We are celebrating Random Acts of Kindness day which falls on February 17. We really do love our book which shows many different random acts of kindness that we can do, not only on this day, but ANY day. Each page shows different students participating in random, kind acts. Take a look to see what kinds of things you can do!
Here is a link to the book: Let’s Show Random Acts of Kindness
February 17 was National Random Acts of Kindness Day! Our students learned different ways they can be kind and thoughtful to others.
Our sensory boxes matched some of the examples shown in our book. The find motor groups made art projects that the language groups shared with others.
SENSORY GROUP
There were great ideas for presents in this box. We put a variety of little things that a kid might want to buy for a friend, such as toys, balloons, or beads.
We also put in some play money—-this was a big hit 🙂
Science access point: recognize a model of a real object.
Cards are always a nice gesture and even better when signed with hugs and kisses.
Hugs and kisses—-X’s and O’s—-were stamped into red moon sand.
Science access point: apply a push to move an object.
Bright pink slime looked a little like gummy candy.
Little plastic “gummy bears” with the letters K for kind and C for candy added to the fun.
This was our first time using slime and the students were really intrigued!
Science access point: track objects in motion.
This colorful box contained silk flower petals, leis, and 2 plush roses.
Definitely an eye catching box!
Math access point: recognize similarities and differences in size of objects.
With pasta and play food, there was a complete meal in this box 🙂 The pasta made lots of noise when the noodles were stirred!
We also included a small cup for empty/fill fun.
Science access point: recognize a model of a real object.
Yellow food coloring was added to shaving cream so students could make smiley faces.
It was really fun to see all the different designs!
Science access point: recognize that pushing and pulling an object makes it move.
Students used a colorful scrubber to wash a toy car in our water play. A heart shaped measuring cup was perfect for rinsing off the shaving cream.
Science access point: recognize one way people use water.
We thought a floral scent was the perfect complement to this unit so we used Bath and Body Works plumeria.
It was a light scent to rub on hands, arms, or behind ears.
Science access point: recognize one or more external body parts
FINE MOTOR GROUP
On Wednesday the students made flowers using paper plates.
First, they identified the color of the flower stem and leaves.
Science access point: identify objects by one observable property, such as color.
Then they chose a marker and began coloring their flowers.
Science access point: recognize a change in the appearance of an object.
After they finished coloring, they chose how many leaves they wanted and glued them on to the flower stem.
Math access point: associate quantities with number names.
TA DA!!!
We made some beautiful flowers……….
……..to share with friends!
On Thursday we made some more flowers to share!
The students identified the color of the flowers.
Science access point: identify objects by one observable property, such as color.
Then they decorated their paper cup flower pots with stickers.
Each student had a variety to choose from.
Math access point: recognize when an object or person is added to a situation.
Next, they counted their flowers and inserted them in holes in the bottom of their cups. We used plastic straws for the stems.
Math access point: associate quantities with number names.
TA—flower power—-DA!!!
More flowers to share with friends.
These beautiful flowers……
…….will certainly make someone’s day!
LANGUAGE GROUP
We changed it up a little bit today in language group. Instead of making an edible treat for ourselves, we decided to embrace the random acts of kindness and deliver the flowers we made in the fine motor group to staff around the school.
Each student got to choose WHO they wanted to give their flower to. They used the yearbook from last year to indicate the staff member they wanted to give their flower to.
Once they had decided WHO, we set out to deliver our flowers.
Each student used a sentence strip that said “I want to give you this”. Verbal students said each word while nonverbal students pointed to each word on the strip.
Staff who received flowers were so excited and happy! Our random act of kindness made everyone feel good 🙂
Before leaving each staff member, the students used another sentence strip to convey “have a great day”. We think from their reaction to the flowers that they did have a great day 🙂
Such a fun filled week that we hope inspires you to engage in some random acts of kindness. Don’t forget to check your spam folder for confirmation emails if you want to follow us.
We will be back next week with more fun and learning—–Group by Group!
We are learning about the state of Oregon this week since it became a state on Feb. 14, 1859. We learned about some of the sites you can see, like Crater Lake and the Blue Mountains. We also learned that they have a pretty interesting festival that celebrates fungus! We’ve got 2 different students on the front and back covers of the book enjoying some of the beautiful scenery. Take a look!
Here is the book: Let’s Learn About Oregon-
February 14, 1859 Oregon became a state! The sensory groups explored boxes related to different facts about the state. The fine motor groups crafted Pinterest inspired art projects and the language group made a yummy snack with the state nut.
SENSORY GROUP
Paper shred in the colors of the state flag made the base of this box. We included symbols and items associated with Oregon. A duck puppet represented the University of Oregon ducks. Wood processing, a major industry was represented by a piece of wood.
Our western meadowlark (the state bird) was motion sensitive and the students loved hearing it chirp!
Science access point: recognize a model of a real object.
The letter O and some scoops were found in blue and yellow rice. There was also a map of Oregon at the bottom of the box.
The students also loved watching the grains of rice as they dropped from the spoons.
Science access point: track a falling object.
The Blue Mountains are a feature of Oregon. The students had fun molding their own blue mountains out of Floam. There were also a couple of laminated hikers to add to the scene.
The bright blue Floam was very eye catching!
Science access point: apply a push to move an object.
We found out that they have lots of mushroom festivals in Oregon—how cool is that! There were lots of mushrooms to find in this box of play dirt.
In addition to some laminated mushrooms, there were 3 pictures of mushrooms to find at the bottom of the box.
Science access point: recognize that pushing and pulling an object makes it move.
Oregon may have gotten its name from the wild sage that grows there. We added some herbs of the not so wild kind to our play dough this week and included a cute duck cookie cutter.
It was also fun to poke, squeeze, and roll.
Science access point: recognize that pushing and pulling makes an object move.
Students made circles or letter O in shaving cream this week.
We have been doing a lot of shaving cream lately, but the students always like it and its pretty inexpensive.
Science access point: demonstrate pushing away and pulling.
The oregon grape is the state flower, so we added some grape scented bubble bath to our water this week. There was 1 big duck and 3 little ducks swimming in our little pond along with different sized scoops.
To add to the fun, the ducks lit up when wet!
Math access point: recognize similarities and differences in size of common objects.
Pears are the state fruit of Oregon, so we chose Bath and Body Works pear lotion this week. It was a nice fruity scent which the students liked.
The students chose to have the lotion applied to their hands, arms, ears, or neck.
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students made lighthouses out of paper cups!
First, they identified the color of the cup using communication symbols. Since the alternate assessment testing will be starting soon we had the students pick from an array of 3 answers which is similar to the testing format.
Science access point: identify objects by one observable property, such as color.
Then, they cut 1 piece of paper into halves using a paper cutter.
Math access point: recognize parts of whole objects and parts of sets of objects.
The 2 strips of paper and a paper door were then glued to the cup.
Math access point: recognize when an object is added to a situation.
A small battery operated tea light was put on top.
Math access point: identify spatial relationships.
TA DA!!!
Let there be light!
On Thursday the students made beaver masks using paper plates.
First, they identified the shape of the paper plate.
Math access point: recognize an object with a two-dimensional shape.
Then they painted their plates with brown paint.
Science access point: recognize a change in the appearance of an object.
Pre-made ears and muzzles were added.
Math access point: recognize when an object is added to a situation.
TA DA!!!!!!
We love the beaver state!
LANGUAGE GROUP
Since hazelnuts are one of the state foods of Oregon, we made a recipe using Nutella! Here’s the recipe we used: Let’s Make A Banana Nutella Smoothie
We started out by PUTTING 2 frozen cut up bananas into the blender. Before we PUT them in, though, each student got to touch the bag of frozen bananas. They indicated whether it felt COLD or HOT.
Science access point: recognize an object as warm or cold.
Next, we PUT 2 cups of milk into the blender. The students were shown a cup and a tablespoon. They had to identify which one could hold MORE milk.
Math access point: recognize differences in sizes of containers that hold liquids.
We PUT 2 tablespoons of Nutella in the blender next. Again, the students were shown a cup and a tablespoon and were told to identify which could hold LESS since we did not need as much of the Nutella as we did the milk.
Before we added the Nutella, the students got to taste a sample—-they liked it!
Math access point: recognize similarities and differences in size of common objects.
Finally, we PUT some cocoa mix into the blender. We got to smell the cocoa mix and our students indicated whether they thought it smelled GOOD or BAD.
Science access point: recognize and respond to one type of sensory stimuli.
Each student got to HELP TURN on the blender by activating the wireless switch.
Science access point: observe and recognize a predictable cause-effect relationship related to a science topic.
Once the ingredients were smooth, each student had to request a cup by indicating that they WANTED some.
If they were not given a lot, they had to indicate that they wanted MORE.
We learned so much about Oregon this week! Join us again next time for more fun and learning—–Group by Group!
Don’t forget to check your SPAM folder for your confirmation email if you want to follow us.
We are following the Unique theme for this week and talking about peacekeepers. We looked up several peacekeepers who won the Nobel Peace Prize, like MLK, Betty Williams, and Nelson Mandela. We have students on the front and back who helped us celebrate these amazing peacekeepers. Take a look!
Here is a link to the book: There Are Many Peacekeepers
We learned about Nobel Prize winners this week. This complements our student’s Unique Curriculum unit this month. The sensory group explored boxes with a variety of themes. The fine motor group made peace symbols and the language group made Peace Pizza!
SENSORY GROUP
The Nobel Prize is made out of gold. A circle cookie cutter matched the shape of the medal and our gold kinetic sand moves like molten gold!
Our students love this stuff—-and so do we!
Math access point: recognize objects with two-dimensional shapes, such as a circle.
Students loved twisting chenille stems into rainbows, peace symbols, or their own original designs.
Soft, bendable, bright, colorful—-a definite hit!
Science access point: recognize that pushing or pulling an object makes it move.
Rainbow rice represented the Rainbow Nation of Nelson Mandela. The colorful rice was very eye catching and there were different sized spoons and cups for scooping fun.
Math access point: recognize similarities and differences in size of objects.
Malala, the youngest prize winner, is from the country of Pakistan. We learned that they drink green tea there, so we filled her box with some green tea leaves.
This was the first time we have used this tea and our students found the aroma and texture of the tea very interesting. There was a scoop, small pot, and a picture of Malala in the box.
Math access point: recognize when an object is added to or taken away from a situation.
Students sorted red and white pompoms—–the colors of the Polish flag. Lech Walesa, another Nobel Prize winner, came from Poland.
Math access point: identify items that belong together to form a set.
The students were encouraged to draw circles—like a peace sign or Nobel Prize medal—in shaving cream.
Of course, most of them simply enjoyed the experience!
Science access point: apply a push to move an object.
Then again, some of them were a little more tentative 🙂
There were foam letters forming the word P E A C E in this week’s water play.
There were also a selection of funnels and scoops for pouring
Math access point: recognize differences in sizes of containers that hold liquids.
Martin Luther King came from our neighboring state of Georgia. We chose Georgia peach as our scent and the students really liked the sweet aroma.
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday we made a Claddagh picture in honor of Irish Nobel Prize winner Betty Williams.
First, we discussed the shape of our paper and identified it using communication symbols.
Math access point: recognize objects with two-dimensional shapes.
The students glued a heart in the MIDDLE of the paper.
Next, they glued a crown at the TOP of the heart.
Math access point: recognize a movement that reflects a spatial relationship.
Then, the students got to pick what paint they wanted to use.
Science access point: identify objects by one observable property, such as color.
We squeezed a little paint into the students’ hands and asked them to rub them together to spread the paint around. Ms. Michelle and Ms. Joi came up with the idea of putting paint in old soap containers—-brilliant!
Science access point: recognize one or more external body parts.
Their picture was taped to an old oatmeal container which we handed to them, asking them to “squeeze it tight”.
Science access point: apply a push to move an object.
TA DA!!!!!!!!!
An Irish symbol of peace,
loyalty, and love.
On Thursday, the students made a peace sign symbol using this template: peace sign
First, the students identified the color of their background paper. We chose this color because we had a lot of it and wanted to use it up 🙂
Science access point: identify objects by one observable property, such as color.
Then, the students chose a marker and began decorating their peace sign.
Science access point: recognize a change in the appearance of an object.
They also used craft foam stamps and ink to decorate the peace sign. We attached the stamps to plastic thread spools to make them easier to grasp.
Math access point: recognize a movement that reflects a spatial relationship, such as up and down.
The peace signs were glued to the background paper and——–TA DA!!
We thank the PEACEKEEPERS!
LANGUAGE GROUP
We made a yummy peace pizza for this week’s language group. Here is the recipe that we used: Let’s Make A Peace Pizza
We started by talking about the shape of the pizza pan. We observed that the pan we were using was a circle and the pan in the picture on the book was a rectangle. Those shapes are DIFFERENT.
Math access point: recognize objects with two-dimensional shapes, such as a circle.
We had a student HELP open the Boboli pizza crust and PUT it on the pan.
Next, a couple of our students HELPed PUT pizza sauce on top. We had to SPREAD it out so that it covered the top of the pizza crust.
Science access point: apply a push to move an object.
Our students got to HELP SPRINKLE some cheese, making sure that it also covered the top.
Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
Finally, we had one of our students HELP PUT the pepperoni into the shape of a peace symbol.
He did a great job!
Once the pizza was ready, we talked about where we would PUT it so that it could heat up. Students located OVEN on their boards. After the pizza was done cooking, we talked about how it was HOT.
After it cooled off a bit it was time to EAT!!!!
We cut the pizza and everyone shared it, just like peacekeepers!
Yum!!!
Join us next time for more fun and learning—–Group by Group!
Also, don’t forget to check your SPAM folder for your confirmation email if you plan to follow us.
We’re celebrating Australia Day a little bit late, but better late than never! We learned a lot of neat facts about Australia. There are lots of cool sites to see like Ayers Rock and the Great Barrier Reef. There are even pink salt lakes! We have a couple of our students who are on the front and back of the book decked out in their Australian gear and enjoying the Outback. Check it out!
Here is a link to the book: Let’s Learn About Australia
G’day mate! January 26 is Australia Day so this week we learned about that “down under” country! The sensory groups explored boxes related to facts about the country. The fine motor groups crafted symbols of the country and the language group made a favorite Australian dessert—-pavlova!
SENSORY GROUP
Since they are the national colors of Australia, we used yellow and green paper shred as the base of this box. We added some plush and plastic animals, such as the koala, kangaroo, and crocodile.
There was also some fake sheep wool and pictures of famous Australians. We even included a voice output device with a didgeridoo recorded on it.
Science access point: recognize a model of a real object.
Our green and yellow rice contained some black bean “coal”. We learned that Australia is the world’s largest producer of coal!
There were upper and lower case letter A’s to find in the rice, as well as a map of the country at the bottom of the box.
Science access point: match objects by an observable property, such as shape.
Ayers Rock is called Uluru by aboriginal Australians. Our red mood sand resembled the color of the world’s largest monolith.
There were 5 snakes and a 1 lizard that might be found there.
Math access point: associate quantities with number names.
The world’s larges coral reef is located in Australia. Our Great Barrier Reef umbrella was a hit with the students. They also liked the plush “great white shark” puppet!
Science access point: match living things with their habitats.
Kinetic sand made a perfect “Bondi Beach”!
The students loved watching the sand drop through their fingers or using the sea life molds to stamp in it.
Science access point: recognize that pushing and pulling an object makes it move.
Students mixed cornstarch and shaving cream to make “meringue” pavlovas!
It was messy, but the students really loved the soft cool texture!
Science access point: apply a push to move an object.
Lake Hillier is a PINK lake—-how cool is that!! This cool pink bowl was a perfect stand in for the lake but since it was a little “tippy”, we put it inside a regular basin to avoid any accidental or not so accidental spills 🙂
There were some pool noodle pieces and a scoop to add to the fun.
Math access point: recognize differences in sizes of containers that hold liquids.
Bath and Body Works eucalyptus scent was a perfect scent for out little koalas this week!
The strong scent certainly got everyones attention!
Science access point: recognize and respond to one type of sensory stimuli.
FINE MOTOR GROUP
On Wednesday the students made kangaroo puppets using this template: kangaroo
First, they identified the color BROWN from an array of 3 colors. All of the students identified the correct color—-our students rock!!!
Science access point: identify an object by one observable property, such as color.
Next, the students used brown crayons to color their kangaroos.
Science access point: recognize a change in the appearance of an object.
Then, we added 2 googlie eyes.
Math access point: match one object to a designated space to show one-to one correspondence.
TA DA!!!!!
The kangaroo is a symbol of Australia!
On Thursday the students made a didgeridoo out of a paper towel tube.
First, the students chose their paper and identified the color.
Science access point: identify an object by one observable property, such as color.
Next, they drew lines and shapes using markers.
It was fun seeing the different patterns each student chose!
Science access point: recognize that pushing and pulling an object makes it move.
Then, they cut their paper into strips using paper cutters or switch operated scissors.
Science access point: recognize a change in the appearance of an object.
The students then shared their strips with each other and began wrapping them around their
tubes. We fastened them down with tape, but glue would work too.
Science access point: share objects with a partner.
TA DA!!!
Look at our fabulous didgeridoos!
These were a hit 🙂
LANGUAGE GROUP
We made a tasty popular Australian dessert today–pavlova cake. Well, we made our own rendition of it. Here is a link to the recipe: lets make mini pavlova cakes
First, we PUT 1 cup of whipping cream into a BOWL. We compared a cup with a tablespoon. Our students were asked to indicate the BIGGER one.
Math access point: recognize differences in size of objects.
Once the cream was in the bowl, we observed that it was a liquid. The students were told to watch and see if it became DIFFERENT after it was mixed. Each student took TURNS pressing the switch to activate the mixer.
Science access point: recognize changes in observable properties of materials.
We observed that the liquid became a solid. Next, we added a tsp of vanilla. We compared a teaspoon with a tablespoon and asked our students to identify the SMALLER one.
Math access point: recognize differences in size of objects.
Next, we PUT a tbsp of confectioners’ sugar into the bowl. Each student got to taste some of the sugar. They had to indicate whether it tasted SWEET or SOUR.
Science access point: recognize and respond to one type of sensory stimuli.
Once that was all mixed up we started PUTTING together our pavlova. On the recipe, we saw that the cake was put together like a math equation. First, each student got a meringue cookie. Next, we added just a little bit of the whipped cream. Each student had to say if they WANTED MORE.
Math access point: indicate more of an action or an object.
Finally, we added some strawberries. Only one piece of strawberry was given to each student and they had to request MORE if they wanted more.
It turned out to be a really pretty dessert!
We sure learned a lot about Australia this week! Join us next time for more fun and learning—-Group by Group!
If you want to follow us, don’t forget to check your SPAM folder for your confirmation email.
Holy cuteness!! We have such an adorable book for this weeks theme. We decided to celebrate National Popcorn Day(1/19) by talking about the different movies we love. This was a GREAT opportunity to dress some of our students up as some pretty cool characters. Some movies featured in our book are Frozen, Trolls, and Toy Story. You’ll have to read to find out what other movies we love!
Here is a link to the book: movies we love
January 19 was National Popcorn Day so we couldn’t pass up an opportunity to do another movie theme—they are just so much fun! Our sensory groups explored colorful movie themed boxes. The fine motor groups made cartoon character art projects and the language group got to be movie critics!
SENSORY GROUP
Students searched for letter M’s to find in this box of popcorn kernels.
The students loved the feel of the kernels running through their hands!
Math access point: associate quantities with number names.
Lots of fun movie themed items could be found in this box. There were some plastic and plush characters from movies in this box including Winnie the Pooh and Toy Story.
Since it is fun to eat a snack during movies, we put in a popcorn box and some play food.
Science access point: recognize a model of a real object.
For our Peter Pan box, we put in a Captain Hook figure and a crocodile cookie cutter.
The green kinetic sand was especially eye catching and so much fun to explore!
Science access point: recognize that pushing and pulling an object makes it move.
We thought these potato flakes resembled the look and feel of sawdust. They are soft but have a crunch quality—-very intriguing!
In addition to the various circus figures, there was a spoon for scooping fun.
Science access point: recognize and respond to different types of sensory stimuli.
Follow the Yellowbrick Road was recorded on a voice output device to go along with Wizard of Oz discovery bottles.
The students had fun finding “ruby slippers” and “witchy shoes” in one of the bottles.
Glittery swirls in both bottles were mesmerizing and a huge hit with all the students this week!
Science access point: track objects in motion.
Insta-Snow filled our Frozen box. The students were intrigued with the snow, not only is it fun to sift through fingers but actually FEELS cool—-just like the real thing!
Of course, we included some fun figures and a little scoop!
Science access point: recognize objects or materials as warm or cold.
Both Dory and Nemo could be found swimming around our little ocean this week. Not only were the colorful fish very eye catching but, they wiggled when strings were pulled!
Lots of fun with this splashy box!
Math access point: recognize differences in size of objects.
We used Bath and Body Works “be enchanted” scent this week….. because doesn’t everyone want to be enchanted when they go the movies!
The students are encouraged to use the Pixon communication boards to indicate WHERE they want the lotion.
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday, the students made Troll wigs using these templates: boy troll girl troll
First, the students identified the color of their paper wig. We used PURPLE paper for the girl wigs and BLUE for the boy’s.
Science access point: match objects by one observable property, such as size or color.
Then they used textured paint rollers to apply glue to the wigs. The rollers didn’t work quite as well as we had hoped, but the students still enjoyed using them.
Science access point: recognize that pushing and pulling an object makes it move.
The students used either BLACK or PURPLE glitter on their wigs. Everybody sang the glitter song of course! In case you are new to the blog, we sing “shake, shake, shake that glitter” to the tune of that old KC and the Sunshine band song 🙂
Math access point: recognize when an object is added to a situation.
TA DA!!!
Such cute hair!
Such cute Trolls!!!!!
On Thursday the students made Dalmatians using this template: dalmatian
First, they identified the color of the ink and the shape of the stamp they were using.
Science access point: identify objects by one observable property, such as size or color.
Math access point: recognize objects with two-dimensional shapes.
Next, the students stamped UP and DOWN to make spots on their Dalmatians. We made the stamps by adhering sticky back craft foam circles to sewing thread spools. The size of the spools makes them easy to grip for our students.
Math access point: recognize when an object is added to a situation.
Then they glued their Dalmatians DOWN on to a piece of red construction paper.
Math access point: recognize a movement that reflects a spatial relationship, such as up and down.
TA—-spotty—–DA!!!
We have 101 Dalmatians!
Well, almost 🙂
LANGUAGE GROUP
We changed things up a little bit this week. Although we still had food (we HAD to have some popcorn), our students didn’t participate in the making of any food.
Instead, our students acted as movie critics. Each student had a chance to request to watch a movie clip from one of the movies from our book.
They had to use the sentence strip that was provided to say “I want to watch” and then they had to point to the movie they wanted to see.
The movie clips weren’t longer then about 2 1/2 minutes. After the clip ended, each student had a chance to indicate that they thought the movie was good and they liked it, or they thought the movie was bad and they didn’t like it.
We used a voice output device that the students used to indicate if it was good or bad.
After watching the movies, our critics’ outcome was that the best movie out of all of the movies was Sherlock Gnomes, but there were 2 close seconds–Toy Story and Finding Dory.
We noticed that once we were all done, the room looked a little bit like a movie theatre with all the popcorn on the ground 🙂
Join us again next time for more fun and learning——Group by Group!
Also, don’t forget to check your SPAM folder for your confirmation email if you want to follow us.