• Treasure Stop Logo with a Treasure Chest of Fun Objects

      

     

    ADAPTED LESSONS AND ACTIVITIES

    WPSBC educators share popular lessons that incorporate Individualized Education Plan goals and are adapted to meet the varying needs of our boys and girls.

    Idea: Scavenger Hunt - Hide and Move                    

    Submitted by: Laura Barbieri, PT                                

    Materials:                                                  

    • Animal Models
    • Animal Sounds via iPad®
    • Large Mats              

    Idea Description:  

    • The objective of this activity is to help students move their bodies, as well as use auditory and visual input.  It is a multisensory way for the students to learn about animals within the ecosystem. 
    •  In addition, students are using spatial skills to identify the direction of the sounds and to determine in which direction they need to move.
    • This activity can be used with other types of units and themes where movement, models and sounds can be utilized.
    •  Use an area where students can be out of their wheelchairs.  Ideally the area needs to be large enough to allow the students to actively move freely any way that they can. For students who are unable to move, providing them with trunk support from an adult will help them to sit up and actively use their eyes or turn their head.
    •  Hide animal models around the room. Provide animal sounds that correspond with the animal model.  The "Animal Sounds" free iPad App works great for this activity. 
    •  Play each animal sound from the direction of where that specific animal model is hidden.  Try not to give away the animals location!  Allow the student time to respond and to move their body, look, or to turn thier heads to find the animals.
    • Once the student obtains the animal, help them to explore the salient features both visually and tactually.  Pass the animal around to the other students to explore.
    • Provide facts regarding the animals including what ecosystem they live in and how they relate to other living things in that ecosystem. 

    Additional Information:  

    • Use visual adaptations for students with low vision such as additional lighting, decreased glare or high contrast.
    • Use adaptations for students with Cortical Visual Impairment (CVI) including Mylar® on the animal models, with spot lighting to help students to find the animals when they get near. Decrease the visual array and limit the background noise in the environment. 
    • For students who use pictures, take pictures of the models and ask them to find the pictures, and/or compare the pictures to the model.
    • If students are working on finding things in the environment, you can leave the model out so that the student can scan the environment to find the animal.
    • Place students who have difficulty hearing closer to the animal sounds or use an FX system or other amplification.
    • Students need to be encouraged to actively move any way that they can.
    • Provide latency time to allow students to locate the sound and to motor plan to move to find the animals. 
    • Add different textures on the animal models for the students to feel - for example: fur on a mammal, or feathers on a bird. 
    • Can place the students in two teams to see which team can find the most animals.   

     

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