Tag Archives: crafts

Sep23

Whoo’s Who at School

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Whoo’s Who at School

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

 

 

 

 

 

SENSORY GROUP

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

 

 

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

 

 

 

 

 

 

 

 

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

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

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

 

 

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

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

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

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

Associate quantities with number names is a math access point.

 

 

 

 

 

 

TA——thank you—— DA!

 

 

 

 

 

 

 

We made some super cute cards!

 

 

 

 

 

 

 

 

 

 

On Thursday the students made more thank you cards!

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

 

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

 

Fabulous thank you cards!

 

 

 

 

LANGUAGE GROUP

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

For our first stop, we visited the front office.

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

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

 

 

 

 

 

Everybody loved their cards!

 

 

 

 

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

 

 

 

 

More cards meant MORE SMILES 🙂

 

 

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

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

 

 

 

 

 

 

 

 

Sep16

Cuba

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Cuba

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

 

 

 

 

SENSORY GROUP

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

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

 

 

 

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

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

 

 

 

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

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

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

 

 

 

 

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

 

 

 

 

So much drippy, goopy fun 🙂

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

 

 

 

 

 

 

 

 

 

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

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

 

 

 

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

 

 

 

 

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

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

 

 

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

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

 

TA DA!

 

 

 

 

 

 

 

The Republic of Cuba!

 

 

 

 

On Thursday the students made a Cuban flag.

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

Then the triangle was added to the flag.

 

 

 

 

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

 

 

 

 

Ta DA!

Let’s visit Cuba!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

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

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

 

 

 

 

 

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

Associate quantities with number names is a math access point.

 

 

 

 

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

 

 

 

 

 

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

 

 

 

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

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

 

 

 

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

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

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

 

 

 

 

 

 

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

The cups were turned upside down into bowls!

 

 

 

 

 

 

 

 

Our tasters all agreed——-

 

 

 

 

 

 

 

Flan tastes very good——–YUM!!!!!!

 

 

 

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

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

May25

The Royal Wedding

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The Royal Wedding

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

 

 

 

 

 

SENSORY GROUP

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

 

 

 

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

 

 

 

 

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

 

 

 

 

 

……….and other patriotic plush toys.

 

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

 

 

 

 

 

 

The hat was a hit 🙂

 

 

 

 

 

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

 

 

 

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

 

 

 

 

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

 

 

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

The top hat was pretty popular too—–

 

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

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

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

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

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

Look who caught the bouquet!

 

 

 

 

 

 

 

 

 

 

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

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

 

Time to cut the cake!!!!!

 

 

 

 

 

 

LANGUAGE GROUP

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

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

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

 

 

 

 

 

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

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

 

 

It was very exciting!

 

 

 

 

 

 

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

 

 

 

There was also some sparkling,fizzy punch!

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

 

 

 

 

 

 

A good time was had by all!

 

 

 

 

 

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

So cute!

 

 

 

 

 

 

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

Lots of happy couples 🙂

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

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

Don’t forget if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!

May20

Norway

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Norway

This week we headed to the land of trolls and vikings—–Norway! Joy got to travel there last summer and shared some photos as well as a few goodies to put in the sensory boxes!

Since May 17 is Norway’s National Constitution Day, it was the perfect time for this unit. The sensory groups explored boxes related to facts about Norway. The fine motor groups made Nordic inspired crafts and the language group made a treat with fruit found in Norway.

 

 

 

 

SENSORY GROUP

Red, white, and blue rice represented the colors of the Norwegian flag. There were letter N’s and a map of Norway to find in this box.

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

The base of this box was red, white, and blue paper shred. Items associated with Norway filled the box including an actual flag, a viking ship, a troll, an elk, and a voice output device with music from Edvard Grieg—-a famous Norwegian composer!

 

 

The social studies access point associate an object, picture, or symbol with a location can be addressed here.

 

The hat was pretty popular 🙂

 

 

 

 

 

 

 

 

 

 

 

The national flower of Norway is the purple heather. Since we didn’t have a heather shaped cookie cutter we used a generic one for the students to use to make their own bouquets out of purple Bubber.

 

 

 

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

 

 

 

 

Trolls are another symbol of Norway. There were 3 different  laminated trolls to hide in our grey Floam mountain.

 

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

We used our green light box to represent the northern lights which are visible in parts of Norway! Some of the lights we used faded in and out which added to the effect—-while not as amazing as the real thing, we thought it looked pretty cool!

 

 

Recognize sources of light is a science access point.

 

 

 

 

Winter brings lots of snow to Norway—-so time for an Insta Snow box 🙂

We love this stuff!

 

 

 

 

We put in a couple of different sized scoops, so the students could build their own snowballs.

 

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

 

 

 

 

 

 

 

 

 

 

Our water play had lots of fun things this week! The students made their own waterfalls using the water wheel we placed here. We also included a little fishing boat and cute little whale to swim about.

 

 

 

The science access point track the movement of objects that are pushed or pulled can be addressed here.

 

 

 

 

We learned that aspen trees grow in Norway and since we had a Bath and Body Works products called caramel aspen, we decided to use that as our scent this week. Not sure it smelled like a tree but its sweet smell was popular with the students 🙂

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made trolls using this: troll template

First, they identified the color of their troll using communication symbols.

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

 

 

 

 

 

 

 

 

They squeezed glue on to their troll.

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

 

 

 

 

 

 

 

 

Then they spread the glue with a sponge brush.

 

 

 

 

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

 

 

 

 

We touched the yarn that we were going to use for the troll’s hair—-it felt SOFT!

 

 

 

 

 

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

 

 

 

 

 

 

 

 

Then they sprinkled pieces of purple yarn on to the glue. Some of our students had fun watching the yarn as it was drifted down on to the glue!

 

 

 

 

 

 

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

 

 

 

 

 

Ta Da!!!!

 

 

 

 

 

 

Trolls!!!!!!

 

 

 

 

 

On Wednesday the students made a Viking ship using this: viking ship

We also used this stamper we cut from a household sponge and attached to this acrylic freebie (we aren’t really sure what its original use was!).

 

 

 

 

 

 

 

First, the students identified the shape of the sail using communication symbols.

 

 

 

 

 

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

 

 

 

 

We also identified the color of our paint.

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

 

 

 

 

 

 

 

 

 

The students stamped their sail one time and then we asked them if we needed to do it MORE.

 

 

 

 

 

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

 

 

 

 

 

Then the students applied glue to the sides of their boats and glued them to a paper towel roll.

 

 

 

 

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

 

 

 

 

The sail was added by slipping the mast (we used a straw) into a precut hole in the paper towel tube and TA DA…….

 

 

 

 

 

The Vikings are coming!!!!

 

 

 

 

 

LANGUAGE GROUP

We celebrated Norwegian Constitution Day during our language group this week since it fell right on the day that it’s celebrated in Norway!  We read that during this day, Norwegians eat a lot of ice cream, so we decided to make some of our own.  Here is our (very easy!) ice cream recipe: Let_s Make Strawberry Ice Cream

We started out by PUTTING French vanilla coffee creamer into the food processor.  Since there are only 2 (!) ingredients in this recipe, we only put in 1 cup of each ingredient at a time so that more of our students could help with the process.  Of course, if they wanted to help, they had to indicate HELP on their board as well as hold up their hand.

 

 

 

 

 

Then we added some frozen strawberries.  Each student got to feel the bag of strawberries first and had to locate COLD on their board.  We talked about how the strawberries were in the freezer and that was why they were so cold.

 

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

 

 

 

 

 

Four different students got to HELP PUT the strawberries in the food processor since it called for 4 cups.

 

 

 

 

 

 

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

 

 

 

 

After that, we put the top on the food processor and each student HELPED press the wireless switch to turn on the food processor.  Each time a student was ALL DONE with their turn, other students would have to indicate that the food processor needed to be turned on MORE.

 

 

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

 

 

 

 

Finally, we counted out how many friends we had so that we could get the same amount of bowls out.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

Each student had to request the ice cream by indicating WANT and/or EAT.

 

 

 

 

 

This recipe was enjoyed by all!!  We were surprised by how easy it was…and delicious!

 

 

 

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

Don’t forget if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!

 

May11

Happy Mother’s Day

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Happy Mother’s Day

This week we wanted to celebrate mothers! Our book features photos some of our students with their moms. The sensory group explored boxes related to things moms might like on Mother’s Day. The fine motor groups made presents for the moms and the language group made a tasty treat every mom would love!

 

 

 

 

SENSORY GROUP

We put the letters M O M in this box of colorful rice and beans. The bright pink color was very eye catching and definitely encouraged exploration. There was also a cute picture of some animal moms and their babies to discover as the rice was pushed aside.

 

 

The science access point recognize objects as the same can be addressed here.

 

 

 

 

The students got a chance to spell MOM again, but this time in chocolate play dough using cookie cutter letters. Because we love our moms so much, there was a heart shaped one also! This play dough smelled really yummy, so we did need to watch some of our students pretty carefully  🙂

 

 

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

 

 

 

 

This box contained a variety of items associated with Mother’s Day. There were lots of flower petals, play food, and “gifts” moms might like such as a purse and jewelry. We also included a mom figure, a crinkly mylar balloon, and lots of heart shaped items.

 

 

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

 

 

 

 

Breakfast in bed is a popular thing to do for your mom! This box of coffee grounds contained some play food along with a cup and spoon for scooping fun. The students had a lot of fun with this box.

 

 

 

 

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

 

 

 

 

 

The students made jewelry with colorful pasta and chenille stems. What mom wouldn’t like jewelry for a present!

 

 

 

 

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

 

 

 

 

 

Our pink cloud dough (we used strawberry cake mix) was popular with our students. It was a pretty color, smelled good, and was really fun to run hands through. Two different sized heart shaped spoons added to the fun.

 

 

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

 

 

 

 

 

The students got a chance to spell MOM again by scooping foam letters out of Sweet Pea (from Value Time bath gel) scented water.

 

 

 

 

Use senses to recognize objects is a science access point.

 

 

 

 

 

Bath and Body Works Sweet Pea lotion made for a light sweet scent to finish.

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made “love bug” book marks decorated with their finger prints for their moms!

First, the they chose which color ink they wanted to use.

 

 

 

 

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

 

 

 

 

 

Then they stamped colorful fingerprints all over their bookmarks.

 

 

 

 

 

Some of the students needed help with this part but they were all fascinated by the process!

 

 

 

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

 

 

 

 

 

 

 

 

 

 

The adults used markers to draw a few details and……

 

 

 

 

 

…………TA DA!!!!

We love our moms!

 

 

 

 

 

 

 

 

 

 

 

On Wednesday the students decorated self portraits for their moms!

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

 

 

 

 

 

 

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

 

 

 

 

 

Then they decorated their photos using a variety of markers and crayons.

 

 

 

 

 

 

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

 

 

 

 

Once they finished coloring, the students chose the color of their photo mat and glued their picture DOWN on a piece of colorful construction paper.

 

 

 

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

 

 

 

 

 

TA DA——-ready for framing!!

 

 

 

 

 

 

 

Happy Mother’s Day!

 

 

 

 

LANGUAGE GROUP

We made a sweet treat that we think any mom would like to have.  Here is the recipe that we used: Let_s Make A Chocolate Covered Strawberry Smoothie

We started by getting out some frozen strawberries. As always, we first went around and let each student touch the strawberries.

 

 

 

 

They had to indicate whether they were COLD or HOT using communication symbols or verbalizations.

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

 

 

 

 

 

 

 

 

 

 

We had a student request to HELP put the strawberries in the blender by indicating HELP on their communication board.

We added a frozen banana next, again talking about how it felt COLD.

 

 

 

 

 

 

Next, we poured some chocolate almond milk into a measuring cup.  A student had to request to PUT it in by indicating HELP.

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

 

 

 

 

 

 

When we measured out the cocoa and the honey, we talked about how we had to use a measuring spoon because it was a LITTLE amount.  Students had to locate LITTLE on their communication boards.

 

 

 

 

They also located the BLENDER on their boards.

 

 

 

 

 

When all the ingredients were in the blender, each student took a turn pressing the wireless switch to turn on the blender.  After each student took a turn, we talked about how we needed to blend it some MORE until the ingredients were smooth.

 

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

 

 

 

 

Finally, we counted out how many cups we needed, poured the smoothie into each cup, and topped it with some whipped cream.

 

 

 

 

Students had to request their smoothie by indicating WANT, DRINK, or EAT on their communication boards or verbally.

YUMMY!!!!!!

 

 

 

 

 

 

 

 

 

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

Also, if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!

 

May6

Let’s Go To The Zoo

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Let’s Go To The Zoo

The weather is beautiful so what better time to take a trip to the zoo! The students had a blast dressing up as different animals for our book and the rest of our activities were just as much fun! The sensory group explored boxes with lots of animals. The fine motor groups made animal art projects and the language group made a tasty treat.

 

 

 

 

SENSORY GROUP

This box was FILLED with zoo related items including plush and plastic animals. There were some sunglasses and an elephant visor—-in case of a sunny day! Other items included a little zookeeper, the word ZOO, a toy camera, some faux snake skin fabric, and some play food—-WOW so much to discover!

 

Recognize a model of a real object is a science access point. Recognize objects related to science by name is also a science access point that can be addressed here.

The students totally rocked those sunglasses 🙂

 

 

 

 

 

 

 

 

 

 

The students sorted these really eye catching pompoms into ZEBRA and TIGER piles. We included plastic animal figures by the respective dishes to provide an additional cue.

 

 

Match objects with similar observable properties is a science access point.

 

 

 

 

There was more matching going on in this box. This time the students matched the fake fun pieces to a little plush animal. The fake fur pieces were a real hit with the students!

 

 

 

Again, the science access point match objects with similar observable properties is addressed.

 

 

 

 

We thought that birdseed was pretty fitting for a unit on the zoo—-it is certainly something you might see there or even feed to some of the animals. There were letters to find that spelled the word ZOO. We also included a measuring cup and spoon for scooping fun!

 

 

Recognize that animals eat food is a science access point that can be addressed here.

 

 

 

 

 

The students cut bears and lions out of yellow play dough using cookie cutters. The bright yellow color was very eye catching!

 

 

 

 

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

 

 

 

 

An ice cream snack might be the perfect treat while exploring the zoo on a hot day! To make our shaving cream look a little more like the real thing and add a bit of color, we added some candy sprinkles. As usual, the students had a blast!

 

 

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

 

 

 

 

Messy hands were rinsed in banana scented water filled with some fun animal bath toys (both the bubble bath and toys were found at Walmart). The students had lots of fun here!

 

 

 

 

Recognize different containers that hold liquids is a science access point.

 

 

 

 

Banana scented lotion—-found at World Market but no longer carried by them 🙂 This was a really strong scent that left our students smelling really YUMMY!

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made giraffes using this: giraffe

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

 

 

 

 

 

 

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

 

 

 

 

Then they gave their giraffe its spots using a rolling pin covered with sticky backed foam circles!

 

 

 

 

We just put some brown paint on the circles and let the student go to town 🙂

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

We added 2 googlie eyes! Most of the students needed a little help with this part.

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

 

The giraffe was glued to a wooden paint stirrer and…….

 

 

 

 

 

 

TA DA!!!!!

 

 

 

 

On Wednesday the students made tigers using this: tiger

First we identified the color of our paper using communication symbols.

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

 

 

 

 

 

 

 

 

Then they gave the tiger its strips using a rolling pin—-this time covered in rubber bands! Thank you Pinterest 🙂

The students had fun with this part!

 

 

 

 

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

 

 

 

 

The tiger was glued to a piece of green paper by the adults —-to make sure the paint wasn’t smeared—-but the students identified its shape first!

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

 

 

 

 

 

 

 

 

We added 2 googlie eyes—–colorful ones we found at Dollar Tree!

 

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

TA DA!!!!!!!

 

 

 

 

 

 

Let’s go to the zoo!

 

 

 

 

LANGUAGE GROUP

We had a sweet treat that we think went right along with our zoo theme.  Here is the recipe we used: Let_s Make Zebra Mousse

 

 

We started out by having our students indicate MAKE on their communication boards to indicate that we were making a recipe.

Our first ingredient was heavy whipping cream.  Since we had to PUT in 2 cups of it, 2 students got to HELP.  After one cup was put into the bowl, our students had to indicate that we needed MORE.

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

 

 

 

 

Next, we PUT some powdered sugar in the bowl.  Again, the student who wanted to help had to raise their hand and also indicate HELP on their board.

 

 

 

 

 

 

 

 

Each student got to press the wireless switch to turn on the mixer.  It took a while for the ingredients to get firm so our students had to indicate MORE each time the switch was passed along to indicate that we had more mixing to do.

 

 

 

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

 

 

 

 

We added 3 tbsp of cocoa powder next, so we had 3 different students HELP put it into the bowl.

 

 

 

 

 

 

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

 

 

 

 

 

We counted out how many cups we needed.  Each student indicated the number 6.

 

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

The chocolate mousse and whipped cream was layered in cups to resemble zebra stripes.

 

 

 

 

 

This snack was definitely a hit with all of our students.  Even the picky eaters!

 

 

 

We all enjoyed our virtual trip to the zoo!

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

Apr29

Sharky’s Band

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Sharky’s Band

This was a really fun week! Not only were we excited about our original book, but the whole unit was a blast. To add to the fun, on Thursday it was Take your Child to School Day so we had a couple of extra special guests this week!

 

 

Our sensory groups explored boxes with an aquatic theme. The fine motor groups painted with corn syrup to make their watery art projects and the language group made a “fishy” treat!

 

 

 

 

SENSORY GROUP

Our undersea umbrella is one of our favorites and has a pretty magical feel. We recorded the song “under the sea” from the Little Mermaid on our voice output device which added to the experience!

 

 

 

 

Match living things to their habitats is a science access point.

 

 

 

 

 

Sharky’s band box featured a cute shark puppet, a lighted sea urchin toy,  and plush crab that made noise when squeezed. Of course, we included some musical instruments such as a ukulele, tambourine, and a colorful wooden noise maker—–this box was lots of fun!

 

The science access point recognize and respond to common sounds can be addressed here.

Here are a few more photos——

 

 

 

 

 

 

————-there was so much to explore!!!

 

 

 

 

 

This box was filled with color! The students molded pink Floam to make their own coral reefs. A sea turtle, fish, and octopus  could be added to the scene.

 

 

 

 

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

 

 

 

 

 

We thought that our kinetic sand was a little like the sandy bottom of the ocean! There were a variety of “fishy” play dough stamps, sea shells, and a starfish  to press into the sand.

 

 

 

 

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

 

 

 

 

 

There were 3 ocean themed discovery bottles that were very intriguing to the students—–very eye catching! Various items were in each bottle, including a toy submarine, some toy crabs, plastic fish, and a little toy submarine.

 

 

 

Track objects in motion is a science access point.

We also included some ocean blue pom pom yarn which was  a hit with some of the students 🙂

 

 

 

 

 

 

 

 

 

 

The students made waves or practiced writing the letter S in the “ocean foam” shaving cream tray.

 

 

 

 

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

 

 

 

 

Our miniature ocean featured some plastic “kelp” strands, a shipwreck, a glowing octopus, and a couple of cute fish. The students found the kelp particularly intriguing!

 

 

 

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

 

 

 

Our little ocean also featured bubbles which were totally giggle producing!

 

 

 

 

 

Track objects in motion is a science access point.

 

 

 

 

Bath and Body Works has an ocean scent so of course we used it this week. Not sure if it actually smells like the ocean but it was pretty popular with the students 🙂

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made a Sharky picture using this: shark

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

 

 

 

 

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

 

 

 

 

The students squeezed glue to the back of their shark……

 

 

 

 

 

 

…………..and then patted it DOWN on to their paper.

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

 

 

 

 

 

 

 

 

A googlie eye was added. This is an opportunity to work on pincer grasp or index isolation skills.

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

 

 

 

 

 

 

 

Then the students used paint brushes to spread corn syrup (tinted with food coloring) around their paper. When the corn syrup dries it still looks shiny and wet—–very cool!

 

 

 

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

 

 

 

 

Some of the students used our adaptive paintbrush made by taping a regular brush to a wooden paint stirrer. While we helped keep the brush stabilized, the students actively moved the paintbrush around.

 

 

 

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

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

Hello Sharky!!!

 

 

 

 

 

 

 

 

 

On Wednesday the students colored some pop up cards Ms. Kim gave us—-perfect for our unit!

First the students identified the shape of their cards using communication symbols. They also identified the color of out corn syrup!

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

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

 

 

 

 

 

The students used crayons to color the details of the card.  When needed, adults helped the students differentiate different features and encouraged the use of different colors.

 

 

 

Recognize parts of objects is a math access point.

 

 

 

 

 

After they had finished coloring, the students added some of the colored corn syrup for a watery feel. They also added a picture of themselves wearing a mask and snorkel—-it looked super cute!

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

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

 

Splish splash under the sea!

 

 

 

 

 

 

LANGUAGE GROUP

We made a snack that we think Sharky and his band would really enjoy!  This week, we made an ocean in a cup.  Here’s the recipe we used: Let_s Make An Ocean In A Cup

We started out by putting vanilla pudding mix and milk into a bowl.  Each student got to feel the milk before we poured it in.  They had to indicate on their communication boards whether it was HOT or COLD.

 

 

Recognize objects or materials as hot or cold is a science access point.

 

 

 

 

For the students who put the ingredients in the bowl, they had to first indicate HELP to inform that they wanted to help out.

 

 

 

 

 

Our students are getting better and better at using their communication boards!

 

 

 

 

 

Next, we added some blue food coloring to the ingredients.  Each student got to look in the bowl before we began mixing.  We talked about how it would look DIFFERENT once it was mixed.  The symbol for ‘different’ was modeled by adults.

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

 

 

 

 

 

Each student got to HELP turn the mixer on.  They had to indicate MORE to inform that more mixing was needed and ALL DONE to indicate that no more mixing was necessary.

 

 

 

 

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

 

 

 

 

Next, each student helped crush some graham crackers.  Again, the word DIFFERENT was used to show how the graham crackers looked once they were crushed up.

The science access point recognize a change in the appearance of an object, is addressed here.

 

 

 

 

 

Then we counted out how many cups we needed.  Each student got to have their cup right in front of them.  They each PUT some of the graham cracker “sand” in their cups.

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

 

We added 3 spoonfuls of pudding “ocean water” into the cup next, counting each spoonful as they were scooped out.

 

 

 

 

 

Finally, each student got 3 gummy fish.  They had to put each of them in their cup.  This required some prompting since each student wanted to put the fish directly into their mouths 🙂

Done!  It looks like an ocean in a cup but sure doesn’t taste like one 🙂  YUM!

 

 

 

 

 

 

 

 

We think we pulled off another great week!

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

Apr22

South Africa

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South Africa

We are traveling again this week—-all the way to South Africa! Cara recently got to visit her sister who lives there and brought back amazing photos, some of which we used in the book this week. The sensory groups explored boxes related to facts about South Africa. The fine motor groups crafted symbols of the country and the language group made a South African inspired treat.

 

 

 

 

SENSORY GROUP

It takes a VERY long plane ride to get to South Africa! Our students got to get a little of the airplane experience with our vibrating tube and jet sounds recorded on a voice output device.

 

 

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

 

 

This vibrating tube was really popular!

 

 

 

 

 

The students LOVED it!!!

 

 

 

 

 

South Africa is known as the “Rainbow Nation” due to the variety of cultures and languages spoken there. We included fluffy chenille stems and sparkly beads in the rainbow of colors found in the South African flag.

 

 

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

 

 

 

 

 

Gold is one of the countries natural resources. We included S and A cookie cutters in this box of gold kinetic sand. While stamping the letters was fun, nothing beats watching the kinetic sand ooze and move through fingers. We still love this stuff 🙂

 

 

 

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

 

 

 

 

 

Going on a safari is one of the highlights of a South African vacation. We included a variety of animals you might see while on safari—-and some binoculars to see them better! There was also a play camera, some sunglasses, a cheetah headband, and a fun lion visor. Lots of fun with this box!

 

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

 

 

 

 

You can see penguins on the beach there—-how cool is that!!! We put a couple of cool penguins and a fun sifting spoon in this box. There was also a picture of a penguin to find at the bottom of the box.

 

 

 

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

 

 

 

 

 

We learned that kids in South Africa like to eat candy called Fizzers. We decided to make our own—— SORT OF! We added pop rocks to our oobleck to make it sound “fizzy”, kind of a stretch but the students thought it was fun 🙂

 

 

Use senses to recognize objects is a science access point.

 

 

 

 

There are lots of different animals to see along the coast including whales and sharks like the ones we put in our water play this week. Our little whale was extra special because it lit up when placed in the water—-very eye catching!

 

 

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

 

 

 

 

 

Citrus crops are grown in South Africa so we chose Bath and Body Works orange scent for this week. The students thought the scent was pretty yummy!

 

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students used this for their art project: springbok

First, they identified the color of our paper.

 

 

 

 

 

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

 

 

 

 

Then they used adaptive tabletop scissors to fringe the edge of their paper into “grass”.

 

 

 

 

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

 

 

 

 

Some of the students used  switch operated scissors to make their “grass”.

 

 

 

 

 

                                                                    It is kind of fun 🙂

 

 

 

 

 

 

 

 

Glue was applied and the “grass” was rolled on to a paper tube.  We found that using a piece of tape helped the paper stay in place.

 

 

 

 

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

 

 

 

 

A beautiful springbok antelope (colored by our great volunteers—-thanks Lauren and Madison) was added to the scene.

 

 

 

 

 

Some of the students needed a little help with this part.

 

 

 

 

 

TA DA!

 

 

 

 

 

 

                                                               Let’s go on safari!!!!

 

 

 

 

On Wednesday the students made another symbol of South Africa—- the Protea flower. It is a pretty intriguing looking flower and we think our project turned out equally so!

First, they identified the shape of the paper plate we were using. Thanks Ms. Kim for the fabulous pink plates!

 

 

 

 

 

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

 

 

 

 

Then they used a variety of cutting tools to snip the edges of the paper plate into points.

 

 

 

 

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

 

 

 

 

After they had finished cutting their flower petals, the students applied glue to the plate and added some yellow paper shred.

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

 

 

 

 

 

To finish the inside of the flower and get the rounded look it has, we used a styrofoam ball that had been cut in half and glued it to the center. To give it a little color and sparkle we painted it with some red glitter glue.

Recognize parts of whole objects is a math access point that can be addressed here.

 

 

 

 

The Protea was hot glued to a paper towel  tube and….. TA DA!!!!!

 

 

 

 

 

 

 

                                                               Let’s visit South Africa!

 

 

 

 

LANGUAGE GROUP

In South Africa, people eat a lot of meat.  Since we don’t typically make anything that has meat in it since we try and find recipes that don’t involve cooking, we had to find some other popular foods.  Cara’s sister said that people in South Africa like to also eat lots of citrus.  After a lot of deliberation on what recipe to make to represent South Africa, we decided to make a smoothie.  Here is a link to the recipe: Let_s Make A South African Mango Tangerine Smoothie

The first ingredient of the recipe was frozen mangoes.  Each of our students felt the bag of the frozen mangoes.  They had to indicate on their board whether the mangoes felt HOT or COLD.

 

 

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

 

 

 

 

Then they had to locate the common core vocabulary word PUT on their boards to indicate that we had to put the mangoes into the blender.  We had a volunteer to help us by indicating HELP.

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

 

 

 

 

 

Next, we added some sliced up tangerine.  Again, we talked about how the tangerine slices were COLD.  Again, we reinforced the word PUT and also located the picture of the blender to show where the slices needed to be put.

We had another student locate HELP in order to help put the frozen banana slices into the blender.

 

 

 

Then, we added some vanilla Greek yogurt.  We located the measuring cup to show that we needed to use it to measure out how much yogurt we needed and a student helped PUT it into the blender.

 

 

 

 

 

 

 

Finally, we measured out some honey.  We talked about using measuring spoons because we needed a SMALL amount.  Each student got to taste some of the honey.

Students had to indicate whether it tasted SWEET or SOUR.

 

 

 

 

 

Once all the ingredients were in the blender, each student got to use a switch to turn on the blender.  Students had to indicate MORE on their communication boards to keep the blender going until the ingredients were all mixed up and smooth.

Operating the blender is always lots of fun 🙂

 

 

 

Finally, we got to sample our smoothie!

It looked and tasted pretty yummy!

 

 

 

 

 

The students used their communication boards and devices to let us know if they wanted MORE.

 

 

 

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

 

Apr15

Colorado

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Colorado

Ms. Jen got to go to Colorado over spring break and brought back some great photos that inspired this unit. Our sensory groups explored boxes related to facts about the state. The fine motor groups  used homemade puffy paint to complete their projects and the language group made a tasty Colorado treat!

 

 

 

 

 

SENSORY GROUP

There were lots of things associated with the beautiful state of Colorado. This box contained animals and plants that are native to the state. We also put in a miniature backpack and small compass—things you might need while hiking in the Rocky Mountains. The state fossil is a stegosaurus, so we put a puzzle piece one in the box too 🙂

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

 

 

 

 

 

We put in a pinwheel and some fans in this box because Colorado gets a lot of its energy from the wind. Fans are pretty popular with our students, they like the feel of the moving air.

 

 

 

Indicate awareness of air moving is a science access point.

 

 

 

 

The Broncos are an NFL team located in Denver. This bright colorful box had shaker pompoms, beads, and a small football in the team colors. We also put in a cute little pony puppet to represent the team mascot.

 

The science access point recognize an action as fast or slow can be addressed here.

 

 

 

 

Red Rocks Amphitheatre is a huge naturally formed outdoor concert site located in Colorado. Our students used scoops and their hands to make their own “red rocks” out of moon sand. We included a little musician holding play figure to add to the fun.

 

 

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

 

 

 

 

The aquamarine is the state gem and we thought our box of dyed blue beans looked like a box full of aquamarines! We put some letter C’s to find as hands explored the colorful beans.

 

 

 

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

 

 

 

 

The Colorado River is nicknamed the Red because of its color and the red rocks it travels through. We made our own river by adding some red velvet cake mix to our oobleck this week. The color was pretty intriguing to the students, but it certainly made for some really MESSY play this week!

 

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

 

 

 

 

Since Colorado is nicknamed the “centennial state” we put the foam numbers 1 0 0 in the water this week. There was also a water wheel, which is always a fun addition. As hands were rinsed, we found we also kind of continued the RED river theme 🙂

 

 

Recognize one way people use water is a science access point that can be addressed here.

 

 

 

 

Bath and Body Works peach scented lotion was chosen this week because we learned that peaches are grown in Colorado. And you thought all peaches came from Georgia 🙂

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students got to go skiing in the Rocky Mountains—–well sort of 🙂 We added their photos to this template: Colorado skier

First, they identified a triangle by either vocalizing, pointing, or looking at communication symbols.

 

 

 

 

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

 

 

 

 

Then, they put some glue on to their triangles and put them DOWN on to a blue background.

 

 

 

 

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

 

 

 

 

They added some “snow” made from a mixture of shaving cream and glue (approximately 3 parts to 1)  using a sponge brush. Once dry this stuff ends up feeling just like puffy paint—–so cool!

 

 

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

 

 

 

 

After they had finished painting, the students added themselves to the picture!

 

 

 

 

 

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

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

                                                                 Let’s go skiing in Colorado!

 

 

 

 

On Wednesday the students made a Rocky Mountain poster.

We started by identifying a triangle using communication symbols. We discussed that triangles have 3 sides.

 

 

 

 

 

Recognize the sides of a triangle is a math access point.

 

 

 

 

Next the students used paper cutters to cut out a triangle, counting each side as is was cut.

 

 

 

 

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

 

 

 

 

 

All the triangles got glued DOWN on to a blue background.

 

 

 

 

 

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

 

 

 

 

Then each student got a chance to add snow to the mountains. We used  our home made puffy paint mixture again. They really had a lot of fun with this!

 

 

 

 

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

 

 

 

 

 

 

Ta DA!

                                                        Let’s visit The Rocky Mountains!!!!!!!

 

 

 

 

LANGUAGE GROUP

We were all so surprised that the state fruit of Colorado was the peach!  What a great fruit to use in a recipe, though 🙂  Here is the recipe that we used this week: Let_s Make A Peaches And Cream Trifle

We started out by making some vanilla pudding.  Our students requested to help pour the mix into the bowl.  They had to locate the bowl on their communication boards.

 

 

 

 

 

 

 

 

 

We had one student help hold the measuring cup while milk was poured into it.  Then we had another friend request to help pour the milk into the bowl.

 

 

 

 

 

 

 

Everyone had a turn to press the switch to activate the mixer.  Our students indicated that we needed to mix “more” and when we were “all done” using their communication boards.

 

 

 

 

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

 

 

 

 

We then added the layers of the trifle.  First, we PUT some angel food cake in our cups.

 

 

 

 

 

 

 

 

 

 

Then we added some vanilla pudding.

 

 

 

 

 

 

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

 

 

 

 

We put peaches on top of that and topped it all off with some whipped cream.  With each layer, our students had to indicate any of these core vocabulary words to participate: HELP (if they wanted to help put the ingredients in the cup), PUT (to use as a command to put ingredients in the cup), WANT (to request ingredients), and/or MORE (to indicate that there are more ingredients/more steps).

Pictures of the ingredients were modeled and used by both the adults and the students.

 

 

 

 

When the recipe was finished, each student had to indicate that they “want eat” to get their trifle.

YUM!

 

 

 

 

 

 

 

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

Mar25

We Love Eric Carle

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We Love Eric Carle

March 20 is Very Hungry Caterpillar Day so this week we are celebrating Eric Carle! Our sensory groups explored boxes related to some of his books. The fine motor groups made some very hungry caterpillars, and the language group made a tasty treat inspired by one of Eric Carle’s characters.

 

 

 

 

 

SENSORY GROUP

This box was filled with a variety of items related to some of the characters found in the books such as a plush brown bear, caterpillar, a firefly, dragon, play food, and some board books.

 

 

 

There were lots of things to discover and explore.

The squeaky cupcake turned out to be especially popular!

 

 

 

 

 

 

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

 

 

 

 

There was a picture of planet earth, a rooster, and two different sized scoops in our “Rooster sees the world” rice box. The rice was eye catching and made for lots of scooping fun!

 

 

 

 

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

 

 

 

 

The students sorted green pasta caterpillars and red pasta butterflies in “The Very Hungry Caterpillar” box.

 

 

 

 

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

 

 

 

 

We laminated some flowers from Eric Carle’s books and put them into our Tiny Seed box filled with birdseed. The flowers made the box very eye catching and the students loved the way the seeds felt on their hands! We also included a letter F to find.

 

Recognize and respond to different types of sensory stimuli.

 

 

 

 

Our “Grouchy Ladybug” pillow vibrated when squeezed and was a huge hit—–the students loved it!

 

 

 

 

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

 

 

 

 

For “The Little Cloud” box we made cloud dough, of course! Since the book’s illustration featured a face, we put in some Mr. Potato Head pieces for the students to play with.

 

 

 

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

 

 

 

 

There were 10 Little Ducks in our water pond this week. Some of them squeaked which added to the fun!

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

Since a very hungry caterpillar might want to snack on some leaves, we chose Bath and Body Works rain kissed leaves as our scent this week. The students really liked its light aroma.

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday we used an idea from Pinterest to make our hungry caterpillar.

First the students identified the color GREEN using communication symbols.

 

 

 

 

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

 

 

 

 

Then the students painted their paper plate crescent.

 

 

 

 

 

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

 

 

 

 

They added a cute caterpillar face (pre-made by our wonderful volunteers).

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

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

                                                              Some very hungry caterpillars!

 

 

 

 

On Wednesday the students made caterpillars out of paper plates we got a Dollar Tree—can’t beat the price!

First, we discussed the shape of our plates and had the students identify a circle using communication symbols.

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

 

 

 

 

 

The students used a circle punch to cut two red circles. They also identified the number 2 using communication symbols.

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

Then they glued the red circles on to some pre-cut yellow circles to make caterpillar eyes. We also asked the students to identify which circle was BIG and which was LITTLE.

 

 

 

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

 

 

 

 

After the students glued the eyes onto a red paper plate, they chose how many green plates they wanted to add to make their caterpillar bodies. They could add 1, 2, or 3!

Everything got stapled together!

 

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

 

 

 

 

 

TA DA!

 

 

 

 

 

 

                                                            More very hungry caterpillars!!!

 

 

 

 

LANGUAGE GROUP

This week, our language group made a snack that could be taken from the Eric Carle book, Walter the Baker.  In the book, Walter creates pretzels.  For our group, since making pretzels takes a lot of time, we decided to make a dipping sauce for some frozen pretzels.  Here is the recipe that we used: Let_s Make Pretzels and Dipping Sauce

While reading the book, our students had to locate the symbol TURN on their communication boards each time it was time to turn the page for the recipe.

We started out by putting some cream cheese into a bowl.  Our students indicated on their communication boards where the picture of the bowl was.  They also had to locate the word PUT on their communication boards.

 

 

 

 

 

 

 

 

Next, we added some butter.  Each student had to indicate the measuring spoon when compared to the measuring cup.  To help them out, we reminded them that the measuring spoon is smaller than the measuring cup.

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

 

 

 

 

 

Our students helped activate the switch to turn on the mixer and we mixed up the ingredients until they were smooth.  They had to locate MORE to indicate that we needed to mix it up more.  They located DONE when we were finished mixing.

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

 

 

 

 

Next, we added some powdered sugar.  Again, we had our students indicate what we would use to measure out a cup of powdered sugar: the measuring cup or measuring spoon.  We verbally prompted that we would need something BIG to use.

 

 

Again, the math access point recognize differences in sizes of containers that hold liquids, is addressed.

 

 

 

 

We added some vanilla extract to the mix.  Before we did, though, each student got to smell it.  We had some head turners who didn’t like the smell, but overall they liked it.

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

 

 

 

 

 

 

After we mixed that all together we added the heavy cream and mixed again until smooth.

 

 

 

 

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

 

 

 

 

While we were mixing, we put some frozen pretzel bites into the microwave to warm them up.

After everything was finished, our students got to enjoy some pretzels with dipping sauce once they indicated WANT on their communication boards!  It wasn’t too sweet either.

 

                                                                            Very yummy 🙂

 

 

 

We really enjoyed this week and hope you did too. Join us next time for more fun and learning—-Group by Group!