Category Archives: Occupational Therapy

Nov11

We Salute The Troops

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We Salute The Troops

We learned about our armed forces this week. The sensory groups explored boxes dedicated to different services branches. The fine motor groups decorated service vehicles with camouflage and the language group made a patriotic treat.

 

 

 

 

 

SENSORY GROUP

This box was dedicated to animal mascots—-goat for the Navy, bulldog for the Marines, bear for the Coast Guard, mule for the Army, and falcon for the Air Force. There were plush or laminated pictures of each of the mascots in this box. The Marine Corps hymn was recorded on a voice out put device and also placed in this box.

 

Social studies access point: recognize a patriotic song.

 

 

 

 

 

 

A little Coast Guard ship roamed around this blue kinetic sand ocean.

 

 

 

 

 

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

There were 6 (3 in green and 3 in desert uniforms) Army soldiers to find in this box of “camouflage” beans. It was made by combining a variety of dried beans and we think it looks pretty cool.

 

 

 

 

Math access point: solve simple problems involving joining sets of objects with the same quantity to 3.

 

 

 

 

We went pretty patriotic with the play dough this week—-we had red, white, and blue! The students used cookie cutters with letter M (for Marines) and a star shape.

 

 

 

Science access point: apply a push to move an object.

 

 

 

 

Our rice was red, white, and blue too! There was a picture of planes to find at the bottom of the box and a little plane to fly around in the rice. There were also 3 letter A’s—-for Air Force.

 

 

 

Science access point: identify object by one observable property, such as shape.

 

 

 

 

A little Air Force jet flew around in some fluffy shaving cream clouds for our messy play this week.

 

 

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

A Navy ship and a Navy submarine floated around our ocean. There were 2 different sized measuring cups included for scooping fun.

 

 

 

 

Math access point: recognize differences in sizes of containers that hold liquids.

 

 

 

 

 

 

We went with Bath and Body Works ocean scent this week—-in honor of the Navy and Coast Guard armed forces.

 

 

 

 

Science access point: recognize one or more external body parts.

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students tore green, brown, and tan paper into pieces and glued them onto an Army transport truck using this template: army truck

First, using communication symbols the students identified the colors BLACK, GREEN, and BROWN.

Science access point: Identify objects by one observable property, such as color.

 

 

 

 

 

 

They tore BIG pieces paper into SMALL pieces.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

Then they glued the pieces of paper DOWN on to their trucks.

 

 

 

 

 

 

Science access point: recognize a change in the appearance of an object.

 

 

 

 

TA DA!!!!!!

 

 

 

 

 

 

 

 

 

 

Go ARMY!!!!!!

 

 

 

 

 

On Thursday the students painted fighter jets using this template: fighter jet

First, they identified the colors of the paint.

 

 

 

 

 

Science access point: Identify objects by one observable property, such as color.

 

 

 

 

After paint was added to a stamper, the students stamped UP and DOWN on their jets. We made the stampers by adding foam stickers to some kitchen scrubbers.

 

 

Math access point: recognize a movement that reflects a spatial relationship, such as up and down.

 

 

 

 

TA DA!!!!!

 

 

 

 

 

Go Air Force!!!!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

In honor of Veterans Day, we made some edible American flags during the language group.  Here is the recipe that we used: Let_s Make Edible American Flags

We started by each student getting 1 graham cracker.  In order to get the graham cracker, they had to request it using WANT and then pointing to the picture of the graham cracker.  When asked where the graham cracker should be put, our students had to indicate PUT and then point to the picture of the plate.

 

 

 

 

 

 

 

Next, each student got a spoonful of vanilla frosting.  They had to spread it on the cracker, asking for HELP if they needed it.

Once it was spread, each student got to lick the spoon.  They had to indicate whether it tasted SWEET or SOUR.

 

 

 

 

Each student then got 4 blueberries.  If they were not given the entire amount, they had to request MORE.  They had to follow the direction to PUT the blueberries in the top left corner.

 

 

 

 

 

 

 

 

Then, they each got some cut up strawberries.  They had to follow the direction to PUT the strawberries in lines on the cracker.  If they did not have enough, they had to request MORE.

 

 

 

 

 

 

 

 

Once they were ALL DONE, they had to indicate that they wanted to EAT the edible flag.

Yummy AND patriotic!

 

 

 

 

 

 

 

 

Join us next time for more fun and learning——Group by Group!

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!

 

Nov4

Candy Land

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Candy Land

Every kid’s favorite board game and perfect theme for the end of October—-Candy Land! The sensory groups explored boxes related to each of the characters in the game. The fine motor groups made candy inspired art projects and the language group hosted a Candy Land party. It was a super fun week!

 

 

 

 

SENSORY GROUP

Candy colored beans filled this King Candy box. There were letter K’s and C’s to find and match in this eye catching box.

 

 

 

Science access point: identify objects by an observable property, such as size, shape, and color.

 

 

 

 

 

 

 

 

 

 

The students used Mr. Potato Head pieces and purple Bubber to make their own Plumpy characters. We like how the Bubber feels a lot like circus peanuts, making it perfect for this unit!

 

 

 

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

 

Our snowflake umbrella is showing it’s age, but it still looked pretty with the glittery foam candy shapes we added. We think Queen Frostine would certainly approve!

 

 

 

 

The students had fun counting the gingerbread men and candy eggs that were hanging down.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

And a couple more photos—-they really liked this umbrella!

 

 

 

 

 

 

 

 

 

 

 

Red and black was the theme for Lord Licorice’s box.

 

 

 

 

 

There were hard beads and soft chenille stems to explore or sort.

Science access point: match objects by an observable property, such as size, shape, and color.

 

 

 

 

 

 

 

 

 

A circle shaped cookie cutter was used to make “lollipops” in colorful rainbow kinetic sand.

 

 

 

So mesmerizing to watch the colors oozing together! The Lollipop Princess would just love this stuff 🙂

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

 

 

 

 

The character Gloppy is a big drippy fudge monster. With the addition of cocoa powder and some big googlie eyes, the students made their own Gloppy monsters!

 

 

 

Lots of drippy fun!

Math access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

 

 

The students scooped out foam noodle “peppermints” in our water play this week. We also added Bath and Body Works peppermint scented bubble bath to the water for a totally Mr. Mint experience!

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

We used the matching peppermint scented lotion to leave our students smelling sweet as candy this week 🙂

 

 

 

 

 

This strong sweet scent really captured the students’ attention!

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made glittery paper lollipops!

First, using communication symbols, we identified the shape of our paper.

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

Next, the students painted glue on to the circle. The lollipop stick was already attached so that made it easier for the students to hold.

 

 

 

 

 

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

Then, it was time to “shake, shake, shake that glitter”.

We passed each color around so everyone got a little (or a lot) of each color 🙂

 

 

 

 

 

Science access point: recognize that the appearance of an object or material has changed.

 

 

 

 

TA—-lollipop—- DA!!!

 

 

 

 

 

 

SWEET!!!!!!!

 

 

 

 

 

On Wednesday the students made mini Candy Land boards—-and put themselves in the game!

First, we looked at a real Candy Land game board and identified its shape. The students used communication devices, verbalization, or pointing to communicate their answer.

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

Each student got to choose a different colored strip of paper. Of course, we asked them to identify the color of their strip using communication symbols.

 

 

 

 

Science access point: identify objects by an observable property, such as size, shape, and color.

 

 

 

 

Then, they cut on the lines to make squares. The students used regular scissors, adapted scissors, or switch operated scissors to cut their paper.

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

We divided up the different colored squares among the students so the students could start gluing them down on their “game boards”. Adults drew a curvy guide line with a pencil.

 

 

 

 

Math access point: recognize the next step in a simple pattern or sequence of activities.

 

 

 

 

Cute little gingerbread men (we traced around a cookie cutter to get the shape) with the students faces were added and……….Ta DA!!!

 

 

 

 

 

Let’s Play Candy Land!

 

 

 

 

 

LANGUAGE GROUP

We decided to have a little party during the language group this week.  The students in the language group got dressed up as the characters in Candy Land for a parade.

 

 

 

We talked about who was in the FRONT of the parade and who was in the BACK of the parade.

 

 

 

 

We made our way all around the elementary building,

and the crowd was pretty entertained!

 

 

 

 

 

 

 

 

 

Then we all joined together to have a little Candy Land party!

Students were able to request what they wanted to eat using picture symbol sentence strips.  They had to indicate “I want _____” in order to get what they wanted: M&Ms, Trix, chips, or a drink.

 

 

 

 

If they were not given a lot at first, they had to request MORE.

 

 

 

 

We practiced our social skills with our friends while listening to Halloween music and eating our snacks.

 

 

 

 

 

We had lots of fun all around 🙂

 

 

 

 

 

Everyone got to pose in front of the backdrop we used in our Candy Land book.

 

 

 

Say CANDY LAND!!!!!!!

 

 

 

 

What a great way to end the month, join us again next time for more fun and learning—-Group by Group!

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!

Oct28

Favorite Book Characters

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Favorite Book Characters

We are celebrating National Book Month by looking at some of our favorite book characters. Our sensory groups explored boxes dedicated to the characters featured in our book. The fine motor groups turned book characters into art projects and the language group made a yummy Very Hungry Caterpillar inspired treat.

 

 

 

 

SENSORY GROUP

There was a lot of dress up fun and giggles in our Fancy Nancy box. There was a fabulous feather boa, beads, and a variety of “fancy” sunglasses.

 

 

 

Science access point: recognize one or more external body parts.

Yep, our students totally rocked this look 🙂

 

 

 

 

 

 

TOO CUTE……

and way too cool for school  🙂

 

 

 

 

 

 

 

 

 

 

 

Our Pinkalicious rice had some letter P’s to find, a large pink scoop, small pink spoon, as well as a picture of the character herself to find at the bottom of the box.

 

 

 

 

The students found the pretty rice very eye catching and as usual, loved running their fingers through it.

Science access point: track the movement of objects that are pushed or pulled.

 

 

 

 

 

 

 

 

 

Green Floam was used for our Babar box. We picked green to match the suit he wore. The students could make their own elephants or press an elephant shaped cookie cutter in to it.

 

 

 

 

Unfortunately, the cookie cutter didn’t work to cut out elephants like we had hoped but the students still had fun exploring the Floam 🙂

Science access point: recognize that objects can stick together.

 

 

 

 

 

 

 

 

 

There was a hungry caterpillar and some play food to find in this colorful box of pasta. The bright green caterpillars and red butterflies were very eye catching!

 

 

 

 

 

Science access point: recognize that animals eat food.

 

 

 

 

 

 

 

 

 

 

Cheerleader pompoms made great Truffula trees in this box dedicated to The Lorax. Bright, colorful and SO much fun to shake—–these are always a favorite with our students!

 

 

 

Lots of future school cheerleaders here!

 

Science access point: recognize the change in the motion of an object.

 

 

 

 

 

 

 

 

 

 

Amelia Bedelia may not have been a very good maid, but she made fantastic pies!

 

 

 

 

 

 

The students had fun exploring the shaving cream “meringue”.

There were also a few giggles along the way 🙂

 

 

 

 

 

Science access point: apply a push to move an object.

 

 

 

 

Foam letters that spelled R E A D were scooped out of our water this week.

 

 

 

 

 

Since one of our favorite book characters is Goodnight Gorilla, we used banana scented bubble bath from Walmart to scent the water.

Science access point: recognize that an object can move in different directions.

 

 

 

 

 

 

 

 

 

We used our World Market banana scented lotion this week.

 

 

 

 

They loved the yummy way is smelled when rubbed on hands, arms, or behind ears!

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made Where the Wild Things Are monster puppets using this: monster

First, we identified the shape of our monster face using communication symbols.

Math access point: recognize objects with two-dimensional shapes.

 

 

 

 

 

 

 

The students used scissors to snip around the circle to make monster “fur”. They used regular or adaptive scissors.

 

 

 

 

Science access point: recognize a change in the appearance of an object.

 

 

 

 

 

 

Time to add some MONSTER features—-nose, eyes, teeth, and horns!

 

 

 

 

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

Ta Da!!!!!!!!!!!!!!

 

 

 

 

 

 

Wild Things!!!!!

 

 

 

 

 

 

 

 

 

 

On Thursday the students made Babar crowns!

We started by squeezing white and black paint into a container.

Math access point: solve problems involving small quantities of objects or actions using language such as enough, too much, or more.

 

 

 

 

 

 

 

The students mixed the paint together and saw that black and white mixed together make GREY.

Science access point: recognize a change in an object.

 

 

 

 

 

 

 

Next, using communication symbols, they chose how many elephants to stamp on their crown.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

We adapted a foam elephant stamp by hot gluing a plastic thread spool to it which made it easier for our students to use. The students stamped UP and DOWN on their paper strip.

A tiny gold crown was put on the head of one of the elephants to make him Babar!

Math access point: recognize a movement that reflects a spatial relationship, such as up and down.

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

The students loved their Babar crowns!

 

 

 

 

 

LANGUAGE GROUP

We’re back to making a delicious treat this week in the language group.  We were inspired by one of the foods that the Very Hungry Caterpillar ate: cherry pie.  We made our own rendition of it, though.  Here is the recipe that we used: Let_s Make Very Hungry Caterpillar Cherry Cheesecake

**Words that are capitalized were targeted on our recipe communication boards**

 

 

 

 

We started by PUTTING the cheesecake pudding mix into a BOWL.  The student who wanted to HELP PUT the mix in had to indicate HELP on their board.

 

 

 

 

 

 

 

 

Once the mix was in the bowl, we got some milk out.  Each student touched the milk and located COLD to describe how the milk felt.  2 students got to HELP measure the milk out.  After we PUT 1 milk carton into the measuring cup, we saw that it wasn’t enough milk and we needed MORE.  We PUT 1 more milk carton in and now saw that it was enough and we were ALL DONE with the milk.

Science access point: recognize the temperature of items, such as food, as cool or warm.

Math access point: solve problems involving small quantities of objects or actions, using language, such as enough, too much, or more.

 

 

 

After a student poured the milk into the BOWL it was time to use the MIXER.  Each student had a TURN to press the switch to TURN on the mixer.

 

 

 

Science access point: recognize that electrical systems must be turned on in order to work.

 

 

 

 

Once the pudding was ALL DONE, we got the pie crust ready.  Students HELPed PUT the pudding into the pie crust.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

 

One of our students helped open our can of cherry pie filling then each student got to taste a little bit of it.  They indicated on their board whether it tasted SWEET or SOUR.

We found that our students are not huge fans of cherry pie filling by itself 🙂

 

 

 

 

 

 

We topped the pie with the cherry pie filling and voila!

Each student had to indicate WANT EAT on their boards so they could have a piece of their pie.

 

 

 

 

 

Hope you enjoyed our post this week. Join us again for more fun and learning——-Group by Group!

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!

Oct21

Florida Animals

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Florida Animals

This week we learned about Florida animals and their habitats. This compliments the Unique Curriculum unit of our students this month. Each of the sensory group boxes was centered around a specific animal. The fine motor groups made animal themed art projects and the language group played animal sound Bingo.

 

 

 

 

SENSORY GROUP

This woodland box contained leaves, pine cones, and flowers that you might see while walking in the Florida woods. We also put in some plush and plastic animals that also wander those woods such as panthers, deer, raccoons, and squirrels

 

 

The students loved listening to the animal sounds we recorded on a voice output device.

 

 

 

 

 

 

 

Science access point: recognize objects related to science by name, such as animal, and plant.

 

 

 

 

 

 

 

 

 

 


Our black bear box contained some soft fake fur and two cute little plush bears.

 

 

 

 

Science access point: match animals that are the same.

 

 

 

 

There were pictures of seagulls and pelicans to find at the bottom of our sandy beach box. We included 2 different sized scoops and a funnel which were lots of fun!

 

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

Florida has LOTS of squirrels! In our part of the state you sometimes get a glimpse of a white albino squirrel— how cool is that! The students used a squirrel shaped cookie cutter to cut  squirrels out of moon sand.

 

 

Science access point: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

 

 

There are lots of different kinds of birds in Florida, including the mockingbird which is our state bird. We put models of some of these different birds in this box of bird seed.

 

 

 

Science access point: recognize a model of a real object.

 

 

 

 

 

 

 

 

 

 

 

 

Along with some leaves, bugs, and snakes, a  couple of different alligators roamed around a green jello Everglades swamp this week.

 

 

 

 

Science access point: match living things with their habitats.

 

 

 

 

Our water play contained a shark and dolphin—marine animals that can be found in Florida waters. There were also 2 different sized measuring cups for scooping fun.

 

 

 

Science access point: Recognize different containers that hold liquids.

 

 

 

 

Oranges are a symbol of Florida and something that our animals might like to snack on, so we thought that Bath and Body Works orange lotion was the perfect scent to finish our group!

 

 

 

 

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made zebra longing butterflies—our Florida state butterfly—using this: zebralongwing

First, we identified color of our butterfly.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

Using white paint, the students were instructed to paint LINES across their butterflies.

 

 

 

 

 

Science access point: apply a push to move an object.

 

 

 

 

Then they glued their butterflies on to a sheet of blue paper.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

Ta DA!

 

 

 

 

 

 

Beautiful Florida butterflies!

 

 

 

 

On Thursday the students made manatee habitats using this: manatee

First, we identified the color of our paper.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

 

 

The students used a glue stick to apply glue ACROSS the back of a manatee, turned it OVER, and glued it DOWN on their paper.

Math access point: recognize a movement that reflects a spatial relationship.

 

 

 

 

 

 

 

Then the students used scissors, adaptive scissors, and switch operated scissors to snip the green paper “sea grass”. After cutting, we crumpled it up a bit to give it more dimension.

 

 

 

 

 

Science access point: recognize a change in an object.

 

 

 

 

 

After they had finished snipping their sea grass, they added it to the paper.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

We love manatees!!!!!

 

 

 

 

 

LANGUAGE GROUP

We changed it up a little bit this week.  Instead of making a tasty treat, we played a fun game of Florida animal BINGO!

Each student took a turn and listened to an animal sound.  They started by using picture symbol supports to say/indicate “I listen”.  The sounds of the different animals were recorded on a Go Talk.

 

 

 

 

 

 

 

 

 

After listening to the animal sound, the students had to locate the correct animal.  If they did not know which animal it was, they had to use the picture symbol supports to say/indicate “I need help”.

They would then have to listen to a descriptor about the animal.  “This animal is black” or “this animal lives in the water”.

 

 

 

 

 

 

 

Once the student figured out the correct animal, they would use the picture symbol supports to say/indicate “I hear a ___” and would either say the animal or locate the picture of the animal on their BINGO board.

 

 

 

 

 

 

 

 

It was really neat watching our students listening to the sounds.  They would get very quiet so they could hear.  They enjoyed hearing the growls and squeaks and tweets.

 

 

 

Science access point: recognize and respond to common sounds.

 

 

 

 

When the game was over, each student got to take the Go Talk and press whichever animal sound they liked the MOST.

 

 

 

 

 

BINGO!!!!

 

 

 

The students really had fun learning about Florida animals!  Join us again next time for more fun—–Group by Group!

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!

 

Oct7

Italy

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Italy

Ciao—-October is Italian-American Heritage month! Our guidance counselor got to visit Italy over the summer and shared some fabulous photos with us, some of which we used for our book. The sensory groups explored boxes related to facts about Italy. The fine motor groups made art projects inspired by Italian symbols and the language group made an Italian inspired treat!

 

 

 

 

 

SENSORY GROUP

Letters that spelled “Italy” were found in this box of red, white, and green rice—-the colors of the Italian flag.

 

 

 

 

There was a map to find at the bottom of the box. We also added 2 different sized measuring cups for scooping fun.

Identify objects by one observable property, such as shape, is a science access point.

 

 

 

 

 

 

 

 

 

We used red, white, and green paper shred as the base of this box filled with Italian symbols (postcards of famous buildings) and inventions (eyeglasses).

 

 

 

Other items included an “Italian wolf”, flag, pizza printed oven mitt, a Lamborghini car, and a fashion model. We recorded some authentic Italian music on a voice output device and it was a hit enjoyed by all!

 

 

Associate an object, picture, or symbol with a location is a social studies access point.

 

 

 

 

 

Red and green glitter and green rosemary were added to our play dough, so it was not only colorful but also smelled ohh so good!

Italy is said to look like a boot so, we used boot shaped cookie cutters this week.

 

 

 

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

We had a little fun with this next box dedicated to our favorite Italian meal—-spaghetti and meatballs! Plastic spaghetti strings and soft brown pompom “meatballs” made for some interesting shape and texture comparisons.

 

 

 

The students had a blast with the tongs we included.

Counting the meatballs added to a plate addresses the math access point associate quantities with number names.

 

 

 

 

 

 

 

 

 

The students made their own colosseum using grey Floam. Laminated pictures of ancient romans and a chariot were included.

 

 

 

 

Recognize that pushing or pulling makes an object move is a science access point.

 

 

 

 

 

 

 

 

 

There are 3 active volcanos in Italy! We turned our oobleck into lava by adding some food coloring and crackling pop rocks.

 

 

 

 

So much fun!

The science access point distinguish between objects in motion (kinetic energy) and at rest can be addressed here.

 

 

 

 

 

 

 

 

 

 

In addition to a little gondola, there was a scoop, small fishing net and fish to catch in our water play this week.

 

 

 

 

Recognize differences in sizes of containers that hold liquids is a math access point.

 

 

 

 

 

 

 

 

 

 

We used grape scented bubble bath in our water and pear scented lotion to represent some of the fruit grown in Italy.

 

 

 

 

 

Use senses to recognize objects is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday students painted a colosseum using this: romancolesseum

First, the students identified the color of our paint.

Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

 

 

 

Then we gave the students their colosseum page and asked them to CRUMPLE it up! The students were not quite sure what to do—-we usually ask them to STOP crumpling paper 🙂

 

 

Recognize changes in observable properties of objects is a science access point.

 

 

 

 

 

Next, they spread the paper back out, we think the crumpling gave it an aged appearance! Diluted paint was used so we could continue to see the details of the picture.

 

 

 

 

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

We laid a paper towel on top of their picture to help absorb extra paint and then the 2 layers turned over. Glue was squeezed over the back and then the picture was turned back over onto a piece of background paper. The paper towel was then removed and thrown away.

This method helps reduce the amount of paint that gets on fingers—–and everywhere else!

 

 

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

 

 

 

 

TA DA!

 

 

 

 

 

 

Let’s visit Italy!

 

 

 

 

On Thursday the students practiced their cutting skills making an Italian flag.

They identified the colors found in the flag using communication symbols.

Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

 

 

 

Next, they used paper cutters or scissors to cut 1 red and 1 green strip of paper.

 

 

 

 

 

 

Recognize a change in the appearance of an object is a science access point.

 

 

 

 

They glued their paper strips down onto a piece of white paper. We helped the students by pointing out which side each color went.

The math access point recognize when an object is added to a situation is addressed here.

 

 

 

 

 

 

TA DA!

 

 

 

 

 

 

 

 

Viva Italia!

 

 

 

 

 

LANGUAGE GROUP

We tasted a bit of Italy during our language group this week.  We made some mini pizzas!  Here is the recipe that we used: Let_s Make Mini Pizzas!

First, we PUT 1/2 of an English muffin on a paper plate.  Each student had to request a plate by indicating WANT and then pointing to the picture of the paper plate.  We talked about how 1/2 of an English muffin was LESS than a WHOLE English muffin.

Solve simple real-world problems involving joining or separating small quantities of objects.

 

 

 

 

 

Next, we put 2 spoonfuls of pizza sauce on the English muffin.  Each student had to indicate WANT and then had to help count out 2 spoonfuls.  Our students then got to SPREAD the sauce around.

Recognize when an object is added to or taken away from a situation is a math access point.

 

 

 

 

 

Then they got to decide whether or not they wanted pepperoni on their pizza.  They indicated either YES or NO.  If they indicated YES, then they got to decide how many pepperoni’s they wanted by pointing to either 1, 2, or 3 on a number line.

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

To top the pizza off, each student was given some cheese.  At first, they were only given a few pieces.  They had to request MORE if they wanted more.

Indicate desire for more of an action or object is a math access point.

 

 

 

 

 

 

Time to heat up our pizza!  One of our students is learning to use the microwave, so he helped out with heating the pizzas up.  After they were done cooking, he delivered them to his friends.

We talked about how the pizza was HOT and we needed to let it COOL down. After it cooled down we cut the pizza into bite sized pieces.

Recognize parts of whole objects and parts of sets of objects is a math access point.

 

Finally it was time to eat!  YUUUUMMM!!

 

 

 

The students really enjoyed all our fun activities this week, thank you for joining us! Remember, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it—-check your SPAM folder!

 

Arrivederci and come back next time for more fun and learning—-Group by Group!

 

Sep30

Lights! Camera! Action!

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Lights! Camera! Action!

Since our school wide theme this year is Lights! Camera! Action!, this unit is movie themed and we focused on live action kids movies. The sensory groups explored boxes related to specific movies. The fine motor groups made movie themed art projects and the language group watched movie clips.

 

 

 

 

 

SENSORY GROUP

Our Jumanji umbrella was a hit with the students! There was a little pop-up screen (ours was actually just an index card)from the movie that listed a character’s strength and weaknesses.

 

 

 

 

Music from the movie was recorded on a voice output device and there was a cute monkey finger puppet to add to the fun.

Pressing the voice output device allows the students to observe and recognize a predictable cause-effect relationship related to a science topic is a science access point.

 

 

 

 

This Star Wars box had a lot of fun items including some character items and figures. We also included a Darth Vader mask and a small light saber that made noise and flashed lights—-very cool!

 

 

 

The language access point identify characters or objects in familiar stories can be addressed here.

 

 

 

 

 

 

 

 

 

 

We made our own little Jurassic Park with kinetic sand and some plastic dinosaurs. There were also some plastic plants and rocks.

 

 

 

 

Recognize objects related to science by name, such as animal or plant can be addressed here.

 

 

 

 

 

There were lots of fun things to explore in this box!

 

 

 

 

 

 

 

 

 

 

 

There were 4 letter P’s to find in our Pink Power Ranger sand. We also included a fun sifter scoop.

 

 

 

 

 

 

Track a falling object is a science access point.

 

 

 

 

 

 

 

 

 

 

Indiana Jones may not like SNAKES, but our students sure had fun finding the 5 we hid in this box of lentils.

The lentils not only looked cool but were so much fun to run hands and fingers through!

 

Match objects with similar observable properties such as color, is a science access point.

 

 

 

 

 

 

 

 

 

There was a fun Superman toy to fly around in the fluffy shaving cream clouds on our messy play tray.

 

 

 

 

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

There were little duck pirates floating around in our little Caribbean Sea. Of course, we used our old aquarium “shipwreck” to help set the scene. Fun scoop and pour fun to be had here.

 

 

 

 

Recognize differences in the sizes of containers that hold liquids is a math access point that can be addressed here.

 

 

 

 

It was hard coming up with a scent for this week—-since we don’t have any popcorn scented lotion 🙂 We decided to use Bath and Body Works moonlit path scent. Many action movies have night scenes, so we thought it kind of worked……

 

 

 

The students liked the scent and did a great job of using the communication boards to indicate where they wanted it placed.

Recognize one or more external body parts is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made our own Hollywood Walk of Fame!

Using communication symbols, the students identified a star.

Recognize an object with a two-dimensional shape is a math access point.

 

 

 

 

 

 

 

 

Then they used glue spreaders to spread glue all over the star. We just got these in and they worked pretty well!

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

 

Next, we sang our glitter song while adding gold glitter to the star. Shake shake shake that glitter 🙂

 

 

 

 

 

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

 

 

 

 

The students added their picture to the middle of the star, then glued that down on to a piece of grey paper.

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

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

Our very own Hollywood stars!

 

 

 

 

On Thursday the student made movie posters using this:Jurassic Park

First, using communication symbols the students identified the shape of their paper.

 

 

 

 

 

 

Recognize an object with a two-dimensional shape is a math access point.

 

 

 

 

 

 

 

Then they chose the 3 colors they were going to use to color their poster (a free dinosaur coloring page we printed out).

Identify objects  by one observable property, such as color, is a science access point.

 

 

 

 

 

 

 

The students used either crayons or markers to decorate their posters. We had to remind some of them to use all 3 colors.

 

 

 

 

 

Recognize a change in the appearance of an object is a science access point.

 

 

 

Then they glued THEMSELVES on to their poster and the poster on to the marquee!

 

 

 

 

 

 

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

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

 

LIGHTS! CAMERA! ACTION!

 

 

 

LANGUAGE GROUP

Since our theme is all about movies this week we had to watch a movie! Of course, if you watch a movie you have to MAKE popcorn!!!!

 

 

 

 

 

 

 

 

 

First, we had to OPEN the box.

We counted 3 bags and decided that since we have a small class 1 bag would be enough for everyone.

One of the students got to HELP microwave the popcorn—-closely supervised of course!

 

 

 

 

 

While we were waiting for the popcorn to cook we drank some soda (flavored sparkling water). We took the can out of the refrigerator and the students touched it and told us whether it was COLD or WARM.

Recognize objects as warm or cold is a science access point.

 

 

 

 

 

After they tasted the soda, the students let us know whether they LIKED it or DID NOT LIKE it. Most of the students thought it tasted pretty good…..

 

 

 

 

 

others not so much 🙂

 

 

 

 

After the popcorn was cooked we let the bag cool for a bit, so it was safe to touch then asked the students whether it was WARM or COLD.

Again, recognize objects as warm or cold is a science access point.

 

 

 

 

 

 

We counted out bowls and then put a little popcorn in each bowl. The students used communication symbols or verbalized if they wanted MORE popcorn in their bowls.

Indicate desire for more of an object is a math access point.

 

 

 

 

 

 

 

 

Finally! Time to kick back, eat some popcorn, and watch the movie!

 

 

 

 

 

 

This language group was a HIT!

 

 

 

 

 

 

 

Thank you for joining us this week! Also don’t forget to look for your confirmation email if you want to follow us. If you don’t see it—-check your SPAM folder!

 

Come back next week for more fun and learning—-Group by Group!

Sep23

Whoo’s Who at School

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Whoo’s Who at School

This week our book focused on what some of the adults, such as the registrar, resource officer, and bus coordinator, do at school. Our sensory group boxes were themed around some of these jobs. The fine motor groups made thank-you cards and the language group passed these cards out to those featured in our book. This theme compliments this month’s Unique Curriculum unit on Community Leaders.

 

 

 

 

 

SENSORY GROUP

Our reading coach box had a base of paper shred—of course! We also put in some books, toy figures from books, and word cards. One of the books had buttons that made noise when pressed which made it quite popular with the students.

 

 

The language access point identify characters or objects in familiar stories can be addressed here.

 

 

 

 

 

 

 

 

Our registrar deals with lots of NUMBERS, so we put some numbers for our students to find in our blue and yellow rice. Blue and yellow are our school colors. There was also a picture of a school to find at the bottom of the box.

 

 

The math access point associate quantities with number names can be addressed here.

 

 

 

 

Our yellow play dough had blue confetti mixed in it. With school colors and a cookie cutter in the shape of our mascot, the owl, we decided to call this the ” Principal Play Dough”.

 

 

 

 

Apply a push to move an object is a science access point.

 

 

 

 

There were some toy medical items along with medicine cups and a little “student” in our school nurse box. Not only was the bear fun to take care of, but he made funny little noises when squeezed. The stethoscope, however, was the hit of this box!

 

 

 

 

Recognize a model of a real object is a science access point.

 

 

 

 

 

 

 

 

 

 

The bus coordinator’s box featured the letters B U S to find and a toy bus in our box of dried bean “gravel”.

 

 

 

 

 

 

Match objects by one observable property, such as shape, is a science access point.

 

 

 

 

 

 

 

 

 

 

 

To represent our lunchroom staff we went with some real food for our messy play this week—-jello! There were some play foods and a variety of play kitchen tools in the box and at the bottom was a picture of some healthy foods to eat.

 

 

This was definitely a messy box and not all our students were that enthusiastic about exploring it, but those who did had a blast!

Recognize a model of a real object is a science access point.

 

 

 

 

 

 

 

 

 

 

 

We are lucky enough to have swimming as part of our PE program at school. Our little miniature pool had some pool noodles, scoops, and a funnel. Lots of fun here!

 

 

 

 

 

Recognize differences in sizes of containers that hold liquids is a math access point.

 

 

 

 

Back to the cafeteria for our scent this week. We went with mango mandarin from Bath and Body Works.

 

 

 

 

It had a nice citrusy smell that students liked on their arms, hands, or behind ears.

Recognize one or more external body parts is a science access point.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made thank you cards for the staff featured in our book.

First, we used communication symbols to identify the shape of our paper.

Recognize objects with two-dimensional shapes is a math access point.

 

 

 

 

 

 

 

Next, the students folded their paper in half to make a card. They had to press down along the edge to make a crease.

Recognize a change in the appearance of an object is a science access point.

 

 

 

 

 

 

 

Using a glue stick, the students adhered a piece of paper with the words “thank you for all you do to help our school” onto the inside of their cards. They had to turn the paper over so that it would stick!

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

 

 

 

 

 

 

The students used foam stamps to paint 2 different figures (a boy and a girl) onto their cards. With each stamp, we emphasized that they were to only stamp 1 time.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

TA——thank you—— DA!

 

 

 

 

 

 

 

We made some super cute cards!

 

 

 

 

 

 

 

 

 

 

On Thursday the students made more thank you cards!

First, they identified the shape and color of our paper.

 

 

 

 

 

 

Recognize objects with two-dimensional shapes is a math access point.

Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

 

Like our Wednesday group, the students folded their paper in half to make a card and pressed down along the edge to make a crease.

Recognize a change in the appearance of an object is a science access point.

 

 

 

 

 

 

 

Using a glue stick, the students adhered a piece of paper with the words “thank you for all you do to help our school” onto the inside of their cards.

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

 

 

 

 

 

 

 

Next, the students used markers to draw stems and vines onto the front of their cards.

 

 

 

 

 

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

The students moved an empty plastic bottle UP and DOWN to stamp blue flowers. We have used this technique before and it is always a hit!

 

 

 

 

 

Recognize a movement that reflects a spatial relationship, such as up and down is a science access point.

 

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

 

Fabulous thank you cards!

 

 

 

 

LANGUAGE GROUP

For this week’s language group activity, we handed out some of the thank you cards we made earlier in the week.

For our first stop, we visited the front office.

The students were instructed to GIVE the card to our honoree.

The phrase “thank you for all you do for our school” was recorded on a voice output device.

 

 

 

 

 

Everybody loved their cards!

 

 

 

 

We showed the students the cards we had left and asked them if we were FINISHED or if we had MORE to deliver! Everyone agreed there were more cards to hand out!

 

 

 

 

More cards meant MORE SMILES 🙂

 

 

Thank you for joining us this week for more fun and learning—–Group by Group!

Don’t forget if you follow us, you HAVE to click on the confirmation email that gets sent to use (and be sure to check your SPAM folder because it sometimes ends up there).

 

 

 

 

 

 

 

 

Sep16

Cuba

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Cuba

It is Hispanic American Heritage Month ! Ms. Judy, one of our SLP’s, recently visited Cuba and this inspired us to learn more about the country. The sensory group explored boxes related to facts about Cuba. The fine motor groups made art projects portraying symbols of the country and the language group made a yummy dessert that Cuban children might eat.

 

 

 

 

SENSORY GROUP

This box contained a variety of items related to Cuban symbols or culture. The base of the box was filled with paper shred in the colors of the flag—-red, white, and blue.

Everyone really enjoyed the authentic Cuban music that we recorded on a voice output device!

 

 

 

Some of the items we included were a guitar (playing music is a popular pastime), a baseball glove (favorite sport), mariposa petals (the national flower), orange (citrus is one of the crops), and a picture of Fidel Castro.

The social studies access point associate a picture with a place can be addressed here.

 

 

 

 

 

 

 

 

Cuba gained independence in 1898. Those numbers could be found in our red, white, and blue rice box.

 

 

 

 

 

There was also a map of Cuba to find at the bottom of the box.

Associate an object, picture, or symbol with a location is a social studies access point.

 

 

 

 

 

 

 

 

 

Cuba is known as very colorful country and we wanted to come up with a way to represent that, so we decided to use our multi-colored pasta.

 

 

 

 

 

The students practiced their fine motor skills by threading the pasta tubes on to chenille stems.

The science access point identify objects by one observable property, such as shape, can be addressed here.

 

 

 

 

 

 

 

 

 

Since the country of Cuba resembles a crocodile from the air, in Spanish it is nicknamed El Cocodrilo” or “El Caimá”. Using our crocodile cookie cutter, the students made their own versions of the island in green kinetic sand.

 

 

Apply a push to move an object is a science access point.

 

 

 

 

In Cuba, most meals contain rice and often beans as well. Our box of black beans and rice contained a 4 letter C’s for the students to find. Running hands through sifting beans is always fun!

 

 

 

 

Identify objects by one observable property, such as shape, is a science access point.

 

 

 

 

 

 

 

 

 

We tried to make our messy play resemble Dulce de leche by adding some cocoa powder to oobleck. Not an exact match but as close as we could get, and the students still had a great time!

 

 

 

 

So much drippy, goopy fun 🙂

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

 

 

 

 

There was a fishing boat and fish to catch in our water play. Fishing is one of Cuba’s industries.

Both the big and little fish could squirt water which added to the fun!

 

 

 

Recognize similarities and differences in size of objects is a science access point.

 

 

 

 

Sugar cane is Cuba’s biggest crop, so Bath and Body Works vanilla sugar seemed the perfect scent for this week. The students really seemed to like the sweet, yummy aroma!

 

 

 

Recognize one or more external body parts is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made a map of Cuba using puffy paint. Our homemade puffy paint was made with shaving cream, glue, and green paint. We pre-cut the islands out of cereal boxes using a map we downloaded as a guide.

First, the students identified the color of the puffy paint using communication symbols.

Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

 

 

 

The students used foam brushes to apply paint. We found that dabbing the paint rather than spreading it around worked best. When the paint dries it will add a nice texture and 3-dimensional aspect to our project.

 

 

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

 

 

 

 

The island was then glued to a piece of blue paper and we added a pre-printed title.

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

 

 

 

 

 

 

 

TA DA!

 

 

 

 

 

 

 

The Republic of Cuba!

 

 

 

 

On Thursday the students made a Cuban flag.

First, the students identified a triangle—-one of the shapes found on the flag.

 

 

 

 

 

Recognize objects with two-dimensional shapes, such as a rectangle is a math access point.

 

 

 

 

The students glued a pre-cut star  to a red triangle.

 

 

 

 

 

 

Match one object to a designated space to show one-to-one correspondence is a math access point.

 

 

 

 

 

Then they cut 1 piece of white paper into 2 pieces using standard scissors, paper cutters or switch operated scissors.

 

 

 

 

 

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

 

 

 

 

The 2 white strips were glue ACROSS a sheet of blue paper.

Then the triangle was added to the flag.

 

 

 

 

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

 

 

 

 

Ta DA!

Let’s visit Cuba!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We decided to make Flan, a dish many Cuban children might like to eat! We used a Jello box mix picked up at the grocery store.

The students used communication symbols to indicate their desire to HELP pour the syrup into small cups.

 

 

 

 

 

We counted out how many cups we needed. There were enough for students AND staff—–of course! 🙂

Associate quantities with number names is a math access point.

 

 

 

 

We found the MIXING BOWL on our communication board and then PUT the dry Flan mix into a mixing bowl.

 

 

 

 

 

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

 

 

 

The students felt the measuring cup containing milk. It was COLD!

Recognize objects or materials as WARM or COLD is a science access point.

 

 

 

 

 

 

 

 

The milk was poured from a MEASURING CUP into the mixing bowl and we began stirring it up so the dry powder was absorbed.

 

 

 

 

 

Since the next step was heating the mixture up on the stove top, we left that to the adults!

The science access point distinguish between items that are wet and items that are dry can be addressed here.

 

 

 

We carefully poured the cooled mixture into the small cups and then put it in the refrigerator to set.

The math access point solve problems involving small quantities of objects or actions using language, such as enough, too much, or more can be addressed here.

 

 

 

 

 

 

Finally the Flan was ready! Fortunately we didn’t have to wait long—-Ms. Joi had actually whipped up a batch the day before. Just like they do on tv cooking shows 🙂

The cups were turned upside down into bowls!

 

 

 

 

 

 

 

 

Our tasters all agreed——-

 

 

 

 

 

 

 

Flan tastes very good——–YUM!!!!!!

 

 

 

We so enjoyed learning about the colorful country of Cuba this week and hope you did too!

Join us again next time for more fun and learning—–Group by Group! Also don’t forget to look for your confirmation email if you want to follow us. If you don’t see it—-check your SPAM folder!

Sep2

Let’s Go On A Cruise

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Let’s Go On A Cruise

Welcome back! We hope everyone had a fun filled summer. Cara, our SLP had an especially wonderful one—-she welcomed the most beautiful baby boy to her family! With Cara on maternity leave, Joi and Joy will be doing a little scrambling to fill her shoes—-so bear with us for the next few weeks until she gets back 🙂 Thankfully Ms. Robin and Ms. Nancy are also helping us out with communication supports!

For our first theme we are chose to feature photos from some of our teachers who were lucky enough to go on a cruise over the summer! Our sensory boxes focused on places you might go or things you might see on a cruise.  The fine motor groups made boat related art projects and the language group had fun comparing a cruise to Alaska and a cruise to The Bahamas.

 

 

 

 

SENSORY GROUP

With our vibrating massager and recorded cruise ship sounds on a voice output device our students got to experience some of the feel of being on a cruise. There was also a glittery ocean themed discovery bottle.

 

Recognize and respond to different types of sensory stimuli is a science access point.

The vibrating tube was a big hit with the students 🙂

 

 

 

 

 

 

 

 

 

 

Tropical islands are popular cruise ship destinations. There were shells, a great big plastic foot for making footprints in the sand, some little palm trees, and a little crab hanging out on the beach.

The students found everything to be pretty intriguing!

 

 

 

The sifter spoon we included was especially fun!

The science access point track objects in motion can be addressed here.

 

 

 

 

 

 

 

 

Our Disney cruise box included a variety of Disney paraphernalia such as cartoon figures and a set of Mickey Mouse ears. We also put in some sunglasses, beads, and some play food! Lots to explore and discover in this box.

 

 

The language access point communicate recognition of familiar objects can be addressed here.

The Mickey Mouse ears were especially popular….

 

 

 

 

 

our students totally rock a hat 🙂

 

 

 

 

There were 2 polar bears ( thank you Ms. Caressa) and a little seal playing in the snow of our Alaska cruise box. There was also a small shovel for scooping fun.

 

 

 

 

 

 

Recognize similarities and differences in size of common objects is a math access point.

 

 

 

 

 

 

 

 

 

Neon food coloring made this bright ocean blue play dough really eye catching! The students cut out boats and dolphins using cookie cutters.

 

 

 

 

Apply a push to move an object is a science access point.

This was an especially popular box this week!

 

 

 

 

 

 

 

 

 

 

We encouraged the students to make wavy motions in our shaving cream “ocean foam”.

 

 

 

 

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

 

 

 

 

Different animals might be spotted from a cruise ship, so we included a seal, dolphin, whale, and fun penguin strainer in our water play.

A little boat and measuring cup scoop added to the fun.

 

 

The science access point match common living things with their habitats can be addressed here.

 

 

 

 

Bath and Body Works coconut scented lotion was a perfect end to our group this week. The students really liked the aroma.

 

 

 

 


Recognize one or more external body parts is a science access point.

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made cruise ship port holes using paper plates.

First the students identified a circle using communication symbols.

Recognize objects with two-dimensional shapes is a math access point.

 

 

 

 

 

 

 

They chose which color marker they wanted to use.

Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

 

 

 

 

 

Then they used dot markers to decorate the front of their port holes. We asked the students to stamp UP and DOWN.

 

 

 

 

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

 

 

 

 

They identified their photos and glued them on to paper plates.

Recognize a change in the appearance of an object is a science access point.

 

 

 

 

 

 

 

 

 

Adults stapled the 2 paper plates together and……

 

 

 

 

 

 

TA DA! Time to set sail!

 

 

 

 

 

On Thursday the students used corn syrup paint and this to make their art project: Cruise ship template

First, using communication symbols or AAC devices, they identified the color of the paper.

 

 

 

 

 

Identify objects by one observable property, such as color, is a science access point.

 

 

 

Next, they glued their ship DOWN on to the paper.

 

 

 

 

 

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

 

 

 

We poured some corn syrup (tinted with blue food coloring) over the paper and the students used their brushes to spread it around the paper.

 

 

 

 

Apply a push to move an object is a science access point.

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

Anchors Aweigh!

 

 

 

 

 

LANGUAGE GROUP

This week we asked the students to identify whether a presented item went with a cruise to The Bahamas or Alaska. The adults emphasized that in the Bahamas it’s HOT and in Alaska it’s COLD.  In addition to visual supports we used actual objects or models. The social studies access point associate a picture with a place is addressed in this activity.

Here are some of the questions we asked:

If you went to The Bahamas would you need a parka or a bathing suit?

 

 

 

 

 

 

 

 

 

 

If you went to Alaska would you need a hat to shade your eyes or to keep your ears warm?

Would you see polar bears or parrots in Alaska?

 

 

 

 

 

 

 

If you went to Alaska would you have a snowball fight or play in the sand?

What kind of food would you eat in the Bahamas—-Alaskan salmon or bananas?

 

Our students needed a few prompts in order to correctly identify some of the objects, but they did a pretty great job overall.  We think they’re ready to go on their own cruise!

 

 

 

 

 

 

It was a great start to the school year so join us next time for more fun and learning—-Group by Group!

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May25

The Royal Wedding

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The Royal Wedding

Like millions of others, we were glued to the tv watching Harry and Meghan get married last week. It was so fabulous, that we decided to pick it as our theme this week. Our sensory groups explored wedding related boxes. The fine motor groups made colorful art projects using tissue paper and the language group hosted the big event—-our very own Royal Wedding!

 

 

 

 

 

SENSORY GROUP

Since love is the reason people get married in the first place, we figured we needed to put hearts somewhere in this unit! Our students stamped hearts in red moon sand with two different sized cookie cutters.

 

 

 

Recognize similarities and differences in size of objects is a math access point.

 

 

 

 

Meghan Markle is from the USA. This all American box contained patriotic garland, flags, a bald eagle……..

 

 

 

 

 

……….and other patriotic plush toys.

 

Associate an object or symbol with a location is a social studies access point.

 

 

 

 

 

 

The hat was a hit 🙂

 

 

 

 

 

Prince Harry is from England. In his box we placed British flag garland, a zipper bag with the flag, plush toys, a small flag, and a double decker bus.

 

 

 

Again, associate an object or symbol with a location is social studies access point.

 

 

 

 

In this box filled with red rose petals we put in a variety of items associated with weddings. There was a tiara, top hat, pearls, “diamond” rings, play food, and some scraps of organza and lace. We also included the wedding march recorded on a voice output device.

 

 

Recognize a model of a real object is a science access point.

The top hat was pretty popular too—–

 

 

 

 

 

 

 

———-our students can totally rock a hat!

 

 

 

 

 

People often throw rice or confetti at weddings. We combined the two with our confetti colored rice! There were letter W’s to find as well as a picture of a bride and groom at the bottom of the box.

 

 

 

Recognize two objects that are the same size or shape is a math access point.

 

 

 

 

The students had fun decorating our laminated wedding cake with oobleck—-our version of royal icing 🙂

 

 

 

 

 

Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

We used Philosophy’s wedding cake scent for our water play. We put in some floating light up flowers and a fun teapot.

 

 

 

 

 

The science access point track objects in motion can be addressed here.

 

 

 

 

 

To finish we used Bath and Body Works vanilla sugar scented lotion—-it smells like cake. A totally yummy scent that left our students with delicious wedding memories!

 

 

 

 

Recognize one or more external body parts is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made wedding bouquets! We made the base of it by hot gluing a cardboard roll to a paper plate.

We discussed the shape of our paper plate and the students identified its shape using communication symbols.

 

 

 

 

 

Recognize an object with a two-dimensional shape is a math access point.

 

 

 

 

 

Next, they tore pieces of tissue paper and then crumpled up the pieces.

 

 

 

 

 

Recognize a change in the appearance of an object is a science access point.

 

 

 

 

 

Then they dipped their tissue paper balls in glue and attached them to the paper plate.

We used tissue paper from “presents past” so this whole project was practically free!

 

 

 

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

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

Look who caught the bouquet!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students decorated this wedding cake: wedding cake template

First, they identified the shape found in the wedding cake.

 

 

 

 

 

Recognize objects with two-dimensional shapes is a math access point.

 

 

 

 

Then they tore tissue paper into pieces—-they kind of had fun with this part 🙂

 

 

 

 

 

Recognize a change in the appearance of an object is a science access point.

 

 

 

 

 

The students dipped their tissue paper balls in glue and began decorating their wedding cakes.

 

 

 

 

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

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

 

Time to cut the cake!!!!!

 

 

 

 

 

 

LANGUAGE GROUP

We had lots of fun this week during our language group!  Since we were talking about the royal wedding, we decided to recreate it with a little mock wedding of our own.

Two of our students in the language group got to play the parts of the bride and groom.  Before the wedding, official invitations were given out to classrooms and staff.  They even included a little jar of bubbles so that they could use them during the procession.

After reading the book, the “bride”, “groom”, and wedding party got ready for the big procession. We think the “bride” and “groom” had lots of fun being the center of attention 🙂

 

 

 

 

 

The bridesmaids led the procession through the elementary building halls while the spectators watched and blew bubbles.

We played the traditional “Wedding March” recorded on a voice output device.

 

 

It was very exciting!

 

 

 

 

 

 

Everyone  followed the wedding party to the reception where they got to request to have some of the wedding cake, or chips (for those who aren’t really into sweets).

 

 

 

There was also some sparkling,fizzy punch!

 

 

 

 

 

 

Ms. Danni made the beautiful wedding cake and Ms. Ellen loaned us the fabulous Harry and Meghan banner behind it!

Ms. Jane, our principal, couldn’t pass up the opportunity to attend the festivities!

 

 

 

 

 

 

 

The guests got to dance the day away with some Kidz Bop music that played in the background.

 

 

 

 

 

 

A good time was had by all!

 

 

 

 

 

We even had a fun photo booth where other students could “dress up” like a bride and groom.

So cute!

 

 

 

 

 

 

The adults had to join in the fun as well, of course!

Lots of happy couples 🙂

 

 

 

 

 

 

 

 

 

 

It was a royal event that we’ll remember for a long time 🙂

 

 

 

 

 

 

 

 

 

Well this is our last regular post for the school year. Please join us  in the fall for lots more fun and learning——Group by Group!

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