Resources

  1. Farm, Farming, Farmed

    Farm, Farming, Farmed

    In this activity, students add endings to a root verb to create new tenses and use them in a sentence to confirm their understanding.

    This activity addresses:

    • Language Arts
    • Learning verb tenses
    • Alternative methods of access

    What you need:[/su_heading]

    Preparation:

    1. Divide the All-Turn-It Spinner’s large overlay into eight equal spaces. Write one verb in each space on the overlay and place it on the spinner. Examples: farm, paint, walk, jump, skip, wink, look.
    2. Divide the blank side of the small overlay into three equal spaces. Write the words “past tense,” “present tense” and “future tense” on the overlay, one verb tense per space.

    What to do:

    1. The student spins the arrow of the All-Turn-It Spinner by activating a switch connected to it.
    2. The students read the verb the arrow points to on the large overlay and the verb tense the arrow points to on the small overlay, and convert the verb into the correct form.
    3. The students then use the new verb form in a sentence. For example, “The past tense of bike is biked. Yesterday I biked to the store to buy an apple.”

    Alternative Options
    Use the All-Turn-It Spinner to give students practice with antonyms and synonyms. Divide the small overlay into four equal spaces and write the word ANTONYM alternately with the word SYNONYM in the blank spaces. Divide the large overlay into eight equal spaces and write practice words in the blank spaces, one word per space. Students spin the Spinner and name the synonym or antonym of the word to which the arrow points

    Keywords

    switches | learning verb tense | language arts | alternative methods of access | all-turn-it spinner |

  2. Adapted Presentations

    Adapted Presentations

    Giving a presentation is a great way to share knowledge with a large group of people. This is also a skill that, through assistive technology, students of all abilities can participate in. This activity will demonstrate three ways to assist your students in making and giving presentations.

    This activity addresses:

    • Social skills
    • Turn taking
    • Public speaking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Choose a presentation topic. Topics about what a student activities or about their family can help engage family members in your student’s education.
    2. Choose the appropriate presentation method: Poster, PowerPoint, SoundingBoard (iPad)

    What to do:

    PowerPoint
    1. Assist students to find pictures on the internet, or use pictures provided from home in the presentation (use a BIGtrack 2 for students who have difficulty with a standard mouse).
    2. Headings and short phrases can be typed into the presentation (use a BIGKeys keyboard with a rigid keyguard for students who have difficulty with a standard keyboard).
    3. Remember that any effects added to a presentation may require additional mouse or switch clicks. Too many extra clicks can make a presentation a daunting task for some students.
    4. Before presentation time, the student should decide what they want to tell the class. Chosen phrases or information can be recorded on a Step-by-Step or directly into the PowerPoint presentation (using a microphone) for presentation time. Playing audio directly from PowerPoint will require additional clicks and the student must be able to alternate between two switches to effectively give his/her presentation.
    5. These PowerPoint directions apply to PowerPoint 2013 - To record directly into PowerPoint click on the “Insert” tab, and towards the upper right hand corner click audio and select “Record Audio…” in this box you can name the audio file and record it.
    6. Once you have recorded your sound, move the speaker icon out of the middle of the frame so it doesn’t block the picture. Right-click on the speaker icon, choose style, then select “Play in background” this will play the sound upon opening the slide in presentation mode so the student does not have to click the
    play button.
    7. At presentation time plug a Hitch computer switch interface into the computer and set the switch to the “space bar”, this will allow the switch to advance the slides.
    8. In Power Point, launch presentation mode.

    SoundingBoard
    1. Assist students to find pictures on the internet, or use pictures provided from home to create a poster on the chosen topic (Doing this directly on the iPad will save time, but may be more difficult for some students. Pictures can be found on a computer and emailed to the iPad, or a services like DropBox can be used to sync pictures with the iPad).
    2. Before presentation time, the student should decide what they want to tell the class.
    3. Once all the pictures for the student’s presentation have been saved to the iPad and presentation dialogue has been decided on, open SoundingBoard App and click “+ Add Board” in the upper right hand corner (To make this easy for the students you can have them name each board in their presentation by number).
    4. Name your first board, and select a picture for the board (using numbers for the pictures as well can make giving the presentation much easier) by clicking “Select Image for Board List”. Choose Pick from Symbols Library (if using the number system), click “Numbers”, click the image of the “1”, and click save in the upper right-hand corner.
    5. You have the option to record a prompt message for your student at this point.
    6. Click the arrow in the upper right-hand corner to proceed.
    7. Click “Add Image”.
    8. Click “Add Image” in the upper left-hand corner then click “Pick from Photo Library” and add the first image the student would like to share with the class.
    9. Click “Message Name” to give the image a title that other students will see when the image is shown during the presentation. Click “Save” in the upper right-hand corner when finished.
    10.Record the first line of presentation dialogue to accompany the picture by clicking “Record Message” (the iPad will automatically begin recording) press top when you are finished recording.
    11.You have the option to record a prompt message for your student at this point.
    12.Click the arrow in the upper right-hand corner when finished. At this point, you have the option to add a second picture or save the board. If you add another picture the student will have to choose between two (or more) pictures while giving the presentation. If this is the best option repeat the process of adding an image and sound recording. If you want you student to only have one image on screen at a time you can click the arrow in the upper right-hand corner to save the board.
    13.At this point, your board should be visible in the “User Created Boards” list. To use other images in the presentation add another board by repeating the process. When ALL your boards are completed (In “User Created Boards” you will have 1, 2, 3, etc.) you need to click on “Edit Boards” in the upper Left-hand corner. Begin with 1, click the arrow in the upper right-hand corner (this first screen should not need editing).
    14.Click the image for the students presentation (not the “Add Image” button) choose Edit on the pop-up menu.
    15.Click “Link Message to Another Board” and choose “2” (or whatever you have named the second board in your presentation).
    16.Click the arrow in the upper right hand corner 2 times to bring you back to your main boards screen. Repeat this process until all your presentation boards are linked.

    Poster
    1. Assist students to find pictures on the internet, or use pictures provided from home to create a poster on the chosen topic (use a BIGtrack 2 for students who have difficulty with a standard mouse).
    2. Headings and short phrases can be typed on the computer (use a BIGKeys keyboard with a rigid keyguard for students who have difficulty with a standard keyboard).
    3. Print out pictures and cut them to size using the battery adapted scissors.
    4. Before presentation time, the student should decide what they want to tell the class. Chosen phrases or information can be recorded on a Step-by-Step for presentation time.

    Keywords

    turn taking | step-by-step | soundingboard app | social skills | public speaking | jelly bean switch | hitch | blue2 bluetooth switch | bigtrack 2 | bigkeys | alternative methods of access |

  3. Better Breakfast Month

    Better Breakfast Month

    Did you know that Better Breakfast Month is celebrated in September? We’ve created a Remarkable Idea to help you celebrate!

    In this Remarkable Idea we’ll show you how to integrate assistive technology to make a smoothie.

    • create an accessible learning environment
    • enable students to show what they’ve learned
    • create a yummy fruit smoothie

    Keywords

    talkingbrix 2 | quicktalker 7 | powerlink 4 | italk2 with levels | following directions | choice making | candy corn | bigmack | alternative methods of access | all-turn-it spinner |

  4. Know Your Friends Game Show!

    Know Your Friends Game Show!

    In this Remarkable Idea students will answer trivia questions about their classmates. This activity can be modified to allow for a review game of concepts taught in the classroom.

    This activity addresses:

    • Sportsmanship
    • Social skills
    • Turn taking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Using student interest inventories, design questions about student’s favorite colors, foods, books, etc.
    2. Teacher can write these answers on index cards to save time during game play.
    3. Record team colors (red, blue, or green) onto the corresponding TalkingBrix 2, these will act as that team’s buzzer. Students can also choose a team name to be recorded onto their TalkingBrix 2.
    4. Record “A”,”B”,”C”, and “D” onto the QuickTalker 7, as well as phrases such as “I think the answer is…” , “I know the answer is…”, and “I’m going to guess…”, students will use this to select their answers.
    5. On the QuickTalker 12 record phrases such as “Let’s get started”, “Red Team”, “Blue Team”, “Green Team”, “Nice Try”, “Correct”, “That is incorrect”, as well as other motivating game show host phrases.
    6. On the All-Turn-It Spinner, write point values for each question (100, 200, 300, etc.)

    What to do:

    1. Designate a student to be the game show host and hosts assistant (jobs can be combined if necessary) and divide the classroom into teams.
    2. Each team will choose a player to go first.
    3. The “Assistant” will choose a picture or name card for the topic, and the “Host” will use the Step-by-Step to choose a question. (Ex. John and Favorite color)
    4. The students will “buzz in” using the TalkingBrix 2. The first team to buzz in will get the chance to answer first using the QuickTalker 7. If they are incorrect the other teams can buzz in and try to answer the question.

    Keywords

    turn taking | talkingbrix 2 | sportsmanship | soundingboard app | social studies | quicktalker 7 | quicktalker 12 | alternative methods of access | all-turn-it spinner |

  5. Who was Martin Luther King, Jr.?

    Who was Martin Luther King, Jr.?

    In this Remarkable Idea, students will learn about the life of the man who changed our nation, Martin Luther King, Jr., and how his ideologies are still relevant in the classroom, school, and community today.

    This activity addresses:

    • Choice making
    • Social skills
    • Cause and effect
    • History
    • Vocabulary
    • Alternative methods of access

    What you need:

    Preparation:

    1. Write the definitions for the vocabulary words on a large piece of paper / whiteboard / chalkboard.
    2. Create vocabulary cards for the terms: equality, leadership, selflessness, hope, and community, with symbols and words sized for the All-Turn-It Spinner.
    3. Create your symbols.
    4. Create a vocabulary board on SoundingBoard with examples of how they can apply to your community.
    5. Record each fact on the Step-by-Step:
    “Martin Luther King, Jr. was a civil rights leader, which means he promoted equal rights and treatment among all people.”
    “Some words that are associated with Dr. King are: equality, leadership, selflessness, hope, and community.”
    6. Record definitions for “timeline” and “boycott” onto TalkingBrix 2.

    What to do:

    1. Begin by introducing Dr. King and allow the students to activate the Step-by-Step to share information about Dr. King.
    2. Place the vocabulary cards on the All-Turn-It Spinner and have the iPad with SoundingBoard ready.
    3. Allow students to take turns spinning the All-Turn-It Spinner. When a student lands on a vocabulary card, remove it from the All-Turn-It Spinner and have them find the definition either on the board (if they can read) or on the SoundingBoard app. Attach the vocabulary word next to the correct definition on the board. Continue until all definitions are complete.
    4. Select a student to be the “Word Whiz” to activate the TalkingBrix 2 for the two remaining vocabulary words: timeline and boycott.
    5. Introduce and discuss the timeline of Dr. King’s life. Have your “Word Whiz” give the definition of “timeline.” Draw the timeline on the board so students have a visual representation.
    6. When you have finished the timeline, ask students how they feel they can apply Dr. King’s teachings in their community. If students are having a difficult time coming up with examples, allow them to use the SoundingBoard app with the examples you choose.

    Script:

    “Martin Luther King, Jr. was a civil rights leader, which means he promoted equal rights and treatment
    among all people.”
    “Some words that are associated with Dr. King are: Equality, leadership, selflessness, hope, and
    community.”

    Vocabulary:

    Equality: The quality or fact of being equal. The same.
    Leadership: Leading or being in charge. A guide.
    Selflessness: Devoted to the well-being of others.
    Hope: A belief that things will turn out for the best.
    Community: A group of people sharing common characteristics, interests, or leading a common life.
    Timeline: A series of connected events.
    Boycott: To avoid buying from or using a service.

    Additional suggestions:

    To help set the tone, use background music from the era or protest/freedom songs. Use Google to find a list of U.S. freedom songs/protest songs.
    Portions of Dr. King’s speeches are available online if you wish to share these with your students.

    Dr. Martin Luther King, Jr. timeline:

    Timeline of Dr. King’s life is provided. You may wish to add, modify, or remove facts from the timeline for your students.
    January 15, 1929: Michael King, later known as Martin Luther King, Jr., is born in Atlanta, Georgia.
    September 20, 1944: King begins his freshman year at Morehouse College in Atlanta.
    August 6, 1946: The Atlanta Constitution publishes King’s letter to the editor stating that black people “are entitled to the basic rights and opportunities of American citizens.”
    February 25, 1948: King is ordained and appointed Assistant Pastor at Ebenezer Baptist Church in Atlanta.
    June 8, 1948: King receives his Bachelor of Arts degree in sociology from Morehouse College.
    September 14, 1948: King begins his studies at Crozer Theological Seminary in Chester, Pennsylvania.
    May, 1951: King graduates from Crozer with a Bachelor of Divinity degree, delivering the valedictory address at commencement.
    September 13, 1951: King begins his graduate studies in Systematic Theology at Boston University.
    June 18, 1953: King and Coretta Scott are married in Marion, Alabama.
    September 1, 1954: King begins his pastorate in Montgomery, Alabama.
    June 5, 1955: King is awarded his doctorate in Systematic Theology from Boston University.
    November 17, 1955: Yolanda Denise King, the Kings’ first child, is born.
    December 1, 1955: Rosa Parks is arrested for refusing to vacate her seat and move to the rear of a city bus in Montgomery, AL to make way for a white passenger. Jo Ann Robinson and other Women’s Political Council members mimeograph thousands of leaflets calling for a one-day boycott of the city’s buses on December 5.
    November 13, 1956: The U.S. Supreme Court affirms the lower court opinion in declaring Alabama bus segregation laws unconstitutional.
    December 21, 1956: Montgomery City Lines resumes full service on all routes. King is among the first passengers to ride the buses.
    February 18, 1957: King appears on the cover of Time magazine.
    May 17, 1957: At the Lincoln Memorial in Washington, D.C., King delivers his first national address, “Give Us The Ballot.”
    October 23, 1957: Coretta King gives birth to their second child, Martin, III.
    September 17, 1958: King’s first book Stride Toward Freedom: The Montgomery Story is published.
    September 20, 1958: During a book signing in Harlem, New York, King is stabbed and rushed to Harlem Hospital.
    October 19, 1960: King is arrested during a sit-in demonstration at Rich’s department store in Atlanta. He is released on October 27.
    January 31, 1961: Dexter Scott, King’s third child, is born.
    July 27, 1962: King is arrested at an Albany, Georgia prayer vigil and jailed. After spending two weeks in jail, King is released.
    September 28, 1962: During the closing of a conference in Birmingham, AL, a man assaults King, striking him twice in the face.
    March 28, 1963: Bernice Albertine, King’s fourth child, is born.
    April 16, 1963: Responding to advice that African Americans wait patiently for justice, King pens his “Letter from Birmingham Jail.”
    June, 1963: Strength to Love, King’s book of sermons, is published.
    August 28, 1963: King delivers his “I Have a Dream” speech.
    January 3, 1964: King is named “Man of the Year” by Time Magazine.
    June, 1964: King’s book Why We Can’t Wait is published.
    June 11, 1964: King is arrested and jailed for demanding service at a white-only restaurant in St. Augustine, FL.
    December 10, 1964: King receives the Nobel Peace Prize at a ceremony in Oslo, Norway. He declares that “every penny” of the $54,000 award will be used in the ongoing civil rights struggle.
    June, 1967: King’s book Where Do We Go from Here: Chaos or Community? is published.
    April 3, 1968: In Memphis, TN, King delivers his final speech, “I’ve Been to the Mountaintop.”
    April 4, 1968: King is shot and killed while standing on the balcony of the Lorraine Motel in Memphis.
    April 9, 1968: King is buried in Atlanta, GA.

    Keywords

    vocabulary | talkingbrix 2 | step-by-step | soundingboard app | social skills | history | choice making | cause and effect | alternative methods of access | all-turn-it spinner |

  6. Sensing Patterns

    Sensing Patterns

    In this Remarkable Idea, students will explore patterns using senses other than sight.

    This activity addresses:

    • Patterning skills
    • Five senses
    • Critical thinking
    • Alternative methods of access

    What you need:

    • TalkingBrix 2
    • Step-by-Step
    • Cards/pictures to identify each TalkingBrix 2 (labeled AB pattern, ABB pattern, ABC pattern)
    • Cardstock
    • Glue
    • Sandpaper
    • Foam pool noodles
    • Utility knife
    • Various candies/food – (jellybeans, M&Ms, Reeses Pieces, Skittles, Fruit cut into small pieces, etc)
    • Small containers/paper cups
    • Acrylic Jars .20oz
    • Various extracts (vanilla, cinnamon, coconut, lemon, etc.)
    • Various herbs/spices
    • Cotton balls
    • Instruments
    • Animal sounds
    • Letter sounds
    • Something to tap a pattern with (pen, ruler, drum stick, etc.)

    Preparation:

    1. Create your TalkingBrix 2 identification cards.

    Touch/Feel
    1. Cut a piece of cardstock in half so you have two pieces that are 8.5” x 5.5”.
    2. Cut 3 small squares out of the sandpaper.
    3. Glue sandpaper onto the cardstock, leave spaces for the other unit (sandpaper, blank space, sandpaper, blank space, etc.). A small line of glue can be placed and allowed to dry between each unit to denote each unit.
    4. Create more cards using different textures (aluminum foil, felt, dried glue, different types of paper, etc.)
    5. Label cards AB pattern, ABB pattern, ABC pattern
    6. Cut the pool noodles in half lengthwise (you should have two semi-cylinders)

    Taste
    1. Cut up small pieces of fruit or other foods you wish to use.
    2. Place into small cups/containers

    Smell
    1. Place a cotton ball into each jar and add a few drops of the extract of your choice. (Add more drops to increase the strength of each fragrance).
    2. You may wish to mark the bottom of the jars for easy identification later.

    Hearing
    1. Record a pattern to the Step-by-Step using animal sounds, letter sounds, or a simple sound (example: the sound of a Morse code).

    What to do:

    Touch/Feel
    1. Allow students to feel the pattern cards (you may wish to have them close their eyes!).
    - Once the student has had a chance to feel their card, challenge them to identify the type of pattern: AB, ABB, or ABC.
    - Students may use TalkingBrix 2 to assist in identifying the pattern.
    2. Place the semi-cylinder pool noodles on the floor in a pattern (Example: 1 by itself, 2 close together, 1 by itself, etc.)
    - Students each take a turn rolling over the pool noodles.
    - Once the student has had a chance to roll over the pattern, challenge them to identify the type of pattern: AB, ABB, or ABC.
    - Students may use TalkingBrix 2 to assist in identifying the pattern.

    Taste
    **ALWAYS BE AWARE OF ALLERGIES BEFORE ALLOWING STUDENTS TO PARTICIPATE IN THIS ACTIVITY.
    1. Organize the cups/containers of food/candy into a simple pattern. (Example: M & M, Reeses Piece, M & M, Reeses Piece.)
    2. Have the student close their eyes then hand them the cups for their pattern one at a time.
    3. They taste each cup until the pattern is finished.
    4. Ask them to identify the type of pattern: AB, ABB, or ABC that you created with the food/candy. Students may use TalkingBrix 2 to assist in identifying the pattern.

    Smell
    **ALWAYS BE AWARE OF ALLERGIES BEFORE ALLOWING STUDENTS TO PARTICIPATE IN THIS ACTIVITY.
    1. Ask the student to close their eyes (so they can’t see the pattern) and have them smell 4-6 (depending on the pattern) smelling jars. (Example: vanilla, peppermint, vanilla, peppermint.)
    2. Ask them to identify the type of pattern: AB, ABB, or ABC that you created with smelling jars. Students may use TalkingBrix 2 to assist in identifying the pattern.

    Hearing
    1. Have students activate the Step-by-Step and ask them to identify the pattern that they hear. Students may use TalkingBrix 2 to assist in identifying the pattern.

    Vocabulary:

    AB pattern
    ABB pattern
    ABC pattern

    Additional suggestions:

    For the Hearing patterns section, if you choose particular sounds to use (animals, letter, etc.) you can ask them identify what they heard in addition to the pattern.

    Also for the hearing patterns section this could be a nice intro to learning about Morse code and the complex patterns that make up this form of communication.

    Keywords

    talkingbrix 2 | step-by-step | sensory | patterns | critical thinking | alternative methods of access |

  7. Old Time Radio

    Old Time Radio

    Podcasts are a popular media in today’s society, but they are certainly not a new concept. In this Remarkable Idea, your students will create their own radio show or podcast.

    This activity addresses:

    • Communication skills
    • Technology
    • Teamwork
    • Critical thinking
    • Creative thinking
    • Fine motor skills
    • Alternative methods of access

    What you need:

    Optional Hardware

    • Microphone

    Free Resources

    • Sound Effects – YouTube or BoundBible.com (There are a lot of other sites, just be sure they are free. Sound effects can be expensive!)
    • Software – AudacityTeam.org (free audio recording/editing program)
    • Archive.org – listen to old radio plays (you can also search the internet for “old time radio”)
    • iTunes store/Stitcher.com – download/listen to free podcasts
    • genericradio.com – (free radio play scripts)

    Preparation:

    1. Decide on a format (Radio play, top ten music countdown, news show, talk radio, movie/book review, etc.) for your radio show, or a script from a radio play that is appropriate for your classroom and students. If you choose to come up with an original radio play, decide on some appropriate themes or settings for your students.
    2. Download “Audacity” from AudacityTeam.org to record and edit your radio show.
    3. Find some appropriate podcasts/radio shows for your students to listen to. This will give them an idea of what your lesson is all about.
    4. If you have a radio play in mind, you may wish to gather your sound effects and record them to your chosen communication device (SuperTalker FT/QuickTalker (7, 12, 23, Freestyle)/TalkingBrix 2/TalkTrac)
    5. Record the shows music intro to a BIGmack
    6. Record sound effects to your chosen communication device (SuperTalker FT/QuickTalker (7, 12, 23, Freestyle)/TalkingBrix 2/TalkTrac)
    7. Set up Audacity to record with the Hitch 2 and two Jelly Bean switches.

    • Open Audacity and go to preferences > keyboard
    • Change the shortcut for “Record” from the letter “R” to the number 0
    • Change the shortcuts for “Stop” and “Play” from the space bar to the number 3 (they share a shortcut)

    8. Plug in your Hitch 2 and Jelly Bean switches so the Recording Engineer can control the recording.

    What to do:

    1. Begin by discussing the history of home entertainment (video games, TV, radio, etc.)
    2. Play some examples of old radio shows. Ask the class if they know anything that is popular now that is similar; discuss podcasts.
    3. Play an example of a podcast.
    4. Assign roles to students and give them scripts (be sure to add symbols and marks so students know when it’s their turn to talk or to use a particular sound effect):

    • Recording engineer (the person who presses record and stop)
    • Sound designers/sound effect specialists (they will choose sound effects and add them to the show when necessary)
    • Actors/DJs/Show hosts
    • Writers (if applicable, maybe all students will be writers, maybe you will not have any writers)

    5. Record the shows music intro to a BIGmack
    6. Record sound effects to your chosen communication device (SuperTalker FT/QuickTalker (7, 12, 23, Freestyle)/TalkingBrix 2/TalkTrac)
    7. Do a read-through with your class so they can practice reading and using sound effects/music at the right time. (You may wish to record the rehearsal).
    8. On the Air! Record your show (you may need to record multiple times to get everything right.)
    9. Edit the show - you may wish to do this together as a class and ask their opinions. Do you need more/different sound effects or music? More commercials, less commercials? etc.
    10. Once you have a finished product, “export” your project from Audacity and allow your class to listen to their radio show.

    Script:

    “What are some things you like to do for fun when you’re at home?” Someone will inevitably say watch movies, TV, or play video games.
    “Before video games and television, people used to listen to the radio for fun. There used to be shows, kind of like the ones on TV that you would listen to and mentally picture.”
    “Podcasts are like radio shows that you can listen to whenever you like. They do not have a set time limit.”
    “We are going to be creating our very own radio show or podcast in our class.”

    Vocabulary:

    Podcast
    Soundscape

    Additional suggestions:

    To make recording easier for your and your students, consider recording everything separately and combining it later.
    - Record commercials in advance.
    - Record dialogue, sound effects, and music separately.
    Most if not all laptops have a built-in microphone or webcam. You can use this to record your show (Audacity will allow you to import audio from a video) or you can use an external microphone.
    Burn a copy of the radio show to a disc or distribute them digitally so your students can share the show with their families.

    Keywords

    technology | team work | talktrac | talkingbrix 2 | supertalker ft | quicktalker freestyle | quicktalker 7 | quicktalker 23 | quicktalker 12 | jelly bean switch | hitch | critical thinking | creative thinking | communication skills | bigmack | alternative methods of access |

  8. Math Mystery

    Math Mystery

    In this Remarkable Idea, students will use various math skills to solve a crime.

    This activity addresses:

    • Critical thinking
    • Math
    • Cause and effect
    • Alternative methods of access

    What you need:

    • Cardboard box (for the safe)
    • Crime scene tape/crepe paper
    • Analog Clock (teaching clock, real clock, etc.)
    • Step-by-Step
    • iPad with SoundingBoard
    • TalkingBrix 2
    • Calculator
    • Various crime scene things (anything that can be placed at the crime scene to throw off your detectives)

    Preparation:

    1. Create a secret code worksheet. How the message is coded is up to you, some options include (numerical codes, transportation codes, solve the equation codes, etc.). An example message would be: To: RR, The safe is in Mrs. Swenson’s classroom. Signed, PP. Students will use this information to narrow down their suspects.
    2. Set the clock to 3:15.
    3. Record times to the TalkingBrix 2 for students to choose from.
    4. Record the script to the Step-by-Step.
    5. Print out or write on a white board the information of the 6 suspects. Students can cross off suspects that don’t fit the crime.

    What to do:

    The students will see the crime scene and must collect clues to solve the crime. Have a student activate the Step-by-Step to contact the police chief, he will give the detectives some information (you may wish to write down the 4 things he/she mentions to look for). As students progress through the activity, they will check in with him/her.

    Secret Message
    At the crime scene, there will be a crumpled up piece of paper with a message. For example: RR, The safe is in Mrs. Swenson’s class. PP
    The students must solve this piece of the puzzle to get the initials of the person in the letter.

    Broken Clock
    At the crime scene, there will be a broken clock that reads 3:15. The time on this clock is important because it will help the security guard look at the right time on the security camera.
    Students can use the TalkingBrix 2 to choose the correct time from a field of three.
    *Check in with the Police Chief with the time from the clock.*
    When the security guard checks the tape, he will see that the suspect is 6’2”.

    What was stolen?
    Left over in the safe is $13.57. The safe originally had $160.00 in it, how much was stolen? Students can use calculators or the SoundingBoard app to answer.
    *Check in with the Police Chief.*

    Script:

    “Alright detectives, we had a break in sometime last night. We don’t have a whole lot to go on. Look for clues and gather evidence. We are going to need a name, the time this happened, how tall the thief is, and how much money was stolen. I’ve faxed over a list of suspects to help you out. If you find out the time of the crime call me back, I will look over the security camera footage. Good luck.”
    “So did you get a time?”
    “Ok, just give me a minute here and I’ll see if the tape shows anything (pause) well I can’t see his face, but the suspect is 6’ 2” tall. I hope that helps. Remember we need to know who it was, and what they stole.”
    “Have you solved the crime yet detectives?”
    “Who was it and how much did they take?”
    “Good work! Why don’t you head on home for the day and rest up.”

    Character Suggestions:

      Creepy Craig Putrid Polly Queasy Quentin Revolting Ralph Rotten Roberta Stinky Stella
    Height 5’4” 5’4” 6’2” 6’2” 5’6” 4’11”
    Weight 209lbs 134lbs 161lbs 206lbs 149lbs 109lbs

    Additional Suggestions:

    Create full RAP sheets for the criminals. Cartoon mug shots can be found online.
    To make this more challenging, add extra steps students will need to solve, such as give suspect height in centimeters on the RAP sheet instead of feet and inches, provide the key for the secret message somewhere else at the crime scene, etc.
    This website will let you create a secret code worksheet:
    http://worksheetgenius.com/design.php?worksheet=codebreaker
    This can be a whole group activity, or each student can work to solve the crime independently; however, the lesson must progress as a group.
    Provide small notebooks for students to record clues.
    Choose a student to be the crime scene photographer and take pictures of clues using an iPad, Blue2, and the camera app.*

    Keywords

    talkingbrix 2 | step-by-step | soundingboard app | math | critical thinking | cause and effect | alternative methods of access |

  9. Give It A Rest

    Give It A Rest

    In this Remarkable Idea, students will be allowed a few minutes to give their brains a rest in different ways.

    This activity addresses:

    • Cause and effect
    • Mental wellness
    • Alternative methods of access

    What you need:

    Preparation:

    Seventh Inning Stretch
    1. Set up the computer, Jelly Bean, and Hitch 2 so the student can activate the switch to start the video clip.

    Balloon/Beach Ball Time
    1. Blow up balloons or beach balls and have the students hit them around the room.
    2. Record “More!” to a BIGmack so students can let you know they want more balloons or beach balls.

    Box of Tricks
    1. Create a box or bag of tricks. For extra fun draw questions marks or other symbols on the outside.

    Would you rather?
    1.Record different scenarios to the Step-by-Step and challenge students to decide which option they would rather choose.
    Examples: Would you rather ski on ice cream or swim in Jell-O?
    Would you rather go to school or go to the doctor?
    Would you rather have super strength or the ability to fly?
    2. Record “The first one” and “The second one” to an iTalk2 with Levels so students can choose an option.

    Deep Breathing
    1. Record “Breathe in (pause 2-4 seconds) Breathe out” to a BIGmack.

    Musical Movie Time
    1. Find some classical music or instrumental movie scores for your students to listen to.
    2. Many classical songs can be found here: https://archive.org/details/Best100InstrumentalSongs
    3. Set up the computer, Jelly Bean, and Hitch 2 so the student can activate the switch to start the video clip.

    Simple Tasks
    1. Record simple tasks that are appropriate for your students to a Step-by-StepExamples: Touch your nose, touch your ear, stick out your tongue, etc.

    What to do:

    Seventh Inning Stretch
    1. Let your students get a good stretch. Choose a student to be in charge of starting the video using a Jelly Bean and Hitch 2 (set to space bar).
    2. Example clip: https://www.youtube.com/watch?v=OxyjkXrUzdE

    Balloon/Beach Ball Time
    1. Begin with one ball or balloon. Students can use the BIGmack to ask for more balloons or beach balls. The idea is to get energy out, not necessarily to hit the ball to or at their classmates.

    Box of Tricks
    1. Pass out random objects from the Box of Tricks and ask students what they think it is, or come up with a different use for it.

    Would You Rather
    1. Choose one student to ask the questions using the Step-by-Step, and allow the students to answer using the iTalk2 with Levels and even discuss the questions.

    Deep Breathing
    1. Choose one student to lead the group by using the BIGmack to instruct students to breathe in an out.

    Musical Movie Time
    1. Explain to students that music can be very powerful, and can even tell a story.
    2. Choose a student to start the music by pressing the Jelly Bean.
    3. Challenge students to come up with a story to match what they are hearing.

    Simple Tasks
    1. Choose a student to call out directions for simple actions.
    2. Student activates the Step-by-Step, and the class follows the directions as quickly as possible.

    Script:

    “Everyone needs time to relax, and time to have fun. Even adults. We are going to do an activity where you don’t have to work. The idea is to relax, and have fun.”

    Additional suggestions:

    Turning the classroom lights off, when done safely, can add to the relaxing nature of these activities.
    The possibilities are endless for these types of activities.

    Keywords

    step-by-step | mental health | jelly bean switch | italk2 with levels | hitch | cause and effect | bigmack | alternative methods of access |

  10. 100th Day of School

    In this Remarkable Idea, explore the number 100 and improve students’ number sense. The hundredth day of school is an exciting opportunity for students to explore the number 100 through activities, discussions, and art projects allowing students to gain a better understanding of what the number 100 means to them.

    This activity addresses:

    • Social skills
    • Choice making
    • Cause and effect
    • Fine motor skills
    • Number sense
    • Creative thinking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Using cups, bowls, mason jars, or some other container students can see through, make pairs of 100 and non-100 items such as pennies, cotton balls, or small candies.
    2. Count and separate a set of 100 mini pretzel sticks for each student in class.
    3. Using a hot glue gun, glue 100 crayons to the top of the canvas side by side.
    4. Using school glue, write the number 100 in bubble letters on the middle of the canvas. Make sure you use a thick bead of glue to prevent wax from entering the 100 later on.

    What to do:

    Counting to 100
    1. Begin by counting 100 days with your students. Explain that there are different ways we can count.
    - Give each student a blank ten frame and allow them to fill in each box by coloring, using stickers, or a bingo dotter. Use the ten frames to model counting to 100 by tens. A Step-by-Step can be used to assist with counting by tens.
    - Ask student’s how many fingers they have, and how many students they would need to get to 100. Include toes to get students thinking about other ways to make 100.
    - Using the coins, ask students how many nickels, dimes, or quarters you would need to make $1.00. Model counting by each. A Step-by-Step can be used to assist with counting.

    Thinking about 100
    1. Using a blank All-Turn-It Spinner overlay, write talking points such as eat, walk, hold, do, etc.
    - Use a Jelly Bean switch to activate the All-Turn-It Spinner and when it lands on a category ask students to think about something they could eat 100 of, or how far 100 steps would get them, etc. This could be modified by using an iTalk2 with Levels and giving students a choice between two things (ex. Could you eat 100: Cheeseburgers or jelly beans.)
    2. Using a blank All-Turn-It Spinner overlay, write more than/less than talking points such as “When it rains do you think there are more than 100 or less than 100 rain drops?”, “At the Super Bowl are there more than 100 or less than 100 fans in the stadium?”, or “Are there more than 100 or less than 100 keys on the computer keyboards in our school?”
    - Use a Jelly Bean switch to activate the All-Turn-It Spinner and when it lands on a scenario ask students to decide whether it’s more than 100 or less than 100.
    3. Present the previously made sets of 100 and non-100 items to students and ask them to guess which container is the one with 100 in it. Use an iTalk2 with Levels to let students decide which container has 100. (record “This one has 100.” and “This one has less than 100.” on each side of the iTalk2 with Levels)

    Fun with 100
    1. Give each student a set of 100 pretzel sticks and allow them to create anything they can with the pretzel sticks.
    - Allow students the opportunity to explore the many different images they can create.
    2. Place your canvas in a vertical position (on a stand or have an adult hold it) with the crayons at the top.
    3. Connect a hair dryer to the PowerLink 4, and connect a Jelly Bean switch to it. Allow students to take turns melting the crayons on the top of the canvas.
    4. As the crayon wax melts, it should stay on the outside of the 100 leaving you with a one of a kind piece of art for your classroom made by your students.

    Keywords

    step-by-step | social skills | powerlink 4 | numbers | jelly bean switch | italk2 with levels | fine motor skills | creative thinking | choice making | cause and effect | alternative methods of access | all-turn-it spinner |

  11. Fire at These Coordinates

    Fire at These Coordinates

    In this Remarkable Idea, students will work on plotting points on a graph, and eventually determining the slope of a line from two points on a graph.

    This activity addresses:

    • Cause and effect
    • Critical thinking
    • Math
    • Alternative methods of access

    What you need:

    Preparation:

    1. Record the word “negative” to the TalkingBrix 2
    2. Record “Y =” to the TalkingBrix 2
    3. Record the numbers 0-5 on the Step-by-Step


    What to do:

    Level 1
    In this level, students are trying to sink ships that exist in either perpendicular or horizontal line segments.
    1. Each student will get a small piece of graph paper. The “target area” should be 5 points in each direction (100 possible coordinates).
    2. Place a divider between students if they are seated near each other.
    3. Students begin by placing their ships in either 2 dot line segment, 3 dot line segment, and 4 dot line segment. Students can use the TalkingBrix 2 and Step-by-Step to assist with placement by giving coordinates (ex. the coordinate (-3,2) would be given by hitting the TalkingBrix 2 to say the number is negative, then step through the Step-by-Step until the number 3 is reached. For the number 2, the student will cycle through the Step-by-Step until they come to the number 2.)
    4. Begin the assault. Each student takes a turn choosing a coordinate to attack. Students use the TalkingBrix 2 and Step-by-Step to give coordinates.
    5. Students continue to guess coordinates until all of the ships have been sunk. The ships must be hit on all of their points to sink.


    Level 2

    In this level, students are trying to sink one ship that exists in a diagonal, horizontal, or vertical line.
    1. In order to win, the students must give the slope-intercept formula for the line. The slope of the lines should be limited to a numerator/denominator no greater/less than (-)2 or (-)3 or the game could last extremely long.
    2. Each student will get a small piece of graph paper. The “target area” is should be 5 points in each direction (100 possible coordinates).
    3. Place a divider between students if they are seated near each other.
    4. Students begin by placing their ship (1 line, slope numerator/denominator no greater than (-)2 or (-)3.) Students can use the TalkingBrixand Step-by-Step to assist with placement by giving coordinates (at least 2 from their line) or they can give their equation using the TalkingBrix 2 and Step-by-step.
    Example: y = ½ - 3 would be:
    TalkingBrix 2: Y=
    Step-by-Step: 1
    Step-by-Step: 2
    TalkingBrix 2: negative
    Step-by-Stepp: 3
    5. Begin the assault. Each student takes a turn choosing a coordinate to attack. Students use the TalkingBrix 2 and Step-by-Step to give coordinates.
    6. Students continue to guess coordinate until one of them thinks they have found their opponents line and can give it in slope-intercept form. To initiate this process they will hit the “Y =” TalkingBrix 2. If the student is incorrect they lose a turn, if they are correct the game is over.


    Tips to speed up games:
    Tell each student which quadrants are empty on their opponents graphs (mention this may happen before the game begins, it may change their strategy). You do not have to tell students which quadrant is which (they should already know that anyway).

    You may wish to make one hit on a ship be enough to sink it.

    Keywords

    step-by-step | social studies | language arts | italk2 with levels | famous americans | choice making | alternative methods of access |

  12. Father's Day

    Father's Day

    In this Remarkable Idea students will make containers with a picture and special message for Father’s Day.

    This activity addresses:

    • Choice making
    • Fine motor skills
    • Alternative methods of access

    What you need:

    * iPad, iPhone, and iPod touch are trademarks of Apple Inc., registered in the U.S. and other countries. iOS is a trademark or registered trademark of Cisco in the U.S. and other countries and is used under license.

    Preparation:

    1. Record different options for the students to the QuickTalker or create a board using the SoundingBoard app. Some options could be: “I love you because you take care of me”, “I love you because you play with me”, “I love you because you are funny”, etc.
    2. Sand down and paint the Altoid tins using white spray paint.

    What to do:

    Interior Cards
    1. Using an iPad, the Blue2 switch, and the camera app, take a picture of each student. Assign a camera operator to be in charge of taking each student’s picture. Don’t forget to take a picture of the camera operator as well!
    2. Using the QuickTalker 12 or the SoundingBoard app allows students to choose 4 phrases for the special messages in the tin.
    3. Using a computer, resize and print the student’s picture to the size of a business card (3.5” x 2”). Print the student’s chosen phrases onto cards (3.5” x 2”).

    Tins
    1. Using an iPad, the Blue2 switch, and the camera app take a picture of each student. Assign a camera operator to be in charge of taking each student’s picture (don’t forget to take a picture of the camera operator as well!)
    2. Using the QuickTalker 12 or the SSoundingBoard app allows students to choose 4 phrases for the special messages in the tin.
    3. Using a computer, resize and print the student’s picture to the size of a business card (3.5” x 2”). Print the student’s chosen phrases onto cards (3.5” x 2”).

    Keywords

    soundingboard app | quicktalker 12 | fine motor skills | choice making | blue2 bluetooth switch | alternative methods of access |

  13. Mother's Day

    Mother's Day

    In this Remarkable Idea, students will make flower vases and paper daisies with a special message for Mother’s Day.

    This activity addresses:

    • Choice making
    • Fine motor skills
    • Alternative methods of access

    What you need:

    * iPad, iPhone, and iPod touch are trademarks of Apple Inc., registered in the U.S. and other countries. iOS is a trademark or registered trademark of Cisco in the U.S. and other countries and is used under license.

    Preparation:

    1. If using a plastic bottle, carefully cut off the threaded top portion of it.
    2. Write “I love you because…” somewhere on the vase and make sure to leave room for the student’s handprint.
    3. Record different options for the students on the QuickTalker 12 or create a SoundingBoard. Some options could be: “you take care of me”, “you play with me”, “you are funny”, etc.
    4. Cut petals for the daisies (approximately 1.5-in. ellipses, 45 per vase) using white construction paper.
    5. Cut 1-in. circles out of yellow paper (unless you plan to make these using the computer)

    What to do:

    Vase
    1. Begin by creating the vase using the milk chug bottle/vase/mason jar. Have students put paint on their hands and make a handprint, or two if there is room, on the vase. Allow to dry.

    Flower Centers
    1. Using an iPad, the Blue2 Bluetooth Switch, and the camera app, take a picture of each student. Assign a camera operator to be in charge of taking each student’s picture. Don’t forget to take a picture of the camera operator as well!
    2. Using the QuickTalker 12 or the SoundingBoard app, allow students to choose 4 phrases for the center of the daisies.
    3. Using a computer, resize and print the student’s picture in the shape of a circle with a 1-in. diameter. Type the student’s chosen phrases and print them into 1-in. yellow circles, or write them in the center of the yellow circles.

    Flowers
    1. Begin making the flower stems by rolling green construction paper around the pencils. These will need to be long enough to poke out of the vase. Make one longer for the student’s picture.
    2. On the back of the flower centers, glue 9 petals on each center.
    3. Glue the stems to the back of the flower centers. Place the flowers in the vase.
    4. Crumple pieces of black construction paper and place your paper “dirt” in the vase.
    5. Use a hot glue gun to glue everything in place.

    Keywords

    soundingboard app | quicktalker 12 | fine motor skills | choice making | blue2 bluetooth switch | alternative methods of access |

  14. Classroom Baseball

    Classroom Baseball

    In this Remarkable Idea, your students will be able to participate in a modified game of America’s favorite pass time. This is a classroom based activity that doesn’t involve bats, balls, or broken windows!

    This activity addresses:

    • Sportsmanship
    • Social skills
    • Turn taking
    • Alternative methods of access

    What you need:

    Optional Materials:

    Preparation:

    Record baseball scenarios to the Step-by-Step or write them on an All-Turn-It Spinner overlay - single, double, triple, home run, out, strike out, etc. To ensure a quicker game, include more than one out option (write it a few times on your overlay or record it multiple times to the Step-by-Step.)
    Suggested number of each, you may wish to modify this for your game:
    4-outs and singles,
    2-strike outs and doubles
    1-home run and triple

    What to do:

    Put your team together
    Give each student a blank peg person and allow them to decorate/paint it however they choose, this will be their player. Allow to dry.

    Playing the game
    1. Draw your field on a large piece of paper or a white board so everyone can see, be sure to include a dugout for players waiting their turn.
    2. Decide how many innings you are going to play, split up into teams (uneven teams will not make a difference), and decide a home team.
    3. The visiting team goes first following typical baseball rules. Three outs per inning. If a player gets a single, advance their peg person one base, a double advances two places and so on.
    4. When a player is up to bat they will activate the Step-by-Step or All-Turn-It Spinner, and follow what it says.
    5. The game ends when the last inning is played or the game is called.

    Suggestions to make the game a bit more authentic:
    The National Anthem could be played before the game starts. (Record to BIGmack and have a student “sing” the National Anthem.)
    The seventh inning stretch could be observed. (Record “Take Me Out to the Ball Game” to a BIGmack and have a student “sing” it.)
    Popcorn or hot dogs could be served during the game.
    Record “Good game” to a BIGmack for players to show their sportsmanship at the conclusion of the game.
    Use a Step-by-Step for each team to keep score. Record numbers and have a student act as scorekeeper.

    Keywords

    turn taking | step-by-step | sportsmanship | social skills | bigmack | alternative methods of access |

  15. The Science of Color

    The Science of Color

    In this Remarkable Idea students will learn about and use the Scientific Method to conduct an experiment involving colors.

    This activity addresses:

    • Choice making
    • Social skills
    • Cause and effect
    • Alternative methods of access

    What you need:

    Preparation:

    Dye water with the red, blue, and yellow food coloring, place into ice cube trays, and freeze. At least four of each color will be needed.
    Write your vocabulary words in a place where all students can see them.
    Record definitions of “hypothesis” and “conclusion” to TalkingBrix 2.
    Record the colors purple, green, and orange onto the Step-by-Step.
    Record the steps of the scientific method onto a Step-by-Step.
    - Ask a question
    - Construct a hypothesis
    - Test with an experiment
    - Analyze data and draw a conclusion
    - Communicate the results

    After the vocabulary definitions are no longer needed, record “correct” and “incorrect” to the TalkingBrix 2 so students can share their results.

    What to do:

    1. Have a student activate the a Step-by-Step to share the steps of the scientific method with the class so you can discuss them. When you come to one of the vocabulary words, have your “Word Whiz” define them using the TalkingBrix 2. One student can be assigned the extra duty of “Lab Assistant” to take photos of the experiment in progress with the camera app on an iPad/iPod using a Blue2 Switch. The resulting pictures could be made into a bulletin board with the results of the experiment so students can present their findings with more people.
    2. Allow students to choose a hypothesis using the All-Turn-It Spinner and complete a hypothesis using the Step-by-Step:
    - When the yellow cubes melt and mix with the blue cubes, I hypothesize the water will turn the color ___________.
    - When the blue cubes melt and mix with the red cubes, I hypothesize the water will turn the color ___________.
    - When the red cubes melt and mix with the yellow cubes, I hypothesize the water will turn the color ___________.
    3. Label the cups/jars and place 2 ice cubes of 2 colors (2 red + 2 blue, 2 blue + 2 yellow, 2 yellow + 2 red) into each corresponding cup/jar and allow to melt. Place the cups/jars in the sun or near a heat source to speed up the melting process if you don’t want to wait overnight.
    - To add another level of difficulty, use different amounts of ice cubes in cups or all colors and challenge students to think about what will happen with those cups.
    - Another fun addition would be to create a time-lapse video of the ice cubes melting. This can be done with an iPad with iOS 8 or digital cameras.
    4. Once the ice cubes have all melted, students can record their data, and use the TalkingBrix 2 to tell the class if their hypothesis was correct or incorrect. Remind students that having a wrong hypothesis is not a bad thing, many scientists have had wrong hypotheses.

    Keywords

    talkingbrix 2 | step-by-step | social skills | choice making | cause and effect | alternative methods of access | all-turn-it spinner |

  16. Reduce, Reuse, and Recycle for Earth Day

    Reduce, Reuse, and Recycle for Earth Day

    In this Remarkable Idea, we learn about, and practice these three things to help protect the environment.

    This activity addresses:

    • Critical Thinking
    • Social skills
    • Fine Motor
    • Alternative methods of access

    What you need:

    • TalkingBrix 2
    • Stickers or labels reminding everyone to turn things off if not needed (you can make your own, or free stickers can be downloaded and printed from here: http://www.carbontrust.com/resources/guides/energy-efficiency/employee-awareness-and-office-energyefficiency#posters)
    • Glass, plastic, paper, and aluminum items (actual items or pictures on a tablet to reduce printing)
    • Silicone mold (any shape you desire, can be found at craft stores)
    • Old broken crayons/crayon pieces
    • Construction paper
    • Old scrap paper
    • School glue
    • Plastic wrap
    • Shredder
    • Ceramic bowls (that you don’t mind being without for a few days)

    Preparation:

    1. Print stickers or labels
    2. Record “green”, “purple”, and “orange” to TalkingBrix 2.
    3. Record categories to TalkingBrix 2 for your sorting game (glass, plastic, paper, aluminum). To make the game simpler use categories (recyclable and non-recyclable).
    4. Shred paper, keep shreds.

    What to do:

    Label the Areas We Can Reduce
    1. Working together as a class, find things in the classroom where we can reduce usage (shut computer off when not in use, turn off faucet if not in use, etc.)
    2. Place appropriate label or sticker on or near items.

    Repurposed Crayons and Paper

    Crayons
    1. Have students gather broken crayon pieces and sort them into piles of the same color.
    2. Ask students what color they would make when they combine (red/blue, yellow/blue, red/yellow).
    Students can use TalkingBrix 2 to answer.
    3. Place crayon pieces of the same color into the silicone mold, place into a preheated oven (230 degrees) and bake for 15-minutes. Remove crayons from oven and allow to cool. Remove your new crayons from the mold.

    Paper
    1. Wrap a ceramic bowl with plastic wrap and place face down on the table.
    2. Using a lot of glue (the more the better), smear glue on the plastic wrap then place the paper scraps on top of the glue and press into place until the entire bowl is covered. Allow to dry for 2 to 3 days.
    3. When dry, turn the bowl over and peel off the plastic wrap and remove your new paper bowl from the ceramic bowl. Trim the edges for a smooth edge.

    Recycle Game
    1. Using actual objects (or pictures on an iPad or tablet to reduce printing) challenge students to determine if an object is recyclable or non-recyclable. Students can answer using the TalkingBrix 2.
    2. For a more difficult game, challenge students to tell what an item is made out of (glass, plastic, paper, or aluminum) using the TalkingBrix 2.
    3. Give all students a turn or split the class into teams for an Earth Day game.

    Keywords

    talkingbrix 2 | social skills | fine motor skills | critical thinking | alternative methods of access |

  17. Pumpkin Patch

    Pumpkin Patch

    In this Remarkable Idea, students learn about pumpkin patches and carve their own pumpkin.

    This activity addresses:

    • Choice making
    • Social skills
    • Cause and effect
    • Fine motor skills
    • Alternative methods of access

    What you need:

    Carving materials

    Decorating Materials

    • Paint
    • Glitter
    • Other miscellaneous art supplies
    • Black self adhesive vinyl
    • Die cut
    • Battery operated scissors

    Preparation:

    1. Choose pumpkins suitable for your students.
    2. Create the “Pumpkin Patch.” This can be a section of the classroom, outside in the grass, or if you’re using mini pumpkins, a large box filled with leaves, shredded paper, etc.

    What to do:

    1. Allow students to choose their own pumpkin from the “Pumpkin Patch.”
    2. Hollow out each pumpkin.

    • Using a knife, an adult will start begin by cutting the top of the pumpkin. Once there is enough room, remove the knife and replace it with the electric carving knife.
    • An adult will plug the electric carving knife into the PowerLink 4 as well as a Jelly Bean switch.
    • Students activate the switch to turn the electric knife on while an adult guides the knife.
    • Once the top is cut off, clean out the inside using a spoon or your hands. Allow students to each take a turn pulling the insides out of the pumpkin.
    • Dispose of insides (if you plan on toasting the seeds, set them aside).

    3. Allow students to choose the shapes (circle, square, triangle, rectangle, oval, star, or rhombus) of the eyes, nose, and mouth for their pumpkin using a SuperTalker FT or have students randomly choose shapes for their pumpkins using an All-Turn-It Spinner and a Jelly Bean switch.
    4. If carving pumpkins, guide electric knife while the students activate the Jelly Bean Switch for the a href="https://www.ablenetinc.com/powerlink-4-north-america" target="_blank">PowerLink 4 (save the pieces you cut out for later). If using self-adhesive vinyl, assist students with the battery operated scissors (a die cut can also be used to cut more complex shapes) to cut out the shape of their choice (save the scrap paper for later).
    5. Once the pumpkins have been “carved” allow students to use the paint, glitter, and other art supplies to finish decorating their pumpkins.
    6. Once all students have finished decorating their pumpkins use the pieces you cut out of the pumpkin or the scraps of vinyl and challenge students to find the match for each shape.

    Keywords

    supertalker ft | social skills | powerlink 4 | jelly bean switch | fine motor skills | choice making | cause and effect | alternative methods of access | all-turn-it spinner |

  18. Classroom Time Capsules

    Classroom Time Capsules

    This is a great activity to do with students at the beginning of the school year. Each student makes a time capsule that will be opened at the end of the school year and show how they have changed throughout the year.

    This activity addresses:

    • Following directions
    • Turn taking and sharing materials
    • Fine motor skills
    • Alternative methods of access

    What you need:

    • iPad or iPhone
    • Blue2 switch
    • Printer
    • 1-qt Ziploc bags (1 for each student)
    • Construction paper
    • Tape
    • Pen or pencil
    • battery operated scissors
    • Switch

    * iPad, iPhone, and iPod touch are trademarks of Apple Inc., registered in the U.S. and other countries. iOS is a trademark or registered trademark of Cisco in the U.S. and other countries and is used under license.

    Preparation:

    1. Start by explaining to the students what a time capsule is. A common script would be, “A time capsule is a container filled with different objects that hide, and open in the future. Some time capsules are not meant to be opened for hundreds or even thousands of years. Today we are going to make our very own time capsules that we will open up at the end of the school year. In our time capsules, we will include a picture of you, a picture of your favorite activity, and a picture of your favorite food.”
    2. Have students help you take a picture of each student using an iPad or iPhone. For students who are unable to tap the shutter button on the iPad or iPhone, use a Blue2 switch and Switch Control (download appropriate guide for your use under "Downloads" to scan to the shutter button and activate it with the switch. Print each students' photo.
    3. Trace each student’s hand on construction paper using a pen or pencil. Have each student write their name and today’s date on their hand.
    4. Using the switch adapted battery operated scissors, have each student cut out their hand print, the photo of themselves, the image of their favorite activity, and the image of their favorite food.
    5. Each student inserts all three of their photos into their Ziploc bag and attaches their hand-print to the outside of the bag using tape.
    6. The teacher stores each time capsule until the end of the school year. At the end of the school year, the students can see if their favorite food, activity, or how they look has changed over the year.

    Keywords

    turn taking | sharing | following directions | fine motor skills | blue2 bluetooth switch | alternative methods of access |

  19. Getting To Know Each Other

    Getting To Know Each Other

    In this Remarkable Idea, each student is given the opportunity to tell their classmates and teacher interesting facts about themselves.

    This activity addresses:

    • Turn taking
    • Social skills
    • Cause and effect
    • Alternative methods of access

    What you need:

    Preparation:

    1. Send home a pre-made student interest inventory sheet for students and parent(s)/guardian(s) to fill out and return to school. Include three to five questions on the student interest inventory sheet. Here are some sample questions:

    • What is your favorite activity?
    • What is your favorite food?
    • What is one thing you did over the summer?

    2. With the student interest inventory sheet, send home one piece of construction paper labeled with their name. The student and parent(s)/guardian(s) will write the answers to the student interest inventory sheet questions on the construction paper, and then decorate the construction paper with pictures representing those answers. The student will bring this completed work back to school.

    What to do:

    1. Start by explaining to the class what you are going to do. A common script would be, “Today we are going to learn a little bit about each other. We are going to take turns using the All-Turn-It Spinner and answering questions about ourselves. I think you will find some of your classmates are interested in some of the same things you are.”
    2. Place each student’s name or picture on the All-Turn-It Spinner.
    3. Teacher selects a student to spin the All-Turn-It Spinner. For students that are unable to activate the All-Turn-It Spinner a wired or wireless switch can be used as an alternative method of activation. When the All-Turn-It Spinner stops, the student it lands on is the student that gets to share their student interest inventory responses. For students needing assistance with speech, pre-record their responses to a Step-by-Step, which they can then use to communicate with their classmates.
    4. Once a student has taken their turn, remove their name or photo from the All-Turn-It Spinner. Repeat steps two and three until each student has had a chance to participate.

    Extensions:

    1. Teachers can help build student relationships by pointing out which students have similar interests, and promote learning from each other by designating class experts.
    2. Older classrooms can graph their results and determine class favorites.
    3. To extend the activity into a week-long event, the teacher can write the responses from each student’s interest survey onto note cards and place them on the All-Turn-It Spinner; the name of the student it belongs to should be on the back. Each day a student will take a turn activating the All-Turn-It Spinner to select a note card. The student will look at their classmates posters to try and figure out who the note card belongs to. The student will guess who the note card belongs to. For students needing assistance with speech a Step-by-Step can be recorded with the script, “I think you are the owner of this note card”. The student would place the Step-by-Step in front of the student they think the note card belongs to and activate it. If they are correct everyone cheers and if they are wrong they try again.

    Keywords

    turn taking | step-by-step | social skills | cause and effect | alternative methods of access | all-turn-it spinner |

  20. Funny Fish Jokes

    Funny Fish Jokes

    In this Remarkable Idea, students have fun telling a variety of fish jokes.

    This activity addresses:

    • Social skills
    • Cause and effect
    • Alternative methods of access
    .

    What you need:

    .

    Preparation:

    1. Create several fish jokes and record them to the iTalk2 with Levels.
    Here are a couple to get started.
    Q: What fish is the most valuable?
    A: A goldfish!
    Q: Why is it so easy to weigh fish?
    A: They come with their own scales!
    Q: What do you get when you cross an elephant with a fish?
    A: Swimming trunks!
    2. Create question and answer picture symbol overlays and apply them to the corresponding question and answer sides of the iTalk2 with Levels.
    3. On the Step-by-Step, record a series of messages that can be used to start the joke.
    Here are a few examples:

    • Hi! Do you like jokes?
    • I have a great joke for you. Would you like to hear it?
    • OK, here it goes!
    .

    What to do:

    1. Start by explaining to the students what a joke is. A common script would be, “A joke is told with the intention of making people laugh. Sometimes jokes are stories with a funny punch-line at the end and other times jokes are short sayings. Today we are going to share funny fish jokes.”
    2. Ask the students if they have any funny jokes they would like to share before beginning the activity.
    3. Students gather in groups of two. One student will ask the other if they would like to hear a joke. Students needing assistance speaking can use the BStep-by-Step to communicate with the other student. The student will then use the iTalk2 with Levels to tell the fish joke.
    4. The students will switch places and the other student will now tell a joke.

    Keywords

    step-by-step | social skills | italk2 with levels | cause and effect | alternative methods of access |

  21. Creature Features

    Creature Features

    In this Remarkable Idea, students work together in learning groups to answer questions about their favorite animal.

    This activity addresses:

    • Turn taking
    • Social skills
    • Reading skills
    • Science
    • Alternative methods of access

    What you need:

    Preparation:

    1. Create a picture symbol overlay for the BIG or LITTLE Step-by-Step that represents asking a question. Create your overlays.
    2. Record the following messages to the Step-by-Step:

    • What color is the animal?
    • What size is the animal?
    • Where does this animal live? (e.g. on land, in water, in the air)
    • What does this animal eat?
    • How does this animal move?
    • Why did you choose this animal?

    What to do:

    1. Start by explaining to the students what they are about to do. A common script would be, “Today we are going to learn about animals. We will divide into groups of three and discuss an animal that you choose. One person will be the reader who will read the group a question about the animal you have chosen. Another student will be the recorder and will write down your group’s answers. The third person will be the reporter and they will share with the class what your group discussed.”
    2. Divide the class into small groups of three students. Each group chooses a reader, recorder, and reporter.
    3. Put all of the pictures of animals on a table and let each group pick one picture. The students will work together to answer the questions about their animal.
    4. The reader will read the first question. For students needing assistance with speech, they can use the Step-by-Step to communicate with their group. Students in the group will discuss amongst each other and the recorder will write down their answer. Repeat this step until all questions are answered.
    5. Bring all of the students back together. The reporter will share their group’s animal photo and answers to the questions about the animal they selected with the class. As the students share their information the teacher can also add fun facts about the animal.

    Keywords

    turn taking | step-by-step | social skills | science | reading | alternative methods of access |

  22. Food Groups Categorizing Activity

    Food Groups Categorizing Activity

    In this Remarkable Idea, students learn about or review the food groups, and the types of foods that fit into each group. Students cut out pictures of foods from magazines, then select the food group that the food fits in. Students glue the food picture on a poster labeled with the corresponding food group name and/or picture/symbol.

    This activity addresses:

    • Turn taking
    • Fine motor skills
    • Health
    • Language arts
    • Food and nutrition
    • Alternative methods of access

    What you need:

    Preparation:

    1. Prepare the following food group pictures/symbols:

    • Protein
    • Dairy
    • Fruit
    • Vegetables
    • Grains

    2. On the top of each large sheet of construction paper, write the name of one of the five food groups. Add a matching picture/symbol of the food group if your students need picture/symbol support.
    3. Using the QuickTalker 7, create an overlay with the five food group pictures/symbols, and record the names of each of the food groups into each message location.

    What to do:

    1. Show students each of the food group pictures/symbols, and students give examples of food from that category.
    2. Students use battery-operated scissors to cut out pictures of different kinds of food, from magazines and newspapers.
    3. Place an assortment of the food pictures on the All-Turn-It Spinner.
    4. Students take turns spinning for a food picture. The teacher immediately programs the name of the food item into a BIGmack. The student uses the BIGmack to tell the others the name of the food item.
    5. The student selects the food group the item belongs in by activating a message location on a QuickTalker 7. When the correct food group is selected, the student identifies the construction paper with the matching food group word/picture symbol and glues the food picture on that sheet.

    Keywords

    quicktalker 7 | language arts | health | food and nutrition | bigmack | alternative methods of access | all-turn-it spinner |

  23. Mystery Key

    Mystery Key

    In this Remarkable Idea, switch tops are used as a hiding place. It’s a game for at least three players. The game can be adapted to support a wide range of curriculum goals from object permanence to social skills.

    This activity addresses:

    • Social skills
    • Visual follows
    • Cause and effect
    • Anticipation
    • Group working
    • Alternative methods of access

    What you need:

    Preparation:

    1. Record the messages on the SuperTalker FT to correspond to this Mystery Key SuperTalker Overlay".

    • Location 1: “I’ve lost my key.”
    • Location 2: “Look under the big red one!”
    • Location 3: “What about the small green one?”
    • Location 4: “Check the big yellow one!”
    • Location 5: “Where can it be?”
    • Location 6: “Is it under the tiny yellow one?”
    • Location 7: “Maybe the big blue one?”
    • Location 8: “Take a peek under the small red one!

    2. Attach student/player pictures to the All-Turn-It Spinner using Velcro dots.

    What to do:

    1. In this game, the players work together to find a missing key which has been hidden under one of the switch tops.
    2. Use the All-Turn-It Spinner and the Jelly Beamerto decide who hides the key first. While all the others look away this person hides the key under one of the switch tops. Then he calls to the other players: “I’ve lost my key. Where can it be?”
    3. Use the All-Turn-It Spinner and the Jelly Beamer once more to decide who may guess first. The SuperTalker FT might be used by just one or all the players to do the guessing (e.g. “Look under the big yellow one!”). Each player has just one guess. And the player who finds the key is the next key hider.
    4. Variation to simplify the game: The guessed switch tops can either remain in the game or are taken off the table.
    5. Variation to support more complex goals: A different letter might be hidden under each switch top. So in the course of the game letters for a particular word must be collected in the correct order.

    Keywords

    visual cues | team work | supertalker ft | jelly beamer | cause and effect | bigmack | anticipation | alternative methods of access | all-turn-it spinner |

  24. Showtime!

    Showtime!

    In this Remarkable Idea, students can take be part of the school talent show. Whether that be introducing the acts through a communication aid, or looking after the special effects. Here a Student can control the background pictures for the show as students perform.

    This activity addresses:

    • Cause and effect
    • Visual follows
    • Turn taking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Create symbol for switch showing Projector
    2. Create symbol for Step-by-Step showing singing
    3. Record script on Step-by-Step
    The script really depends on the acts taking part, but examples could be:

    • “Let’s all welcome on stage _______ who’s going to perform for you a song called ________”
    • “Let’s all give a big hand in appreciation for a great song there by _______”

    What to do:

    1. Check the acts and scripts and design a PowerPoint slide show around this.
    2. Connect the projector, computer, Step-by-Step and switch to the Hitch. It’s important at this time to connect the switch to the correct port on the Hitch and assign the Hitch to the correct function for changing the slides.
    3. Record the introduction of acts on to the Step-by-Step.
    4. The student can now use the Step-by-Step to introduce the acts and the switch to change the slide show at the appropriate time. These tasks could be split and done by two students if more appropriate.

    Keywords

    visual cues | turn taking | step-by-step | hitch | cause and effect | alternative methods of access |

  25. Let's Make Hot Chocolate

    Let's Make Hot Chocolate

    In this Remarkable Idea, students can collaborate to make a delicious hot drink, which they can then go on to drink and share. This task is a great team builder.

    This activity addresses:

    • Cause and effect
    • Team work
    • Turn taking
    • Social scripts
    • Following directions
    • Alternative methods of access

    What you need:

    Preparation:

    1. Record scripts to SuperTalker FT, iTalk2 with Levels, or Step-by-Step

    • I would like hot chocolate
    • Can you measure the milk and pour it into the container
    • Now we need to heat the milk (NOT TOO HOT!)
    • Now we need to add the chocolate
    • Can you put it in the blender and I’ll turn it on
    • Now let’s serve it to everyone

    If drinks to be offered around then following scripts could be used on a Step-by-Step:

    • Hello, my name is____________ what’s your name?
    • Would you like some hot chocolate
    • We made it ourselves
    • Here you are
    • Is it okay
    • OK thanks bye!

    What to do:

    1. Connect the blender to PowerLink and the PowerLink to Jelly Beamer
    2. Measure and pour milk into microwave safe container
    3. Heat milk to desired heat
    4. Add chocolate powder
    5. Pour chocolate milk in the blender, blend for 1 to 2 minutes.
    6. Add marshmallows
    7. Serve drinks using Step-by-Step to offer drinks.

    Keywords

    turn taking | team work | supertalker ft | step-by-step | powerlink 4 | jelly beamer | italk2 with levels | following directions | cause and effect | alternative methods of access |

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