Tag Archives: oobleck

The Royal Wedding

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Like millions of others, we were glued to the tv watching Harry and Meghan get married last week. It was so fabulous, that we decided to pick it as our theme this week. Our sensory groups explored wedding related boxes. The fine motor groups made colorful art projects using tissue paper and the language group hosted the big event—-our very own Royal Wedding!

 

 

 

 

 

SENSORY GROUP

Since love is the reason people get married in the first place, we figured we needed to put hearts somewhere in this unit! Our students stamped hearts in red moon sand with two different sized cookie cutters.

 

 

 

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

 

 

 

 

Meghan Markle is from the USA. This all American box contained patriotic garland, flags, a bald eagle……..

 

 

 

 

 

……….and other patriotic plush toys.

 

Associate an object or symbol with a location is a social studies access point.

 

 

 

 

 

 

The hat was a hit 🙂

 

 

 

 

 

Prince Harry is from England. In his box we placed British flag garland, a zipper bag with the flag, plush toys, a small flag, and a double decker bus.

 

 

 

Again, associate an object or symbol with a location is social studies access point.

 

 

 

 

In this box filled with red rose petals we put in a variety of items associated with weddings. There was a tiara, top hat, pearls, “diamond” rings, play food, and some scraps of organza and lace. We also included the wedding march recorded on a voice output device.

 

 

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

The top hat was pretty popular too—–

 

 

 

 

 

 

 

———-our students can totally rock a hat!

 

 

 

 

 

People often throw rice or confetti at weddings. We combined the two with our confetti colored rice! There were letter W’s to find as well as a picture of a bride and groom at the bottom of the box.

 

 

 

Recognize two objects that are the same size or shape is a math access point.

 

 

 

 

The students had fun decorating our laminated wedding cake with oobleck—-our version of royal icing 🙂

 

 

 

 

 

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

 

 

 

 

 

We used Philosophy’s wedding cake scent for our water play. We put in some floating light up flowers and a fun teapot.

 

 

 

 

 

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

 

 

 

 

 

To finish we used Bath and Body Works vanilla sugar scented lotion—-it smells like cake. A totally yummy scent that left our students with delicious wedding memories!

 

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made wedding bouquets! We made the base of it by hot gluing a cardboard roll to a paper plate.

We discussed the shape of our paper plate and the students identified its shape using communication symbols.

 

 

 

 

 

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

 

 

 

 

 

Next, they tore pieces of tissue paper and then crumpled up the pieces.

 

 

 

 

 

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

 

 

 

 

 

Then they dipped their tissue paper balls in glue and attached them to the paper plate.

We used tissue paper from “presents past” so this whole project was practically free!

 

 

 

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

 

 

 

 

 

TA DA!!!!

 

 

 

 

 

 

Look who caught the bouquet!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students decorated this wedding cake: wedding cake template

First, they identified the shape found in the wedding cake.

 

 

 

 

 

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

 

 

 

 

Then they tore tissue paper into pieces—-they kind of had fun with this part 🙂

 

 

 

 

 

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

 

 

 

 

 

The students dipped their tissue paper balls in glue and began decorating their wedding cakes.

 

 

 

 

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

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

 

Time to cut the cake!!!!!

 

 

 

 

 

 

LANGUAGE GROUP

We had lots of fun this week during our language group!  Since we were talking about the royal wedding, we decided to recreate it with a little mock wedding of our own.

Two of our students in the language group got to play the parts of the bride and groom.  Before the wedding, official invitations were given out to classrooms and staff.  They even included a little jar of bubbles so that they could use them during the procession.

After reading the book, the “bride”, “groom”, and wedding party got ready for the big procession. We think the “bride” and “groom” had lots of fun being the center of attention 🙂

 

 

 

 

 

The bridesmaids led the procession through the elementary building halls while the spectators watched and blew bubbles.

We played the traditional “Wedding March” recorded on a voice output device.

 

 

It was very exciting!

 

 

 

 

 

 

Everyone  followed the wedding party to the reception where they got to request to have some of the wedding cake, or chips (for those who aren’t really into sweets).

 

 

 

There was also some sparkling,fizzy punch!

 

 

 

 

 

 

Ms. Danni made the beautiful wedding cake and Ms. Ellen loaned us the fabulous Harry and Meghan banner behind it!

Ms. Jane, our principal, couldn’t pass up the opportunity to attend the festivities!

 

 

 

 

 

 

 

The guests got to dance the day away with some Kidz Bop music that played in the background.

 

 

 

 

 

 

A good time was had by all!

 

 

 

 

 

We even had a fun photo booth where other students could “dress up” like a bride and groom.

So cute!

 

 

 

 

 

 

The adults had to join in the fun as well, of course!

Lots of happy couples 🙂

 

 

 

 

 

 

 

 

 

 

It was a royal event that we’ll remember for a long time 🙂

 

 

 

 

 

 

 

 

 

Well this is our last regular post for the school year. Please join us  in the fall for lots more fun and learning——Group by Group!

Don’t forget if want to follow us, make sure to look for your confirmation email. Sometimes it ends up in your SPAM folder, especially if you work in a school system!

South Africa

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

 

 

 

 

SENSORY GROUP

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

 

 

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

 

 

This vibrating tube was really popular!

 

 

 

 

 

The students LOVED it!!!

 

 

 

 

 

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

 

 

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

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

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

 

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

 

 

 

 

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

 

 

 

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

 

 

 

 

 

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

 

 

Use senses to recognize objects is a science access point.

 

 

 

 

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

 

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

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

First, they identified the color of our paper.

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

                                                                    It is kind of fun 🙂

 

 

 

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

TA DA!

 

 

 

 

 

 

                                                               Let’s go on safari!!!!

 

 

 

 

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

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

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

 

 

 

 

 

 

 

                                                               Let’s visit South Africa!

 

 

 

 

LANGUAGE GROUP

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

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

 

 

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

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

 

 

 

 

 

 

 

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

Students had to indicate whether it tasted SWEET or SOUR.

 

 

 

 

 

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

Operating the blender is always lots of fun 🙂

 

 

 

Finally, we got to sample our smoothie!

It looked and tasted pretty yummy!

 

 

 

 

 

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

 

 

 

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

 

Colorado

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Ms. Jen got to go to Colorado over spring break and brought back some great photos that inspired this unit. Our sensory groups explored boxes related to facts about the state. The fine motor groups  used homemade puffy paint to complete their projects and the language group made a tasty Colorado treat!

 

 

 

 

 

SENSORY GROUP

There were lots of things associated with the beautiful state of Colorado. This box contained animals and plants that are native to the state. We also put in a miniature backpack and small compass—things you might need while hiking in the Rocky Mountains. The state fossil is a stegosaurus, so we put a puzzle piece one in the box too 🙂

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

 

 

 

 

 

We put in a pinwheel and some fans in this box because Colorado gets a lot of its energy from the wind. Fans are pretty popular with our students, they like the feel of the moving air.

 

 

 

Indicate awareness of air moving is a science access point.

 

 

 

 

The Broncos are an NFL team located in Denver. This bright colorful box had shaker pompoms, beads, and a small football in the team colors. We also put in a cute little pony puppet to represent the team mascot.

 

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

 

 

 

 

Red Rocks Amphitheatre is a huge naturally formed outdoor concert site located in Colorado. Our students used scoops and their hands to make their own “red rocks” out of moon sand. We included a little musician holding play figure to add to the fun.

 

 

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

 

 

 

 

The aquamarine is the state gem and we thought our box of dyed blue beans looked like a box full of aquamarines! We put some letter C’s to find as hands explored the colorful beans.

 

 

 

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

 

 

 

 

The Colorado River is nicknamed the Red because of its color and the red rocks it travels through. We made our own river by adding some red velvet cake mix to our oobleck this week. The color was pretty intriguing to the students, but it certainly made for some really MESSY play this week!

 

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

 

 

 

 

Since Colorado is nicknamed the “centennial state” we put the foam numbers 1 0 0 in the water this week. There was also a water wheel, which is always a fun addition. As hands were rinsed, we found we also kind of continued the RED river theme 🙂

 

 

Recognize one way people use water is a science access point that can be addressed here.

 

 

 

 

Bath and Body Works peach scented lotion was chosen this week because we learned that peaches are grown in Colorado. And you thought all peaches came from Georgia 🙂

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students got to go skiing in the Rocky Mountains—–well sort of 🙂 We added their photos to this template: Colorado skier

First, they identified a triangle by either vocalizing, pointing, or looking at communication symbols.

 

 

 

 

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

 

 

 

 

Then, they put some glue on to their triangles and put them DOWN on to a blue background.

 

 

 

 

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

 

 

 

 

They added some “snow” made from a mixture of shaving cream and glue (approximately 3 parts to 1)  using a sponge brush. Once dry this stuff ends up feeling just like puffy paint—–so cool!

 

 

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

 

 

 

 

After they had finished painting, the students added themselves to the picture!

 

 

 

 

 

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

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

                                                                 Let’s go skiing in Colorado!

 

 

 

 

On Wednesday the students made a Rocky Mountain poster.

We started by identifying a triangle using communication symbols. We discussed that triangles have 3 sides.

 

 

 

 

 

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

 

 

 

 

Next the students used paper cutters to cut out a triangle, counting each side as is was cut.

 

 

 

 

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

 

 

 

 

 

All the triangles got glued DOWN on to a blue background.

 

 

 

 

 

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

 

 

 

 

Then each student got a chance to add snow to the mountains. We used  our home made puffy paint mixture again. They really had a lot of fun with this!

 

 

 

 

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

 

 

 

 

 

 

Ta DA!

                                                        Let’s visit The Rocky Mountains!!!!!!!

 

 

 

 

LANGUAGE GROUP

We were all so surprised that the state fruit of Colorado was the peach!  What a great fruit to use in a recipe, though 🙂  Here is the recipe that we used this week: Let_s Make A Peaches And Cream Trifle

We started out by making some vanilla pudding.  Our students requested to help pour the mix into the bowl.  They had to locate the bowl on their communication boards.

 

 

 

 

 

 

 

 

 

We had one student help hold the measuring cup while milk was poured into it.  Then we had another friend request to help pour the milk into the bowl.

 

 

 

 

 

 

 

Everyone had a turn to press the switch to activate the mixer.  Our students indicated that we needed to mix “more” and when we were “all done” using their communication boards.

 

 

 

 

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

 

 

 

 

We then added the layers of the trifle.  First, we PUT some angel food cake in our cups.

 

 

 

 

 

 

 

 

 

 

Then we added some vanilla pudding.

 

 

 

 

 

 

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

 

 

 

 

We put peaches on top of that and topped it all off with some whipped cream.  With each layer, our students had to indicate any of these core vocabulary words to participate: HELP (if they wanted to help put the ingredients in the cup), PUT (to use as a command to put ingredients in the cup), WANT (to request ingredients), and/or MORE (to indicate that there are more ingredients/more steps).

Pictures of the ingredients were modeled and used by both the adults and the students.

 

 

 

 

When the recipe was finished, each student had to indicate that they “want eat” to get their trifle.

YUM!

 

 

 

 

 

 

 

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

Sleeping Beauty

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February 26 was national Tell a Fairy Tale Day so we chose one of our favorites, Sleeping Beauty! It also helped that we had costumes to go with the story 🙂 The sensory groups explored boxes related to different characters in the story. The fine motor groups used cardboard to make their art projects and the language group made a fairy tale inspired tasty treat!

 

 

 

 

SENSORY GROUP

There were some magical things to find amongst the sprinkled silk leaves and flower petals in this box. We included some princess and fairy figures in addition to some woodland animals. One of the birds included made authentic chirping sounds.

 

 

The real hits of the box were the tiara, knights helmet, and lighted magic wand—-the students really had fun with these!

The science access points recognize a model of a real object and recognize sources of light can be addressed here.

 

 

 

 

 

 

 

 

 

 

Pink rice seemed perfect for Sleeping Beauty’s box. There was a picture of the princess herself to find at the bottom of the box and letters S and B to scoop up.

 

 

 

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

 

 

 

 

The students stamped the letter P for Prince or Princess in some blue Bubber. The smooth texture of Bubber is always intriguing to our students—-the adults kind of like it too 🙂

 

 

 

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

 

 

 

 

There were some different textures to explore with our grey Floam. We included some laminated castle props, some “thorny” plastic holly leaves, and a dragon.

This was a fun box!

 

 

The science access point apply a push to move an object is again addressed here.

 

 

 

 

With all the fairies in this story, we thought some magical fairy lights would be a perfect addition to our boxes this week. In addition to the colorful lights, we added some silver tinsel to give it extra sparkle. It was pretty cool looking, especially when we turned off the lights!

 

 

Recognize sources of light is a science access point.

 

 

 

 

Neon purple food coloring along with purple glitter made Maleficent’s oobleck really eye catching this week. Even some of our students who are usually averse to messy play couldn’t resist touching it this time!

 

 

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

More photos because this was really fun…..

…..and we believe that fun is an important access point too 🙂

 

 

 

 

 

 

 

 

 

Hands were rinsed in a pond filled with 2 floating lighted flowers, a big scoop, and a funnel.

 

 

 

 

 

Track objects in motion is a science access point.

 

 

 

 

 

“Be enchanted” from Bath and BodyWorks was the perfect scent to go with our theme this week! It was a nice soft scent that the students loved—-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 we made some fairy wands! We pre-glued cake pop sticks to cardboard stars.

We started by asking the students to identify a star shape.

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

 

 

 

 

 

 

 

They each put 1 glittery sticker on to their star.

 

 

 

 

 

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

 

 

 

 

 

Then they used adaptive table-top scissors to snip a length of ribbon.

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

 

 

 

 

 

 

 

The students helped tie a knot in the ribbon—-a great way to practice bilateral coordination.

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

 

 

 

 

 

 

Ta Da!

 

 

 

 

 

                                                                       Time to make a wish!

 

 

 

 

 

On Wednesday, the students became fire breathing dragons! We loved these on Pinterest and thought our students would also!

First, using communication symbols,  they identified the color of their paper covering the cardboard roll.

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

 

 

 

 

 

 

 

 

We started by having the students tear red and yellow tissue paper into small strips. This is a great activity for bilateral coordination.

 

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

 

 

 

 

 

Then they painted some glue on to the inside of their toilet paper roll.

 

 

 

 

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

 

 

 

 

 

Next, they attached their tissue paper strips to the glue.

 

 

 

 

 

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

 

 

 

 

 

Two green pompoms were added to make the dragons nose.

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

 

 

 

 

 

 

 

Ta———da!

 

 

 

 

 

                                                                         There be dragons here!

 

 

 

 

LANGUAGE GROUP

We had lots of fun making our wicked Maleficent smoothies this week during the language group!  Here is the recipe that we used: Let_s Make A Maleficent Smoothie

We started out by each of our students touching the bag of frozen blueberries.  They indicated that the blueberries felt COLD.

 

 

 

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

 

 

 

 

We measured out a cup and had a student request to HELP put them in the blender.

Next, we put a cup of frozen mangoes in the blender.  Since we had felt the frozen blueberries, we asked the students what they thought the frozen mangoes would feel like, and again, they had to indicate COLD.

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

 

 

 

 

 

We added some vanilla Greek yogurt to the blender next.  Each time we talked about WHERE we were putting the ingredients.  The students would either verbalize BLENDER or they would indicate it on their communication board.

 

Finally, we added some milk to the blender.

 

 

 

 

After all of the ingredients were in the blender, we had our students predict what color they thought the smoothie would be once the ingredients were all blended up.  Then, each student got to help turn the blender on using a wireless switch.

 

 

Recognize that electrical systems must be turned on in order to work is a science access point.

 

 

 

 

It took a lot of mixing but once the ingredients were ready, we counted out how many cups we needed for our friends and poured some smoothie into 6 cups.

 

 

 

 

 

 

 

But we weren’t done yet!  We wanted to add some green to the purple smoothie to represent Maleficent’s face.  We put some cool whip into a bowl and added some green food coloring.  Our students helped count out 5 drops.  Then we watched as the white cool whip turned green.

 

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

 

 

 

 

We added some of the cool whip to each of the cups and then each student had to request that they WANTED a smoothie to DRINK.

 

 

 

It was wickedly delicious 🙂

 

 

 

What a magical week! Join us again next time for more fun and learning—–Group by Group!

 

 

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!

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!

On Old MacDonald’s Farm

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

 

 

 

 

SENSORY GROUP

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

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

 

 

 

 

 

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

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

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

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

 

 

 

 

 

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

Track objects in motion is a science access point.

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

Associate quantities with number names is a math access point.

 

 

 

 

 

 

Ta Da!

                                                                   E  I  E  I  O

 

 

 

 

 

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

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

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

 

 

 

 

 

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

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

 

 

 

 

 

 

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

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

 

 

 

 

 

TA Da!

                                                         Look at our cute little farmers!

 

 

 

 

 

LANGUAGE GROUP

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

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

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

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

 

 

 

 

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

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

A little caramel sauce and we were ALL DONE!

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

 

 

 

 

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