Tag Archives: adapted

Nov10

Jukebox

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Jukebox

IMG_6998This was such a great week, our students love music so this was the perfect theme for them! We had fun coming up with sensory boxes that matched the different musical genres for our sensory group. The fine motor group had fun making musical instruments and we had a dance party in the language group!

 

 

 

SENSORY GROUP

IMG_6835These wands that light up when tapped made perfect “drum sticks” (found at Target) for our rock and roll box.  Way fun, the sticks were perfect for drumming and the flashing lights reminded us of light shows at a rock concert! Needless to say, these were a huge hit with our students.

Recognizing that pushing and pulling an object makes it move is a science access point. In addition, recognizing the change in the motion of an object—-when the lights stop—is another science access point.

 

 

 

IMG_7035Our classical music box was black and white just like the keys of a piano. We added black beans to white rice to get the effect. A piece of sheet music was taped to the bottom of the box and we put a large letter M inside. Most of our students used their hands to explore the box—-they love the way the rice feels and looks as it shifts around. A few, however, used the large M kind of like a scraper to move large amounts of the rice and beans around.

The science access point of recognizing that pushing and pulling an object makes it move is addressed again with this activity.

As the sheet music and letter M are covered and uncovered the math access point of recognizing when an object is added to or taken away from a situation is addressed.

 

 

 

 

IMG_7103Our lava lamp discovery bottles were a HUGE hit with our students! One was filled with water, corn syrup, gold glitter, and some plastic jewels. The other was filled with water (tinted purple), green tinted corn syrup, cooking oil, glitter and some beads……

Totally groovy 🙂

IMG_6817The science access point tracking the movement of objects that are pushed or pulled is addressed with these bottles.

 

 

 

 

IMG_7061IMG_7074There are have been so many fabulous musicals and one of the most popular today is Wicked.

We whipped up some pretty wicked oobleck this week using green food coloring and black glitter. It was pretty thick  so it slowly dripped down from fingers and took a little more effort to push aside.

In addition to color identification, the science access point tracking the movement of objects that are pushed or pulled is addressed again.

 

 

 

 

IMG_7091Opera singers always get roses at the end of the performance so rose seemed the perfect scent to put into our rinsing water. We used rose scented bubble bath we found at Target.

We included 2 different sized scoops to address the math access point of recognizing differences in sizes of containers that hold liquids (capacity).

Solving problems involving small quantities of objects or actions using language, such as enough, too much, or more is another math access point addressed as students pour water from one container to another.

 

 

 

 

 

IMG_7083IMG_6860Rap singers like gold chains AND gold records! This box contained some hard gold beads and soft fluffy gold garland. Pretty, sparkly—very eye catching.

Fun to explore, fun to wear 🙂

Sorting objects by an observable property such as texture is a science access point addressed here.

 

 

 

 

IMG_7037A cookie cutter shaped like a boot, along with cherry scented playdough (we made it with kool-aid) —–perfect for a country music box!

Using  just one shape gave the students an opportunity to work on counting, associating quantities with number names addressing math access points.

Of course, playdough is always a great activity for promoting hand intrinsic functions—we OT’s like stuff like that 🙂

 

 

 

 

 

IMG_6870We finished the group with some rose scented lotion from Crabtree and Evelyn. This is some pretty strong smelling stuff—you can smell it across the room so it’s VERY memorable!

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

Communicating a preference for a familiar action such as holding out a hand for lotion is a language access point addressed.

 

 

 

 

FINE MOTOR GROUP

IMG_6906On Tuesday, after reading the book, Jeannie brought out a real guitar for the students to play. Everybody got a chance to strum the strings and our students loved the sounds they made!

Can you tell that the students totally had a blast 🙂

Sharing objects with a partner and recognizing common sounds are science access points explored here.

 

 

 

 

 

IMG_6910For our art project the students made their own guitars! We started by cutting out the words ROCK STAR from a piece of paper—-turning one piece of paper into 2 pieces of paper. These were taped onto our “guitars”

T0 prep the guitars, we flattened paper towel rolls and taped them to the back of these really colorful tissue boxes.

Recognizing a change in an object and applying a push or pull to move an object are the science access points addressed here.

The math access point is associating quantities 1 and 2 with number names.

 

 

 

 

IMG_6917IMG_6931The words were glued onto the box and then the students were given a choice of stickers to decorate their guitars.

These stickers were little so there were lots of opportunities to practice pincer grasp skills.

Using body movement or nonverbal expression to communicate desires or preferences is a language access point.

 

 

 

 

IMG_6962Then we asked the students to let us know how many strings (rubber bands) they wanted on their guitars. Putting the strings on the guitar required bilateral coordination and pincer grasp skills. Our students needed varying degrees of assistance for this step.

Again, the language access point using body movement or nonverbal expression to communicate desires or preferences is addressed.

Associating quantities with number names is the math access point addressed.

 

 

 

 

 

TA DA!!!

IMG_6969IMG_6964Our rock stars loved their guitars and had a great time making their own music 🙂

 

 

 

 

 

 

 

 

IMG_7326On Thursday we continued with our musical instrument theme by making drums! First we tried out a real drum—–so much fun!

The science access points recognizing common objects in the environment and recognizing and responding to common sounds is addressed with this activity.

 

 

 

 

 

 

 

IMG_7284We started our art project by passing out rectangular pieces of paper and helping our students to identify the colors red and purple using our communication symbols.

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

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

 

 

 

 

 

 

 

IMG_7273IMG_7277Then we stamped stars and swirls with the paint. We made handles for the stamps by using double stick tape to affix plastic thread spools—-this worked out really well!

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

 

 

 

 

 

 

 

IMG_7336Then we taped the paper around plastic coffee containers and added some glitter——we never pass up the opportunity to add glitter to a project 🙂

As we are shaking the glitter we are working on the math access point recognizing a movement that reflects a spatial relationship, such as up and down!

We discovered that we needed to let the paint dry BEFORE letting our students play with their drums lol. When they were finally dry, it was time to boogie….

 

 

 

 

 

 

IMG_7345Dum diddy dum diddy dum….

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_7150We started the group reading Cara’s book.  We have a few students in here who were able to name their friends who were in the book.  It was very exciting for them 🙂

After reading the book, we went around with the Go Talk and let the students decide the genre of music they wanted to listen to.  We put the pictures that were in the book on the Go Talk to keep it consistent for our students.

Communicating recognition of familiar persons in daily activities and communicating a preference for familiar persons, objects, or actions are language access points addressed.

 

 

 

IMG_7188We then had the students press a switch to activate the All Turn It spinner to see what kind of dance moves they would have to do.  The different dance moves were: clap your hands, stomp your feet, spin around, tap your knees, nod your head, wave your hands in the air.  We used iTunes for the clips of music, making sure that they were appropriate before we turned them on 🙂

The language access point responding to a technology resource is addressed with this activity.

 

 

 

 

IMG_7199IMG_7207This was definitely a fun group!  Although only one student would pick a genre at a time, everyone had to participate in the dance moves.  Some  of our students really got their groove on!

IMG_7229Communicating information about familiar actions using non-verbal expression, gestures/signs, pictures, symbols, or words is a language access point addressed.

IMG_7214Hope you enjoyed seeing all the fun we had this week. Join us again next week for more smiles, Group by Group!

May20

Earth Science

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Earth Science

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

Our students were AMAZED 🙂

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

Sensory Group—

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

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

IMG_1248Finally a little globe was included—our earth!

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

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

 

 

 

 

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

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

They were also pretty fascinated by the soft spinning blades!

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

 

 

 

 

 

 

IMG_1386IMG_1258Underneath all the plants and trees is soil.

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

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

 

 

 

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

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

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

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

 

 

 

 

 

 

 

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

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

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

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

 

 

 

 

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

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

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

 

 

 

 

 

 

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

Its also a great activity for bilateral coordination.

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

 

 

 

 

 

 

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

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

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

 

 

 

Fine Motor—

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

Then we glued in onto our blue rectangle paper.

Recognizing 2 dimensional shapes is a math access point.

 

 

 

 

 

 

 

 

 

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

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

This activity addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

IMG_1340IMG_1330We had lots of Ta Da’s as usual.

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

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

needless to say we obliged 🙂

 

 

 

 

 

 

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

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

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

 

 

 

 

 

 

 

 

 

 

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

Are students are just so smart!!!!

 

 

 

 

 

 

 

 

IMG_1479TA DA!!!!

 

 

 

 

 

 

 

 

 

 

 

Language Group—

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

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

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

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

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

 

 

 

 

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

They really enjoyed this bit 🙂

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

 

 

 

 

 

 

 

 

 

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

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

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

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

 

 

 

 

 

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

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

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

Science experiments are just so FUN!!!

 

 

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

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

May12

Mother Goose

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Mother Goose

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

Sensory Group—

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

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

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

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

 

 

 

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

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

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

 

 

 

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

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

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

 

 

 

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

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

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

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

 

 

 

 

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

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

A totally fun bottle, one of our best ever!

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

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

 

 

 

 

 

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

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

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

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

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

 

 

 

 

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

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

Of course, oobleck is always just flat FUN 🙂

 

 

 

 

 

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

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

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

 

 

 

 

Fine Motor Group—

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

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

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

 

 

 

 

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

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

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

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

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

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

 

 

 

 

IMG_0902Ta DA!!!

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

 

 

 

 

 

 

 

 

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

 

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

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

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

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

 

 

 

 

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

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

Pat pat pat!

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

 

 

 

 

 

 

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

TA! DA!

 

 

 

 

 

 

 

 

 

 

Language Group—

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

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

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

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

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

 

 

 

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

 

 

 

 

 

 

 

 

 

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

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

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

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

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

 

 

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

Apr28

Safari

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Safari

Our groups went on Safari this week! Cara’s sister, who lives in Africa, sent us her actual safari pictures for our book—-how cool is that!

Sensory Group

IMG_0056IMG_0233If you are going on safari you are probably going to have to ride on an airplane to get there and when you ride on an airplane you can hear engine sounds and feel the engine vibrate.

Our vibrating tube gave us those same sensations. The tube is bendable and soft—-nice to cuddle with or wrap around your neck!

Our students loved it!

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

 

 

 

IMG_9925When you are on safari you want to SEE the animals, not have them see you—-that’s why you might want to wear camo clothing!

We mixed brown, green, red and white dried beans and peas to make our camo box. It turned out pretty cool!  Beans are always popular with our students, they particularly like burying and uncovering things in them. This week we put in a large letter S for “safari” for them to find.

2 different sized scoops were also included to add to the fun.

This activity helps build tactile discrimination and visual figure ground skills.  It also addresses the math access point of recognizing differences in the sizes of containers.

 

 

 

 

 

 

IIMG_0253t is especially fun if you are also wearing a camo hat 🙂

 

 

 

 

 

 

 

 

 

 

 

IMG_0206Our jungle box was filled with green shredded paper, raffia, chenille yarn vines, and green silk leaves. We put in a globe, wooden sun cut out, a little jeep, a variety of toy zoo animals you might see on safari and an old camera—-perfect for taking pictures of all those cool animals.

So much to talk about and vocabulary to learn!

Speaking of animals, some of them had buttons that when pushed made the animals growl. We have used these before and they are always very popular—-great for promoting finger individuation!

 

 

 

IMG_9941For our students who have significant physical disabilities—its always great to have a friend help you out 🙂

This activity addresses the language access point of responding to new vocabulary that is introduced and taught directly.

It also addresses the science access point of recognizing and responding to common sounds AND the science access point of sharing objects with a partner—-so sweet!

 

 

 

 

 

IMG_9913Our tiger pom poms are so bright and so very eye catching. Different colors and sizes—perfect for comparing and contrasting!

Lots of access points can be addressed with these colorful spheres including the science access point of recognizing 2 objects that are identical to each other …..and the math access points recognizing a common 3 dimensional objects and recognizing similarities and differences in the size of objects.

Is this a great box or what!!!!!

 

 

 

 

 

 

 

 

IMG_0052Colorful feathered birds are always a part of any safari! This box contained a variety of feather boas—-perfect for wrapping around you or shaking—-so soft and fluffy! We got these at the dollar store around halloween and totally got our money’s worth of fun out of them 🙂

The science access point of identifying common objects by one observable property—in this case color.

 

 

 

 

 

 

 

 

 

 

IMG_9911IMG_0087Uh oh—-beware of quick sand!!!!!

We added water to some cornmeal mix to make our quick sand and were pretty happy with the results.

As you can tell by our students expressions, this was some weird feeling concoction but they couldn’t resist sticking their hands right back in again and again—trying to figure it out—what inquisitive little scientists we have!

This activity addresses the science access point of exploring, observing and recognizing objects in the natural world.

The language access point of using body movement or nonverbal expressions to communicate preferences—-NAILED 🙂

 

 

 

 

IMG_0080We finished by rinsing our hands using Into the Wild by Bath and Body Works scented water—it had a really nice aroma but we suspect nothing like what the “wild” actually smells like ha ha.

Banana scented lotion that we found at World Market was the perfect finishing touch to help us remember our safari fun!

This activity addresses the science access points of recognizing one way people use water and recognizing and responding to one type of sensory stimuli.

 

 

 

 

 

 

 

Fine Motor Group

IMG_9970On Tuesday for our art activity we made tiger masks!

We started by cutting, using our adaptive scissors, 3 strips of paper in half—to make 6 tiger stripes.

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

 

 

 

 

 

 

 

 

IMG_9991The stripes were glued onto our tiger mask. Prior to the activity, staff cut out eye holes in an orange paper plate (found on clearance after halloween—-score!) and glued a paint stick to the back. As we passed the masks out, we discussed their circular shape, of course 🙂

We asked the students to touch their noses and then gave them 1 black triangle nose to glue onto their masks. Then 2 orange ears were glued onto the head.

Eye hand coordination and spatial relations are addressed with this activity. Lots of math access points are addressed including recognizing common objects with 2 dimensional shapes and associating quantities with number names.

The science access point of recognizing one or more external body parts was also addressed.

 

 

 

 

 

 

IMG_0001Better watch out for tigers—-

GRRRRRR!!!!

 

 

 

 

 

 

 

 

 

 

On Thursday we read Cara’s book again, practicing passing the voice output to our neighbor for their turn. This addresses the science access point of sharing objects with a partner. For our art project, we continued our safari theme by making some monkey puppets.

IMG_0105First we passed 1 large brown circle to each student. They used our paper cutters to cut them in half—making semi circles!

These were then glued onto a paper lunch bag.

This activity addresses the science access point of recognizing a change in an object. It also addresses the math access points of recognizing a 2 dimensional shape and recognizing parts of whole objects.

Of course, it also promotes eye hand coordination and spatial relations.

 

 

 

 

 

IMG_0120IMG_0111We used our large hole punch to cut 2 brown circles for our monkey ears, which were glued to the top of the bag.

Then the finishing touch—2 big googlie eyes!

This activity addresses the science access point of recognizing a change in an object (as the circles are punched) and recognizing external body parts.

It also addresses math access points including matching one object to a designated space to show one to one correspondence and associating quantities 1 and 2 with number names.

Putting on those little googlie eyes also gives our students an opportunity to practice their pincer grasp skills.

 

 

 

 

IMG_0142IMG_0131Ta Da—-what cute little monkey puppets!

 

 

 

 

 

 

 

 

 

 

 

 

Language Group

IMG_0193We started out this week with Cara’s book.  Although reading the book is new to this group, our students have been doing an EXCELLENT job of pressing the voice output device and sharing it with their friends.

As we read the book and use the voice output device (in all our groups) we address the language access point of listening for informative purposes (ex. following prompts, cues).

The book led us into our own safari.  We put 7 different animals (a combination of plush and plastic ones) on the table.  We asked the students to use their binoculars to find the different animals—-while wearing a super cool safari hat!

This activity addresses the science access point of recognizing a familiar objects enlarged by magnification.

It also addresses the language access point of responding to new vocabulary that is introduced and taught directly.

 

 

 

 

 

IMG_0158IMG_0171After finding an animal, they had to match the animal up with a picture symbol of the animal.  We used the carrier phrase “I see a ___” so the students could fill in the blank with the animal that they had seen.  We used the PIXON communication board symbols for “I” and “see” to work on identifying different PIXON picture symbols.

This addresses the language access point of communicating about a selected object using pictures/symbols/words.

 

 

IMG_0191       Pretty cool!

 

 

 

 

 

IMG_0177With our safari over, it was feeding time to feed the monkeys 🙂

We gave each student 3 bananas and counted as they were put into the monkey’s mouth one at a time—physically assisting our students as needed.

The activity promotes grasp skills and eye hand coordination.

In addition the math access points of recognizing when an object is added to a situation and recognizing quantities 1 to 3 using sets of objects.

 

 

 

 

 

What a great week, we had so much fun going on safari! Join us again next week—-we promise to bring lots to discover plus smiles, fun and learning—-Group by Group!

IMG_9990IMG_9951

Apr21

Dinosaurs

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Dinosaurs

ROAR!!!! There were some dinosaurs roaming around around campus this week—you have to check out our visitors in Cara’s latest book. Kids love dinosaurs and ours are no exception! Hope you enjoy seeing how we carried out the theme throughout all our groups this week.

SENSORY GROUP

IMG_9694The land the dinosaurs ruled was filled with lots of vegetation so we filled this box with moss and leaves. We put in some plastic eggs and a variety of dinosaurs. Some of them had a button you could push to make them ROAR—needless to say, this was a huge hit!

We put in a variety of play food—meat for the meat eaters and vegetables for the plant eaters. Some fossils (playdough molds), a large letter D, and a bone shaped cookie cutter.

So much language and play included in this box—don’t you just love the action going on in this picture.

In addition to lots of fine motor skills addressed as students manipulate the various objects, press buttons etc., lots of access points are addressed. These include the science access point of distinguishing between a plant and an animal—if you are trying to feed your dinosaur, you know its an animal! It also addresses the language access point of selecting a familiar object to explore.

 

 

IMG_9878IMG_9561So while it’s not totally clear if dinosaurs became oil, we decided to go ahead and make a “fossil fuel”  goo bag which was tons of fun.

It was made by mixing cooking oil and black paint and putting it in a heavy duty freezer bag, We then taped the bag onto a tray—and kept a supply of packing tape handy in case of slight rips. As the week went along and multiple classes participated in our groups—we did find  DOUBLE bagging and TAPING worked best 🙂

While some of our students practiced prewriting strokes or even wrote their names— others were fascinated by watching the oil and paint swirl around—-so cool!

This addresses the science access point of applying a push or pull to move an object.

 

 

 
IMG_9567Dinosaurs are reptiles so they don’t have fur like mammals!

We used our plush fabric to represent mammals and we cut up an old green leather purse to make our dino skin. Our students enjoyed running their hands over the different textures, comparing and contrasting them.

This activity addresses the science access point of using the senses to recognize objects.

 

 

 

 

 

 

 

 

 

 

IMG_9709IMG_9847We wanted to convey the idea of dinosaurs sharp teeth without the item actually BEING sharp—this pin board seemed the perfect fit. It doesn’t really have pins, just small plastic dowels with rounded ends.

Our students had a blast with it, finding it utterly fascinating. They loved the impressions as they moved their hands and pushed against the pins.

Really, really, REALLY fun!

This activity addresses the science access point of applying a push or pull to move an object.

 

 

 

 

IMG_9845Our discovery bottle was filled with black glitter, sequins and orange colored corn syrup and we think it looks just like molten lava—something the dinosaurs may have encountered!

As the bottle is rotated or rolled, everything slowly moves around and is pretty fascinating to look at.

This addresses the science access point of tracking moving objects.

 

 

 

 

 

 

 

 

 

 

IMG_9659We included a variety of scents this week. From the “Follow your Nose” game we smelled pine, mushroom and fire scents which we thought would be similar to the ones dinosaurs might have smelled as they roamed around.

These were some pretty funky scents and it was fun watching the different reactions we got—-giving our students lots of opportunities to communicate preferences 🙂

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

 

 

 

 

 

 

 

 

IMG_9726Dinosaurs also roamed around in some swampy places—-so we made a green jello swamp. Totally messy fun with some dinosaurs, palm trees and a dinosaur cookie cutter.

This is a really different texture and as usual, some of our students dived right in while others were quite hesitant 🙂

Grasp skills are promoted as our students pick up the various items buried in the jello or use the cookie cutter.

Science access points are also addressed including applying a push or pull to move an object, distinguishing between a plant and animal, and identifying objects by one observable property—in this case GREEN jello.

 

 

 

 

 

 

IMG_9732IMG_9576Our play snow reminded us of how climate change may have caused the dinosaurs to become extinct. We were really excited about how well it lasted—we kept it re-fridgerated which may have helped!

Our students were really not quite sure what to make of it at first—-cold and wet, hmmmm??

So much fun to grasp and squish!

The science access points of distinguishing between items that are wet and those that are dry and recognizing objects as warm or cold are totally explored in this activity!

 

 

 

 

IMG_9891Finally we rinsed our messy hands in Juniper Breeze scented water and then rubbed the lotion on our hands. We added a large measuring cup and a small spoon for scooping and pouring fun.

As students play with the different scoops they are exploring the math access point of recognizing the differences in sizes of containers that hold liquids.

In addition, as seen in this picture, the science access point of recognizing external body parts and the math access point of indicating a desire for more of an action or object is addressed.

So much fun today and a wonderful scent to help us remember the wonderful things we learned about the dinosaurs today!

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we “discovered” some  fossils!  Ok so coloring all those dino skeletons was a little labor intensive prep but our students were so excited as they watched their fossils appear on the paper that it made it well worth it! Joy lightly sketched the skeletons and Jeannie’s assistants—she has some really nice assistants 🙂 —colored them in with a white crayon. We adapted this activity from a glue resist art activity we saw on Pinterest.

 

IMG_9628IMG_9642First we discussed what color paint we were going to use (showing them the container) and had them identify the color using our communication symbols.

They did a really good job!

Identifying an object by one observable property is a science access point.

 

 

 

 

IMG_9653IMG_9637Then we discussed the shape (rectangle) of our paper, counted its 4 sides…..

….and started painting! We used diluted brown paint (it needs to be watercolor like) and wide foam brushes. Our students got so excited as the bones became more visible! This was totally fun!

The math access points of recognizing a common object with a 2 dimensional shape and recognizing the sides of a square or rectangle were addressed.

 

 

 

IMG_9627This turned out pretty cool, right!

AWESOME!!!!!

 

 

 

 

 

 

 

 

 

 

 

 

On Thursday we continued our dinosaur theme by making a shape stegosaurus.

IMG_9738First our students chose what color stegosaurus they wanted from a variety of colors.

We used the communication symbols to increase literacy and to promote their ability to recognize two objects that are the same color which is a math access point.

 

 

 

 

 

 

 

IMG_9741IMG_9768Then they chose 2 squares which we cut into 4 triangles using our paper cutter and glued these to the dinosaur’s back.

Next we  used our circle punch to cut out 2 circles which were also glued onto our stegy.

1 big googlie eye and our stegy came to life!

Bilateral coordination is addressed as the students use the different cutting implements. Pincer grasp, eye hand coordination and spatial relations are promoted as the pieces are added to the dinosaur body.

As the paper is cut the science access point of recognizing a change in an object is addressed. Discussing the different shapes addresses the math access point of recognizing a common object with a 2 dimensional shape.

Counting the various objects additionally (no pun intended ha ha) addresses math access points.

 

 

 

 

IMG_9790—Ta Da super cute!

Peace Love and Dinosaurs 🙂

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We started group out  reading Cara’s book.  We are super excited to finally have all our groups totally integrated with the same theme and our students totally enjoyed her fun book—-really who can resist dinosaurs 🙂

 

IMG_9798IMG_9794We brought a variety of  dinosaurs into the group, some of which also appeared in the book.  The students got to hold them and compare them. They were especially excited when they found out that some of them made noise when squeezed!

While the book was being read, we had the students locate which dinosaurs they saw in the classroom that were also in the book.

This addresses the language access points of responding to a familiar person reading a book aloud and responding to referent objects used in routines.

It also addresses the science access points of applying a push to move an object and recognizing and responding to common sounds—-they got lots of practice with this one 🙂

 

 

 

 

IMG_9806After the book, we brought out a simple dinosaur puzzle.  Students with fine motor difficulties took the puzzle pieces off of the board using our adapted puppy. He was made by hot gluing a shower curtain ring to his back and some velcro to his mouth.  Other students took out the pieces using their hands.  After taking them out, the dinosaurs were placed back on the board.

Picking up and placing the pieces back into the board addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

 

 

IMG_9818Since the title of our book is “Dinosaurs Lived Long Ago”, we went over things that we see today versus things that were around during the age of the dinos.

The students got to pick from 2 different rows of Boardmaker symbols.  Students used a communication board  to request their choice by indicating “I want” and pointing to the row of pictures.

Of course, vocalizing is always encouraged as well!

Once they picked their choice, they had to cut out one of the pictures.  We used adaptive scissors for the cutting.

 

 

 

 

IMG_9826After cutting the picture out, the students had to decide whether the picture went “here” (a picture of a neighborhood representing “now”) or “there” (a picture of a jungle representing “then”).

The “here/there” picture symbols are taken from the PIXON 50 core vocabulary communication board that we have implemented into each class at our school.  For the most part, the students did really well with indicating where their picture should go.

Such smart students we have 🙂

The language access points of recognizing referent objects, pictures or symbols used in classroom activities—responding to differences in referent pictures or symbols used in routines—-and effectively communicate information using referent pictures, symbols or words. WOW!!!

 

 

 

 

IMG_9828And here are some of the dinosaur related words we found today—-such fun!

 

 

 

 

 

 

 

Join us again next week  for more fun, learning and great big smiles—-Group by Group 🙂

IMG_9600

Feb25

Black History Month and Letter V

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Black History Month and Letter V

In our Sensory and Fine motor groups we celebrated Black History month in a personal way by learning more about some special people at our school.  Our students LOVED finding the familiar faces in Cara’s famous African Americans book! In our  Language Group we looked at words that start with Letter V.

Sensory Group—Black History Month

IMG_6911 Our first celebrity is Ms. Joi, one of our elementary classroom teachers, and her favorite color is PINK!

We made this totally pinkalicious box in her honor. It was filled with easter grass, curled ribbon, silk flowers, beads, kitchen scrubbers, plushy animals (flamingo, pig, and fish), paper strips, and other assorted toys.  If it was pink—we put it in the box 🙂

The science access points of identifying objects by one observable property and exploring, observing, and recognizing objects in the natural world.

This box also gives our students the opportunity to address the language access point of selecting a familiar object to explore.

 

 

 

 

 

IMG_6731IMG_6887Ms. Mary is one of our paraprofessionals and HER favorite color is red. We filled her box with some fabulous red things including a feather boa, blocks, garland, silk rose petals, bead, kitchen scrubbers, garland, ribbon, and assorted red toys. This was a great box totally red and fun filled!

As with our other color box, lots of different textures and items to compare and contrast. The fabulous feather boa (found at the dollar store at halloween!) was quite the popular item—our students loved it 🙂

 

 

 

 

IMG_7072IMG_6893Some pictures of musical instruments were hidden beneath the blue and yellow (our school colors) rice…in honor of our next celebrity, our music teacher Ms. Brenda.

We put in spoons of different sizes to address the math access point of recognizing differences in sizes of containers.

 

 

 

Visual discrimination is addressed as the rice is moved aside  and its fun to see how excited they get when a hidden picture is revealed!

 

 

 

 

IMG_7083-001Ms. Carolyn is our new dean and we are so excited to welcome her to our school. Our school mascot, the owl, seemed a fitting theme for her box!

We used our “owl” feather boas. So very soft and touchable—-fun to wear OR wave around also! Our students really love these boas, they are irresistible.

As hands glide along the feathers, the science access point of recognizing and responding to one type of stimuli is addressed.

 

 

 

 

 

 

 

IMG_6869Grandma Rosie is from the British West Indies—a beautiful tropical place full of sandy beaches. We made our own little beach for her 🙂

We added a seashell and a small spoon and our students had a great time scooping up the sand and filling the shell. What a fun way to address eye hand coordination!

The shell was really big which get us the opportunity to discuss the science access point of recognizing objects that are big.  Also discussing the amount of sand (ex. “a lot” or “a little”) as it is emptied into the shell helps our students associate quantities with language—a math access point!

 

 

 

 

 

 

IMG_6755-001Our Occupational Therapy intern, Ms. Joia  is a student at FAMU.  FAMU’s colors are orange and green, so we made some fabulous green playdough to roll into snakes—her school mascot! We added a variety of orange tools to decorate the snakes.

Rolling out and decorating the snakes is a super fun way to work on fine motor skills and eye hand coordination.

As the playdough is either rolled or squished between fingers—the science access point of recognizing a change in an object is addressed.

 

 

 

 

 

 

 

Ms. Anita is another one of our celebrities. She is a para-professional and comes from England.  We made some oobleck and sprinkled it with some blue and red glitter to show the colors of England’s flag.

IMG_6783-001IMG_6927-001Oobleck is one of the BEST substances to use to explore the science access point of recognizing a change in an object! It changes from liquid to solid and back again with just a touch—how cool is that!

 

 

 

 

 

 

IMG_7119-001Ms. Louise, our head custodian, keeps our school sparkling clean. We rinsed our hands in “Clean Waters” scented body wash and then used the companion lotion.

Presenting the aroma to our students gives them the opportunity to recognize and respond to one type of sensory stimuli.

Letting us know (by vocalizing, body movements or gestures) that they want to continue the activity addresses the math access points of indicating a desire for more or less of an action or object.

We generally take smiles as a “yes” 🙂

 

 

 

 

 

 

 

Fine Motor Group-Black History Month

IMG_6790Ms. Anita, just had surgery so we decided that we would make her a “get-well-soon” picture for our Tuesday art project.

We started with a large rectangular shaped piece of paper—addressing the math access point of recognizing two deminsional shapes.

Then the students took turns making straight lines for the stems of the flowers we made. Imitating directional lines is a prewriting skill and some of our students are getting really good at it!

Each student was asked to make 3 strokes—which we counted, of course 🙂

 

 

 

 

 

IMG_6842-001 IMG_6818-001Then we took our adapted stampers to make flowers. Joy made them by cutting up foam and kitchen sponges. These were attached either with double stick tape or hot glue to the handles made from kitchen scrubbers or  an empty spool.

We did find that we had to “stamp” on the pad a lot to get enough color to show up on paper, so adults helped “prime” the stamp.

The students were asked to either point to or hand us the picture card to indicate which color flower they wished to stamp. Effectively communicating wants and needs, with prompting, to a familiar person is a language access point.

 

 

 

IMG_6806To make the flower garden come to life, students were asked to stamp at the “top” of a line—addressing spatial relations and eye hand coordination.

As the flowers were stamped we discussed which ones were the same color. Recognizing two objects that are the same color is a math access point.

This was a lot of fun, our students REALLY enjoyed stamping their flowers!

 

 

 

 

 

 

 

IMG_6840Ta Da!

Feel better soon Ms. Anita!

 

 

 

 

 

 

 

 

 

 

 

On Thursday, we decided to thank all our celebrities by making a copy of their picture from Cara’s book to give to them. It had to be decorated first, however 🙂

IMG_6949-001We started by glueing  the SMALL rectangular photo onto the LARGE rectangular piece of paper—addressing the math access points of recognizing similarities and differences in size of common objects and recognizing two-dimensional shapes.

IMG_6957-001Then we used our paper cutters to cut 4 strips of paper.

Using quantities to 4, represented by objects is a math access point.

 

 

 

 

 

 

 

 

 

 

 

IMG_6992We glued the strips to each of the sides of the photo helping to address the math access point of identifying the sides of a rectangle is a rectangle.

This activity also addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

 

 

 

 

IMG_6982-001And here is one of our finished portraits!

Ta Da!

 

 

 

 

 

 

 

 

 

 

 

Language Group—Letter V

IMG_7026-001We started by playing Cara’s sound game.

There were some Very interesting sounds to be heard as we work on the science access point of recognizing and responding to common sounds.

 

 

 

 

 

 

 

 

 

 

IMG_7019-001Then we tried on a Vest—-are they still in Vogue?

A fun way to work on dressing skills and the science access point of recognizing body parts!

 

 

 

 

 

 

 

 

 

 

 

IMG_7011-001Next we cut some Vintage wallpaper into strips and……

Voila, we made a V 🙂

Working on prewriting patterns and spatial relations in this activity.

 

 

 

 

 

 

 

 

 

 

IMG_7054-001We also listened to Violin—not Viola :)— music on our Voice output device. We think we were listening to Vivaldi!

Recognizing and responding to one type of sensory stimuli and responding to common sounds are science access points.

Responding to a technology resource is a language access point.

 

 

 

 

 

 

 

 

 

IMG_7043One more thing to do—make a Volcano!

Using baking soda and Vinegar  to make a Volcano is so much fun—a total MUST DO!!!

We made our mountain by putting a small nesting cup into the spout of a wide mouth funnel. We used a small spoon to scoop baking soda into the cup—addressing the math access point of recognizing differences in sizes of containers.

Then we poured some vinegar (tinted with food coloring) onto the baking soda, making a not so Violent eruption 🙂

The science access points of recognizing a change in an object and assisted with investigations with a partner is totally addressed with this activity!

 

 

 

 

 

We finished by looking at some of the V words we found today.IMG_7062-001

We had a Very good time this week,  join us next time…

Group by Group!

Dec16

Winter Holidays part 2 and the Letter O

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Winter Holidays part 2 and the Letter O

Winter holidays are so much fun that we had to spend another week learning about them! We kept our same book but added different sensory boxes for and art activities for our Sensory and Fine Motor Groups. Our Language Group looked at words that start with the letter O.

Sensory Group—Winter Holidays Around the World

IMG_3960Our first box was filled with all things Christmas. We included jingle bells, Santa and Nutcracker figures, reindeer, christmas trees (felt and plastic), stars, garland, a doll sweater, and the word “HOME” all in some red paper shred …..to remind us of all those exciting packages !

Some of the items made noise, like the jingle bells and squeaky toys. The squeaky toys were VERY popular!

IMG_3976The students were able to explore different ways to apply force either by shaking or squeezing the items to make noise. This addresses the science access point of identifying objects that create specific sounds.

 

 

 

IMG_3974In Mexico, they celebrate Las Posadas as part of their Christmas celebrations with processions, carols, and PINATAS! At the bottom of our red, white and green rice we placed a picture of a pinata which could be uncovered as the rice was moved aside.

It was so pretty and festive looking…..

quite irresistible 🙂

Visual discrimination skills are addressed when differentiating the hidden picture from the colored rice.

We also put in 2 different sizes of measuring spoons. While playing with them our students have the opportunity to learn about capacity—differences in sizes of containers which is a math access point.

 

 

 

 

 

 

IMG_4339Lights, lights lights—–Hanukkah, Diwali, Las Posadas all festivals of light.

We can’t get enough of them! This week we put them in a box which reminded us of the luminaries used during Las Posadas.

This addresses the science access point of recognizing sources of light.

 

 

 

 

 

 

IMG_4393Straw mats, and fruits of the harvest are part of the Kwanza celebration. We used raffia in place of straw and included some ribbon printed with fruit in addition to our play food.

The ribbon was soft as compared to the rough feel of the raffia. Finding the pieces of fruit hidden amongst the ribbon and raffia addresses visual and tactile discrimination skills.

Comparing the texture of the ribbon and raffia addresses the science access point of comparing the different properties of materials.

Dropping the raffia onto the floor allowed them to address the science access point of tracking objects that fall to the ground.

If they let us know what they did…..

it addresses the science access point of indicating that an object has fallen 🙂

 

 

 

Bodhi celebrations often involve decorating trees with colorful beads. In this box we added lots of colorful beads and pompoms.

Sorting these objects addresses the science access point of recognizing objects by one observable property.

IMG_4117IMG_3964…….NAILED IT 🙂

Our students are just so

awesome!!!!

 

 

 

 

 

 

 

 

IMG_4401Our last box was filled with winter snow—at least our Florida version 🙂

We mixed some cornstarch, shaving cream and fake snow. Its about 2 boxes of cornstarch to 1 can of shaving cream.  We found  the idea at this website    http://growingajeweledrose.com.

This stuff was so much fun, similar to cloud dough but with a little wetter feel. Totally cool— the students just loved running their fingers through it, squishing it, pushing a letter W for winter into it, or watching it as it fell down (addressing the science access point of tracking a falling object).

When molded into little “snow balls”, the math access point of recognizing a common three dimensional object.

 

 

 

 

 

IMG_4426Hands were rinsed in twisted peppermint scented body wash from Bath and Body Works. It has a really strong scent which really draws our students attention.

Measuring cups allow our students to practice scooping while addressing the math access point addressing capacity.

This student is addressing the math access point of indicating a desire for more of an action by reaching out his hands as the water is poured on them.

As this student is cupping his hands, he is also working on developing his palmer arches—nice!

 

 

 

 

 

 

IMG_4438The matching lotion was rubbed on hands, arms—-or the back of the neck for students who engage in a lot of oral exploration.

We present the lotion and give the students an opportunity to indicate their desire for more by facial expression, gestures, body movements or vocalizations.

Our students left the group smelling like delicious peppermint candies to help them remember all the different winter celebrations we have learned about the last 2 weeks.

 

 

 

 

 

 

Fine Motor Group—Winter Holidays Around the World

On Tuesday we started by reading Cara’s book again before starting our art project—–turning into Christmas Santa’s!

IMG_4039First we used our paper cutter to turn a red rectangle into a triangle. This addresses the science access point recognizing a change in an object. It also addresses the math access point of recognizing an object with a 2 dimensional shape.

To do this we had to make 2 cuts with our paper cutter. We counted the cuts—-addressing math access points again!

 

 

 

 

 

 

IMG_4074Then we passed out some white plates—-they were circles with the center cut out.  Again, addressing the math access point of recognizing a 2 dimensional shape.

We glued the triangle hats onto the circle.

We pulled apart some fiber fill and glued a big piece onto the circle and then a smaller piece at the top of the hat.

This activity addresses spatial relationships as pieces are placed down. In addition, fine motor skills are addressed as the pieces of fiber fill are pulled apart.

 

 

 

 

IMG_4065IMG_4063Merry Christmas

HO                                                                             IMG_4068IMG_4079HO                                                                                  HO

 

 

 

 

 

 

 

 

On Thursday we celebrated Hanukkah by making menorahs.

IMG_4160First we chose yellow paper for the flames.

As our students point to the color and word “yellow”, they are addressing the language access point of attending to print materials by touching, looking, or listening.

By picking up the card and handing it to an adult, they are building communication skills.

 

 

 

 

 

 

IMG_4161Then we tore the yellow paper into small pieces and placed them in a bowl.

Tearing the paper helps build bilateral coordination and pincer grasp skills. It also addresses the science access point of recognizing a change in an object.

Placing the pieces into the bowl addresses eye hand coordination. Deciding when we have enough addressed the math access point of solving problems involving small quantities of objects using language, such as enough, too much, or more.

 

 

 

 

IMG_4171We colored 8 popsicle sticks. We adapted this activity for our students by taping the sticks to a piece of cardboard (a cut up cereal box). Taping the sticks down helps to stabilize them and is easy to remove when done.

The sticks were counted……

……….Of Course!

We also used some rounded animal markers from Roseart which are easy for our students to grasp.

This activity addresses math as the sticks are counted and helps our students practice with writing tools.

 

 

 

 

 

 

IMG_4179We removed the tape and glued our little yellow flames to the top of our candles and placed them in our base.

The base was made from a section of a pool noodle cut in half. We also cut a slit across the top to make it easier to insert the popsicle sticks.

Fine motor skills such as eye hand coordination and pincer grasp are addressed as the “candles” are placed into the menorah.

We then added our 9th candle (pre-made by gluing 2 popsicle sticks together). This addresses the math access point recognizing when 1 item has been added to a set.

 

 

 

 

 

 

 

IMG_4193Happy Hanukkah 🙂

 

 

 

 

 

 

 

 

 

 

 

Language Group—Letter O

IMG_4230First we played Cara’s sound game and listened for some Cool O words!

 

 

 

 

 

IMG_4238Then we put put the blocks On top of each other.

This addresses the math access point of recognizing a movement that reflects a spatial relationship. Counting the blocks also addresses math concepts.

Eye hand coordination is also addressed in this activity.

 

 

 

 

 

 

 

 

 

 

IMG_4245Then we knocked the tower Over!

……Of course!

This addresses the science access point of applying a push or pull to move an object.

Needless to say, some of our students REALLY enjoyed this part of the

activity 🙂

 

 

 

 

 

IMG_4200Next we Opened a jar….

….and pulled Out One Orange pom pom.

We used a plastic peanut butter jar because it has a nice wide opening making it easier for our students hands to fit.

We adapted this activity for some of our students by pulling out the pom pom for them and then encouraging them to visually track the pom pom, addressing the science access point of tracking a moving object.

We also adapted this activity for our students who have visual impairments by encouraging them to explore the pom pom with their hands.

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

 

 

 

 

IMG_4023 We finished by making a creature found in the Ocean!

To start, we crumpled 5 pieces of scrap paper and put them into a bag which we closed it with a rubber band. We found these blue lunch bags at Target.

We noted that the number 5 is an ODD number.

Bilateral coordination skills are addressed when crumpling the paper and placing it in the bag.

We used decorative scissors to cut some strips at the bottom of the bag.

 

 

 

 

 

 

IMG_4032A couple of googlie eyes added….great for working on pincer grasp skills,

and a happy smile drawn with a marker!

Ta Da—-a cute little Octopus

On a cute little student’s head 🙂

 

 

 

 

 

 

 

 

 

 

IMG_4304Wow, we  found a lot of O words today

in our Language group.

 

 

 

 

 

IMG_4109IMG_3925Hope you enjoyed learning about all these winter holidays and whichever one you celebrate…

……it is filled with light and laughter.

Dec8

Winter Holidays and Letter N

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Winter Holidays and Letter N

This week our Fine Motor and Sensory Groups learned about Winter Holidays around the world. Our Language Group looked at words starting with the letter N. Sensory Group—-Winter Holidays Our first box was about Hanukkah. We put in a variety of blue and white items with different shapes and textures such as soft pom poms, […]