Tag Archives: Sensory

The 1950’s

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To start the new year, we decided to take a look back——–WAY back, all the way to the 1950’s! The sensory groups explored boxes related to different facts from the decade. The fine motor groups made some cool art projects and the language group made a 1950’s inspired recipe.

 

 

 

 

 

 

SENSORY GROUP

We put the numbers 1 9 5 0 in this rice box. In addition to running their fingers through the rice, the students had fun scooping it up and adding it to a small metal cup.

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

Our outer space black beans and rice contained our nod to NASA which was started in 1958.

There was a cool rocket toy that had a spinning astronaut and flashing lights when the button was pushed.

 

 

 

Science access point: distinguish between objects in motion (kinetic energy) and at rest.

 

 

 

 

 

Disney Land and the Mickey Mouse Club tv show both had their start in 1955.

There were lots of fun things to find in this box, including Disney character figures, colorful beads, and a VOD that had the Mickey Mouse song recorded on it.

 

Social studies access point: recognize a character in a story that is not real.

 

 

 

 

 

Elvis had a hit with the song Heartbreak Hotel in 1956.

 

 

 

 

 

 

The students made both BIG and LITTLE hearts in red moon sand.

Math access point: recognize the larger of two objects.

 

 

 

 

 

 

 

 

 

 

TV dinners were first introduced in 1953. Since they had foil trays and covers, we thought it would be fun to have a box with a foil. This space blanket was the perfect choice.

 

 

 

 

It was fun to throw up in the air and made a fun crackling noise when crunched—–it was a huge hit with the students!

 

Science access point: recognize and respond to different types of sensory stimuli.

 

 

 

 

 

A couple more photos—–this was a really fun experience for the students!

 

 

 

 

 

 

 

 

 

 

Sir Edmund Hilary and Tenzing Norgay made it to the top of Mount Everest in 1953.

 

 

 

 

 

The students swirled snowy shaving foam around a laminated mountain top for messy play this week.

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

 

 

 

 

 

 

 

 

 

 

20000 League Under the Sea was a movie released in 1954.

 

 

 

 

 

Our water play contained a little submarine and a variety of sea animals—-including a giant squid!

Science access point: match living things with their habitats.

 

 

 

 

 

 

 

 

 

 

 

Hawaii became the 50th state in 1959! This inspired us to use Bath and Body Works pineapple as our scent this week.

 

 

 

 

The sweet aroma was a big hit with the students.

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made Mount Everest models and then put themselves on the mountain using this template: mountain climber template

First, the students identified the shape of their poster board mountain. They also identified the shape of a tissue box that would be used for the project.

 

 

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

 

 

 

 

Then they added “snow” (a mixture of glue and shaving cream) to their triangle.

 

 

 

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

 

 

 

 

Next, they put themselves on to the mountain. Since there was glue in our snow mixture, we didn’t need extra glue!

The mountain was hot glued (by an adult) on to the tissue box to help it stand up and…..

 

 

 

 

 

 

 

 

TA DA from the top of the world!!!

 

 

 

 

 

 

We climbed Mount Everest!!!!

 

 

 

 

 

 

 

 

 

 

 

On Thursday the students gave themselves a new look using this: elvis hair template

First, the students identified the color of the yarn we were going to use for the project.

 

 

 

 

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

 

 

 

 

Then, using regular, adapted, or switch operated scissors, the students snipped pieces of yarn.

 

 

 

 

 

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

 

 

 

 

 

Glue spreaders were used to spread glue around the black poster board hair template and applied their pieces of yarn.

 

 

 

 

 

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

 

 

 

 

TA—-Elvis—- DA!!!

 

 

 

 

 

 

 

Don’t tread on our blue suede shoes!

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We made a yummy treat that was popular in the ’50s: jello salad!  Here is the recipe that we used: let_s make blueberry vanilla jello salad

(The words that are capitalized are the targeted words on the communication boards)

We started by talking about how we were going to MAKE a jello salad, noting that this type of salad is DIFFERENT from the salad that we usually eat.

First, we PUT a box of vanilla instant pudding mix into a BOWL.  One of our students indicated they WANTed to HELP by raising their hand and indicating HELP.

 

 

 

 

 

Next, we PUT vanilla yogurt into the BOWL.  We had 2 students HELP with this since the container was big.  We had to STIR the ingredients together.

 

 

 

 

 

 

 

 

 

 

After that, we PUT cool whip in and STIRRED that together as well.

 

 

 

 

 

 

 

 

 

Finally, we added some blueberries and STIRRED those in, first talking about how the bag of frozen blueberries felt COLD.

 

 

 

 

We LOOKed at the ingredients and saw that the color was becoming DIFFERENT, going from white to a purple color.

 

 

 

 

Each student had to request some of the jello salad by indicating WANT.  They were only given a small amount, so they had to request MORE if they wanted more than what they got.  A spoon was not given to them either, which prompted them to request a SPOON as well.

 

 

 

We’re thinking these kiddos really LIKED their ’50s treat!  What do you think?  🙂

 

 

 

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

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A Christmas Carol

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We chose a holiday classic this week—-A Christmas Carol! The sensory groups explored boxes filled with texture and color. The fine motor groups put together some Dickens inspired art projects and the language group hosted a holiday party worthy of Mr. and Mrs. Fezziwig!

 

 

 

 

 

 

SENSORY GROUP

As a nod to the setting of the story, English tea leaves filled this box.

 

 

 

 

 

There were 2 different sized letter C’s to find as well as 2 different sized spoons for scooping fun. At the bottom of the box was a picture of a holiday wreath.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

 

 

Since Ebeneezer Scrooge was obsessed with his money, we filled this box with pure gold—of the mardi gras bead type that is 🙂

 

 

 

 

Bright and shiny—-fun to look at, wear, or shake!

Science access point: recognize and respond to different types of sensory stimuli.

 

 

 

 

 

 

 

 

 

 

There were colorful chenille stems that could be linked like the chains Marley’s ghost carried around.

 

 

 

 

 

The students really loved twisting and winding the stems around each other.

Math access point: recognize when an object or material has been added to a situation.

 

 

 

 

 

 

 

 

 

 

Our Christmas box contained garland, plastic pine and holly sprigs, jingle bells, and a variety of other items associated with the season filled this box.

 

 

 

The blinking Rudolph nose and squeaky candy cane certainly brought some smiles!

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

 

 

 

 

 

 

 

 

 

 

In the story, light fills the room when the ghost of Christmas past visits Ebeneezer. The students loved our light box which contained colorful lights and garland.

 

 

 

Whether the overhead lights were on or off it was still mesmerizing!

Science access point: recognize a source of light.

 

 

 

 

 

 

 

 

 

 

 

Red and green glitter was swirled around in fluffy snow white shaving cream.

 

 

 

 

The students made patterns, swirled it around, or just watched it ooze through their fingers!

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

 

 

 

 

 

 

 

 

 

The students scooped up character (a santa and dapper penguin) foam balls in our water play this week.

 

 

 

 

There were also two different sized measuring cups and a strainer scoop

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

Bath and Body Works sugar plum seemed the perfect scent to finish the group.

 

 

 

 

The sweet scent certainly transported us to merry old England and left our students smelling like delicious little sugar plums 🙂

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

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made their own Dicken’s village.

We pre-wrapped tissue boxes in colorful paper and let the students choose their house color.

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

 

 

 

 

 

 

 

The students identified the shape of their box.

 

 

 

 

 

 

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

The students also compared the size of their box to the size of the door—-which one was BIG and which one was LITTLE.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

The students glued 3 pre-cut windows and 1 door on to their houses.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

Then, they used bubble wrap to stamp snow on to the house and roof.

 

 

 

 

 

Math access point: recognize a movement that reflects a spatial relationship.

 

 

 

 

 

The roof was added and….

 

 

 

 

 

 

………it’s a Dickens Village!

 

 

 

 

 

 

Merry Christmas from Merry Old England!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

On Thursday we made paper chains!

First, we identified the color of our paper.

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

 

 

 

 

 

 

 

 

Next, the students used paper cutters to cut strips of paper.

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

 

 

 

 

 

 

 

The students used glue sticks to link the strips into circles, adding their strips together to make chains.

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

 

 

 

 

 

 

 

 

As we went around the table, our chain got bigger, and BIGGER!

 

 

 

 

 

 

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

 

 

 

 

TA DA!!!!!!!!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP 

We had a super fun Christmas Carol party this week for the language group!  We love to do these parties because it gets all of the different classes together to practice language and social skills—–and also for some fellowship and fun.

 

 

 

We started out with a Christmas parade around the elementary building.  Of course, we had Santa Claus leading the pack.  Some of our students dressed up as elves.

We all shook bells while walking.

Very festive 🙂

 

 

 

 

 

 

 

 

 

Once we made it all around, the party could start.  2 tables were set up that had drinks and snacks.

 

 

 

 

 

 

 

By each drink and snack were sentence strips that our students could use in order to request what they wanted.

Staff helped as needed so that the students would point to each symbol from left to right.

 

 

 

 

 

We had picture symbols for “thank you” as well.

 

 

 

 

 

A good time was had by all!

 

 

 

 

 

 

 

 

 

 

 

Of course, we had our backdrop for photos to be taken.  Students could choose what prop they wanted to wear or hold.

Super cute!!

 

 

 

Join us again next time for more fun and learning!

Happy Holidays from Group by Group!

 

Ninjas

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December 5 is International Ninja Day—-who knew! Our sensory groups explored boxes related to interesting Ninja facts! The fine motor groups made Ninja themed art projects and the language group made a tasty Ninja themed treat!

 

 

 

 

 

SENSORY GROUP

Ninjas are from Japan. In this box we put RED and WHITE pom poms—-the colors of the Japanese flag.

 

 

 

 

 

The students had fun sorting or just exploring the soft texture of the pompoms.

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

 

 

 

 

 

 

 

 

We learned that Ninjas come from a mountainous region of Japan.

 

 

 

 

 

 

We used green Floam to represent the mountains and put in 3 laminated Ninjas.

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

 

 

 

 

 

 

 

 

 

 

Our rainbow rice represented the colored rice Ninjas used to send coded messages.

 

 

 

 

 

There were both upper and lower case N’s as well as a map of Japan to find under the rice.

 

 

 

 

 

Two spoons included made for lots of scooping fun!

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

 

 

 

 

 

 

 

 

 

Throwing stars were tools used by Ninjas. We put 3 large stars for the students to find in this box of red beans—-but these weren’t for throwing 🙂

 

 

 

 

As usual, the students liked running their hands through the beans, but the large stars were pretty intriguing to them as well this week!

 

 

 

 

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

 

 

 

One of the most interesting facts we learned about Ninjas was that they could tell time by looking at a cat’s eyes!!!!

 

 

 

 

 

We put in two different sized cat cookie cutters to make impressions in black kinetic sand. The students also loved squeezing the sand into balls and then watching it drip down through fingers.

 

 

 

 

 

Science access point: recognize the larger of two objects.

 

 

 

 

 

 

 

 

 

 

We encouraged the students to try to make letter N’s in shaving foam.

 

 

 

 

 

 

Messy play is always a favorite with the students and we had lots of smiles this week!

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

 

 

 

 

 

 

 

 

 

A few more smiles—–we just couldn’t leave out these photos!

 

 

 

 

 

 

Our students are just too cute 🙂

 

 

 

 

 

Hands were rinsed in our own little koi pond. There were 2 different size fish—-both of which squirted water when squeezed.

 

 

These were very intriguing to the students!

 

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

 

 

Both our water and lotion were scented with Bath and Body Works Japanese cherry blossom.

 

 

 

 

 

The students really seemed to like the floral scent and we think they all smelled like Ninjas 🙂

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made crickets!

First, they identified the shape of the paper.

 

 

 

 

 

Math access point: recognize objects with two dimensional shapes.

 

 

 

 

 

Using paper cutters, they trimmed the paper into a smaller rectangle.

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

 

 

 

 

 

 

 

 

The rectangle was rolled around a paper tube.

 

 

 

 

 

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

 

 

 

 

 

We squished one end of the tube and stapled it down. Most of our students needed help with this part.

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

 

 

 

 

 

 

 

 

 

Next, chenille stem “legs” were threaded through precut holes.

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

 

 

 

 

 

 

 

 

Then, the students added 2 googlie eyes to their cricket’s face and attached it to the tube.

Math access point: use one-to-one correspondence to identify sets of objects with the same amount to 2.

 

 

 

 

 

 

 

 

 

Ta Da!

 

 

 

 

 

 

 

Nobody will hear our Ninja footsteps!

 

 

 

 

 

 

 

 

 

 

On Thursday the students made Ninja masks!

First, we identified the shape of the paper plate and the color of our paint.

Math access point: recognize objects with two dimensional shapes.

 

 

 

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

 

 

 

 

Then, the students painted their paper plates.

 

 

 

 

 

 

 

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

 

 

 

 

 

A red paper ribbon was added and TA DA……

 

 

 

 

 

 

 

We are Ninjas!

 

 

 

 

 

 

LANGUAGE GROUP

Since ninjas used a coding system using colored rice, we thought we would color some rice of our own.

Each student took a turn indicating what color they WANTed to color their rice.  They could choose from BLUE, GREEN, YELLOW, or RED.

 

 

 

 

 

 

 

 

 

Once they chose a color, we added just a little bit of food coloring to some cooked white rice that we put in a plastic bag.  Our students had to indicate if they needed MORE of the color.

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

 

 

 

 

 

Our students had to shake up the bag to get the coloring all over the rice.  Adults HELPed as needed.

Once the rice was dyed, our students had to indicate that they were ALL DONE.

 

 

 

 

 

 

 

 

 

Because there were 4 different colors and our students each only got to use 1 color, they had to indicate the colors that they still needed so that they had each color on their plate to eat.

 

 

 

 

 

 

We think the students really liked their colorful Ninja rice!

 

 

 

 

 

 

 

 

 

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

Don’t forget to check your SPAM folder for your confirmation email if you want to follow us!

 

Let’s go Shopping

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This time of year, there is a lot of shopping going on so we thought it would be a fun theme to pick for this week. Our sensory groups explored shopping themed boxes. The fine motor groups decorated shopping bags and the language group got to go shopping at our very own Owl Mart!

 

 

 

 

 

SENSORY GROUP

Blue and yellow rice (our school colors) contained some the letter S—–for shopping, of course!

 

 

 

 

We also included some different sized spoons for scooping fun.

Science access point: recognize two objects that are identical to each other.

 

 

 

 

 

 

 

 

 

Our students ride buses when they go out into the community to shop.

 

 

 

 

 

There were two different school buses to drive along a black bean road.

Science access point: recognize the larger of two objects.

 

 

 

 

 

 

 

 

 

 

 

When going shopping you have to have money! We put paper money, play coins, a purse, a money clip, and dollar sign mardi gras beads.

 

 

 

 

We also put in a money themed discovery bottle which was lots of fun to shake. There were even some “credit/debit” cards.

Social studies access point: recognize coins as money.

 

 

 

 

 

 

 

 

 

 

 

Shopping for clothes is always fun! The students used cookie cutters shaped like a t-shirt, hat, and 2 different sized boots to cut clothes out of yellow moonsand.

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

Our food court box was filled with lots of play food—-such as soda, cookies, burgers, and french fries!

The students loved the squeaky cupcake and pizza oven mitt!

 

 

 

 

The students had a lot of fun with the play food, but the green paper shred was pretty popular also!

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

 

 

 

 

 

 

 

 

 

 

 

Cinnabons, another food court staple, inspired our messy play this week.

 

 

 

 

 

We thought our oobleck looked just like the frosting on those yummy treats!

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

 

 

 

 

 

 

 

 

As usual, the students had so much fun exploring one of our favorite substances—-it’s amazing what you can make with a little cornstarch and water 🙂

 

 

 

 

 

 

 

 

 

Staying with the food court theme, hands were rinsed in Bath and Body Works cinnabon scented water.  There were a variety of different sized scoops and spoon for some splashy fun.

 

 

 

 

Math access point: recognize differences in sizes of containers that hold liquids.

 

 

 

 

 

 

 

 

Vanilla sugar scented lotion was a hit with the students this week!

 

 

 

 

Our students left the group with a sweet reminder of all the fun we had 🙂

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students used foam stamps to decorate canvas shopping bags.

First, we identified the shape of the shopping bags.

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

 

 

 

 

 

 

 

 

 

 

Then the students chose stamps to decorate their bags. We glued plastic thread spools to the stamps to make them easier to hold. The students had to lift the stamps UP and DOWN.

Math access point: recognize a movement that reflects a spatial relationship.

 

 

 

 

 

TA DA!

 

 

 

 

 

 

 

We are ready to go shopping!

 

 

 

 

 

 

 

 

 

 

 

 

On Thursday the students decorated their shopping bags using textured rollers!

First, they identified the shape of their bags.

 

 

 

 

 

 

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

 

 

 

 

 

After paint was applied to the rollers, the students began rolling them across the canvas. We had a variety of cool textures to choose from!

 

 

 

 

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

 

 

 

 

 

TA DA!!!!!!!!

 

 

 

 

 

 

 

 

We’re going to shop til we drop!!!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

Our school has a little student run store called the Owl Mart that our language group got to go to this week.  As a reward for good behavior, our students are able to earn “owl bucks”.  They can then use those owl bucks to buy different things at the Owl Mart.

We all walked over to the Owl Mart after reading the book, making sure to grab the bags that we had made during the fine motor group earlier in the week.

We worked on staying together while we walked.

 

 

 

 

 

When we got to the Owl Mart, students walked around with the staff to find something they wanted to buy.

 

 

 

 

 

 

 

 

They could choose from toys, clothes, jewelry, books, stuffed animals, and Christmas objects.

 

 

 

 

 

Just like in the book, they had to make choices based on how many owl bucks they had.

 

 

 

 

 

Once they decided what they wanted, they had to go and pay for their item.  Students worked on counting out their money.  We had sentence strips for them to use if they needed HELP.

 

 

Once their items were bought, they put their new treasures in their bags.

 

 

 

 

 

Everybody was happy with their purchases.

 

 

 

 

 

 

 

It was a successful trip 🙂

 

 

 

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

Don’t forget if check your SPAM folder for a confirmation email if you want to follow us 🙂

Wyoming

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

 

 

 

 

SENSORY GROUP

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

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

 

Pinto beans are the state food of Wyoming!

 

 

 

 

 

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

 

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

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

Science access point: match animals that are the same.

 

 

 

 

 

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

Lots of fun here 🙂

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

 

 

 

 

 

 

 

 

 

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

 

 

 

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

Science access point: track objects in motion.

 

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday we made a bison using this template: bison

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

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

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

TA DA!!!!

 

 

 

 

 

 

Look at our herd of bison!

 

 

 

 

On Thursday the students made the Grand Tetons!

First, the students identified the color BLUE.

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

Then, they identified a TRIANGLE.

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

 

 

 

 

 

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

Math access point: recognize the sides of a triangle.

 

 

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

 

TA—-Grand Teton—– DA!!!!

 

 

 

 

 

 

Lets visit Wyoming!

 

 

 

 

 

LANGUAGE GROUP

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

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

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

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

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

Math access point: associate quantities with number names.

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

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

YUM!!!!

 

 

 

 

 

 

 

 

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

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!

 

We Salute The Troops

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We learned about our armed forces this week. The sensory groups explored boxes dedicated to different services branches. The fine motor groups decorated service vehicles with camouflage and the language group made a patriotic treat.

 

 

 

 

 

SENSORY GROUP

This box was dedicated to animal mascots—-goat for the Navy, bulldog for the Marines, bear for the Coast Guard, mule for the Army, and falcon for the Air Force. There were plush or laminated pictures of each of the mascots in this box. The Marine Corps hymn was recorded on a voice out put device and also placed in this box.

 

Social studies access point: recognize a patriotic song.

 

 

 

 

 

 

A little Coast Guard ship roamed around this blue kinetic sand ocean.

 

 

 

 

 

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

 

 

 

 

There were 6 (3 in green and 3 in desert uniforms) Army soldiers to find in this box of “camouflage” beans. It was made by combining a variety of dried beans and we think it looks pretty cool.

 

 

 

 

Math access point: solve simple problems involving joining sets of objects with the same quantity to 3.

 

 

 

 

We went pretty patriotic with the play dough this week—-we had red, white, and blue! The students used cookie cutters with letter M (for Marines) and a star shape.

 

 

 

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

 

 

 

 

Our rice was red, white, and blue too! There was a picture of planes to find at the bottom of the box and a little plane to fly around in the rice. There were also 3 letter A’s—-for Air Force.

 

 

 

Science access point: identify object by one observable property, such as shape.

 

 

 

 

A little Air Force jet flew around in some fluffy shaving cream clouds for our messy play this week.

 

 

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

A Navy ship and a Navy submarine floated around our ocean. There were 2 different sized measuring cups included for scooping fun.

 

 

 

 

Math access point: recognize differences in sizes of containers that hold liquids.

 

 

 

 

 

 

We went with Bath and Body Works ocean scent this week—-in honor of the Navy and Coast Guard armed forces.

 

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students tore green, brown, and tan paper into pieces and glued them onto an Army transport truck using this template: army truck

First, using communication symbols the students identified the colors BLACK, GREEN, and BROWN.

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

 

 

 

 

 

 

They tore BIG pieces paper into SMALL pieces.

Math access point: recognize differences in size of objects.

 

 

 

 

 

 

 

 

Then they glued the pieces of paper DOWN on to their trucks.

 

 

 

 

 

 

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

 

 

 

 

TA DA!!!!!!

 

 

 

 

 

 

 

 

 

 

Go ARMY!!!!!!

 

 

 

 

 

On Thursday the students painted fighter jets using this template: fighter jet

First, they identified the colors of the paint.

 

 

 

 

 

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

 

 

 

 

After paint was added to a stamper, the students stamped UP and DOWN on their jets. We made the stampers by adding foam stickers to some kitchen scrubbers.

 

 

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

 

 

 

 

TA DA!!!!!

 

 

 

 

 

Go Air Force!!!!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

In honor of Veterans Day, we made some edible American flags during the language group.  Here is the recipe that we used: Let_s Make Edible American Flags

We started by each student getting 1 graham cracker.  In order to get the graham cracker, they had to request it using WANT and then pointing to the picture of the graham cracker.  When asked where the graham cracker should be put, our students had to indicate PUT and then point to the picture of the plate.

 

 

 

 

 

 

 

Next, each student got a spoonful of vanilla frosting.  They had to spread it on the cracker, asking for HELP if they needed it.

Once it was spread, each student got to lick the spoon.  They had to indicate whether it tasted SWEET or SOUR.

 

 

 

 

Each student then got 4 blueberries.  If they were not given the entire amount, they had to request MORE.  They had to follow the direction to PUT the blueberries in the top left corner.

 

 

 

 

 

 

 

 

Then, they each got some cut up strawberries.  They had to follow the direction to PUT the strawberries in lines on the cracker.  If they did not have enough, they had to request MORE.

 

 

 

 

 

 

 

 

Once they were ALL DONE, they had to indicate that they wanted to EAT the edible flag.

Yummy AND patriotic!

 

 

 

 

 

 

 

 

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

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Candy Land

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

 

 

 

 

SENSORY GROUP

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

 

 

 

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

 

 

 

 

 

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

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

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

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

 

 

 

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

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

 

 

 

 

 

 

 

 

 

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

 

 

 

Lots of drippy fun!

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

 

 

 

 

 

 

 

 

 

 

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

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

This strong sweet scent really captured the students’ attention!

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

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Wednesday the students made glittery paper lollipops!

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

 

 

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

 

 

 

 

TA—-lollipop—- DA!!!

 

 

 

 

 

 

SWEET!!!!!!!

 

 

 

 

 

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

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

Let’s Play Candy Land!

 

 

 

 

 

LANGUAGE GROUP

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

 

 

 

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

 

 

 

 

We made our way all around the elementary building,

and the crowd was pretty entertained!

 

 

 

 

 

 

 

 

 

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

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

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

We had lots of fun all around 🙂

 

 

 

 

 

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

 

 

 

Say CANDY LAND!!!!!!!

 

 

 

 

What a great way to end the month, join us again next time for more fun and learning—-Group by Group!

Also, don’t forget to look for your confirmation email if you want to follow us. If you don’t see it, be sure to check your SPAM folder!