littlemack

  1. Groundhog's Day

    In this Remarkable Idea, students will learn about Groundhog’s Day, create their own groundhogs, and eat a Groundhog Day treat.

    This activity addresses:

    • Social Skills
    • Fine Motor
    • Functional Skills
    • Alternative methods of access

    What you need:

    • BIG or LITTLEmack
    • Jelly Bean Switch
    • PowerLink 4
    • Toilet paper roll (1 for each student)
    • Construction paper/cardstock (brown, green, white, black)
    • Black marker
    • Glue
    • Craft sticks/popsicle sticks (1 for each student)
    • Desk lamp with flexible head/Flashlight
    • Electric mixer
    • Instant chocolate pudding
    • Mixing bowl
    • Small plastic cups/bowls
    • Vanilla wafers
    • Sliced almonds (can be omitted for allergies)
    • Brown decorating gel

    Preparation:

    1. Use groundhog template page to cut out pieces for groundhogs from brown, white, and black construction paper or print groundhog template page on cardstock and cut out pieces.
    2. Record information about Groundhog Day to a BIG or LITTLEmack.
    3. Cut green construction paper in half so you have two 8.5 x 5.5 pieces (1 for each student). Make 1 inch cuts along one end. The green paper will be wrapped around the toilet paper rolls as grass with the strips sticking up over the top of the tube.

    What to do:

    Groundhog Day Activity
    1. Select a student to tell the class about Groundhog Day.
    2. Pass out the pieces for each student to make their groundhog and assist them in gluing the pieces together. Insert the craft stick between the two body pieces.
    3. Give each student a toilet paper roll and a piece of green construction paper. Assist students as necessary with wrapping the paper around the tube and gluing it on.
    4. Once finished students will be able to hold the craft stick and make their groundhog pop out of the ground (toilet paper roll).
    5. Connect the desk lamp and a Jelly Bean Switch to the PowerLink 4. Place the lamp facing towards a wall so students can take turns making their groundhog pop out of the ground to see if their groundhog sees their shadow. Students rotate between activating “the sun” and playing with their groundhogs.

    Groundhog Day Treat – Vanilla Wafer Groundhogs in Mud
    1. Connect the electric mixer and a Jelly Bean Switch to a PowerLink 4.
    2. Follow instructions for the instant pudding, allow students to activate the mixer. (Children should not be allowed near the mixer.)
    3. Pour the pudding into cups.
    4. Give each student a vanilla wafer and two sliced almonds.
    5. Use the decorating gel to draw a face on the vanilla wafer groundhog.
    6. Use the decorating gel as an adhesive to attach the ears (almond slices).
    7. Place your groundhog in the “mud” and enjoy.

    Script:

    “February 2nd is Groundhog Day. Groundhog Day is the day where the groundhog is supposed to come out of hibernation and poke his head out of the ground. If the groundhog sees his shadow he will go back into his burrow and we will have six more weeks of winter. If the groundhog does not see his shadow that means spring is on its way. The most famous groundhog is Punxsutawney Phil from Punxsutawney, Pennsylvania. Today we will make our own groundhogs and we can see if they see their shadow or not.”

    Keywords

    powerlink 4 | littlemack | jelly bean switch | functional life skills | fine motor skills | bigmack | alternative methods of access |

  2. Here Comes Fall!

    Here Comes Fall!

    In this activity students will conduct an experiment called chromatography to see the different colors in a leaf, and discuss why leaves change color in the fall. In addition to this experiment, students will use fall colors to create marbled leaves.

    This activity addresses:

    • Following directions
    • Sensory experience
    • Science skills
    • Science of bubbles
    • Alternative methods of access

    What you need:

    • BIGmack or LITTLEmack
    • Jelly Bean
    • My Art Spinnerr
    • Battery Device Adapter
    • Adapted scissors
    • Leaves
    • Rubbing alcohol
    • Small glasses/jars (baby food)
    • Coffee filters/filter paper
    • Hot water
    • Pencils/sticks (one per student)
    • Shaving cream
    • Baking pan
    • Finger paint
    • Construction paper

    Preparation:

    1. Cut out leaf shapes from the construction paper.
    2. Record the word “Autumn” on a BIGmack or LITTLEmack.
    3. Record “red”, “orange”, and “brown” on BIGmack or LITTLEmack so students can choose their colors.

    What to do for chromatography:

    1. Students can use the adapted scissors to cut a leaf into small pieces, and place them into the small glasses.
    2. Older students can use the scientific method and develop a hypothesis as to what is going to happen.
    3. Teacher adds a small amount of rubbing alcohol to the glass - enough to cover the leaves is fine. The alcohol will slowly change color from the chlorophyll in the leaves. To speed this up, place the glasses in a hot water bath.
    4. Students can use the adapted scissor to cut strips from the coffee filters.
    5. Attach the coffee filter strips to a pencil. Place pencil over glass so that strips hang down into the alcohol. After 30 – 90 minutes, bands of colors will be noticeable on the coffee filters.

    What to do for the art project:

    1. Place shaving cream on a table or in a baking pan and put fall colored finger paint (red, orange, brown) on top of the shaving cream.
    2. Allow students to swirl the paint around a little (not too much that the colors mix) and add glitter or other decorations.
    3. Place leaf cut outs or construction paper on the shaving cream.
    4. Students that cannot participate with the shaving cream and finger paint can paint their leaves using the My Art Spinner and Battery Device Adapter with a Jelly Bean.
    5. Once the paper is face down in the shaving cream lift it off, and scrape any excess shaving cream from the paper. Allow them to dry.
    6. Students can then play in the leftover shaving cream to draw pictures or practice writing.

    Scripts for activity:

    1. “Very soon the season will be changing from summer to fall. Another name for fall is autumn. Does anyone know what happens to the leaves on the trees in fall?”
    2. “Do you know why the leaves change in the fall? Plants have pigments in them that determine their color. Leaves have the pigment chlorophyll in them that make them green as well as another other pigments called carotenoids. Chlorophyll makes the leaves green while carotenoids can make the leaves yellow, red, or orange.”
    3. “When the weather is warm the tree produces a lot of chlorophyll which is why the leaves are green. As the season changes from summer to fall the weather cools down and the tree produces less chlorophyll, this is when we get to see the colors from the carotenoids.”
    4. “Today we are going to perform an experiment that will hopefully show us some other colors in our leaves, besides the green we see when we look at them.”
    5. Students can then play in the leftover shaving cream to draw pictures or practice writing.

    Keywords

    sensory | science | littlemack | jelly bean switch | following directions | bigmack | alternative methods of access |

  3. Forever Blowing Bubbles

    Forever Blowing Bubbles

    In this Remarkable Idea, students can collaborate and perform a great experiment using bubbles!

    This activity addresses:

    • Cause and effect
    • Spatial awareness
    • Working in a group
    • Measuring distances
    • Forces: speed of fan vs. distance traveled
    • Alternative methods of access

    What you need:

    • BIG or LITTLEmack (with symbol for bubbles)
    • Jelly Beamer and a href="https://www.ablenetinc.com/original-receiver" target="_blank">Original Receiver 2 (one with symbol for fan one with symbol for bubbles)
    • PowerLink 4
    • Bubble machine and bubble solution
    • Symbols for fan and bubbles (2)
    • Electric fan
    • Newspaper
    • Tape measure
    • Something to mark distance labeled 1,2, and 3

    Preparation:

    1. Plug the Bubble machine and fan into the PowerLink 4.
    2. Create bubble and fan symbols.
    3. Link the Original Receiver to the Jelly Beamer transmitters for the Bubble machine and fan plugged in to the PowerLink 4.
    4. Record ‘I’m Forever Blowing Bubbles’ on BIG or LITTLEmack.
    5. Put newspaper on the floor to keep it from getting slippery with bubble solution.

    What to do:

    1. Have the students decide on first setting for fan.
    2. Turn on the Bubble machine.
    3. Turn on the fan.
    4. Have a student play ‘I’m Forever Blowing Bubbles’ on BIG/LITTLEmack.
    5. Let the bubbles blow until the poem is finished.
    6. Record which bubble travels the greatest distance and mark the spot where it lands with the first bubble marker.
    7. Measure the distance from Bubble machine to tin can. This is recorded against the speed setting of the fan.
    8. Repeat process using different speed settings on the fan and different positioning of the Bubble machine.
    9. Re-position the fan angle and speed. Record which fan position and speed has the greatest effect on distance traveled.

    Script:

    Recording of ‘I’m forever blowing bubbles’ into BIG/LITTLEmack.
    “I’m forever blowing bubbles.
    Pretty bubbles in the air.
    They fly so high, nearly reach the sky.
    Then like my dreams, they fade and die.
    Fortune’s always hiding.
    I’ve looked everywhere.
    I’m forever blowing bubbles.
    Pretty bubbles in the air.”

    Keywords

    team work | spatial awareness | shapes | powerlink 4 | numeracy | littlemack | jelly beamer | forces | cause and effect | bigmack | alternative methods of access |