Maggie High & Joanne Haggar

Section 60
Rationale: We decided to make glitter silly putty because we were aware of its
therapeutic uses, including the actual process of making it. We wanted to learn and
practice teaching this activity because we believe we will use it with future clients.
Philosophy of teaching and learning: We used the behaviorist theory to teach our class
how to make glitter silly putty because we evaluated the students progress by
observation to see how well they performed the activity. We looked to see if they were
following directions, if their silly putty was the correct consistency, and if they were
engaged in and enjoying the activity based on body language.

Activity Analysis
Activity: Making glitter silly putty

Occupational Analysis

Scenario: Mary, a 9-year old girl with

Downs Syndrome making glitter silly
putty.
Description:
Description:
For this activity, ingredients and materials
For this activity, the class watched an
are gathered and combined to make glitter
instructional video before gathering
silly putty.
materials needed to make glitter silly putty.
Objects used and their properties:
Objects used and their properties:
To make glitter silly putty, one needs a
Each student was provided with a bottle of
bottle of Elmers Classic Glitter Glue, a
Elmers Classic Glitter Glue, a preteaspoon of borax detergent booster, a
measured teaspoon of borax detergent
bowl, a spoon, a plastic storing container, a booster, a paper bowl, a plastic spoon, and
measuring spoon, and measuring cup.
a plastic storing container. The instructors
had set aside two measuring cups for water.
Space Demands:
Space Demands:
This activity can occur in various settings
This activity occurred in laboratory
such as a classroom, a kitchen at home, and classroom on the TWU Houston campus.
a therapy clinic. The lighting in these types The students were seated at two different
of settings would be sufficient for
lab worktables. One table sat six students
adequately performing this activity. In a
and the other table sat five students. Each
classroom, the activity would be performed student was provided enough space to do
with the materials at each desk. In a
the activity without crowding the person
kitchen, the activity would be performed on next to her. The materials needed for the
a counter top near the sink with materials
activity were provided by the instructors
near by. In a therapy clinic, this activity
and were set aside on a counter top, which
could be performed in an ADL mock
was easily accessible and organized for the
kitchen, similar to a kitchen at home. The
students. The laboratory room was well lit,
feature that would have the biggest impact which enabled the students to see their
on the senses would be the texture of the
project and know what they were doing.
silly putty as it is being manipulated in the After the initial instructions, students were
final step.
socializing and talking amongst one

Maggie High & Joanne Haggar

Section 60
another. This seemed to help people who
were having trouble understanding the
instructions. Because of the slimy texture
of the silly putty, some students showed
discomfort and expressed that they had not
performed the activity correctly.
Social Demands:
Social Demands:
If this activity occurred in a classroom, the Each student worked individually, but
people involved would be the students who socialized with other classmates while
are learning the activity and the teacher
engaging in the activity. Some students
who is teacher the activity. The students are asked their neighbor for clarification on
expected to listen to the teachers
certain steps of the process. The students
instructions and follow directions, asking
were expected to listen to directions
questions when necessary. The teacher is
provided by the instructors, and follow
expected to clearly verbalize instructions,
along with each step in order to make
provide materials, and demonstrate
glitter silly putty. Another context in which
instructions as needed. In a kitchen at
this occupation might be performed is in a
home, a parent and his or her children
therapy session in which the client is
could perform the activity. The
expected to follow directions and create the
expectations would be similar to a teacher
glitter silly putty. The end result in a
and student relationship as mentioned
therapy context would be geared towards
above, but it has the potential to be a
the clients individual needs. Also, a parent
bonding experience for family members at might perform this occupation at home
home. In a therapy setting, the activity
with their children, which could attach a
would be initiated by the therapist as an
sentimental meaning to the occupation.
intervention for a client. The therapist
expects the client to engage in the activity
and follow directions. The therapist is
expected to not only provide the materials
and clear directions, but must also
appropriately grade the activity for each
client.
Sequence Timing and Patterns:
Sequence Timing and Patterns:
The first step in making glitter silly putty is First, the students were introduced to the
to pour two ounces of glitter glue into a
occupation by listening to a short
bowl and mix it with two ounces of water.
presentation. Next, they were shown an
Next, in a separate container, a teaspoon of instructional video of how to make glitter
borax is added to a half a cup of warm
silly putty. After that, each student
water. After the borax is dissolved, it is
gathered her materials and brought them
added to the glitter glue and water mixture. back to her workstation. The first step in
After stirring for one minute, the mixture
the process was to pour half a bottle of
begins to solidify into a gel-like substance
glitter glue into a paper bowl. The next step
and is ready to be separated from the water was to pour two ounces of water into the
and removed. These instructions are
bowl and stir. Then, in a separate plastic
detailed and do not leave any room for
container, half a teaspoon of borax was
flexibility, however, it can be performed at added to half a cup of warm water. Once

Maggie High & Joanne Haggar

Section 60
any time of day.

Required Skills (observable

actions/performance skills):
The performance skills necessary for this
activity are gathering materials, reaching
for ingredients, organizing materials at the
work station, gripping the bottle of glue
and the spoon while stirring, transporting
materials to and from the work station and
sink (if necessary), sequencing the steps of
the process, and manipulating the silly
putty.
Required Body Structures and
functions:
The body structures necessary for this
activity are eyes to see materials, ears to
hear the instructions, mouth to ask
questions (if necessary) , arms, hands, and
fingers to reach for, gather, and combine
materials, and legs and feet for walking
around the setting. The body functions
required for this occupation are attention,
memory, perception, consciousness,
orientation, visual acuity and stability,
proprioceptive functions, touch functions,
sensitivity to temperature and pressure, and
muscle power.
Safety Hazards:
Potential safety hazards include using hot
water, which could burn you, instead of
warm water; slipping on spilt water; and
eating the ingredients or the silly putty.
Adaptability to promote participation:
The steps for this activity are very

the borax was completely dissolved, it was

added to the glue and water mixture and
stirred. After stirring for about one minute,
the students noticed that a hard gel was
forming. They then scooped up the gel and
manipulated it into a ball with their hands
to make the final product. There is no
flexibility with the sequencing and timing
of the steps in this occupation because the
order is important for the specific texture of
silly putty. This occupation can occur at
any time of day and at any frequency.
Required Skills (observable
actions/performance skills):
The performance skills necessary for the
students to engage in the activity were
gathering materials, reaching for
ingredients, organizing materials at the
work station, gripping the bottle of glue
and the spoon while stirring, walking from
station to station, transporting materials to
and from the work station and sink,
sequencing the steps of the process, and
manipulating the silly putty.
Required Body Structures and
functions:
The body structures necessary for this
activity were eyes to see the instructional
video and the materials, ears to hear the
instructions, mouth to ask questions, arms,
hands, and fingers to reach for, gather, and
combine materials, and legs and feet for
walking around the laboratory. The body
functions required for this occupation were
attention, memory, perception,
consciousness, orientation, visual acuity
and stability, proprioceptive functions,
touch functions, sensitivity to temperature
and pressure, and muscle power.
Safety Hazards:
Potential safety hazards include using hot
water, which could burn you, instead of
warm water; slipping on spilt water; and
eating the ingredients or the silly putty.
Adaptability to promote participation:
The steps for this activity are very

Maggie High & Joanne Haggar

Section 60
straightforward and simple, which makes it
an appropriate activity for people of
various cognitive abilities and ages.

straightforward and simple, which makes it

an appropriate activity for people of
various cognitive abilities and ages. No one
in the class had an impairment that limited
their participation in the activity, therefore,
everyone did the same process and no
modifications were needed.
Grading:
Grading:
The activity could be made easier by preThe therapist graded the occupation to
measuring the ingredients, setting the
make it easier for Mary by buying the
ingredients in the order they will be used,
materials ahead of time. Then the therapist
and assisting in mixing the ingredients. The premeasured the ingredients and set them
activity could be made more challenging by out in sequential order. Lastly, the therapist
requiring the materials to be shopped for,
mixed the ingredients for Mary.
purchased, and measured by the
participant. Another way to make it more
challenging would be to provide the
participant with written instructions only
devoid of verbal cues.