Tag Archives: monster

Nov2

Watch Out For Monsters!

Posted on November 2, 2019 by jd785

For our final October unit, we were inspired by the Scooby Doo series! The sensory groups explored boxes highlighting different villains of the series. The fine motor groups crafted some fun projects and the language group hosted a monster party!

SENSORY GROUP

There were all sorts of items to discover in this box. There were laminated and plush characters from the series, a treasure chest, plastic footprint, furry werewolf fur, and a vampire puppet.

Of course we included a voice output device with the Scooby Doo theme song!

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

There were four spooky bats to find in a box of black beans and rice. There were 2 white and 2 grey to compare and contrast.

As usual, it was also fun to run fingers through the beans.

Math access point: recognize two objects that are the same size or color.

The students used Mr. Potato Head and pumpkin accessories to turn make their own Frankenstein monsters in green Bubber.

We think their creations turned out pretty cool!

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

Cookie cutters in bone and dog shapes cut orange play dough into Scooby snacks!

Orange Kool-aid made the play dough not only look good but smell good too!

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

Strips of gauze were wrapped around a doll to turn it into a Mummy! We also included some small plastic mummy figures as well as a discovery bottle filled with sand and jewels!

Sometimes the doll got wrapped—-and sometimes the student was 🙂

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

The students made ghosts with shaving foam.

We included some “ghostly” features made from black craft foam.

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

There was an old pirate shipwreck at the bottom of the water tub this week.

Two different sized measuring cups were included for scooping fun.

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

Bath and Body Works twilight woods seemed a good spooky choice this week.

The aroma was a hit with the students!

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

FINE MOTOR GROUP

On Tuesday we made different monsters out of cereal boxes using this template: monster template

First, we identified the shape of the cereal boxes.

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

Some of the students painted their boxes green.

Then, they added Frankenstein facial features, hair, and scars.

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

Other students worked on their Vampire and Mummy boxes.

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

TA—-rut rho—– DA!!!!

SPOOKY!!!!

These are some cute monsters 🙂

On Wednesday the students made a fun poster.

First, the students identified the paint colors.

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

Everyone took turns painting the “swampy” background.

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

Then, we put some spooky trees, bats, ghosts, and a full moon! The bats and ghosts were traced from cookie cutters. The tree was free form cut.

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

We put our students’ photos in a Mystery Machine and added that to the poster.

TA—-Scooby Dooby Doo—–Da!!!!

LANGUAGE GROUP

We had an eerily good time in our language group this week. We decided to have a party and of course we invited all of the classrooms that participate in our groups to come along.

Some of the students and staff got dressed up in DIFFERENT costumes. We didn’t have a parade this time, so everyone went straight to the party room.

We decorated the room with lots of different Halloween and monster decorations.

Students and staff also got to take pictures in front of the background for our book. We had also props 🙂

Of course, we also had some snacks. Students got to choose what they WANTED to eat. There were sentence strips set out for each option they had: candy corn, marshmallows, chips, and cookies.

They could also choose to drink “bug juice” or “blue goo” (dressed up Gatorade).

The music got everyone in the mood to dance.

It was so much fun!

A great time to practice socializing 🙂

We had a hauntingly good week and hope yours was as much fun as ours. Join us next time for more fun and learning—–Group by Group!

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Oct28

Favorite Book Characters

Posted on October 28, 2018 by jd785

Favorite Book Characters

We are celebrating National Book Month by looking at some of our favorite book characters. Our sensory groups explored boxes dedicated to the characters featured in our book. The fine motor groups turned book characters into art projects and the language group made a yummy Very Hungry Caterpillar inspired treat.

SENSORY GROUP

There was a lot of dress up fun and giggles in our Fancy Nancy box. There was a fabulous feather boa, beads, and a variety of “fancy” sunglasses.

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

Yep, our students totally rocked this look 🙂

TOO CUTE……

and way too cool for school 🙂

Our Pinkalicious rice had some letter P’s to find, a large pink scoop, small pink spoon, as well as a picture of the character herself to find at the bottom of the box.

The students found the pretty rice very eye catching and as usual, loved running their fingers through it.

Science access point: track the movement of objects that are pushed or pulled.

Green Floam was used for our Babar box. We picked green to match the suit he wore. The students could make their own elephants or press an elephant shaped cookie cutter in to it.

Unfortunately, the cookie cutter didn’t work to cut out elephants like we had hoped but the students still had fun exploring the Floam 🙂

Science access point: recognize that objects can stick together.

There was a hungry caterpillar and some play food to find in this colorful box of pasta. The bright green caterpillars and red butterflies were very eye catching!

Science access point: recognize that animals eat food.

Cheerleader pompoms made great Truffula trees in this box dedicated to The Lorax. Bright, colorful and SO much fun to shake—–these are always a favorite with our students!

Lots of future school cheerleaders here!

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

Amelia Bedelia may not have been a very good maid, but she made fantastic pies!

The students had fun exploring the shaving cream “meringue”.

There were also a few giggles along the way 🙂

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

Foam letters that spelled R E A D were scooped out of our water this week.

Since one of our favorite book characters is Goodnight Gorilla, we used banana scented bubble bath from Walmart to scent the water.

Science access point: recognize that an object can move in different directions.

We used our World Market banana scented lotion this week.

They loved the yummy way is smelled when rubbed on hands, arms, or behind ears!

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

FINE MOTOR GROUP

On Wednesday we made Where the Wild Things Are monster puppets using this: monster

First, we identified the shape of our monster face using communication symbols.

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

The students used scissors to snip around the circle to make monster “fur”. They used regular or adaptive scissors.

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

Time to add some MONSTER features—-nose, eyes, teeth, and horns!

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

Ta Da!!!!!!!!!!!!!!

Wild Things!!!!!

On Thursday the students made Babar crowns!

We started by squeezing white and black paint into a container.

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

The students mixed the paint together and saw that black and white mixed together make GREY.

Science access point: recognize a change in an object.

Next, using communication symbols, they chose how many elephants to stamp on their crown.

Math access point: associate quantities with number names.

We adapted a foam elephant stamp by hot gluing a plastic thread spool to it which made it easier for our students to use. The students stamped UP and DOWN on their paper strip.

A tiny gold crown was put on the head of one of the elephants to make him Babar!

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

TA DA!!!!

The students loved their Babar crowns!

LANGUAGE GROUP

We’re back to making a delicious treat this week in the language group. We were inspired by one of the foods that the Very Hungry Caterpillar ate: cherry pie. We made our own rendition of it, though. Here is the recipe that we used: Let_s Make Very Hungry Caterpillar Cherry Cheesecake

**Words that are capitalized were targeted on our recipe communication boards**

We started by PUTTING the cheesecake pudding mix into a BOWL. The student who wanted to HELP PUT the mix in had to indicate HELP on their board.

Once the mix was in the bowl, we got some milk out. Each student touched the milk and located COLD to describe how the milk felt. 2 students got to HELP measure the milk out. After we PUT 1 milk carton into the measuring cup, we saw that it wasn’t enough milk and we needed MORE. We PUT 1 more milk carton in and now saw that it was enough and we were ALL DONE with the milk.

Science access point: recognize the temperature of items, such as food, as cool or warm.

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

After a student poured the milk into the BOWL it was time to use the MIXER. Each student had a TURN to press the switch to TURN on the mixer.

Science access point: recognize that electrical systems must be turned on in order to work.

Once the pudding was ALL DONE, we got the pie crust ready. Students HELPed PUT the pudding into the pie crust.

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

One of our students helped open our can of cherry pie filling then each student got to taste a little bit of it. They indicated on their board whether it tasted SWEET or SOUR.

We found that our students are not huge fans of cherry pie filling by itself 🙂

We topped the pie with the cherry pie filling and voila!

Each student had to indicate WANT EAT on their boards so they could have a piece of their pie.

Hope you enjoyed our post this week. Join us again for more fun and learning——-Group by Group!

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Oct29

Monsters in Movies

Posted on October 29, 2017 by jd785

Monsters in Movies

We had so much fun with this unit! Our book is awesome and the students had a great time dressing up as different characters so be sure to check it out. Our sensory groups explored boxes related to different movie monsters. The fine motor groups made some monster art projects and the language group conducted some monster experiments!

SENSORY GROUP

To set the mood, we turned off the lights and brought out our Hotel Transylvania umbrella. It had orange lights, ghostly garland, and some little bats. The students loved it!

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

We filled this “monster” box of black and red paper shred with figures, finger puppets, a plush Scooby Doo, and a great BIG squeaky rat! The students rocked out to The Monster Mash recorded on a voice output device. Lots of things to look at, touch, listen to, and explore!

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

For our Frankenstein box we used green Floam and then added Mr. Potato Head pieces and some laminated props we made. The students came up with some monstrously cool creations!

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

Bubber is a great molding substance, perfect for making Scooby snacks! The students could use the bone shaped cookie cutter or just mold the Bubber into whatever shapes they liked.

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

The character Mal, from The Descendants, has purple hair. We decided our purple kinetic sand would be PERFECT for this box. We included a heart shaped scoop that could be used for a mold and a little rake. Whether pushing and pulling to make it move or just watching it drip back down into the box—–this stuff is always a favorite!Recognize that pushing and pulling an object makes it move is a science access point.

The students used pieces cut from black craft foam to turn shaving foam into ghosts. Messy fun as usual.

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

Our caribbean pirate lagoon contained a shipwreck and a couple of ducky pirates. There were also 2 different size scoops for added fun.

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

We thought that Bath and BodyWorks twilight woods scent would be the perfect complement to our unit this week. They really loved the scent!

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

FINE MOTOR GROUP

On Tuesday the students made some monster masks using this: monster mask

We asked the students to choose which marker they wanted to use first. We took a cue from the colors of Sully from Monsters Inc. and used the colors BLUE and PURPLE.

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

Some of our students used the writer we made using a switch operated vibrating toy, others decorated their masks old school—-with markers 🙂

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

TA DA!

Such cute little monsters!

On Wednesday we made some paper bag mummies! We found the idea on Pinterest.

First the students identified the color of our marker using communication symbols.

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

We asked the students to use their black markers to draw ACROSS lines on the bag. Then they glued a strip of torn black paper at the TOP of the bag.

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

Next we squeezed 2 glue dots on the black piece of paper and asked the students to put a googlie eye on each dot.

Associate quantities with number names is a math access point. Match one object to a designated space to show one-to-one correspondence is also a math access point.

Ta DA!!!

It’s a Mummy Monster Mash!

LANGUAGE GROUP

This week, instead of making yummy treats, we put together some pretty awesome monster experiments. Here are the ones that we used with the directions: Let_s Do Monster Experiments!

Since the pumpkin was cut beforehand, we had the innards of the pumpkin in a bag. We passed it around so our students could feel what the insides of pumpkins are like. Since it had been in the fridge it also felt COLD.

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

We started out by making an Erupting Pumpkin. First, we put some baking soda in a small bowl.

Next, we added some dish soap to the bowl.

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

Our students voted between 2 different colors of food coloring. The choice was a tie, so Grandma had to break it by voting for PINK. We added the food coloring and some glitter.

Compare quantities to 3 using language, such as more, less, or the same, is math access point. Communicate preference for familiar objects or actions is a language access point.

We put the bowl in a carved out pumpkin (thank you to Cara’s son and daughter for creating the faces for the pumpkin). We poured some vinegar in it and watched it erupt!

WAY COOL!!!!!

For our next experiment, we made some Monster Slime.

We started by putting 1/2 cup of glue in a bowl. Then we added 1/2 cup of water to the glue.

We put in some slimy green food coloring and, of course, some glitter! We made sure to stir it up really well. We talked about how it was thin and watery.

Solve simple problems involving joining small quantities of objects is a math access point

Then we added the liquid starch. When we began stirring it around, it almost instantly started firming up. We transferred it to a plate so the students could see how it changed to a solid.