K ids Ni ght I n Box
Hey there kiddos! W e are so exc i t ed f o r yo u to e nj oy thi s Ki ds N i ght In Box! I n this box, we are going to talk ab out s o me o f t h e ma n y di f f e r e nt ty pe s of p e opl e tha t m ake our world so wonderful. A d u l ts , ple a s e r e a d t h e fol l ow i n g i n str u cti on s i n ten ded specifically for you: W e l com e ! A s a l w a ys , w e a r e so e xc i te d f or y ou to c om pl e te this Kids Night I n Box with y our l i t t l e o n e( s ) . I n t h i s b ox, we hope to br i ng a wa r e ne ss to little ones on how life is f or t hos e w h o a r e d i f f er e ntl y a bl e d. Thr ough thi s e xp e r i ence, little ones will have the op p ort un i t y t o b ec o me mor e i nf or m e d on va r i ous d i sa b i l ities as well as get a glimpse at t he s t rugg l es o t h er s ma y f a c e i n the i r da y to d a y l i f e . Our goal for this box is to bring a s e ns e o f a w a r en es s a n d c om p a ssi on towa r d those who live with disabilities. We also hop e t ha t t h i s K i d s Ni g h t In Box e xpe r i e nc e wi l l he l p y ou and your little one(s) make v al uab le memo r i es t o g ethe r . Eac h m o n t h , w e g i ve a w ay a F R E E Ki ds N i ght In Box or S e n sory Kit to someone who snaps a p i ct ure o f t h ei r l i t t l e o ne (s) e nj oy i ng tha t m onth’s e xpe rience. T o qualify, simply post y our p ho t o o n I n s t a g r a m or F a c e b ook usi ng the ha shta g #KidsNightI nBox. Loc at e a n y i t ems yo u may ne e d a t ki dsn i gh ti n box .com / differences. Feel free to reach out t o cu s t o mer s er vi c e@ni ghti nboxe s. c om i f y ou ha ve a n y questions or concerns.
Sweet Cornbread Muffins
Hi th er e k id d o s ! You are l e arni ng al l about o th er s w h o may l i ve wi t h di sabi l i t i e s i n th is Kid s N ig h t I n Box. D i ffe re nc e s make o u r w o r ld s u ch a uni que pl ac e t o l i ve ! F o r th is mo n th ’s re c i pe , you are maki ng a F r ien d s h ip S o u p as a re mi nde r t o be a fri e nd to ever yo n e. We are pai ri ng some de l i c i ous co r n b r ead mu ffi ns t o go al ong wi t h your s o u p . W e h o p e you e nj oy!
R e cipe by www.southernb ite . c o m Prep time: 10 minute s Tot al time: 2 5 minu te s
INGRE DIE NTS •
2 / 3 c up a l l pur p ose f l our
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2 teaspoons baking powder
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1 / 2 c up p l a i n y e l l ow or whi te c or nm e a l (not c or nm e a l m i x)
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1/4 teaspoon salt
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1/3 cup vegetable oil
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1 egg, beaten
1 / 4 c up suga r
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1/2 cup milk
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DIRE CTIONS Preheat oven to 400° F. Combine flour, cornmeal, sugar, baking powder, and salt in a medium size bowl. Add oil, egg, and milk. Stir just until lumps are gone. Pour into a greased muffin pan and bake for 15 to 20 minutes, or until golden brown on top.
Minestrone Friendship Soup I N GREDIENTS •
3 t ab l es p o o n s o f o l i v e oi l
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1 /2 c u p o f z u c c h i n i , c hoppe d
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1 /2 c u p o f c a r r o t s , c hoppe d
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1 /2 c u p o f c el er y, c h op pe d
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1 /2 c u p o f s w eet o n i on, c hoppe d
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1 /2 c u p o f g r een b ea ns, c hop pe d
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3 cl o ves o f g a r l i c , mi n c e d
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Salt
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P e p per
R e c i p e b y Ma r i n a Ma k es P rep t i m e : 20 m i n u t e s Tot a l t i m e : 50-60 m i n u t e s
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2 teaspoons of thyme
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1 4 o z can of petite diced tomatoes
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6 c ups of chicken or vegetable br o th
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1 / 2 cup of parmesan cheese, plus a d ditional cheese for topping
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3 / 4 - 1 cup of dried ditalini pasta (GF option: small GF pasta)
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1 1 /2 - 2 cups of kale, chopped
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2 tablespoons of jarred pesto
D IRE C T IO NS C hop all o f t h e veg g i es p r i or to sta r ti ng on the soup. If y our child is old enough and h as a s af e k n i f e t o u s e, a sk the m to he l p c ut som e or a l l o f the vegetables. While you’re c hop p ing, t a l k a b o u t t h e d i f f e r e nt te xtur e s a nd c ol or s of the veggies. H e at oli ve o i l i n a l a r g e p ot or d utc h ove n ove r m e di um - high heat. A t this point, ask your c hil d t o h el p yo u a d d t h e zuc c hi ni , c a r r ots, c e l e r y , oni on, green beans and garlic to the p ot . Se as o n w i t h s a l t a n d p e ppe r a nd sti r of te n f or 7 - 1 0 minutes or until the vegetables b e c om e t en d er . A d d t h yme a nd c ook f or a n a d di ti ona l m i n ute or two. Have your child h e l p y ou s t i r t h r o u g h o u t the pr oc e ss. Ne x t , ad d d i c ed t o ma t o es, ve ge ta b l e b r oth, p a r m e sa n c he ese, 1/2 teaspoon of salt and 1/4 t e as p o o n o f p ep p er . B r i ng the soup to a boi l a nd l e t i t simmer uncovered for 25-30 mi nut e s . A f t er t h e s o u p ha s si m m e r e d f or a whi l e , ta ke a couple of spoonfuls and taste t e s t t he s o u p w i t h yo u r c h i l d. S e a son wi th a ddi ti ona l sa l t and pepper if needed. A f t e r s i mmer i n g , a d d t h e ka l e a nd m i x unti l wi l te d . N e xt, add the pasta and cook a ccord i ng t o p a c k a g i n g . I r e c om m e nd c ooki ng a m i nute or two less than the r e c om m en d ed a l d en t e t i me . S ti r i n the pe sto a nd se r ve . Top with cheese.
IN TRO D U C TIO N
activity one
Time Allotted: 3/5
Messiness: 0/5 Objective:
R ea d a b o o k a b o u t d i sa b i l i ti e s a nd ge t a n i de a of the purpose behind this box
Materials: Book
1
Let ’s Read Locat e yo u r i n c l u d ed book! F i nd a c om f y sp ot to si t a nd read together. Begin re ad in g a n d , i f a b l e, ta ke tur ns r e a d i ng e a c h pa ge .
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Let ’s D is c us s Di s cu s s t h e f o l l o w i n g que sti ons toge the r : 1 .
I n w h a t w a ys c a n f r i e nd s b e the sa m e a s y ou?
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I n w h a t w a ys c a n f r i e nd s b e d i f f e r e nt f r om y ou?
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H o w w er e s o me of the f r i e nds i n the b ook d i f f e r ent from each other?
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W h y i s i t i mp o r t a nt to b e ki nd to a l l of our f r i e nds even if they are different from us?
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Int roduc t ion to Di sab il itie s You h a ve p r o b a b l y n o ti c e d tha t j ust l i ke i n y our book, our world is made up of m any d i f f er en t k i n d s of p e opl e . One thi ng tha t c a n m ake people different from ot he r s a r e d i s a b i l i t i es. A di sa b i l i ty i s a ny thi ng i n a p e rson’s mind or body that m ay m a k e i t mo r e d i ff i c ul t f or the m to d o c e r ta i n a c ti v ities. A s y o u c o mp l et e t h i s Ki d s N i ght In Box, we hope to te ach you about different k i nd s o f d i s a b i l i t i es whi l e gi vi ng y ou a l ook i nto wha t life can be like for people w ho h a ve t h em. A s a wor l d, i t i s i m p or ta nt tha t we sho w kindness to everyone no m at t e r h o w d i ff er en t the y m a y be . •
H a v e y ou r lit t le o n e p r acti ce sayi n g th e wo r d ‘d i sabilit y ’.
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H a v e y ou r lit t le o n e e xp l ai n to yo u wh at th e y th i n k it means f or s omeone t o hav e a d is a b ilit y .
LET’S LEA R N
activity two
Messiness: 2/5
Time Allotted: 4/5
Objective : L e a r n a bout d i f f e r e nt ty pe s of d i sabilities
Materials: D i s a b i l i t y Awa r e ne ss Ca r ds | De vi c e to a c cess the I nternet F l owe r Cr a f t Ki t | KIN D S na c k Bar
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Wat c h and Snac k H e a d o n o ver t o k id sn i gh ti n box .com / di ffer en ces a n d watch the Disability A w a r en es s R ea d i n g vi d e o. In thi s stor y , y ou wi l l l e a r n about all different types of d is a b i l i t i es p eo p l e ca n ha ve a nd wha t thi s m a y m e a n for them. Enj o y yo u r K I ND S n ac k ba r whi l e y ou wa tc h a s a r e m inder to always show k ind n es s t o o t h er s , no m a tte r how the y m a y d i f f e r f rom you.
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Mem ory G ame P ul l o u t yo u r i n c l u d e d Di sa bi l i ty Awa r e ne ss c a r d s! On these cards you will find s om e o f t h e d i s a b i l i t i e s di sc usse d i n the vi d e o a nd what they mean. T hese are g re a t t o h a ve a s a wa y to ke e p y our se l f a wa r e of the different types of people t hat ma k e u p o u r b ea uti f ul wor l d. H owe ve r , ke e p i n mind that each person is d if f er en t . O n t h e c a r d s a r e som e c om m on thi ngs y ou may see, but do not apply t o e a c h p er s o n w i t h tha t d i sa b i l i ty ! A f t e r l o o k i n g a t t h e c a r d s, i t’s ti m e f or a m e m or y ga me! L ay all the cards face d own o n a f l a t s u r f a c e . Ta ke tur ns p ul l i ng up two c a rds at a time, trying to find a m at c h . I f yo u d o n o t ge t a m a tc h, pl a c e the c a r d s b a ck in their original spot face d own . T r y t o r emem b e r whe r e e a c h c a r d i s to he l p y o u on future turns! I f you do g e t a ma t c h , k eep t he c a r ds i n a pi l e b e si de y ou a nd go again!
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K indness C r af t W hen t a l k i n g a b o u t di sa b i l i ti e s, i t c a n be e a sy to f oc us on the things the person m ay s t r u g g l e t o d o . We wa nt to te l l y ou tha t pe opl e with disabilities also have m an y s t r en g t h s , o r thi ngs tha t the y m a y be b e tte r a t than others. We are going to li s t a few o f t h es e s tr e ngths be l ow. Bein g cr eative N o t g ivin g u p Patien ce Pr o b lem s o lvin g U n d er s tan d in g d if fer en c e s Bein g u n iq u e P ut t o g et h er yo u r fl owe r c r a f t a nd wr i te the d i f f e r e n t strengths above on each of t he f l o w er p et a l s ! T h e n se e i f y ou c a n c om e up wi th 3 strengths on your own to f i l l i n t h e r ema i n i n g p e ta l s.
LET’S THINK
activity three
Time Allotted: 4/5
Messiness: 1/5
Objective: C o mp l et e d i f f e r e nt m e nta l a c ti vi ti e s to ge t a l ook into living with a d i sa b i l i ty
Materials:
SIGN LANGUAGE CHART
Braille Card Name Tag | Cotton Balls
R
A
B
J
K
S
C
D
L
T
U
E
M
V
F
N
W
G
O
H
P
X
I
Q
Y
Z
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B raille W he n yo u g o t o a r es ta ur a nt y ou m i ght r e a d a m e nu to see the different foods t he y h a ve f o r yo u t o o r d e r . Or whe n y ou go to a sta d i um there may be signs to t e ll y o u w h er e t o g o f or c onc e ssi ons, r e str oom s, e tc . How would you read these t hings i f yo u w er e b l i nd ? ! Brai l l e i s a w r i t i n g s yste m to he l p b l i nd p e opl e b e a bl e to read and write. Braille us e s a s et o f r a i s ed d ots tha t c a n be f e l t wi th y our f i ngers. T he different shapes of t he d o t s l et yo u k n ow wha t l e tte r i s wha t! Br i ng out your Braille C ard and take t i m e s t u d yi n g a n d f eel i ng the di f f e r e nt l e tte r s. Onc e yo u s t u d y t h e l e tte r s, b r i ng out y our i nc l ude d name tag and write your nam e i n b r a i l l e! H o w a we som e i s tha t!
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S ign Langua g e Sig n l a n g u a g e i s a l s o use d to he l p c om m uni c a te . S i gn language is different signs p e op l e c a n u s e w i t h the i r ha nd s to he l p c om m uni c a te with someone who is deaf. Che c k o u t t h e S i g n L angua ge c ha r t a nd stud y the di f f erent sign language signs. P ract i c e s o me o f t h em a nd tr y to spe l l y our na m e usi ng sign language!
If y ou a r e i n t er es t ed , he a d to ki dsn i gh ti n box .com / di fferences and watch the v id e o t i t l ed “ S i g n L a n gua ge Ba si c s” to l e a r n di f f e r e nt words in sign language. Feel f re e t o p a u s e t h e vi d eo to p r a c ti c e the si gn a s ne e d e d.
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W o rld of S il e nc e N ow w e h a ve t w o c h a l l e nge s f or y ou! The se wi l l he l p t o give you a good idea of w hat i t i s l i k e fo r p eopl e who m a y be d e a f , or ha ve a hearing disability. C h a l l e n ge O n e : Pl a c e two c otton b a l l s i n b oth of your ears. Have the adult wi t h yo u s a y a fe w d i f f e r e nt phr a se s to y ou a nd see if you can figure out wh a t t h ey a r e s a y i ng. R e a d i ng l i p s r e a l l y he l ps here! C h a l l e n ge T wo : Use the phr a se s b e l ow to tr y to c o mmunicate without t a l k i n g . Y o u c a n m a ke up y our own ha nd m oti ons or even show the adult wh a t yo u a r e t r ying to sa y . Onl y two r ul e s - no ta lking and no writing! I w an t som eth i n g to eat I w an t to go ou tsi de Wi l l you be m y fri en d? It’s ti m e to cl ean u p I l ove you Th an k you I n eed h el p I am h avi n g fu n
LET’S MOV E
activity four
Time Allotted: 4/5
Messiness: 4/5 Objective:
C o mp l et e d i f f e r e nt phy si c a l a c ti vi ti e s to gi ve a look into living with a d i sa b i l i ty
Materials: 2 she e ts of whi te pa p e r | Ti e Dy e paper Ma r ke r s | Bl i ndf ol d Joni E a r e c kson Ta d a c a r d
Follow these steps!
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B lind D rawing Tak e o u t yo u r 2 w h i t e she e ts of pa p e r a nd m a r ke r s. C ut or tear each of the sheets of p a p er i n h a l f s o t ha t y ou ha ve a tota l of 4 pi e c e s of paper. T hen cover your eyes us i ng yo u r i n c l u d ed bl i ndf ol d . Atte m p t to dr a w the f ollowing 4 things, one on each p ap e r . S ee h o w w el l you d o a nd how d i f f i c ul t i t c a n be to do something as simple as d rawi n g i f yo u w er e bl i nd .
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Y ou r h ou se A cat Y ou rsel f A fl ow er
Obs t ac le Co ur se W ork t o g et h er t o c r e a te a n ob sta c l e c our se . Just i n c ase there are some stumbles, w e r ec o mmen d yo u se t up the obsta c l e c our se on a soft surface such as outside in t he g r a s s o r o n a s o f t r ug or bl a nke t i n a n op e n sp a c e in your home. Please be sure t o p r a c t i c e ext r eme c a uti on whe n c om p l e ti ng the obstacle course. Parents must s up e r vi s e a t a l l t i mes! Round One: A l l ow yo u r c h i l d t o ha ve f ul l use of the i r b ody to c omplete the obstacle course. R o u n d T wo : U s in g yo u r b l i n d f o l d f r om the pr e vi ous a c ti vi ty , ti e th e blindfold around your child’s l e g s. H a ve t h em c o m p l e te the sa m e ob sta c l e c our se without having full use of their l e g s. Round Three: U s in g yo u r b l i n d f o l d f r om the pr e vi ous a c ti vi ty , c ove r your child’s eyes and have t he m c o mp l et e t h e sa m e obsta c l e c our se wi thout ha v ing their sense of sight. P rovi d e vo i c e c o mmand s to he l p y our c hi l d suc c e ssf ully complete the obstacle cour s e. In t h e s p i r i t o f b ei n g a te a m pl a y e r , we hi ghl y e nc ourage the adult to try out the cour s e a s w el l . S n a p som e pi c tur e s a nd sha r e wi th us using the hashtag # k id s n i g h t i n b o x.
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I ns p irat ion f r om J o ni Ear e c k s o n T a d a Loc a t e yo u r J o n i E a r e c kson Ta d a c a r d to r e a d a l l a bout her disability and how she has u s ed i t a s a n i n sp i r a ti on. We wa nt y ou to a l so be inspired by her story! Bring out yo u r T i e D ye p a p e r a nd m a r ke r s. It’s ti m e to c r e ate - using only your mouth. W e su g g es t u s i n g t a pe or som e thi ng he a vy f r om y our home to hold your sheet of pa p er i n p l a c e. Ne xt, use the f ol l owi ng ste p s on the left to draw a picture of a f l ow er u s i n g yo u r mo uth (p s: we fo u n d th at u si n g yo u r t eet h t o hold t he marker in pl a c e re a lly h e lp s ) . We c hose a f l owe r to se r ve a s a r eminder that no two people, jus t l i k e n o t w o f l o we r s, a r e the sa m e . Y e t e a c h i s b e autiful it its own way!
Ways to Continue Keep yo ur l i ttl e o ne ( s ) e ng age d and i n t e r e s t e d i n lea rning a b o ut d i s ab i l i ti e s af te r yo u c o m p l e t e y o u r Kids Night I n B o x. •
C hec k o ut the se f u n m o v ie s: Finding N em o , T h e Hunc hbac k o f No tre D am e , Th e S e c r e t G a r d e n , F l o a t ( sho r t f i l m ), G o in g to th e M at, and Mi r a cl e i n L a n e 2
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Try to go an ho ur, o r d ay i f yo u’re u p f o r t h e challeng e , w i tho ut tal k i ng .
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Go so m e w he re that has b rai l l e and c h e c k i t o u t .
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Wa tch Y o utub e vi d e o s f ro m the P a r a l y m p i c s .
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Try to d o yo ur ni g htl y ro uti ne w i th y o u r b l i n d f o l d o v er yo ur e ye s .
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Researc h m o re ab o ut d i s ab i l i ti e s a n d h o w t o a cco m m o d ate the m .
#KI DS NI G HT I NBOX #KNI Di ffe r e n c e s