Tag Archives: shell

Let’s Go To The Beach

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

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

 

 

 

 

SENSORY GROUP

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

Track objects in motion is a science access point.

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

The students found them fascinating.

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

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

 

 

 

 

 

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

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

 

 

 

 

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

                                                here are a few more photos 🙂

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

 

Then the students painted their sea shells PINK!

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

 

 

 

 

 

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

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

 

 

 

 

 

TA DA!

Fabulous sea shells!!!

 

 

 

 

 

 

 

 

 

 

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

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

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

Then the students painted their crabs with bright YELLOW paint!

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

TA DA!!!

Such cute little yellow crabs!

 

 

 

 

They are super cute BUT…….

better watch out for those crab claws 🙂

 

 

 

 

 

LANGUAGE GROUP

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

 

 

We POURED 2 cans of sprite into a pitcher.

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

VOILA! We created our own Ocean drink!

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

 

 

 

 

 

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

Both the drink and the crackers were hits 🙂

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

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

 

 

 

 

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

The Ocean

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IMG_0040Warmer weather has us thinking of the beach so we chose the ocean as our theme this week. The sensory group explored fun boxes and a fabulous ocean themed umbrella habitat. The fine motor group made sea life art projects and the language group sorted items that belong in the ocean and those that don’t.

 

 

 

 

SENSORY GROUP

IMG_0238IMG_0074We were SO pleased with the way this ocean habitat turned out—-pretty darn cool if we do say so ourselves 🙂  The students loved reaching out to touch the sharks, jelly fish, ribbon seaweed, and pearls that were hanging down from it. The humpback whale sounds recorded on the voice output device added to the total experience.

Recognize that different kinds of living things are found in different habitats is a science access point addressed here.

 

 

 

IMG_0163The students had a great time exploring and sculpting their own coral reefs with orange Floam this week. The bright orange color was really eye catching!

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

 

 

 

 

 

 

 

 

IMG_0184There was 1 BIG shell and 2 SMALL ones to find in our sand box this week—-addressing the math access points recognize similarities and differences in size of common objects and recognize two objects that are the same size or color.

In addition, there was a fun underwater scene to find as the sand was pushed around in the box. This also addressed the science point apply a push to move an object.

 

 

 

 

 

 

IMG_0142IMG_0166Blue is the color associated with the ocean and we thought our blue pom pom yarn was a fun way to discuss that element. With it’s soft tactile feel it was great for draping but when shaken it had a great visual element—-just lots of fun!

Track objects in motion is a science access point that can be addressed.

 

 

 

 

 

IMG_0068IMG_0409We love discovery bottles and this week we had 3 to explore! One was filled with blue water and a little toy submarine, another was filled with tiny beads and sequin jelly fish, the last one had fish and shell beads that swirled in glittery water. Our students thought that they were really mesmerizing!

IMG_0200                       Track objects in motion is the science access point addressed here.

 

 

 

IMG_0376IMG_0180Blue basket filler made a fabulous “ocean” base for this box filled with so many cool and interesting things for the students to find. There were boats, some sharks to swim around a shipwreck, shell and pearl beads, and a fishing net! The cute little orca puppet that squeaked when the mouth was squeezed together was one of the favorite items, producing lots of giggles 🙂

IMG_0099                              Recognize a model of a real object is addressed in this activity.

 

 

 

IMG_0022IMG_0410Shaving cream made perfect sea foam! As usual, the students had a blast with messy play—-so much fun to watch the different shapes and lines formed as it is smooched around the tray.

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

 

 

 

 

IMG_0076Hands were rinsed in water scented with Bath and Bodyworks “ocean” bath gel—–that actually smells nothing like the ocean but it did have the perfect name 🙂 We included a little pufferfish squirting toy and a realistic dolphin to swim about in our mini ocean habitat.

Recognize water as a liquid is a science access point that can be addressed in this activity.

 

 

 

 

 

IMG_0121We finished with the matching lotion—-a lovely aroma to remember all the things we learned about the ocean today!

The science access point recognize 1 or more external body parts is addressed here.

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made a cute and colorful seahorse cut from craft foam using this template: seahorse

IMG_0259Since our seahorse was yellow, we started by asking our students to identify the color yellow using communication symbols.

This addresses the science access point identify classroom objects by one observable property such as color.

 

 

 

 

 

 

 

IMG_0278IMG_0326Then we used a bubble wrapped kitchen scrubber dipped in orange paint to stamp on the seahorse. We emphasized stamping UP and DOWN.

 

 

 

IMG_0304The science access point recognize a movement that reflects a spatial relationship, such as up and down is addressed here.

 

 

 

 

IMG_0337IMG_0360With the addition of glitter and a cute googlie eye thes adorable  seahorses are ready to explore their underwater habitat——-ta DA!

 

 

 

 

 

 

 

 

 

On Thursday we used this colorful lunch bags we found at Target for our art project.

IMG_0502First we identified the color blue using communication symbols—-our students were 100% correct today!

The science access point identify classroom objects by one observable property such as color is addressed.

 

 

 

 

 

 

IMG_0507Then we started by stuffing paper shred into the bag—-our students had an absolute blast with this part of the activity 🙂

In addition to bilateral coordination, the math access point solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

IMG_0510Bilateral coordination was again addressed as we wrapped tape around the bag to close it and make a “tail”. The students did need some help with this part of the project.

A fluffy white chenille stem was taped on to make a water spout.

 

 

 

 

 

 

 

IMG_0532IMG_0581TA DA—–our little blue whales are ready to hit the waves!

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

Our group went right along with the book today as we discussed which were OCEAN animals and which were NOT.  To add to the fun we placed a little “ocean” on the table, making sure it wasn’t  too close to curious hands 🙂

IMG_0459IMG_0447One-by-one, we presented 2 different animals to our students: one ocean animal and one land animal.  We asked our students to indicate which animal was the ocean animal.  They made their choice by touching the animal, looking at the animal, or verbalizing which animal lived in the ocean.

IMG_0457This addresses the science access point match common living things with their habitats.

 

 

 

IMG_0452Once the ocean animal was established, our students got to put them in the water—–they loved this part 🙂

 

 

 

 

 

 

 

IMG_0477After we were done finding all of the ocean animals, our students got a chance to experience our ocean umbrella habitat——what a hit!

This was such a great week, animal units are always so much fun for our students!

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