Tag Archives: Speech Therapy

We Love Charlie Brown!

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The comic strip Peanuts first ran on October 2, 1950. So, this week it is all about Charlie Brown and his friends!  The sensory groups explored boxes related to some of the different characters in the comic strip. The fine motor groups made some colorful art projects and the language group made a Peanuts inspired treat.

 

 

 

 

SENSORY GROUP

We used plastic pine needles, a nod to the Charlie Brown Christmas special,  as the base of this box. Then we added some of the cartoon characters, a small Linus blanket, a laminated comic strip, a Great Pumpkin, and a voice output device with the theme song recorded on it!

 

Identify characters in a story is a language access point.

 

The Joe Cool sunglasses were a hit……

our students always rock a pair of sunglasses 🙂

 

 

 

 

 

This box contained chenille stems in the colors of Charlie Brown’s shirt. The students could bend them like the zig zags in his shirt.

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

 

 

 

 

 

In Snoopy’s box we put in some white Floam that the students could shape into clouds for a little laminated Red Baron to fly around in!

Recognize that the appearance of an object is a science access point that can be addressed here.

 

 

 

 

 

Linus’ blanket is SOFT and Schroeder’s piano is HARD. There were a variety of hard and soft items to compare and contrast in this box.

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

 

 

 

 

This box was dedicated to PigPen. We usually use coffee ground for anything that calls for dirt or soil but we had a little money to spend and bought this awesome clean play dirt from Beyond Play. This stuff is really cool and a lot like kinetic sand—-so you know we love it! We added some fun digging tools and a letter P cookie cutter. There was also a picture of the Peanuts characters to find at the bottom of the box.

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

 

 

 

 

 

Everyone loves Charlie Brown’s Great Pumpkin tv special so we chose pumpkin puree for our messy play this week. YES, we have done this before and it is truly messy but definitely a  different texture for the students to explore.  Some of the students loved it—–others not so much 🙂 There was also a laminated pumpkin to decorate with the orange goo.

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

 

 

 

 

 

There were different sized letter P’s to scoop up in our water play this week. For scooping we included a measuring cup and sieve shovel.

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

 

 

 

 

 

Peppermint swirl from Bath and BodyWorks was the perfect scent for our lotion and water play. This was a really strong scent that really permeated the whole room! We definitely think Peppermint Patty would approve.

Recognize one or more external body parts.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we borrowed an idea from http://whereimaginationgrows.com, it even came with the free printable silhouette we used—–how cool is that!

First we used communication symbols to identify the color of our paint this week.

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

 

 

 

 

 

 

 

We watered down the paint a little bit to make it easier to spread and then the students started painting their sunsets.

 

 

 

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

 

 

 

 

 

After they had finished painting, we helped the students glue down their silhouettes since copier paper was a little flimsy.

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

 

 

 

 

 

 

 

TA DA!

 

 

 

 

Charlie Brown and Snoopy—–best friends forever!

 

 

 

 

 

On Wednesday we were inspired by the Great Pumpkin and made our own pumpkin Patch!

First identified the color of our pumpkins using communication symbols.

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

 

 

 

 

 

 

 

Then the students used a switch operated LadyBug marker to make leaves and vines on  the background. It was a true group effort and the students had a blast!!!!

 

 

 

 

Share objects with a partner is a science access point.

 

 

 

 

 

We put the poster up on the table and gave the students regular green markers to finish make even more vines.

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

 

 

 

 

 

Each student then planted a big craft foam pumpkin on to the poster by gluing it DOWN.

 

 

 

 

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

 

 

 

 

 

TA DA!

We are ready for the Great Pumpkin!

 

 

 

 

 

 

LANGUAGE GROUP

This week we made a yummy treat that we think the crew of Peanuts would enjoy.  Here is the recipe we used: Let_s Make The Great Pumpkin Mousse!

We started by putting the vanilla pudding mix and some cinnamon into a bowl.  We smelled the cinnamon and talked about how it smelled sweet.

 

 

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

 

 

 

 

 

Next, we put a can of evaporated milk into the bowl.  Our students had to request if they wanted to help turn on the mixer.  We talked about if we were DONE mixing or if we needed to mix it MORE.

 

 

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

 

 

 

 

 

After it was all mixed up, we put the pumpkin puree in.  We observed how the color changed from yellow to orange.

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

 

 

 

 

 

 

Then we added some whipped cream next and stirred it all up.

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

 

 

 

 

 

 

 

 

We counted out the number of students and divvied up the pumpkin mousse.  We topped it with some more whipped cream and a bit of cinnamon and got down to the fun part—–TASTING!

After the students ate their pudding, they used communication symbols to tell us if they liked it or not.  The verdict was YUM!!!!

 

 

 

Thanks for joining us and come back again for more fun and learning——Group by Group!

Making Our Year Magical

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Because our school is where magic happens every day, Disney was chosen as the school wide theme this year. Of course this is right up our alley and this week we went all out Disney with our activities! Our sensory groups explored boxes related to different characters. The fine motor groups made art projects with a Disney flair and the language group made a yummy treat you can buy when visiting Disney World.

 

 

 

 

SENSORY GROUP

This first box was filled with some Disney character figures, Mickey ears, a Minnie Mouse mirror box, and a magic wand. Lots of things to explore and discover in this box! Of course, the Mickey ears were particularly popular 🙂

The language access point communicate recognition of familiar persons or objects can be addressed with this activity.

 

 

 

 

 

The students had fun pressing Disney images into our Bippity Boppity Boo blue moon sand.

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

 

 

 

 

 

Our Prince Charming rice box contained some plastic knights in 2 different colors to match and sort. There was also a little horse and a picture of the prince to find at the bottom of the box.

Recognize 2 objects that are identical to each other is a math access point.

 

 

 

 

 

We put 2 stretchy toys to let the students practice being strong like Hercules! There was a soft starchy dog and a stretchy bug also vibrated when pulled apart——eliciting lots of giggles 🙂

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

 

 

 

 

 

Our Tinker Bell light box was a huge hit and very entrancing to the students. There were 3 strands of battery operated lights in the box so it REALLY eye catching!

Recognize a source of light is a science access point.

Pretty darn magical——–

                                           if we do say so ourselves 🙂

 

 

 

 

The fairy dust discovery bottles were also very intriguing to the students. They loved watching the glitter swirling around. Both shaking and rolling the bottles produced similar results.

Track objects in motion is a science access point.

 

 

 

 

 

We put some fluorescent paint into our oobleck to make it MAGICAL this week. It really looked pretty awesome under the black light. We also added a little glitter for some extra sparkle!

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

 

 

 

 

Hands were rinsed in Ariel’s mermaid lagoon! Along with a little mermaid toy, we put in a measuring cup for scooping fun.

The math access point recognize differences in sizes of containers that hold liquids can be addressed with this activity.

 

 

 

 

 

Our scent for the water play and lotion this week was Bath and BodyWorks One Thousand Wishes. We are not sure exactly what a thousand wishes smells like but the name kind of fit with our theme so— we went with it 🙂

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

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made some Mickey Mouse ears using paper plates!

First we identified our paint color using communication symbols.

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

 

 

 

 

 

 

Then we counted our paper plates and identified the number 2.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

Since we had two ears there was a lot of painting needed for this project, so we decided to use sponge brushes to get greater coverage.

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

 

 

 

 

 

We finished by stapling the “ears” onto  black paper plates (bought at the dollar store) with the center section cut out.

M I C —– K E Y

                                                           M O U S E!!!!

 

 

 

 

 

On Wednesday we made some magic wands!

The students got to choose a craft foam star and then identified the color using communication symbols.

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

 

 

 

 

 

Then the students decorated their stars using an assortment of stickers and putting them DOWN onto their stars.Peeling the backing off those stickers is a great way to practice pincer grasp skills!

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

 

 

 

 

 

TA DA!!!

                                           We going to make it a magical year!

 

 

 

 

 

LANGUAGE GROUP

This week, we made a cool treat that is actually sold in Disney World–a Pineapple Whip.  Here is the recipe that we followed: Let_s Make a Disney World Pineapple Whip!

We started by pouring in a small can of pineapple juice followed by 3 tbsp of honey.  We asked our students what we would use to measure out the honey: a tablespoon or a measuring cup.

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

 

 

 

 

 

We then added some frozen pineapple.  Each student got to feel the bag.  They conveyed whether it felt HOT or COLD.  Recognize the temperature of items, such as food, as cool or warm is a science access point.

 

 

 

 

Then we added the pineapple and some Cool Whip topping.

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

 

 

 

 

 

 

Our students then had to turn on the food processor using a switch.  Since it was a little runnier than it was supposed to be, we added some ice.

Observe and recognize a predictable cause-effect relationship related to a science topic is a science access point that can be addressed here.

 

 

 

 

 

Once it was all blended and smooth, we counted out cups for each of our students——-7 cups for 7 students! Each student had to request a cup of Pineapple Whip and also a spoon if they wanted one.

                                                          YUMMMM!!!

The language access point adjust body movement or nonverbal expression with prompting as necessary to communicate wants and needs is addressed here.

 

 

 

 

This year truly is going to be magical!

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

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!

Sweet Treats

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Ms. Erika, one of our interns, loves candy and came up with this theme for us—–she did a pretty great job! Our sensory groups explored colorful, candy themed boxes. The fine motor groups made sweet art projects and the language group made a Sweet Treat of course!

 

 

 

 

SENSORY GROUP

Don’t you love how our dyed beans turned out—–so colorful and eye catching! They looked just like real jelly beans. We were a little concerned that our students would try to eat them but fortunately it did not turn out to be a problem 🙂 We put in 3 letter C’s for the students to find.

The math access point recognize two objects that are the same size or color can be addressed here.

 

 

 

 

Some candies are SOFT and others are HARD. In this box we put in a variety of items that were either hard or soft for our students to compare and contrast. There were lots of fun things for the students to explore and they really had a blast!

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

 

 

 

 

Watermelon Kool-aid made our play dough a PERFECT bubble gum pink—-it really looked like the real thing! The students used an oval shaped cookie cutter to cut out pieces of “gum”.

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

 

 

 

 

 

There were tons of colorful foam “circus” peanuts for the students to scoop and pour in this next eye catching box!

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

 

 

 

 

There were 2 different sized heart shaped cookie cutters in this box. The students used them to cut out Bubber “candy” hearts.

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

 

 

 

 

 

Cocoa powder was added to the oobleck this week to make “chocolate” syrup! It smelled REALL good and the students were quite fascinated with it.

The science access point track the movements of objects that are pushed or pulled can be addressed here.

 

 

 

 

 

Ms. Kim got us some packages of Mr. Bubble Magic Bath Crackles for our water play this week. These things were AWESOME—-like pop rocks on steroids. We could hear them crackling from across the room! Hard to photograph of course, but take our word for it—–this was cool 🙂

Recognize and respond to common sounds is a science access point.

 

 

 

 

Vanilla sugar scent from Bath and BodyWorks was the perfect scent for this week. Our students left the group smelling just like sweet treats themselves 🙂

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students made some “chocolate” donuts!

First they identified a circle using communication symbols.

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

 

 

 

 

 

 

 

Then they painted their “donuts” with glitter glue.

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

 

 

 

 

 

Time to add sprinkles!

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

 

 

 

 

 

Ta Da!!!!!!

                                                  These are SWEET!

 

 

 

 

On Wednesday the students made a bowl of candy using this: candy bowl template

First they identified the shape of our paper—–a rectangle!

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

 

 

 

 

 

Next they identified the shape of the candy—-a circle!

Again, the math access point Recognize objects with two-dimensional shapes, is addressed here.

 

 

 

Then they started stamping LOTS of colorful circles in their candy dishes. We used dollar store stamps with craft foam circles stuck to the bottom of the caps. They worked pretty well.

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

 

 

 

 

Ta DA!!!!

Time for some sweet treats!

 

 

 

 

LANGUAGE GROUP

This week, we made some treats with one of nature’s candies: blueberries!  Here is the recipe that we used: Let_s Make Blueberry Delights

We started out by making vanilla pudding.  Each of our students felt the bottle of milk and indicated on their communication board that it was COLD.

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

 

 

 

 

We PUT 2 cups of milk into a bowl and then added the white chocolate pudding mix.  Before each item was poured into the bowl, the student helping had to indicate– either verbally, with sign, or with their communication board– that they wanted to help.

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

 

 

 

 

 

Each student got to help MIX the ingredients using a switch.  Throughout, they had to indicate that the pudding had to be mixed MORE until it was all done.

Activate a device that uses electricity is a science access point.

 

 

 

 

 

Next, we added some blueberry pie filling to the pudding and STIRRED it around.  Then we counted out fillo shells for each student and added 1 spoonful to each shell.

The science access point recognize changes in observable properties of materials can be addressed here. The math access point associate quantities with number names is also addressed.

 

 

 

 

Last, each student had to indicate whether or not they WANTed whipped cream or if they just wanted to get started eating their sweet treat 🙂

 

                                                                   YUM!

 

 

 

 

We had a pretty SWEET time this week 🙂 Join us again for more fun and learning——Group by Group!

Japan

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Konnichiwa! Since May is Asian Pacific Heritage month, we decided to learn about the fascinating country of Japan this week. The sensory groups explored boxes related to facts about Japan. The fine motor groups made Japanese inspired art projects and the language group made a tasty Japanese inspired treat.

 

 

 

 

 

SENSORY GROUP

The students sorted pompom’s in the colors of the Japanese flag—-red and white. We added some “training” chopsticks (tongs) to the box. Most of the students needed a little help using the tongs but some of them were able to manipulate them independently.

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

 

 

 

 

As a nod to the millions of lights in Tokyo, the capitol of Japan, we had a light box and some lighted toys for the students to explore. The students had so much fun with all the different light sources!

Recognize a source of light is a science access point.

 

 

 

 

The light box was really popular….

especially with the lights turned off!

 

 

 

 

 

This box contained a variety of objects that are related to Japanese culture including a “lucky” black cat, video game characters, toy cars, and cherry blossoms. We used red and white paper shred because those are the colors of the Japanese flag. Sesame Street characters were also included as a nod to Japanese-American actor Alan Muraoka who owns Hooper’s Store on the show.

The science access point recognize a model of a real object, is a science access point.

 

 

 

 

 

There are lots of different types of tea grown in Japan. The students searched for letter J’s in this box of tea leaves. We put in a little rake to give it a little “zen” feel. There was also a Japanese flag to find at the bottom of the box. The tea leaves had an interesting aroma and texture that our students found intriguing.

Track the movements of objects that are pushed or pulled is a science access point.

 

 

 

 

 

The character Hello Kitty originated in Japan and is now popular around the world! She loves the color pink so we had to use our pink rice for her box 🙂 In addition to some Hello Kitty toys and a picture at the bottom of the box, we put in 2 different sized scoops. This one was lots of fun!

The math access point recognize differences in size of objects can be addressed here.

 

 

 

 

Mount Fuji is a dormant volcano that can be seen from Tokyo and is a symbol of Japan. The students had a blast adding shaving cream snow to a laminated drawing of the mountain!

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

 

 

 

 

 

Ramen noodles are very popular in Japanese restaurants, so for our water play we used our plastic “ramen” noodles. They gave a really interesting textural feel to the water this week. For added fun, there were 2 little koi fish swimming around that squirted water when squeezed!

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

 

 

 

 

For both our water play and lotion we used Bath and BodyWorks cherry blossom scent. The students really liked the aroma! As usual, we used our Pixon board to help them communicate WHERE they wanted the lotion placed.

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made cherry blossom pictures!

They started by identifying the color PINK using communication symbols.

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

 

 

 

 

 

Next they used a brown marker to make tree branches.

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

 

 

 

 

 

One of our students used our switch operated “writer” .

He is getting really good at using his switch!

 

 

 

 

 

 

 

 

 

 

Then they used a soda bottle to stamp their cherry blossoms.

We directed them to stamp UP and DOWN with their bottles.

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

Ta Da

We are ready for the cherry blossom festival!

 

 

 

 

 

On Wednesday the students made a koi pond using this: koi template

First we identified the color ORANGE using communication symbols.

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

 

 

 

 

 

 

 

 

Next the students began painting their koi. We showed them a picture of real koi and pointed out that some of them had patches of color instead of being solid colored.

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

 

 

 

 

 

The students took turns adding their koi to the pond!

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

 

 

 

 

 

 

 

Ta DA! We made some colorful koi!

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

It was a bit of a challenge coming up with something that we could cook that doesn’t require heating things up, but after some research, we found that in Japan they eat cheesecake for dessert.  Since cherry blossoms are in abundance during the spring, we decided to make mini cherry cheesecakes.  Here is the recipe we used: Let_s Make a Mini-Cherry Cheesecake.

We started out by measuring 2 cups of milk.  Before we measured it out, each student felt the milk.  We talked about how it felt COLD.

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

 

 

 

 

 

We PUT the milk in the bowl and added the cheesecake pudding mix.

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

 

 

 

 

 

 

 

Then, each of our students got a TURN to press the switch to activate the mixer.

Activate a device that uses electricity is a science access point.

 

 

 

 

 

Once the pudding was set, we counted out how many mini-graham cracker pie crusts we needed.  Each student got to PUT 3 spoonfuls of pudding into their pie crust.

Then, they each counted out 3 cherries to go on top.

Associate quantities with number names is a math access point.

 

 

 

 

 

Once the pies were done, each student used their communication symbols to request a spoon by indicating WANT.

Then it was time to EAT.

YUM!!!!

 

 

 

 

 

We enjoyed learning about Japan this week and hope you did also.

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

 

The History of Basketball

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With March Madness going on we thought it would be fun to learn a little bit about the history of the sport. The sensory group explored boxes related to different facts about the sport. The fine motor groups made basketball themed art projects and the language group played an adapted version of the game.

 

 

 

 

 

SENSORY GROUP

James Naismith invented the game of basketball. This box was dedicated to him and had lots of Canadian symbols since that is where he was born. We included a toy stethoscope because not only was he a PE teacher but he was also a physician—-how cool is that!

Recognize a model of a real object is a science access point that can be addressed with this activity.

 

 

 

 

Using Koolaid we made our play dough a nice bright basketball orange. The students could make balls, stamp letter B’s, or just squish and squeeze the play dough. They throughly had a good time.

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

 

 

 

 

Basketball is played with 2 teams consisting of 5 players each.We couldn’t pass up the opportunity to reinforce some math facts with this box! There were 5 blue and 5 red items for the students to explore and sort——-or shake 🙂

The math access point solve simple problems involving joining or separating small quantities of objects can be addressed here.

 

 

 

 

There were more opportunities for sorting with this box filled with beads in the colors of the NBA—-red, white, and blue! Of course, it was mostly an opportunity to wear or shake the beads!

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

 

 

 

 

In 1936 basketball became an Olympic sport. Using giant fluffy chenille stems the students had fun making circles, joining them together, and taking them apart. The chenille stems also provided another opportunity to discuss colors.

Recognize when an object is added to or taken away from a situation is a math access point.

 

 

 

 

The students were encouraged to draw circles/balls in this orange tinted shaving cream.

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

 

 

 

 

We put some foam numbers in our water play this week. The students got to “score” by scooping up either 2 or 3 points!

Associate quantities with number names is a math access point.

 

 

 

 

Since the original hoops were actually peach baskets, peach was the obvious scent to use this week for our water play and lotion! Our students are getting pretty good at using the Pixon board to tell us where they want the lotion.

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made their own basketball playbooks!

We started with a rectangular piece of paper with a basketball court sketch and some X’s and O’s drawn on it by Ms. Zenia the fabulous OT intern!

Then the fun began! The students got to operate a switch activated drawing tool to illustrate their play calling. There were certainly some interesting strategies planned 🙂

Distinguish between objects in motion and objects at rest is a science access point.

 

 

 

 

TA Da—-game on!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made paper plate basketballs!

We started by identifying the shape of our plates and color of our paint using communication symbols.

Recognize an object with a two-dimensional shape is a math access point. Identify objects by one observable property, such as color, is a science access point.

 

 

 

 

Then the students stamped their plates with a dish scrubber. We emphasized stamping UP and DOWN.

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

 

 

 

 

TA DA—-time to play!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We had our own tournament today in honor of March Madness.  We used an All-Turn-It spinner that had 2’s and 3’s all around it to signify the points that basketball players make during a game.

Both adults and students got to be in the tournament.  We started out by picking 2 names out of a bag.  These 2 people would play against each other.

We had communication boards in front of each student so that they could convey “my turn”.  The 2 “players” took turns and had 3 times each to press the switch and see what points they got.

 

 

 

 

We used a white board to write down the points that each player made.  Once they each went 3 times, we added up the scores and talked about who had MORE points.

Once we figured out who the winner was, the next 2 players competed and so on until we finally had an overall winner.

 

 

 

 

This group was so great today because it gave the adults a great chance to model the use of the communication boards while they were playing the game.  Everyone got so excited, too, when we had to go into overtime if the players tied.

                                               Finally, we had a winner!

 

 

 

Of course, we can’t NOT have a little snack in this group so we summed it all up with some basketball shaped Vanilla Wafers 🙂

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

Israel

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Shalom! Our very own Nurse Jill recently went to Israel for a vacation so we decided to learn a little more about the country! The sensory group boxes were related to facts about Israel. The fine motor groups made art projects based on symbols of the country and the language group made a tasty Israeli snack.

We enjoyed learning lots of interesting things about Israel this week and hope you do too!

 

 

 

SENSORY GROUP

To get to Israel you have to fly on an airplane. We brought out our vibrating massager and recorded some airplane sounds (found on Youtube) on a voice output device to simulate the experience for our students. The students really liked the vibrating massager—–it is usually a hit 🙂

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

 

 

 

 

The colors of the Israeli flag are blue and white. Our blue and white rice contained letter I’s to find as well as a picture of the flag at the bottom of the box.

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

 

 

 

 

 

The Negev desert covers more than half of Israel! In our miniature version we included some wooden blocks to let the students recreate their own ancient ruins. Nurse Jill also brought back some little camels that we also included.

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

 

 

 

 

The Dead Sea is well known tourist destination and the waters are VERY salty!  The students loved scooping up the salt and watching it stream out of the bottom of the funnel. There was also a map of Israel to find at the bottom of the box.

Track objects in motion is a science access point.

 

 

 

 

 

As opposed to the Dead Sea, the Eilat coral reef is teaming with life! The students got to make their own coral reef using pink Floam.  The Floam texture is always pretty intriguing to the students and all they also liked all the colorful accessories such as little sea creatures and sea anemones we included.

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

 

 

 

 

During Sukkot, a jewish holiday, children sleep in cabins decorated with fairy lights. We created a similar effect with a lighted umbrella which was definitely a hit with the students! This was a pretty simple umbrella to construct but it really had a lovely effect 🙂

Recognize sources of light is a science access point.

 

 

 

 

Israel is bordered by the Mediterranean Sea. Our miniature version contained 2 small and 1 big fish to scoop up.

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

 

 

 

 

Israel grows a lot of citrus fruit so we chose a yummy orange scent this week. The students really liked having it rubbed on hands, arms, or behind ears!

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students made a Canaan dog which is the national dog of Israel. We used this: canaan dog template

First we discussed the color of our paint and the students used communication symbols to identify the color BROWN.

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

 

 

 

 

 

 

 

Then the students began painting! We precut the dog templates out of orange poster board. A popsicle stick was taped to the back, this support made the dogs easier to hold.

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

 

 

 

 

We squeezed out a dot of glue and asked the students to add a little googlie eye.  Then we helped them add a chenille stem to make a curly tail—–a feature of the Canaan dog. This was a great opportunity to practice pincer grasp skills!

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

 

 

 

 

 

 

Ta Woof Woof Da!

Such cute puppies 🙂

 

 

 

 

 

 

On Wednesday the students made an Israeli flag.

First we identified the color of the stripes on the flag.

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

 

 

 

 

 

 

 

 

Then the students used a paper cutter to cut 1 piece of paper into 2 pieces! We encouraged the students to use both hands when using the paper cutter—–practicing bilateral coordination.

Associate quantities with number names is a science access point.

 

 

 

 

 

 

 

 

Next they glued their papers strips near the TOP and BOTTOM of a white piece of paper. They glued a star of David to the MIDDLE of their paper.

The math access point recognize a movement that reflects a spatial relationship can be addressed here.

 

 

 

 

 

Ta DA!

                                                                             Let’s visit Israel!

 

 

 

 

 

LANGUAGE GROUP

We were SO excited to have Nurse Jill come and help us with our language group today.  We asked her what kinds of food she ate in Israel and she said that hummus was on the menu pretty much every day.  So that’s what she helped us make today! Here is the recipe:Let_s Make Hummus!

 

 

 

 

 

 

We started out by putting the liquids into the blender.  First we put olive oil in the blender and followed that up with the lemon juice.  You know how much we LOVE taste testing lemon juice and today was no exception.  We got a wide variety of reactions as usual 🙂

We talked about how the lemon juice was SOUR.

 

 

 

 

We poured some tahini into the blender next.  Then we added the chickpeas and garlic.

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

 

 

 

 

 

 

 

 

 

Since it is so pungent, we passed the garlic around for everyone to smell.

Again, we found that students either really liked it or really didn’t!

 

 

 

 

 

 

 

 

 

Lastly, we added some salt.  Our students had to HELP put the blender on using a switch.  We observed the ingredients MIXING together until they were smooth.

                                                                                     This was fun!!

 

 

 

 

 

Jill brought some matza so that our students could use it to dip in the hummus.  YUM!

THANK YOU so much to Jill for coming in and cooking with us and also telling us all about her wonderful trip!

 

 

 

 

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