Tag Archives: Fine motor

Jan21

Our 5 Senses

Posted on January 21, 2018 by jd785

Our students are learning about body systems with their Unique Curriculum this month. This was perfect timing for a unit on our 5 senses. Our sensory groups explored some fun multi-sensory boxes. The fine motor groups made art projects that were multi-sensory, and the language group explored their favorite sense—–taste 🙂

SENSORY GROUP

Light toys are extremely popular with our students and the ones in this box were no exception. Our toys not only lit up but some of them even vibrated! Not only vision, but the sense of touch and hearing were stimulated here.

Recognize sources of light is a science access point.

The students had a blast using their muscles to stretch these different textured toys. Not only did they stretch, but some of the toys made noise or vibrated also—-too cool!

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

This box was all about sound. All these toys made noise either shaking, spinning, or squeezing. There was a LOT of fun to be had here! The little bear that “sang” when his tummy was squeezed was a particular favorite.

Recognize objects that create sounds is a science access point.

Our multi-colored pasta was not only visually eye catching but made noise when little hands dove in or the box was shaken. We had letters for the students to find and match. The letters corresponded to the different senses, ex. T for TASTE and S for SEE.

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

We put a variety of textures in this box—-rough, smooth, hard, soft, etc. In addition, some of the toys made noise such as the crinkly snowman toy. The students were pretty intrigued with the blue plexiglass window and the vibrating crab toy which produced LOTS of giggles!

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

Pop rocks were added to our shaving cream to add a sound element. We found that while it somewhat worked, the pop rocks work better in a wetter substance such as when we have put them in oobleck. The students still had fun and the pop rocks added an additional textural component.

Track the motion of objects that are pushed or pulled is a science access point.

A light toy was added to our water play in addition to a spinning water wheel and scooping cups. There was a lot to explore and as usual, the students had lots of fun!

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

We wanted to have a pretty distinctive scent this week so we used Bath and BodyWorks eucalyptus spearmint. It was a strong scent that definitely captured their attention!

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

FINE MOTOR GROUP

On Tuesday the students made a multi-sensory painting.

We started by identifying the shape of our paper using communication symbols.

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

Before we added the scented essential oil to the paint we let the students smell it. We used sandalwood scent which was pretty strong and our students weren’t quite sure what to make of it!

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

The students used a variety of regular and adapted paint tools to spread paint around their paper.

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

For additional texture, they sprinkled some fine pink sand on to the paint.

Track a falling object is a science access point.

TA DA!!!!!!!!!

We made some sensory art!!!

On Wednesday after we discussed that our senses tell our brain about the world using nerve pathways that are all over our body. For their art project, the students made a painting of their nervous system using marbles and this: senses

First the students identified the color of the paint and counted the marbles.

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

Associate quantities with number names is a math access point.

Then for the fun part—–we closed the lid and they began shaking and turning the box!

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

TA DA!!!!!!

This is our nervous system!!!!!

LANGUAGE GROUP

We explored our sense of taste this week in the language group. We started out by taste testing things that were salty (chips), sweet (honey), and sour (lemon juice).

Each student took a turn tasting one item at a time. They had to indicate whether it was salty, sweet, or sour using picture symbols that were provided. They did pretty well with this exercise!

Use pictures, symbols, gestures/signs, or words to communicate meaning, is a language access point.

After our taste test, we made a treat that incorporated each kind of taste: Let_s Make A Salty, Sour, Sweet Treat

We started by putting the lemon pudding mix into a bowl. We talked about how we needed a measuring cup to measure out the milk. Our students observed how the white pudding powder turned yellow when the milk was poured into the bowl.

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

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

Each student had a turn pushing the switch to turn on the mixer. Our students had to indicate that we needed to mix MORE each time a student completed their turn.

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

Next, our students helped crush up some pretzel sticks. They used a rolling pin to crush the pretzels.

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

We counted out the cups we needed for each treat and identified the number 7. Then we added some crushed pretzels to each cup and put some of the lemon pudding on top of the pretzels.

The math access point recognize the next step in a simple pattern or sequence of activities can be addressed here.

Finally, our students requested whipped cream for the top. Our taste buds were in for a treat!

YUM!!!!!

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

Jan14

Scotland

Posted on January 14, 2018 by jd785

Scotland

One of our staff members, Ms. Ellen, recently travelled to Scotland so this week we learned about the country of Tartan—-and so much more! Our sensory groups explored boxes related to facts about Scotland. The fine motor groups made symbols of the country art projects and the language group made a Scots inspired treat!

SENSORY GROUP

Since Ms. Ellen took a plane to get to there, we replicated the airplane experience using a vibrating massager and jet sounds recorded on a voice output device.

Of course, our plane ride lasted a whopping 3 minutes——just a tad shorter than the real thing 🙂

The vibrating tube was a HUGE hit with the students!

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

We used rice in the colors of the Scottish flag for this box. There were letter “S”s to find and a map of the country at the bottom of the box. We also put in 2 different sized scoops.

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

The background of the Scottish flag is blue, so we pulled out our blue moon sand this week. The students used 2 different sized cookie cutters to stamp letter “S” into the sand.

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

This box had a variety of items associated with Scotland including their national animal—-the unicorn! Symbols of famous Scottish authors such as J.M. Barrie (Peter Pan), Sir Arthur Conan Doyle (Sherlock Holmes), and Robert Louis Stevenson (Treasure Island) were a fun addition.

We also included a passport, a voice output device with some bagpipe music recorded on it, and a phone for Alexander Graham bell was pretty popular!

Lots to explore here!

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

There are over 3000 castles in Scotland—–how cool is that! The students had fun making their own castles using grey Floam. We laminated some props including a kilted Scotsman.

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

Oatmeal added to our oobleck turned it into “porridge” this week! This lumpy oobleck was certainly a different texture and pretty fascinating to our students—-although some were a little hesitant to actually touch it.

The science access point track objects in motion is a science access point.

The students found cute little Nessie swimming around in “Loch”. You will notice that Nessie bears a striking resemblance to a My Little Pony seahorse 🙂 We also included 2 different sized scoops for added fun.

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

Since Scotland gets a lot of rainy weather, Bath and BodyWorks rain kissed leaves seemed a good scent to use this week. The students really liked the soft scent.

Recognize one or more external body parts.

FINE MOTOR GROUP

On Tuesday, our students made the Scottish flag.

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

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

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

Then we cut 1 strip of white paper into 2 pieces using switch operated scissors or paper cutters.

Associate quantities with number names is a math access point.

Next the students were asked to glue down the strips of paper in the shape of an X.

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

TA DA!!!!!!!!

We love Scotland!

On Wednesday, our students turned into Unicorns using paper plates !

We started by using communication symbols to identify the shape of our paper.

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

Then the used a glue stick to “color” their triangle. The glue in these sticks comes out purple which makes it easy to see.

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

Next, the students sprinkled pink and purple glitter onto the glue. Of course we sang our “shake that glitter” song (adapted from KC and the Sunshine Band’s famous song) 🙂

Track falling objects is a science access point.

The students glued their triangles DOWN on to a precut paper plate.

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

TA DA!!!!

We just spotted some Unicorns!

LANGUAGE GROUP

We made a popular Scottish dessert this week–raspberry cranachan. Typically, this dessert has whiskey in it so we had to do some searching to find a kid friendly recipe. Here is that recipe: Let_s Make Raspberry Cranachan

Cara had prepared the toasted oats before the group so we were able to skip the first part of the recipe.

Our students requested to put the whipping cream in the bowl. We talked about how it was a liquid when it was poured into the bowl Each of our students took turns pressing the switch to activate the mixer. Once it thickened up, we talked about how it had turned into a solid.

Identify objects and materials as solid or liquid is an access point.

Next, we added some mascarpone and mixed that together with the whipping cream.

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

We added some honey and caramel sauce next. We talked about how we were using a measuring spoon because we needed a smaller amount of each ingredient. Our students got to taste the caramel sauce.

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

Before we added the honey and caramel sauce we tasted them. We talked about how they tasted SWEET.

This taste test received a unanimous thumbs up 🙂

Once the ingredients were all mixed up, we counted out cups for each of our students. We layered the cups with raspberries, the whipped cream mix, raspberry preserves, and toasted oats.

The consensus was a positive one!

Associate quantities with number names is a math access point.

It was a great week and we enjoyed learning so much about Scotland. Join us next time for more fun and learning——Group by Group!

Jan7

New Years

Posted on January 7, 2018 by jd785

New Years

It’s been an interesting start to the year for us—–we had an actual SNOW day! Snow is a pretty rare commodity around here so there was quite a bit of excitement as you can imagine. Due to the start of the semester and the snow day our week has been pretty short but we did manage to have 3 groups for our New Year’s themed unit. Happy 2018!

SENSORY GROUP

In the south we eat black eyed peas for luck on New Year’s day. This box of dried peas contained the numbers 2-0-1-8 for the students to find.

Associate quantities with number names is a math access point.

In the Chinese New Year, 2018 will be the year of the dog—–how cool is that! Since red is a considered a lucky color we used red moon sand to go with our dog shaped cookie cutter. Moon sand has a soft texture but is moldable which makes it perfect for this activity.

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

The students had fun scooping and sifting sand using the tools we included in this “sands of time” box. It was also a great opportunity to practice bilateral skills!

The science access point track a falling object can be addressed here.

Lots of people have parties this time of year so we had a box of colorful party beads for the students to wear and explore. Also, lots of fun to shake!

Track objects in motion is a science access point.

Fireworks are a big part of the New Year’s celebrations. Our fireworks light show toy was a hit with the students. It made some pretty authentic fireworks sounds and projected small pictures—-very cool!

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

There was some shiny and colorful confetti to swirl around in shaving cream this week.

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

The students had fun scooping the numbers 2-0-1-8 from our “bubbly” (from Philosophy) scented water.

Identify objects by one observable property (in this case floating or sinking) is a science access point.

Bath and BodyWorks has a scent called “midnight”—-perfect for a New Year’s unit! The students really liked the scent.

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

We finished our group we some bubble wrap fireworks—-so much fun!

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

FINE MOTOR GROUP

We made some fireworks pictures this week!

First, we identified our paint color using communication symbols.

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

After dipping our paint tool in the paint, the students stamped UP and DOWN to make their fireworks. Our tool was made by fringing a piece of craft foam, folding it in half, rolling it up, and then securing it with a rubber band.

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

Then they added some gold glitter—–got to have some sparkle 🙂

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

TA——– ooh aah——– Da!

FIREWORKS!!!!!!!!!!!!!!

LANGUAGE GROUP

We started out the group by re-reading a book that we had made a couple of years ago. It’s a book that looks at some of the New Year’s traditions that other countries have. Here is the book we read: It’s New Year’s Around The World

We talked about how, in the south, people eat different kinds of foods that are thought to bring good luck. One of those foods is black eyed peas—-so we decided to make some! While the peas were heating up, we counted out six bowls for the students.

Associate quantities with number name is a math access point.

We talked about how the bowls felt warm after the beans were heated. Not everyone was impressed by the peas, but everyone took at least 1 bite 🙂

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

We also had some Nilla Wafers for our students. It was a party after all so we HAD to have something sweet ! The students had to communicate how many cookies they wanted. They could choose to have 1, 2, or 3 cookies.

Associate quantities with number names is a science access point.

Since this was a party, we brought out some Sprite as a drink. This was the first time we brought soda to the group so it was interesting to see the faces our students made! They certainly weren’t expecting anything bubbly 🙂

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

After our snack, we had “fireworks” using bubble wrap. This is always a hit and so much fun!

We are now ready to take on the new year—–even with snow!!

Happy New Year from Group by Group!

Nov5

Day of the Dead

Posted on November 5, 2017 by jd785

Day of the Dead

We had fun learning about Day of the Dead this week. It is a holiday celebrated November 1st and 2nd in Mexico. Our sensory groups explored boxes related to different facts about the holiday. The fine motor groups and language group made art projects inspired by sugar skulls!

SENSORY GROUP

The students sorted pompoms in the colors of the Mexican flag—–red, green, and white.

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

These eye catching beans reminded us of all the colorful decorations and costumes seen in pictures of Day of the Dead celebrations.

The students searched for letter D’s of different sizes or watched them sift through fingers.

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

This box had different items related to Day of the Dead. We put in some toy people and the word FAMILY since the holiday is all about ancestors. There were also some flower petals, beads, skeletons, and musical instruments—-including a maraca that named colors and numbers in Spanish when shaken!

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

Salt, representing the “salt of life”, is also a part of the celebration. In this box we put salt and some tools the students could use to explore it. There was also a picture of a calaveras or sugar skull to find underneath.

Recognize that pushing and pulling an object makes it move, is a science access point. Track objects in motion is another science access point that can be addressed here.

Lots of candles are placed on altars during the Day of the Dead. Since we can’t use real candles at school, we used our Wikki Stix and some light toys to simulate them.

The students really had a lot of fun with this box!

Some of the students preferred the Wikki Stix…….

but the lighted toys were also a big hit of course!

Recognize a source of light is a science access point.

Colorful flowers are seen everywhere during Day of the Dead celebrations. Our students used a flower shaped cookie cutter with red and yellow play dough to decorate this eye catching sugar skull tray we found at the Dollar General store.

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

There were some fun lighted flowers to look at in our water basin this week. We also included some different sized scoops.

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

Bath and BodyWorks vanilla sugar was the perfect scent for us this week. This sweet scent is always popular with the students—-whether rubbed on hands, arms, or behind ears!

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

FINE MOTOR GROUP

On Tuesday the students decorated a sugar skull picture we found on the Coloring Castle website.

We also used some stampers we made using dish scrubbers and craft foam flowers.

First the students chose which color paint to start, either RED or YELLOW, using communication symbols.

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

We applied the paint to the stampers and encouraged the students to stamp UP and DOWN, helping them as needed.

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

Ta Da!!!!!

Check out our sugar skulls!

On Wednesday the students decorated these huge felt sugar skulls we found at the Dollar Tree store. Since they were one dollar a piece it was a little bit of a splurge for us but we couldn’t resist!

First, using communication symbols, the students identified the colors of the glitter we planned to use.

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

Then the students painted their skulls with glue.

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

Time to “shake, shake, shake that glitter”!

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

Next they glued some silk flowers onto their skulls. After each flower was glued down we asked the students if they were “all done” or wanted “more”. Of course, we also counted how many flowers each student put on their skull.

Associate quantities with number names is a math access point.

Ta DA!!!!!!

Such colorful calaveras!

LANGUAGE GROUP

We put our own spin on edible calaveras this week and made our version of sugar skulls. Here’s the recipe: Lets Make Our Version Of Sugar Skulls

We started out by pouring some milk into a small cup and then made it edible paint by adding food coloring. Our students got to STIR the food coloring around and watched as it turned our white milk different colors.

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

Once the “paint” was all mixed up, we counted out how many plates and pieces of bread we needed for all of our friends. Each student got to paint a piece of bread, requesting the colors they wanted using communication boards.

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

After they finished painting their bread, we started to make the face. We had to count out 2 banana slices for the eyes. We talked about how the eyes had to go on the TOP of the bread. Then we counted out 2 blueberries to put on TOP of the banana slices.

Next, we added the nose. Each student got 1 half of a strawberry. We talked about how the strawberry goes in the MIDDLE of the bread.

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

Finally, we used 5 miniature marshmallows for the teeth. Students had to indicate that they needed MORE marshmallows if they did not receive the correct amount. We talked about how the marshmallows go on the BOTTOM of the bread.

Associate quantities with number names and identify spatial relationships, are both math access points.

Wow!! These turned out great and were lots of fun to make.

Pretty tasty too!

We enjoyed learning about Dia de los Muertos this week and hope you did too.

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

Oct29

Monsters in Movies

Posted on October 29, 2017 by jd785

Monsters in Movies

We had so much fun with this unit! Our book is awesome and the students had a great time dressing up as different characters so be sure to check it out. Our sensory groups explored boxes related to different movie monsters. The fine motor groups made some monster art projects and the language group conducted some monster experiments!

SENSORY GROUP

To set the mood, we turned off the lights and brought out our Hotel Transylvania umbrella. It had orange lights, ghostly garland, and some little bats. The students loved it!

The science access point recognize a model of a real object can be addressed here

We filled this “monster” box of black and red paper shred with figures, finger puppets, a plush Scooby Doo, and a great BIG squeaky rat! The students rocked out to The Monster Mash recorded on a voice output device. Lots of things to look at, touch, listen to, and explore!

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

For our Frankenstein box we used green Floam and then added Mr. Potato Head pieces and some laminated props we made. The students came up with some monstrously cool creations!

Recognize one or more external body parts is a science access point that can be addressed here.

Bubber is a great molding substance, perfect for making Scooby snacks! The students could use the bone shaped cookie cutter or just mold the Bubber into whatever shapes they liked.

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

The character Mal, from The Descendants, has purple hair. We decided our purple kinetic sand would be PERFECT for this box. We included a heart shaped scoop that could be used for a mold and a little rake. Whether pushing and pulling to make it move or just watching it drip back down into the box—–this stuff is always a favorite!Recognize that pushing and pulling an object makes it move is a science access point.

The students used pieces cut from black craft foam to turn shaving foam into ghosts. Messy fun as usual.

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

Our caribbean pirate lagoon contained a shipwreck and a couple of ducky pirates. There were also 2 different size scoops for added fun.

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

We thought that Bath and BodyWorks twilight woods scent would be the perfect complement to our unit this week. They really loved the scent!

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

FINE MOTOR GROUP

On Tuesday the students made some monster masks using this: monster mask

We asked the students to choose which marker they wanted to use first. We took a cue from the colors of Sully from Monsters Inc. and used the colors BLUE and PURPLE.

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

Some of our students used the writer we made using a switch operated vibrating toy, others decorated their masks old school—-with markers 🙂

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

TA DA!

Such cute little monsters!

On Wednesday we made some paper bag mummies! We found the idea on Pinterest.

First the students identified the color of our marker using communication symbols.

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

We asked the students to use their black markers to draw ACROSS lines on the bag. Then they glued a strip of torn black paper at the TOP of the bag.

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

Next we squeezed 2 glue dots on the black piece of paper and asked the students to put a googlie eye on each dot.

Associate quantities with number names is a math access point. Match one object to a designated space to show one-to-one correspondence is also a math access point.

Ta DA!!!

It’s a Mummy Monster Mash!

LANGUAGE GROUP

This week, instead of making yummy treats, we put together some pretty awesome monster experiments. Here are the ones that we used with the directions: Let_s Do Monster Experiments!

Since the pumpkin was cut beforehand, we had the innards of the pumpkin in a bag. We passed it around so our students could feel what the insides of pumpkins are like. Since it had been in the fridge it also felt COLD.

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

We started out by making an Erupting Pumpkin. First, we put some baking soda in a small bowl.

Next, we added some dish soap to the bowl.

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

Our students voted between 2 different colors of food coloring. The choice was a tie, so Grandma had to break it by voting for PINK. We added the food coloring and some glitter.

Compare quantities to 3 using language, such as more, less, or the same, is math access point. Communicate preference for familiar objects or actions is a language access point.

We put the bowl in a carved out pumpkin (thank you to Cara’s son and daughter for creating the faces for the pumpkin). We poured some vinegar in it and watched it erupt!

WAY COOL!!!!!

For our next experiment, we made some Monster Slime.

We started by putting 1/2 cup of glue in a bowl. Then we added 1/2 cup of water to the glue.

We put in some slimy green food coloring and, of course, some glitter! We made sure to stir it up really well. We talked about how it was thin and watery.

Solve simple problems involving joining small quantities of objects is a math access point

Then we added the liquid starch. When we began stirring it around, it almost instantly started firming up. We transferred it to a plate so the students could see how it changed to a solid.

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

We added some googly eyes and voila! Monster slime!

There were mixed reactions about it all around 🙂

Last, we made an Expanding Ghost.

We put some vinegar into an empty water bottle. Then we put some baking soda into a balloon that had a ghost face on it.

Again, the math access point recognize when an object is added to a situation, is addressed.

We secured the balloon over the top of the bottle and then turned the balloon over so that the baking soda fell into the bottle.

WOW!! The balloon got bigger as the reaction happened in the bottle. Our students also got to feel the bottle which was COLD from the reaction.

So much spooky fun!

We had a MONSTER good time this week! Join us again next time for more fun and learning——-Group by Group!

Oct22

Fall Festival

Posted on October 22, 2017 by jd785

Fall Festival

It is that time of year when the leaves start changing color and the days are cooler—-everywhere else but here lol. Despite the fact that it still feels like summer, our school had a fabulous fall festival and we are using it as our theme this week. The sensory groups explored lots colorful boxes. The fine motor groups made some leafy crafts and the language group led a costume parade inviting all their elementary friends to a mini fall festival.

SENSORY GROUP

We filled this box with items associated with fall and things you might see at a fall festival such as silk fall leaves, pumpkins, play food, and scarecrows. We even included a little tractor to pull a hay ride!

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

There was a chili cook-off at our festival and since chili usually contains beans, we brought out our dried mixed beans for this box.

We added some Bingo Game numbers for the students to find.

Associate quantities with number names is a math access point.

This orange rice with black beans was also a perfect box for this unit. The students searched for letter F’s and there was a colorful fall picture to find at the bottom of the box.

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

Instead of 1 color of play dough, this week we had 2! The students had fun using a leaf shaped cookie cutter to cut out yellow and red leaves. When mixed together we even get a third color—-orange!

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

This fall umbrella is one of our favorites. The yellow umbrella with the colorful craft foam and silk leaves was very eye catching and a big hit with the students. To add to the fun we included some eye-catching bubbles—-just like the bubbles we had at our festival!

Track objects in motion is a science access point.

There are always lots of yummy treats to be had at a fall festival. To represent all the yumminess, we made some chocolate cloud dough. Fun for molding or scooping, the students had a blast!

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

The students used a sieve to scoop up craft foam leaves or a little orange dish scrubber floating in the water.

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

Bath and BodyWorks made the perfect scent for this week—–pumpkin pie paradise! A yummy scent that left our students smelling delicious 🙂

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

FINE MOTOR GROUP

On Tuesday we made a fall collage.

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

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

Then we made some branches and twigs using brown markers. Some of the students used one of our switch operated writers we made using a switch toy and some velcro.

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

After they finished drawing, the students glued some leaves onto their branches. They also glued on a little scarecrow that they colored earlier in the day.

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

TA DA!

We are having some fall fun!

On Wednesday we made a tree with colorful fall leaves using this:tree template

The students identified the color of the leaves and the shape of our paper using communication symbols.

Match objects by one observable property such, such as color, is a science access point. Recognize objects with two-dimensional shapes, such as circle or square, is a math access point.

We used a crayon resist technique by painting watered down orange paint over brown crayon.

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

Then the students placed a paper towel on top to soak up the extra paint.

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

Next, they glued some colorful silk leaves on to their trees.

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

TaDa!

Happy Fall Ya’ll!

LANGUAGE GROUP

This week our students led their friends on a costume parade around the elementary building to the multi-use room we had set up for a fall festival.

First everyone had to pick our their costumes. Ms. Robin’s class decided on a pirates theme!

Adjust body movement or nonverbal expression with prompting as necessary to communicate wants and needs, is a language access point.

The students were pretty pleased with their selections and we think they looked pretty grrrrrreat!

Ahoy mateys!

The students set sail, inviting all their friends to join the fun!!

Other classes dressed up too—–we had some dwarves, good witches, and……..

……….a pack of dalmatians!

We recently got this really cool wheelchair tunnel which we brought out for the first time! To give it a kind of “fun house” feel, we attached a rope light to the top—–very eye catching to our students.

We talked about going IN the tunnel and coming OUT of the tunnel.

This was a hit!!!

It wouldn’t be a fall festival without some yummy treats!

To tell us what they wanted, our students used communication symbols. They formed sentences by indicating “I want ___ please” . There was a communication strip at each different food or drink so that they could request what they wanted. Adults helped, as needed, pointing to the symbols to model the use of them or providing hand over had help for those who need a bit more assistance.

The photo booth was a hit!

Our little pirates sure put on a fabulous fall festival!

It was a wonderful time to socialize and practice our communication skills! The costumes were a major perk 🙂

We had such a fun week! Join us next time for more fun and learning——Group by Group!

Oct15

Colombia

Posted on October 15, 2017 by jd785

Colombia

Hola—-we learned about the country of Colombia this week, thanks to Ms. Maria who is from Colombia and traveled there this past summer! Our sensory groups explored boxes related to facts about Colombia. The fine motor groups practiced their cutting skills while making Colombian symbols and the language group prepared a tasty Colombian treat!

SENSORY GROUP

Colombia has made different regions including a rainforest. We made our own little rainforest with vines, flowers, fruit, and a variety of animals you might find there. The fluffy plush sloth and big orange frog were big hits.

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

The Andes run through Colombia and some of the summits are permanently snow-capped. The students had lots of fun digging and making snow balls in this box of Insta Snow. This stuff feels a lot like real snow—-but not quite as cold!

Use senses to recognize objects is a science access point.

Colombia is world famous for its coffee! There was a measuring spoon for scooping and letter C’s to find hidden in some very aromatic coffee beans.

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

Colombia is also famous for the emeralds that are mined there. We thought our sparkly emerald green kinetic sand would be a good representation of those precious gems and we added a rolling play dough toy that left some cool “gem like” impressions in the sand.

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

Colombia has some beautiful beaches—-it borders both the Pacific and Atlantic oceans! In this sand filled box there were shells and a shovel. There was also a picture of a jaguar to find at the bottom of the box.

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

There are active volcanos in Colombia! For our messy play we made our own volcanos using shaving cream and food coloring. The students were pretty fascinated watching the changing colors as the red and yellow colors combined to make the lava on our laminated volcano.

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

So, a lot smaller than the Pacific, our little ocean contains a number of fish to catch. To add to the fun, the fish could squirt water when squeezed.

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

Bananas are a top Colombian export so we used that as our scent this week. The water was scented with Minions bath gel we got at Walmart. We purchased the lotion a few years ago at World Market but unfortunately they don’t carry it anymore 🙁 Banana is a really strong scent which the students loved!

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

FINE MOTOR GROUP

On Tuesday we made some Andean condors which are a symbol of Colombia. We used this template: Andean condor

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

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

The students glued the condor’s body DOWN on to the background paper—-making sure to “pat pat pat” to make it stick.

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

Then the students used adaptive scissors to snip some wing feathers. We used either table top or switch operated scissors, depending on the students skill level.

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

The wing was glued on to the top of the body—–we wanted it to be able to flap a little.

We also squeezed out a dot of glue and added a cool looking googlie eye.

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

TA DA!

The Andean Condor is a symbol of Columbia!

On Wednesday we made a Colombian flag.

First we discussed the color of our background paper and identified it using communication symbols.

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

Then the students used a paper cutter or switch to cut a strip of red paper and a strip of blue paper.

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

We glued the red strip at the bottom of the yellow paper and then glued the blue strip above the red strip. Some of the students preferred to glue the blue strip on first and then put down the red strip—–either way worked 🙂

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

Ta DA!

We love Colombia!

LANGUAGE GROUP

We made a pretty tasty frozen drink this week that is made in Colombia: Let_s Make Limonada de Coco!, also known as Coconut Limeade.

We started out by measuring out the cream of coconut and putting it in the blender.

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

Next, we had to add some ice. Each of our students felt the bag of ice. We talked about how it felt COLD.

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

Since we needed 5 cups and our measuring cup only holds 2 cups, 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.

Then, we needed to add some lime juice. Just like the lemon juice we used a couple of weeks ago, we had each of our students taste a little bit. We talked about how it tasted SOUR.

We also let our students try the agave nectar, the next ingredient to go into the blender. We talked about how it tasted SWEET.

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

We measured out our lime juice and added it to the blender.

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

Once the ingredients were in the blender, our students turned it on using wireless switches.

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

When it was smooth, we all got to try it. Not one of the most popular things we’ve made—a little too tart——– but a good experience nonetheless 🙂

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

Oct8

We Love Charlie Brown!

Posted on October 8, 2017 by jd785

We Love Charlie Brown!

The comic strip Peanuts first ran on October 2, 1950. So, this week it is all about Charlie Brown and his friends! The sensory groups explored boxes related to some of the different characters in the comic strip. The fine motor groups made some colorful art projects and the language group made a Peanuts inspired treat.

SENSORY GROUP

We used plastic pine needles, a nod to the Charlie Brown Christmas special, as the base of this box. Then we added some of the cartoon characters, a small Linus blanket, a laminated comic strip, a Great Pumpkin, and a voice output device with the theme song recorded on it!

Identify characters in a story is a language access point.

The Joe Cool sunglasses were a hit……

our students always rock a pair of sunglasses 🙂

This box contained chenille stems in the colors of Charlie Brown’s shirt. The students could bend them like the zig zags in his shirt.

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

In Snoopy’s box we put in some white Floam that the students could shape into clouds for a little laminated Red Baron to fly around in!

Recognize that the appearance of an object is a science access point that can be addressed here.

Linus’ blanket is SOFT and Schroeder’s piano is HARD. There were a variety of hard and soft items to compare and contrast in this box.

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

This box was dedicated to PigPen. We usually use coffee ground for anything that calls for dirt or soil but we had a little money to spend and bought this awesome clean play dirt from Beyond Play. This stuff is really cool and a lot like kinetic sand—-so you know we love it! We added some fun digging tools and a letter P cookie cutter. There was also a picture of the Peanuts characters to find at the bottom of the box.

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

Everyone loves Charlie Brown’s Great Pumpkin tv special so we chose pumpkin puree for our messy play this week. YES, we have done this before and it is truly messy but definitely a different texture for the students to explore. Some of the students loved it—–others not so much 🙂 There was also a laminated pumpkin to decorate with the orange goo.

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

There were different sized letter P’s to scoop up in our water play this week. For scooping we included a measuring cup and sieve shovel.

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

Peppermint swirl from Bath and BodyWorks was the perfect scent for our lotion and water play. This was a really strong scent that really permeated the whole room! We definitely think Peppermint Patty would approve.

Recognize one or more external body parts.

FINE MOTOR GROUP

On Tuesday we borrowed an idea from http://whereimaginationgrows.com, it even came with the free printable silhouette we used—–how cool is that!

First we used communication symbols to identify the color of our paint this week.

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

We watered down the paint a little bit to make it easier to spread and then the students started painting their sunsets.

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

After they had finished painting, we helped the students glue down their silhouettes since copier paper was a little flimsy.

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

TA DA!

Charlie Brown and Snoopy—–best friends forever!

On Wednesday we were inspired by the Great Pumpkin and made our own pumpkin Patch!

First identified the color of our pumpkins using communication symbols.

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

Then the students used a switch operated LadyBug marker to make leaves and vines on the background. It was a true group effort and the students had a blast!!!!

Share objects with a partner is a science access point.

We put the poster up on the table and gave the students regular green markers to finish make even more vines.

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

Each student then planted a big craft foam pumpkin on to the poster by gluing it DOWN.

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

TA DA!

We are ready for the Great Pumpkin!

LANGUAGE GROUP

This week we made a yummy treat that we think the crew of Peanuts would enjoy. Here is the recipe we used: Let_s Make The Great Pumpkin Mousse!

We started by putting the vanilla pudding mix and some cinnamon into a bowl. We smelled the cinnamon and talked about how it smelled sweet.

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

Next, we put a can of evaporated milk into the bowl. Our students had to request if they wanted to help turn on the mixer. We talked about if we were DONE mixing or if we needed to mix 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.

After it was all mixed up, we put the pumpkin puree in. We observed how the color changed from yellow to orange.

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

Then we added some whipped cream next and stirred it all up.

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

We counted out the number of students and divvied up the pumpkin mousse. We topped it with some more whipped cream and a bit of cinnamon and got down to the fun part—–TASTING!

After the students ate their pudding, they used communication symbols to tell us if they liked it or not. The verdict was YUM!!!!

Thanks for joining us and come back again for more fun and learning——Group by Group!

Oct1

Johnny Appleseed

Posted on October 1, 2017 by jd785

Johnny Appleseed

Johnny Appleseed Day is September 26 so we decided to learn a little more about him this week! Our sensory groups explored boxes that were all about apples. The fine motor groups made apple themed art projects and the language group made a yummy apple snack.

SENSORY GROUP

We turned one of our umbrellas into an apple tree this week and it was a total hit with the students! There were 3 different apples to find and a voice output with the song “Don’t sit under the apple tree with anyone else but me”—–an oldie but a goodie!

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

As we said, this umbrella tree really captured the students’ attention.

So we couldn’t resist adding a few more super cute photos 🙂

A is for APPLE——the students searched for letter A’s in green rice with black bean “apple seeds”. There was also a map of his home state to find at the bottom of the box.

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

Apples come in lots of different colors but mostly RED, YELLOW, or GREEN. In this box the students sorted colorful “apple” pompoms into matching plates.

The science access point identify objects by one observable property, such as color, and the math access point recognize objects with three-dimensional objects, such as balls (spheres) can be addressed here.

The students used apple shaped cookie cutters to make BIG and LITTLE apples in red moon sand. We didn’t actually have apple cookie cutters so we used the pumpkin cutters we had on hand since they are a pretty similar shape—–sometimes you just have to make do with what you have 🙂

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

Apple seeds are kind of black and brown so we thought these small beans would work as a nice stand in for them. There was a little dish to fill and a measuring spoon for fun scooping practice.

The math access point recognize when an object or person is added to or is taken away from a situation, can be addressed here.

We added some green food coloring to shaving cream this week. We encouraged the students to draw apple shaped circles or straight line stems.

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

Hands were rinsed in apple scented water with a floating plastic apple, watering can, scoop, and an apple shaped sponge. Lots of different things to interact with here and the students had a blast.

The math access point recognize differences in sizes of containers that hold liquids, can be addressed here.

The watering can was especially fun and

the students were fascinated by the streaming water!

Our apple scent this week was country apple from Bath and BodyWorks.

It was a pretty yummy scent that left our students smelling like delicious little apples 🙂

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

FINE MOTOR GROUP

On ‘Tuesday we made apples using this template: apple

We started by identifying the color of our paper shred.

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

Next the students painted glue (watered down a little bit to make it easier to spread) with a sponge brush.

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

Then came the fun part—–dropping handfuls of paper shred onto their apples! They really liked this part.

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

A little green leaf was added and ………..Ta DA!

Just delicious!

On Wednesday the students made apple trees. We used green plates from the Dollar Tree (a whole stack for $1, how can you beat that!) and leftover corrugated cardboard for the tree trunks. This was a really cheap craft—–and we like that 🙂

First the students identified the shape of the plates and the color of our “apple” pompoms

Recognize an object with a two-dimensional shape such as a circle, is a math access point.

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

Then they practiced eye hand coordination skills by dipping red pompoms into glue and then gluing them onto their “trees”. Of course, we counted the number of apples on each tree!

The math access points recognize when an object is added to a situation and associate quantities with number names, can be addressed here.

Ta Da!

Look at our apple orchard!

LANGUAGE GROUP

This week we made our own applesauce! We also learned a lot about patience since the food processor was acting up a bit during group. Here is a link to the recipe we used: Let_s Make Cinnamon Applesauce

We started out by peeling the apples. We got to use an apple peeler which was pretty cool to our students. They helped us turn the handle to make the peeler work.

We found that the peeler also cored AND cut the apple so we got to skip that step 🙂

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

We checked out the string of apple peel!

Some of the students thought it was pretty fascinating but others weren’t quite so sure about it.

Next, we had to add some lemon juice. Each of our students got to try a little taste of the lemon juice. We talked about how it tasted SOUR.

Then we added some lemon juice to the food processor.

Our students helped turn the food processor on. We found that we had to add a little bit of water to help get the mixture going.

Recognize a way to stop an object from moving is a science access point that can be addressed here.

We poured the mixture into a bowl. Next, we added some sugar and cinnamon. Our students smelled the cinnamon and we talked about how it smelled sweet.

We stirred everything up and voila! No-cook applesauce!

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

Yummy deliciousness

this was a hit 🙂

Hope you enjoyed learning a little bit about Johnny Appleseed.

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

Sep24

On Old MacDonald’s Farm

Posted on September 24, 2017 by jd785

On Old MacDonald’s Farm

September 16-23 is Farm Animal Awareness Week and we thought what a perfect time to do a unit on Old MacDonald! The sensory groups explored boxes with a variety of farm related tactile experiences. The fine motor groups used paint to create their art projects and the language group made yummy edible mud pies!

SENSORY GROUP

In a base of raffia “hay” we put a variety of farm related items including play animals, fruit, vegetables, and a toy tractor. We also included a colorful red bandana and a dog puppet that sang when its muzzle was pressed—–too cute!

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

This box of corn contained the letters F, A, R, M for the students to find. Of course, they also had fun pushing their fingers and hands through the kernels. Visual and tactile discrimination skills can be addressed with this activity.

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

It was all contrast and compare with our fur and feather box! There were a variety of fake fur swatches along with some feather boas. A great opportunity to talk about which farm animals had fur and which had feathers. They made some great fashion statements also lol.

Sort objects by an observable property, such as texture, is a science access point.

We put some play food for the students to plant and harvest in our coffee grounds “dirt”. There were also pictures of fruit to find at the bottom of the box.

The science access points match plants that are the same and recognize that plants grow, can be addressed here.

Wheat flour was used to make our play dough and this gave it a slightly grittier, more crumbly texture. Another interesting tactile experience!

We put in some farm animal cookie cutters (turkey, sheep, and duck) to add to the fun.

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

This week we put cocoa powder in the oobleck to make MUD. The students had fun helping our little foam piggy get a mud bath. It really smelled much better than the real thing too 🙂

Track objects in motion is a science access point.

Our duck pond contained 2 rubber ducks—–1 big and 1 small. There was also a measuring cup for scooping fun!

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

A fruity scent seemed the perfect choice for a farm unit so we used Bath and BodyWorks pearberry scent this week.

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

FINE MOTOR GROUP

On Tuesday the students made “hay” using a rolling pin wrapped with some rubber bands.

We started by discussing the color of our paint 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 needed to hold the rolling pin with both hands in order to make it roll properly—–great bilateral coordination practice!

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

To finish, they got to choose some farm animals (cut from the Ellison machine) to put on their pictures. Of course we counted how many each student added!

Associate quantities with number names is a math access point.

Ta Da!

E I E I O

On Wednesday the students used a craft foam tractor stamp. We hot glued a plastic thread spool to make it easier for them to hold.

First the students drew ACROSS lines on their paper using a pencil. These lines were the “furrows” in the field. They really did a great job with this!

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

Then we discussed the color of our paint and asked the students to identify it using communication symbols.

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

Next the students stamped UP and DOWN to put 1 tractor on their fields.

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

TA Da!

Look at our cute little farmers!

LANGUAGE GROUP

We made a very tasty dessert this week! We made Animal Cracker Caramel Mud Pies. Here is the recipe that we used: Let_s Make Animal Cracker Caramel Mud Pie

During the recipe, we focused on the following words that were located on each of our student’s cooking communication boards: make, put, turn, more, all done, like/don’t like. Each week, these are the most frequently used words. Other words located on the boards are fringe vocabulary words such as the different ingredients used as well as the utensils and appliances used.

We started by making our chocolate pudding. Our students helped put the pudding mix and 2 cups of milk into a bowl. Then they took turns pressing the wireless switch used to turn the mixer on. Our students helped to indicate if we needed to mix MORE or if we’re ALL DONE.

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 melted the butter talked about how it changed from a solid to a liquid. We put our -already-crushed-up animal crackers in the butter and added some sugar. Then we stirred it up and put it in the pan

Distinguish between water as a solid or liquid is a science access point.

Then we put cream cheese and powdered sugar into a bowl and mixed it up with the mixer, giving each student a turn. We were SUPPOSED to add caramel to this part, but I missed that page so we added it at the end 🙂 You can do it any way you’d like! We added some whipped cream and mixed it up again.