National Popcorn Day

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We’re celebrating National Popcorn Day (1/19) this week by talking about different genres of movies.

Here’s the link to the book: Let’s Go To The Movies

There are so many genres of movies, like comedies, scary, adventure, and westerns, just to name a few.  We have students throughout the book who are models for the different genres.

Check it out!  What’s YOUR favorite genre?

 

 

 

 

SENSORY

Since we are celebrating National Popcorn Day, we had to include some popcorn!

There were figures representing different movie genres or movies that our students might have seen.

Social studies access point: recognize a person in a story.

 

 

 

 

 

 

 

 

 

Black kinetic sand was a great choice for this scary movie box!

Bat cookie cutters were a fun addition.

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

 

 

 

 

 

 

 

 

 

Queens in historical dramas usually have lots of gold and jewels.

Shiny beads and colorful discovery bottles looked a lot like the real thing!

 

 

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

Everyone got slimed with green “ghostbuster” oobleck!

 

 

 

 

 

 

 

Just as much fun as the movie.

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

 

 

 

 

 

Well it was a MYSTERY why we couldn’t tie any of our movie themes into water play—–

—–but we added some funnels, measuring cups, and called it done 🙂

 

 

 

 

 

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

 

 

 

 

 

Snow White herself would have approved of this scent.

Bath and BodyWorks apple bath gel and lotion added a sweet aroma to the week.

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

 

 

 

 

 

 

 

 

GROSS MOTOR

For the gross motor activity this week, students popped open as a kernel of popcorn would.

They started out in trunk flexion and transitioned into extension positions either in sitting or while laying on their backs.

While sitting in their wheelchairs or in supported sitting positions, they bent over and touched their toes then transitioned up into sitting with their arms above their heads.

 

 

 

 

 

 

 

 

 

While laying on their backs, they held their knees to their chest then popped opened into extension with their legs out straight and their arms above their heads.

 

 

 

 

 

Pop! PoP!! POP!!!!

 

 

 

 

 

 

FINE MOTOR

For project one, the students decorated a cowboy boot. We used this template: boot

First, they identified the color of their paper.

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

 

 

 

 

 

 

 

 

 

 

Then, they used cutting tools to snip colorful pieces of a wallpaper sample.

Science access point: recognize a change in an object.

 

 

 

 

 

 

 

 

 

Next, they glued the pieces to their boots.

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

 

 

 

 

 

 

 

 

 

TA DA!!!

Howdy partners!!!!

 

 

 

 

 

 

 

 

 

 

 

 

For project two, the students made a marble painted nebula and used this template: flying saucer

First, they identified the shape of their paper.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

 

Then, they scooped out 3 marbles from some watered down glue, dropped them down onto their paper, and shook the tray.

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

 

Next, they chose some glitter and it was time to shake, shake, SHAKE!!

 

 

 

 

 

 

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

 

 

 

 

 

 

We finished by adding a fun pink flying saucer!

 

 

 

 

 

 

TA DA!!!!

We love a good sci-fi movie!!!

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE

We did things a little differently than what we’re used to doing in the language group.  No worries!  We still had food, we just didn’t focus on it 🙂

We obviously made some popcorn because we’re celebrating National Popcorn Day.  Each student had to request a bowl if they wanted some.

 

 

 

 

 

 

 

 

 

Our students got to watch some short clips from different genres of movies.  While the movie was playing, we talked about different things that were going on that could give you a clue as to what the genre would be.

 

 

 

For example, the fairy tale had talking animals and a princess, the adventure had someone in a dangerous situation, and the holiday movie had Christmas decorations in it.

Each student got a chance to tell what genre of movie was just watched.  We used these symbols for them to choose from: movie genres.

This was a fun and easy activity!  Our students were able to see the differences between the  types of movies they can watch.

 

 

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Benjamin Franklin

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This week we learned about Benjamin Franklin!

Here is a link to the book: Let’s Learn About Benjamin Franklin

We learned some really neat things about Benjamin Franklin.  From some of his inventions to some of the different jobs he held.   We have our own Benjamin Franklin on the cover and a student hanging out with Ben on the back.

Enjoy!

 

 

 

 

 

 

 

 

SENSORY

Benjamin Franklin was one of our founding fathers, so we used red, white, and blue rice.

 

 

 

 

 

 

Students searched for letters /B/ and /F/.

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

 

 

 

 

 

 

 

 

 

 

 

This play dough activity was a nod to one of Benjamin Franklin’s inventions—-bifocals!

 

 

 

 

 

We used cookie cutters to cut out circles or roll the play dough into strips that they could turn into circles.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

 

 

 

We learned that Benjamin Franklin did experiments with light waves!

 

 

 

 

 

 

Our students conducted their own experiments with light toys.

Science access point: recognize sources of light.

 

 

 

 

 

 

So cool and so much fun! These were a total hit!!!

 

 

 

 

 

 

 

 

 

 

 

The students were encouraged to make or wavy lines like the ones in Benjamin Franklin’s wig 🙂

 

 

 

 

 

 

There made some pretty wild hair pieces 🙂

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

 

 

 

 

 

 

 

 

 

 

 

 

Some boats floated around in the water play this week.

Benjamin Franklin sailed across the ocean as our first ambassador to France!

 

 

 

 

 

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

 

 

 

 

 

Bath and Body Works cherry blossom lotion seemed a good choice for a patriotic unit.

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

 

 

 

 

 

 

 

 

 

GROSS MOTOR

For this week’s gross motor activity, the students participated in ball activities using balls that light up when moved.

 

 

 

 

 

 

Students enjoyed working on kicking, catching, throwing, rolling, and reaching for balls from sitting, standing, and kneeling positions.

 

 

 

 

 

 

FINE MOTOR

For project one, the students made a kite like the one Benjamin Franklin used for some experiments.

First, the students identified a diamond.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

 

After practicing drawing horizontal and vertical lines on the kites, the students decorated their kites using stickers.

 

 

 

 

 

 

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

 

 

 

 

 

 

Next, they chose which crepe paper streamer to use,  tore it into 3 pieces, and taped them to the back of the kite.

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

Ta Da!!!

 

 

 

 

 

 

 

Let’s go fly a kite…..

…..but stay away from lightening!!!!!

 

 

 

 

 

 

 

 

 

 

 

 

For project two, the students made some craft foam goggles. We used kits we had been given!

First, the students chose and identified the color of their marker.

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

 

 

 

 

 

 

 

 

Next, they used the markers to add some color to their goggles.

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

 

 

 

 

 

 

 

 

 

TA  Da!!!

 

 

 

 

 

 

 

Our Benjamin Franklin lookalikes 🙂

 

 

 

 

 

 

LANGUAGE

Since Benjamin Franklin did experiments with light, we decided to try out some glow in the dark experiments!  Here are the experiments we did:  Glow In The Dark Experiments

We started with Glowing Oil and Water.  Staff members heated up some water.  We talked about how the water felt WARM.  We PUT a little bit of glow in the dark paint into DIFFERENT bowls.

Students HELPED STIR the paint until it was completely mixed with the warm water.

 

 

Science access point: recognize objects or materials as warm or cold.

 

 

 

 

 

 

We PUT some vegetable oil in a plate.  Our students used droppers to drop colorful glow in the dark water into the vegetable oil.  We used the black light to see what happened with the oil and water. We observed that they did NOT mix together.

 

 

 

 

Science access point: recognize that people use observation and actions to get answers to questions about the experiment.

So neat to see all the colors!

 

 

 

 

 

Next, we made Glowing Volcanoes.  Our students HELPED PUT some baking soda into DIFFERENT cups.  We tried out both TALL cups and SHORT cups to see what the difference would be.

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

 

 

 

 

 

 

 

 

We PUT some glow in the dark paint in each cup and added a little dish soap as well.

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

 

 

 

 

 

 

 

Make sure to put the cups on a tray before you do this to prevent a big mess!

We PUT some vinegar in each cup and WOW!  The glowing eruption was so fun!  Very eye catching.

 

 

 

 

Science access point: observe and recognize a predictable cause-effect relationship related to a science topic.

 

 

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

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Birds

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We are learning all about bird habitats this week—-January 5 is National Bird Day!

Here is a link to the book: Birds Live In Different Places

The book takes a look at some of the different places birds live, such as by the sea, on the plains, in the forest, and near rivers and lakes.  The front and back of the book feature a couple of our students who found some birds of their own!

 

 

 

 

SENSORY

Our students became bird watchers with our forest umbrella. There were flowers and birds to find hidden in the leaves.

 

 

 

 

 

 

We recorded bird sounds on a voice output device to add to the experience.

Science access point: match living things with their habitiats.

 

 

 

 

 

 

 

 

 

 

 

 

Bird cookie cutters were used with yellow moon sand.

 

 

 

 

 

 

A variety of cookie cutters were used—-all fun bird shapes!

Science: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

 

We made “bird seed” boxes using rice and beans.

 

 

 

 

 

 

The students looked for letter /B/ and different birds.

Science access point: recognize that animals eat food.

 

 

 

 

 

 

 

 

 

 

 

There were more birds to find and “hatch” out of eggs!

 

 

 

 

 

 

Leaves and feathers added to the sensory component.

Science access point: uses senses to recognize objects.

 

 

 

 

 

 

 

 

 

 

 

 

Shaving cream made a fun snowy habitat for our penguins.

 

 

 

 

 

 

There were even some cute snowboarding ones 🙂

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

 

 

 

 

 

 

 

 

 

 

Ducks of different sizes inhabited our duck ponds.

 

 

 

 

 

 

We also included some measuring cups.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

 

 

 

 

We used Bath and BodyWorks rain kissed leaves for out scent this week.

 

 

 

 

 

 

The students liked the light scent.

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

 

 

 

 

 

 

GROSS MOTOR

The gross motor activity for this week was to mimic upper extremity arm movements to work on range of motion, strengthening, and body awareness.

 

 

 

Taking flight 🙂

 

 

 

 

 

 

FINE MOTOR

For project one, the students made birds out of large paper plates.

First, they identified a circle and a triangle.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

Then, they picked two different food colorings to add to their individual trays of shaving cream.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

They used spoons to swirl the food coloring around and put their paper plates on top. After they picked their plates up, they used the spoon to scrape the shaving cream off to see the colorful marble effect!

 

 

 

 

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

 

 

 

 

 

Next, they added a beak, googlie eyes, and some feathers.

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

 

 

 

 

 

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

Look at our colorful flock!

So cute 🙂

 

 

 

 

 

 

 

 

 

 

 

 

For project two, the students made owls (our school mascot) out of paper plates.

First, they identified a circle and a triangle.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

 

 

Next, they used markers to color both sides of their paper plate.

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

 

 

 

 

 

 

 

 

 

 

Adults helped the students fold the plates to make the wings and head. Then, the students added 2 eyes and 1 beak to their birds.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

TA DA!

 

 

 

 

 

 

 

HOOT HOOT HOOT

 

 

 

 

 

LANGUAGE

We made some edible bird feeders that our students could enjoy this week!  Here is the recipe that we used: Let’s Make Edible Bird Feeders

We started by each student requesting a plate and one pretzel stick.  Students were asked to indicate the shape of the plate.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

 

We had our students take turns PUTTING the next few ingredients INto the BOWL.  We started with Cheerios.  While measuring out a cup, we stopped pouring to see if we needed MORE or if we were ALL DONE pouring.  They then had to indicate WHERE we had to PUT the Cheerios (in the bowl).

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

 

 

 

 

 

 

Next, we measured out some sunflower seeds.  We talked about how 1/2 a cup is LESS than a full cup.

 

 

 

 

 

We added some raisins and mini chocolate chips next, again talking about WHERE we were going to PUT the raisins and chocolate chips once we finished measuring them out.

 

 

 

 

 

Finally, we had to STIR the ingredients up to mix them.

 

 

 

 

 

 

 

 

 

 

 

 

Each student got a spoonful of peanut butter and were asked to SPREAD it on only HALF of the pretzel rod.  They had to request HELP if they couldn’t independently spread the peanut butter.

Then they had to request some of the mix.  Each student initially only received a small amount of the mix.  They had to request MORE if it wasn’t enough.

 

ALL DONE!  They look just like real bird feeders except we can eat them!  Bird feeders aren’t just for the birds anymore 🙂

 

 

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Tropical Fruit Month

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December is Tropical Fruits month—-YUM!

Here is a link to the book: Let’s Celebrate National Tropical Fruits Month!

Our book takes a look at several different types of tropical fruit like papaya, star fruit, and pineapple.  We found out where they’re from and an interesting fact about each fruit.  We’ve got a couple of fruit loving students on the front and back as well.

 

 

 

 

 

 

 

SENSORY

Purple Slimy Sand reminded us of fruit pulp! This stuff has a really interesting texture—sort of like bubble gum.

 

 

 

 

 

We included some pictures of real tropical fruit.

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

 

 

 

 

 

 

 

This stuff was a hit!

Super, stretchy fun!!!!!

 

 

 

 

 

 

 

 

 

 

 

 

The students searched for letter /F/ in rice.

 

 

 

 

 

 

 

The colorful rice gave this box a tropical twist 🙂

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

 

 

 

 

 

 

 

 

 

 

 

The students got to make their own tropical fruit out of colorful Floam.

 

 

 

 

 

 

Yet another fun texture to explore.

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

 

 

 

 

 

 

 

 

 

 

 

 

There were different kinds of plastic fruit to push around in oobleck.

 

 

 

 

 

 

Very bright and eye catching!

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

 

 

 

 

 

 

 

 

 

 

More plastic fruit could be scooped out of water this week!

 

 

 

 

 

 

A fun way to practice scooping skills.

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

 

 

 

 

 

 

 

 

 

 

 

 

Bath and Body Works has a yummy pineapple scent that we used this week.

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

 

 

 

 

 

 

 

 

 

 

 

GROSS MOTOR

For the gross motor activity, students worked on reaching to pick up or grab fruit and place it in a container.  Students were positioned in supported sitting, unsupported sitting, kneeling, standing, or in adaptive equipment to reach for and grab fruit items (using both hands) and place them in a container on the opposite side (to practice crossing mid-line) or on the same side.

 

 

 

 

This activity works on head control, student visually finding objects in different fields of vision, reaching to grasp an object, grasping the object, crossing mid-line, and releasing an object into a container.  The activity also addresses balance in standing or sitting, as well as, working on weight bearing for students positioned in adaptive equipment.

 

 

 

 

 

 

 

 

FINE MOTOR

For project one, the students made pineapples using this template: pineapple template

First, they identified the shape of their background paper.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

 

Then, they practiced making diagonal lines on the bottom of the pineapple.

 

Math access point: indicate desire for more of an action.

 

 

 

 

 

 

Next, they glued their pineapples to the background paper and added the green topper.

Math access point: identify spatial relationships.

 

 

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

 

Pineapple yumminess!

 

 

 

 

 

 

For project two, the students made a stamped fruit collage.

First, the students identified a rectangle.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

Next, they stamped with star fruit……..

 

 

 

 

 

 

 

 

………….and apples.

 

 

 

 

 

 

 

 

We also used a few non-fruit items like a KOOSH ball………

……….and a bottle to add texture!

 

 

 

 

 

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

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

Colorful paintings to celebrate Tropical Fruit Month!

Fabulous!

 

 

 

 

 

 

 

 

 

 

LANGUAGE

We’re making some tropical fruit smoothies this week!  Here’s the recipe we used: Let’s Make Tropical Fruit Smoothies

We started by measuring 1 1/2 cups of pineapple juice and PUT it in the blender.  Pineapples are tropical fruits!  Each student got to taste a little bit of the pineapple juice.  When asked how the pineapple tasted, they had to indicate “yum” or “yuck”.

 

 

 

 

 

 

 

 

 

 

We then opened a can of coconut milk and measured it out to PUT in the blender.  Again, students got to try a little taste.  When asked how it tasted, they could indicate “yum” or “yuck” again.

 

 

 

 

 

 

 

 

 

Then we PUT 2 chopped up bananas IN the blender.  We talked about how when a fruit is chopped, there are LITTLE pieces.

Science access point: recognize a change in an object.

 

 

 

 

 

 

 

 

 

 

Our students added some frozen mango and frozen pineapple to the blender.  We talked about how when something is frozen it is COLD.

Science access point: identify ice as a solid.

 

 

 

 

 

 

 

 

 

 

Each student got to press the switch to turn on the blender.  Throughout the blending process they had to indicate whether the smoothies were DONE or if we needed to blend the ingredients some MORE.

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

 

 

 

 

 

 

 

 

 

Students had to request their smoothie in order to receive it.  They had to tell the temperature of the smoothie by indicating whether it was COLD or HOT.

 

 

 

 

 

Science access point: recognize objects or materials as warm or cold.

Makes us feel like we’re on a tropical island!!

 

Join us after winter break for more fun and learning—-Group by Group!

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