Tag Archives: gross motor

Sep18

Uncle Sam

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Uncle Sam

September 13 was Uncle Sam Day, so we decided to learn a little more about one of the symbols of our country. It was a RED, WHITE, and BLUE week!

 

 

 

 

 

SENSORY

We brought back our blue and red moon sand and star cookie cutters from last week but added pictures of Uncle Sam and the American flag to go along with our theme.

 

 

 

 

Moon sand has a great texture that our students really enjoy.

Social studies access point: recognize the American flag.

 

 

 

 

 

 

 

 

 

 

 

The students had lots of fun with RED, WHITE, and BLUE beads. We put in multiples of each so the students could sort and match by color.

Science access point: match objects with similar observable properties, such as color.

 

 

 

 

 

 

 

 

The colors in our rice were so vibrant and really eye catching! The students searched for letters S A M or U S A.

Science access point: recognize and respond to different types of sensory stimuli.

 

 

 

 

 

 

 

 

 

We added a little Red and Blue glitter to white shaving foam and students liked watching the glitter swirl around!

 

 

 

 

 

Plastic plates are working out great as individual messy play trays.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

We even continued the theme with our water play. Each student had either a red, white, or blue measuring cup!

 

 

 

 

Math access point: recognize differences in sizes of containers that hold liquids.

 

 

 

 

 

 

The perfect scent for this patriotic week—-apple from Bath and Body Works! A nice reminder of the fun we had!

Each student gets their own dab of the lotion in bottle caps we collected.

 

 

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

GROSS MOTOR

For our gross motor activity this week, we thought a good way to celebrate Uncle Sam Day was a parade.  Since we can’t have any parades right now, we had students imitate gross motor movements that you might see if you were to go to a parade.

For ambulatory students, they walked or marched on bubble wrap (used to represent fireworks) while waving a red or blue streamer.

For our students who can self-propel their wheelchairs, they rolled over the bubble wrap.

 

 

 

 

 

For our students working on sitting, bubble wrap was placed under their feet while they were positioned in supported in sitting.  They stomped/marched on the bubble wrap either independently or with assistance to make firework sounds.

Science access point: recognize and respond to sounds.

 

 

 

 

 

They also waved streamers independently or with hand over hand assistance to celebrate Uncle Sam Day.

Science access point: recognize an action as fast or slow.

 

 

 

 

 

 

 

FINE MOTOR

For project one, we made Uncle Sam masks with paper plates.

First, we identified the shape and color of the paper.

Math access point: recognize an object with a two-dimensional shape.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

Then, the students cut strips out of red construction paper to make stripes for their hats.

 

 

 

 

 

Of course, we counted the strips!

Science access point: recognize a change in the external appearance of an object.

 

 

 

 

 

The three red strips were glued to a piece of white paper to make stripes.

The hat was glued to the TOP of the paper plate and a piece of batting was glued to the BOTTOM.

 

 

Math access point: identify spatial relationships.

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

Hello Uncle Sam!!!!!

 

 

 

 

 

For project two, the students made patriotic banners.

First, they identified the color of their marker and the shape of their paper.

Science access point: identify objects by one observable property, such as color.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

The students were directed to draw vertical/down lines on their paper.

Science access point: track objects moving up and down.

 

 

 

 

 

 

 

 

 

Then, they glued on a picture of Uncle Sam (we just printed a coloring page) and TWO blue stars (cut from the Ellison machine).

 

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

TA DA!!!

Our banners turned out great—-

—-and so patriotic!

 

 

 

 

 

 

 

 

 

LANGUAGE

We made a really pretty, patriotic snack this week.  Here’s the recipe that we used: Let’s Make Patriotic Parfaits

We started by making some whipped cream.  We had students HELP us by pouring the whipping cream into the BIG bowl.  They first had to show us which bowl was BIG.

Math access point: recognize differences in size of objects.

 

 

 

 

 

Our students HELPED turn on the mixer by using a wireless switch.  We had to check periodically to see if it was still LIQUID.

Science access point: distinguish between water as a solid or liquid.

 

 

 

 

 

 

 

 

 

We added some vanilla and confectioners’ sugar to the bowl.  We put some vanilla extract on a paper towel and let our students smell it.  It has such a strong smell but surprisingly all but 1 of our students liked it!

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

 

We used the mixer again until we saw some stiff peaks.

Science access point: recognize changes in observable properties of materials.

 

 

 

 

 

 

 

 

 

Each table had a bowl of strawberries and blueberries.  We followed the steps and started layering our parfaits, starting with strawberries, HALF a container of vanilla Greek yogurt, blueberries, strawberries, whipped cream, and topped off with blueberries.

 

 

Math access point: recognize the next step in a sequence of activities.

 

 

 

 

These look so pretty and our students scarfed them down pretty fast 🙂

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

 

 

 

 

 

 

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Apr19

Dance Party

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Dance Party

Our distance learning themes continue with more fun at home OT, PT, SLP activities—-and a sprinkling of old photos 🙂

This week we thought it would be fun to have a dance party!

 

 

 

 

 

 

SENSORY

A dance party has to have something to LISTEN to so pick out some music. A lot of our students love Kids Bop but there is a world of music out there—-maybe try something you haven’t listened to before! Does your child like it LOUD or SOFT? FAST or SLOW? What instruments do they prefer—DRUMS, GUITARS, HORNS?

Since it is a dance party, play with lighting—-dim the lights or turn them off completely and use flashlights, maybe put up some twinkle lights!

 

 

 

 

FINE MOTOR

Let’s make some paper chain party decorations! You will need paper of your choice—construction paper, notebook paper, wrapping paper, junk mail flyers etc. and tape, glue, or a stapler.

Start by cutting the paper into 2 inch wide strips. You probably want it to be at least 8-10 inches long.

 

For students who need assistance to use classroom tools: if you have a scrapbooking paper cutter, have your child help by pushing or pulling the handle. If you don’t happen to have one of those, sharply crease the paper and have your child help hold while you tear along the crease.

For students who are learning to use classroom tools: draw lines on the paper and ask them to “cut on the road”.

For students who are proficient with classroom tools: have them draw their own lines using a ruler.

Once all the strips are cut, begin assembling by joining one strip together to form a ring. Slide the next strip through the ring and fasten it into a circle. Continue adding strips until to have the length you want—-or run out of paper, whichever comes first 🙂

Drape your festive paper chain over the mantle piece, over bookshelves, pictures etc.

 

 

 

GROSS MOTOR

At the dance party, have a dance off with your child.  Take turns showing off your moves and then have the other person mimic them.  For students whom can independently move, they can move their arms, their legs, or their wheelchair.  It doesn’t matter, just move.

For students whom need more assistance with movement, move their arms with hand held assistance or push their wheelchair around in different directions (linearly-forward and back, rotation-clockwise and counter-clockwise, or adjust the tilt of the wheelchair).  Dance until you can’t dance any more.

Enjoy the party!

 

LANGUAGE

Here are some communication symbols that can be used during your dance party: Dance Language

  • Have your child tell you what they WANT by giving them a choice of different songs or of different types of music.
  • Turn the music off randomly and have your child tell you that they WANT MORE.
  • Let your child decide when the music can GO and when it has to STOP.  Everyone freeze when the music stops.
  • After a song is over, have your child let you know if they want to hear it AGAIN or if they want a DIFFERENT song.
  • When a song is over, ask your child if they LIKE the song or if they DON’T LIKE the song.
  • Talk about how the song sounds.  Is it FAST or SLOW?  Was it LOUD or QUIET

You can either keep all of the symbols on the single piece of paper, or you can cut the symbols out to hold them up to your child.  Most importantly, HAVE FUN!

 

 

LITERACY

We recommend reading this book from November 2013: Let’s Turn on the Jukebox!

 

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

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Apr4

Take a Walk Outside

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Take a Walk Outside

As schools are closed for the next few weeks, we are going to do a series of posts with ideas for our parents at home. Since our students aren’t here we are just pulling archived photos—which is kind of fun actually 🙂

This week our activities are centered on taking a walk outside in your backyard!

 

 

 

SENSORY:

What can you HEAR, SEE, SMELL? Does it FEEL different to walk/ride over bumps in the grass/sidewalk, go fast/slow? Are there things to TOUCH?

 

 

 

 

 

 

 

GROSS MOTOR:

For students whom walk, take advantage of what your surroundings provide you with.  Practice walking on and transitioning different surfaces, such as grass, mulch, gravel, sand, etc.  Also, practice walking up/down hills, curbs, stairs, ramps, etc.  Walk in areas where the student has to step over or around objects in their path of travel, such as water hoses, tree roots, etc.

For students whom self propel their wheelchairs, have them push on different surfaces or inclines/declines/ramps.  Have them turn their wheelchair in a requested direction or weave around objects in their path of travel.

Hopefully this will provide you with some good ideas.  Make sure you provide as much assistance and/or supervision as needed to ensure student safety.  Most of all have fun and enjoy your walk together.  The weather has been great.

 

 

FINE MOTOR: 

For students who need assistance with classroom tools, draw a simple picture of something you saw outside (ex. tree or house) and have them color it. If you have to help them hold the utensil that is okay, but encourage them to move their arms themselves. Markers may be easier for them to use (less friction/brighter colors)and remember the writing surface can be placed vertically.

 

For students learning to use classroom tools, ask them to draw a picture of something they saw outside. For example, you can model a square house step by step to encourage visual copy skills. Using verbal prompts such as DOWN and ACROSS lines can be helpful. You could also add start/endpoint dots for the lines.

 

 

For students learning to write, ask them to write a sentence about what they saw. Give them a model to copy if they need it. Sometimes, using a highlighter to emphasize the top and bottom lines of the paper can be helpful.

 

 

 

 

 

LANGUAGE: Practice core vocabulary words HELP/STOP/GO. Do you need HELP to get ready? Do you want to GO? Do you want to STOP here?  Talk about what you SEE (“I see a BIG house” or “I see a LITTLE bug”).

 

 

 

Ask them to find different things like a leaf, a stick, a car.  Talk about the weather and if it’s SUNNY or CLOUDY.

 

 

 

 

 

LITERACY: we suggest reading our book from 4/1/2018— Let_s Go To The Park 

 

So this is our new normal! Join us again next time for more fun and learning—-Group by Group!

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