Tag Archives: adaptive scissors

Wyoming

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November 17 is National Hiking Day, so we are looking at the state of Wyoming—–a great place to go hiking! The sensory groups explored boxes related to facts about the state. The fine motor groups’ art projects were symbols of Wyoming and the language group made a yummy dip using pinto beans—the state food!

 

 

 

 

SENSORY GROUP

Since we are recognizing National Hiking Day, we had to include a hiking box with this unit! The box contained plastic pine branches and a “petrified wood” tree.

 

 

 

 

There was also a small backpack, compass, and sunglasses. We even included a plush grizzly bear and bison! Wolf howls were recorded on a voice output device. The students were pretty fascinated by the wolf sound we recorded on a voice output device.

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

 

 

 

 

 

 

 

 

 

 

Pinto beans are the state food of Wyoming!

 

 

 

 

 

The students had fun running their hands through this box of dried beans to find letter W.

 

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

 

 

 

 

 

 

 

 

 

Wyoming is known as the “cowboy state”. We put 2 horses, a cow, and a little cowgirl to find in this box of brown rice. There was a picture of a cowboy to find underneath.

 

 

 

 

 

Science access point: match animals that are the same.

 

 

 

 

 

 

 

 

 

Fossil Butte national monument has the richest deposit of fish fossils—-which we thought was pretty cool!

 

 

 

 

The students used plastic fish and bones to make “fossil” impressions in kinetic sand. We found a cool plastic frog skeleton that was also included in this box.

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

 

 

 

 

 

 

 

Wyoming gets a LOT of snow! Insta-snow is pretty close to the real thing—-it even feels a little cold!

 

 

 

 

A small shovel and measuring cup were used to practice scooping skills.

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

 

 

 

 

 

 

 

 

 

 

The snow capped Grand Tetons are one of our national parks. We had the students swirl shaving cream “snow” around a laminated Grand Tetons.

 

 

 

 

 

Lots of fun here 🙂

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

 

 

 

 

 

 

 

 

 

Yellowstone National Park is also located in Wyoming. One of the features of the park are the colorful prismatic hot springs.

 

 

 

To make our mini version, we used colorful Crayola bath drops and white craft foam (to simulate the crusty top of the springs). A measuring cup and small funnel added to the fun.

Science access point: track objects in motion.

 

 

 

 

 

The state tree of Wyoming is the Plains Cottonwood, so we chose Bath and Body Works cotton scent for this week.

 

 

 

 

As usual, the students used vocalizations, gestures, or communication symbols to indicate WHERE they wanted the lotion.

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made a bison using this template: bison

First, using communication symbols, we identified the color of the bison.

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

 

 

 

 

 

 

Then the students glued their bison DOWN on to a blue background.

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

 

 

 

 

 

 

 

 

Then, the students used either tabletop or regular scissors to snip small pieces of brown fluffy yarn.

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

 

 

 

 

 

 

The students applied some glue (with help as needed) to their bison then added yarn.

 

 

 

 

 

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

 

 

 

TA DA!!!!

 

 

 

 

 

 

Look at our herd of bison!

 

 

 

 

On Thursday the students made the Grand Tetons!

First, the students identified the color BLUE.

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

Then, they identified a TRIANGLE.

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

 

 

 

 

 

The students used paper cutters or regular scissors to cut out triangles. We discussed that triangles have 3 sides!

Math access point: recognize the sides of a triangle.

 

 

 

 

 

 

 

 

They glued their triangle “mountains” on to a blue background, then used glue spreaders to add glue to the top.

 

 

 

 

 

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

 

 

 

 

Time to add the snow! We enlarged the holes in the tops of some spice jars and filled them with fake snow. This worked pretty well but we found that it was better if we didn’t “pack” the snow into the container.

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

 

 

 

 

 

 

TA—-Grand Teton—– DA!!!!

 

 

 

 

 

 

Lets visit Wyoming!

 

 

 

 

 

LANGUAGE GROUP

Since the state food of Wyoming is pinto beans, we decided to make some pinto bean dip for our language group today.  Here is the recipe we used: Let_s Make Pinto Bean Dip

We started by PUTTING a can of rinsed pinto beans into a food processor.

The student who wanted to HELP had to indicate HELP on their communication board or verbally state that they wanted to HELP.

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

 

 

 

 

 

 

We had to turn the food processor on to get the beans mashed up a bit before adding the other ingredients.

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

 

 

 

 

 

 

 

Next, we PUT 2 tbsp of sour cream into the food processor.  The students were shown a tsp and a tbsp and had to indicate which one was BIGGER.

Math access point: associate quantities with number names.

 

 

 

 

 

 

We added the ranch seasoning mix next.  We talked about how we were using the SMALL measuring spoon.

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

 

 

 

 

 

 

 

After all the ingredients were PUT into the food processor, each student had a chance to TURN the food processor on until the ingredients were smooth. They always have fun with this part 🙂

Science access point: recognize that electrical systems must be turned on (closed) in order to work.

 

 

 

 

 

 

 

We PUT the dip into a microwaveable bowl and added a little bit of cheese.  The students indicated that we should PUT MORE cheese into the bowl.

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

 

 

 

 

 

 

 

 

One of our students helped TURN on the microwave.  We talked about how the dip would be HOT once it was done.

Science access point: recognize the temperature of items, such as food, as cool or warm.

 

 

 

 

 

 

 

 

After each student indicated that they WANTed to EAT, they got a spoonful of dip and some chips.

YUM!!!!

 

 

 

 

 

 

 

 

Join us 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, be sure to check your SPAM folder!

 

Candy Land

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Every kid’s favorite board game and perfect theme for the end of October—-Candy Land! The sensory groups explored boxes related to each of the characters in the game. The fine motor groups made candy inspired art projects and the language group hosted a Candy Land party. It was a super fun week!

 

 

 

 

SENSORY GROUP

Candy colored beans filled this King Candy box. There were letter K’s and C’s to find and match in this eye catching box.

 

 

 

Science access point: identify objects by an observable property, such as size, shape, and color.

 

 

 

 

 

 

 

 

 

 

The students used Mr. Potato Head pieces and purple Bubber to make their own Plumpy characters. We like how the Bubber feels a lot like circus peanuts, making it perfect for this unit!

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

Our snowflake umbrella is showing it’s age, but it still looked pretty with the glittery foam candy shapes we added. We think Queen Frostine would certainly approve!

 

 

 

 

The students had fun counting the gingerbread men and candy eggs that were hanging down.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

And a couple more photos—-they really liked this umbrella!

 

 

 

 

 

 

 

 

 

 

 

Red and black was the theme for Lord Licorice’s box.

 

 

 

 

 

There were hard beads and soft chenille stems to explore or sort.

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

 

 

 

 

 

 

 

 

 

A circle shaped cookie cutter was used to make “lollipops” in colorful rainbow kinetic sand.

 

 

 

So mesmerizing to watch the colors oozing together! The Lollipop Princess would just love this stuff 🙂

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

 

 

 

 

The character Gloppy is a big drippy fudge monster. With the addition of cocoa powder and some big googlie eyes, the students made their own Gloppy monsters!

 

 

 

Lots of drippy fun!

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

 

 

 

 

 

 

 

 

 

 

The students scooped out foam noodle “peppermints” in our water play this week. We also added Bath and Body Works peppermint scented bubble bath to the water for a totally Mr. Mint experience!

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

We used the matching peppermint scented lotion to leave our students smelling sweet as candy this week 🙂

 

 

 

 

 

This strong sweet scent really captured the students’ attention!

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made glittery paper lollipops!

First, using communication symbols, we identified the shape of our paper.

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

Next, the students painted glue on to the circle. The lollipop stick was already attached so that made it easier for the students to hold.

 

 

 

 

 

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

 

 

 

 

 

Then, it was time to “shake, shake, shake that glitter”.

We passed each color around so everyone got a little (or a lot) of each color 🙂

 

 

 

 

 

Science access point: recognize that the appearance of an object or material has changed.

 

 

 

 

TA—-lollipop—- DA!!!

 

 

 

 

 

 

SWEET!!!!!!!

 

 

 

 

 

On Wednesday the students made mini Candy Land boards—-and put themselves in the game!

First, we looked at a real Candy Land game board and identified its shape. The students used communication devices, verbalization, or pointing to communicate their answer.

 

 

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

Each student got to choose a different colored strip of paper. Of course, we asked them to identify the color of their strip using communication symbols.

 

 

 

 

Science access point: identify objects by an observable property, such as size, shape, and color.

 

 

 

 

Then, they cut on the lines to make squares. The students used regular scissors, adapted scissors, or switch operated scissors to cut their paper.

 

 

 

Math access point: recognize objects with two-dimensional shapes, such as a circle or square.

 

 

 

 

 

We divided up the different colored squares among the students so the students could start gluing them down on their “game boards”. Adults drew a curvy guide line with a pencil.

 

 

 

 

Math access point: recognize the next step in a simple pattern or sequence of activities.

 

 

 

 

Cute little gingerbread men (we traced around a cookie cutter to get the shape) with the students faces were added and……….Ta DA!!!

 

 

 

 

 

Let’s Play Candy Land!

 

 

 

 

 

LANGUAGE GROUP

We decided to have a little party during the language group this week.  The students in the language group got dressed up as the characters in Candy Land for a parade.

 

 

 

We talked about who was in the FRONT of the parade and who was in the BACK of the parade.

 

 

 

 

We made our way all around the elementary building,

and the crowd was pretty entertained!

 

 

 

 

 

 

 

 

 

Then we all joined together to have a little Candy Land party!

Students were able to request what they wanted to eat using picture symbol sentence strips.  They had to indicate “I want _____” in order to get what they wanted: M&Ms, Trix, chips, or a drink.

 

 

 

 

If they were not given a lot at first, they had to request MORE.

 

 

 

 

We practiced our social skills with our friends while listening to Halloween music and eating our snacks.

 

 

 

 

 

We had lots of fun all around 🙂

 

 

 

 

 

Everyone got to pose in front of the backdrop we used in our Candy Land book.

 

 

 

Say CANDY LAND!!!!!!!

 

 

 

 

What a great way to end the month, 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, be sure to check your SPAM folder!

Favorite Book Characters

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We are celebrating National Book Month by looking at some of our favorite book characters. Our sensory groups explored boxes dedicated to the characters featured in our book. The fine motor groups turned book characters into art projects and the language group made a yummy Very Hungry Caterpillar inspired treat.

 

 

 

 

SENSORY GROUP

There was a lot of dress up fun and giggles in our Fancy Nancy box. There was a fabulous feather boa, beads, and a variety of “fancy” sunglasses.

 

 

 

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

Yep, our students totally rocked this look 🙂

 

 

 

 

 

 

TOO CUTE……

and way too cool for school  🙂

 

 

 

 

 

 

 

 

 

 

 

Our Pinkalicious rice had some letter P’s to find, a large pink scoop, small pink spoon, as well as a picture of the character herself to find at the bottom of the box.

 

 

 

 

The students found the pretty rice very eye catching and as usual, loved running their fingers through it.

Science access point: track the movement of objects that are pushed or pulled.

 

 

 

 

 

 

 

 

 

Green Floam was used for our Babar box. We picked green to match the suit he wore. The students could make their own elephants or press an elephant shaped cookie cutter in to it.

 

 

 

 

Unfortunately, the cookie cutter didn’t work to cut out elephants like we had hoped but the students still had fun exploring the Floam 🙂

Science access point: recognize that objects can stick together.

 

 

 

 

 

 

 

 

 

There was a hungry caterpillar and some play food to find in this colorful box of pasta. The bright green caterpillars and red butterflies were very eye catching!

 

 

 

 

 

Science access point: recognize that animals eat food.

 

 

 

 

 

 

 

 

 

 

Cheerleader pompoms made great Truffula trees in this box dedicated to The Lorax. Bright, colorful and SO much fun to shake—–these are always a favorite with our students!

 

 

 

Lots of future school cheerleaders here!

 

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

 

 

 

 

 

 

 

 

 

 

Amelia Bedelia may not have been a very good maid, but she made fantastic pies!

 

 

 

 

 

 

The students had fun exploring the shaving cream “meringue”.

There were also a few giggles along the way 🙂

 

 

 

 

 

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

 

 

 

 

Foam letters that spelled R E A D were scooped out of our water this week.

 

 

 

 

 

Since one of our favorite book characters is Goodnight Gorilla, we used banana scented bubble bath from Walmart to scent the water.

Science access point: recognize that an object can move in different directions.

 

 

 

 

 

 

 

 

 

We used our World Market banana scented lotion this week.

 

 

 

 

They loved the yummy way is smelled when rubbed on hands, arms, or behind ears!

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made Where the Wild Things Are monster puppets using this: monster

First, we identified the shape of our monster face using communication symbols.

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

 

 

 

 

 

 

 

The students used scissors to snip around the circle to make monster “fur”. They used regular or adaptive scissors.

 

 

 

 

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

 

 

 

 

 

 

Time to add some MONSTER features—-nose, eyes, teeth, and horns!

 

 

 

 

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

 

 

 

 

 

Ta Da!!!!!!!!!!!!!!

 

 

 

 

 

 

Wild Things!!!!!

 

 

 

 

 

 

 

 

 

 

On Thursday the students made Babar crowns!

We started by squeezing white and black paint into a container.

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

 

 

 

 

 

 

 

The students mixed the paint together and saw that black and white mixed together make GREY.

Science access point: recognize a change in an object.

 

 

 

 

 

 

 

Next, using communication symbols, they chose how many elephants to stamp on their crown.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

We adapted a foam elephant stamp by hot gluing a plastic thread spool to it which made it easier for our students to use. The students stamped UP and DOWN on their paper strip.

A tiny gold crown was put on the head of one of the elephants to make him Babar!

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

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

The students loved their Babar crowns!

 

 

 

 

 

LANGUAGE GROUP

We’re back to making a delicious treat this week in the language group.  We were inspired by one of the foods that the Very Hungry Caterpillar ate: cherry pie.  We made our own rendition of it, though.  Here is the recipe that we used: Let_s Make Very Hungry Caterpillar Cherry Cheesecake

**Words that are capitalized were targeted on our recipe communication boards**

 

 

 

 

We started by PUTTING the cheesecake pudding mix into a BOWL.  The student who wanted to HELP PUT the mix in had to indicate HELP on their board.

 

 

 

 

 

 

 

 

Once the mix was in the bowl, we got some milk out.  Each student touched the milk and located COLD to describe how the milk felt.  2 students got to HELP measure the milk out.  After we PUT 1 milk carton into the measuring cup, we saw that it wasn’t enough milk and we needed MORE.  We PUT 1 more milk carton in and now saw that it was enough and we were ALL DONE with the milk.

Science access point: recognize the temperature of items, such as food, as cool or warm.

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

 

 

 

After a student poured the milk into the BOWL it was time to use the MIXER.  Each student had a TURN to press the switch to TURN on the mixer.

 

 

 

Science access point: recognize that electrical systems must be turned on in order to work.

 

 

 

 

Once the pudding was ALL DONE, we got the pie crust ready.  Students HELPed PUT the pudding into the pie crust.

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

 

 

 

 

 

 

 

One of our students helped open our can of cherry pie filling then each student got to taste a little bit of it.  They indicated on their board whether it tasted SWEET or SOUR.

We found that our students are not huge fans of cherry pie filling by itself 🙂

 

 

 

 

 

 

We topped the pie with the cherry pie filling and voila!

Each student had to indicate WANT EAT on their boards so they could have a piece of their pie.

 

 

 

 

 

Hope you enjoyed our post this week. Join us again 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, be sure to check your SPAM folder!

Florida Animals

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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!

 

Cuba

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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!

Sharky’s Band

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This was a really fun week! Not only were we excited about our original book, but the whole unit was a blast. To add to the fun, on Thursday it was Take your Child to School Day so we had a couple of extra special guests this week!

 

 

Our sensory groups explored boxes with an aquatic theme. The fine motor groups painted with corn syrup to make their watery art projects and the language group made a “fishy” treat!

 

 

 

 

SENSORY GROUP

Our undersea umbrella is one of our favorites and has a pretty magical feel. We recorded the song “under the sea” from the Little Mermaid on our voice output device which added to the experience!

 

 

 

 

Match living things to their habitats is a science access point.

 

 

 

 

 

Sharky’s band box featured a cute shark puppet, a lighted sea urchin toy,  and plush crab that made noise when squeezed. Of course, we included some musical instruments such as a ukulele, tambourine, and a colorful wooden noise maker—–this box was lots of fun!

 

The science access point recognize and respond to common sounds can be addressed here.

Here are a few more photos——

 

 

 

 

 

 

————-there was so much to explore!!!

 

 

 

 

 

This box was filled with color! The students molded pink Floam to make their own coral reefs. A sea turtle, fish, and octopus  could be added to the scene.

 

 

 

 

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

 

 

 

 

 

We thought that our kinetic sand was a little like the sandy bottom of the ocean! There were a variety of “fishy” play dough stamps, sea shells, and a starfish  to press into the sand.

 

 

 

 

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

 

 

 

 

 

There were 3 ocean themed discovery bottles that were very intriguing to the students—–very eye catching! Various items were in each bottle, including a toy submarine, some toy crabs, plastic fish, and a little toy submarine.

 

 

 

Track objects in motion is a science access point.

We also included some ocean blue pom pom yarn which was  a hit with some of the students 🙂

 

 

 

 

 

 

 

 

 

 

The students made waves or practiced writing the letter S in the “ocean foam” shaving cream tray.

 

 

 

 

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

 

 

 

 

Our miniature ocean featured some plastic “kelp” strands, a shipwreck, a glowing octopus, and a couple of cute fish. The students found the kelp particularly intriguing!

 

 

 

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

 

 

 

Our little ocean also featured bubbles which were totally giggle producing!

 

 

 

 

 

Track objects in motion is a science access point.

 

 

 

 

Bath and Body Works has an ocean scent so of course we used it this week. Not sure if it actually smells like the ocean but it was pretty popular with the students 🙂

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made a Sharky picture using this: shark

First, we identified the shape of our paper using communication symbols.

 

 

 

 

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

 

 

 

 

The students squeezed glue to the back of their shark……

 

 

 

 

 

 

…………..and then patted it DOWN on to their paper.

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

 

 

 

 

 

 

 

 

A googlie eye was added. This is an opportunity to work on pincer grasp or index isolation skills.

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

 

 

 

 

 

 

 

Then the students used paint brushes to spread corn syrup (tinted with food coloring) around their paper. When the corn syrup dries it still looks shiny and wet—–very cool!

 

 

 

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

 

 

 

 

Some of the students used our adaptive paintbrush made by taping a regular brush to a wooden paint stirrer. While we helped keep the brush stabilized, the students actively moved the paintbrush around.

 

 

 

Again, recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

Hello Sharky!!!

 

 

 

 

 

 

 

 

 

On Wednesday the students colored some pop up cards Ms. Kim gave us—-perfect for our unit!

First the students identified the shape of their cards using communication symbols. They also identified the color of out corn syrup!

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.

 

 

 

 

 

The students used crayons to color the details of the card.  When needed, adults helped the students differentiate different features and encouraged the use of different colors.

 

 

 

Recognize parts of objects is a math access point.

 

 

 

 

 

After they had finished coloring, the students added some of the colored corn syrup for a watery feel. They also added a picture of themselves wearing a mask and snorkel—-it looked super cute!

The math access point recognize when an object is added to a situation is addressed here.

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

 

Splish splash under the sea!

 

 

 

 

 

 

LANGUAGE GROUP

We made a snack that we think Sharky and his band would really enjoy!  This week, we made an ocean in a cup.  Here’s the recipe we used: Let_s Make An Ocean In A Cup

We started out by putting vanilla pudding mix and milk into a bowl.  Each student got to feel the milk before we poured it in.  They had to indicate on their communication boards whether it was HOT or COLD.

 

 

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

 

 

 

 

For the students who put the ingredients in the bowl, they had to first indicate HELP to inform that they wanted to help out.

 

 

 

 

 

Our students are getting better and better at using their communication boards!

 

 

 

 

 

Next, we added some blue food coloring to the ingredients.  Each student got to look in the bowl before we began mixing.  We talked about how it would look DIFFERENT once it was mixed.  The symbol for ‘different’ was modeled by adults.

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

 

 

 

 

 

Each student got to HELP turn the mixer on.  They had to indicate MORE to inform that more mixing was needed and ALL DONE to indicate that no more mixing was necessary.

 

 

 

 

Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more is a science access point.

 

 

 

 

Next, each student helped crush some graham crackers.  Again, the word DIFFERENT was used to show how the graham crackers looked once they were crushed up.

The science access point recognize a change in the appearance of an object, is addressed here.

 

 

 

 

 

Then we counted out how many cups we needed.  Each student got to have their cup right in front of them.  They each PUT some of the graham cracker “sand” in their cups.

 

 

 

Associate quantities with number names is a math access point.

 

 

 

 

 

We added 3 spoonfuls of pudding “ocean water” into the cup next, counting each spoonful as they were scooped out.

 

 

 

 

 

Finally, each student got 3 gummy fish.  They had to put each of them in their cup.  This required some prompting since each student wanted to put the fish directly into their mouths 🙂

Done!  It looks like an ocean in a cup but sure doesn’t taste like one 🙂  YUM!

 

 

 

 

 

 

 

 

We think we pulled off another great week!

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

South Africa

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We are traveling again this week—-all the way to South Africa! Cara recently got to visit her sister who lives there and brought back amazing photos, some of which we used in the book this week. The sensory groups explored boxes related to facts about South Africa. The fine motor groups crafted symbols of the country and the language group made a South African inspired treat.

 

 

 

 

SENSORY GROUP

It takes a VERY long plane ride to get to South Africa! Our students got to get a little of the airplane experience with our vibrating tube and jet sounds recorded on a voice output device.

 

 

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

 

 

This vibrating tube was really popular!

 

 

 

 

 

The students LOVED it!!!

 

 

 

 

 

South Africa is known as the “Rainbow Nation” due to the variety of cultures and languages spoken there. We included fluffy chenille stems and sparkly beads in the rainbow of colors found in the South African flag.

 

 

Match objects with similar observable properties, such as color, is a science access point.

 

 

 

 

 

Gold is one of the countries natural resources. We included S and A cookie cutters in this box of gold kinetic sand. While stamping the letters was fun, nothing beats watching the kinetic sand ooze and move through fingers. We still love this stuff 🙂

 

 

 

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

 

 

 

 

 

Going on a safari is one of the highlights of a South African vacation. We included a variety of animals you might see while on safari—-and some binoculars to see them better! There was also a play camera, some sunglasses, a cheetah headband, and a fun lion visor. Lots of fun with this box!

 

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

 

 

 

 

You can see penguins on the beach there—-how cool is that!!! We put a couple of cool penguins and a fun sifting spoon in this box. There was also a picture of a penguin to find at the bottom of the box.

 

 

 

Match living things with their habitats is a science access point.

 

 

 

 

 

We learned that kids in South Africa like to eat candy called Fizzers. We decided to make our own—— SORT OF! We added pop rocks to our oobleck to make it sound “fizzy”, kind of a stretch but the students thought it was fun 🙂

 

 

Use senses to recognize objects is a science access point.

 

 

 

 

There are lots of different animals to see along the coast including whales and sharks like the ones we put in our water play this week. Our little whale was extra special because it lit up when placed in the water—-very eye catching!

 

 

Match living things with their habitats is a science access point.

 

 

 

 

 

Citrus crops are grown in South Africa so we chose Bath and Body Works orange scent for this week. The students thought the scent was pretty yummy!

 

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students used this for their art project: springbok

First, they identified the color of our paper.

 

 

 

 

 

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

 

 

 

 

Then they used adaptive tabletop scissors to fringe the edge of their paper into “grass”.

 

 

 

 

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

 

 

 

 

Some of the students used  switch operated scissors to make their “grass”.

 

 

 

 

 

                                                                    It is kind of fun 🙂

 

 

 

 

 

 

 

 

Glue was applied and the “grass” was rolled on to a paper tube.  We found that using a piece of tape helped the paper stay in place.

 

 

 

 

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

 

 

 

 

A beautiful springbok antelope (colored by our great volunteers—-thanks Lauren and Madison) was added to the scene.

 

 

 

 

 

Some of the students needed a little help with this part.

 

 

 

 

 

TA DA!

 

 

 

 

 

 

                                                               Let’s go on safari!!!!

 

 

 

 

On Wednesday the students made another symbol of South Africa—- the Protea flower. It is a pretty intriguing looking flower and we think our project turned out equally so!

First, they identified the shape of the paper plate we were using. Thanks Ms. Kim for the fabulous pink plates!

 

 

 

 

 

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

 

 

 

 

Then they used a variety of cutting tools to snip the edges of the paper plate into points.

 

 

 

 

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

 

 

 

 

After they had finished cutting their flower petals, the students applied glue to the plate and added some yellow paper shred.

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

 

 

 

 

 

To finish the inside of the flower and get the rounded look it has, we used a styrofoam ball that had been cut in half and glued it to the center. To give it a little color and sparkle we painted it with some red glitter glue.

Recognize parts of whole objects is a math access point that can be addressed here.

 

 

 

 

The Protea was hot glued to a paper towel  tube and….. TA DA!!!!!

 

 

 

 

 

 

 

                                                               Let’s visit South Africa!

 

 

 

 

LANGUAGE GROUP

In South Africa, people eat a lot of meat.  Since we don’t typically make anything that has meat in it since we try and find recipes that don’t involve cooking, we had to find some other popular foods.  Cara’s sister said that people in South Africa like to also eat lots of citrus.  After a lot of deliberation on what recipe to make to represent South Africa, we decided to make a smoothie.  Here is a link to the recipe: Let_s Make A South African Mango Tangerine Smoothie

The first ingredient of the recipe was frozen mangoes.  Each of our students felt the bag of the frozen mangoes.  They had to indicate on their board whether the mangoes felt HOT or COLD.

 

 

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

 

 

 

 

Then they had to locate the common core vocabulary word PUT on their boards to indicate that we had to put the mangoes into the blender.  We had a volunteer to help us by indicating HELP.

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

 

 

 

 

 

Next, we added some sliced up tangerine.  Again, we talked about how the tangerine slices were COLD.  Again, we reinforced the word PUT and also located the picture of the blender to show where the slices needed to be put.

We had another student locate HELP in order to help put the frozen banana slices into the blender.

 

 

 

Then, we added some vanilla Greek yogurt.  We located the measuring cup to show that we needed to use it to measure out how much yogurt we needed and a student helped PUT it into the blender.

 

 

 

 

 

 

 

Finally, we measured out some honey.  We talked about using measuring spoons because we needed a SMALL amount.  Each student got to taste some of the honey.

Students had to indicate whether it tasted SWEET or SOUR.

 

 

 

 

 

Once all the ingredients were in the blender, each student got to use a switch to turn on the blender.  Students had to indicate MORE on their communication boards to keep the blender going until the ingredients were all mixed up and smooth.

Operating the blender is always lots of fun 🙂

 

 

 

Finally, we got to sample our smoothie!

It looked and tasted pretty yummy!

 

 

 

 

 

The students used their communication boards and devices to let us know if they wanted MORE.

 

 

 

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