Tag Archives: grasp

Oct1

Johnny Appleseed

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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!

Mar9

The Oscars

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The Oscars

IMG_3839With the Academy Awards all over the news these past couple of weeks, the Oscars seemed like a perfect theme for us!  Cara’s book was a huge hit and as usual, our groups were tons of fun! In our sensory group each of our sensory boxes represented a different Oscar winning movie. In the fine motor group our students made some movie star art themed art projects. For our language group it was all about the red carpet experience! Read along to see all the fun we had.

 

 

SENSORY GROUP

IMG_3698 IMG_3889Popcorn—-gotta have some at the movies! Our first box was filled with popcorn kernels and items related to our theme including: Disney princess figures, a pirate ship wreck, pirate beads, and an Indiana Jones duck! There was a “Music Man” maraca to shake and an Alice in Wonderland cupcake that squeaked. Since the Academy Awards take place in California, we tossed in a state magnet and finally—–a mini Oscar statue (thanks Ms. Caressa!) This was a great box—-something for everyone!

In addition to lots of opportunities for vocabulary building, science concepts of forces and changes in motion were explored with some of the items. Specifically the science access point recognize that pushing or pulling an object makes it move is addressed.

The world in spatial terms is also explored and the social studies access point associate an object, picture, or symbol with a location is addressed.

IMG_3758The students got to make their own Shrek ogres using our green Floam, some potato head features and 2 plastic pegboard pegs—–perfect ogre ears :). Floam has an interesting texture and while you can mold it, it doesn’t “feel” sticky. Pretty cool stuff!

It’s great for working on bilateral coordination as it is squished and molded into roundish heads.

We explored organization and development of living organisms addressing the science access point recognize one or more external body parts.

 

 

 

 

IMG_4038We loved the way our Wizard of Oz discovery bottle turned out! We mixed some green tinted hair gel with water and green glitter. Then we put in 3 red Barbie shoes—–they looked just like ruby slippers!

The Unique Curriculum intermediate unit this month explores the theme of movement so this bottle, along with other items in our boxes compliments it.

Science concepts of forces and motion are explored. In addition motion of objects is explored with the science access point track objects in motion.

 

 

 

IMG_3996IMG_3738Our Wizard of Oz box also included a slinky rainbow and this was a HUGE hit with our students! Some of them loved SLOWLY pulling it apart. Others pulled it as wide as they could make it and then shook it to see it vibrate. Either way——–fun was had!

Of course forces and changes in motion were explored with the science access point recognize that pushing and pulling an object makes it move. Forms of energy are explored with the access point recognize the change in motion of an object.

 

 

 

IMG_3707The students had so much fun with our Pirates of the Caribbean box! Along with tons of sparkly gold beads were an eye patch and hook so they could get into character if they wanted.

Again the science access point recognize external body parts is explored. In addition tool use is practiced as the hook plunders for beads—-arrgg!

 

 

 

 

 

 

IMG_3886The number 3 and 3 plastic snakes were buried in the sand of our Indiana Jones box—–guess he probably wouldn’t like this box very much 🙂

The science access point match animals that are the same can be addressed with this activity. This access point is related to the concept of diversity and evolution of living organisms.

Recognizing when 1 or 2 items have been added to or removed from sets of objects to 3 is a math access point addressed. This access point is related to developing understandings of multiplication and division and strategies for basic multiplication facts and related division facts.

 

 

 

 

IMG_3926IMG_4048Blue “genie” oobleck——for Aladdin of course!!!! We sprinkled blue raspberry Koolaid onto our oobleck observing as it changed from white to blue!

As usual, fun was had as our little scientists pushed, pulled, and grabbed handfuls of this gloppy goo 🙂

Recognizing that the appearance of a material has changed is a science access point related to the concept of changes in matter.

 

 

 

 

IMG_3730For our nod to Snow White we washed the oobleck off hands and arms using an apple sponge. The water was scented with lavender vanilla scented bath gel from Bath and Bodyworks chosen because when Snow White ate the apple she fell asleep…….and lavender makes you feel relaxed…… Ok, kind of a stretch but we went with it 🙂

Properties of matter are addressed with the science access point recognize water as a liquid.

 

 

 

 

 

IMG_3773The matching lotion was used to send our students off with memories of all the things they learned. Recognize and respond to different types of sensory stimuli is the science access point addressed and is related to the organization and development of living organisms concepts.

FINE MOTOR GROUP

IMG_3822Our Tuesday art project had the students putting their own stars on the Hollywood walk of fame! The students counted the sides of our grey rectangular piece of paper—-and then we counted out one for each student. After they “wrote” their names, we painted their hands with dark grey paint and stamped them onto the paper.

Using appropriate vocabulary to compare shapes according to attributes and properties is promoted as the math access point recognize common objects with 2 dimensional shapes is addressed in this activity.

 

 

 

 

IMG_3791The students chose which glittery star they wanted and then glued a picture of their face onto the star.

Squeezing the glue is great for hand strengthening of course! Pincer grasp skills and eye hand coordination are promoted when placing the picture.

Effectively communicating wants and needs to a familiar person using gestures is a language access point.

 

 

 

 

 

IMG_3858IMG_3881The star was then glued down onto the paper and——–

TA DA!!!!!

IMG_3840A few new stars on the Hollywood walk of fame!

On Thursday we made our own little Oscar statues!

IMG_4168Joy drew an outline of an Oscar onto gold colored paper. You can print out the outline here: oscar award. It was then glued onto a toilet roll so it could stand up.

Glue was diluted with water and the students used a paint brush to apply it to the paper.

Recognizing that pushing and pulling an object makes it move is a science access point addressed as the students paint with their brushes.

 

 

 

 

IMG_4203Gold glitter was then added for that authentic look 🙂

IMG_4161While some of our students were able to able the glitter independently, most of them needed a little help.

We stopped periodically to ask  them “do we need more?”. They used a Go Talk to communicate whether they needed to add more glitter or if they were all done.

Solving problems involving small quantities of objects or actions using language such as enough, too much, or more is a math access point related to understandings of addition and subtraction.

Using technology resources to support learning is a language access point.

 

The finished product looked fabulous!

IMG_4230                                                                                     We’d like to thank the Academy………..

 

 

LANGUAGE GROUP

We’ve talked about some movies that have won Oscars.  We’ve earned a star on the Hollywood Walk of Fame and received an Oscar.  Now it’s time to walk down the red carpet!  But of course, before getting near the red carpet, we need to be dressed for the occasion.

IMG_4066We printed out pictures of all of the different things we could wear and bring to the red carpet, such as sunglasses, sports coats, feather boas, top hats, and earrings.  The pictures were put on an All-Turn-It Spinner which was activated using a switch.

Our students took turns activating the switch and seeing what they would be wearing.  A couple of our students were able to verbalize what they landed on.

Using an input device, such as a switch to interact with a technology resource is a language access point.

 

 

IMG_4059IMG_4108We talked about putting the clothes/objects ON.  It was neat to see how many of our students got so excited to dress up! Such a fun way to practice dressing skills!

But really, who doesn’t get a LITTLE excited about getting all fancy 🙂

Communicating recognition of familiar objects and communicating about a selected object are language access points.

 

 

 

Time for a quick interview with Entertainment News…….

IMG_4116then off to the red carpet!

 

IMG_4132IMG_4120We had taped down some red paper to act as our red carpet.  One by one our little movie stars walked the red carpet and were photographed in their fancy attire.  They had fun with that!

After the red carpet they were treated to a movie on the smart board.  Our version of the Oscars was a success!  So much so that a couple of our students didn’t want to give back their costumes 🙂  Sadly, they had to and we talked about taking things OFF.

 

 

 

 

IMG_3969Hope you enjoyed seeing all the fun we had with the Oscars. Be sure and come back next week—–there will be more fun and learning Group by Group!

Feb9

Winter Olympics

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Winter Olympics

IMG_1964It was all about the Sochi Winter Olympic Games this week! We learned about the Winter Olympics, the country of Russia, and had fun competing in some games of our own.

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

 

 

 

SENSORY GROUP

IMG_1813We looked at a map and traced the way east from the USA to Russia. It is a long way and to get there you have to ride on an airplane. We used  a vibrating massager to get the feeling of the engine vibrations. The massager had 2 different speeds which made for a lot of fun—-higher speed if you are flying on a super jet! Most of our students really liked the massager but for those who were  more tactile averse, we turned it off completely and let them just touch the soft velvety covering.

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

Recognizing a map is a social studies access point.

 

 

 

 

 

IMG_1826The colors of the Russian flag are red, white and blue—-just like ours! Hidden underneath our rice was a map of Russia and the letter S to find (we hid 3 in the rice).

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

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

 

 

 

 

 

 

 

IMG_1701The Olympic flag has 5 colorful rings. Our next box had big, fluffy chenille stems in the colors of the rings. Our students practiced making circles and linking them together. Most of our students needed help forming the circles  but they ALL had fun trying 🙂

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

Recognizing 2 dimensional shapes is a math access point.

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

 

 

 

 

 

IMG_1734One of the most popular olympic sports is ice hockey. Our students used a circle cutter to cut hockey pucks out of the black play dough. This is the same play dough we made for our pirate unit. It was kept in the fridge and has lasted quite nicely!

Recognizing 2 dimensional shapes is a math access point.

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

 

 

 

 

 

 

IMG_1914Ice skating is another super popular sport. Our discovery bottle was filled with sparkly glitter, beads and sequins—-like the costumes the athletes wear. The familiar Olympic fanfare theme could be heard when the voice output device was pressed. Our students really enjoyed both of these items!

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

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

 

 

 

 

 

IMG_1713IMG_1890The next box was filled with leaves and flowers like the bouquets winners receive. Our students loved picking  them up, tossing them into the air and watching them drop back down. They also loved finding the medals and quickly putting them around their necks……… BUT the most popular item was the little Sochi bear. He came all the way from Russia and was donated by one of our followers, Gena—-thanks so much!

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

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

 

 

IMG_1725We are learning about the WINTER games so we had to include some snow—-the shaving cream version this week! It was perfect for tracing the letter S for snow and SOCHI!

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

 

 

 

 

 

 

 

 

IMG_1924IMG_1856Hands were rinsed in Bath and Bodyworks Candy Apple scent. We got it on clearance and decided it worked for our unit—-who wouldn’t want to eat candy apples and watch the Olympics!

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

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

 

 

 

 

FINE MOTOR GROUP

IMG_1744IMG_1745On Tuesday for our art project we made bobsleds. In preparation, toilet paper rolls were pinched and one end stapled together. For safety, we put masking tape over the staples.

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

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

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

 

 

 

 

IMG_1753The students then painted their bobsleds, addressing the science access point recognizing that the appearance of an object has changed.

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

 

 

 

 

 

 

 

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

IMG_1792                                                                                                       Go Team USA!

 

 

 

IMG_2110On Thursday we made a Russian flag. We started by counting the sides of a white rectangle and also counting the rectangles as they were passed out. The math access points recognizing common objects with 2 dimensional shapes and recognizing the sides of a square or rectangle are addressed here.

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

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

 

 

 

 

 

IMG_2138IMG_2133The blue strip was glued to the bottom of the white paper and the red strip on top of that. Sochi 2014 was then glued into the middle.

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

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

 

 

 

Ta Da……. a fabulous Russian Flag!

IMG_2130                                                                                                Hurray for Sochi 2014!!!

 

 

LANGUAGE GROUP

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

IMG_2029We made our bobsleds from some toy boats we found on the give away table—–they were perfect! There were even slots so we could add little people. We cut out some cardboard and made each of our students a bobsled teammate by adhering their picture to a small piece of cardboard.  They always love to see their picture and it makes the activity so much more personal.

Identify picture of self is a language access point.

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

 

 

 

 

IMG_2041Once the racers were placed in their bobsled, it was time to race.  A long, skinny cardboard box covered in white paper made a perfect bobsled run—-very authentic looking 🙂

On your mark…get set…GO!

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

Tracking moving objects is a science access point.

 

 

 

 

 

IMG_2005After a few races, we had the awards ceremony.  We used a voice out device to play the Olympic fanfare as we handed out the medals—-donated by Jimmy the intern. Thanks Jimmy!

Obviously the medals were a huge hit 🙂

 

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

Nov10

Jukebox

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Jukebox

IMG_6998This was such a great week, our students love music so this was the perfect theme for them! We had fun coming up with sensory boxes that matched the different musical genres for our sensory group. The fine motor group had fun making musical instruments and we had a dance party in the language group!

 

 

 

SENSORY GROUP

IMG_6835These wands that light up when tapped made perfect “drum sticks” (found at Target) for our rock and roll box.  Way fun, the sticks were perfect for drumming and the flashing lights reminded us of light shows at a rock concert! Needless to say, these were a huge hit with our students.

Recognizing that pushing and pulling an object makes it move is a science access point. In addition, recognizing the change in the motion of an object—-when the lights stop—is another science access point.

 

 

 

IMG_7035Our classical music box was black and white just like the keys of a piano. We added black beans to white rice to get the effect. A piece of sheet music was taped to the bottom of the box and we put a large letter M inside. Most of our students used their hands to explore the box—-they love the way the rice feels and looks as it shifts around. A few, however, used the large M kind of like a scraper to move large amounts of the rice and beans around.

The science access point of recognizing that pushing and pulling an object makes it move is addressed again with this activity.

As the sheet music and letter M are covered and uncovered the math access point of recognizing when an object is added to or taken away from a situation is addressed.

 

 

 

 

IMG_7103Our lava lamp discovery bottles were a HUGE hit with our students! One was filled with water, corn syrup, gold glitter, and some plastic jewels. The other was filled with water (tinted purple), green tinted corn syrup, cooking oil, glitter and some beads……

Totally groovy 🙂

IMG_6817The science access point tracking the movement of objects that are pushed or pulled is addressed with these bottles.

 

 

 

 

IMG_7061IMG_7074There are have been so many fabulous musicals and one of the most popular today is Wicked.

We whipped up some pretty wicked oobleck this week using green food coloring and black glitter. It was pretty thick  so it slowly dripped down from fingers and took a little more effort to push aside.

In addition to color identification, the science access point tracking the movement of objects that are pushed or pulled is addressed again.

 

 

 

 

IMG_7091Opera singers always get roses at the end of the performance so rose seemed the perfect scent to put into our rinsing water. We used rose scented bubble bath we found at Target.

We included 2 different sized scoops to address the math access point of recognizing differences in sizes of containers that hold liquids (capacity).

Solving problems involving small quantities of objects or actions using language, such as enough, too much, or more is another math access point addressed as students pour water from one container to another.

 

 

 

 

 

IMG_7083IMG_6860Rap singers like gold chains AND gold records! This box contained some hard gold beads and soft fluffy gold garland. Pretty, sparkly—very eye catching.

Fun to explore, fun to wear 🙂

Sorting objects by an observable property such as texture is a science access point addressed here.

 

 

 

 

IMG_7037A cookie cutter shaped like a boot, along with cherry scented playdough (we made it with kool-aid) —–perfect for a country music box!

Using  just one shape gave the students an opportunity to work on counting, associating quantities with number names addressing math access points.

Of course, playdough is always a great activity for promoting hand intrinsic functions—we OT’s like stuff like that 🙂

 

 

 

 

 

IMG_6870We finished the group with some rose scented lotion from Crabtree and Evelyn. This is some pretty strong smelling stuff—you can smell it across the room so it’s VERY memorable!

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

Communicating a preference for a familiar action such as holding out a hand for lotion is a language access point addressed.

 

 

 

 

FINE MOTOR GROUP

IMG_6906On Tuesday, after reading the book, Jeannie brought out a real guitar for the students to play. Everybody got a chance to strum the strings and our students loved the sounds they made!

Can you tell that the students totally had a blast 🙂

Sharing objects with a partner and recognizing common sounds are science access points explored here.

 

 

 

 

 

IMG_6910For our art project the students made their own guitars! We started by cutting out the words ROCK STAR from a piece of paper—-turning one piece of paper into 2 pieces of paper. These were taped onto our “guitars”

T0 prep the guitars, we flattened paper towel rolls and taped them to the back of these really colorful tissue boxes.

Recognizing a change in an object and applying a push or pull to move an object are the science access points addressed here.

The math access point is associating quantities 1 and 2 with number names.

 

 

 

 

IMG_6917IMG_6931The words were glued onto the box and then the students were given a choice of stickers to decorate their guitars.

These stickers were little so there were lots of opportunities to practice pincer grasp skills.

Using body movement or nonverbal expression to communicate desires or preferences is a language access point.

 

 

 

 

IMG_6962Then we asked the students to let us know how many strings (rubber bands) they wanted on their guitars. Putting the strings on the guitar required bilateral coordination and pincer grasp skills. Our students needed varying degrees of assistance for this step.

Again, the language access point using body movement or nonverbal expression to communicate desires or preferences is addressed.

Associating quantities with number names is the math access point addressed.

 

 

 

 

 

TA DA!!!

IMG_6969IMG_6964Our rock stars loved their guitars and had a great time making their own music 🙂

 

 

 

 

 

 

 

 

IMG_7326On Thursday we continued with our musical instrument theme by making drums! First we tried out a real drum—–so much fun!

The science access points recognizing common objects in the environment and recognizing and responding to common sounds is addressed with this activity.

 

 

 

 

 

 

 

IMG_7284We started our art project by passing out rectangular pieces of paper and helping our students to identify the colors red and purple using our communication symbols.

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

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

 

 

 

 

 

 

 

IMG_7273IMG_7277Then we stamped stars and swirls with the paint. We made handles for the stamps by using double stick tape to affix plastic thread spools—-this worked out really well!

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

 

 

 

 

 

 

 

IMG_7336Then we taped the paper around plastic coffee containers and added some glitter——we never pass up the opportunity to add glitter to a project 🙂

As we are shaking the glitter we are working on the math access point recognizing a movement that reflects a spatial relationship, such as up and down!

We discovered that we needed to let the paint dry BEFORE letting our students play with their drums lol. When they were finally dry, it was time to boogie….

 

 

 

 

 

 

IMG_7345Dum diddy dum diddy dum….

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_7150We started the group reading Cara’s book.  We have a few students in here who were able to name their friends who were in the book.  It was very exciting for them 🙂

After reading the book, we went around with the Go Talk and let the students decide the genre of music they wanted to listen to.  We put the pictures that were in the book on the Go Talk to keep it consistent for our students.

Communicating recognition of familiar persons in daily activities and communicating a preference for familiar persons, objects, or actions are language access points addressed.

 

 

 

IMG_7188We then had the students press a switch to activate the All Turn It spinner to see what kind of dance moves they would have to do.  The different dance moves were: clap your hands, stomp your feet, spin around, tap your knees, nod your head, wave your hands in the air.  We used iTunes for the clips of music, making sure that they were appropriate before we turned them on 🙂

The language access point responding to a technology resource is addressed with this activity.

 

 

 

 

IMG_7199IMG_7207This was definitely a fun group!  Although only one student would pick a genre at a time, everyone had to participate in the dance moves.  Some  of our students really got their groove on!

IMG_7229Communicating information about familiar actions using non-verbal expression, gestures/signs, pictures, symbols, or words is a language access point addressed.

IMG_7214Hope you enjoyed seeing all the fun we had this week. Join us again next week for more smiles, Group by Group!

Nov4

Things that go Bump in the Night

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Things that go Bump in the Night

IMG_6512This week we explored things we imagine might be out there to scare us when its dark at night! It seemed an appropriate topic for this time of year 🙂 Our sensory items had a really high contrast of light and dark which was very visually appealing to our students. The fine motor group had a great time making some spooky art projects. The language group students used adjectives to compare items. We also made it fun by turning off the lights while reading our book in all our groups.

 

 

 

SENSORY GROUP

IMG_6369This first box was filled with black paper shred and assorted creepy crawlies! Some of the critters were black so they were hidden really well. Others were brightly colored and could be easily spotted. We also threw in some fun fur for an added textural component.

Our students explored the box in different ways, some sifted through the paper while others……..

 

 

 

 

 

 

 

IMG_6366had a different approach…….. 🙂

 

 

 

 

 

 

 

 

 

 

IMG_6452The most popular item in the box was the little vibrating spider toy. Pulling it’s string was perfect for addressing bilateral coordination!

Visual and tactile discrimination skills are also addressed here.

The science access point of recognizing common objects related to science by name was addressed.

 

 

 

 

 

 

IMG_6166Battery operated orange lights (found at Walmart) made for perfect glowing eyes peeking out from garland. We kept these in the box to add to the effect—our students were fascinated!

Recognizing sources of light is the science access point addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_6530We used our green Floam and some Mr. Potato Head features to make our own aliens. This purchased Floam has a wonderful easily moldable texture that made it perfect for making silly alien creatures while working on bilateral coordination and hand intrinsic functions!

The science access point recognizing external body parts is addressed with this activity.

 

 

 

 

 

 

 

 

IMG_6188The letters B O O could be found in our black bean and orange rice box. This is one of our favorite rice boxes—-so colorful and eye catching! So much fun to sift and run fingers through.

For added interest, we taped a picture of a jack o lantern to the bottom of the box.

Visual and tactile discrimination is again addressed as well as literacy skills.

 

 

 

 

 

 

 

 

 

IMG_6521Black shadows can certainly make you jump! We made ours by bringing back our pirate playdough from a few weeks ago along with bat and cat cookie cutters. The black glitter we added to the playdough gave it an added shimmer which we loved and it really contrasted with the bright orange cookie cutters. Again, a terrific substance to squish and pound.

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

 

 

 

 

 

 

IMG_6218Glowing purple ooze (oobleck with purple tinted tonic water) looked pretty fabulous under our black light!

We added some pop rocks candy (we were inspired by the folks on the Growing a Jeweled Rose blog who added it to finger paint) and our ooze became pretty spectacular—-think rice krispie cereal on steroids! Not sure who was more impressed, the students or the adults 🙂

Recognizing that pulling or pushing an object makes it move is the science access point addressed in this activity.

 

 

 

 

 

 

 

IMG_6358IMG_6240We used Bath and Bodyworks Twilight woods scent to finish. In our water play we had 2 different size measuring cups for scooping and pouring fun—-and addressing the math access point of recognizing differences in sizes of containers that hold liquids.

The lotion has a light soft scent—not scary at all 🙂 and our students really liked it.

The science access point recognizing and responding to different types of sensory stimuli is addressed with both these activities.

 

 

 

FINE MOTOR

IMG_6244On Tuesday we made some mummies! We started by talking about the color of out mummy (black) and the color of our paint (white). All of our students correctly picked the colors we asked them to identify. Oh yes we were proud!!

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

The language access point communicating information about objects using non-verbal expressions, gestures/signs, pictures, symbols, or words is also addressed.

 

 

 

 

 

 

 

IMG_6276To begin our art activity we put our mummy IN a clear lidded  box. Then we scooped out marbles covered in white paint, counting as we dropped them 1 at a time into the box.

This is a fun way to work on eye hand coordination and scooping skills!

This also addresses the math access points of associating quantities with number names AND recognizing common three-dimensional objects, such as balls (spheres).

 

 

 

 

 

 

 

 

IMG_6294Then we closed the lid and…..shake shake shake!

Totally fun way to address the science access points of applying a push or pull to move an object and tracking objects in motion.

 

 

 

 

 

 

 

 

 

IMG_6268We opened the lid and took our mummy OUT of the box and added 2 googlie eyes—giving us a chance to practice pincer grasp skills.

This activity addresses the math access point associating quantities 1 and 2 with number names.

It also addresses the science access point recognizing a change in the appearance of an object or material.

 

 

 

 

 

 

 

IMG_6320Hmm, lets check this out——-

—yep, he’s pretty cool!

 

 

 

 

 

 

 

 

 

 

 

 

IMG_6639For our art activity on Thursday we made great big eyeballs! We started by comparing the different size circles and asked our students to show us the big one.

Recognizing common objects with 2 dimensional shapes, such as a circle is a math access point.

Recognizing the larger of two objects is a science access point.

 

 

 

 

 

 

 

IMG_6653IMG_6678We used assorted markers to color red veins on the big circle (dessert size paper plates). Of course we counted the plates and discussed their size and color as we passed them out.

Our students  then chose which color they wanted their eye to be using our communication symbols. Some of our students touch the symbols, while others used eye gaze.

Using body movement or nonverbal expression to communicate desires or preferences is the language access point addressed here.

 

 

 

 

IMG_6654Next we used a circle punch to cut out a small black circle.

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

 

 

 

 

 

 

 

 

 

IMG_6688We compared the different sized circles again and began assembling our eyeballs.

This activity works on eye hand coordination and graded motor control—you don’t want to crumple up your circles!

The math access point of recognizing the next step in a sequence of activities is also addressed.

 

 

 

 

 

 

 

 

IMG_6669Somebody is watching you….

…..spooky!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_6577After we finished Cara’s book we stayed with the spooky theme using the iPad app Spooky Box (it was free)—just for fun! Our students enjoyed listening to the different sounds and we had fun watching their reactions 🙂  We do need to note that some of the sounds are a little intense, so be sure to prescreen them!

For our ACTUAL learning activity—– we focused on using adjectives to describe two different objects. The students used Boardmaker pictures and put the adjectives in the appropriate column to describe the objects.  They did need a little bit of help with this, but over all, they did well.

Communicating information about familiar objects using pictures or symbols is a language access point.

 

 

 

 

IMG_6580IMG_6583The first object we explored was some mystery green play dough that Joy had made using a recipe from the Growing a Jeweled Rose blog (this is a great site filled with all sorts of ideas and recipes, we love it!).

The other object was a yellow and blue ball with fringes all over it.

Identifying objects by one observable property and recognizing and responding to different types of sensory stimuli are science access points addressed with this activity.

 

 

 

 

IMG_6606Some of the adjectives used were: hard/soft, heavy/light, cold/warm.  Mrs. Robin got out a scale for us to use when working on heavy/light so the students could see which one was heavier.

So neat!

Recognizing objects as warm or cold and sorting objects by weight (heavy and light) are science access points.

 

 

 

 

 

 

 

IMG_6614IMG_6622We also used vinegar and sprayed each of the objects. We smelled the vinegar first.

Some of students found the aroma intriguing—-others let us know by their gestures, not so much 🙂

Communicating preferences for objects is a language access point.

 

 

 

 

IMG_6633The play dough reacted with the vinegar because of the baking soda in it and that made it bubble up, while the vinegar made the ball wet (and STINKY!).  We then asked the students to choose an adjective (bubbly/wet) to describe the objects after vinegar had been sprayed on them.

Recognizing a change in an object and assisting with investigations with a partner are science access points addressed here.

 

 

 

 

 

 

 

 

 

IMG_6716Hope your week was as great as ours—- filled with treats not tricks 🙂

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

Oct27

Seasons

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Seasons

IMG_5603This week our theme followed the Unique Curriculum unit some of our classes were learning about this month.  Lets dive right in and explore all our fun activities……

 

 

 

 

 

 

SENSORY GROUP

IMG_5775IMG_5873We started with winter—and a wish for snow! We don’t get a lot of that stuff down here in Florida but we can still dream…..

Assorted snowflakes (paper, ornaments, etc), white pompom yarn, white and silver beads along with twist ties and clear packing tape turned a clear umbrella into a winter wonderland—-pretty darn magical, if we do say so ourselves 🙂

This really was a great experience for our students, they really loved it!

Exploring, observing, and recognizing objects in the natural world is the science access point addressed in this activity.

 

 

.

IMG_5912No winter wonderland is complete without snow! We made ours using cornstarch and shaving cream. Adding the cornstarch gave the shaving cream some texture and allowed it to be shaped into small “snowballs” if desired.

This was totally fun messy play, with MESSY being the operative word—–our students dived in and this stuff got everywhere 🙂

Bilateral coordination is addressed when making snowballs.

Applying a push to move an object and recognizing and responding to different stimuli are the science access points addressed with this activity.

 

 

 

 

 

IMG_5798Spring is such a colorful time of year with plants growing and flowers blooming. In this box, we sprinkled  some dried bean “seeds” into our colorful green rice—and taped a hidden surprise of pictures of colorful plants just waiting to bloom as the rice was swept away. The picture was actually a piece of wallpaper from one of those wallpaper sample books that someone always seems to be giving away

We also put in the letters W (winter), F (fall), and S (spring, summer)

This box helps address visual and tactile discrimination as well as fine motor skills for picking up the little “seeds”.

Recognizing that pushing or pulling an object to make it move is a science access point addressed here. In addition, the science access points of recognizing the leaf and flower of a plant and recognizing that plants grow can be addressed.

 

 

 

 

IMG_5943Our second box was filled with our caterpillar and butterfly pasta—-now this is one COLORFUL box! It’s also a wonderful box for sorting concepts of same/different and counting activities—-lots of math access points covered, including:

Solving  problems involving small quantities of objects using language such as “more”, recognizing objects that are identical to each other, recognizing when an object is added to (addition) or taken away (subtraction) from a situation, recognizing two objects that are the same size or color……

It’s amazing all the learning you can fit into one little box!

 

 

 

 

 

 

 

IMG_5571IMG_5901Fall has so many pretty colors with the changing leaves and colorful gourds and pumpkins that are seen everywhere.

Our students loved picking up and shaking the leaves as well as watching handfuls of them drift down. Others found a couple of scarecrow friends.

This was another great box for visual and tactile discrimination, so many things to explore!

IMG_5831The science access point of exploring, observing, and recognizing common objects in the natural world is addressed here.

Recognizing models of real objects is another science access point addressed.

 

 

 

IMG_5578Fall also means colorful warm sweaters and blankets—at least to look at in the stores, NO WAY is it cold enough to need  them here yet 🙂

This soft pompom yarn has such pretty fall colors and is just so touchable—-wouldn’t it make a fabulous blanket or poncho!?

Our students had a great time with this yarn, draping it around themselves or just shaking it. Pulling it apart is a great way to work on bilateral coordination!

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

The science access point of recognizing clothing worn by humans in different seasons can also be addressed.

 

 

 

 

IMG_5906In the same box, we also included a shaker bottle filled with acorns. Our students love shaker bottles—-it’s always fun to make noise!

The science access points recognizing and responding to common sounds, recognizing and responding to one type of sensory stimuli AND applying a push to move an object are all addressed here.

Discussing that acorns turn into oak trees also helps relate to the science access point recognizing that plants grow.

That’s a lot of science in one bottle!!!

 

 

 

 

 

 

 

IMG_5811IMG_5612Summer means going to the beach! We put in 3 seashells and 1 starfish for our students to find in our summer fun sand box. We used fine soft play sand that our students really loved touching.

Whether addressing the science access point of tracking objects in motion or the math access point of associating quantities with number names—–this is a great box!

Other access points addressed include for math: recognizing objects that are the same size or color and for science: recognizing common objects related to science by name.

 

 

 

 

IMG_5568IMG_5814Finishing up summer, our scent this week was Bath and Bodyworks aruba coconut. It was a wonderful summer aroma for our warm water play which included 2 colorful squirter fish. You would be hard pressed to find a more fun way to work on strengthening grip skills 🙂

Identifying objects by one observable property such as color and recognizing materials as warm or cold are science access points addressed here.

IMG_5962We finished with a little lotion, addressing the science access point of recognizing external body parts. This scent was a real favorite with the students and they left smelling like they had spent a day at the beach!

 

 

 

FINE MOTOR GROUP

For our art activity this week we made seasonal trees using torn tissue paper (our usual stash from presents past). Our tree trunk came from a reproducible in the book Apples, Apples Everywhere by Peggy Hundley Spitz OTR which can be purchased from Flaghouse.

IMG_5720On Tuesday we made our spring and summer trees. We used pink and purple paper for spring and green paper for our summer trees. On Thursday we used brown and orange for the fall trees  and white paper with silver swirls for the winter trees.

We started by asking the students to match the communication symbols with the different paper colors. You may have observed that the literacy component for this student might have been improved if we had actually presented the words right side up 🙂

Recognizing two objects that are the same color is a science access point.

Responding accurately and consistently to referent objects or pictures used in routines is a language access point.

 

 

 

 

IMG_6056IMG_6110For each tree, we tore and crumpled up the paper. This is a great activity for addressing bilateral coordination and the students really had fun with it!

IMG_6059Recognizing that the appearance of an object or material has changed is a science access point.

IMG_5710The crumpled paper pieces were then dipped in glue………

 

 

 

 

 

 

 

 

IMG_6063and placed on the tree. This activity addresses pincer grasp skills and eye hand coordination.

We also counted the pieces as they were applied—-of course!

Recognizing that the appearance of some plants in the environment changes throughout the year is a science access point.

 

 

 

 

 

 

 

IMG_6131IMG_6088TA DA!!!!

Our students were pretty pleased with the way their trees turned out—–can you tell 🙂

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_5975We started off the group by reading Cara’s book and asking the students to point to the picture of their favorite season.

Communicating preferences using non-verbal gestures is a language access point.

 

 

 

 

 

 

 

 

IMG_5996IMG_5990After the students had indicated their favorite season, we used some of the boxes and objects from the sensory group as  props.

For summer we used the sand, autumn we used the box of leaves, spring we used the green rice, and for winter we used the umbrella.  What a hit!

This activity addresses the language access point of exploring and interacting with the functions of selected objects.

 

 

 

 

IMG_5997Next we played a memory game. We made cards using Boardmaker symbols and laminated them.

The pictures on the cards were: summer, autumn, winter, spring, beach, rake, mittens, and bird.  They were presented with 4 pictures at a time which were turned over, face down.  Each student took a turn and flipped over 2 cards at a time.

Using referent objects or pictures from a familiar read-aloud story is a language access point.

 

 

 

 

 

IMG_5965PIXON picture symbols for “same” and “different” were presented to the students and they were asked if the cards they flipped over were the same or different.  Some of our students required some assistance figuring it out, but for the most part, they did pretty well.

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

This week turned out to be so much fun!  We hope you enjoy seeing what we did as much as we enjoyed experiencing it! Please join us again, Group by Group.

Sep29

Mount Everest

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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

IMG_3715When 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.

 

 

 

 

 

IMG_3557We 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.

 

 

 

 

IMG_3694After 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.

 

 

 

 

IMG_3550IMG_3657he 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.

 

 

IMG_3523Lentils 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.

 

 

 

 

 

 

IMG_3549IMG_3669A 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.

 

 

 

 

IMG_3760IMG_3750For 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

IMG_3588On 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.

 

 

 

 

 

 

 

 

IMG_3594We 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.

IMG_3633Then 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.

 

 

 

 

IMG_3646TA DA—-

Mount Everest!!!!

 

 

 

 

IMG_3827On 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 🙂

 

 

 

 

 

IMG_3844We 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.

 

 

 

 

 

 

 

IMG_3871Ready to climb that mountain…….

Ta Da!

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_3773We 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.

 

 

 

 

IMG_3807IMG_3797We 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!

IMG_3771This was another great week at Group by Group, join us again next week—-its going to be so much fun!

Sep22

Pirate Day

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Pirate Day

IMG_3451Avast ye land lubbers—-we celebrated Talk like a Pirate Day this week.

Cara had written such a great book last year that we used it again. Repetition is always good for our students and helps reinforce concepts and language learned. We kept some of the same sensory boxes but did add a few new ones.  Our fine motor and language group activities were different from last years celebration.

Shiver me timbers, we do have the cutest pirates to ever sail the seven seas! Read along to see all the fun we had and be prepared to smile 🙂

 

 

 

 

SENSORY GROUP

IMG_3440We filled this box with some basket filler in a pretty light ocean blue.  Then added some cool pirate stuff like a shipwreck (from an old aquarium), black beads and pom poms, an eye patch, and “parrot” feathers. Rubber duck and action figure pirates completed the box.

Lots of things to make you go argg 🙂

Visual discrimination skills are targeted as students look through the box and decide which items to pick up and examine.

The language access point responding to new vocabulary that is introduced and taught directly, is addressed in this activity.

 

 

 

 

 

 

 

IMG_3246Pirates are always looking for buried treasure on deserted islands and X marks the spot!

Our students were able to stamp an X in the sand with their cookie cutter. Shifting the sand aside reveals a treasure map and some gold coins taped the bottom of the box.

Math skills are addressed as the hidden coins or stamped X’s are counted.

In addition, applying a push or pull to move an object, such as stamping an X or pushing the sand aside, addresses science access point.

 

 

 

 

 

 

 

 

IMG_3251IMG_3284If you find the right spot you can dig up a treasure chest filled with GOLD. Our students just couldn’t resist grabbing these gold beads by the handfuls!

Of course, adding a pirate hat really helps one get into character 🙂

Exploring, observing, and recognizing objects in the natural world is a science access point.

 

 

 

 

 

IMG_3271More treasure was contained in our discovery bottle. Filled with plastic jewels, gold glitter, water and corn syrup—-the bottle swirled and glittered as it was shaken. This was a really one of the prettiest bottles we have made—-very, very eye catching!

Picking up and grasping the bottle addresses eye hand coordination and gross grasp skills.

Recognizing that pushing or pulling an object makes it move and tracking objects as they move are science access points.

 

 

 

 

 

 

 

IMG_3243IMG_3421We made some super cool black pirate playdough this week—and added some black glitter to it for additional sparkle! Did we mention this stuff was SUPER COOL 🙂

Our students could roll the playdough into cannon balls or use the bone shaped cookie cutter to make shapes.

Squeezing, pushing, pulling and otherwise manipulating playdough is great for strengthening hand intrinsics.

This activity addresses the science access point of recognizing that the appearance of an object or material has changed.

 

 

 

 

 

IMG_3294Then we turned off the lights and turned on our black light to help us explore our pirate swamp! We mixed up our oobleck using tonic water, which contains quinine, instead of ordinary water to help give it even more glow.

Our students practiced making prewriting strokes and the letter X in the oobleck and really had fun watching it drip and flow down hands!

Using the senses—-in this case vision and touch—to explore objects is a science access point. Tracking the oobleck as it flows also addresses a science access point.

 

 

 

 

 

 

 

IMG_3310We finished by rinsing hands in Bath and Bodyworks Ocean scented bath gel with an added element—–ocean spray (from our mister)!  Some of our students got quite giggly as they felt the mist come down around them 🙂

A large measuring cup and measuring spoon were available in the water bowl for scooping fun.

The science access point of recognizing and responding to one type of sensory stimuli is addressed as the water spray comes down. The math access point of recognizing differences in sizes of containers that hold liquids while scooping.

 

 

 

 

 

 

 

 

IMG_3476As usual, we also used the companion lotion to help our students learn external body parts and address the math access point of indicating a desire for more of an action or object.

This also addresses the science access point of recognizing external body parts.

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_3379Every pirate needs a pet so on Tuesday we made a paper plate parrot for our art project!

We counted out a circle shaped paper plate for each student then gave them a choice of 3 colors to paint their parrot. Since the Florida Alternate Assessment has an array of 3 format, we like to give our students lots of practice making choices out of sets of 3.

Our students are getting to be such good painters!

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

Effectively communicate wants and needs to a familiar person using referent objects, gestures/signs, pictures, symbols, or words is a language access point.

 

 

 

 

 

 

IMG_3327IMG_3342Then we used our circle cutter to cut out 2 small circles.  We glued these onto the paper plate and added 2 googlie eyes on top.

We also added a precut beak and some fluffy feathers.

Picking up and placing the smaller pieces promotes pincer grasp and finger isolation skills in addition to eye hand coordination.

Recognizing differences in size of objects and associating quantities 1 and 2 with number names are math access points.

 

 

TA DA!!!!!!!

 

IMG_3411Looks like Polly parrot is ready to set sail!

 

 

 

 

IMG_0315On Thursday our little pirates made some telescopes—–all the better to see those treasure filled islands 🙂

We used paper towel and toilet paper rolls that fit inside each other—-to get telescoping action, way cool! They were decorated with paper strips.  We started by using our paper cutters to cut rectangle shaped strips of paper and taped them to the rolls. The electric scissors attached to a switch were used for our students with physical impairments.

Recognizing a change in an object ( as the paper is cut) and recognizing a model of a real object are science access points.

Recognizing a common object with a 2 dimensional shape (the rectangular paper) is a math access point.

 

 

 

 

 

IMG_0333The strips of paper were taped around each roll. We discussed the fact that one roll was large and one was small—-addressing the math access point of recognizing the differences in size of objects.

Bilateral coordination and eye hand coordination are addressed as the paper is taped around the roll and as one roll is inserted into the other!

 

 

 

 

 

 

 

IMG_0327Land Ho!!!!

ARGHH 🙂

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_0272A pirate came by and left clues to his buried treasure in our language group.  Our students had to use the clues to find the hidden treasure.  Each of the clues incorporated a preposition, like “up”, “next to”, “under” and “on”.  They also had a rhyming word to help figure out what to look for.  For example, “this thing rhymes with carrot.  Is it parrot or car?”  The students did such a grrrrrreat job figuring out the rhyming words and finding the things associated with pirates.

Using pictures, symbols, gestures/signs, or words to communicate meaning.

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

 

 

 

IMG_0297 IMG_0295-1Hidden around the room and also outside were a parrot, a pirate vest, a hook, a pirate hat, and of course, the hidden treasure on the X.

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

Associating information with referent objects is a language access point.

When the students found the treasure, they opened it up to find a little treat wrapped in gold wrapping paper.  Excitement galore!

IMG_0294                                                                                               It was fun fer all 🙂

 

 

 

 

 

 

IMG_3372Arrrgg, be sure to ship out with us next week for more fun and learning, Group by Group!

May20

Earth Science

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Earth Science

IMG_1364The 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 🙂

 

 

 

 

 

 

 

IMG_1485When 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—

IMG_1415The 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.

IMG_1248Finally 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!

 

 

 

 

IMG_1430Wind 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.

 

 

 

 

 

 

IMG_1386IMG_1258Underneath 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.

 

 

 

IMG_1375Digging 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 🙂

 

 

 

 

 

 

 

IMG_1253IMG_1570We 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!

 

 

 

 

IMG_1589Digging 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.

 

 

 

 

 

 

IMG_1232The 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.

 

 

 

 

 

 

IMG_1579IMG_1602Finally 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—

IMG_1310On 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.

 

 

 

 

 

 

 

 

 

IMG_1323Now 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.

 

 

 

 

 

 

IMG_1340IMG_1330We 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.

IMG_1474Tissue 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.

 

 

 

 

 

 

 

 

 

 

IMG_1452We 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!!!!

 

 

 

 

 

 

 

 

IMG_1479TA 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.

IMG_1498Since 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.

 

 

 

 

IMG_1505For 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.

 

 

 

 

 

 

 

 

 

IMG_1518Now, 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.

 

 

 

 

 

IMG_1524IMG_1532For 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—

IMG_1551Its going to be filled with more fun things to learn and discover—–Group by Group 🙂

May5

Cinco de Mayo

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Cinco de Mayo

We had a really great week here at Group by Group. First we found out we had been nominated for the Liebster Award (selected by our fellow blogger over at I Teach Speech) which was pretty exciting for us. Second—-its Cinco de Mayo—-time for a fiesta full of bright colors, music, food and fun! Cara wrote another great book which our students loved and we had a blast with all our different activities. Here is what we did—

Sensory Group—

IMG_0464IMG_0677Red, green and white are the colors of the Mexican flag. Our colorful pompoms and beads, great for comparing and contrasting, were a hit as always. Our students love to sort the pompoms or shake the beads—such fun! This box was so bright and colorful, who could resist 🙂

This activity addresses the science access points of recognizing common objects as the same and identifying objects by one observable property, such as color. It also addresses the math access point of recognizing two objects that are the same size and color and the math access point of recognizing common objects with three dimensional shapes (spheres).

 

 

 

IMG_0290We put a great big letter M (Mexico) into our red, green and white rice. A map of Mexico was hidden at the bottom, waiting to be discovered as the rice is pushed aside.

The social studies access point of associating a picture or symbol with a location is addressed here.

 

 

 

 

 

 

 

 

 

IMG_0461IMG_0279Our fiesta box was filled with lots of fun things. We included colorful paper streamers and garland, a Mexican flag, a piece of serape fabric, a large shell (for the beautiful beaches), and a sun.

Also fun to find were some lizards, snakes and colorful birds—some native wildlife you might see there.

Finally, we put in the word “friends” because the people of Mexico are our friends 🙂

In addition to lots of language opportunities, this activity addresses the social studies access point of recognizing a cultural characteristic of a population.

 

 

 

IMG_0314Tacos, tortillas, empanadas—all made from cornmeal!  One of our more popular textures and we love its silky tactile feel. Our students used their hands or a small measuring spoon to explore.

This addresses the science access point of applying a push or pull to move an object.

 

 

 

 

 

 

 

 

 

 

IMG_0482We recorded some traditional Mexican music on our voice output device. Our students love music and this was no exception. With the addition of our homemade maracas they had a rocking good time 🙂

Lots of science access points were addressed here including applying a push or pull to move an object, tracking moving objects and recognizing an action as fast or slow.

 

 

 

 

 

 

 

 

 

 

IMG_0287Monarch butterflies migrate to Mexico every year so we included our butterfly and caterpillar box. We dyed farfalle and rotini pastas to make our little insects and they turned out so bright and colorful—very eye catching for our students. The contrasting shapes and colors and great for working on sorting skills. Thumb finger grasps are promoted as students pick up the pieces of pasta.

This activity addresses the science access point of identifying objects by one observable property.

 

 

 

 

 

 

IMG_0297IMG_0712Our version of guacamole—-yellow and blue food coloring were added to our shaving cream and we discussed what we thought might happen when the colors were mixed together.

We did discover from class to class that we needed to add a lot of yellow or we ended up with something closer to aqua rather than green 🙂

This addresses the science access point of recognizing that the appearance of an object or material has changed. It also addresses the science access point of exploring, observing, and recognizing common objects in the natural world.

 

 

 

IMG_0743We rinsed our hands in Coconut Lime scented water from Bath and Body Works. As usual, we included different sizes cups to allow them to practice scooping and filling.

The different sizes of the cups help address the math access point of recognizing differences in sizes of containers that hold liquids.

 

 

 

 

 

 

 

 

 

IMG_0526Our students all loved the matching lotion. What a yummy aroma to help them remember all the fun we had today!

 

 

 

 

 

 

 

 

 

 

 

 

Fine Motor Group—

IMG_0353On Tuesday we made some Guiros. We got the idea on Pinterest. This art project was all about the number 3—putting 3 of each item into our plastic water bottles. The items we added to our bottles included pieces of red, green and white chenille stems, macaroni, colorful beads AND……

 

 

 

 

 

 

 

IMG_03903 scoops of glittery confetti! Needless to say, this stuff got everywhere and it certainly looked like a fiesta in the classroom 🙂

The math access point of recognizing quantities 1 to 3 using sets of objects, pictures, or number names was addressed in this activity.

 

 

 

 

 

 

 

 

 

 

IMG_0408TA DA!

IMG_0453Our guiros are finished, time to grab a popsicle stick and begin making music……

Ok, these were truly a hit—-the students LOVED them!!!!!

 

 

 

 

 

 

IMG_0546On Thursday we had a great time in the sensory room pretending we were riding some burros! Then we went back to the classroom to make our own! We cut the silhouettes  from cereal boxes. We used the cereal boxes because we wanted something stiffer than construction paper and the boxes were FREE 🙂

 

 

 

 

 

 

 

IMG_0562We mixed black and white paint to make grey and our students started painting.

We are just so proud of how independent some of our students are getting—-PURE AWESOMENESS!!!

Eye hand coordination, tool use, and spatial relations skills are addressed here.

In addition, the science access point of recognizing that the appearance of a material has changed is addressed.

 

 

 

 

 

 

 

IMG_0566After they had finished painting they glued on square blankets (cut from an old purse—we were totally into trash to treasure art this week!).

The math access point of recognizing a 2 dimensional shape is addressed in this activity.

A googly eye finished the little burro.

 

 

 

 

 

 

 

 

IMG_0563TA DA!!

Super cute 🙂

 

 

 

 

 

 

 

 

 

 

 

 

Language Group—

IMG_0616IMG_0618We took turns wearing traditional Mexican clothing including a sombrero and serape. As you can see, we got some super cute pictures.

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

It also addresses the science access point of recognizing external body parts.

 

 

 

 

 

IMG_0601We also took turns playing with some maracas which our students absolutely loved.

What a great way to work on the science access point of applying a push or pull to move an object!

 

 

 

 

 

 

 

 

 

IMG_0627IMG_0650You can’t have a fiesta without some yummy food—-time for tacos!

We put a soft taco on a plate and the students used their communication symbols to tell us what toppings they wanted.

This addresses the language access point of effectively communicating wants and needs with prompting of familiar persons.

They had such a great time building their tacos—and, of course, EATING them 🙂

All our activities addressed the social studies access point of recognizing differences in food or clothing from other cultures.

 

 

 

 

IMG_0638With tummies full we looked at some of the words we learned today.

 

 

 

 

 

Its adios for now…….but don’t forget to drop by next week and share some more fun with us at Group by Group!