ACTIVITY SHEET

Carla Padilla
LEI 4724
Activity File 1
Activity Title: Make your Own Rock Candy
Source: MAKE YOUR OWN ROCK CANDY - ScienceBob.com. (2014, September
26). Retrieved November 18, 2015, from https://sciencebob.com/make-your-own-rockcandy/
Equipment: A wooden skewer (you can also use a clean wooden chopstick), a
clothespin, 1 cup of water, 2-3 cups of sugar, a tall narrow glass or jar
Description of Activity: The objective of this activity is to improve ability to follow
directions, improve fine motor skills, and social skills.
1) Clip the wooden skewer into the clothespin so that it hangs down inside the
glass and is about 1 inch (2.5 cm) from the bottom of the glass.
2) Remove the skewer and clothespin and put them aside for now.
3) Pour the water into a pan and bring it to boil.
4) Pour about 1/4 cup of sugar into the boiling water, stirring until it dissolves.
5) Keep adding more and more sugar, each time stirring it until it dissolves, until no
more will dissolve. This will take time and patience and it will take longer for
the sugar to dissolve each time. Be sure you dont give up too soon. Once no
more sugar will dissolve, remove it from heat and allow it to cool for at least
20 minutes.
6) Have your friendly ADULT carefully pour the sugar solution into the jar almost
to the top. Then submerge the skewer back into the glass making sure that it is
hanging straight down the middle without touching the sides.
7) Allow the jar to fully cool and put it someplace where it will not be disturbed.
8) Now just wait. The sugar crystals will grow over the next 3-7 days.
Leadership considerations: This activity works best for groups of 5-8 participants. The
setting should be one in which there is a stove available to use. The therapist functions as
a moderator by explaining the instructions of the game, instructing participants to take
their place, and by explaining the activity. Step number 4 and 7 should be done with the
assistance of the therapist. Anything to do with the stove should be done by the therapist.
The crystals will start forming in 4 hours but it will take several days to grow completely.
The therapist should be careful around the stove and explain the rules to the participants
that nobody is allowed to use the stove or handle anything hot without the therapists
assistance. NOTE: While it is cooling, some people like to dip half of the skewer in the
sugar solution and then roll it in some sugar to help jump-start the crystal growth. If you
do this, be sure to let the skewer cool completely so that sugar crystals do not fall off
when you place it back in the glass.

Participants with Hearing Impairment: Participants with hearing loss should be provided
with a BLS interpreter during this activity but if that is not the case then these are the
suggestions for adaptations. When giving directions about the activity get the
participants attention before speaking. Try knocking on the table or tapping their
shoulder lightly (Making Art Activities Deaf Friendly, n.d.). Print out each step for the
activity for every participant because you do not want the participant to feel singled out.
The steps should be demonstrated rather than told verbally. Where possible, you should
try to rearrange the room so that you have a circular or U-shaped set up, rather than
blocks of tables. This will mean that everyone is able to see the therapist (Making Art
Activities Deaf Friendly, n.d.). When the therapist is talking to a group make sure that the
deaf child or young person can see you. By developing a positive relationship with deaf
students, allowing them to feel able to approach you and ask questions, it will ensure that
they are kept safe, injuries are limited and success is possible (Making Art Activities
Deaf Friendly, n.d.). Keep checking the persons facial expressions do they look
puzzled or confused? Try to gauge whether they have understood the task (Making Art
Activities Deaf Friendly, n.d.). Before moving on to another step reinsure the participant
has understood the previous step. Inform the participant abut the time it takes for the
crystals to take form so he or she can know what to expect.
Participants with cancer (leukemia): Some chemo drugs can cause nausea (feeling sick to
your stomach) and fatigue (What about chemo side effects? n.d.). Allow participants to
take breaks throughout the activity. Cancer and its treatment can affect your thinking and
memory. Repeat the directions until every participant has understood and explain the
directions one step at a time. Limit steps only three to five at a time (Hart & Rollins,
2011). Provide a board or create a poster with every step with a photo next to each step
provided in the website. Memory and being able to concentrate or think can change
(What about chemo side effects? n.d.). Chemo and cancer can also affect a patients
emotions. Provide positive feedback and reinforcement help build self esteem and
motivate the participant. Chemo changes your normal routine and can make it harder to
get things done. You may notice a weaker sense of well-being and some strain on how
you get along with others (What about chemo side effects? n.d.). Play an icebreaker
before the activity to help build friendships and pair participants in groups. The therapist
should have individual meetings with the participant before the activity to build rapport.
Keep a positive tone and use humor whenever appropriate but avoid sarcasm (Teaching
Students with Mental Disorders, n.d.).

References
Making Art Activities Deaf Friendly. (n.d.). Retrieved November 3, 2015, from
http://www.ndcs.org.uk/me2/are_you_an_organisation/arts/
What about chemo side effects? (n.d.). Retrieved November 19, 2015, from
http://www.cancer.org/treatment/treatmentsandsideeffects/treatmenttypes/chemotherapy/
whatitishowithelps/chemo-what-it-is-chemo-side-effects
Hart, R., & Rollins, J. (2011). Therapeutic activities for children and teens coping with
health issues. Hoboken, New Jersey: John Wiley & Sons.
Teaching Students with Mental Health Disorders. (n.d.). Retrieved November 2, 2015,
from https://www.bced.gov.bc.ca/specialed/docs/depression_resource.pdf