Category Archives: Occupational Therapy

Oct13

Look Up in the Sky

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Look Up in the Sky

IMG_4903This week our groups complimented the Unique Curriculum theme which explores things you see when you look up in the sky.

The students really loved all our activities and we got more than the usual super cute pictures—-our students really are quite adorable 🙂

 

 

 

 

 

 

 

 

SENSORY GROUP

IMG_4655After reading Cara’s book, we turned off the lights and looked up into the starry sky!

We made it by using twist ties to attach battery operated lights, beads, and some glow in the dark planets to a black umbrella—— SUPER easy! The battery operated lights were from Target and are usually on the shelves around holiday time.

Our students were all quite enchanted!

Associating stars with the night sky is a science access point. This activity also helps address the science access point of recognizing sources of light.

 

 

 

 

 

 

 

 

IMG_4786They also enjoy exploring this lighted moon. It had a rough surface as well as this fabulous glow–very mesmerizing.

Thanks Ms. Pam for letting us borrow it!

Associating the moon with night is a science access point.

Distinguishing light and dark is also a science access point that can be addressed with this activity.

 

 

 

 

 

 

 

 

 

IMG_4825When the lights came back on we began exploring our sensory boxes.  This first one was filled with blue basket filler “sky” and lots of things found in the sky to discover.

We put in feathers, toy birds, bats, and butterflies for some of the animals you see in the sky.  We also put in some toy airplanes .

Of course, we also included some cookie cutter stars and a crescent moon.

Weather related items included soft white pom pom clouds, grey craft foam storm clouds….

 

 

 

 

 

 

IMG_4685IMG_4489AND…….a fabulous stretchy rainbow slinky which ended up being the big hit of this box!

Exploring, observing, and recognizing common objects in the natural world is a science access point.

Recognizing models  of real objects is also a science access point.

And yet more science access points….tracking the movement of objects that are pushed or pulled AND recognizing that pushing and pulling an object makes it move!

 

 

 

 

 

 

IMG_4502Speaking of rainbows, our students really loved both looking at and touching our rainbow mat (found yet again at Target!).

As well as encouraging our students to touch the mat, we also discussed all the different colors that could be found in the rainbow.

Using senses to recognize objects is the science access point addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_4467Our next box of Bubber reminded us of a beautiful blue sky! We love it’s soft tactile feel and it comes in so many cool colors, although we don’t have all of them—–YET 🙂

We included an airplane cookie cutter which helps build hand strength when pushed down into the Bubber. While fairly soft it does take some pressure to cut out a shape.

Recognizing that the appearance of an object or material has changed and applying a push to move an object are the science access points addressed in this activity.

 

 

 

 

 

 

 

 

IMG_4735We went from the blue daytime sky to the black night time sky with our next box. Lots of yellow craft foam stars were hidden for our students to find in the black beans.

The stars not only look different but feel different from the beans, making this a good activity for both visual and tactile discrimination.

Associating stars with the night sky is again addressed with this box.

Recognizing objects (the stars) that are identical to each other is another science access point addressed here.

We must admit the science access point of tracking objects in motion, as watching a few beans tossed into the air, was also addressed in each of our classrooms.

We have VERY understanding teachers 🙂

 

 

 

 

 

IMG_4688What’s a day without sunshine! This box was filled with sunglasses, yellow paper shred, a wooden sun, sun shaped manipulatives and yellow pom poms.

Whether shaking the paper shred, squeezing the pom poms or pushing and pulling apart the manipulatives ——-our students had a great time with this box!

IMG_4522The pom poms can be used to address the math access point of recognizing two objects that are identical to each other.

Applying a push to move an object and identifying objects by one observable property, such as color are the science access points addressed.

The science access point of recognizing that the sun is bright can also be addressed with this activity.

 

 

 

 

 

IMG_4537IMG_4810These sunglasses were the favorite item in this box. As you can see, our students had a lot of fun getting their cool on 🙂

 

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IMG_4756Next we made our own fluffy clouds with shaving cream.  Wonderful fun to dive into with both hands and squish around!

Using senses to recognize objects is the science access point addressed with this activity.

The language access point of communicating about a selected object using nonverbal expression is beautifully demonstrated in this picture—-pure joy!

 

 

 

 

 

 

 

 

 

IMG_4844After rinsing our hands in “rain kissed leaves” (from Bath and Bodyworks) scented water, the students took turns smelling the lotion and showing us where they wanted it applied.

The science access points of recognizing and responding to one type of sensory stimuli and recognizing external body parts are addressed here.

This had a nice soft scent that our students really seemed to like and to help them remember all the fun things we learned about today!

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_4639On Tuesday, for our art project we made a starry night time sky. We started by counting out 6 pieces of black rectangular paper. Some glue was poured onto the paper and then the students used paint brushes to spread the glue around.

The math access points of recognizing a two dimensional shape (rectangle) and recognizing differences in the length of the sides of rectangles are addressed.

Identifying objects by one observable property and applying a push to move an object are also the science access points addressed.

 

 

 

 

 

 

 

 

 

IMG_4612We added some sparkly silver glitter——our students LOVED shaking the glitter out!

What fun 🙂

Recognizing that the appearance of an object or material has changed is a science access point.

 

 

 

 

 

 

 

 

 

IMG_4643IMG_4606Next we let our students choose how many stars to glue onto their picture. We used these plastic glow in the dark stars we found at the dollar store.

These little stars were perfect for promoting pincer grasp skills.

Recognizing when an object is added to situation is a math access point.

Counting up to 5 objects is also a math access point.

 

 

 

 

 

 

 

Look at the milky way—-

TA DA!

IMG_4635                                   These turned out really quite cool and looked striking in Jeannie’s hallway.

 

 

 

On Thursday we turned from night to day and constructed our wonderful sun!

IMG_4995We started by asking our students to show us the color orange using our communication symbols.

Then we asked the students to glue an orange circle onto their white rectangular paper.

 

 

 

 

 

 

 

 

 

 

IMG_4940Bulls eye—-nice eye hand coordination!

Again, the math access point of recognizing 2 dimensional shapes (rectangles and circles) is addressed.

Recognizing objects by one observable property (color) is the science access point addressed in this activity.

 

 

 

 

 

 

 

 

 

IMG_4951The rays of the sun were made by stamping hand prints using yellow ink. Fortunately none of our students have tactile sensitivity so we did not have to adapt this for anyone.  All of them did a really great job of keeping their hands open so we could help them make their prints.

We counted the hand prints out loud as they were pressed onto the paper.

Recognizing the appearance of an object has changed is the science access point addressed here.

Yep, this looks pretty good 🙂

 

 

 

 

 

 

LANGUAGE GROUP

IMG_4853IMG_4869In this group, we talked about things that go UP in the air and things that go DOWN on the ground.

Using Boardmaker, we made  9 different pictures of objects: rainbow, sun, clouds, bird, airplane, moon and stars, person, car, and house.    We had real objects to go along with the pictures as well, which seemed to be a hit with the students!

Each student was given a picture and asked if it was UP in the sky……….

 

 

 

 

 

 

 

 

IMG_4875or…….. DOWN on the ground.

One of our students used the arrow as a road for a car—-too cute 🙂

Effectively communicating information using referent objects, pictures is the language access point addressed in this activity.

 

 

 

 

 

 

 

 

 

 

 

IMG_4872After they told us or showed us if the object was something seen UP or DOWN, they glued the picture onto a piece of paper with grass and sky drawn on it.

Our students did so well with this activity……we were SO proud!

Communicating about selected objects using pictures is a language access point.

That is it for this week. We had so much fun and learned a lot about things that we can see when we look up!

 

 

 

 

 

 

IMG_4997Join us again next week, you KNOW it’s going to be fun—–Group by Group 🙂

Oct6

3 Little Pigs

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3 Little Pigs

IMG_4169This week we had so much fun exploring  this traditional fairy tale! We made our wolf by adding some white felt teeth to a plush dog—-who admittedly looks more like a dog in need of an orthodontist rather than a big bad wolf……

Well, you have to work with what you’ve got after all, and our students didn’t see to mind a bit 🙂

SENSORY GROUP

IMG_4175IMG_4095Our students had so much fun exploring the first box filled with rafia (straw), popsicle sticks (wood), and duplo blocks (bricks) for the 3 little pigs houses!  There were 3 different pigs to find—a laminated picture symbol, a plush one, and a sound producing one (found in Target’s $ section). Brown pom poms and pieces of yarn reminded us of the wolf’s fur.

You need tools to build a house so we put in a ruler and some toy tools. And finally, the word “home”. This was a really great box and our students LOVED exploring all the different items.

So many access points were addressed with this box including the science access points of recognizing common objects in the natural world through observation, and recognizing a model of a real object.

 

 

 

 

IMG_3882We stamped bricks in our red moon sand with a duplo block—it made the perfect brick impression!

Of course, it was also fun to grab and squeeze a handful—making it a great activity for hand strengthening also!

Applying a push or pull to move an object and recognizing the appearance of an object or material has changed are the science access points addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_3953Our pink rice seemed perfect for a story about 3 little PINK pigs 🙂 Hidden in the rice was the letter P and the number 3. Our students always get a kick out of finding  “hidden” things .

Tactile and visual discrimination are addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_4180Continuing with our exploration of the color pink we put in BIG and LITTLE pink beads. In addition to the hard beads we put some soft pink pom poms.

Great for texture and size comparisons! Recognizing similarities and differences in size of common objects is a math access point.

Recognizing two objects that are the same size or color is also a math access point.

 

 

 

 

 

 

 

 

 

IMG_3919IMG_4058We had to include a wolf box! We put in some brown “wolf” fur, a nice soft texture to rub and touch. A stretchy wolf (actually a stretchy dog that we gave some felt teeth). Excellent for working on bilateral coordination! Tracking the movement of  objects that are pushed or pulled is a science access point.

That wolf sure likes to huff and puff! We used our little hand held fan to get some air blowing like that wolf—-and it also addresses the science access point of indicating awareness of air moving.

 

 

 

 

 

 

IMG_4121We added some chocolate cake mix to our shaving cream to make some “mud”, we figured our students would like to play in it just as much as those 3 little piggies——–and they did 🙂

Recognizing and responding to different types of sensory stimuli is a science access point.

Of course as the shaving cream is smooshed around, our students also explored the science access point of applying a push to move an object.

 

 

 

 

 

 

 

 

 

IMG_4216The little pigs lived in the woods so Twilight Woods from Bath and Body Works seemed the perfect scent for this week.  Of course, by the time a few little hands rinsed the shaving cream off, it smelled like CHOCOLATE woods lol.

We put 2 different size measuring cups for scooping and pouring fun addressing the math access point of recognizing the different sizes of containers that hold liquids.

Its also a FUN way to practice eye hand coordination 🙂

 

 

 

 

 

 

 

 

 

IMG_3958The Twilight Woods scent was a hit with all the students and they so loved having the lotion rubbed on their hands or arms or necks to help them remember the story of the 3 little pigs!

It also encourages some nice social exchanges and the opportunity to communicate preferences and the desire for “more” of an action which is a math access point.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_3966On Tuesday we built a brick house for our 3 pigs. We started by stamping red  bricks on a square piece of paper.

We’ve used this stamper before, made from a dish scrubber, its knobbed top makes it easier for our students to use. The stamp itself was made from thick craft foam.

Recognizing 2 dimensional shapes is a math access point.

Recognizing a repeated pattern of stimuli is also a math access point.

 

 

 

 

 

 

 

 

IMG_4012IMG_4037Then we glued a big triangle to the TOP of the square.

We counted 3 small rectangles which made up the windows and door and after they were glued down we  put 3 pigs safely into their house!

More opportunities to address the math access point of recognizing 2 dimensional shapes!

 

 

 

 

 

 

 

 

IMG_3989TaDA

We get pretty excited about our art work—-can you tell 🙂

 

 

 

 

 

 

 

 

 

 

 

 

IMG_4312On Thursday, Joy drew a Big Bad Wolf for our students to color. First we wrote our names on our rectangle paper then used pipsqueak markers to color the wolf brown.

We completed our wolf by adding a googlie eye—OF COURSE 🙂

 

 

 

 

 

 

 

 

 

 

 

 

IMG_4335TADA—all ready to blow your house down!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_4247For this group, we wanted to see if certain objects were able to be huffed, puffed, and blown away.  We put together several different items such as feathers, straw, a weighted ball, twigs, paper, a Beanie Baby wolf, and a rock.

For each of the items, we had a corresponding real picture of them. Each student got to choose which item they wanted to “blow”.

Effectively communicating wants using referent objects, gestures/signs, pictures, symbols, or words is a science access point.

 

 

 

 

 

 

IMG_4230The students enjoyed holding and touching the different objects. We encouraged them to make predications about what might happen when we turned the hair dryer on.

Exploring, observing, and selecting an object or picture to respond to a question about the natural consequence is a science access point.

 

 

 

 

 

 

 

 

 

 

 

IMG_4239The students really got a kick out of using the  hair dryer to huff, puff, and BLOW the items to see if they would move.

They especially liked  watching the objects that were light enough to be blown away—-addressing the science access point of tracking objects in motion!

Indicating awareness of air moving is also a science access point.

 

 

 

 

 

 

 

 

 

 

IMG_4228After each attempt, we put the picture of the object on a chart showing if that object was “light” or “heavy”. Charting really helped our students better visualize how things are grouped by weight.

Sorting objects by physical properties such as weight is a science access point.

Communicating about a selected object using nonverbal expression, gestures/signs, pictures, symbols, or words is a literacy access point.

 

 

 

 

 

 

 

 

 

IMG_4198We had a blast this week and hope you did too! Join us again for more fun next week—-Group by Group.

Sep29

Mount Everest

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Mount Everest

This week we went to the top of the world—-Mount Everest!  We had a lot of fun learning about a place so different from the one where we live.

SENSORY GROUP

IMG_3715When you think of Mount Everest you think of the snow that covers it. We had two snow boxes to explore. Our first one contained white floam—perfect for making snow balls…..

…..or a snowman!

Isn’t that what you would want to do on the mountain ? 🙂

Floam is a purchased moldable substance (non toxic but not to be eaten so we watch our students very closely). It has a slightly sticky feel which can be aversive to some of our students (and staff also!). Hand skills such as palmer arching  and bilateral coordination can be addressed when molding it into shapes.

Recognizing a 3 dimensional object such as a sphere is a math access point.

Recognizing when an object is added or taken away from a situation is another math access point.

 

 

 

 

 

IMG_3557We brought back our fun snow from a couple of weeks ago. Keeping it refrigerated makes for some chilly fun……Brrr!!!!!!!

Again, while non-toxic, this substance is not meant to be consumed so we watch our students closely.

Fun to explore alone but even more fun when shared with a partner!

Distinguishing between items that are wet and items that are dry and recognizing materials as warm or cold are science access points that can be addressed here.

Sharing objects with a partner is also a science access point.

 

 

 

 

IMG_3694After that cold snow, it was nice to rinse hands in some nice warm water. Our water was scented with Old Spice Denali scent—-we thought it had the appropriate rugged aroma for mountain climbing 🙂

A large measuring cup and a small spoon were placed in the water for scooping and pouring fun. This addresses the math access point of recognizing differences in sizes of containers that hold liquids.

Of course, just splashing around and checking out the bubbles with friends is fun also— addressing the science access point of applying a push or pull to move an object.

 

 

 

 

IMG_3550IMG_3657he country of Nepal borders Mount Everest. It’s flag has two colors, red and blue. We filled this box with a variety of textural objects such as shiny basket filler, hard blocks, soft pom poms, large chenille stems, rough scrubbers, soft plush toys etc. So many fun things to explore, compare and have FUN with!

Recognizing and responding to different types of sensory stimuli is a science access point.

Identifying common objects by one observable property is also a science access point.

 

 

IMG_3523Lentils are part Dal,  which is a soup eaten in Nepal.  Lentils feel so cool as they slip through your fingers, quite soft and silky! Once you put your hands in you just want to keep playing with them—–kind of a zen thing 🙂

Hidden in them were the letters N and T. We used ones with some nice textural bumps which added an extra sensory element (thanks to our intern for suggesting this!)

N for Nepal and T for Tibet the other country that borders Mount Everest.

Tactile and visual discrimination is addressed when locating the letters in the lentils.

Discussing the different countries addresses the social studies access point of recognizing a cultural characteristic of a population.

 

 

 

 

 

 

IMG_3549IMG_3669A lot of people in Tibet put prayer flags around their house. Our students had so much fun exploring these colorful flags we found at an import store.

We also included a voice output device with a Tibetan zymbol recording. The zymbol has a really unusual sound that our students found really appealing. We found the recording on Sound Bible—-check it out!

Some of out students really like draping or shaking the flags, while others were more intrigued by the music.

This activity also addresses the social studies access point of recognizing a cultural characteristic of a population.

 

 

 

 

IMG_3760IMG_3750For our lotion we used Bath and Body Works Be Enchanted——because wouldn’t it be ENCHANTING to visit Mount Everest? Ok, YES a bit of a stretch lol, but we went with it 🙂

As usual, the lotion helps address the science access point of using senses to recognize objects and the science access point of recognizing one or more external body parts.

 

 

 

 

 

FINE MOTOR GROUP

IMG_3588On Tuesday we made a mountain for our art project—-OF COURSE!!!!

We started by turning a rectangle into a triangle with our paper cutters. Our students with physical challenges used an adapted switch operated electric scissors—-totally cool!

Recognizing a change in an object is a science access point.

Recognizing a common object with a two-dimensional shape is a math access point.

 

 

 

 

 

 

 

 

IMG_3594We glued our triangle mountain to a piece of blue rectangular paper. We used our communication symbols and asked our students to “show us blue”.

Identifying common objects by one observable property is a science access point.

IMG_3633Then we started adding snow to the mountains with our shaving cream and glue mixture. We have done this before and when the mixture dries it has a spongy texture to it—-very, very cool!

A brush was taped to a paint stirrer to make it easier to hold for some of our students.

Tracking the movement of objects that are pushed or pulled is a science access point.

Solving problems involving small quantities of actions using language, such as enough, too much, or more is a math access point.

 

 

 

 

IMG_3646TA DA—-

Mount Everest!!!!

 

 

 

 

IMG_3827On Thursday we got our students ready for a mountain expedition by making parkas! We started with an orange circle plate (using our color communication symbols again to reinforce color concepts) with a precut hole. We chose an orange plate because……… well, that was the color we had!

Then we counted out 5 cotton balls and had the students show us number 5.

Recognizing a common object with a two-dimensional shape is a math access point.

Counting from 1 to 5 using objects is also a math access point—-we probably didn’t need to point that one out 🙂

 

 

 

 

 

IMG_3844We glued the cotton balls onto the plate, adding more to the first 5. This is a great activity for practicing pincer grasp and eye hand coordination skills.

Recognizing when an object is added to a situation is a math access point that is also addressed by this activity.

 

 

 

 

 

 

 

IMG_3871Ready to climb that mountain…….

Ta Da!

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_3773We decided to help the teacher, Mrs. Robin, summit Mt. Everest in our language group.

Joy made a replica of Mt. Everest using a big cardboard box that she cut into the shape of triangle and covered it with some brown paper. White paper was crumpled and taped on the top to create snow.  She drew a person with a snowsuit and added Robin’s face to it.  The students really got a kick out of seeing their teacher on a cutout 🙂

We used a big die that the students rolled to see how many steps Robin could go UP the mountain.

Applying a push or pull to move an object, such as the die, is a science access point.

 

 

 

 

IMG_3807IMG_3797We emphasized that she was going UP by writing the word and holding an arrow to show “up”. The students then had to use the dots that were located on the mountain and move Robin the exact number shown on the die up the mountain.

After Robin safely summitted Mt. Everest, it was time for her to go DOWN the mountain.  Our students rolled the die to see how many steps she could go DOWN and got her safely back to the bottom of the mountain.  Again, we used an arrow to show “down” as well as wrote the word.

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point. Matching objects to marked spaces to show one-to-one correspondence is a math access point.

The students really seemed to enjoy this activity and did a GREAT job with helping their teacher climb Mt. Everest!

IMG_3771This was another great week at Group by Group, join us again next week—-its going to be so much fun!

Sep22

Pirate Day

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Pirate Day

IMG_3451Avast ye land lubbers—-we celebrated Talk like a Pirate Day this week.

Cara had written such a great book last year that we used it again. Repetition is always good for our students and helps reinforce concepts and language learned. We kept some of the same sensory boxes but did add a few new ones.  Our fine motor and language group activities were different from last years celebration.

Shiver me timbers, we do have the cutest pirates to ever sail the seven seas! Read along to see all the fun we had and be prepared to smile 🙂

 

 

 

 

SENSORY GROUP

IMG_3440We filled this box with some basket filler in a pretty light ocean blue.  Then added some cool pirate stuff like a shipwreck (from an old aquarium), black beads and pom poms, an eye patch, and “parrot” feathers. Rubber duck and action figure pirates completed the box.

Lots of things to make you go argg 🙂

Visual discrimination skills are targeted as students look through the box and decide which items to pick up and examine.

The language access point responding to new vocabulary that is introduced and taught directly, is addressed in this activity.

 

 

 

 

 

 

 

IMG_3246Pirates are always looking for buried treasure on deserted islands and X marks the spot!

Our students were able to stamp an X in the sand with their cookie cutter. Shifting the sand aside reveals a treasure map and some gold coins taped the bottom of the box.

Math skills are addressed as the hidden coins or stamped X’s are counted.

In addition, applying a push or pull to move an object, such as stamping an X or pushing the sand aside, addresses science access point.

 

 

 

 

 

 

 

 

IMG_3251IMG_3284If you find the right spot you can dig up a treasure chest filled with GOLD. Our students just couldn’t resist grabbing these gold beads by the handfuls!

Of course, adding a pirate hat really helps one get into character 🙂

Exploring, observing, and recognizing objects in the natural world is a science access point.

 

 

 

 

 

IMG_3271More treasure was contained in our discovery bottle. Filled with plastic jewels, gold glitter, water and corn syrup—-the bottle swirled and glittered as it was shaken. This was a really one of the prettiest bottles we have made—-very, very eye catching!

Picking up and grasping the bottle addresses eye hand coordination and gross grasp skills.

Recognizing that pushing or pulling an object makes it move and tracking objects as they move are science access points.

 

 

 

 

 

 

 

IMG_3243IMG_3421We made some super cool black pirate playdough this week—and added some black glitter to it for additional sparkle! Did we mention this stuff was SUPER COOL 🙂

Our students could roll the playdough into cannon balls or use the bone shaped cookie cutter to make shapes.

Squeezing, pushing, pulling and otherwise manipulating playdough is great for strengthening hand intrinsics.

This activity addresses the science access point of recognizing that the appearance of an object or material has changed.

 

 

 

 

 

IMG_3294Then we turned off the lights and turned on our black light to help us explore our pirate swamp! We mixed up our oobleck using tonic water, which contains quinine, instead of ordinary water to help give it even more glow.

Our students practiced making prewriting strokes and the letter X in the oobleck and really had fun watching it drip and flow down hands!

Using the senses—-in this case vision and touch—to explore objects is a science access point. Tracking the oobleck as it flows also addresses a science access point.

 

 

 

 

 

 

 

IMG_3310We finished by rinsing hands in Bath and Bodyworks Ocean scented bath gel with an added element—–ocean spray (from our mister)!  Some of our students got quite giggly as they felt the mist come down around them 🙂

A large measuring cup and measuring spoon were available in the water bowl for scooping fun.

The science access point of recognizing and responding to one type of sensory stimuli is addressed as the water spray comes down. The math access point of recognizing differences in sizes of containers that hold liquids while scooping.

 

 

 

 

 

 

 

 

IMG_3476As usual, we also used the companion lotion to help our students learn external body parts and address the math access point of indicating a desire for more of an action or object.

This also addresses the science access point of recognizing external body parts.

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_3379Every pirate needs a pet so on Tuesday we made a paper plate parrot for our art project!

We counted out a circle shaped paper plate for each student then gave them a choice of 3 colors to paint their parrot. Since the Florida Alternate Assessment has an array of 3 format, we like to give our students lots of practice making choices out of sets of 3.

Our students are getting to be such good painters!

Recognizing a common object with a 2 dimensional shape is a math access point.

Effectively communicate wants and needs to a familiar person using referent objects, gestures/signs, pictures, symbols, or words is a language access point.

 

 

 

 

 

 

IMG_3327IMG_3342Then we used our circle cutter to cut out 2 small circles.  We glued these onto the paper plate and added 2 googlie eyes on top.

We also added a precut beak and some fluffy feathers.

Picking up and placing the smaller pieces promotes pincer grasp and finger isolation skills in addition to eye hand coordination.

Recognizing differences in size of objects and associating quantities 1 and 2 with number names are math access points.

 

 

TA DA!!!!!!!

 

IMG_3411Looks like Polly parrot is ready to set sail!

 

 

 

 

IMG_0315On Thursday our little pirates made some telescopes—–all the better to see those treasure filled islands 🙂

We used paper towel and toilet paper rolls that fit inside each other—-to get telescoping action, way cool! They were decorated with paper strips.  We started by using our paper cutters to cut rectangle shaped strips of paper and taped them to the rolls. The electric scissors attached to a switch were used for our students with physical impairments.

Recognizing a change in an object ( as the paper is cut) and recognizing a model of a real object are science access points.

Recognizing a common object with a 2 dimensional shape (the rectangular paper) is a math access point.

 

 

 

 

 

IMG_0333The strips of paper were taped around each roll. We discussed the fact that one roll was large and one was small—-addressing the math access point of recognizing the differences in size of objects.

Bilateral coordination and eye hand coordination are addressed as the paper is taped around the roll and as one roll is inserted into the other!

 

 

 

 

 

 

 

IMG_0327Land Ho!!!!

ARGHH 🙂

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_0272A pirate came by and left clues to his buried treasure in our language group.  Our students had to use the clues to find the hidden treasure.  Each of the clues incorporated a preposition, like “up”, “next to”, “under” and “on”.  They also had a rhyming word to help figure out what to look for.  For example, “this thing rhymes with carrot.  Is it parrot or car?”  The students did such a grrrrrreat job figuring out the rhyming words and finding the things associated with pirates.

Using pictures, symbols, gestures/signs, or words to communicate meaning.

Recognizing a movement that reflects a spatial relationship is a math access point.

 

 

 

IMG_0297 IMG_0295-1Hidden around the room and also outside were a parrot, a pirate vest, a hook, a pirate hat, and of course, the hidden treasure on the X.

Recognizing the next step in a simple pattern or sequence of activities is a math access point.

Associating information with referent objects is a language access point.

When the students found the treasure, they opened it up to find a little treat wrapped in gold wrapping paper.  Excitement galore!

IMG_0294                                                                                               It was fun fer all 🙂

 

 

 

 

 

 

IMG_3372Arrrgg, be sure to ship out with us next week for more fun and learning, Group by Group!

Sep15

Friends Live in Different Places

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Friends Live in Different Places

IMG_2970Our groups complimented the Unique Curriculum theme that our students are studying this month.  As usual, we address math, language and science access points but with this unit we also address social studies access points such as recognizing differences in climates or vegetation.

Cara wrote a fantastic book with such cute pictures of children around the world—-it was a real hit with our students in each of the groups.

We had so much fun exploring the different continents.  Read along to see all the fun we had!

 

Sensory Group

IMG_3121IMG_3129We started our world tour in a South American tropical rainforest! Our umbrella was decorated with plastic leaves and christmas garland, bead, and yarn vines. Foam butterflies, toy snakes and frogs were attached with more yarn. A huggable monkey and jungle sounds recorded on a voice output device completed the experience.

Our students always get excited when we have an umbrella experience and this one was no different. So much fun to see their smiling faces!

IMG_2987Lots of access points can be addressed with this box, including the science access point of distinguishing between a plant and an animal and the language access points of communicating recognition of familiar persons or objects and responding to a technology resource.

 

 

 

 

IMG_3024Next came North America where we explored the colors of the Canadian flag—red and white! Our box contained soft pom poms and hard beads to compare and contrast.

Beads are always a favorite—fun to shake AND fun to wear!

The math access points of recognizing two objects that are the same size or color and recognizing 3 dimensional objects are addressed here.

 

 

 

 

 

 

 

 

IMG_3022Other countries have flags that are red, white and blue like ours.  In Europe, two of them are France and the United Kingdom.  Our colorful rice had the letters U and F to find in addition to the French and UK flags hidden at the bottom of the box.

Rice is always a wonderful tactile experience. Our students love running their fingers through it—-and grabbing handfuls to toss in the air which we try to discourage.  Although, tracking objects in motion IS a science access point 🙂

Tactile and visual discrimination skills are promoted with this activity.

 

 

 

 

IMG_3111On to Asia where flowers are a highlight of many festivals. This box contained pink petals and 3 sunflowers for sorting, counting—–or tossing into the air to watch as they drift down 🙂

The math access points of comparing quantities to 3 using language, such as more, less, or the same and or solving simple problems joining or separating sets of objects to 3 can be addressed here.

 

 

 

 

 

 

IMG_3089How exciting would it be to visit the African savannah! We filled this box with rafia and green easter grass so it looked like the different grasses you might see while on safari.

We also included some zebra striped pom poms and a variety of toy animals. Some of the animals had a button that made noise when pressed—-perfect for working on finger isolation.

The science access point of recognizing and responding to common sounds and distinguishing between a plant and an animal are addressed here.

As the students push the animals button, they also are addressing the science access point of applying a push to move an object.

 

 

 

 

 

IMG_3105IMG_3049What continent is covered with snow? Antarctica!!! We made a batch of our fake snow and put it in the fridge. Cold AND wet, some of our students thought it was pretty neat—–others not so much 🙂

This activity addresses the science access point of recognizing objects or materials as warm or cold.

 

 

 

 

 

 

 

IMG_3067We used eucalyptus scented water and lotion to remind us of the leaves that Australian koala bears like to eat! It was a pretty strong scent which all our students  seemed to like.

As the lotion is rubbed on arms, hands or back of neck (for those students who engage in hand mouthing behaviors) we talk about the different body parts—-addressing the science access point of recognizing one or more external body parts.

This activity also addresses the science access point of recognizing and responding to different types of sensory stimuli and the math access point of requesting “more” of an action or activity.

 

 

 

 

 

 

Fine Motor Group

IMG_0224-1On Tuesday for out art project, we cut out and colored the seven continents.  Joy drew a gross outline of each continent on a rectangular piece of construction paper (each a different color).  Each student chose their favorite…..

…..and proceeded to color it!

Discussing the shape of the paper addresses the math access point of recognizing 2 dimensional shapes.

This also addresses the science access point of identifying objects by one observable property.

 

 

 

 

 

 

 

IMG_0229-1Since the outlines were too complex for our adaptive scissors or paper cutters, we used our electric scissors to cut them out——what fun! The students really had a blast and were so fascinated by the action 🙂

This was a great activity for practicing switch usage and learning to keep your hand on the switch to keep the scissors cutting.

This activity addresses the math access point of solving problems involving actions using language such as enough, too much, or more.

 

 

 

 

IMG_0247-1Then we glued the continents down on a blue background to make our world map—-addressing the social studies access point of associating a picture with a place.

TA DA!!!!

 

 

 

 

 

 

 

 

 

 

IMG_3177On Thursday, before we started our next art project, we told the students we were going to paint with green paint, showing them the color on a communication symbol. Then we asked them to show us “green” from a choice of two by either touching the symbol or using eye gaze to make their choice.

This addresses the language access point of responding accurately and consistently to referent objects, pictures, or symbols used in routines.

 

 

 

 

 

 

 

 

 

IMG_3191IMG_3199Then it was time to paint a large circle that was cut from blue poster board——we’re making a global map! These sponge brushes are perfect for the job.

Discussing the shape of the poster board addresses the math access point of recognizing 2 dimensional objects.

It also addresses the social studies access point of recognizing a picture of land or water.

Of course, its also a great activity for practicing prewriting skills!

 

 

 

 

 

 

IMG_3203The words “Friends Around The World” were glued onto the circle.

The language access point of responding to new vocabulary as it is taught is addressed here.

Also eye hand coordination is practiced as the students place the paper on top of the glue.

 

 

 

 

 

 

 

 

 

 

IMG_3216Joy made some paper dolls in traditional costumes from around the world, and added the student’s photos to them. They took turns gluing them to the map—-quite fascinated by their photos!

This activity addresses the social studies access point of recognizing differences in clothing from other cultures.

 

 

 

 

 

 

 

 

 

 

IMG_3226Our finished product looks so cute hanging in the hallway outside Jeannie’s classroom….

too cute!!!!!

 

 

 

 

 

 

 

 

 

 

 

Language Group

While reading Cara’s book, each time we read about a continent we would hand the student who “read” the repetitive line an animal native to that continent.

IMG_3139IMG_3145IMG_3223Here is a breakdown of the animals we used with each continent: Africa–lion, Europe–bird, Asia–tiger, North America–black bear, South America–lizard, Australia–platypus, and Antarctica–penguin.  We have found that our students really enjoy holding objects and using props throughout our group seems to bring more meaning to what we are talking about.

Matching common living things with their habitats is a science access point.

 

 

 

IMG_3151After reading the book, we unrolled a big map of the world.  On an All-Turn-It Spinner, we taped each of the 7 continents.  We asked the students “where” they were going to go while holding up the PIXON symbol for “where”.  The students took turns activating the All-Turn-It Spinner to see which continent they were going to visit.

Using technology resources to support learning is a language access point.

Responding to new vocabulary that is introduced and taught is also a  language access point.

 

 

 

 

 

IMG_3158We had print outs of the students’ faces and would tape their face to the continent they landed on.

When they were through, we used PIXON symbols and the students had to verbalize or point out, “I go here”.

They had so much fun with this activity and so did we!

Matching objects, pictures, gestures/signs, or symbols to tasks in routines is a language access point.

Completing a pictorial map using pictures or symbols for designated areas is a social studies access points.

 

 

 

 

IMG_3094We loved exploring our wonderful world this past week and hope we gave you some inspiration for your own explorations! Come back next week where more surprises await—-Group by Group!

Sep8

Jobs At School

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Jobs At School

We celebrated labor day this week by talking about what different jobs there are at our school. There were a lot of familiar faces in Cara’s book and the students in all our groups got so excited when they recognized someone.  One of our students was able to verbalize what the music and art teacher did right when seeing their picture!

SENSORY GROUP

IMG_2820One of the most important jobs at school is “teacher”—the person who helps us learn to read and count!  We have some pretty fabulous ones at our school 🙂 and for their box we used our blue moonsand—-one of our school colors is blue! Our students had the choice of pressing A B C or 1 2 3 cookie cutters into the sand.

Pushing the cookie cutters helps strengthen hand intrinsics as well as working on letter and number identification.

 

 

 

 

 

 

IMG_2648Our students really love music and we had such fun with our “music teacher” box. We brought out our shakers—lentils in one bottle and acorns in another—-and recorded some lively music on the voice output device.

It was so cute to see little heads start bobbing as soon as the button was pressed—-even Ms. Joi started rocking out to the beat 🙂

This activity addresses the language access point of responding to rhythm in familiar songs.

By pressing the voice output device, students address the math access point of indicating a desire for more.

 

 

 

 

 

 

IMG_2652Who doesn’t love art—-especially when it involves finger painting! Our sensory group version was shaving cream with food coloring. Messy fun, always a favorite with us. It’s a great tactile experience but also an opportunity to practice prewriting designs and letters.

This activity also addresses the science access point of recognizing and responding to one type of sensory stimuli.

As the food coloring is mixed with the shaving cream, the science access point of recognizing a change in an object is addressed.

 

 

 

 

 

 

 

IMG_2760Water play is always fun, whether in the swimming pool during PE or our little splash pool!

As hands—both little and big—splash the water, the science access point of applying a push to move an object is addressed.

 

 

 

 

 

 

 

 

 

 

IMG_2659We used SOFT cotton balls and HARD tongue depressors for our “nurse” box. Some of our students enjoyed sorting the items by texture, practicing counting or even imitating some letters!

Of course, just exploring the items was a popular activity also 🙂

The science access point of recognizing common objects as identical to each other can be addressed here.

This also addresses the math access point of recognizing two objects that are the same size or color.

 

 

 

 

 

 

 

 

IMG_2822LUNCH—everyone’s favorite part of the day 🙂 Our lunchroom staff serve us lots of choices of yummy food!

We filled our box with some green paper shred “lettuce” and a variety of play food. Eating utensils, an identification card and a mini lunch tray.

Hmm………a burger or chicken, decisions decisions……

The math access point of recognizing common activities that occur every day can be addressed with this box.

In addition, the science access points of recognizing models of real objects and recognizing that people need food can be addressed here.

 

 

 

 

 

IMG_2780One of the most exciting jobs at school has to be “school bus driver”. Our students love their big yellow buses and drivers! Our yellow rice was wonderfully bright and perfect for driving a little bus around in. A picture of the bus was also taped to the bottom of the box.

The science access points of applying a push or pull to move an object and recognizing models of real objects are both addressed in this box.

 

 

 

 

 

 

 

IMG_2850We finished with Bath and Bodyworks Country Apple scent—-apples for teacher, naturally 🙂

Our students are always given the opportunity to communicate their preferences for the week’s scent and this one was pretty much a favorite of everyone.

 

 

 

 

 

 

 

 

 

Fine Motor Group

IMG_2693IMG_2700On Tuesday we stamped with an assortment of fruit and vegetables—-on rectangle shaped paper.

just like those we get at lunch!

This was a great art activity, our students really had a great time and were fascinated by the impressions they made. And……nobody took samples 🙂

The math access point of recognizing 2 dimensional shapes is addressed here.

 

 

 

 

 

IMG_2738                                                   TA DA—-didn’t these turn out so cute and colorful!

 

 

 

IMG_2908On Thursday we made paper plate tambourines.  We started by counting out our circle plates and then decorated them with markers.

The math access point of recognizing 2 dimensional shapes is addressed here.

You may notice our students don’t always have a perfect “tripod grasp” of their writing utensil but we feel that active involvement is more important than perfect grasps.

 

 

 

 

 

 

 

IMG_2943IMG_2919Then we attached 3 jingle bells which were pre-threaded with small chenille stems. Our students did need help pushing and pulling the chenille stems through the holes but what a great opportunity to work on pincer grasp skills —–Joy really likes that, one of those OT things 🙂

We counted the bells as they were strung, asking our students to find the number on the communication board—–they did an awesome job, we were so proud!!!!!

 

 

 

 

IMG_2939Time to rock out, our students LOVED shaking their tambourines……

TA sha la la DA 🙂

 

 

 

 

 

 

 

 

 

Language Group

IMG_2856We used the same pictures of the people used in our book and  Boardmaker symbols for pictures of what each person could be associated with at school.  We taped the people on the left side and the picture symbols on the right side of a piece of board.

Using black yarn that was connected to each of the pictures of people, the students had to figure out what picture symbol went with which person.

This activity addresses the language access point of recognizing familiar persons and objects associated with routines.

 

 

 

 

IMG_2876For our students who needed more support to understand the concept, we used auditory scanning and had them answer yes or no or eye gaze to indicate their choice, for example “Does the music teacher use a bandaid? Does she use a paintbrush? Does she use musical instruments?”).

After finding the correct picture symbol, Cara modeled the PIXON symbols “she uses this” and had the students verbalize if they were able to or point in the correct order if they were unable to vocalize.

This addresses the language access point of communicating information about familiar persons, objects, or actions, using non-verbal expressions, gestures, signs, pictures, symbols, or words.

 

 

 

 

IMG_2867IMG_2858For some of our students with visual impairments and also for the students that do not have a great understanding of pictures yet, we used real objects, including: paintbrush for the art teacher, maraca for the music teacher, ball for PE teacher, stethoscope for nurse, play food for lunch lady, and a recording of bus sounds for bus driver.

This worked out SO great and made it more meaningful for ALL the students.

 

IMG_2634It was another great week and we had so much fun, join us next time…….Group by Group 🙂

Sep2

Florida Vacation

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Florida Vacation

IMG_2464We’re BACK!

While its great to be back at school, we can’t help but think about all the fun times we had this summer.  We love living in Florida and just like the rest of the world, we love Florida vacations—-the perfect theme for our first post of the year.

Cara wrote another terrific book that we read in each of our groups and our students did a great job of using the voice output device to “read” the repetitive line!

So put on your sunglasses and join us for a tour of sunny Florida 🙂

 

 

Sensory Group

IMG_2371Our beautiful sandy beaches are one of the many reasons to visit Florida. We made our sand from wheat flour and oil (we found the recipe on Pinterest). Its basically cloud dough made with wheat instead of white flour.

We liked the texture it made—a little firmer than regular sand but not as firm as moon sand.  Supremely touchable stuff! Three sea shells were hidden to find and make impressions…..

 

 

 

 

 

IMG_2420….And also perfect for scooping!

This activity addresses the science access points of recognizing common objects in the natural world through observations and recognizing common objects as the same.

It also addresses the math access point of recognizing quantities 1 to 3 using sets of objects.

 

 

 

 

 

 

 

 

IMG_2300Situated on the east coast of Florida, St. Augustine is the oldest city in the United States!  How cool is THAT!

We colored our rice red and yellow, the colors of the Spanish flag, in honor of the first European settlers.

We have made some pretty colorful rice combinations in the past but this has got to be one of the most vibrant—really eye catching stuff that you can’t stop reaching out to touch 🙂

F is for Florida and we hid 3 letters in  the rice!

Visual and tactile discrimination skills are addressed in this activity.

 

 

 

 

IMG_2294IMG_2288If you love learning about the space program, Cape Canaveral is the place to visit.  You can see all sorts of rocket ships and pretend to be an astronaut!

We used our black beans to represent the night sky and put in some glow in the dark stars and crescent moons in addition to a little astronaut.

Tactile and visual discrimination skills are addressed as students discover the items hidden among the beans.

This activity also addresses the science access point of associating stars with the night sky and the math access point of recognizing common objects with two-dimensional shapes.

 

 

 

 

IMG_2355Everglades National Park is located in the southern part of our state and riding on an airboat is an exciting way to explore it!

We used our vibrating massager and battery operated fan to simulate what it would feel like to ride in one.

Our students really loved the feel of the fan and the massager.

Some of our students were able to work on thumb strengthening while turning the fan on/off.

This activity addresses the science access points of recognizing and responding to one type of sensory stimuli and indicating awareness of air moving.

 

 

 

 

 

 

IMG_2345We have so many fun theme parks to visit and Sea World is one of our favorites—everybody loves Shamu!

Toy sharks and whales swam in our water this week and as always, our students love to splash in the water……

IMG_2361….especially with friends 🙂

This activity addresses the science access point of distinguishing between items that are wet and items that are dry, as well as the science access point of sharing objects with a partner!

 

 

 

 

 

IMG_2302And finally, one of the biggest tourist attractions—Disney World!

We put colorful, soft pompoms in the colors of Mickey Mouse—-red, yellow, white and black—great for sorting and counting.

Lots of math access points can be targeted here, including solving simple real-world problems involving joining or separating small quantities of objects and recognizing the next step in a simple pattern or sequence of activities.

 

 

 

 

 

IMG_2298We also recorded the Mickey’s club house theme song on our voice output device. This was a total favorite that had some of our students getting up to dance, what FUN!

Recognizing and responding to common sounds is a science access point 🙂

 

 

 

 

 

 

 

 

 

 

IMG_2422IMG_2429When you visit sunny Florida you have to wear sunscreen! We thought Bath and Body Aruba coconut was the perfect scent for this week…

It smelled really yummy 🙂

This is a super fun way to work on the science access point of identifying  external body parts.

 

 

 

 

 

 

 

 

Fine Motor Group

IMG_2330We had two really fun art projects this week! On Tuesday after reading our book, we talked about all the animals we could see while visiting Sea World, painting blue corn syrup water.

We started by showing the bottle of blue corn syrup and then asking our students to show us “blue”.

 

 

 

 

 

 

 

 

 

 

IMG_2323The students then used their brushes to spread the mixture all over the paper.

This is a great way to practice using writing tools.

 

 

 

 

 

 

 

 

 

 

 

IMG_2319We then gave the students a choice between a precut dolphin or orca to put in their water. The corn syrup, being naturally sticky, means you don’t need to use glue!

Eye hand coordination is addressed when placing them onto the paper.

This activity also addresses the math access point of recognizing when an object is added to a situation.

 

 

 

 

 

 

 

 

IMG_2328Ta Da—we just love how it dries but still looks shiny and wet!

IMG_2339………….Don’t they look terrific 🙂

 

 

 

 

 

 

 

 

 

 

 

On Thursday our art project was all about the mouse 🙂 We started by stapling 2 smaller black plates to a large white plate.

IMG_2496We used an oval hole punch to cut out a nose. The hole punch was a little hard to push so our students needed assistance.

Then we put the nose in the middle of the white circle.

As we put together our mouse we discussed the different facial body parts.

We also discussed the similarities and differences in sizes of the paper plates which addressed math access points.

 

 

 

 

 

 

 

 

IMG_2489IMG_2526Then we used the paper cutter to cut a red square into 2 triangles to make a bow and placed it either at the top or bottom of the face……to make Mickey or Minnie!

As a final flourish we added 2 googlie eyes—-you know how much we love them!

Circular eyes, triangle bows and an oval nose—-more math access points.

 

 

 

 

IMG_2542Super cute!

 

 

 

 

 

 

 

 

 

 

 

 

Language Group

In the past, we have focused on working with the alphabet each week for the language group.  However, since things went so well at the end of the year when we changed the language group to coincide with the theme of the other two groups, we decided to keep it that way.

IMG_2443Next, we used a drawn outline of Florida (drawn by our very talented Art teacher, Judy).  We used the pictures of the different places from our book and glued them to where they would be located on the map.

Then, we went around to each student, one at a time, and had them match the given picture to where it was located on the map.  We used the PIXONs “where” to ask the question “where is it?”, “match” in order to reinforce that we were matching photographs, and “find” to have them find it on the map.  After each photo was matched correctly, we had the PIXONs “I put it here” in a row and each student had to read the sentence by pointing to each PIXON while verbalizing the word if they were able to.

 

 

 

 

 

IMG_2480 Some required a little more help than others, but they all took their time to look at the pictures to see if they could match the correct ones!

When we were all done matching, we asked each of the students where they would like to take a trip.

The count at the end was 1 student for Sea World and the rest of them for the Everglades to ride on an air boat:)

Let us know if you have traveled to any of these places 🙂

 

 

 

 

 

 

IMG_2466Well that is it for the first week! We have so many more fun groups planned for the rest of the year, so be sure to join us—-Group by Group 🙂

May20

Earth Science

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Earth Science

IMG_1364The theme for the Unique Curriculum is earth science this month so we tied our groups to go along with the theme. Cara wrote another great book and found some great pictures to go along with it.

Our students were AMAZED 🙂

 

 

 

 

 

 

 

IMG_1485When we got to the page about rain, we used our spray bottle to mist water up into the air to then fall gently down on the students. They LOVED this part and needless to say there were lots of giggles AND lots of opportunities for them to request “more”—-one of their math access and language points!!!

Do we make learning FUN or what???!!!! 🙂

 

 

 

 

 

 

Sensory Group—

IMG_1415The surface of our earth is covered by a variety of plant life. In this box we put in silk leaves, easter grass, plastic trees, flowers to represent all the different plants to be found. We loved these bright and colorful sunflowers!

We  included yarn pieces and beads in the colors of green and brown. The sun and moon affect our planet so we also put in a moon shaped cookie cutter and little wooden sun.

IMG_1248Finally a little globe was included—our earth!

This box addresses the science access point of recognizing common objects related to science by name, such as a plant. It also addresses the science access point of recognizing a model of a real object.

Noting that the globe is a sphere addresses the math access point of recognizing a 3 dimensional shape!

 

 

 

 

IMG_1430Wind is one of the forces that affects the surface of our earth. We created our own windstorm using our little battery operated fans.

We had some different reactions to the tactile feel of the blowing air—-some of our students loved it and couldn’t wait to push the buttons themselves—-others had to think about it for a while 🙂

They were also pretty fascinated by the soft spinning blades!

Applying a push or pull to move an object is a science access point.

 

 

 

 

 

 

IMG_1386IMG_1258Underneath all the plants and trees is soil.

We buried 3 circular puzzle pieces for our students to find and they loved pushing aside the coffee ground soil to find them—-and then pushing the grounds back to cover them back up 🙂

This box addresses the math access point of recognizing a 2 dimensional shape.

 

 

 

IMG_1375Digging down deep enough into the earth’s crust and you will find layers and layers of different rocks—-just like our mixed beans!

E is for Earth!  We put in some letter E’s to find and match—-and then bury again!

We included a measuring spoon for some scooping fun, although most students prefer to run their hands through the beans for that wonderful tactile feel that they have.

Now we do try to keep a close eye on students when they have the bean box—to make sure there is no “sampling” but also to watch for our little scientists who want to see if gravity REALLY works with handfuls of beans 🙂

 

 

 

 

 

 

 

IMG_1253IMG_1570We used this grey floam to represent our earths mantle which is one of the many layers that form our planet. By squishing it together, our students could form it into a hard ball, kind of like the hard rock that makes up the mantle.

This floam is pretty cool stuff and everyone, adults included, is pretty fascinated by it.

Forming the ball is great for building hand strength, bilateral coordination, and palmer arches.

Of course our ball of floam can also be called a “sphere” and recognizing 3 dimensional shapes is one of our math access points!

 

 

 

 

IMG_1589Digging down still deeper we will get to earth’s liquid core! We mixed yellow and red food coloring with our shaving cream to make our lava. What fun to mix it all together and come out with this fabulous orange lava!

This addresses the science access point of recognizing a change in an object.

Its also a great opportunity to practice prewriting skills with a wonderful tactile experience.

 

 

 

 

 

 

IMG_1232The earth has a magnetic field. We used a magnet discovery bottle to help our students learn about magnetism……it really is pretty fascinating to watch the magnetic wand “capture” the little metal pieces inside the bottle!

Its also a great activity for bilateral coordination.

The science access point of tracking the movement of objects that are pushed or pulled is addressed here.

 

 

 

 

 

 

IMG_1579IMG_1602Finally we rinsed our hands in Ocean scented water from Bath and Bodyworks and then used the matching lotion to help us remember all the cool things we learned about our planet today!

Our little ocean had 2 different sized measuring cups to address the math access point of recognizing differences in sizes of containers that hold liquids.

Exploring the aroma of the lotion addresses the science access point of recognizing and responding to one type of sensory stimuli.

 

 

 

Fine Motor—

IMG_1310On Tuesday we thought making a volcano would be a great art project for our students. We started by turning our brown rectangle into a triangle by using our paper cutter to cut the 3 sides—counting each side as we cut.

Then we glued in onto our blue rectangle paper.

Recognizing 2 dimensional shapes is a math access point.

 

 

 

 

 

 

 

 

 

IMG_1323Now for the really fun bit—the lava! We mixed glue, shaving cream, and orange paint to make our lava. We wanted a three dimensional tactile texture and this stuff turns out just like puffy paint when it dries—-if you haven’t tried this concoction you really should!

Our students did a great job using their brushes to spread the mixture. They are spending more time painting and visually attending to their projects—we are so proud 🙂

This activity addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

IMG_1340IMG_1330We had lots of Ta Da’s as usual.

Don’t these volcanos look SO COOL!!!!!!

Some of them were so proud of themselves they asked for hugs also—

needless to say we obliged 🙂

 

 

 

 

 

 

On Thursday we continued our explorations of earth science with our next art project. We started with a blue circle—addressing the math access point of recognizing a 2 dimensional shape again! We are going to make a picture of our earth.

IMG_1474Tissue paper was then torn and crumpled and glued onto the blue circle—to make some continents.

Tearing and crumpling the paper promotes bilateral coordination and addresses the science access point of recognizing a change in an object.

 

 

 

 

 

 

 

 

 

 

IMG_1452We asked the students to identify the colors of the paper we used today. Identifying an object by one observable property (in this case color) is a science access point.

Are students are just so smart!!!!

 

 

 

 

 

 

 

 

IMG_1479TA DA!!!!

 

 

 

 

 

 

 

 

 

 

 

Language Group—

We decided to make a visual of the Earth’s different layers.  We found this idea on www.birdandlittlebird.com and thought it would be PERFECT, as well as lots of fun.  The students had to follow the directions which consisted of PIXON symbols, Boardmaker symbols, and real pictures.

IMG_1498Since the pictures depicting the Earth’s layers are color coded, we decided to base our visual support off of some of the pictures we found.  We started with 1/4 cup of liquid dish soap.  The dish soap was pink and we added a little red food coloring to it to show how hot the Earth’s inner core is.

Graded motor control and eye hand coordination are needed to pour the liquid from the measuring cup into the jar.

Recognizing the next step in a simple pattern or sequence of activities is a math access point.

Throughout this activity we are also addressing the math access point of solving problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

IMG_1505For the next layer, the outer core, we used 1/4 cup of water.  We dropped red and yellow food coloring in the water in order to make orange.  Since our visually impaired students could not see the color changes they participated by being in charge of shaking the liquid (we used a lidded juice bottle).

They really enjoyed this bit 🙂

The science access points of applying a push or pull to move an object and recognizing a change in an object are addressed here.

 

 

 

 

 

 

 

 

 

IMG_1518Now, as scientists conducting experiments, sometimes things don’t go QUITE like you had planned——-  after putting the water in, we did not see any distinct layers!  We couldn’t figure out what we did wrong—- so we decided to start over and use karo syrup at the bottom instead of the dish soap.

Although the colors were very similar in appearance when in the jar, you could see a little more layering than before.

The third layer, or the mantle, consisted of 1/4 cup vegetable oil.  We did not add any coloring since it was already yellow.

On an added note, it is important to pour the liquids SLOWLY—a funnel helps.

 

 

 

 

 

IMG_1524IMG_1532For the last layer which is the crust, we used 1/4 cup rubbing alcohol which we colored blue.  The students seemed to LOVE watching the liquids separate into different layers, and the adults enjoyed it too!

All in all, the experiment was a success AND we learned some new words!

We turned off the lights and held a flashlight behind the jar to really see the layers.

Science experiments are just so FUN!!!

 

 

Join us again next week for our final groups of this school year—

IMG_1551Its going to be filled with more fun things to learn and discover—–Group by Group 🙂

May12

Mother Goose

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Mother Goose

It’s Children’s Book Week and we decided to go with the classic Mother Goose as our theme—-everyone loves a good rhyme after all 🙂  Hope you enjoy reading about all our activities.

Sensory Group—

IMG_1154The Mother Goose box was filled with a variety of items representing different nursery rhymes.

There were some white feathers—-lost by Mother Goose herself no doubt—– Contrary Mary silk flower petals (as well as a cockle shell and silver jingle bell), Rock a Bye Baby leaves, London Bridge bricks (duplos), Jack and Jill’s pail, a mouse to run up a clock, a craft foam moon and….. a cow to jump over it.

The cow made a mooing sound when a button was pressed making it quite popular. Other students enjoyed filling up the little pail with the feathers and leaves. With all the different objects and textures, there was something for everyone!

The language access point of recognizing and responding to familiar objects is one of the access points addressed here.

 

 

 

IMG_0975IMG_1140Mary had a little lamb whose fleece was WHITE as snow! This box was filled with an assortment of items all colored white.

We put in beads, pompoms, a plush seal, plastic dog, pearls, a snowflake ornament, faux lambswool, hair scrunchies, and a dusting mitt—this was especially popular. Our students loved putting it on their hands.

In addition to lots of textures to compare and contrast, this box addresses the science access point of recognizing common objects in the natural world.

 

 

 

IMG_0850IMG_0984Our Little Boy BLUE box was filled with all things blue—blocks, beads, dusters, shakers, pompoms etc.

Like our white box this was filled with a variety of textures and shapes to explore. Especially popular were the shakers and  the accordion tube.

The science access point of applying a push or pull to move an object is addressed here.

 

 

 

IMG_0852Students had fun using our dog and bone cookie cutters with the “Cow jumped over the Moon” sand.

Our students used the cookie cutters in different ways. Some of them pressed them into the sand to make impressions, while others used them like mini little shovels. Moon sand is a lot denser than regular sand so either way—–a great activity for hand strengthening!

As the moon sand gets dug up or smashed down into the cookie cutter the science access point of recognizing a change in an object is addressed.

In addition the language access point of communicating recognition of familiar objects is addressed when discussing the cookie cutter shapes.

 

 

 

 

IMG_1018Our Itsy Bitsy Spider bottle was also a huge hit, our students were really fascinated by it. We made the discovery bottle by putting some toy spiders in a bottle with water, cornsyrup, and some green glitter.

The students loved watching the little spiders scuttle back and forth as the bottle was tilted.

A totally fun bottle, one of our best ever!

This addresses the science access points of applying a push or pull to move an object and tracking objects in motion.

You can also count the spiders and discuss their colors for additional learning fun 🙂

 

 

 

 

 

IMG_1123Peas Porridge hot? Cold?…..Ok we were not sure what exactly  “peas porridge” was but lentils are a type of “pea” so figured they would work for this box 🙂

They really have a wonderful soft texture as you run your hands through them, very relaxing—this box was a hit with the students AND the adults!

Hidden amongst the lentils were 2 sets of Mother Goose’s initials for our students to find.

Matching the letters addresses the math access point of recognizing 2 objects that are identical to each other—-in addition to letter recognition of course!

We also including 2 different sized measuring spoons for scooping practice and to address the  math access point of recognizing similarities and differences in the size of common objects.

 

 

 

 

IMG_0780IMG_0864Poor Humpty Dumpty 🙂 We put a little yellow toy flying saucer in our oobleck and it looked just like an egg—pretty cool!

This addresses the science access point of recognizing and responding to different types of sensory stimuli—exploring the tactile aspects of the oobleck while observing the visual aspect of the yellow disc.

Of course, oobleck is always just flat FUN 🙂

 

 

 

 

 

IMG_1222After rinsing our hands in water from Jack and Jill’s well, we rubbed Ring Round the Rosies rose scented lotion on hands and arms to help us remember all the fun and learning of todays group.

This rose lotion had a pretty strong aroma—it brought back a lot of memories for the adults—-and our students loved it!

Rubbing the lotion on various body parts helps address the science access point of recognizing external body parts.

 

 

 

 

Fine Motor Group—

IMG_0874On Tuesday we made a picture of Humpty Dumpty. After writing our names on our BIG, rectangular piece of paper……we stamped LITTLE, red rectangles to make a wall. The stamp was made using thick craft foam attached to a kitchen scrubber using double stick tape.

We counted the paper as we passed it out and also counted as the students stamped their small rectangles. We also encouraged our students to stamp from left to right across the page—the same direction  you take when reading or writing.

This activity addresses the math access points of recognizing a 2 dimensional shape and recognizing the differences in size of objects.

 

 

 

 

IMG_0889We cut oval eggs out of craft foam and let our students choose their color using picture cards.

Then we used our circle cutter to make Humpty’s face. Some of our students drew their own faces while others needed some help.

The circle was glued onto the oval and then Humpty was glued onto the wall.

Again, we are addressing the math access point of recognizing 2 dimensional shapes but we are also addressing the math access point of recognizing a movement that reflects a spatial relationship.

The language access point of effectively communicating wants to a familiar person using symbols is also addressed.

Eye hand coordination is addressed as the various pieces are assembled to make the final product.

 

 

 

 

IMG_0902Ta DA!!!

A very happy Humpty Dumpty on his wall before his fall—-hey its Mother Goose time and we are ready to rhyme 🙂

 

 

 

 

 

 

 

 

On Thursday in preparation for our art project Ms Barrett’s class had watched a video of nursery rhymes including Hickory Dickory Dock in preparation for our second art project which is all about shapes again!

 

IMG_1034We started our activity by counting the sides of our BIG rectangular piece of paper and then practiced writing our names on it. A LITTLE rectangle was glued to the BOTTOM.

This addresses a lot of math access points including recognizing a 2 dimensional shape, recognizing the sides of a square or rectangle, and recognizing the length of real objects, such as big, little etc.

Then we glued a circle clock face onto a square piece of paper—that was then glued to the top of our little rectangle.

This addresses the math access points of recognizing 2 dimensional shape and recognizing a movement that reflects a spatial relationship.

 

 

 

 

IMG_1058IMG_1047Next we used our paper cutter to change our square  into 2 triangles—addressing the science access point of recognizing a change in an object.

We glued the square onto the rectangle at the top and put the triangle on top.

Pat pat pat!

Again addressing the math access point of recognizing a movement that reflects a spatial relationship.

 

 

 

 

 

 

IMG_1045IMG_1067Add one cute little pink craft foam mouse (complete with purple yarn tail) and our clocks are complete——

TA! DA!

 

 

 

 

 

 

 

 

 

 

Language Group—

Our language group especially enjoyed Cara’s book this week  because 2 of the models in the book are instructional assistants in the class!  The students had so much fun pointing them out.

IMG_1105One of the things we focused on today was sequencing.  We picked 4 different  nursery rhymes; Jack and Jill, The Itsy Bitsy Spider, Humpty Dumpty, and Little Miss Muffet, and printed out sequencing cards found on EnchantedLearning.com.  Using the PIXON picture symbols for “first”, “second” and “last”, we had our students put the cards into order.

We said the nursery rhymes line by line so the students could find the card that matched with the line read.  They would then have to place the card under the correct PIXON to show first, second, and last.

This activity addresses the language access point of effectively communicating information using referent objects, gestures/signs, pictures, symbols, or words.

It also addresses the math access point of recognizing the next step in a simple pattern or sequence of activities.

 

 

 

IMG_1114For our students with visual impairments, we adapted the activity by using a voice output device. The phrase “that’s the one” was recorded on it for our students to press as we read the choices aloud.

 

 

 

 

 

 

 

 

 

IMG_1087IMG_1079After completing this task, we turned off the lights and brought out our light up moon—-so cool, we love it!

We then presented 3 different cows to our students. One was plush, another was a large inset puzzle piece, the third was a small plastic model. We deliberately chose these to make them very easy for our students with visual impairments to differentiate. The students got to pick which cow they wanted and practiced having the cow jump over the moon.

The students again used their Pixon symbols to say “I want” and then pointed to the desired cow. Addressing the language access point of effectively communicating wants using referent objects, gestures/signs, pictures, symbols, or words.

This activity is great for promoting shoulder stability and crossing midline as the cow jumps from one side of the moon to the other.

It also addresses the science access point of recognizing a model of a real object and the language access point of listening for informative purposes.

 

 

This was such a great week, all our groups were so fun and our students are making so much progress—-we are so proud! Join us again next time—-Group by Group!