Tag Archives: crafts

Feb19

Peru

Posted on February 19, 2017 by jd785

One of our teachers recently took a trip to Peru and visited Machu Picchu—–how cool is that! Her trip inspired us to learn a little about the country of Peru! This theme also compliments the Unique Curriculum unit our students are working on this month. Our sensory groups explored boxes related to different facts about the country. The fine motor groups made art projects using symbols of Peru and the language group made a tasty Peruvian treat.

SENSORY GROUP

Machu Picchu is located in the Andes mountain range in Peru. Our students used Floam to make their own version of the mountains. We included 4 llamas a symbol of the country and domesticated by ancient Peruvians. Since we didn’t have any small llama figures, we just printed out some clip art pictures and laminated them—-it worked pretty well!

Associate quantities with number names is a math access point.

The colors of the Peruvian flag are red and white. In this box we included a variety of textures and objects in those colors. It was fun seeing what the different students gravitated towards.

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

The vibrating sound activated crab was a particular favorite!

There were LOTS of giggles with this one 🙂

Copper mining is a major industry in Peru. Our copper colored kinetic sand is such a fabulous tactile experience for the students. There was a cookie cutter letter P but watching it run through fingers is always the preferred way to explore this fabulous stuff!

The science access point apply a push to move an object can be addressed with this activity.

Potatoes originally came from Peru—–NOT Ireland 🙂 Letter P’s and a map of Peru could be found in this box of potato flakes. Soft and slightly crunchy, an interesting texture that the students really loved!

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

Jaguars are another animal that can be found in the rainforests of Peru. There were 2 plush jaguars to find hidden in the colorful rainforest flowers. Some of the students loved the jaguars but others had a blast grabbing handfuls of petals and watching them drift down. A very eye catching box!

Match animals that are the same is a science access point.

Much of the Amazonian rainforest is located in Peru. Ms. Zenia, our fabulous OT intern, made this wonderful rainforest umbrella for us. Along with the sounds of the rainforest recorded on a voice output device, it was almost like being there!

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

And some more photos because this umbrella was pretty cool…..

and our students are just so darned cute 🙂

We found out that you can see Humboldt penguins in Peru so we put some in our water play this week. Ok, so perhaps our birds are more of the Madagascar cartoon variety but sometimes you have you use what you have on hand 🙂

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

The world’s finest cotton comes from Peru so Bath and BodyWorks cotton scent was the choice this week. It was a nice aroma that our students really seemed to like. This part of our group really encourages students to use communication words, symbols, and gestures.

One of our students communicated his idea that the adults also needed to sample this lotion 🙂

Associate information or wants and needs with referent object, gestures/signs, pictures, symbols, or words is a language access point.

FINE MOTOR GROUP

On Tuesday our students made some Peruvian flags.

We started by talking about the shape of the flag and the students identified it using communication symbols.

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

The students then used either a paper cutter or switch operated scissors to cut 2 rectangles.

Associate quantities with number names is a math access point.

After gluing the smaller RED rectangles onto a white piece of paper, they added the coat of arms to the middle. To find the coat of arms we enlarged one we cut out from a printable flag page we found using Google—–what would we do without Google! 🙂

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

Ta Da!

We love Peru!!!!

On Wednesday the students made some llamas using this: llama-template

First we counted how many students were in class so we would know how many llamas we needed!

Associate quantities with number names is a math access point.

Next the students painted glue onto their llama. We cut the llama’s out of orange poster board because that was the color we had on hand 🙂

The science access point recognize that pushing and pulling an object makes it move can be addressed here.

Then they sprinkled some precut yarn onto the glue. Great fine motor skill practice here!

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

Ta llama Da!

WOW look at our herd!

LANGUAGE GROUP

After reading the book, we brought our Amazon jungle umbrella around to each student.

We’ve had some voice output issues so the students got to hear some of adult’s versions of what animals in the jungle would sound like.

VERY realistic lol—-we are keeping our day jobs 🙂

After the umbrella, we made a Peruvian dish. This week we made Peruvian quinoa and cauliflower pilaf. Here is the recipe that we used, which was found on the website perudelights.com: lets-make-peruvian-quinoa-and-cauliflower-pilaf We did have to modify the amounts of each ingredient since we did not want to make a huge portion.

Cara roasted the cauliflower and cooked the quinoa the night before in order to make sure that the recipe could be completed during the time allotted for the language group.

Each of the students got to help MEASURE the ingredients and POUR them into the bowl.

When it came time to put in some lemon juice, each of the students got to try a little bit. We talked about how it tasted SOUR. Surprisingly, a few of our students went back for a second, and sometimes a third, taste!

Lemon is pretty popular with our kids!

We mixed all of the ingredients together and voila! A Peruvian meal! We counted how many bowls we needed and then served it up.

Our students really liked it! One of our students who typically doesn’t eat the snacks we make DID eat this one 🙂

Yay for Peru!

Hope you enjoyed learning a little bit about Peru. Join us again next week for more fun and learning—–Group by Group!

Feb12

The Grammys

Posted on February 12, 2017 by jd785

The Grammys

It’s Grammy time! Our students really LOVE music so we figured it was the perfect time to do a unit on some of their favorite musicians. We really had fun putting this together and the students got a kick out of dressing up like their favorite musicians for the book—-be sure and check it out. The sensory group boxes are related to some of the singers in our book. The fine motor groups had a lot of shaking going on while making their art projects related to specific singers and the language group had a Grammy party!

SENSORY GROUP

Since we are all about the Grammy’s this week we had to let our students get a chance to make their OWN music! In this box we put some music recorded on a voice output device and a variety of musical instruments such as the always popular finger drums. We also included some sunglasses—-and you know our students can totally rock a pair of glasses 🙂

Observe and recognize a predictable cause-effect relationship related to a science topic is a science access point that can be addressed here.

This jungle themed box is our take on the song Roar—-one of Katy Perry’s hits. Hidden amongst the silk leaves, flowers, and shiny beads (vines), were some jungle animals such as elephants and tigers. These were pretty cool because they made noise when the buttons on their tummies were pushed.

Distinguish between a plant and an animal is a science access point.

Bruno Mars was born in Hawaii so we made his box a little beach. There were some seashells to find, count and then cover up again with a mini beach shovel. A cookie cutter flower was also included so the students could make some sand leis.

Associate quantities with number names is a math access point.

Ziggy Marley is from Jamaica so we made his box in the colors of the Jamaican flag using black beans, and yellow and green rice. This bright colorful box was very eye catching and so much fun to run fingers through while searching for letter Z. We also put a map of Jamaica at the bottom of the box!

Associate a picture with a place is a social studies access point.

Country western singer Eric Church is another favorite! We went totally country with his box filling it with animal feed (bird seed) and some farm animals to find. The students LOVED the way the birdseed felt when they buried their hands down in it!

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

Love is a favorite theme when Taylor Swift writes a song so we put 2 different sized HEART shaped scoops in our box filled with red velvet cake mix. We chose red velvet cake mix as a nod to her huge hit album Red. This was another box with an interesting tactile feel.

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

Our scents this week were in honor of two other amazing singers. Since Beyonce has a song called Lemonade we used Bath and Bodyworks lemonade scented bath gel in our water this week. There were a couple of different sized scoops and a little yellow puffer fish for our students to have fun with.

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

Rhianna is from the island of Barbados and we learned that grapefruit were first grown there—-how cool is that! We had some Bath and Bodyworks grapefruit scented SHIMMER lotion with a wonderful aroma. Rubbed on hands, arms, or behind ears, it was the perfect choice for our budding superstars 🙂

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

FINE MOTOR GROUP

On Tuesday our students made pictures the musician Prince would love using this: purple-rain-umbrella

First we discussed our paint color and asked the students to identify it using communication symbols. They did an awesome job!

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

After placing umbrella pictures in a lidded box, the students scooped up TWO paint covered marbles and dropped them on top.

Associate quantities with number names is a math access point.

The lid was closed and then it was time to SHAKE, SHAKE, SHAKE!

The science access point recognize that pushing and pulling an object makes it move is addressed here.

Ta Da!

Purple Rain, Purple Rain!

Using this: michael-jackson-glove on Wednesday the students made some sparkly silver gloves—-like Michael Jackson!

First we counted the number of fingers on one hand and identified 5 using communication symbols.

Associate quantities with number names is a math access point.

Next the students painted their glove templates with some shiny silver paint mixed with a little glue.

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

Time to add GLITTER—–shake, shake, shake!

The science access point track falling objects can be addressed here.

Using glue again, we attached the glove to a paper bag and……..

………..TA thriller Da!

LANGUAGE GROUP

We had a fun language group this week! We changed it up just a little bit again by not putting together a recipe (although you better believe we still had a snack!).

While snacking on some red jell-o (in honor of Taylor Swift’s “Red” album), our students got to listen to some of the music from the artists featured in our book.

We put a picture of each of the artists on an All-Turn-It spinner. Each of our students had to indicate that it was their TURN to activate the spinner by indicating “my turn” using picture symbols.

Once the spinner landed on an artist, we played a song by that artist. A symbol for “listen” was used to empasize to our students that they needed to listen to the music.

The students got to pick out some different props to wear such as sunglasses, feather boas, and hats.

It was fun seeing what the different students chose to wear 🙂

Of course with all that music we HAD to get up and start dancing!

We got our boogie shoes on big time:)

What a fun week—-hope your favorite musicians did well at the Grammys! Join us again next time for more fun and learning, Group by Group!

Feb5

Minnesota

Posted on February 5, 2017 by jd785

Minnesota

We have a paraprofessional and a student who hail from Minnesota so this week thought it would be fun to learn a little more about the state. This theme complements the Unique Curriculum unit our students are working on this month. The sensory groups explored boxes related to facts about Minnesota. The fine motor groups made art projects related to state symbols and the language group went shopping in our very own Owl Mart of America!

SENSORY GROUP

This box contained objects that represented fun facts we learned about Minnesota. Some of the things we included were a Tonka truck (first built in Minnesota), pink and white lady slipper petals (the state flower), a book (the first children’s library was built in Minnesota), Peanuts characters (Charles Schulz is from there), and loon (state bird) calls recorded on a voice output device. There was also a little purse and play money to represent the Mall of America.

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

We brought out our butterfly and caterpillar pasta to represent the state insect—-the Monarch butterfly! This pasta is so brightly colored and very eye catching. We also included 2 plates for sorting fun.

Match objects by an observable property, such as size, shape, and color is science access point.

The Minnesota Vikings football team colors are purple and yellow. We put a variety of chenille stems in those colors in this box.

The stems can be twisted together, looped into chains—–or WORN 🙂 The two colors also allow for sequencing or sorting practice!

In addition to the science access point match objects by one observable property such as size, shape, and color, the math access point recognize the next step in a simple pattern or sequence of activities can be addressed.

Judy Garland who starred in the Wizard of Oz is a famous Minnesotan. We thought our rainbow rice was a perfect choice for her box. In addition to some letter M’s to find, there was also a map of the state to find at the bottom.

The social studies access point locate pictures or symbols on a drawing or map can be addressed here.

The musician Prince, came from Minnesota. One of his most famous songs is Purple Rain so we used purple Bubber for his box. We included cookie cutters with the state initials——-M N.

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

We had to include a nod to those Minnesota winters so we gave the students some shaving cream “snow” to play in.

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

Minnesota is called the “land of 10,000 lakes” so Bath and Body Works dancing waters scent seemed the perfect bath gel for this week. Our tiny little lake included 2 different sized fish that squirted water when squeezed—-how fun is that! There was also a sifter scoop included.

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

The matching lotion was a hit with the students as it was rubbed on hands, arms, and on the backs of necks.

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

FINE MOTOR GROUP

On Tuesday the students painted a walleye—the official state fish! We used this:walleye-template

First the students identified our paint color using communication symbols.

The science access point identify objects by one observable property, such as color, is addressed here.

The students stamped the yellow paint on the fish (cut from green poster board) using a bubble wrapped foam scrub brush. We emphasized stamping UP and DOWN.

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

After they had finished painting, the students squeezed on a glue dot and then added a googlie eye to their fish.

The math access point match one object to a designate space to show one-to-one correspondence, is addressed here.

A tongue depressor was taped to the back of the fish so the students could make their little fishes swim………

…………………….Ta Da!

On Wednesday we made Babe the Blue Ox using this: babe-the-blue-ox-template

First the students identified a circle using communication symbols.

The math access point recognize objects with two-dimensional shapes, such as a circle.

Then they painted their paper plates BLUE——–we used really pretty turquoise blue!

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

Two glue dots were squeezed onto the plate and one big googlie eye placed on each glue dot.

We got our googlie eyes at the Dollar Tree—-we do love a bargain!

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

The snout and horns were then glued DOWN onto the plate to finish Babe’s face.

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

Ta DA!

It’s Babe the Blue Ox!

LANGUAGE GROUP

Our language group was a little bit different this week. Since we were talking about the Mall of America, we decided to take a trip to our very own “Owl Mart of America” to do some shopping. The Owl Mart is a little shop that was put together so that our Post Secondary students could have some vocational training. Students are able to shop with “owl bucks” that they receive for good behavior.

Very cool and super reinforcing!

After reading the book, we gave all the students some owl bucks to spend—–very exciting!

Then we set out for the Owl Mart of America.

It’s kind of a long way from the classroom so everyone got their exercise for the day 🙂

There were lots of things to look at, like jewelry, Valentine’s day crafts, and stuffed animals.

Decisions, decisions!

Once our students chose what they wanted to buy, they had to go up to the cashier, a post secondary student, and had to convey “I want” using picture symbols as well as “I all done”.

Adults helped the students count out the number of owl bucks that they needed to pay for their item and passed them to the cashier.

Our shopping experience was a success and everybody was pretty thrilled with their purchases!

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

Jan29

Super Heroes

Posted on January 29, 2017 by jd785

Super Heroes

The theme for our district’s literacy week was Super Heroes! This unit was especially fun to put together and we think the students really enjoyed what we came up with for the different groups. Our sensory groups explored boxes inspired by different super heroes featured in our book. The fine motor groups made some super hero themed props and the language group made the Ninja Turtles favorite snack—-pizza! It really was a fun filled week 🙂

SENSORY GROUP

The students used a cookie cutter to stamp the letter S—-for Superman—– into blue moon sand (we chose blue to match Superman’s suit). The bright blue moon sand was quite appealing to look at and also felt pretty fabulous sifted through fingers!

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

There were some slightly tacky web-like Wikki Stix in our Spiderman box. The colorful waxed strings stick to each other and have an interesting tactile feel.

They loved grabbing them and crumpling them up into little “spider webs”.

There was also a little vibrating spider to add to the fun. We have brought her out before and she always elicits lots of giggles 🙂

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

Most of the super heroes we are familiar with were originally from comic books. We used some colorful magazine shred to match that comic book feel.

We were given some photo booth props and masks (thanks Ms. Elaine) that proved to be lots of fun for the students.

They kind of had fun with the masks 🙂

There were also some action figures and even 2 little super hero books to read—-it was literacy week after all!

Recognize a person in a story is a social studies access point that can be addressed here.

Our Batman box was filled with black kinetic sand—— and BATS, of course! There were both grey and black bats which made for sorting and counting opportunities.

The math access point solve simple problems involving joining or separating sets of objects to 3 can be addressed here.

In comic books, Wonder Woman has a golden lasso. So golden lassos are a little difficult to find but we have plenty of gold beads and our students seemed pretty pleased with the swap 🙂

Whether shaking them, wearing them, or just touching them——they had a blast!

The math access point recognize length of real objects, such as big, little, long, or short can be addressed here.

We made some bubbling, glowing Ninja Turtle ooze for our students to explore this week. Tonic water made our ooze (oobleck) glow under the black light and pop rocks provided the bubbling sounds—-way cool!

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

In our water play, some lighted pool toys stood in for Iron Man’s power cell. We found them in the dollar section at Target. Whether the lights were on or off, they were pretty irresistible to the students!

Recognize sources of light is a science access point.

Our scent of the week was Pink Power Ranger (aka Bath and Body Works merry cranberry). This scent had quite a strong sweet aroma and was a total hit with the students—-even some who are sometimes unimpressed with our olfactory selections 🙂

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR GROUP

On Tuesday we made some Batman masks out of paper plates using this: batman-template

First, using communication symbols, we identified the color of the paint we were going to use.

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

Then the students brushed the paint over their masks.

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

TaDa——nanananana BATMAN!!!!!!!

On Wednesday the students made their own Super hero symbols!

First we discussed and identified the shape we were going to cut——a triangle.

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

The students used paper cutters and switch operated scissors to cut out their triangles.

The science access point recognize that pushing and pulling an object makes it move, can be addressed here.

Then the students glued a letter S (cut out on the Ellison machine) onto their triangle. We attached it to their shirts using double stick tape.

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

It’s a bird, it’s a plane—–

TA DA it’s a super hero!!!!!!

LANGUAGE GROUP

This week, we made a snack that the Teenage Mutant Ninja Turtles would have LOVED. We made mini english muffin personal pizzas.

Each of the students got to make their own pizza. We focused on the words MORE and ALL DONE today, using picture symbols and verbalizations.

When making each pizza, only a little bit of sauce would be put on to spread around. Our students then had to indicate if they wanted MORE or if they were ALL DONE with the sauce. We did the same thing with the cheese. We found that these students were more likely to indicate MORE rather than ALL DONE 🙂

Our students who have a regular diet got to make their pizza on half an English muffin. Since we have a couple of students who are on a puree diet, Ms. Robin, the classroom teacher, made some mashed potatoes that she shaped and patted out using a hamburger press so it resembeled an English muffin. So cool!

While we waited for the pizzas to heat up, some of us took a little time for some Ninja Turtle selfies 🙂

We then asked our students if they LIKE the pizza or if they DON’T, using symbols. Seems like we got the thumbs up!

Viola——Mini Ninja Turtle Pizzas to enjoy!

YUM!!!!!

Our Superhero unit totally was SUPER FUN!

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

Jan22

Winnie the Pooh

Posted on January 22, 2017 by jd785

Winnie the Pooh

January 18th is Winnie the Pooh Day! We had a blast creating the book this week and our students looked adorable in their costumes. Ms. Judy and her students came through again with an amazing backdrop. All in all, it was a super fun week! We celebrated with colorful character themed sensory boxes. Our fine motor groups made some super cute crafts and the language group made a snack with Pooh’s favorite food—–honey!

SENSORY GROUP

Pooh’s adventures take place in the hundred acre wood. We filled our box with silk leaves and a variety of characters from the books. We even included 2 tiny Winnie the Pooh books. Since we had different versions of the characters, similarities and differences could be discussed such as hard/soft and big/small. Just for fun, we also recorded the Winnie the Pooh song on a voice output device.

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

Our Winnie the Pooh box had red and yellow pom poms to sort. Of course, we chose those colors based on Pooh’s yellow fur and red shirt as seen in the Disney version of the story. We did a similar box last week but our students can always practice sorting and counting, so we decided to do one again.

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

We are pretty fond of owls around here, so we had to have a box dedicated to Owl! This box was totally touch worthy with a couple of “owl feather” boas and a large plush owl that looked a lot like the character.

Recognize and respond to one type of sensory stimuli, in this case tactile, is a science access point.

Our eye catching orange and black box rice box was totally Tigger-rific 🙂 We put in some letter T’s for the students to find and a picture of Tigger at the bottom of the box.

Match objects by an observable property, such as size, shape, and color is a science access point.

The science access point recognize a change in an object is addressed in this activity.

Piglet is Pooh’s best friend so we made some pink play dough in his honor! We added a letter P—-for Piglet—- cookie cutter.

The students found the color very eye catching and of course had lots of fun manipulating it.

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

Honey is Winnie the Pooh’s absolute favorite treat so after adding yellow food coloring, we made our oobleck with a honey like consistency this week. We also added a couple of craft foam bees to fly around in the “honey”.

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

We couldn’t find any honey scented bath gel for our water play this week, so we used Bath and Body Works vanilla sugar scent—-we figured it was a pretty close match to honey. The students had lots of fun with the different sized scoops and we also added a letter P—for Pooh!

Recognize differences in sizes of containers that hold liquids (capacity) is a science access point that can be addressed in this activity.

The students really liked the honey scented lotion from Madina. They used verbalizations, gestures, or body movements to indicate what part of the body to place the lotion. The sweet scent was a wonderful reminder of all the fun we had visiting with Winnie the Pooh and his friends.

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

FINE MOTOR GROUP

On Tuesday we made Winnie the Pooh faces out of yellow paper plates—-we got 20 for $1 at the Dollar Tree. That was a score! We used this template for both our fine motor groups this week: winnie-the-pooh-and-piglet-template

First we told the students we were going to use a lot of CIRCLES to make our art project and asked the students to identify a circle using communication symbols.

Recognize common objects with two-dimensional shapes such as circle or square, is a math access point.

Then they used a large hole punch (with some help) to make 2 ears which were then glued on to the large paper plate. Some tape was added to make sure they stayed on.

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

Next they glued on ANOTHER circle, pre-made with the eyes and nose! We made sure to point out the different sizes of the circles we used for this project.

The math access point recognize similarities and differences in size of common objects can be addressed with this activity.

They finished by using a black marker to make a mouth. One of our students used a switch operated vibrating massager with a marker attached but the others just did it free hand.

After we were done, we realized we probably should have used a thicker marker (like the one we used in our sample) to make it show up better but our students creations still look pretty cute 🙂

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

TA Pooh diddly Da!

We love that Winnie the Pooh!

On Wednesday the students made some Piglet puppets out of pink paper bags.

First our students identified the color PINK using communication symbols.

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

To make the stripes on Piglet’s shirt, we encouraged the students to draw horizontal lines ACROSS the paper bag using black markers.

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

Then the students glued 1 face and 2 pre-cut ears onto their paper bags.

Associate quantities with number names is a math access point.

Ta DA!!!!!!!!

Such cute little Piglet puppets!

LANGUAGE GROUP

During our language group, we made a sweet treat that we know Winnie the Pooh would like! We made mini banana-honey cheesecakes. Here is the recipe: lets-make-a-mini-honey-banana-cheesecake

We started out by letting each of our students FEEL the milk. We talked about how COLD it was. We had a student HELP POUR the milk into the bowl. Then we added the pudding mix to the bowl as well. Everyone got to look at it before we started mixing it up and we talked about how it would CHANGE from liquid to solid.

Once each of the students had a chance to turn the mixer on using a switch and the pudding was set, we added some whipped cream to it.

Since we have a couple of students who are on a puree diet, we decided to SQUISH up the chopped bananas so that we could add them to our mixture.

Our students helped STIR up all of the ingredients. We then counted out our pie crusts and spooned some of our pudding mixture into each one.

For our final step, each of our students got to help SQUEEZE some honey on top.

We decided it was a totally Pooh worthy dessert 🙂

This was a really fun unit, who doesn’t love Winnie the Pooh! Join us again next time for more fun and learning——Group by Group!

Jan15

Past and Present

Posted on January 15, 2017 by jd785

Past and Present

We are complimenting our student’s Unique Curriculum theme this week by looking at how activities familiar to our students were done differently in the past. The sensory groups explored boxes related to different activities. The fine motor groups made some fun art projects and the language group learned made a yummy snack from long ago.

SENSORY GROUP

How we get to places has REALLY changed over the years! From horses to spaceships, we put a variety of transportation vehicles for the students to find in this box. The spaceship was especially popular because of its spinning light.

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

Fashion is another thing that has changed over the years! We put lots of fabulous fashion accessories for our students to try on in this box. We had fun seeing what piece each student was attracted to. They had a blast—-total fashionistas 🙂

The science access point recognize one or more external body parts can be addressed here.

Our students totally know how to rock a hat.

Just too cute—–and such style:)

While we prepare food differently now, we still GROW it in the ground. There were some vegetable play foods growing in our little plot of coffee grounds dirt. We included some bean seeds for the students to plant and there was also a picture of a fruit bowl to be found at the bottom of the box.

The math access point recognize two objects that are identical to each other can be addressed with this activity.

Back in the day, the abacus was the height of technology for doing math problems—-thank goodness for calculators 🙂 The students counted and sorted “bead shaped” pompoms. The soft texture of the pompoms made them especially inviting to touch for our students.

In addition to being counted, this activity can address the science access point identify objects by one observable property, such as color.

Today kids often play games on electric devices rather than board games. We filled this box with a variety of game pieces such as cards, checkers, and board game pieces. Smaller game pieces such as dice and jacks were sealed in a plastic jar—–such fun to shake!

Recognize objects that are identical to each other is a science access point.

Like people of long ago, the students used a plastic feather to write with this week.

Of course, people of long ago didn’t write in shaving cream but that made it much more fun 🙂

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

We put an old fashioned water wheel in our water play this week. Lots of scooping and pouring fun for sure!

Track objects in motion is a science access point.

It was a little tricky picking a scent for this week but we decided on Bath and Body Works cotton scent because both in the PAST and in the PRESENT we use cotton. It was a light scent that the students really liked.

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR

On Tuesday we talked about how people used to cook all their food over an open fire and then made a picture of one!

We counted the logs on our sample and used communication symbols to identify the number 2.

Associate quantities with number names is a math access point.

The students used a paper cutter or switch operated scissors to cut 2 logs out of brown paper. They all did a great job!

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

Then they added glue with a glue stick and put their logs onto a piece of paper.

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

Next they crumpled up pieces of yellow and red tissue paper to make some flames.

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

Ta Da—–let’s get cooking 🙂

On Wednesday our students made hourglass pictures using this hourglass-template.

First we discussed the color of the sand we were going to use and used communication symbols to identify the color PINK.

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

Then they painted some glue onto their hourglass. We added a little pink paint to the glue so the mixture would show up better against the white paper.

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

Pink sand was then added—–an old spice jar made a perfect shaker! The students really liked this part 🙂

We glued it down onto a nice bright green piece of paper.

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

Ta DA—–lets tell some time!

LANGUAGE GROUP

Today, since we LOVE to cook, we made a recipe that is from the 18th century! We made Whipped Syllabub. Here is a link to the recipe: lets-make-an-18th-century-whipped-syllabub

We started out by pouring some heavy whipping cream into a bowl. Our students helped POUR the cream in. We talked about how we needed MORE after putting 1 cup in since it called for 2 cups.

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

Next, our students got to use a switch to activate the mixer. Each of our students had a chance to turn ON the mixer. It took a while, but we saw the cream change from a LIQUID to a SOLID. Very neat!

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

Then, each of our students got to use a lemon squeezer to SQUEEZE out some lemon juice into a DIFFERENT bowl. We squeezed out juice from one lemon and one orange. It smelled so good!

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

Then, our students got to POUR some sugar and sparkling grape juice into the lemon/orange juice mixture. After that was stirred together we added it to the whipped cream and stirred it all together.

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

We counted out how many cups we needed and voila! We got to enjoy our 18th century syllabub.

Thanks for joining us this week. See you next time for more fun and learning—–Group by Group!

Jan8

New Years Around the World

Posted on January 8, 2017 by jd785

New Years Around the World

Happy New Year! We welcomed 2017 with a fun New Year’s theme. Our sensory groups explored boxes related to New Year’s celebrations. The fine motor group (we only had one because it was a short week) painted fireworks and the language group made some lucky New Year’s food!

SENSORY GROUP

Celebrating the New Year is all about the passing of time so we thought a “sands of time” box would be fun. Dry fluids are so mesmerizing as they are swirled around with fingers or drifting down from the sifter scoop.

Track a falling object is a science access point.

People often wear colorful beads while celebrating. As usual, this eye catching box of colorful beads was a hit with the students.

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

We recorded some firework sounds on a voice output device and added a couple of discovery bottles with beads and confetti——a total New Year’s Eve experience 🙂

The science access points track objects moving up and down; and apply a push to move an object are addressed here.

We put the numbers 2-0-1-7 for the students to find in a box of dried black eyed peas. Here in the south, black eyed peas are eaten for luck on New Year’s Day!

Associate quantities with number names is a math access point.

We included a light box this week to represent all the colorful lights and fireworks associated with New Year’s Eve celebrations.

Needless to say, the students really loved this box!

Recognize a source of light energy is a science access point.

More color was found in our shaving cream messy play——it was sprinkled with confetti this week! The students had a blast creating their own swirling patterns.

Very eye catching!

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

Hands were rinsed in bubbly scented water from Philosophy. We had a couple of different sized scoops for the students to compare and contrast.

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

We found a Bath and Body Works lotion that was called Midnight so we HAD to use it for this theme 🙂 Whether rubbed on hands or necks, a great way to work on body part identification!

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

We finished by popping some firecrackers—–of the bubble wrap kind!

This is always a lot of fun and resulted in lots of smiles and giggles.

Vestibular, visual, and auditory input is provided in this activity which addresses the science access point recognize and respond to different sensory stimuli.

It also addresses the how to have FUN access point 🙂

FINE MOTOR GROUP

In keeping with our New Year’s theme, the fine motor group made fireworks pictures!

We started by discussing the color of our paper and then asked the students to identify the shape using communication symbols.

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

Then the students stamped a colorful mixture of neon paints onto their paper. We emphasized stamping UP and DOWN.

We made our stamper by fringing then rolling up a piece of craft foam. It’s held in place with a rubber band.

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

Glitter was added for added sparkle—-you know we never pass up the opportunity to add glitter to a project 🙂

The science access point recognize a change in an object is addressed here.

Ta DA!

Colorful fireworks…….

The pictures looked pretty cool in regular lighting but the paint seemed to fade into the paper a little, so we brought out our blacklight.

WOW under blacklight——–let the oohs and ahhs begin!

LANGUAGE GROUP

This is going to be a new, fantastic year and we wanted to start it out by eating some foods that are considered lucky for the New Year.

We made 2 different things today for our lucky New Year’s snack. Here is a powerpoint with the recipes: lets-make-a-lucky-new-years-snack. Pixon communication symbols are used throughout the recipes so that our students could match the symbols on the book to their own symbols. The symbols used are some of the symbols that we use frequently.

First, we started by making some cornbread. Cornbread is supposed to symbolize gold because of its color. I’m sure none of us would mind finding some gold during this new year!

Our students helped count out the cupcake liners and we talked about the number 6.

Associate quantities with number names is a math access point.

Then we poured in the cornbread mix, an egg, and some milk.

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

Our students helped MIX up the ingredients. Then we put them in the oven to bake.

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

While the cornbread was baking, we started making our drink: Banana Grape Smoothies. In Spain, when the clock strikes midnight, people eat 12 grapes–one for each month of the new year. It’s been said that sweet grapes are a sign of good months to have while sour grapes are a sign of not so great months. We made sure all of our grapes were super sweet!

We first felt the grapes and bananas that had been in the freezer.

They were COLD!!

The science access point distinguish between hot and cold objects can be addressed here.

We put those in the blender then added some grape juice, vanilla Greek yogurt, and some cinnamon. Our students helped PUT each of these ingredients into the bowls. Very tricky at times (grape juice!) 🙂

The science access point recognize when an object has been added to a situation is again addressed here.

Then they got to activate the blender using a switch–always a fun time.

Recognize that electrical systems must be turned on (closed) in order to work is a science access point.

Finally, when our cornbread was ALL DONE, our students got to eat some cornbread with grape jelly and drink their grape smoothie.

Cheers to a brand new year!!

We are so happy to be back and looking forward to a year of fun and learning——Group by Group!

Nov13

Jobs at School

Posted on November 13, 2016 by jd785

Jobs at School

This week we looked at some of the jobs at our school. We have done this theme before, but looked at different jobs this time. The sensory group explored boxes related to the people in those jobs at our school. The fine motor groups made thank you cards for the people in our book and the language group had a special guest help them make a tasty treat.

SENSORY GROUP

Ms. Latoya, our assistant principal, graduated from FAMU. This box is dedicated to her alma mater. It is filled with the colors and symbols of the university. There were shaker pom poms, beads, and a football—-go Rattlers!

Identify objects by one observable property, such as color, is a science access point that can be addressed in this activity.

Nurse Caitlin likes the beach and Nurse Linda likes the color pink—–so their box is a pink beach 🙂 Pink rice and some seashells to make up this fun filled box. We also added their initials and a big pink scoop!

Scooping up the rice and watching it fall back into the box addresses the science access point: track a falling object.

This box was filled with purple kinetic sand (Ms. Alexis’ favorite color) and the letter R for “registrar”. Ms. Trenisha loves elephants and we think she would really like the cute pink one we included here.

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

The fun box was filled with birdseed and there were 3 little birds to find hidden in it—- Ms. Courtney’s favorite animals are birds! We haven’t used this box of birdseed in a while and the students really enjoyed feeling it on their hands.

Associate quantities with number names is a math access point that can be addressed with this activity.

Ms. Lorry is from Chicago, also known as the “windy city”. Our students had breezy fun with a little hand held fan. Ms. Lori is from New York, which is filled with bright lights—-sort of like our little light toys!

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

We put our fake spaghetti strands into oobleck this week to make our version of fettuccine alfredo—-Ms. April’s favorite dish! This was a lot of fun and our students were really intrigued with the differing textures.

Recognize that pushing and pulling an object (contact force) makes it move, is a science access point.

Hands were rinsed in our little water garden, complete with watering can—-Ms. Leslie loves to garden. The fact that the little floating flowers in it were lighted, made it even more fun!

Track objects in motion is a science access point.

Ms. Jane has been involved with Girl Scouts for years. We found these Girl Scout cookie scented lip balms—-perfect to leave our students smelling like yummy cookies! The students got to choose between Samoa, Tagalong, and Thin Mint scents. Turned out that Samoa was the most popular! Of course, we used the balm on wrists NOT on lips 🙂

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR GROUP

We wanted to thank all the staff who appeared in our book this week so the fine motor groups both contributed to the making of the thank you cards for them.

On Tuesday, the students identified the rectangular shape of the paper we were going to use.

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

Each student squeezed pink, purple, and turquoise paint onto their paper and folded it over.

Distinguish between objects that are wet and objects that are dry is a science access point that can be addressed in this activity.

Then they rolled over the paper with a rolling pin—-great for bilateral coordination!

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

Ta DA!!!

Some pretty magical results!!!

On Wednesday, the students again identified the rectangular shape of the paper used for making our cards.

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

The students used a paper cutter to cut each piece of the previously painted paper into 4 pieces! They also cut green pieces of paper in half to make the base of the card.

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

Then the students began assembling the cards by gluing a colorful front onto the green card bases.

Recognize a change in an object is a science access point. The math access point recognize a movement that reflects a spatial relationship, is also addressed.

TA DA—-a colorful thank you to our wonderful staff members!

Thank you for helping us grow and learn 🙂

LANGUAGE GROUP

This week’s language group was extra special today! One of our nurses here at school, Jill, came in to bake some of her Blonde Brownies for us!

Here is her recipe: jills-blonde-brownies

She started out by talking about what we always do first before cooking, which is to wash our hands! Next, she measured out a cup of Bisquick. Our students had to indicate that they wanted to HELP by raising their hand, by touching the symbol for HELP, or by verbalizing. Since we needed 2 cups, our students indicated that we needed MORE to put in the bowl.

Then, we added the brown sugar. Again, our students had to tell us if they wanted to HELP.

One off the most fun parts of putting all of the ingredients in the bowl was using the EZ Cracker Egg Cracker! Since the recipe called for 2 eggs, 2 different students got to use the Egg Cracker. Once the egg was placed, our students had to SQUEEZE the handle which broke the eggs without getting it all over the place! Super cool!

We added 1 cup of oatmeal and 1 cup of chocolate chips and then STIRRED it all together.

While it was baking, we had another surprise guest, Ms. Maureen, the music intern. She stood in for our music therapist (Brenda) since she was teaching another class at the time. Maureen played several songs for our students and gave them shakers so they could participate as well.

They had SO MUCH FUN!!! And not just the students but the adults as well!

When the music was done it turned out the brownies were too so we all enjoyed our special treat from Jill!

THANK YOU so much to Jill and Maureen!!! You made our day 🙂

Another great week! Join us again next time for more fun and learning Group by Group!

Nov6

They Traveled to Space

Posted on November 6, 2016 by jd785

They Traveled to Space

This week we learned about some pioneers of space travel. Ashley, one of our fantastic volunteers, came up with the idea! This compliments the students Unique Curriculum unit for this month. The sensory boxes were related to different astronauts and space travel. The fine motor groups made space related art projects and the language group made a space themed snack.

SENSORY GROUP

Laika was the first dog who went to space! Found in her box were dog and bone shaped cookie cutters to press into some moon sand. Of course, we HAD to use our moon sand somewhere in this unit 🙂

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

Other animals also went into space. Albert II was the first monkey in space. The students had fun finding colorful monkeys hidden in our black “outer space” beans. The monkeys were fun to connect together and also fun to look at under a black light!

Since the monkeys can be counted, the math access point associate quantities with number names can be addressed here.

We learned that the first man and the first woman in space (Yuri Gagarin and Valentina Tereshkova) were both from the USSR. Our students sorted pompoms and beads in the colors of the Soviet flag. We even discovered that some of the pompoms also glowed in the dark—-how cool is that!

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

Alan Shepard (the first american in space), Guy Bluford (the first african american in space), and Mae Jamison (the first african american woman in space) all got close up views of the moon and stars! We gave our students a little of that experience with our “outer space” umbrella. There was a big moon, lots of stars, and a little space shuttle for them to look at.

Recognize a space related object is a science access point.

Neil Armstrong was the first human to walk on the moon. In this box, we put in a little astronaut that our students could walk on a lunar landscape of grey Floam. They also enjoyed squishing and squeezing the Floam into various shapes!

The science access point recognize a change in an object can be addressed here.

Astronauts eat freeze dried food when they are in space. We thought our red Bubber made a pretty good (although not edible) stand in for some strawberry ice cream that the astronauts might enjoy! Included in this box were a variety of different sized spoons and measuring cups for the students to use for molding the Bubber.

Recognize differences in sizes of objects.

Astronauts cannot feel gravity in space so they experience weightlessness. Stars and glitter looked weightless as they floated around in our discovery bottle.

Track objects in motion is a science access point.

We encouraged our students to make circles—-like the earth and moon in our shaving foam messy play. There was also a foam shoe insert that could be used to make footprints on the moon!

Recognize a full moon as a circle, is a science access point.

After their hands were rinsed, the students used a sifter shovel to scoop glow in the dark stars out of water. These stars looked especially cool under the black light!

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

Since night time is the best time for us to look into space, we thought that the Bath and Body Works midnight lotion worked as our scent this week.

It was a nice light scent that helped our students really liked.

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

FINE MOTOR GROUP

On Tuesday our students took their cue from Neil Armstrong and left their footprints on the lunar surface—-well ok, a piece of grey paper 🙂

We started by discussing the shape of our grey paper and asked out students to identify the shape using communication symbols.

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

Next the students painted the bottom of some rain boots with grey paint.

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

Then the students put the boots on and stood on a piece of rectangular paper. For students who couldn’t put on the boots, they just pressed down on them. We did discover in this activity that our prints might have turned out better if the boots had been smaller—-we still had fun though!

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

TA DA! Footprints on the moon!

On Wednesday, the students painted moon rocks.

First we counted out the rocks and let the students choose which ones they wanted. Then the students painted their rocks with glue.

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

Next the students sprinkled glow in the dark chalk crumbles (from Crayola) onto the glue.

They had a lot of fun with this part 🙂

The science access point recognize a change in an object is addressed here.

TA Da—-glowing moon rocks!!!!!

LANGUAGE GROUP

We made a “Midnight Blueberry Blast Smoothie” that was out of this world this week for our language group!

We started by getting out some milk and talking its temperature. We found that it was COLD! We put 1/2 a cup of milk into the blender. Since it didn’t look like enough, we decided to double the amount of each of the ingredients so we put another 1/2 a cup in the blender. We talked about how two 1/2 cups equals 1 cup!

The math access point recognize parts of whole objects is a math access point. The science access point distinguish between hot and cold objects is also addressed.

Next, we measured out a cup of vanilla yogurt. Since we had to use 2 small containers of yogurt, our students had to convey that 1 was not enough and we needed MORE to make a cup. We compared the yogurt and milk and found that they were the SAME color!

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

After that, each of the students got to feel the bag of frozen blueberries. We talked again about how it felt COLD. We added 2 cups of blueberries to the blender.

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

Finally, each of our students got to try a bit of honey. For the most part, our students communicated that they LIKED the taste.

One of our students helped SQUEEZE out 2 teaspoons and we put those into the blender.

Recognize and respond to one type of sensory stimuli, is a science access point.

Each of our students got a chance to turn on the blender by pressing a switch. They love being the ones to take control of the blender 🙂

The science access point recognize that electrical systems must be turned on (closed) in order to work, is addressed here.

Once the ingredients were all blended up, we counted out cups for each of the students. But wait! There’s more! What is a smoothie without some whipped cream on top?? Our students got to help PUT some whipped cream on top.

Time to enjoy this galactic drink——-YUM!

We learned a lot about the history of space travel this week, so much fun! Join us again next time for more fun and learning——-Group by Group!

Oct30

The Brothers Grimm

Posted on October 30, 2016 by jd785

The Brothers Grimm

We had a lot of fun with this week’s theme. Our book is just fantastic and we have to thank Ms. Lois, Ms. Jen, and Ms. Kim who were a huge help with costumes for our students. Be sure to check it out!

Our sensory group explored boxes filled with color and texture. The fine motor groups made fairy tale themed art projects and the language group made a snack the Grimm brothers would love!

SENSORY GROUP

We filled this box with play figures and props representing different characters from Grimm Brothers stories. There were lots of things to explore and find but the magic wand with flashing lights was a real favorite!

The social studies access point recognize a person in a story, can be addressed with this activity.

Pink “princess” sand and letter P’s were sifted with a little sieve. The sand is such a pretty color and very enticing to the students. They really enjoyed watching it cascade down!

Track a falling object is a science access point.

Yellow rice, red and black beans, represented the colors of the German flag—-the Grimm brothers came from that country! In addition to letter “G”‘s to find, there was a picture of the actual brothers to find at the bottom of the box.

The science access point track the movement of objects that are pushed or pulled, is addressed with this activity.

The students had lots of fun with our Big Bad Wolf box. The wolf mask (from Target) wasn’t TOO scary and the students had fun trying it on. We also included some grandma glasses, a little plush wolf, and some fun fake wolf fur to complete the look.

The science access point recognize one or more external body parts can be addressed with this activity.

Ok, so we had a few more photos that were too cute to leave out!

How could we resist 🙂

In the story, Jack sold his cow for those magic beans he planted.

In our box of mixed beans, there were 3 little cows for our students to find and count.

Associate quantities with number names is a math access point.

We put some colorful confetti in our oobleck this week to make it look like the icing that decorated the gingerbread house from Hansel and Gretel. As usual, it was gooey, messy fun!

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

There was a little pond for our frog “prince” to play in. We also included a measuring cup for scooping and pouring.

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

We scented our water with Snow White approved Bath and Body Works country apple scented lotion. The students really liked the yummy scent of the matching lotion.

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR GROUP

On Tuesday our students made some pretty cute Cinderella carriages.

First we discussed the shape our paper punch would cut out and asked our students to identify a circle using communication symbols. The students either used eye gaze or pointed to the circle.

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

The students glued their pumpkins down onto construction paper. Then they glued their photos onto their pumpkins.

The science access point recognize a change in an object is addressed with this activity.

Next the students punched out 2 circles. Our paper punch is a difficult to press, so the students did need help with this step.

Associate quantities with number names is a math access point.

The circle “wheels” were then glued to the bottom of the carriage.

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

Ta DA!

Let’s go to the ball!

On Wednesday the students made a dwarf forest using tree stamps! The dwarves were made by gluing the photos of the students faces on this: dwarf-template

First we discussed the shape and color of our poster board.

The math access point recognize an object with a two-dimensional shape, and the science access point identify objects by one observable property, such as color are addressed here.

Next we asked the students to identify the number 5 on a number line.

Associate quantities with number names is a math access point.

We glued thread spools onto our tree stamps to make them easier for our students to grasp as each stamped 5 trees onto the poster board. We emphasized stamping UP and DOWN!

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

Then the students picked out their dwarves and put them into the forest. It turned out pretty cute!

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

Ta Da!

So…..kind of like herding cats but we did get a group shot 🙂

LANGUAGE GROUP

Our language group had fun making “Jack’s Magic Bean Dip” in honor of Jack and the Beanstalk. We used pixon symbols throughout the group to model how our students can use symbols during activities.

We started out by putting a can of cannellini beans that had been drained and rinsed into a food processor. Next, we passed around the 2 cloves of garlic that had been chopped up. Each of our students took turns smelling the garlic.

They had to indicate whether or not they liked it by pointing to the symbol for “I like this” or “I don’t like this”. It turned out to be about half and half for our students.

After we put the garlic in the food processor we let each of our students taste a little bit of lemon juice, which was the next ingredient to put in. We talked about how lemons are SOUR. Again, they got to convey if they liked it or not and again it was split down the middle.

We put 2 tablespoons of lemon juice into the food processor.

Next, we added some fresh parsley.

We also used some dried oregano which our students got to smell and tell us if they liked or not.

Finally, our students got to use a switch to activate the food processor so the ingredients could be chopped. Our students used symbols to tell us if we needed to chop up the ingredients MORE or if we were ALL DONE.

The students really liked using the food processor 🙂

Once we were finished, we counted out bowls and put some of the magic bean dip in each of them. We sprinkled a bit of salt and pepper on the dip and added some cut up tortillas.

YUM!

Hope you enjoyed our unit on the Grimm Brothers! Join us again next time for more fun and learning Group by Group!