Tag Archives: Insta Snow

May20

Norway

Posted on May 20, 2018 by jd785

This week we headed to the land of trolls and vikings—–Norway! Joy got to travel there last summer and shared some photos as well as a few goodies to put in the sensory boxes!

Since May 17 is Norway’s National Constitution Day, it was the perfect time for this unit. The sensory groups explored boxes related to facts about Norway. The fine motor groups made Nordic inspired crafts and the language group made a treat with fruit found in Norway.

SENSORY GROUP

Red, white, and blue rice represented the colors of the Norwegian flag. There were letter N’s and a map of Norway to find in this box.

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

The base of this box was red, white, and blue paper shred. Items associated with Norway filled the box including an actual flag, a viking ship, a troll, an elk, and a voice output device with music from Edvard Grieg—-a famous Norwegian composer!

The social studies access point associate an object, picture, or symbol with a location can be addressed here.

The hat was pretty popular 🙂

The national flower of Norway is the purple heather. Since we didn’t have a heather shaped cookie cutter we used a generic one for the students to use to make their own bouquets out of purple Bubber.

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

Trolls are another symbol of Norway. There were 3 different laminated trolls to hide in our grey Floam mountain.

Associate quantities with number names is a math access point.

We used our green light box to represent the northern lights which are visible in parts of Norway! Some of the lights we used faded in and out which added to the effect—-while not as amazing as the real thing, we thought it looked pretty cool!

Recognize sources of light is a science access point.

Winter brings lots of snow to Norway—-so time for an Insta Snow box 🙂

We love this stuff!

We put in a couple of different sized scoops, so the students could build their own snowballs.

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

Our water play had lots of fun things this week! The students made their own waterfalls using the water wheel we placed here. We also included a little fishing boat and cute little whale to swim about.

The science access point track the movement of objects that are pushed or pulled can be addressed here.

We learned that aspen trees grow in Norway and since we had a Bath and Body Works products called caramel aspen, we decided to use that as our scent this week. Not sure it smelled like a tree but its sweet smell was popular with the students 🙂

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

FINE MOTOR GROUP

On Tuesday the students made trolls using this: troll template

First, they identified the color of their troll using communication symbols.

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

They squeezed glue on to their troll.

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

Then they spread the glue with a sponge brush.

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

We touched the yarn that we were going to use for the troll’s hair—-it felt SOFT!

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

Then they sprinkled pieces of purple yarn on to the glue. Some of our students had fun watching the yarn as it was drifted down on to the glue!

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

Ta Da!!!!

Trolls!!!!!!

On Wednesday the students made a Viking ship using this: viking ship

We also used this stamper we cut from a household sponge and attached to this acrylic freebie (we aren’t really sure what its original use was!).

First, the students identified the shape of the sail using communication symbols.

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

We also identified the color of our paint.

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

The students stamped their sail one time and then we asked them if we needed to do it MORE.

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

Then the students applied glue to the sides of their boats and glued them to a paper towel roll.

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

The sail was added by slipping the mast (we used a straw) into a precut hole in the paper towel tube and TA DA…….

The Vikings are coming!!!!

LANGUAGE GROUP

We celebrated Norwegian Constitution Day during our language group this week since it fell right on the day that it’s celebrated in Norway! We read that during this day, Norwegians eat a lot of ice cream, so we decided to make some of our own. Here is our (very easy!) ice cream recipe: Let_s Make Strawberry Ice Cream

We started out by PUTTING French vanilla coffee creamer into the food processor. Since there are only 2 (!) ingredients in this recipe, we only put in 1 cup of each ingredient at a time so that more of our students could help with the process. Of course, if they wanted to help, they had to indicate HELP on their board as well as hold up their hand.

Then we added some frozen strawberries. Each student got to feel the bag of strawberries first and had to locate COLD on their board. We talked about how the strawberries were in the freezer and that was why they were so cold.

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

Four different students got to HELP PUT the strawberries in the food processor since it called for 4 cups.

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

After that, we put the top on the food processor and each student HELPED press the wireless switch to turn on the food processor. Each time a student was ALL DONE with their turn, other students would have to indicate that the food processor needed to be turned on MORE.

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

Finally, we counted out how many friends we had so that we could get the same amount of bowls out.

Associate quantities with number names is a math access point.

Each student had to request the ice cream by indicating WANT and/or EAT.

This recipe was enjoyed by all!! We were surprised by how easy it was…and delicious!

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

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Oct9

Famous Scientists

Posted on October 9, 2016 by jd785

Famous Scientists

This week we learned about some famous scientists. We chose this theme to compliment the Unique Curriculum unit for some of our grade levels. The sensory groups explored boxes related to individual scientists. The fine motor groups created science themed art projects and the language group performed some fun science experiments!

SENSORY GROUP

Galileo and Neil DeGrasse Tyson are famous for studies in the area of astronomy. Our little astronomers loved our solar system umbrella. With its twinkly stars and hanging planets, it was a real hit.

Recognize a space-related object is a science access point.

Stephen Hawking knows a LOT about black holes. We used black kinetic sand for our “black hole” box and added a star shaped cookie cutter. So much fun and irresistible to both our students and staff 🙂

The science access point apply a push to move an object can be addressed here.

The thermometer was invented by Daniel Fahrenheit. In honor of him we filled a box with some “Insta-Snow”. While not quite as cold as the real thing, it still feels a little chilly!

Distinguish between hot and cold objects is a science access point.

We think our chimpanzee habitat would be a hit with Jane Goodall, she is an anthropologist who studies wild chimpanzees! Included in this box are binoculars, a variety of chimps, play fruit, and a voice output device with monkey sounds we recorded from You Tube. The monkey sounds were a huge hit!

The science access point recognize common objects related to science by name, such as animal or plant, can be addressed here.

Kepler was a famous mathematician. In our box of white cornmeal were numbers 1-9 for our students to find. We haven’t used this cornmeal box for a while and it has a really intriguing texture for our students.

Associate quantities with number names is a math access point.

Mary Anning was a famous fossil hunter. The students had fun hunting for dinosaur skeletons buried in our box of moon sand. They also had a lot of fun with the dinosaur molds.

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

Since our theme was all about famous scientists, we decided to put pop rocks into our shaving cream to start a “chemical” reaction. Those crackling pop rocks sounded pretty cool!

The science access point recognize and respond to different types of sensory stimuli is addressed with this activity.

Charles Darwin’s boat the HMS Beagle sailed in our little ocean—-passing a giant sea turtle along the way!

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

Since we found out that chimpanzees like all sorts of fruit—not just bananas—-we used Bath and Body Works mango tangerine scent for both our water and lotion this week. The citrusy scent was a real hit with the students!

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

FINE MOTOR

On Tuesday our students made a galaxy!

We started by discussing the shape of planets found in galaxies and used communication symbols to identify a CIRCLE.

Recognize objects with a 2-dimensional shape is a math access point.

Then we used a circle punch to cut “planets” out of wallpaper scraps. You have to push pretty hard to make the punch work, so the students needed a little help with this. Of course, we counted how many planets each student cut out.

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

Next they painted watered down glue onto black paper and the planets were placed on the glue.

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

Sparkly stars were added using chunky silver glitter.

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

Ta Da!

It’s a galaxy!

On Wednesday the students painted with corn syrup! We have done this before and always love how the syrup retains its “wet” look after it hardens. VERY COOL!

First we discussed the color of our syrup—-we had added some food coloring 🙂

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

The students identified the color using communication symbols.

We poured a little of the syrup onto their science lab beakers, cut from poster board using this:beaker-template

The students used regular paint brushes to spread it around. Yes, this did get a little sticky and messy but it was WAY fun 🙂

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

TA DA!

Let’s do some experiments!

LANGUAGE GROUP

Our students turned into little scientists today! We tried out 2 different experiments today. Here is a breakdown of each experiment: experiments

For our first experiment, our students helped POUR some baking soda into a pan. Then, our students helped fill up some cups HALFWAY with vinegar. They also got to choose what color should be put into each vinegar cup.

Recognize when an object is added to (addition) a situation, is a science access point.

Once everything was ready, each student got a chance to use droppers and SQUEEZE some of the vinegar onto the baking soda.

Our students loved seeing the colorful fizz!

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

For our second experiment, we filled up a measuring cup HALFWAY with vinegar. We added some food coloring as well. Our students got to CHOOSE the color glitter they wanted. They also got to help SQUEEZE some dish soap into the measuring cup. We STIRRED it up.

Finally, we got a big spoonful of baking soda and POURED it into the measuring cup. We gave it another little stir and watched it foam up! It was pretty amazing how much foam came out of our experiment!

What an exciting week! Join us again next time for more fun and learning——Group by Group!

Dec13

We’re FROZEN!

Posted on December 13, 2015 by jd785

We’re FROZEN!

The movie Frozen is SO popular with our students that we decided it was the perfect unit to end our semester! We had so much fun putting this unit together, collaborating with both the PE and Art departments made it even more special!

The sensory groups explored boxes with lots of different textures. The fine motor groups used markers and glue to make fabulous art projects and the language group conducted some frosty experiments.

Of course, our book was extra special for this unit so be sure to check it out also!

SENSORY GROUP

Aqua, blue and purple basket filler was the base of this box—-so pretty! The students had lots of fun discovering all things we had hidden in it. Well, perhaps the 3 giant snowflakes weren’t that hard to discover 🙂

Also hidden in the colorful filler were snowmen, “snowball” beads, and some cute little Frozen play figures.

The math access points differences in size of objects and associate quantities with number names can be addressed here.
We had 2 fascinating discovery bottles. One turned into a glittery snow flurry when turned or shaken. The other bottle was filled with some glass beads which looked like little chunks of ice.

Initiate a change in motion of an object is a science access point.

The students were pretty intrigued with our “reindeer fur” Sven box. This fake fur was long and a little coarse which we thought was a pretty good stand in for the real thing. A cute little plush reindeer was included for cuddling fun 🙂

Recognize common objects related to science by name, such as animal, is a science access point.

Do you want to build a snowman? Our students did! We put some potato head pieces and fake food carrot into our box of white Floam. It was fun to see the different creations the students made.

Recognize that the human—-and snowman :)—-body is made up of various parts is a science access point.

We brought back our snowflake umbrella yet again and as usual, it was a huge hit. It really is so pretty!

Because no one has heard the song “Let it Go” enough 🙂 we recorded a verse on our voice output device. Needless to say, none of the students passed on their turn to hit the button lol.

Recognize objects that create sounds is a science access point.

This box was filled with some Insta-snow, since we don’t have much access to the real stuff here in Florida! It had an interesting texture that wasn’t a hit with everyone, but most of the students had fun with it. They used their hands or the melon-baller to make snowballs.

The science access point identify different types of precipitation, including rain and snow can be addressed in this activity.

Hands were rinsed in water scented with Bath and Bodyworks juniper breeze scented water. There were a variety of foam snowflakes scattered in the water and a measuring cup was included so the students could scoop them out.

Since the snowflakes could be counted the math access point associate quantities with number names can be addressed here.

The matching lotion was used as a sweet remembrance of all the fun we had today. We chose this particular scent because we figured that junipers MIGHT grow in the cold climes of Arundelle!

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

FINE MOTOR GROUP

On Tuesday we used markers to color a Frozen picture. We found this PERFECT free printable at http://yourtherapysource.com

We started by discussing the shape of our paper and asking the students to identify a “rectangle” using communication symbols.

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

Then they used purple and blue markers to make fabulous scribbles and swirls on their paper.

The students did a really great job with this and had such great concentration!

Since they had to share the markers with their friends, the science access point share objects with a partner is addressed with this activity.

After they were finished coloring, they got to add some snowflakes to their pictures. We applied glue to work on 1:1 correspondence. Of course, it was a great opportunity to practice pincer grasp skills as well (and the OT really likes that!!!).

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

Ta Da…….

…..let it go, let it go, let it go………

On Wednesday we continued talking about shapes while making Olaf!

We started by discussing the shape of the boxes we were going to use (cereal boxes covered with white paper) and used communication symbols to identify their shape.

The math access point recognize a common three-dimensional shape was addressed here.

Then the students used adaptive scissors to cut out another shape——this time a TRIANGLE—–out of orange paper and used glue sticks to attach it to their box.

The science access point recognize a change in an object and the math access point recognize a common object with a two-dimensional shape are addressed in this activity.

Next they added 2 eyes and identified the number 2 using communication symbols.

Associate quantities with number names is a math access point.

The students used a black marker to draw a mouth to the face, then added a small RECTANGLE tooth that they cut out using the adaptive scissors.

It was fun to see the different expressions they came up with for their snowman 🙂

The science access point recognize one or more external body parts can be addressed here.

A brown chenille stem was added to the top of the box and the cutest Olaf you have ever seen!

TA DA!!!!

LANGUAGE GROUP

Since we are experiencing 70+ degree weather in the middle of December, snow—-or even cold weather—-seems like a distant dream, we decided to make some snowy experiments! Here are the experiments we did: Let’s Make Snowy Experiments.

We started out making a snowstorm in a jar. First, we poured baby oil in a cleaned out peanut butter jar. Our students got to take turns smelling the baby oil first and they all seemed to like the clean smell of it!

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

Next, we put water and white paint into a bowl. Our students had to mix it all up until the water was nice and white. Then we poured it into the jar and added some glitter—-we never pass up the opportunity to add glitter to a project 🙂

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

Not much of a snowstorm UNTIL we put half of an Alka Seltzer into the jar. Once it started going, we had our version of a Florida snowstorm!

Track objects moving up and down is a science access point.

Pretty darn cool!!!!

After we were done oohing and ahhing, we started on our second experiment, homemade snow. This one was pretty easy. We used a WHOLE box of baking soda and about HALF a canister of shaving cream and stirred it all together. We divvied up our mixture into a couple of small bowls and our students got to feel our “snow”.

Very cool feeling—–literally 🙂

The science access point recognize parts of whole objects and parts of sets of objects can be addressed in this activity.

We used our homemade snow for our final experiment, EXPLODING snow.!!!!! We put the bowls with the homemade snow onto a tray, sprinkled some glitter, and then poured some vinegar into each bowl. Tada! Exploding snow!!!!!!

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

THE FUN CONTINUES….

Our PE department has a fabulous winter wonderland unit going on this month and this coordinated perfectly with our Frozen theme! The students were having so much fun, we had to include some photos.

They got to experience some blizzard conditions (the teachers used a hairdryer and some fake snow to create this).