Tag Archives: voice output device

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!

Johnny Appleseed

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Johnny Appleseed Day is September 26 so we decided to learn a little more about him this week! Our sensory groups explored boxes that were all about apples. The fine motor groups made apple themed art projects and the language group made a yummy apple snack.

 

 

 

 

 

 

SENSORY GROUP

We turned one of our umbrellas into an apple tree this week and it was a total hit with the students! There were 3 different apples to find and a voice output with the song “Don’t sit under the apple tree with anyone else but me”—–an oldie but a goodie!

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

 

 

 

 

As we said, this umbrella tree really captured the students’ attention.

So we couldn’t resist adding a few more super cute photos 🙂

 

 

 

 

 

 

A is for APPLE——the students searched  for letter A’s in green rice with black bean “apple seeds”. There was also a map of his home state to find at the bottom of the box.

Identify objects by observable properties, such as shape, is a science access point.

 

 

 

 

 

Apples come in lots of different colors but mostly RED, YELLOW, or GREEN. In this box the students sorted colorful “apple” pompoms into matching plates.

The science access point identify objects by one observable property, such as color, and the math access point recognize objects with three-dimensional objects, such as balls (spheres) can be addressed here.

 

 

 

 

 

The students used apple shaped cookie cutters to make BIG and LITTLE apples in red moon sand. We didn’t actually have apple cookie cutters so we used the pumpkin cutters we had on hand since they are a pretty similar shape—–sometimes you just have to make do with what you have 🙂

 

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

 

 

 

 

 

Apple seeds are kind of black and brown so we thought these small beans would work as a nice stand in for them. There was a little dish to fill and a measuring spoon for fun scooping practice.

 

 

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

 

 

 

 

 

We added some green food coloring to shaving cream this week. We encouraged the students to draw apple shaped circles or straight line stems.

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

 

 

 

 

 

Hands were rinsed in apple scented water with a floating plastic apple, watering can, scoop, and an apple shaped sponge. Lots of different things to interact with here and the students had a blast.

The math access point recognize differences in sizes of containers that hold liquids, can be addressed here.

 

 

 

 

The watering can was especially fun and

the students were fascinated by the streaming water!

 

 

 

 

 

Our apple scent this week was country apple from Bath and BodyWorks.

It was a pretty yummy scent that left our students smelling like delicious little apples 🙂

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

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On ‘Tuesday we made apples using this template: apple

We started by identifying the color of our paper shred.

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

 

 

 

 

 

 

Next the students painted glue (watered down a little bit to make it easier to spread) with a sponge brush.

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

 

 

 

 

 

 

Then came the fun part—–dropping handfuls of paper shred onto their apples! They really liked this part.

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

 

 

 

 

 

A little green leaf was added and ………..Ta DA!

                                                                   Just delicious!

 

 

 

 

 

On Wednesday the students made apple trees. We used green plates from the Dollar Tree (a whole stack for $1, how can you beat that!) and leftover corrugated cardboard for the tree trunks. This was a really cheap craft—–and we like that 🙂

First the students identified the shape of the plates and the color of our “apple” pompoms

Recognize an object with a two-dimensional shape such as a circle, is a math access point.

 

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

 

 

 

 

Then they practiced eye hand coordination skills by dipping red pompoms into glue and then gluing them onto their “trees”. Of course, we counted the number of apples on each tree!

 

The math access points recognize when an object is added to a situation and associate quantities with number names, can be addressed here.

 

 

 

 

 

Ta Da!

 

 

 

 

                                                        Look at our apple orchard!

 

 

 

 

LANGUAGE GROUP

This week we made our own applesauce!  We also learned a lot about patience since the food processor was acting up a bit during group.  Here is a link to the recipe we used: Let_s Make Cinnamon Applesauce

We started out by peeling the apples.  We got to use an apple peeler which was pretty cool to our students.  They helped us turn the handle to make the peeler work.

 

 

 

We found that the peeler also cored AND cut the apple so we got to skip that step 🙂

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

 

 

 

 

We checked out the string of apple peel!

Some of the students thought it was pretty fascinating but others weren’t quite so sure about it.

 

 

 

 

Next, we had to add some lemon juice.  Each of our students got to try a little taste of the lemon juice.  We talked about how it tasted SOUR.

 

 

Then we added some lemon juice to the food processor.

 

 

 

 

 

 

Our students helped turn the food processor on.  We found that we had to add a little bit of water to help get the mixture going.

Recognize a way to stop an object from moving is a science access point that can be addressed here.

 

 

 

 

 

We poured the mixture into a bowl.  Next, we added some sugar and cinnamon.  Our students smelled the cinnamon and we talked about how it smelled sweet.

We stirred everything up and voila!  No-cook applesauce!

 

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

 

 

 

 

Yummy deliciousness

this was a hit 🙂

 

 

 

Hope you enjoyed learning a little bit about Johnny Appleseed.

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

What Teachers Do For Fun!

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Our staff are such a fun loving group that we decided to showcase them for our first theme of the year! We thought our students would also get a kick out of seeing the adults around them being a little goofy 🙂 The sensory, fine motor, and language groups this week were all related to the different ways the staff have fun!

So, welcome back to school and let the fun and learning begin!

 

 

 

SENSORY GROUP

Every time we have an event at school, someone dresses up as Hootie the Owl—-our school mascot. For Hootie we put a little owl and the letters O-W-L in a box filled with birdseed. We don’t use birdseed a lot but it has a really cool feel that our students really loved exploring.

The science access point recognize common objects in the environment is addressed here.

 

 

 

 

Digging holes on a sandy beach is a fun way to spend an afternoon! Our little beach contains kinetic sand which is always a lot of fun especially with the little shovel and rake we put in this box.

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

 

 

 

 

Playing with their dogs is another way some of our teachers have fun. The students used a dog shaped cookie cutter to cut out some green play dough puppies. We chose the unusual color because it’s Ms. Robin’s favorite color and she gave us her picture for our book 🙂

The science access point apply a push to move an object is addressed here. The math access point associate quantities with number names can also be addressed.

 

 

 

 

Our annual Talent Contest is always a hit with both students and staff showing off their talents! The Dancing Divas were totally fun and this box contained some props and voice output device with recorded music letting the students channel their own inner divas!

Recognize and respond to different types of sensory stimuli is a science access point that can be addressed here.

 

 

 

 


Joy got to hang out with some Norwegian mountain trolls last summer—-how cool is that! In this box, 3 laminated trolls were added to climb around or hide in our grey Floam mountain.

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

 

 

 

 

Everyone knows teachers LOVE to glitter things—–so this week we glittered our shaving cream! We chose a bright pink glitter that was REALLY eye-catching.

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

 

 

 

 

Our water play basin was a little smaller than the water slide from Fun Day but there was still fun to be had. The students were pretty intrigued watching the spinning water wheel.

The science access point observe and recognize a predictable cause-effect relationship related to a science topic can be addressed here.

 

 

 

 

 


Ms. Maria sure looked like she was having fun eating her Columbian mango dessert so we used Bath and BodyWorks mango scent for both our water play and lotion this week. It was a nice sweet scent that the students really liked.

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

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students used glitter to decorate some “Dancing Diva” musical notes made from black construction paper using this: music note

We started by letting our students choose which color glitter they wanted to use. They had a choice of green, red, or purple—–with the overwhelming favorite being PURPLE!

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

 

 

 

 

After squeezing out some glue, the students used a brush to spread it around.

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

 

 

 

 

Singing to the tune of that KC and The Sunshine Band song it’s “Time to SHAKE SHAKE SHAKE, SHAKE SHAKE SHAKE, Shake that glitter”!

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

 

 

 

 

 

TA la la DA!

                                                                 So sparkly!

 

 

 

 

 

On Wednesday the students again used glitter but this time they decorated some wooden door hangers. These were left over from another project and we had just enough for this group!

First the students chose their door hanger and then used  brushes to “paint” them with glue.

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

 

 

 

 

 

Next the students identified each glitter color using communication symbols.

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

 

 

 

 

 

 

 

Then the students used the different colored glitters to decorate their door hangers. Shaking that glitter again 🙂

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

 

 

 

 

 

Ta DA!

 

 

 

 

 

 

 

 

 

                                                             Glitterville!!!

 

 

 

 

LANGUAGE GROUP

It is SOOOOO hot here, so our recipe was a cold one that was very appreciated!  This week we made mango frosties.  Here is the recipe we used: Let_s Make a Mango Frosty!

Throughout the group, picture symbols were presented to the students to help them locate the appropriate symbols on their communication boards.  The adults in the room helped model the use of the boards.

We started by measuring out the coconut milk.  We talked about how we needed a measuring cup rather than measuring spoons.  We then added the honey, vanilla, and salt.  Our students were great helpers and poured each ingredient into the food processor.

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

 

 

 

 

 

Since Cara accidentally forgot the lime at home (whoops!), we skipped that part and went onto the frozen mangoes and bananas.   We brought the frozen fruit around and each student touched the bag.  We talked about how COLD the bags were.

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

 

 

 

 

 

Once all the ingredients were in the food processor, our students helped turn it on by activating a switch.  It took a little while to get really smooth so each student had a chance to help out.

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

 

 

 

 

 

When the frosty was ready, we counted out cups for each of our friends.

                                                         We needed 7!

Associate quantities with number names is a math access point.

 

 

 

 

 

Then, our favorite part, we got to eat!

YUM!!!!!!

 

 

 

 

 

 

 

 

What a great start to the school year!

Join us again 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!

Cinderella Monkey’s Birthday

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What do you get when suggested themes of monkeys, Cinderella, and birthdays are accidentally combined—–Cinderella Monkey’s Birthday—–of course 🙂 Once we finished laughing we figured birthday parties and animals make a perfect combination.

It was lots of fun to put together both the book and all our activities. The sensory groups explored party themed boxes, the fine motor groups made party related art projects, and the language group had a birthday party treat!

 

 

 

 

SENSORY GROUP

We filled this box with everything party including ribbons, bows, and a mylar balloon. There was some fun play food like cookies and soda. We even put in a replica of the party girl herself—-Cinderella Monkey 🙂

The science access point recognize a model of a real object can be addressed here.

 

 

 

 

 

Since birthdays are all about how old you are, we put some numbers in our colorful rainbow rice. There was also a picture of a birthday cake to find underneath the box.

Associate quantities with number names is a math access point.

 

 

 

 

 

This next party box was filled with lights and music. There were a variety of light toys and the Happy Birthday song recorded on a voice output device.

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

 

 

 

 

 

In our story, Lily Ladybug wants to give the birthday girl a hug. When the students gave our ladybug pillow a hug, it vibrated—–so much fun! This was definitely the favorite item this week 🙂

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

 

 

 

 

 

Colorful glitter helped make “funfetti” cloud dough. There were scoops and spoons for the students to use to make birthday cakes. Colorful dowels made for perfect candles.

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

 

 

 

 

 

 

 

We continued with the “funfetti” theme by adding confetti to our oobleck this week. Bright and shiny—-this stuff was irresistible!

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

 

 

 

 

 

There were a bunch of party animals in the water play this week 🙂 These fun bath toys were fun for the students to scoop out with our 2 different sized scoops.

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

 

 

 

 

 

Lemonade is the perfect party drink so we chose Bath and BodyWorks pink lemonade for our water and lotion this week. It was a nice sweet scent that the students really liked.

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

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday our students wrapped presents—-sort of 🙂

First the students used communication symbols to identify a square. Our squares were cut from colorful wallpaper scraps.

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

 

 

 

 

 

 

Then the students cut 1 piece of paper into 2 pieces to make the ribbons for our present.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

The students glued their paper ribbons onto their presents—-one going “up and down” and the other going “across”.

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

 

 

 

 

 

 

 

A big bow for a finishing touch and….

 

 

 

 

 

 

 

 

 

 

……….Ta Da, Happy Birthday Cinderella Monkey!

 

 

 

 

 

 

 

 

 

 

 

On Wednesday the students made a birthday cake using this: cake template

First we identified the number 3 since that was how many candles we were going to put on the cake.

Associate quantities with number names is a math access point.

 

 

 

 

 

 

 

 

What is a cake without frosting! The students decorated their cakes with homemade puffy paint (shaving cream and glue mixture).

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

 

 

 

 

A little glitter never hurts 🙂

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

 

 

 

 

 

 

 

 

Time to add the candles! We used these cool striped chenille stems that look a lot like real candles—-so cool!

The math access point solve simple problems involving joining together sets of objects to 3 can be addressed here.

 

 

 

 

 

 

Ta Da!

                                                           Time to eat cake!

 

 

 

 

LANGUAGE GROUP

We were back to cooking this week in the language group 🙂

This week we made Birthday Cake Milkshakes using this recipe: Let_s Make a Birthday Cake Milkshake

We started out by taking out the ice cream and letting everyone feel it.  We talked about how it felt COLD.  Some of our students didn’t really seem fazed by how cold it felt while others really didn’t like it.

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

 

 

 

 

Once we put the icecream in the blender, we POURed in the milk.  Our students then helped us count out FOUR tablespoons of cake batter mix which we added.

The math access point recognize the quantity of a set of objects to 3 and add 1 more can be addressed here.

 

 

 

 

 

Our students took turns turning the blender ON using a wireless switch.  Once it was nice and smooth, we added some colorful sprinkles.  Again, our students helped us count out 4 tablespoons.

 

 

 

 

 

 

Once that was all mixed up, we counted out how many cups we needed and then poured the milkshake into each one.  When it was time to put the whipped cream on, only a little bit was put in each cup and our students had to convey if they wanted MORE or if they were ALL DONE.

Indicate desire for more of an action or object or indicate desire for no more of an action or object are math access points.

 

 

 

 

 

YUM!  It turned out great!

Birthdays are so much fun aren’t they 🙂 Join us again for for 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!

Louisiana

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img_3261img_2983We traveled again this week but a little closer to home—-the great state of Louisiana! Our sensory groups explored boxes related to facts and symbols of the state. The fine motor groups used markers and crayons to complete their projects and the language group led a Mardi Gras parade.

img_3667It was a really fun week that both students and staff enjoyed—–so let the good times roll!

 

 

 

 

SENSORY GROUP

img_2611img_2929This box was filled with symbols of Louisiana including the state bird (pelican), beverage (milk), amphibian (frog), honey bees (insect), and mammal (black bear). We also recorded a version of “You are my Sunshine” one of the state songs, on a voice output device. All of this was put on a base of paper shred in state colors: blue, white, and gold!

img_2779Recognize a model of a really object is a science access point.

 

 

 

 

 

img_3354img_2603We made 3 discovery bottles made using the state colors. One was all gold and one was all blue. The third was a mixture of white, blue, and gold beads floating around in gold glitter. VERY eye catching!

img_3295The science access point track objects in motion can be addressed here.

 

 

 

 

 

img_2144img_2891New Orleans, Louisiana is known for its Mardi Gras celebrations and the colorful beads thrown from the floats during parades! This box was filled with beads in Mardi Gras colors. Fun to look at, wear, touch, or watch move when pushed or shaken.

img_2733Track the movement of objects that are pushed or pulled is a science access point.

 

 

 

 

img_2214img_2251Looking super cute while wearing Mardi Gras beads–

img_2881                                                                 that’s just how our students roll 🙂

 

 

 

 

 

 

 

 

 

img_2641img_3291This Mardi Gras rice was made for a unit we did a while ago and it was fun bringing it out again. It really is one of our prettiest mixtures and is just so eye catching! We put in letter L’s and a map of Louisiana for the students to find.

img_2172The social studies access point, associate an object, picture, or symbol with a location can be addressed here.

 

 

 

 

 

img_3353img_2169We made some sunshine yellow play dough for the state song “You are my sunshine”. The students had fun squeezing together, pulling apart, or rolling the play dough into balls. We also included a little textured rolling pin to make some “sun rays” and a cookie cutter letter L to add to the fun.

img_2719Recognize that pushing and pulling an object makes it move is a science access point.

 

 

 

 

 

img_2220img_2240For our messy play we went back to the Louisiana state colors—-we sprinkled BLUE and YELLOW glitter into WHITE shaving cream! The students had fun making swirls, lines, letter L’s, or just squishing it between fingers 🙂

img_3316The science access point recognize pushing and pulling an object makes it move is again addressed here.

 

 

 

 

 

img_2771img_3245We put some plastic crawfish and a rubber alligator to swim around in our water this week. Bath and BodyWorks vanilla sugar bath gel was also added because we thought it smelled like beignets—-those yummy New Orleans donuts!

img_2187The science access point match animals that are the same can be addressed here.

 

 

 

 

 

img_3387img_3399The matching lotion was a hit with our students this week. They really liked its sweet aroma and after having it rubbed on hands and arms they left the group smelling like yummy beignets!

img_2266Recognize one or more external body parts is a science access point.

 

 

 

 

On Wednesday we made some trumpets in honor of Louis Armstrong who was born in Louisiana. We used the state colors again for this project!

img_3036We started by asking the students to identify a rectangle——the shape of the paper we were going to use.

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

 

 

 

 

 

 

 

 

img_3086img_3094Then they used markers and crayons to color or draw on their papers.

img_3096Recognize a change in an object is a science access point.

 

 

 

 

img_3179img_3127The drawings were wrapped around paper towel tubes that had been taped to paper bowls and……….TA DA!

img_3190                                                       Our students are ready to play a little jazz!

 

 

 

 

FINE MOTOR GROUP

On Tuesday the students decorated a pelican, the state bird, using this: pelican-template

img_2286img_2277First we discussed the state colors and asked the students to identify the color blue using communication symbols.

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

 

 

 

 

 

img_2352img_2336Then the students scribbled on their penguins with blue and yellow markers. One of our students scribbled using a pressure switch activated vibrating massager with a marker glued to it. He activates switches using his elbow and is getting really good at it!

img_2321Recognize a change in an object is a science access point.

 

 

 

 

img_2333img_2378TA Da! We love the Pelican State!

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

Since Mardi Gras is coming up, we decided to have our own Mardi Gras celebration!

img_3416img_3470Our language group entertained the entire elementary staff and students with a small parade around the building.

img_3436Our students dressed up in hats and boas and gave out beads to all of the spectators.  We even put on some zydeco music to walk to!

 

 

 

 

img_3482img_3579It was a fun crowd after all——– everyone loves a parade!

img_3533                                                                    We are a really fun bunch 🙂

 

 

 

 

 

Once we rounded everyone up, we gathered together in the multi-purpose room for our party!

img_3636img_3639What is a party without cake and ice cream! We had King cake of course and topped with vanilla ice cream (thanks Jeannie) with apple juice to drink. The students requested what they wanted using communication symbol sentence strips.

img_3927                                                                                       YUMMY!!

 

 

 

 

img_3996img_3842With zydeco music playing, we had to start dancing 🙂

img_4013                                                                              Our students have moves!!!!

 

 

 

 

img_3994img_3936Whether sitting and listening to music or getting their groove on—–

img_3951                                                                       the students had a blast!

 

 

 

 

image002img_3628The photo booth was also so much fun and we had lots of colorful props!

img_3984 Lots of opportunities for communication as the students had to communicate which props they wanted for their photos.

 

 

 

 

 

img_3973img_4142All of the dancing and fellowship was awesome and we all had a great time!

img_3969                                                         We hope your week was as fun filled as ours!

 

 

 

 

img_3697img_4010Be sure and join us next time for fun and learning——Group by Group!