Tag Archives: kids

Apr15

Colorado book

Posted on April 15, 2018 by jd785

Since one of our teachers, Ms. Jen, visited Colorado with her family, we decided to learn some things about the state! And actually, 2 of the facts that we found out were questions on Jeopardy this week, so that gives you even MORE reason to read them 🙂 Colorado is a beautiful state with lots of great places to visit. We found out some pretty neat things, like what the state fruit is (you’ll be surprised!) and what “Colorado” means. Check it out!

Here is a link to the book: Let_s Learn About Colorado

A big THANK YOU to Ms. Jen for sharing some of her pictures with us 🙂

Apr15

Colorado

Posted on April 15, 2018 by jd785

Colorado

Ms. Jen got to go to Colorado over spring break and brought back some great photos that inspired this unit. Our sensory groups explored boxes related to facts about the state. The fine motor groups used homemade puffy paint to complete their projects and the language group made a tasty Colorado treat!

SENSORY GROUP

There were lots of things associated with the beautiful state of Colorado. This box contained animals and plants that are native to the state. We also put in a miniature backpack and small compass—things you might need while hiking in the Rocky Mountains. The state fossil is a stegosaurus, so we put a puzzle piece one in the box too 🙂

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

We put in a pinwheel and some fans in this box because Colorado gets a lot of its energy from the wind. Fans are pretty popular with our students, they like the feel of the moving air.

Indicate awareness of air moving is a science access point.

The Broncos are an NFL team located in Denver. This bright colorful box had shaker pompoms, beads, and a small football in the team colors. We also put in a cute little pony puppet to represent the team mascot.

The science access point recognize an action as fast or slow can be addressed here.

Red Rocks Amphitheatre is a huge naturally formed outdoor concert site located in Colorado. Our students used scoops and their hands to make their own “red rocks” out of moon sand. We included a little musician holding play figure to add to the fun.

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

The aquamarine is the state gem and we thought our box of dyed blue beans looked like a box full of aquamarines! We put some letter C’s to find as hands explored the colorful beans.

Match objects by one observable property, such as size, shape, or color, is a science access point.

The Colorado River is nicknamed the Red because of its color and the red rocks it travels through. We made our own river by adding some red velvet cake mix to our oobleck this week. The color was pretty intriguing to the students, but it certainly made for some really MESSY play this week!

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

Since Colorado is nicknamed the “centennial state” we put the foam numbers 1 0 0 in the water this week. There was also a water wheel, which is always a fun addition. As hands were rinsed, we found we also kind of continued the RED river theme 🙂

Recognize one way people use water is a science access point that can be addressed here.

Bath and Body Works peach scented lotion was chosen this week because we learned that peaches are grown in Colorado. And you thought all peaches came from Georgia 🙂

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

FINE MOTOR GROUP

On Tuesday our students got to go skiing in the Rocky Mountains—–well sort of 🙂 We added their photos to this template: Colorado skier

First, they identified a triangle by either vocalizing, pointing, or looking at communication symbols.

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

Then, they put some glue on to their triangles and put them DOWN on to a blue background.

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

They added some “snow” made from a mixture of shaving cream and glue (approximately 3 parts to 1) using a sponge brush. Once dry this stuff ends up feeling just like puffy paint—–so cool!

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

After they had finished painting, the students added themselves to the picture!

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

TA DA!!

Let’s go skiing in Colorado!

On Wednesday the students made a Rocky Mountain poster.

We started by identifying a triangle using communication symbols. We discussed that triangles have 3 sides.

Recognize the sides of a triangle is a math access point.

Next the students used paper cutters to cut out a triangle, counting each side as is was cut.

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

All the triangles got glued DOWN on to a blue background.

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

Then each student got a chance to add snow to the mountains. We used our home made puffy paint mixture again. They really had a lot of fun with this!

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

Ta DA!

Let’s visit The Rocky Mountains!!!!!!!

LANGUAGE GROUP

We were all so surprised that the state fruit of Colorado was the peach! What a great fruit to use in a recipe, though 🙂 Here is the recipe that we used this week: Let_s Make A Peaches And Cream Trifle

We started out by making some vanilla pudding. Our students requested to help pour the mix into the bowl. They had to locate the bowl on their communication boards.

We had one student help hold the measuring cup while milk was poured into it. Then we had another friend request to help pour the milk into the bowl.

Everyone had a turn to press the switch to activate the mixer. Our students indicated that we needed to mix “more” and when we were “all done” using their communication boards.

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

We then added the layers of the trifle. First, we PUT some angel food cake in our cups.

Then we added some vanilla pudding.

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

We put peaches on top of that and topped it all off with some whipped cream. With each layer, our students had to indicate any of these core vocabulary words to participate: HELP (if they wanted to help put the ingredients in the cup), PUT (to use as a command to put ingredients in the cup), WANT (to request ingredients), and/or MORE (to indicate that there are more ingredients/more steps).

Pictures of the ingredients were modeled and used by both the adults and the students.

When the recipe was finished, each student had to indicate that they “want eat” to get their trifle.

YUM!

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

Apr8

Find a Rainbow book

Posted on April 8, 2018 by jd785

Find a Rainbow book

April 3 is National Find a Rainbow Day so this week we’re all about rainbows. It has been a very colorful week and I think we have all enjoyed how bright and cheery all of the sensory boxes, fine motor activities, and language group activities were. The book carries on that cheeriness. Each page focuses on a different color of the rainbow and has a student wearing that color.

The pages are very eye-catching! Check out the book and see all of the colors of the rainbow 🙂

Here is a link to the book: Look At The Colors Of The Rainbow

Apr8

Find a Rainbow

Posted on April 8, 2018 by jd785

Find a Rainbow

April 3 is National Find a Rainbow Day so this week our unit is filled with COLOR! Each of our sensory boxes were filled with rainbows. Our fine motor groups made colorful rainbow crafts and the language group made an edible rainbow! It was a fabulous week and we had a blast!

SENSORY GROUP

We were pretty pleased with the way our rainbow umbrella turned out! We recycled our little cloud costume from a couple of weeks ago, then added some colorful chenille stems and beads. It was very eye catching and the students loved it.

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

The students were intrigued with the rainbow projected by this rainbow light (thanks Ms. Kim). The rainbow could also be seen when they placed their hands under the light. This was a hit! We also recorded a version of Somewhere Over the Rainbow on a voice output device to add to the experience.

Recognize sources of light is a science access point.

We put some small chenille stems into this box of rainbow pasta. Besides stringing the pasta on the chenille stems, the students also enjoyed the fun sounds the pasta made when swirled around.

Recognize when an object is added to or taken away from a situation is a math access point.

Letter R’s were found buried in our rainbow beans. We used neon food coloring which made these beans especially bright and colorful.

Match objects by an observable property such as size, shape, or color is a science access point.

Lots of rainbow colored items were found in this box. There was one big and two little slinkys, a couple of plush toys, and some accordion tubes which were a HUGE hit!

Recognize that pushing and pulling moves an object is a science access point.

The students also had fun with the funnel and spoon we put into our rainbow rice. They were pretty fascinated watching the rice stream down out of the funnel! We did find that a smaller spoon worked best to prevent the funnel from getting clogged.

Track a falling object is a science access point.

Shaving cream clouds surrounded a laminated rainbow in our messy play—-it made for a really eye catching tray!

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

We used Crayola bath color drops to make our water colorful this week. Each class had different colored water which added to the fun. Even more color could be found with multi-colored foam letters that spelled out the word RAINBOW.

The science access point recognize objects in the environment, can be addressed here.

Bath and Body Works rain kissed leaves was the perfect scent for unit on rainbows. It had a nice soft scent that the students really liked whether applied to hands or behind ears!

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

FINE MOTOR GROUP

On Tuesday we used crepe paper streamers to make rainbows.

Using communication symbols, each student chose a color.

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

Then they started tearing strips from the streamers—–they needed to tear enough pieces to share with their friends! This is a great activity for strengthening pre-scissor skills.

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

Paint brushes were used to spread glue around a cloud shape we just free form cut from poster board so each one ended up being a little different.

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

To make the clouds really fluffy some fiberfill stuffing was placed on top. The students were pretty intrigued with its texture!

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

The adults taped the paper streamers to the back of the clouds, but the students helped “pat” them DOWN.

Recognize a movement that reflects a spatial relationship, such as up and down is a math access point.

TA DA!

We found a rainbow!!!!!

On Wednesday the students made rainbows with coffee filters.

First, using communication symbols, the students identified the shape of their coffee filter.

Recognize an object with a two-dimensional shape is a math access point.

Then they began coloring their coffee filters with water color markers. We encouraged them to use LOTS of different colors.

The science access point identify objects by one observable property, such as color, can be addressed here.

Then they sprayed their coffee filters with water and “scrunched” them up to spread the color around.

They had fun with this part 🙂

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

TA DA!

We found a rainbow!

Then we found MORE rainbows……..

how cool is that!!!!!

LANGUAGE GROUP

We brought back a food activity that we’ve done before in the past: edible paint on bread! Perfect for a unit on rainbows! We didn’t have a recipe this week since this activity is really easy to put together. Really all you need is milk, food coloring, food safe paintbrushes, white bread, and creativity.

We started out by having each student choose decide which color they wanted to mix. Each student was presented with 2 colors to choose from. Then they communicated “stir” on their communication boards.

We watched the color of the milk turn from white to something colorful! We did this for 6 different colors.

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

We counted out how many friends we had so that we could pass out paper plates and white bread.

Associate quantities with number names is a math access point.

Once our “paint” was ready, each student had to request what color they wanted using their communication boards. Teachers helped when students needed it by modeling “want __color__” for the students to imitate.

We had so many colorful creations!

Students had to indicate they were “all done” using their communication boards when they were finished painting.

Finally, students got to eat their rainbows! YUM!!!!

Wow, this had to be our most colorful week ever!

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

Mar25

We Love Eric Carle book

Posted on March 25, 2018 by jd785

We Love Eric Carle book

March 20th is the Very Hungry Caterpillar day, so we decided to dedicate this week’s theme to the author, Eric Carle. He has written so many wonderful books and our book takes a look at quite a few of them. We have our students dressed up as different characters from the different books. Some of the books that we take a look at are the Very Hungry Caterpillar (of course!), Brown Bear, Brown Bear, and The Tiny Seed.

There are even some books that we never heard of until we started researching Eric Carle! Our incredible art teacher, Ms. Judy, had some of her students help create the background of our book and we think it’s pretty fantastic. Take a look and see some of the different books by Eric Carle!

Here is a link to the book: Let_s Read Books By Eric Carle

Mar25

We Love Eric Carle

Posted on March 25, 2018 by jd785

We Love Eric Carle

March 20 is Very Hungry Caterpillar Day so this week we are celebrating Eric Carle! Our sensory groups explored boxes related to some of his books. The fine motor groups made some very hungry caterpillars, and the language group made a tasty treat inspired by one of Eric Carle’s characters.

SENSORY GROUP

This box was filled with a variety of items related to some of the characters found in the books such as a plush brown bear, caterpillar, a firefly, dragon, play food, and some board books.

There were lots of things to discover and explore.

The squeaky cupcake turned out to be especially popular!

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

There was a picture of planet earth, a rooster, and two different sized scoops in our “Rooster sees the world” rice box. The rice was eye catching and made for lots of scooping fun!

The math access point solve problems involving small quantities of objects or actions using language, such as enough, too much, or more, can be addressed here.

The students sorted green pasta caterpillars and red pasta butterflies in “The Very Hungry Caterpillar” box.

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

We laminated some flowers from Eric Carle’s books and put them into our Tiny Seed box filled with birdseed. The flowers made the box very eye catching and the students loved the way the seeds felt on their hands! We also included a letter F to find.

Recognize and respond to different types of sensory stimuli.

Our “Grouchy Ladybug” pillow vibrated when squeezed and was a huge hit—–the students loved it!

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

For “The Little Cloud” box we made cloud dough, of course! Since the book’s illustration featured a face, we put in some Mr. Potato Head pieces for the students to play with.

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

There were 10 Little Ducks in our water pond this week. Some of them squeaked which added to the fun!

Associate quantities with number names is a math access point.

Since a very hungry caterpillar might want to snack on some leaves, we chose Bath and Body Works rain kissed leaves as our scent this week. The students really liked its light aroma.

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

FINE MOTOR GROUP

On Tuesday we used an idea from Pinterest to make our hungry caterpillar.

First the students identified the color GREEN using communication symbols.

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

Then the students painted their paper plate crescent.

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

They added a cute caterpillar face (pre-made by our wonderful volunteers).

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

TA DA!!

Some very hungry caterpillars!

On Wednesday the students made caterpillars out of paper plates we got a Dollar Tree—can’t beat the price!

First, we discussed the shape of our plates and had the students identify a circle using communication symbols.

Recognize objects with two-dimensional shapes, such as a circle is a math access point.

The students used a circle punch to cut two red circles. They also identified the number 2 using communication symbols.

Associate quantities with number names is a math access point.

Then they glued the red circles on to some pre-cut yellow circles to make caterpillar eyes. We also asked the students to identify which circle was BIG and which was LITTLE.

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

After the students glued the eyes onto a red paper plate, they chose how many green plates they wanted to add to make their caterpillar bodies. They could add 1, 2, or 3!

Everything got stapled together!

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

TA DA!

More very hungry caterpillars!!!

LANGUAGE GROUP

This week, our language group made a snack that could be taken from the Eric Carle book, Walter the Baker. In the book, Walter creates pretzels. For our group, since making pretzels takes a lot of time, we decided to make a dipping sauce for some frozen pretzels. Here is the recipe that we used: Let_s Make Pretzels and Dipping Sauce

While reading the book, our students had to locate the symbol TURN on their communication boards each time it was time to turn the page for the recipe.

We started out by putting some cream cheese into a bowl. Our students indicated on their communication boards where the picture of the bowl was. They also had to locate the word PUT on their communication boards.

Next, we added some butter. Each student had to indicate the measuring spoon when compared to the measuring cup. To help them out, we reminded them that the measuring spoon is smaller than the measuring cup.

Recognize differences in sizes of containers that hold liquids is a math access point.

Our students helped activate the switch to turn on the mixer and we mixed up the ingredients until they were smooth. They had to locate MORE to indicate that we needed to mix it up more. They located DONE when we were finished mixing.

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

Next, we added some powdered sugar. Again, we had our students indicate what we would use to measure out a cup of powdered sugar: the measuring cup or measuring spoon. We verbally prompted that we would need something BIG to use.

Again, the math access point recognize differences in sizes of containers that hold liquids, is addressed.

We added some vanilla extract to the mix. Before we did, though, each student got to smell it. We had some head turners who didn’t like the smell, but overall they liked it.

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

After we mixed that all together we added the heavy cream and mixed again until smooth.

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

While we were mixing, we put some frozen pretzel bites into the microwave to warm them up.

After everything was finished, our students got to enjoy some pretzels with dipping sauce once they indicated WANT on their communication boards! It wasn’t too sweet either.

Very yummy 🙂

We really enjoyed this week and hope you did too. Join us next time for more fun and learning—-Group by Group!

Mar11

Women’s History Month book

Posted on March 11, 2018 by jd785

Women’s History Month book

March is Women’s History Month so we are celebrating women! In the book, we have some famous women and a fact about each as to why they are famous. We have an astronaut, a First Lady, and 2 different Olympics athletes to name a few. We also have one of our own students dressed as Rosie the Riveter on the front cover. On the back we feature the elementary teachers and instructional aids who help out at school each day and, in our opinion, should be recognized as important women in history as well as in the present! Take a look and find out a little bit about some of America’s women in history.

Here is a link to the book: We Celebrate Women_s History Month

Mar11

Women’s History Month

Posted on March 11, 2018 by jd785

Women’s History Month

March is Women’s history month and March 8 was International Women’s Day so this week we chose to learn a little bit about some women who have made history. The sensory group boxes, fine motor group art projects, and the language group’s healthy snack, are all related to women featured in our book!

We had fun and learned a lot!

SENSORY GROUP

Ellen Ochoa is the first female Hispanic astronaut! This space themed box was filled with some “outer space” black beans. We added a little astronaut and some stars to find.

Recognize a space related object is a science access point.

Muriel Siebert was the first women to be on the New York Stock Exchange. There were all sorts of money related items in this box including some play money, a coin filled discovery bottle, and a wallet. They really had fun with this box!

The social studies access point identify coins as money that can be used to buy things can be addressed here.

Oprah is a multimedia giant—-actor, producer, talk show host, and philanthropist! One of her best known roles was in the movie The Color Purple so we chose purple kinetic sand and a letter O stamp for her box.

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

Misty Copeland is the first African American woman promoted to principal dancer at the American Ballet Theater. Her box is filled with swatches of tulle and satin, some ballet shoes, and a tiara.

Recognize and respond to different types of sensory stimuli is a science access point.

We also put in a stretchy tutu that doubled as a very fun hat 🙂

Beyonce is one of the most well known singer/songwriters of today! We recorded one of her songs on a voice output device then put in some musical instruments so our students could play along.

Recognize objects that create sounds is a science access point.

We also included some cool sunglasses——-

——–which our students totally rocked of course!

We recently watched Chloe Kim become the youngest woman to win an Olympic gold medal in the half pipe snowboarding event! We thought she was amazing!! The students had fun making their own “snowboard” trails through our shaving cream “snow”.

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

Natalie Coughlin is a swimmer who has won 12 Olympic medals and was the first ever woman to swim the 100 meter backstroke in less than a minute—-how cool is that! There were foam numbers 1 0 0 to scoop out of the water this week.

The math access point associate quantities with number names can be addressed here.

Our fruity raspberry scent from Bath and Body Works reminded us of farm to table item that Alice Waters might serve at her restaurant. The aroma was sweet—-just like our students 🙂

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

FINE MOTOR GROUP

On Tuesday as another nod to Alice Waters, we chose some healthy apples to PAINT with rather than eat this week!

First our students identified the shape of the paper we were using and then it’s color. They also identified the color of our paint.

Identify objects by one observable property, such as color is a science access point. Recognize an object with a two-dimensional shape is a math access point.

To make it easier for our students to hold the apple we inserted a fork into it then we asked the students to stamp UP and DOWN.

Recognize a movement that reflects a spatial relationship, such as up and down is a math access point.

TA DA!

We are celebrating Women’s History Month!

On Wednesday we made some scales—-like those that represent the Supreme Court Judge Sandra Day O’Conner!

First the students identified the shape of the our kleenex boxes.

Recognize and object with a two-dimensional shape is a math access point.

Then the students used colorful markers to decorate their boxes.

The science access points recognize a change in an object and recognize that pushing and pulling an object makes it move, both can be addressed here.

Our scales (made from some cut up cereal boxes, paper plates, and yarn by our wonderful volunteers) were attached with brads by the adults then we got to try them out! The students were pretty fascinated with seeing how their scales worked!

The math access point describe objects in terms of measurable attributes (longer, shorted, heavier, lighter, etc.) is addressed here.

TA DA!

We are celebrating Women’s History Month!

LANGUAGE GROUP

Michelle Obama launched a campaign to end childhood obesity while she was First Lady of the U.S. so we thought a healthy treat would be a great snack to make this week!

Here is what we used throughout the activity: Let_s Make A Healthy Parfait

We started out a little bit backwards today by counting out how many cups we needed for our snack. We counted out 7 cups for 7 students.

Associate quantities with number names is a math access point.

Before we put together the first step of the parfait, our students had to choose the healthier food item: yogurt or ice cream. This can be a little bit challenging, especially since some students like to pick what they’d LIKE to eat rather than what’s BETTER for us to eat 🙂

Once they chose the correct ingredient, it was put into the cups. Next, we moved on to choosing whether chocolate chips or strawberries was the healthier choice. Once we decided the correct ingredient, that was put into the cups.

Next up was oreos or cheerios. Again, the healthier choice was added to the cup.

Finally, our students had to indicate whether honey or chocolate sauce was healthier. (You can really see which kiddos love the sweets more with these types of quizzes!). Of course, the honey went on top.

Each student had to request that they WANTED their snack before they got it.

Healthy choices aren’t so bad after all——–YUM!

We had fun celebrating Women’s History Month and hope you did too! Our spring break is coming up so we will be back in two weeks for more fun and learning—–Group by Group!

Mar4

Sleeping Beauty book

Posted on March 4, 2018 by jd785

Sleeping Beauty book

To celebrate National Tell A Fairy Tale Day (Feb. 26), we decided to focus on the fairy tale Sleeping Beauty. Our book takes a look at some of the main characters that are in Sleeping Beauty. We have our students modeling costumes for each of these characters.

Our art teacher, Ms. Judy, and her students once again outdid themselves with the beautiful background. Take a look and see the different characters that are part of this magical fairy tale.

Here is a link to the book: Who Are The Characters In Sleeping Beauty?

Mar4

Sleeping Beauty

Posted on March 4, 2018 by jd785

Sleeping Beauty

February 26 was national Tell a Fairy Tale Day so we chose one of our favorites, Sleeping Beauty! It also helped that we had costumes to go with the story 🙂 The sensory groups explored boxes related to different characters in the story. The fine motor groups used cardboard to make their art projects and the language group made a fairy tale inspired tasty treat!

SENSORY GROUP

There were some magical things to find amongst the sprinkled silk leaves and flower petals in this box. We included some princess and fairy figures in addition to some woodland animals. One of the birds included made authentic chirping sounds.

The real hits of the box were the tiara, knights helmet, and lighted magic wand—-the students really had fun with these!

The science access points recognize a model of a real object and recognize sources of light can be addressed here.

Pink rice seemed perfect for Sleeping Beauty’s box. There was a picture of the princess herself to find at the bottom of the box and letters S and B to scoop up.

Match objects by an observable property, such as shape, is a science access point.

The students stamped the letter P for Prince or Princess in some blue Bubber. The smooth texture of Bubber is always intriguing to our students—-the adults kind of like it too 🙂

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

There were some different textures to explore with our grey Floam. We included some laminated castle props, some “thorny” plastic holly leaves, and a dragon.

This was a fun box!

The science access point apply a push to move an object is again addressed here.

With all the fairies in this story, we thought some magical fairy lights would be a perfect addition to our boxes this week. In addition to the colorful lights, we added some silver tinsel to give it extra sparkle. It was pretty cool looking, especially when we turned off the lights!

Recognize sources of light is a science access point.

Neon purple food coloring along with purple glitter made Maleficent’s oobleck really eye catching this week. Even some of our students who are usually averse to messy play couldn’t resist touching it this time!

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

More photos because this was really fun…..

…..and we believe that fun is an important access point too 🙂

Hands were rinsed in a pond filled with 2 floating lighted flowers, a big scoop, and a funnel.

Track objects in motion is a science access point.

“Be enchanted” from Bath and BodyWorks was the perfect scent to go with our theme this week! It was a nice soft scent that the students loved—-whether rubbed on hands, arms, or behind ears!

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

FINE MOTOR GROUP

On Tuesday we made some fairy wands! We pre-glued cake pop sticks to cardboard stars.

We started by asking the students to identify a star shape.

Recognize and object with a two-dimensional shape is a math access point.

They each put 1 glittery sticker on to their star.

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

Then they used adaptive table-top scissors to snip a length of ribbon.

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

The students helped tie a knot in the ribbon—-a great way to practice bilateral coordination.

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

Ta Da!

Time to make a wish!

On Wednesday, the students became fire breathing dragons! We loved these on Pinterest and thought our students would also!

First, using communication symbols, they identified the color of their paper covering the cardboard roll.

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

We started by having the students tear red and yellow tissue paper into small strips. This is a great activity for bilateral coordination.

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

Then they painted some glue on to the inside of their toilet paper roll.

The science access point recognize a change in the appearance of an object is addressed here.

Next, they attached their tissue paper strips to the glue.

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

Two green pompoms were added to make the dragons nose.

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

Ta———da!

There be dragons here!

LANGUAGE GROUP

We had lots of fun making our wicked Maleficent smoothies this week during the language group! Here is the recipe that we used: Let_s Make A Maleficent Smoothie

We started out by each of our students touching the bag of frozen blueberries. They indicated that the blueberries felt COLD.

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

We measured out a cup and had a student request to HELP put them in the blender.

Next, we put a cup of frozen mangoes in the blender. Since we had felt the frozen blueberries, we asked the students what they thought the frozen mangoes would feel like, and again, they had to indicate COLD.

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

We added some vanilla Greek yogurt to the blender next. Each time we talked about WHERE we were putting the ingredients. The students would either verbalize BLENDER or they would indicate it on their communication board.

Finally, we added some milk to the blender.

After all of the ingredients were in the blender, we had our students predict what color they thought the smoothie would be once the ingredients were all blended up. Then, each student got to help turn the blender on using a wireless switch.

Recognize that electrical systems must be turned on in order to work is a science access point.

It took a lot of mixing but once the ingredients were ready, we counted out how many cups we needed for our friends and poured some smoothie into 6 cups.

But we weren’t done yet! We wanted to add some green to the purple smoothie to represent Maleficent’s face. We put some cool whip into a bowl and added some green food coloring. Our students helped count out 5 drops. Then we watched as the white cool whip turned green.