Tag Archives: Speech Therapy

Feb24

Random Acts of Kindness

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Random Acts of Kindness

February 17 was National Random Acts of Kindness Day! Our students learned different ways they can be kind and thoughtful to others.

Our sensory boxes matched some of the examples shown in our book. The find motor groups made art projects that the language groups shared with others.

 

 

 

 

 

SENSORY GROUP

There were great ideas for presents in this box. We put a variety of little things that a kid might want to buy for a friend, such as toys, balloons, or beads.

 

 

 

We also put in some play money—-this was a big hit 🙂

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

 

 

 

 

 

 

 

 

 

 

 

 

Cards are always a nice gesture and even better when signed with hugs and kisses.

 

 

 

 

 

Hugs and kisses—-X’s and O’s—-were stamped into red moon sand.

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

 

 

 

 

 

 

 

 

 

 

 

 

Bright pink slime looked a little like gummy candy.

Little plastic “gummy bears” with the letters K for kind and C for candy added to the fun.

 

 

 

 

This was our first time using slime and the students were really intrigued!

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

This colorful box contained silk flower petals, leis, and 2 plush roses.

 

 

 

 

Definitely an eye catching box!

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

 

 

 

 

With pasta and play food, there was a complete meal in this box 🙂 The pasta made lots of noise when the noodles were stirred!

 

 

 

 

We also included a small cup for empty/fill fun.

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

 

 

 

 

 

 

 

 

 

 

 

Yellow food coloring was added to shaving cream so students could make smiley faces.

 

 

 

 

It was really fun to see all the different designs!

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

 

 

 

 

 

 

 

 

 

 

 

 

Students used a colorful scrubber to wash a toy car in our water play. A heart shaped measuring cup was perfect for rinsing off the shaving cream.

 

 

 

 

 

Science access point: recognize one way people use water.

 

 

 

 

 

We thought a floral scent was the perfect complement to this unit so we used Bath and Body Works plumeria.

 

 

 

 

 

It was a light scent to rub on hands, arms, or behind ears.

Science access point: recognize one or more external body parts

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made flowers using paper plates.

First, they identified the color of the flower stem and leaves.

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

 

 

 

 

 

 

 

 

Then they chose a marker and began coloring their flowers.

 

 

 

 

 

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

 

 

 

 

 

After they finished coloring, they chose how many leaves they wanted and glued them on to the flower stem.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

We made some beautiful flowers……….

……..to share with friends!

 

 

 

 

 

 

 

 

 

 

On Thursday we made some more flowers to share!

The students identified the color of the flowers.

 

 

 

 

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

 

 

 

 

 

Then they decorated their paper cup flower pots with stickers.

 

 

 

 

 

Each student had a variety to choose from.

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

 

 

 

 

 

Next, they counted their flowers and inserted them in holes in the bottom of their cups. We used plastic straws for the stems.

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

TA—flower power—-DA!!!

 

 

 

 

 

 

 

More flowers to share with friends.

These beautiful flowers……

 

 

 

 

 

 

 

…….will certainly make someone’s day!

 

 

 

 

LANGUAGE GROUP

We changed it up a little bit today in language group.  Instead of making an edible treat for ourselves, we decided to embrace the random acts of kindness and deliver the flowers we made in the fine motor group to staff around the school.

Each student got to choose WHO they wanted to give their flower to.  They used the yearbook from last year to indicate the staff member they wanted to give their flower to.

 

 

 

Once they had decided WHO, we set out to deliver our flowers.

 

 

 

 

Each student used a sentence strip that said “I want to give you this”.  Verbal students said each word while nonverbal students pointed to each word on the strip.

 

 

 

 

 

 

 

 

 

Staff who received flowers were so excited and happy!  Our random act of kindness made everyone feel good 🙂

 

 

 

 

 

Before leaving each staff member, the students used another sentence strip to convey “have a great day”.  We think from their reaction to the flowers that they did have a great day 🙂

 

 

 

Such a fun filled week that we hope inspires you to engage in some random acts of kindness. Don’t forget to check your spam folder for confirmation emails if you want to follow us.

We will be back next week with more fun and learning—–Group by Group!

Feb3

Australia

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Australia

G’day mate! January 26 is Australia Day so this week we learned about that “down under” country! The sensory groups explored boxes related to facts about the country. The fine motor groups crafted symbols of the country and the language group made a favorite Australian dessert—-pavlova!

 

 

 

 

 

SENSORY GROUP

Since they are the national colors of Australia, we used yellow and green paper shred as the base of this box. We added some plush and plastic animals, such as the koala, kangaroo, and crocodile.

 

 

There was also some fake sheep wool and pictures of famous Australians. We even included a voice output device with a didgeridoo recorded on it.

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

 

 

 

 

 

 

 

 

 

 

Our green and yellow rice contained some black bean “coal”. We learned that Australia is the world’s largest producer of coal!

 

 

 

There were upper and lower case letter A’s to find in the rice, as well as a map of the country at the bottom of the box.

Science access point: match objects by an observable property, such as shape.

 

 

 

 

 

 

 

 

 

Ayers Rock is called Uluru by aboriginal Australians. Our red mood sand resembled the color of the world’s largest monolith.

 

 

 

 

There were 5 snakes and a 1 lizard that might be found there.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

 

The world’s larges coral reef is located in Australia. Our Great Barrier Reef umbrella was a hit with the students. They also liked the plush “great white shark” puppet!

 

 

 

 

Science access point: match living things with their habitats.

 

 

 

 

Kinetic sand made a perfect “Bondi Beach”!

 

 

 

 

 

 

The students loved watching the sand drop through their fingers or using the sea life molds to stamp in it.

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

 

 

 

 

 

 

 

 

 

 

 

Students mixed cornstarch and shaving cream to make “meringue” pavlovas!

 

 

 

 

 

It was messy, but the students really loved the soft cool texture!

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

 

 

 

 

 

 

 

 

 

 

 

Lake Hillier is a PINK lake—-how cool is that!! This cool pink bowl was a perfect stand in for the lake but since it was a little “tippy”, we put it inside a regular basin to avoid any accidental or not so accidental spills 🙂

 

 

There were some pool noodle pieces and a scoop to add to the fun.

Math access point: recognize differences in sizes of containers that hold liquids.

 

 

 

 

 

 

 

 

 

Bath and Body Works eucalyptus scent was a perfect scent for out little koalas this week!

 

 

 

 

 

The strong scent certainly got everyones attention!

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made kangaroo puppets using this template: kangaroo

First, they identified the color BROWN from an array of 3 colors. All of the students identified the correct color—-our students rock!!!

 

 

 

 

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

 

 

 

 

Next, the students used brown crayons to color their kangaroos.

 

 

 

 

 

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

 

 

 

 

Then, we added 2 googlie eyes.

Math access point: match one object to a designated space to show one-to one correspondence.

 

 

 

 

 

 

 

 

 

TA DA!!!!!

 

 

 

 

 

 

The kangaroo is a symbol of Australia!

 

 

 

 

 

 

 

 

 

On Thursday the students made a didgeridoo out of a paper towel tube.

First, the students chose their paper and identified the color.

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

 

 

 

 

 

 

 

 

Next, they drew lines and shapes using markers.

 

 

 

 

 

It was fun seeing the different patterns each student chose!

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

 

 

 

 

 

 

 

 

 

 

Then, they cut their paper into strips using paper cutters or switch operated scissors.

 

 

 

 

 

 

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

 

 

 

 

 

The students then shared their strips with each other and began wrapping them around their

tubes. We fastened them down with tape, but glue would work too.

Science access point: share objects with a partner.

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

Look at our fabulous didgeridoos!

These were a hit 🙂

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We made a tasty popular Australian dessert today–pavlova cake.  Well, we made our own rendition of it.  Here is a link to the recipe: lets make mini pavlova cakes

 

First, we PUT 1 cup of whipping cream into a BOWL.  We compared a cup with a tablespoon.  Our students were asked to indicate the BIGGER one.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

Once the cream was in the bowl, we observed that it was a liquid.  The students were told to watch and see if it became DIFFERENT after it was mixed.  Each student took TURNS pressing the switch to activate the mixer.

 

 

 

Science access point: recognize changes in observable properties of materials.

 

 

 

 

 

We observed that the liquid became a solid.  Next, we added a tsp of vanilla.  We compared a teaspoon with a tablespoon and asked our students to identify the SMALLER one.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

Next, we PUT a tbsp of confectioners’ sugar into the bowl.  Each student got to taste some of the sugar.  They had to indicate whether it tasted SWEET or SOUR.

 

 

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

Once that was all mixed up we started PUTTING together our pavlova.  On the recipe, we saw that the cake was put together like a math equation.  First, each student got a meringue cookie.  Next, we added just a little bit of the whipped cream.  Each student had to say if they WANTED MORE.

 

 

Math access point: indicate more of an action or an object.

 

 

 

 

Finally, we added some strawberries.  Only one piece of strawberry was given to each student and they had to request MORE if they wanted more.

It turned out to be a really pretty dessert!

 

 

 

 

We sure learned a lot about Australia this week! Join us next time for more fun and learning—-Group by Group!

If you want to follow us, don’t forget to check your SPAM folder for your confirmation email.

Nov4

Candy Land

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Candy Land

Every kid’s favorite board game and perfect theme for the end of October—-Candy Land! The sensory groups explored boxes related to each of the characters in the game. The fine motor groups made candy inspired art projects and the language group hosted a Candy Land party. It was a super fun week!

 

 

 

 

SENSORY GROUP

Candy colored beans filled this King Candy box. There were letter K’s and C’s to find and match in this eye catching box.

 

 

 

Science access point: identify objects by an observable property, such as size, shape, and color.

 

 

 

 

 

 

 

 

 

 

The students used Mr. Potato Head pieces and purple Bubber to make their own Plumpy characters. We like how the Bubber feels a lot like circus peanuts, making it perfect for this unit!

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

Our snowflake umbrella is showing it’s age, but it still looked pretty with the glittery foam candy shapes we added. We think Queen Frostine would certainly approve!

 

 

 

 

The students had fun counting the gingerbread men and candy eggs that were hanging down.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

And a couple more photos—-they really liked this umbrella!

 

 

 

 

 

 

 

 

 

 

 

Red and black was the theme for Lord Licorice’s box.

 

 

 

 

 

There were hard beads and soft chenille stems to explore or sort.

Science access point: match objects by an observable property, such as size, shape, and color.

 

 

 

 

 

 

 

 

 

A circle shaped cookie cutter was used to make “lollipops” in colorful rainbow kinetic sand.

 

 

 

So mesmerizing to watch the colors oozing together! The Lollipop Princess would just love this stuff 🙂

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

 

 

 

 

The character Gloppy is a big drippy fudge monster. With the addition of cocoa powder and some big googlie eyes, the students made their own Gloppy monsters!

 

 

 

Lots of drippy fun!

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

 

 

 

 

 

 

 

 

 

 

The students scooped out foam noodle “peppermints” in our water play this week. We also added Bath and Body Works peppermint scented bubble bath to the water for a totally Mr. Mint experience!

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

We used the matching peppermint scented lotion to leave our students smelling sweet as candy this week 🙂

 

 

 

 

 

This strong sweet scent really captured the students’ attention!

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made glittery paper lollipops!

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

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

Next, the students painted glue on to the circle. The lollipop stick was already attached so that made it easier for the students to hold.

 

 

 

 

 

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

 

 

 

 

 

Then, it was time to “shake, shake, shake that glitter”.

We passed each color around so everyone got a little (or a lot) of each color 🙂

 

 

 

 

 

Science access point: recognize that the appearance of an object or material has changed.

 

 

 

 

TA—-lollipop—- DA!!!

 

 

 

 

 

 

SWEET!!!!!!!

 

 

 

 

 

On Wednesday the students made mini Candy Land boards—-and put themselves in the game!

First, we looked at a real Candy Land game board and identified its shape. The students used communication devices, verbalization, or pointing to communicate their answer.

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

Each student got to choose a different colored strip of paper. Of course, we asked them to identify the color of their strip using communication symbols.

 

 

 

 

Science access point: identify objects by an observable property, such as size, shape, and color.

 

 

 

 

Then, they cut on the lines to make squares. The students used regular scissors, adapted scissors, or switch operated scissors to cut their paper.

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

We divided up the different colored squares among the students so the students could start gluing them down on their “game boards”. Adults drew a curvy guide line with a pencil.

 

 

 

 

Math access point: recognize the next step in a simple pattern or sequence of activities.

 

 

 

 

Cute little gingerbread men (we traced around a cookie cutter to get the shape) with the students faces were added and……….Ta DA!!!

 

 

 

 

 

Let’s Play Candy Land!

 

 

 

 

 

LANGUAGE GROUP

We decided to have a little party during the language group this week.  The students in the language group got dressed up as the characters in Candy Land for a parade.

 

 

 

We talked about who was in the FRONT of the parade and who was in the BACK of the parade.

 

 

 

 

We made our way all around the elementary building,

and the crowd was pretty entertained!

 

 

 

 

 

 

 

 

 

Then we all joined together to have a little Candy Land party!

Students were able to request what they wanted to eat using picture symbol sentence strips.  They had to indicate “I want _____” in order to get what they wanted: M&Ms, Trix, chips, or a drink.

 

 

 

 

If they were not given a lot at first, they had to request MORE.

 

 

 

 

We practiced our social skills with our friends while listening to Halloween music and eating our snacks.

 

 

 

 

 

We had lots of fun all around 🙂

 

 

 

 

 

Everyone got to pose in front of the backdrop we used in our Candy Land book.

 

 

 

Say CANDY LAND!!!!!!!

 

 

 

 

What a great way to end the month, join us again next time for more fun and learning—-Group by Group!

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

Oct21

Florida Animals

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Florida Animals

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

 

 

 

 

SENSORY GROUP

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

 

 

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

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 


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

 

 

 

 

Science access point: match animals that are the same.

 

 

 

 

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

 

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

Science access point: match living things with their habitats.

 

 

 

 

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

 

 

 

Science access point: Recognize different containers that hold liquids.

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

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

First, we identified color of our butterfly.

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

 

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

Ta DA!

 

 

 

 

 

 

Beautiful Florida butterflies!

 

 

 

 

On Thursday the students made manatee habitats using this: manatee

First, we identified the color of our paper.

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

 

 

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

 

 

 

 

 

Science access point: recognize a change in an object.

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

We love manatees!!!!!

 

 

 

 

 

LANGUAGE GROUP

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

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

 

 

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

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

 

 

 

Science access point: recognize and respond to common sounds.

 

 

 

 

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

 

 

 

 

 

BINGO!!!!

 

 

 

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

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

 

Apr8

Find a Rainbow

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Find a Rainbow

April 3 is National Find a Rainbow Day so this week our unit is filled with COLOR! Each of our sensory boxes were filled with rainbows. Our fine motor groups made colorful rainbow crafts and the language group made an edible rainbow! It was a fabulous week and we had a blast!

 

 

 

 

 

SENSORY GROUP

We were pretty pleased with the way our rainbow umbrella turned out! We recycled our little cloud costume from a couple of weeks ago, then added some colorful chenille stems and beads. It was very eye catching and the students loved it.

 

 

 

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

 

 

 

 

The students were intrigued with the rainbow projected by this rainbow light (thanks Ms. Kim). The rainbow could also be seen when they placed their hands under the light. This was a hit! We also recorded a version of Somewhere Over the Rainbow on a voice output device to add to the experience.

 

Recognize sources of light is a science access point.

 

 

 

 

We put some small chenille stems into this box of rainbow pasta. Besides stringing the pasta on the chenille stems, the students also enjoyed the fun sounds the pasta made when swirled around.

 

 

 

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

 

 

 

 

Letter R’s were found buried in our rainbow beans. We used neon food coloring which made these beans especially bright and colorful.

 

 

 

Match objects by an observable property such as size, shape, or color is a science access point.

 

 

 

 

Lots of rainbow colored items were found in this box. There was one big and two little slinkys, a couple of plush toys, and some accordion tubes which were a HUGE hit!

 

 

 

Recognize that pushing and pulling moves an object is a science access point.

 

 

 

 

The students also had  fun with the funnel and spoon we put into our rainbow rice. They were pretty fascinated watching the rice stream down out of the funnel! We did find that a smaller spoon worked best to prevent the funnel from getting clogged.

 

Track a falling object is a science access point.

 

 

 

 

Shaving cream clouds surrounded a laminated rainbow in our messy play—-it made for a really eye catching tray!

 

 

 

 

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

 

 

 

 

We used Crayola bath color drops to make our water colorful this week. Each class had different colored water which added to the fun. Even more color could be found with multi-colored foam letters that spelled out the word RAINBOW.

 

 

The science access point recognize objects in the environment, can be addressed here.

 

 

 

 

Bath and Body Works rain kissed leaves was the perfect scent for unit on rainbows. It had a nice soft scent that the students really liked whether applied to hands or behind ears!

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday we used crepe paper streamers to make rainbows.

Using communication symbols, each student chose a color.

 

 

 

 

 

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

 

 

 

 

Then they started tearing strips from the streamers—–they needed to tear enough pieces to share with their friends! This is a great activity for strengthening pre-scissor skills.

 

 

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

 

 

 

Paint brushes were used to spread glue around  a cloud shape we just free form cut from poster board so each one ended up being a little different.

 

 

 

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

 

 

 

 

To make the clouds really fluffy some fiberfill stuffing was placed on top. The students were pretty intrigued with its texture!

 

 

 

 

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

 

 

 

 

The adults taped the paper streamers to the back of the clouds, but the students helped “pat” them DOWN.

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

 

 

 

 

 

TA DA!

We found a rainbow!!!!!

 

 

 

 

On Wednesday the students made rainbows with coffee filters.

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

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

 

 

 

 

 

 

Then they began coloring their coffee filters with water color markers. We encouraged them to use LOTS of different colors.

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

 

 

 

 

Then they sprayed their coffee filters with water and “scrunched” them up to spread the color around.

They had fun with this part 🙂

 

 

 

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

 

 

 

 

TA DA!

 

 

 

 

 

 

We found a rainbow!

 

 

 

Then we found MORE rainbows……..

how cool is that!!!!!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We brought back a food activity that we’ve done before in the past: edible paint on bread! Perfect for a unit on rainbows! We didn’t have a recipe this week since this activity is really easy to put together.  Really all you need is milk, food coloring, food safe paintbrushes, white bread, and creativity.

We started out by having each student choose decide which color they wanted to mix. Each student was presented with 2 colors to choose from.  Then they communicated “stir” on their communication boards.

 

 

 

 

 

 

We watched the color of the milk turn from white to something colorful!  We did this for 6 different colors.

 

 

 

 

 

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

 

 

 

 

We counted out how many friends we had so that we could pass out paper plates and white bread.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

Once our “paint” was ready, each student had to request what color they wanted using their communication boards.  Teachers helped when students needed it by modeling “want __color__” for the students to imitate.

 

We had so many colorful creations!

 

 

 

 

 

Students had to indicate they were “all done” using their communication boards when they were finished painting.

Finally, students got to eat their rainbows! YUM!!!!

 

 

 

 

 

Wow, this had to be our most colorful week ever!

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

 

Mar25

We Love Eric Carle

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We Love Eric Carle

March 20 is Very Hungry Caterpillar Day so this week we are celebrating Eric Carle! Our sensory groups explored boxes related to some of his books. The fine motor groups made some very hungry caterpillars, and the language group made a tasty treat inspired by one of Eric Carle’s characters.

 

 

 

 

 

SENSORY GROUP

This box was filled with a variety of items related to some of the characters found in the books such as a plush brown bear, caterpillar, a firefly, dragon, play food, and some board books.

 

 

 

There were lots of things to discover and explore.

The squeaky cupcake turned out to be especially popular!

 

 

 

 

 

 

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

 

 

 

 

There was a picture of planet earth, a rooster, and two different sized scoops in our “Rooster sees the world” rice box. The rice was eye catching and made for lots of scooping fun!

 

 

 

 

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

 

 

 

 

The students sorted green pasta caterpillars and red pasta butterflies in “The Very Hungry Caterpillar” box.

 

 

 

 

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

 

 

 

 

We laminated some flowers from Eric Carle’s books and put them into our Tiny Seed box filled with birdseed. The flowers made the box very eye catching and the students loved the way the seeds felt on their hands! We also included a letter F to find.

 

Recognize and respond to different types of sensory stimuli.

 

 

 

 

Our “Grouchy Ladybug” pillow vibrated when squeezed and was a huge hit—–the students loved it!

 

 

 

 

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

 

 

 

 

For “The Little Cloud” box we made cloud dough, of course! Since the book’s illustration featured a face, we put in some Mr. Potato Head pieces for the students to play with.

 

 

 

The science access point recognize one or more external body parts can be addressed here.

 

 

 

 

There were 10 Little Ducks in our water pond this week. Some of them squeaked which added to the fun!

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

Since a very hungry caterpillar might want to snack on some leaves, we chose Bath and Body Works rain kissed leaves as our scent this week. The students really liked its light aroma.

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday we used an idea from Pinterest to make our hungry caterpillar.

First the students identified the color GREEN using communication symbols.

 

 

 

 

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

 

 

 

 

Then the students painted their paper plate crescent.

 

 

 

 

 

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

 

 

 

 

They added a cute caterpillar face (pre-made by our wonderful volunteers).

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

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

                                                              Some very hungry caterpillars!

 

 

 

 

On Wednesday the students made caterpillars out of paper plates we got a Dollar Tree—can’t beat the price!

First, we discussed the shape of our plates and had the students identify a circle using communication symbols.

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

 

 

 

 

 

The students used a circle punch to cut two red circles. They also identified the number 2 using communication symbols.

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

Then they glued the red circles on to some pre-cut yellow circles to make caterpillar eyes. We also asked the students to identify which circle was BIG and which was LITTLE.

 

 

 

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

 

 

 

 

After the students glued the eyes onto a red paper plate, they chose how many green plates they wanted to add to make their caterpillar bodies. They could add 1, 2, or 3!

Everything got stapled together!

 

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

 

 

 

 

 

TA DA!

 

 

 

 

 

 

                                                            More very hungry caterpillars!!!

 

 

 

 

LANGUAGE GROUP

This week, our language group made a snack that could be taken from the Eric Carle book, Walter the Baker.  In the book, Walter creates pretzels.  For our group, since making pretzels takes a lot of time, we decided to make a dipping sauce for some frozen pretzels.  Here is the recipe that we used: Let_s Make Pretzels and Dipping Sauce

While reading the book, our students had to locate the symbol TURN on their communication boards each time it was time to turn the page for the recipe.

We started out by putting some cream cheese into a bowl.  Our students indicated on their communication boards where the picture of the bowl was.  They also had to locate the word PUT on their communication boards.

 

 

 

 

 

 

 

 

Next, we added some butter.  Each student had to indicate the measuring spoon when compared to the measuring cup.  To help them out, we reminded them that the measuring spoon is smaller than the measuring cup.

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

 

 

 

 

 

Our students helped activate the switch to turn on the mixer and we mixed up the ingredients until they were smooth.  They had to locate MORE to indicate that we needed to mix it up more.  They located DONE when we were finished mixing.

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

 

 

 

 

Next, we added some powdered sugar.  Again, we had our students indicate what we would use to measure out a cup of powdered sugar: the measuring cup or measuring spoon.  We verbally prompted that we would need something BIG to use.

 

 

Again, the math access point recognize differences in sizes of containers that hold liquids, is addressed.

 

 

 

 

We added some vanilla extract to the mix.  Before we did, though, each student got to smell it.  We had some head turners who didn’t like the smell, but overall they liked it.

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

 

 

 

 

 

 

After we mixed that all together we added the heavy cream and mixed again until smooth.

 

 

 

 

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

 

 

 

 

While we were mixing, we put some frozen pretzel bites into the microwave to warm them up.

After everything was finished, our students got to enjoy some pretzels with dipping sauce once they indicated WANT on their communication boards!  It wasn’t too sweet either.

 

                                                                            Very yummy 🙂

 

 

 

We really enjoyed this week and hope you did too. Join us next time for more fun and learning—-Group by Group!

 

Jan21

Our 5 Senses

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Our 5 Senses

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

 

 

 

 

 

SENSORY GROUP

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

 

 

 

Recognize sources of light is a science access point.

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

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

 

Recognize objects that create sounds is a science access point.

 

 

 

 

 

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

 

 

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

 

 

 

 

 

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

 

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

 

 

 

 

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

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made a multi-sensory painting.

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

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

Track a falling object is a science access point.

 

 

 

 

 

 

 

TA DA!!!!!!!!!

We made some sensory art!!!

 

 

 

 

 

 

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

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

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

 

 

Associate quantities with number names is a math access point.

 

 

 

 

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

 

 

 

 

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

 

 

 

 

TA DA!!!!!!

This is our nervous system!!!!!

 

 

 

 

 

LANGUAGE GROUP

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

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

 

 

 

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

 

 

 

 

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

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

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

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

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

 

 

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

YUM!!!!!

 

 

 

 

 

 

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

Oct8

We Love Charlie Brown!

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We Love Charlie Brown!

The comic strip Peanuts first ran on October 2, 1950. So, this week it is all about Charlie Brown and his friends!  The sensory groups explored boxes related to some of the different characters in the comic strip. The fine motor groups made some colorful art projects and the language group made a Peanuts inspired treat.

 

 

 

 

SENSORY GROUP

We used plastic pine needles, a nod to the Charlie Brown Christmas special,  as the base of this box. Then we added some of the cartoon characters, a small Linus blanket, a laminated comic strip, a Great Pumpkin, and a voice output device with the theme song recorded on it!

 

Identify characters in a story is a language access point.

 

The Joe Cool sunglasses were a hit……

our students always rock a pair of sunglasses 🙂

 

 

 

 

 

This box contained chenille stems in the colors of Charlie Brown’s shirt. The students could bend them like the zig zags in his shirt.

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

 

 

 

 

 

In Snoopy’s box we put in some white Floam that the students could shape into clouds for a little laminated Red Baron to fly around in!

Recognize that the appearance of an object is a science access point that can be addressed here.

 

 

 

 

 

Linus’ blanket is SOFT and Schroeder’s piano is HARD. There were a variety of hard and soft items to compare and contrast in this box.

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

 

 

 

 

This box was dedicated to PigPen. We usually use coffee ground for anything that calls for dirt or soil but we had a little money to spend and bought this awesome clean play dirt from Beyond Play. This stuff is really cool and a lot like kinetic sand—-so you know we love it! We added some fun digging tools and a letter P cookie cutter. There was also a picture of the Peanuts characters to find at the bottom of the box.

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

 

 

 

 

 

Everyone loves Charlie Brown’s Great Pumpkin tv special so we chose pumpkin puree for our messy play this week. YES, we have done this before and it is truly messy but definitely a  different texture for the students to explore.  Some of the students loved it—–others not so much 🙂 There was also a laminated pumpkin to decorate with the orange goo.

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

 

 

 

 

 

There were different sized letter P’s to scoop up in our water play this week. For scooping we included a measuring cup and sieve shovel.

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

 

 

 

 

 

Peppermint swirl from Bath and BodyWorks was the perfect scent for our lotion and water play. This was a really strong scent that really permeated the whole room! We definitely think Peppermint Patty would approve.

Recognize one or more external body parts.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we borrowed an idea from http://whereimaginationgrows.com, it even came with the free printable silhouette we used—–how cool is that!

First we used communication symbols to identify the color of our paint this week.

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

 

 

 

 

 

 

 

We watered down the paint a little bit to make it easier to spread and then the students started painting their sunsets.

 

 

 

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

 

 

 

 

 

After they had finished painting, we helped the students glue down their silhouettes since copier paper was a little flimsy.

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

 

 

 

 

 

 

 

TA DA!

 

 

 

 

Charlie Brown and Snoopy—–best friends forever!

 

 

 

 

 

On Wednesday we were inspired by the Great Pumpkin and made our own pumpkin Patch!

First identified the color of our pumpkins using communication symbols.

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

 

 

 

 

 

 

 

Then the students used a switch operated LadyBug marker to make leaves and vines on  the background. It was a true group effort and the students had a blast!!!!

 

 

 

 

Share objects with a partner is a science access point.

 

 

 

 

 

We put the poster up on the table and gave the students regular green markers to finish make even more vines.

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

 

 

 

 

 

Each student then planted a big craft foam pumpkin on to the poster by gluing it DOWN.

 

 

 

 

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

 

 

 

 

 

TA DA!

We are ready for the Great Pumpkin!

 

 

 

 

 

 

LANGUAGE GROUP

This week we made a yummy treat that we think the crew of Peanuts would enjoy.  Here is the recipe we used: Let_s Make The Great Pumpkin Mousse!

We started by putting the vanilla pudding mix and some cinnamon into a bowl.  We smelled the cinnamon and talked about how it smelled sweet.

 

 

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

 

 

 

 

 

Next, we put a can of evaporated milk into the bowl.  Our students had to request if they wanted to help turn on the mixer.  We talked about if we were DONE mixing or if we needed to mix it MORE.

 

 

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

 

 

 

 

 

After it was all mixed up, we put the pumpkin puree in.  We observed how the color changed from yellow to orange.

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

 

 

 

 

 

 

Then we added some whipped cream next and stirred it all up.

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

 

 

 

 

 

 

 

 

We counted out the number of students and divvied up the pumpkin mousse.  We topped it with some more whipped cream and a bit of cinnamon and got down to the fun part—–TASTING!

After the students ate their pudding, they used communication symbols to tell us if they liked it or not.  The verdict was YUM!!!!

 

 

 

Thanks for joining us and come back again for more fun and learning——Group by Group!

Sep3

Making Our Year Magical

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Making Our Year Magical

Because our school is where magic happens every day, Disney was chosen as the school wide theme this year. Of course this is right up our alley and this week we went all out Disney with our activities! Our sensory groups explored boxes related to different characters. The fine motor groups made art projects with a Disney flair and the language group made a yummy treat you can buy when visiting Disney World.

 

 

 

 

SENSORY GROUP

This first box was filled with some Disney character figures, Mickey ears, a Minnie Mouse mirror box, and a magic wand. Lots of things to explore and discover in this box! Of course, the Mickey ears were particularly popular 🙂

The language access point communicate recognition of familiar persons or objects can be addressed with this activity.

 

 

 

 

 

The students had fun pressing Disney images into our Bippity Boppity Boo blue moon sand.

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

 

 

 

 

 

Our Prince Charming rice box contained some plastic knights in 2 different colors to match and sort. There was also a little horse and a picture of the prince to find at the bottom of the box.

Recognize 2 objects that are identical to each other is a math access point.

 

 

 

 

 

We put 2 stretchy toys to let the students practice being strong like Hercules! There was a soft starchy dog and a stretchy bug also vibrated when pulled apart——eliciting lots of giggles 🙂

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

 

 

 

 

 

Our Tinker Bell light box was a huge hit and very entrancing to the students. There were 3 strands of battery operated lights in the box so it REALLY eye catching!

Recognize a source of light is a science access point.

Pretty darn magical——–

                                           if we do say so ourselves 🙂

 

 

 

 

The fairy dust discovery bottles were also very intriguing to the students. They loved watching the glitter swirling around. Both shaking and rolling the bottles produced similar results.

Track objects in motion is a science access point.

 

 

 

 

 

We put some fluorescent paint into our oobleck to make it MAGICAL this week. It really looked pretty awesome under the black light. We also added a little glitter for some extra sparkle!

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

 

 

 

 

Hands were rinsed in Ariel’s mermaid lagoon! Along with a little mermaid toy, we put in a measuring cup for scooping fun.

The math access point recognize differences in sizes of containers that hold liquids can be addressed with this activity.

 

 

 

 

 

Our scent for the water play and lotion this week was Bath and BodyWorks One Thousand Wishes. We are not sure exactly what a thousand wishes smells like but the name kind of fit with our theme so— we went with it 🙂

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

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made some Mickey Mouse ears using paper plates!

First we identified our paint color using communication symbols.

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

 

 

 

 

 

 

Then we counted our paper plates and identified the number 2.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

Since we had two ears there was a lot of painting needed for this project, so we decided to use sponge brushes to get greater coverage.

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

 

 

 

 

 

We finished by stapling the “ears” onto  black paper plates (bought at the dollar store) with the center section cut out.

M I C —– K E Y

                                                           M O U S E!!!!

 

 

 

 

 

On Wednesday we made some magic wands!

The students got to choose a craft foam star and then identified the color using communication symbols.

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

 

 

 

 

 

Then the students decorated their stars using an assortment of stickers and putting them DOWN onto their stars.Peeling the backing off those stickers is a great way to practice pincer grasp skills!

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

 

 

 

 

 

TA DA!!!

                                           We going to make it a magical year!

 

 

 

 

 

LANGUAGE GROUP

This week, we made a cool treat that is actually sold in Disney World–a Pineapple Whip.  Here is the recipe that we followed: Let_s Make a Disney World Pineapple Whip!

We started by pouring in a small can of pineapple juice followed by 3 tbsp of honey.  We asked our students what we would use to measure out the honey: a tablespoon or a measuring cup.

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

 

 

 

 

 

We then added some frozen pineapple.  Each student got to feel the bag.  They conveyed whether it felt HOT or COLD.  Recognize the temperature of items, such as food, as cool or warm is a science access point.

 

 

 

 

Then we added the pineapple and some Cool Whip topping.

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

 

 

 

 

 

 

Our students then had to turn on the food processor using a switch.  Since it was a little runnier than it was supposed to be, we added some ice.

Observe and recognize a predictable cause-effect relationship related to a science topic is a science access point that can be addressed here.

 

 

 

 

 

Once it was all blended and smooth, we counted out cups for each of our students——-7 cups for 7 students! Each student had to request a cup of Pineapple Whip and also a spoon if they wanted one.

                                                          YUMMMM!!!

The language access point adjust body movement or nonverbal expression with prompting as necessary to communicate wants and needs is addressed here.

 

 

 

 

This year truly is going to be magical!

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

May21

Let’s Go To The Beach

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Let’s Go To The Beach

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

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

 

 

 

 

SENSORY GROUP

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

Track objects in motion is a science access point.

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

The students found them fascinating.

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

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

 

 

 

 

 

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

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

 

 

 

 

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

                                                here are a few more photos 🙂

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

 

Then the students painted their sea shells PINK!

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

 

 

 

 

 

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

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

 

 

 

 

 

TA DA!

Fabulous sea shells!!!

 

 

 

 

 

 

 

 

 

 

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

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

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

Then the students painted their crabs with bright YELLOW paint!

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

TA DA!!!

Such cute little yellow crabs!

 

 

 

 

They are super cute BUT…….

better watch out for those crab claws 🙂

 

 

 

 

 

LANGUAGE GROUP

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

We POURED 2 cans of sprite into a pitcher.

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

VOILA! We created our own Ocean drink!

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

 

 

 

 

 

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

Both the drink and the crackers were hits 🙂

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

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

 

 

 

 

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