Tag Archives: language skills

Mar1

Greece

Posted on March 1, 2020 by jd785

One of our families recently took a trip to Greece—–how cool is that! Our sensory groups explored boxes related to Greek history and culture. The fine motor groups practiced cutting skills while making their art projects. The language group celebrated Apokries, a Greek carnival, by having a parade and street dance!

SENSORY GROUP

The ancient Greeks gave us zodiac constellations, some of which could be found on our starry night sky umbrella.

The twinkling lights, dangling planets, and colorful pictures were all so eye catching!

Science access point: recognize a space related object.

Touring ancient Greek ruins is a must for any tourist!

The students made their own buildings using some wooden blocks. We also included a small rake so they could look for any hidden ancient relics!

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

Blue and white are the colors of the Greek flag.

Beads, whether worn, grabbed by handfuls, or sorted—-so much fun!

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

The ancient Greeks invented the Olympic games!

The students twisted colorful chenille stems into olympic rings—–or other pretty inventive sculptures 🙂

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

Letter G’s could be found in blue and white rice.

There was a map of the Greek islands at the bottom of the box.

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

This box contained symbols of Greece, including an owl, laurel leaves, and foods grown there. We also put in some things that you might need while touring around—-such as a backpack, sunglasses, and camera.

There was even recorded some traditional Greek music on a voice output device.

Science access point: recognize a model of a real object.

The students swirled shaving cream clouds around Mount Olympus.

Messy play is so much fun!

Science access point: apply a push to move an object.

Since Greece has so many islands, we put in a small fishing boat in our water.

There was also a dolphin which is a symbol of Greece and 2 small fish to catch.

Science access point: match common living things with their habitats.

We chose Bath and Body Works juniper for the scent this week.

Junipers are shrubs that grow in Greece!

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

FINE MOTOR GROUP

On Tuesday, the students made their own ancient Greek temple!

First, the students identified triangle and rectangle shapes.

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

Then, they used cutting tools to cut out their “building blocks”.

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

The students glued their blocks down on a background paper to assemble their temples.

It didn’t matter how the temples were assembled—-they were supposed to by ancient ruins anyway 🙂

Math access point: recognize when an object is added to a situation.

TA DA!!!!!

Let’s visit Greece!

On Wednesday we made some Greek flags to use as decoration for our upcoming Apokries festival.

First, they identified the color blue and a rectangle—there are lots of rectangles in the Greek flag.

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

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

Next, the students cut 4 strips of white paper. They used regular scissors, switch operated scissors, or paper cutters depending on their ability.

Math access point: associate quantities with number names.

They glued their long white stripes on to the blue background paper.

Math access point: recognize length of objects, such as long or short.

Then, a pre-made cross was placed at the TOP LEFT corner of their flag.

Math access point: recognize a movement that reflects a spatial relationship.

TA DA!!!!

It is festival time—–kales yiortes (happy feasts!

We love Greece!

LANGUAGE GROUP

We love our parties here at school and this one was no exception!

The Greek festival Apokries is celebrated at this time of year.

Our language group students dressed up in togas and we paraded through the halls with traditional Greek music and the students playing tambourines.

They all looked so cute!

The parade goers had a great time watching their friends parade in their Greek attire.

Everyone had so much fun!

Of course, after the parade everyone was invited to a “street” dance in the hall.

We made our own version of the Parthenon and our students and staff got to dance and socialize.

We had treats set out with sentence strips so that our students could request what they wanted.

The sentence strips were modeled and our students imitated. They got to choose from cookies, applesauce, chips, and blue Gatorade.

Not very Greek, but preferred by our students 🙂

We had so much fun! Took lots of pictures and danced the day away. Opa!

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

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Jan31

Let’s Learn About Famous People From France

Posted on January 31, 2020 by jd785

Let’s Learn About Famous People From France

January 30 is National Croissant Day and to celebrate, we decided to learn about famous people in French History! Our sensory groups explored boxes dedicated to some of the different people we learned about. The fine motor groups crafted art projects inspired by some creative French geniuses and the language group made a tasty French snack!

SENSORY GROUP

We used red, white, and blue rice to represent the colors of the French flag.

There were pictures of Napoleon both in and underneath the box as well as letter N’s to find.

Science access point: recognize objects as the same.

Marquis de Lafayette helped us win the Revolutionary War so we made a patriotic box for him!

The students explored pasta in different patriotic shapes including the Liberty Bell, flag, and star.

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

For Marie Curie we used colorful discovery bottles that looked like they contained science experiments!

Their whirling, swirling contents were all pretty mesmerizing!

Science access point: track objects in motion.

The students made castles out of sand and wooden blocks in this box dedicated to Joan of Arc.

We found some plastic knights in the dollar store and included some of them too.

Science access point: recognize that objects can stick together.

Coco Chanel was a famous designer. We filled her box with a variety of items including beads, fabric, sunglasses, and some fashion model dolls.

There were lots of different textures to explore!

Our fashionistas had a blast 🙂

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

We made royal oobleck using bright food coloring and LOTS of gold glitter for King Louis the XIV!

Colorful, shiny and very eye catching.

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

Jacques Cousteau’s ocean was filled with ocean animals, different sized measuring cups, and a large “net”.

One of the fish squirted water when squeezed—-so much fun 🙂

Science access point: match living things with their habitats.

If Nostradamus had predicted we would use Bath and Body Works french lavender this week he would have been right 🙂

Put on arms, necks, hands, or ears—-the perfect scent to go with a French unit!

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

FINE MOTOR GROUP

On Tuesday we made some Degas ballerinas using coffee filters!

First, we identified the shape of the coffee filter.

Math access point: recognize objects with two-dimensional shapes.

We also identified the color of our markers.

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

Then each student colored 2 coffee filters.

Science access point: apply a push to move an object.

Next, we folded the coffee filters in HALF and then into QUARTERS.

Math access point: recognize a half of an object as part of the whole object.

We glued them onto a ballerina coloring page—-to make the ballerina’s tutu! The coloring page was an internet freebie.

Math access point: recognize when an object is added to a situation.

TA—let’s dance— DA!!

Beautiful Degas worthy ballerinas!

On Wednesday, the students became fashion designers like Coco Chanel!

First, the students identified the shape of the fabric swatches.

Math access point: recognize objects with two-dimensional shapes.

They chose a variety of fabric squares and began gluing them down on to a shirt shaped poster board. We used food coloring to tint the glue a little bit to make it easier for the students to see.

Math access point: recognize when an object is added to a situation.

TA—-runway—- DA!!!

Our students are fashion designers….

…..and ready for the show!

LANGUAGE GROUP

We celebrated National Croissant day by making some croissant sandwiches! Here is the recipe that we used: Let’s Make Croissant Sandwiches

We started out by measuring 3 cups of chicken. Since our measuring cup only holds 2 cups, we measured out the 2 cups and then our students indicated that we needed MORE. After measuring out the chicken, we PUT it in the BOWL.

Math access point: solve problems involving small quantities of objects or actions using language such as enough, too much, or more.

Next, we had to measure out a cup of chopped pickles. Students HELPED to measure and PUT the pickles in the BOWL.

We added some chopped celery next.

After the celery, we had to measure out 1 cup of mayonnaise and a 1/4 cup of mustard. Students had to indicate which measuring cup was SMALLER to show which one was the 1/4 cup.

Math access point: identify parts of a whole.

Once we added all of the ingredients to the bowl, students had to HELP STIR them all up.

Each student had to request a plate and a croissant. Once they had each item, they had to request some chicken salad. If they were not given as much as they wanted, they had to request MORE.

Math access point: indicate desire for more an action or object.

For the most part, our students enjoyed making and eating their croissant sandwich! It was a pretty good croissant celebration 🙂

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

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Jan24

Let’s Go On An Adventure

Posted on January 24, 2020 by jd785

Let’s Go On An Adventure

Our theme this week is a really fun one. The book features students dressed for a variety of adventures so be sure to check it out. The sensory groups explored boxes related to the different scenarios depicted in the book. The fine motor groups crafted some fun art projects and the language group went on an adventure!

SENSORY GROUP

With bright stars, planets, and a rocket ship, our outer space umbrella really let the students feel like they were in space!

Very eye catching!

Science access point: recognize a space related object.

Joining the circus would be big adventure—-even more fun if you could be a clown!

Wood shavings formed the base of this box and a rake to move them around to discover a clown picture at the bottom.

Science access point: apply a push to move an object.

Colorful dinosaurs of different sizes roamed around in dinosaur eggs (turquoise beans).

The students loved the feel of the beans running through their fingers

Math access point: recognize similarities and differences in size of objects.

The students searched for buried pirate treasure in black kinetic sand.

There were lots of coins to count!

Math access point: associate quantities with number names.

There were lots of Safari themed items including a jeep, camera, compass, binoculars, and jungle animals to find and discover in this box.

We also included a voice output device with recordings of jungle animal sounds.

Our students TOTALLY rocked the sunglasses!

Science access point: recognize a model of a real object.

A toy Superman flew around shaving cream clouds in our messy play.

Soft and fluffy——- so much fun!

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

Hands were rinsed in a small mermaid lagoon!

We also included a funnel and measuring cups for scooping fun.

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

Bath and Body Works ocean scent helped the students remember all the fun they had today.

Whether applied to arms, necks, or behind ears—-the students really loved the aroma!

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

FINE MOTOR GROUP

On Tuesday, the students made super hero pictures using this template: super hero

First, the students identified the shape and color of our base paper.

Math access point: recognize objects with two-dimensional shapes.

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

Then, using tabletop or switch operated scissors, the students cut “buildings” from paper strips.

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

These pieces were glued down on to the base paper to make buildings.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

Next, they added a superhero to the scene.

Science access point: recognize when an object is added to a situation.

TA DA!!! It’s a bird, it’s a plane,…………

…………..it’s a SUPERHERO!!!!!

On Wednesday the students became Mer-people 🙂

First, they identified our paint colors. We used regular paint and some colorful glitter glue (thank you Ms. Judy!)

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

Then, they used kitchen sponges covered with bubble wrap to stamp fish scales on giant tails! We reminded the students to stamp DOWN and UP.

Math access point: recognize a movement that reflects a spatial relationship, such as up and down.

TA DA!!!

Say hello to our Mermaids and Mermen 🙂

Let’s go on an ocean adventure!!!!

LANGUAGE GROUP

We went on our own adventure this week during the language group. It was snow day at our school, so our language group had to figure out challenges in order to get to the snow.

We used these challenges on the way: Adventure Challenges

Our students were stopped several times and had to answer questions about the different adventures that were in our book. They had a visual prompt to help them out. For instance, the first question was “what does a knight ride on? A horse or an elephant”.

If students had difficulty answering the question, they had to request HELP.

Finally, we made it to the snow! Students got to feel the snow.

They had to indicate if it was COLD or HOT.

They also got to choose whether they wanted to ride on a sled or an inner tube to get down the hill.

Once they were at the bottom, they indicated whether they LIKED it or did NOT LIKE it.

It was a really fun adventure!

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

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Oct27

Monet

Posted on October 27, 2019 by jd785

Monet

October 25 is International Artist’s Day so this week we are learning about Monet. Our sensory groups explored colorful boxes related to the artist. The fine motor groups made Pinterest inspired art projects and the language group made a Monet inspired treat!

SENSORY GROUP

This box contained a variety of items related to facts about Monet—-including play food and a grocery basket that represented the family business. Monet served in the calvary so we put in a soldier and horse. Of course, we also included a paint brush, paint, and flowers!

There were 2 colored plexiglass panels that let the students see the world in a different light—like Monet!

Science access point: recognize a model of a real object.

We put beads in the color of the French flag in this box.

Whether shaken, worn, or just admired—these beads were a hit.

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

This colorful pasta reminded us of the beautiful colors in Monet’s paintings.

There were also letter M’s to find.

Science access point: recognize objects as the same.

Some of Monet’s most famous paintings are of gardens. Our coffee ground dirt contained colorful flower bangles and a small rake.

A picture of one of Monet’s paintings could be found at the bottom of the box.

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

We continued with the flower theme cookie cutters and yellow moon sand.

The bright yellow sand was very eye catching and its soft texture very appealing.

Science access point: apply a push to move an object.

The students became artists by making their own masterpieces in our multicolored oobleck around.

The colors looked so cool as they swirled around—–very eye catching!

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

Our little pond contained some water lillies and a small goldfish.

There were also 2 measuring cups and a fun watering can!

Science access point: recognize objects related to science by name, such as animal, and plant.

A pretty floral scent seemed the perfect choice for a unit about Monet. We used Bath and Body Works sweet pea scent for our water play and lotion.

The students left group smelling like they just walked in Monet’s garden 🙂

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

FINE MOTOR GROUP

On Tuesday we made lily pad ponds.

First, we identified the shape of the plate.

Math access point:

Blue and green paint was squirted onto paper and the students began painting. We realized we added a little too much green so our ponds ended up looking like they have a little too much algae 🙂

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

Lily pads and cupcake liner were then glued to the picture and……..

TA—–Monet—— DA!!!

On Wednesday we made a garden painting. One of our volunteers taped down a “bridge” on each of the papers.

First, the students identified their starting paint color.

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

The students painted for about 10 seconds and when time was up, they shared their paint with their neighbors!

Science access point: share objects with a partner.

After we finished rotating through the paint colors, the masking tape was peeled off—-with a little help from the adults. Then, a paper towel was placed over the picture to blot the paint.

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

TA DA!!!!!!

Look at our gardens!

Monet would approve 🙂

LANGUAGE GROUP

We made some edible art this week and it turned out looking so good!

Each student got to choose a pastel color. Once they chose a color, they got a couple spoonfuls of frosting with some food coloring. They had to STIR up the frosting until it changed colors.

We had 7 different colors to use.

We counted out plates for the students and then counted out graham crackers for our students to use to “paint” on.

Each student got a little of each color of frosting on their graham cracker. Once each color was passed to each student, they started to create their art.

The colors blending into each other was really beautiful! Some students added some pastel sprinkles on top for texture.

And as hard as it was for our students to WAIT to eat their creation until they were all done, they did it! Look at how great they turned out!

Yummy, beautiful art 🙂

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

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Oct5

We Love Science

Posted on October 5, 2019 by jd785

We Love Science

This week our theme complements our students’ Unique Curriculum unit for the month. Our sensory groups explored boxes related to different science fields. The fine motor groups made science themed art projects and the language group performed some science experiments!

SENSORY GROUP

This box focused on Meteorology—the study of weather.

We had all the elements for a thunderstorm with a rainstick, fan, and thunder tube.

The rainstick was a hit!!!

Science access point: recognize different types of weather conditions.

Entomologists study bugs! There were all sorts of bugs to find in this box of slime.

The bright pink color was especially eye catching!

Science access point: recognize a model of a real object.

Ok, they were REALLY intrigued by this box so we HAD to add more photos 🙂

Since plants grow from seeds we thought a box full would be perfect for a box about botany! The students always love running their hands through the seeds—they have a really cool feel! Yes, they get everywhere but SO worth it 🙂

Hidden in the seeds were yellow and green fruits and vegetables.

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

The students became little paleontologists digging for dinosaur bones in kinetic sand.

Two dinosaur molds were also included.

Science access point: apply a push to move an object.

Our space themed umbrella was a big hit. There were stars, planets, and a rocket ship to find!

We recorded an actual NASA countdown and rocket launch on a voice output device.

Science access point: recognize a space themed object.

Oobleck lava flowed down a laminated volcano in our messy play. So despite the fact that our “lava” ended up looking more like peppermint syrup, the students still had fun 🙂

Bath crackles added a fun sound element here.

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

The kinds of animals an oceanographer might study, including sharks and an octopus, were found in our water play.

We also included two different sized scoops.

Science access point: match living things with their habitats.

The oceanography theme was continued with Bath and Body Works ocean lotion. We also used the bath gel for our water.

Our students are really doing a great job using the communication boards to tell us where to apply the lotion!

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

FINE MOTOR GROUP

On Tuesday the students painted with corn syrup. We used this template: beaker

First, we identified the shape of our background paper.

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

The students painted their paper beakers using corn syrup tinted with blue food coloring.

We have done this technique before and always love the results!

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

TA DA!!!

Our science experiment is ready!

What did we just discover!!!!

On Wednesday we used our beaker template again but this time we painted with marbles.

First, we counted how many marbles we were going to use.

Math access point: associate quantities with number names.

Then, we scooped the marbles from the paint cups and put them IN the box.

Math access point: identify spatial relationships.

With the lid secure, it was time to SHAKE SHAKE SHAKE those marbles. We changed our glitter song words slightly and of course, lots of giggles ensued 🙂

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

TA DA!!!

Our experiments are ready!

We LOVE science!!!!!!!

LANGUAGE GROUP

We became scientists this week and did some experiments of our own. Of course, like real science experiments, they don’t always work out how you thought they would!

The first experiment we did was Fizzy Colors. We started by having a student request to HELP POUR a box of baking soda onto a tray.

The box was given to her and after she tried and could not open it herself, she was prompted to ask for HELP.

Our students poured some in. We checked the box and saw there was MORE to POUR so another student got to HELP.

After the baking soda was emptied, we had 4 DIFFERENT students HELP PUT some food coloring all over the baking soda.

We started with 10 drops of each color (red, blue, yellow, green) but found that more color had more of a reaction.

Finally, the fun part! Each student got to smell some vinegar–the faces indicated whether they liked it or not 🙂

Finally, the fun part! Each student had a TURN to drop some vinegar on the food coloring using droppers.

So much fun watching it bubble up! Again, more color and more vinegar results in more fun!

For the next experiment, we made Elephant Toothpaste. We started inside by pouring some hydrogen peroxide into a water bottle (teachers did this part). The hydrogen peroxide has to be at least 6%. We found, after looking in several places, that it is best to order this as it’s difficult to find.

We wanted to make 2 DIFFERENT elephant toothpaste experiments so we had our students choose which 2 colors we would make them. Each student voted on the color they WANTED and the top 2 colors were used: yellow and blue. Our school colors!

We added about 15-20 drops of coloring into each bottle and watched as the liquid inside changed colors.

Then we PUT some dish soap in, closed the bottles, and swished them around.

Next, we PUT 3 tbsp of warm water and one packet of dry yeast into a cup and stirred it up until it had a milky texture to it. We did this twice since we were making double the recipe.

Now for the experiment! We went outside because we had read that this can get messy.

We POURED the yeast mix into the hydrogen peroxide mix and watched what happened.

Not the result we expected so we may have to try this one again sometime. We found that sometimes, experiments don’t always go as planned 🙂

This whole unit was a blast—–we had so much fun and learned we really do LOVE science!

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

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Sep22

Which Dora the Explorer Character Can I Be?

Posted on September 22, 2019 by jd785

Which Dora the Explorer Character Can I Be?

With the new Dora movie coming out, we are learning about the characters. The sensory group explored colorful boxes related to characters from the series. The fine motor groups made art projects inspired by characters and the language group went on a treasure hunt!

SENSORY GROUP

We found out that Dora came from Mexico so this box had rice in the colors of the Mexican flag—-red, green, and white! There were characters to go UNDER, AROUND, and THROUGH obstacles in this box.

Letters spelling D O R A could also be found as well as a map at the bottom of the box—so much to explore and discover!

Math access point: recognize a movement that reflects a spatial relationship.

A purple backpack is a character in the series. The students used plastic facial features to make faces in purple Bubber.

Of course, it was also fun to run fingers through Bubber’s silky texture.

Science access point: recognize the human body is made up of various parts.

In this box there were lots of items related to Dora including a backpack, compass, flowers, and a treasure box.

We also recorded the Dora theme song on a voice output device which got some of our students really moving and grooving 🙂

Science access point: recognize a model of a real object.

Instead of a box we used a purple backpack to hold 2 discovery bottles 🙂 One bottle contained Dora characters and the other bottle had animals—-like the ones her cousin Diego saves!

These bottles were really intriguing to the students. Also, just in case you were wondering—we hot glue the lids closed to deter curious hands.

Science access point: match objects by an observable property such as shape.

It was fun to put the bottles in and out of the backpack!

Dora’s friend Bennie wears a colorful striped vest. There were lots of stripes—-of the colorful chenille type in this box. The students could line them up, twist them around, drape them over the box……

………..or hang them on a friend’s arm 🙂

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

Since Dora travels around the world we used a laminated picture of earth for our messy play.

The students swirled around fluffy shaving cream clouds!

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

Hands were rinsed under a waterfall made by a splitting water wheel.

This was a HIT!!!

Science access point: initiate a change in motion of an object.

Our lotion this week had a nice fruity aroma. We chose mango mandarin from Bath and Body Works because those fruits are grown in Mexico.

Our students are smelling really yummy this week!

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

FINE MOTOR GROUP

On Tuesday the students made a fox mask! We used purchased eye masks and this template: fox

First, we counted the eye holes in each mask.

Math access point: associate quantities with number names.

Then, the students used popsicle sticks to scrape the black overlay to reveal rainbow colors underneath.

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

We finished by gluing the rainbow mask onto the fox mask and…..

…………..TA DA!!!

Can you guess which Dora character we are pretending to be?

On Wednesday the students made backpacks out of tissue boxes we covered with white paper!

First, the students chose which color marker for their backpack.

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

They used markers to decorate their backpacks—–some of the students used a switch to operate their drawing tools!

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

Time to add a one nose, one mouth, and………….

………….. TWO big googly eyes!

Math access point: associate quantities with number names.

We taped some paper straps to the back of our backpack boxes.

TA DA!!!

Let’s go explore!!!!!!!!

LANGUAGE GROUP

We changed it up in our language group today. Instead of making a yummy treat, we went in search of one! We used a map, just like Dora, to look for our treasure. We had to make sure and follow all of the directions on the map.

We saw on the map that the classroom was where we start. Our students looked at the map to see where they had to go next: THROUGH the tunnel!

We really love this tunnel because it’s big enough for our kiddos in wheelchairs 🙂

Next, we had to go out of the gate and around the front of the school.

Then we had to figure out which was the right gate to go into. Our students had to compare the gates to see which one matched the one in the picture on the map.

Once we went through the DIFFERENT gate, our students had to step on the circles that were down the hall. Our ambulatory students got to step ON padded circles that squeaked while our wheelchair friends had to go OVER their circles.

One of our volunteers stepped on the padded circles as our wheelchair friends went by.

We had to check the map again to find WHERE to go next!

Next, we saw on the map that we had to find where the fish were.

Each student had to catch ONE fish before we could go on to the next and final step: the treasure!

Students had to look at the map one last time to find the treasure box.

They opened it and found………..yummy Golden cookies!!

Hope you enjoyed exploring with us this week! Join us next time for more fun and learning—–Group by Group!

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Nov11

We Salute The Troops

Posted on November 11, 2018 by jd785

We Salute The Troops

We learned about our armed forces this week. The sensory groups explored boxes dedicated to different services branches. The fine motor groups decorated service vehicles with camouflage and the language group made a patriotic treat.

SENSORY GROUP

This box was dedicated to animal mascots—-goat for the Navy, bulldog for the Marines, bear for the Coast Guard, mule for the Army, and falcon for the Air Force. There were plush or laminated pictures of each of the mascots in this box. The Marine Corps hymn was recorded on a voice out put device and also placed in this box.

Social studies access point: recognize a patriotic song.

A little Coast Guard ship roamed around this blue kinetic sand ocean.

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

There were 6 (3 in green and 3 in desert uniforms) Army soldiers to find in this box of “camouflage” beans. It was made by combining a variety of dried beans and we think it looks pretty cool.

Math access point: solve simple problems involving joining sets of objects with the same quantity to 3.

We went pretty patriotic with the play dough this week—-we had red, white, and blue! The students used cookie cutters with letter M (for Marines) and a star shape.

Science access point: apply a push to move an object.

Our rice was red, white, and blue too! There was a picture of planes to find at the bottom of the box and a little plane to fly around in the rice. There were also 3 letter A’s—-for Air Force.

Science access point: identify object by one observable property, such as shape.

A little Air Force jet flew around in some fluffy shaving cream clouds for our messy play this week.

Science access point: track objects in motion.

A Navy ship and a Navy submarine floated around our ocean. There were 2 different sized measuring cups included for scooping fun.

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

We went with Bath and Body Works ocean scent this week—-in honor of the Navy and Coast Guard armed forces.

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

FINE MOTOR GROUP

On Wednesday the students tore green, brown, and tan paper into pieces and glued them onto an Army transport truck using this template: army truck

First, using communication symbols the students identified the colors BLACK, GREEN, and BROWN.

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

They tore BIG pieces paper into SMALL pieces.

Math access point: recognize differences in size of objects.

Then they glued the pieces of paper DOWN on to their trucks.

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

TA DA!!!!!!

Go ARMY!!!!!!

On Thursday the students painted fighter jets using this template: fighter jet

First, they identified the colors of the paint.

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

After paint was added to a stamper, the students stamped UP and DOWN on their jets. We made the stampers by adding foam stickers to some kitchen scrubbers.

Math access point: recognize a movement that reflects a spatial relationship, such as up and down.

TA DA!!!!!

Go Air Force!!!!

LANGUAGE GROUP

In honor of Veterans Day, we made some edible American flags during the language group. Here is the recipe that we used: Let_s Make Edible American Flags

We started by each student getting 1 graham cracker. In order to get the graham cracker, they had to request it using WANT and then pointing to the picture of the graham cracker. When asked where the graham cracker should be put, our students had to indicate PUT and then point to the picture of the plate.

Next, each student got a spoonful of vanilla frosting. They had to spread it on the cracker, asking for HELP if they needed it.

Once it was spread, each student got to lick the spoon. They had to indicate whether it tasted SWEET or SOUR.

Each student then got 4 blueberries. If they were not given the entire amount, they had to request MORE. They had to follow the direction to PUT the blueberries in the top left corner.

Then, they each got some cut up strawberries. They had to follow the direction to PUT the strawberries in lines on the cracker. If they did not have enough, they had to request MORE.

Once they were ALL DONE, they had to indicate that they wanted to EAT the edible flag.

Yummy AND patriotic!

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

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May25

The Royal Wedding

Posted on May 25, 2018 by jd785

The Royal Wedding

Like millions of others, we were glued to the tv watching Harry and Meghan get married last week. It was so fabulous, that we decided to pick it as our theme this week. Our sensory groups explored wedding related boxes. The fine motor groups made colorful art projects using tissue paper and the language group hosted the big event—-our very own Royal Wedding!

SENSORY GROUP

Since love is the reason people get married in the first place, we figured we needed to put hearts somewhere in this unit! Our students stamped hearts in red moon sand with two different sized cookie cutters.

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

Meghan Markle is from the USA. This all American box contained patriotic garland, flags, a bald eagle……..

……….and other patriotic plush toys.

Associate an object or symbol with a location is a social studies access point.

The hat was a hit 🙂

Prince Harry is from England. In his box we placed British flag garland, a zipper bag with the flag, plush toys, a small flag, and a double decker bus.

Again, associate an object or symbol with a location is social studies access point.

In this box filled with red rose petals we put in a variety of items associated with weddings. There was a tiara, top hat, pearls, “diamond” rings, play food, and some scraps of organza and lace. We also included the wedding march recorded on a voice output device.

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

The top hat was pretty popular too—–

———-our students can totally rock a hat!

People often throw rice or confetti at weddings. We combined the two with our confetti colored rice! There were letter W’s to find as well as a picture of a bride and groom at the bottom of the box.

Recognize two objects that are the same size or shape is a math access point.

The students had fun decorating our laminated wedding cake with oobleck—-our version of royal icing 🙂

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

We used Philosophy’s wedding cake scent for our water play. We put in some floating light up flowers and a fun teapot.

The science access point track objects in motion can be addressed here.

To finish we used Bath and Body Works vanilla sugar scented lotion—-it smells like cake. A totally yummy scent that left our students with delicious wedding memories!

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

FINE MOTOR GROUP

On Tuesday the students made wedding bouquets! We made the base of it by hot gluing a cardboard roll to a paper plate.

We discussed the shape of our paper plate and the students identified its shape using communication symbols.

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

Next, they tore pieces of tissue paper and then crumpled up the pieces.

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

Then they dipped their tissue paper balls in glue and attached them to the paper plate.

We used tissue paper from “presents past” so this whole project was practically free!

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

TA DA!!!!

Look who caught the bouquet!

On Wednesday the students decorated this wedding cake: wedding cake template

First, they identified the shape found in the wedding cake.

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

Then they tore tissue paper into pieces—-they kind of had fun with this part 🙂

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

The students dipped their tissue paper balls in glue and began decorating their wedding cakes.

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

TA DA!!

Time to cut the cake!!!!!

LANGUAGE GROUP

We had lots of fun this week during our language group! Since we were talking about the royal wedding, we decided to recreate it with a little mock wedding of our own.

Two of our students in the language group got to play the parts of the bride and groom. Before the wedding, official invitations were given out to classrooms and staff. They even included a little jar of bubbles so that they could use them during the procession.

After reading the book, the “bride”, “groom”, and wedding party got ready for the big procession. We think the “bride” and “groom” had lots of fun being the center of attention 🙂

The bridesmaids led the procession through the elementary building halls while the spectators watched and blew bubbles.

We played the traditional “Wedding March” recorded on a voice output device.

It was very exciting!

Everyone followed the wedding party to the reception where they got to request to have some of the wedding cake, or chips (for those who aren’t really into sweets).

There was also some sparkling,fizzy punch!

Ms. Danni made the beautiful wedding cake and Ms. Ellen loaned us the fabulous Harry and Meghan banner behind it!

Ms. Jane, our principal, couldn’t pass up the opportunity to attend the festivities!

The guests got to dance the day away with some Kidz Bop music that played in the background.

A good time was had by all!

We even had a fun photo booth where other students could “dress up” like a bride and groom.

So cute!

The adults had to join in the fun as well, of course!

Lots of happy couples 🙂

It was a royal event that we’ll remember for a long time 🙂

Well this is our last regular post for the school year. Please join us in the fall for lots more fun and learning——Group by Group!

Don’t forget if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!

May20

Norway

Posted on May 20, 2018 by jd785

Norway

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

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

SENSORY GROUP

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

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

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

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

The hat was pretty popular 🙂

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

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

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

Associate quantities with number names is a math access point.

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

Recognize sources of light is a science access point.

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

We love this stuff!

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

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

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

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

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

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

FINE MOTOR GROUP

On Tuesday the students made trolls using this: troll template

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

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

They squeezed glue on to their troll.

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

Then they spread the glue with a sponge brush.

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

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

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

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

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

Ta Da!!!!

Trolls!!!!!!

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

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

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

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

We also identified the color of our paint.

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

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

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

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

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

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

The Vikings are coming!!!!

LANGUAGE GROUP

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

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

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

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

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

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

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

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

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

Associate quantities with number names is a math access point.

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

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

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

Don’t forget if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!

May6

Let’s Go To The Zoo

Posted on May 6, 2018 by jd785

Let’s Go To The Zoo

The weather is beautiful so what better time to take a trip to the zoo! The students had a blast dressing up as different animals for our book and the rest of our activities were just as much fun! The sensory group explored boxes with lots of animals. The fine motor groups made animal art projects and the language group made a tasty treat.

SENSORY GROUP

This box was FILLED with zoo related items including plush and plastic animals. There were some sunglasses and an elephant visor—-in case of a sunny day! Other items included a little zookeeper, the word ZOO, a toy camera, some faux snake skin fabric, and some play food—-WOW so much to discover!

Recognize a model of a real object is a science access point. Recognize objects related to science by name is also a science access point that can be addressed here.

The students totally rocked those sunglasses 🙂

The students sorted these really eye catching pompoms into ZEBRA and TIGER piles. We included plastic animal figures by the respective dishes to provide an additional cue.

Match objects with similar observable properties is a science access point.

There was more matching going on in this box. This time the students matched the fake fun pieces to a little plush animal. The fake fur pieces were a real hit with the students!

Again, the science access point match objects with similar observable properties is addressed.

We thought that birdseed was pretty fitting for a unit on the zoo—-it is certainly something you might see there or even feed to some of the animals. There were letters to find that spelled the word ZOO. We also included a measuring cup and spoon for scooping fun!

Recognize that animals eat food is a science access point that can be addressed here.

The students cut bears and lions out of yellow play dough using cookie cutters. The bright yellow color was very eye catching!

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

An ice cream snack might be the perfect treat while exploring the zoo on a hot day! To make our shaving cream look a little more like the real thing and add a bit of color, we added some candy sprinkles. As usual, the students had a blast!

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

Messy hands were rinsed in banana scented water filled with some fun animal bath toys (both the bubble bath and toys were found at Walmart). The students had lots of fun here!

Recognize different containers that hold liquids is a science access point.

Banana scented lotion—-found at World Market but no longer carried by them 🙂 This was a really strong scent that left our students smelling really YUMMY!

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

FINE MOTOR GROUP

On Tuesday the students made giraffes using this: giraffe

First, we identified the color of our paper using communication symbols.

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

Then they gave their giraffe its spots using a rolling pin covered with sticky backed foam circles!

We just put some brown paint on the circles and let the student go to town 🙂

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

We added 2 googlie eyes! Most of the students needed a little help with this part.

Associate quantities with number names is a math access point.

The giraffe was glued to a wooden paint stirrer and…….

TA DA!!!!!

On Wednesday the students made tigers using this: tiger

First we identified the color of our paper using communication symbols.

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

Then they gave the tiger its strips using a rolling pin—-this time covered in rubber bands! Thank you Pinterest 🙂

The students had fun with this part!

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

The tiger was glued to a piece of green paper by the adults —-to make sure the paint wasn’t smeared—-but the students identified its shape first!

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

We added 2 googlie eyes—–colorful ones we found at Dollar Tree!

Associate quantities with number names is a math access point.

TA DA!!!!!!!

Let’s go to the zoo!

LANGUAGE GROUP

We had a sweet treat that we think went right along with our zoo theme. Here is the recipe we used: Let_s Make Zebra Mousse

We started out by having our students indicate MAKE on their communication boards to indicate that we were making a recipe.

Our first ingredient was heavy whipping cream. Since we had to PUT in 2 cups of it, 2 students got to HELP. After one cup was put into the bowl, our students had to indicate that we needed MORE.

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 PUT some powdered sugar in the bowl. Again, the student who wanted to help had to raise their hand and also indicate HELP on their board.

Each student got to press the wireless switch to turn on the mixer. It took a while for the ingredients to get firm so our students had to indicate MORE each time the switch was passed along to indicate that we had more mixing to do.