Tag Archives: fish

Apr7

The Ocean

Posted on April 7, 2013 by jd785

This week our theme was The Ocean and we had so much fun learning about it in our various groups.

Sensory Group

We started with a box filled with blue basket grass, a shipwreck figure from a long ago aquarium, a piece of netting, sea shells, green chenille yarn that looked like seaweed, blue beads, pearls and a variety of sea life including a shark, dolphin, fish, lobster and a big spiky ball that looked just like a sea urchin.

This was a great box with interesting things to explore and discuss…..

…or just act silly with 🙂

Reach and grasp skills are promoted as the students explore the boxes contents. In addition visual and tactile discrimination skills are promoted.

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

This also addresses the science access point of recognizing a model of a real object.

The ocean has a sandy bottom just like our moon sand. We used our cookie cutters to make either the letter O for “ocean” or a starfish.

Since our moon sand is pretty dense, you have to push a little harder to make an impression—great for hand strengthening!

This box addresses the math access point of recognizing 2 dimensional shapes—a circle and a star.

Math access points can be addressed as the number of impressed shapes are counted.

Doesn’t this pink Floam look just like coral! This is the first time we used this material and everyone was pretty fascinated. It looks sticky but doesn’t FEEL sticky. Its pretty cool and can be molded or squished easily—lots of fun.

It is non-toxic but we made sure to watch for any exploratory “tasting” and made sure to re-direct any motions in that direction 🙂

This is great material for promoting reach and grasp skills.

The science access point using senses to recognize objects is addressed as students touch and squeeze the “coral”.

Our discovery bottles were a lot of fun. The first one we have used before and it was filled with some colorful jewel like shells.

In addition to being pretty to look at, it could be rolled or shaken making a satisfying noise.

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

We made the second bottle by putting a little plastic submarine (found at the dollar store) and some Dawn detergent and water. When shaken the sub floated around and looked really cool!

When shaken to produce the foam, the science access point of recognizing an action as fast or slow is addressed.

When holding the bottle the sub can be tracked, again addressing the science access point of tracking moving objects.

Discovery bottles are so easy (and cheap, which you know WE love) to make and are endlessly fascinating—-we love them!

This pom pom yarn has a variety of blue shades—-just like the ocean. Our students loved this yarn and had so much fun touching, shaking and draping it.

In fact, some of them got just plain silly with it—-kids will be kids after all 🙂

The yarn is touchable and soft, perfect for our students who might have tactile aversions.

It also addresses the science access point of tracking objects that are pushed or pulled.

We used Ocean scented products from Bath and Body Works—-with a name like that we HAD to use it! In our water we put 3 fish: 1 big one and 2 little ones. The little fish are also squirters so they made for lots of splashy fun.

The fish can be counted and since the fish are different sizes, the math access point of recognizing differences in the size of objects is also addressed.

The little fish squirt water when squeezed so they are great for increasing grip strength.

As you can imagine, there were lots of giggles with this activity 🙂

The highlight of our group was an underwater tour—-or at least our version of one! We used packing tape to adhere strips of clear garbage bags, blue paper and paper whale silhouettes to an umbrella.

On the inside we hung curling ribbon, beads, and some fish.

It turned out really great—-we were actually quite proud of ourselves 🙂

Lots of visually interesting things to look at as well as touch inside the umbrella BUT we added an extra auditory component—-

—-we taped whale and dolphin sounds (found on Sound Bible) onto our voice output device……….SO COOL!!!!!!

Did we mention how much fun our students had 🙂

While the scent doesn’t exactly smell like the ocean, our Ocean lotion did have a very pleasant scent that all our students seem to like!

This activity addresses the science access point of recognizing and responding to one type of sensory stimuli.

After our students have a chance to smell the scent we give them the opportunity to communicate their desire to have some lotion rubbed on their hands or arms. This addresses the language access point of adjusting body movement or nonverbal expression to communicate wants and needs.

What a lovely aroma to help us remember what we learned about the ocean today.

Fine Motor Group

On Tuesday we made some oysters (another great Pinterest idea).

We started by passing out and counting our circular paper plates.

After writing our names on the back we painted them purple (hmm—isn’t that Jeannie’s favorite color!)

Identifying objects by one observable property (in this case color) is a science access point.

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

We mixed a little glue in with our paint so our glitter would stick. You know how we love to add a little sparkle to our projects!

Asking the question “is that enough?” addresses the science access point of solving small quantities of objects or actions using language, such as enough, too much or more is a math access point—-

—-of course, with glitter the answer is always “MORE” 🙂

After folding our plate in half we added a pretty white pom pom pearl.

Nice pincer grasp and eye hand coordination practice!

As the plate is folded in half it changes shape—-addressing the science access point of recognizing a change in an object.

Everyone was pretty tickled with their oyster—

……………………TA DA!!!!!!!!

Honestly, can our students be any more adorable 🙂

On Thursday we gave our students a choice of three different fish shapes. Then we tore and crumpled pieces of tissue paper (recycled present paper).

The pieces were dipped in glue and applied to the fish.

Tearing and crumpling the paper again addresses the science access point of recognizing a change in an object.

Lots of fine motor skills addressed including eye hand coordination and pincer grasp.

They turned out so cute and colorful. Our students took turns glueing their fish onto our underwater scene.

We cut it out of an old cardboard box and painted it green earlier in the week.

This activity addresses eye hand coordination and spatial relations skills.

Doesn’t it look fantastic—or should we say FINtastic 🙂

Language Group

We started by playing with a magnetic fishing puzzle. Our students used their communication boards to indicate that it was their turn.

As the various sea creatures were “caught” we wrote the names down on our sticky notes and put them onto the table—-giving the students the opportunity to address the language access point of responding to new vocabulary.

This is also a great activity to promote shoulder stability and eye hand coordination.

Then we played the “over” or “under” game. The students chose a strip of board maker symbols, indicating their choices using either gestures, body language or communication boards.

After using the adaptive scissors to cut off a square…

they told us whether it went “over” the water or “under” the water and glued it in the appropriate place on our picture.

We learned all sorts of new vocabulary, communicated choices, and responded to referent pictures used in routines—all sorts of language access points addressed today AND it was a lot of fun!

That wraps up another week. Join us again next week for more fun and learning, Group by Group 🙂

Oct7

Animal Habitats and the Letter F

Posted on October 7, 2012 by jd785

Animal Habitats and the Letter F

This week our Language Group looked at words that start with the letter F. Our Sensory and Fine Motor Groups learned about animal habitats which tied into this month’s Unique Curriculum theme.

Sensory Group—Animal Habitats

We started out in the rainforest. Joy twist tied some green garland, curling ribbon, and twisted paper strips to a black umbrella to make the rainforest “canopy”. We added jungle sounds to a voice output device, a water mister, and a stuffed monkey.

Simple idea but very effective—our students were enchanted! We prompted them to activate the voice output device then brought the rainforest over their heads. They got soooo excited when it was their turn!

Pressing the voice output device after cessation of the sounds addresses the math access point of indicating a desire for more of an action or object.

Had to put another picture in…. our students are just so cute!

We couldn’t get the shot but she was using the monkey to

activate the voice output device—could that be any

more adorable 🙂

From the rainforest to the arctic tundra!

We used about 5 boxes of instant tapioca granules which look just like snow crystals. They have an interesting, slightly coarse feel. We put in a polar bear and some white felt bunnies which blended into the background—just like they do in the arctic! Our letter A’s being different colors really contrasted well.

This box addresses visual discrimination skills. It also addresses the math access point of one to one correspondence—counting 2 bunnies and 1 polar bear.

Our desert box had the letter D, sand, rocks, snakes,

scorpions, and lizards.

Again lots of opportunities to count things and to

compare the different properties of the

soft sand and hard rocks.

The forest/woodland box was filled with pine cones,leaves and moss. Since it was a larger box we put in a large letters F and W, along with a variety of little animals to find hidden in it.

Using the finger puppets addresses bilateral coordination as the student places them on their fingers and also finger individuation as they animate the animals.

Comparing the differing colors of the leaves and differing textures the other materials addresses the science access point of comparing objects by observable properties.

We looked at a soil habitat next (using our coffee grounds for the dirt).

Its strong aroma immediately engages the students! It contained

some spiders, bugs, worms, and centipedes.

Our students loved running their fingers through the soil

and glimpsing the word “soil” taped to the bottom of the box.

Of course, it was also so much fun to pick up and examine all the different bugs to be found hidden in the soil.

Pincer grasps are promoted when picking up the small animals and math access points are addressed when counting them.

Green jello made an excellent swamp habitat for our frogs

and gators!

The cold jello added another sensory dimension and

allowed us to discuss the science access point of

recognizing materials as warm or cold and also the

science access point of recognizing objects that are

identical to each other when counting the frogs.

Some students were a little hesitant to touch this cold and wet material….

…..but others dived right in 🙂

Hands were rinsed in our pond habitat. We used

“Into the Wild” body wash from Bath and

Bodyworks—it seemed perfect for our habitat

theme!

Grasping skills were promoted while

reaching for the floating fish or ducks.

In addition, one to one correspondence and the

concepts of large and small which are math

access points.

We finished with some banana scented lotion (yes banana scented lotion, can you believe it!) we found at World Market.

Our students loved the aroma and feeling it rubbed on their arms—or back of the neck, for students who do a lot of hand exploration.

A lovely scent to help us remember all the wonderful animal habitats we visited today.

Fine Motor Group—Animal Habitats

We started as usual by reading Cara’s book and using the voice output device to help read the repetitive line.

On Tuesday we jumped like rainforest monkeys in the sensory room.

What a fun way to get some proprioceptive and vestibular input which is so important for our students to help build body awareness and gross motor skills.

Then we came back to the classroom and began our

art project—-paper plate fish!

We counted out our plates as they were handed out

and we discussed the plates color (white) and

circular shape.

Then we cut out a triangle shape using our adaptive

scissors. Discussing the different shapes addresses

the math access point of recognizing

two-dimensional shapes.

Joy twist tied some bubble wrap to handled pot scrubbers (these things make the best adaptive art tools) and we stamped our fish—lots of fun!

Then we added one great big googlie eye!

Pincer grasp, finger isolation skills are

addressed here in addition to visual

spatial relations and math concepts.

TA DA! Ok, we realize you don’t really see the fish but this was such a great picture we had to put it in. Their TA DA moment if very important to our students as you can see 🙂

On Thursday we made some turtles.

We started by counting out our poster board turtles and then our

egg carton shells—working on the math access point of rote

counting yet again 🙂

We asked our students to put the shells ON TOP of the turtles,

addressing spatial concepts and eye hand

coordination.

While the adults hot glued the shells to the bodies, our students put on their paint shirts—working on dressing skills.

Then we painted the little turtles. Using the brushes

gives our students practice with writing tools and

addresses eye hand coordination.

They really got into this!

Isn’t this awesome, our own little pond habitat—

we LOVE it!

Language Group—Letter F

First we used our Fingers to operate the Fan—-

which blew air into our Faces.

Can you see that dimple, just too cute 🙂

Then we Found Five Fish with different Features.

YIKES, we didn’t get a picture of all the fish but to give you an idea: a Fantail one from a Fishing game, a Fat ball shaped one, a Felt one, a water squirter that blew Fresh air.

We dropped them into a Fishbowl, addressing eye hand coordination and the math access point of rote counting.

Our Favorite was the Fidgity Fish —it vibrated!

Lots of sounds were Found while playing

Cara’s latest sound game.

We had a Fiesta to say Farewell to

Ms. Robin’s Fabulous intern Julie.

And Finished by using a Funnel to help

get the salsa back in the jar.

Some of the F words we Found today!

Join us again for more fun and learning next week, Group by Group.

Apr16

Week 28—Under the Sea and the Sun

Posted on April 16, 2012 by jd785

Week 28—Under the Sea and the Sun

This week our Sensory and Fine Motor Groups explored the ocean Under the Sea. Our Language Group learned about the Sun.

Sensory Group—Under the Sea

We started by reading Cara’s book and answering questions about whether different animals are found in the ocean.

Our students used a yes/ no visual support or verbalized their responses.

While we read the story, Ms. Bennet blew some bubbles around to help give the effect of being underwater.

The students really loved watching the bubbles drift around.

Visual tracking is addressed in this activity.

Then we began exploring our sensory boxes starting with our moon sand box. Just like the bottom of the ocean!

We used cookie cutters shaped like starfish or round bubbles.

Comparing the different shapes addresses math access points.

Fine motor skills are addressed when manipulating the cookie cutters.

Our ocean sensory box turned out really great, although our picture doesn’t do it justice.

We put in some blue easter grass and some green chenille stems that reminded us of seaweed. We also included a variety of beads—white like the pearls that you might find, green and blue like the ocean colors. Green and blue pompoms added a contrasting textural component. Different koosh balls and kitchen scrubbers reminded us of sea urchin and other marine life. There were also some plastic fish and sea shells to discover.

We placed some blue aloe lotion in a freezer bag along with some sea shells. It was SO pretty!

…. and great fun to run fingers across to “squish” the gel in different directions practicing prewriting patterns.

Isn’t our blue play dough awesome!

We love the way it turned out, perfect for our fish shaped cookie cutter.

Counting the fish as they were cut addresses math access points.

Fine motor skills are also addressed when using the cookie cutter.

This adorable vibrating fish, purchased from the Special Needs Toys catalog, was great for body awareness.

Vibration can be a pretty intense input and we made sure to respect our students responses to it.

Our pompom yarn has a variety of shades of blue—-

just like ocean waters!

This yarn is soft and easy to grasp, our students just love the way it feels.

We filled a plastic bottle with water, dishwashing liquid and blue food coloring.

When shaken you get foam—just like waves in the ocean—so much fun!

We discussed the photo luminescent animals at the bottom of the ocean. Mixing our cornstarch with tonic water to make it glow under the black light—very cool stuff!

Really, oobleck that glows in the dark—-how could you possibly make exploring science access points more fun 🙂

We rinsed our hands in Bath and Body Works Ocean scent.

The outdoorsy scent reminding us of a day at the ocean.

Fine Motor Group—Under the Sea

After reading Cara’s book, we began our art activity.

We used our paper cutters to cut out fish. Counting the fish addresses math access points.

The fish were set aside and a staff member taped short strands of fishing line to them and to the inside of a tennis ball container lid.

Then we squeezed glue into a tennis ball

container.

We tore blue tissue paper into little pieces (saved from birthday presents past, of course!), crumpled them and dropped them into the tennis ball container.

Bilateral and grasp skills are addressed.

We put the lid on and our little fish aquarium is finished—

TaDa!!!

On Thursday we made an aquarium for a jelly fish! We got the idea from bhoomplay.wordpress.com just brilliant!

First we cut strips of some scrap bulletin board trim. Then squeezed on some glue.

Squeezing the glue along the strip addresses visual spatial skills and hand strengthening.

Then we brushed the glue to make

sure the strip was fully covered.

Colorful aquarium gravel was sprinkled on top—Jeannie had some lying around 🙂

Picking up the gravel promotes pincer grasp skills.

We set this aside to dry.

Blue food coloring was squeezed into a gatorade bottle filled with water— practicing those pincer grasp skills again!

We had pre-made the jelly fish by cutting a square from a plastic grocery bag, gathering it up in the middle, and wrapping a rubber band about 1 inch from the middle–making a head. We snipped some “legs” along the bottom part. Then we held the “head” open under a faucet, leaving room for a little bit of air.

Then we put our jelly fish into his habitat!

Eye hand coordination is addressed when placing the the jelly fish into the bottle.

Wrist rotation is addressed when tightening the lid—-

make sure its really tight!

Isn’t this just awesome! When shaken the jelly fish moves around and looks just like the real thing. Our students LOVED watching it…. well not just the students 🙂

You really have to try this!

Language Group—The Sun

Now that we have finished the alphabet, we are trying some new things with our Language Group so things may change from week to week—but always fun 🙂

We first looked at a stuffed sun and talked about what it looked like: what color it was, what shape it was, how it felt (hot or cold). Then we took turns making it rise and set.

This activity addresses math and science access points!

We used our tongs to pick up yellow pompoms.

Counting the pompoms and comparing their shape and size to our stuffed sun addressed math access points.

Next we play Cara’s latest language game. We went over things we do when the sun is out during the day and things we do during the night. Then we categorized them. Each student looked at a picture like “eat breakfast” and pointed to a picture of day or night.

We glued on the pictures and discussed that we do more things during the day when the sun is out than at night.

We had to have an art activity 🙂 so we made our own sun picture!

The students chose either a light or dark blue sky.

We then passed out a yellow circle to each student and discussed its shape, then glued it to the paper.

Of course, we counted them as they were passed out— addressing math access points.

Then we passed out a strip of yellow paper and cut them along lines to make sun rays.

Lining up the rays with the sun addresses spatial relationships.

We also counted the rays….

never passing up an opportunity to address math access points!

But wait—there’s more!

We counted out 4 cotton balls (our non-verbal students used a voice output device) and added some clouds to our sky.

Awesome!

And to finish off—some of the fantastic sun related words we found today!

Wow, this week was fantastic—we had so much fun!

Come back next week for more fun and learning Group by Group!