Objective

Students will be able to make Girl and Boy figures using Ice cream sticks.

Prerequisites

1)  Fine motor skills: Children should have developed the fine motor skills necessary to hold a paper properly.
2)   Hand-eye coordination: Children should be able to coordinate their hand movements with their vision to be able to fold and crease the paper.
3)  Attention span: Children should have the ability to focus for an extended period of time to complete the task. However, this can vary from child to child.
4)  Children should be able to identify basic shapes.
NOTE: Adaptations, Variation in Rules and Pace are suggested below to develop the above prerequisites.

Goal

Operational Definition

All – This gives the goal, which is the minimum that the teacher must achieve for all students in the classroom.

Some – This gives the goal that the teacher may try to achieve for some students in the classroom who can achieve the suggested goal over and above the goal stated for ‘All’.

Few – This gives the goal that the teacher may try to achieve for a few students in the classroom who can achieve the suggested goal over and above the goal stated for ‘Some and ‘All’.

Materials Required for Activity

A white sheet, 3 coloured sheets-Blue, Pink and Light yellow, Sketch pens, Fevicol. Ice cream sticks, a lace or wool.

Preparation for Activity

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal.

1. Download the video for step-by-step Instructions to do Ice Cream Sticks—Girl and Boy. 
2. Please keep ready the Adapted Worksheet as required for your Inclusive Classroom. Details of creating these adaptations yourself is provided below. 
3. Go through the suggestions provided for Variation of Rules and Pace and Adaptations and ensure necessary preparation accordingly.

Setting for the Activity

This is a classroom activity. All children can do the origami individually. However, children who need peer support can work with their peers.

Procedure

1. Teacher may first show the materials that will be used in this activity.
2. Please ensure that all children have the materials ready.
3. Follow the instructions as given in the video step by step.
4. Demonstrate how the figures have to be made. 
5. Go around the class and ensure that the children are doing the craft in the right manner.
6. Appreciate and acknowledge children’s effort.

LTM: Visual Schedule (Coming soon)

Click and watch the videos. These videos are to be shown to children before the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Ice Cream Sticks – Girl and Boy

ISL Video: Ice Cream Sticks – Girl and Boy

Notes to the Teacher

• Encourage and appreciate the children for their answers. 
• Go around the class and ensure that the children are following the instructions correctly at each step.
• The teacher should identify the Hand dominance of the child and encourage the child to do with that hand
• Appreciate and acknowledge children’s effort.

Adaptations to address variability in an inclusive classroom:

The variability of an Inclusive Environment needs to address the processing and attention differences of the learners. An inclusive environment may have learners with Visual Impairment, Hearing Impairment, Loco-Motor Impairment and Cognitive Differences. Learners not only learn in different ways, but they also have unique motivations, interests, personalities and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

Adaptations and Strategies: Adaptation for Paper Craft

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Suggested Variation in Rules and Pace

When working with special children, it is important to adapt the rules and pace to their specific needs. Here are some suggestions:

1. Vary the rules: Depending on the child’s abilities, you can adapt the rules for craft. For example, if a child has difficulty in doing the craft you can help or arrange for a peer help. 
2. Vary the pace: Some children may need more time to complete tasks than others. It may be helpful to break up the task into smaller parts, providing regular breaks or alternate activities to avoid frustration or fatigue. You can also use a timer to help the children pace themselves and feel a sense of accomplishment as they work towards completing the task.
3. Provide additional support: For children with fine motor difficulties, you can provide adaptive tools such as textured or soft paper or use hand-over-hand guidance with verbal prompts to support.  Reference for these adaptive tools is provided in the document.
4. Provide positive feedback: It is important to provide positive feedback throughout the craft activity to build the child’s confidence and motivation. Be specific and provide feedback for effort, progress, and quality of work.  

Human Value Content

The teacher can explain the following message to the children:
The principles of “Reduce, Reuse, Recycle” teach us how to take care of our planet. 
By reducing what we use, reusing items instead of throwing them away, and recycling materials, we learn to save natural resources, create less waste, and protect the environment. 
These habits help us be responsible and make the Earth a cleaner, healthier place for everyone, now and in the future.

Social Narrative

A social narrative is a tool used to help individuals with special needs, particularly those on the autism spectrum, better understand social situations and how to appropriately respond to them. Here is a social narrative about making craft items. The videos can be shown in an inclusive classroom.

Social Narrative  When I Need Help in the Classroom, I Can Do Group Activities with My Classmates (Coming Soon)

Click to access Social Narrative

Teacher Resource Document

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This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.