We celebrated Mardi Gras this week! Our sensory group explored colorful green, gold, and purple boxes. The fine motor group made some festive party props. The language group led a parade around the elementary building handing out beads to their friends. It was a fabulous and fun week filled with smiles!
Green, gold, and purple are the colors of mardi gras and our rice this week. It is just the prettiest box—-one of our favorites! This rice was so colorful and VERY eye catching with 2 letter M’s and a sparkly crown picture to find!
The science access recognize that pushing and pulling an object makes it move an object is addressed here.
Speaking of fun—-what could be more fun than FEATHERS! Ticklish, floaty and completely irresistible——this box invites touch! Of course, there were things to discover such as masks, beads, clown figures—-and totally fabulous glittery sunglasses which turned out to be the favorite item in the box.
Our students certainly KNOW how to rock a pair of sunglasses!
Recognize common objects in the environment is a science access point that can be addressed here.
The students cut fleur d’lis shapes into the dough—–and then counted them of course!
The math access point associate quantities with number names can be addressed here.
Another irresistible box filled with color and fun!
Identify objects by one observable property is a science access point that can be addressed here.
We let the good times roll with some zydeco music recorded on a voice output device. There was a fabulous hat (thank you Dr. Hamilton) and a mardi gras shaker bottle to help the students get in the groove.
Everyone had a rockin good time 🙂
A yummy vanilla sugar scent was used in our water play this week. There was a big measuring cup and small spoon for scooping fun and a perfect way to address the math access point recognize differences in size of objects.
Use senses to recognize objects is another science access point that can be addressed in this activity.
Our students left the group smelling like sweet beignets!
This activity addresses the science access point recognize one or more external body parts.
FINE MOTOR GROUP
We started by squeezing glue into a large jar lid—-a great activity for hand strengthening!
Then the students dipped feathers into the glue and attached them to the mask. They chose which colors they wanted using communication symbols and we counted each feather as it was placed.
The math access points associate quantities with number names and indicate desire for more of an object can be addressed in this activity.
On Thursday we made some fun mardi gras shakers using small paper plates starting by discussing the shape of the plate and the number 3—–since we were going to count to 3 A LOT in this activity.
We have found that our students do really well with number and color identification when given a choice of two but have a tendency to go to the middle symbol when there is a choice of three—-but we are going to keep practicing 🙂
The math access point associate quantities with number names is addressed here.
Communication symbols were used to practice color identification, addressing the science access point identify common objects by one observable property, such as color.
Then we used the adaptive scissors to cut 3 pieces of crepe paper streamers—-mardi gras colors OF COURSE! The paper plate was folded in half and we used the electric stapler to staple the plate together and the streamers to the plate.
Activate a device that uses electricity and recognize a change in an object are both science access points addressed in this activity.
Take a look at the concentration and fabulous pincer grasp pictured here—–the OT is so proud 🙂
Again, the math access point associate quantities with number names is addressed here.
This project was a hit!
The plan was for the students to follow the directions “STOP” and “GO” while we all paraded down the hallways to the different classrooms—-it ended up a little like herding cats but we all had a blast anyway 🙂 The students handed out beads to all of the spectators who waved and cheered us on and we also gave some of our students voice output devices programed to ask, “do you want beads?”
The leader of the parade had a voice output device with zydeco music programmed on it and she was in charge of keeping the music going for the parade by activating the device. Our students did a wonderful job of walking together and giving out beads, of course with a few prompts here and there.