Tag Archives: bilateral coordination

On Old MacDonald’s Farm

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September 16-23 is Farm Animal Awareness Week and we thought what a perfect time to do a unit on Old MacDonald! The sensory groups explored boxes with a variety of farm related tactile experiences. The fine motor groups used paint to create their art projects and the language group made yummy edible mud pies!

 

 

 

 

SENSORY GROUP

In a base of raffia “hay” we put a variety of farm related items including play animals, fruit, vegetables, and a toy tractor. We also included a colorful red bandana and a dog puppet that sang when its muzzle was pressed—–too cute!

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

 

 

 

 

 

This box of corn contained the letters F, A, R, M for the students to find. Of course, they also had fun pushing their fingers and hands through the kernels. Visual and tactile discrimination skills can be addressed with this activity.

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

 

 

 

 

It was all contrast and compare with our fur and feather box! There were a variety of fake fur swatches along with some feather boas. A great opportunity to talk about which farm animals had fur and which had feathers. They made some great fashion statements also lol.

Sort objects by an observable property, such as texture, is a science access point.

 

 

 

 

 

We put some play food for the students to plant and harvest in our coffee grounds “dirt”. There were also pictures of fruit to find at the bottom of the box.

The science access points match plants that are the same and recognize that plants grow, can be addressed here.

 

 

 

 

 

Wheat flour was used  to make our play dough and this gave it a slightly grittier, more crumbly texture. Another interesting tactile experience!

We put in some farm animal cookie cutters (turkey, sheep, and duck) to add to the fun.

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

 

 

 

 

 

This week we put cocoa powder in the oobleck to make MUD. The students had fun helping our little foam piggy get a mud bath. It really smelled much better than the real thing too 🙂

Track objects in motion is a science access point.

 

 

 

 

Our duck pond contained 2 rubber ducks—–1 big and 1 small. There was also a measuring cup for scooping fun!

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

 

 

 

 

 

A fruity scent seemed the perfect choice for a farm unit so we used Bath and BodyWorks pearberry scent this week.

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made “hay” using a rolling pin wrapped with some rubber bands.

We started by discussing the color of our paint and asked the students to identify it using communication symbols.

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

 

 

 

 

 

The students needed to hold the rolling pin with both hands in order to make it roll properly—–great bilateral coordination practice!

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

 

 

 

 

 

To finish, they got to choose some farm animals (cut from the Ellison machine) to put on their pictures. Of course we  counted how many each student added!

Associate quantities with number names is a math access point.

 

 

 

 

 

 

Ta Da!

                                                                   E  I  E  I  O

 

 

 

 

 

On Wednesday the students used a craft foam tractor stamp. We hot glued a plastic thread spool to make it easier for them to hold.

First the students drew ACROSS lines on their paper using a pencil. These lines were the “furrows” in the field. They really did a great job with this!

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

 

 

 

 

 

Then we discussed the color of our paint and asked the students to identify it using communication symbols.

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

 

 

 

 

 

 

Next the students stamped UP and DOWN to put 1 tractor on their fields.

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

 

 

 

 

 

TA Da!

                                                         Look at our cute little farmers!

 

 

 

 

 

LANGUAGE GROUP

We made a very tasty dessert this week!  We made Animal Cracker Caramel Mud Pies.  Here is the recipe that we used: Let_s Make Animal Cracker Caramel Mud Pie

During the recipe, we focused on the following words that were located on each of our student’s cooking communication boards: make, put, turn, more, all done, like/don’t like.  Each week, these are the most frequently used words.  Other words located on the boards are fringe vocabulary words such as the different ingredients used as well as the utensils and appliances used.

We started by making our chocolate pudding.  Our students helped put the pudding mix and 2 cups of milk into a bowl.  Then they took turns pressing the wireless switch used to turn the mixer on.  Our students helped to indicate if we needed to mix MORE or if we’re ALL DONE.

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

 

 

 

 

Next, we melted the butter talked about how it changed from a solid to a liquid. We put our -already-crushed-up animal crackers in the butter and added some sugar.  Then we stirred it up and put it in the pan

Distinguish between water as a solid or liquid is a science access point.

 

 

 

 

Then we put cream cheese and powdered sugar into a bowl and mixed it up with the mixer, giving each student a turn.  We were SUPPOSED to add caramel to this part, but I missed that page so we added it at the end 🙂  You can do it any way you’d like!  We added some whipped cream and mixed it up again.

Solve simple problems involving putting together and taking apart small quantities of objects is a math access point.

 

 

 

 

 

We put that mixture on top of the animal cracker mix in the pan and added the chocolate pudding to the top.

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

 

 

 

 

A little caramel sauce and we were ALL DONE!

We counted out how many bowls we needed and then ALL enjoyed eating these yummy mud pies 🙂

 

 

 

 

Thanks so much for joining us on Old MacDonald’s farm! Join us again next week for more fun and learning——Group by Group!

The Netherlands

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img_0210img_0828We are a little late in celebrating Dutch-American Heritage Day (it was November 16) but we still had a lot of fun learning about the Netherlands this week! Our sensory group explored boxes related to facts about the country. Our fine motor groups made art projects of Dutch symbols and the language group made a traditional snack!

 

 

 

 

 

SENSORY GROUP 

img_0725img_0236If you took a trip to the Netherlands you would need to fly in an airplane! We recorded the sounds of a jet plane taking off on our voice output device and used a vibrating tube to simulate the feeling of being on an airplane.

The vibrating tube was a real hit with the students!

img_1115Recognize and respond to different types of sensory stimuli is a science access point.

 

 

 

 

img_0182img_0302The Dutch use orange as their symbolic color so we used orange paper shred as the base for this box. There were some little bicycles—it is the world biking capitol of the world—and an authentic wooden shoe! A hand held fan made a pretty good windmill stand in. We also included some felt cheese slices, play people, oranges, and the word “home”.

img_0730The science access point recognize a model of a real object is addressed with this activity.

 

 

 

 

 

img_0718-1img_1045The Netherlands is the official name of the country, but sometimes it is referred to as Holland so we included some letter N’s and H’s to find in a box of ORANGE pasta.

The dried pasta made noise when shaken or moved which added to the fun!

img_0120Recognize two objects that are identical to each other is a science access point.

 

 

 

 

 

img_1166img_0732Although we associate orange with the Netherlands, the flag is actually red, white and blue!

There was a picture of the flag to find at the bottom of our rice box. We included 2 different sized spoons for scooping practice.

 

 

 

 

 

img_0717img_0030The 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.

 

 

 

 

 

 

 

 

 

img_0716img_0342Lots of colorful flowers are grown in the Netherlands—-especially tulips! The students used a tulip shaped cookie cutter to make some beautiful flowers in red moon sand.

img_1012Apply a push to move an object is a science access point.

 

 

 

 

 

 

img_0137img_0076The Netherlands is known for its beautiful skies so we made fluffy white clouds out of shaving cream to float around our sky blue plastic tray!

 

 

 

img_0692 The students had a blast, as usual 🙂

img_0721img_0705Track the movement of objects that are pushed or pulled is a science access point.

 

 

 

 

 

 

 

 

 

img_0703img_0967Since pumps are used to help keep the country from flooding, we added a little pump to our water play this week.

It was great for promoting bilateral coordination and the students had so much fun with it!

 

 

img_0172The science access point observe and recognize a predictable cause-effect relationship related to a science topic can be addressed with this activity.

 

 

 

 

 

img_1173img_0751As a reminder of the Netherlands beautiful flowers, we used “plumeria” from Bath and BodyWorks for our scent this week.  The students used the picture symbols “like” and “don’t like” to communicate their opinion on the scent—–it was a hit with most of them!

img_0399Use senses to recognize objects is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

We loved the pictures of the colorful wooden shoes we found on the internet. So on Tuesday the students stamped some colorful shoe pictures of their own. We used this: wooden-shoe-template

img_0455img_0464The students used communication symbols to identify the stamp pad colors (red and green) used for this project.

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

 

 

 

 

 

 

 

img_0532img_0483Then they used a BIG swirl stamp and a SMALL flower stamp to decorate their “wooden” shoes. We also reinforced the concepts of UP and DOWN here.

The math access point recognize a movement that reflects a spatial relationship, such as up and down is addressed here. Recognize similarities and differences is size of common objects is also addressed.

 

 

 

 

 

 

img_0599img_0495The students glued their shoes onto a rectangular piece of paper——orange of course 🙂

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

 

 

 

 

 

 

 

img_0613img_0524TA DA——some pretty colorful shoes!

 

 

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made wind mills! We used this: windmill-template

img_0755img_0762We started by asking the students to identify a rectangle.

The math access point recognize objects with two-dimensional shapes is again addressed.

 

 

 

 

 

 

 

 

img_0792img_0823Then the students used a paper cutter to cut out the base of the windmill.

img_0782Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

 

img_0804They rolled this piece of paper around a paper towel roll.

Track the movement of objects that are pushed or pulled is a science access point.

 

 

 

 

 

 

 

 

 

img_0772The windmill blades were attached using a brad—-most of the students needed a little help with this step.

 

 

 

 

 

 

 

 

 

 

img_0788img_0773Recognize when an object is added to a situation is a math access point.

img_0834                                                                      Ta DA—–wind power!

 

 

 

 

 

LANGUAGE GROUP

This week in our language group we made a traditional Dutch recipe called stamppot.  Because this is a mashed potatoes dish, all of the vegetables used had to be cut up and boiled the night before.

img_1206 Our students started out by putting the potatoes (3 had been boiled) into a bowl.  Our students had to indicate that there were MORE potatoes after a measuring cup had been filled once and there were some more potatoes left over.

 

 

 

 

 

 

 

 

img_1208img_1210We added GREEN kale (1 cup boiled). Some of he students weren’t so sure how tasty this was going to turn out to be 🙂

Our students then put the carrots (4 had been peeled and cut up) into the same bowl.  We talked about the color ORANGE.  Boiled carrots have such a vivid color!

 

 

 

 

 

img_1221img_1219We shook some salt into the bowl and added a bit of butter and milk.

 

 

 

 

 

 

 

 

 

img_1226img_1225Finally, the students got to help MIX the ingredients up by activating a switch that controlled a mixer.

img_1239                                                              This is how it turned out!

 

 

 

 

 

img_1241img_1244Once it was all mixed up, we counted out bowls for each of the students and dug in………….ok, so some of the students (and adults lol) weren’t so sure how tasty this was going to turn out 🙂

img_1246But once tasted, the universal opinion was——–YUM!

 

 

 

Hope you enjoyed learning a little about the the Netherlands this week, we sure did! Join us again next time for more fun and learning——-Group by Group!

 

 

Jobs at School

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img_7729This week we looked at some of the jobs at our school. We have done this theme before, but looked at different jobs this time. The sensory group explored boxes related to the people in those jobs at our school. The fine motor groups made thank you cards for the people in our book and the language group had a special guest help them make a tasty treat.

 

 

 

 

SENSORY GROUP

img_7746img_7780Ms. Latoya, our assistant principal, graduated from FAMU. This box is dedicated to her alma mater. It is filled with the colors and symbols of the university. There were shaker pom poms, beads, and a football—-go Rattlers!

img_7135Identify objects by one observable property, such as color, is a science access point that can be addressed in this activity.

 

 

 

 

img_7103img_7588Nurse Caitlin likes the beach and Nurse Linda likes the color pink—–so their box is a pink beach 🙂 Pink rice and some seashells to make up this fun filled box.  We also added their initials and a big pink scoop!

img_7563Scooping up the rice and watching it fall back into the box addresses the science access point: track a falling object.

 

 

 

 

img_7039img_7897This box was filled with purple kinetic sand (Ms. Alexis’ favorite color) and the letter R for “registrar”. Ms. Trenisha loves elephants and we think she would really like the cute pink one we included here.

img_7927Recognize that pushing and pulling an object makes it move, is a science access point.

 

 

 

 

img_7087img_7595The fun box was filled with birdseed and there were 3 little birds to find hidden in it—- Ms. Courtney’s favorite animals are birds! We haven’t used this box of birdseed in a while and the students really enjoyed feeling it on their hands.

img_7613Associate quantities with number names is a math access point that can be addressed with this activity.

 

 

 

 

img_7623img_7575Ms. Lorry is from Chicago, also known as the “windy city”. Our students had breezy fun with a little hand held fan. Ms. Lori is from New York, which is filled with bright lights—-sort of like our little light toys!

img_7096Recognize and respond to different types of sensory stimuli is a science access point.

 

 

 

 

img_7865img_7610We put our fake spaghetti strands into oobleck this week to make our version of fettuccine alfredo—-Ms. April’s favorite dish! This was a lot of fun and our students were really intrigued with the differing textures.

img_7639Recognize that pushing and pulling an object (contact force) makes it move, is a science access point.

 

 

 

 

img_7107img_7755Hands were rinsed in our little water garden, complete with watering can—-Ms. Leslie loves to garden. The fact that the little floating flowers in it were lighted, made it even more fun!

Track objects in motion is a science access point.

 

 

 

 

 

 

img_7154img_7667Ms. Jane has been involved with Girl Scouts for years. We found these Girl Scout cookie scented lip balms—-perfect to leave our students smelling like yummy cookies! The students got to choose between Samoa, Tagalong, and Thin Mint scents. Turned out that Samoa was the most popular! Of course, we used the balm on wrists NOT on lips 🙂

img_7651Recognize and respond to one type of sensory stimuli is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

We wanted to thank all the staff who appeared in our book this week so the fine motor groups both contributed to the making of the thank you cards for them.

img_7172On Tuesday, the students identified the rectangular shape of the paper we were going to use.

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

 

 

 

 

 

 

 

 

img_7198Each student squeezed pink, purple, and turquoise paint onto their paper and folded it over.

Distinguish between objects that are wet and objects that are dry is a science access point that can be addressed in this activity.

 

 

 

 

 

 

 

 

img_7187img_7228Then they rolled over the paper with a rolling pin—-great for bilateral coordination!

img_7215Recognize that pushing and pulling an object makes it move, is a science access point.

 

 

 

 

img_7195img_7218Ta DA!!!

img_7229Some pretty magical results!!!

 

 

 

 

 

img_7672On Wednesday, the students again identified the rectangular shape of the paper used for making our cards.

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

 

 

 

 

 

 

 

 

 

img_7680img_7690The students used a paper cutter to cut each piece of the previously painted paper into 4 pieces! They also cut green pieces of paper in half to make the base of the card.

Recognize parts of whole objects and parts of sets of objects, is a math access point.

 

 

 

 

 

img_7706img_7711Then the students began assembling the cards by gluing a colorful front onto the green card bases.

Recognize a change in an object is a science access point. The math access point recognize a movement that reflects a spatial relationship, is also addressed.

 

 

 

 

 

img_7735img_7723TA DA—-a colorful thank you to our wonderful staff members!

img_7721Thank you for helping us grow and learn 🙂

 

 

 

 

LANGUAGE GROUP

This week’s language group was extra special today!  One of our nurses here at school, Jill, came in to bake some of her Blonde Brownies for us!

Here is her recipe: jills-blonde-brownies

img_8030img_8031She started out by talking about what we always do first before cooking, which is to wash our hands!  Next, she measured out a cup of Bisquick.  Our students had to indicate that they wanted to HELP by raising their hand, by touching the symbol for HELP, or by verbalizing.  Since we needed 2 cups, our students indicated that we needed MORE to put in the bowl.

img_8034Then, we added the brown sugar.  Again, our students had to tell us if they wanted to HELP.

 

 

 

 

img_8037img_8040One off the most fun parts of putting all of the ingredients in the bowl was using the EZ Cracker Egg Cracker!  Since the recipe called for 2 eggs, 2 different students got to use the Egg Cracker.  Once the egg was placed, our students had to SQUEEZE the handle which broke the eggs without getting it all over the place!  Super cool!

 

 

 

 

 

img_8042img_8046We added 1 cup of oatmeal and 1 cup of chocolate chips and then STIRRED it all together.

 

 

 

 

 

 

 

 

 

img_8077img_8089While it was baking, we had another surprise guest, Ms. Maureen, the music intern.  She stood in for our music therapist (Brenda) since she was teaching another class at the time.  Maureen played several songs for our students and gave them shakers so they could participate as well.

img_8071They had SO MUCH FUN!!!  And not just the students but the adults as well!

 

 

 

 

img_8101When the music was done it turned out the brownies were too so we all enjoyed our special treat from Jill!

THANK YOU so much to Jill and Maureen!!!  You made our day 🙂

 

 

 

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

Happy New Year!

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IMG_3225Happy 2016 everyone! To welcome the new year we thought it would be fun to take a look BACK at some things that happened in past “new” years.

Each of the sensory group boxes related to one of the historic events. The fine motor groups made art projects celebrating 2016 and the language group—-well they had a party 🙂

 

 

 

 

SENSORY GROUP

IMG_3035IMG_3170The marriage of Prince Ferdinand and Queen Isabella united the country of Spain. The red and yellow of this colorful box were a nod to the colors of the Spanish flag. In addition to sorting by color, the students were able to sort by texture since we included soft pompoms and hard beads.

Of course, the beads were also lots of fun to wear or shake 🙂

IMG_3162Identify objects by one observable property, such as color is a science access point.

 

 

 

 

 

IMG_3165IMG_2790In 1776 the Declaration of Independence was signed and in celebration of that historic event we made some red, white and blue play dough! We added snipped pieces of an old star garland and some glitter to give the play dough a patriotic sparkle 🙂

The students cut out stars using two different sized cookie cutters.

The science access point recognize differences in size of objects is addressed here.

 

 

 

 

 

IMG_2827IMG_3012At the turn of the century, people were thrilled with the construction of the Statue of Liberty. We thought our green Bubber looked pretty similar to the color of the statue as we see it today.

Bubber’s texture is a little like circus peanut candy so it is drier than play dough but it still sticks together really well.

 

 

 

 

IMG_2980IMG_3122 We also included a souvenir  hat just for fun——thanks Kira!

While making sculptures with the Bubber, the students addressed the science access point recognize a change in an object.

Trying on the hat addressed the “let’s have fun” access point 🙂

 

 

 

 

 

 

IMG_3146IMG_3021In 1955 the hit song Rock Around the Clock was released. Our students used finger drums and a maraca to rock out to the song we recorded on a voice output device.

The finger drums were a HUGE hit 🙂

IMG_2990The science access points recognize an action as fast or slow and recognize objects that create sounds are addressed here.

 

 

 

IMG_2857IMG_3030The movie Footloose was hugely popular in 1984 and we thought this neon rice perfectly represented the decade!

The little funnel and spoon made for lots of scooping fun and the students were especially fascinated as they watched the grains stream out the bottom. At the bottom of the box was a piece of paper with the numbers 1984—–written with neon markers, of course!

Track a falling object is a science access point.

 

 

 

 

IMG_3139IMG_3033The psychedelic 1960’s rang out with the Woodstock concert held in the summer of 1969. In homage to the fashion of the day, we made some tie dye oobleck! Watching the colors swirl around was just GROOVY 🙂

IMG_3013We got the tie dye effect by mixing the different colors in separate bowls and then pouring them onto a tray.

Track the movement of objects that are pushed or pulled is a science access point.

 

 

 

IMG_2839IMG_3157Another musician made history in 1977 with his concert in Hawaii—–the king himself, Elvis! Since lei’s are made from plumeria flowers we used that scent from Bath and Bodyworks for our water play scent this week. There was a “plumeria” blossom floating in the water and a bulb syringe to “water” it with.

IMG_3123Recognize that pushing and pulling an object makes it move is addressed here.

 

 

 

 

IMG_3180IMG_2866The students really liked the aroma of the matching lotion rubbed on their arms and hands.

IMG_3046Recognize and respond to one type of sensory stimuli is a science access point.

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students decorated signs made from paper plates and popsicle sticks.

IMG_2879We started by discussing the shape of plate and asking the students to identify it using communication symbols.

Recognize a common object with a two-dimensional shape is a math access point.

 

 

 

 

 

 

IMG_2886IMG_2919Then they painted the plate with GOLD paint—-this looked so cool!!! By having the students hold onto the popsicle stick handle we also addressed bilateral coordination with this activity.

Recognize that the appearance of an object or material has changed is a science access point.

 

 

 

 

IMG_2910IMG_2900We added even more sparkle with some glitter confetti and topped off the sign with a piece of paper with “2016” printed on it.

The paper stuck easily to the paint so we didn’t  have to use glue!

Recognize that objects can stick together is a science access point.

 

 

 

IMG_2896TA DA—–Happy 2016!

 

 

 

 

 

 

 

 

 

On Wednesday we used the numbers 2016 again, but this time we put them on a SHIELD—-kind of like the one Henry VIII might have used!

IMG_3060We started by identifying the number 6 on a number line—-the students did a really great job with this!

Associate quantities with number names is a math access point.

 

 

 

 

 

IMG_3081IMG_3064Then we got out some BIG brushes and painted the shields with silver paint. Some of the students are still learning to use paint brushes but most of them  got to work without any help from us!

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

 

 

 

IMG_3095IMG_3110We used the Ellison machine to cut out the numbers 2-0-1-6 and the students placed them on their shields.

To make it easier to hold, a toilet paper roll was hot glued to the back of the shield by an adult, then…….

IMG_3105                                                                Time for a 2016 royal TA DA

 

 

 

LANGUAGE GROUP

In our language group this week, we made some yummy cornbread. It is a traditional Southern food eaten for good luck because it’s supposed to resemble gold!

IMG_3186We started by counting out the cupcake liners while placing them in the cupcake tin.  We used a visual of the number 6 to help reinforce number recognition.

The math access point match one object to a designated space to show one-to-one correspondence is addressed here.

 

 

 

 

 

IMG_3191Then, we followed the directions on the Jiffy cornbread mix box and put all of the ingredients in a bowl.  We made sure to talk about the COLOR of the cornbread mix and also how it was DRY.  When we cracked the egg in, we talked about how the mixture was now WET.

Distinguish between items that are wet and items that are dry is a science access point.

 

 

 

 

 

IMG_3199IMG_3202When it was time to pour in the milk, noting that it was a LIQUID, our students got to feel the temperature—-it was COLD!

IMG_3206Recognize the temperature of items, such as food, as cool or warm is a science access point.

 

 

 

 

 

IMG_3210IMG_3215We mixed up the ingredients and counted out how many spoonfuls we needed to put into the cupcake tin.  Once finished, we put them in the oven to bake.

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

 

 

 

 

IMG_3240IMG_3234While we were waiting, we had a small New Years party of our own.  We got out party hats, boas, and princess crowns.  Our students then got to make some “fireworks” by walking or rolling over bubblewrap-IMG_3262                                                               —they had a BLAST!

 

 

 

IMG_3278IMG_3268Finally, we got to eat our “gold”.  Cheers to a lucky 2016!!

 

 

 

 

 

 

 

 

IMG_3135Well, it was back to school with a blast and we had tons of fun welcoming in the new year! Join us again next week for more fun and learning——Group by Group!

Egypt

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IMG_8330We chose Egypt as our theme this week because on November 4, 1922 Howard Carter discovered the entrance to the tomb of Tutankhamen and we thought it would be fun to learn a little more about the country of Egypt both today and long ago!

We splurged a little with our sensory group and bought the Egyptian TOOB from Amazon and really added a lot to our sensory boxes. The fine motor groups worked on their cutting skills and the language group made a yummy Egyptian treat.

 

 

 

 

SENSORY GROUP

IMG_7507IMG_7474We used paper shred as our “papyrus” base for this box. There were a lot of different items representing both ancient and modern Egypt. From our Amazon order there were lots of Egyptian gods figures, busts of pharaohs, and of course—–a sarcophagus with King Tut!

IMG_7721We included “lotus” petals, palm trees, a hippo (they were considered bad omens), and a giraffe (ancient Egyptians used their tails as fly swatters!). In addition to all the ancient Egyptian items we included some modern “kids” and the word HOME—-to a population of approximately 82 million people! Finally there was a little oil holder that Joy’s aunt brought back on her Egyptian vacation—-pretty cool!

Recognize differences between cultures is a social studies access point that can be addressed here.

 

 

 

 

IMG_8260IMG_7976King Tut wore a pretty amazing blue and gold headdress. We put some shiny beads with those colors in this box and it turned out to be very eye catching. Needless to say, the students had a lot of fun with this box 🙂

 

 

IMG_7487 (1)Match objects by one observable property, such as size or color is a science access point.

 

 

 

IMG_7714IMG_7470 (1)There are over 100 pyramids in Egypt and tourists come from all over the world to visit them. In addition to the pyramids and sphinx we included a couple of camels to trek around the desert. Underneath the sand there was a picture of the current Egyptian flag to discover.

IMG_7725Recognize an achievement of civilization, such as art, architecture, writing, or technology is a social studies access point.

 

 

 

IMG_8247IMG_7462If you are doing a unit on Egypt you HAVE to include a mummy box! There were a bunch of gauze strips to wrap around a small doll. In our research we learned that the ancient Egyptians also mummified cats so we included a little plush kitty to mummify.

 

IMG_7763The science access point recognize that the appearance of an object or material has changed can be addressed with this activity.

 

 

 

IMG_7732IMG_7747Pomegranate seeds were a favorite treat for ancient Egyptians and still are for modern ones. We didn’t have any dried pomegranate seeds but we thought these red beans made a pretty good stand in. There were 3 letter “E”s to find, as well as a couple of “scarab” beetles.

IMG_8084Match objects by an observable property, such as size, shape, and color is a science access point.

 

 

 

IMG_7520 (1)IMG_7740Our messy play shaving cream reminded us of marshmallows—-we can thank the ancient Egyptians for that tasty treat! We printed out the hieroglyphic alphabet to let students try imitating some of the letters.

IMG_8408Most of them were way too hard for our students to duplicate but the semi circle symbol for “T” was a great one to practice.

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

 

 

 

IMG_8395IMG_7744Hands were rinsed in our Nile River basin complete with a crocodile! We used strawberry scented Valuetime bubble bath in our water because we learned that strawberry juice is a favorite drink for thirsty Egyptian children.

IMG_8349 (1)Match common living things with their habitats is a science access point.

 

 

 

 

IMG_8547IMG_7779Mango juice is another popular drink found in the refrigerator of Egyptian homes so we finished our group with mango scented lotion. It had a very yummy aroma and our students really enjoyed the scent as we rubbed it on their hands and arms. There were lots of requests for “more”!

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made an ancient Egyptian headdress. Prior to the group the base was cutout of a yellow paper plates (found at Family Dollar store). We just cut across the bottom and then cut a square piece out of the middle. The top piece was cut from the scrap and glued to the top.

IMG_7538 (1)First we discussed the color of our plates and asked the students to identify the color yellow using communication symbols.

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

 

 

 

 

 

 

IMG_7550Then the students cut strips of blue paper using the adaptive scissors.

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

 

 

 

 

 

 

 

IMG_7574IMG_7623We prompted the students to glue 2 of the blue strips on one side of the head dress, and 2 on the other side.

IMG_7567Solve simple problems involving joining or separating sets of objects  is a math access point.

 

 

 

IMG_7608IMG_7630 TA DA—-time to walk like an Egyptian 🙂

 

 

 

 

 

 

 

 

On Wednesday we made an Egyptian pyramid scene for our art project.

IMG_7788We started by discussing the shape of our paper and then counted it’s sides. We also asked the students to identify the color using communication symbols.

Recognize an object with a 2 dimensional shape is a math access point. Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

 

IMG_7796IMG_7809Then we tore 1 piece of yellow paper into 2 pieces—-great for working on bilateral coordination! These were glued down onto the blue paper to make the “sand” for our scene.

Recognize a movement that reflects a spatial relationship, such as up and down is a math access point.

 

 

 

IMG_7831Next we used a paper cutter to cut the 3 sides of a triangle and glued our “pyramid” onto the sand. Of course, we counted aloud as we cut each side.

The math access point recognize common objects with 2 dimensional shapes is again addressed here.

Associate quantities with number names is a math access point.

 

 

 

 

IMG_7867IMG_7888Ta DA—–

IMG_7846                                                                              let’s visit Egypt!

 

 

 

LANGUAGE GROUP

While researching facts about Egypt, we found that children like to drink strawberry juice and mango juice.  Since we LOVE making food, we decided to take a stab at making our own juice.

We used the recipes found here: Let’s Make Strawberry Juice and Mango Juice!

IMG_8568We started out by making strawberry juice.  Our students helped measure out the correct amounts of strawberries and sugar and we put them in the blender.

We talked about WHERE we had to put the ingredients since all of them went into the blender.  We love repetition!

 

 

 

 

 

 

IMG_8585Once the ingredients were in the blender, each of our students got to activate the blender by pressing a switch.

 

 

 

 

 

 

IMG_8612 (1)We had to practice holding the button down since our students like to tap the switch which turns the blender off and on.

 

 

 

 

 

 

 

IMG_8625IMG_8652Once the juice was finished, it was time to taste test!

We counted out cups for the students and then cups for the adults.  We had 6 students and 7 adults, so we asked our students  to indicate which there were “more” of.

Determine if the quantity in two sets of objects is same or different is a math access point.

 

 

 

IMG_8653IMG_8656While our students were trying out the strawberry juice, we started making the mango juice.  It was nice that each of these recipes were almost exactly the same!

Once each student and adult had tried each kind of juice, we voted to see which was preferred MORE.

IMG_8645                                                          Mango juice was the winner!

 

 

 

IMG_7703Join us again next week for more fun and learning—–Group by Group!

Peter Pan

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IMG_7292We had so much fun preparing for this week’s theme which was filled with fun and lots of pixie dust :).

Our sensory groups explored boxes related to the various characters seen in the Peter Pan story. The fine motor groups both used glitter to complete their art projects and the language group dressed like lost boys while playing Follow the Leader! All of the groups had so much fun seeing their friends dressed as characters in the book.

 

 

 

SENSORY GROUP

IMG_6742IMG_7023The color GREEN is all over the Peter Pan story—-from Tinker Bell and Peter Pan’s clothing to that enormous crocodile! Even Neverland itself is mostly green! With all that green, we had to include a box of this fabulous green kinetic sand. Kinetic sand is always pretty irresistible but with this bright color—-it was even more so!!! There was a letter “P” cookie cutter included in this box but most of us just enjoyed watching it dribble through our fingers.

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

 

 

 

IMG_7150IMG_6953We made a night sky for our little Wendy to fly through and included a couple of stars to count. There was also a picture of Peter Pan himself to find at the bottom of the box. The students really enjoyed running their hands through the beans—-a completely different texture compared to the kinetic sand!

The math access points recognize differences in size of objects and associate quantities with number names can be addressed here.

 

 

 

IMG_6859IMG_7149This Captain Hook box was filled with fun. There was treasure to find as well as some “piratey” stuff—-like a hook, an eye patch, and spy glass. There were also Captain Hook and crocodile figurines!  We even put in a toy clock—–the students had a blast!

IMG_6971Recognize a model of a real object is a science access point.

 

 

 

IMG_6793The Mr. Smee box contained red and white pompoms and beads for sorting fun. The items could be sorted by color or texture. As usual, the beads proved to be very popular.

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

 

 

 

 

 

 

 

IMG_7113IMG_7147These pixie dust bottles were just fabulous and VERY eye catching. The students loved watching the the glitter swirl around!

IMG_6993Recognize that pushing and pulling an object makes it move can be addressed in this activity.

 

 

 

IMG_6956IMG_7124Peter Pan told Wendy to “fly to the second star to the right and then straight on ’til morning”. We mixed our yellow play dough with lots of gold glitter for a perfect sparkle!

IMG_6749With the included 2 cookie cutters, the math access point recognize differences in size of objects is addressed.

 

 

 

IMG_7009IMG_6990Our mermaid lagoon, scented with plumeria scented bath gel from Bath and Bodyworks, had a cute little mermaid and a water lily with an extra special feature—-it lit up! The students had lots of splashy fun with this activity and were especially fascinated by the lighted flower.

IMG_6962Recognize sources of light is a science access point.

 

 

 

IMG_7214The students really liked the scent we chose this week. We chose plumeria as a nod to Princess Tiger Lily—-it was the closest scent we had to lilies so we went with it 🙂

It was perfect for rubbing on hands, arms, ……..and the back of a neck!

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

 

 

 

 

 

IMG_7169IMG_6947We finished our group by turning off the lights and bringing out our fairy umbrella. This was a huge hit—-the students loved seeing all the twinkling “fairies” hidden among the flowers. Of course, we included a little Tinker Bell figure to fly around with her friends.

IMG_6938This is probably the prettiest umbrella we have ever made—–just magical!

 

 

 

FINE MOTOR GROUP

On Tuesday our students turned into little pirates! We used this template: hook template to cut hooks out of poster board and taped them to large craft sticks.

IMG_6867IMG_6887We squeezed glue onto the hooks and used a sponge brush to spread the glue around on both sides. This was a great activity for working on bilateral coordination.

This also addresses the science access point recognize pushing and pulling an object makes it move.

 

 

 

IMG_6880IMG_6890Next we sprinkled on some silver glitter. Lots of glitter ended up on the bottom of our tray, so the students could also dip their “hooks” into that as well.

IMG_6902Recognize a change in an object is a science access point.

 

 

 

IMG_6912IMG_6873The hooks were slipped into some paper cups and……Ta Da——Captain Hook at your service!

 

 

 

 

 

 

 

 

On Wednesday our fine motor group made their own pixie dust bottles!

IMG_7065IMG_7032First the students chose which color glitter glue they wanted to use for their bottles. Then they deposited the glue into their bottles—–squeezing the bottle 3 times.

Associate quantities with number names is a math access point.

 

 

 

 

IMG_7056Then they got to add some regular glitter—either silver or gold to their bottle. To make things easier we used a funnel. We did help the students a little bit with this part, to make sure they didn’t dump the entire container into the bottle—-kids will be kids, after all 🙂

The science access point track objects in motion can be addressed as the students watch the glitter fall.

 

 

 

 

 

IMG_7051Warm water was added next. A 1 cup scoop was used for the water and after each scoop we asked the students if they needed “more”. When we got to the top of the bottle we discussed that we had added “enough”. Occasionally we also got to discuss the concept of “too much” 🙂

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

 

 

 

 

 

IMG_7085IMG_7075After an adult hot glued the lids back onto their bottles we asked the students to shake everything up—-then TA DA!

Can you feel the magic?!!!!

 

 

 

 

 

 

LANGUAGE GROUP

Following the leader was the name of the game in the language group this week and it was so much fun!

IMG_7232IMG_7239First we brought out a variety of animal hats and let the students choose which one they wanted to wear. We also used a Peter Pan hat to let them take turns being the leader.  The rest of the group wore their different animal hats and headbands to dress up like the Lost Boys (and Girls).

IMG_7251We put on the song “Following the Leader” from the Peter Pan cartoon and set off!

 

 

 

IMG_7248IMG_7278Whoever was the leader had to lead the rest of the group OVER the stepping stones, THROUGH the cones, AROUND the tables, and UNDER the swing.

IMG_7267Recognize a movement that reflects a spatial relationship is a math access point.

 

 

 

IMG_7288IMG_7230Each of our students got to take a turn as the leader and they all got to be a variety of different animals as the Lost Boys and Girls.

SO FUN!

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

Creepy Crawly Critters

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IMG_6169Many of our students are learning about animal habitats with their Unique Curriculum unit this month. Since it is October which has us thinking about things that bump in the night, a creepy crawly critters theme seemed like the perfect complement ! Our sensory groups explored boxes related to different animals. The fine motor groups painted their animal themed art projects using unusual tools and the language group went on a creepy, crawly critter hunt—-read along to see all the fun we had!

 

 

 

SENSORY GROUP

IMG_6172IMG_6290Spiders—-well those are some pretty creepy crawlies and we put an assortment in this box! One of the spiders scuttled across the table after a string was pulled, which of course elicited a few nervous giggles—-from both students AND staff 🙂 We also included a discovery bottle with some floaty spiders that wiggled up and down as the bottle was turned.

IMG_5902Track objects in motion is a science access point.

 

 

 

IMG_5865IMG_6152This little desert habitat was home to some snakes and lizards. There were 3 of each for sorting and counting. The students also had fun sliding them around making paths in the sand.

Solve simple problems involving joining or separating sets of objects to 3 is a math access point.

 

 

 

 

 

 

IMG_6299IMG_6158Owls aren’t really creepy but their hoots can give you a little shiver if you are out in the woods at night so we went ahead and included them. We put in our fabulous “owl” feather boa and a super cute, totally NOT creepy plush owl.

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

 

 

 

 

 

 

IMG_6307IMG_6292Put some battery operated lights and black paper shred in a box——it looks just like lots of little bug eyes staring back at you! Light boxes are always a hit with our students and this was no exception. Pretty cool—-if we do say so ourselves 🙂

IMG_5862                                    Recognize sources of light is a science access point.

 

 

 

IMG_5911IMG_5939We brought back our black play dough from a couple of weeks ago but this time our students used a bat cookie cutter to make the classic creepy night critter.

IMG_6300The science access point recognize a change in an object is addressed here.

 

 

 

IMG_6304IMG_5859A black light helped make both our oobleck and the 3 centipedes crawling around in it GLOW! While we couldn’t make the classroom completely dark the effect was still—–WAY COOL!

Associate quantities with number names is a math access point.

 

 

 

 

 

IMG_6301IMG_6209There was an ENORMOUS water beetle to find in our “pond” this week. Our students quite enjoyed checking out this really big bug! The water was scented with  Bath and Bodyworks twilight woods scented bath gel which seemed like the appropriate scent for this unit 🙂

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

 

 

 

 

 

IMG_6220IMG_6229The matching lotion was a hit. The students liked the scent and, as usual, we asked them if they “wanted” some and “where” they wanted it applied—-hands, arms, neck, noses, or toes 🙂

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

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_5992We made spider webs using marbles on Tuesday! First we counted out 3 marbles into a cup of white paint and asked our students to show us the number 3 using communication symbols.

The math access point associate quantities with number names is addressed here.

 

 

 

 

 

IMG_6015IMG_5998Then the students scooped out the marbles and dropped them onto a piece of black paper that was placed inside a lidded box. Of course the shapes of the paper and marbles were also discussed!

IMG_6051Recognize an object with a two-dimensional shape and recognize common three-dimensional shape are math access points.

 

 

 

IMG_6007IMG_6002We closed the lid and started shaking the box! The students REALLY had fun with this part 🙂

Recognize that pushing and pulling an object makes it move and track objects in motion are science access points addressed in this step.

IMG_6040After the lid was taken off it was pretty exciting to see how it turned out!

 

 

 

IMG_6034IMG_6021We removed the marbles and the students glued fuzzy pom pom spiders onto their webs—–great for practicing pincer grasps!

This was another opportunity to address the science access point match animals to their habitats.

 

 

 

 

IMG_6003IMG_6014TA DA—–

IMG_6061                                                         ——–such creepy crawly spiders 🙂

 

 

 

On Thursday we painted with SPRAY BOTTLES!

IMG_6242We started by discussing the color of the paint we were going to use and asked the students to identify it using communication symbols.

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

 

 

 

 

 

 

IMG_6246IMG_6252The students dropped this rat stencil(made with: rat template) onto a piece of black paper and began spraying! They had so much fun with this and really did a great job of spraying onto the paper and NOT the floor or their friends 🙂

IMG_6264Recognize a change in an object is a science access point.

 

 

 

IMG_6276IMG_6278Ta ratty Da!

IMG_6255                                                              Pretty cute—-for a rodent 🙂

 

 

LANGUAGE GROUP

For the language group this week, we went on a creepy, crawly critter hunt.  While the students were out of the room, we hid 6 different animals and insects from our book all around the room.

IMG_6359We turned off the lights to read the book and kept them off so we could use a flashlight to find the critters.  We had real pictures of each of the critters hidden around the room, so one-by-one, we LOOKED for each of them.

Recognize sources of light is a science access point.

 

 

 

 

 

IMG_6326IMG_6390If the students needed clues, they had to request HELP and we would give them a clue about where the critter might be.

IMG_6348For example, for the centipede on the refridgerator, we said “it’s where we go to get COLD food and drinks” or for the owl we said “it’s somewhere UP HIGH”.

Seek assistance to clarify the meaning of pictures, symbols, gestures/signs, or words in classroom activities with prompting is a language access point.

 

 

IMG_6371IMG_6394Once our students located the critter, we caught it and let each of our friends look at it and feel it.

We counted all the critters we found at the end to make sure that we had the SAME number of real critters and pictures of critters.

We did it!  The classroom is once again critter-free thanks to our critter catchers 🙂

 

 

IMG_6287Join us again next week for more fun and learning——Group by Group!