Tag Archives: voice output device

Mar8

Our Favorite Books

Posted on by
Our Favorite Books

We are celebrating National Read Across America which was on March 2 by talking about some of our favorite books! The sensory groups explored boxes related to different books. The fine motor groups made projects based on book characters and the language group made a tasty book themed treat!

 

 

 

 

 

SENSORY GROUP

National Read Across America is also known as Dr. Seuss Day, so a Cat in the Hat box was a must this week!

 

 

 

 

The students sorted red and white (the colors of the cat’s hat) pom poms.

 

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

 

 

 

 

 

 

 

 

 

 

 

Pete the Cat is another favorite cat around here!

 

 

 

 

 

 

Cookie cutter letters C A T and a cat shaped cookie cutter were used in blue moon sand.

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

 

 

 

 

 

 

 

 

 

 

 

 

This book themed box contained a variety of items to discover and explore such as a “Harry Potter” wand, truffula tree top (aka a cheerleader pompom), and a Goodnight Moon bunny.

 

 

 

 

We recorded a musical version of the Chicka Chicka Boom Boom story on a voice output and the students loved it but….

……the wand was the BIG hit!

 

 

 

 

 

 

 

Language access point: identify characters or objects in familiar stories.

 

 

 

 

 

 

 

 

 

Our colorful butterfly and caterpillar pasta was very eye catching.

 

 

 

 

 

 

There were 2 sparkly butterflies—–and one very hungry caterpillar 🙂

Math access point: recognize two objects that are identical to each other.

 

 

 

 

 

 

 

 

 

 

 

Charlotte’s web was made using silver garland.

 

 

 

 

 

 

We included 3 fluffy spiders. One of them vibrated after a string was pulled—so much fun!

 

 

 

 

 

 

Math access point: recognize objects that are the same size or color.

 

 

 

 

 

The students gave Aslan the lion (from The Lion, the Witch, and the Wardrobe) a fluffy shaving cream mane.

 

 

 

 

 

The students mixed in the yellow food coloring.

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

 

 

 

 

 

 

 

 

 

 

The Rainbow fish inspired our water play this week. We used Crayola bath drops to make the water really colorful and very eye catching!

 

 

 

 

There were lots of colorful fish and a funnel.

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

Bath and Body Works hot cocoa scented lotion had a really yummy aroma.

 

 

 

 

 

Definitely Willy Wonka approved!

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday, we channeled Harold and the Purple Crayon!

First, the students identified the color PURPLE.

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

 

 

 

 

 

 

 

 

 

Then, they drew their own purple masterpieces. For our students, the vibrant visual feedback and low friction make markers easier to use than crayons.

 

 

 

Some of the students used a switch to access their drawing tools.

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

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

See what we made………..with our purple markers!

 

 

 

 

On Wednesday, the students made Charlotte’s Web! We got this idea from Pinterest.

First, the students glued 3 words on their web.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

Next, they cut lengths of yarn and began winding it around the paper plate webs.

We precut notches in the plates to make things easier for the students.

 

 

 

 

Math access point: solve problems involving small quantities of actions using language, such as enough, took much, or more.

 

 

 

 

 

We added a little spider.

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

 

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

It’s Charlotte’s Web!

Radiant!!!!!!!!       Fun!!!!!!!!

 

 

 

 

 

 

Stupendous!!!!!!!

 

 

 

 

 

LANGUAGE GROUP

We made a treat that we think even Willy Wonka would enjoy!  Here is the recipe that we made: Let’s Make Willy Wonka’s Chocolate Mousse

We started by measuring out some heavy whipping cream.  We needed 1 1/2 cups so the student who HELPED had to LOOK at the measuring cup and indicate whether we needed MORE or we were ALL DONE measuring it out.  Then they poured it in the bowl.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

 

 

We had a few students HELP with the mixer using the wireless switch.

It’s so fun to watch our students who get all excited when they realize that they are the ones turning the mixer on 🙂

 

 

 

 

 

 

 

While we were mixing, we observed to see whether the whipping cream was THICK or THIN.  When it thickened up, we added some powdered sugar.

 

 

 

Our students had to indicate the 1/4 measuring cup by showing us the LITTLE measuring cup.

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

 

 

 

 

 

 

We used a new cooking tool this week: a sifter.  A student HELPED sift the cocoa powder into the bowl.  They seemed to like seeing the cocoa powder being PUT in the top and coming out the bottom.

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

We used the mixer again to mix it all up and the mousse formed pretty quickly.

 

 

 

 

 

 

 

 

 

 

 

We counted out cups for each student.  They requested some mousse and then we added some toppings.

 

 

 

 

Each student got just a little bit of whipped cream.  They had to request MORE or indicate that they were ALL DONE.  We did the same with the strawberries.

 

 

 

 

 

This was a great chocolatey treat!

 

 

 

 

 

 

 

 

 

 

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

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.

Mar8

Our Favorite Books

Posted on by
Our Favorite Books

We are celebrating National Read Across America which was on March 2 by talking about some of our favorite books! The sensory groups explored boxes related to different books. The fine motor groups made projects based on book characters and the language group made a tasty book themed treat!

 

 

 

 

 

SENSORY GROUP

National Read Across America is also known as Dr. Seuss Day, so a Cat in the Hat box was a must this week!

 

 

 

 

The students sorted red and white (the colors of the cat’s hat) pom poms.

 

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

 

 

 

 

 

 

 

 

 

 

 

Pete the Cat is another favorite cat around here!

 

 

 

 

 

 

Cookie cutter letters C A T and a cat shaped cookie cutter were used in blue moon sand.

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

 

 

 

 

 

 

 

 

 

 

 

 

This book themed box contained a variety of items to discover and explore such as a “Harry Potter” wand, truffula tree top (aka a cheerleader pompom), and a Goodnight Moon bunny.

 

 

 

 

We recorded a musical version of the Chicka Chicka Boom Boom story on a voice output and the students loved it but….

……the wand was the BIG hit!

 

 

 

 

 

 

 

Language access point: identify characters or objects in familiar stories.

 

 

 

 

 

 

 

 

 

Our colorful butterfly and caterpillar pasta was very eye catching.

 

 

 

 

 

 

There were 2 sparkly butterflies—–and one very hungry caterpillar 🙂

Math access point: recognize two objects that are identical to each other.

 

 

 

 

 

 

 

 

 

 

 

Charlotte’s web was made using silver garland.

 

 

 

 

 

 

We included 3 fluffy spiders. One of them vibrated after a string was pulled—so much fun!

 

 

 

 

 

 

Math access point: recognize objects that are the same size or color.

 

 

 

 

 

The students gave Aslan the lion (from The Lion, the Witch, and the Wardrobe) a fluffy shaving cream mane.

 

 

 

 

 

The students mixed in the yellow food coloring.

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

 

 

 

 

 

 

 

 

 

 

The Rainbow fish inspired our water play this week. We used Crayola bath drops to make the water really colorful and very eye catching!

 

 

 

 

There were lots of colorful fish and a funnel.

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

Bath and Body Works hot cocoa scented lotion had a really yummy aroma.

 

 

 

 

 

Definitely Willy Wonka approved!

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday, we channeled Harold and the Purple Crayon!

First, the students identified the color PURPLE.

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

 

 

 

 

 

 

 

 

 

Then, they drew their own purple masterpieces. For our students, the vibrant visual feedback and low friction make markers easier to use than crayons.

 

 

 

Some of the students used a switch to access their drawing tools.

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

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

See what we made………..with our purple markers!

 

 

 

 

On Wednesday, the students made Charlotte’s Web! We got this idea from Pinterest.

First, the students glued 3 words on their web.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

Next, they cut lengths of yarn and began winding it around the paper plate webs.

We precut notches in the plates to make things easier for the students.

 

 

 

 

Math access point: solve problems involving small quantities of actions using language, such as enough, took much, or more.

 

 

 

 

 

We added a little spider.

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

 

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

It’s Charlotte’s Web!

Radiant!!!!!!!!       Fun!!!!!!!!

 

 

 

 

 

 

Stupendous!!!!!!!

 

 

 

 

 

LANGUAGE GROUP

We made a treat that we think even Willy Wonka would enjoy!  Here is the recipe that we made: Let’s Make Willy Wonka’s Chocolate Mousse

We started by measuring out some heavy whipping cream.  We needed 1 1/2 cups so the student who HELPED had to LOOK at the measuring cup and indicate whether we needed MORE or we were ALL DONE measuring it out.  Then they poured it in the bowl.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

 

 

We had a few students HELP with the mixer using the wireless switch.

It’s so fun to watch our students who get all excited when they realize that they are the ones turning the mixer on 🙂

 

 

 

 

 

 

 

While we were mixing, we observed to see whether the whipping cream was THICK or THIN.  When it thickened up, we added some powdered sugar.

 

 

 

Our students had to indicate the 1/4 measuring cup by showing us the LITTLE measuring cup.

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

 

 

 

 

 

 

We used a new cooking tool this week: a sifter.  A student HELPED sift the cocoa powder into the bowl.  They seemed to like seeing the cocoa powder being PUT in the top and coming out the bottom.

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

We used the mixer again to mix it all up and the mousse formed pretty quickly.

 

 

 

 

 

 

 

 

 

 

 

We counted out cups for each student.  They requested some mousse and then we added some toppings.

 

 

 

 

Each student got just a little bit of whipped cream.  They had to request MORE or indicate that they were ALL DONE.  We did the same with the strawberries.

 

 

 

 

 

This was a great chocolatey treat!

 

 

 

 

 

 

 

 

 

 

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

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.

Jan24

Let’s Go On An Adventure

Posted on by
Let’s Go On An Adventure

Our theme this week is a really fun one. The book features students dressed for a variety of adventures so be sure to check it out. The sensory groups explored boxes related to the different scenarios depicted in the book. The fine motor groups crafted some fun art projects and the language group went on an adventure!

 

 

 

 

 

 

SENSORY GROUP

With bright stars, planets, and a rocket ship, our outer space umbrella really let the students feel like they were in space!

 

 

 

 

 

Very eye catching!

Science access point: recognize a space related object.

 

 

 

 

 

 

 

 

 

 

Joining the circus would be big adventure—-even more fun if you could be a clown!

 

 

 

 

 

 

Wood shavings formed the base of this box and a rake to move them around to discover a clown picture at the bottom.

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

 

 

 

 

 

 

 

 

 

 

 

Colorful dinosaurs of different sizes roamed around in dinosaur eggs (turquoise beans).

 

 

 

 

 

 

The students loved the feel of the beans running through their fingers

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

 

 

 

 

 

 

 

 

 

 

 

The students searched for buried pirate treasure in black kinetic sand.

 

 

 

 

 

There were lots of coins to count!

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

 

 

There were lots of Safari themed items including a jeep, camera, compass, binoculars, and jungle animals to find and discover in this box.

 

 

 

 

We also included a voice output device with recordings of jungle animal sounds.

Our students TOTALLY rocked the sunglasses!

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

A toy Superman flew around shaving cream clouds in our messy play.

 

 

 

 

 

 

 

Soft and fluffy——- so much fun!

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

 

 

 

 

 

 

 

 

 

 

 

Hands were rinsed in a small mermaid lagoon!

 

 

 

 

 

 

 

We also included a funnel and measuring cups for scooping fun.

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

 

 

 

 

 

 

 

 

 

 

Bath and Body Works ocean scent helped the students remember all the fun they had today.

 

 

 

 

 

Whether applied to arms, necks, or behind ears—-the students really loved the aroma!

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday, the students made super hero pictures using this template: super hero

First, the students identified the shape and color of our base paper.

Math access point: recognize objects with two-dimensional shapes.

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

 

 

 

 

 

 

 

Then, using tabletop or switch operated scissors, the students cut “buildings” from paper strips.

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

 

 

 

 

 

These pieces were glued down on to the base paper to make buildings.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

 

 

Next, they added a superhero to the scene.

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

 

 

 

 

 

 

 

 

 

 

TA DA!!! It’s a bird, it’s a plane,…………

 

 

 

 

 

 

…………..it’s a SUPERHERO!!!!!

 

 

 

 

 

On Wednesday the students became Mer-people 🙂

First, they identified our paint colors. We used regular paint and some colorful glitter glue (thank you Ms. Judy!)

 

 

 

 

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

 

 

 

 

 

 

Then, they used kitchen sponges covered with bubble wrap to stamp fish scales on giant tails! We reminded the students to stamp DOWN and UP.

 

 

Math access point: recognize a movement that reflects a spatial relationship, such as up and down.

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

 

 

Say hello to our Mermaids and Mermen 🙂

Let’s go on an ocean adventure!!!!

 

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We went on our own adventure this week during the language group.  It was snow day at our school, so our language group had to figure out challenges in order to get to the snow.

We used these challenges on the way: Adventure Challenges

Our students were stopped several times and had to answer questions about the different adventures that were in our book.  They had a visual prompt to help them out.  For instance, the first question was “what does a knight ride on?  A horse or an elephant”.

 

 

 

If students had difficulty answering the question, they had to request HELP.

 

 

 

 

 

 

Finally, we made it to the snow!  Students got to feel the snow.

 

 

 

 

 

They had to indicate if it was COLD or HOT.

 

 

 

 

 

They also got to choose whether they wanted to ride on a sled or an inner tube to get down the hill.

 

 

 

 

 

 

Once they were at the bottom, they indicated whether they LIKED it or did NOT LIKE it.

It was a really fun adventure!

 

 

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

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us!

 

Dec15

Winter Holidays Around The World

Posted on by
Winter Holidays Around The World

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!

Don’t forget to check your SPAM folder for a confirmation if you want to follow us.

Sep22

Which Dora the Explorer Character Can I Be?

Posted on by
Which Dora the Explorer Character Can I Be?

With the new Dora movie coming out, we are learning about the characters. The sensory group explored colorful boxes related to characters from the series. The fine motor groups made art projects inspired by characters and the language group went on a treasure hunt!

 

 

 

 

SENSORY GROUP

We found out that Dora came from Mexico so this box had rice in the colors of the Mexican flag—-red, green, and white! There were characters to go UNDER, AROUND, and THROUGH obstacles in this box.

 

 

 

Letters spelling D O R A could also be found as well as a map at the bottom of the box—so much to explore and discover!

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

 

 

 

 

 

 

 

 

 

 

A purple backpack is a character in the series. The students used plastic facial features to make faces in purple Bubber.

 

 

 

 

 

Of course, it was also fun to run fingers through Bubber’s silky texture.

Science access point: recognize the human body is made up of various parts.

 

 

 

 

 

 

 

 

 

 

In this box there were lots of items related to Dora including a backpack, compass, flowers, and a treasure box.

 

 

 

 

We also recorded the Dora theme song on a voice output device which got some of our students really moving and grooving 🙂

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

 

 

 

 

 

 

 

 

 

 

 

 

Instead of a box we used a purple backpack to hold 2 discovery bottles 🙂 One bottle contained Dora characters and the other bottle had animals—-like the ones her cousin Diego saves!

 

 

 

These bottles were really intriguing to the students. Also, just in case you were wondering—we hot glue the lids closed to deter curious hands.

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

 

 

 

 

 

 

It was fun to put the bottles in and out of the backpack!

 

 

 

 

 

 

 

 

 

 

 

 

Dora’s friend Bennie wears a colorful striped vest. There were lots of stripes—-of the colorful chenille type in this box. The students could line them up, twist them around, drape them over the box……

 

 

 

………..or hang them on a friend’s arm 🙂

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

 

 

 

 

 

 

 

 

 

 

 

Since Dora travels around the world we used a laminated picture of earth for our messy play.

 

 

 

 

The students swirled around fluffy shaving cream clouds!

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

 

 

 

 

 

 

 

 

 

 

Hands were rinsed under a waterfall made by a splitting water wheel.

 

 

 

 

 

 

This was a HIT!!!

Science access point: initiate a change in motion of an object.

 

 

 

 

 

 

 

 

 

 

 

 

Our lotion this week had a nice fruity aroma. We chose mango mandarin from Bath and Body Works because those fruits are grown in Mexico.

 

 

 

 

Our students are smelling really yummy this week!

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

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made a fox mask! We used purchased eye masks and this template: fox

First, we counted the eye holes in each mask.

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

Then, the students used popsicle sticks to scrape the black overlay to reveal rainbow colors underneath.

 

 

 

 

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

 

 

 

 

 

We finished by gluing the rainbow mask onto the fox mask  and…..

 

 

 

 

 

 

 

 

 

 

…………..TA DA!!!

 

 

 

 

 

 

 

Can you guess which Dora character we are pretending to be?

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made backpacks out of tissue boxes we covered with white paper!

First, the students chose which color marker for their backpack.

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

 

 

 

 

 

 

 

 

They used markers to decorate their backpacks—–some of the students used a switch to operate their drawing tools!

 

 

 

 

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

 

 

 

 

 

Time to add a one nose, one mouth, and………….

………….. TWO big googly eyes!

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

We taped some paper straps to the back of our backpack boxes.

 

 

 

 

 

 

TA DA!!!

Let’s go explore!!!!!!!!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We changed it up in our language group today.  Instead of making a yummy treat, we went in search of one!  We used a map, just like Dora, to look for our treasure.  We had to make sure and follow all of the directions on the map.

 

We saw on the map that the classroom was where we start.  Our students looked at the map to see where they had to go next: THROUGH the tunnel!

We really love this tunnel because it’s big enough for our kiddos in wheelchairs 🙂

 

 

 

 

 

 

 

Next, we had to go out of the gate and around the front of the school.

 

 

 

 

 

 

 

 

 

Then we had to figure out which was the right gate to go into.  Our students had to compare the gates to see which one matched the one in the picture on the map.

 

 

 

 

 

 

 

 

 

Once we went through the DIFFERENT gate, our students had to step on the circles that were down the hall.  Our ambulatory students got to step ON padded circles that squeaked while our wheelchair friends had to go OVER their circles.

One of our volunteers stepped on the padded circles as our wheelchair friends went by.

 

 

 

 

 

 

We had to check the map again to find WHERE to go next!

 

 

 

 

 

 

 

 

 

 

Next, we saw on the map that we had to find where the fish were.

 

 

 

 

 

 

Each student had to catch ONE fish before we could go on to the next and final step: the treasure!

 

 

 

 

 

Students had to look at the map one last time to find the treasure box.

They opened it and found………..yummy Golden cookies!!

 

 

 

 

Hope you enjoyed exploring with us this week! Join us next time for more fun and learning—–Group by Group!

Don’t forget to check your SPAM folder for a confirmation email if you choose to follow us.

 

Oct21

Florida Animals

Posted on by
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!

 

Sep23

Whoo’s Who at School

Posted on by
Whoo’s Who at School

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!

Don’t forget if you follow us, you HAVE to click on the confirmation email that gets sent to use (and be sure to check your SPAM folder because it sometimes ends up there).

 

 

 

 

 

 

 

 

Sep16

Cuba

Posted on by
Cuba

It is Hispanic American Heritage Month ! Ms. Judy, one of our SLP’s, recently visited Cuba and this inspired us to learn more about the country. The sensory group explored boxes related to facts about Cuba. The fine motor groups made art projects portraying symbols of the country and the language group made a yummy dessert that Cuban children might eat.

 

 

 

 

SENSORY GROUP

This box contained a variety of items related to Cuban symbols or culture. The base of the box was filled with paper shred in the colors of the flag—-red, white, and blue.

Everyone really enjoyed the authentic Cuban music that we recorded on a voice output device!

 

 

 

Some of the items we included were a guitar (playing music is a popular pastime), a baseball glove (favorite sport), mariposa petals (the national flower), orange (citrus is one of the crops), and a picture of Fidel Castro.

The social studies access point associate a picture with a place can be addressed here.

 

 

 

 

 

 

 

 

Cuba gained independence in 1898. Those numbers could be found in our red, white, and blue rice box.

 

 

 

 

 

There was also a map of Cuba to find at the bottom of the box.

Associate an object, picture, or symbol with a location is a social studies access point.

 

 

 

 

 

 

 

 

 

Cuba is known as very colorful country and we wanted to come up with a way to represent that, so we decided to use our multi-colored pasta.

 

 

 

 

 

The students practiced their fine motor skills by threading the pasta tubes on to chenille stems.

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

 

 

 

 

 

 

 

 

 

Since the country of Cuba resembles a crocodile from the air, in Spanish it is nicknamed El Cocodrilo” or “El Caimá”. Using our crocodile cookie cutter, the students made their own versions of the island in green kinetic sand.

 

 

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

 

 

 

 

In Cuba, most meals contain rice and often beans as well. Our box of black beans and rice contained a 4 letter C’s for the students to find. Running hands through sifting beans is always fun!

 

 

 

 

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

 

 

 

 

 

 

 

 

 

We tried to make our messy play resemble Dulce de leche by adding some cocoa powder to oobleck. Not an exact match but as close as we could get, and the students still had a great time!

 

 

 

 

So much drippy, goopy fun 🙂

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

 

 

 

 

 

 

 

 

 

There was a fishing boat and fish to catch in our water play. Fishing is one of Cuba’s industries.

Both the big and little fish could squirt water which added to the fun!

 

 

 

Recognize similarities and differences in size of objects is a science access point.

 

 

 

 

Sugar cane is Cuba’s biggest crop, so Bath and Body Works vanilla sugar seemed the perfect scent for this week. The students really seemed to like the sweet, yummy aroma!

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made a map of Cuba using puffy paint. Our homemade puffy paint was made with shaving cream, glue, and green paint. We pre-cut the islands out of cereal boxes using a map we downloaded as a guide.

First, the students identified the color of the puffy paint using communication symbols.

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

 

 

 

 

 

 

 

The students used foam brushes to apply paint. We found that dabbing the paint rather than spreading it around worked best. When the paint dries it will add a nice texture and 3-dimensional aspect to our project.

 

 

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

 

 

 

 

The island was then glued to a piece of blue paper and we added a pre-printed title.

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

 

 

 

 

 

 

 

TA DA!

 

 

 

 

 

 

 

The Republic of Cuba!

 

 

 

 

On Thursday the students made a Cuban flag.

First, the students identified a triangle—-one of the shapes found on the flag.

 

 

 

 

 

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

 

 

 

 

The students glued a pre-cut star  to a red triangle.

 

 

 

 

 

 

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

 

 

 

 

 

Then they cut 1 piece of white paper into 2 pieces using standard scissors, paper cutters or switch operated scissors.

 

 

 

 

 

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

 

 

 

 

The 2 white strips were glue ACROSS a sheet of blue paper.

Then the triangle was added to the flag.

 

 

 

 

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

 

 

 

 

Ta DA!

Let’s visit Cuba!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We decided to make Flan, a dish many Cuban children might like to eat! We used a Jello box mix picked up at the grocery store.

The students used communication symbols to indicate their desire to HELP pour the syrup into small cups.

 

 

 

 

 

We counted out how many cups we needed. There were enough for students AND staff—–of course! 🙂

Associate quantities with number names is a math access point.

 

 

 

 

We found the MIXING BOWL on our communication board and then PUT the dry Flan mix into a mixing bowl.

 

 

 

 

 

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

 

 

 

The students felt the measuring cup containing milk. It was COLD!

Recognize objects or materials as WARM or COLD is a science access point.

 

 

 

 

 

 

 

 

The milk was poured from a MEASURING CUP into the mixing bowl and we began stirring it up so the dry powder was absorbed.

 

 

 

 

 

Since the next step was heating the mixture up on the stove top, we left that to the adults!

The science access point distinguish between items that are wet and items that are dry can be addressed here.

 

 

 

We carefully poured the cooled mixture into the small cups and then put it in the refrigerator to set.

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.

 

 

 

 

 

 

Finally the Flan was ready! Fortunately we didn’t have to wait long—-Ms. Joi had actually whipped up a batch the day before. Just like they do on tv cooking shows 🙂

The cups were turned upside down into bowls!

 

 

 

 

 

 

 

 

Our tasters all agreed——-

 

 

 

 

 

 

 

Flan tastes very good——–YUM!!!!!!

 

 

 

We so enjoyed learning about the colorful country of Cuba this week and hope you did too!

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—-check your SPAM folder!

Sep2

Let’s Go On A Cruise

Posted on by
Let’s Go On A Cruise

Welcome back! We hope everyone had a fun filled summer. Cara, our SLP had an especially wonderful one—-she welcomed the most beautiful baby boy to her family! With Cara on maternity leave, Joi and Joy will be doing a little scrambling to fill her shoes—-so bear with us for the next few weeks until she gets back 🙂 Thankfully Ms. Robin and Ms. Nancy are also helping us out with communication supports!

For our first theme we are chose to feature photos from some of our teachers who were lucky enough to go on a cruise over the summer! Our sensory boxes focused on places you might go or things you might see on a cruise.  The fine motor groups made boat related art projects and the language group had fun comparing a cruise to Alaska and a cruise to The Bahamas.

 

 

 

 

SENSORY GROUP

With our vibrating massager and recorded cruise ship sounds on a voice output device our students got to experience some of the feel of being on a cruise. There was also a glittery ocean themed discovery bottle.

 

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

The vibrating tube was a big hit with the students 🙂

 

 

 

 

 

 

 

 

 

 

Tropical islands are popular cruise ship destinations. There were shells, a great big plastic foot for making footprints in the sand, some little palm trees, and a little crab hanging out on the beach.

The students found everything to be pretty intriguing!

 

 

 

The sifter spoon we included was especially fun!

The science access point track objects in motion can be addressed here.

 

 

 

 

 

 

 

 

Our Disney cruise box included a variety of Disney paraphernalia such as cartoon figures and a set of Mickey Mouse ears. We also put in some sunglasses, beads, and some play food! Lots to explore and discover in this box.

 

 

The language access point communicate recognition of familiar objects can be addressed here.

The Mickey Mouse ears were especially popular….

 

 

 

 

 

our students totally rock a hat 🙂

 

 

 

 

There were 2 polar bears ( thank you Ms. Caressa) and a little seal playing in the snow of our Alaska cruise box. There was also a small shovel for scooping fun.

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

Neon food coloring made this bright ocean blue play dough really eye catching! The students cut out boats and dolphins using cookie cutters.

 

 

 

 

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

This was an especially popular box this week!

 

 

 

 

 

 

 

 

 

 

We encouraged the students to make wavy motions in our shaving cream “ocean foam”.

 

 

 

 

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

 

 

 

 

 

 

 

 

 

Different animals might be spotted from a cruise ship, so we included a seal, dolphin, whale, and fun penguin strainer in our water play.

A little boat and measuring cup scoop added to the fun.

 

 

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

 

 

 

 

Bath and Body Works coconut scented lotion was a perfect end to our group this week. The students really liked the aroma.

 

 

 

 


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

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made cruise ship port holes using paper plates.

First the students identified a circle using communication symbols.

Recognize objects with two-dimensional shapes is a math access point.

 

 

 

 

 

 

 

They chose which color marker they wanted to use.

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

 

 

 

 

 

 

 

 

 

Then they used dot markers to decorate the front of their port holes. We asked the students to stamp UP and DOWN.

 

 

 

 

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

 

 

 

 

They identified their photos and glued them on to paper plates.

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

 

 

 

 

 

 

 

 

 

Adults stapled the 2 paper plates together and……

 

 

 

 

 

 

TA DA! Time to set sail!

 

 

 

 

 

On Thursday the students used corn syrup paint and this to make their art project: Cruise ship template

First, using communication symbols or AAC devices, they identified the color of the paper.

 

 

 

 

 

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

 

 

 

Next, they glued their ship DOWN on to the paper.

 

 

 

 

 

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

 

 

 

We poured some corn syrup (tinted with blue food coloring) over the paper and the students used their brushes to spread it around the paper.

 

 

 

 

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

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

Anchors Aweigh!

 

 

 

 

 

LANGUAGE GROUP

This week we asked the students to identify whether a presented item went with a cruise to The Bahamas or Alaska. The adults emphasized that in the Bahamas it’s HOT and in Alaska it’s COLD.  In addition to visual supports we used actual objects or models. The social studies access point associate a picture with a place is addressed in this activity.

Here are some of the questions we asked:

If you went to The Bahamas would you need a parka or a bathing suit?

 

 

 

 

 

 

 

 

 

 

If you went to Alaska would you need a hat to shade your eyes or to keep your ears warm?

Would you see polar bears or parrots in Alaska?

 

 

 

 

 

 

 

If you went to Alaska would you have a snowball fight or play in the sand?

What kind of food would you eat in the Bahamas—-Alaskan salmon or bananas?

 

Our students needed a few prompts in order to correctly identify some of the objects, but they did a pretty great job overall.  We think they’re ready to go on their own cruise!

 

 

 

 

 

 

It was a great start to the school year so join us next time for more fun and learning—-Group by Group!

Don’t forget if you follow us, you HAVE to click on the confirmation email that gets sent to use (and be sure to check your SPAM folder because it sometimes ends up there).

May20

Norway

Posted on by
Norway

This week we headed to the land of trolls and vikings—–Norway! Joy got to travel there last summer and shared some photos as well as a few goodies to put in the sensory boxes!

Since May 17 is Norway’s National Constitution Day, it was the perfect time for this unit. The sensory groups explored boxes related to facts about Norway. The fine motor groups made Nordic inspired crafts and the language group made a treat with fruit found in Norway.

 

 

 

 

SENSORY GROUP

Red, white, and blue rice represented the colors of the Norwegian flag. There were letter N’s and a map of Norway to find in this box.

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

The base of this box was red, white, and blue paper shred. Items associated with Norway filled the box including an actual flag, a viking ship, a troll, an elk, and a voice output device with music from Edvard Grieg—-a famous Norwegian composer!

 

 

The social studies access point associate an object, picture, or symbol with a location can be addressed here.

 

The hat was pretty popular 🙂

 

 

 

 

 

 

 

 

 

 

 

The national flower of Norway is the purple heather. Since we didn’t have a heather shaped cookie cutter we used a generic one for the students to use to make their own bouquets out of purple Bubber.

 

 

 

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

 

 

 

 

Trolls are another symbol of Norway. There were 3 different  laminated trolls to hide in our grey Floam mountain.

 

 

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

We used our green light box to represent the northern lights which are visible in parts of Norway! Some of the lights we used faded in and out which added to the effect—-while not as amazing as the real thing, we thought it looked pretty cool!

 

 

Recognize sources of light is a science access point.

 

 

 

 

Winter brings lots of snow to Norway—-so time for an Insta Snow box 🙂

We love this stuff!

 

 

 

 

We put in a couple of different sized scoops, so the students could build their own snowballs.

 

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

 

 

 

 

 

 

 

 

 

 

Our water play had lots of fun things this week! The students made their own waterfalls using the water wheel we placed here. We also included a little fishing boat and cute little whale to swim about.

 

 

 

The science access point track the movement of objects that are pushed or pulled can be addressed here.

 

 

 

 

We learned that aspen trees grow in Norway and since we had a Bath and Body Works products called caramel aspen, we decided to use that as our scent this week. Not sure it smelled like a tree but its sweet smell was popular with the students 🙂

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made trolls using this: troll template

First, they identified the color of their troll using communication symbols.

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

 

 

 

 

 

 

 

 

They squeezed glue on to their troll.

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

 

 

 

 

 

 

 

 

Then they spread the glue with a sponge brush.

 

 

 

 

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

 

 

 

 

We touched the yarn that we were going to use for the troll’s hair—-it felt SOFT!

 

 

 

 

 

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

 

 

 

 

 

 

 

 

Then they sprinkled pieces of purple yarn on to the glue. Some of our students had fun watching the yarn as it was drifted down on to the glue!

 

 

 

 

 

 

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

 

 

 

 

 

Ta Da!!!!

 

 

 

 

 

 

Trolls!!!!!!

 

 

 

 

 

On Wednesday the students made a Viking ship using this: viking ship

We also used this stamper we cut from a household sponge and attached to this acrylic freebie (we aren’t really sure what its original use was!).

 

 

 

 

 

 

 

First, the students identified the shape of the sail using communication symbols.

 

 

 

 

 

Recognize objects with two-dimensional shapes is a math access point.

 

 

 

 

We also identified the color of our paint.

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

 

 

 

 

 

 

 

 

 

The students stamped their sail one time and then we asked them if we needed to do 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.

 

 

 

 

 

Then the students applied glue to the sides of their boats and glued them to a paper towel roll.

 

 

 

 

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

 

 

 

 

The sail was added by slipping the mast (we used a straw) into a precut hole in the paper towel tube and TA DA…….

 

 

 

 

 

The Vikings are coming!!!!

 

 

 

 

 

LANGUAGE GROUP

We celebrated Norwegian Constitution Day during our language group this week since it fell right on the day that it’s celebrated in Norway!  We read that during this day, Norwegians eat a lot of ice cream, so we decided to make some of our own.  Here is our (very easy!) ice cream recipe: Let_s Make Strawberry Ice Cream

We started out by PUTTING French vanilla coffee creamer into the food processor.  Since there are only 2 (!) ingredients in this recipe, we only put in 1 cup of each ingredient at a time so that more of our students could help with the process.  Of course, if they wanted to help, they had to indicate HELP on their board as well as hold up their hand.

 

 

 

 

 

Then we added some frozen strawberries.  Each student got to feel the bag of strawberries first and had to locate COLD on their board.  We talked about how the strawberries were in the freezer and that was why they were so cold.

 

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

 

 

 

 

 

Four different students got to HELP PUT the strawberries in the food processor since it called for 4 cups.

 

 

 

 

 

 

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

 

 

 

 

After that, we put the top on the food processor and each student HELPED press the wireless switch to turn on the food processor.  Each time a student was ALL DONE with their turn, other students would have to indicate that the food processor needed to be turned on MORE.

 

 

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

 

 

 

 

Finally, we counted out how many friends we had so that we could get the same amount of bowls out.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

Each student had to request the ice cream by indicating WANT and/or EAT.

 

 

 

 

 

This recipe was enjoyed by all!!  We were surprised by how easy it was…and delicious!

 

 

 

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

Don’t forget if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!