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Elise at home learning with Virtual ExCEL Academy

The Virtual ExCEL Camp

We are preparing for summer! So much has happened and the Virtual ExCEL Academy held 84 expanded core curriculum lessons during the school year to help supplement our students across the United States as well as to provide vision professionals ideas and give pre-service teachers an opportunity to see instruction in action. The American Printing House for the Blind (APH) is now preparing to offer the Virtual ExCEL Camp from mid-June through mid-August.

The Virtual ExCEL Camp will include a live hour at 2:00 ET, Monday through Friday, and is free to all registrants. Our target audience will continue to be students with vision loss. Also included are five at-home extension activities for the camp theme and with the camp supplies that will be sent to the student. The Virtual ExCEL Camp will be separated by age groups. We will continue to record these sessions so all have the opportunity to learn.

Please register your students with their needs and levels in mind. A grant from the Hearst Foundation is providing students from the United States of America an APH product that will be used during camp so we need registrations completed early! For students to receive items in time for camp, they must have registered for their session at least four weeks prior to the camp’s start date. Those that register after that date are still welcome to attend; we would suggest working with your teacher of students with visual impairments to procure the product for use during camp as all items are available through Federal Quota.

Student Registration

Parents, please register your student for one camp that matches their needs. As parents, you know if they would be more appropriately placed with the age level identified. If you are unsure, we suggest reaching out to your teacher of students with visual impairments. And remember, each student must be registered separately and must meet the definition of blindness in your state.

Week of June 21-25: Art Camp (4-6 years old). Carousel of Textures (1-08863-00) and Quick-Draw Paper (1-04960-00) will be the products of focus for this camp.
Week of June 29-July 2: Mystery Camp (7-10 years old). Picture Maker Wheatley Tactile Diagramming Kit (1-08838-00) will be the product of focus for this camp.
Week of July 12-16: STEM Camp (11-13 years old). Snap Circuits Jr. Access Kit (1-03041-00) will be the product of focus for this camp.
Week of July 19-23: Career Camp (14-22 years old). JAWS (D-11002-ED) and ZoomText (D-11003-ED) will be the products of focus for this camp.
Week of July 26-30: Space Sensory Camp (pre-symbolic learners). Flip-Over Concepts Books: Textures (1-08829-00), Parts of Whole (1-08832-00) and Line Paths (1-08831-00) will be the products of focus for this camp.
Week of August 2-6: STEM Spanish Camp. Snap Circuits Jr. Access Kit (1-03041-00) will be the product of focus for this camp.

Week of August 2-6: STEM Spanish Camp

  • AUDIENCIA DE LA ACADEMIA

    Diferentes edades

    TÍTULO DE LA SESIÓN

    Introducción a Snap Circuits, Electricidad y redes eléctricas

    DESCRIPCIÓN

    Los estudiantes aprenderán todo sobre circuitos eléctricos, como funcionan, y donde se encuentran en tu vida diaria.

    Instructoras

    Bernice Medina y Taína García

    ÁREAS DEL CURRÍCULO BÁSICO O CURRÍCULO BÁSICO EXPANDIDO

    • Habilidades compensatorias: Desarrollo de conceptos
    • Educación profesional: Concientización profesional
    • Recreación y tiempo libre: Actividades de ocio y pasatiempos
    • Orientación y movilidad: Conceptos de espacio

    CONOCIMIENTO PREVIO

    • Habilidad para manipular objetos pequeños.

    OBJETIVOS DE APRENDIZAJE

    • Los estudiantes definirán electricidad y corrientes eléctricas.
    • Los estudiantes utilizarán una cuadrícula y coordenadas para colocar y ubicar piezas.

    MATERIALES NECESARIOS

    • Kit de Snap Circuits
    • Batería/Pila AA
    • Alambre de cobre
    • Batería/Pila de linterna de 6 voltios
    • Cables de pinza de cocodrilo (alligator clips)
    • Una bombilla
  • AUDIENCIA DE LA ACADEMIA

    Diferentes edades

    TÍTULO DE LA SESIÓN

    Tipos de Circuitos: Abiertos/Cerrados, y Series y Paralelos

    DESCRIPCIÓN

    Los estudiantes aprenderán la diferencia entre un circuito en serie y un circuito en paralelo y luego se divertirán creando sus propios circuitos.

    Instructoras

    Bernice Medina y Taína García

    ÁREAS DEL CURRÍCULO BÁSICO O CURRÍCULO BÁSICO EXPANDIDO

    • Habilidades compensatorias: Desarrollo de conceptos
    • Educación profesional: Concientización profesional
    • Recreación y tiempo libre: Actividades de ocio y pasatiempos
    • Orientación y movilidad: Conceptos de espacio

    CONOCIMIENTO PREVIO

    • Habilidad para manipular objetos pequeños.
    • Información presentada en la clase 1

    OBJETIVOS DE APRENDIZAJE

    • Los estudiantes describirán la diferencia entre circuitos abiertos y cerrados.
    • Los estudiantes construirán circuitos en serie y en paralelo.

    MATERIALES NECESARIOS

    • Kit de Snap Circuits
    • Baterías/Pilas AA
    • Batería/Pila de 9 voltios
    • Cinta adhesiva
    • Papel de aluminio
    • Dos bombillas de linterna idénticas
  • AUDIENCIA DE LA ACADEMIA

    Diferentes edades

    TÍTULO DE LA SESIÓN

    ¡Es tiempo de cambiar las cosas un poco! Diversión con interruptores y la Ley de la Conservación de la Energía 

    DESCRIPCIÓN

    Los estudiantes aprenderán cómo los interruptores abren y cierran un circuito.

    Instructoras

    Bernice Medina y Taína García

    ÁREAS DEL CURRÍCULO BÁSICO O CURRÍCULO BÁSICO EXPANDIDO

    • Habilidades compensatorias: Desarrollo de conceptos
    • Educación profesional: Concientización profesional
    • Recreación y tiempo libre: Actividades de ocio y pasatiempos
    • Orientación y movilidad: Conceptos de espacio

    CONOCIMIENTO PREVIO

    • Habilidad para manipular objetos pequeños.
    • Información presentada en las clases 1 y 2

    OBJETIVOS DE APRENDIZAJE

    • Los estudiantes describirán y demostrarán qué hace un interruptor cuando se agrega a un circuito.
    • Los estudiantes describirán y demostrarán la Ley de la Conservación de la Energía.

    MATERIALES NECESARIOS

    • Kit de Snap Circuits
    • Baterías/Pilas AA
    • Cables de pinza de cocodrilo (alligator clips)
    • Tornillo de bombilla
    • Soporte de bombilla
    • Soporte para baterías/pila AA con cables
    • Papel
    • 2 clips de papel
  • AUDIENCIA DE LA ACADEMIA

    Diferentes edades

    TÍTULO DE LA SESIÓN

    ¡No podrás resistir esta clase! Diversión con resistencias, aislantes y conductores.

    DESCRIPCIÓN

    Los estudiantes explorarán qué materiales son buenos conductores de electricidad y también cómo las resistencias y los aislantes impactan a un circuito.

    Instructoras

    Bernice Medina y Taína García

    ÁREAS DEL CURRÍCULO BÁSICO O CURRÍCULO BÁSICO EXPANDIDO

    • Habilidades compensatorias: Desarrollo de conceptos
    • Educación profesional: Concientización profesional
    • Recreación y tiempo libre: Actividades de ocio y pasatiempos
    • Orientación y movilidad: Conceptos de espacio

    CONOCIMIENTO PREVIO

    • Habilidad para manipular objetos pequeños.
    • Información presentada en las clases 1, 2 y 3

    OBJETIVOS DE APRENDIZAJE

    • Los estudiantes demostrarán qué puede hacer la resistencia, los conductores y los aisladores a un circuito eléctrico.

    MATERIALES NECESARIOS

    • Kit de Snap Circuits
    • Batería/Pila AA
    • Batería/Pila AA (4)
    • Soporte de batería/pila 3xAA (battery holder)
    • Cables de pinza de cocodrilo (3) (alligator clip leads)
    • Mini bombilla
    • Base de tornillo de mini bombilla
    • Lápices #2 (al menos 5)
    • Regla métrica
    • Sacapuntas
    • Sierra para cortar metales (coping saw or hacksaw) (se requiere la supervisión de un adulto)
  • AUDIENCIA DE LA ACADEMIA

    Diferentes edades

    TÍTULO DE LA SESIÓN

    ¡Diversión con circuitos!

    DESCRIPCIÓN

    Los estudiantes usarán la información aprendida sobre circuitos, interruptores, resistencias y aisladores para construir circuitos complejos.

    Instructoras

    Bernice Medina y Taína García

    ÁREAS DEL CURRÍCULO BÁSICO O CURRÍCULO BÁSICO EXPANDIDO

    • Habilidades compensatorias: Desarrollo de conceptos
    • Educación profesional: Concientización profesional
    • Recreación y tiempo libre: Actividades de ocio y pasatiempos
    • Orientación y movilidad: Conceptos de espacio

    CONOCIMIENTO PREVIO

    • Habilidad para manipular objetos pequeños.
    • Información presentada en las clases 1, 2, 3 y 4

    OBJETIVOS DE APRENDIZAJE

    • Los estudiantes utilizarán principios básicos de electricidad y circuitos para construir circuitos más complejos para realizar una tarea.

    MATERIALES NECESARIOS

    • Kit de Snap Circuits
    • Baterías/Pilas AA
    • Vaso pequeño de agua
    • Sal

Week of July 26-30: Space Sensory Camp (pre-symbolic learners)

  • Academy Audience

    pre-symbolic learners

    Session Title

    Where am I in Space?

    Description

    Join us as we explore concepts of community and home as we learn about our position in space. Participants will develop their spatial awareness and identify common features of their home environment.

    Instructor

    Sarah Bernier & Erica McKinney

    Primary Core or ECC Area

    Orientation & Mobility

    Prerequisite Knowledge

    Where do I live?

    Learning Objectives

    Students will demonstrate an understanding of “space” as it applies to where we are located/live/etc. (spatial awareness).

    Material Needed

    • Tactile symbols for key words (see tactile symbols guide)
    • APH provided Flip-Over Concept Books
  • Academy Audience

    pre-symbolic learners

    Session Title

    The Sun & Earth Make Day and Night

    Description

    Join us as we explore how the sun’s rays light the Earth, creating day and night. Participants will learn what happens when the sun shines on the Earth. We will learn about things we do during the day when the sun is shining and what we do at night.

    Instructor

    Sarah Bernier & Erica McKinney

    Primary Core or ECC Area

    Compensatory/Access Skills – Time Concepts

    Prerequisite Knowledge

    What happens during the day?

    Learning Objectives

    Students will explore how the sun creates night and day and evaluate events that occur during the day versus night.

    Material Needed

    • APH provided Flip-Over Concept Books
    • Tactile symbols for key words (see tactile symbols guide)
    • Calendar objects, symbols, or print for student’s day
  • Academy Audience

    pre-symbolic learner

    Session Title

    The Sun is HOT!

    Description

    The sun doesn’t just shine, it also makes heat which warms the Earth! Participants will explore concepts of hot and cold with sensory water play. We will also learn about the hot summer and cold winter and how the weather changes what we should wear outside.

    Instructor

    Sarah Bernier & Erica McKinney

    Primary Core or ECC Area

    Compensatory/Access Skills – Knowledge of Object Characteristics

    Prerequisite Knowledge

    When do we get hot? When do we get cold?

    Learning Objectives

    Participants will contrast hot and cold by learning about the sun’s rays and how they warm the Earth.

    Material Needed

    • 2 Containers
    • Warm & Cold Water
    • Ice
    • Small objects to put in water: a metal spoon, small ball, bath toys, etc.
    • APH provided Flip-Over Concept Books
    • Tactile symbols for keywords (see tactile symbols guide)
  • Academy Audience

    pre-symbolic learner

    Session Title

    Far Out Stars!

    Description

    Did you know our Sun is a big star and it is one of billions of stars in our night sky? We might not be able to count every star in our sky, but how many stars can we count? Participants will practice counting and apply number sense concepts of all, some, none, more, and less. Practicing our left to right tracking, we will use the Flip-Over Concept Books to track the distances between stars.  We will also compare numbers of objects using the language: same, one more, more than, and less than.

    Instructor

    Sarah Bernier & Erica McKinney

    Primary Core or ECC Area

    Compensatory Skills/Access – Quantity

    Prerequisite Knowledge

    What are things around us that we count?

    Learning Objectives

    Participants will measure quantities of materials by examining the number of stars.

    Material needed

    • Small objects “stars” to count
    • Tactile symbols for keywords (see tactile symbols guide)
    • APH provided Flip-Over Concept Books
  • Academy Audience

    pre-symbolic learners

    Session Title

    Let’s Explore Our Space!

    Description

    We have spent the week learning about our position and things in our space, now it’s time to explore our personal space! Join us as we learn about Saturn’s ring and how it defines Saturn’s personal space. Participants will explore moving in space using a defined area and learn to recognize body parts and spatial relationships.

    Instructor

    Sarah Bernier & Erica McKinney

    Primary Core or ECC Area

    Orientation & Mobility

    Prerequisite Knowledge

    How can I move my body?

    Learning Objectives

    Participants will explore spatial and body awareness around our personal space by learning about Saturn’s rings.

    Material Needed

    • Hula Hoop
    • Tactile symbols for keywords (see tactile symbols guide)
    • APH provided Flip-Over Concept Books

Week of July 19-23: Career Camp (14-22 years old)

  • Academy Audience

    14-22 years old

    Session Title

    Session 1: What is a resume?

    Description

    During today’s camp session campers will learn what a resume is and how to create one. Campers will use JAWs or ZoomText to take notes during camp, and during the extension activity.

    Instructors

    Amber Hap and Jennifer Stelmach

    Primary Core or ECC Area

    Career Education

    Prerequisite Knowledge

    Basic understanding of JAWs and/or ZoomText. How to open a blank document, take notes, and touch typing.

    Learning Objectives

    Campers will demonstrate an understanding of what a resume is, the important details that should go into one, and how to format the document so that they can apply for a job or volunteer position.

    Material Needed

    APH provided materials (JAWS or ZoomText), Computer, Word processing program on computer

  • Academy Audience

    14-22 years old

    Session Title

    Session 2: How to apply for a job or volunteer position

    Description

    During today’s camp session, campers will learn how to find open positions and apply for them. Campers will use JAWs or ZoomText to take notes during camp, and during the extension activity.

    Instructors

    Amber Hap and Jennifer Stelmach

    Primary Core or ECC Area

    Career Education

    Prerequisite Knowledge

    Basic understanding of JAWs and/or ZoomText. How to use an internet search engine, open a blank document, take notes, and touch typing.

    Learning Objectives

    Demonstrate an understanding of how to search for and apply for a position online using accessible technology. Campers will use JAWs or ZoomText to take notes during camp, and during the extension activity.

    Material Needed

    APH provided materials (JAWS or ZoomText), Computer, Word processing program on computer

  • Academy Audience

    14-22 years old

    Session Title

    Session 3: Interview time!

    Description

    During today’s camp session, campers will learn how to prepare for an interview. They will learn about the interview process, choosing appropriate clothes for an interview, and disclosing their visual impairment during the hiring process. Campers will use JAWs or ZoomText to take notes during camp, and during the extension activity.

    Instructors

    Amber Hap and Jennifer Stelmach

    Primary Core or ECC Area

    Career Education

    Prerequisite Knowledge

    Basic understanding of JAWs and/or ZoomText. How to identify clothes, use a timer, an internet search engine, open a blank document, take notes, and touch typing.

    Learning Objectives

    Demonstrate an understanding of what it means to be prepared for an interview. Campers will use JAWs or ZoomText to take notes during camp on preparing for an interview, and during the extension activity.

    Material Needed

    APH provided materials (JAWS or ZoomText), Computer, Word processing program on computer

  • Academy Audience

    14-22 years old

    Session Title

    Session 4: My Vision, My Accommodations, My Own Advocate!

    Description

    During today’s camp session, campers will learn what accommodations and modifications are appropriate to ask for in the work environment.  They will learn the difference between an accommodation and a modification. Campers will use JAWs or ZoomText to take notes during camp, and during the extension activity.

    Instructors

    Amber Hap and Jennifer Stelmach

    Primary Core or ECC Area

    Career Education, Self-Advocacy

    Prerequisite Knowledge

    Basic understanding of JAWs and/or ZoomText. How to use an internet search engine, open a blank document, take notes, and touch typing.

    Learning Objectives

    Demonstrate an understanding of what accommodations and modifications are appropriate to ask for in a workplace. Campers will use JAWs or ZoomText to take notes during camp on requesting appropriate accommodations, and during the extension activity.

    Material Needed

    APH provided materials (JAWS or ZoomText), Computer, Word processing program on computer.

  • Academy Audience

    14-22 years old

    Session Title

    Session 5: First Day of Work!

    Description

    During today’s camp session, campers will learn to problem solve issues that may arise with a new job: transportation, scheduling conflicts, attire problems, etc. We will discuss options for getting to work using public transportation, private transportation and friends/family. We will discuss proper ways to address scheduling conflicts with a boss or supervisor. We will discuss what attire is appropriate for what type of job. We will also discuss the importance of responsibilities of the employee including arriving on time and being prepared.

    Instructors

    Amber Hap and Jennifer Stelmach

    Primary Core or ECC Area

    Career Education

    Prerequisite Knowledge

    Basic understanding of JAWs and/or ZoomText. How to use an internet search engine, open a blank document, take notes, and touch typing. General problem solving skills will be used to address different scenarios.

    Learning Objectives

    Demonstrate an understanding of how to problem solve different issues that may arise pertaining to a new job.  Campers will use JAWs or ZoomText to take notes during camp on different ways to solve problems that may arise with a new job.

    Material Needed

    APH provided materials (JAWS or ZoomText), Computer, Word processing program on computer.

Week of July 12-16: STEM Camp (11-13 years old)

  • Name of lesson

    Introduction to Snap Circuits, Electricity and Grids

    Learning targets

    • I will define electricity and electric current.
    • I will use a grid and coordinates to place and locate pieces.

    Primary Core or ECC Area & Component

    • Compensatory Access: Concept Development
    • Career Education: Career Awareness
    • Recreation & Leisure: Leisure Activities & Hobbies
    • O&M: Spatial Concepts

    ECC Assessment Skills

    • Interact positively with friends
    • Persist or modify efforts in the face of defeats or temporary setbacks
    • Identify the cause or causes of a problem, when to seek assistance, and how to correct it
    • Anticipate potential problems and take steps to resolve them.
    • Use unstructured time constructively and independently for a short period during the day
    • Demonstrate concern for the quality of work
    • Play more complex electronic/computer games

    Materials Needed

    • Snap Circuits Jr. Kit
    • AA batteries
    • Copper wire
    • 6-volt lantern battery
    • Alligator clips
    • A lightbulb

    Vocab words

    • Electricity: A form of energy that uses charged particles.
    • Electric Current: The movement of electricity from one place to another.
    • Circuit: The path through which electricity flows.
    • Open Circuit: A circuit that is incomplete or where a current does not flow.
    • Resistor: Something that slows the flow of energy (lamp, motor, etc.)
  • Name of lesson

    Types of Circuits: Open/Closed and Series and Parallel

    Learning targets

    • I will describe the difference between open and closed circuits
    • I will build series and parallel circuits

    Primary Core or ECC Area & Component

    • Compensatory Access: Concept Development
    • Career Education: Career Awareness
    • Recreation & Leisure: Leisure Activities & Hobbies
    • O&M: Spatial Concepts

    ECC Assessment Skills

    • Interact positively with friends
    • Persist or modify efforts in the face of defeats or temporary setbacks
    • Identify the cause or causes of a problem, when to seek assistance, and how to correct it
    • Anticipate potential problems and take steps to resolve them.
    • Use unstructured time constructively and independently for a short period during the day
    • Demonstrate concern for the quality of work
    • Play more complex electronic/computer games

    Materials Needed

    • Snap Circuits Jr. Kit
    • AA batteries
    • Tape
    • Aluminum foil
    • Two identical flashlight bulbs

    Vocab words

    • Closed Circuit: A circuit that is complete. Where electricity flows.
    • Breadboard: The grid where we will build our circuits
    • Series Circuit: A closed circuit that follows one path?
    • Parallel Circuit: A closed circuit that follows two or more paths
  • Name of lesson

    It’s time to Switch things up a bit!

    Fun with Switches & the Law of Conservation of Energy

    Learning targets

    • I will describe and demonstrate what a switch does when added to a circuit.
    • I will describe and demonstrate the Law of Conservation of energy.

    Primary Core or ECC Area & Component

    • Compensatory Access: Concept Development
    • Career Education: Career Awareness
    • Recreation & Leisure: Leisure Activities & Hobbies
    • O&M: Spatial Concepts

    ECC Assessment Skills

    • Interact positively with friends
    • Persist or modify efforts in the face of defeats or temporary setbacks
    • Identify the cause or causes of a problem, when to seek assistance, and how to correct it
    • Anticipate potential problems and take steps to resolve them.
    • Use unstructured time constructively and independently for a short period during the day
    • Demonstrate concern for the quality of work
    • Play more complex electronic/computer games

    Materials Needed

    • Snap Circuits Jr. Kit
    • AA batteries
    • Alligator clips
    • Screw light blubs
    • Light bulb holder
    • AA battery holder with leads
    • Paper
    • 2 Paperclips

    Vocab words

    1. Switch: A device for making or breaking a connection in an electric circuit
      1. Maintained Switch: A switch that stays in the position it is put in
      2. Momentary Switch: A switch that does not stay in the position it is put in
    2. Open circuit: A circuit that is incomplete or where a current does not flow.
    3. Closed Circuit: A circuit that is complete. Where electricity flows.
    4. The Law of Conservation of Energy: Energy cannot be created or destroyed.
  • Name of lesson

    You can’t possibly resist this class.

    Fun with Resistors, Conductors & Insulators

    Learning targets

    • I will demonstrate what resistors, conductors, and insulators can do to an electrical circuit.

    Primary Core or ECC Area & Component

    • Compensatory Access: Concept Development
    • Career Education: Career Awareness
    • Recreation & Leisure: Leisure Activities & Hobbies
    • O&M: Spatial Concepts

    ECC Assessment Skills

    • Interact positively with friends
    • Persist or modify efforts in the face of defeats or temporary setbacks
    • Identify the cause or causes of a problem, when to seek assistance, and how to correct it
    • Anticipate potential problems and take steps to resolve them.
    • Use unstructured time constructively and independently for a short period during the day
    • Demonstrate concern for the quality of work
    • Play more complex electronic/computer games

    Materials Needed

    • Snap Circuits Jr. Kit
    • AA batteries (4)
    • AA battery holder (3)
    • Alligator clips leads (3)
    • Mini light blub
    • Mini light bulb screw base
    • Metric ruler
    • Coping saw or hacksaw (adult supervision required)
    • Lab notebook (digital or paper)

    Vocab words

    1. Resistor: Something that has a resistance to the passage of electric current
    2. Resist: Withstand the action or effect of something
    3. Conductor: Materials with low resistance to the passage of electric current
    4. Insulator: Materials that block electric current
  • Name of lesson

    Fun with Circuits

    Learning targets

    • I will use basic principles of electricity and circuits to build more complex circuits to perform a task.

    Primary Core or ECC Area & Component

    • Compensatory Access: Concept Development
    • Career Education: Career Awareness
    • Recreation & Leisure: Leisure Activities & Hobbies
    • O&M: Spatial Concepts

    ECC Assessment Skills

    • Interact positively with friends
    • Persist or modify efforts in the face of defeats or temporary setbacks
    • Identify the cause or causes of a problem, when to seek assistance, and how to correct it
    • Anticipate potential problems and take steps to resolve them.
    • Use unstructured time constructively and independently for a short period during the day
    • Demonstrate concern for the quality of work
    • Play more complex electronic/computer games

    Materials Needed

    • Snap Circuits Jr. Kit
    • AA batteries
    • Small cup of water
    • Salt

    Vocab words

    1. Open Circuit: A circuit that is incomplete or where a current does not flow.
    2. Closed Circuit: A circuit that is complete. Where electricity flows.
    3. Series Circuit: A closed circuit that follows one path?
    4. Parallel Circuit: A closed circuit that follows two or more paths
    5. Resistor: something that has a resistance to the passage of electric current

     

Week of June 29-July 2: Mystery Camp (7-10 years old)

  • Name of lesson

    • The Investigators and the Mysterious Pictures: Arts & Crafts

    Learning targets

    • Become familiar with the Wheatley kits and create 2D pictures that represent 3D objects

    Primary Core or ECC Area & Component

    • Arts & Crafts (as noted in Play and Leisure from Independent Living booklet in EVALS)

    Materials Needed

    • Wheatley Kit
  • Name of lesson

    • The Investigators and the Case of the Gruesome Graphs: Multiple Perspectives

    Learning targets

    • Value everyone’s opinion and perspective, and use the Wheatley kit to practice graphing skills.

    Primary Core or ECC Area & Component

    • Problem Solving, Decision Making, and Planning (as noted in Social Competence from Independent Living booklet in EVALS)

    Materials Needed

    • Wheatley Kit
  • Name of lesson

    • The Investigators and the Unknown Endings: Making Choices and Decisions

    Learning targets

    • Make decisions when given various options and use the Wheatley kit to create a basic flow chart of those choices.

    Primary Core or ECC Area & Component

    • Problem Solving, Decision Making, and Planning (as noted in Social Competence from Independent Living booklet in EVALS)

    Materials Needed

    • Wheatley Kit
  • Name of lesson

    • The Investigators and the Mole Mystery: Problem Solving

    Learning targets

    • Persevere through problems and use the Wheatley kit as a 2-D map for basic coding.

    Primary Core or ECC Area & Component

    • Problem Solving, Decision Making, and Planning (as noted in Social Competence from Independent Living booklet in EVALS)

    Materials Needed

    • Wheatley Kit
  • Name of lesson

    • The Investigators and the Game of Hidden Clues: Rec & Leisure

    Learning targets

    • Learn some basic board games that can be played using the Wheatley kit.

    Primary Core or ECC Area & Component

    • Social Play and Leisure Activities (as noted in Play and Leisure from Independent Living booklet in EVALS)

    Materials Needed

    • Wheatley Kit

Week of June 21-25: Art Camp (4-6 years old)

  • Name of lesson

    My Favorite Room

    Learning targets

    • Learning target: Demonstrate an understanding of the outline/shape of your favorite room in your home by creating a representation of that shape using camp materials (Carousel of Textures and Quick Draw Paper)
    • What is your favorite room in your house?

    Primary Core or ECC Area & Component

    Arts & Crafts (as noted in Play and Leisure from Independent Living booklet in EVALS)

    ECC Assessment Skills

    • Perform basic skills required to make a simple craft
    • Experiment with simple art media to create original artwork
    • Use two-dimensional formats to represent three dimensional items

    Materials Needed

    • APH provided materials (Carousel of Textures, Quick Draw Paper)
    • Scissors
    • Crayons
    • Adhesive of some sort (e.g. glue dots [included with Carousel of Textures, tape [regular or double sided], stapler, glue stick, etc.)

    Vocab words

    • Labels for Carousel of Textures Materials (as noted on Parts List);
      • Translucent Bumpy Textured Sheets
      • Translucent Rough Textured Sheets
      • Corrugated Paper Sheets
      • Craft Foam Sheets
      • Vivelle Sheets
      • Velous Paper
      • Foam Glitter Sheets
      • Sticky Dots
      • Double-Backed Adhesive Sheets
    • Map
    • Home
    • Rooms in homes: kitchen, bedroom, living room, bathroom
    • Shapes: square, rectangle, circle
    • Straight vs. curved
    • Corners
  • Name of lesson

    Furniture in my Room

    Learning targets 

    • Learning target: Identify at least one piece of large furniture in your favorite room and create a representation of it for your map.
    • Students will identify a large piece of furniture for camp purposes based teacher-selected characteristics.

    Primary Core or ECC Area & Component

    Arts & Crafts (as noted in Play and Leisure from Independent Living booklet in EVALS)

    ECC Assessment Skills

    • Perform basic skills required to make a simple craft
    • Experiment with simple art media to create original artwork
    • Use two-dimensional formats to represent three dimensional items

    Materials Needed

    • APH provided materials (Carousel of Textures, Quick Draw Paper)
    • Scissors
    • Crayons
    • Adhesive of some sort (e.g. glue dots [included with Carousel of Textures, tape [regular or double sided], stapler, glue stick, etc.)

    Vocab words

    • Labels for Carousel of Textures Materials (as noted on Parts List)
      • Translucent Bumpy Textured Sheets
      • Translucent Rough Textured Sheets
      • Corrugated Paper Sheets
      • Craft Foam Sheets
      • Vivelle Sheets
      • Velous Paper
      • Foam Glitter Sheets
      • Sticky Dots
      • Double-Backed Adhesive Sheets
    • Map
    • Shapes: square, rectangle, circle
    • Straight vs. curved
    • Corners
  • Name of lesson

    Outside of my Home

    Learning targets

    • Learning target: Identify the material that makes up the outside of your home and the front door of your home.
    • As part of your extension activity from day 2 you explored the outside of your home and front door. Today we will use that information to start a map of the outside of your home.

    Primary Core or ECC Area & Component

    Arts & Crafts (as noted in Play and Leisure from Independent Living booklet in EVALS)

    ECC Assessment Skills

    • Perform basic skills required to make a simple craft
    • Experiment with simple art media to create original artwork
    • Use two-dimensional formats to represent three dimensional items

    Materials Needed

    • APH provided materials (Carousel of Textures, Quick Draw Paper)
    • Scissors
    • Crayons
    • Adhesive of some sort (e.g. glue dots [included with Carousel of Textures, tape [regular or double sided], stapler, glue stick, etc.)

    Vocab words

    • Door
    • Front
    • Top, bottom, next to
    • Left, right, center
    • Map
    • Shapes: square, rectangle, circle

     

  • Name of lesson

    Outside of my Home – Entrance Details

    Learning targets 

    • Learning target: Identify the material that makes up the outside of your home and the front door of your home.
    • On day 3, as part of your extension activity you explored the details of the entrance to your home. Today we will use that information to continue to build the map we started on day 3.

    Primary Core or ECC Area & Component

    Arts & Crafts (as noted in Play and Leisure from Independent Living booklet in EVALS)

    ECC Assessment Skills

    • Perform basic skills required to make a simple craft
    • Experiment with simple art media to create original artwork
    • Use two-dimensional formats to represent three dimensional items

    Materials Needed

    • APH provided materials (Carousel of Textures, Quick Draw Paper)
    • Scissors
    • Crayons
    • Adhesive of some sort (e.g. glue dots [included with Carousel of Textures, tape [regular or double sided], stapler, glue stick, etc.)

    Vocab words

    • Details or features
    • Steps
    • Stairs
    • Doorbell
    • Railing
    • Plants
    • Top, bottom, next to
    • Left, right
    • Map
    • Shapes: square, rectangle, circle

     

  • Name of lesson

    In my Neighborhood

    Learning targets

    • Learning target: Identify key features of a favorite neighborhood location.
    • On day 4, as part of your extension activity you thought about your favorite place in your neighborhood and some things about it – how do you get there, what do you do there?

    Primary Core or ECC Area & Component

    Arts & Crafts (as noted in Play and Leisure from Independent Living booklet in EVALS)

    ECC Assessment Skills

    • Perform basic skills required to make a simple craft
    • Experiment with simple art media to create original artwork
    • Use two-dimensional formats to represent three dimensional items

    Materials Needed

    • APH provided materials (Carousel of Textures, Quick Draw Paper)
    • Scissors
    • Crayons
    • Adhesive of some sort (e.g. glue dots [included with Carousel of Textures, tape [regular or double sided], stapler, glue stick, etc.)

    Vocab words

    • Key features
    • Exterior/Interior
    • Inside/Outside
    • Map
    • Shapes: square, rectangle, circle

Virtual ExCEL Camp Instructors

Observation

We know that many educational professionals as well as college students preparing to enter the field have been participating in the webinars to observe teachers and students at work. You may register for the camps you wish to observe. Remember, you are able to watch and listen, but please stay in the background just as if you were in a physical classroom.

Virtual ExCEL Academy

Did you miss our Virtual ExCEL Academy lessons this spring? It’s not too late to join in the fun. You can view recordings of all of our offerings on our Virtual ExCEL Academy YouTube page.