Tag Archives: crafts

Scotland

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One of our staff members, Ms. Ellen, recently travelled to Scotland so this week we learned about the country of Tartan—-and so much more! Our sensory groups explored boxes related to facts about Scotland. The fine motor groups made symbols of the country art projects and the language group made a Scots inspired treat!

 

 

 

 

SENSORY GROUP

Since Ms. Ellen took a plane to get to there, we replicated the airplane experience using a vibrating massager and jet sounds recorded on a voice output device.

 

 

Of course, our plane ride lasted a whopping 3 minutes——just a tad shorter than the real thing 🙂

 

 

 

 

The vibrating tube was a HUGE hit with the students!

 

 

 

 

 

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

 

 

 

 

We used rice in the colors of the Scottish flag for this box. There were letter “S”s to find and a map of the country at the bottom of the box. We also put in 2 different sized scoops.

 

 

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

 

 

 

 

The background of the Scottish flag is blue, so we pulled out our blue moon sand this week. The students used 2 different sized cookie cutters to stamp letter “S” into the sand.

 

 

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

 

 

 

 

This box had a variety of items associated with Scotland including their national animal—-the unicorn! Symbols of famous Scottish authors such as J.M. Barrie (Peter Pan), Sir Arthur Conan Doyle (Sherlock Holmes), and Robert Louis Stevenson (Treasure Island) were a fun addition.

 

 

 

 

We also included a passport, a voice output device with some bagpipe music recorded on it, and a phone for Alexander Graham bell was pretty popular!

Lots to explore here!

 

 

 

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

 

 

 

 

There are over 3000 castles in Scotland—–how cool is that! The students had fun making their own castles using grey Floam. We laminated some props including a kilted Scotsman.

 

 

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

 

 

 

 

Oatmeal added to our oobleck turned it into “porridge” this week! This lumpy oobleck was certainly a different texture and pretty  fascinating to our students—-although some were a little hesitant to actually touch it.

 

 

The science access point track objects in motion is a science access point.

 

 

 

 

The students found cute little Nessie  swimming around in “Loch”. You will notice that Nessie bears a striking resemblance to a My Little Pony seahorse 🙂 We also included 2 different sized scoops for added fun.

 

 

 

Recognize differences in sizes of containers that hold liquids is a math access point.

 

 

 

 

Since Scotland gets a lot of rainy weather, Bath and BodyWorks rain kissed leaves seemed a good scent to use this week. The students really liked the soft scent.

 

 

 

Recognize one or more external body parts.

 

 

 

 

FINE MOTOR GROUP

On Tuesday, our students made the Scottish flag.

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

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

 

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

 

 

 

 

Then we cut 1 strip of white paper into 2 pieces using switch operated scissors or paper cutters.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

Next the students were asked to glue down the strips of paper in the shape of an X.

 

 

 

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

 

 

 

 

TA DA!!!!!!!!

We love Scotland!

 

 

 

 

On Wednesday, our students turned into Unicorns using paper plates !

We started by using communication symbols to identify the shape of our paper.

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

 

 

 

 

 

 

Then the used a glue stick to “color” their triangle. The glue in these sticks comes out purple which makes it easy to see.

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

 

 

 

 

 

 

Next, the students sprinkled pink and purple glitter onto the glue. Of course we sang our “shake that glitter” song (adapted from KC and the Sunshine Band’s famous song) 🙂

 

 

 

 

Track falling objects is a science access point.

 

 

 

 

The students glued their triangles DOWN on to a precut paper plate.

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

 

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

We just spotted some Unicorns!

 

 

 

 

LANGUAGE GROUP

We made a popular Scottish dessert this week–raspberry cranachan.  Typically, this dessert has whiskey in it so we had to do some searching to find a kid friendly recipe.  Here is that recipe: Let_s Make Raspberry Cranachan

Cara had prepared the toasted oats before the group so we were able to skip the first part of the recipe.

Our students requested to put the whipping cream in the bowl.  We talked about how it was a liquid when it was poured into the bowl  Each of our students took turns pressing the switch to activate the mixer.   Once it thickened up, we talked about how it had turned into a solid.

Identify objects and materials as solid or liquid is an access point.

 

 

 

 

Next, we added some mascarpone and mixed that together with the whipping cream.

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

 

 

 

 

 

 

 

We added some honey and caramel sauce next.  We talked about how we were using a measuring spoon because we needed a smaller amount of each ingredient.  Our students got to taste the caramel sauce.

Recognize differences in sizes of containers that hold liquids is a math access point.

 

 

 

Before we added the honey and caramel sauce we tasted them. We talked about how they tasted SWEET.

 

 

 

 

This taste test received a unanimous thumbs up 🙂

 

 

 

 

Once the ingredients were all mixed up, we counted out cups for each of our students.  We layered the cups with raspberries, the whipped cream mix, raspberry preserves, and toasted oats.

The consensus was a positive one!

Associate quantities with number names is a math access point.

 

 

 

It was a great week and we enjoyed learning so much about Scotland. Join us next time for more fun and learning——Group by Group!

New Years

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It’s been an interesting start to the year for us—–we had an actual SNOW day! Snow is a pretty rare commodity around here so there was quite a bit of excitement as you can imagine. Due to the start of the semester and the snow day our week has been pretty short but we did manage to have 3 groups for our New Year’s themed unit. Happy 2018!

 

 

 

 

SENSORY GROUP

In the south we eat black eyed peas for luck on New Year’s day. This box of dried peas contained the numbers 2-0-1-8 for the students to find.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

 

In the Chinese New Year, 2018 will be the year of the dog—–how cool is that! Since red is a considered a lucky color we used red moon sand to go with our dog shaped cookie cutter. Moon sand has a soft texture but is moldable which makes it perfect for this activity.

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

 

 

 

 

 

 

 

 

 

The students had fun scooping and sifting sand using the tools we included in this “sands of time” box. It was also a great opportunity to practice bilateral skills!

 

The science access point track a falling object can be addressed here.

 

 

 

 

 

 

 

Lots of people have parties this time of year so we had a box of colorful party beads for the students to wear and explore. Also, lots of fun to shake!

Track objects in motion is a science access point.

 

 

 

 

 

 

 

 

 

 

Fireworks are a big part of the New Year’s celebrations. Our fireworks light show toy was a hit with the students. It made some pretty authentic fireworks sounds and projected small pictures—-very cool!

 

 

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

 

 

 

 

 

There was some shiny and colorful confetti to swirl around in shaving cream this week.

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

 

 

 

 

 

 

 

 

 

 

The students had fun scooping the numbers 2-0-1-8 from our “bubbly” (from Philosophy) scented water.

 

Identify objects by one observable property (in this case floating or sinking) is a science access point.

 

 

 

 

 

 

 

Bath and BodyWorks has a scent called “midnight”—-perfect for a New Year’s unit! The students really liked the scent.

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

 

 

 

 

 

We finished our group we some bubble wrap fireworks—-so much fun!

 

 

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

We made some fireworks pictures this week!

First, we identified our paint color using communication symbols.

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

 

 

 

 

 

 

 

 

After dipping our paint tool in the paint, the students stamped UP and DOWN to make their fireworks. Our tool was made by fringing a piece of craft foam, folding it in half, rolling it up, and then securing it with a rubber band.

 

 

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

 

 

 

 

 

Then they added some gold glitter—–got to have some sparkle 🙂

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

 

 

 

 

 

 

 

TA——– ooh aah——– Da!

 

FIREWORKS!!!!!!!!!!!!!!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We started out the group by re-reading a book that we had made a couple of years ago.  It’s a book that looks at some of the New Year’s traditions that other countries have.  Here is the book we read: It’s New Year’s Around The World

We talked about how, in the south, people eat different kinds of foods that are thought to bring good luck.  One of those foods is black eyed peas—-so we decided to make some! While the peas were heating up, we counted out six bowls for the students.

Associate quantities with number name is a math access point.

 

 

 

 

 

We talked about how the bowls felt warm after the beans were heated. Not everyone was impressed by the peas, but everyone took at least 1 bite 🙂

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

 

 

 

 

 

 

 

We also had some Nilla Wafers for our students. It was a party after all so we HAD to have something sweet ! The students had to communicate how many cookies they wanted.  They could choose to have 1, 2, or 3 cookies.

Associate quantities with number names is a science access point.

 

 

 

 

 

 

Since this was a party, we brought out some Sprite as a drink.  This was the first time we brought soda to the group so it was interesting to see the faces our students made!  They certainly weren’t expecting anything bubbly 🙂

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

 

 

 

 

 

 

 

After our snack, we had “fireworks” using bubble wrap.  This is always a hit and so much fun!

 

 

 

 

 

We are now ready to take on the new year—–even with snow!!

Happy New Year from Group by Group!

Holiday Characters

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For a final theme of the year we chose Holiday Characters—–seen everywhere this time of year! Our sensory groups explored boxes dedicated to different characters. The fine motor groups made character themed ornaments and the language group made a fun holiday themed treat.

 

 

 

 

SENSORY GROUP

Our first box contained a variety of holiday character toys including Nutcrackers, polar bears, SugarPlum fairies, and elves. Some of the toys made noise, either by squeezing or crinkling which added to the fun. The lighted elf wand and Santa hat were big hits—–hohoho.

 

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

 

 

 

 

This first box is not exactly a holiday character but since lights are EVERYWHERE this time of year they almost are 🙂

 

 

 

 

Our students always love our light boxes and this colorful one was no exception.

It was very eye catching!

 

 

 

 

 

Recognize a source of light is a science access point.

 

 

 

 

The students had fun making their own Grinch character using green Floam, a plastic Grinch face, and some Mr. Potato head hands. Pretty darn cute!

 

 

 

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

 

 

 

 

The Coca Cola polar bear is often seen on TV this time of year so we thought a box of Insta Snow was perfect for this character. There was a picture of polar bears to find at the bottom of the box and we put in a spoon, scoop and a little penguin friend for our students to play with. Insta Snow feels cool like the real stuff and was lots of fun to explore.

Solve problems involving quantities of objects or actions using language, such as enough, too much, or more is a math access point that can be addressed here.

 

 

 

 

The Nutcracker ballet is a must see for many people. Our ballet themed winter umbrella was pretty magical, especially when twirled around! Music from the ballet was recorded on a voice output device.

 

 

 

Track objects in motion is a science access point.

 

 

 

 

We made some delicious smelling gingerbread playdough this week. While definitely NOT yummy tasting like real gingerbread, it was still lots of fun to play with using our cute cookie cutter.

 

 

 

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

 

 

 

 

We found a package of craft foam holiday symbols such as presents, hats, lights, trees in a dollar store and decided they were perfect for water play. The students used a measuring cup and sifter to scoop up and rinse the different shapes. They also adhered to the sides of the tub which was pretty cool!

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

 

 

 

 

Our scent this week was  sugarplum swirl by Bath and BodyWorks. Our students really liked it and left the group smelling like yummy little sugarplums 🙂

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made snowflake ornaments.

First, we identified a circle using communication symbols. For our visually impaired students we used textured symbols.

 

 

 

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

 

 

 

Next, they were helped to squeeze a hole puncher, making a CIRCLE shaped hole in the snowflake.

 

 

 

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

 

 

 

 

Then they glued a CIRCLE shaped photo of themselves onto the snowflake.

Again, recognize objects with two-dimensional shapes is addressed.

 

 

 

 

 

The students helped pull a chenille stem through the small hole.

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

 

 

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

Sammy and Suzi Snowflakes!

 

 

 

 

On Wednesday the students made gingerbread man ornaments.

First, using communication symbols,  they let us know how many buttons they wanted to put on their gingerbread man.

Associate quantities with number names is a math access point.

 

 

 

 

 

Next the students used a hole punch to punch a hole in their ornament. Most of the students needed help with this but some of them could do it independently!

 

 

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

 

 

 

 

Then they glued their faces and buttons onto their ornaments—–great pincer grasp practice!

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

 

 

 

 

 

 

The students helped pull a chenille stem through the small hole.

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

 

 

 

 

 

 

 

TA Da!!!

 

 

 

 

 

Cute little gingerbread people!!!

 

 

 

 

 

LANGUAGE GROUP

Well, the weather turned downright COLD for our language group so maybe hot chocolate would’ve been a better choice, but we went with our Grinch smoothies instead.  Here is the recipe we used: Let’s Make a Grinch Smoothie

We started out by measuring our orange juice.  We talked about how we had to use a measuring cup rather than measuring spoons since we had to measure out 1 cup.  We had a volunteer who poured it into the blender.

Next, we added some spinach.  We need our Grinch smoothie to be GREEN!

 

 

 

 

 

 

Then we got out the frozen mixed fruit.  Everyone had a chance to touch the bag.  They then had to indicate if it felt COLD or HOT.

 

 

 

Recognize an item as warm or cold is a science access point.

 

 

 

We added the frozen fruit to the blender.

Finally, we added some agave nectar.

 

 

 

 

 

 

 

 

Since we always taste test the lemon juice when we use it, we decided to taste test the agave.  We think some of our students thought we were trying to trick them with the lemon juice because they were a little hesitant to open their mouths at first 🙂

 

 

We just put a bit on their lips, though, and they could tell that it was sweet.

 

 

 

 

Everyone got a chance to turn on the blender so the ingredients could be mixed up.

 

 

 

 

 

 

 

 

We counted out how many students were in the room and poured the Grinch smoothies into our Grinch cups.

Cara traced Grinch faces onto our cups!

 

 

 

 

The students were intrigued once they tasted it they gave it a big thumbs up!

YUM!

 

 

 

What a fun filled week we had! Our very own little holiday characters will be on winter break for a couple of weeks. Join us again in January for more fun and learning——Group by Group.

 Happy Holidays!

Macy’s Thanksgiving Parade

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The Macy’s Thanksgiving parade with all those huge balloons inspired us this week! The sensory groups explored boxes related to some of the different balloon characters. The fine motor groups made paper balloons which the language group used for their own version of Macy’s parade.

It was a really fun week!

 

 

 

 

 

SENSORY GROUP

This box contained a variety of things associated with the parade including some shiny mylar balloons which were very eye catching and also made an intriguing crinkly sound. There were toys that represented some of the different balloons, beads, and a little wooly scarf since it can be pretty chilly in NYC this time of year. The real hit was the My Little Pony mask which the students loved admiring themselves in using the Hello Kitty mirror 🙂

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

 

 

 

 

 

The Sinclair dinosaur is one of the favorite balloons in the parade. Our little dinosaurs roamed around some green and purple rice which when pushed aside revealed a picture of Dino at the bottom of the box.

Also, one of the dinosaurs roared when the button on his tummy was pressed.

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

 

 

 

 

There were 3 toy characters to find in the  soft pink sand of this Hello Kitty box. The students really liked watching and feeling the fine sand as it fell through the sifter we also included.

 

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

 

 

 

 

These red, yellow, and white pompoms represented Ronald MacDonald and were perfect for sorting and counting.

 

 

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

 

 

 

 

We pulled out some of our colorful glittery and gem filled discovery bottles for our Trolls box. We included a voice output device with their theme song “Can’t stop the feeling” and a little toy Troll to dance along to the music.

 

 

 

The science access point track objects moving up and down can be addressed in this activity.

 

 

 

 

Everybody loves the Pillsbury Dough Boy balloon! We used cloud dough for this box—-of course! It is a little messy but has a very cool texture so totally worth the mess. There was a big scoop and small measuring spoon to let the students practice their scooping skills.

 

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

 

 

 

 

Hands were rinsed in Sponge Bob’s lagoon. In addition to a Sponge Bob toy there was a measuring cup and sifter scoop for added fun.

 

 

 

 

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

 

 

 

 

Because it had a Thanksgiving vibe, we used Bath and BodyWorks cranberry scented to lotion this week. This had a really strong aroma that was a hit with the students!

 

 

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

 

 

 

 

 

FINE MOTOR GROUP 

On Tuesday the students made a paper Dino, the Sinclair dinosaur, balloon.

The students took turns using sponge brushes to paint  our great big balloon.

 

 

 

 

 

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

 

 

 

 

After they were finished painting, the students used communication symbols to identify our paint color—–GREEN!

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

 

 

 

 

 

TA DA!

 

 

 

 

 

 

It’s Dino the Dinosaur!

 

 

 

 

On Wednesday the students divided into 2 tables to paint some more balloons!

First the students identified our paint colors using communication symbols.

Identify objects by one observable property is a science access point.

 

 

 

 

We painted Pikachu yellow………..

 

 

 

 

 

 

 

 

 

………..and Hello Kitty pink!

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

 

 

 

 

 

 

 

 

TA DA!!!!

It’s Pikachu!

 

 

 

 

 

 

 

 

TA DA!!!!!

 

 

 

 

 

 

It’s Hello Kitty!

 

 

 

 

 

LANGUAGE GROUP

Since we were talking about a parade this week, we decided to have our OWN parade.  This time, instead of having our students dress up, the adults dressed up!

Thank goodness for adult onesies lol.

The adults represented the different balloons in the Macy’s Thanksgiving Day Parade.

 

 

 

 

 

 

 

We decorated the students’ wheelchairs with garland and some helium balloons.

 

 

 

 

 

 

 

 

 

 

 

Since it was a Thanksgiving parade our turkey led the way!

 

 

 

 

 

Our balloons and costumes were VERY eye catching which made for a pretty exciting parade!

 

 

 

 

 

Since the Macy’s parade ends with Santa, we included him too!

He was pretty popular 🙂

 

 

 

 

 

 

 

 

 

After we paraded down the halls of the elementary building, we all had some socialization time while enjoying some snacks.

Each student had to request what they wanted from the snack table.  Sentence strips were presented at each different item.  Students had to point to each symbol in the sentence strip in order to get what they wanted.  Some students required hand-over-hand help to point to each symbol.  Our verbal students had to say what they wanted verbally.

If our students chose ice cream, they would have to request the different toppings that were available, again using the sentence strips provided.  To be polite, we had “thank you” symbols out as well.

 

 

 

 

 

 

 

 

Of course, we had our makeshift photo booth so everyone could take festive pictures.

There were also lots of props to add to the fun 🙂

 

 

 

A good time was had by all. Join us again next time for more fun and learning——-

Group by Group!

National Parks

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November 17 is National Take a Hike Day so we decided it would be great time to learn a little more about some of our national parks. Our sensory groups explored boxes related to specific parks. The fine motor groups made art projects featuring things you might see on a hike. The language group made a hike worthy snack!

 

 

 

 

SENSORY GROUP

Our Smokey Mountain National Park box was filled with things you might see while hiking here. There were leaves, pine cones, plastic pine needles, and plush animals including a bird that chirped when squeezed. There were also a pair of binoculars that were a hit.

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

 

 

 

 

Volcano National Park in Hawaii has a very unique landscape—-flowing lava! Black kinetic sand moves a lot like lava and with a piece of red plastic at the bottom of the box  we had our own little volcano landscape going!  The students made lava rocks with some blocks from a shape sorter.

The math access point recognize objects with two-dimensional shapes can be addressed here.

 

 

 

 

We thought our pink Floam was the perfect choice for our Grand Canyon box. Since mules are one way people get up and down the canyon we decided to put in some laminated ones of 3 different sizes for the students.

 

 

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

 

 

 

 

California has a lot of National Parks including Yosemite. For this box we used our blue and yellow rice which are the state colors. There were letter Y’s, a California magnet, and a picture of Yosemite to find at the bottom of the box. The students were especially intrigued by the magnet!

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

 

 

 

 

If you want to find some dinosaur fossils, Badlands National Park is the place to go! The students had fun digging for fossils or making their own with the moon sand in this box.

 

 

 

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

 

 

 

 

 

We made our Everglades swamp out of green jello and it was a HIT! Some of the students were a little hesitant but others dived right in 🙂 We put in some toy animals like alligators, snakes, lizards, and spiders—–things you might run into while exploring this national park!

 

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

 

 

 

 

 

Yellowstone National Park is known for its geysers like old faithful. When a button was pushed this bath toy sprayed water like geysers———- and produced LOTS of giggles!

 

 

 

Observe and recognize a predictable cause-effect relationship related to a science topic is a science access point.

LOTS AND LOTS AND LOTS OF GIGGLES 🙂

 

 

 

 

 

 

 

 

 

Bath and BodyWorks mahogany woods seemed a perfect scent for this week. The students really responded to its “woodsy” scent.

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students made some black bears, like those you might spot in the Smokey Mountain National Park.

First, we discussed the shape of the day and asked the students to identify it using communication symbols.

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

 

 

 

 

 

 

 

A black construction paper circle was cut into 2 pieces using adaptive scissors. We used either switch operated or tabletop scissors.

The math access point recognize parts of whole objects can be addressed here.

 

 

 

 

 

Then the 2 semi-circles were glued on to a black paper plate to make the ears.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

Then a small grey circle nose  was glued down and 2 googlie eyes were added.

 

 

 

 

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

 

 

 

 

 

TA DA!

 

 

 

 

 

                                                       Let’s go for a hike in the woods!

 

 

 

 

On Wednesday the students made a giant sequoia tree—-like the ones at Grand Sequoia National Park. In our book there is a picture of one with Jeannie’s husband standing under it so be sure to check it out!

First we discussed the color of our paint and identified it using communication symbols. We got 100% right on this one—–our students totally rock!!!!

 

 

 

 

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

 

 

 

 

 

Then each student got a chance to paint some leaves on our tree shape cut from some scrap foam board and its shape cut out by Ms. LaShayla—-one of our wonderful volunteers!

 

 

 

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

 

 

 

 

We attached the tree top to our trunk made from leftover cardboard and discussed that while we were LITTLE the tree was BIG! Ms. Alexa, another of our wonderful volunteers, cut up a cardboard box to make the tree trunk.

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

 

 

 

 

 

 

 

 

TA Da…….

we made a Giant Sequoia tree!

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We made a protein packed smoothie this week since protein is good for energy which we need while taking a hike!  Here is the recipe we used:  Let_s Make A Peanut Butter Oatmeal Smoothie

We started by putting some vanilla soy milk into the blender.

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

 

 

 

 

 

 

 

 

 

Next, each of our students got to smell the peanut butter before we put it in the blender.  This was a little confusing to some of students because they were presented with the peanut butter on a spoon 🙂  No one ate it off the spoon, though, so it was a successful smell test!

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

 

 

 

 

We put 4 tablespoons of peanut butter into the blender.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

After the peanut butter, we put in the frozen bananas.  Each student got to feel the bananas.  We talked about how they were COLD.

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

 

 

 

 

 

 

 

Finally, we added some old fashioned oats to the blender.

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

 

 

 

 

 

 

 

 

Each of our students got to help blend up the ingredients using a wireless switch that was connected to a power link.  We made sure that it was nice and smooth.

 

 

 

Observe and recognize a predictable cause-effect relationship related to a science topic is a science access point.

 

 

 

 

Time to drink our smoothies!  Now we’re all energized 🙂

 

 

 

 

 

 

 

 

 

We are glad you joined us this week and hope everyone has a very Happy Thanksgiving! We will be back after the holiday with more fun, learning, and smiles——-

                                                                ——Group by Group!

 

Colonial America

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This week we are looking at life during Colonial times. This theme compliments the Unique Curriculum unit our students are studying this month. Our sensory groups explored boxes related to different aspects of colonial life. The fine motor groups made some colonial themed art projects and the language group made porridge!

 

 

 

 

SENSORY GROUP

We put a lot of different items in this box from farm animals, pictures of historic figures from the time, and even a piece of wood flooring! There was also a discovery bottle with some jacks and dice to represent old time toys. Lots to explore and discover.

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

 

 

 

 

A typical breakfast consisted of porridge, which is often made of oatmeal. We haven’t done an oatmeal box in a while so this was the perfect time to bring it out.

The soft oatmeal had a great tactile feel that the students loved as they searched for the letters U-S- A.

 

The science access apply a push to move an object can be addressed here.

 

 

 

 

We found this patriotic pasta on clearance at World Market. The shapes and colors are pretty and perfect for sorting. The box also made a cool noise when shaken. To add to the fun, we put numbers 1 and 3—–for the 13 original colonies!

 

 

The science access point recognize and respond to different types of sensory stimuli can be addressed here.

 

 

 

 

Colonial Americans drank a lot of tea, so we filled this box with tea leaves and a little cup and spoon. There was also a picture of colonial Williamsburg to find at the bottom. The tea had a pretty strong aroma that our students found intriguing and they had lots of fun exploring it.

 

 

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

 

 

 

 

 

Puppet shows were a popular form of entertainment back in the day so we thought our students would have fun with this box  of hand puppets. We chose some that represented animals that might be found on colonial farms.

 

 

Recognize one or more external body parts is a science access point that can be addressed here.

They really had a blast with them

—-lots of giggles here 🙂

 

 

 

 

 

 

 

 

 

 

For our messy play we went all patriotic—-red and blue glitter in some white oobleck. Total glittery, gooey fun!

 

 

 

 

 

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

 

 

 

 

 

For our water play we put in a water wheel, which is something that was in use during colonial times. The students were pretty fascinated with it!

 

 

 

 

Recognize one way people use water is a science access point.

 

 

 

 

We used Bath and BodyWorks peach tea scent because tea, apple and peach cider were popular things to drink in colonial america. Everyone loved the peachy scent!

 

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made lanterns—-kind of like the ones people used long ago, except ours had battery operated tea lights from Dollar Tree!

We started by identifying the color of our tissue paper using communication symbols, including tactile symbols for our students with visual impairments.

 

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

 

 

 

 

 

The students tore the tissue paper into small pieces. This was a great opportunity to practice bilateral coordination and pre-scissor skills—-and it is totally fun to do 🙂

 

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

 

 

 

 

 

Then they put their pieces into a small plastic peanut butter jar.

 

 

 

 

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

 

 

 

 

With the tea light turned on, we closed it up, used chenille stems to make the handle, and…….

 

 

 

TA DA!!!! We made a lantern!

 

 

 

 

 

On Wednesday the students made George Washington puppets using this: George Washington puppet

First we discussed the shape of the paper bag and George’s face.

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

 

 

 

 

 

 

 

Then the students used paper cutters and scissors to cut out the  face—-counting the sides, of course!

 

 

 

Recognize the sides of a square is a math access point.

 

 

 

 

The students glued the face and precut hat onto the TOP of a blue paper bag.

 

 

 

 

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

 

 

 

 

 

To finish they pulled apart fiberfil stuffing into TWO pieces and glued it on each side of the face.

Match an object to a designated space to show one-to-one correspondence and associate quantities with number names are math access points.

 

 

 

 

 

TA DA!

 

 

 

 

 

By George, these are some pretty cute puppets!

 

 

 

 

LANGUAGE GROUP

We made some good old fashioned porridge this week in the language group–although we used more advanced technology to heat ours up 🙂

We used this recipe to make our porridge: Let_s Make Colonial Porridge

We started out by measuring the oats using a measuring cup.  Only a little bit at a time was poured in, so our students had to indicate that we needed MORE.  Once we got the correct measurement, we PUT it in a bowl.

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

 

 

 

 

 

 

Next, each of our students felt the milk.  They indicated that it felt COLD.  We measured out the milk and POURED it into the bowl.  Then we put it in the microwave to heat it up.

 

 

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

 

 

 

 

While our students waited, they got to play with the oatmeal box from the sensory group.

They seemed to really like the texture!

 

 

 

 

 

 

 

 

We had to re-heat the porridge a couple of times, so the students got to pick out their toppings while waiting.  They chose by indicating a picture of what they wanted.  There choices were banana, cinnamon, Greek yogurt, and honey.

Communicate preference for  objects or actions is a language access point.

 

 

 

 

Before the porridge was put in individual bowls, our students got to touch the side of the porridge bowl.  We talked about how it felt WARM.

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

 

 

 

 

 

 

We counted out how many bowls we would need.

Associate quantities with number names is a math access point.

 

 

 

 

FINALLY, they got to eat their colonial snack.  YUM!

This was a hit!

 

 

 

 

Thanks again for joining us this week and we also have some exciting news! You may have noticed a new badge on the right side of our page. We were named one of the top 75 Occupational Therapy blogs by Feedspot—–how cool is that!

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

Day of the Dead

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We had fun learning about Day of the Dead this week. It is a holiday celebrated November 1st and 2nd in Mexico. Our sensory groups explored boxes related to different facts about the holiday. The fine motor groups and language group made art projects inspired by sugar skulls!

 

 

 

 

 

SENSORY GROUP

The students sorted pompoms in the colors of the Mexican flag—–red, green, and white.

 

 

 

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

 

 

 

 

 

These eye catching beans reminded us of all the colorful decorations and costumes seen in pictures of Day of the Dead celebrations.

The students searched for letter D’s of different sizes or watched them sift through fingers.

 

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

 

 

 

 

This box had different items related to Day of the Dead. We put in some toy people and the word FAMILY since the holiday is all about ancestors. There were also some flower petals, beads, skeletons, and musical instruments—-including a maraca that named colors and numbers in Spanish when shaken!

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

 

 

 

 

 

Salt, representing the “salt of life”, is also a part of the celebration. In this box we put salt and some tools the students could use to explore it. There was also a picture of a calaveras or sugar skull to find underneath.

 

 

Recognize that pushing and pulling an object makes it move, is a science access point. Track objects in motion is another science access point that can be addressed here.

 

 

 

 

Lots of candles are placed on altars during the Day of the Dead. Since we can’t use real candles at school, we used our Wikki Stix and some light toys to simulate them.

The students really had a lot of fun with this box!

 

Some of the students preferred the Wikki Stix…….

but the lighted toys were also a big hit of course!

 

 

 

 

 

Recognize a source of light is a science access point.

 

 

 

 

 

Colorful flowers are seen everywhere during Day of the Dead celebrations. Our students used a flower shaped cookie cutter with red and yellow play dough to decorate this eye catching sugar skull tray we found at the Dollar General store.

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

 

 

 

 

 

There were some fun lighted flowers to look at in our water basin this week. We also included some different sized scoops.

 

 

 

 

Recognize differences in containers that hold liquids is a math access point.

 

 

 

 

 

Bath and BodyWorks vanilla sugar was the perfect scent for us this week. This sweet scent is always popular with the students—-whether rubbed on hands, arms, or behind ears!

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students decorated a sugar skull picture we found on the Coloring Castle website.

We also used some stampers we made using dish scrubbers and craft foam flowers.

 

First the students chose which color paint to start, either RED or YELLOW, using communication symbols.

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

 

 

 

 

We applied the paint to the stampers and encouraged the students to stamp UP and DOWN, helping them as needed.

 

 

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

 

 

 

 

 

Ta Da!!!!!

 

 

 

 

                                                         Check out our sugar skulls!

 

 

 

 

 

On Wednesday the students decorated these huge felt sugar skulls we found at the Dollar Tree store. Since they were one dollar a piece it was a little bit of a splurge for us but we couldn’t resist!

First, using communication symbols, the students identified the colors of the glitter we planned to use.

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

 

 

 

 

 

 

Then the students painted their skulls with glue.

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

 

 

 

 

 

 

 

 

Time to “shake, shake, shake that glitter”!

The science access point recognize an action as fast or slow, can be addressed here.

 

 

 

 

 

 

 

 

Next they glued some silk flowers onto their skulls. After each flower was glued down we asked the students if they were “all done” or wanted “more”. Of course, we also counted how many flowers each student put on their skull.

 

 

Associate quantities with number names is a math access point.

 

 

 

 

 

Ta DA!!!!!!

 

 

 

 

 

                                     Such colorful calaveras!

 

 

 

 

 

 

LANGUAGE GROUP

We put our own spin on edible calaveras this week and made our version of sugar skulls.  Here’s the recipe: Lets Make Our Version Of Sugar Skulls

We started out by pouring some milk into a small cup and then made it edible paint by adding food coloring.  Our students got to STIR the food coloring around and watched as it turned our white milk different colors.

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

 

 

 

 

Once the “paint” was all mixed up, we counted out how many plates and pieces of bread we needed for all of our friends. Each student got to paint a piece of bread, requesting the colors they wanted using communication boards.

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

 

 

 

 

 

After they finished painting their bread, we started to make the face.  We had to count out 2 banana slices for the eyes.  We talked about how the eyes had to go on the TOP of the bread.  Then we counted out 2 blueberries to put on TOP of the banana slices.

 

 

 

 

Next, we added the nose.  Each student got 1 half of a strawberry.  We talked about how the strawberry goes in the MIDDLE of the bread.

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

 

 

 

 

 

 

Finally, we used 5 miniature marshmallows for the teeth.  Students had to indicate that they needed MORE marshmallows if they did not receive the correct amount.  We talked about how the marshmallows go on the BOTTOM of the bread.

Associate quantities with number names and identify spatial relationships, are both math access points.

 

 

 

 

 

 

 

Wow!!  These turned out great and were lots of fun to make.

                     Pretty tasty too!

 

 

 

We enjoyed learning about Dia de los Muertos this week and hope you did too.

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