Tag Archives: language skills

Mar11

Women’s History Month

Posted on March 11, 2018 by jd785

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!

Jan28

Taiwan

Posted on January 28, 2018 by jd785

Taiwan

We were lucky enough to be visited by an acrobatic school group from Taiwan. They were absolutely amazing and made us want to find out more about their country. Our sensory groups explored boxes related to facts about the country. The fine motor groups decorated dragons to use in dragon boat races hosted by the language group.

SENSORY GROUP

Red, white, and blue are the colors found in the Taiwanese flag so we had our students sort pompoms in those colors. We included a laminated flag for reference.

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

The math access point recognize three-dimensional, such as balls (spheres), can also be addressed here.

We used a bird shaped cookie cutter in blue moon sand to represent the Blue Magpie which is the national bird of Taiwan.

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

Tea is a popular drink in Taiwan. Our box of tea contained the letters T-E-A for our students to find as well as a map at the bottom of the box. There were also 2 different sized spoons which made for lots of scooping fun.

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

The Formosan Black Bear is the national animal of Taiwan. The students really liked the feel of the black bear “fur” and cuddling with the cute plush black bear cub.

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

Ang Li, who is from Taiwan, directed the movie The Hulk. Our green kinetic sand was definitely the right pick for this box. Since we didn’t have a Hulk action figure on hand, we made our own laminated one and the students seemed pretty happy with what we came up with.

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

We practiced making the letter T for Taiwan and had lots of fun scribbling in the shaving cream this week.

The science access point recognize the change in the motion of an object can be addressed here.

Taiwan is made up of lots of islands so fishing is an important part of the economy. We put different sized scoops and two cute little squirting fish in the water play this week.

This turned out to be a really fun activity and the students had a blast.

Track the movement of objects that are pushed or pulled is a science access point.

Plum blossoms are a symbol of Taiwan so we used Victoria’s Secret plum scented bath gel and lotion this week. The light floral scent was really popular with the students.

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

FINE MOTOR GROUP

Joy drew these dragons on poster board and gave each of the classes one to decorate. Two of our classes decorated theirs during Fine Motor group time.

On Tuesday the students decorated their dragon in their team color—-PURPLE.

First the students identified the color purple using communication symbols.

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

Then we stamped UP and DOWN with a bubble wrapped stamper. Most of the students needed a little assistance with this but they were all very engaged in the activity!

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

We sprinkled on some confetti for a little added sparkle.

Recognize a change in an object is a science access point that can be addressed here.

TA DA!!

The Purple Dragons are ready to rumble!

On Wednesday the Pink team decorated their dragons.

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

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

We also identified the number 3 because each student was asked to draw 3 lines on the dragon.

Associate quantities with number names is a math access point.

A variety of PINK markers were used for this activity and the students were encouraged to draw straight lines but, of course, any effort was applauded 🙂

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.

We sang our glitter song while adding some PINK glitter.

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

We used both regular and adaptive scissors to cut some Pink paper streamers and attached them to the dragon.

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

TA DA!

Hear those Pink Dragons ROAR!!!

LANGUAGE GROUP

We had LOTS of fun in the language group this week. We learned that each year, Taiwan has a big Dragon Boat race so we thought it’d be fun to have our OWN dragon race. Each elementary classroom chose their team color.

Before we began racing, we talked to the students about going FAST in the race.

Recognize a motion as FAST or SLOW is a science access point.

Everyone had to wait until they saw the signal to GO (we used the Pixon communication symbol for “go”)

…………..and they were off.

All the students and teachers ran down until they got to the red ribbon finish line.

We have some really fast teachers and students!

The competition was fierce…..

…..and there were some close finishes!

We talked about who was the fastest and won the race. The top 2 fastest classes won trophies and the other classes each won medals.

The pictures can’t begin to capture all of the fun we had at the race lol! We might have to make this an annual event as well 🙂

Join us again next week for more fun and learning

Group by Group!

Jan21

Our 5 Senses

Posted on January 21, 2018 by jd785

Our 5 Senses

Our students are learning about body systems with their Unique Curriculum this month. This was perfect timing for a unit on our 5 senses. Our sensory groups explored some fun multi-sensory boxes. The fine motor groups made art projects that were multi-sensory, and the language group explored their favorite sense—–taste 🙂

SENSORY GROUP

Light toys are extremely popular with our students and the ones in this box were no exception. Our toys not only lit up but some of them even vibrated! Not only vision, but the sense of touch and hearing were stimulated here.

Recognize sources of light is a science access point.

The students had a blast using their muscles to stretch these different textured toys. Not only did they stretch, but some of the toys made noise or vibrated also—-too cool!

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

This box was all about sound. All these toys made noise either shaking, spinning, or squeezing. There was a LOT of fun to be had here! The little bear that “sang” when his tummy was squeezed was a particular favorite.

Recognize objects that create sounds is a science access point.

Our multi-colored pasta was not only visually eye catching but made noise when little hands dove in or the box was shaken. We had letters for the students to find and match. The letters corresponded to the different senses, ex. T for TASTE and S for SEE.

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

We put a variety of textures in this box—-rough, smooth, hard, soft, etc. In addition, some of the toys made noise such as the crinkly snowman toy. The students were pretty intrigued with the blue plexiglass window and the vibrating crab toy which produced LOTS of giggles!

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

Pop rocks were added to our shaving cream to add a sound element. We found that while it somewhat worked, the pop rocks work better in a wetter substance such as when we have put them in oobleck. The students still had fun and the pop rocks added an additional textural component.

Track the motion of objects that are pushed or pulled is a science access point.

A light toy was added to our water play in addition to a spinning water wheel and scooping cups. There was a lot to explore and as usual, the students had lots of fun!

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

We wanted to have a pretty distinctive scent this week so we used Bath and BodyWorks eucalyptus spearmint. It was a strong scent that definitely captured their attention!

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

FINE MOTOR GROUP

On Tuesday the students made a multi-sensory painting.

We started by identifying the shape of our paper using communication symbols.

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

Before we added the scented essential oil to the paint we let the students smell it. We used sandalwood scent which was pretty strong and our students weren’t quite sure what to make of it!

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

The students used a variety of regular and adapted paint tools to spread paint around their paper.

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

For additional texture, they sprinkled some fine pink sand on to the paint.

Track a falling object is a science access point.

TA DA!!!!!!!!!

We made some sensory art!!!

On Wednesday after we discussed that our senses tell our brain about the world using nerve pathways that are all over our body. For their art project, the students made a painting of their nervous system using marbles and this: senses

First the students identified the color of the paint and counted the marbles.

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

Associate quantities with number names is a math access point.

Then for the fun part—–we closed the lid and they began shaking and turning the box!

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

TA DA!!!!!!

This is our nervous system!!!!!

LANGUAGE GROUP

We explored our sense of taste this week in the language group. We started out by taste testing things that were salty (chips), sweet (honey), and sour (lemon juice).

Each student took a turn tasting one item at a time. They had to indicate whether it was salty, sweet, or sour using picture symbols that were provided. They did pretty well with this exercise!

Use pictures, symbols, gestures/signs, or words to communicate meaning, is a language access point.

After our taste test, we made a treat that incorporated each kind of taste: Let_s Make A Salty, Sour, Sweet Treat

We started by putting the lemon pudding mix into a bowl. We talked about how we needed a measuring cup to measure out the milk. Our students observed how the white pudding powder turned yellow when the milk was poured into the bowl.

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

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

Each student had a turn pushing the switch to turn on the mixer. Our students had to indicate that we needed to mix MORE each time a student completed their turn.

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

Next, our students helped crush up some pretzel sticks. They used a rolling pin to crush the pretzels.

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

We counted out the cups we needed for each treat and identified the number 7. Then we added some crushed pretzels to each cup and put some of the lemon pudding on top of the pretzels.

The math access point recognize the next step in a simple pattern or sequence of activities can be addressed here.

Finally, our students requested whipped cream for the top. Our taste buds were in for a treat!

YUM!!!!!

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

Jan14

Scotland

Posted on January 14, 2018 by jd785

Scotland

One of our staff members, Ms. Ellen, recently travelled to Scotland so this week we learned about the country of Tartan—-and so much more! Our sensory groups explored boxes related to facts about Scotland. The fine motor groups made symbols of the country art projects and the language group made a Scots inspired treat!

SENSORY GROUP

Since Ms. Ellen took a plane to get to there, we replicated the airplane experience using a vibrating massager and jet sounds recorded on a voice output device.

Of course, our plane ride lasted a whopping 3 minutes——just a tad shorter than the real thing 🙂

The vibrating tube was a HUGE hit with the students!

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

We used rice in the colors of the Scottish flag for this box. There were letter “S”s to find and a map of the country at the bottom of the box. We also put in 2 different sized scoops.

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

The background of the Scottish flag is blue, so we pulled out our blue moon sand this week. The students used 2 different sized cookie cutters to stamp letter “S” into the sand.

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

This box had a variety of items associated with Scotland including their national animal—-the unicorn! Symbols of famous Scottish authors such as J.M. Barrie (Peter Pan), Sir Arthur Conan Doyle (Sherlock Holmes), and Robert Louis Stevenson (Treasure Island) were a fun addition.

We also included a passport, a voice output device with some bagpipe music recorded on it, and a phone for Alexander Graham bell was pretty popular!

Lots to explore here!

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

There are over 3000 castles in Scotland—–how cool is that! The students had fun making their own castles using grey Floam. We laminated some props including a kilted Scotsman.

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

Oatmeal added to our oobleck turned it into “porridge” this week! This lumpy oobleck was certainly a different texture and pretty fascinating to our students—-although some were a little hesitant to actually touch it.

The science access point track objects in motion is a science access point.

The students found cute little Nessie swimming around in “Loch”. You will notice that Nessie bears a striking resemblance to a My Little Pony seahorse 🙂 We also included 2 different sized scoops for added fun.

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

Since Scotland gets a lot of rainy weather, Bath and BodyWorks rain kissed leaves seemed a good scent to use this week. The students really liked the soft scent.

Recognize one or more external body parts.

FINE MOTOR GROUP

On Tuesday, our students made the Scottish flag.

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

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

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

Then we cut 1 strip of white paper into 2 pieces using switch operated scissors or paper cutters.

Associate quantities with number names is a math access point.

Next the students were asked to glue down the strips of paper in the shape of an X.

The math access point recognize when an object is added to a situation can be addressed here.

TA DA!!!!!!!!

We love Scotland!

On Wednesday, our students turned into Unicorns using paper plates !

We started by using communication symbols to identify the shape of our paper.

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

Then the used a glue stick to “color” their triangle. The glue in these sticks comes out purple which makes it easy to see.

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

Next, the students sprinkled pink and purple glitter onto the glue. Of course we sang our “shake that glitter” song (adapted from KC and the Sunshine Band’s famous song) 🙂

Track falling objects is a science access point.

The students glued their triangles DOWN on to a precut paper plate.

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

TA DA!!!!

We just spotted some Unicorns!

LANGUAGE GROUP

We made a popular Scottish dessert this week–raspberry cranachan. Typically, this dessert has whiskey in it so we had to do some searching to find a kid friendly recipe. Here is that recipe: Let_s Make Raspberry Cranachan

Cara had prepared the toasted oats before the group so we were able to skip the first part of the recipe.

Our students requested to put the whipping cream in the bowl. We talked about how it was a liquid when it was poured into the bowl Each of our students took turns pressing the switch to activate the mixer. Once it thickened up, we talked about how it had turned into a solid.

Identify objects and materials as solid or liquid is an access point.

Next, we added some mascarpone and mixed that together with the whipping cream.

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

We added some honey and caramel sauce next. We talked about how we were using a measuring spoon because we needed a smaller amount of each ingredient. Our students got to taste the caramel sauce.

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

Before we added the honey and caramel sauce we tasted them. We talked about how they tasted SWEET.

This taste test received a unanimous thumbs up 🙂

Once the ingredients were all mixed up, we counted out cups for each of our students. We layered the cups with raspberries, the whipped cream mix, raspberry preserves, and toasted oats.

The consensus was a positive one!

Associate quantities with number names is a math access point.

It was a great week and we enjoyed learning so much about Scotland. Join us next time for more fun and learning——Group by Group!

Oct1

Johnny Appleseed

Posted on October 1, 2017 by jd785

Johnny Appleseed

Johnny Appleseed Day is September 26 so we decided to learn a little more about him this week! Our sensory groups explored boxes that were all about apples. The fine motor groups made apple themed art projects and the language group made a yummy apple snack.

SENSORY GROUP

We turned one of our umbrellas into an apple tree this week and it was a total hit with the students! There were 3 different apples to find and a voice output with the song “Don’t sit under the apple tree with anyone else but me”—–an oldie but a goodie!

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

As we said, this umbrella tree really captured the students’ attention.

So we couldn’t resist adding a few more super cute photos 🙂

A is for APPLE——the students searched for letter A’s in green rice with black bean “apple seeds”. There was also a map of his home state to find at the bottom of the box.

Identify objects by observable properties, such as shape, is a science access point.

Apples come in lots of different colors but mostly RED, YELLOW, or GREEN. In this box the students sorted colorful “apple” pompoms into matching plates.

The science access point identify objects by one observable property, such as color, and the math access point recognize objects with three-dimensional objects, such as balls (spheres) can be addressed here.

The students used apple shaped cookie cutters to make BIG and LITTLE apples in red moon sand. We didn’t actually have apple cookie cutters so we used the pumpkin cutters we had on hand since they are a pretty similar shape—–sometimes you just have to make do with what you have 🙂

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

Apple seeds are kind of black and brown so we thought these small beans would work as a nice stand in for them. There was a little dish to fill and a measuring spoon for fun scooping practice.

The math access point recognize when an object or person is added to or is taken away from a situation, can be addressed here.

We added some green food coloring to shaving cream this week. We encouraged the students to draw apple shaped circles or straight line stems.

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

Hands were rinsed in apple scented water with a floating plastic apple, watering can, scoop, and an apple shaped sponge. Lots of different things to interact with here and the students had a blast.

The math access point recognize differences in sizes of containers that hold liquids, can be addressed here.

The watering can was especially fun and

the students were fascinated by the streaming water!

Our apple scent this week was country apple from Bath and BodyWorks.

It was a pretty yummy scent that left our students smelling like delicious little apples 🙂

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

FINE MOTOR GROUP

On ‘Tuesday we made apples using this template: apple

We started by identifying the color of our paper shred.

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

Next the students painted glue (watered down a little bit to make it easier to spread) with a sponge brush.

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

Then came the fun part—–dropping handfuls of paper shred onto their apples! They really liked this part.

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

A little green leaf was added and ………..Ta DA!

Just delicious!

On Wednesday the students made apple trees. We used green plates from the Dollar Tree (a whole stack for $1, how can you beat that!) and leftover corrugated cardboard for the tree trunks. This was a really cheap craft—–and we like that 🙂

First the students identified the shape of the plates and the color of our “apple” pompoms

Recognize an object with a two-dimensional shape such as a circle, is a math access point.

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

Then they practiced eye hand coordination skills by dipping red pompoms into glue and then gluing them onto their “trees”. Of course, we counted the number of apples on each tree!

The math access points recognize when an object is added to a situation and associate quantities with number names, can be addressed here.

Ta Da!

Look at our apple orchard!

LANGUAGE GROUP

This week we made our own applesauce! We also learned a lot about patience since the food processor was acting up a bit during group. Here is a link to the recipe we used: Let_s Make Cinnamon Applesauce

We started out by peeling the apples. We got to use an apple peeler which was pretty cool to our students. They helped us turn the handle to make the peeler work.

We found that the peeler also cored AND cut the apple so we got to skip that step 🙂

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

We checked out the string of apple peel!

Some of the students thought it was pretty fascinating but others weren’t quite so sure about it.

Next, we had to add some lemon juice. Each of our students got to try a little taste of the lemon juice. We talked about how it tasted SOUR.

Then we added some lemon juice to the food processor.

Our students helped turn the food processor on. We found that we had to add a little bit of water to help get the mixture going.

Recognize a way to stop an object from moving is a science access point that can be addressed here.

We poured the mixture into a bowl. Next, we added some sugar and cinnamon. Our students smelled the cinnamon and we talked about how it smelled sweet.

We stirred everything up and voila! No-cook applesauce!

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

Yummy deliciousness

this was a hit 🙂

Hope you enjoyed learning a little bit about Johnny Appleseed.

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

Sep24

On Old MacDonald’s Farm

Posted on September 24, 2017 by jd785

On Old MacDonald’s Farm

September 16-23 is Farm Animal Awareness Week and we thought what a perfect time to do a unit on Old MacDonald! The sensory groups explored boxes with a variety of farm related tactile experiences. The fine motor groups used paint to create their art projects and the language group made yummy edible mud pies!

SENSORY GROUP

In a base of raffia “hay” we put a variety of farm related items including play animals, fruit, vegetables, and a toy tractor. We also included a colorful red bandana and a dog puppet that sang when its muzzle was pressed—–too cute!

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

This box of corn contained the letters F, A, R, M for the students to find. Of course, they also had fun pushing their fingers and hands through the kernels. Visual and tactile discrimination skills can be addressed with this activity.

The science access point match objects by an observable property, such as shape, can be addressed here.

It was all contrast and compare with our fur and feather box! There were a variety of fake fur swatches along with some feather boas. A great opportunity to talk about which farm animals had fur and which had feathers. They made some great fashion statements also lol.

Sort objects by an observable property, such as texture, is a science access point.

We put some play food for the students to plant and harvest in our coffee grounds “dirt”. There were also pictures of fruit to find at the bottom of the box.

The science access points match plants that are the same and recognize that plants grow, can be addressed here.

Wheat flour was used to make our play dough and this gave it a slightly grittier, more crumbly texture. Another interesting tactile experience!

We put in some farm animal cookie cutters (turkey, sheep, and duck) to add to the fun.

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

This week we put cocoa powder in the oobleck to make MUD. The students had fun helping our little foam piggy get a mud bath. It really smelled much better than the real thing too 🙂

Track objects in motion is a science access point.

Our duck pond contained 2 rubber ducks—–1 big and 1 small. There was also a measuring cup for scooping fun!

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

A fruity scent seemed the perfect choice for a farm unit so we used Bath and BodyWorks pearberry scent this week.

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

FINE MOTOR GROUP

On Tuesday the students made “hay” using a rolling pin wrapped with some rubber bands.

We started by discussing the color of our paint and asked the students to identify it using communication symbols.

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

The students needed to hold the rolling pin with both hands in order to make it roll properly—–great bilateral coordination practice!

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

To finish, they got to choose some farm animals (cut from the Ellison machine) to put on their pictures. Of course we counted how many each student added!

Associate quantities with number names is a math access point.

Ta Da!

E I E I O

On Wednesday the students used a craft foam tractor stamp. We hot glued a plastic thread spool to make it easier for them to hold.

First the students drew ACROSS lines on their paper using a pencil. These lines were the “furrows” in the field. They really did a great job with this!

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

Then we discussed the color of our paint and asked the students to identify it using communication symbols.

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

Next the students stamped UP and DOWN to put 1 tractor on their fields.

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

TA Da!

Look at our cute little farmers!

LANGUAGE GROUP

We made a very tasty dessert this week! We made Animal Cracker Caramel Mud Pies. Here is the recipe that we used: Let_s Make Animal Cracker Caramel Mud Pie

During the recipe, we focused on the following words that were located on each of our student’s cooking communication boards: make, put, turn, more, all done, like/don’t like. Each week, these are the most frequently used words. Other words located on the boards are fringe vocabulary words such as the different ingredients used as well as the utensils and appliances used.

We started by making our chocolate pudding. Our students helped put the pudding mix and 2 cups of milk into a bowl. Then they took turns pressing the wireless switch used to turn the mixer on. Our students helped to indicate if we needed to mix MORE or if we’re ALL DONE.

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 melted the butter talked about how it changed from a solid to a liquid. We put our -already-crushed-up animal crackers in the butter and added some sugar. Then we stirred it up and put it in the pan

Distinguish between water as a solid or liquid is a science access point.

Then we put cream cheese and powdered sugar into a bowl and mixed it up with the mixer, giving each student a turn. We were SUPPOSED to add caramel to this part, but I missed that page so we added it at the end 🙂 You can do it any way you’d like! We added some whipped cream and mixed it up again.

Solve simple problems involving putting together and taking apart small quantities of objects is a math access point.

We put that mixture on top of the animal cracker mix in the pan and added the chocolate pudding to the top.

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

A little caramel sauce and we were ALL DONE!

We counted out how many bowls we needed and then ALL enjoyed eating these yummy mud pies 🙂

Thanks so much for joining us on Old MacDonald’s farm! Join us again next week for more fun and learning——Group by Group!

Sep9

California

Posted on September 9, 2017 by jd785

California

We are California dreaming this week! Ms. Jen’s vacation to California inspired us to learn more about the Golden State. The sensory groups explored boxes related to facts about California. The fine motor groups made art projects related to state symbols and the language group dressed up like movie stars!

SENSORY GROUP

This box was of blue and gold paper shred—-California state colors had lots to discover. Many foods are grown there so we put in a variety of plastic fruit and vegetables. We included state symbols such as the grizzly bear, the dog faced butterfly, a discovery bottle with “benitoite”, the state gemstone, and a picture of President Nixon who was born there! We even included some movie star sunglasses 🙂

The science access point recognize a model of a real object can be addressed here.

Death Valley is the driest place in North America! We used play sand for this box and added a funnel and small scoop. There was also a map of California to find at the bottom of the box. They had really had fun with this box!

Track objects in motion is a science access point.

The oldest operating McDonalds is in California! The students used a letter M cookie cutter to make some “golden arches” in yellow moon sand. There were also a couple of different sized scoops added to the fun.

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

The California gold rush started in 1848 and California is known as the Golden State! This box was filled with a variety of gold items included beads, fabric, and holiday garland. Lots of different textures to touch and explore!

Use senses to recognize objects is a science access point.

Sally Ride, the first American women in space, was born in California. For her box, we put a little astronaut and 2 big stars to discover in a box of “outer space” black beans.

Recognize objects as the same is a science access point.

We sprinkled blue and yellow glitter into “Pacific Ocean foam” shaving cream this week. As usual, our students had a blast with messy play 🙂

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

California borders the Pacific Ocean so for our water play we put in some dolphins and sharks—- animals that might be seen swimming along the coast. There were also 2 different sized scoops for added fun!

The science access point recognize a model of a real object and the math access point recognize differences in sizes of containers that hold liquids, can both be addressed with this activity.

Bath and BodyWorks ocean scent was perfect for our water play and lotion. The scent was a hit with pretty much every student!

Recognize one or more external body parts is a science access point that can be addressed here.

FINE MOTOR GROUP

On Tuesday we made some giant redwood trees—-redwoods are the California state tree!

We started by identifying the color green and the number 3.

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

Associate quantities with number names is a math access point.

Next we used paper cutters or switch operated scissors to cut out BIG green triangles counting each side as it as cut.

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

The triangles were glued to paper towel tubes and——–TaDA!

It’s a giant redwood tree!

On Wednesday we made bunches of grapes—-one of California’s largest crops!

We started by identifying the color purple.

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

Then the students used a kitchen scrubber to make circles by stamping UP and DOWN onto a piece of paper.

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

To finish off, we asked the students to identify the number 2. Then they glued 2 leaves onto their bunch of grapes.

Associate quantities with number names, and recognize when an object has been added to a situation are both math access points.

TA DA!

Some yummy looking grapes!

LANGUAGE GROUP

This week, instead of making something to eat, we dressed up Hollywood style!

Each of our students got to take a turn pressing the switch to activate an All-Turn-It spinner. On the spinner we had different things that they can wear: hat, gloves, necklace, sunglasses, and a fur stole.

Once our students landed on a picture, they had to indicate where they would wear it. We had a board with the symbols for “where put” and then symbols for these options: head, hand, neck, eyes.

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

Our students needed some help with indicating the appropriate body part to answer “where”. They sure knew where to put them when they wore them though!

We had some pretty classy ladies and gents today 🙂

Hope you learned a lot about California this week, we sure did!

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

May21

Let’s Go To The Beach

Posted on May 21, 2017 by jd785

Let’s Go To The Beach

Summer vacation is coming up soon so you know what that means—–let’s go to the beach! The sensory groups explored boxes filled with items you might find at the beach. The fine motor groups made beach themed art projects out of paper plates and the language group made a beach inspired treat.

It was a fun filled week and a great theme to end this school year!

SENSORY GROUP

Play sand is a great medium to explore. Not only is it soft to the touch but so fun to watch stream down through the funnel we put in this box!

Track objects in motion is a science access point.

Down near the water the sand denser and perfect for building sandcastles—–like our moon sand! In this box a plastic crab, toy sea turtle and 2 shells could be found. There was also a fun play dough toy. It could be used to make sand castles or rolled along to make footprints in the sand—-very cool!

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

While we don’t have any black sand beaches here, we think they would be pretty cool to explore! Our black sand beach was actually kinetic sand—-always popular with both students and staff! Everyone loves the way kinetic sand feels but since it molds well, we put a cute starfish mold in this box.

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

Playing along the seashore means feeling a cool breeze and water spray. There were a variety of hand operated fans to mimic ocean breezes. We had some with whirling lights and others that did not have blades at all—-very cool!

The students found them fascinating.

The really fun part of this box was our misting water bottle! After we sprayed the water into the air, there were LOTS of giggles from the students as the water droplets fell down on them 🙂

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

Of course, with a beach unit we HAD to include our ocean umbrella! Both dolphin and whale sounds were recorded on a voice output device. As usual, this umbrella was a hit—-it really is one of our favorites 🙂

The science access point match living things with their habitats can be addressed here.

Since this is our last post of the year—–and our students are so VERY cute,

here are a few more photos 🙂

For our messy play this week we asked the students to make wavy ocean wave lines in our “sea foam” shaving cream. A really fun way to work on pre-writing skills!

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

Our water play featured a fun little fish and some different sized scoops. Water is always fun for our students and a great way to rinse off messy hands 🙂

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

Sunscreen is a MUST for a day at the beach! Bath and BodyWorks aruba coconut bath gel in our water and its matching scented lotion left our students smelling like they had spent a day at the beach!

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

FINE MOTOR GROUP

On Tuesday our students made paper plate sea shells. To make the plates look like shells we just freehanded a little curve along each side of a small paper plate—-pretty easy.

To start out we asked the students to identify the color of our paint using communication symbols.

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

Then the students painted their sea shells PINK!

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

We added some glitter to give the shell a little sparkle!

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

TA DA!

Fabulous sea shells!!!

On Wednesday the students made crabs using paper plates. Paper plates were folded in half and stapled prior to the group. We also pre-made the crab pincers.

Using communication symbols, the students identified the color of the paint they were going to use to paint their crabs.

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

They also identified a semi-circle—–the shape of our crabs!

Recognize a half of an object as part of the whole object is a science access point.

The students added 2 crab pincers (made with chenille stems and construction paper) by putting the chenille stem through holes punched in the plates. They did a really great job with this!

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

Then the students painted their crabs with bright YELLOW paint!

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

2 glue dots were added for 2 googlie eyes! We pre-glued the googlie eyes on to paper circles to make for easier handling.

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

TA DA!!!

Such cute little yellow crabs!

They are super cute BUT…….

better watch out for those crab claws 🙂

LANGUAGE GROUP

We did things a little bit differently today. Instead of making something to eat, we made ourselves a nice cool drink! We made a copycat recipe of Sonic’s Ocean Water drink. Here’s the recipe we used: Let_s Make Sonic Ocean Water

We started out by measuring some sugar. We talked about how we use measuring spoons rather than measuring cups. We added some water and then microwaved the ingredients for 30 seconds.

While the ingredients were in the microwave, we talked about how things get HOT when they are heated up. Once the sugar and water was finished, we stirred it up and let it sit for a bit to cool down. When it was safe, the students got to feel the warm bowl.

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

We counted out 4 drops of food coloring and then added some coconut extract. We stirred it all up and watched as the color CHANGED.

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

We POURED 2 cans of sprite into a pitcher.

Then we poured the other ingredients in and stirred it all up and……

VOILA! We created our own Ocean drink!

The math access point associate quantities with number names is addressed here. The science access point recognize a change in an object is also addressed.

Our students got to request if they wanted any goldfish crackers to go with their drink. They were only given a small amount and had to ask for MORE if they wanted more.

Both the drink and the crackers were hits 🙂

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

I think we’re all ready to visit the beach!

Well thank you for joining us! We hope you enjoy your summer as much as we plan to! Hope to see you in the fall for more fun and learning Group by Group!

Apr30

Spring Fun

Posted on April 30, 2017 by jd785

Spring Fun

Spring brings lots of exciting events both in school and in the community. This made for a really fun theme this week! Our sensory groups explored boxes related to different events. The fine motor groups made decorations for the biggest spring event—–graduation! The language group led a fantastic spring parade and then had a party, with sweet treats 🙂

SENSORY GROUP

Spring break often means BEACH time around here! We put a little shovel and a measuring scoop in our play sand. The students had fun making sandcastles and finding shells in it.

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

The Rough Riders visit our school the day before the city’s Springtime parade. Not only do they wear cool costumes but they pass out beads and teddy bears to all the students—-how cool is that! There were some HARD beads and a SOFT teddy bear for the students to explore in this box.

Match objects with similar observable properties, such as size, shape, color, or texture is a science access point.

The FSU marching chiefs visit is another spring highlight for our school. We filled this FSU box with shaker pompoms, beads, garland etc. all in the school’s colors. We also included a toy saxophone which was a big hit with the students!

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

The school talent show is always so much fun—-we have some pretty talented students and staff! To help get our students in the show biz spirit, we put in a variety of costume props but the feather boa and glasses were the hits here!

While trying on the props, the students can identify one or more external body parts—-a science access point.

Graduation is THE event in spring. This box contained rice in our school colors along with our school initials. There was also a picture of our soon to be graduates at the bottom of the box. Lots of opportunities for visual and tactile discrimination in this box!

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

Memorial Day brings about the end of school and the beginning of summer. We put blue and red glitter to make our patriotic oobleck. The swirling glitter looked pretty cool!

Track objects in motion is a science access point.

Our students love participating in all of the sports activities in Special Olympics and SportsAbility events. We put our paddle wheel toy in our water play as a nod to the ever popular paddle boat ride at SportsAbility. As usual, lots of splashy fun here!

The science access point recognize that when an activity is repeated, it has the same result, can be addressed here.

A lot of our spring events happen outside and outside events mean sunscreen! we went with coconut scented bath gel and body lotion this week. Coconut is a pretty strong scent, leaving the students smelling like a day at the beach!

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

FINE MOTOR GROUP

On Tuesday the students made a garland to decorate the graduation festivities. We used craft foam stars purchased at the dollar store.

First the students used communication symbols to identify the color of the stars.

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

Then they squeezed glue onto the stars and added either a letter or number to their star—-either our school initials or 2-0-1-7!

Since they had to put these DOWN onto their stars, the math access point recognize a movement that reflects a spatial relationship is addressed.

Next the students added some sparkly blue glitter!

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

The students practiced their pincer grasp skills as they threaded some yarn through holes in the tops of the stars.

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

TA Da!!!!!!!!!!!!!!

Congratulations class of 2017!

On Wednesday the students made decorations that highlighted each of our seniors. This time we used starts cut from yellow poster board.

First the students counted out 3 craft foam star stickers.

Associate quantities with number names is a math access point.

Peeling the backs off the stickers was a great opportunity to work on pincer grasp skills. They had to put their LITTLE stars onto their BIG star.

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

Then they added a picture of one of the graduates to their stars.

Recognize when 1 item has been added to sets of objects to 3, is a math access point.

To finish, the students pulled some shiny curling ribbon through a hole in the top of their stars.

The science access point recognize pushing and pulling and object makes it move is addressed here.

TA DA!!!!!!!!!!!!!!!

We love our seniors!!!!

LANGUAGE GROUP

We had such a great time celebrating spring this week during our language group! During the spring, we have a spring parade here in town, so we decided to mimic it with our OWN spring parade.

The language group dressed up in hats, tutus, and beads and we made our own parade floats using poster board that we attached to the front of the students in wheelchairs.

We had a special bubble blowing Grand Marshall, who was here for “Take your Child to work Day”, to lead the parade!

While we paraded through the elementary building, we handed out beads and bears to the parade goers.

Lots of fun and excitement!

Everybody LOVED their teddy bears!

They were a hit!

Once we made it through the parade route it was time for refreshments and socialization.

Each student had to use the symbol sentence strips provided in order to request what they wanted. There were different sentence strips for each of the items: ice cream, chocolate sauce, sprinkles, and punch. Our students had to indicate “I want ___” in order to receive the food/drink items.

Food is super motivating so everyone did a great job using their symbols!

The ice-cream was REALLY yummy 🙂

We had music on to dance to and what a dance it was!

Everybody showed off their best moves 🙂

There were lots of opportunities for communicating as students asked a partner to dance with them!

We LOVE to dance!!!

Of course, we can’t have a party here without the photo booth! Our students got to choose what they wanted to wear for the camera.

So many great pictures come from the photo booth!

Everyone had such a great time and we can’t wait to do it again 🙂

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

Feb19

Peru

Posted on February 19, 2017 by jd785

Peru

One of our teachers recently took a trip to Peru and visited Machu Picchu—–how cool is that! Her trip inspired us to learn a little about the country of Peru! This theme also compliments the Unique Curriculum unit our students are working on this month. Our sensory groups explored boxes related to different facts about the country. The fine motor groups made art projects using symbols of Peru and the language group made a tasty Peruvian treat.

SENSORY GROUP

Machu Picchu is located in the Andes mountain range in Peru. Our students used Floam to make their own version of the mountains. We included 4 llamas a symbol of the country and domesticated by ancient Peruvians. Since we didn’t have any small llama figures, we just printed out some clip art pictures and laminated them—-it worked pretty well!

Associate quantities with number names is a math access point.

The colors of the Peruvian flag are red and white. In this box we included a variety of textures and objects in those colors. It was fun seeing what the different students gravitated towards.

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

The vibrating sound activated crab was a particular favorite!

There were LOTS of giggles with this one 🙂

Copper mining is a major industry in Peru. Our copper colored kinetic sand is such a fabulous tactile experience for the students. There was a cookie cutter letter P but watching it run through fingers is always the preferred way to explore this fabulous stuff!

The science access point apply a push to move an object can be addressed with this activity.

Potatoes originally came from Peru—–NOT Ireland 🙂 Letter P’s and a map of Peru could be found in this box of potato flakes. Soft and slightly crunchy, an interesting texture that the students really loved!

The social studies access point associate a picture with a place can be addressed here.

Jaguars are another animal that can be found in the rainforests of Peru. There were 2 plush jaguars to find hidden in the colorful rainforest flowers. Some of the students loved the jaguars but others had a blast grabbing handfuls of petals and watching them drift down. A very eye catching box!

Match animals that are the same is a science access point.

Much of the Amazonian rainforest is located in Peru. Ms. Zenia, our fabulous OT intern, made this wonderful rainforest umbrella for us. Along with the sounds of the rainforest recorded on a voice output device, it was almost like being there!

Match common living things with their habitats is a science access point.

And some more photos because this umbrella was pretty cool…..

and our students are just so darned cute 🙂

We found out that you can see Humboldt penguins in Peru so we put some in our water play this week. Ok, so perhaps our birds are more of the Madagascar cartoon variety but sometimes you have you use what you have on hand 🙂

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

The world’s finest cotton comes from Peru so Bath and BodyWorks cotton scent was the choice this week. It was a nice aroma that our students really seemed to like. This part of our group really encourages students to use communication words, symbols, and gestures.

One of our students communicated his idea that the adults also needed to sample this lotion 🙂

Associate information or wants and needs with referent object, gestures/signs, pictures, symbols, or words is a language access point.

FINE MOTOR GROUP

On Tuesday our students made some Peruvian flags.

We started by talking about the shape of the flag and the students identified it using communication symbols.

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

The students then used either a paper cutter or switch operated scissors to cut 2 rectangles.

Associate quantities with number names is a math access point.

After gluing the smaller RED rectangles onto a white piece of paper, they added the coat of arms to the middle. To find the coat of arms we enlarged one we cut out from a printable flag page we found using Google—–what would we do without Google! 🙂

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

Ta Da!

We love Peru!!!!

On Wednesday the students made some llamas using this: llama-template

First we counted how many students were in class so we would know how many llamas we needed!

Associate quantities with number names is a math access point.

Next the students painted glue onto their llama. We cut the llama’s out of orange poster board because that was the color we had on hand 🙂

The science access point recognize that pushing and pulling an object makes it move can be addressed here.

Then they sprinkled some precut yarn onto the glue. Great fine motor skill practice here!

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

Ta llama Da!

WOW look at our herd!

LANGUAGE GROUP

After reading the book, we brought our Amazon jungle umbrella around to each student.

We’ve had some voice output issues so the students got to hear some of adult’s versions of what animals in the jungle would sound like.

VERY realistic lol—-we are keeping our day jobs 🙂

After the umbrella, we made a Peruvian dish. This week we made Peruvian quinoa and cauliflower pilaf. Here is the recipe that we used, which was found on the website perudelights.com: lets-make-peruvian-quinoa-and-cauliflower-pilaf We did have to modify the amounts of each ingredient since we did not want to make a huge portion.

Cara roasted the cauliflower and cooked the quinoa the night before in order to make sure that the recipe could be completed during the time allotted for the language group.

Each of the students got to help MEASURE the ingredients and POUR them into the bowl.

When it came time to put in some lemon juice, each of the students got to try a little bit. We talked about how it tasted SOUR. Surprisingly, a few of our students went back for a second, and sometimes a third, taste!

Lemon is pretty popular with our kids!

We mixed all of the ingredients together and voila! A Peruvian meal! We counted how many bowls we needed and then served it up.

Our students really liked it! One of our students who typically doesn’t eat the snacks we make DID eat this one 🙂

Yay for Peru!

Hope you enjoyed learning a little bit about Peru. Join us again next week for more fun and learning—–Group by Group!