Tag Archives: math

Oct21

Florida Animals

Posted on October 21, 2018 by jd785

This week we learned about Florida animals and their habitats. This compliments the Unique Curriculum unit of our students this month. Each of the sensory group boxes was centered around a specific animal. The fine motor groups made animal themed art projects and the language group played animal sound Bingo.

SENSORY GROUP

This woodland box contained leaves, pine cones, and flowers that you might see while walking in the Florida woods. We also put in some plush and plastic animals that also wander those woods such as panthers, deer, raccoons, and squirrels

The students loved listening to the animal sounds we recorded on a voice output device.

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

Our black bear box contained some soft fake fur and two cute little plush bears.

Science access point: match animals that are the same.

There were pictures of seagulls and pelicans to find at the bottom of our sandy beach box. We included 2 different sized scoops and a funnel which were lots of fun!

Science access point: track objects in motion.

Florida has LOTS of squirrels! In our part of the state you sometimes get a glimpse of a white albino squirrel— how cool is that! The students used a squirrel shaped cookie cutter to cut squirrels out of moon sand.

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

There are lots of different kinds of birds in Florida, including the mockingbird which is our state bird. We put models of some of these different birds in this box of bird seed.

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

Along with some leaves, bugs, and snakes, a couple of different alligators roamed around a green jello Everglades swamp this week.

Science access point: match living things with their habitats.

Our water play contained a shark and dolphin—marine animals that can be found in Florida waters. There were also 2 different sized measuring cups for scooping fun.

Science access point: Recognize different containers that hold liquids.

Oranges are a symbol of Florida and something that our animals might like to snack on, so we thought that Bath and Body Works orange lotion was the perfect scent to finish our group!

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

FINE MOTOR GROUP

On Wednesday the students made zebra longing butterflies—our Florida state butterfly—using this: zebralongwing

First, we identified color of our butterfly.

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

Using white paint, the students were instructed to paint LINES across their butterflies.

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

Then they glued their butterflies on to a sheet of blue paper.

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

Ta DA!

Beautiful Florida butterflies!

On Thursday the students made manatee habitats using this: manatee

First, we identified the color of our paper.

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

The students used a glue stick to apply glue ACROSS the back of a manatee, turned it OVER, and glued it DOWN on their paper.

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

Then the students used scissors, adaptive scissors, and switch operated scissors to snip the green paper “sea grass”. After cutting, we crumpled it up a bit to give it more dimension.

Science access point: recognize a change in an object.

After they had finished snipping their sea grass, they added it to the paper.

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

TA DA!!!

We love manatees!!!!!

LANGUAGE GROUP

We changed it up a little bit this week. Instead of making a tasty treat, we played a fun game of Florida animal BINGO!

Each student took a turn and listened to an animal sound. They started by using picture symbol supports to say/indicate “I listen”. The sounds of the different animals were recorded on a Go Talk.

After listening to the animal sound, the students had to locate the correct animal. If they did not know which animal it was, they had to use the picture symbol supports to say/indicate “I need help”.

They would then have to listen to a descriptor about the animal. “This animal is black” or “this animal lives in the water”.

Once the student figured out the correct animal, they would use the picture symbol supports to say/indicate “I hear a ___” and would either say the animal or locate the picture of the animal on their BINGO board.

It was really neat watching our students listening to the sounds. They would get very quiet so they could hear. They enjoyed hearing the growls and squeaks and tweets.

Science access point: recognize and respond to common sounds.

When the game was over, each student got to take the Go Talk and press whichever animal sound they liked the MOST.

BINGO!!!!

The students really had fun learning about Florida animals! Join us again next time for more fun—–Group by Group!

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!

Oct7

Italy

Posted on October 7, 2018 by jd785

Italy

Ciao—-October is Italian-American Heritage month! Our guidance counselor got to visit Italy over the summer and shared some fabulous photos with us, some of which we used for our book. The sensory groups explored boxes related to facts about Italy. The fine motor groups made art projects inspired by Italian symbols and the language group made an Italian inspired treat!

SENSORY GROUP

Letters that spelled “Italy” were found in this box of red, white, and green rice—-the colors of the Italian flag.

There was a map to find at the bottom of the box. We also added 2 different sized measuring cups for scooping fun.

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

We used red, white, and green paper shred as the base of this box filled with Italian symbols (postcards of famous buildings) and inventions (eyeglasses).

Other items included an “Italian wolf”, flag, pizza printed oven mitt, a Lamborghini car, and a fashion model. We recorded some authentic Italian music on a voice output device and it was a hit enjoyed by all!

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

Red and green glitter and green rosemary were added to our play dough, so it was not only colorful but also smelled ohh so good!

Italy is said to look like a boot so, we used boot shaped cookie cutters this week.

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

We had a little fun with this next box dedicated to our favorite Italian meal—-spaghetti and meatballs! Plastic spaghetti strings and soft brown pompom “meatballs” made for some interesting shape and texture comparisons.

The students had a blast with the tongs we included.

Counting the meatballs added to a plate addresses the math access point associate quantities with number names.

The students made their own colosseum using grey Floam. Laminated pictures of ancient romans and a chariot were included.

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

There are 3 active volcanos in Italy! We turned our oobleck into lava by adding some food coloring and crackling pop rocks.

So much fun!

The science access point distinguish between objects in motion (kinetic energy) and at rest can be addressed here.

In addition to a little gondola, there was a scoop, small fishing net and fish to catch in our water play this week.

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

We used grape scented bubble bath in our water and pear scented lotion to represent some of the fruit grown in Italy.

Use senses to recognize objects is a science access point.

FINE MOTOR GROUP

On Wednesday students painted a colosseum using this: romancolesseum

First, the students identified the color of our paint.

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

Then we gave the students their colosseum page and asked them to CRUMPLE it up! The students were not quite sure what to do—-we usually ask them to STOP crumpling paper 🙂

Recognize changes in observable properties of objects is a science access point.

Next, they spread the paper back out, we think the crumpling gave it an aged appearance! Diluted paint was used so we could continue to see the details of the picture.

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

We laid a paper towel on top of their picture to help absorb extra paint and then the 2 layers turned over. Glue was squeezed over the back and then the picture was turned back over onto a piece of background paper. The paper towel was then removed and thrown away.

This method helps reduce the amount of paint that gets on fingers—–and everywhere else!

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

TA DA!

Let’s visit Italy!

On Thursday the students practiced their cutting skills making an Italian flag.

They identified the colors found in the flag using communication symbols.

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

Next, they used paper cutters or scissors to cut 1 red and 1 green strip of paper.

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

They glued their paper strips down onto a piece of white paper. We helped the students by pointing out which side each color went.

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

TA DA!

Viva Italia!

LANGUAGE GROUP

We tasted a bit of Italy during our language group this week. We made some mini pizzas! Here is the recipe that we used: Let_s Make Mini Pizzas!

First, we PUT 1/2 of an English muffin on a paper plate. Each student had to request a plate by indicating WANT and then pointing to the picture of the paper plate. We talked about how 1/2 of an English muffin was LESS than a WHOLE English muffin.

Solve simple real-world problems involving joining or separating small quantities of objects.

Next, we put 2 spoonfuls of pizza sauce on the English muffin. Each student had to indicate WANT and then had to help count out 2 spoonfuls. Our students then got to SPREAD the sauce around.

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

Then they got to decide whether or not they wanted pepperoni on their pizza. They indicated either YES or NO. If they indicated YES, then they got to decide how many pepperoni’s they wanted by pointing to either 1, 2, or 3 on a number line.

Associate quantities with number names is a math access point.

To top the pizza off, each student was given some cheese. At first, they were only given a few pieces. They had to request MORE if they wanted more.

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

Time to heat up our pizza! One of our students is learning to use the microwave, so he helped out with heating the pizzas up. After they were done cooking, he delivered them to his friends.

We talked about how the pizza was HOT and we needed to let it COOL down. After it cooled down we cut the pizza into bite sized pieces.

Recognize parts of whole objects and parts of sets of objects is a math access point.

Finally it was time to eat! YUUUUMMM!!

The students really enjoyed all our fun activities this week, thank you for joining us! Remember, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it—-check your SPAM folder!

Arrivederci and come back next time for more fun and learning—-Group by Group!

Sep30

Lights! Camera! Action!

Posted on September 30, 2018 by jd785

Lights! Camera! Action!

Since our school wide theme this year is Lights! Camera! Action!, this unit is movie themed and we focused on live action kids movies. The sensory groups explored boxes related to specific movies. The fine motor groups made movie themed art projects and the language group watched movie clips.

SENSORY GROUP

Our Jumanji umbrella was a hit with the students! There was a little pop-up screen (ours was actually just an index card)from the movie that listed a character’s strength and weaknesses.

Music from the movie was recorded on a voice output device and there was a cute monkey finger puppet to add to the fun.

Pressing the voice output device allows the students to observe and recognize a predictable cause-effect relationship related to a science topic is a science access point.

This Star Wars box had a lot of fun items including some character items and figures. We also included a Darth Vader mask and a small light saber that made noise and flashed lights—-very cool!

The language access point identify characters or objects in familiar stories can be addressed here.

We made our own little Jurassic Park with kinetic sand and some plastic dinosaurs. There were also some plastic plants and rocks.

Recognize objects related to science by name, such as animal or plant can be addressed here.

There were lots of fun things to explore in this box!

There were 4 letter P’s to find in our Pink Power Ranger sand. We also included a fun sifter scoop.

Track a falling object is a science access point.

Indiana Jones may not like SNAKES, but our students sure had fun finding the 5 we hid in this box of lentils.

The lentils not only looked cool but were so much fun to run hands and fingers through!

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

There was a fun Superman toy to fly around in the fluffy shaving cream clouds on our messy play tray.

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

There were little duck pirates floating around in our little Caribbean Sea. Of course, we used our old aquarium “shipwreck” to help set the scene. Fun scoop and pour fun to be had here.

Recognize differences in the sizes of containers that hold liquids is a math access point that can be addressed here.

It was hard coming up with a scent for this week—-since we don’t have any popcorn scented lotion 🙂 We decided to use Bath and Body Works moonlit path scent. Many action movies have night scenes, so we thought it kind of worked……

The students liked the scent and did a great job of using the communication boards to indicate where they wanted it placed.

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

FINE MOTOR GROUP

On Wednesday we made our own Hollywood Walk of Fame!

Using communication symbols, the students identified a star.

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

Then they used glue spreaders to spread glue all over the star. We just got these in and they worked pretty well!

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

Next, we sang our glitter song while adding gold glitter to the star. Shake shake shake that glitter 🙂

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

The students added their picture to the middle of the star, then glued that down on to a piece of grey paper.

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

TA DA!!

Our very own Hollywood stars!

On Thursday the student made movie posters using this:Jurassic Park

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

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

Then they chose the 3 colors they were going to use to color their poster (a free dinosaur coloring page we printed out).

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

The students used either crayons or markers to decorate their posters. We had to remind some of them to use all 3 colors.

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

Then they glued THEMSELVES on to their poster and the poster on to the marquee!

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

TA DA!!

LIGHTS! CAMERA! ACTION!

LANGUAGE GROUP

Since our theme is all about movies this week we had to watch a movie! Of course, if you watch a movie you have to MAKE popcorn!!!!

First, we had to OPEN the box.

We counted 3 bags and decided that since we have a small class 1 bag would be enough for everyone.

One of the students got to HELP microwave the popcorn—-closely supervised of course!

While we were waiting for the popcorn to cook we drank some soda (flavored sparkling water). We took the can out of the refrigerator and the students touched it and told us whether it was COLD or WARM.

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

After they tasted the soda, the students let us know whether they LIKED it or DID NOT LIKE it. Most of the students thought it tasted pretty good…..

others not so much 🙂

After the popcorn was cooked we let the bag cool for a bit, so it was safe to touch then asked the students whether it was WARM or COLD.

Again, recognize objects as warm or cold is a science access point.

We counted out bowls and then put a little popcorn in each bowl. The students used communication symbols or verbalized if they wanted MORE popcorn in their bowls.

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

Finally! Time to kick back, eat some popcorn, and watch the movie!

This language group was a HIT!

Thank you for joining us this week! Also don’t forget to look for your confirmation email if you want to follow us. If you don’t see it—-check your SPAM folder!

Come back next week for more fun and learning—-Group by Group!

Sep23

Whoo’s Who at School

Posted on September 23, 2018 by jd785

Whoo’s Who at School

This week our book focused on what some of the adults, such as the registrar, resource officer, and bus coordinator, do at school. Our sensory group boxes were themed around some of these jobs. The fine motor groups made thank-you cards and the language group passed these cards out to those featured in our book. This theme compliments this month’s Unique Curriculum unit on Community Leaders.

SENSORY GROUP

Our reading coach box had a base of paper shred—of course! We also put in some books, toy figures from books, and word cards. One of the books had buttons that made noise when pressed which made it quite popular with the students.

The language access point identify characters or objects in familiar stories can be addressed here.

Our registrar deals with lots of NUMBERS, so we put some numbers for our students to find in our blue and yellow rice. Blue and yellow are our school colors. There was also a picture of a school to find at the bottom of the box.

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

Our yellow play dough had blue confetti mixed in it. With school colors and a cookie cutter in the shape of our mascot, the owl, we decided to call this the ” Principal Play Dough”.

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

There were some toy medical items along with medicine cups and a little “student” in our school nurse box. Not only was the bear fun to take care of, but he made funny little noises when squeezed. The stethoscope, however, was the hit of this box!

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

The bus coordinator’s box featured the letters B U S to find and a toy bus in our box of dried bean “gravel”.

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

To represent our lunchroom staff we went with some real food for our messy play this week—-jello! There were some play foods and a variety of play kitchen tools in the box and at the bottom was a picture of some healthy foods to eat.

This was definitely a messy box and not all our students were that enthusiastic about exploring it, but those who did had a blast!

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

We are lucky enough to have swimming as part of our PE program at school. Our little miniature pool had some pool noodles, scoops, and a funnel. Lots of fun here!

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

Back to the cafeteria for our scent this week. We went with mango mandarin from Bath and Body Works.

It had a nice citrusy smell that students liked on their arms, hands, or behind ears.

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

FINE MOTOR GROUP

On Tuesday the students made thank you cards for the staff featured in our book.

First, we used communication symbols to identify the shape of our paper.

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

Next, the students folded their paper in half to make a card. They had to press down along the edge to make a crease.

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

Using a glue stick, the students adhered a piece of paper with the words “thank you for all you do to help our school” onto the inside of their cards. They had to turn the paper over so that it would stick!

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

The students used foam stamps to paint 2 different figures (a boy and a girl) onto their cards. With each stamp, we emphasized that they were to only stamp 1 time.

Associate quantities with number names is a math access point.

TA——thank you—— DA!

We made some super cute cards!

On Thursday the students made more thank you cards!

First, they identified the shape and color of our paper.

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

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

Like our Wednesday group, the students folded their paper in half to make a card and pressed down along the edge to make a crease.

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

Using a glue stick, the students adhered a piece of paper with the words “thank you for all you do to help our school” onto the inside of their cards.

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

Next, the students used markers to draw stems and vines onto the front of their cards.

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

The students moved an empty plastic bottle UP and DOWN to stamp blue flowers. We have used this technique before and it is always a hit!

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

TA DA!!!!

Fabulous thank you cards!

LANGUAGE GROUP

For this week’s language group activity, we handed out some of the thank you cards we made earlier in the week.

For our first stop, we visited the front office.

The students were instructed to GIVE the card to our honoree.

The phrase “thank you for all you do for our school” was recorded on a voice output device.

Everybody loved their cards!

We showed the students the cards we had left and asked them if we were FINISHED or if we had MORE to deliver! Everyone agreed there were more cards to hand out!

More cards meant MORE SMILES 🙂

Thank you for joining us this week for more fun and learning—–Group by Group!

Don’t forget if you follow us, you HAVE to click on the confirmation email that gets sent to use (and be sure to check your SPAM folder because it sometimes ends up there).

Sep16

Cuba

Posted on September 16, 2018 by jd785

Cuba

It is Hispanic American Heritage Month ! Ms. Judy, one of our SLP’s, recently visited Cuba and this inspired us to learn more about the country. The sensory group explored boxes related to facts about Cuba. The fine motor groups made art projects portraying symbols of the country and the language group made a yummy dessert that Cuban children might eat.

SENSORY GROUP

This box contained a variety of items related to Cuban symbols or culture. The base of the box was filled with paper shred in the colors of the flag—-red, white, and blue.

Everyone really enjoyed the authentic Cuban music that we recorded on a voice output device!

Some of the items we included were a guitar (playing music is a popular pastime), a baseball glove (favorite sport), mariposa petals (the national flower), orange (citrus is one of the crops), and a picture of Fidel Castro.

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

Cuba gained independence in 1898. Those numbers could be found in our red, white, and blue rice box.

There was also a map of Cuba to find at the bottom of the box.

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

Cuba is known as very colorful country and we wanted to come up with a way to represent that, so we decided to use our multi-colored pasta.

The students practiced their fine motor skills by threading the pasta tubes on to chenille stems.

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

Since the country of Cuba resembles a crocodile from the air, in Spanish it is nicknamed El Cocodrilo” or “El Caimá”. Using our crocodile cookie cutter, the students made their own versions of the island in green kinetic sand.

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

In Cuba, most meals contain rice and often beans as well. Our box of black beans and rice contained a 4 letter C’s for the students to find. Running hands through sifting beans is always fun!

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

We tried to make our messy play resemble Dulce de leche by adding some cocoa powder to oobleck. Not an exact match but as close as we could get, and the students still had a great time!

So much drippy, goopy fun 🙂

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

There was a fishing boat and fish to catch in our water play. Fishing is one of Cuba’s industries.

Both the big and little fish could squirt water which added to the fun!

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

Sugar cane is Cuba’s biggest crop, so Bath and Body Works vanilla sugar seemed the perfect scent for this week. The students really seemed to like the sweet, yummy aroma!

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

FINE MOTOR GROUP

On Wednesday the students made a map of Cuba using puffy paint. Our homemade puffy paint was made with shaving cream, glue, and green paint. We pre-cut the islands out of cereal boxes using a map we downloaded as a guide.

First, the students identified the color of the puffy paint using communication symbols.

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

The students used foam brushes to apply paint. We found that dabbing the paint rather than spreading it around worked best. When the paint dries it will add a nice texture and 3-dimensional aspect to our project.

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

The island was then glued to a piece of blue paper and we added a pre-printed title.

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

TA DA!

The Republic of Cuba!

On Thursday the students made a Cuban flag.

First, the students identified a triangle—-one of the shapes found on the flag.

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

The students glued a pre-cut star to a red triangle.

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

Then they cut 1 piece of white paper into 2 pieces using standard scissors, paper cutters or switch operated scissors.

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

The 2 white strips were glue ACROSS a sheet of blue paper.

Then the triangle was added to the flag.

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

Ta DA!

Let’s visit Cuba!

LANGUAGE GROUP

We decided to make Flan, a dish many Cuban children might like to eat! We used a Jello box mix picked up at the grocery store.

The students used communication symbols to indicate their desire to HELP pour the syrup into small cups.

We counted out how many cups we needed. There were enough for students AND staff—–of course! 🙂

Associate quantities with number names is a math access point.

We found the MIXING BOWL on our communication board and then PUT the dry Flan mix into a mixing bowl.

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

The students felt the measuring cup containing milk. It was COLD!

Recognize objects or materials as WARM or COLD is a science access point.

The milk was poured from a MEASURING CUP into the mixing bowl and we began stirring it up so the dry powder was absorbed.

Since the next step was heating the mixture up on the stove top, we left that to the adults!

The science access point distinguish between items that are wet and items that are dry can be addressed here.

We carefully poured the cooled mixture into the small cups and then put it in the refrigerator to set.

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.

Finally the Flan was ready! Fortunately we didn’t have to wait long—-Ms. Joi had actually whipped up a batch the day before. Just like they do on tv cooking shows 🙂

The cups were turned upside down into bowls!

Our tasters all agreed——-

Flan tastes very good——–YUM!!!!!!

We so enjoyed learning about the colorful country of Cuba this week and hope you did too!

Join us again next time for more fun and learning—–Group by Group! Also don’t forget to look for your confirmation email if you want to follow us. If you don’t see it—-check your SPAM folder!

Sep2

Let’s Go On A Cruise

Posted on September 2, 2018 by jd785

Let’s Go On A Cruise

Welcome back! We hope everyone had a fun filled summer. Cara, our SLP had an especially wonderful one—-she welcomed the most beautiful baby boy to her family! With Cara on maternity leave, Joi and Joy will be doing a little scrambling to fill her shoes—-so bear with us for the next few weeks until she gets back 🙂 Thankfully Ms. Robin and Ms. Nancy are also helping us out with communication supports!

For our first theme we are chose to feature photos from some of our teachers who were lucky enough to go on a cruise over the summer! Our sensory boxes focused on places you might go or things you might see on a cruise. The fine motor groups made boat related art projects and the language group had fun comparing a cruise to Alaska and a cruise to The Bahamas.

SENSORY GROUP

With our vibrating massager and recorded cruise ship sounds on a voice output device our students got to experience some of the feel of being on a cruise. There was also a glittery ocean themed discovery bottle.

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

The vibrating tube was a big hit with the students 🙂

Tropical islands are popular cruise ship destinations. There were shells, a great big plastic foot for making footprints in the sand, some little palm trees, and a little crab hanging out on the beach.

The students found everything to be pretty intriguing!

The sifter spoon we included was especially fun!

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

Our Disney cruise box included a variety of Disney paraphernalia such as cartoon figures and a set of Mickey Mouse ears. We also put in some sunglasses, beads, and some play food! Lots to explore and discover in this box.

The language access point communicate recognition of familiar objects can be addressed here.

The Mickey Mouse ears were especially popular….

our students totally rock a hat 🙂

There were 2 polar bears ( thank you Ms. Caressa) and a little seal playing in the snow of our Alaska cruise box. There was also a small shovel for scooping fun.

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

Neon food coloring made this bright ocean blue play dough really eye catching! The students cut out boats and dolphins using cookie cutters.

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

This was an especially popular box this week!

We encouraged the students to make wavy motions in our shaving cream “ocean foam”.

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

Different animals might be spotted from a cruise ship, so we included a seal, dolphin, whale, and fun penguin strainer in our water play.

A little boat and measuring cup scoop added to the fun.

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

Bath and Body Works coconut scented lotion was a perfect end to our group this week. The students really liked the aroma.

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

FINE MOTOR GROUP

On Wednesday we made cruise ship port holes using paper plates.

First the students identified a circle using communication symbols.

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

They chose which color marker they wanted to use.

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

Then they used dot markers to decorate the front of their port holes. We asked the students to stamp UP and DOWN.

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

They identified their photos and glued them on to paper plates.

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

Adults stapled the 2 paper plates together and……

TA DA! Time to set sail!

On Thursday the students used corn syrup paint and this to make their art project: Cruise ship template

First, using communication symbols or AAC devices, they identified the color of the paper.

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

Next, they glued their ship DOWN on to the paper.

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

We poured some corn syrup (tinted with blue food coloring) over the paper and the students used their brushes to spread it around the paper.

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

TA DA!!

Anchors Aweigh!

LANGUAGE GROUP

This week we asked the students to identify whether a presented item went with a cruise to The Bahamas or Alaska. The adults emphasized that in the Bahamas it’s HOT and in Alaska it’s COLD. In addition to visual supports we used actual objects or models. The social studies access point associate a picture with a place is addressed in this activity.

Here are some of the questions we asked:

If you went to The Bahamas would you need a parka or a bathing suit?

If you went to Alaska would you need a hat to shade your eyes or to keep your ears warm?

Would you see polar bears or parrots in Alaska?

If you went to Alaska would you have a snowball fight or play in the sand?

What kind of food would you eat in the Bahamas—-Alaskan salmon or bananas?

Our students needed a few prompts in order to correctly identify some of the objects, but they did a pretty great job overall. We think they’re ready to go on their own cruise!

It was a great start to the school year so join us next time for more fun and learning—-Group by Group!

Don’t forget if you follow us, you HAVE to click on the confirmation email that gets sent to use (and be sure to check your SPAM folder because it sometimes ends up there).

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!

May11

Happy Mother’s Day

Posted on May 11, 2018 by jd785

Happy Mother’s Day

This week we wanted to celebrate mothers! Our book features photos some of our students with their moms. The sensory group explored boxes related to things moms might like on Mother’s Day. The fine motor groups made presents for the moms and the language group made a tasty treat every mom would love!

SENSORY GROUP

We put the letters M O M in this box of colorful rice and beans. The bright pink color was very eye catching and definitely encouraged exploration. There was also a cute picture of some animal moms and their babies to discover as the rice was pushed aside.

The science access point recognize objects as the same can be addressed here.

The students got a chance to spell MOM again, but this time in chocolate play dough using cookie cutter letters. Because we love our moms so much, there was a heart shaped one also! This play dough smelled really yummy, so we did need to watch some of our students pretty carefully 🙂

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

This box contained a variety of items associated with Mother’s Day. There were lots of flower petals, play food, and “gifts” moms might like such as a purse and jewelry. We also included a mom figure, a crinkly mylar balloon, and lots of heart shaped items.

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

Breakfast in bed is a popular thing to do for your mom! This box of coffee grounds contained some play food along with a cup and spoon for scooping fun. The students had a lot of fun with this box.

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

The students made jewelry with colorful pasta and chenille stems. What mom wouldn’t like jewelry for a present!

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

Our pink cloud dough (we used strawberry cake mix) was popular with our students. It was a pretty color, smelled good, and was really fun to run hands through. Two different sized heart shaped spoons added to the fun.

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

The students got a chance to spell MOM again by scooping foam letters out of Sweet Pea (from Value Time bath gel) scented water.

Use senses to recognize objects is a science access point.

Bath and Body Works Sweet Pea lotion made for a light sweet scent to finish.

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

FINE MOTOR GROUP

On Tuesday the students made “love bug” book marks decorated with their finger prints for their moms!

First, the they chose which color ink they wanted to use.

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

Then they stamped colorful fingerprints all over their bookmarks.

Some of the students needed help with this part but they were all fascinated by the process!

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

The adults used markers to draw a few details and……

…………TA DA!!!!

We love our moms!

On Wednesday the students decorated self portraits for their moms!

First, using communication symbols they identified the shape of their paper.

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

Then they decorated their photos using a variety of markers and crayons.

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

Once they finished coloring, the students chose the color of their photo mat and glued their picture DOWN on a piece of colorful construction paper.

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

TA DA——-ready for framing!!

Happy Mother’s Day!

LANGUAGE GROUP

We made a sweet treat that we think any mom would like to have. Here is the recipe that we used: Let_s Make A Chocolate Covered Strawberry Smoothie

We started by getting out some frozen strawberries. As always, we first went around and let each student touch the strawberries.

They had to indicate whether they were COLD or HOT using communication symbols or verbalizations.

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

We had a student request to HELP put the strawberries in the blender by indicating HELP on their communication board.

We added a frozen banana next, again talking about how it felt COLD.

Next, we poured some chocolate almond milk into a measuring cup. A student had to request to PUT it in by indicating HELP.

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

When we measured out the cocoa and the honey, we talked about how we had to use a measuring spoon because it was a LITTLE amount. Students had to locate LITTLE on their communication boards.

They also located the BLENDER on their boards.

When all the ingredients were in the blender, each student took a turn pressing the wireless switch to turn on the blender. After each student took a turn, we talked about how we needed to blend it some MORE until the ingredients were smooth.

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

Finally, we counted out how many cups we needed, poured the smoothie into each cup, and topped it with some whipped cream.

Students had to request their smoothie by indicating WANT, DRINK, or EAT on their communication boards or verbally.

YUMMY!!!!!!

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

Also, 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.