Tag Archives: floam

Mar6

Nevada

Posted on March 6, 2016 by jd785

We went west and learned about the awesome state of Nevada this week! We chose this topic to compliment the Unique Curriculum unit our students are studying this month. Our sensory group boxes represented different facts about Nevada. The fine motor groups used paint brushes to complete their art projects and the language group cooked with a solar oven.

SENSORY GROUP

Hay production is one of the key industries of Nevada so we used some hay (well actually raffia but we thought it looked pretty similar) as the base for this box. A puzzle piece cow, Las Vegas magnet, gold and silver beads also represented key industries. There were animals that are symbols of the state (mountain blue bird, tortoise, big horn sheep) or are found there (burro). We even included a camel because camel races are held in Virginia City every year——how fun is that!

Recognize a model of a real object is a science access point. Totally rocking the sunglasses from the box is a COOL point 🙂

Turquoise is the official semiprecious gem of Nevada and our box of colored beans looked pretty close to the real thing! The students had lots of fun sifting through the beans and we put in some letter N’s for them to find—–great for tactile and visual discrimination.

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

The Hoover Dam provides hydroelectric power for millions of people! Our students experimented with water power in our little Lake Mead (the reservoir formed by the dam). They even got to wear a hard hat——like the ones invented for the men who worked on constructing the dam! Our students had lots of fun with this, as you can tell with these super cute pictures 🙂

Recognize one way people use water is a science access point.

Nevada is our driest state which means the sun shines A LOT! We filled this box with some bright yellow Floam——perfect for squishing and molding it into little round suns!

Recognize three dimensional objects, such as balls (spheres) is a math access point.

With an average rainfall of about 7 inches, Nevada is mostly desert, not a lot of trees grow there! We used some kinetic sand for this box and put in some animals such as snakes and lizards you might find in the desert.

The science access point match animals that are the same can be addressed here.

With all those lights, Las Vegas is one of the brightest cities in the world! There were some fun light producing toys for our students to explore in this box. The students had a blast with them!

Recognize sources of light is a science access point.

The students had fun finding silver glitter in the shaving foam—–not exactly silver “mining” but still lots of fun 🙂

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

The scent we used for our water play and lotion was called pink lemonade fizz (from Bath and Body Works). Since the average temperature is usually pretty hot, we thought sitting by the pool drinking a pink lemonade would be the perfect ending to a day exploring Nevada.

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

FINE MOTOR GROUP

On Tuesday our students made a miniature Hoover Dam art project!

They started by using a paper cutter to cut out a strips of paper printed with the words “Hoover Dam”.

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

Then they glued their strips onto a paper plate cut into a half circle.

Next we discussed the shape of the paper we were going to use to complete our project and asked the students to identify its color using communication symbols.

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

The math access point recognize a common object with a two-dimensional shape is also addressed.

The students painted their paper using corn syrup tinted with blue food coloring. We have used this technique before and it is really super cool because once dry, it has the shiny wet look of real water!

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

Ta DA…….

It’s the Hoover Dam!!!!!

On Wednesday our students decorated colorful sun visors we picked up at the dollar store. They were 3 for a dollar and you know we couldn’t pass up a bargain like that 🙂 It was a quick easy project and the students had a blast!

Since a lot of gold and silver mining takes place in Nevada, we thought it would be fun to paint the visors with those colors.

Recognize a change in an object is the science access point addressed here.

TA DA—–we are ready to visit Nevada!!!!!

LANGUAGE GROUP

We made our own solar oven to demonstrate how the sun’s energy can be used to heat up food. We made the oven, following directions found online, using a pizza box, tin foil, cling wrap, and black construction paper. We put it out in the sun about an hour and a half before our group (thank GOODNESS it was a sunny day!).

We cut 2 slices of bread into 4 pieces each and put some butter on them. Our students observed what the butter looked like (a solid) before we put the bread with butter in the oven.

Recognize parts of whole objects is a math access point.

Then, we broke up graham crackers into small pieces and placed 1 chocolate chip on each piece and placed them in the oven as well. We put both the buttered bread and the chocolate chip graham crackers in so that we could COMPARE which melts faster.

Observe and recognize a predicable cause-effect relationship related to a science topic is a science access point.

Since it takes some time to melt, we got out our plush sun and each of our students got to play with it.

Recognize that the Sun is a source of heat is a science access point.

We found that butter melts faster than chocolate! It was so fun (and delicious) cooking food in the sun——YUM!

Hope you enjoyed learning about Nevada as much as we did! Join us again next time for more fun and learning——Group by Group!

Dec13

We’re FROZEN!

Posted on December 13, 2015 by jd785

We’re FROZEN!

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!

Sep29

Mount Everest

Posted on September 29, 2013 by jd785

Mount Everest

This week we went to the top of the world—-Mount Everest! We had a lot of fun learning about a place so different from the one where we live.

SENSORY GROUP

When you think of Mount Everest you think of the snow that covers it. We had two snow boxes to explore. Our first one contained white floam—perfect for making snow balls…..

…..or a snowman!

Isn’t that what you would want to do on the mountain ? 🙂

Floam is a purchased moldable substance (non toxic but not to be eaten so we watch our students very closely). It has a slightly sticky feel which can be aversive to some of our students (and staff also!). Hand skills such as palmer arching and bilateral coordination can be addressed when molding it into shapes.

Recognizing a 3 dimensional object such as a sphere is a math access point.

Recognizing when an object is added or taken away from a situation is another math access point.

We brought back our fun snow from a couple of weeks ago. Keeping it refrigerated makes for some chilly fun……Brrr!!!!!!!

Again, while non-toxic, this substance is not meant to be consumed so we watch our students closely.

Fun to explore alone but even more fun when shared with a partner!

Distinguishing between items that are wet and items that are dry and recognizing materials as warm or cold are science access points that can be addressed here.

Sharing objects with a partner is also a science access point.

After that cold snow, it was nice to rinse hands in some nice warm water. Our water was scented with Old Spice Denali scent—-we thought it had the appropriate rugged aroma for mountain climbing 🙂

A large measuring cup and a small spoon were placed in the water for scooping and pouring fun. This addresses the math access point of recognizing differences in sizes of containers that hold liquids.

Of course, just splashing around and checking out the bubbles with friends is fun also— addressing the science access point of applying a push or pull to move an object.

he country of Nepal borders Mount Everest. It’s flag has two colors, red and blue. We filled this box with a variety of textural objects such as shiny basket filler, hard blocks, soft pom poms, large chenille stems, rough scrubbers, soft plush toys etc. So many fun things to explore, compare and have FUN with!

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

Identifying common objects by one observable property is also a science access point.

Lentils are part Dal, which is a soup eaten in Nepal. Lentils feel so cool as they slip through your fingers, quite soft and silky! Once you put your hands in you just want to keep playing with them—–kind of a zen thing 🙂

Hidden in them were the letters N and T. We used ones with some nice textural bumps which added an extra sensory element (thanks to our intern for suggesting this!)

N for Nepal and T for Tibet the other country that borders Mount Everest.

Tactile and visual discrimination is addressed when locating the letters in the lentils.

Discussing the different countries addresses the social studies access point of recognizing a cultural characteristic of a population.

A lot of people in Tibet put prayer flags around their house. Our students had so much fun exploring these colorful flags we found at an import store.

We also included a voice output device with a Tibetan zymbol recording. The zymbol has a really unusual sound that our students found really appealing. We found the recording on Sound Bible—-check it out!

Some of out students really like draping or shaking the flags, while others were more intrigued by the music.

This activity also addresses the social studies access point of recognizing a cultural characteristic of a population.

For our lotion we used Bath and Body Works Be Enchanted——because wouldn’t it be ENCHANTING to visit Mount Everest? Ok, YES a bit of a stretch lol, but we went with it 🙂

As usual, the lotion helps address the science access point of using senses to recognize objects and the science access point of recognizing one or more external body parts.

FINE MOTOR GROUP

On Tuesday we made a mountain for our art project—-OF COURSE!!!!

We started by turning a rectangle into a triangle with our paper cutters. Our students with physical challenges used an adapted switch operated electric scissors—-totally cool!

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

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

We glued our triangle mountain to a piece of blue rectangular paper. We used our communication symbols and asked our students to “show us blue”.

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

Then we started adding snow to the mountains with our shaving cream and glue mixture. We have done this before and when the mixture dries it has a spongy texture to it—-very, very cool!

A brush was taped to a paint stirrer to make it easier to hold for some of our students.

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

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

TA DA—-

Mount Everest!!!!

On Thursday we got our students ready for a mountain expedition by making parkas! We started with an orange circle plate (using our color communication symbols again to reinforce color concepts) with a precut hole. We chose an orange plate because……… well, that was the color we had!

Then we counted out 5 cotton balls and had the students show us number 5.

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

Counting from 1 to 5 using objects is also a math access point—-we probably didn’t need to point that one out 🙂

We glued the cotton balls onto the plate, adding more to the first 5. This is a great activity for practicing pincer grasp and eye hand coordination skills.

Recognizing when an object is added to a situation is a math access point that is also addressed by this activity.

Ready to climb that mountain…….

Ta Da!

LANGUAGE GROUP

We decided to help the teacher, Mrs. Robin, summit Mt. Everest in our language group.

Joy made a replica of Mt. Everest using a big cardboard box that she cut into the shape of triangle and covered it with some brown paper. White paper was crumpled and taped on the top to create snow. She drew a person with a snowsuit and added Robin’s face to it. The students really got a kick out of seeing their teacher on a cutout 🙂

We used a big die that the students rolled to see how many steps Robin could go UP the mountain.

Applying a push or pull to move an object, such as the die, is a science access point.

We emphasized that she was going UP by writing the word and holding an arrow to show “up”. The students then had to use the dots that were located on the mountain and move Robin the exact number shown on the die up the mountain.

After Robin safely summitted Mt. Everest, it was time for her to go DOWN the mountain. Our students rolled the die to see how many steps she could go DOWN and got her safely back to the bottom of the mountain. Again, we used an arrow to show “down” as well as wrote the word.

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point. Matching objects to marked spaces to show one-to-one correspondence is a math access point.

The students really seemed to enjoy this activity and did a GREAT job with helping their teacher climb Mt. Everest!

This was another great week at Group by Group, join us again next week—-its going to be so much fun!

May20

Earth Science

Posted on May 20, 2013 by jd785

Earth Science

The theme for the Unique Curriculum is earth science this month so we tied our groups to go along with the theme. Cara wrote another great book and found some great pictures to go along with it.

Our students were AMAZED 🙂

When we got to the page about rain, we used our spray bottle to mist water up into the air to then fall gently down on the students. They LOVED this part and needless to say there were lots of giggles AND lots of opportunities for them to request “more”—-one of their math access and language points!!!

Do we make learning FUN or what???!!!! 🙂

Sensory Group—

The surface of our earth is covered by a variety of plant life. In this box we put in silk leaves, easter grass, plastic trees, flowers to represent all the different plants to be found. We loved these bright and colorful sunflowers!

We included yarn pieces and beads in the colors of green and brown. The sun and moon affect our planet so we also put in a moon shaped cookie cutter and little wooden sun.

Finally a little globe was included—our earth!

This box addresses the science access point of recognizing common objects related to science by name, such as a plant. It also addresses the science access point of recognizing a model of a real object.

Noting that the globe is a sphere addresses the math access point of recognizing a 3 dimensional shape!

Wind is one of the forces that affects the surface of our earth. We created our own windstorm using our little battery operated fans.

We had some different reactions to the tactile feel of the blowing air—-some of our students loved it and couldn’t wait to push the buttons themselves—-others had to think about it for a while 🙂

They were also pretty fascinated by the soft spinning blades!

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

Underneath all the plants and trees is soil.

We buried 3 circular puzzle pieces for our students to find and they loved pushing aside the coffee ground soil to find them—-and then pushing the grounds back to cover them back up 🙂

This box addresses the math access point of recognizing a 2 dimensional shape.

Digging down deep enough into the earth’s crust and you will find layers and layers of different rocks—-just like our mixed beans!

E is for Earth! We put in some letter E’s to find and match—-and then bury again!

We included a measuring spoon for some scooping fun, although most students prefer to run their hands through the beans for that wonderful tactile feel that they have.

Now we do try to keep a close eye on students when they have the bean box—to make sure there is no “sampling” but also to watch for our little scientists who want to see if gravity REALLY works with handfuls of beans 🙂

We used this grey floam to represent our earths mantle which is one of the many layers that form our planet. By squishing it together, our students could form it into a hard ball, kind of like the hard rock that makes up the mantle.

This floam is pretty cool stuff and everyone, adults included, is pretty fascinated by it.

Forming the ball is great for building hand strength, bilateral coordination, and palmer arches.

Of course our ball of floam can also be called a “sphere” and recognizing 3 dimensional shapes is one of our math access points!

Digging down still deeper we will get to earth’s liquid core! We mixed yellow and red food coloring with our shaving cream to make our lava. What fun to mix it all together and come out with this fabulous orange lava!

This addresses the science access point of recognizing a change in an object.

Its also a great opportunity to practice prewriting skills with a wonderful tactile experience.

The earth has a magnetic field. We used a magnet discovery bottle to help our students learn about magnetism……it really is pretty fascinating to watch the magnetic wand “capture” the little metal pieces inside the bottle!

Its also a great activity for bilateral coordination.

The science access point of tracking the movement of objects that are pushed or pulled is addressed here.

Finally we rinsed our hands in Ocean scented water from Bath and Bodyworks and then used the matching lotion to help us remember all the cool things we learned about our planet today!

Our little ocean had 2 different sized measuring cups to address the math access point of recognizing differences in sizes of containers that hold liquids.

Exploring the aroma of the lotion addresses the science access point of recognizing and responding to one type of sensory stimuli.

Fine Motor—

On Tuesday we thought making a volcano would be a great art project for our students. We started by turning our brown rectangle into a triangle by using our paper cutter to cut the 3 sides—counting each side as we cut.

Then we glued in onto our blue rectangle paper.

Recognizing 2 dimensional shapes is a math access point.

Now for the really fun bit—the lava! We mixed glue, shaving cream, and orange paint to make our lava. We wanted a three dimensional tactile texture and this stuff turns out just like puffy paint when it dries—-if you haven’t tried this concoction you really should!

Our students did a great job using their brushes to spread the mixture. They are spending more time painting and visually attending to their projects—we are so proud 🙂

This activity addresses spatial relations and eye hand coordination.

We had lots of Ta Da’s as usual.

Don’t these volcanos look SO COOL!!!!!!

Some of them were so proud of themselves they asked for hugs also—

needless to say we obliged 🙂

On Thursday we continued our explorations of earth science with our next art project. We started with a blue circle—addressing the math access point of recognizing a 2 dimensional shape again! We are going to make a picture of our earth.

Tissue paper was then torn and crumpled and glued onto the blue circle—to make some continents.

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

We asked the students to identify the colors of the paper we used today. Identifying an object by one observable property (in this case color) is a science access point.

Are students are just so smart!!!!

TA DA!!!!

Language Group—

We decided to make a visual of the Earth’s different layers. We found this idea on www.birdandlittlebird.com and thought it would be PERFECT, as well as lots of fun. The students had to follow the directions which consisted of PIXON symbols, Boardmaker symbols, and real pictures.

Since the pictures depicting the Earth’s layers are color coded, we decided to base our visual support off of some of the pictures we found. We started with 1/4 cup of liquid dish soap. The dish soap was pink and we added a little red food coloring to it to show how hot the Earth’s inner core is.

Graded motor control and eye hand coordination are needed to pour the liquid from the measuring cup into the jar.

Recognizing the next step in a simple pattern or sequence of activities is a math access point.

Throughout this activity we are also addressing the math access point of solving problems involving small quantities of objects or actions using language, such as enough, too much, or more.

For the next layer, the outer core, we used 1/4 cup of water. We dropped red and yellow food coloring in the water in order to make orange. Since our visually impaired students could not see the color changes they participated by being in charge of shaking the liquid (we used a lidded juice bottle).

They really enjoyed this bit 🙂

The science access points of applying a push or pull to move an object and recognizing a change in an object are addressed here.

Now, as scientists conducting experiments, sometimes things don’t go QUITE like you had planned——- after putting the water in, we did not see any distinct layers! We couldn’t figure out what we did wrong—- so we decided to start over and use karo syrup at the bottom instead of the dish soap.

Although the colors were very similar in appearance when in the jar, you could see a little more layering than before.

The third layer, or the mantle, consisted of 1/4 cup vegetable oil. We did not add any coloring since it was already yellow.

On an added note, it is important to pour the liquids SLOWLY—a funnel helps.

For the last layer which is the crust, we used 1/4 cup rubbing alcohol which we colored blue. The students seemed to LOVE watching the liquids separate into different layers, and the adults enjoyed it too!

All in all, the experiment was a success AND we learned some new words!

We turned off the lights and held a flashlight behind the jar to really see the layers.

Science experiments are just so FUN!!!

Join us again next week for our final groups of this school year—

Its going to be filled with more fun things to learn and discover—–Group by Group 🙂

Apr7

The Ocean

Posted on April 7, 2013 by jd785

The Ocean

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 🙂