Tag Archives: butterfly

May5

Cinco de Mayo

Posted on May 5, 2013 by jd785

We had a really great week here at Group by Group. First we found out we had been nominated for the Liebster Award (selected by our fellow blogger over at I Teach Speech) which was pretty exciting for us. Second—-its Cinco de Mayo—-time for a fiesta full of bright colors, music, food and fun! Cara wrote another great book which our students loved and we had a blast with all our different activities. Here is what we did—

Sensory Group—

Red, green and white are the colors of the Mexican flag. Our colorful pompoms and beads, great for comparing and contrasting, were a hit as always. Our students love to sort the pompoms or shake the beads—such fun! This box was so bright and colorful, who could resist 🙂

This activity addresses the science access points of recognizing common objects as the same and identifying objects by one observable property, such as color. It also addresses the math access point of recognizing two objects that are the same size and color and the math access point of recognizing common objects with three dimensional shapes (spheres).

We put a great big letter M (Mexico) into our red, green and white rice. A map of Mexico was hidden at the bottom, waiting to be discovered as the rice is pushed aside.

The social studies access point of associating a picture or symbol with a location is addressed here.

Our fiesta box was filled with lots of fun things. We included colorful paper streamers and garland, a Mexican flag, a piece of serape fabric, a large shell (for the beautiful beaches), and a sun.

Also fun to find were some lizards, snakes and colorful birds—some native wildlife you might see there.

Finally, we put in the word “friends” because the people of Mexico are our friends 🙂

In addition to lots of language opportunities, this activity addresses the social studies access point of recognizing a cultural characteristic of a population.

Tacos, tortillas, empanadas—all made from cornmeal! One of our more popular textures and we love its silky tactile feel. Our students used their hands or a small measuring spoon to explore.

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

We recorded some traditional Mexican music on our voice output device. Our students love music and this was no exception. With the addition of our homemade maracas they had a rocking good time 🙂

Lots of science access points were addressed here including applying a push or pull to move an object, tracking moving objects and recognizing an action as fast or slow.

Monarch butterflies migrate to Mexico every year so we included our butterfly and caterpillar box. We dyed farfalle and rotini pastas to make our little insects and they turned out so bright and colorful—very eye catching for our students. The contrasting shapes and colors and great for working on sorting skills. Thumb finger grasps are promoted as students pick up the pieces of pasta.

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

Our version of guacamole—-yellow and blue food coloring were added to our shaving cream and we discussed what we thought might happen when the colors were mixed together.

We did discover from class to class that we needed to add a lot of yellow or we ended up with something closer to aqua rather than green 🙂

This addresses the science access point of recognizing that the appearance of an object or material has changed. It also addresses the science access point of exploring, observing, and recognizing common objects in the natural world.

We rinsed our hands in Coconut Lime scented water from Bath and Body Works. As usual, we included different sizes cups to allow them to practice scooping and filling.

The different sizes of the cups help address the math access point of recognizing differences in sizes of containers that hold liquids.

Our students all loved the matching lotion. What a yummy aroma to help them remember all the fun we had today!

Fine Motor Group—

On Tuesday we made some Guiros. We got the idea on Pinterest. This art project was all about the number 3—putting 3 of each item into our plastic water bottles. The items we added to our bottles included pieces of red, green and white chenille stems, macaroni, colorful beads AND……

3 scoops of glittery confetti! Needless to say, this stuff got everywhere and it certainly looked like a fiesta in the classroom 🙂

The math access point of recognizing quantities 1 to 3 using sets of objects, pictures, or number names was addressed in this activity.

TA DA!

Our guiros are finished, time to grab a popsicle stick and begin making music……

Ok, these were truly a hit—-the students LOVED them!!!!!

On Thursday we had a great time in the sensory room pretending we were riding some burros! Then we went back to the classroom to make our own! We cut the silhouettes from cereal boxes. We used the cereal boxes because we wanted something stiffer than construction paper and the boxes were FREE 🙂

We mixed black and white paint to make grey and our students started painting.

We are just so proud of how independent some of our students are getting—-PURE AWESOMENESS!!!

Eye hand coordination, tool use, and spatial relations skills are addressed here.

In addition, the science access point of recognizing that the appearance of a material has changed is addressed.

After they had finished painting they glued on square blankets (cut from an old purse—we were totally into trash to treasure art this week!).

The math access point of recognizing a 2 dimensional shape is addressed in this activity.

A googly eye finished the little burro.

TA DA!!

Super cute 🙂

Language Group—

We took turns wearing traditional Mexican clothing including a sombrero and serape. As you can see, we got some super cute pictures.

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 external body parts.

We also took turns playing with some maracas which our students absolutely loved.

What a great way to work on the science access point of applying a push or pull to move an object!

You can’t have a fiesta without some yummy food—-time for tacos!

We put a soft taco on a plate and the students used their communication symbols to tell us what toppings they wanted.

This addresses the language access point of effectively communicating wants and needs with prompting of familiar persons.

They had such a great time building their tacos—and, of course, EATING them 🙂

All our activities addressed the social studies access point of recognizing differences in food or clothing from other cultures.

With tummies full we looked at some of the words we learned today.

Its adios for now…….but don’t forget to drop by next week and share some more fun with us at Group by Group!

Apr1

Book for Week 26

Posted on April 1, 2012 by jd785

Book for Week 26

This week we focused on the life cycle butterlies. The book talks about each part of their lifecycle, starting with the butterfly laying eggs. The question “what happens next” is the repetitive line. When it was time for the students to use the voice output device we would prompt them by saying, “what do we need to know?” or “do you have a question?”.

Here is the link to the book:

What Happens Next

Apr1

Week 26—Butterflies and the Letter Z

Posted on April 1, 2012 by jd785

Week 26—Butterflies and the Letter Z

This week are theme was Butterflies for our Sensory and Fine Motor Groups. We are finishing the alphabet with Letter Z in our Language Group.

Sensory Group—Butterflies

Cara’s book explored the life cycle of the butterfly with our students asking the question “what happens next” using the voice output device.

In addition to literacy and math access points, we are going to be addressing science access points today!

Our first sensory box was filled with colorful flowers, leaves, a variety of butterflies, caterpillars made from chenille stems and a body scrubber—its that long pink and white thing in the picture—doesn’t it look like a giant caterpillar :).

This box was so colorful with lots of contrasting colors and textures.

Discussing how these items relate to each other in the life cycle of the butterfly addresses science access points.

Our next box was filled with caterpillar eggs, AKA lentils. Our students hunted for the letter C and found a cute little caterpillar peeking out as well.

The students grasped these lentils by the handfuls—they loved them! Even our students who are quite tactile sensitive, couldn’t resist these tiny beans 🙂

This box addresses visual and tactile discrimination skills.

We used a cookie cutter to cut letter B’s in our purple Bubber (available from Amazon in addition to a variety of catalogs).

We chose the Bubber because its soft powdery texture reminded us of butterfly wings. Its pretty purple color also a lot like that of a butterfly.

Of course, we also just love the way it feels–not just our students but the adults couldn’t put it down 🙂

The white fiberfil in our next box reminded us of the silky strands of the butterfly cocoon.

Its just so much fun to grab this stuff and shake it around or pull it apart!

Pulling apart the strands addresses bilateral and fine motor skills.

Contrasting smaller pieces from larger pieces addresses math access points.

Our next box contained some colorful red butterflies (bow tie pasta) and green caterpillars (celletani pasta). Very eye catching with the bright colors. You dye it in basically the same way you do rice but it takes a LOT longer—so be patient!

Pincer grasp skills are promoted when picking up individual pieces. Counting them and comparing the contrasting shapes addresses math access points.

Making one of the caterpillars crawl up a students arm promotes giggles 🙂

These fuzzy colorful caterpillars (some pencil covers!) filled our next box. Very eye catching also and our students dived in. They loved grabbing handfuls and watching as they dropped back into the box—or the floor 🙂

Tracking falling objects is a science access point.

Counting caterpillars is an opportunity to work on math access points.

We mixed shaving cream and cornstarch which turned into this really cool texture—sort of a cross between playdough and Bubber. It was so much fun to squeeze and mold into cocoons.

We just loved this stuff, its just really hard to resist!

Science access points are addressed in addition to fine motor skills during this fun activity!

We rinsed our hands in plumeria scented water and then rubbed on the lotion, its floral scent reminding us of the flowers the butterflies go to for their food.

Recognizing water as a liquid and whether it is warm or cold addresses science access points.

Fine Motor Group—Butterflies

On Tuesday we started by reading Cara’s book. We also practiced making the butterfly sign with our hands.

Butterflies start out as caterpillars and that is what we made in our art activity. We started by dipping pom pom’s into glue then placing them on a clothespin.

This is a great activity for practicing pincer grasp skills and eye hand coordination.

We counted the pom pom’s using our multi-message voice output device, addressing math access points.

We finished by adding some chenille stem antenna and googlie eyes.

Aren’t these caterpillars just so cute 🙂

On Thursday after we read our book again—- we turned our caterpillar into a butterfly!

First we placed a 3 dimensional butterfly (found in one of the schools science kits) on a light board for our student with a visual impairment.

Of course, all the students enjoyed running their hands over the contours.

Then we began our art activity by counting out our coffee filters (addressing math access points).

Then we colored them using markers. Some of our students made just a few marks but others enjoyed using a variety of colors.

After they were finished coloring, we sprayed the coffee filters with water.The water makes the colors run, kind of like tie dye—pretty cool.

Squeezing the spray bottle is great for hand strengthening and spraying water is always fun!

We let them dry for a few minutes and then scrunched them up—working on thumb/finger grasping patterns.

We placed it between the clothespin from Tuesday and…….

Ta Da—the caterpillar has turned into a butterfly!

This student really enjoyed making hers “flutter” around—so cute!

Our butterflies look so beautiful clipped to these branches…..

aren’t they just fabulous!

Language Group—Letter Z

We started by unZipping bags and taking Zoo animals out (we used Beanie Babies).

The students had fun seeing what animal ended up coming out of their bags.

A chenille stem loop made a great

adaptive Zipper pull for some of

our students.

Then we squeeZed scrap paper to make matZo balls to “feed” our animals a Zesty meal.

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

Then we tore black paper into strips—some of them in a Zig Zag pattern.

We glued them onto a white lunch bag.

Tearing the paper addresses bilateral hand functions.

Squeezing the glue addresses hand strengthening

Placing the black paper on the bag addresses visual spatial skills.

We adapted this for our students with physical challenges by letting them color their Zebra instead. Our students love pressing the switch to make the airplane color their picture.

Then we glued on 2 ears and a snout.

And added some googlie eyes—we love googlie eyes 🙂

Look another Zany Zebra!

Our students had so much fun playing with their puppets.

Everybody had a turn playing Cara’s

sound game.

And we looked at all the fun Z words we found today.

Whew! We made it to the end of the alphabet but there is still more fun ahead so join us again next week Group by Group!