tbm feast for the senses

8/9/2019 TBM Feast for the Senses

http://slidepdf.com/reader/full/tbm-feast-for-the-senses 1/47

To Be MeFeast for theSenses

Key Stage 1 (SLD)



Skills listed on a dark orangebackground are Cross CurricularSkills

Skills listed on a light orangebackground are Thinking Skills andPersonal Capabilities

A practical resource to support the Personal Development and MutualUnderstanding (PDMU) Area o Learning in the Northern Ireland Curriculum

The To Be Me (Personal Development and Mutual Understanding) thematicunit or Key Stage 1 pupils with severe learning difculties (SLD) aims to provide

teachers with support in beginning the planning, teaching and assessing o PDMU within the Northern Ireland Curriculum.

This resource is comprised o six sub-units

• FitforLife

• Let’sGetMoving

• HomeisWheretheHeartis

• FeastfortheSenses

• StraightfromtheHeart

• Let’sGetTogether

It details suggested learning activities and methodologies which will assist teachers indevelopingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesof

development.

ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricular

skills o Communication, Using Mathematics and Using ICT. The resource also connects to the

Areas o Learning where appropriate and incorporates the principles o Assessment or Learning.

Strand 1Personal Understanding and Health

Themselves and their Personal AttributesBegin to recognise uniqueness and value personal qualities and abilities

Their Own and Others’ Feelings and Emotions

Begin to recognise and manage some eelings

Keeping Healthy and Safe

Begin to recognise some aspects o a healthy liestyle

Strand 2Mutual Understanding in the Local and Wider Community

Similarities and DifferencesBegin to recognise dierences in each other

Learning to Live as a Member of a Community

Begin to understand their role in the classroom community

Relationships with Family and Friends

Begin to understand the relationships within a amily

Similarities and Differences

Begin to recognise dierences

WritersAnnaWoznica,LisanallySchool,Armagh

HelenStewart,TorBankSchool,Dundonald

Stephanie Anderson, Tor Bank School, Dundonald

Caroline Currie, Lisanally School, Armagh

Resource Sheet in this booklet

Powerpoint Activity


http://slidepdf.com/reader/full/tbm-feast-for-the-senses 3/471 To Be Me Feast for the Senses

Curriculum ObjectiveTo develop the young person as an individual

Key ExperiencesPupils will have opportunities to:

• developawarenessthattheirhandscanprovide information about their immediate

environment;

• usethesenseoftouchtointegrateinformationcomingfromvariousareasofthe body;

• respondtoarangeoftactilestimuli;

• distinguishbetweendifferentmeasures of temperature;

• experimentwithvarioustextures;

• discriminatebetweendifferentcolours

and smells;• developanunderstandingofdifferent

tastes;

• begintodiscriminatebetweendifferentsounds;

• locate,trackandconcentrateonvisualstimuli; and

• developmemoryskills.

Learning IntentionPupils will begin to:

• beawareoftheirsenses.

Progress in LearningI am beginning to:

• developmysenseoftaste;

• developmysenseofsmell;• developmysenseofhearing;

• developmysenseofsight;and

• developmysenseoftouch.

Success CriteriaPupils will:

• begintoexplorewhotheyare;and

• begintorecognisewhattheycando.

Attitudes and Dispositions• Self-condence

• Curiosity

• Tolerance

• Opennesstonewideas

To Be MeFeast or theSenses



Key Question

2 To Be Me Feast for the Senses

What can we eeland do withour hands?

Y ou w i ll need:

R esour c e 1: Massage T ips

• Hand massage pr oduct s

In Good HandsMassageisaformoftherapeutictouchwhichassistswiththedevelopmentofcommunication,bodyawarenessandsensoryprocessing.Handmassage,istherefore,ofbenettopupilswithspecialeducationalneeds.Itcanrelaxorstimulatedependingonwhichessentialoilsareused.

Usemassagetoencourageawarenessofthehands.

Pour some oil onto your palm and rubyourhandstogethertowarmtheoil.Startmassaging the pupil’s leastdominant handuntil they getused to thesensation.



Cross Curricular Skill:

Communication –Readarangeoftextsforideasandenjoyment

Thinking Skills and Personal Capabilities:Showexcitement,enjoymentandsurprisein learning

Play for pleasure and as a form of creativeexpression

To Be Me Feast for the Senses

Massageboththefrontandbackoftheirhand,includingtheirngersandpalm.Varythepressureandspeedofmassage,usingagentlebutrmtouch.Thenrepeatontheirdominanthand.Considerusingaselectionofmassageproducts,suchashandcream,essentialoils,babyoil,tactiletoys,woodenmassagers,etc.

SeeResource1forthedo’sanddon’tsandtipsforgivinghandmassage.

Youcanmakelinksto:

• Language and Literacy by singing or saying rhymessuchas“ThisLittlePiggy”and“TenGreenBottles”;

• Drama byusingngerpuppetstoretell a rhyme or story after the massage; and

• Mathematics and Numeracy by countingonngers.

Encourageyourpupilstoparticipateintherhymesandstoriesifpossible.



Key Question


Wind o ChangeBlowaircurrentsontothehandsandfacesofpupilsusingavarietyofsourcesofcoldandwarmair.

Youcanuseanyorallofthefollowingcollectionofresources:straws,ahairdryer(withacoolairsetting),fans(madeinanartlessonorboughtinashop),afootpump,balloonsandplastictubing.

Startwithalevelofstimulationappropriatetothepupilandlookcarefullyforaresponse.Again,youcanusethislessontotellstoriessuchas“TheThreeLittlePigs”(makinguseofaircurrentsforhufngandpufng).Tryvaryingthesecondsbetweenblowingtoobserveanticipation.

What can we eel and

do with our handsand aces?



Cross Curricular Skills:

Communication –Understandnon-verbalsignals

Communication –Takepartinorallanguageactivities

Thinking Skill and Personal Capability:Showexcitement,enjoymentandsurprise in learning


Y ou w i ll need:

• Equipmentt ocr eat e air cur r ent s(st r aw s, pump,hair dr yer ,et c.)

Youcanmakelinksto:• The Arts bymakinganddecoratingfans;

• Language and Literacy by telling the storyofthe“ThreeLittlePigs”;

• Mathematics and Numeracy by usingwarmandcoldairandvaryingthe time lapses between the stimulus; and

• The World Around Us (Geography) by using warmandcoldairtomakelinkswiththeweatherandtheseasonsandlookingatthe

different materials used to build the houses in thestoryof“TheThreeLittlePigs”.



Key Question


Feeling GoodBrushandstrokeyourpupils’hands,faces,arms,legsandfeetusingarangeofmaterials.

Startwiththerstmaterialanduseitinsequenceonallpartsofthebodythatarementioned.Lookforanindividualresponseandanticipation.Allowatimegapbeforemovingtothenextstimulus.

Lookforpupilsusingeyepointingasamethodofexpressing

achoiceoffavouritestimulus.

Y ou w i ll need:

• St imulif or br ushing

andst r oking

• St imulif or v ibr at ion

How do my hands, ace and body eel?




Communication –Contributecomments,askquestionsandrespond to others’ points of view

Thinking Skill and Personal Capability:Becuriousandaskquestionsabouttheworld around them using the senses toexploreandrespondtostimuli


Materialsthatcanbeusedinclude:• ababyhairbrush;

• gloves;

• make-upbrushes;

• afeatherduster;

• cottonwool;and

• fur,velvet,satinorotherfabrics.

Allownon-verbalpupilstochoosebypointingorpicture

exchange.Encouragethosepupilswithverbalskillstomakeaverbalchoice.Usethisasaturntakingactivityandtalkaboutthechoiceseachpupilmakes.Ifpupilsnditdifculttomakeachoice,acknowledgetheirresponseandtalkaboutwhattheyseemtolike.

Youcanmakelinksto:

• Language and Literacy bytalkingthroughthe activity;and

• The World Around Us (Science) by using different

stimulusmaterials.

Extension activityAllowyourpupilstoexperiencevariousformsofvibrationusingtheresourceslisted below:

• vibrationcushions;

• afootspa;

• electric/batterymassagers;

• anelectrictoothbrush;and• pull-stringvibratingtoys,etc.



Key Question


Touchy FeelyPlaceavarietyoftexturedmaterialsonatrayforyourpupilstofeelusingtheirhands.Tryaddingunusualobjectsthatarestrangetothetouch.

Encourageyourpupilstofeeltheobjects.Lookforfacialresponsesortactileresponsestoindicatewhethertheylikeordislikeacertaintexture(youmayneedtodothishandonhand).

Encourageverbalpupilstodescribewhat they feel using simple languagesuchassoft,hard,bumpy,rough,smooth,jagged,etc.

Makeatexturedbookthatyourpupilscanreadaftertheactivitybyselectingafewofthematerials

andattachingthemtobothsidesofindividualA4cards.Bindthepagesandgiveyourbookafrontandbackcover.

What can I eelwith my hands?

Y ou w i ll need:

• T ext ur edmat er ials(bubblew r ap,felt ,cot t on,w ool,silk,v elv et ,sandpaper ,aluminiumf oil,kit

chenscour er s,f oam,car pet,t insel,polyst yr ene,sheepskin, playdough,shr eddedpaper ,et c).

• A t r ay • Sheet sof A4car d

• Binding mat er ial •Mater ialf or cov er




Communication –Understandandexplorefeaturesintexts

Thinking Skill and Personal Capability:Experimentwithideasthroughmodelmaking


Explainwhat’sinsidetoyourpupils.Usethebookinarepetitivepattern,eitherworkingindividuallyorinagroup.Asthepagesarebound,theywilllearntoanticipatewhichtextureiscomingnext.Somemaybeabletosaywhichtextureiscomingnextandwhichonestheylike/dislike.

Youcanmakelinksto:

• Language and Literacy bymakingpersonalisedreadingbooksforchildrenwithPMLD,wherepossiblechoosing

favouritematerialstoincludeintheirbook;

• The World Around Us (Science) by using different materials; and

• Mathematics and Numeracy bydescribingproperties ofmaterials.



Key Question


Y ou w i ll need:

R esour c e 2: Hot,Coldand

War mSet s

• It ems of v ar ying t emper at ur e

• V ennr ings

Cold, warmor hot?

Diering DegreesGathertogetheritemssuchas:

• ahotwaterbottle;

• anicegel-pack;

• ahandwarminggel-pack;

• metallicitems;

• variouspackscontainingpulsesthatcanbeheatedinthemicrowave;and

• icecubesorplasticshapesdesignedforfreezing,etc.

Encouragepupilstohandleobjectsofvaryingtemperatures(forexamplehotorcold)anddistinguishbetweenthem.Observetheresponsesmadebynon-verbalpupils:facialgesturesortactileresponses(forexamplepullingaway,graspingtightly).Non-verbalpupilscanalsoexchangeorpointtosymbols.

Introducewarmasthemeasurebetweenhotandcold.







PlaceobjectsintolargeVennringsorsetsaccordingtothehot,cold,warmcriteria.Aftermodellingthistypeofsorting,seeifsomeofyourpupilsareabletosort.RecordtheoutcomeonResource2,ordesignyourownrecordingsheet.

Youcanmakelinksto:

• Mathematics and Numeracy by investigating measuresofcold,warmandhotandorganisinginformationinamathematicalformat(sets);

• Language and Literacy bydescribingwhattheyfeelorlisteningtodescriptionsofwhattheirclassmatesmightbe feeling; and

• The World Around Us (Science) bydiscussingtemperatureandsafetyintheclassroomandathome.



Key Question


Oursenseofsmellisimportantasithelpsustogatherinformationaboutourenvironmentandwhatishappening. Itisalsoverycloselylinkedtooursenseoftaste.

Beforecarryingoutthefollowingactivitiesconsultthepupils’recordsforanymedicalconditionsorallergiesthatwouldpreventapupilfrombeingabletotakepartinsensoryactivitiesinvolvingsmell.Neveruseliquidsthataredangerousandalwaystakethenecessaryhygieneprecautions.Alsoensurethatyourpupiliscomfortable.

Smelly DoughMake(orbuy)playdoughinseveraldifferentcolours.Addadifferentsmelltoeachcolourusingavouringsdesignedforcooking(forexamplegreencanbescentedwithpeppermint,yellowwithvanillaandredwithcherryorstrawberry).SeeResource3forinstructionsonmakingplaydough.

Topreventanxiety,tellyourpupilswhatisgoingtohappenandexplainwhateachsmellis.

Encouragepupilstomanipulate,exploreandexperiencethevarioussamplesofplaydough.Ensureyourpupilshavesufcienttimetohaveagoodsmell.Observeyourpupils’responsesandrespondtotheirchoicesandpreferences.

Y o

u w i ll need:

R esour c e 3: P layDoughRecipe

• P laydough/playdough ingr edient s

• F oodav our ings

• 8– 12small,empt y

container s• Cot tonw ool

• A v ar iet y of subst ancesw it hst r ong odour s

What canI smell?




Communication –Readarangeoftextsforinformation,ideas and enjoyment

Communicate inormation –ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Thinking Skills and Personal Capabilities:

Play for pleasure and as a form of creativeexpression

Talkabouttheirmemoriesandexperiences


Encourageyourpupilstotalkaboutwhattheycansmell.

Developnemotorskillsbyusingthedoughtoroll,pinch,poke,atten,etc.

Youcanmakelinksto:

• Language and Literacy bycreatingletter shapes out of the dough and by talkingaboutanddescribingcoloursand smells; and

• The World Around Us (Science) by investigatingdifferentcolours.



Key Question


(Continued)

Smelling BeeGather12small,emptycontainers(forexampleplasticvitaminjars,margarinetubs)andcreateseveralpinholesinthetopofeachone.

Placeasampleofthefollowingitemsineachcanister:

• anonion • vinegar

• alcohol • perfume

• abananachunk • peppermint favouring• vanillaextract • cinnamon

• ground coee beans • orangeoil

• freshherbs • mincedgarlic

Usecottonwooltosoakuptheliquidscentsandplaceinacanister.Thennumberthecanistersandmakeanoteofthecontents.

Begin the lesson by spraying some perfume or air freshenerintotheairandalertingtheclasstothefactthattheyareusingtheirnosestosmelltheperfume.Encourageyourpupilstoclosetheireyessotheycanconcentrateonthesmellratherthanwhattheysee.

Youmaywishtolimitthenumberofcontainersfortherstlesson,astoomanymayconfusethepupils.Smelleachoneinturnandpassitround.Encourageyourpupilstouselanguageskillstocompareanddescribeeachscent.

What canI smell?



Giveyourpupilstheopportunitytotrackthesmellormovetowardsit.

Lookforresponsessuchasbodyandheadmovements,wideningoftheeyes,sneezing,smilingorfrowningfromyourPMLD/non-verbalpupils.

Respondtoyourpupils’choicesandpreferences.

Lettheadultshaveagotoo.

Youcanmakelinksto:

• Language and Literacy by describingsmells.



Key Question

To Be Me Feast for the Senses16

Run Run as Fast as You CanUseatraditionalstorysuchas“TheGingerbreadMan”todevelopaliteracyactivityinvolvingthesenseofsmell.

Repeatthestoryseveraltimesusingthesamebookordifferentformatssuchas:onlinestories,ngerpuppets,visualaids,ormakeyourownbooks.

Discussthestorywithyourpupils,usingthefollowingfocusedquestionsasprompts:

• Whatdoeshelooklike?• Whatmighthetaste/smelllike?

• Whywaseveryonechasinghim?

• Whatmighthappenwhentheycatchhim? Encourageyourpupilstopredictthesequenceofthestoryandtoretellitusingpicturesorintheirownwords.

Exploregingerbreadfurtherbybakinggingerbreadmenandeatingthematbreak-time(insteadofbaking,youcouldbuythegingerbreadmenfromashop).Encourageyourpupilstosmellthegingerbreadmenandifbakingthemyourselfencourageyourpupilstosmell theingredients.

Makegingerbreadplaydoughandallowpupilstocreateandplaywiththeirowngingerbreadmen.Encourageyourpupilstosmellthegingerbreadplaydough.UsetherecipesinResource5fordetailsonhowtomakegingerbreaddoughandplaydough.

Y ou w i ll need:

R esour c e 4:

T he Ginger br ead Man R esour c e 5:

Ginger br eadRecipes

P ow er P oin t : Ginger br ead Man

• Ingr edient st omakeginger br ead doug

h (seeResour ce5)or ginger br ead men bought f r om a shop

Can we use our sense o smell inlistening to stories?




Communication –Understandandexploreideas,eventsandfeaturesintexts

Using ICT –Accessandmanagedataandinformation

Using ICT –Investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools

Thinking Skills and Personal Capabilities:Showexcitement,enjoymentandsurprisein learning

Experimentwithideasthroughwriting,drawing,markmaking,modelmaking


UsingResource4,allowpupilstocreatetheirownpapergingerbreadman.Togethercolourinhisdecorations,cuthimoutanddecoratehimwithsprinkles,sweetsandspicessuchasgingerandcinnamon.Encourageyourpupilstosmellthespices.

YoucanalsoprovideyourpupilswithICTexperiencesbyusingthePowerPoint:GingerBread Man with them or byhelpingthemaccessthestoryonlineat: www.topmarks.co.uk/stories/gingerbread.htm

Booksandngerpuppetsareavailablefrombookshopsoronline.



Key Question


Tastingcanbeincludedaspartofanoralandarticulationprogrammetoencouragelipandtonguemovement.Itcanalsobeusedtostimulatethesenseoftaste,todevelopatoleranceofarangeoftastesandtoencouragedevelopmentoffeedingskills.

All in Good TasteGatherinformationfromparents/carersaboutthefoodstheirchildrenliketoeatathome.

Organiseatastingactivitytoexplorethefourmajortastes thatthetonguecansense:bitter,sweet,sourandsalty.

Respectthepupils’likes/dislikes,don’tsimply makeassumptions.

Consultthespeechandlanguagetherapist/physiotherapistoroccupationaltherapistbeforedoinganyactivities,whichinvolvefoodordrink,orpositioningofpupils.

Alsomakesureyouareawareofanyspecicdietaryrequirementsyourpupilsmayhave,includingallergies.

Collectfoodsthatarebitter(forexamplelemon,grapefruit,unsweetenedcocoaandplainchocolate),sweet(forexamplejam,honey,toffee,syrupandmilkchocolate),sour(forexamplenaturalyoghurt,souredcream,pickle)andsalty(forexamplecrisps,baconandsaltedpopcorn).

Takeseverallessonstocoverallthetastes(forexamplecoversweetandsouroneday,bitterandsaltythenext).

Preparethetastesamplesoncleanutensils,takingthenecessaryhygieneandfoodsafetyprecautions.Ensurethatyouwashyourhandsbeforeandaftertheactivity.

Y o u w i l l n e e d :

R e s o u r c e 6: S w e e t ,S al t y ,S our and Bi t t e r S e t s

• V ar i ousf ood i t e msf r om t he f our maj or t ast e c at e gor i e s

• V e nnr i ngs

What canI taste?



Allowtimeforthetastetohaveanimpactonyourpupils.

Observeyourpupils.

Givepupilsadrinktocleartheirpalatebetweensamples.

Encouragetheverbalpupilstodescribethe sensations they are feeling with wordslike“sweet”,“yummy”,“salty”and“yuk”.Encouragenon-verbalpupilstousethe trafc-lightsystemofcommunication.

Respondtoyourpupils’choices andpreferences.

Finally,togethersortthefoodsintocategoriesusingasimilarmethodtothelessononcold,warmandhotsensations.PuttheitemsintoVennringsonthetableandrecordthe

informationonpaperasindicatedinResource6,oryoucandesignyourownworksheet.

Youcanmakelinksto:

• The World Around Us (Science) using the senses;

• Mathematics and Numeracy bycollectingthe information and displaying it for the purpose of interpreting the results; and

• Language and Literacy by verbally

describingthedifferenttastes.


Communication –Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Thinking Skills and Personal Capabilities:Bewillingtotakeonnewchallenges

Showexcitement,enjoymentandsurprisein learning



Key Question


To Your Taste?Tryablindfoldedtastinggame.Blindfoldpupils(whofeelcomfortablewiththisprocedure)andencouragethemtotastedifferenttypesoffooditemsinsmallquantities.

Youcaneithershowthemthefooditemsrstornot,depending on your judgement of their levelofability.

Verbalpupilscandescribeandguesswhattheycantaste.Non-verbalpupilsmaydistinguishlikesanddislikesbyusinggestures.Resource7listssomeoftheresponsestowatchfor.

RecordtheinformationindividuallyonResource8.Imagesofadditionalfooditemsarealsoprovided,whichyourpupilscanpasteontotheirsheet.Alternativelydesignyourownsheet.

Y ou w i ll need:

R esour c e 7 : Non-V er balT ast e

Responses

R esour c e 8: Like/Don’t Like

• A blindf old

• Sev er aldif f er ent av our sof cr isps

• Jam

• Honey

• Jelly

• Cer eals

• Raw v eget ables

• F r uit

• Icecr eam

• Hot chocolat e

DoIlikethis or not?




Using Mathematics –Identifyandcollectinformation

Thinking Skills and Personal Capabilities:Play for pleasure and as a form of creativeexpression

Bewillingtotakeonnewchallenges


Youcanmakelinksto:• Language and Literacy byhavingthemdescribewhat

they taste; and

• Mathematics and Numeracy bytogetherrecordingwholikeswhatorhowmanytastesareliked/disliked.



Key Question


Sounds GoodGoona“SoundWalk”withyourclasseitherinsidetheschooliftheweatheriswetoroutsideiftheweatherisdry.Preparethegroupbeforeyousetoffbyexplainingtheneedtobesilentasyouwalkaround.Agreeonasignaltostopandlisten,suchasahandintheair.

Nospecicresourcesareneeded,butitwouldbeenjoyable(andreinforcing)torecordsoundsasyoupassthemusingataperecorder,mobile

phone,laptop,etc.

Whenbackintheclassroom,playthesoundsandseeifthepupilscanidentifythem.

YoucanprovideyourpupilswithICTexperiencesbyrecordingandlisteningtosoundeffectsonthecomputer.Soundeffectsarealsoavailableontheinternet from www.soundrangers.combyclicking“soundeffectdownloads”,choosing“sounds”fromthe

listandclickingon“demos”Youcanalsosearchsoundsbytypingintothesearchbox.

Y ou w i ll need:

• At aper ecor der /CDplayer

• V ar iouspict ur esound lot t o games av ailable f r omeducat ionalcat aloguesor ont he

int er net

What canI hear?




ICT –Accessandmanagedataandinformation

Thinking Skill and Personal Capability:Becuriousandaskquestionsabouttheworldaroundthem,usingthesensestoexploreandrespondtostimuli

Soundsarealsoavailableonwww.sounddogs.com byclickingon“SoundEffects”inthelefthandcolumn.Chooseacategoryfromalistofsounds.Clickon“preview”.

Extension activityPlay sound lotto to identify and name familiar sounds andmatchthesetocorrespondingpictures.YoucanalsoplayaBingogameusingpictureboardsandcounters.

Youcanmakelinksto:• The World Around Us (Science) using the senses; and

• Language and Literacy byaskingyourpupilstodescribewhattheyhear.

To Be Me Feast for the Senses 23



Key Question


Light FantasticCreateamulti-sensoryroomorcornerthatenablesyoutoblockoutnatural/articiallight.Youcanusealargecardboardboxasanalternative.SeeResource9forideasonhowtocreatethisspace.

Exposepupilstovarioussources/formsoflight(forexamplereectivesurfaces/objects;glitteringsurfaces;brightintenselight;torchlight;lasers;

uorescentmaterials;projectedimages).

PromoteanddevelopvisualtrackingskillsbyengaginginsimplevisualtrackinggamesforpupilswithPMLD/limitedattentionspan/visualimpairment.SeeResource10forsuggestions.

For pupils with some verbal ability andmoredevelopedfocus,promotesustained

interestandconcentrationonvisualstimuli.Forexample,usealaptopandaprojectortoprojectimagesfromDVDs,theinternet,PowerPointpresentationsandsoftware programmes onto a variety of itemstocreateinteresting,motivatingandexcitingvisualstimuli.

What canI see?Y o

u w i ll need:

R esour c e 9: AMult i-Sensor y

Env ir onment

R esour c e 10: V isualT r ackingand

V isualAt t ent ion

R esour c e 11: Cr eat ingV isual

St imuli

• Dif f er ent sour cesof light

• V isualst imuli

• Mat er ials t o pr oject ont o






Thinking Skill and Personal Capability:Showexcitement,enjoymentandsurprise in learning


SeeResource11forarangeofitemsyoucouldprojectontotoaddvarietyandvisualinterest.

Youcanmakelinksto:

• Language and Literacy byencouragingvisualtracking.



Key Question


Remember Remember Play a visual memory game involving acollectionoftopic-relatedorinterestingobjectsonatray.

Beginwithtwoobjects.Pickupanddescribeeachobject,listthemverbally,thenhidethetwoobjectsunderacloth.Removeoneobjectfromundertheclothandencouragepupilstonamethe

missingobject.Thiscanbedoneasaturn-takingactivity.Ensureyournon-verbalpupilscantakepartbyusingpicturesoftheobjects.

Buildupthenumberofobjectsgradually,accordingtotheabilityofpupilsinthegroup.

Combinevisionandtouchby

playing a game that involvesidentifyingpicturedobjectsbytouch,see“What’sInNed’sHead?”availablefrom www.hawkin.comThisgamecomeswithalltheequipment needed and suitsnon-verbalaswellasverbalplayers.

Can I remember what I have seen?




Talkabouttheirmemoriesandexperiences


Y o u w i l l ne e d :

• A t r ay

• Aclot h(lar geenought ocov er t r ay )

• Acollect ionof object st hat belongt opar t icular gr oups(f or examplef r uit ,v eget ables,clot hing,t oy s,kit chenequipment )

Playavisualodd-one-outgamewithobjects(suchasanapple,orange,bananaandaspade;gloves,ahat,ascarfandateddybear)orbyusingpicturesorsymbols(forexamplecolours,lettersofthealphabet,shapes,sizes,topic-relatedpictures/words).‘Odd-one-out’gamesarealsoavailabletobuy.

Youcanmakelinksto:• Language and Literacy by having your pupilsdescribewhatobjectsmightfeellike,nameobjectsorusetangiblelettersfromthealphabetortopic-relatedwords/ pictures.




Resource 1Massage Tips

Tomakesuretheactivityisapositiveandsafeexperience,thefollowingpointsshouldbenoted:

•Nevermassagedryskin.

•Nevermassageskinwithbruisesorcuts.

Essential Oils• Donotuseessentialoilswithoutobtainingpermission

fromparentsrst(babyoilorhandlotionaresuitablealternatives).

• Assomeessentialoilscanirritatetheskinorcause

otherhealth-relatedproblemstheyshouldnotbeusedwithoutconsultationfromanaromatherapist;occupationaltherapistsandphysiotherapistsmayalsobeabletoofferadvice.

Massage Room• Themassageroomshouldbewarmanddraughtfree.

• Thelightingshouldbesoft,anddistractingnoiseshould

bekepttoaminimum.• Inorderforconnectionstobeconsolidateditmaybeof

benetforthemassagetotakeplaceinthesameareaoftheroomeachsession,withthesamemusicplayingandthesamescent(eitherintheroomatlargeorwithinthemassageoil)tobeevident.



Resource 2Hot, Cold and Warm SetsSortitemsintohot,coldandwarm.Thenrecordyourndingshere.




Resource 2Hot, Cold and Warm Sets



To Be Me Feast for the Senses32

Resource 3Play Dough Recipe

Play Dough200g plain four 100g salt 1tbspcookingoil2 tsp cream o tartar

300ml water Extract o your choice (mint, vanilla, cinnamon,cherry, herbs, oils)Choice o ood colouring

Mixour,saltandcreamoftartartogetherina

bigsaucepan.Addwatergraduallytoremovelumps(Foodcolouringandextractscanbeaddedtowaterorlefttotheendwhenyoukneadthedough).Putpanoveralow-to-mediumheatandcook,stirringconstantly(Itishardwork).Themixturewillsuddenlybegintothicken.Continue

stirringuntilthedoughbecomesverystiff.Removepanfromtheheat.Scrapeoutdoughontoasmoothsurface.Soakpanimmediately.Kneadbuttakecare–thedoughwillbeveryhotinthecentre.

Storeyourdoughinseparateairtightcontainers.

Itcanbeusedmanytimes.



Resource 4 The Gingerbread Man

Colour the eyes, mouth, buttons and icing.Add your own decorations.




Resource 5Gingerbread Recipes

Gingerbread DoughIngredients (15-20 biscuits)350g plain four 1 tsp ground ginger 1/2tspgroundcloves1/2tspgroundcinnamon1 tsp bicarbonate o soda100g butter

175g sot brown sugar 1 egg4 tbsp Golden Syrup

Method1. Mixtogethertheour,spicesandbicarbonate

ofsoda.

2.Rubinthebutteruntilitlookslike

breadcrumbs.

3.Addthesugar.

4.Inaseparatebowl,mixtogethertheeggandgoldensyrupthenaddtothedryingredients.

5.Mixtogetheruntilitformsadough.Tipoutontoaclean,ouredworksurfaceandkneadforaminuteortwountilitissmooth.

6.Pre-heattheovento180°C/gasmark5.

7.Rolloutthedoughtothedepthofapencil(approx.5mm)andcutoutshapeswithgingerbreadmencutters.

8.Laythebiscuitsonagreasedbakingtrayandbakefor10–15minutesuntilgoldenbrown.

9.Leaveonthebakingtrayuntilcool.

Youmayprefertobuyapacketmixforgingerbreadmen,whichwouldhaveasuitablecutterinside.

GingerbreadPlay DoughIngredients1 cup four ½ cup salt 2 tsp cream o tartar 1 cup water 1 tsp vegetable oillots o cinnamon, allspice,ginger, nutmeg, etc.

MethodMixthedryingredients. Playwiththespicesuntilyougetthescentandcolouryou

want.Mixthewaterandoiltogetherrstandthenaddthem to the dry ingredientsandstir.Inapot,cookthemixturefortwotothreeminutes,stirringfrequently.The dough will start to pullaway from the sides of thepanandclumptogether.Takethe dough out of the pan and

kneadituntilitbecomessoftandsmooth.Allowtocoolandstoreinanairtightcontainer.



Resource 6Sweet, Salty, Sour and Bitter Sets

sweet




Resource 6

salty

Sweet, Salty, Sour and Bitter Sets



Resource 6

sour





Resource 6

bitter




Resource 7Non-Verbal Taste ResponsesBelowisalistofpositiveandnegativeresponsesyoumayseeyournon-verbalpupilsexhibitduringthetasteactivity.

RefertoCCEA’sQuestForLearning.

Rejection

• movesawayfromtaste

• spitsout

• pushesoutwithtongue

• pushesoutwithteeth

• cries

• startles

• stills

• widenseyes

• shudders

• opensmouthwide

• movestongue

• movesteeth

• closesmouth

• grimaces

Acceptance

• movestowardsthetaste

• swallows

• moveshead

• moveslips

• movestongue

• movesmouth

• movestongueagainstteeth

• movestonguearound

inside of mouth• facialexpressionschange

• gurgles

• lickslips

• movesarms/legs




M a y e r J o h n s o n P C S S y m

b o l s ©

M a y e r J o h n s o n L L C c o n t a c t W i d g i t S o f t w a r e w w w . w

i d g i t . c o m

Resource 8Like/Don’tLikeRecordyourpupils’tastepreferenceshere.Listtheirlikes/dislikesfromyourtastingactivityand/orassistthemwithpastingthefoodimages providedintotherelevantcolumn.

Ilike Idon’tlike



Resource 8Like/Don’tLike




Resource 9A Multi-Sensory Environment

Inordertolimitdistractionswhenpresentingpupilswithvisualstimuli,itmaybebesttoconductsuchactivitieswithinamulti-sensoryenvironment.Amulti-sensoryenvironment/spacecanbefashionedinavarietyofdifferentwaysincludinga:

•largecardboardboxandatorch;•softplayroom;

•quietroom;

•darkroom–insucharoomitisadvisabletostartwiththe room being empty and to bring in visual stimuligradually;

•whiteroom–whiteoorsandwalls;

•relaxationroom;and

•interactiveroom–wherepupilscanaccessallequipmentbythepupilsandtheycanmakechoicesastowhichequipmenttheywanttouse.

Tips:

•Ensurethattheroomiseasilyaccessible.

•Ifpaintingaroom,useamattoregg-shellnish.

•Forblackoutmaterialusedarkgreeninsteadofblack.

•Haveafanintheroom.

•Ensurethatlightingissoft.

•Don’toverloadthewallsandceilingswithmobiles

andpictures.



HorizontalTracking:Placeobjectnearyourpupil’seyeleveluntilhe/shexates.Thenmovetheobjectfromsidetoside.Suggestedresources–torches,lights,balloons,pull-alongtoys,nger

puppets,bubbles,radio-controlledcar.

Disappearance o a slowlymoving object:Maketoysslowlydisappearbehindyourbackorbelowatable.Suggestedresources–handpuppet.

VerticalTracking:As above with up and downmovements.Suggestedresources–yo-yo,puppetonastick,kites,marbleruns,bouncingtoys,toysonastring,ribbon.

Partial hiding:Partiallyhidetoys,puppets,etc.behindcurtains,piecesoffurniture.Coveryourfacewithcloth,net,etc.andappearagain.

CircularTracking:Moveobjectinaslowcircleofaboutonemetre.Suggestedresources – a variety of objectssuggestedabove.

Finding a hidden object:Playapeek-a-bootypegamewithvariousobjectsthatcandisappearbehindyourback,inapocketorup asleeve.

IrregularTracking:Moveobjectinslowcurvesandangularmovementsforabout10seconds.

Suggestedresources– a variety of objectsassuggestedabove.

Trackingatanincreaseddistance:Makeuseoftheobjectsusedfortrackingasmentionedabove.


Resource 10 VisualTrackingandVisualAttention




Resource 11Creating Visual Stimuli

White Umbrella:Openawhiteumbrellaandplaceitontheoor.Sit1–3pupilsontheoorfacingtheinsideoftheumbrella.Placeaprojectorontheoorattherearoftheumbrellaandprojectimagesontoit.ThisactivityworksparticularlywellwhenprojectingfavouriteDVDsonto

theumbrella,asitformsahighlyvisual,concavecinemascreen.

White Net:Gather a few meters of plain whitenet.Thiscanbepurchasedatalocalfabricshop.Placethenetinapileontheoor.Useaprojectorandprojectorwheeltoprojectontothenet.Thisactivityisparticularlyeffectiveusingcolouredwheelstocreatea

magicaleffect.

Mosquito Net:Hang a white mosquito net from ahookontheceiling.Allowpupilstosit

insidethenet.Projectimagesontothenetforahighlyvisualexperience.

White Sheet:Hang a white sheet onto a wallor drape over furniture within the

classroomandprojectimagesontoit.

White Net Laundry Bin:Thesecanbepurchasedrelativelyinexpensivelyfromdiscountshops.

Usealaptopandprojectororamulti-sensoryprojectorandprojectorwheelstoprojectimagesontothenetbin.

Thisisgreatfunwhenusingwithtopicssuchas“UndertheSea”.Pupilscanhangseaweed,shellsandshinsidethebasketandprojectsea-likeimagesontoittoproducealovely3Dunderwater

scene(forexample,projectthe“FindingNemo”lmontothenetbin.

tbm feast for the senses

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