Tag Archives: discovery bottle

Dec13

We’re FROZEN!

Posted on December 13, 2015 by jd785

The movie Frozen is SO popular with our students that we decided it was the perfect unit to end our semester! We had so much fun putting this unit together, collaborating with both the PE and Art departments made it even more special!

The sensory groups explored boxes with lots of different textures. The fine motor groups used markers and glue to make fabulous art projects and the language group conducted some frosty experiments.

Of course, our book was extra special for this unit so be sure to check it out also!

SENSORY GROUP

Aqua, blue and purple basket filler was the base of this box—-so pretty! The students had lots of fun discovering all things we had hidden in it. Well, perhaps the 3 giant snowflakes weren’t that hard to discover 🙂

Also hidden in the colorful filler were snowmen, “snowball” beads, and some cute little Frozen play figures.

The math access points differences in size of objects and associate quantities with number names can be addressed here.
We had 2 fascinating discovery bottles. One turned into a glittery snow flurry when turned or shaken. The other bottle was filled with some glass beads which looked like little chunks of ice.

Initiate a change in motion of an object is a science access point.

The students were pretty intrigued with our “reindeer fur” Sven box. This fake fur was long and a little coarse which we thought was a pretty good stand in for the real thing. A cute little plush reindeer was included for cuddling fun 🙂

Recognize common objects related to science by name, such as animal, is a science access point.

Do you want to build a snowman? Our students did! We put some potato head pieces and fake food carrot into our box of white Floam. It was fun to see the different creations the students made.

Recognize that the human—-and snowman :)—-body is made up of various parts is a science access point.

We brought back our snowflake umbrella yet again and as usual, it was a huge hit. It really is so pretty!

Because no one has heard the song “Let it Go” enough 🙂 we recorded a verse on our voice output device. Needless to say, none of the students passed on their turn to hit the button lol.

Recognize objects that create sounds is a science access point.

This box was filled with some Insta-snow, since we don’t have much access to the real stuff here in Florida! It had an interesting texture that wasn’t a hit with everyone, but most of the students had fun with it. They used their hands or the melon-baller to make snowballs.

The science access point identify different types of precipitation, including rain and snow can be addressed in this activity.

Hands were rinsed in water scented with Bath and Bodyworks juniper breeze scented water. There were a variety of foam snowflakes scattered in the water and a measuring cup was included so the students could scoop them out.

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

The matching lotion was used as a sweet remembrance of all the fun we had today. We chose this particular scent because we figured that junipers MIGHT grow in the cold climes of Arundelle!

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

FINE MOTOR GROUP

On Tuesday we used markers to color a Frozen picture. We found this PERFECT free printable at http://yourtherapysource.com

We started by discussing the shape of our paper and asking the students to identify a “rectangle” using communication symbols.

Recognize a common object with a 2-dimensional shape is a math access point.

Then they used purple and blue markers to make fabulous scribbles and swirls on their paper.

The students did a really great job with this and had such great concentration!

Since they had to share the markers with their friends, the science access point share objects with a partner is addressed with this activity.

After they were finished coloring, they got to add some snowflakes to their pictures. We applied glue to work on 1:1 correspondence. Of course, it was a great opportunity to practice pincer grasp skills as well (and the OT really likes that!!!).

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

Ta Da…….

…..let it go, let it go, let it go………

On Wednesday we continued talking about shapes while making Olaf!

We started by discussing the shape of the boxes we were going to use (cereal boxes covered with white paper) and used communication symbols to identify their shape.

The math access point recognize a common three-dimensional shape was addressed here.

Then the students used adaptive scissors to cut out another shape——this time a TRIANGLE—–out of orange paper and used glue sticks to attach it to their box.

The science access point recognize a change in an object and the math access point recognize a common object with a two-dimensional shape are addressed in this activity.

Next they added 2 eyes and identified the number 2 using communication symbols.

Associate quantities with number names is a math access point.

The students used a black marker to draw a mouth to the face, then added a small RECTANGLE tooth that they cut out using the adaptive scissors.

It was fun to see the different expressions they came up with for their snowman 🙂

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

A brown chenille stem was added to the top of the box and the cutest Olaf you have ever seen!

TA DA!!!!

LANGUAGE GROUP

Since we are experiencing 70+ degree weather in the middle of December, snow—-or even cold weather—-seems like a distant dream, we decided to make some snowy experiments! Here are the experiments we did: Let’s Make Snowy Experiments.

We started out making a snowstorm in a jar. First, we poured baby oil in a cleaned out peanut butter jar. Our students got to take turns smelling the baby oil first and they all seemed to like the clean smell of it!

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

Next, we put water and white paint into a bowl. Our students had to mix it all up until the water was nice and white. Then we poured it into the jar and added some glitter—-we never pass up the opportunity to add glitter to a project 🙂

The science access point recognize that the appearance of an object or material has changed is a science access point is addressed here.

Not much of a snowstorm UNTIL we put half of an Alka Seltzer into the jar. Once it started going, we had our version of a Florida snowstorm!

Track objects moving up and down is a science access point.

Pretty darn cool!!!!

After we were done oohing and ahhing, we started on our second experiment, homemade snow. This one was pretty easy. We used a WHOLE box of baking soda and about HALF a canister of shaving cream and stirred it all together. We divvied up our mixture into a couple of small bowls and our students got to feel our “snow”.

Very cool feeling—–literally 🙂

The science access point recognize parts of whole objects and parts of sets of objects can be addressed in this activity.

We used our homemade snow for our final experiment, EXPLODING snow.!!!!! We put the bowls with the homemade snow onto a tray, sprinkled some glitter, and then poured some vinegar into each bowl. Tada! Exploding snow!!!!!!

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

THE FUN CONTINUES….

Our PE department has a fabulous winter wonderland unit going on this month and this coordinated perfectly with our Frozen theme! The students were having so much fun, we had to include some photos.

They got to experience some blizzard conditions (the teachers used a hairdryer and some fake snow to create this).

There were LOTS of giggles 🙂

There was an Aurora Borealis area activated with switches!

And finally ICE SKATING in shaving cream—–how fun is that!

Well that wraps up our first semester. Apart from an After Party post, we will be gone for a few weeks, enjoying our winter break.

From all of us here, we wish you Happy Holidays and be sure to come join us in 2016 for more fun and learning——Group by Group!

Nov1

Peter Pan

Posted on November 1, 2015 by jd785

Peter Pan

We had so much fun preparing for this week’s theme which was filled with fun and lots of pixie dust :).

Our sensory groups explored boxes related to the various characters seen in the Peter Pan story. The fine motor groups both used glitter to complete their art projects and the language group dressed like lost boys while playing Follow the Leader! All of the groups had so much fun seeing their friends dressed as characters in the book.

SENSORY GROUP

The color GREEN is all over the Peter Pan story—-from Tinker Bell and Peter Pan’s clothing to that enormous crocodile! Even Neverland itself is mostly green! With all that green, we had to include a box of this fabulous green kinetic sand. Kinetic sand is always pretty irresistible but with this bright color—-it was even more so!!! There was a letter “P” cookie cutter included in this box but most of us just enjoyed watching it dribble through our fingers.

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

We made a night sky for our little Wendy to fly through and included a couple of stars to count. There was also a picture of Peter Pan himself to find at the bottom of the box. The students really enjoyed running their hands through the beans—-a completely different texture compared to the kinetic sand!

The math access points recognize differences in size of objects and associate quantities with number names can be addressed here.

This Captain Hook box was filled with fun. There was treasure to find as well as some “piratey” stuff—-like a hook, an eye patch, and spy glass. There were also Captain Hook and crocodile figurines! We even put in a toy clock—–the students had a blast!

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

The Mr. Smee box contained red and white pompoms and beads for sorting fun. The items could be sorted by color or texture. As usual, the beads proved to be very popular.

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

These pixie dust bottles were just fabulous and VERY eye catching. The students loved watching the the glitter swirl around!

Recognize that pushing and pulling an object makes it move can be addressed in this activity.

Peter Pan told Wendy to “fly to the second star to the right and then straight on ’til morning”. We mixed our yellow play dough with lots of gold glitter for a perfect sparkle!

With the included 2 cookie cutters, the math access point recognize differences in size of objects is addressed.

Our mermaid lagoon, scented with plumeria scented bath gel from Bath and Bodyworks, had a cute little mermaid and a water lily with an extra special feature—-it lit up! The students had lots of splashy fun with this activity and were especially fascinated by the lighted flower.

Recognize sources of light is a science access point.

The students really liked the scent we chose this week. We chose plumeria as a nod to Princess Tiger Lily—-it was the closest scent we had to lilies so we went with it 🙂

It was perfect for rubbing on hands, arms, ……..and the back of a neck!

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

We finished our group by turning off the lights and bringing out our fairy umbrella. This was a huge hit—-the students loved seeing all the twinkling “fairies” hidden among the flowers. Of course, we included a little Tinker Bell figure to fly around with her friends.

This is probably the prettiest umbrella we have ever made—–just magical!

FINE MOTOR GROUP

On Tuesday our students turned into little pirates! We used this template: hook template to cut hooks out of poster board and taped them to large craft sticks.

We squeezed glue onto the hooks and used a sponge brush to spread the glue around on both sides. This was a great activity for working on bilateral coordination.

This also addresses the science access point recognize pushing and pulling an object makes it move.

Next we sprinkled on some silver glitter. Lots of glitter ended up on the bottom of our tray, so the students could also dip their “hooks” into that as well.

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

The hooks were slipped into some paper cups and……Ta Da——Captain Hook at your service!

On Wednesday our fine motor group made their own pixie dust bottles!

First the students chose which color glitter glue they wanted to use for their bottles. Then they deposited the glue into their bottles—–squeezing the bottle 3 times.

Associate quantities with number names is a math access point.

Then they got to add some regular glitter—either silver or gold to their bottle. To make things easier we used a funnel. We did help the students a little bit with this part, to make sure they didn’t dump the entire container into the bottle—-kids will be kids, after all 🙂

The science access point track objects in motion can be addressed as the students watch the glitter fall.

Warm water was added next. A 1 cup scoop was used for the water and after each scoop we asked the students if they needed “more”. When we got to the top of the bottle we discussed that we had added “enough”. Occasionally we also got to discuss the concept of “too much” 🙂

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

After an adult hot glued the lids back onto their bottles we asked the students to shake everything up—-then TA DA!

Can you feel the magic?!!!!

LANGUAGE GROUP

Following the leader was the name of the game in the language group this week and it was so much fun!

First we brought out a variety of animal hats and let the students choose which one they wanted to wear. We also used a Peter Pan hat to let them take turns being the leader. The rest of the group wore their different animal hats and headbands to dress up like the Lost Boys (and Girls).

We put on the song “Following the Leader” from the Peter Pan cartoon and set off!

Whoever was the leader had to lead the rest of the group OVER the stepping stones, THROUGH the cones, AROUND the tables, and UNDER the swing.

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

Each of our students got to take a turn as the leader and they all got to be a variety of different animals as the Lost Boys and Girls.

SO FUN!

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

Oct25

Creepy Crawly Critters

Posted on October 25, 2015 by jd785

Creepy Crawly Critters

Many of our students are learning about animal habitats with their Unique Curriculum unit this month. Since it is October which has us thinking about things that bump in the night, a creepy crawly critters theme seemed like the perfect complement ! Our sensory groups explored boxes related to different animals. The fine motor groups painted their animal themed art projects using unusual tools and the language group went on a creepy, crawly critter hunt—-read along to see all the fun we had!

SENSORY GROUP

Spiders—-well those are some pretty creepy crawlies and we put an assortment in this box! One of the spiders scuttled across the table after a string was pulled, which of course elicited a few nervous giggles—-from both students AND staff 🙂 We also included a discovery bottle with some floaty spiders that wiggled up and down as the bottle was turned.

Track objects in motion is a science access point.

This little desert habitat was home to some snakes and lizards. There were 3 of each for sorting and counting. The students also had fun sliding them around making paths in the sand.

Solve simple problems involving joining or separating sets of objects to 3 is a math access point.

Owls aren’t really creepy but their hoots can give you a little shiver if you are out in the woods at night so we went ahead and included them. We put in our fabulous “owl” feather boa and a super cute, totally NOT creepy plush owl.

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

Put some battery operated lights and black paper shred in a box——it looks just like lots of little bug eyes staring back at you! Light boxes are always a hit with our students and this was no exception. Pretty cool—-if we do say so ourselves 🙂

Recognize sources of light is a science access point.

We brought back our black play dough from a couple of weeks ago but this time our students used a bat cookie cutter to make the classic creepy night critter.

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

A black light helped make both our oobleck and the 3 centipedes crawling around in it GLOW! While we couldn’t make the classroom completely dark the effect was still—–WAY COOL!

Associate quantities with number names is a math access point.

There was an ENORMOUS water beetle to find in our “pond” this week. Our students quite enjoyed checking out this really big bug! The water was scented with Bath and Bodyworks twilight woods scented bath gel which seemed like the appropriate scent for this unit 🙂

The science access point match common living things with their habitats can be addressed here.

The matching lotion was a hit. The students liked the scent and, as usual, we asked them if they “wanted” some and “where” they wanted it applied—-hands, arms, neck, noses, or toes 🙂

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

FINE MOTOR GROUP

We made spider webs using marbles on Tuesday! First we counted out 3 marbles into a cup of white paint and asked our students to show us the number 3 using communication symbols.

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

Then the students scooped out the marbles and dropped them onto a piece of black paper that was placed inside a lidded box. Of course the shapes of the paper and marbles were also discussed!

Recognize an object with a two-dimensional shape and recognize common three-dimensional shape are math access points.

We closed the lid and started shaking the box! The students REALLY had fun with this part 🙂

Recognize that pushing and pulling an object makes it move and track objects in motion are science access points addressed in this step.

After the lid was taken off it was pretty exciting to see how it turned out!

We removed the marbles and the students glued fuzzy pom pom spiders onto their webs—–great for practicing pincer grasps!

This was another opportunity to address the science access point match animals to their habitats.

TA DA—–

——–such creepy crawly spiders 🙂

On Thursday we painted with SPRAY BOTTLES!

We started by discussing the color of the paint we were going to use and asked the students to identify it using communication symbols.

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

The students dropped this rat stencil(made with: rat template) onto a piece of black paper and began spraying! They had so much fun with this and really did a great job of spraying onto the paper and NOT the floor or their friends 🙂

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

Ta ratty Da!

Pretty cute—-for a rodent 🙂

LANGUAGE GROUP

For the language group this week, we went on a creepy, crawly critter hunt. While the students were out of the room, we hid 6 different animals and insects from our book all around the room.

We turned off the lights to read the book and kept them off so we could use a flashlight to find the critters. We had real pictures of each of the critters hidden around the room, so one-by-one, we LOOKED for each of them.

Recognize sources of light is a science access point.

If the students needed clues, they had to request HELP and we would give them a clue about where the critter might be.

For example, for the centipede on the refridgerator, we said “it’s where we go to get COLD food and drinks” or for the owl we said “it’s somewhere UP HIGH”.

Seek assistance to clarify the meaning of pictures, symbols, gestures/signs, or words in classroom activities with prompting is a language access point.

Once our students located the critter, we caught it and let each of our friends look at it and feel it.

We counted all the critters we found at the end to make sure that we had the SAME number of real critters and pictures of critters.

We did it! The classroom is once again critter-free thanks to our critter catchers 🙂

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

Apr13

The Circus

Posted on April 13, 2014 by jd785

The Circus

FSU High Flying Circus performs this month in Tallahassee and that inspired this weeks theme! We had a blast planning all our different groups—-with an emphasis on COLORFUL fun! Our book is fantastic and we are so grateful to all the people who helped us with the costumes (Ms. Kim and Ms. Robin), props (Mr. Noah, Ms. Harrison, and Ms. Christy), and painted backdrop (Ms. Judy).

SENSORY GROUP

We filled this box with popcorn kernels and some colorful cornstarch packing “peanuts”. We added a variety of animals you might see at the circus such as lions, horses, and elephants. Also included were some clown figures and a ringmaster puzzle piece (an amazing find on the giveaway table!). The big red pompoms——clown noses, of course!

It really was a fabulous box filled with fun! Our students had a great time discovering all the different items we had included.

Respond to new vocabulary that is introduced and taught directly is a language access point addressed here.

Apply a push to move an object is a science access point addressed when pushing the buttons on the animals.

Our next box was filled with our bright red moon sand. It has a great texture, soft yet firm enough to mold. Students used a cookie cutter to cut circle CLOWN noses in the moon sand. This was a nice big cookie cutter so they turned out really cool looking! Of course they also had fun just squishing it with their fingers.

Recognize common objects with two-dimensional shapes, such as a circle is a math access point addressed in this activity.

This fuzzy basket filler was so colorful and totally reminded us of cotton candy! Our students loved pulling it apart or waving and shaking it. We also put in two different size cups—-a “big” one and a “little” one for our students to fill up.

Solve problems involving small quantities of objects using language, such as enough, too much, or more.

Traditionally the floor of the circus tent is sawdust! We thought our yellow cornmeal looked a lot like sawdust—-especially when mixed with some potato flakes! It had a really cool tactile feel to which our students really responded. There was a letter C and a colorful clown picture to find as the sawdust was swept away. It’s always fun to see the smiles on the students faces when they discover the hidden picture.

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

Everybody loves the fabulous, colorful costumes that the circus performers wear. This box contained a piece of cool stretchy spandex that our students had a great time either wrapping around themselves……… or playing tug of war with a partner 🙂 This was a last minute addition and we were so glad we decided to include it!

Recognizing that pushing and pulling an object makes it move is again addressed in this activity.

We also included 4 of our discovery bottles filled with sequins, beads, and glitter—-just like the costumes. These were a huge hit——our students just LOVED them!

Track objects in motion is a science access point addressed in this activity.

Circus clowns do all sorts of silly things like throwing cream pies in each others faces 🙂 As usual, the students had a great time playing in the shaving cream. Whether practicing pre-writing designs or just rubbing it around it’s always a hit!

Track the movement of objects that are pushed or pulled is a science access point addressed in this activity.

Then we rinsed our hands in vanilla sugar scented water using bath gel from Bath and Bodyworks. A measuring cup and measuring spoon were included for scooping and pouring fun

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

We finished with the yummy matching lotion, leaving our students smelling like delicious sweet circus treats! A fabulous way to remember all the fun we had!

The science access point recognize and respond to different types of sensory stimuli—-touch and smell—-is addressed as students smell the lotion and feel it rubbed on their skin.

FINE MOTOR GROUP

This week we decided to do a 2 part art project—–a fun clown costume! We started on Tuesday by making clown shoes out of shoe boxes.

First we discussed the color paint we were going to use and asked our students to show us the color “red” using communication symbols.

Identify objects by one observable property, such as color is addressed here.

Then, we used a circle shaped sponge to stamp on our 2 shoeboxes. This sponge has a little handle which made it easier for our students to hold. Our initial plan was to stamp polka dots but it turned out our sponge was a little to big for most of the shoeboxes so it became a paint tool instead—–and that worked out pretty well 🙂

Recognize a change in an object is a science access point addressed. The math access points recognize a common object with a two-dimensional shape and associate quantities 1 and 2 with number names are also addressed.

On Thursday we made a clown collar using the rim of a regular size paper paper plate. We found this idea at http://www.jugglingwithkids.com

The collar was decorated with colorful pompoms——lots of pincer grasp practice! We discussed the colors of the different pompoms and counted how many were put on each one.

Then, it was time to clown up!

First we put the silly clown shoes on our feet, the collar around our neck, and either a hat or wig on our head—–this addresses the science access point recognize one or more external body parts.

TA DA!

Let’s send in the clowns!!!!

LANGUAGE GROUP

We have found that this group of students does well when there is more movement involved, so we like to include that as much as we can. This week we set up some circus games focusing on taking turns—-sharing objects with a partner is also a science access point.

For our beanbag toss, Joy drew a circus scene on a large piece of paper, taped it to a piece of cardboard and cut a hole in the middle. When our students were at this game, we talked about throwing the beanbag IN the hole. Some of our students were able to do this independently while others required some hand-over-hand assistance.

Track objects that fall to the ground is a science access point that can be addressed in this activity.

Next, we got on the balance beam to practice tight-rope walking skills! We talked about walking ON the beam. Even our students in wheel chairs were able to participate in this game by an adult pushing them OVER the balance beam. We had them hold out their arms so they could maintain their balance 🙂

Another game the students played was bowling. We had to adapt this with some of our students by using a mat so the ball could roll DOWN to get to the pins. Our students had a blast with this, especially because the ball we used made noises when rolled—–perfect for our students with visual impairments.

The science access points track objects in motion and track the movement of objects that are pushed and pulled are addressed here.

Of course, we also counted all the pins and how many got knocked down!

For the last center, we pulled out a couple of the discovery bottles used in the sensory group as well as the stretchy material. Our students loved looking at all of the SHINY colors in the discovery bottles. They also enjoyed trying to see how LONG the material got when it was stretched—–recognize that pushing or pulling an object makes it move again addressed!

Although we didn’t get to see acrobats and gymnasts perform tricks, our students had lots of fun with the games.

Well, that wraps things up for this week! Be sure to join us again for more fun and learning—-Group by Group!

Mar30

New York Vacation

Posted on March 30, 2014 by jd785

New York Vacation

It was back to school but spring break vacations were still on our minds with our New York City theme. It is a popular vacation spot and such an exciting place to visit——we had so much fun planning the different group activities! Our sensory group activities included a trip to Time Square, the fine motor group made art projects related to New York City symbols, and the language group explored tourist destinations on the Smart board.

All our activities focused on looking at the world in spatial terms and the social studies access point associate an object, picture, or symbol with a location.

SENSORY GROUP

We started our tour with the most exciting place in NYC—-Time Square! We put 5 strands of battery operated lights on our umbrella and it really gave a fabulous “Time Square” effect. Needless to say this was a HUGE hit, our students really loved all the lights and could hardly wait for their turn!

The lights were attached using good old twist ties and we used velcro to attach the battery packs as they were a little heavy.

The science access point recognize sources of light is addressed in this activity.

We also pulled out our battery operated spinning lights so that students could put on their own light show. The science access point apply a push to move an object while also working on fine motor skills is addressed.

NYC is filled with skyscrapers. Our students made their own cityscapes using Duplo blocks to make “building” impressions in moon sand. The blocks shape made them easy for our students to hold and manipulate—-they worked perfectly!

Again the science concepts of forces and changes in motion are addressed as students apply a push to move an object.

Bright yellow and black taxis are EVERYWHERE in the city and a great way to get from one destination to another! We put some soft yellow pom poms and hard black beads in this box to compare and contrast. The colors gave this box a pretty striking contrast and most of our students found it intriguing.

As the students sort the items they can address the science access point recognize 2 common objects that are identical to each other. They can also address the math access point recognize 2 objects that are the same color.

Central Park is one fabulous place a taxi might take you! Besides lots of grass, the park is filled with trees and flowers so we put silk ones on a layer of basket filler. We also included a bunch of animals—–zoo animals, butterflies, dogs, ducks, squirrels, birds—–you can find all of them in Central Park!

With all that walking, you might want a snack and a NYC hotdog would certainly hit the spot 🙂 The play food hotdog usually elicited smiles when found in the box.

Recognize the leaf and flower of a plant are science access points that can be addressed in this box as students explore organization and development of living organisms. Recognize a model of a real object is another science access point addressed.

Another exciting thing to do on a NYC vacation would be to see a Broadway Show. For this box we brought back our Wizard of Oz discovery bottle with it’s green glitter and red Barbie shoes! Music from The Wiz—-found via a Youtube clean video search—- was recorded on our voice output device.

As the students turn and shake the bottle tracking objects in motion, a science access point, is addressed.

Our students—–and teachers 🙂 had a blast rocking out to “Ease on Down the Road” from The Wiz and showing their moves.

Attending to sounds from various sources is a music access point addressed.

Our students searched for the letters N Y C in rice. As the rice was shifted aside, a picture of one of the biggest symbols of not just NYC but our country was revealed——the Statue of Liberty! This box didn’t have a lot of rice, so it made it especially easy for the hidden items to be revealed.

Recognize a symbol that represents America, such as the Statue of Liberty is an access point related to the understanding of structure and functions of government.

Finally, the scent of the week—–APPLE, of course 🙂 A fitting end to our tour of the Big Apple. A fabulous yellow ducky floated in our scented water and the students had a great time using the big apple sponge to give him a shower.

Explore, observe, and recognize objects in the natural world is a science access point addressed in this activity.

Our students enjoyed this week’s scent and as usual, we gave them an opportunity to communicate where they wanted the lotion.

FINE MOTOR GROUP

On Tuesday our art project focused on the Statue of Liberty! We started by making the torch. The first step was using our paper cutters to cut green paper into a rectangle shape.

Once again, working on the math access point, recognize a 2 dimensional shape and the science access point recognize a change in an object.

Then we taped the rectangle to a toilet paper roll and ROLLED!!!! Our students did a great job and showed such concentration.

This was great for working on bilateral coordination.

Time for the really fun part—–stuffing tissue paper in the top to make our flame! Our students certainly did a great job demonstrating the science access point apply a push to move an object!

Prior to the group, we had cut the center out of a paper plate and stapled on some green paper that we had freehand cut for the statue’s crown.

Ta DA—–welcome to New York City 🙂

For our art project on Thursday we used apple stamping to decorate a cityscape!

We started by gluing a precut cityscape—-here is the pattern Joy drew SKMBT_42314032815140—–onto a piece of white rectangular paper. In addition to the math access point recognize a 2 dimensional shape, the science access point recognize a change in an object is also addressed.

Then we discussed the different paint colors we were going to use and asked the students to choose which color they wanted.

Recognizing an object by one observable property, such as color is the science access point addressed. Using body movement or nonverbal expression to communicate preferences is a language access point addressed.

Little hands and big slippery apples are not a good combination so we stuck a fork into the apple which made it so much easier for our students to handle!

So did we count the numbers of apples stamped?

OF COURSE 🙂

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

Ta Da! These cityscapes turned out pretty fabulous—-the Big Apple never looked so good!

LANGUAGE GROUP

After reading Cara’s book about the sights to see in New York, we decided to take a closer look with a virtual tour. We had the students gather around the SMART board for this group. We printed out some pictures of places from our book, such as the Statue of Liberty, the Empire State Building, and the Brooklyn Bridge.

These pictures were put on an All Turn It Spinner so that our students were able to pick a place to go.

Cara found a couple of websites with virtual tours of New York. The one she had planned on showing, www.airpano.com, didn’t end up working on our SMART board; however, it has an amazing virtual tour. Instead, we used http://newyork.arounder.com. This was also a virtual tour, but wasn’t an eagle eye view like airpano.

Our students loved being able to experience seeing New York with a 360 degree tour. We used different adjectives to talk about what we were looking at. We commented on the TALL building, the LONG bridge, and the BRIGHT lights.

Developing an understanding of language concepts related to linear measurement is addressed here.

The final consensus was that we all wanted to travel to New York on our next CBI trip:)

Hope you enjoyed our geography themed activities this week! Join us again for more fun and learning Group by Group!

Mar2

The Colors of my Country

Posted on March 2, 2014 by jd785

The Colors of my Country

We celebrated the colors of our country this week—–between the Winter Olympics and Presidents Day we were in a patriotic frame of mind and thought this theme would be a fun way to finish out the month! Our sensory group boxes were filled with items that were either red, white, or blue. The fine motor group combined the colors to make fun art projects. The language group had fun sorting the colors.

SENSORY GROUP

So many fabulous things to discover in our red box! All sorts of shapes, textures, and things that made NOISE—-especially important for our students with visual impairments. There was paper shred, chenille ribbon, accordion tubes, stuffed animals, and a squeaky toy that was by far the favorite!

As with all our color boxes our students are engaging in the practice of science by exploring, observing, and recognizing common objects in the natural world. They are also exploring properties of matter and addressing the science access point identify common objects by one observable property, such as color.

Our white box had some wonderful textures including feathers, a dusting mitt, and some imitation sheepskin. A lovely soft box to run fingers through. We also put in some pompom yarn that was perfect for shaking and draping!

The practice of science is again addressed as the access point use senses to recognize objects.

This blue box was also filled with more wonderful textures and items to explore. We included some shiny curling ribbon, basket filler, some kitchen scrubbers, and an accordion tube.

As students pulled the accordion tube apart and pushed it back together they worked on bilateral coordination.

Forces and changes in motion were explored while addressing the science access point recognize that pushing and pulling an object makes it move.

LOOK at the concentration on the students faces—–fabulous!!!!!!

This red moon sand had a great tactile feel and is very moldable. A melon baller helped make it even more fun to explore. Discussing the little spheres that were made addresses the math access point recognize 3 dimensional shapes. Of course, even though it looked like a ball it didn’t quite act the same way——some of the students were quite intrigued when the balls didn’t bounce when dropped!

Exploring, observing, and recognizing common objects in the natural world is an access point related to the practice of science.

White flour filled our next box and it is pretty messy stuff—–we LOVE it! Spoons and scoops of different sizes were included for filling and measuring.

Develop understandings of addition and subtraction strategies are addressed as students solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

We dyed some navy beans blue for our next box and they turned out really cool! We found the instructions on the Fun and Home with Kids website. Everyone, including the adults, was pretty fascinated by the blue hue! To also go along with this weeks theme, the letters U S A were hidden in the box for our students to find.

Finding the hidden letters addresses visual and tactile discrimination skills.

Forces and changes in motion are explored and the science access point recognize that pushing and pulling an object makes it move was addressed when playing with the white shaving cream. Since the shaving cream is naturally white, we had to include it as part of this unit!

As usual, our students made a mess and had a blast 🙂

We rinsed our hands in cherry scented water—-cherries are RED after all 🙂 We also put 2 foam puzzle dinosaurs in the water. Since one dinosaur was blue and one was red, colors could be discussed and the science access point identify objects by one observable property is again addressed.

Our students also enjoyed exploring our discovery bottles. One was filled with blue beads and glitter while the other was filled with assorted red, white and blue beads.

As the bottles are turned the motion of objects is explored as the science access point track objects in motion is addressed.

We finished our session with some cherry scented lotion—-yummy! Our students loved the aroma and loved when it was applied to hands, arms, or ears 🙂

Concepts related to the organization and development of living organisms are explored while addressing the science access points recognize and respond to one type of sensory stimuli AND recognize one or more external body parts.

FINE MOTOR GROUP

On Tuesday we started by counting out some grey rectangular paper—–counting the pieces of course! We always ask to the students to sign their names by first identifying theirs from a choice of two. Our students are emergent writers and we encourage them to “write” as we say the letters of their names out loud. Some of them are starting to say their letters along with us and stop writing after we say the last letter!

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point related to the writing process.

Next we counted out 3 shapes, asking the students to point to the number 3 using our communication symbols. Then we asked them to point to or touch the circle (all our shapes came from a shape sorter toy).

Recognizing a common object with a two dimensional shape is a math access point. Recognize quantities 1 to 3 using sets of objects or number names is also a math access point.

To complete our art project we stamped blue squares, red circles, and white triangles. We asked our students to identify the paint colors we were using, again using our communication symbols.

The students did a great job stamping the shapes, showing really nice eye hand coordination!

As they stamped, we counted to 3 aloud. We were really excited when some of them stopped stamping when we got to the number 3!

TaDa!!!!

On Thursday we made a color collage. We love doing collages——they are so much fun AND a great way to use up all those odds and ends hanging around the art closet!

In addition to eye hand coordination, pincer grasp skills are also addressed in this activity.

As items are added to the collage changes in matter are explored addressing the science access point recognize a change in an object.

Here’s to the RED, WHITE and BLUE!

TA DA!!!!!!

LANGUAGE GROUP

For our language group, we focused on sorting and answering the question, “what color is it?” Each of our students had a turn putting their hand inside the bag of goodies Joy put together.

There was a lot of reinforcement to not peek 🙂

Once an object had been pulled out, the student had to say what color it was——either red, white, or blue. They could do this either verbally or by pointing to a communication symbol with the different colors.

Communicating information that tells about an object is a language access point related writing applications.

After labeling the color, the student then had to put it in the matching colored basket.

For some of our visually impaired students, we talked about how the object felt. We used adjectives such as bumpy, smooth, soft, and hard.

Our students did a pretty great job with the sorting and identification of colors. They sure do know the colors of their country!

Thanks for joining us again this week, it’s been a lot of fun—–hope you smiled along with us! Join us again next week for more fun and learning Group by Group.

Feb9

Winter Olympics

Posted on February 9, 2014 by jd785

Winter Olympics

It was all about the Sochi Winter Olympic Games this week! We learned about the Winter Olympics, the country of Russia, and had fun competing in some games of our own.

Our students are learning about maps as part of their Unique Curriculum unit this month so our theme reinforced some of the concepts they were learning about. Read along to see all our activities.

SENSORY GROUP

We looked at a map and traced the way east from the USA to Russia. It is a long way and to get there you have to ride on an airplane. We used a vibrating massager to get the feeling of the engine vibrations. The massager had 2 different speeds which made for a lot of fun—-higher speed if you are flying on a super jet! Most of our students really liked the massager but for those who were more tactile averse, we turned it off completely and let them just touch the soft velvety covering.

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

Recognizing a map is a social studies access point.

The colors of the Russian flag are red, white and blue—-just like ours! Hidden underneath our rice was a map of Russia and the letter S to find (we hid 3 in the rice).

We really enjoy watching the progress of our students as we see some of them begin to realize that there is something to discover as they brush the rice aside.

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

The Olympic flag has 5 colorful rings. Our next box had big, fluffy chenille stems in the colors of the rings. Our students practiced making circles and linking them together. Most of our students needed help forming the circles but they ALL had fun trying 🙂

The social studies access point recognizing important events in artifacts is a social studies access point.

Recognizing 2 dimensional shapes is a math access point.

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

One of the most popular olympic sports is ice hockey. Our students used a circle cutter to cut hockey pucks out of the black play dough. This is the same play dough we made for our pirate unit. It was kept in the fridge and has lasted quite nicely!

Recognizing 2 dimensional shapes is a math access point.

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

Ice skating is another super popular sport. Our discovery bottle was filled with sparkly glitter, beads and sequins—-like the costumes the athletes wear. The familiar Olympic fanfare theme could be heard when the voice output device was pressed. Our students really enjoyed both of these items!

The science access point of tracking objects in motion is addressed here.

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

The next box was filled with leaves and flowers like the bouquets winners receive. Our students loved picking them up, tossing them into the air and watching them drop back down. They also loved finding the medals and quickly putting them around their necks……… BUT the most popular item was the little Sochi bear. He came all the way from Russia and was donated by one of our followers, Gena—-thanks so much!

Indicating that an object has fallen is a science access point.

Explore, observe, and recognize common objects in the natural world is another science access point addressed.

We are learning about the WINTER games so we had to include some snow—-the shaving cream version this week! It was perfect for tracing the letter S for snow and SOCHI!

Apply a push or pull to move an object is the science access point addressed here.

Hands were rinsed in Bath and Bodyworks Candy Apple scent. We got it on clearance and decided it worked for our unit—-who wouldn’t want to eat candy apples and watch the Olympics!

Measuring cups were included for scooping fun and to address the math access point recognizing differences is sizes of containers that hold liquids.

Recognizing and responding to one type of sensory stimuli is another science access point addressed.

FINE MOTOR GROUP

On Tuesday for our art project we made bobsleds. In preparation, toilet paper rolls were pinched and one end stapled together. For safety, we put masking tape over the staples.

Then we gave our students the option of painting their sled red, white, or blue. They used the communication symbols to choose their color and then pointed to the paint that matched the color they chose—-they did a really good job!

The science access point identify objects by one observable property is addressed here.

The language access point communicating a preference for familiar objects is also addressed.

The students then painted their bobsleds, addressing the science access point recognizing that the appearance of an object has changed.

After they bobsleds were painted, adults hot glued popsicle sticks to the bottom.

With the addition of some USA flag stickers—-our bobsleds are ready for competition.

Go Team USA!

On Thursday we made a Russian flag. We started by counting the sides of a white rectangle and also counting the rectangles as they were passed out. The math access points recognizing common objects with 2 dimensional shapes and recognizing the sides of a square or rectangle are addressed here.

Then we used our paper cutter to cut strips of red and blue paper—–making 2 more rectangles!

The science access point apply a push or pull to move an object is addressed when using the paper cutter. It is also excellent for promoting a pincer grasp!

The blue strip was glued to the bottom of the white paper and the red strip on top of that. Sochi 2014 was then glued into the middle.

Recognizing a movement that reflects a spatial relationship is a math access point addressed.

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

Ta Da……. a fabulous Russian Flag!

Hurray for Sochi 2014!!!

LANGUAGE GROUP

We decided to have a Winter Olympics event during our language group this week. It’s always so nice to be able to reiterate something we have talked about before, and since we had recently gone over FIRST, SECOND, and THIRD, having an event just seemed appropriate. Recognizing the next step in a simple sequence is a math access point.

We made our bobsleds from some toy boats we found on the give away table—–they were perfect! There were even slots so we could add little people. We cut out some cardboard and made each of our students a bobsled teammate by adhering their picture to a small piece of cardboard. They always love to see their picture and it makes the activity so much more personal.

Identify picture of self is a language access point.

We placed the teammates face down and our students got to pick 3 teammates to race each other randomly. Putting the racers in their bobsled was a great fine motor activity!

Once the racers were placed in their bobsled, it was time to race. A long, skinny cardboard box covered in white paper made a perfect bobsled run—-very authentic looking 🙂

On your mark…get set…GO!

The students had to wait until they heard “go!” which appeared to be harder than it sounds, but they did a great job. They had so much fun watching the bobsleds go down, cheering for their friends, and seeing who won FIRST, SECOND, and THIRD place.

Tracking moving objects is a science access point.

After a few races, we had the awards ceremony. We used a voice out device to play the Olympic fanfare as we handed out the medals—-donated by Jimmy the intern. Thanks Jimmy!

Obviously the medals were a huge hit 🙂

We had a great time learning about the Winter Olympics this week. Join us again next week for more fun and learning Group by Group!

Jan27

Winter

Posted on January 27, 2014 by jd785

Winter

It is pretty chilly out there—-even in our part of the country 🙂 Perfect timing for this weeks winter theme! We explored a variety of wintery textures and scents in our sensory group. Our art projects were all about snowmen in our fine motor group, and in the language group we explored the concepts of warm and cold.

We also brought back our snowflake umbrella which was a hit in all the groups.

SENSORY GROUP

We made our snowflake umbrella by using packing tape to attach a variety of dollar store snowflakes to a clear umbrella. Then we strung silver and white beads, snowflake ornaments and white pompom yarn from the spokes and around the edge. It looks pretty fabulous—–if we do say so ourselves 🙂

Our students were quite entranced and loved watching the dancing snowflakes when the umbrella was slowly twisted back and forth.

The science access point tracking objects in motion is addressed here.

This artificial snow (a purchased powder with added water) is pretty fantastic, it looks and feels like the real thing—-especially when put into the fridge for a few minutes! It certainly had our students quite fascinated, they were not quite sure what to make of this interesting texture.

Just like the real thing, we were able to make small snowballs by grabbing a handful and squeezing it together—-FUN!

The science access point explore, observe, and recognize common objects in the natural world is addressed here.

We made more snowballs with our white Floam. This stuff with its’ slightly tacky texture is perfect for making snowballs because it molds and sticks together easily.

Of course, some of our students got even more creative 🙂

The science access point recognize a change in an object is addressed and the math access point recognize 3 dimensional shapes (sphere) are addressed in this activity.

More snow fun with our shaving cream and cornstarch mixture—-equal parts of both. This stuff is really just so COOL! It is squishy but can be molded and has such an interesting texture.

Recognizing that pushing an pulling an object makes it move is the science access point addressed here.

All that snow sure looks like fun BUT we don’t get many white winters around here. So as a nod to our Florida winters we HAD to include a box with sand!

We used our moonsand for this box. It is more dense than sandbox sand and more like the sand you would find on a beach. A round cookie cutter was included. Our students had fun using the cookie cutter to make circles in the sand. Some of them also went ahead and made some Florida “snowballs” 🙂

The science access point recognize a change in an object is addressed here. The math access points recognize a 2 and 3 dimensional objects is also addressed.

Brrr—-time to warm up by the fire! We made our “fire” by attaching colorful shiny ribbon strips to our switch operated fan. It was fun watching the smiles and giggles of our students as the ribbons fluttered and the breeze hit their faces.

Indicating awareness of air moving is the science access point addressed here.

We used the “chimney” scent from our Follow Your Nose Game to add to the sensory experience of this activity. We started by holding it near our students noses but then got the idea (thanks to Jimmy our new OT intern) to hold it behind the fan so the aroma really wafted around the room!

Recognize and respond to different types of sensory stimuli is another science access point addressed in this activity.

This pompom yarn would make a wonderful warm afghan to snuggle under on a cold winters day! Our students love its’ soft texture. Some of them like to drape it around their shoulders or heads while others just love to pull it apart or shake it around.

Then you have those who like to do BOTH 🙂

The science access points addressed here are use senses to recognize objects and recognize that pushing and pulling an object makes if move.

We made this discovery bottle by mixing a little bit of glitter glue, glitter, and snowflake confetti—-we were really pleased with the way it turned out. The snowflakes looked so pretty as they swirled and drifted around with the glitter.

Tracking objects in motion is the science access point addressed with this bottle.

Twisted peppermint from Bath and Bodyworks was our scent this week. Whether scooping water with our measuring cups (and addressing the math access point recognize differences in containers that hold liquids) or indicating which body part to rub the lotion on (addressing the science access point recognize external body parts)——it was the perfect cool aroma to help us remember our winter theme!

FINE MOTOR GROUP

On Tuesday we started our group by talking about snow globes. We brought out our snowflake umbrella so our students could experience what it felt like to be in a snow globe.

They really got so excited when it was their turn to be under the umbrella and were very good about just touching (rather than pulling at) the dangling items.

Our students got to work on the art project by using a small circle punch to cut out pictures of their faces. This was a little tricky and they did need some help with alignment. To make it easier to use the punch, we had the students push down on the lever rather than try to pinch it. Either the way, it is still a great hand strengthening activity.

After punching out their faces, they glued them onto a snowman. The snowman was made using heavy card stock and glued to a card stock circle—–thanks again to Jimmy the intern!

In addition to eye hand coordination, the math access point recognize a 2 dimensional shape (in this case circle) is addressed.

Then we instructed the students to scoop 3 spoonfuls of artificial snow into a small clear plastic cup. We used our number chart to help our students identify the number 3. Most of our students still need help in this area.

The math access points recognize quantities 1 to 3 using objects, pictures, or number names and solve problems involving joining or separating sets of objects to 3 are addressed in this activity.

The adults hot glued the cup to the snow man base and VOILA—–a snow globe!

Our students were pretty fascinated with their creations and kept turning them around to watch the snow move about. Tracking the movement of objects that are pushed or pulled is the science access point addressed here.

Such cute little snowmen!

On Thursday we made melted snowman pictures. We have seen this art project all over Pinterest and thought it would be perfect for our students.

We started by discussing the colors (blue and white) in our project and asking our students to point to the color using our communication symbols.

Identify common objects by one observable property, such as color is the science access point addressed here.

Recognizing a 2 dimensional shape—-the rectangle paper—-is a math access point.

Then we used paint sponges to paint our mixture of glue, shaving cream, and fake snow onto the paper. We saw the idea for adding the fake snow on the Growing a Jeweled Rose blog—-such a great blog with so many creative ideas!

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

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

Next we added paper hats, scarves, triangle noses, and googlie eyes onto our mixture. The beauty of this project is that is doesn’t matter where they go as long as they are on the glue! Thanks to our volunteer Courtney for cutting out all the little pieces!

We also added the words “my melted snowman” to increase the literacy component.

The math access point recognize when an object is added to a situation is addressed in this activity.

TA DA!

These pictures are super cute—-and when dry the shaving cream and glue mixture will feel just like puffy paint!

LANGUAGE GROUP

Today our focus was on teaching the concept of cold versus warm. We had 5 different objects that were found around the room, such as metal spoons, scissors, and jars. We used 2 of each object. One of the objects was left out and the other object was put in the freezer or the refrigerator (i.e., one spoon in the freezer, one left out and so on).

We made a small board with the Boardmaker symbols for “cold” and “warm” on it. Each student got to feel an object and indicate if it was cold or warm using either their words or indicating the picture symbol.If the student had difficulty correctly indicating, we would place a warm object and a cold object on their cheeks and ask them to show which one was cold/warm. This helped them to decipher the difference a little easier.

The science access point recognize the temperature of items as cool or warm is addressed in this activity.

The language access point communicate about a selected object using nonverbal expression, gestures/signs, pictures, symbols, or words is also addressed.

After going through each object, we decided it was time to warm up with some hot chocolate—-of course for safety it will actually be “warm” chocolate! First we opened the package and let our students smell the chocolaty goodness!

This addresses the science access point recognize and respond to one type of sensory stimuli. They definitely recognized and responded to this scent 🙂

We emptied the chocolate powder into a cup and added water. This addresses the math access point recognize when an object is added to a situation.

Each of the students took turns stirring the mixture, addressing the science access points apply a push or pull to move an object and sharing objects with a partner.

And what good is warm chocolate without marshmallows! We drew out a number board with 1, 2, and 3 written on it along with dots under the numbers. The students chose how many marshmallows they wanted in their drink and we counted them out as they were put on the number line. We counted them again as they were dropped into the student’s cups.

In addition to working on pincer grasp skills, the math access point match objects to marked spaces to show one-to-one correspondence for quantities 1 to 3.

And, of course, it also addresses the language access point communicate a preference for familiar objects.

After tasting its yummy goodness, our students again used the Boardmaker symbols to indicate if the chocolate was warm or cold.

That is all for this week, join us again for more fun and learning—–Group by Group!

Dec8

Hanukkah

Posted on December 8, 2013 by jd785

Hanukkah

This month the Unique Curriculum unit looks at some different holidays celebrated in the winter. Hanukkah is one of the holidays that our students are learning about so we chose it for our theme this week and Cara wrote another great book that all the groups enjoyed! The social studies access point addressed in this unit is recognizing that people from diverse backgrounds make contributions.

SENSORY GROUP

Our first box was filled with blue and silver basket filler, curling ribbon, garland, and chenille strands. In it we placed some dreidels, pictures of Hanukkah related items, and stars. We included some gold bead gelt and some play food donuts! Lots of wonderful textures and shapes to explore!

Some of our students had fun trying to make the dreidels spin, while others loved shaking the colorful textured strands.

They all had fun listening and dancing to the dreidel song that played when the voice output device we had included in the box was pressed!

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

It also addresses the social studies access point associating a celebration with an event, such as a holiday.

And finally, it also addresses the science access point recognizing and responding to common sounds.

We put 2 different size stars and a dreidel cookie cutter in our blue moon sand. This moon sand has a great texture, it’s easy to push the cookie cutters into but still firm enough to hold the shape.

This box addresses the science access point recognizing that pushing and pulling an object makes it move.

It also addresses the math access points of recognizing differences in size of objects and associating quantities with number names.

Since Hanukkah takes place in the winter, we had to include our blue cuddly pom pom yarn in our next box! So much fun to drape or shake…..

some of our students really had a blast with it 🙂

It addresses the science access points identifying common objects by one observable property, in this case the color blue and tracking objects in motion!

Our waxy Wikki Stix feel just like candles, which are lit for 8 nights during Hanukkah. Our students had fun twisting and bending them into different shapes.

We also included a discovery bottle filled with cooking oil and gold glitter, like little flames dancing around.

This bottle turned out so fabulous with all the gold glitter swirling around—- seriously COOL!

The science access points addressed are applying a push to move an object and recognize the change in the motion of an object.

Potato latkes are often served during Hanukkah celebrations. We just love the interesting soft, crunchy texture that is kind of irresistible. We hid the letter H and the number 8 in the potato flakes for our students to find.

Explore, observe, and recognize common objects in the natural world is a science access point addressed in this activity.

Donuts are another treat eaten during Hanukkah—- so we used shaving cream which is KIND OF like the cream inside of a real donut 🙂

The science access point recognizing that pushing and pulling an object makes it move is addressed as our students push and smush the cream around.

We rinsed our hands in some vanilla sugar scented water and used different size spoons to practice scooping….of course, taking some time out to do a little splashing around also 🙂

Using the different size scoops in the water addresses the math access point recognizing differences in sizes of containers that hold liquids.

Then we used the vanilla sugar scented lotion to leave the group smelling like yummy donuts! The science access point recognizing and responding to one type of sensory stimuli is addressed with the lotion.

FINE MOTOR GROUP

On Tuesday we learned about dreidels and made one for our art project! We started by using our paper cutters and switch adapted electric scissors to cut out the 4 symbols used on a dreidel. We found the symbols online and enlarged them on our copier.

We counted the symbols as they were cut, addressing the math access point associating quantities with number names.

Then we glued 1 symbol on each side of our blue cube. Thanks again to our wonderful volunteer Sarah who covered and assembled these boxes. We also want to thank Noah who cut the dowels for us—-couldn’t have done it without them!

We discussed the shape of the boxes and the paper color.

Recognizing common 3 dimensional objects, such as cubes, is a math access point addressed here. A science access point addressed is recognizing objects by one observable property such as color.

Ta Da—check out these GIANT dreidels—— AWESOME?!!!!!

On Thursday, we continued with a dreidel theme, decorating a dreidel shape cut from cereal boxes (thanks to our volunteer Mackenzie!)

We started by discussing the paint colors we were going to use and used our communication symbols to see if our students could identify the color blue.

Identifying common objects by one observable property, such as color……

NAILED!!!!! 🙂

Next we used a textured roller to paint our dreidel. Using the roller is a fun way to work on bilateral coordination!

It also addresses the science access point of applying a push to move an object.

Then we continued to decorate the dreidel using some sponge stamps dipped in blue paint.

Painting the dreidel addresses the science access point recognizing a change in an object.

We finished by adding some glitter—-for a little bit of sparkle 🙂

TA DA!

Another fabulous dreidel….

AND some fabulous smiles!

LANGUAGE GROUP

As with all the groups, we started off by reading Cara’s book. Our students are getting so good at attending to the book and activating the voice output when it’s their turn! Responding to a technology resource is a language access point.

For our activity, we decided to play dreidel with our students. Of course, they had to start with some chocolate gelt so we counted out 3 pieces for each student. Then we asked students to put one piece of gelt into the pot to start the game.

Since it can be pretty hard to get the dreidel spinning, we adapted it for our students by printing out pictures of each side of the dreidel and taping 2 of each onto an All Turn It spinner.

The students took turns pressing the switch to activate the spinner. It was exciting for them to see what they got! The sides and meanings are: Shin-put one more token in the pot, Nun-do nothing, Gimmel-take all the tokens from the pot, and Hay-take half of the tokens in the pot. This was a great game for following directions and turn taking!

It was so much fun and the gelt was very yummy!

It also addresses the language access point of attending to pictures or informational materials. It also addresses the science access points recognizing when objects have been added to or taken away from a situation.

The students had several chances to use their counting skills as well—-addressing the math access point associating quantities with number names.

After the game, we decided to put on some music—– since this class has so many talented dancers 🙂

Join us again next week and we will continue learning about winter celebrations, Group by Group!

May12

Mother Goose

Posted on May 12, 2013 by jd785

Mother Goose

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

Sensory Group—

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A totally fun bottle, one of our best ever!

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

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

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

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

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

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

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

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

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

Of course, oobleck is always just flat FUN 🙂

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

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

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

Fine Motor Group—

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

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

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

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

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

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

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

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

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

Ta DA!!!

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

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

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

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

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

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

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

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

Pat pat pat!

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

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

TA! DA!

Language Group—

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

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

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

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

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

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

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

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

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

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

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

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