Tag Archives: oobleck

Oct14

Italian Heritage Month and the Letter G

Posted on October 14, 2012 by jd785

It was all about red, white, and green—the colors of the Italian flag— in our Sensory and Fine Motor Groups! In our Language Group we looked at words that start with the letter G.

Sensory Group—Italian Heritage

Cara’s book helped us learn about Italian heritage. Our students did such a great job activating the voice output device to read the repetitive line. With the switch we are working on timing of the hit and activating it just one time.

This addresses the access point of responding to familiar print media.

Our color boxes were filled with assorted red things Joy collected around the OT room.

We included beads (large ones to avoid choking hazards, of course), chenille stems, pom poms, a big bow from a valentine wreath, package ties, finger puppets etc.

You name it—if it was the right color, it went into the box 🙂

Hmmm—-this looks interesting 🙂

The main idea of these boxes is to encourage exploration to compare and contrast the differing properties of materials and our students were definitely intrigued!

Most students dove into every box exploring the contents with equal enthusiasm. A few students, however, either did not engage or became overly excited with one of the color boxes. It appeared that the particular color was either over or under stimulating to them.

Beads are always a favorite……and, of course, if beads are in a box—you have to put them on!

These boxes address a number of science access points, including identifying objects by one observable property and recognizing objects as the same.

We practiced scooping with our mix of red, white, and green beans. They were so pretty and colorful.

As the cup is filled, the math access point of recognizing the differences in the capacity of containers is addressed.

A large letter I was placed in our rice mix —-more red, white, and green of course!

We also taped an Italian flag to the bottom of the box—a little

surprise to find.

We added red pepper flakes and green oregano to our playdough to continue our colorful theme. It also had the added bonus of adding an interesting aroma.

We used our heart shaped cookie cutter—-because we LOVE Italy 🙂

This addresses the math access point of recognizing two-dimensional shapes.

Red and green glitter made our oobleck sparkle!

We practiced our pre-writing designs making

vertical strokes.

Most excellently done in

this picture, as you can see 🙂

We rinsed our hands in grape scented lotion. They grow lots of yummy grapes in Italy!

Then we finished with some vanilla sugar lotion so we could leave the group smelling like delicious cannolis—yum yum 🙂

This activity addresses the science access point of recognizing and responding to different types of sensory stimuli.

Fine Motor Group—Italian Heritage

We rode on some “gondolas” in the sensory room.

Our bolster swing is a huge favorite with our students and a really fun way to work on sitting balance!

After the sensory room we returned to the classroom to read Cara’s book and begin our art project.

We counted out 8 pieces of paper and wrote our names on the back.

Each time we count out our pieces of paper we are working on the math access point of identifying quantities.

Today we are doing spaghetti (well actually string, ha ha) painting.

We asked our students to choose which color they wanted to paint with first…..

…..sometimes its hard to make that choice 🙂

Then we dipped our strings into the paint

and got to work!

This activity addresses eye hand

coordination.

Ta Da!

…….Red,

……………white,

…………………and green!

Gotta love that smile 🙂

On Thursday we made some pizza pies!

We counted out our paper plates and then used red markers to color some

red pizza sauce. A variety of markers were used including these

pipsqueak markers from Crayola.

Our students are spending more time engaged with scribbling and

we are very excited about their progress!

Time to add the cheese—-some shredded yellow paper which looked pretty realistic so we did have to remind some of them that it was paper :).

Eye hand coordination skills are addressed during this activity. Also, strengthening is addressed while squeezing the glue onto the plate.

The math access point of indicating a desire for more of an object is addressed.

Can’t forget the pepperoni!

Our circle cutters work great for making perfect pepperoni pieces and our students really like using them.

Identifying a 2-dimensional shape is a math access point.

Each student counted how many pieces of pepperoni they put on their pizza.

This addressed the math access point of showing one-to-one correspondence.

Time for some pizza.

YUM! YUM!

Language Group—-Letter G

We used our thumbs to Guide our dog.

Go dog Go!

Then we Gathered some Green Grapes using our tongs to

Grab them.

Got to count them as well, to address math access

points:)

Next we Glued 2 black foam circle eyes and 1 black oval mouth on a paper plate.

The texture of the foam was very helpful for our student with a visual impairment.

Then we tore some paper streamers,

Glued them on to the back of the plate to make a……

Ghost!

Good job!

We played Cara’s sound game and listened for some G sounds.

Great fun!

And we finished by looking at some of the

G words we found today.

What an awesome week! Please come

back again, Group by Group.

Sep24

Pirates and the Letter D

Posted on September 24, 2012 by jd785

Pirates and the Letter D

Our theme was Pirates for our Sensory and Fine Motor groups and our Language Group looked at the letter D. We had so much fun with the pirate theme and everyone got into the action—even Jeannie

Our own pirate queen 🙂

Sensory Group—Pirates

Ahoy matey’s there be pirates, arrgg 🙂 After reading Cara’s book we looked at our first box. It was filled with so much fun pirate stuff. We put in a bunch of “parrot” feathers,

an eye patch, hook, black pompoms, a shipwreck……

(left from a long gone aquarium), spanish moss,

and a variety of pirate figures including

Winnie the Pooh!

And one more super cute picture

—-how could we possibly resist 🙂

X marks the spot in our moon sand!

The moon sand is quite dense and you have to press fairly hard to get an impression, work on hand intrinsic strengthening.

A weighted ball made a great stand in for a cannon

ball (and was fairly close to life size). Lots of rope

on pirate ships so we had to add some of course!

Concepts of heavy and light were explored in this

box. This addresses math access points including

recognizing common 3 dimensional objects

(spheres) and comparing the weight of objects.

We taped a treasure map and some gold coins to the bottom of this box then filled it with some black beans. This addresses cause/effect—as the beans are moved, the coins appear.

In addition, numeric concepts are addressed as the coins are counted.

We continued to talk about the color black with our

pirate playdough. We used lots of black food

coloring to get the color right, then added some

sparkly pirate gold glitter. It was just so COOL

looking! Pressing the bone shaped cookie cutter

addresses hand strengthening.

Treasure found (gold mardi gras beads)! We found this old “treasure chest” that was perfect. The gold beads were so eye catching and so much fun to grab one— or a handful, arggg 🙂

We put some tonic water and a little green food

coloring into our oobleck to make some

swamp water.

Then we turned the lights out, brought out

the black light—-GLOWING swamp water!

This addresses the science access point of

recognizing that the appearance of an object

or material has changed.

Then we rinsed our hands in some Bath and Body Works Ocean scented water and rubbed our hands with the lotion.

Fine Motor Group—Pirates

On Tuesday we read Cara’s book and then made some pirate hats! We used our paper cutters to cut out white squares. We discussed that we had to cut 4 sides.

This activity addresses the math access point of recognizing a common object with a two dimensional shape.

We stamped a pirate symbol onto the square. Joy

made the stamp by cutting a skull and cross

bones out of thick craft foam. She used double

stick tape to attach it to a pot scrubber from the

dollar store. It makes a great adaptive art tool!

We counted out our pre-made hats (simply drawn and cut out of craft paper then stapled together). Adults drew glue squares onto the hats and asked the students to put their pirate emblem on top of it.

This addresses eye hand coordination and the math access point of matching one object to a designated space to show one-to-one correspondence.

Ta Da—3 really cute pirates!

Aren’t they just ADORABLE:)

On Thursday we practiced walking the plank in the sensory room. Our plank has a lot of different textures to increase tactile discrimination in addition to addressing gait and balance, of course.

Then we took out a big poster board. We discussed its

rectangular shape and that we were going to paint

it blue.

Then we got to work! Since the poster board was so big, more than one student could paint at the same time—so much fun.

We addressed the math access point of solving problems involving quantities of action using the language “have we used ENOUGH paint?”

While the paint was drying, we took some cotton batting

and tore it apart. The addresses

bilateral coordination and grasp skills.

Next, we took each student and teachers picture and put it on a paper pirate which was then put on a pirate ship (all drawn by Joy).

We counted 10 pirates!

Now the paint has dried its time for The Owl to

set sail. Ahoy matey’s 🙂

Language Group—Letter D

First we played some finger Drums—great for practicing finger isolation!

Next our Dog Devoured some Donuts—-Delicious!!!

We hot glued a plastic shower curtain ring to a

plush dog to make him easy to grasp. Velcro on

the dog and donut (actually a wooden stacking

toy ring) allows the donut to be picked up.

Then we Decorated a Dinosaur! We used markers because they glide easily across the paper and have such vibrant eye catching colors. Our picture was placed on a light box for our student with a visual impairment.

We used a printable from the book Learn to Move, Move to Learn by Jenny Clark Brack (its a great book with so many great ideas for group activities).

TaDa—just Delightful!

Is this a great

picture or what 🙂

Our students did an awesome job with Cara’s sound game—way to go!!

Just a few of the great D words we found today.

Whew what a fun week!

Join us again….

Group by Group

Mar18

Week 25—St.Patricks Day and the Letter Y

Posted on March 18, 2012 by jd785

Week 25—St.Patricks Day and the Letter Y

This week we had fun learning about St.Patricks Day in our Sensory and Fine Motor groups. Letter Y was the theme in our Language Group.

Sensory Group—St. Patricks Day

We read Cara’s book and learned all about symbols associated with the holiday. Our students used the voice output device to ask “what do we see on St. Patricks Day”.

Our first box was filled with a variety of green items such as silk shamrock leaves, silk leaves, easter grass, shamrock beads, manipulatives, chenille stems, mini kitchen scrubber and toys. We also included play food—some vegi’s you might use for irish stew and a couple of rubber snakes St. Patrick missed when he was driving them out of Ireland 🙂

Lots of different textures to explore and compare (addressing science access points). Lots of interesting items to look at and talk about.

Legend has it there is a pot of gold at the end of the rainbow and we found some! We used some gold mardi gras beads and green pom poms in our treasure box.

This box let us address science access points when contrasting properties of materials and address math access points when counting the items.

We looked for the letter P, for Patrick, in our rainbow rice. Its just so bright and colorful!

As always, lots of fun to sift through and scoop.

Looking for the letters addresses visual and tactile discrimination skills, in addition to literacy.

We turned the light off and had more rainbow fun with our rainbow light.

Everyone had to be touched by rainbow!

Visual attending and tracking are addressed during this activity.

We turned the lights back on and made shamrocks out of our green sparkly play dough. Joy used lemon-lime Koolade and LOTS of green glitter, it looks fabulous!

Play dough activities are great for working on hand strengthening. We counted 3 leaves on each shamrock, addressing math access points.

Next, we practiced scooping with our potato flakes. Potatoes are popular in Irish cooking and play an important role in Irish history.

We also taped a surprise to the bottom of the box—a little leprechaun peeking out!

Visual discrimination and social studies access points are addressed.

Some chunky bright orange yarn made a great leprechaun bread. Soft and stringy, its so much fun to reach and grab, working on shoulder strengthening.

Green oobleck with gold glitter. So pretty and sparkly. Green to remind us of Ireland and gold to remind us of the leprechaun’s gold.

Very eye catching and fun to draw prewriting patterns in.

We finished by rinsing our hands in Bath and Body works Juniper Breeze scented water and then rubbed the scented lotion on our hands.

This lovely outdoor scent reminded us of the Irish countryside and will help us remember all the fun we had learning about the symbols of St. Patricks Day.

Fine Motor Group—St. Patricks Day

We read Cara’s book “Symbols of St. Patricks Day”. Our students did an excellent job activating the voice output device to participate in reading the book.

We started our project by using our adaptive table top scissors to cut some yellow squares.

We discussed the square shape, addressing math access points.

What a great job our students are doing, they are really visually attending to the scissors.

We glued a small black square on top of the big yellow square.

This addresses math access points and spatial concepts. In addition, pincer skills are practiced.

The yellow square was then glued to a strip of black paper.

It looks like a belt but its not 🙂

We set it aside and began our next step.

Then we practiced writing our names on a small paper plate. Our students are given a model to copy. Our students have varying skill levels in this area. Most are working on scribbling.

Then we turned the plate over and painted it green.

Our students are getting lots of practice using classroom tools. We get very excited when they start scribbling or painting independently.

We glued a green solo cup onto the paper plate. We used just regular old elmers glue and it held pretty well.

We then wrapped the black paper strip around the cup and taped it.

This activity addresses eye hand coordination and bilateral functions.

Have you guessed what we are making yet?

Why some fabulous green

hats, of course!

Just waiting for

some leprechauns:)

On Thursday we read Cara’s book again and then started our next activity. We are going to make a leprechaun beard.

We started by asking each student to cut 3 pieces of orange yarn. We counted outloud while each student took their turn.

Everyone did a great job!

We then squeezed a bunch of glue (Jeannie colors it with food coloring to make it easier for her students to see) on a strip cut from a large paper plate. Then we practiced our pincer grasps by picking up the yarn and dropping it on the plate.

The darker orange strings are actually pipe cleaners threaded through holes to make ear hangers.

When everyone had put their 3 pieces of yarn on the plate we used a voice output device to ask our students if we were finished or needed more yarn. Those students who chose “more”, got to add additional yarn to the beard. Most of the students chose “finished”—it was time for snack 🙂

This activity addresses math access points and communication skills.

Here is Ms. Martha (the OT intern), our leprechaun model for the day!

Jeannie (classroom teacher) also took lots of pictures of her cute little leprechauns for her yearbook.

Language Group—Letter Y

We started by stringing some Yellow beads. Some of our students were able to manipulate standard beads and laces.

This activity helps bilateral coordination and fine motor skills.

Some of our students needed the activity to be modified by using pipe cleaners which are stiffer than regular laces.

We also used larger beads which are easier to grasp.

Other students strung beads on aquarium tubing which is even easier.

After stringing their beads, our students practiced one to one correspondence by counting how many Yellow beads were on their string. For our students who are non-verbal, we used a step-by-step voice output device.

Love how the voice output device matches our Yellow theme—we planned that 🙂

Next, we tasted some sour apple spray candy! We checked with nursing and they said it was ok for our students who are tube fed in this classroom (some students are completely NPO, so we always check with the nurses before any tastings).

Here is Ms. Garland taking her turn!

For our students who were hesitant to have something sprayed in their mouth, we sprayed a spot on their hands so they could lick it instead.

Everyone got a chance to communicate whether it was Yummy or Yucky!

As You can imagine, everyone had a definite opinion 🙂

Then we started on our project—making Yachts!

First our students used scissors to trim a Yellow triangle (math access points). Some of the students in this class are able to manipulate regular scissors, others use adaptive ones.

We also modified this activity for the individual students by changing the amount of lines they had to cut. For example, this student only had to trim one side. Other students had to cut along 2 lines or even the complete shape.

Then we cut 2 holes with a hole punch. Some of our students really enjoyed the hole punch so they cut a few more 🙂

This is a great hand strengthening activity.

A straw (with the bendy part cut off) was treaded through the holes to make a mast.

Our Yacht is starting to come together!

We stuck the straw into a slice of pool noodle and tested the Yacht’s sea-worthiness— it floats!

Our students were so excited watching their Yachts float on the water. We wished we had gotten a bigger container but the smaller one gave the students an opportunity to take turns and also do some math problem solving—how many Yachts can fit into the container.

We came back to the table to play Cara’s sound game.

A Yellow Jacket—Yikes! If it stung, You might Yelp!

Then we finished by looking at some of the Y words we found today.

Did we have good time?

YEAH!!!!

We are off on spring break for the next week but we’ll be back soon with more fun Group by Group!

Oct24

Week 8—Nocturnal Animals and the letter H

Posted on October 24, 2011 by jd785

Week 8—Nocturnal Animals and the letter H

Our theme this week was Nocturnal Animals for our sensory and fine motor groups.

For both of these groups we started by turning off the lights and closing the blinds to darken the classroom. This illuminated moon was pulled from the schools science kit. Our students were very attentive to the light and loved running their hands over the bumpy surface. It was a huge hit.

We then read Cara’s book “Creatures of the Night” using a flashlight to additionally highlight the pages. We also used it to highlight the voice output device as each student took their turn activating the device—-or holding the light for a friend!

Sensory Group—Nocturnal Animals

After reading Cara’s book we put some Tonic Water in a cup and held a portable black light (purchased from Wal Mart in their Halloween section). It has an amazing glow! Our students poured the water onto cornstarch…..

amazing, glowing oobleck—-WOW! Our students were absolutely enrapt (and so were the adults).

When we finally tore ourselves away from the oobleck, we rinsed our hands in some scented water.

We searched in some black beans to find the letters O and B to match with our owl and bat.

We explored fur (a strip of fun fur cut into pieces) and feathers (a feather boa picked up at Joann Fabrics). This box also contained some black pompoms (another soft texture) and some black mardi gras beads (a hard texture) in addition to a plush owl and some rubber bats. Discussing all the different properties of these items addresses a variety of access points.

Fine Motor Group—Nocturnal Animals

We started our fine motor activity with some precut bat wings (drawn by Joy). We counted them as we passed one to each student. (Math access point).

Then we put some glue (colored with food coloring) in the middle of the wings. This student worked very hard to squeeze the glue all by himself (demonstrating improving shoulder stability and hand strength) and was very proud of his efforts.

Each student was given half of a precut styrofoam ball which they then placed on top of their glue dot. Prior to handing the balls out, we demonstrated how two halves make a whole. Addressing math access points again.

Then—lots of black paint and two googlie eyes later—some very awesome bats…..

Ta Da!!!

On Thursday we made an owl. We started by giving our students a choice of 3 strips of paper. Since our state Alternate Assessment is given in a 3 choice format we try to give our students lots of practice.

This paper was from a give away wallpaper sample book. Sorry for the blurry picture—those little hands move quite fast 🙂

We then flipped the paper over and trimmed it using our adaptive scissors.

The paper was glued and taped around a prepared toilet paper roll (notice the dimpled end).The precut wings (we counted 2 for each student) were taped on. We used tape because our glue needed a little help on the wallpaper. The students really enjoyed using tape.

We counted out 2 googlie eyes and 1 triangle nose (more access points). We really got a chance to work on pincer grasps while completing these finishing touches.

These owls are just so super cute!

Thanks to Nancy for finding this idea on the happy hooligans website. http://happyhooligans.wordpress.com/2011/10/06/adorable-owls/

Alphabet Group—letter H

We started by Holding a Heavy Hound with our Hands and Heaving Him around the group. This activity worked on upper extremity strengthening, trunk rotation, and social skills.

We used our tongs to pick up Halloween colored pompoms out of a House. We counted each students Haul to see How many pompoms they picked up. Tongs are wonderful for building eye hand coordination and pre scissor skills. Counting out the pompoms also addresses math skills.

Next we placed Happy face stickers on our House (drawn by Joy). Peeling and placing the stickers is great for promoting pincer grasp skills. We gave our students directions on where to place the stickers, for example “on top” of the roof to work on spatial concepts and following directions. Of course, we counted all the stickers when we finished.

Here is a Happy Haunted House 🙂

We finished by playing Cara’s listening game and looking at all the words we placed on our post its. Joy forgot to take a picture of the words this week, but we really did find lots of H words!

We had so much fun this week! Join us again for more fun Group by Group.

Oct16

Week 7—Bugs and the letter G

Posted on October 16, 2011 by jd785

Week 7—Bugs and the letter G

Our themes this week were Bugs for our sensory and fine motor groups and the letter G for our alphabet group.

Sensory Group—Bugs

We started our group by reading Cara’s book “Bugs are Everywhere” using our voice output devices to answer the question “where can we find bugs?” We also passed around a canister of mushroom scent from the Follow your Nose game. That unusual scent really fit our theme.

Nancy found this cool black light flashlight which we used to make the centipedes glow in our bin of spaghetti worms. It was very eye catching in addition to targeting some of the science access points.

The cold spaghetti worms had an interesting texture. Some of our students reveled in the texture while others were very hesitant.

The black light also made our green spider web glow. Our students had fun pulling apart the web to find the spiders. Pulling apart the spider web promotes bilateral coordination and strengthening while picking out the spiders helps the students work on their pincer grasp.

We made dirt out of dried coffee grounds (thank you Joi B and other teachers for saving yours for us). Our students looked for the letters B U G and all sorts of bugs. Identifying the bugs addresses science access points while counting the number of bugs found addresses math access points.

The coffee grounds have a soft, dry feel and were very popular. The grounds do retain their coffee aroma but it is not very strong or overwhelming.

Next we finger painted directional lines in our green and glittery oobleck. Practicing the motor movements of lines, letters, and numbers in the oobleck helps build motor memory.

The glitter was also very eye catching as it got swirled around the oobleck.

Our vibrating ladybug pillow (purchased from the Beyond Play catalog) was a huge hit. By squeezing or pushing down on the pillow, our students could activate the vibration component. We targeted more math access points by describing the lady bugs shape (round) and size (big).

For our water play and lotion we used the Juniper Breeze scent. Its woodsy kind of scent reminded us of the outdoors—-where we might see lots of bugs. We also used the mushroom scent from the Follow you Nose game (from Flaghouse catalog). It also reminded us of places we might find bugs.

Fine Motor Group—Bugs

We read Cara’s book “Bugs are Everywhere” and used our voice output device to answer the question “where are bugs?” Our students loved identifying their favorites!

Before we started our fine motor activity, we used some 3 dimensional overlays of bugs with our light box. These were in our schools science kit. These were especially useful for our students with visual impairments, but all the students enjoyed them.

Now to begin making our own spider web! Our students began by scooping 3 marbles out of black paint and placing them on a piece of white paper we had placed in a plastic box with a lid. A nice eye hand coordination activity.

We also discussed what color paint we used and counted the marbles (one to one correspondence, a math access point).

Our next step was to close the lid and SHAKE, SHAKE, SHAKE! Students were so excited when it was their turn to shake the box—great for bilateral coordination and improving shoulder stability.

We feel that the clear box made the activity especially engaging.

Next we added some glitter! Bilateral skills are called for to turn the container so the holes are on the bottom. Holding and shaking the glitter addresses grasp skills and shoulder stability.

And the final touch—a black foam spider sticker to crawl around the web!

On Thursday we read Cara’s book again and began making some more bugs!

We started by giving our students their choice of tissue paper— saved from presents past 🙂

The brightly colored paper was very engaging for our students and it was fun to see their choices.

Next, we tore the tissue into small pieces. This is a great bilateral coordination activity.

Our vision teacher helped her student learn to crumple his paper by cupping her hands around his.

Next we got out the pre-made bug skeleton. Notice the indentation at one end.

We were able to count six legs!

After crumpling their paper, our students dipped the pieces in glue and placed them onto the paper roll (working on eye hand coordination and following directions).

With the addition of googlie eyes and antenna (great for working on pincer grasp skills) our bugs came alive.

Wow—-look at this bunch of colorful bugs!

Alphabet Group—letter G

We started this Great day by stringing Gigantic beads. The super large openings and long tip make this bilateral coordination activity much easier for our students.

Then we used our Green Grabbers to Gobble Green Globs! Manipulating the trigger of the grabber calls for the same hand movements used to manipulate scissors. While picking up the pompoms and placing them in the bowl works on shoulder stabilization and eye hand coordination. Counting how many pompoms are gobbled addresses math skills.

We started our next activity by snipping Green paper Grass. We had to Go slowly along the line and remember to stop at the dot. In the photo, the student is using an adaptive squeeze scissors. These are available from a variety of catalogs.

After setting the Grass aside, our students colored a billy Goat Gruff head that Joy drew. In this photo you can see how this student has nicely progressed to coloring the details of his picture.

We Glued down the Goats head and Grass (working on finger intrinsics to manipulate the glue stick, visual spatial skills and following directions) on to a lunch bag.

And here is our billy Goat Gruff Grazing on his Green Grass. Isn’t he Gorgeous!

We ended our session by playing our Guess the sound Game. Our students always look forward to seeing what Cara has come up with this week!

Lots of G words this week. We do go through quite a lot of post-its but our students really love picking up the individual words and its so easy for us to pick up the word while we are speaking or attach it to an object

Hope you join us again next week for more fun Group by Group!

Sep17

Week 3—Red, White and Blue, USA and the Letter C

Posted on September 17, 2011 by jd785

Week 3—Red, White and Blue, USA and the Letter C

This week our themes were Red, White and Blue for our sensory group, Symbols of our Country for the fine motor group. We chose these themes to follow the Unique Curriculum, which our county uses. The topic for this month is government. In our alphabet group, we are on letter C.

Sensory Group—Red, White and Blue

We read Cara’s book “Symbols of Our Country” and talked about who was wearing red, white or blue shirts. Then the students voted on what color to make the oobleck.

We like to give our students choices of 3 items because when they take our Alternate Assessment they are given an array of 3 choices.

We counted how many votes each color received. Then we talked about which color got the most votes. Dani, one of our teachers, suggested that we use cold water for blue oobleck and warm water for red oobleck so that we were also addressing one of the science access points regarding temperature.

We made the oobleck (one of our all time favorite substances) by adding water to cornstarch and adding koolaid for color. If you are wondering why our oobleck doesn’t match our vote tally its because we actually do our sensory group in 4 different classrooms during the week and ended up with pictures from different groups.

We rinsed our hands in cherry scented water and used cherry scented lotion as we talked about cherry pie as a symbol of our country. We would have preferred to use rose scents, as our book discussed the rose as a symbol of our country, but were unable to locate some in time for our group. We have learned to be flexible !

We searched for the letters USA in rice. Joy added a couple of teaspoons of rubbing alcohol, some drops of food coloring and a cup of rice into a ziplock bag. She mixed the ingredients then sprinkled them out onto a paper towel to dry, which took less than 1 hour. Repeat for each desired color. It was a nice effect and we had some students who rarely engage become very participatory with the rice.

And finally, we explored the concepts of hard and soft (a properties of materials access point) in addition to colors using mardi gras beads and pom poms. This box was a real hit with our students!

Fine Motor Group—-USA

We read Cara’s book Symbols of our Country and Jeannie brought out an american flag that the students were able to look at and touch. We then proceeded to make our own flags. First we handed out a sheet of white paper. We talked about its color (white) and shape (rectangle).

We then cut red strips using a paper cutter and then counted how many we had cut.

We then cut out some blue rectangles. Many of our students used our adaptive table top scissors to do this. Again, we discussed what shape we were cutting.

We assembled our flag placing our red strips in an “across” manner (visual copy/prewriting skill) and putting our blue rectangle at the top. This was finished off with some star stickers. We discussed the shape as a math access point. Peeling of the stickers was great for facilitating a pincer grasp. We always have the students hold up their finished product while the table gives them a big “Ta-Da” and this student was especially proud and excited about his work which he was able to complete with very little assistance.

On Thursday we continued our theme by making Uncle Sam beards after reading Cara’s book again. For the beard we used a triangle shape and cotton balls. We learned about shapes and the concept of soft. We also talked about the colors red, white, and blue.

We started with a precut triangle with a slightly concave top. The students then glued on cotton balls.

We counted how many cotton balls were on the beard and also reviewed the concepts of hard and soft. We then put chenille stems through the holes, working on eye hand coordination.

We used the chenille stems to hook the beard around our ears. We borrowed a fantastic hat from Brenda, our music teacher. Jeannie’s students had a great time posing with their beards and hat.

Alphabet Group—-Letter C

We Clapped our hands to make the Crab wiggle. The sound sensitive toy was purchased from tfh Special Needs Toys.

We then played catch. We used a soft ball that was easier to grasp for our students

The students Chose what Color ink they wanted and rolled their Cars over it. Then they proceeded to make Curves on a large brown paper grocery bag.

We opened the bag to make it a Container. We Crumpled paper (a great activity for working on palmer arches, strengthening hand intrinsics and bilateral coordination) and placed it in the bag.

We Closed the bag with Clips (we wrapped the handle of the clip with a rubber band to make it easier to open)

and……

Colorful Clothespins

to make……..

a Comfortable Cushion for our Cool Cat!!

Cara made a sound matching game. Our students had so much fun trying to match the sounds they heard on the Computer.

And finally, we Counted all the C words that we wrote on our post its!

Please join us next week for more fun Group by Group!