Tag Archives: tactile

Sleeping Beauty

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

 

 

 

 

SENSORY GROUP

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

 

 

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

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

 

 

 

 

 

 

 

 

 

 

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

 

 

 

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

 

 

 

 

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

 

 

 

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

 

 

 

 

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

This was a fun box!

 

 

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

 

 

 

 

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

 

 

Recognize sources of light is a science access point.

 

 

 

 

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

 

 

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

More photos because this was really fun…..

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

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

Track objects in motion is a science access point.

 

 

 

 

 

“Be enchanted” from Bath and BodyWorks was the perfect scent to go with our theme this week! It was a nice soft scent that the students loved—-whether rubbed on hands, arms, or behind ears!

 

 

 

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made some fairy wands! We pre-glued cake pop sticks to cardboard stars.

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

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

 

 

 

 

 

 

 

They each put 1 glittery sticker on to their star.

 

 

 

 

 

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

 

 

 

 

 

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

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

 

 

 

 

 

 

 

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

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

 

 

 

 

 

 

Ta Da!

 

 

 

 

 

                                                                       Time to make a wish!

 

 

 

 

 

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

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

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

 

 

 

 

 

 

 

 

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

 

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

 

 

 

 

 

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

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

 

Two green pompoms were added to make the dragons nose.

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

 

 

 

 

 

 

 

Ta———da!

 

 

 

 

 

                                                                         There be dragons here!

 

 

 

 

LANGUAGE GROUP

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

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

 

 

 

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

 

 

 

 

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

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

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

 

 

 

 

 

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

 

Finally, we added some milk to the blender.

 

 

 

 

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

 

 

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

 

 

 

 

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

 

 

 

 

 

 

 

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

 

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

 

 

 

 

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

 

 

 

It was wickedly delicious 🙂

 

 

 

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

 

 

Paris

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Ooh la la we are learning about Paris this week! Ms. Latoya, our AP recently visited the city and her fabulous photos inspired our theme this week. Our sensory groups explored boxes related to Parisian facts. The fine motor groups made art projects with a familiar Paris landmark and the language group made a tasty french treat!

 

 

 

 

SENSORY GROUP

We put some paper shred in the colors of the French flag then added a variety of things associated with a trip to Paris. We included animals you might see there, a toy airplane, a passport, some pictures of Napoleon and Emma Watson (she was born in Paris), and even a squeaky “french pastry”! Lots to find and discover in this box.

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

 

 

 

 

 

Our rice is also in the colors of the French flag—-red, white, and blue. There were letter P’s to find and also a map of France at the bottom of the box.

 

 

 

 

Recognize objects as the same is a science access point.

 

 

 

 

 

The Catacombs of Paris are ancient burial spaces that many tourists like to visit. We made our own spooky catacombs using kinetic sand and some plastic skeletons from the dollar store. As usual, the students were pretty fascinated by the way the sand reacted when pushed, pulled, or allowed to drip off fingers.

 

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

 

 

 

 

After touring around for a while, it would be fun to stop at a cafe for coffee—-a very popular drink in Paris. There was a picture of the Eiffel tower to find at the bottom of the box and a heart shaped measuring cup and small spoon for scooping fun. Unfortunately, we didn’t include any croissants 🙂

 

 

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

 

 

 

 

 

Paris is known as the city of lights. We put lots of lights on our “Paris at night” umbrella and it turned out to be a big hit. The colorful lantern lights were particularly eye catching! We attached some laminated night time photos of famous Parisien landmarks and made sure to point them out to the students.

 

 

The social studies access point recognize a picture with a place can be addressed here.

This umbrella was a real hit with the students…..

 

 

 

 

 

 

So we had to include some more photos!

 

 

 

 

 

We discovered that plaster of paris actual does come from PARIS—how cool is that. We mixed shaving cream and cornstarch to get a similar texture to crumbly plaster. It had an interesting tactile feel and was VERY messy—–the students weren’t quite sure what to make of it 🙂

 

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

 

 

 

 

 

Fortunately, hands were easily rinsed in water scented with Bath and BodyWorks french lavender bath gel. We put in a couple of colorful ducks to float around in our Seine River. These ducks were pretty cool because they lit up when they touched the water—-how cool is that!

 

 

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

 

 

 

 

The matching lavender lotion had a pretty light scent and made for a nice reminder of a visit to Paris.

 

 

 

 

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students made their art projects using this: Eiffel Tower

First, they identified the color of our paint using communication symbols.

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

 

 

 

 

 

 

 

Then they painted a white piece of paper with red and blue paint.

 

 

 

 

 

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

 

 

 

 

 

They glued a silhouette of the Eiffel Tower (precut from black construction paper) DOWN on to their painting.

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

 

 

 

 

 

 

 

TA—- ooh la la—- DA!

 

 

 

 

 

                                                                        We love Paris!

 

 

 

 

 

On Wednesday the students made another Eiffel Tower inspired project but this time we shrunk the template 50% and cut it out of sparkly gold craft foam.

First the students identified the shape of their paper using communication symbols.

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

 

 

 

 

 

 

 

Then they painted with a mixture of gold paint and a little bit of glue.

 

 

 

 

 

 

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

 

 

 

 

 

Time to sing the glitter song and “shake, shake, shake that glitter”!

 

 

 

 

 

 

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

 

 

 

 

 

Next, they squeezed some glue onto the back of the Eiffel Tower and patted it DOWN on to their paper.

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

 

 

 

 

 

 

 

 

TA Da!

 

 

 

 

 

                                                           Paris—–the city of lights!

 

 

 

 

LANGAUGE GROUP

Paris has lots of wonderful cuisine so we decided to try some out this week.  We made some dessert crepes!  Here is the recipe: Let_s Make Strawberries And Cream Crepes

We started out by making some whipped cream.  Our students helped PUT the whipping cream into the bowl.  Then we added some sugar.

Our students indicated that we needed to use tablespoons rather than measuring cups.

 

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

 

 

 

 

Each of our students observed that the mixture in the bowl was a LIQUID.

We had to mix the ingredients up, so each of our students took turns activating the switch to turn the mixer on.  It took a while for the whipped cream to set, so some students had a couple of turns.

Once it was done, our students observed that the mixture was now a SOLID.

Recognize that the appearance of an object or material has changed is a science access point.

 

 

 

 

Time to make the crepes!  We put some dollops of the whipped cream into each crepe and added some strawberries to it.  For our students who are on a puree diet, we smashed up the strawberries and mixed them into the whipped cream.

We folded up the crepes for the other students.  They had to request that they WANTED some the crepes to eat. YUM!

 

 

Join us again next time for more fun and learning

                                                                          Group by Group!

On Old MacDonald’s Farm

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

 

 

 

 

SENSORY GROUP

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

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

 

 

 

 

 

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

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

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

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

 

 

 

 

 

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

Track objects in motion is a science access point.

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

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

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

 

 

 

 

 

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

Associate quantities with number names is a math access point.

 

 

 

 

 

 

Ta Da!

                                                                   E  I  E  I  O

 

 

 

 

 

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

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

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

 

 

 

 

 

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

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

 

 

 

 

 

 

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

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

 

 

 

 

 

TA Da!

                                                         Look at our cute little farmers!

 

 

 

 

 

LANGUAGE GROUP

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

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

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

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

 

 

 

 

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

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

 

 

A little caramel sauce and we were ALL DONE!

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

 

 

 

 

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

Dr. Seuss

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img_4681img_4551Happy Birthday Dr. Seuss! We celebrated his birthday this week for Read Across America! Our sensory groups explored colorful boxes inspired by Dr. Seuss books. The fine motor groups made Seuss inspired art projects and the language group made a yummy snack to finish off the week. It was tons of fun and everyone LOVED the book we made to go with this unit—–be sure to check it out!

 

 

 

 

 

SENSORY GROUP

img_4612img_4255This box was filled with lots of Seuss (or Seuss like) items including the ABC book and a fabulous hat! The base of the box was shredded paper—-because Dr. Seuss wrote books back when they were all paper!

img_5148The language access point attend to familiar literary forms (ex. picture books) can be addressed here.

 

 

 

 

 

img_4226img_5103The Grinch is one of our favorite characters! The students used green float to form their own Grinch figures using a plastic ornament and some hands from a play dough set. Ok so the Grinch didn’t have purple hands in the original story but we still think they worked pretty well 🙂

img_4244The science access point recognize one or more external body parts can be addressed here.

 

 

 

 

 

img_4530img_4207We used some sawdust as the base of our Zoo box. There were a variety of animals and a little zookeeper to help take care of them. In addition, we put a picture of a lion at the bottom of the box and asked the students to find the animal that was the same as the picture.

img_5122Match animals based on a given shared characteristic is a science access point that can be addressed here.

 

 

 

 

 

img_4671img_4715We thought our shaker pom poms kind of looked like the tops of Truffula trees! Colorful, eye catching and so much fun to shake! We haven’t brought these out for a while and the students were pretty excited to see them again!

img_5060The science access point distinguish between objects in motion and at rest can be addressed here.

 

 

 

 

 

img_4193img_4166The students also got a little goofy and had fun pretending to be Truffle trees by putting the pom poms on their heads.

img_4209                                                                               Pretty fun stuff 🙂

 

 

 

 

img_4160img_5099The students found the letters A B and C in colorful pasta. We put in 2 of each letter so the students could match them. Of course, it was also fun to just put hands in too!

img_4214Match objects by on observable property, such as shape is a science access point.

 

 

 

 

 

img_4190img_5037With a Dr. Seuss unit, you HAVE to have oobleck! Gooey, drippy, always fun!

img_5130Recognize that pushing and pulling an object makes it move, is a science access point.

 

 

 

 

 

img_4698img_5033There were 2 blue fish to find in our bubble filled water play. These fish were especially fun since they squirted water when squeezed—-there were lots of giggles with this 🙂

img_4548Recognize two objects that are the same size or color is a math access point.

 

 

 

 

 

img_4272img_5161We used Bath and BodyWorks apple scented bath gel in our water play and again for our lotion this week. This was a perfect scent to help us remember all the fun we had this week and was a hit with the students.

img_5187The science access point recognize one or more external body parts is addressed here.

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday, the students made their own puff balls and became little Who’s to dance on them!

img_4290After discussing the circle shape of the puff ball and identifying it using communication symbols we mixed together shaving cream and glue.

The math access point recognize when an object or material is addressed here.

 

 

 

 

 

 

 

img_4293img_4300The students painted the mixture onto a purple circle. This thick gooey mixture dries like puffy paint—-so cool!

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

 

 

 

 

 

 

 

img_4303img_4333We added a little glitter and then each student put a cutout pictures of themselves to the puffball.

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

 

 

 

 

 

 

img_4345img_4351Ta Da———- super cute!!!!!!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made a Horton inspired elephant!

img_4834img_4849First we discussed the shapes we were using and asked them to identify a circle using communication symbols.

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

 

 

 

 

 

 

 

img_4870img_4862The students cut their circles in half using a paper cutter addressing the science access point recognize that pushing or pulling an object makes it move.

Then we looked at how the 2 half circles could be put back together to make a circle.

The math access point recognize parts of common objects can be addressed here.

 

 

 

 

 

img_4895The elephant’s trunk started as a RECTANGLE which the students then folded an crumpled to give it some dimension!

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

 

 

 

 

 

 

 

 

img_4918img_4943Then the students began assembling their elephants—-a big circle face, 2 half circle ears, a rectangle trunk AND 2 big, round googlie eyes!

img_5017Recognize when an object is added to a situation is a math access point.

 

 

 

 

img_4932img_4983TA Da!

img_4960Some of Horton’s cute relatives!

 

 

 

 

 

 

LANGUAGE GROUP

We made an apple treat today in honor of the book 10 Apples up on Top.  Here is the recipe that we used: lets-make-an-apple-delicious-dessert

img_5210img_5208We used Pixon communication boards throughout that had fringe vocabulary focusing on cooking.

img_5277We also used super large symbols such as the symbol “turn” when it was time to turn the page of our recipe book.

 

 

 

 

img_5223img_5218We started out by crushing up graham crackers using a rolling pin.  We broke this part up between a couple of students, so after the first student crushed them a bit our students had to indicate that we needed to crush them up MORE.

 

 

 

 

 

 

 

img_5235img_5243Once the graham crackers were finished, we put them in a bowl and POURed melted butter on top.  Our students helped STIR the ingredients together then we PRESSed them into a baking pan.

img_5270Next, we combined some whipped cream and cream cheese.  Again, our students helped STIR the ingredients together.  When finished, we SPREAD half of the mix over the graham crackers in the pan.

 

 

 

 

img_5280img_5296Then, we put some apple pie filling on top of the whipped cream mix!  We ended up pureeing the apples since some of our students have special diets.

We finished it up by SPREADing the rest of the whipped cream mix on top of the apples and sprinkling some graham crackers on top.

 

 

 

 

 

 

img_5303img_5310Our delicious apple dessert was a hit——–YUM!!!!!

 

 

 

 

 

 

 

 

 

 

img_5111img_5141We all had a blast this week! Join us again next time for more fun——– Group by Group!

Super Heroes

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

 

 

 

 

SENSORY GROUP

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

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

 

 

 

 

 

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

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

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

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

 

 

 

 

 

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

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

img_7495                                                    They kind of had fun with the masks 🙂

 

 

 

 

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

 

 

 

 

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

 

 

 

 

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

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

 

 

 

 

 

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

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

 

 

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

 

 

 

 

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

 

 

 

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

 

 

 

 

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

img_7310Recognize sources of light is a science access point.

 

 

 

 

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

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

 

 

 

 

 

FINE MOTOR GROUP

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

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

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

 

 

 

 

 

 

 

img_7337img_7346Then the students brushed the paint over their masks.

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

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made their own Super hero symbols!

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

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

 

 

 

 

 

 

 

 

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

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

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

 

 

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

 

 

 

 

 

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

 

 

 

 

LANGUAGE GROUP

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

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

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

 

 

 

 

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

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

img_7936img_7930Viola——Mini Ninja Turtle Pizzas to enjoy!

img_7962                                                                                     YUM!!!!!

 

 

 

 

img_7390img_7410Our Superhero unit totally was SUPER FUN!

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

The Nutcracker Ballet

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img_2147img_1493We had dreams of Sugarplums—-of the ballet variety—- dancing in our heads this week! Going to the Nutcracker ballet is a tradition for many people this time of year so we thought it would make a perfect theme. Our sensory group explored a variety of colorful boxes related to the ballet, the fine motor groups made Nutcracker art projects, and the language group hosted a holiday party—-like the one in the ballet!

 

 

 

 

 

SENSORY GROUP

img_1381img_2208One of the first scenes in the Nutcracker ballet is a Christmas party. This box, with its base of plastic pine needles and holly, contained symbols of Christmas.

img_2168Of course we included a little plastic toy nutcracker! It was a squeaky toy too which made it even more fun.

img_2179img_1542Needless to say, the students had a little fun with the santa hat and goofy glasses 🙂

 

 

 

 

img_2537Lots of fun!!!!!

Associate an object with a person or event is a social studies access point.

 

 

 

 

 

 

img_2178img_2520This box had a variety of shiny garland, tulle, and chiffon squares that reminded us of the colorful costumes and scenery found at the ballet.

The colors and textures were very intriguing to the students—-it was a very inviting box!

 

img_1502We really addressed the science access point recognize and respond to different types of sensory stimuli!

 

 

 

 

img_1513img_2237We put one BIG mouse and one LITTLE mouse in these turquoise beans (picked because we thought the color looked a little icy). So…… perhaps our mice looked a little more rat like, but sometimes you have to work with what you have on hand 🙂

img_2501Recognize similarities and differences in size of common objects is a math access point.

 

 

 

 

img_1680img_2204Our purple kinetic sand became “SugarPlum fairy” sand this week! The purple color made it especially inviting and we added a ballerina crown cookie cutter which turned out to be pretty intriguing as well.

Total fun as usual!

 

img_2170Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

img_2438img_1600Since the Nutcracker takes place in the winter we HAD to bring out our snowflake umbrella.

White pompom yarn, foam snowflakes, and silver beads make this ordinary umbrella something pretty cool. When we added some pink craft foam ballerinas it became even more special!

 

img_2154We also recorded music from the ballet on a voice output device. All in all, a pretty magical winter wonderland!

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

 

 

 

 

img_1640img_2485Silver glitter added extra sparkle to this box of Insta Snow, making it extra inviting! There was a spoon and a little measuring cup for scooping fun.

It was also fun to watch as it drifted down while sifting through fingers!

 

img_2236Apply a push to move an object is a science access point.

 

 

 

img_1682img_2459We don’t get much snow down here in Florida—-so for us it is pretty fascinating stuff 🙂

 

 

 

 

img_2478                                                                 Let it snow! Let it snow!

 

 

 

 

 

img_1488img_2493Our water play helped rinse some of the glitter off the student’s hands—-that stuff gets EVERYWHERE! They also had fun scooping, pouring, and finding a craft foam letter N using the measuring cup and funnel.

img_2171Recognize differences in sizes of containers that hold liquids is a math access point.

 

 

 

 

img_2251img_2550We used the perfect scent for our water play and lotion—–sugarplum swirl from Bath and Bodyworks! Our students left the group smelling like yummy little sugarplums 🙂

img_1817 The students used communication symbols to indicate whether they “liked” or “didn’t like” the scent—–for almost all of them it was a hit!

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

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students painted a magical snow scene for their nutcrackers. We used this: nutcracker-template-1

img_1885img_1889First they used communication symbols to identify the color of the paper we were going to use—-purple!

Sometimes blocks make excellent pointers 🙂

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

 

 

 

 

 

img_1923img_2018Then they spread white paint around their paper.

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

 

 

 

 

 

 

 

img_2038Glitter was added for some sparkle—–we never pass up the opportunity to use glitter!

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

 

 

 

 

 

 

 

img_2065Then the students glued a Nutcracker with their faces onto their paper.

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

 

 

 

 

 

 

 

 

 

 

img_2008img_2056TA DA! These Nutcrackers are ready to join the ballet!

 

 

 

 

 

 

 

 

 

 

 

 

On Wednesday the students used paper plates to make nutcracker masks. A great big thank you goes out to our interns Rachel and Nicole for helping set up this project! We used this to complete the mask: nutcracker-template-2

img_2346First we discussed the semi-circle we had cut out from the paper plate. We showed the students how 2 semi-circles made a circle and asked students to use communication symbols to identify a circle.

Recognize parts of whole objects is a math access point.

 

 

 

 

 

 

 

img_2350img_2389Then they glued pieces of yarn onto their semi-circles.

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

 

 

 

 

 

 

 

img_2396Next the students glued a mustache onto the middle of the plate.

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

 

 

 

 

 

 

 

 

 

img_2384Then they pulled apart ONE piece of polyester fiberfil to make TWO pieces and glued them to each side of the plate.

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

 

 

 

 

 

 

 

 

img_2388img_2399Ta DA—-meet our Nutcrackers!

img_2369                                                            Ready for their performance 🙂

 

 

 

 

LANGUAGE GROUP

We decided to have a Nutcracker Ballet party for our language group this week.  We always love to be able to get together and interact with our friends and coworkers and this was the perfect time.

img_2578img_2563Our language group students dressed up in Christmas and ballerina attire so that we could have a Nutcracker parade.

img_2571                                                       We even had a harlequin dancer 🙂

 

 

 

 

 

img_2619img_2603The other classes in the elementary building were the participants in the parade—–some of them got into character also!

img_2612We had so much fun going down the halls and inviting our friends to the Nutcracker party.

 

 

 

 

 

 

img_2691img_2650-1Once we got to the party room, our students got to choose some treats.

We had ice cream with different colors of sprinkles to eat and fizzy lemonade to drink.

 

img_2707 Our students conveyed if they LIKED what they got or if they did NOT like it.  Usually, their facial expressions are a pretty good indicator 🙂

 

 

 

 

 

img_2896img_2797One of the most fun things that we had was the photo booth.  Our students got to choose which prop they wanted to wear/hold for their picture.  We had SO MUCH FUN with this!

img_2835And not only the students had a great time, but the adults did too.

 

 

 

 

img_2673img_2627While the party was going on, the Nutcracker Ballet was playing on a smart board so that our students got to experience this incredible ballet.

img_2626Some even did a little dancing of their own 🙂

 

 

 

 

img_2636A big thanks goes to our fabulous interns—–Nicole and Rachel for decorating the room and serving all the guests!

You ladies were wonderful and we will really miss you!

 

 

 

 

 

 

 

img_2654img_2685It was a wonderful time, filled with good food, company, and music. What a wonderful way to start this holiday season!

 

 

img_2724-1We hope your holiday is filled with happiness and laughter. Join us in the new year for more fun and learning—–Group by Group!

Famous Scientists

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img_1947This week we learned about some famous scientists. We chose this theme to compliment the Unique Curriculum unit for some of our grade levels. The sensory groups explored boxes related to individual scientists. The fine motor groups created science themed art projects and the language group performed some fun science experiments!

 

 

 

 

SENSORY GROUP

img_2386img_2379Galileo and Neil DeGrasse Tyson are famous for studies in the area of astronomy. Our little astronomers loved our solar system umbrella. With its twinkly stars and hanging planets, it was a real hit.

Recognize a space-related object is a science access point.

 

 

 

 

 

img_2431Stephen Hawking knows a LOT about black holes. We used black kinetic sand for our “black hole” box and added a star shaped cookie cutter. So much fun and irresistible to both our students and staff 🙂

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

 

 

 

 

 

 

 

img_1970img_2399The thermometer was invented by Daniel Fahrenheit. In honor of him we filled a box with some “Insta-Snow”. While not quite as cold as the real thing, it still feels a little chilly!

img_2411Distinguish between hot and cold objects is a science access point.

 

 

 

 

 

 

img_1925img_2035We think our chimpanzee habitat would be a hit with Jane Goodall, she is an anthropologist who studies wild chimpanzees! Included in this box are binoculars, a variety of chimps, play fruit, and a voice output device with monkey sounds we recorded from You Tube. The monkey sounds were a huge hit!

The science access point recognize common objects related to science by name, such as animal or plant, can be addressed here.

 

 

 

 

 

img_1928Kepler was a famous mathematician. In our box of white cornmeal were numbers 1-9 for our students to find. We haven’t used this cornmeal box for a while and it has a really intriguing texture for our students.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

img_2021img_2447Mary Anning was a famous fossil hunter. The students had fun hunting for dinosaur skeletons buried in our box of moon sand. They also had a lot of fun with the dinosaur molds.

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

 

 

 

 

 

img_2404img_2570Since our theme was all about famous scientists, we decided to put pop rocks into our shaving cream to start a “chemical” reaction. Those crackling pop rocks sounded pretty cool!

The science access point recognize and respond to different types of sensory stimuli is addressed with this activity.

 

 

 

 

 

img_1895Charles Darwin’s boat the HMS Beagle sailed in our little ocean—-passing a giant sea turtle along the way!

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

 

 

 

 

 

 

 

img_2477Since we found out that chimpanzees like all sorts of fruit—not just bananas—-we used Bath and Body Works mango tangerine scent for both our water and lotion this week. The citrusy scent was a real hit with the students!

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

 

 

 

 

 

 

FINE MOTOR

On Tuesday our students made a galaxy!

img_2076We started by discussing the shape of planets found in galaxies and used communication symbols to identify a CIRCLE.

Recognize objects with a 2-dimensional shape is a math access point.

 

 

 

 

 

 

 

img_2156Then we used a circle punch to cut “planets” out of wallpaper scraps. You have to push pretty hard to make the punch work, so the students needed a little help with this. Of course, we counted how many planets each student cut out.

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

 

 

 

 

 

 

img_2108img_2171Next they painted watered down glue onto black paper and the planets were placed on the glue.

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

 

 

 

 

 

img_2122Sparkly stars were added using chunky silver glitter.

Recognize that the appearance of an object or material has changed is a science access point.

 

 

 

 

 

 

 

 

img_2124img_2183Ta Da!

img_2093                                                                  It’s a galaxy!

 

 

 

 

 

 

 

 

 

 

On Wednesday the students painted with corn syrup! We have done this before and always love how the syrup retains its “wet” look after it hardens. VERY COOL!

img_2488First we discussed the color of our syrup—-we had added some food coloring 🙂

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

The students identified the color using communication symbols.

 

 

 

 

 

 

img_2501img_2541We poured a little of the syrup onto their science lab beakers, cut from poster board using this:beaker-template

The students used regular paint brushes to spread it around. Yes, this did get a little sticky and messy but it was WAY fun 🙂

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

 

 

 

 

img_2537img_2509TA DA!

Let’s do some experiments!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

Our students turned into little scientists today!  We tried out 2 different experiments today.  Here is a breakdown of each experiment: experiments

img_2576img_2580For our first experiment, our students helped POUR some baking soda into a pan.  Then, our students helped fill up some cups HALFWAY with vinegar.  They also got to choose what color should be put into each vinegar cup.

img_2627Recognize when an object is added to (addition) a situation, is a science access point.

 

 

 

 

 

img_2608img_2613Once everything was ready, each student got a chance to use droppers and SQUEEZE some of the vinegar onto the baking soda.

img_2642Our students loved seeing the colorful fizz!

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

 

 

 

 

img_2620img_2589For our second experiment, we filled up a measuring cup HALFWAY with vinegar.  We added some food coloring as well.  Our students got to CHOOSE the color glitter they wanted.  They also got to help SQUEEZE some dish soap into the measuring cup.  We STIRRED it up.

 

 

 

 

 

img_2633Finally, we got a big spoonful of baking soda and POURED it into the measuring cup.  We gave it another little stir and watched it foam up!  It was pretty amazing how much foam came out of our experiment!

 

What an exciting week! Join us again next time for more fun and learning——Group by Group!