Nov24

Utah

Posted on November 24, 2019 by jd785

Utah has 5 National Parks so we thought it would be a great place to learn about for National Take a Hike Day which was on November 17. The sensory group boxes highlighted facts about Utah. The fine motor groups made art projects related to symbols of the state and the language group made a tasty treat featuring the Utah state fruit!

SENSORY GROUP

We used plastic pine branches as the base for this box which contained objects and symbols related to Utah. There was a plush elk (state animal), allosaurus (state dinosaur), and honey bees (state insect). There was a black ball representing coal mining.

We also included a little wooly hat, scarf, and snowflakes—-Utah is famous for its snow!

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

Gold and silver are mined in Utah.

Our gold and silver beads may not be the real thing, but they were certainly eye catching and a hit with the students.

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

Arches National Park is famous for its rock features. We put some laminated photos of arches and a letter U cookie cutter into this box of moon sand.

There was also a dinosaur mold so the students could make their own fossils.

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

There were more letter U’s to find in yellow and black “honey bee” rice.

A picture of one on the national parks could be found at the bottom of the box.

Science access point: recognize objects as the same.

Utah may have the “greatest snow on earth” but Insta Snow is pretty great stuff too!

The students had a blast!

We stored it in the refrigerator which kept it even colder!

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

Jello is the official state snack of Utah so we sprinkled some on top of our shaving cream this week!

The Jello gave the shaving cream a fabulous texture that was so COOL!!! Everyone was fascinated!

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

Despite it’s salinity, the Great Salt Lake does contain some fish, so we put one in our mini version.

We also included sifter scoops and measuring cups.

Science access point: recognize different containers that hold liquids.

Cherries are the official state fruit of Utah!

The students liked the fresh fruity scent of Bath and Body Works cherry scented lotion and bath gel.

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

FINE MOTOR GROUP

On Tuesday the students decorated a map of Utah.

First, they identified the color green.

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

Then, they stamped 6 trees (representing the National Forests found in Utah) on their maps. We hot glued a thread spool to a foam stamp to make it easier to hold. The students had to stamp UP and DOWN to make the trees.

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

The maps were glued to a background.

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

TA DA!!!

Let’s visit Utah!

On Wednesday we added snow the letter U!

First, we identified the color of the cotton balls.

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

Then, the students squeezed out some glue.

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

They added cotton snowballs to their U.

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

TA DA!!!!!

We love Utah!

Let’s hit the slopes 🙂

LANGUAGE GROUP

We made a treat using the state fruit of Utah: cherries! Here is the recipe that we used: Let’s Make Mini-Cherry Cheesecakes

We started by measuring out 2 cups of milk. We used milk cartons, so whoever said they WANTED to HELP was given an unopened milk carton. If they were unable to open it, they had to request HELP.

Once we measured out 2 cups, we PUT the milk in a BOWL.

Next, we added some instant cheesecake pudding mix. Again, a student was given the unopened box of pudding mix and had to request HELP if they couldn’t open it.

We started to mix it up using a mixer and a wireless switch. After a couple of students HELPED TURN it on, we observed how it looked. Since it still looked like we could DRINK it, we PUT the mixer on AGAIN until it was firm.

We counted out plates for each student. Then they had to request a mini graham cracker pie crust by saying they WANTED one.

Each student got a small amount of pudding at first. If they wanted MORE, they had to request it.

Finally, each student had to request cherries. They were only given one at first, so again they had to request MORE if they wanted more.

Time to eat!

Happy Thanksgiving! Join us again in a couple of weeks for more fun and learning —–Group by Group!

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Nov17

Let’s Celebrate Sesame Street Day book

Posted on November 17, 2019 by jd785

Let’s Celebrate Sesame Street Day book

National Sesame Street day is on November 10 and this year is also their 50th anniversary! We had so much fun celebrating this incredible television show. Our book features students on each page. They like to do some of the things that the Sesame Street characters like to do, like eat cookies, wear a tiara and wings, and be friends. Take a look at this super cute book!

Here is a link to the book: LET’S CELEBRATE SESAME STREET DAY

Nov17

Lets Celebrate National Sesame Street Day

Posted on November 17, 2019 by jd785

Lets Celebrate National Sesame Street Day

November 10 was National Sesame Street Day and the show’s 50th anniversary—–how cool is that!!!! Our sensory groups explored boxes dedicated to some of the shows characters. The fine motor groups made projects with circles and the language group made a tasty treat!

SENSORY GROUP

Abby Cadabby is cute pink character, so we used pink sand for her box. Between its eye catching color and soft texture, this box was a huge hit with the students!

A scoop and sifter made for fun explorations.

Science access point: track a falling object.

Oatmeal with some black bean “chocolate chips” made a perfect Cookie Monster box.

There were 3 play food cookies to find!

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

There were numbers to find in our box dedicated to The Count.

We put them in a box of lentils which were really fun to run fingers through!

Math access point: associate quantities with number names.

The students had fun making Grover’s face in a box of blue moon sand. Of course, there were some Picasso versions 🙂

We also included some scooping tools.

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

Our chenille stems are just like the colorful stripes in Bert and Ernie’s shirts.

The students had fun wrapping the chenille stems around the toys or themselves 🙂

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

Shaving cream was tinted Big Bird Yellow!

The students pushed the yellow shaving cream and a yellow Big Bird figure around a yellow tray—when we go with an idea, we go all the way 🙂

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

Oscar the Grouch and Elmo bobbed along in water this week.

We found a cute little garbage can that made a perfect scoop!

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

Bath and Body Works hot cocoa lotion left our students smelling like yummy chocolate chip cookies.

Thankfully Cookie Monster wasn’t around 🙂

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

FINE MOTOR GROUP

On Tuesday the students made Elmo!

First, they identified a circle and the color red.

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

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

Then, they painted their plates!

Science access point: recognize a change in an object.

Next, eyes, a mouth, and a nose were added.

Math access point: match one object to a designated space to show one-to-one correspondence.

Ta DA!

It’s Elmo!

On Wednesday we made some paper plate cookies!

First, we identified the shape of the paper plate.

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

Then, the students chose how many chocolate chip circles they wanted to cut out using a circle punch. They could choose to cut 3, 4, or 5.

We discussed that these circles were SMALL and the paper plate was LARGE.

Math access point: associate quantities with number names.

The small circles were set aside while the students painted their plates.

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

Next, they glued their chocolate chips on to their plates.

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

TA—-chocolate chip—– DA!!

Hey Cookie Monster……….we’ve got the cookies!

LANGUAGE GROUP

We made a treat that we think Cookie Monster would really love to have. Here’s the recipe that we used: Let’s Make A Chocolate Chip Cookie Shake

We started out by talking about how the ice cream felt COLD. Then we PUT 6 cups of ice cream in the BLENDER. Our students had to indicate that they wanted to HELP.

Science access point: recognize objects or materials as warm or cold.

Next, we had to count out 8 chocolate chip cookies and we PUT those in the BLENDER.

We then added some milk. Our students observed that one milk carton equals one cup of milk!

We PUT in a little bit of vanilla extract and then PUT in one cup of frozen cool whip.

Each student got to HELP TURN on the blender by pressing the wireless switch. Our blender was super full, so this took a minute 🙂

Once the milk shake was SMOOTH, each student had to request that they WANTED some. If they were not given enough, they had to request MORE.

These were pretty delicious!

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

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Nov10

JK Rowling book

Posted on November 10, 2019 by jd785

JK Rowling book

Since National Author’s Day is November 1, we decided to have our theme be based around one particular author, J.K. Rowling. We found out some neat facts about her that have to do with her Harry Potter series of books. Read the book to find out some facts about when she came up with Harry Potter, how she came up with the word “quidditch”, and why King’s Cross train station is so important to her. We also have a few off our students as Harry Potter and one as Hedwig! Check them out!

Here is a link to the book: Let’s Learn About JK Rowling

Nov10

JK Rowling

Posted on November 10, 2019 by jd785

JK Rowling

November 1 is International Author’s Day so we decided to learn about one of the most popular authors on the planet! Our sensory groups explored boxes related to JK Rowling and her books. The fine motor groups made simple but magical art projects and the language group made a yummy magical treat!

SENSORY GROUP

There were lots of things to discover in this box. We started with a base of shredded paper—-JK Rowling wrote BOOKS after all 🙂 There were some plush and laminated characters from her books as well.

Of course, the wizard hat, Harry Potter glasses, and “magic” wands were especially popular. We also included items such as pink beads (her favorite color), a British flag, and some play food sushi (her favorite food).

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

In blue and white rice were letters J and K as well as a picture of the Scottish flag at the bottom of the box.

We picked the rice colors to match the colors of the Scottish flag. JK Rowling wrote Harry Potter books in Edinburg Scotland.

Science access point: match objects with similar observable properties, such as shape.

JK Rowling came up with the idea for the Harry Potter series while on a train. We put a wooden train engine (actually a chunky puzzle piece) in some tea leaves—-we figured since JK Rowling is British she MUST drink tea 🙂

There were a couple of train pictures to find at the bottom of the box.

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

The students sorted pompoms in the colors of the different Hogwarts houses.

Red for Gryffindor, blue for Ravenclaw, yellow for Hufflepuff, and green for Slytherin.

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

Since our school mascot is the owl, we HAD to dedicate a box the Harry Potter’s owl Hedwig!

Two owls—-1 big and 1 small as well as a fluffy feather boa made this a very touchable box!

Math access point: recognize differences in size of objects.

Oobleck in JK Rowling’s favorite color became a little more magical with the addition of some shiny confetti.

The confetti was fun to watch as it swirled around or dripped down the oobleck.

Science access point: track objects in motion.

Mermaids and sea serpents are some of the magical creatures found in JK Rowling’s books.

Two different sized measuring cups and a funnel added to the fun in our water play this week.

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

Bath and Body Works vanilla sugar was as close we could get to Butterbeer, but we think it totally worked.

The sweet scent left our students with yummy memories of all the fun we had!

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

FINE MOTOR GROUP

On Tuesday we made some wizard hats!

First, the students identified the color BLACK and a TRIANGLE.

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

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

Then, the students used paper cutters or switch operated scissors to cut a triangle out of black paper.

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

Next, they stamped golden swirls on to their hats.

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

TA DA!!!

What cute little wizards!!!!!

On Wednesday, we made magic wands out of sticks.

First, the students chose a wand and identified the color of their chenille stem.

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

Then, they wrapped the chenille stem around the stick.

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

The tip of the wand was dipped into glue and then some gold glitter.

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

TA DA!!!

Time for a little magic…..

……our wizards are ready for work 🙂

LANGUAGE GROUP

We had lots of fun making cute little edible owls this week! Here’s the recipe we used: Let’s Make An Edible Owl

The students first had to indicate that they WANTED a rice cake. Then they had to locate PEANUT BUTTER to request it.

Students were given the small container of peanut butter. If they were unable to open it, they had to request HELP.

Students then had to SPREAD the peanut butter on the rice cake. Again, if this task was challenging, they had to request HELP.

Next, each student got 2 slices of banana and 2 blueberries to serve as the eyes. They counted out each fruit as they received them. They had to PUT the bananas and blueberries at the TOP of the rice cake.

Then, they had to request 2 apple slices and PUT them on the SIDES of the rice cake. We compared these “wings” to our arms.

Students got to PUT 1 dried cranberry beak on their owl, making sure to put it UNDER the eyes.

Finally, they added some Cheerios as feathers. Each student was given only 1 or 2 Cheerios at first and had to request MORE.

These turned out so cute…..

…….and yummy!

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

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Nov10

October After Party

Posted on November 10, 2019 by jd785

October After Party

Welcome to the After Party! Each week after the weekly blog featuring activities in the elementary department is posted, our sensory cart is parked in the media center where it is available for check out by the rest of the school.

Our first theme complemented the Unique Curriculum unit for the month—— We Love Science!!!!

Our astronomy umbrella was a huge hit!

We had an actual NASA countdown recorded on a voice output device.

The students became entomologists and studied the bugs they found in slime.

Bright pink slime 🙂

Botany is the study of plants, like the fruits and vegetables found in this box of birdseed.

The items could be sorted by color also.

Our paleontologists found bones and stamped dinosaurs into moon sand.

The elements of a thunderstorm could be found here……..

……with a rainstick, thunder tube, and fan.

They studied lava flow in our messy play volcano…..

….and became studied the fish oceanographers might find in the ocean.

We Love Vermont came next.

The students enjoyed the aroma of maple syrup scented oobleck!

It was surprisingly not sticky!

It was fun to drive the tractor through a vegetable farm.

Farming is one of Vermont’s top industries.

Students cut out apple shapes in red play dough.

They went fishing in our small lake.

Vermont is famous for snow, so of course, we included some!

We found out that two presidents came from Vermont and pictures of them could be found under red, white, and blue rice.

The Orange and Black unit celebrated the colors of the season.

Our rice was colorful and eye catching.

It contained the letters B O O.

We filled one box with just black items,

and another with orange items.

Lots to find and discover!

Black and orange pompom’s were sorted.

They did a great job!

Orange oobleck was swirled around with black glitter.

Lots of fun!

Students scooped up orange and black ducks floating in the water.

We included a sifter scoop and different sized measuring cups.

The orange scented lotion smelled yummy!

For International Artist’s Day we learned about Monet.

Different colors in oobleck swirled around like a Monet painting.

Flowers were found in coffee ground dirt

and also molded in yellow moon sand.

There were beads in the colors of the French flag and pasta in colors found in Monet’s paintings.

We finished the month with a Scooby Doo inspired unit—-Watch Out For Monsters!

They made Frankenstein with green Bubber

and pumpkin accessories.

Scooby snacks were made with orange play dough.

Our Mummy box had a fun discovery bottle filled with jewels.

Making shaving cream ghosts was lots of fun.

A pirate shipwreck was at the bottom of the water play feature this week.

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

Nov2

Watch Out For Monsters book

Posted on November 2, 2019 by jd785

Watch Out For Monsters book

We have had so much fun with the theme for this week! We’ve been watching out for monsters that come out around this time of year. Our theme centered around monsters that you might see if you watch Scooby Doo. The front of the book has the Scooby Doo clan ready to set out and find monsters. In the book you’ll see all the monsters they found! (They’re all really cute monsters if we say so ourselves 🙂 )

We also have a really awesome background that was made by our art teacher, Mrs. Judy, and her students! Make sure to see which monsters we found!

Here is a link to the book: Watch Out For Monsters!

Nov2

Watch Out For Monsters!

Posted on November 2, 2019 by jd785

Watch Out For Monsters!

For our final October unit, we were inspired by the Scooby Doo series! The sensory groups explored boxes highlighting different villains of the series. The fine motor groups crafted some fun projects and the language group hosted a monster party!

SENSORY GROUP

There were all sorts of items to discover in this box. There were laminated and plush characters from the series, a treasure chest, plastic footprint, furry werewolf fur, and a vampire puppet.

Of course we included a voice output device with the Scooby Doo theme song!

Science access point: recognize and respond to different kinds of sensory stimuli.

There were four spooky bats to find in a box of black beans and rice. There were 2 white and 2 grey to compare and contrast.

As usual, it was also fun to run fingers through the beans.

Math access point: recognize two objects that are the same size or color.

The students used Mr. Potato Head and pumpkin accessories to turn make their own Frankenstein monsters in green Bubber.

We think their creations turned out pretty cool!

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

Cookie cutters in bone and dog shapes cut orange play dough into Scooby snacks!

Orange Kool-aid made the play dough not only look good but smell good too!

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

Strips of gauze were wrapped around a doll to turn it into a Mummy! We also included some small plastic mummy figures as well as a discovery bottle filled with sand and jewels!

Sometimes the doll got wrapped—-and sometimes the student was 🙂

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

The students made ghosts with shaving foam.

We included some “ghostly” features made from black craft foam.

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

There was an old pirate shipwreck at the bottom of the water tub this week.

Two different sized measuring cups were included for scooping fun.

Math access point: recognize similarities and differences in size of common objects.

Bath and Body Works twilight woods seemed a good spooky choice this week.

The aroma was a hit with the students!

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

FINE MOTOR GROUP

On Tuesday we made different monsters out of cereal boxes using this template: monster template

First, we identified the shape of the cereal boxes.

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

Some of the students painted their boxes green.

Then, they added Frankenstein facial features, hair, and scars.

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

Other students worked on their Vampire and Mummy boxes.

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

TA—-rut rho—– DA!!!!

SPOOKY!!!!

These are some cute monsters 🙂

On Wednesday the students made a fun poster.

First, the students identified the paint colors.

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

Everyone took turns painting the “swampy” background.

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

Then, we put some spooky trees, bats, ghosts, and a full moon! The bats and ghosts were traced from cookie cutters. The tree was free form cut.

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

We put our students’ photos in a Mystery Machine and added that to the poster.

TA—-Scooby Dooby Doo—–Da!!!!

LANGUAGE GROUP

We had an eerily good time in our language group this week. We decided to have a party and of course we invited all of the classrooms that participate in our groups to come along.

Some of the students and staff got dressed up in DIFFERENT costumes. We didn’t have a parade this time, so everyone went straight to the party room.

We decorated the room with lots of different Halloween and monster decorations.

Students and staff also got to take pictures in front of the background for our book. We had also props 🙂

Of course, we also had some snacks. Students got to choose what they WANTED to eat. There were sentence strips set out for each option they had: candy corn, marshmallows, chips, and cookies.

They could also choose to drink “bug juice” or “blue goo” (dressed up Gatorade).

The music got everyone in the mood to dance.

It was so much fun!

A great time to practice socializing 🙂

We had a hauntingly good week and hope yours was as much fun as ours. Join us next time for more fun and learning—–Group by Group!

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Oct27

Monet book

Posted on October 27, 2019 by jd785

Monet book

To celebrate National Art Day (10/25), we are learning all about Claude Monet. We found out some really interesting facts about Monet. We found out that his father wanted him to follow his footsteps in the family business, that he was French, and that he was interested in painting scenes with different light. Read the book and find out some other cool facts about Monet! You will also have to see the cover, which features one of our students as a piece of Monet’s art, and the back of the book which features a different student in an art gallery.

Here is a link to the book: Let’s Learn About Monet

Oct27

Monet

Posted on October 27, 2019 by jd785

Monet

October 25 is International Artist’s Day so this week we are learning about Monet. Our sensory groups explored colorful boxes related to the artist. The fine motor groups made Pinterest inspired art projects and the language group made a Monet inspired treat!

SENSORY GROUP

This box contained a variety of items related to facts about Monet—-including play food and a grocery basket that represented the family business. Monet served in the calvary so we put in a soldier and horse. Of course, we also included a paint brush, paint, and flowers!

There were 2 colored plexiglass panels that let the students see the world in a different light—like Monet!

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

We put beads in the color of the French flag in this box.

Whether shaken, worn, or just admired—these beads were a hit.

Science access point: recognize and respond to different types of sensory stimuli.

This colorful pasta reminded us of the beautiful colors in Monet’s paintings.

There were also letter M’s to find.

Science access point: recognize objects as the same.

Some of Monet’s most famous paintings are of gardens. Our coffee ground dirt contained colorful flower bangles and a small rake.

A picture of one of Monet’s paintings could be found at the bottom of the box.

Science access point: match objects with similar observable properties, such as shape or color.

We continued with the flower theme cookie cutters and yellow moon sand.

The bright yellow sand was very eye catching and its soft texture very appealing.

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

The students became artists by making their own masterpieces in our multicolored oobleck around.

The colors looked so cool as they swirled around—–very eye catching!

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

Our little pond contained some water lillies and a small goldfish.

There were also 2 measuring cups and a fun watering can!

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

A pretty floral scent seemed the perfect choice for a unit about Monet. We used Bath and Body Works sweet pea scent for our water play and lotion.

The students left group smelling like they just walked in Monet’s garden 🙂

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

FINE MOTOR GROUP

On Tuesday we made lily pad ponds.

First, we identified the shape of the plate.

Math access point:

Blue and green paint was squirted onto paper and the students began painting. We realized we added a little too much green so our ponds ended up looking like they have a little too much algae 🙂

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

Lily pads and cupcake liner were then glued to the picture and……..

TA—–Monet—— DA!!!

On Wednesday we made a garden painting. One of our volunteers taped down a “bridge” on each of the papers.

First, the students identified their starting paint color.

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

The students painted for about 10 seconds and when time was up, they shared their paint with their neighbors!

Science access point: share objects with a partner.

After we finished rotating through the paint colors, the masking tape was peeled off—-with a little help from the adults. Then, a paper towel was placed over the picture to blot the paint.

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

TA DA!!!!!!

Look at our gardens!

Monet would approve 🙂

LANGUAGE GROUP

We made some edible art this week and it turned out looking so good!

Each student got to choose a pastel color. Once they chose a color, they got a couple spoonfuls of frosting with some food coloring. They had to STIR up the frosting until it changed colors.

We had 7 different colors to use.

We counted out plates for the students and then counted out graham crackers for our students to use to “paint” on.

Each student got a little of each color of frosting on their graham cracker. Once each color was passed to each student, they started to create their art.

The colors blending into each other was really beautiful! Some students added some pastel sprinkles on top for texture.