Tag Archives: switch

Feb18

Valentines Day and Letter U

Posted on February 18, 2013 by jd785

Love is in the air with a Valentines Day was the theme for our Sensory and Fine Motor Groups this week. Our Language Group looked at words that start with Letter U.

Sensory Group—Valentines Day

Our first box was bursting with valentine related items including silk rose petals, beads, garland, assorted red ribbons, paper valentines, shredded paper, candy boxes AND hearts of all sizes and materials.

This box addresses the social studies access point of associating a celebration with an event. Comparing the varying textures addresses the science access point of identifying objects by observable properties.

The valentines in the box also give the students opportunities to attend to print materials by touching and looking, which is a language access point.

Red and white was the color theme of our next box. It was just SO pretty!

Shiny hard beads to compare to soft pom poms ( identifying objects by observable properties).

Also the opportunity to match items of similar shape (spheres) (the math access point of recognizing common three-dimensional objects ) or color ( the math access point of recognizing two objects that are identical to each other).

The beads, of course, are always fun to wear and shake around 🙂

Our discovery bottles filled with glitter, assorted small hearts, and beads were so colorful and eye catching! Lots of fun to shake and look at.

These bottles address the science access points of tracking the movement of objects that are pushed or pulled.

These bottles are a lot of fun to make (and a way to recycle juice and water bottles). We hot glue the lids shut for safety but still keep a close eye on the students as they are playing with them.

Our pretty pink cloud dough was so pretty and fun with our hearts and kisses cookie cutters.

Also included was a heart shaped scoop—we had a lot of fun finding items for this week’s theme 🙂

Recognizing common objects with a two-dimensional shape (hearts) is a math access point.

We used 4 cups of flour and 1/2 cup of cooking oil to make our cloud dough. Then we added some glitter and a couple of packages of kool-aide to get the pretty pink color. If you haven’t yet, you HAVE to make this stuff, it’s just SO COOL!!

Messy—–yes

BUT oh so worth it 🙂

Our pink and white rice is perfect for Valentines day. We put in some big glittery letters spelling the word of the day—-L O V E.

Again, an opportunity for our students to attend to print materials.

The students had so much fun either sifting their fingers through the rice (building tactile discrimination skills) or using the small spoon—–heart shaped, of course—-when we pick a theme we go all out 🙂

We mixed shaving cream and cake mix to make “chocolate mousse”. Our students were not quite sure what to make of this at first but then dived in and started exploring it. It had a nice aroma but for the most part the students refrained from sampling it.

This was a great medium to practice scribbling and prewriting patterns.

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

Messy hands were rinsed in “red hot cinnamon” scented water. We used body wash found at a clearance sale a couple of years ago and it really does smell like cinnamon scented candy!

With two different sized heart shaped measuring cups our students had so much fun scooping and pouring the liquid.

The different size cups helps address the science access point of recognizing differences in sizes of containers that hold liquids.

We finished with strawberry scented lotion—- a lovely reminder of our valentines celebrations.

As lotion is rubbed on arms its a great opportunity to provide some deep touch pressure which is calming and helps build body awareness. Additionally, it encourages social interaction.

Fine Motor Group—Valentines Day

On Tuesday we started by reading all about Valentines Day in Cara’s latest book using the voice output device to read the repetitive line. Our students have been practicing giving the voice output device to their neighbor and some of them are getting quite good!

Sharing objects with a partner is a science access point.

For our art project we made some beautiful hearts using paints in Valentines colors of red, purple, and pink. By chance, 3 of the adults wore matching shirts—-so of course we worked on some color identification!

Identifying objects by one observable property is a science access point 🙂

We counted out paper hearts (discussing the shape, of course, to address the math access point of recognizing a two-dimensional shape) and after the students had written their names on them, put them into a box.

Then using a spoon, we scooped a marble out of the paint and dropped it into the box.

Scooping up those marbles and dropping them into the box was a great eye hand coordination activity!

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

The lid was closed and it was time to shake, rattle and roll.

This clear box works perfectly for the activity because you can see, as well as hear, the marbles rolling around!

We are talking major fun and excitement here 🙂

This activity addresses the science access point of applying a push to move an object.

Using both hands to push or pick up the box addresses bilateral coordination.

TA DA!!

Pretty cool looking!

On Thursday we continued with our heart theme. We discussed the color and counted out hearts cut from red poster board.

We proceeded to decorate them with a variety of glittery craft foam stickers. Great for practicing pincer grasp skills and eye hand coordination.

If you also count the stickers—-more math,

and we love that!

TA Da!

So cute!!!!

We finished with a Valentines Party with LOTS yummy sweet cookies and cupcakes! Mealtime activities are wonderful opportunities to address social and self care skills as well as indicating a desire for “more” or “no more” which are math access points.

Of course with cupcakes and cookies, you are guaranteed lots of practice indicating a a desire for “more” 🙂

Language Group—Letter U

We started, as Usual, with Cara’s sound game.

Recognizing and responding to common sounds is a science access point.

Then we discussed different things that could be found in the Universe. We tossed around these planetary balls from our science closet and had fun trying to identify which planet they represented—and of course, got into a discussion on whether Pluto was a planet or not 🙂

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

Catching and throwing the balls addresses eye hand coordination.

We lifted Up a funnel and found some Ugly bugs!

UGH!!!

Recognizing objects related to science by name (such as animal) is a science access point.

We also Undulated around while singing along to the Ugly bug ball song 🙂

We finished by coloring an Unusual Unicorn (we found this by googling “free unicorn coloring pages”). For some of our students this is a perfect time for practicing using switches. For others who use standard coloring Utensils, it is an opportunity to practice coloring in a designated area.

Here are some of the U words we found today.

It was an Utterly (thanks to Joia, the OT intern for coming up with the activities) fun week.

Join Us again…….we will be just chilling Until next time

Group by Group!

Oct9

Week 6—Washington DC and the letter F.

Posted on October 9, 2011 by jd785

Week 6—Washington DC and the letter F.

This week Cara did not write a book, our Sensory and Fine motor groups read the book “Let’s Visit the President” from the Unique Curriculum.

Sensory Group—Visiting Washington DC

We recorded the sounds of a jet taking off and marine band playing “Hail to the Chief” on our voice output device to add an auditory component while reading our book. Other props included a dog house (from a line in the book). We used scratch and sniff cards with scents of oil and gas which might be associated with travels in a plane or car. We added the scent of cherry blossoms for our water play and lotion.

We had a collection of lighted toys to remind us of the varieties of flashing lights seen in a city. These were especially attractive to some of our students with a visual impairment and great for visual tracking.

We searched for big and little W’s in white rice and lima beans. We noted that the grains of rice were little, while the lima beans were big. These are all access points.

We finger painted the letter W in white shaving cream. The shaving cream (or any of our sensory box items) can be placed in a ziplock bags if oral exploration is an issue.

Our box of cherry blossoms was made by pulling the petals off dollar store silk flowers. Hidden among the blossoms were small people figures (there are lots of people in Washington) and inset puzzle pieces of cars, houses and airplanes. In addition to searching for the hidden treasures, our students loved picking up handfuls of the petals and watching them drift down (another great visual tracking activity). We got some lovely smiles as the soft petals drifted down over them.

Fine Motor Group—-Visiting Washington DC

We read “Let’s Visit the President” from the Unique curriculum and our students especially enjoyed the “jet” sounds made by the voice output device. Then we proceeded to make a map of the United States, identifying Washington DC and our state capitol.

First we used our adaptive scissors to cut our paper strips (with the words Washington DC and Tallahassee) and set them aside.

Our students chose which color paint they wanted to use by pointing to a communication board we made with some construction paper.

We counted out sheets of yellow construction paper and discussed its shape (rectangle) targeting math access points. We then painted (go fairly goopy on the paint) our students RIGHT hands with the paint color of their choice. Its important to paint the right hand. If you don’t, you quickly realize your mistake (as a couple of us did) when you proceed to the next step! We also found it helpful to assist our students with thumb abduction.

Before proceeding to the next step, turn the paper into a horizontal orientation with the thumb portion pointing downward.

We used our purple glue (made by adding food coloring to regular white glue) to help our students locate the approximate geographical locations of Tallahassee and Washington DC. Working on pincer grasps to pick up the paper, our students placed them on the glue. We continued to work on pincer grasp by counting and peeling off star stickers (one to one correspondence–a math access point).

The final product——TA DA!

On Thursday we read our book again and talked about who lives in the White House.

We cut out our sentence strips using a paper cutter and set them aside.

Next we counted out 2 white card stock rectangles (working on math access points). Then we glued a picture to each rectangle. We used glue that we colored with food coloring. The colored glue helps our students see where they have placed the glue and to identify where to place their paper. Squeezing the glue also helps build hand strength.

We glued our sentence strips to the appropriate photo. We added a highlighted “Who” to the White House photo. “Who” is a new word from our Meville to Weville reading curriculum.

We then glued the rectangles back to back onto a paint stick.

And the answer to the question is……….

President Barack Obama!

Our students really loved lifting their signs overhead and getting lots of Ta-Da’s for their efforts. Just so much fun!

Alphabet Group—letter F

We Fanned our Faces with battery operated Fans. Operating the fan addresses isolating thumb movements.

Next we went Fishing. We asked the students to Find Four or Five Fish. This activity works on shoulder stability, eye hand coordination, and graded motor control. It also addresses math access points and color identification.

For our students with motor differences we used a fishing set that had a soft, easily grasped rod with a velcro tip. By swiping their rod across the pile of fish, our students were easily able to catch their share.

For our Final activity our students Found Four pink dots and drew vertical lines From each dot. We like using markers because of their vivid colors, low friction which makes it easier to make marks, and the larger diameter allows for an easier grasp. This activity addresses math access points and handwriting skills.

Next, our students stamped Four Fragrant Flowers. Joy made the stamp by cutting a flower shape out of some leftover foam and used double stick tape to attach it to a dish scrubber purchased at the dollar store. The rounded handle of the dish scrubber makes it very easy to grasp. Our students had to remember to place their flowers at the top of the “stem” (working on spatial concepts) and to stamp just one flower on each stem, counting to 4 again.

Fabulous Fragrant Flowers!

For our students with significant motor difficulties, Joy attached a marker (using velcro) to a battery operated toy they could access via a pressure switch placed by their temples. As the toy moved around, our students were able to scribble along with their classmates.

This was a huge hit, and needless to say, everyone got a turn (or more than one) to join in the fun as seen in the picture here 🙂

Some of the Fantastic, Fabulous F words we Found this Friday—-so many we couldn’t Fit them all into the picture!

Join us next week as we make learning fun Group by Group.