Tag Archives: language skills

Let’s Go To The Beach

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Summer vacation is coming up soon so you know what that means—–let’s go to the beach!  The sensory groups explored boxes filled with items you might find at the beach. The fine motor groups made beach themed art projects out of paper plates and the language group made a beach inspired treat.

It was a fun filled week and a great theme to end this school year!

 

 

 

 

SENSORY GROUP

Play sand is a great medium to explore. Not only is it soft to the touch but so fun to watch stream down through the funnel we put in this box!

Track objects in motion is a science access point.

 

 

 

 

 

Down near the water the sand denser and perfect for building sandcastles—–like our moon sand! In this box a plastic crab, toy sea turtle and 2 shells could be found. There was also a fun play dough toy. It could be used to make sand castles or rolled along to make footprints in the sand—-very cool!

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

 

 

 

 

 

While we don’t have any black sand beaches here, we think they would be pretty cool to explore! Our black sand beach was actually kinetic sand—-always popular with both students and staff! Everyone loves the way kinetic sand feels but since it molds well, we put a cute starfish mold in this box.

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

 

 

 

 

 

Playing along the seashore means feeling a cool breeze and water spray. There were a variety of hand operated fans to mimic ocean breezes. We had some with whirling lights and others that did not have blades at all—-very cool!

The students found them fascinating.

The really fun part of this box was our misting water bottle! After we sprayed the water into the air, there were LOTS of giggles from the students as the water droplets fell down on them 🙂

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

 

 

 

 

 

Of course, with a beach unit we HAD to include our ocean umbrella! Both dolphin and whale sounds were recorded on a voice output device. As usual, this umbrella was a hit—-it really is one of our favorites 🙂

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

 

 

 

 

Since this is our last post of the year—–and our students are so VERY cute,

                                                here are a few more photos 🙂

 

 

 

 

 

For our messy play this week we asked the students to make wavy ocean wave lines in our “sea foam” shaving cream. A really fun way to work on pre-writing skills!

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

 

 

 

 

 

Our water play featured a fun little fish and some different sized scoops. Water is always fun for our students and a great way to rinse off messy hands 🙂

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

 

 

 

 

 

Sunscreen is a MUST for a day at the beach! Bath and BodyWorks aruba coconut bath gel in our water and its matching scented lotion left our students smelling like they had spent a day at the beach!

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students made paper plate sea shells. To make the plates look like shells we just freehanded a little curve along each side of a small paper plate—-pretty easy.

To start out we asked the students to identify the color of our paint using communication symbols.

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

 

 

 

 

 

 

Then the students painted their sea shells PINK!

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

 

 

 

 

 

We added some glitter to give the shell a little sparkle!

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

 

 

 

 

 

TA DA!

Fabulous sea shells!!!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made crabs using paper plates. Paper plates were folded in half and stapled prior to the group. We also pre-made the crab pincers.

Using communication symbols, the students identified the color of the paint they were going to use to paint their crabs.

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

 

 

 

 

They also identified a semi-circle—–the shape of our crabs!

Recognize a half of an object as part of the whole object is a science access point.

 

 

 

 

 

The students added 2 crab pincers (made with chenille stems and construction paper) by putting the chenille stem through holes punched in the plates. They did a really great job with this!

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

 

 

 

 

Then the students painted their crabs with bright YELLOW paint!

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

 

 

 

 

 

 

 

2 glue dots were added for 2 googlie eyes! We pre-glued the googlie eyes on to paper circles to make for easier handling.

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

 

 

 

 

 

TA DA!!!

Such cute little yellow crabs!

 

 

 

 

They are super cute BUT…….

better watch out for those crab claws 🙂

 

 

 

 

 

LANGUAGE GROUP

We did things a little bit differently today.  Instead of making something to eat, we made ourselves a nice cool drink!  We made a copycat recipe of Sonic’s Ocean Water drink.  Here’s the recipe we used: Let_s Make Sonic Ocean Water

We started out by measuring some sugar.  We talked about how we use measuring spoons rather than measuring cups.  We added some water and then microwaved the ingredients for 30 seconds.

 

 

 

 

 

While the ingredients were in the microwave, we talked about how things get HOT when they are heated up.  Once the sugar and water was finished, we stirred it up and let it sit for a bit to cool down. When it was safe, the students got to feel the warm bowl.

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

 

 

 

 

 

We counted out 4 drops of food coloring and then added some coconut extract.  We stirred it all up and watched as the color CHANGED.

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

 

 

 

 

 

 

 

 

 

We POURED 2 cans of sprite into a pitcher.

Then we poured the other ingredients in and stirred it all up and……

VOILA! We created our own Ocean drink!

The math access point associate quantities with number names is addressed here. The science access point recognize a change in an object is also addressed.

 

 

 

 

 

Our students got to request if they wanted any goldfish crackers to go with their drink.  They were only given a small amount and had to ask for MORE if they wanted more.

Both the drink and the crackers were hits 🙂

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

I think we’re all ready to visit the beach!

 

 

 

 

Well thank you for joining us! We hope you enjoy your summer as much as we plan to! Hope to see you in the fall for more fun and learning Group by Group!

Spring Fun

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Spring brings lots of exciting events both in school and in the community. This made for a really fun theme this week! Our sensory groups explored boxes related to different events. The fine motor groups made decorations for the biggest spring event—–graduation! The language group led a fantastic spring parade and then had a party, with sweet treats 🙂

 

 

 

 

 

SENSORY GROUP

Spring break often means BEACH time around here! We put a little shovel and a measuring scoop in our play sand. The students had fun making sandcastles and finding shells in it.

Since the sandcastles could be counted, the math access point associate quantities with number names can be addressed here.

 

 

 

 

The Rough Riders visit our school the day before the city’s Springtime parade. Not only do they wear cool costumes but they pass out beads and teddy bears to all the students—-how cool is that! There were some HARD beads and a SOFT teddy bear for the students to explore in this box.

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

 

 

 

 

The FSU marching chiefs visit is another spring highlight for our school. We filled this FSU box with shaker pompoms, beads, garland etc. all in the school’s colors. We also included a toy saxophone which was a big hit with the students!

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

 

 

 

 

The school talent show is always so much fun—-we have some pretty talented students and staff! To help get our students in the show biz spirit, we put in a variety of costume props but the feather boa and glasses were the hits here!

While trying on the props, the students can identify one or more external body parts—-a science access point.

 

 

 

 

Graduation is THE event in spring. This box contained rice in our school colors along with our school initials. There was also a picture of our soon to be graduates at the bottom of the box. Lots of opportunities for visual and tactile discrimination in this box!

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

 

 

 

 

Memorial Day brings about the end of school and the beginning of summer. We put blue and red glitter to make our patriotic oobleck. The swirling glitter looked pretty cool!

Track objects in motion is a science access point.

 

 

 

 

Our students love participating in all of the sports activities in Special Olympics and SportsAbility events. We put our paddle wheel toy in our water play as a nod to the ever popular paddle boat ride at SportsAbility.  As usual, lots of splashy fun here!

The science access point recognize that when an activity is repeated, it has the same result, can be addressed here.

 

 

 

 

A lot of our spring events happen outside and outside events mean sunscreen! we went with coconut scented bath gel and body lotion this week. Coconut is a pretty strong scent, leaving the students smelling like a day at the beach!

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made a garland to decorate the graduation festivities. We used craft foam stars purchased at the dollar store.

First the students used communication symbols to identify the color of the stars.

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

 

 

 

 

 

Then they squeezed glue onto the stars and added either a letter or number to their star—-either our school initials or 2-0-1-7!

Since they had to put these DOWN onto their stars, the math access point recognize a movement that reflects a spatial relationship is addressed.

 

 

 

 

 

Next the students added some sparkly blue glitter!

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

 

 

 

 

 

 

 

The students practiced their pincer grasp skills as they threaded some yarn through holes in the tops of the stars.

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

 

 

 

 

 

 

TA Da!!!!!!!!!!!!!!

                                              Congratulations class of 2017!

 

 

 

 

 

On Wednesday the students made decorations that highlighted each of our seniors. This time we used starts cut from yellow poster board.

First the students counted out 3 craft foam star stickers.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

Peeling the backs off the stickers was a great opportunity to work on pincer grasp skills. They had to put their LITTLE stars onto their BIG star.

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

 

 

 

 

 

 

Then they added a picture of one of the graduates to their stars.

Recognize when 1 item has been added to sets of objects to 3, is a math access point.

 

 

 

 

 

 

 

To finish, the students pulled some shiny curling ribbon through a hole in the top of their stars.

The science access point recognize pushing and pulling and object makes it move is addressed here.

 

 

 

 

 

 

TA DA!!!!!!!!!!!!!!!

 

 

 

 

 

 

 

 

 

 

We love our seniors!!!!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We had such a great time celebrating spring this week during our language group!  During the spring, we have a spring parade here in town, so we decided to mimic it with our OWN spring parade.

The language group dressed up in hats, tutus, and beads and we made our own parade floats using poster board that we attached to the front of the students in wheelchairs.

We had a special bubble blowing Grand Marshall, who was here for “Take your Child to work Day”, to lead the parade!

 

 

 

 

 

While we paraded through the elementary building, we handed out beads and bears to the parade goers.

Lots of fun and excitement!

 

 

 

 

 

Everybody LOVED their teddy bears!

                                                         They were a hit!

 

 

 

 

 

Once we made it through the parade route it was time for refreshments and socialization.

Each student had to use the symbol sentence strips provided in order to request what they wanted.  There were different sentence strips for each of the items: ice cream, chocolate sauce, sprinkles, and punch.  Our students had to indicate “I want ___” in order to receive the food/drink items.

Food is super motivating so everyone did a great job using their symbols!

 

 

 

 

 

The ice-cream was REALLY yummy 🙂

 

 

 

 

 

 

 

 

 

 

We had music on to dance to and what a dance it was!

Everybody showed off their best moves 🙂

 

 

 

 

 

There were lots of opportunities for communicating as students asked a partner to dance with them!

We LOVE to dance!!!

 

 

 

 

 

Of course, we can’t have a party here without the photo booth!  Our students got to choose what they wanted to wear for the camera.

So many great pictures come from the photo booth!

 

 

 

 

 

Everyone had such a great time and we can’t wait to do it again 🙂

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

 

 

 

 

 

 

Peru

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img_1173img_0793One of our teachers recently took a trip to Peru and visited Machu Picchu—–how cool is that! Her trip inspired us to learn a little about the country of Peru! This theme also compliments the Unique Curriculum unit our students are working on this month. Our sensory groups explored boxes related to different facts about the country. The fine motor groups made art projects using symbols of Peru and the language group made a tasty Peruvian treat.

 

 

 

 

SENSORY GROUP

img_0569img_1552Machu Picchu is located in the Andes mountain range in Peru. Our students used Floam to make their own version of the mountains. We included 4 llamas a symbol of the country and domesticated by ancient Peruvians. Since we didn’t have any small llama figures, we just printed out some clip art pictures and laminated them—-it worked pretty well!

img_1112Associate quantities with number names is a math access point.

 

 

 

 

 

img_1555img_1171The colors of the Peruvian flag are red and white. In this box we included a variety of textures and objects in those colors. It was fun seeing what the different students gravitated towards.

img_1502Recognize and respond to different types of sensory stimuli is a science access point.

 

 

 

 

img_1577img_1496The vibrating sound activated crab was a particular favorite!

img_1224                                                          There were LOTS of giggles with this one 🙂

 

 

 

 

 

img_1118img_1147Copper mining is a major industry in Peru. Our copper colored kinetic sand is such a fabulous tactile experience for the students. There was a cookie cutter letter P but watching it run through fingers is always the preferred way to explore this fabulous stuff!

img_1187The science access point apply a push to move an object can be addressed with this activity.

 

 

 

 

 

img_0548img_1216Potatoes originally came from Peru—–NOT Ireland 🙂 Letter P’s and a map of Peru could be found in this box of potato flakes. Soft and slightly crunchy, an interesting texture that the students really loved!

img_0563The social studies access point associate a picture with a place can be addressed here.

 

 

 

 

 

img_0542img_1239Jaguars are another animal that can be found in the rainforests of Peru. There were 2 plush jaguars to find hidden in the colorful rainforest flowers.  Some of the students loved the jaguars but others had a blast grabbing handfuls of petals and watching them drift down. A very eye catching box!

img_1518                                            Match animals that are the same is a science access point.

 

 

 

 

 

img_0638img_1482Much of the Amazonian rainforest is located in Peru. Ms. Zenia, our fabulous OT intern, made this wonderful rainforest umbrella for us. Along with the sounds of the rainforest recorded on a voice output device, it was almost like being there!

img_1081Match common living things with their habitats is a science access point.

 

 

 

 

img_1071img_1067And some more photos because this umbrella was pretty cool…..

img_1064                                                       and our students are just so darned cute 🙂

 

 

 

 

 

img_1490img_1137We found out that you can see Humboldt penguins in Peru so we put some in our water play this week. Ok, so perhaps our birds are more of the Madagascar cartoon variety but sometimes you have you use what you have on hand 🙂

img_0620The science access point track objects in motion can be addressed here.

 

 

 

 

 

img_0648img_1624The world’s finest cotton comes from Peru so Bath and BodyWorks cotton scent was the choice this week. It was a nice aroma that our students really seemed to like. This part of our group really encourages students to use communication words, symbols, and gestures.

img_1621One of our students communicated his idea that the adults also needed to sample this lotion 🙂

Associate information or wants and needs with referent object, gestures/signs, pictures, symbols, or words is a language access point.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students made some Peruvian flags.

img_0667img_0676We started by talking about the shape of the flag and the students identified it using communication symbols.

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

 

 

 

 

 

 

img_0731img_0685The students then used either a paper cutter or switch operated scissors to cut 2 rectangles.

img_0810Associate quantities with number names is a math access point.

 

 

 

 

 

img_0706img_0823After gluing the smaller RED rectangles onto a white piece of paper, they added the coat of arms to the middle. To find the coat of arms we enlarged one we cut out from a printable flag page we found using Google—–what would we do without Google! 🙂

img_0753Recognize a change in an object is a science access point.

 

 

 

 

 

img_0763img_0844Ta Da!

img_0721                                                                               We love Peru!!!!

 

 

 

 

 

On Wednesday the students made some llamas using this: llama-template

img_1279img_1271First we counted how many students were in class so we would know how many llamas we needed!

img_1273Associate quantities with number names is a math access point.

 

 

 

 

img_1298img_1354Next the students painted glue onto their llama. We cut the llama’s out of orange poster board because that was the color we had on hand 🙂

img_1381The science access point recognize that pushing and pulling an object makes it move can be addressed here.

 

 

 

 

img_1317img_1376Then they sprinkled some precut yarn onto the glue. Great fine motor skill practice here!

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

 

 

 

 

 

 

 

 

img_1342img_1344Ta llama Da!

 

 

 

 

 

 

 

 

img_1444img_1411WOW look at our herd!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

img_1654img_1661After reading the book, we brought our Amazon jungle umbrella around to each student.

img_1642We’ve had some voice output issues so the students got to hear some of adult’s versions of what animals in the jungle would sound like.

VERY realistic lol—-we are keeping our day jobs 🙂

After the umbrella, we made a Peruvian dish.  This week we made Peruvian quinoa and cauliflower pilaf.  Here is the recipe that we used, which was found on the website perudelights.com: lets-make-peruvian-quinoa-and-cauliflower-pilaf  We did have to modify the amounts of each ingredient since we did not want to make a huge portion.

img_1678img_1667Cara roasted the cauliflower and cooked the quinoa the night before in order to make sure that the recipe could be completed during the time allotted for the language group.

img_1673Each of the students got to help MEASURE the ingredients and POUR them into the bowl.

 

 

 

 

 

img_1715img_1742When it came time to put in some lemon juice, each of the students got to try a little bit.  We talked about how it tasted SOUR.  Surprisingly, a few of our students went back for a second, and sometimes a third, taste!

img_1751                                                              Lemon is pretty popular with our kids!

 

 

 

 

img_1760img_1769We mixed all of the ingredients together and voila! A Peruvian meal!  We counted how many bowls we needed and then served it up.

img_1796Our students really liked it!  One of our students who typically doesn’t eat the snacks we make DID eat this one 🙂

Yay for Peru!

Hope you enjoyed learning a little bit about Peru. Join us again next week for more fun and learning—–Group by Group!

Minnesota

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img_8423img_8074We have a paraprofessional and a student who hail from Minnesota so this week thought it would be fun to learn a little more about the state. This theme complements the Unique Curriculum unit our students are working on this month. The sensory groups explored boxes related to facts about Minnesota. The fine motor groups made art projects related to state symbols and the language group went shopping in our very own Owl Mart of America!

 

 

 

 

SENSORY GROUP

img_8054img_8158This box contained objects that represented fun facts we learned about Minnesota. Some of the things we included were a Tonka truck (first built in Minnesota), pink and white lady slipper petals (the state flower), a book (the first children’s library was built in Minnesota), Peanuts characters (Charles Schulz is from there), and loon (state bird) calls recorded on a voice output device. There was also a little purse and play money to represent the Mall of America.

img_8347Recognize a model of a real object is a science access point.

 

 

 

 

img_8311img_8301We brought out our butterfly and caterpillar pasta to represent the state insect—-the Monarch butterfly! This pasta is so brightly colored and very eye catching. We also included 2 plates for sorting fun.

img_8175Match objects by an observable property, such as size, shape, and color is science access point.

 

 

 

 

 

img_8782frame-02-02-2017-06-07-48The Minnesota Vikings football team colors are purple and yellow. We put a variety of chenille stems in those colors in this box.

The stems can be twisted together, looped into chains—–or WORN 🙂 The two colors also allow for sequencing or sorting practice!

img_8339In addition to the science access point match objects by one observable property such as size, shape, and color, the math access point recognize the next step in a simple pattern or sequence of activities can be addressed.

 

 

 

 

img_8303img_8328Judy Garland who starred in the Wizard of Oz is a famous Minnesotan.  We thought our rainbow rice was a perfect choice for her box. In addition to some letter M’s to find,  there was also a map of the state to find at the bottom.

img_8097The social studies access point locate pictures or symbols on a drawing or map can be addressed here.

 

 

 

 

 

img_8774img_8119The musician Prince, came from Minnesota. One of his most famous songs is Purple Rain so we used purple Bubber for his box. We included cookie cutters with the state initials——-M N.

img_8298Apply a push to move an object is a science access point.

 

 

 

 

 

img_8063img_8719We had to include a nod to those Minnesota winters so we gave the students  some shaving cream “snow” to play in.

img_8754Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

img_8079img_8761Minnesota is called the “land of 10,000 lakes” so Bath and Body Works dancing waters scent seemed the perfect bath gel for this week. Our tiny little lake included 2 different sized fish that squirted water when squeezed—-how fun is that! There was also a sifter scoop included.

img_8320Recognize similarities and differences in size of common objects is a math access point.

 

 

 

 

img_8447img_8454The matching lotion was a hit with the students as it was rubbed on hands, arms, and on the backs of necks.

img_8814Recognize one or more external body parts is a science access point.

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students painted a walleye—the official state fish! We used this:walleye-template

img_8210img_8204First the students identified our paint color using communication symbols.

img_8214The science access point identify objects by one observable property, such as color, is addressed here.

 

 

 

 

 

img_8222img_8217The students stamped the yellow paint on the fish (cut from green poster board) using a bubble wrapped foam scrub brush. We emphasized stamping UP and DOWN.

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

 

 

 

 

 

 

img_8468img_8219After they had finished painting, the students squeezed on a glue dot and then added a googlie eye to their fish.

img_8472The math access point match one object to a designate space to show one-to-one correspondence, is addressed here.

 

 

 

 

 

img_8240img_8248A tongue depressor was taped to the back of the fish so the students could make their little fishes swim………

img_8231                                                                        …………………….Ta Da!

 

 

 

 

 

On Wednesday we made Babe the Blue Ox using this: babe-the-blue-ox-template

img_8477First the students identified a circle using communication symbols.

The math access point recognize objects with two-dimensional shapes, such as a circle.

 

 

 

 

 

 

 

 

 

img_8500img_8520Then they painted their paper plates BLUE——–we used really pretty turquoise blue!

img_8560Recognize a change in an object is a science access point.

 

 

 

 

 

 

 

 

img_8532img_8557Two glue dots were squeezed onto the plate and one big googlie eye placed on each glue dot.

We got our googlie eyes at the Dollar Tree—-we do love a bargain!

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

 

 

 

 

 

 

 

img_8502img_8617The snout and horns were then glued DOWN onto the plate to finish Babe’s face.

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

 

 

 

 

 

 

 

img_8505img_8576Ta DA!

img_8626                                                                            It’s Babe the Blue Ox!

 

 

 

 

LANGUAGE GROUP

img_8856Our language group was a little bit different this week.  Since we were talking about the Mall of America, we decided to take a trip to our very own “Owl Mart of America” to do some shopping.  The Owl Mart is a little shop that was put together so that our Post Secondary students could have some vocational training.  Students are able to shop with “owl bucks” that they receive for good behavior.

Very cool and super reinforcing!

 

 

 

 

img_8824img_8819After reading the book, we gave all the students some owl bucks to spend—–very exciting!

 

 

 

 

 

 

 

 

img_8837img_8847Then we set out for the Owl Mart of America.

img_8848It’s kind of a long way from the classroom so everyone got their exercise for the day 🙂

 

 

 

 

img_8860img_8892There were lots of things to look at, like jewelry, Valentine’s day crafts, and stuffed animals.

img_8896                                                                          Decisions, decisions!

 

 

 

 

 

img_8869img_8881Once our students chose what they wanted to buy, they had to go up to the cashier, a post secondary student, and had to convey “I want” using picture symbols as well as “I all done”.

img_8898Adults helped the students count out the number of owl bucks that they needed to pay for their item and passed them to the cashier.

 

 

 

 

img_8915Our shopping experience was a success and everybody was pretty thrilled with their purchases!

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

Super Heroes

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img_7851img_7214The theme for our district’s literacy week was Super Heroes! This unit was especially fun to put together and we think the students really enjoyed what we came up with for the different groups. Our sensory groups explored boxes inspired by different super heroes featured in our book. The fine motor groups made some super hero themed props and the language group made the Ninja Turtles favorite snack—-pizza! It really was a fun filled week  🙂

 

 

 

 

SENSORY GROUP

img_7746img_7382The students used a cookie cutter to stamp the letter S—-for Superman—– into blue moon sand (we chose blue to match Superman’s suit). The bright blue moon sand was quite appealing to look at and also felt pretty fabulous sifted through fingers!

img_7441Apply a push to move an object is a science access point.

 

 

 

 

 

img_7249img_7822There were some slightly tacky web-like Wikki Stix in our Spiderman box. The colorful waxed strings stick to each other and have an interesting tactile feel.

They loved grabbing them and crumpling them up into little “spider webs”.

img_7771There was also a little vibrating spider to add to the fun. We have brought her out before and she always elicits lots of giggles 🙂

The science access point track objects in motion can be addressed here.

 

 

 

 

 

img_7243img_7430Most of the super heroes we are familiar with were originally from comic books. We used some colorful magazine shred to match that comic book feel.

We were given some photo booth props and masks (thanks Ms. Elaine) that proved to be lots of fun for the students.

img_7495                                                    They kind of had fun with the masks 🙂

 

 

 

 

img_7796img_7472There were also some action figures and even 2 little super hero books to read—-it was literacy week after all!

 

 

 

 

img_7406Recognize a person in a story is a social studies access point that can be addressed here.

 

 

 

 

img_7285img_7405Our Batman box was filled with black kinetic sand—— and BATS, of course! There were both grey and black bats which made for sorting and counting opportunities.

img_7809The math access point solve simple problems involving joining or separating sets of objects to 3 can be addressed here.

 

 

 

 

 

img_7297img_7750In comic books, Wonder Woman has a golden lasso. So golden lassos are a little difficult to find but we have plenty of gold beads and our students seemed pretty pleased with the swap 🙂

Whether shaking them, wearing them, or just touching them——they had a blast!

 

 

img_7381The math access point recognize length of real objects, such as big, little, long, or short can be addressed here.

 

 

 

 

img_7693img_7715We made some bubbling, glowing Ninja Turtle ooze for our students to explore this week. Tonic water made our ooze (oobleck) glow under the black light and pop rocks provided the bubbling sounds—-way cool!

 

 

 

img_7690Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

img_7700img_7252In our water play, some lighted pool toys stood in for Iron Man’s power cell. We found them in the dollar section at Target. Whether the lights were on or off, they were pretty irresistible to the students!

img_7310Recognize sources of light is a science access point.

 

 

 

 

img_7839img_7829Our scent of the week was Pink Power Ranger (aka Bath and Body Works merry cranberry). This scent had quite a strong sweet aroma and was a total hit with the students—-even some who are sometimes unimpressed with our olfactory selections 🙂

img_7542Recognize and respond to one type of sensory stimuli is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made some Batman masks out of paper plates using this: batman-template

img_7331First, using communication symbols, we identified the color of the paint we were going to use.

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

 

 

 

 

 

 

 

img_7337img_7346Then the students brushed the paint over their masks.

img_7340Recognize a change in an object is a science access point.

 

 

 

 

img_7348img_7354TaDa——nanananana BATMAN!!!!!!!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made their own Super hero symbols!

img_7551First we discussed and identified the shape we were going to cut——a triangle.

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

 

 

 

 

 

 

 

 

img_7606img_7668The students used paper cutters and switch operated scissors to cut out their triangles.

The science access point recognize that pushing and pulling an object makes it move, can be addressed here.

 

 

 

 

 

img_7652img_7602Then the students glued a letter S (cut out on the Ellison machine) onto their triangle. We attached it to their shirts using double stick tape.

 

 

 

img_7658Recognize a change in an object is a science access point.

 

 

 

 

 

 

 

img_7574img_7642It’s a bird, it’s a plane—–

 

 

 

 

 

img_7620                                                                     TA DA it’s a super hero!!!!!!

 

 

 

 

LANGUAGE GROUP

This week, we made a snack that the Teenage Mutant Ninja Turtles would have LOVED.  We made mini english muffin personal pizzas.

img_7873img_7892Each of the students got to make their own pizza.  We focused on the words MORE and ALL DONE today, using picture symbols and verbalizations.

img_7910When making each pizza, only a little bit of sauce would be put on to spread around. Our students then had to indicate if they wanted MORE or if they were ALL DONE with the sauce. We did the same thing with the cheese. We found that these students were more likely to indicate MORE rather than ALL DONE 🙂

 

 

 

 

img_7928img_7901Our students who have a regular diet got to make their pizza on half an English muffin.  Since we have a couple of students who are on a puree diet, Ms. Robin, the classroom teacher, made some mashed potatoes that she shaped and patted out using a hamburger press so it resembeled an English muffin.  So cool!

 

 

 

 

 

 

 

img_7981While we waited for the pizzas to heat up, some of us took a little time for some Ninja Turtle selfies 🙂

 

 

 

 

 

 

 

 

 

 

img_7959-1We then asked our students if they LIKE the pizza or if they DON’T, using symbols.  Seems like we got the thumbs up!

 

 

 

 

 

 

 

 

 

 

img_7936img_7930Viola——Mini Ninja Turtle Pizzas to enjoy!

img_7962                                                                                     YUM!!!!!

 

 

 

 

img_7390img_7410Our Superhero unit totally was SUPER FUN!

img_7396Join us again next time for more fun and learning——Group by Group!

Winnie the Pooh

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img_6288thumbnail_img_2557January 18th is Winnie the Pooh Day! We had a blast creating the book this week and our students looked adorable in their costumes. Ms. Judy and her students came through again with an amazing backdrop. All in all, it was a super fun week! We celebrated with colorful character themed sensory boxes. Our fine motor groups made some super cute crafts and the language group made a snack with Pooh’s favorite food—–honey!

 

 

 

SENSORY GROUP

img_6578img_6297Pooh’s adventures take place in the hundred acre wood. We filled our box with silk leaves and a variety of characters from the books. We even included 2 tiny Winnie the Pooh books. Since we had different versions of the characters, similarities and differences could be discussed such as hard/soft and big/small. Just for fun, we also recorded the Winnie the Pooh song on a voice output device.

img_6634Recognize similarities and differences in size of objects is a math access point.

 

 

 

 

img_6259img_6286Our Winnie the Pooh box had red and yellow pom poms to sort. Of course, we chose those colors based on Pooh’s yellow fur and red shirt as seen in the Disney version of the story. We did a similar box last week but our students can always practice sorting and counting, so we decided to do one again.

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

 

 

 

 

img_6280img_6575We are pretty fond of owls around here, so we had to have a box dedicated to Owl! This box was totally touch worthy with a couple of “owl feather” boas and a large plush owl that looked a lot like the character.

thumbnail_img_2555Recognize and respond to one type of sensory stimuli, in this case tactile, is a science access point.

 

 

 

 

img_6607thumbnail_img_2556Our eye catching orange and black box rice box was totally Tigger-rific 🙂 We put in some letter T’s for the students to find and a picture of Tigger at the bottom of the box.

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

 

img_6245The science access point recognize a change in an object is addressed in this activity.

 

 

 

 

 

img_6645img_6604Piglet is Pooh’s best friend so we made some pink play dough in his honor! We added a letter P—-for Piglet—- cookie cutter.

The students found the color very eye catching and of course had lots of fun manipulating it.

 

img_6606Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

img_6222img_6636Honey is Winnie the Pooh’s absolute favorite treat so after adding yellow food coloring, we made our oobleck with a honey like consistency this week. We also added a couple of craft foam bees to fly around in the “honey”.

img_6655Apply a push to move an object is a science access point.

 

 

 

 

img_6597thumbnail_img_2548We couldn’t find any honey scented  bath gel for our water play this week, so we used Bath and Body Works vanilla sugar scent—-we figured it was a pretty close match to honey. The students had lots of fun with the different sized scoops and we also added a letter P—for Pooh!

img_6580Recognize differences in sizes of containers that hold liquids (capacity) is a science access point that can be addressed in this activity.

 

 

 

 

img_6310img_6665The students really liked the honey scented lotion from Madina. They used verbalizations, gestures, or body movements to indicate what part of the body to place the lotion. The sweet scent was a wonderful reminder of all the fun we had visiting with Winnie the Pooh and his friends.

img_6667Recognize one or more external body parts is a science access point.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made Winnie the Pooh faces out of yellow paper plates—-we got 20 for $1 at the Dollar Tree. That was a score! We used this template for both our fine motor groups this week: winnie-the-pooh-and-piglet-template

img_6315img_6316First we told the students we were going to use a lot of CIRCLES to make our art project and asked the students to identify a circle using communication symbols.

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

 

 

 

 

 

img_6329img_6318Then they used a large hole punch (with some help) to make 2 ears which were then glued on to the large paper plate.  Some tape was added to make sure they stayed on.

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

 

 

 

 

 

 

img_6333img_6340Next they glued on ANOTHER circle, pre-made with the eyes and nose! We made sure to point out the different sizes of the circles we used for this project.

The math access point recognize similarities and differences in size of common objects can be addressed with this activity.

 

 

 

 

img_6334img_6366They finished by using a black marker to make a mouth. One of our students used a switch operated vibrating massager with a marker attached but the others just did it free hand.

img_6469After we were done, we realized we probably should have used a thicker marker (like the one we used in our sample) to make it show up better but our students creations still look pretty cute 🙂

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

 

 

 

 

img_6324img_6337TA Pooh diddly Da!

img_6372                                                           We love that Winnie the Pooh!

 

 

 

 

 

On Wednesday the students made some Piglet puppets out of pink paper bags.

img_6707img_6703First our students identified the color PINK using communication symbols.

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

 

 

 

 

 

 

 

img_6738img_6726To make the stripes on Piglet’s shirt, we encouraged the students to draw horizontal lines ACROSS the paper bag using black markers.

img_6754Recognize a movement that reflects a spatial relationship is a math access point.

 

 

 

 

 

 

 

img_6725img_6741Then the students glued 1 face and 2 pre-cut ears onto their paper bags.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

img_6780img_6748Ta DA!!!!!!!!

img_6742                                                                  Such cute little Piglet puppets!

 

 

 

 

LANGUAGE GROUP

During our language group, we made a sweet treat that we know Winnie the Pooh would like!  We made mini banana-honey cheesecakes.  Here is the recipe: lets-make-a-mini-honey-banana-cheesecake

thumbnail_img_2571thumbnail_img_2580We started out by letting each of our students FEEL the milk.  We talked about how COLD it was.  We had a student HELP POUR the milk into the bowl.  Then we added the pudding mix to the bowl as well.  Everyone got to look at it before we started mixing it up and we talked about how it would CHANGE from liquid to solid.

 

 

 

 

 

thumbnail_img_2579Once each of the students had a chance to turn the mixer on using a switch and the pudding was set, we added some whipped cream to it.

 

 

 

 

 

 

 

 

 

thumbnail_img_2581thumbnail_img_2583Since we have a couple of students who are on a puree diet, we decided to SQUISH up the chopped bananas so that we could add them to our mixture.

 

 

 

 

 

 

 

 

thumbnail_img_2586Our students helped STIR up all of the ingredients.  We then counted out our pie crusts and spooned some of our pudding mixture into each one.

For our final step, each of our students got to help SQUEEZE some honey on top.

 

 

 

 

 

 

 

 

thumbnail_img_2588thumbnail_img_2587We decided it was a totally Pooh worthy dessert 🙂

 

 

 

 

 

 

 

 

img_6294img_6718This was a really fun unit, who doesn’t love Winnie the Pooh! Join us again next time for more fun and learning——Group by Group!

Past and Present

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img_5182img_4977We are complimenting our student’s Unique Curriculum theme this week by looking at how activities familiar to our students were done differently in the past. The sensory groups explored boxes related to different activities. The fine motor groups made some fun art projects and the language group learned made a yummy snack from long ago.

 

 

 

 

SENSORY GROUP

img_5621img_5839How we get to places has REALLY changed over the years! From horses to spaceships, we put a variety of transportation vehicles for the students to find in this box. The spaceship was especially popular because of its spinning light.

img_5073Recognize a model of a real object is a science access point.

 

 

 

 

 

img_5881img_5677Fashion is another thing that has changed over the years! We put lots of fabulous fashion accessories for our students to try on in this box. We had fun seeing what piece each student was attracted to. They had a blast—-total fashionistas 🙂

img_4879The science access point recognize one or more external body parts can be addressed here.

 

 

 

img_5810img_5097Our students totally know how to rock a hat.

img_5726                                                     Just too cute—–and such style:)

 

 

 

 

 

 

img_5868img_5633While we prepare food differently now, we still GROW it in the ground. There were some vegetable play foods growing in our little plot of coffee grounds dirt. We included some bean seeds for the students to plant and there was also a picture of a fruit bowl to be found at the bottom of the box.

img_5125The math access point recognize two objects that are identical to each other can be addressed with this activity.

 

 

 

 

 

img_5190img_5649Back in the day, the abacus was the height of technology for doing math problems—-thank goodness for calculators 🙂 The students counted and sorted  “bead shaped” pompoms. The soft texture of the pompoms made them especially inviting to touch for our students.

img_5911In addition to being counted, this activity can address the science access point identify objects by one observable property, such as color.

 

 

 

 

img_5656img_5176Today kids often play games on electric devices rather than board games. We filled this box with a variety of game pieces such as cards, checkers, and board game pieces. Smaller game pieces such as dice and jacks were sealed in a plastic jar—–such fun to shake!

img_4982Recognize objects that are identical to each other is a science access point.

 

 

 

 

 

img_5067img_5647Like people of long ago, the students used a plastic feather to write with this week.

Of course, people of long ago didn’t write in shaving cream but that made it much more fun 🙂

 

 

 

img_5127Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

img_5646img_5830We put an old fashioned water wheel in our water play this week. Lots of scooping and pouring fun for sure!

img_5886Track objects in motion is a science access point.

 

 

 

 

 

img_5930img_5203It was a little tricky picking a scent for this week but we decided on Bath and Body Works cotton scent because both in the PAST and in the PRESENT we use cotton. It was a light scent that the students really liked.

img_5762Recognize and respond to one type of sensory stimuli is a science access point.

 

 

 

 

 

FINE MOTOR

On Tuesday we talked about how people used to cook all their food over an open fire and then made a picture of one!

img_5210img_5228We counted the logs on our sample and used communication symbols to identify the number 2.

img_5220Associate quantities with number names is a math access point.

 

 

 

 

img_5318img_5262The students used a paper cutter or switch operated scissors to cut 2 logs out of brown paper. They all did a great job!

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

 

 

 

 

 

 

 

img_5278img_5243Then they added glue with a glue stick and put their logs onto a piece of paper.

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

 

 

 

 

 

 

img_5286img_5250Next they crumpled up pieces of yellow and red tissue paper to make some flames.

img_5337Recognize when an object has been added to a situation is a math access point.

 

 

 

 

 

 

img_5343img_5260Ta Da—–let’s get cooking 🙂

 

 

 

 

 

 

 

 

 

On Wednesday our students made hourglass pictures using this hourglass-template.

img_5765First we discussed the color of the sand we were going to use and used communication symbols to identify the color PINK.

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

 

 

 

 

 

 

 

 

img_5777img_5789Then they painted some glue onto their hourglass. We added a little pink paint to the glue so the mixture would show up better against the white paper.

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

 

 

 

 

 

 

 

img_5782img_5802Pink sand was then added—–an old spice jar made a perfect shaker! The students really liked this part 🙂

We glued it down onto a nice bright green piece of paper.

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

 

 

 

 

 

img_5775img_5797Ta DA—–lets tell some time!

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

Today, since we LOVE to cook, we made a recipe that is from the 18th century!  We made Whipped Syllabub.  Here is a link to the recipe: lets-make-an-18th-century-whipped-syllabub

img_5940img_5938We started out by pouring some heavy whipping cream into a bowl.  Our students helped POUR the cream in.  We talked about how we needed MORE after putting 1 cup in since it called for 2 cups.

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

 

 

 

 

img_5947img_5960Next, our students got to use a switch to activate the mixer.  Each of our students had a chance to turn ON the mixer.  It took a while, but we saw the cream change from a LIQUID to a SOLID.  Very neat!

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

 

 

 

 

 

 

img_5994img_6003Then, each of our students got to use a lemon squeezer to SQUEEZE out some lemon juice into a DIFFERENT bowl.  We squeezed out juice from one lemon and one orange.  It smelled so good!

The math access point solve problems involving small quantities of actions using language, such as enough, too much, or more can be addressed here.

 

 

 

 

 

img_6007img_6010Then, our students got to POUR some sugar and sparkling grape juice into the lemon/orange juice mixture.  After that was stirred together we added it to the whipped cream and stirred it all together.

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

 

 

 

 

 

img_6032We counted out how many cups we needed and voila!  We got to enjoy our 18th century syllabub.

 

 

 

 

 

 

 

 

 

img_5604img_5613Thanks for joining us this week. See you next time for more fun and learning—–Group by Group!