HERE IS A LINK TO THE BOOK: Let’s Learn About Sound And Light
We’re following the Unique theme this week and talking about light and sound. We learned that light does different things with different types of matter. We also learned that sound is a vibration that travels through matter. We have one of our students on the front enjoying some music and another student on the back enjoying the light room in our sensory room.
This week our theme complements the monthly Unique Curriculum unit for our students. The sensory group explored boxes filled with light or sound. The fine motor groups made thematic crafts and the language group did some light and sound experiments!
SENSORY GROUP
Our space blanket was both reflective and also made LOTS of noise as it was moved around.
The students had a blast!
Science access point: recognize that pushing or pulling makes an object move.
More photos because this was so much FUN!!!
Colorful pasta was not only eye catching but noisy, as hands pushed through to find letters L and S.
We used regular pasta, tri-colored pasta, and pasta of different different shapes that we dyed ourselves.
Science access point: match objects with similar observable properties, such as size, shape, color, or texture.
Our light box was made by hot gluing cut up plastic notebook dividers to the sides of a shoebox and then adding lights.
It really looked cool—–especially when we turned the overhead lights off.
Science access point: recognize a source of light energy.
We thought it would be fun to put some bubble wrap sheets in one of our boxes.
The students had fun pinching or squeezing the bubbles to make them POP!
Science access point: apply a push to move an object.
There were all sorts of LIGHT producing toys in this box.
Some of them could just be turned on but others needed to be moved to activate the lights—-so fun!
Science access point: distinguish between objects in motion and at rest.
This box contained a variety of SOUND producing toys including an accordion tube, shaker bottle, and a variety of musical instruments.
The students really had fun making noise 🙂
Science access point: recognize and respond to sounds.
We added pop rocks to our oobleck this week!
Noisy, messy play—-always a hit!
Science access point: track objects in motion.
A water wheel toy made our water noisy.
Watching the wheel spin and splash water was really fascinating!
Science access point: recognize the change in the motion of an object.
It was hard finding a scent to work with our theme this week but we dug through our stash of lotion and found one called Hello Sunshine which seemed a perfect fit—-the sun brings us light after all 🙂
It was a nice sweet scent that the students all liked.
Science access point: recognize one or more external body parts.
Since we were doing a unit on sound we HAD to bring out our big strips of bubble wrap to roll or run over!
As always, so many smiles!
Science access point: apply a push to move an object.
FINE MOTOR GROUP
On Tuesday we made sun catchers!
First, the students identified a circle.
Math access point: recognize a common object with two-dimensional shape.
Next, they began tearing yellow or orange tissue paper into small pieces.
Science access point: recognize a change in the external appearance of an object.
The tissue paper pieces were placed on clear contact paper.
Math access point: recognize when an object is added to a situation.
TA DA!!!
Look at our sun catchers!
Let the sunshine in!
On Wednesday, the students made shaker bottles.
First, the students identified a rectangle.
Math access point: recognize object with two-dimensional shapes.
Then, they used crayons to decorate a piece of paper.
When done, the decorated piece of paper was taped around a plastic bottle.
Science access point: recognize a change in the external appearance of an object.
They put a funnel in their bottle and poured some beads into it! The students loved watching the beads drop down.
It was also a great opportunity to practice using BOTH hands!
Science access point: track objects that fall to the ground.
Next, they added 3 jingle bells.
Math access point: associate quantities with number names.
An adult hot glued the cap on to the bottle and……
TA DA!!!
Shake, shake, shake, that bottle—-of course we sang along 🙂
LANGUAGE GROUP
We had some fun with light and sound experiments today!
Our first experiment involved us using sun sensitive paper (purchased from Oriental Trading). To use this, you put something on top of the paper, like a leaf or a cutout of a shape, and place them in the sun. The sun paper should change in color so that you can see the shape of whatever you placed on top of it.
We started out by each student choosing a cutout of an object that they liked out of a field of 2 cutouts.
Once everyone chose their cutout, each person made a prediction about if they thought this experiment would work or not.
All but one student made the prediction that YES, it would work.
We walked outside and found a bright and sunny place to put our papers.
While we were waiting for the paper, we played a sound game. Each student had a chance to take out one thing from a bag of small objects.
Once they picked their object, they had to drop it into a tin container.
They had to indicate whether the object was LOUD when it was dropped in the container or if it was QUIET. If it was loud, students used a sentence strip to indicate “I hear it”. If it was quiet, students used a sentence strip to indicate “I don’t hear it”. We had different objects like cotton balls, feathers, toy cars, and plastic animals.
When our sound game was over, we checked out the sun paper to see if it had changed color. It worked! The directions said to put the paper in some water for a minute and then lay it out to dry.
These turned out really cool!
We are getting ready to go on a bit of an extended spring break but be sure to join us again next time for more fun and learning—–Group by Group!
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This week we learned about winter celebrations in other countries. This compliments the student’s Unique Curriculum unit for the month. The sensory groups explored boxes related to different holidays. The fine motor groups made some colorful art projects used during the language group’s holiday parade and party.
SENSORY GROUP
On December 8, Buddhists celebrate Bodhi day. One of the ways they celebrate is to decorate a Bodhi tree with colorful lights.
We made a Bodhi tree umbrella using colorful lights and heart shaped leaves.
Science access point: recognize a source of light.
Hanukkah is known as the festival of lights during which, for eight days, a candle is lit on a menorah.
Wikki Stix are strings covered in wax—-just like candles! Since dreidels are also symbols of Hanukkah, we included some of them in this box.
Science access point: recognize that pushing and pulling an object makes it move.
Kwanzaa begins on December 26 and it celebrates African American heritage.
The students sorted pompoms in the colors of Kwanzaa—-black, green, and red.
Science access point: identify objects by one observable property, such as color.
Las Posadas is celebrated in Mexico. We put letters L and P in a box of rice in the colors of the Mexican flag.
There was a picture of a donkey to find at the bottom of the box.
Science access point: match objects by an observable property, such as shape.
Junkanoo is celebrated in the Caribbean with lots of parades and music.
There were feather boas, masks, and noise makers.
Parade music recorded on a voice output device added to the fun.
Our students totally know how to rock a look!
Social studies access point: associate a celebration with an event, such as a holiday.
Natilla Colombiana is often eaten during Navidad en Colombia.
We made our messy play version using oobleck dusted with cinnamon—-it is a shame it doesn’t taste as good as it looks 🙂
Science access point: apply a push to move an object.
In China they celebrate the winter solstice or Dongzhi festival. During the festival people eat Tang Yuan which are glutinous rice balls served in boiling water.
The students used a soup ladle to scoop 3 plastic “rice balls” out of warmish water.
Math access point: associate quantities with number names.
Our scent for the unit was Bath and Body Works winter candy apple. We chose the scent as a reminder of all the sweet treats people eat during the holidays.
The sweet scent was very popular!
Science access point: recognize one or more external body parts.
Like the people who celebrated the Hindu festival of Diwali we finished with some fireworks, although ours were of the bubble wrap kind 🙂
There were lots of giggles with this activity!
Science access point: observe and recognize a predictable cause-effect relationship related to a science topic.
The students had a BLAST!!!!!
So many giggles!!!!!!
FINE MOTOR GROUP
On Tuesday, the students made Diwali lamps out of paper plates.
First, the students identified the shape of their plate.
Math access point: recognize an object with a two-dimensional shape.
After choosing a color, the students used markers to color their plates.
Some of the students used a switch operated vibrating massager with a marker attached with velcro.
Science access point: recognize that pushing and pulling an object makes it move
Next, we folded the paper plates in half and glued a flame on top and……….
Ta Da!!!
Let’s celebrate Diwali!
On Wednesday, the students made colorful costumes to wear during the Junkanoo parade.
First, they identified the shape of their paper.
Math access point: recognize an object with a two-dimensional shape.
They used paper cutters and switch operated scissors to cut the paper into strips.
Science access point: recognize a change in the appearance of an object.
Then, they glued the pieces down on to another sheet of paper. Of course, we counted the pieces!
Math access point: associate quantities with number names.
Next, it was time to add glitter—–shake, shake, shake that glitter!
Singing our glitter song always makes it more fun 🙂
Math access point: recognize when an object is added to a situation.
TA DA!!!
There are a few more things that will be added later but…….
……….we are almost ready…………
for the Junkanoo parade!!!!!
LANGUAGE GROUP
We had a Junkanoo parade and holiday party this week and it was lots of fun!
Our language group students got to wear what they had made in the fine motor group earlier in the week.
Staff joined in also 🙂
Students got to shake rattles and we also had Junkanoo parade music playing as we walked along!
Students and staff lined the hallways.
We even had Santa Claus make an appearance.
One of our students wore the costume and he did an awesome job with the part 🙂
All the onlookers cheered as we went by!
Smiles were everywhere.
It was quite exciting and…….
………..so much fun!
After the parade, everyone gathered for some snacks, drinks, and socialization. Students used sentence strips that were located on the tables to indicate what they wanted.
They had lots of tasty choices!
They enjoyed dancing and taking pictures with their classmates and friends.
We had some great music that you might hear during a Junkanoo parade playing in the background.
Adults and students seemed to have a wonderful time celebrating all of the different winter holidays together!
It was certainly a fun filled week! Join us next time for more fun and learning—–Group by Group!
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This week our theme complements our students’ Unique Curriculum unit for the month. Our sensory groups explored boxes related to different science fields. The fine motor groups made science themed art projects and the language group performed some science experiments!
SENSORY GROUP
This box focused on Meteorology—the study of weather.
We had all the elements for a thunderstorm with a rainstick, fan, and thunder tube.
The rainstick was a hit!!!
Science access point: recognize different types of weather conditions.
Entomologists study bugs! There were all sorts of bugs to find in this box of slime.
The bright pink color was especially eye catching!
Science access point: recognize a model of a real object.
Ok, they were REALLY intrigued by this box so we HAD to add more photos 🙂
Since plants grow from seeds we thought a box full would be perfect for a box about botany! The students always love running their hands through the seeds—they have a really cool feel! Yes, they get everywhere but SO worth it 🙂
Hidden in the seeds were yellow and green fruits and vegetables.
Science access point: match objects with similar observable properties, such as color.
The students became little paleontologists digging for dinosaur bones in kinetic sand.
Two dinosaur molds were also included.
Science access point: apply a push to move an object.
Our space themed umbrella was a big hit. There were stars, planets, and a rocket ship to find!
We recorded an actual NASA countdown and rocket launch on a voice output device.
Science access point: recognize a space themed object.
Oobleck lava flowed down a laminated volcano in our messy play. So despite the fact that our “lava” ended up looking more like peppermint syrup, the students still had fun 🙂
Bath crackles added a fun sound element here.
Science access point: recognize that pushing and pulling an object makes it move.
The kinds of animals an oceanographer might study, including sharks and an octopus, were found in our water play.
We also included two different sized scoops.
Science access point: match living things with their habitats.
The oceanography theme was continued with Bath and Body Works ocean lotion. We also used the bath gel for our water.
Our students are really doing a great job using the communication boards to tell us where to apply the lotion!
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Tuesday the students painted with corn syrup. We used this template: beaker
First, we identified the shape of our background paper.
Math access point: recognize an objects with a two-dimensional shape.
The students painted their paper beakers using corn syrup tinted with blue food coloring.
We have done this technique before and always love the results!
Science access point: recognize that pushing and pulling an object makes it move.
TA DA!!!
Our science experiment is ready!
What did we just discover!!!!
On Wednesday we used our beaker template again but this time we painted with marbles.
First, we counted how many marbles we were going to use.
Math access point: associate quantities with number names.
Then, we scooped the marbles from the paint cups and put them IN the box.
Math access point: identify spatial relationships.
With the lid secure, it was time to SHAKE SHAKE SHAKE those marbles. We changed our glitter song words slightly and of course, lots of giggles ensued 🙂
Science access point: recognize that pushing and pulling an object makes it move.
TA DA!!!
Our experiments are ready!
We LOVE science!!!!!!!
LANGUAGE GROUP
We became scientists this week and did some experiments of our own. Of course, like real science experiments, they don’t always work out how you thought they would!
The first experiment we did was Fizzy Colors. We started by having a student request to HELP POUR a box of baking soda onto a tray.
The box was given to her and after she tried and could not open it herself, she was prompted to ask for HELP.
Our students poured some in. We checked the box and saw there was MORE to POUR so another student got to HELP.
After the baking soda was emptied, we had 4 DIFFERENT students HELP PUT some food coloring all over the baking soda.
We started with 10 drops of each color (red, blue, yellow, green) but found that more color had more of a reaction.
Finally, the fun part! Each student got to smell some vinegar–the faces indicated whether they liked it or not 🙂
Finally, the fun part! Each student had a TURN to drop some vinegar on the food coloring using droppers.
So much fun watching it bubble up! Again, more color and more vinegar results in more fun!
For the next experiment, we made Elephant Toothpaste. We started inside by pouring some hydrogen peroxide into a water bottle (teachers did this part). The hydrogen peroxide has to be at least 6%. We found, after looking in several places, that it is best to order this as it’s difficult to find.
We wanted to make 2 DIFFERENT elephant toothpaste experiments so we had our students choose which 2 colors we would make them. Each student voted on the color they WANTED and the top 2 colors were used: yellow and blue. Our school colors!
We added about 15-20 drops of coloring into each bottle and watched as the liquid inside changed colors.
Then we PUT some dish soap in, closed the bottles, and swished them around.
Next, we PUT 3 tbsp of warm water and one packet of dry yeast into a cup and stirred it up until it had a milky texture to it. We did this twice since we were making double the recipe.
Now for the experiment! We went outside because we had read that this can get messy.
We POURED the yeast mix into the hydrogen peroxide mix and watched what happened.
Not the result we expected so we may have to try this one again sometime. We found that sometimes, experiments don’t always go as planned 🙂
This whole unit was a blast—–we had so much fun and learned we really do LOVE science!
Join us next time for more fun and learning—–Group by Group!
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We are tagging onto the Unique theme this week and talking about machines. We learned that there are 6 simple machines and when you put 2 or more simple machines together, you can make a compound or complex machine. The book covers what the 6 simple machines are and also provide some examples of what they are. We have a student on the front and 2 students on the back who have jobs involving machines. See which machines they are by reading the book 🙂
Here is a link to the book: Let’s Learn About Machines
This goes along with the Unique Curriculum unit some of our students are learning about this month. The sensory group explored boxes related to different machines. The fine motor groups made machine themed art projects and the language group used machines to make a yummy snack.
SENSORY GROUP
School buses are machines that most of our students are familiar with. There were 2 different buses to find in the black beans of this box.
There was a small yellow school bus and a larger orange one—-which left us wondering where they drive orange buses!
Science access point: identify objects by one observable property, such as size or color.
Everybody loves trains! A train engine cookie cutter was included with blue moon sand so the students could stamp as many trains as they wanted!
Of course, they also loved the feel of the sand itself. Moon sand is so soft to the touch.
Science access point: apply a push to move an object.
Construction vehicles are popular machines around here! There were 3 different toy construction vehicles to rearrange some coffee grounds and dried beans.
There was a picture of a simple machine to find at the bottom of the box.
Science access point: recognize that pushing and pulling an object makes it move.
A much smaller machine—-a pencil sharpener inspired this box! The students had fun “writing” in sawdust with a big giant pencil!
There were also two different sized scoops included to add to the fun.
Math access point: recognize similarities and differences in size of objects.
Battery operated fans provided wind power…..
and lots of giggles 🙂
Science access point: indicate awareness of air moving.
A toy airplane flew around fluffy shaving cream clouds.
Science access point: recognize a model of a real object.
Hands were rinsed under a spinning water wheel.
Our water wheel is always a hit with the students.
Science access point: recognize one way people use water.
We added a twist to our scent this week. Special scratch and sniff cards that had oil and gasoline scents were presented first.
We all agreed we did not like these scents!
We then switched to pumpkin pie paradise from Bath and Works. Pumpkin pies are something you might use a machine to make 🙂
And much yummier smelling!
Science access point: recognize and respond to one type of sensory stimuli.
FINE MOTOR GROUP
On Wednesday we made some big trucks!
First, the students identified the shapes of our art materials.
Math access point: recognize objects with two-dimensional shapes.
Then, the students identified which rectangle was BIG and which was LITTLE.
Math access point: recognize differences in size of objects.
The rectangles were glued down on a piece of paper starting with the LITTLE one, then gluing the BIG one beside it.
Math access point: recognize a movement that reflects a spatial relationship.
Next, we counted out 3 bottle cap “wheels” and glued them to the bottom of the truck.
Math access point: associate quantities with number names.
TA DA!!!!
We love machines!
Keep on trucking!
On Thursday the students made a clothes dryers using this template:dryer template
First, they identified the shapes of our materials.
Math access point: recognize objects with two-dimensional shapes.
We gave the students a circular piece of paper with clothes drawn on it and asked them to color the clothing with different colors.
Science access point: identify objects by one observable property, such as size or color.
They glued their clothes circle on to a paper plate and then glued the paper plate and dryer clothes on to a large piece of paper.
Science access point: recognize a change in the appearance of an object.
TA DA!
We love machines—–
they help make our chores easier!
LANGUAGE GROUP
We used 2 different compound machines today when we made our recipe! Here is the recipe we used: Let’s Make Dirt Cups
We started by talking about what we were going to MAKE. One of our students was hesitant about this because of the name of the recipe, so we talked about the word edible again and students located EAT on their boards.
First, we PUT instant chocolate pudding mix into a BOWL.
We had to measure out 2 cups of milk. Each student felt the bottle of milk and indicated that it was COLD.
We had a pint of milk, so we measured out 1 cup and then had to measure out 1 MORE. We talked about how there are 2 cups in a pint.
We used our first compound machine, the mixer, to mix up the pudding. Each student got to HELP press the wireless switch to TURN on the mixer.
We got the pudding ready by mixing Cool Whip into it. The students helped stir the mixture and watched it change from a mix of colors to just one color.
We set the pudding aside and got out our 2nd compound machine, a food processor. We PUT 5 Oreos into the food processor and TURNED it on.
One of our students got to HELP PUT the Oreo “dirt” on the tops of each treat.
Each student got a small amount of the pudding mix. They had to request MORE.
This dirt is yummy!
We off for the next week for spring break but we will back after that with more fun and learning—–Group by Group!
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January 10 is Bittersweet Chocolate Day so this week we are all about CHOCOLATE! Our sensory groups explored chocolate themed boxes. The fine motor groups painted some sweet art projects and the language group made a very tasty chocolate treat! The students are learning about properties of matter with their Unique Curriculum this month and this unit complemented it quite nicely.
SENSORY GROUP
Chocolate comes from the cocoa bean. We didn’t have any cocoa beans on hand, so we substituted with coffee beans—-they look pretty similar.
The students searched for letter C’s in the beans.
Science access point: recognize objects that are identical to each other.
Pompoms were sorted into either a cute heart shaped candy tin for the BROWN chocolate ones or a white “candy dish” for the WHITE chocolate ones.
Of course, sometimes it was fun just to grab a handful and enjoy the pompoms’ soft and squishy texture!
Science access point: identify objects by one observable property, such as color.
Math access point: recognize a common three-dimensional object.
Our chocolate scented play dough was pretty realistic looking AND smelling!
The adults definitely kept a close eye on things with this box 🙂 The students cut “chocolate donuts” or made their own candy creations.
There was also a pastry wheel that made some fun patterns in the play dough.
Science access point: recognize a change in the appearance of an object.
Chocolate cake mix made perfect cloud dough! It was fun to scoop, mold, or squeeze through fingers.
A little messy, but a really fun sensory experience that smelled good too! The students were really intrigued with this box!
Science access point: recognize and respond to different types of sensory stimuli.
We wanted to add a little bit of color to this unit, so we brought out our colorful candy colored rice. There were some “cocoa” beans to find as well as play food candy, chocolate, and two different sized cookies. This rice was really eye catching!
Underneath the rice were pictures of chocolate candy.
Science access point: recognize the larger of two objects.
A little cocoa powder added to oobleck made for a fun chocolate river.
This was really MESSY but really FUN 🙂
Science access point: apply a push to move an object.
There was a little teapot and water wheel in our water basin this week.
Once the first student rinsed their hands, our water play turned into a chocolate fountain!
Science access point: recognize water as a liquid.
We couldn’t find any chocolate scented lotion, so we used a chocolate scented LipSmacker to apply our signature scent to wrists or behind ears.
Science access point: recognize one or more external body parts.
FINE MOTOR GROUP
On Wednesday the students made candy apples using purchased craft foam apple shapes!
First, they identified the color of their apples.
Science access point: identify objects by one observable property, such as color.
We mixed a little glue with the brown paint and painted our apples. The popsicle stick already taped to the apple made it easy to hold.
Science access point: recognize that pushing and pulling an object makes it move.
Then, we added some confetti sprinkles (the glue in the paint helped make sure it stuck) and of course, we sang our glitter song 🙂
Math access point: indicate desire for more of an action or object.
TA—-yummy—-DA!
Candy apples………
……they look good enough to eat!
On Thursday the students made chocolate chip cookies using paper plates.
First, they identified the shape of paper plate.
Math access point: recognize an object with a two-dimensional shape.
Then, they painted their paper plates with brown paint.
Science access point: recognize a change in the appearance of an object.
Next, the students let us know how many chocolate chips they wanted on their cookie.
Math access point: associate quantities with number names.
The pre-cut chips were added and the glue we had added to the paint helped them stick.
Math access point: recognize when an object is added to a situation.
TA DA!
Time for cookies!!!
LANGUAGE GROUP
We got to make a nice and chocolatey treat this week for language group. This week we made chocolate mousse using this recipe: let_s make chocolate mousse
**Words in caps are the words targeted on their communication boards**
We started out by talking about how we were going to MAKE chocolate mousse.
The first thing we did was PUT a box of instant chocolate pudding mix into the BOWL. Whichever student WANTed to HELP had to raise their hand and indicate HELP on their board.
Next, we PUT 2 tbsp of cocoa powder into the BOWL. Each student had to identify the tablespoon when presented with a cup and a tablespoon. They were told that the tablespoon was the LITTLE one. We talked about how using the wrong kitchen tool could ruin the recipe.
Math access point: recognize differences in sizes of containers that hold liquids.
For the final ingredient (only 3 ingredients…yay!) we PUT some heavy cream into the BOWL. This time, the students were presented with a cup and a 1/2 cup.
They were told to identify the BIG one.
Math access point: recognize a half of an object as part of the whole object.
Each student got a chance to press the switch to make the mixer TURN. Our mousse formed really fast, so each student just got a little chance to press the switch.
Science access point: observe an recognize a predictable cause-effect relationship related to a science topic.
When it was ready, each student got a small amount of mousse and no spoon. They had to indicate that they needed a SPOON and that they wanted MORE.
We think we’d all like to do a chocolate theme each week 🙂
Join us again next time for more fun and learning——Group by Group!
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This week our book focused on what some of the adults, such as the registrar, resource officer, and bus coordinator, do at school. Our sensory group boxes were themed around some of these jobs. The fine motor groups made thank-you cards and the language group passed these cards out to those featured in our book. This theme compliments this month’s Unique Curriculum unit on Community Leaders.
SENSORY GROUP
Our reading coach box had a base of paper shred—of course! We also put in some books, toy figures from books, and word cards. One of the books had buttons that made noise when pressed which made it quite popular with the students.
The language access point identify characters or objects in familiar stories can be addressed here.
Our registrar deals with lots of NUMBERS, so we put some numbers for our students to find in our blue and yellow rice. Blue and yellow are our school colors. There was also a picture of a school to find at the bottom of the box.
The math access point associate quantities with number names can be addressed here.
Our yellow play dough had blue confetti mixed in it. With school colors and a cookie cutter in the shape of our mascot, the owl, we decided to call this the ” Principal Play Dough”.
Apply a push to move an object is a science access point.
There were some toy medical items along with medicine cups and a little “student” in our school nurse box. Not only was the bear fun to take care of, but he made funny little noises when squeezed. The stethoscope, however, was the hit of this box!
Recognize a model of a real object is a science access point.
The bus coordinator’s box featured the letters B U S to find and a toy bus in our box of dried bean “gravel”.
Match objects by one observable property, such as shape, is a science access point.
To represent our lunchroom staff we went with some real food for our messy play this week—-jello! There were some play foods and a variety of play kitchen tools in the box and at the bottom was a picture of some healthy foods to eat.
This was definitely a messy box and not all our students were that enthusiastic about exploring it, but those who did had a blast!
Recognize a model of a real object is a science access point.
We are lucky enough to have swimming as part of our PE program at school. Our little miniature pool had some pool noodles, scoops, and a funnel. Lots of fun here!
Recognize differences in sizes of containers that hold liquids is a math access point.
Back to the cafeteria for our scent this week. We went with mango mandarin from Bath and Body Works.
It had a nice citrusy smell that students liked on their arms, hands, or behind ears.
Recognize one or more external body parts is a science access point.
FINE MOTOR GROUP
On Tuesday the students made thank you cards for the staff featured in our book.
First, we used communication symbols to identify the shape of our paper.
Recognize objects with two-dimensional shapes is a math access point.
Next, the students folded their paper in half to make a card. They had to press down along the edge to make a crease.
Recognize a change in the appearance of an object is a science access point.
Using a glue stick, the students adhered a piece of paper with the words “thank you for all you do to help our school” onto the inside of their cards. They had to turn the paper over so that it would stick!
Recognize when an object is added to a situation is a math access point.
The students used foam stamps to paint 2 different figures (a boy and a girl) onto their cards. With each stamp, we emphasized that they were to only stamp 1 time.
Associate quantities with number names is a math access point.
TA——thank you—— DA!
We made some super cute cards!
On Thursday the students made more thank you cards!
First, they identified the shape and color of our paper.
Recognize objects with two-dimensional shapes is a math access point.
Identify objects by one observable property, such as color, is a science access point.
Like our Wednesday group, the students folded their paper in half to make a card and pressed down along the edge to make a crease.
Recognize a change in the appearance of an object is a science access point.
Using a glue stick, the students adhered a piece of paper with the words “thank you for all you do to help our school” onto the inside of their cards.
Recognize when an object is added to a situation is a math access point.
Next, the students used markers to draw stems and vines onto the front of their cards.
Recognize that pushing and pulling an object makes it move is a science access point.
The students moved an empty plastic bottle UP and DOWN to stamp blue flowers. We have used this technique before and it is always a hit!
Recognize a movement that reflects a spatial relationship, such as up and down is a science access point.
TA DA!!!!
Fabulous thank you cards!
LANGUAGE GROUP
For this week’s language group activity, we handed out some of the thank you cards we made earlier in the week.
For our first stop, we visited the front office.
The students were instructed to GIVE the card to our honoree.
The phrase “thank you for all you do for our school” was recorded on a voice output device.
Everybody loved their cards!
We showed the students the cards we had left and asked them if we were FINISHED or if we had MORE to deliver! Everyone agreed there were more cards to hand out!
More cards meant MORE SMILES 🙂
Thank you for joining us this week for more fun and learning—–Group by Group!
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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!
One of our teachers recently took a trip to Peru and visited Machu Picchu—–how cool is that! Her trip inspired us to learn a little about the country of Peru! This theme also compliments the Unique Curriculum unit our students are working on this month. Our sensory groups explored boxes related to different facts about the country. The fine motor groups made art projects using symbols of Peru and the language group made a tasty Peruvian treat.
SENSORY GROUP
Machu Picchu is located in the Andes mountain range in Peru. Our students used Floam to make their own version of the mountains. We included 4 llamas a symbol of the country and domesticated by ancient Peruvians. Since we didn’t have any small llama figures, we just printed out some clip art pictures and laminated them—-it worked pretty well!
Associate quantities with number names is a math access point.
The colors of the Peruvian flag are red and white. In this box we included a variety of textures and objects in those colors. It was fun seeing what the different students gravitated towards.
Recognize and respond to different types of sensory stimuli is a science access point.
The vibrating sound activated crab was a particular favorite!
There were LOTS of giggles with this one 🙂
Copper mining is a major industry in Peru. Our copper colored kinetic sand is such a fabulous tactile experience for the students. There was a cookie cutter letter P but watching it run through fingers is always the preferred way to explore this fabulous stuff!
The science access point apply a push to move an object can be addressed with this activity.
Potatoes originally came from Peru—–NOT Ireland 🙂 Letter P’s and a map of Peru could be found in this box of potato flakes. Soft and slightly crunchy, an interesting texture that the students really loved!
The social studies access point associate a picture with a place can be addressed here.
Jaguars are another animal that can be found in the rainforests of Peru. There were 2 plush jaguars to find hidden in the colorful rainforest flowers. Some of the students loved the jaguars but others had a blast grabbing handfuls of petals and watching them drift down. A very eye catching box!
Match animals that are the same is a science access point.
Much of the Amazonian rainforest is located in Peru. Ms. Zenia, our fabulous OT intern, made this wonderful rainforest umbrella for us. Along with the sounds of the rainforest recorded on a voice output device, it was almost like being there!
Match common living things with their habitats is a science access point.
And some more photos because this umbrella was pretty cool…..
and our students are just so darned cute 🙂
We found out that you can see Humboldt penguins in Peru so we put some in our water play this week. Ok, so perhaps our birds are more of the Madagascar cartoon variety but sometimes you have you use what you have on hand 🙂
The science access point track objects in motion can be addressed here.
The world’s finest cotton comes from Peru so Bath and BodyWorks cotton scent was the choice this week. It was a nice aroma that our students really seemed to like. This part of our group really encourages students to use communication words, symbols, and gestures.
One of our students communicated his idea that the adults also needed to sample this lotion 🙂
Associate information or wants and needs with referent object, gestures/signs, pictures, symbols, or words is a language access point.
FINE MOTOR GROUP
On Tuesday our students made some Peruvian flags.
We started by talking about the shape of the flag and the students identified it using communication symbols.
Recognize objects with two-dimensional shapes is a math access point.
The students then used either a paper cutter or switch operated scissors to cut 2 rectangles.
Associate quantities with number names is a math access point.
After gluing the smaller RED rectangles onto a white piece of paper, they added the coat of arms to the middle. To find the coat of arms we enlarged one we cut out from a printable flag page we found using Google—–what would we do without Google! 🙂
Recognize a change in an object is a science access point.
Ta Da!
We love Peru!!!!
On Wednesday the students made some llamas using this: llama-template
First we counted how many students were in class so we would know how many llamas we needed!
Associate quantities with number names is a math access point.
Next the students painted glue onto their llama. We cut the llama’s out of orange poster board because that was the color we had on hand 🙂
The science access point recognize that pushing and pulling an object makes it move can be addressed here.
Then they sprinkled some precut yarn onto the glue. Great fine motor skill practice here!
Recognize a change in an object is a science access point.
Ta llama Da!
WOW look at our herd!
LANGUAGE GROUP
After reading the book, we brought our Amazon jungle umbrella around to each student.
We’ve had some voice output issues so the students got to hear some of adult’s versions of what animals in the jungle would sound like.
VERY realistic lol—-we are keeping our day jobs 🙂
After the umbrella, we made a Peruvian dish. This week we made Peruvian quinoa and cauliflower pilaf. Here is the recipe that we used, which was found on the website perudelights.com: lets-make-peruvian-quinoa-and-cauliflower-pilaf We did have to modify the amounts of each ingredient since we did not want to make a huge portion.
Cara roasted the cauliflower and cooked the quinoa the night before in order to make sure that the recipe could be completed during the time allotted for the language group.
Each of the students got to help MEASURE the ingredients and POUR them into the bowl.
When it came time to put in some lemon juice, each of the students got to try a little bit. We talked about how it tasted SOUR. Surprisingly, a few of our students went back for a second, and sometimes a third, taste!
Lemon is pretty popular with our kids!
We mixed all of the ingredients together and voila! A Peruvian meal! We counted how many bowls we needed and then served it up.
Our students really liked it! One of our students who typically doesn’t eat the snacks we make DID eat this one 🙂
Yay for Peru!
Hope you enjoyed learning a little bit about Peru. Join us again next week for more fun and learning—–Group by Group!