Lesson 3 Big and Small

Lesson 3: Big and Small

Objectives:
Language Arts- Listens to poems, rhymes, & songs.
Social Studies- Makes decisions/choices about what they want.
Science- Use attributes (color and size) to identify/describe objects.
Math- Sorting objects by size

Materials-
Big box and little box
Big bubble wand and little bubble wand with bubble solution
Big ball (beach ball) and little ball (cotton balls)
Chart with “Bubble” song
Different sized balls
10 big items that will fit in the big box
10 small items that will fit in the small box
Book: Pop, A Book about Bubbles or Benny’s Big Bubble
http://search.barnesandnoble.com/booksearch/results.asp?AUD=JUV&kids=y&WRD=bubbles&z=y


Procedures:
1. Have the students sit in a circle. Tell them they are going to learn about big and small today. Sign big and small. http://commtechlab.msu.edu/Sites/aslweb/browser.htm
Ask them if they like bubbles and tell them you are going to blow big and small bubbles (sign big and small bubbles) and they are going to try and pop the big and small bubbles (sign big and small bubbles). Start by blowing big bubbles and tell the students to try and pop the big bubbles. Then blow small bubbles and tell the students to try and pop the small bubbles. Ask them if they want to pop more bubbles?

2. Read them either Pop, A Book about Bubbles by Kimberly Bradley (photographs) or Benny’s Big Bubble by Jane O’Conner (picture reader). Emphasize the concept of big and small as you read the book.

3. Next sing the song “Bubbles” sung to Frere Jacques changing the size word as you alternate blowing big and small bubbles. Ask them if they want to sing the song again?

“Bubbles” by Betty Silkuanas
Blowing BIG/small bubbles, Blowing BIG/small bubbles
Is such fun, is such fun.
Blow them everywhere,
See them floating in the air.
Blowing bubbles, Blowing bubbles.

4. Bring out the big and small boxes with the big ball inside the big box and the small ball inside the small box. Tell the students the big box is big and the small box is small. Ask the students what they think is inside the boxes. Then open the big box and pull out the big beach ball. Roll or toss the beach ball to each student. As you roll it you can use repetitive language and tell them you are rolling them the big ball and then ask them to roll the big ball to back to you. Then ask the students what they think is inside the small box. Open it and take out the small ball. Roll or toss the small ball to each student again using repetitive language as you roll it.

5. Next, divide the students into different groups depending on their abilities.

Exploration: The students are going to explore different sized balls and practice rolling them to the teacher. The teacher will reinforce the concept of big and small by taking with the students about the balls. Ask the students if they want a big ball or a small ball?

Imitation: The students will put big and small objects into the appropriate big and small boxes. The teacher will assist by modeling, prompting, etc. Ask if they want a big object or small object?

Application: The teacher will hold up big and small items and the students will determine if they are big or small. The students can use technology, verbal communication, or sign language to reflect their knowledge.

Lesson 2: Shapes

Lesson 2: Shapes

Objectives:
Language Arts- Listens to poems, rhymes, & songs.
Social Studies- Makes decisions/choices about what they want.
Science- Use attributes (color and size) to identify/describe objects.
Math- Recognize simple shapes; triangle, circle, square, and rectangles.

Materials:
Shapes (Soft Shapes) by: Innovative Kids
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9781584760108&itm=11
Foam shapes: circles, triangles, squares, rectangles, and hearts
Instruments (circle: drum/tambourine/cymbals, triangle: triangle,
rectangle: harmonica/xylophone, square: square woodblock with mallet)
http://orchestore1.stores.yahoo.net/
Sentence Strips
Large pictures of shapes (circle, square, rectangle, and triangle) (clip art or Ellison press)
Parachute or large sheet
Chart paper with song “Shapes, Shapes”
velcro

Procedures:
Students are seated in a circle.
Teacher shows students pictures of each shape (circle, square, rectangle, and triangle) and identifies the shapes by name and sign. http://commtechlab.msu.edu/Sites/aslweb/browser.htm
(Students with visual impairments should hold each foam shape as the teacher identifies them.)
Then the teacher introduces the song “Shapes, Shapes” sung to “Row, Row, Row Your Boat” to the students.
Add a parachute to the middle of the circle and practice pulling the parachute up and down. Then add foam shapes to the center of the parachute and sing the song “Shapes, Shapes” while pulling the parachute up and down. Ask the students if they want to do the activity again. Repeat as necessary.

The teacher then reads the book Shapes to the students. The book has removable shapes that the teacher can hand out to the students (asking the students which shape they would like giving them a choice of two) and then as she/he reads the book, can put them back into the book.
After reading Shapes, the teacher hands out sentence strips with four of each foam shapes velcroed on to the strip to each student. The teacher then prompts the students to touch the circle, touch the square, touch the triangle, and touch the rectangle, assisting the students as needed. Then the students can then be split into smaller groups depending on their abilities for more individualized activities.

Exploration:
Students are introduced to instruments of each shape and given time to explore the instruments. The students can sing the “Shape” song again and insert each shape name as they explore the instruments.

Imitation:
The students have their sentence strips with shapes and the teacher takes all of the shapes off but one. The teacher then gives the student an identical shape for the student to match to the shape on their strip. Or the teacher can put out two shapes the student has to choose from to match with the one on their strip. This is where technology can be incorporated and a Go Talk 4 or No Touch Talker could be used for shape identification.
http://www.inclusive.co.uk/catalogue/index.html

Application:
The students have their sentence strips and the teacher takes all the shapes off. The students are then told to put all of the circles on the strip. The students must select the circles from a set with mixed shapes but multiple circles. This is repeated for each shape. *The teacher could hold up shapes and ask the students to identify them by name or sign (technology incorporation).


“Shapes”
Shapes, Shapes falling down.
Falling on the ground.
Shapes, Shapes, Shapes, Shapes,
Falling on the ground.

Lesson 1: Falling Into Shapes

Lesson 1: An Introduction to Shapes: Falling into Shapes
This is the first lesson in a series about shapes. Each lesson will build off the previous lesson and focus on the same integrated objectives to reinforce skill development.

Objectives:
Language Arts- Listen to poems, rhymes, & songs.
Social Studies- Make decisions/choices about what they want.
Science- Use attributes (color and size) to identify/describe objects.
Math- Recognize simple shapes; triangle, circle, square, and hearts.

Materials:
Leaves (enough red, yellow, brown, orange, and green leaves so each student has one of each color)
Large clip art pictures or Ellison press cut outs of circle, square, rectangle, triangle, and leaf.
A bunch of Craft store leaves
Construction paper
Butcher paper
Chart paper with song “Leaves, Leaves”
Finger paint (red, yellow, orange, green, & brown)
Glue
Puffy paint/sand (for students with visual impairments)
Paint brushes
Parachute or Large sheet
Foam shapes ( for students with visual impairments)
Picture of a tree in the fall with different colored leaves
Fan
Large leaf cut outs
Brown bags

The following procedures can be done in one day or broken down over several days depending on the students.

Procedures:
First, have students seated or standing in a circle. Sign the word leaf http://commtechlab.msu.edu/sites/aslweb/browser.htm to the group and explain that they will be learning about leaves today. Sing the song “Leaves, Leaves” by Susan A. Miller Sung to: “Row, Row, Row Your Boat”.
Put a parachute in the middle of the circle and have each student hold on to the parachute. Practice pulling the parachute up and down. Then put leaves in the middle (either real or craft store leaves) of the parachute and sing the song “Leaves, Leaves” again as the students pull the parachute up and down. Repeat as necessary.

Then, have students sit in a circle with access to a table top.
Tell the students they will be learning about shapes and colors this week.
Hold up individual pictures of the following shapes while naming each one: circle, square, triangle, rectangle, and last leaf. For students with visual impairments let them feel each foam shape as the teacher holds up the picture.
Tell them leaves are a natural shape found outside.
Ask if anyone knows where leaves come from.
Show them a picture of a tree. Leaves come from trees. In the fall, the leaves change color and when the wind blows they fall to the ground. Turn on the fan and simulate this by dropping leaves in front of the fan.
Next, put a piece of construction paper with five different leaves of each color glued on them in front of each student.
While using a model and pointing, tell them to touch red leaf, touch green leaf, touch yellow leaf, touch brown leaf, and touch orange leaf. Assist them in touching each color leaf as needed verbally repeating the color and leaf as they touch. For students with visual impairments, trace leaves on their construction paper with puffy paint and help them to feel them with their hands and put the real leaves in the outline. Sign the word leaf with their hands. http://commtechlab.msu.edu/sites/aslweb/browser.htm

Then, tell students they will be going on a leaf hunt (this can be outside or inside). If you choose to hunt for leaves inside, you will need to scatter leaves throughout the school building and get permission prior to doing so. Have each student choose which color leaf they would like to look for. You can help them decide by referring to their construction paper and letting them touch the color they would like to look for. Assist the students in finding and gathering leaves. They can collect them in brown bags. The leaves they gather can be added to the collection of leaves used for the parachute activity.

Lastly, have the students paint white butcher paper using red, yellow, orange, brown, or green either with paint brushes or by finger painting depending on their abilities. (Sand can be added to the fingerpaint for students with visual impairments to add texture). This can be done on an individual basis as the students are doing something else or a group activity. Talk about the colors they are using as they paint and ask students which color they would like to use next.

Exploration: Finger painting on white paper with no boundaries.
Imitation: Either finger painting or painting with a paintbrush with an adult modeling the movements within a leaf drawing or without.
Application: Painting with a paintbrush within a leaf drawing.

Once the paint has dried, trace leaf cut outs on the butcher paper and cut out the painted leaves. You can use the leaves for a class bulletin board with a fall tree theme or for turkey tail feathers.

Song: “Leaves, Leaves” by: Susan A. Miller
Sung to the tune of "Row, Row, Row Your Boat"

Leaves, leaves falling down, (wiggle fingers downward)
Falling on the ground.
Red and yellow,
Orange and brown,
Leaves are falling down.