Who can resist chocolate?! We jumped at the chance to celebrate National Bittersweet Chocolate Day, which is January 10. Our book talks about some really neat chocolate facts. Did you know that cocoa beans used to be used as currency? Do you know how many cocoa beans it takes to make a pound of chocolate? You’ll have to read the book to find out!
Here is a link to the book: let_s learn about chocolate
January 10 is Bittersweet Chocolate Day so this week we are all about CHOCOLATE! Our sensory groups explored chocolate themed boxes. The fine motor groups painted some sweet art projects and the language group made a very tasty chocolate treat! The students are learning about properties of matter with their Unique Curriculum this month and this unit complemented it quite nicely.
SENSORY GROUP
Chocolate comes from the cocoa bean. We didn’t have any cocoa beans on hand, so we substituted with coffee beans—-they look pretty similar.
The students searched for letter C’s in the beans.
Science access point: recognize objects that are identical to each other.
Pompoms were sorted into either a cute heart shaped candy tin for the BROWN chocolate ones or a white “candy dish” for the WHITE chocolate ones.
Of course, sometimes it was fun just to grab a handful and enjoy the pompoms’ soft and squishy texture!
Science access point: identify objects by one observable property, such as color.
Math access point: recognize a common three-dimensional object.
Our chocolate scented play dough was pretty realistic looking AND smelling!
The adults definitely kept a close eye on things with this box 🙂 The students cut “chocolate donuts” or made their own candy creations.
There was also a pastry wheel that made some fun patterns in the play dough.
Science access point: recognize a change in the appearance of an object.
Chocolate cake mix made perfect cloud dough! It was fun to scoop, mold, or squeeze through fingers.
A little messy, but a really fun sensory experience that smelled good too! The students were really intrigued with this box!
Science access point: recognize and respond to different types of sensory stimuli.
We wanted to add a little bit of color to this unit, so we brought out our colorful candy colored rice. There were some “cocoa” beans to find as well as play food candy, chocolate, and two different sized cookies. This rice was really eye catching!
Underneath the rice were pictures of chocolate candy.
Science access point: recognize the larger of two objects.
A little cocoa powder added to oobleck made for a fun chocolate river.
This was really MESSY but really FUN 🙂
Science access point: apply a push to move an object.
There was a little teapot and water wheel in our water basin this week.
Once the first student rinsed their hands, our water play turned into a chocolate fountain!
Science access point: recognize water as a liquid.
We couldn’t find any chocolate scented lotion, so we used a chocolate scented LipSmacker to apply our signature scent to wrists or behind ears.
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students made candy apples using purchased craft foam apple shapes!
First, they identified the color of their apples.
Science access point: identify objects by one observable property, such as color.
We mixed a little glue with the brown paint and painted our apples. The popsicle stick already taped to the apple made it easy to hold.
Science access point: recognize that pushing and pulling an object makes it move.
Then, we added some confetti sprinkles (the glue in the paint helped make sure it stuck) and of course, we sang our glitter song 🙂
Math access point: indicate desire for more of an action or object.
TA—-yummy—-DA!
Candy apples………
……they look good enough to eat!
On Thursday the students made chocolate chip cookies using paper plates.
First, they identified the shape of paper plate.
Math access point: recognize an object with a two-dimensional shape.
Then, they painted their paper plates with brown paint.
Science access point: recognize a change in the appearance of an object.
Next, the students let us know how many chocolate chips they wanted on their cookie.
Math access point: associate quantities with number names.
The pre-cut chips were added and the glue we had added to the paint helped them stick.
Math access point: recognize when an object is added to a situation.
TA DA!
Time for cookies!!!
LANGUAGE GROUP
We got to make a nice and chocolatey treat this week for language group. This week we made chocolate mousse using this recipe: let_s make chocolate mousse
**Words in caps are the words targeted on their communication boards**
We started out by talking about how we were going to MAKE chocolate mousse.
The first thing we did was PUT a box of instant chocolate pudding mix into the BOWL. Whichever student WANTed to HELP had to raise their hand and indicate HELP on their board.
Next, we PUT 2 tbsp of cocoa powder into the BOWL. Each student had to identify the tablespoon when presented with a cup and a tablespoon. They were told that the tablespoon was the LITTLE one. We talked about how using the wrong kitchen tool could ruin the recipe.
Math access point: recognize differences in sizes of containers that hold liquids.
For the final ingredient (only 3 ingredients…yay!) we PUT some heavy cream into the BOWL. This time, the students were presented with a cup and a 1/2 cup.
They were told to identify the BIG one.
Math access point: recognize a half of an object as part of the whole object.
Each student got a chance to press the switch to make the mixer TURN. Our mousse formed really fast, so each student just got a little chance to press the switch.
Science access point: observe an recognize a predictable cause-effect relationship related to a science topic.
When it was ready, each student got a small amount of mousse and no spoon. They had to indicate that they needed a SPOON and that they wanted MORE.
We think we’d all like to do a chocolate theme each week 🙂
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For the new year, we’re taking a look back at the 1950s. We found lots of neat things that happened during the ’50s like the invention of TV dinners, the creation of the Mickey Mouse Club tv show, and the welcoming of the 50th state of the United States. We found a few other things too. You’ll have to read the book to find out what those are 🙂 We have one of our students attending a sock hop on the front of the book and another one of our students dressed as Lucy from the I Love Lucy show on the back. Enjoy!
Here is a link to the book: what happened in the 1950s?
To start the new year, we decided to take a look back——–WAY back, all the way to the 1950’s! The sensory groups explored boxes related to different facts from the decade. The fine motor groups made some cool art projects and the language group made a 1950’s inspired recipe.
SENSORY GROUP
We put the numbers 1 9 5 0 in this rice box. In addition to running their fingers through the rice, the students had fun scooping it up and adding it to a small metal cup.
Math access point: solve problems involving small quantities of objects or actions, using language, such as enough, too much, or more.
Our outer space black beans and rice contained our nod to NASA which was started in 1958.
There was a cool rocket toy that had a spinning astronaut and flashing lights when the button was pushed.
Science access point: distinguish between objects in motion (kinetic energy) and at rest.
Disney Land and the Mickey Mouse Club tv show both had their start in 1955.
There were lots of fun things to find in this box, including Disney character figures, colorful beads, and a VOD that had the Mickey Mouse song recorded on it.
Social studies access point: recognize a character in a story that is not real.
Elvis had a hit with the song Heartbreak Hotel in 1956.
The students made both BIG and LITTLE hearts in red moon sand.
Math access point: recognize the larger of two objects.
TV dinners were first introduced in 1953. Since they had foil trays and covers, we thought it would be fun to have a box with a foil. This space blanket was the perfect choice.
It was fun to throw up in the air and made a fun crackling noise when crunched—–it was a huge hit with the students!
Science access point: recognize and respond to different types of sensory stimuli.
A couple more photos—–this was a really fun experience for the students!
Sir Edmund Hilary and Tenzing Norgay made it to the top of Mount Everest in 1953.
The students swirled snowy shaving foam around a laminated mountain top for messy play this week.
Science access point: apply a push to move an object.
20000 League Under the Sea was a movie released in 1954.
Our water play contained a little submarine and a variety of sea animals—-including a giant squid!
Science access point: match living things with their habitats.
Hawaii became the 50th state in 1959! This inspired us to use Bath and Body Works pineapple as our scent this week.
The sweet aroma was a big hit with the students.
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students made Mount Everest models and then put themselves on the mountain using this template: mountain climber template
First, the students identified the shape of their poster board mountain. They also identified the shape of a tissue box that would be used for the project.
Math access point: recognize objects with two-dimensional shapes.
Then they added “snow” (a mixture of glue and shaving cream) to their triangle.
Science access point: recognize that pushing and pulling an object makes it move.
Next, they put themselves on to the mountain. Since there was glue in our snow mixture, we didn’t need extra glue!
The mountain was hot glued (by an adult) on to the tissue box to help it stand up and…..
TA DA from the top of the world!!!
We climbed Mount Everest!!!!
On Thursday the students gave themselves a new look using this: elvis hair template
First, the students identified the color of the yarn we were going to use for the project.
Science access point: identify objects by one observable property, such as color.
Then, using regular, adapted, or switch operated scissors, the students snipped pieces of yarn.
Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
Glue spreaders were used to spread glue around the black poster board hair template and applied their pieces of yarn.
Math access point: recognize when an object is added to a situation.
TA—-Elvis—- DA!!!
Don’t tread on our blue suede shoes!
LANGUAGE GROUP
We made a yummy treat that was popular in the ’50s: jello salad! Here is the recipe that we used: let_s make blueberry vanilla jello salad
(The words that are capitalized are the targeted words on the communication boards)
We started by talking about how we were going to MAKE a jello salad, noting that this type of salad is DIFFERENT from the salad that we usually eat.
First, we PUT a box of vanilla instant pudding mix into a BOWL. One of our students indicated they WANTed to HELP by raising their hand and indicating HELP.
Next, we PUT vanilla yogurt into the BOWL. We had 2 students HELP with this since the container was big. We had to STIR the ingredients together.
After that, we PUT cool whip in and STIRRED that together as well.
Finally, we added some blueberries and STIRRED those in, first talking about how the bag of frozen blueberries felt COLD.
We LOOKed at the ingredients and saw that the color was becoming DIFFERENT, going from white to a purple color.
Each student had to request some of the jello salad by indicating WANT. They were only given a small amount, so they had to request MORE if they wanted more than what they got. A spoon was not given to them either, which prompted them to request a SPOON as well.
We’re thinking these kiddos really LIKED their ’50s treat! What do you think? 🙂
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Tis the season! Our theme this week is A Christmas Carol. Each page features one of our students dressed as a character from the book. The background on each page was painted in art with our art teacher Judy and some of her students. It’s so great and we love it! Joy put together some pretty terrific costumes also that you don’t want to miss!
Here is a link to the book: Who Are The Characters In A Christmas Carol?
We chose a holiday classic this week—-A Christmas Carol! The sensory groups explored boxes filled with texture and color. The fine motor groups put together some Dickens inspired art projects and the language group hosted a holiday party worthy of Mr. and Mrs. Fezziwig!
SENSORY GROUP
As a nod to the setting of the story, English tea leaves filled this box.
There were 2 different sized letter C’s to find as well as 2 different sized spoons for scooping fun. At the bottom of the box was a picture of a holiday wreath.
Math access point: recognize differences in size of objects.
Since Ebeneezer Scrooge was obsessed with his money, we filled this box with pure gold—of the mardi gras bead type that is 🙂
Bright and shiny—-fun to look at, wear, or shake!
Science access point: recognize and respond to different types of sensory stimuli.
There were colorful chenille stems that could be linked like the chains Marley’s ghost carried around.
The students really loved twisting and winding the stems around each other.
Math access point: recognize when an object or material has been added to a situation.
Our Christmas box contained garland, plastic pine and holly sprigs, jingle bells, and a variety of other items associated with the season filled this box.
The blinking Rudolph nose and squeaky candy cane certainly brought some smiles!
Science access point: recognize a model of a real object.
In the story, light fills the room when the ghost of Christmas past visits Ebeneezer. The students loved our light box which contained colorful lights and garland.
Whether the overhead lights were on or off it was still mesmerizing!
Science access point: recognize a source of light.
Red and green glitter was swirled around in fluffy snow white shaving cream.
The students made patterns, swirled it around, or just watched it ooze through their fingers!
Science access point: recognize that pushing and pulling an object makes it move.
The students scooped up character (a santa and dapper penguin) foam balls in our water play this week.
There were also two different sized measuring cups and a strainer scoop
Science access point: track objects in motion.
Bath and Body Works sugar plum seemed the perfect scent to finish the group.
The sweet scent certainly transported us to merry old England and left our students smelling like delicious little sugar plums 🙂
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students made their own Dicken’s village.
We pre-wrapped tissue boxes in colorful paper and let the students choose their house color.
Science access point: identify objects by one observable property, such as color.
The students identified the shape of their box.
Math access point: recognize an object with a two-dimensional shape.
The students also compared the size of their box to the size of the door—-which one was BIG and which one was LITTLE.
Math access point: recognize differences in size of objects.
The students glued 3 pre-cut windows and 1 door on to their houses.
Math access point: associate quantities with number names.
Then, they used bubble wrap to stamp snow on to the house and roof.
Math access point: recognize a movement that reflects a spatial relationship.
The roof was added and….
………it’s a Dickens Village!
Merry Christmas from Merry Old England!
On Thursday we made paper chains!
First, we identified the color of our paper.
Science access point: identify objects by one observable property, such as color.
Next, the students used paper cutters to cut strips of paper.
Science access point: recognize a change in the appearance of an object.
The students used glue sticks to link the strips into circles, adding their strips together to make chains.
Math access point: recognize when an object is added to a situation.
As we went around the table, our chain got bigger, and BIGGER!
Math access point: recognize when an object is added to a situation.
TA DA!!!!!!!!
LANGUAGE GROUP
We had a super fun Christmas Carol party this week for the language group! We love to do these parties because it gets all of the different classes together to practice language and social skills—–and also for some fellowship and fun.
We started out with a Christmas parade around the elementary building. Of course, we had Santa Claus leading the pack. Some of our students dressed up as elves.
We all shook bells while walking.
Very festive 🙂
Once we made it all around, the party could start. 2 tables were set up that had drinks and snacks.
By each drink and snack were sentence strips that our students could use in order to request what they wanted.
Staff helped as needed so that the students would point to each symbol from left to right.
We had picture symbols for “thank you” as well.
A good time was had by all!
Of course, we had our backdrop for photos to be taken. Students could choose what prop they wanted to wear or hold.
Super cute!!
Join us again next time for more fun and learning!
Happy Holidays from Group by Group!
International Ninja Day is December 5, so we learned all about ninjas this week! We learned so many things that we never knew about ninjas. Although they have many tools, their most important tool was actually an insect! They also were able to tell time in a very unique way. You’ll have to read the book to find out how 🙂 We have 2 of our very own ninjas on the front and back of the book too. Check it out!
Here is a link to the book: Let_s Learn About Ninjas
December 5 is International Ninja Day—-who knew! Our sensory groups explored boxes related to interesting Ninja facts! The fine motor groups made Ninja themed art projects and the language group made a tasty Ninja themed treat!
SENSORY GROUP
Ninjas are from Japan. In this box we put RED and WHITE pom poms—-the colors of the Japanese flag.
The students had fun sorting or just exploring the soft texture of the pompoms.
Science access point: identify objects by one observable property, such as color.
We learned that Ninjas come from a mountainous region of Japan.
We used green Floam to represent the mountains and put in 3 laminated Ninjas.
Science access point: apply a push to move an object.
Our rainbow rice represented the colored rice Ninjas used to send coded messages.
There were both upper and lower case N’s as well as a map of Japan to find under the rice.
Two spoons included made for lots of scooping fun!
Science access point: match objects by an observable property, such as shape and color.
Throwing stars were tools used by Ninjas. We put 3 large stars for the students to find in this box of red beans—-but these weren’t for throwing 🙂
As usual, the students liked running their hands through the beans, but the large stars were 
pretty intriguing to them as well this week!
Math access point: associate quantities with number names.
One of the most interesting facts we learned about Ninjas was that they could tell time by looking at a cat’s eyes!!!!
We put in two different sized cat cookie cutters to make impressions in black kinetic sand. The 
students also loved squeezing the sand into balls and then watching it drip down through fingers.
Science access point: recognize the larger of two objects.
We encouraged the students to try to make letter N’s in shaving foam.
Messy play is always a favorite with the students and we had lots of smiles this week!
Science access point: recognize that pushing and pulling an object makes it move.
A few more smiles—–we just couldn’t leave out these photos!
Our students are just too cute 🙂
Hands were rinsed in our own little koi pond. There were 2 different size fish—-both of which squirted water when squeezed.
These were very intriguing to the students!
Math access point: recognize differences in size of objects.
Both our water and lotion were scented with Bath and Body Works Japanese cherry blossom.
The students really seemed to like the floral scent and we think they all smelled like Ninjas 🙂
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students made crickets!
First, they identified the shape of the paper.
Math access point: recognize objects with two dimensional shapes.
Using paper cutters, they trimmed the paper into a smaller rectangle.
Science access point: recognize that pushing and pulling an object makes it move.
The rectangle was rolled around a paper tube.
Science access point: apply a push to move an object.
We squished one end of the tube and stapled it down. Most of our students needed help with this part.
Science access point: recognize a change in the appearance of an object.
Next, chenille stem “legs” were threaded through precut holes.
Math access point: recognize when an object is added to a situation.
Then, the students added 2 googlie eyes to their cricket’s face and attached it to the tube.
Math access point: use one-to-one correspondence to identify sets of objects with the same amount to 2.
Ta Da!
Nobody will hear our Ninja footsteps!
On Thursday the students made Ninja masks!
First, we identified the shape of the paper plate and the color of our paint.
Math access point: recognize objects with two dimensional shapes.
Science access point: identify objects by one observable property, such as color.
Then, the students painted their paper plates.
Science access point: recognize a change in the appearance of an object.
A red paper ribbon was added and TA DA……
We are Ninjas!
LANGUAGE GROUP
Since ninjas used a coding system using colored rice, we thought we would color some rice of our own.
Each student took a turn indicating what color they WANTed to color their rice. They could choose from BLUE, GREEN, YELLOW, or RED.
Once they chose a color, we added just a little bit of food coloring to some cooked white rice that we put in a plastic bag. Our students had to indicate if they needed MORE of the color.
Math access point: solve problems involving small quantities of objects or actions, using language, such as enough, too much, or more.
Our students had to shake up the bag to get the coloring all over the rice. Adults HELPed as needed.
Once the rice was dyed, our students had to indicate that they were ALL DONE.
Because there were 4 different colors and our students each only got to use 1 color, they had to indicate the colors that they still needed so that they had each color on their plate to eat.
We think the students really liked their colorful Ninja rice!
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Black Friday…Cyber Monday…holidays…There is a lot to shop for around this time of year, so we are talking all about shopping this week! We got some of our teachers to take pictures of our students doing some shopping of their own. 
The book talks about how our students get to the store and things they do while in a store. We love shopping 🙂
Here is a link to the book: Let_s Go Shopping.
This time of year, there is a lot of shopping going on so we thought it would be a fun theme to pick for this week. Our sensory groups explored shopping themed boxes. The fine motor groups decorated shopping bags and the language group got to go shopping at our very own Owl Mart!
SENSORY GROUP
Blue and yellow rice (our school colors) contained some the letter S—–for shopping, of course!
We also included some different sized spoons for scooping fun.
Science access point: recognize two objects that are identical to each other.
Our students ride buses when they go out into the community to shop.
There were two different school buses to drive along a black bean road.
Science access point: recognize the larger of two objects.
When going shopping you have to have money! We put paper money, play coins, a purse, a money clip, and dollar sign mardi gras beads.
We also put in a money themed discovery bottle which was lots of fun to shake. There were even some “credit/debit” cards.
Social studies access point: recognize coins as money.
Shopping for clothes is always fun! The students used cookie cutters shaped like a t-shirt, hat, and 2 different sized boots to cut clothes out of yellow moonsand.
Science access point: apply a push to move an object.
Our food court box was filled with lots of play food—-such as soda, cookies, burgers, and french fries!
The students loved the squeaky cupcake and pizza oven mitt!
The students had a lot of fun with the play food, but the green paper shred was pretty popular also!
Science access point: recognize a model of a real object.
Cinnabons, another food court staple, inspired our messy play this week.
We thought our oobleck looked just like the frosting on those yummy treats!
Science access point: track the movement of objects that are pushed or pulled.
As usual, the students had so much fun exploring one of our favorite substances—-it’s amazing what you can make with a little cornstarch and water 🙂
Staying with the food court theme, hands were rinsed in Bath and Body Works cinnabon scented water. There were a variety of different sized scoops and spoon for some splashy fun.
Math access point: recognize differences in sizes of containers that hold liquids.
Vanilla sugar scented lotion was a hit with the students this week!
Our students left the group with a sweet reminder of all the fun we had 🙂
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students used foam stamps to decorate canvas shopping bags.
First, we identified the shape of the shopping bags.
Math access point: recognize objects with two-dimensional shapes.
Then the students chose stamps to decorate their bags. We glued plastic thread spools to the stamps to make them easier to hold. The students had to lift the stamps UP and DOWN.
Math access point: recognize a movement that reflects a spatial relationship.
TA DA!
We are ready to go shopping!
On Thursday the students decorated their shopping bags using textured rollers!
First, they identified the shape of their bags.
Math access point: recognize objects with two-dimensional shapes.
After paint was applied to the rollers, the students began rolling them across the canvas. We had a variety of cool textures to choose from!
Science access point: recognize that pushing and pulling an object makes it move.
TA DA!!!!!!!!
We’re going to shop til we drop!!!
LANGUAGE GROUP
Our school has a little student run store called the Owl Mart that our language group got to go to this week. As a reward for good behavior, our students are able to earn “owl bucks”. They can then use those owl bucks to buy different things at the Owl Mart.
We all walked over to the Owl Mart after reading the book, making sure to grab the bags that we had made during the fine motor group earlier in the week.
We worked on staying together while we walked.
When we got to the Owl Mart, students walked around with the staff to find something they wanted to buy.
They could choose from toys, clothes, jewelry, books, stuffed animals, and Christmas objects.
Just like in the book, they had to make choices based on how many owl bucks they had.
Once they decided what they wanted, they had to go and pay for their item. Students worked on counting out their money. We had sentence strips for them to use if they needed HELP.
Once their items were bought, they put their new treasures in their bags.
Everybody was happy with their purchases.
It was a successful trip 🙂
What a fun, fabulous week. Join us again next time for more fun and learning—–Group by Group!
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