Tag Archives: science

Mar16

Dr. Seuss

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Dr. Seuss

IMG_4859We were a little belated with our Seuss celebrations but had a blast anyway! The book Cara wrote last year was so much fun that we decided to use it again and our sensory group also did many of the same activities.  Our fine motor group made some Truffula trees and a Lorax.  The language group played a fishing game with rhyming words. Silly and seussical—–read along to see all the fun we had!

 

 

 

SENSORY GROUP

IMG_4273This box represents our very favorite cat—-that ONE with a hat! There were red, white, and black pompoms and chenille stems. Both the pompoms and chenille stems were so soft and fluffy but with different colors and shapes—-great for sorting! Our students had a great time with the box, especially enjoying waving the chenille stems around like cat tails. Others creatively joined the chenille stems together to make circles.

The science access point recognize common objects as the same is related to the practice of science.

The math access point recognize 3 dimensional objects, such as spheres is also addressed.

 

 

 

 

IMG_4532The “ABC “book is one of our favorites so we put lots of alphabet letters to find in our blue and white rice.  A picture of the cat in the hat was also taped to the bottom of the box for more fun.

We just love that cat in the hat!

Finding the letters promotes visual and tactile discrimination.

 

 

 

 

 

IMG_4371IMG_4296There were a lot of fun animals included in the “If I ran the Zoo” box. It was also a noisy box since some of the animals roared or neighed when a button on their tummies was pushed——great for finger isolation! We found them in the dollar section at Target. We also included some play food for the animals and a little Duplo zoo keeper. The students also had a great time with the binoculars that were included in the box.

The science access points recognize common objects related to science by name, such as an animal and recognize a model of a real object are addressed here. These access points are related to learning the terms that describe examples of scientific knowledge.

 

 

IMG_4382We used these cool fabric balls to represent Trufulla trees and our students LOVED them! They were great to run fingers through or to wave and shake. Since we included 3 balls, they could be shared with friends for even MORE fun!

The math access point recognize when 1 or 2 items have been added to or removed from sets of objects to 3 is addressed.

Sharing objects with a partner is a science access point also addressed 🙂

 

 

 

 

IMG_4408Around here we LIKE green eggs! Our play dough came out a really beautiful shade of green, perfect for making green eggs with the cookie cutter.

Recognizing that pushing and pulling an object makes it move is the science access point related to forces and changes in motion.

The math access point recognize 2 objects that are identical to each other can also be addressed.

 

 

 

 

IMG_4559Well it just wouldn’t be a Dr. Seuss unit without oobleck and we LOVE LOVE LOVE this stuff! It really is amazing how cool a mixture of plain cornstarch and water can be.

Besides the science access point recognize that pushing and pulling an object makes it move the motion of objects is explored in the science access point track objects in motion.

Again, always more fun when shared with a friend 🙂

 

 

 

IMG_4327We searched for 1 red fish and 2 blue fish in our water play bowl. The blue fish squirted water when squeezed making for a fun way to rinse the oobleck off hands—–or squirt friends across the table 🙂

Properties of matter are explored in the science access point identify common classroom objects by one observable property, such as color.

Math access points are also addressed including recognize 2 objects that are identical to each other and  recognize differences in size of objects.

 

 

 

 

IMG_4567IMG_4412We finished with our 10 apples on top Bath and Bodyworks country apple scented lotion. It was a nice, light fruity scent—–perfect for remembering all the fun we had in group.

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

 

 

 

 

 

FINE MOTOR GROUP

IMG_4441On Tuesday we made some super cute Truffula trees. We adapted an idea we got from the PreK and K Sharing pin on Pinterest and loved how it turned out!

First our students chose which color background they wanted using communication symbols. We discussed the shape of the paper and then counted how many were passed out.

The language access point effectively communicate wants, with prompting, to a familiar person is addressed.

The science access point identify objects by one observable property, such as color and the math access point recognize common objects with 2 dimensional shapes are also addressed.

 

 

 

IMG_4445Then the students tore green paper to make “hills” and glued them down onto their papers. Both of these are great activities for promoting bilateral coordination!

The students really enjoyed the paper tearing step 🙂

It also addresses the science access point recognize a change in an object which promotes understanding that matter can undergo a variety of changes.

 

 

 

 

 

IMG_4504IMG_4520Changes in matter and bilateral coordination are again explored in the next step! Tissue paper—-as always, collected from presents past—–was squished and crumpled into balls.

The tissue balls were then dipped into glue and glued onto the paper.

Pat, pat, pat!

 

 

 

We used these super cool striped paper straws (thanks Courtney!) for tree trunks! They were a little tricky to glue down and while some of our students were able to do it independently, most needed some help aligning them along the glue line.

IMG_4493                                                                                           Ta Da—–soooooo SEUSSICAL!

 

 

IMG_4742Our Thursday art project was a Lorax! We started by asking our students to identify the color orange using our communication symbols.  Most of our students needed a little help find the correct color but that’s ok—-we just will continue to have fun practicing!

The science access point identify objects by one observable property is addressed in addition to the language access point communicate information about familiar objects using non-verbal expressions, gestures/signs, pictures, symbols, or words.

 

 

 

 

IMG_4773IMG_4755Then we counted out small paper plates—–discussing the circle shape to address the math access point recognize common objects with 2 dimensional shapes.

It’s so much fun to paint and our students are getting so good at using painting utensils! For our students with physical challenges, we taped a brush to a paint stick to make it easier for them to manage—-it works great! As they move their paintbrushes around the plate they are learning about changes in matter and addressing the science access point recognize a change in an object.

 

 

 

IMG_4768After we finished painting, it was time to add the features to the Lorax’s face. We discussed each body part before gluing it down and asked the students to find the same body part on themselves. Since our students do not have mustaches 🙂 we said it was supposed to go UNDER the eyes.

We used googlie eyes and an orange pompom nose. Joy drew the eyebrows and mustache (here is the pattern: lorax )which were cut out prior to the art activity.

This activity addresses the science access point recognize one or more external body parts.

It also addresses the science access point recognize a movement that reflects a spatial relationship.

 

 

 

IMG_4834IMG_4809Ta Da—-so cute!

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_4625Because we are talking about Dr. Seuss this week, what would be more appropriate than targeting rhyming words during our language group!

Our students got to play a fishing game to go with the Dr. Seuss book, One Fish, Two Fish, Red Fish, Blue Fish.  The game has different colored fish that can be “caught” with a Velcro fishing pole.

Each student had a turn to catch a fish—–a great way to work on eye hand coordination!

 

 

 

 

 

IMG_4622IMG_4644Whatever color fish they caught, they had to identify a word that rhymed with it!

The students were given a choice of 2 different words to choose from.  For example, if they caught the red fish, they would have to choose what “red” rhymed with: “bed” or “clean”.

Our students did pretty well with this task!  If they were unable to figure out the correct rhyming word, the rest of the class helped them out.

Responding to patterns of language in read-aloud rhymes is a language access point.

 

 

IMG_4578IMG_4600For our students with a visual impairment students, Joy brought in a big fish that vibrates when it’s squeezed.  This vibrating fish was just so much fun—–everyone wanted a chance to play with it 🙂

The science access point recognize and respond to one type of sensory stimuli is addressed here.

 

 

 

 

 

IMG_4636At the end of the game, we practiced putting all the fish back IN the fish bowl.

 

 

 

 

 

 

Well that is that for the cat in the hat! We are off for spring break next week——oh the places we are going to go 🙂

IMG_4421See you soon for more fun…..Group by Group!

Mar9

The Oscars

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The Oscars

IMG_3839With the Academy Awards all over the news these past couple of weeks, the Oscars seemed like a perfect theme for us!  Cara’s book was a huge hit and as usual, our groups were tons of fun! In our sensory group each of our sensory boxes represented a different Oscar winning movie. In the fine motor group our students made some movie star art themed art projects. For our language group it was all about the red carpet experience! Read along to see all the fun we had.

 

 

SENSORY GROUP

IMG_3698 IMG_3889Popcorn—-gotta have some at the movies! Our first box was filled with popcorn kernels and items related to our theme including: Disney princess figures, a pirate ship wreck, pirate beads, and an Indiana Jones duck! There was a “Music Man” maraca to shake and an Alice in Wonderland cupcake that squeaked. Since the Academy Awards take place in California, we tossed in a state magnet and finally—–a mini Oscar statue (thanks Ms. Caressa!) This was a great box—-something for everyone!

In addition to lots of opportunities for vocabulary building, science concepts of forces and changes in motion were explored with some of the items. Specifically the science access point recognize that pushing or pulling an object makes it move is addressed.

The world in spatial terms is also explored and the social studies access point associate an object, picture, or symbol with a location is addressed.

IMG_3758The students got to make their own Shrek ogres using our green Floam, some potato head features and 2 plastic pegboard pegs—–perfect ogre ears :). Floam has an interesting texture and while you can mold it, it doesn’t “feel” sticky. Pretty cool stuff!

It’s great for working on bilateral coordination as it is squished and molded into roundish heads.

We explored organization and development of living organisms addressing the science access point recognize one or more external body parts.

 

 

 

 

IMG_4038We loved the way our Wizard of Oz discovery bottle turned out! We mixed some green tinted hair gel with water and green glitter. Then we put in 3 red Barbie shoes—–they looked just like ruby slippers!

The Unique Curriculum intermediate unit this month explores the theme of movement so this bottle, along with other items in our boxes compliments it.

Science concepts of forces and motion are explored. In addition motion of objects is explored with the science access point track objects in motion.

 

 

 

IMG_3996IMG_3738Our Wizard of Oz box also included a slinky rainbow and this was a HUGE hit with our students! Some of them loved SLOWLY pulling it apart. Others pulled it as wide as they could make it and then shook it to see it vibrate. Either way——–fun was had!

Of course forces and changes in motion were explored with the science access point recognize that pushing and pulling an object makes it move. Forms of energy are explored with the access point recognize the change in motion of an object.

 

 

 

IMG_3707The students had so much fun with our Pirates of the Caribbean box! Along with tons of sparkly gold beads were an eye patch and hook so they could get into character if they wanted.

Again the science access point recognize external body parts is explored. In addition tool use is practiced as the hook plunders for beads—-arrgg!

 

 

 

 

 

 

IMG_3886The number 3 and 3 plastic snakes were buried in the sand of our Indiana Jones box—–guess he probably wouldn’t like this box very much 🙂

The science access point match animals that are the same can be addressed with this activity. This access point is related to the concept of diversity and evolution of living organisms.

Recognizing when 1 or 2 items have been added to or removed from sets of objects to 3 is a math access point addressed. This access point is related to developing understandings of multiplication and division and strategies for basic multiplication facts and related division facts.

 

 

 

 

IMG_3926IMG_4048Blue “genie” oobleck——for Aladdin of course!!!! We sprinkled blue raspberry Koolaid onto our oobleck observing as it changed from white to blue!

As usual, fun was had as our little scientists pushed, pulled, and grabbed handfuls of this gloppy goo 🙂

Recognizing that the appearance of a material has changed is a science access point related to the concept of changes in matter.

 

 

 

 

IMG_3730For our nod to Snow White we washed the oobleck off hands and arms using an apple sponge. The water was scented with lavender vanilla scented bath gel from Bath and Bodyworks chosen because when Snow White ate the apple she fell asleep…….and lavender makes you feel relaxed…… Ok, kind of a stretch but we went with it 🙂

Properties of matter are addressed with the science access point recognize water as a liquid.

 

 

 

 

 

IMG_3773The matching lotion was used to send our students off with memories of all the things they learned. Recognize and respond to different types of sensory stimuli is the science access point addressed and is related to the organization and development of living organisms concepts.

FINE MOTOR GROUP

IMG_3822Our Tuesday art project had the students putting their own stars on the Hollywood walk of fame! The students counted the sides of our grey rectangular piece of paper—-and then we counted out one for each student. After they “wrote” their names, we painted their hands with dark grey paint and stamped them onto the paper.

Using appropriate vocabulary to compare shapes according to attributes and properties is promoted as the math access point recognize common objects with 2 dimensional shapes is addressed in this activity.

 

 

 

 

IMG_3791The students chose which glittery star they wanted and then glued a picture of their face onto the star.

Squeezing the glue is great for hand strengthening of course! Pincer grasp skills and eye hand coordination are promoted when placing the picture.

Effectively communicating wants and needs to a familiar person using gestures is a language access point.

 

 

 

 

 

IMG_3858IMG_3881The star was then glued down onto the paper and——–

TA DA!!!!!

IMG_3840A few new stars on the Hollywood walk of fame!

On Thursday we made our own little Oscar statues!

IMG_4168Joy drew an outline of an Oscar onto gold colored paper. You can print out the outline here: oscar award. It was then glued onto a toilet roll so it could stand up.

Glue was diluted with water and the students used a paint brush to apply it to the paper.

Recognizing that pushing and pulling an object makes it move is a science access point addressed as the students paint with their brushes.

 

 

 

 

IMG_4203Gold glitter was then added for that authentic look 🙂

IMG_4161While some of our students were able to able the glitter independently, most of them needed a little help.

We stopped periodically to ask  them “do we need more?”. They used a Go Talk to communicate whether they needed to add more glitter or if they were all done.

Solving problems involving small quantities of objects or actions using language such as enough, too much, or more is a math access point related to understandings of addition and subtraction.

Using technology resources to support learning is a language access point.

 

The finished product looked fabulous!

IMG_4230                                                                                     We’d like to thank the Academy………..

 

 

LANGUAGE GROUP

We’ve talked about some movies that have won Oscars.  We’ve earned a star on the Hollywood Walk of Fame and received an Oscar.  Now it’s time to walk down the red carpet!  But of course, before getting near the red carpet, we need to be dressed for the occasion.

IMG_4066We printed out pictures of all of the different things we could wear and bring to the red carpet, such as sunglasses, sports coats, feather boas, top hats, and earrings.  The pictures were put on an All-Turn-It Spinner which was activated using a switch.

Our students took turns activating the switch and seeing what they would be wearing.  A couple of our students were able to verbalize what they landed on.

Using an input device, such as a switch to interact with a technology resource is a language access point.

 

 

IMG_4059IMG_4108We talked about putting the clothes/objects ON.  It was neat to see how many of our students got so excited to dress up! Such a fun way to practice dressing skills!

But really, who doesn’t get a LITTLE excited about getting all fancy 🙂

Communicating recognition of familiar objects and communicating about a selected object are language access points.

 

 

 

Time for a quick interview with Entertainment News…….

IMG_4116then off to the red carpet!

 

IMG_4132IMG_4120We had taped down some red paper to act as our red carpet.  One by one our little movie stars walked the red carpet and were photographed in their fancy attire.  They had fun with that!

After the red carpet they were treated to a movie on the smart board.  Our version of the Oscars was a success!  So much so that a couple of our students didn’t want to give back their costumes 🙂  Sadly, they had to and we talked about taking things OFF.

 

 

 

 

IMG_3969Hope you enjoyed seeing all the fun we had with the Oscars. Be sure and come back next week—–there will be more fun and learning Group by Group!

Mar2

The Colors of my Country

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The Colors of my Country

IMG_3163We celebrated the colors of our country this week—–between the Winter Olympics and Presidents Day we were in a patriotic frame of mind and thought this theme would be a fun way to finish out the month! Our sensory group boxes were filled with items that were either red, white, or blue. The fine motor group combined the colors to make fun art projects. The language group had fun sorting the colors.

 

 

 

SENSORY GROUP

IMG_3377IMG_3171So many fabulous things to discover in our red box! All sorts of shapes, textures, and things that made NOISE—-especially important for our students with visual impairments. There was paper shred, chenille ribbon, accordion tubes, stuffed animals, and a squeaky toy that was by far the favorite!

As with all our color boxes our students are engaging in the practice of science by exploring, observing, and recognizing common objects in the natural world. They are also exploring properties of matter and addressing the science access point identify common objects by one observable property, such as color.

 

 

IMG_3249Our white box had some wonderful textures including feathers, a dusting mitt, and some imitation sheepskin. A lovely soft box to run fingers through. We also put in some pompom yarn that was perfect for shaking and draping!

The practice of science is again addressed as the access point use senses to recognize objects.

 

 

 

 

 

 

IMG_3361IMG_3216This blue box was also filled with more wonderful textures and items to explore. We included some shiny curling ribbon, basket filler, some kitchen scrubbers, and an accordion tube.

As students pulled the accordion tube apart and pushed it back together they worked on bilateral coordination. 

Forces and changes in motion were explored while addressing the science access point recognize that pushing and pulling an object makes it move.

                                                   LOOK at the concentration on the students faces—–fabulous!!!!!!

 

 

 

 

IMG_3235This red moon sand had a great tactile feel and is very moldable. A melon baller helped make it even more fun to explore. Discussing the little spheres that were made addresses the math access point recognize 3 dimensional shapes. Of course, even though it looked like a ball it didn’t quite act the same way——some of the students were quite intrigued when the balls didn’t bounce when dropped!

Exploring, observing, and recognizing common objects in the natural world is an access point related to the practice of science.

 

 

 

 

IMG_3390White flour filled our next box and it is pretty messy stuff—–we LOVE it! Spoons and scoops of different sizes were included for filling and measuring.

Develop understandings of addition and subtraction strategies are addressed as students solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

IMG_3362We dyed some navy beans blue for our next box and they turned out really cool! We found the instructions on the Fun and Home with Kids website. Everyone, including the adults, was pretty fascinated  by the blue hue! To also go along with this weeks theme, the letters U S A were hidden in the box for our students to find.

Finding the hidden letters addresses visual and tactile discrimination skills.

 

 

 

 

 

IMG_3218Forces and changes in motion are explored and the science access point recognize that pushing and pulling an object makes it move was addressed when playing with the white shaving cream. Since the shaving cream is naturally white, we had to include it as part of this unit!

As usual, our students made a mess and had a blast 🙂

 

 

 

 

 

 

IMG_3434We rinsed our hands in cherry scented water—-cherries are RED after all 🙂 We also put 2 foam puzzle dinosaurs in the water. Since one dinosaur was blue and one was red, colors could be discussed and the science access point identify objects by one observable property is again addressed.

 

 

 

 

 

 

IMG_3424Our students also enjoyed exploring our discovery bottles. One was filled with blue beads and glitter while the other was filled with assorted red, white and blue beads.

As the bottles are turned the motion of objects is explored as the science access point track objects in motion is addressed.

 

 

 

 

 

IMG_3443IMG_3444We finished our session with some cherry scented lotion—-yummy! Our students loved the aroma and loved when it was applied to hands, arms, or ears 🙂

Concepts related to the organization and development of living organisms are explored while addressing the science access points recognize and respond to one type of sensory stimuli AND recognize one or more external body parts.

 

 

FINE MOTOR GROUP

IMG_3002On Tuesday we started by counting out some grey rectangular paper—–counting the pieces  of course! We always ask to the students to sign their names by first identifying theirs from a choice of two.  Our students are emergent writers and we encourage them to “write” as we say the letters of their names out loud. Some of them are starting to say their letters along with us and stop writing after we say the last letter!

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point related to the writing process.

 

 

 

 

IMG_2999Next we counted out 3 shapes, asking the students to point to the number 3 using our communication symbols. Then we asked them to point to or touch the circle (all our shapes came from a shape sorter toy).

Recognizing a common object with a two dimensional shape is a math access point. Recognize quantities 1 to 3 using sets of objects or number names is also a math access point.

 

 

 

 

 

IMG_3027IMG_3075To complete our art project we stamped blue squares, red circles, and white triangles.  We asked our students to identify the paint colors we were using, again using our communication symbols.

The students did a great job stamping the shapes, showing really nice eye hand coordination!

As they stamped, we counted to 3 aloud. We were really excited when some of them stopped stamping when we got to the number 3!

 

 

 

 

IMG_3094TaDa!!!!

 

 

 

 

 

 

 

 

 

 

 

IMG_3604IMG_3541On Thursday we made a color collage. We love doing collages——they are so much fun AND a great way to use up all those odds and ends hanging around the art closet!

In addition to eye hand coordination, pincer grasp skills are also addressed in this activity.

As items are added to the collage changes in matter are explored addressing the science access point recognize a change in an object.

 

 

 

Here’s to the RED,IMG_3631IMG_3613 WHITE and BLUE!

IMG_3581                                                                                                          TA DA!!!!!!

 

 

LANGUAGE GROUP

IMG_3461For our language group, we focused on sorting and answering the question, “what color is it?”  Each of our students had a turn putting their hand inside the bag of goodies Joy put together.

There was a lot of reinforcement to not peek 🙂

 

 

 

 

 

 

 

IMG_3463Once an object had been pulled out, the student had to say what color it was——either red, white, or blue.  They could do this either verbally or by pointing to a communication symbol with the different colors.

Communicating information that tells about an object is a language access point related writing applications.

 

 

 

 

 

IMG_3469IMG_3452IMG_3492After labeling the color, the student then had to put it in the matching colored basket.

For some of our visually impaired students, we talked about how the object felt.  We used adjectives such as bumpy, smooth, soft, and hard.

 

Our students did a pretty great job with the sorting and identification of colors.  They sure do know the colors of their country!

IMG_3339IMG_3474Thanks for joining us again this week, it’s been a lot of fun—–hope you smiled along with us! Join us again next week for more fun and learning Group by Group.

Feb23

Famous African Americans at my School

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Famous African Americans at my School

We celebrated Black History month by spotlighting some very special members of our staff. Our students loved reading Cara’s book about some of the special people in their lives. In our sensory group each of the boxes were filled with items representing a staff member. Our fine motor and language groups honored staff members in their classes with special treats. Here is what we did:

SENSORY GROUP

IMG_2757Ms. Regina is one of our newest owls and when she is not helping keep our school clean, taking care of her children, OR studying she likes to go on nature walks.

We filled her box with leaves, flowers, vines, and spanish moss—–things you always see on a walk in Florida. We put in some wildlife you might see including ducks, butterflies, birds, frogs, lizards. Bird sounds were also recorded on a voice output device to add to that outdoors feeling. It was a very attractive box which definitely invited exploration!

The science access point distinguishing between a plant and an animal is addressed here, helping our students learn about the organization and development of living organisms.

Recognize and respond to common sounds is the science access point related to the understanding of forms of energy.

 

 

 

IMG_2582Coach Brown helps our owls gain new athletic skills. In this blue and yellow rice (our school colors) we put in 3 different sport ball erasers. Since the erasers were a little small we encased them in some photo pockets sealed with packing tape. That kept them visible and able to be handled but avoided any safety issues. It worked really well and our students enjoyed discovering them in the rice—-and of course, burying them back in it 🙂

2 of the balls were round and 1 was oval shaped. Recognizing a common object with a 2 dimensional shape is a math access point.

 

 

 

 

 

IMG_2540IMG_2745Ms. Frankie loves the Denver Broncos! Her box had 3 pompom shakers in the Bronco colors of blue, orange, and white. We also put in a “bronco” that neighed when it’s button was pushed.

Our students love the shakers. Not only do they love shaking and waving them around but they also love the rustling sound they make.

Identifying objects by one observable property, such as color is the science access point related to learning properties of matter. Applying a push to move an object is related to learning about forces and changes in motion.

 

 

IMG_2719Ms. Jackie loves the colors hot pink and black. We filled her box with colorful hard beads and soft pompoms in different sizes. A great way to explore the properties of matter and the access point match objects by one observable property such as size or color. Working on the concepts “same” and “different” addresses the math access point recognizing similarities and differences in sizes of common objects. This relates to the understanding of geometry and measurement.

Of course, it’s also a great way to work on the science access point identify of external body parts—–as in, let’s put the beads over our heads 🙂

 

 

 

 

IMG_2591IMG_2637Ms. Metra likes to ride motorcycles with her husband. We put in 2 different motorcycles (one a toy and the other a puzzle piece) on our black bean highway.

The toy was a lot of fun because it was one of the kind that could be pulled back and released to drive along the table. Our students also enjoyed both submerging the motorcycles and their hands/arms in the beans—-they really do have a wonderful tactile feel.

Forces and changes in motion are explored as the science access point apply a push to move an object is addressed.

 

 

 

IMG_2600Grandma Daisy loves to eat sherbet ice cream! We made sherbet play dough by mixing lime gelatin and cornstarch then putting it in the refrigerator. Find the recipe here: http://blogmemom.com. It really looked like the real thing especially when it was scooped. Since it had been refrigerated it was a little hard and some force needed to be applied!

We discussed whether the sherbet was “warm” or “cold” which is a science access point related to properties of matter.

 

 

 

 

 

IMG_2589Ms. Shakelia’s favorite color is blue! We mixed blue food coloring with our oobleck this week AND added some blue glitter—–we thought she would appreciate that 🙂 The glitter also adds a nice visual element as it get swirled around with the oobleck as it moves.

As the oobleck goes from a solid to a liquid and back again our students explore changes in matter: addressing the science access point recognize that the appearance of a material has changed.

 

 

 

 

 

IMG_2533IMG_2780Ms. Sonya loves when things AND her students are sparkly clean 🙂 so to clean up after our messy play we used Crystal Waters scent that we found at the local pharmacy. Ms. Sonya also loves to cook so we thought an apple shaped sponge would be a fun addition and give the students an opportunity to work on hand strengthening by squeezing water out of the sponge.

Recognizing the water as a liquid is a science access point related to learning properties of matter.

The matching lotion had a light pleasant aroma which our students liked. Recognize and respond to one type of sensory stimuli (in this case olfactory) is a science access point related to the understanding of the organization and development of living organisms.

 

 

FINE MOTOR GROUP

IMG_2670IMG_2666On Tuesday we made a handprint peace dove. We started by showing the students the different colors of paper we had available and then asking them which color paper they would like to use for today’s project. They used communication symbols to make their choices.

The students either used eye gaze or pointed to the symbol to indicate their preference.

 

 

 

 

IMG_2675As we passed out the paper, we discussed its shape (rectangle) and how many sides it had. This addresses the math access point recognize common objects with 2 dimensional shapes.

Then we painted one of their hands with white paint. None of these students are particularly tactile defensive so this was not a problem. In the past we have had students with tactile issues and we adapted the activity by letting them paint a staff members hand instead.

 

 

 

 

 

 

IMG_2685Then we pressed our hands down onto the paper. Some of the students were able to do this part independently but most of them needed a little assistance.

The students were pretty excited to see their hand print appear on the paper! Recognizing a change in an object is a science access point related to the understanding of changes in matter.

 

 

 

 

 

 

IMG_2690IMG_2693Adults added a beak, legs and eye with a permanent marker and our dove was ready to carry its olive branch!

TA DA!

 

 

 

 

 

 

 

On Thursday we painted a picture frame for Ms. Celeste! She can use it to frame the beautiful picture she took for out book this week. We decided to paint it with her favorite colors of brown and rust!

IMG_2866We started by showing the students the brown paint bottle. We presented the communication symbols and asked them “which one says brown”. Almost all the students answered correctly!

Identifying objects by one observable property such as color—–yep, we’ve got that one!

 

 

 

 

 

IMG_2896 Then we got out the paint brushes and started painting. They all manipulated their painting tools well! The students did a great job but the hole in the middle of the frame was a little confusing for them and so they needed a little redirection at times.

As the frame is painted, the students track the movement of the brush as it is pushed or pulled——this is a science access point related to the understanding of forces and changes in motion.

 

 

 

 

 

IMG_2899The we shook on some rust colored glitter for a little additional sparkle 🙂

 

 

 

 

 

 

 

 

As the glitter was applied, it changed the appearance of the frame. Recognizing a change in an object is a science access point related to the understanding of changes in matter.

IMG_2919                          It turned out really fabulous and Ms. Celeste loved her picture frame!

 

 

LANGUAGE GROUP

Since Grandma Daisy works in the room where we do our language group, we based our activity on her favorite food: SHERBET ICE CREAM!  In her honor, we decided to make sherbet sundaes.

IMG_2814IMG_2820The focus for the group today was requesting and informing.  The students were provided with visuals of the numbers 1-5.  They had to tell us how many scoops they wanted in their bowl.  As Cara scooped the sherbet out, we all counted.

Counting from 1 to 5 using objects of pictures is a math access point related to geometry and measurement.

 

 

 

 

 

 

IMG_2824Because we were making sundaes, of COURSE we needed some toppings.  First we discussed the different toppings and discovered that one of them made NOISE!

Our students with visual impairments were very good at recognizing that the items were nearby—–a science access point related to the understanding of earth in space and time.

 

 

 

 

 

 

IMG_2837Cara made a board that showed the pictures of each topping that was provided:  magic shell sauce, whipped cream, and sprinkles.  The student whose turn it was would point to the picture of the topping they wanted, verbalizing what it was if they were able to.  Cara then put just a little bit of the topping in the bowl.

The PIXON pictures “more” and “all done” were located on the page as well.  Our students were able to convey if they wanted more of the topping or if they were all done with it.  For the most part, they wanted MORE!

In addition to language/communication aspects of indicating “more” and “all done”, these concepts are also math access points related to representation of quantities.

 

 

Everyone seemed to really enjoy their sundae!

IMG_2831                                                                                                             YUM!!!

Another great week—-thanks to all the staff members who allowed us to put their photograph in our book! And a great big thank you for all they do to make our school such a great place to be.

IMG_2804Join us again next time for more fun and learning——Group by Group!

Feb16

Valentine’s Day

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Valentine’s Day

IMG_2234Love was in the air this week as we celebrated Valentine’s Day. It was all hearts, flowers, and chocolate in our sensory group! Our fine motor group made valentines and a box to put them in. A MadLib valentine was a fun project in the language group.

Throughout our groups we addressed the social studies access point associate an object with an event. Read along to see all activities.

 

 

SENSORY GROUP

IMG_2277IMG_2183Our first box was filled with a variety of red and white valentine themed objects. We had red paper shred, paper valentines, ribbons, garland, teddy bears, and a variety of hearts of all different textures and sizes. There were even some little valentine rubber duckies—-so cute!

Lots of things to look at, feel, and explore—-it was hard to pick a favorite item!

The science access point recognize common objects in the natural world through observation is addressed here.

 

 

IMG_2194Hearts are EVERYWHERE this time of year and we had a whole string of them! Ms. Kim found these fabulous felt hearts at Target and they were an instant hit with the students. They were so pretty and colorful. The hearts were strung on the string in such a fashion that they could be slid back and forth, which was pretty cool.

The science access point track the movement of objects that are pushed or pulled is addressed here in addition to the science access point identify objects by one observable property, such as color.

 

 

 

IMG_2507Some people give their valentines roses and jewelry. Our next box was filled with red silk rose petals and beads of gold, silver, and pearls. Of course the beads were popular but we had great fun picking up handfuls of petals and watching them drop to the ground.

The science access points recognizing two objects that are identical to each other and track objects that fall to the ground are both addressed here.

 

 

 

 

 

IMG_2171Other people like to give their valentines chocolate! Our chocolate scented play dough looked and smelled like the real thing—–VERY tempting not only for our students but also the adults 🙂

Fortunately most of our “tasters” have learned all that salt in the recipe makes for a particularly yucky morsel!

We included some hugs and kisses cookie cutters which gave the students the opportunity to recognize differences in the shapes of objects and also to recognize objects as the same which are science access points.

Of course, the shapes can also be counted addressing math access points.

 

 

 

 

IMG_2196 This box was filled with red and white beans.  It was a really pretty box with a nice contrast between the colors, the photo doesn’t really do it justice! We included two fun heart shaped spoons in different sizes. As scooping skills were practiced the math access points recognize when an object is added to a situation and associate quantities with language, such as many, a lot, or a little are addressed.

IMG_2189Putting your whole arm in instead, addresses the science access point apply a push to move an object 🙂

 

 

 

 

 

 

IMG_2511We used  a package of red velvet cake mix to make one ingredient cloud dough and it works quite well. There were 2 different sized heart cookie cutters with which to stamp impressions and to address the math access point recognize differences in size of objects.

Of course what our students really enjoyed doing was grabbing handfuls  and squeezing—-it is kind of irresistible 🙂

 

 

 

 

 

IMG_2182In case you were wondering, YES that powder IS messy—–fortunately we had some cinnamon candy scented water with which to rinse it off! We got this scented bath gel at Target a couple of years ago and it is a great scent that smells just like cinnamon red hots!

Recognizing when something has been taken away from a situation—–in this case, the red powder—-is a math access point.

 

 

 

 

 

IMG_2348IMG_2316We used 2 discovery bottles with our group this week. One was filled with gold glitter and jewels and the other with a collection of hearts and beads in valentine colors.

Some of our students were able to turn the bottles around themselves—-addressing the science access point recognize that pushing or pulling an object makes it move.

Others enjoyed just watching the contents swirl around—- addressing the science access point track objects in motion.

 

 

 

 

IMG_2335We finished our session with a yummy chocolate scent to remember all the fun things we learned about Valentines Day. We used a chocolate scented lip balm (thanks for the donation Ms. Elaine )to apply the scent to wrists and hands—-letting the students smell the sweet aroma. For obvious reasons, it was not applied to lips 🙂

Some visitors from E.H.Miller school gave us the idea to use lip balm because it comes in such a variety of flavors—-genius!

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

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_2211On Tuesday we made some fabulous valentines. This project has been all over Pinterest and we knew it would be perfect for our students.

We started by talking about the heart shape of our paper and its color. Then we asked our students to show us the color “red” using our communication symbols.

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

 

 

 

 

 

IMG_2222IMG_2237Then we glued puzzle pieces onto the heart—-a great way to work on pincer grasp skills and eye hand coordination!

We also glued a sentence strip with the words “I love you to pieces” onto the heart.

This addresses the science access point recognize a change in an object.

It also addresses the math access point recognize quantities 1 to 3 using sets of objects.

 

 

 

TA DA!

IMG_2247Happy  Valentine’s Day!

IMG_2436On Thursday the students decorated coffee containers to hold all the valentines they received from their friends. We started by giving the students a choice of 3 paper colors. After they had chosen their paper, we asked them to identify the color using communication symbols.

Identifying an object by one observable property, in this case color, is a science access point.

 

 

 

 

IMG_2431We used our paper cutters to trim the strips of paper to fit the container. After the paper was trimmed we noted that we had turned the strip into a rectangle and a square. The students were asked to show us the “square” and they did a pretty good job!

Recognizing a change in an object (as the paper is cut) is a science access point.

Recognizing objects with 2 dimensional shapes is a math access point.

 

 

 

 

IMG_2444 IMG_2459The rectangle was taped to the coffee container and then decorated with all sorts of heart shaped foam stickers. Holding onto those stickers is a great activity for promoting pincer grasp skills!

Before given another sticker, the students were asked if they wanted “more”. Indicating a desire for “more” or “no more” of an object is a math access point.

 

 

 

 

 

 

IMG_2492The students really loved their boxes!

We are ready for the big day 🙂

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

Since we were celebrating Valentine’s day,  we decided to make make a Valentine for someone we love. To make it even more personal, we did them in a Mad Libs fashion!

IMG_2367IMG_2372Cara created a letter with some words missing.  Here is the document: My Valentine mad lib.  For each word missing, the students had the option of using 2 or 3 different words in place.  Here are the words from which the students chose: My Valentine mad lib 2.  Our students chose a piece of construction paper and then glued their letter template down.

Communicating a preference for an object is a language access point.

 

 

 

IMG_2407We then started choosing words to put in our Valentines.  When going through the letter, we talked about what an adjective is, what a verb is, what kind of feelings people have.

Our students were given a choice of 3 words which we read to them and then asked to indicate which word they wanted. The students have a variety of ways they communicate, including eye gaze, pointing, and vocalizing. Our student with a visual impairment made his choice by pressing a voice output device to say “that’s the one I want”  as we read his choices.

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

Using technology resources to support learning is also a language access point.

 

 

 

IMG_2380The students then cut their chosen words using tabletop scissors and glued them onto their papers. It may be a language focused group but we never pass up an opportunity to incorporate some fine motor skill building 🙂

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

Using the scissors addresses the science access point recognize that pushing and pulling an object makes it move.

 

 

 

 

IMG_2388When the students completed their Valentine, they each signed their name at the bottom.

For privacy we blurred this students signature but take it from us, he did an excellent job!

They were so proud——and rightly so 🙂

 

 

 

 

 

 

 

IMG_2359We loved all our activities this week and hope your Valentine’s Day was just as fun filled as ours was! Join us again next week for more smiles, fun, and learning.

Hugs and kisses from Group by Group xoxoxo

Feb9

Winter Olympics

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Winter Olympics

IMG_1964It was all about the Sochi Winter Olympic Games this week! We learned about the Winter Olympics, the country of Russia, and had fun competing in some games of our own.

Our students are learning about maps as part of their Unique Curriculum unit this month so our theme reinforced some of the concepts they were learning about. Read along to see all our activities.

 

 

 

SENSORY GROUP

IMG_1813We looked at a map and traced the way east from the USA to Russia. It is a long way and to get there you have to ride on an airplane. We used  a vibrating massager to get the feeling of the engine vibrations. The massager had 2 different speeds which made for a lot of fun—-higher speed if you are flying on a super jet! Most of our students really liked the massager but for those who were  more tactile averse, we turned it off completely and let them just touch the soft velvety covering.

Recognizing and responding to different types of sensory stimuli is a science access point.

Recognizing a map is a social studies access point.

 

 

 

 

 

IMG_1826The colors of the Russian flag are red, white and blue—-just like ours! Hidden underneath our rice was a map of Russia and the letter S to find (we hid 3 in the rice).

We really enjoy watching the progress of our students as we see some of them begin to realize that there is something to discover as they brush the rice aside.

Associating a picture with a place is a social studies access point.

 

 

 

 

 

 

 

IMG_1701The Olympic flag has 5 colorful rings. Our next box had big, fluffy chenille stems in the colors of the rings. Our students practiced making circles and linking them together. Most of our students needed help forming the circles  but they ALL had fun trying 🙂

The social studies access point recognizing important events in artifacts is a social studies access point.

Recognizing 2 dimensional shapes is a math access point.

Identifying objects by one observable property such a color is a science access point.

 

 

 

 

 

IMG_1734One of the most popular olympic sports is ice hockey. Our students used a circle cutter to cut hockey pucks out of the black play dough. This is the same play dough we made for our pirate unit. It was kept in the fridge and has lasted quite nicely!

Recognizing 2 dimensional shapes is a math access point.

Recognizing the appearance of an object or material has changed is a science access point.

 

 

 

 

 

 

IMG_1914Ice skating is another super popular sport. Our discovery bottle was filled with sparkly glitter, beads and sequins—-like the costumes the athletes wear. The familiar Olympic fanfare theme could be heard when the voice output device was pressed. Our students really enjoyed both of these items!

The science access point of tracking objects in motion is addressed here.

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

 

 

 

 

 

IMG_1713IMG_1890The next box was filled with leaves and flowers like the bouquets winners receive. Our students loved picking  them up, tossing them into the air and watching them drop back down. They also loved finding the medals and quickly putting them around their necks……… BUT the most popular item was the little Sochi bear. He came all the way from Russia and was donated by one of our followers, Gena—-thanks so much!

Indicating that an object has fallen is a science access point.

Explore, observe, and recognize common objects in the natural world is another science access point addressed.

 

 

IMG_1725We are learning about the WINTER games so we had to include some snow—-the shaving cream version this week! It was perfect for tracing the letter S for snow and SOCHI!

Apply a push or pull to move an object is the science access point addressed here.

 

 

 

 

 

 

 

 

IMG_1924IMG_1856Hands were rinsed in Bath and Bodyworks Candy Apple scent. We got it on clearance and decided it worked for our unit—-who wouldn’t want to eat candy apples and watch the Olympics!

Measuring cups were included for scooping fun and to address the math access point recognizing differences is sizes of containers that hold liquids.

Recognizing and responding to one type of sensory stimuli is another science access point addressed.

 

 

 

 

FINE MOTOR GROUP

IMG_1744IMG_1745On Tuesday for our art project we made bobsleds. In preparation, toilet paper rolls were pinched and one end stapled together. For safety, we put masking tape over the staples.

Then we gave our students the option of painting their sled red, white, or blue. They used the communication symbols to choose their color and then pointed to the paint that matched the color they chose—-they did a really good job!

The science access point identify objects by one observable property is addressed here.

The language access point communicating a preference for familiar objects is also addressed.

 

 

 

 

IMG_1753The students then painted their bobsleds, addressing the science access point recognizing that the appearance of an object has changed.

After they bobsleds were painted, adults hot glued popsicle sticks to the bottom.

 

 

 

 

 

 

 

With the addition of some USA flag stickers—-our bobsleds are ready for competition.

IMG_1792                                                                                                       Go Team USA!

 

 

 

IMG_2110On Thursday we made a Russian flag. We started by counting the sides of a white rectangle and also counting the rectangles as they were passed out. The math access points recognizing common objects with 2 dimensional shapes and recognizing the sides of a square or rectangle are addressed here.

Then we used our paper cutter to cut strips of red and blue paper—–making 2 more rectangles!

The science access point apply a push or pull to move an object is addressed when using the paper cutter. It is also excellent for promoting a pincer grasp!

 

 

 

 

 

IMG_2138IMG_2133The blue strip was glued to the bottom of the white paper and the red strip on top of that. Sochi 2014 was then glued into the middle.

Recognizing a movement that reflects a spatial relationship is a math access point addressed.

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

 

 

 

Ta Da……. a fabulous Russian Flag!

IMG_2130                                                                                                Hurray for Sochi 2014!!!

 

 

LANGUAGE GROUP

We decided to have a Winter Olympics event during our language group this week.  It’s always so nice to be able to reiterate something we have talked about before, and since we had recently gone over FIRST, SECOND, and THIRD, having an event just seemed appropriate. Recognizing the next step in a simple sequence is a math access point.

IMG_2029We made our bobsleds from some toy boats we found on the give away table—–they were perfect! There were even slots so we could add little people. We cut out some cardboard and made each of our students a bobsled teammate by adhering their picture to a small piece of cardboard.  They always love to see their picture and it makes the activity so much more personal.

Identify picture of self is a language access point.

We placed the teammates face down and our students got to pick 3 teammates to race each other randomly. Putting the racers in their bobsled was a great fine motor activity!

 

 

 

 

IMG_2041Once the racers were placed in their bobsled, it was time to race.  A long, skinny cardboard box covered in white paper made a perfect bobsled run—-very authentic looking 🙂

On your mark…get set…GO!

The students had to wait until they heard “go!” which appeared to be harder than it sounds, but they did a great job.  They had so much fun watching the bobsleds go down, cheering for their friends,  and seeing who won FIRST, SECOND, and THIRD place.

Tracking moving objects is a science access point.

 

 

 

 

 

IMG_2005After a few races, we had the awards ceremony.  We used a voice out device to play the Olympic fanfare as we handed out the medals—-donated by Jimmy the intern. Thanks Jimmy!

Obviously the medals were a huge hit 🙂

 

We had a great time learning about the Winter Olympics this week. Join us again next week for more fun and learning Group by Group!

Jan27

Winter

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Winter

IMG_0722It is pretty chilly out there—-even in our part of the country 🙂 Perfect timing for this weeks winter theme! We explored a variety of wintery textures and scents in our sensory group. Our art projects were all about snowmen in our fine motor group, and in the language group we explored the concepts of warm and cold.

We also brought back our snowflake umbrella which was a hit in all the groups.

 

 

SENSORY GROUP

IMG_0851We made our snowflake umbrella by using packing tape to attach a variety of dollar store snowflakes to a clear umbrella. Then we strung silver and white beads, snowflake ornaments and white pompom yarn from the spokes and around the edge. It looks pretty fabulous—–if we do say so ourselves 🙂

Our students were quite entranced and loved watching the dancing snowflakes when the umbrella was slowly twisted back and forth.

The science access point tracking objects in motion is addressed here.

 

 

 

 

 

IMG_0890This artificial snow (a purchased powder with added water) is pretty fantastic,  it looks and feels like the real thing—-especially when put into the fridge for a few minutes! It certainly had our students quite fascinated, they were not quite sure what to make of this interesting texture.

Just like the real thing, we were able to make small snowballs by grabbing a handful and squeezing it together—-FUN!

The science access point explore, observe, and recognize common objects in the natural world is addressed here.

 

 

 

IMG_0621We made more snowballs with our white Floam. This stuff with its’ slightly tacky texture is perfect for making snowballs because it molds and sticks together easily.

IMG_0925Of course, some of our students got even more creative 🙂

The science access point recognize a change in an object is addressed and the math access point recognize 3 dimensional shapes (sphere) are addressed in this activity.

 

 

 

 

More snow fun with our shaving cream and cornstarch mixture—-equal parts of both. This stuff is really just so COOL! It is squishy but can be molded and has such an interesting texture.

IMG_0629Recognizing that pushing an pulling an object makes it move is the science access point addressed here.

 

IMG_0598All that snow sure looks like fun BUT we don’t get many white winters around here. So as a nod to our Florida winters we HAD to include a box with sand!

We used our moonsand for this box. It is more dense than sandbox sand and more like the sand you would find on a beach. A round cookie cutter was included. Our students had fun using the cookie cutter to make circles in the sand. Some of them also went ahead and made some Florida “snowballs” 🙂

The science access point recognize a change in an object is addressed here. The math access points recognize a 2 and 3 dimensional objects is also addressed.

 

 

 

IMG_0620Brrr—-time to warm up by the fire! We made our “fire” by attaching colorful shiny ribbon strips to our switch operated fan. It was fun watching the smiles and giggles of our students as the ribbons fluttered and the breeze hit their faces.

Indicating awareness of air moving is the science access point addressed here.

IMG_0931We used the “chimney” scent from our Follow Your Nose Game to add to the sensory experience of this activity. We started by holding it near our students noses but then got the idea (thanks to Jimmy our new OT intern) to hold it behind the fan so the aroma really wafted around the room!

Recognize and respond to different types of sensory stimuli is another science access point addressed in this activity.

 

 

IMG_0817This pompom yarn would make a wonderful warm afghan to snuggle under on a cold winters day! Our students love its’ soft texture. Some of them like to drape it around their shoulders or heads while others just love to pull it apart or shake it around.

Then you have those who like to do BOTH 🙂

The science access points addressed here are use senses to recognize objects and recognize that pushing and pulling an object makes if move.

 

 

 

 

IMG_0823We made this discovery bottle by mixing a little bit of glitter glue, glitter, and snowflake confetti—-we were really pleased with the way it turned out. The snowflakes looked so pretty as they swirled and drifted around with the glitter.

Tracking objects in motion is the science access point addressed with this bottle.

 

 

 

 

 

 

IMG_0588IMG_0688Twisted peppermint from Bath and Bodyworks was our scent this week. Whether scooping water with our measuring cups (and addressing the math access point recognize differences in containers that hold liquids) or indicating which body part to rub the lotion on (addressing the science access point recognize external body parts)——it was the perfect cool aroma to help us remember our winter theme!

 

 

FINE MOTOR GROUP

IMG_0726On Tuesday we started our group by talking about snow globes. We brought out our snowflake umbrella so our students could experience what it felt like to be in a snow globe.

They really got so excited when it was their turn to be under the umbrella and were very good about just touching (rather than pulling at) the dangling items.

 

 

 

 

 

 

 

IMG_0705Our students got to work on the art project by using a small circle punch to cut out pictures of their faces. This was a little tricky and they did need some help with alignment. To make it easier to use the punch, we had the students push down on the lever rather than try to pinch it. Either the way, it is still a great hand strengthening activity.

After punching out their faces, they glued them onto a snowman. The snowman was made using heavy card stock and glued to a card stock circle—–thanks again to Jimmy the intern!

In addition to eye hand coordination, the math access point recognize a 2 dimensional shape (in this case circle) is addressed.

 

 

 

IMG_0751IMG_0736Then we instructed the students to scoop 3 spoonfuls of artificial snow into a small clear plastic cup. We used our number chart to help our students identify the number 3. Most of our students still need help in this area.

The math access points recognize quantities 1 to 3 using objects, pictures, or number names and solve problems involving joining or separating sets of objects to 3 are addressed in this activity.

 

 

IMG_0781IMG_0777The adults hot glued the cup to the snow man base and VOILA—–a snow globe!

Our students were pretty fascinated with their creations and kept turning them around to watch the snow move about. Tracking the movement of objects that are pushed or pulled is the science access point addressed here.

 

 

IMG_0795Such cute little snowmen!

On Thursday we made melted snowman pictures. We have seen this art project all over Pinterest and thought it would be perfect for our students.

IMG_1058We started by discussing the colors (blue and white) in our project and asking our students to point to the color using our communication symbols.

Identify common objects by one observable property, such as color is the science access point addressed here.

Recognizing a 2 dimensional shape—-the rectangle paper—-is a math access point.

 

 

 

 

IMG_1064Then we used paint sponges to paint our mixture of glue, shaving cream, and fake snow onto the paper. We saw the idea for adding the fake snow on the Growing a Jeweled Rose blog—-such a great blog with so many creative ideas!

Applying a push or pull to move an object is a science access point addressed.

Recognizing a change in an object is another science access point addressed.

 

 

 

 

IMG_1067Next we added paper hats, scarves, triangle noses, and googlie eyes onto our mixture. The beauty of this project is that is doesn’t matter where they go as long as they are on the glue! Thanks to our volunteer Courtney for cutting out all the little pieces!

We also added the words “my melted snowman” to increase the literacy component.

The math access point recognize when an object is added to a situation is addressed in this activity.

 

 

IMG_1107IMG_1139TA DA!

These pictures are super cute—-and when dry the shaving cream and glue mixture will feel just like puffy paint!

 

 

 

 

 

 

 

LANGUAGE GROUP

Today our focus was on teaching the concept of cold versus warm.  We had 5 different objects that were found around the room, such as metal spoons, scissors, and jars.  We used 2 of each object.  One of the objects was left out and the other object was put in the freezer or the refrigerator (i.e., one spoon in the freezer, one left out and so on).

IMG_0967We made a small board with the Boardmaker symbols for “cold” and “warm” on it.  Each student got to feel an object and indicate if it was cold or warm using either their words or indicating the picture symbol.If the student had difficulty correctly indicating, we would place a warm object and a cold object on their cheeks and ask them to show which one was cold/warm.  This helped them to decipher the difference a little easier.

The science access point recognize the temperature of items as cool or warm is addressed in this activity.

The language access point communicate about a selected object using nonverbal expression, gestures/signs, pictures, symbols, or words is also addressed.

 

 

IMG_0987After going through each object, we decided it was time to warm up with some hot chocolate—-of course for safety it will actually be  “warm” chocolate!  First we opened the package and let our students smell the chocolaty goodness!

This addresses the science access point recognize and respond to one type of sensory stimuli. They definitely recognized and responded to this scent 🙂

 

 

 

 

IMG_1007IMG_1011We emptied the chocolate powder into a cup and added water. This addresses the math access point recognize when an object is added to a situation.

Each of the students took turns stirring the mixture, addressing the science access points apply a push or pull to move an object and sharing objects with a partner.

 

 

 

 

IMG_1032And what good is warm chocolate without marshmallows!   We drew out a number board with 1, 2, and 3 written on it along with dots under the numbers.  The students chose how many marshmallows they wanted in their drink and we counted them out as they were put on the number line. We counted them again as they were dropped into the student’s cups.

In addition to working on pincer grasp skills, the math access point match objects to marked spaces to show one-to-one correspondence for quantities 1 to 3.

And, of course, it also addresses the language access point communicate a preference for familiar objects.

After tasting its yummy goodness, our students again used the Boardmaker symbols to indicate if the chocolate was warm or cold.

That is all for this week, join us again for more fun and learning—–Group by Group!

Jan19

The Places I Go Around School

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The Places I Go Around School

IMG_0139It was literacy week at our school and the general theme was “all the places you go”. We decided to focus on the all the places you go around school. Cara’s book was a huge hit—-our students loved seeing themselves or their friends faces in the book. Our sensory boxes were a lot of fun to put together, the fine motor art projects turned out so well, and our language group scavenger hunt was a blast!

 

 

 

SENSORY GROUP

IMG_0322TIMG_0148he cafeteria is one of the favorite places around school—-that’s where  all the food is after all 🙂 We filled the cafeteria box with paper shred and then added lunch related items including straws, play food, an ID card, and little tray.

The students had a lot of fun picking out their favorite food items and of course this led to lots of language opportunities. The straws we included turned out to be quite popular also—-placed into the milk carton or just waved about, our students loved them!

The science access point recognizing a model of a real object is addressed here. As with all our activities and boxes this week, the social studies access point associating a place with an activity in the classroom or school is also addressed.

 

 

IMG_0384We are so lucky to have a large sensory room at our school and needless to say it is one of the most popular places at school. Our students LOVE the sensory room and one of the favorite pieces of the equipment is the colorful ball pit!

Our colorful pompoms are round spheres just like the balls. We included 2 different sized pompoms in this box to compare or match. The plan was to address the math access point recognizing similarities and differences in size of common objects and the science access point to identify objects by one observable property, such as color…..

BUT kids being kids, the science access point of tracking falling objects was usually the one that was addressed 🙂

 

 

 

 

IMG_0354Music is another area that our students love to visit. We recorded a music clip on our voice output device and gave the students a shaker bottle instrument to jam along with the beat. We made the shaker bottle using a plastic soda bottle, adding some colorful beads AND hot gluing the lid on—-to at least slow down busy little hands 🙂

The science access points to recognize and respond to different types of sensory stimuli and apply a push or pull to move an object are addressed with this activity.

 

 

 

 

 

 

IMG_0295IMG_0423One of the most exciting places to go at school is the bus ramp BECAUSE that means it is time to go out for community based instruction. Like kids everywhere, our students enjoy riding the bus to exciting places.

For this box we added 2 different colored school buses to drive along black bean roads. We asked our students to find the bus that was the same color as the buses they ride, addressing the science access point to identify objects by one observable property.

 

 

 

IMG_0171Our students love making clay projects in art. Instead of clay, we brought back our green play dough from a few weeks ago. It still had the wonderful peppermint scent we had added and our students really enjoyed the aroma. We included 2 letter A (A for Art) cookie cutters.

The science access points recognizing an object by one observable property, applying a push or pull to move an object,  and recognizing a change in an object are all addressed in this activity.

 

 

 

 

 

IMG_0408There are 3 playgrounds at our school—-how cool is that! Going to the playground is probably the number one favorite place of most of our students.  So many fun things to do from climbing, to swinging to digging in the sandbox!

For our mini sandbox we taped a picture of a play ground (cut from a catalog) to the bottom of the box for the students to find as the sand was pushed aside. We also included a small measuring cup and spoon to practice scooping skills, bilateral skills and eye hand coordination.

The math access point solving problems involving small quantities of objects or actions using language such as enough, too much, or more are explored in this activity. Another math access point, recognizing differences in sizes of containers that hold liquids (capacity) is also addressed.

 

 

 

IMG_0137Probably THE most favorite place at our school is the pool! Our PE teachers do such a great job and it is such a therapeutic place for our students.

We used Bath and Bodyworks Dancing Waters scent in our water—-it is kind of hard to find chlorine scented bath products 🙂 We also included 4 foam swim noodle pieces and a measuring spoon. The students practiced their scooping and eye hand coordination skills again as they tried to scoop water into the noodle holes.

Math access points addressed here include recognizing two dimensional shapes such as a circle and using one to one correspondence to identify sets of objects with the same amount to 2 can be addressed in this activity.

 

 

 

 

IMG_0437IMG_0192We finished with the Dancing Waters lotion to help us remember all the fun we had! Our students really liked the soft aroma of this scent and enjoyed indicating where they wanted the lotion on their bodies.

As usual this activity addresses the science access points of recognizing one or more external body parts and recognizing and responding to one type of sensory stimuli. It also addresses the language access point of adjusting body movements of nonverbal expressions to communicate desires or preferences.

 

 

 

FINE MOTOR GROUP

IMG_0211The playground was the theme for our Tuesday art project. We started by counting out rectangle shaped paper and using a sponge brush to paint on some glue.

The math access point recognizing a 2 dimensional shape is addressed. The science access point recognizing a change in an object is also addressed.

IMG_0241Then we scooped crushed yellow cereal “sand” onto the glue. This activity promotes scooping skills and eye hand coordination.  We also counted how many scoops each student put on their paper.

The science access point recognize a change in an object is again addressed. The math access point solve problems involving small quantities of objects or actions using language, such as enough, too much, or more is also addressed.

 

 

 

IMG_0226IMG_0261We precut a bunch of playground pictures from some old catalogs and let our students choose which one they wanted to add to their pictures.

Our students with physical challenges used eye gaze to indicate their preferences.

This activity addresses the language access points of responding to informational materials and using body movement or nonverbal expression to communicate preferences.

 

 

IMG_0207IMG_0281We love the way these turned out—–and so did our students!

TA DA!!!!!!!

 

 

 

 

 

 

 

On Thursday we chose the cafeteria as the theme for our art project.

IMG_0488We counted out rectangle pieces of paper and discussed the paint colors, red and yellow, that we were going to use with our big apple and small corn cob. A fork was stuck into the apple to make it easier for our students to handle—-it worked really well!

We started by stamping 1 red apple print.

IMG_0572Next 1 yellow corn cob print.

The math access point recognizing differences in sizes of objects is addressed, in addition to the math access point recognizing 2 dimensional shapes.

 

 

 

 

 

 

IMG_0501Then we asked our students ” what color comes next?”.

After we stamped another apple print, we again asked “what comes next?”.

We thought the students would need a lot of assistance with this BUT they did really well—-our students ROCK!

The math access point recognizing the next step in a simple pattern or sequence of activities is addressed in this activity.

 

 

 

 

 

IMG_0534IMG_0565 TA Da!

 

 

 

 

 

IMG_0542                                                                                 So proud—-and rightly so!

 

 

LANGUAGE GROUP

IMG_0446Since we are talking about all the different places you go, we decided to have a scavenger hunt and find 3 different places around our school.

After reading Cara’s book, we looked at the directions for the scavenger hunt.  We went over what we had to find FIRST, NEXT, and LAST.  The directions had a picture of the places that we had to find.

The math access point to indicate the next step in a sequence of activities is addressed.

The social studies access point recognizing a picture of a location is also addressed.

 

 

IMG_0465FIRST we had to find the music room.  On the way, we would stop and ask the students to show us the way to go.  They would point in the direction we had to go.

NEXT we had to find the art room.  Since our students go to art and music once a week, they were easily able to locate these rooms.

LAST we had to find the playground.  Our students DEFINITELY know where the playground is!  Once we got to the playground, we looked at the directions again and went over what places we had just found.

All done and time to play!

 

 

 

IMG_0309Another great week! Join us again, there is more fun and learning to come—-Group by Group.