “tea party”.

What are the prerequisites for this skill or concept?To sit with others and share tea and snacks.

What does it take for students to master this skill or concept?Three days to practice skills involved.

Begin as a pretend play activity. Have a “tea party” and “snacks”. Spread spoons about, student is to pick certain colors for each person. This evolves to practice pouring real water for each. The subject of water evolves to pouring practice in the bathtub and then to a discussion about rain, which leads to construction of rain stick using spoons and gift wrap tube. Reintroduce pouring task by pouring rice into rain stick.

What are extensions and applications of the skill or concept?SocialVisual scanningPretend playColor recognitionListeningBasic reach/grasp

SpoonsCupsBowlsWaterRice Gift wrap tubeTape

Learning Arc ~ Functional Tactual SkillsCathie Thomas


Materials



Grasping and holding sensory tubes for exploration.


Determine if student can open/close hands independently.

What does it take for students to master this skill or concept?At least 10 days for learning arc.

Tubes will be lying in a shallow cardboard box for easy access:Student will -explore textures-explore tubes for sound and weight-pick up tube independently-explore tubes individuallyStudent will choose preferred tubes independently.

What are extensions and applications of the skill or concept?Tolerate touch of various exterior textures on the tubes.Tolerate holding tube with assistance, explore sound and weight of tubes.Pick up tube from shallow box with or without assistance.Purposefully explore tube for sound, weight or exterior texture.

Cardboard tubes with varying items of -weight, -sounds, and -visually decorated exteriors

Learning Arc ~ Matching TexturesPaul Kilman


Materials



Matching textures: Putting in a boxTactile discriminationObject recognition through touchFollow directionsSearch for objects in front through touchTurn taking

What are the prerequisites for this skill or concept?Use of sorting and positional words.

What does it take for students to master this skill or concept?Two days

Give each texture card for student to explore and name/describe the texture.Then give the boxes with slots with a texture Velcroed on. Now take away the loose textures, then you give one texture at a time for student to feel and match to the appropriate box.- May have to reduce the number of boxes presented to student according to ability to distinguish multiple textures.


Four half gallon milk cartons with hole (slot) for textures and large one in back to remove textures

Textures glued on cardboard squares (beans, rice, noodles, and pompoms), (4 each)

Velcro

Learning Arc ~ Classroom/Life-Social Skills and BehaviorsJohn Mc Nabb


Materials


What is the skill or concept to be taught?Learn social skills and behaviors that are acceptable for most classroom/life situations: organization, courtesy, stranger danger, listening, proper ignoring, copying skills and honesty.


What does it take for students to master this skill or concept?It is expected that this learning arc will take place for most of a school year.

For a majority of the specific skill introduced, the instructor will model the undesirable and desirable behavior through puppet skits to create interest and thought. This can move to the student participating in the puppet skit (self involvement) and progress to role playing between himself and the instructor. This can then be transferred to created opportunities or actual situations that present themselves naturally. Reinforcement is necessary to make sure the learned behavior is consistent; communication with significant others in the student’s life to reinforce those skills outside the classroom is also necessary. For some lessons, games or storytelling can be used to teach a skill.-putting things back where you got them-saying “Please” and “Thank you”-not interrupting when someone is talking-asking for permission to “hug”-don’t be a “tattletale”-what to do if someone is in your way-what is a “stranger”-no food, drinks or rides from strangers-why?-learn what it “looks like” to listen-keep focusing on a task-avoid distractions-appropriate ways to show anger-what to do when tired or stressed-telling the truth

Puppets (socks, pipe cleaners, wiggle eyes, glue, sequins for key chains, ear rings)

“Jacque” and “Bella”

Learning Arc ~Animal CoveringsVyllis Wells


Materials


What is the skill or concept to be taught?Learn about different animals and what covers their bodies.

What are the prerequisites for this skill or concept? Teacher will explain/define:Animals, mammals, coverings (types and purposes). Teacher will allow students to feel all sorts of materials that can be used as coverings.

What does it take for students to master this skill or concept?This is a three day activity but could be a year long project.

Talk about different animals and their coverings. Present pictures of different animals, color animal pictures. Put them in alphabetical order for pre-reading skills. Read books on the subject. Make big poster board pictures with different coverings (tactile). Give students a piece of fabric to be glued to picture of an animal. Using gross and fine motor skills work on taking turns, interactions, interactive play, feel the coverings, discuss the textures, communicate ideas, information and feelings about the animals and covering. Discuss why different animals have different coverings, environments; same but different and how different animals have different coverings. Recognize that covering is necessary. Discuss proper care and hygiene of animal and human coverings. Discuss real and pretend animals, actual size of toy and real animals, differences in wild, zoo, farm and pet animals. Provide animal related games. Touch shoes and clothing similar to or made of animal covering. Sort from a group of coverings: feathers, shells, fur, hair, leather, and hides. Decide what animals have coverings that match the groups they sorted. Discuss coverings people wear that come from animal covering: coats, hats, and belts.

What are extensions and applications of the skill or concept?Develops creative thinking skills. Work on a communication dictionary. Learn proper care and hygiene. Discuss extinct animals and start activity on dinosaurs. Discuss students’ pets, their coverings, feelings, movements, sounds, mobility and responsibilities related to them.

Animal coloring sheetsCrayonsPoster boardCraft paintMaterials such as: feathers, fur, hair, sequins, shells and glue.

Books to read such as: The Emperor’s New Clothes

Learning Arc ~Valentine’s DayNancy Foreman


Materials


What is the skill or concept to be taught?Making a Valentine’s card for Mother

What are the prerequisites for this skill or concept?Discussion of Valentine’s Day, party, giving of cards, and candy

What does it take for students to master this skill or concept?Working with pipe cleaners, working with cotton balls, and making choices.

Talk about what student would want to say on a Valentine’s Day card. Lay out different items used to make a card: pink cotton balls, pipe cleaners, glue stick, tape, crayons, markers, and a writing pencil. Student picks out construction paper color, decide what to write on the card, write it, glue and place objects on the card. Decorate card as wanted.Student can use computer to print message if he has difficulty with writing.


Language Arts: discussion of material and discussion of holidays

OT: fine motor skills, eye-hand coordination

IA: assistance with studentArt: making material

Construction paperCrayonsGlueChenille stemsCotton ballsWashable markersPencilTape

Learning Arc ~ Units of MeasurementViktor Ivanov


Materials


What is the skill or concept to be taught?Calculating units of measurements in algebraic problems using 3 problems presented.

What are the prerequisites for this skill or concept?Ability to answer questions about own thought processes also questions such as “So what will the unit be for the answer?”

Terminology (fractions, ratios, “per”, nominator, denominator, cross-multiply, inverse, etc.)

What does it take for students to master this skill or concept?Three to four daysMove manipulatives to solve problems

Review process of solving problems that include units, such as miles/hour, hours, and miles.

Have student choose which object, plastic spoons, paper towel rolls, and sponges (manipulatives), would represent the units of hours, minutes and miles.

Have student set up the equation in a given problem the materials (pipe cleaners represented the dividend (e.g. miles per hour, the pipe cleaners represent the “per”).

As student solves problems tactually, ask questions about thought process in order to guide him then questions become opportunity to check learning and assessing learning.

Provide colored sheets under the manipulatives and write out the numbers in the problems on index cards (one number per card).

What are extensions and applications of the skill or concept?Use everyday household items to represent units of measurement to solve problems.Use concrete materials to investigate situations that relate to multiplication and division.Formulate algebraic expressions that include real numbers to describe and solve real-world problems.Choose appropriate units of measure and ratios to recognize new equivalences to solve problems.Use measures expressed as rates and measures expressed as products to solve problems, check the units of the solutions and analyze the reasonableness of the answer.

Pipe cleanersColored paperPlastic spoonsPaper towel rollsSpongesIndex cards

Learning Arc ~ Multi-Purpose Game BoardViktor Ivanov


Materials


What is the skill or concept to be taught?Use a game board to learn or review existing material learned in class.


What does it take for students to master this skill or concept?A number of different sized boards and selection of the appropriate size board depending on student needs.Prepared game cards (five questions per student per category on 18 point font) with 1.25”x 1.25”texture square on blank index cards

The players select a game piece to use in the game. Each player rolls the dice to see which player begins (highest number wins, in case of a tie, a “roll off” will determine the player to start first). The players begin at the same corner and roll the dice, they will move their game piece as many spaces as the dice’s number. The student finds the correct stack of questions (see Game Board in materials) and answers the question on the card. They must answer the question correctly in order to continue around the board. If they cannot answer the question they must attempt to answer a question (from the same category) one more time, regardless if they get the answer correct or not, they may continue around the board. Once a player has a chance to answer a question, whether they get right or not, the next player rolls the dice.Continue; alternating rolls and answering questions until a player passes the starting point and answers a question correctly.

What are extensions and applications of the skill or concept?Game can be used for a variety of topics.For example, on Monday use as a math review game, on Tuesday use to quiz students on Spanish vocabulary words. By producing different games boards (size, number of spaces, etc.) you can select a game board that is best for the particular student(s) that you are working with.

Game boards, dice, game pieces and cards with questions * Make Game Board: Using a piece of cardboard, determine how many categories (spaces) you would like; for example, this game will have 5 categories(Triangle, Area, Volume, Trig, and Grab Bag), thus each side will have 6 spaces, I used 10.5” x 10.5” board (10.5”= 1.75” per space)then marked the 1.75”x 1.75” spaces along the perimeter of the board. Then cut 5 unique textures to 1.25”x1.25” in size (4 squares per texture to go around the board) and glue them in sequential order to cover the 20 spaces. Then with Dap’s Kwik Seal, outline each space to ensure the durability of each of the textured spaces.

Learning Arc ~ Driving Powered WheelchairKelly Parsons, PT, O & M


Materials


What is the skill or concept to be taught?Developing concepts in preparation for driving a powered wheelchair.

What are the prerequisites for this skill or concept? Review of terminology for chair movement: forward, backward, right, left (in relation to movement of joystick) and safety issues (not running into objects or people).

What does it take for students to master this skill or concept?Anticipate 10 visits (two school weeks)will be necessary to complete the arc.

Position student in adaptive seating so that tray is utilized to support the joystick mouse. Adaptive is on wheels which facilitates the practice session. Instructional assistant is present and observes the practice sessions. Instruct student in operation of the joystick mouse. Explain that it is a simulator of the joystick that will be used on the new power wheelchair. Explain that whenever he moves the joystick on the tray, instructor will move his chair in the direction indicated by the joystick and that the only way the chair will stop moving is if he takes his hand off the joystick. Next review terminology. Give student opportunity to ask questions.Begin trial with student moving the joystick mouse and instructor moves chair accordingly. Do not stop moving the chair until his hand comes off the joystick. Student may run into objects, discover turning circles and become more proficient in guiding the direction of the chair. Review responsibility of being a safe driver and not endanger others or destroy objects by running into them.


Visual tracking, motor planning, problem solving, decision making, auditory processing, knowledge of concepts, influence of posture and influence of muscle tone.

Develop finite movement

Maintenance of wheelchair

Adaptive seating device with tray (bolster chair)

Assistive technology device (joy stick mouse) to simulate wheelchair joystick

PT to provide “power”

Learning Arc ~”Knock ‘Em Down” Game Louisa Brooke


P

Materials


What is the skill or concept to be taught?Playing game as a group: sharing, taking turns and having fun.

What are the prerequisites for this skill or concept?Ability to:Move arms quicklyKnock over an object

What does it take for students to master this skill or concept?Taking turnsAdult supervision

Basic construction of game: If you build the game, you’ll always be able to repair it. Each face is made of a white card board box like a shoebox mounted on a cardboard tube. The tube is slit up the sides and slid onto the sides of a carton where it is held in place by a wooden clothespin. When hit from the side the face falls over against the top of the carton side, rotating on the clothespin. The white box used for the face is painted yellow with features painted or drawn in heavy black lines. Some dry rice, spaghetti, or macaroni inside each shoebox creates a little sound as the box falls over.

How the game is played: The purpose of the game is to move your arm quickly and knock over the “funny face”. You can push the face upright and do it all over again. The funny face is attached to the side of a cardboard carton; one carton is attached to a student’s wheelchair so the child in the wheelchair is included in the game. Suggested rule for students is to take turns so as to appreciate the excitement of each child’s pushing over the face after which the students can cheer and clap their hands. This game can be played with an adult present all the time, or children may start organizing the turn taking and applauding on their own. If it’s used as a group activity then turn taking skill can be practiced.

Sturdy white cardboard box, like a shoeboxCardboard tubeWooden clothespin (straight, no spring)

Learning Arc ~ The Spinning Wheel GameDarlene Gallegos


Materials


What is the skill or concept to be taught?Matching manipulatives to the group they belong



Glue one sample of the manipulatives you have chosen on top of each of the 6 buckets. Place the 6 tubs on the outer perimeter of the Lazy Susan.

Place the larger tub inside and make adjustments. When you are happy with the arrangement, glue the buckets on to Lazy Susan, place the items in the center bucket and you’re ready to go.

Show the students and allow them to explore it. The object of the game is to retrieve the items from the middle bucket and place them in the appropriate bucket.


Variation: Braille the names on the items and place that on top of the bucket.

Language Arts: Letters on top-place items which began with that item

Math – numbers on counting, grouping, adding, subtracting

Large Lazy Susan7 Plastic tubs: 6 which are the same size 1 larger and which is distinctively different 6 different manipulativesGlue gun

Learning Arc ~Braille BingoDena Curran


Materials


What is the skill or concept to be taught?To learn and practice multiplication facts.

What are the prerequisites for this skill or concept?Knowledge of numbers


Rules of the Game: For students who know multiplication facts-1. Each player will be given a bingo card and 5

magnetic markers.2. Players may cover the free space in the center

of the bingo card before the game starts.3. The Caller will put the Fact Cards face down in

a pile.4. The Caller will draw one Fact Card from the

pile and read it out loud.5. Players will read the Braille or the print card to

find the correct answer to the multiplication problem. If they have the correct number on their card, players will cover it with a magnetic marker.

6. When a player(s) has 5 markers in a row, either horizontally, vertically, or diagonally, the player(s) will call “Bingo” and a new round will begin.

For students who do not know multiplication facts-1. Each player will be given a bingo card and 5

magnetic markers.2. Players may cover the free space in the

center of the bingo card before the game starts.

3. The Caller will put the Fact Cards face down in a pile.

4. The Caller will draw on Fact Card from the pile and read the answer aloud (answers found in the upper right hand corner of Fact Card.

5. Players will read the Braille or the print on the card to find the number that matches the answer read by the Caller. If they have the correct number on their card, players will cover it with a magnetic marker.

6. When a player(s) has 5 markers in a row, either horizontally, vertically, or diagonally, the player(s) will call “Bingo” and a new round will begin.

Bingo cardsMagnetic “markers”Fact cards

Instructions for making a Braille Bingo GameUsing store bought Bingo cards or self-made Bingo cards, insert cards into a Braille writer to Braille B-I-N-G-O across the top of the card and Braille each box with the appropriate symbol. Bingo game cards can vary from standard version of the game to multiplication, money, letters, vowel sounds, U.S. states and capitals, etc…After cards have been Brailled, place a magnetic sheet across the back of the card. Use magnets as Bingo markers so that markers are less likely to slide around on the card as students are searching for their answers on the card. One side of the magnetic marker is stronger than the other, so you may wish to identify the strongest side by placing a texture on the opposite side. This will help students orient the correct side of the magnet.

Learning Arc ~Adapted Toy ExperiencesCatherine Thomas-Haggard


Materials


What is the skill or concept to be taught?Developing motor skills through guidance, exploration and experience of textured toys.


What does it take for students to master this skill or concept?Adult supervision

When I presented this to the fist baby who is multiply impaired and blind, I placed the blanket on his hands and directed his hands to various parts of the blanket. At first he wrinkled up his nose, but kept his hands on the blanket. He appeared to like the flannel and the furry quadrants. He latched on to the rings on his own. The mother suggested that some light toys be added, se we added a light ball and some more rings for sound.

At the second session, I added feathers to one of the rings. The baby held on to the feathers and allowed me to pull then through his hands.

Caution: watch this closely. He did not seem to enjoy the added weight and released that side. He held on to the ring for quite a while when the heavy light ball was removed.

A baby that is developing typically, about 9 months of age, took the blanket, sought out the texture he preferred and put it to his face. He appeared to use it for comfort, rather than exploration.

Adapted toy (s)Variations of “feely blankets” with four different textures on one side with a variety of small texture tags along the sides of the blanket; one side to be neutral silky texture, which could be used for contrast background.

Learning Arc ~Mystery BoxMarisa Lucero


Materials


What is the skill or concept to be taught?Develop skill of identifying and matching items by touch only.

What are the prerequisites for this skill or concept?Know same and differentDistinguish between textures


Cut one hole on the side of each box, big enough for a person’s hand to through. Place one of the pairs of items in each box. You can cover each hole with a piece of material if you wish.

PLAYAllow student to place one hand in each box. Their task is to feel through the box to find the pair that is the same in each box by touch only. Once the student has felt the pair with their hands then they can pull out the item from the box.

*Student without disabilities tried the game. It was fun because of the challenge.*A student with multiple disabilities tried the game. Since one left arm is stronger than his right, I adapted the game so he would place his left hand in the box. Then he would pull out an item. I would place items in his weaker hand and allow him to feel through the second box searching for its pair. Even though the student is non verbal, I could tell by his facial expression when he had located the other pair. He successfully did.

What are extensions and applications of the skill or concept?Vary the types of itemsVary the amount of items

2 medium sized boxes (about the size of a shoe box)

About 10 pairs of hand held items (stress ball, sponge, blocks, fuzzy ball, etc…)

Learning Arc ~ Go Figure GameJohn McNabb


Materials


What is the skill or concept to be taught?Promote and reinforce basic math skills

What are the prerequisites for this skill or concept?Counting, social experience

What does it take for students to master this skill or concept?Visual trackingUsing fine and gross motor skills

Rules of Play: 1. All players roll one die to see who goes first. The person who rolls the highest number starts the game. 2. Play goes in clockwise direction. (a) Two dice are tossed into the box. (Box can be shaken back and forth instead of tossing the dice). (b)Player looks at or tactually feels the number that is showing on top of the dice and adds the numbers. (1 If answer is correct, then player is awarded a poker chip and his turn ends. 2 If answer is incorrect, the player’s turn ends.)3. Next player begins their turn and performs steps 2a and 2b above.4. Game ends when the first player gets 12 chips.5. Prizes: players get a treat (i.e. lollipop, chocolate kisses, snack size candy bar of their choice, etc.) for every 4 chips they win.

Variations:1. A third numbered die can be added to

the play and the player will need to add the top facing numbers of all three dice.

2. With 2 numbered dice in play, the die with the + and – symbols can be added to the play. Whichever symbol is “up” determines whether the numbers are added or subtracted from each other.

3. For more advanced players, a die can be created to have =, -, x and / and used instead of the addition/subtraction die.

4. Vision stimulators or blindfolds can be added and worn by students who are not disabled to promote educational awareness and sensitivity to the needs of those who are vision impaired or blind.

Empty copier paper box with lidConstruction paper (CVI colors recommended such as red, orange, yellow and purple)4 Styrofoam cubes 3”x 3” x 3”2 red 9” x 12” sticky back felt sheets2 white 9”x 12”sticky back felt sheets 1 green 9” x 12”sticky back felt sheet1 purple 12” x 18”thin foam sheet (for lining inside bottom of box)Package of 2” tactile numbers as neededPoster paint (red and white) with paintbrushGlue or spray-mount glueRoll of red duct tapePackage of poker chips Blindfolds (optional)Tactual dice

Learning Arc ~ Go Figure Game ContinuedJohn McNabb


Directions for the Game Box- Cut down copier paper box to 4 ½” high on all four sides. - Cut and glue construction paper so that it lines both inside and outside of box sides. - Carefully use red duct tape to cover all inside and outside edges and corners so that construction paper will not peel off the sides of the box. - Trim thin purple foam sheet to fit inside bottom of box and glue in place. - The lid from the copier box can be used to cover the playing box and its contents.

For the tactile dice:Three of the dice will have numbers and the fourth one will have addition and subtraction symbols. It is suggested that the numbered dice have alternate red and white squares; the die with the =, and – symbols have alternate green and white squares.-Cut, as needed the sticky foam sheets into 3” x 3” squares.-Remove backings from each square and carefully line them up and stick them onto the Styrofoam surfaces.-Decide which tactile numbers will go onto the squares and paint them in a contrasting color. (i.e. white numbers on red felt and red numbers on white felt)

-Suggestion: on two of the tactile dice, use numbers 1 through 6 as on a regular die. On another die, use larger numbers like 5 to 10.

-When painted numbers are dry, glue them with tacky glue onto the felt surface.-Note: when using numbers 6 and 9, make sure to glue a tactile bar underneath the numbers for right orientation of the 6 and 9.

-For the die with the + and – symbols, hand cut the symbols out of contrasting sticky back felt pieces (i.e. cut + symbols out of green felt and place on white squares; cut – symbols out of white felt and place them on the green squares).

Learning Arc ~ National ParksSusan Culp


Materials


What is the skill or concept to be taught?-Explore the concept of “national park” in the United States. Identify the 17 most commonly known that exist. Introduce why parks are created. What makes all parks special? How are parks used? Who owns the parks? Who controls the parks? How do they change over time?-Identify 4 that students want to study: based on the research they do with their families (this is a weekend assignment) about their favorite parks and why, or ones they would like to visit and why.-Locate the parks on the classroom map and identify the region to which it belongs-Compare and contrast the 4 parks chosen-Identify features the park is meant to preserveExplore ecosystems that live in the park

What are the prerequisites for this skill or concept?Map reading; learned last month, reinforced here againGeneral knowledge of the regions of USElements/forces of nature and their power to create various landformsNote taking skillsTeam work to do group notesThe ACE method to answer extended-answer questionsThe ability to work in a group with all members participating: elements of successful group discussions, and descriptive skills to share materials with those with less vision. The ability to explore and find materials on the internet and in the libraryComputer skills: Powerpoint, Google, Word, Jaws, and Magic

Note taking on relevant material: All lessons will have a video that the students see at least twice to do individual notes. All lessons will then involve the students sharing their notes with each other and thereby supplementing their own and helping each other. Compare and Contrast Parks with T-Charts and Venn Diagrams: individual and group work)Individual power points of student’s favorite park designed to promote the park and attract visitors.Classroom discussions of tangential concepts that ariseGrand Finale: Create Your Own Park. Each student will use any/all of classroom craft stuff to create a model of his/her ideal park or a map (with legend) of what it would contain and look like… (land features, location, climate, recreational activities, etc…)What are extensions and applications of the skill or concept?-Explore a different ecosystem in a given park of your choice-Explore parks around the world and how they differ from ours in all respects-How are park resources managed? And by whom?-Understand Federal legislative protocol for a park to become a park-Explore the adaptation and migration of various animals in the parks-Explore elements of culture: why are some parks considered sacred? And by whom?-Explore conflicts between government and private use of land?-Conservation issues: Competition for resources, Global Warming, too many visitors, etc…-Explore the variety of recreational sports and hobbies that exist. How to learn.

Videos, Books, National Geographic articles and the internet to explore the 4 parks chosen by consensus: Yellowstone, Grand Canyon, Everglades, and Acadia.Teacher provided “stuff” (lots of it) for Create Your Park AssignmentPrinted matter in both Large Print and Braille for students

Learning Arc ~ Very Hungry CaterpillarSherri D. Lyle


Materials



Print/Braille literacy: organized search pattern, follow the text/proper hand shape, turning a page, planning, anticipation, drawing inferences


Interest in book time


Dependent on student’s ability ranging from successful book time to completion of hosted activity with peers/class.

Read: The Very Hungry CaterpillarIf the student can read, then have them do so in parallel or independently.

If the student can read: Become comfortable enough with the story and the manipulatives to be able to read it to a class or a small group of peers.

If the student can not read: While the story is read to the class by an adult, have the student use manipulatives with the class and/or follow along with the print/Braille

If student is non-verbal: load a switch to “say” “…but he was still hungry” or the final phrase of the book so he/she can still be perceived as having read the book to the group/class.

Host an art activity tied to the book. Have student plan the activity, collect and prepare the materials, and distribute the materials during the activity; logic sequencing, scheduling, social skills, fine motor skills.

If the student cannot think of his/her own activity, see: http://www.dltk-teach.com/books/hungrycaterpillar/index.htm


Read Caterpillar Express Occasional newsletters from Eric Carle:http://www.eric-carle.com/resources.html

Have student chose a resource cited in Volume 1 and use the cited resource for a selected creative project.

Have the student write for the free promotional materials cited in Volume 5 using proper letter writing skills and spelling.

Visit the Eric Carle Museum of Picture Book Art: http://www.picturebookart.org/Take the virtual tour.

Additional lesson plan/learning arc ideas:http://www.lessonplanspage.com/LAMathScienceMusicMDSequencingTheVeryHungryCaterpillarK2.htm

The Very Hungry CaterpillarEric CarleISBN: 10-0399226907 ISBN: 13-978-0399226908

Manipulative kit for bookSee the Eric Carle Museum of Picture Book Art shop, or make your own

Materials for selected art project: tissue paper or other torn paper, scissors, markers or colors, tactual fabrics or papers, felt, etc.

http://www.lessonplanspage.com/LAMathScienceMusicMDSequencingTheVeryHungryCaterpillarK2.htm



http://www.picturebookart.org/

http://www.eric-carle.com/resources.html

http://www.dltk-teach.com/books/hungrycaterpillar/index.htm

YOU CAN CREATE A COLLAGE IN THE STYLE OF ERIC CARLE!

A printable sheet of instructionsEric Carle – Activity Sheethttp://www.eric-carle.com/DemoBrochPrintable.pdf

Many people make collages. Artists like Picasso and Matisse and Leo Lionni made collages. Many children have done collages at home or in their classrooms. I happen to make my collage illustrations using painted tissue papers. You might want to try it too! — Eric Carle

HOW TO PREPARE PAINTED TISSUE PAPERS:1. Squeeze paint (acrylic, water or poster paint) into a dish, add water and stir2. Place a single sheet of tissue paper on a clean surface3. Paint bold strokes onto the tissue paper. (Hint: lift up tissue paper briefly, so it doesn’t stick to the surface.) Let it dry on newspapers while working on other tissue papers.4. Apply a second color. Perhaps in wavy blue brush strokes. Again: lift tissue paper and letit dry on newspapers.5. Apply a third color. Yellow dots might look nice.6. Apply a fourth color. Perhaps black painted onto a piece of carpet which can be used to make textured prints on top of the red, blue, and yellow design.HOW TO MAKE A COLLAGE ILLUSTRATION:1. Draw a caterpillar (or any creature you like) onto tracing paper or other transparent paper.2. Place the drawing on top of a red tissue paper and (Scissors/blade?) cut through both tracing and tissue papers. Be careful!3. Cut out each section at a time: First the face, then each segment of the caterpillar.4. Turn the face over and apply a thin later of glue or wallpaper paste.5. Paste it onto a white illustration board or similar material.6. Cut out the first green segment of the caterpillar’s body.7. Place the tracing paper, with head and body segment removed, as a guide for pasting down the green segment.8. Repeat steps 6 & 7, selecting different shades of green for each segment until the body is finished.9. Carefully cut out the eyes: Moisten the area around the eyes; wait a second, lift a remove the eyes.10. Cut out yellow, green, and brown parts for eyes, nose, and feet, and glue them into their places.11. Use crayons or colored pencils for the final touch


http://www.eric-carle.com/DemoBrochPrintable.pdf

Learning Arc ~ The New HamsterSherri D. Lyle,


Materials


What is the skill or concept to be taught?Spatial concepts, organized search pattern, landmarks, pets

What are the prerequisites for this skill or concept?Interest in book timeUnderstanding of object permanence

What does it take for students to master this skill or concept?Completion of task, possible repetition of lesson

Read: The New HamsterGo on a search of your own, for a toy hamster, sound location device, or item of your own choosing. Use the items and spatial concepts from the book: under, behind, around, inside, on top, up, on, in, chair, bookcase, desk, box, piano, windowsill, cage or home base.

Activities from the Book:Discussion for Language Development: Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.

1. Ask children to talk about their experiences with classroom pets such as hamsters, and what has happened when the pets have gotten lost in the classroom.

2. Have children look through the book and point out each place in your classroom when that place is mentioned in the story.

3. Ask: Would you like to have a hamster for a pet? Why or why not?

Hamster Hunt: Reread the story aloud with the children. As you read, have volunteers pantomime the actions of the students as they look for the hamster.

School-Home Connection: Favorite Pets; Have children ask family members what pets they have or would like to have and why. Encourage children to share their findings with their classmates.

What are extensions and applications of the skill or concept?Have the student select the next item to search for and repeat lesson on another visit.

Monocular:Looking to Learn; D’Andrea & FarrenkopfChapter 5 & Appendix 5AISBN: 0-89128-346-3; AFB Press

Travel Tales – A Mobility Storybook· Happy Trails; Trailing Techniques· Oops Another Bump; Upper and Lower Protective Techniques · Home Sweet Home; Orientation to a House· School Days, Dog Days; Orientation to a School

The New HamsterHarcourtISBN: 0-15-327635-5Grade Two - ELL Collection

Toy hamsterCane, if appropriateMonocular, if appropriate Familiar/unfamiliar environment to explore

Learning Arc ~ 500 IsabelsSherri D. Lyle


Materials


What is the skill or concept to be taught?Math: basic measuring, use of tactual measuring devices, estimation of measurement, making a list/chart, creating a story book

What are the prerequisites for this skill or concept?Counting, estimation, short-term memory

What does it take for students to master this skill or concept?Basis comfort with tactual measuring devices

Read: 500 Isabels

Using consumable measuring devices and non-consumable tactual measuring devices from APH; measure items of interest in the environment (room, school-wide, community) and make a list of the items and their measurements. Discuss/anticipate how large or small some items will be.

Use the information to make an experience book, a chart, or your own story book, a “did you know” bulletin board. Example: Did you know? It is – inches, -- feet, -- fingers, -- steps, to the cafeteria from the office?!

Did you know?: You are as tall as you are wide…the length from finger tip to finger tip of outstretched arms is the same as you are tall. Try it!

Fancy: estimation of measurement using thumb, hand, finger tip to elbow (cubit), feet, stride, etc.


Travel Tales: A Mobility Story Book· Three Doors Down;

Characteristics of a Residential Neighborhood

· Boppin’ Around the Block; Characteristics of a Square Block

· Country Boy; Characteristics of a Rural Neighborhood

· City Slicker; Characteristics of an Urban Neighborhood

500 IsabelsISBN: 0-15-325517-XGrade Two-On Level Collection

APH measurement devices: · Flexible Rulers (Braille/Large

Print)· 1-Foot Braille Rulers· Large Print/Braille Toss-Away

Ruler· Stick-On Tactile Ruler· Meterstick (Braille)· Braille/Large Print Yardstick· Transparent CCTV Rulers

(Yellow/Clear)

Learning Arc ~ Show and TellSherri D. Lyle


Materials


What is the skill or concept to be taught?Concept of Show and Tell

What are the prerequisites for this skill or concept?Limited “verbalism”, mild curiosity in environment, willingness to touch unfamiliar things

What does it take for students to master this skill or concept?Concept of object permanenceReduction in “verbalism”

Read: Show and TellUsing a tub or large container filled with collected items, pull out each item, identify it and tell what it is used for. Find your own items of interest in the room, school, and/or community and tell what it is used for.

Invite a peer to play a challenge game with the collected items.

Make a list, develop a chart, and/or write a story book of your own. Use the results as a Show and Tell item.

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.

1. Have children discuss the different items and places described in the story. For each page, ask: What is the name of this item or place? What do we use it for? If the item can also be seen in your classroom, ask a volunteer to point to it.

2. Display several other classroom items, such as scissors or a ruler. Challenge children to name each item you display and tell what it is used for.

School Fun Have children draw a picture of themselves doing their favorite activity at school. Ask them to explain their drawings to the class and to name the different items they have depicted. School-Home ConnectionWhat Was Your School Like?Ask children to show their drawings to their families. Encourage them to ask family members what they liked best about going to school. Have family members compare the school they went to with their children’s school

What are extensions and applications of the skill or concept?www.lessonplanspage.com/LAOBackToSchoolSummerInACanIdea35.htm www.lessonplanspage.com/LABeginSchoolWELCOMEBagsAlphabetSoundsIdea13.htmwww.teachnet.com/lesson/misc/showandtell.html www.proteacher.org/c/1036_Show_and_Tell.html www.eduplace.com/activity/3_2_act1.html www.writedesignonline.com/assignments/shownottell.html

Show and TellHarcourtISBN: 0-15-327634-7Grade Two - ELL Collection

· A stock pot with lid, box with lid and a hole, or the Rubbermaid tub with the lid with a hole in it

· Items to put in the container

· Cane, if appropriate

· Monocular, if appropriate

· Hand-held magnification, if appropriate

· CCTV, if

http://www.writedesignonline.com/assignments/shownottell.html

http://www.eduplace.com/activity/3_2_act1.html

http://www.proteacher.org/c/1036_Show_and_Tell.html

http://www.teachnet.com/lesson/misc/showandtell.html

http://www.lessonplanspage.com/LABeginSchoolWELCOMEBagsAlphabetSoundsIdea13.htm

http://www.lessonplanspage.com/LABeginSchoolWELCOMEBagsAlphabetSoundsIdea13.htm

http://www.lessonplanspage.com/LAOBackToSchoolSummerInACanIdea35.htm

http://www.lessonplanspage.com/LAOBackToSchoolSummerInACanIdea35.htm

Learning Arc ~ Fall ColorsSherri D. Lyle


Materials


What is the skill or concept to be taught?Seasons, colors, farm stands, ponds

What are the prerequisites for this skill or concept?Interest in book time. Willingness to try new foods.

What does it take for students to master this skill or concept?Completion of task; show and tell; host a portion or all of the activities with peers/class

· Read: Fall Colors· Discuss/explore; apples, corn, pumpkins, squash, leaves,

acorns; leaf rubbings; cut open, smell, taste, feel, cook, carve, look at, compare food items.

· Discuss/explore; squirrel, frog, crow, swans, farm stands, ponds· Discuss/explore; a pond and the surrounding areas. What can

you find/notice? · Visit a farm stand. How is this different than the produce market?

What can you find/notice?· Braille Art; Leaf – Sawleaf Zelkova, Leaf-Aspen, Leaf-Birch,

Pumpkin-Large, Pumpkin-Small, Corn-Vibunzi or Large Ear of Corn, Squirrel, Frog, Crow, Swan, Apple, Squash

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.1. Page through the book with children. For each page, say:

Describe the item in the picture. Use the correct color in your description. Then have volunteers name a classroom item with the same color.

2. Ask: What is your favorite color? Name some things that are that color.

3. Have children talk about the kinds of things they like to see and do in the fall. Encourage children to talk about their own autumn experiences, such as making jack-o-lanterns or picking apples.

Illustrating Fall ColorsReread the book with children. Then have children draw pictures to show their favorite fall color. Encourage children to share and discuss their pictures. School-Home Connection Take a Color Poll: Have children take a poll at home to find out the favorite colors of family members. Invite children to share their findings with classmates and create a color-coded bar graph with the results.

What are extensions and applications of the skill or concept?www.coloringbookfun.com www.teachervision.fen.com/poetry/lesson-plan/5636.htmlwww.teachervision.fen.com/tv/printables/Moutran_0876283024_21-22.pdf www.teacherplanet.com/resource/autumn.php

Fall Colors Harcourt Grade Two – ELL CollectionISBN: 0-15-327632-0

KnifeBowlPlateCane, if appropriateMonocular, if appropriateCommunity trip

Braille Art; Leaf – Sawleaf Zelkova, Leaf-Aspen, Leaf-Birch, Pumpkin-Large, Pumpkin-Small, Corn-Vibunzi or Large Ear of Corn, Squirrel, Frog, Crow, Swan, Apple, Squash

http://www.teacherplanet.com/resource/autumn.php

http://www.teachervision.fen.com/tv/printables/Moutran_0876283024_21-22.pdf

http://www.teachervision.fen.com/tv/printables/Moutran_0876283024_21-22.pdf

http://www.teachervision.fen.com/poetry/lesson-plan/5636.html

http://www.coloringbookfun.com/

Learning Arc ~ Time for BreakfastSherri D. Lyle


Materials


What is the skill or concept to be taught?Cultural foods

What are the prerequisites for this skill or concept?Interest in book time. Willingness to try new foods.

What does it take for students to master this skill or concept?Completion of task; show and tell; host a portion or all of the activities with peers/class

· Read: Time for Breakfast· Make pancakes; discuss/explore/try various toppings· Make tortillas from scratch; discuss/explore/try purchased

tortillas· Cook refried beans from scratch; discuss/explore/try canned

beans· Prepare cereal; cut bananas; discuss/explore/try other fruit

toppings· Prepare sweet bread from scratch; try purchased sweet bread· Make hot chocolate from scratch; make hot chocolate from mix· Make muffins with fruit; boxed blueberry muffins· Make orange juice from concentrate; compare to prepared juice· Make fruit salad· Male bacon and eggs breakfast; explore hard boiled; explore

over easy; sunny side up, scrambled, etc. · Explore condiments; salsa, catsup, salt and pepper, butter, etc.

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.1. Examine the story pages with children. Pause at certain pages

and ask questions such as: This family lives in Mexico. What are they having for breakfast? What food does the picture on this page show?

2. Discuss with children things that their family eats for breakfast. Then say: What do you like to eat for breakfast? What do you do to help make breakfast at your house?

Foods Around the WorldExplain to children that some of the foods described in the story are traditional Mexican foods. Ask children to suggest foods they have tasted or heard of that come from other countries and cultures. Children can create a food map with pictures of food cut from magazines. School-Home Connection: Breakfast TreatsAsk children to discuss with a family member typical breakfast menus at their house. Children can share the information with classmates.

What are extensions and applications of the skill or concept?www.pbs.org/opb/meaningoffood/classroom/pop-lesson_plan.shtmlwww.foodtimeline.org/food2.html www.khake.com/page81.htmlwww.nytimes.com/learning/teachers/lessons/20010622friday.html?searchpv=learning_lessons

Time for BreakfastHarcourt Grade Two – ELL CollectionISBN: 0-15-327631-2

Materials for each recipeCane, if appropriateMonocular, if appropriateCCTV, if appropriate

http://h30411.www3.hp.com/articles/viewArticle/p/courseId/1332/History_and_culture_through_food_lesson_plan_.htm?webPageId=1000400

http://h30411.www3.hp.com/articles/viewArticle/p/courseId/1332/History_and_culture_through_food_lesson_plan_.htm?webPageId=1000400

http://www.nytimes.com/learning/teachers/lessons/20010622friday.html?searchpv=learning_lessons

http://www.nytimes.com/learning/teachers/lessons/20010622friday.html?searchpv=learning_lessons

http://www.khake.com/page81.html

http://www.foodtimeline.org/food2.html

http://www.pbs.org/opb/meaningoffood/classroom/pop-lesson_plan.shtml

Learning Arc ~ Turn Left, Turn RightSherri D. Lyle


Materials


What is the skill or concept to be taught?Orientation to a route, landmarks, parts of a city

What are the prerequisites for this skill or concept?Interest in book time. Concept of left and right

What does it take for students to master this skill or concept?Completion of task; story book/memory book; map…something that is the result of the routes used.

· Read: Turn Left, Turn Right· Where can you go using left and right? Plan a route.· Play left/right by randomly choosing left or right as you travel a

route; see where it takes you· Can you reverse the route?· Takes notes, check your memory, build your own story book

and/or map

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.1. Have children page through the book with you. Ask: Who is

narrating this story? How do you know? Who can show me the direction the dog is going now?

2. Discuss with children the various street signs from the story. 3. Examine the last page of the book with children. Point to the map

features. Then say: Tell me the route taken by the dog and its owner. Use direction words such as turn right or turn left to tell the route.

Direction-Word Simon SaysTo help reinforce the meanings of direction words from the story, play a game of Simon Says with children. Call out directions such as turn right, turn left, walk across two steps, look up, and look down. School-Home Connection: Map the NeighborhoodHave children work with family members to create a simple map of the route to a favorite place.

What are extensions and applications of the skill or concept?Travel Tales: A Mobility Story BookBoppin’ Around the Block City Slickerwww-tc.pbskids.org/buster/parents/pdf/Buster_Lessons_25-26.pdfwww.crayola.com/free-coloring-pages/print/cable-car-coloring-page/www.teachervision.fen.com/tv/printables/TCR/052706.pdfwww.lessonplanspage.com/printables/POBeginSchool3Truths1FibActivityMO.htmwww.huffingtonpost.com/2009/07/14/baby-sea-lion-learns-to-s_n_231911.htmlwww.oeexpress.com/dive-with-sea-lion-video.htmlwww.fotosearch.com/video-footage/sea-lion.htmlwww.cable-car-guy.com/html/ccsfvideo.html

Turn Left, Turn Right Harcourt Grade Two – ELL CollectionISBN: 0-15-327631-2

Materials for each recipeCane, if appropriateMonocular, if appropriateCCTV, if appropriate

http://www.cable-car-guy.com/html/ccsfvideo.html

http://www.fotosearch.com/video-footage/sea-lion.html

http://www.oeexpress.com/dive-with-sea-lion-video.html

http://www.huffingtonpost.com/2009/07/14/baby-sea-lion-learns-to-s_n_231911.html

http://www.huffingtonpost.com/2009/07/14/baby-sea-lion-learns-to-s_n_231911.html

http://www.lessonplanspage.com/printables/POBeginSchool3Truths1FibActivityMO.htm

http://www.lessonplanspage.com/printables/POBeginSchool3Truths1FibActivityMO.htm

http://www.teachervision.fen.com/tv/printables/TCR/052706.pdf

http://www.crayola.com/free-coloring-pages/print/cable-car-coloring-page/

http://www-tc.pbskids.org/buster/parents/pdf/Buster_Lessons_25-26.pdf

Learning Arc ~ My PlaceSherri D. Lyle


Materials


What is the skill or concept to be taught?Vocational exploration

What are the prerequisites for this skill or concept?Interest in book time. Willingness to talk to others

What does it take for students to master this skill or concept?Completion of task and written results; several visits

· Read: My Place· Develop a list of jobs you would like to explore· Develop a list of questions to ask people about their

jobs· Make appointments to visit with people and observe

them on their jobs· Meet with those people· Write a story book, journal, or essay about the results

and your impression of the interviews and jobs you explored.

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.1. Have children page through the book with you. Ask:

What are the jobs of each of these people? What clues do you get from looking at the illustrations?

2. Discuss each job and each special place described in the book. Encourage children to talk about people they know or have read about who have those jobs.

3. Ask: What job would you like when you grow up? Why?My Special PlaceAsk children to draw a picture showing a place that is special to them. Encourage children to talk about their pictures and explain what makes the place special. School-Home Connection: Let’s Talk about JobsHave children ask older family members to describe their jobs and the special places they work. Encourage children to share the information at school. Make a class bar graph showing the different jobs.


http://learningtogive.org/lessons/unit168/lesson1_attachments/1.htmlhttp://www.econedlink.org/lessons/index.php?lesson=EM207http://www.econedlink.org/lessons/index.php?lesson=EM465http://www.k12.wa.us/SchoolImprovement/Nav101pubdocs/Nav101-Gr-8-Jan-0906.pdfhttp://www.khake.com/page94.html

My PlaceHarcourt Grade Two – ELL CollectionISBN: 0-15-327655-X

Cane, if appropriateMonocular, if appropriateCCTV, if appropriate

http://www.khake.com/page94.html

http://www.k12.wa.us/SchoolImprovement/Nav101pubdocs/Nav101-Gr-8-Jan-0906.pdf

http://www.k12.wa.us/SchoolImprovement/Nav101pubdocs/Nav101-Gr-8-Jan-0906.pdf

http://www.econedlink.org/lessons/index.php?lesson=EM465

http://www.econedlink.org/lessons/index.php?lesson=EM207

http://learningtogive.org/lessons/unit168/lesson1_attachments/1.html

http://learningtogive.org/lessons/unit168/lesson1_attachments/1.html

Learning Arc ~ A Day in the CitySherri D. Lyle


Materials


What is the skill or concept to be taught?Things found in a big city

What are the prerequisites for this skill or concept?Interest in book time.

What does it take for students to master this skill or concept?Completion of task; community based instruction; possibly several visits; show and tell; host a portion or all of the activities with peers/class

· Read: A Day in the City· Discuss/explore; apartment buildings, subways, skyscraper,

elevator, museum, park, bridge. o Some ideas include community based instruction, build/craft your

own, using “archeological dig” kits, and viewing on the internet. · Host the activity; have the student read the book to

his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, craft activity involving an image/concept from the book, or imagine your own city.

http://www.fotosearch.com/video-footage/subway.htmlhttp://www.youtube.com/watch?v=4h9cRYcJ3gshttp://gothamist.com/2009/07/24/video_manhattan_bridge_sways.phphttp://www.virtualfreesites.com/museums.htmlhttp://honolulu.hawaii.edu/dinos/dinos.1.htmlFrom the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.1. Page through the story with children. Be sure children know the

names of the things and places being described. Ask: How do the pictures help you understand what you see on each page?

2. Encourage children to talk about their own community. In what ways is it like the city in the story? In what ways is it different?

3. Discuss with children what a museum is. Ask them to tell about museums they have visited.

Use a City or Town Map: Show children a map of your community. Locate pars and other points of interest. Ask children about places they would like to visit. Use the map to discuss which things are nearby and which are far away. School-Home Connection: Taking a Walking Tour; Encourage children to go on a walking tour with a family member in their own community. What are extensions and applications of the skill or concept?Play O&M BingoTravel Tales: a Mobility Story Book; Movin’ on Up; City SlickerBraille Art: Skyscraper, Bridge, Dinosaur, City Skylinewww.eslhq.com/forums/esl-forums/esl-games-activities/big-city-lesson-plan-1393/www.nationalgeographic.com/xpeditions/lessons/04/g35/citycountry.htmlwww.nationalgeographic.com/xpeditions/lessons/09/g35/topcities.htmlwww.readinga-z.com/newfiles/levels/lesson_plans/d/getting_around_the_city/gettingaroundthecity_print.html

A Day in the CityHarcourt Grade Two – ELL CollectionISBN: 0-15-327654-1


http://www.readinga-z.com/newfiles/levels/lesson_plans/d/getting_around_the_city/gettingaroundthecity_print.html


http://www.nationalgeographic.com/xpeditions/lessons/09/g35/topcities.html

http://www.nationalgeographic.com/xpeditions/lessons/04/g35/citycountry.html

http://www.eslhq.com/forums/esl-forums/esl-games-activities/big-city-lesson-plan-1393/


http://honolulu.hawaii.edu/dinos/dinos.1.html

http://www.virtualfreesites.com/museums.html

http://gothamist.com/2009/07/24/video_manhattan_bridge_sways.php

http://www.youtube.com/watch?v=4h9cRYcJ3gs

http://www.fotosearch.com/video-footage/subway.html

Learning Arc ~ Play Ball!Sherri D. Lyle


Materials


What is the skill or concept to be taught?Baseball; general rules and items to be used

What are the prerequisites for this skill or concept?Interest in book time. Mild interest in sports


· Read: Play Ball!· Discuss/explore; T-ball or baseball, bat (metal, wood, plastic,

whiffle, ball (soft, base, plastic, whiffle), glove (catcher, pitcher, baseman, dress, bike, work, etc.) o Do it!

· Host the activity; have the student read the book to his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, show-and-tell, craft activity involving an image/concept from the book, and/or play a short adapted game.

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.1. Ask: Have you ever watched a baseball game? Have you ever

played in a baseball game? What happened?2. Ask children to name the players that they would pass if they ran

all the way around the bases and scored a run. Words with Double Meanings: Tell children that a baseball bat can be made of wood, metal, or plastic. Remind them that a bat is also an animal. Ask the students to look at these baseball words; run, home, pitcher, plate, and ball. Have them discuss the other meanings of these words. School-Home Connection: Play Ball! Ask children to share what they have learned about baseball. Suggest that they ask family members to help them find information about the nearest professional baseball team. If it is baseball season, suggest family members listen to a game on the radio.

What are extensions and applications of the skill or concept?Braille Art: Baseball with Bathttp://www.education-world.com/a_tsl/archives/00-2/lesson0003.shtmlhttp://web.buddyproject.org/web012/web012/lessonplans.htmlhttp://www.pbs.org/kenburns/baseball/teachers/lesson3.htmlhttp://www.atozteacherstuff.com/pages/265.shtmlhttp://www.funbrain.com/funbrain/math/http://www.exploratorium.edu/baseball/http://magma.nationalgeographic.com/ngexplorer/0310/games/game.cgihttp://www.baseball-almanac.com/poetry/po_case.shtmlhttp://www.historybuff.com/library/refcasey.htmlhttp://www.montgomeryschoolsmd.org/curriculum/socialstd/FT/Casey_Act.html

Play Ball!Harcourt Grade Two – ELL CollectionISBN: 0-15-327653-3

Cane, if appropriateMonocular, if appropriateCCTV, if appropriateBaseballSoftballBat; wood, metal, plastic, whiffleball; soft, base, plastic, whiffleglove; catcher, pitcher, baseman, dress, bike, work, garden, etc.T-ball set

http://www.montgomeryschoolsmd.org/curriculum/socialstd/FT/Casey_Act.html

http://www.montgomeryschoolsmd.org/curriculum/socialstd/FT/Casey_Act.html

http://www.historybuff.com/library/refcasey.html

http://www.baseball-almanac.com/poetry/po_case.shtml

http://magma.nationalgeographic.com/ngexplorer/0310/games/game.cgi

http://www.exploratorium.edu/baseball/

http://www.funbrain.com/funbrain/math/

http://www.atozteacherstuff.com/pages/265.shtml

http://www.pbs.org/kenburns/baseball/teachers/lesson3.html

http://web.buddyproject.org/web012/web012/lessonplans.html

http://www.education-world.com/a_tsl/archives/00-2/lesson0003.shtml

Learning Arc ~ Salt and SandSherri D. Lyle


Materials


What is the skill or concept to be taught?Beach; attending to your senses and the information they provide about your environment



· Read: Salt and Sand· Discuss/explore; sensory systems and what they are used for,

waves, sand, seagulls, water (cold/warm/hot/salt/fresh), tide pools (who’s in there?), o Some ideas include community based instruction, build your own

tide pool, and viewing on the internet. o What else do you do at a beach?; sand castles, digging, playing in

the water…do it!· Host the activity; have the student read the book to his/her

peers/class and deliver a hands-on activity for the group to complete such as Braille Art, craft activity involving an image/concept from the book, imagine your own beach, Braille Art.

From the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.

1. Have the children look at the last picture in the book. Ask them to recall and discuss he senses they would use to explore what is pictured in the scene.

2. Ask children to be aware of the senses they are suing right now in the classroom. Ask: What can you see? hear? feel? touch?

3. Provide some examples of things mentioned in the story: salty water, seashells, sand, etc. Ask children to use their senses as they tell about each one.

Book of Senses: Give children five sheets of paper stapled together and labeled I See, I Hear, I Touch, I Smell, and I Taste. Have children draw a picture that illustrates each label. Encourage children to share their books with their classmates and describe their pictures. School-Home Connection: A Sensory ListHave children make a list of all the things they see, hear, touch, smell, and taste in one hour at home. Have children share their lists at school.

What are extensions and applications of the skill or concept?Match and Sort Shells; Exceptional Teaching Inc. Braille Art: Sand Toys, Sand Castlehttp://www.bravemonster.com/lessonplansenses.pdf http://www.sedl.org/scimath/pasopartners/senses/lesson2.html http://www.sedl.org/scimath/pasopartners/senses/lesson3.html http://www.123child.com/UBB/showthread.php?t=6253http://www.eduplace.com/rdg/gen_act/g_start/schl_rms.htmlhttp://doe.sd.gov/octa/ddn4learning/themeunits/5senses/lesson.htmhttp://school.discoveryeducation.com/lessonplans/programs/humanbody/http://www.nlm.nih.gov/changingthefaceofmedicine/resources/lesson_k_2.html

Salt and SandHarcourt Grade Two – ELL CollectionISBN: 0-15-327658-4

Cane, if appropriateMonocular, if appropriateCCTV, if appropriateVariety of sea shellsVariety of sea crittersSand

http://www.nlm.nih.gov/changingthefaceofmedicine/resources/lesson_k_2.html

http://school.discoveryeducation.com/lessonplans/programs/humanbody/

http://doe.sd.gov/octa/ddn4learning/themeunits/5senses/lesson.htm

http://www.eduplace.com/rdg/gen_act/g_start/schl_rms.html

http://www.123child.com/UBB/showthread.php?t=6253

http://www.sedl.org/scimath/pasopartners/senses/lesson3.html

http://www.sedl.org/scimath/pasopartners/senses/lesson2.html

http://www.bravemonster.com/lessonplansenses.pdf

Learning Arc ~ Sherri D. Lyle


Materials


What is the skill or concept to be taught?This found in a big city



· Read: · Discuss/explore; apartment buildings, subways, skyscraper,

elevator, museum, park, bridge. o Some ideas include community based instruction, build your

own, using “archeological dig” kits, and viewing on the internet. · Host the activity; have the student read the book to

his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, craft activity involving an image/concept from the book, or imagine your own city.

http://www.fotosearch.com/video-footage/subway.htmlhttp://www.youtube.com/watch?v=4h9cRYcJ3gshttp://gothamist.com/2009/07/24/video_manhattan_bridge_sways.phphttp://www.virtualfreesites.com/museums.htmlFrom the Book:Discussion for Language DevelopmentUse the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.3. Page through the story with children. Be sure children know the

names of the things and places being described. Ask: How do the pictures help you understand what you see on each page?

4. Encourage children to talk about their own community. In what ways is it like the city in the story? In what ways is it different?

5. Discuss with children what a museum is. Ask them to tell about museums they have visited.

Use a City or Town Map: Show children a map of your community. Locate pars and other points of interest. Ask children about places they would like to visit. Use the map to discuss which things are nearby and which are far away. School-Home Connection: Taking a Walking Tour; Encourage children to go on a walking tour with a family member in their own community.

What are extensions and applications of the skill or concept?Play O&M BingoTravel Tales: a Mobility Story Book; Movin’ on Up; City SlickerBraille Art: Skyscraper, Bridge, Dinosaur, City Skylinewww.eslhq.com/forums/esl-forums/esl-games-activities/big-city-lesson-plan-1393/www.nationalgeographic.com/xpeditions/lessons/04/g35/citycountry.htmlwww.nationalgeographic.com/xpeditions/lessons/09/g35/topcities.htmlwww.readinga-z.com/newfiles/levels/lesson_plans/d/getting_around_the_city/gettingaroundthecity_print.html

A Day in the CityHarcourt Grade Two – ELL CollectionISBN: 0-15-327654-1




http://www.nationalgeographic.com/xpeditions/lessons/09/g35/topcities.html

http://www.nationalgeographic.com/xpeditions/lessons/04/g35/citycountry.html



http://www.virtualfreesites.com/museums.html

http://gothamist.com/2009/07/24/video_manhattan_bridge_sways.php

http://www.youtube.com/watch?v=4h9cRYcJ3gs

http://www.fotosearch.com/video-footage/subway.html

Learning Arc ~ Everybody Needs a RockSherri D. Lyle


Materials


What is the skill or concept to be taught?Use of senses to gain information about the environment, choice making, selection, rejection, social skills

What are the prerequisites for this skill or concept?Interest in book time. Successfully carry a tray


· Read: Everybody Needs a Rocko Go on a rock hunt and test the rules of rock selection; orientation

to the environment, use of senses, challenge willingness to “get dirty” and touch unfamiliar things

· Choose additional appropriate activities for your student from: http://www.leonardodicaprio.com/environment/kids/activities/BS_EvbdyRock.pdf

· Host the activity; have the student read the book to his/her peers/class. If feasible, have the student carry a tray of geodes

around the room for the peers to select their own rock. When complete, outside, have each peer break

open their selected geode; put the rock in a paper bag or pillow cover and hit with the hammer until it splits open (once or twice is plenty)

Allow them the time to compare the results; crystals, solid, colors, textures, etc.

What are extensions and applications of the skill or concept?What are crystals? Where do they come from?

Space Age Crystal Growing KitNSI Smithsonian Crystal Growing KitGrow you’re your own: http://chemistry.about.com/od/crystalrecipes/a/sodacrystals.htm, http://chemistry.about.com/od/crystalrecipes/ht/quickcrystals.htm

Rock Candy: http://chemistry.about.com/od/foodcookingchemistry/a/rockcandy.htm

Quiz: http://chemistry.about.com/library/weekly/blcrystalquiz.htm

Rock lessons:http://ericir.syr.edu/Virtual/Lessons/Interdisciplinary/INT0018.htmlhttp://www.sciencenetlinks.com/lessons.php?BenchmarkID=9&DocID=110http://geologyonline.museum.state.il.us/tools/lessons/2.1/lesson.htmlhttp://www.lessonplanspage.com/ScienceArtLACIMDRockingWithMineralsUnit4.htmhttp://www.uni.edu/coe/regentsctr/Activity_Sheets/EVERYBODY%20NEEDS%20A%20ROCK%20Activity%20Sheet.pdfhttp://www.col-ed.org/cur/sci/sci80.txteverybody_needs_a_rock.html

Everybody Needs a RockBy Byrd Baylor with pictures by Peter Parnall

Cane, if appropriateMonocular, if appropriateCCTV, if appropriateGeodesHammerPaper bags or pillow casesProtective eye wearTray

http://www.opencourtresources.com/ocr/links/units/first_day_of_school/everybody_needs_a_rock.html

http://www.col-ed.org/cur/sci/sci80.txt

http://www.uni.edu/coe/regentsctr/Activity_Sheets/EVERYBODY%20NEEDS%20A%20ROCK%20Activity%20Sheet.pdf

http://www.uni.edu/coe/regentsctr/Activity_Sheets/EVERYBODY%20NEEDS%20A%20ROCK%20Activity%20Sheet.pdf

http://www.lessonplanspage.com/ScienceArtLACIMDRockingWithMineralsUnit4.htm

http://www.lessonplanspage.com/ScienceArtLACIMDRockingWithMineralsUnit4.htm

http://geologyonline.museum.state.il.us/tools/lessons/2.1/lesson.html

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=9&DocID=110

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=9&DocID=110

http://ericir.syr.edu/Virtual/Lessons/Interdisciplinary/INT0018.html

http://chemistry.about.com/library/weekly/blcrystalquiz.htm

http://chemistry.about.com/od/foodcookingchemistry/a/rockcandy.htm

http://chemistry.about.com/od/crystalrecipes/ht/quickcrystals.htm

http://chemistry.about.com/od/crystalrecipes/a/sodacrystals.htm

http://www.leonardodicaprio.com/environment/kids/activities/BS_EvbdyRock.pdf

http://www.leonardodicaprio.com/environment/kids/activities/BS_EvbdyRock.pdf

Learning Arc ~ Five Little Candy HeartsSherri D. Lyle


Materials


What is the skill or concept to be taught?Orientation and Mobility techniques, sharing, beginning and ending a conversation, counting, facing the person to whom you are speaking, Valentine’s Day

What are the prerequisites for this skill or concept?Interest in book time. Willing to part with product

What does it take for students to master this skill or concept?Completion of task; community based instruction; several visits to prepare, and a visit to complete deliveries

· Discuss events in February· Discuss Valentine’s Day· Read: Five Little Candy Hearts· Discuss who the student would like to give candy hearts to· Make a list· Know how many bags/ribbons/cards student will need· Have student make “Happy Valentine” cards· Punch a hole in each card, preferably with a hand held hole

punch· Have student count out the chosen number of candy hearts to

place in each bag· Fill the bags· Measure the ribbons and cut them· Tie the bags with the ribbon and note card using a knot or bow;

using the student’s skill level and fine motor ability· Practice beginning and ending a conversation· Practice facing the person to whom you are speaking· Do it!

o Distribute the bags by traveling the school building and locating the people through Orientation and Mobility skills and social skills

o Post results on student’s “glory board”/a memory box/bag/book


Braille Art; Heart (tiny), Heart-Interposed (Large), Heart-Double (small), Heart (Hollow), Heart (Solid), Heart – Full, Heart – Outline

Have student host activity: These activities can be done in one visit or blended into the classroom teacher’s lessons through the week/month

· foam heart art projects with class/peerso write your own message for your heart

· share Braille Art to be used by class/peers for coloring and gluing/sticking shapes and candy hearts

· Show class/peers how to make their own candy heart bags for them to share

Othershttp://www.halcyon.com/marcs/candymath.htmlhttp://www.dcrafts.com/valentineactivities5.htmhttp://www.lm.havre.k12.mt.us/teachertools/holidays/valentines.htmlhttp://kids.nationalgeographic.com/Activities/MoreActivities/Candy-hearts-bingohttp://www.preschoolexpress.com/holiday_station07/valentines_day_feb07.shtml

Five Little Candy HeartsBy William BonifaceIllustrated by Lynn AdamsISBN: 0-8431-0603-4

· Candy Hearts· Baggies· Something to carry

the baggies · Paper· Scissors· Ribbon or yarn· Hole punch

http://www.preschoolexpress.com/holiday_station07/valentines_day_feb07.shtml

http://www.preschoolexpress.com/holiday_station07/valentines_day_feb07.shtml

http://kids.nationalgeographic.com/Activities/MoreActivities/Candy-hearts-bingo

http://kids.nationalgeographic.com/Activities/MoreActivities/Candy-hearts-bingo

http://www.lm.havre.k12.mt.us/teachertools/holidays/valentines.html

http://www.dcrafts.com/valentineactivities5.htm

http://www.halcyon.com/marcs/candymath.html

Learning Arc ~ Give a Little LoveSherri D. Lyle


Materials


What is the skill or concept to be taught?Orientation and Mobility techniques, sharing, beginning and ending a conversation, counting, facing the person to whom you are speaking

What are the prerequisites for this skill or concept?Interest in book time. Willing to part with product

What does it take for students to master this skill or concept?Completion of task; community based instruction; several visits to prepare, and a visit to complete deliveries

· Read: Give a Little Love· Discuss occasions one might share balloons· Explore the different colors, shapes, and materials of

balloons· Discuss where one might purchase balloons· Compare air filled balloons with helium balloons· Discuss who the student would like to give balloons to· Make a list· Visit a party shop, explore, and make appropriate

purchase· Fill the balloons· Have student make name cards· Punch a hole in each card, preferably with a hand held

hole punch· Measure the ribbons and cut them· Tie ribbon and note to balloon using a knot or bow; using

the student’s skill level and fine motor ability· Practice beginning and ending a conversation· Practice facing the person to whom you are speaking· Do it!

o Distribute the balloons by traveling the school building and locating the people through Orientation and Mobility skills and social skills

o Post results on student’s “glory board”/a memory box/bag/book


Braille Art; Balloon on a String

Variation: A Book of Hugs By Dave Ross; ISBN: 0-06-000273-5

http://wilderdom.com/games/descriptions/gamesballoons.html

http://www.hummingbirded.com/balloons.htmlhttp://www.swe.org/iac/lp/balloon_01.htmlhttp://www.swe.org/iac/lp/airspace_01.htmlhttp://www.eduref.org/Virtual/Lessons/Science/Chemistry/CHM0031.html

Five Little Candy HeartsBy William BonifaceIllustrated by Lynn AdamsISBN: 0-8431-0603-4

· Candy Hearts· Baggies· Something to carry

the baggies · Paper· Scissors· Ribbon or yarn· Hole punch

http://www.eduref.org/Virtual/Lessons/Science/Chemistry/CHM0031.html

http://www.eduref.org/Virtual/Lessons/Science/Chemistry/CHM0031.html

http://www.swe.org/iac/lp/airspace_01.html

http://www.swe.org/iac/lp/balloon_01.html

http://www.hummingbirded.com/balloons.html

http://wilderdom.com/games/descriptions/gamesballoons.html

document download… · web viewtell student to write a story/sentence/word about the picture....

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