italk2 with levels

  1. 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 |

  2. George Washington - I Cannot Tell a Lie

    In this Remarkable Idea, students learn about George Washington and that he always tried to tell the truth. Learn about the difference between a truth and a lie.

    This activity addresses:

    • Language arts
    • Famous Americans
    • Social Studies
    • Choice making
    • Alternative methods of access

    What you need:

    Preparation:

    1. On a Step-by-Step record the list of “Statements - True or False?
    2. Create a picture symbol for the words - sentence, yes, and no.
    3. Write each statement on a sentence strip.
    NOTE: These are examples of statements you can use. Add your own statements that relate more closely to your classroom and students.
    4. On the iTalk2 with Levels, place “yes” and “no” picture symbols, one on each side. On the “yes” message location, record the sentence, “Yes, that is true” and on the “no” message location record the sentence, “No, that is not true. It is is a lie.”

    What to do:

    1. Show students the pictures, and/or book, about George Washington.
    2. Explain that George Washington believed in always telling the truth and that he was very careful to not tell lies.
    3. Discuss with students the difference between a truth and a lie.
    4. Show students the iTalk2 with Levels and how to activate the “yes” picture/symbol to say “Yes, that is true” and the “no” picture/symbol to say, “No, that is not true. It is a lie.”
    5. Read several statements to students, one at a time.
    6. Students take turns reading a statement on a sentence strip, or using the Step-by-Step to read a statement.
    7. The student who read the statement uses the iTalk2 with Levels to say either “yes, that is true” or “no, that is not true.”
    8. The teacher confirms or redirects the student’s choice, and explains why the statement is either the truth or a lie.

    True or False Statements:
    1. We have a pet kangaroo in our classroom.
    2. The lunchroom will be serving alligator soup for lunch.
    3. We use scissors to cut paper.
    4. Books are things that we read.
    5. Our teacher’s name is (Mrs. Henrietta Hummingsworth).
    6. All the students in our class are wearing blue jeans today.
    7. We are at school today.
    8. We will leave school at 8:00 tonight.
    9. Today is (Tuesday).
    10. It snows in the summer.

    Keywords

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

  3. 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 |

  4. 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 |

  5. 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 |

  6. Making Sunshine Shakes

    Making Sunshine Shakes

    In this Remarkable Idea, students identify the different ingredients used and follow recipe directions to make Sunshine Shakes. Students can share their opinion on if they liked the shakes or did not like the shakes.

    This activity addresses:

    • Following instructions
    • Measuring ingredients
    • Group work
    • Alternative methods of access

    What you need:

    • Step-by-Step
    • Jelly Beamer
    • PowerLink
    • iTalk2 with Levels
    • Blender
    • Measuring cups and spoons
    • Spoons
    • 1 Cup or glas per student
    • Shake ingredients
      - orange juice (1 cup)
      - pineapple juice (1/2 cup)
      - banana (1)
      - vanilla yogurt (1/2 cup)
      - vanilla extract (1/2 teaspoon)

    Preparation:

    1. On a Step-by-Step with the “recipe” picture/symbol, record the Sunshine Shake Direction Script.

    • “We’re going to make refreshing, fruity Sunshine Shakes today!”
    • “We’re going to take turns adding ingredients.”
    • “First, somebody can measure out 1 cup of orange juice and pour it in the blender.”
    • “Now someone needs to measure out 1/2 cup of pineapple juice and add it to the blender.”
    • “We need 1/2 cup of vanilla yogurt. Who would like to measure and add the yogurt?”
    • “Who wants to peel a banana? Put the banana in the blender after it’s peeled.”
    • “We need someone to measure out 1/2 teaspoon of vanilla extract and put it in the blender.”
    • “Now we’ll take turns using the blender to blend together all of the ingredients.”
    • “When the shake is finished, we will pour it into cups for everyone and drink it”.

    2. Plug the blender and the Jelly Beamer into the PowerLink 4.
    3. Create a large “shake” picture/symbol card.
    4. Create “like” and “don’t like” pictures/symbols, two inches in size. Place one on either side of the iTalk2 with Levels. Record the messages, “I like the Sunshine Shake” and “I don’t like the Sunshine Shake” on the respective message locations.

    What to do:

    1. Show students the “shake” picture/symbol card. Explain to students that they are going to make Sunshine Shakes.
    2. Ask students to say what they think they will use to make a Sunshine Shake, and what a Sunshine Shake might taste like.
    3. Show students the different shake ingredients. Students name or identify each ingredient.
    4. Students take turns using the Step-by-Step to read each of the recipe direction steps to the class.
    5. Students take turns following the directions to complete each recipe step. When the blender is needed, students activate the Jelly Beamer to turn on the blender and blend up the ingredients.
    6. Students each drink a sample of the Sunshine Shake.
    7. Students use the iTalk2 with Levels to say if they liked the Sunshine Shake of if they did not like the Sunshine Shake.
    8. The teacher tallies on the board how many students liked the shake and how many students did not like the shake. The students count up the number of tallies under each different choice.

    Keywords

    team work | powerlink 4 | measuring | jelly beamer | italk2 with levels | following directions | alternative methods of access |

  7. Bowling Fun for All

    Bowling Fun for All

    In the Remarkable Idea, students will have great fun throwing a ball against the bowling pins to knock them down!

    This activity addresses:

    • Turn Taking
    • Numbers
    • Teamwork
    • Cause and effect
    • Alternative methods of access

    What you need:

    Preparation:

    1. Connect the leaf blower to the PowerLink 4 (have power link set to timed and adjust to suit)
    2. Connect the iTalk2 with Levels to the PowerLink 4.
    3. Record cheering and words of commiseration on the iTalk2 with Levels.
    4. Connect the iTalk2 with Levels to the PowerLink 4.
    5. Record numbers 1-8 on QuickTalker 12.
    6. Create your bowling pin picture symbol for the iTalk2 with Levels, and QuickTalker 12.

    What to do:

    1. Place leaf blower on the floor and place pieces of wood to form a track.
    2. Record numbers 1 to 8 on QuickTalker 12 with overlay showing 1-8 symbols for numbers.
    3. Set bottles/bowling pins.
    4. Place ball near blower and use the iTalk2 with Levels the blower on and BOWL!
    5. Count how many pins were knocked over and press the appropriate number on the QuickTalker 12.
    6. Use the iTalk2 with Levels to either cheer or commiserate depending on the number of pins knocked down.

    Additional ideas:

    Record “Get set and go” on the QuickTalker 12.
    You can record additional phrases like:
    “Wow how many did I get?”
    “That was great, can’t wait for another for another turn”
    “Wow great shot”
    “Ahh, that was close, better luck next time”

    Keywords

    turn taking | team work | quicktalker 12 | powerlink 4 | numbers | italk2 with levels | cause and effect | alternative methods of access |

  8. Staying Warm Like Penguins Do

    Staying Warm Like Penguins Do

    In this Remarkable Idea, students simulate the insulation of a penguin and how they keep warm in the cold. They can then go on to make observations about the outcome and discuss the outcome they observed.

    This activity addresses:

    • Cause and effect
    • Visual follows
    • Anticipation
    • Group work
    • Alternative methods of access

    What you need:

    Preparation:

    1. Create two-inch pictures/symbols of “cold” and “no.” Place the pictures/symbols on the iTalk2 with Levels and record “This feels cold” and “No, this does not feel cold” on the respective locations of the iTalk2 with Levels.
    2. Record the science script on the Step-by-Step.

    • “Penguins can stay warm in places that are very cold.”
    • “We are going to do a science experiment to find out how penguins are able to stay warm in very cold temperatures.”
    • “First, we’re going to find out what it feels like when our skin touches ice.”
    • “Everybody, grab a plastic bag, but don’t fill it. Put it on your arm or on your hand.”
    • “Now take a plastic bag that’s filled with ice, and set it on top of the plastic bag on your hand. Does your hand feel cold? Each of you will have a turn to tell the class if your hand feels cold.”
    • “Now we’re going to find out what a penguin feels when it touches the ice.”
    • “Penguins have little straws under their feathers that hold air. We are going to put a bag of air on our hand. Everybody, grab a bag that has air inside, and put it on your skin. Now pick up a bag of ice and set it on the bag filled with air.”
    • “Does your skin feel cold? Everybody will get a turn to tell the class if their skin felt cold or not.”
    • “Our experiment is all done now. Who can remember why penguins stay warm on the ice and in very, very cold weather?”

    3. Fill plastic bags with ice, one bag per student.

    What to do:

    1. Show students the pictures of a penguin and the penguin climate.
    2. Explain that penguins are animals that live where it is very cold all the time.
    3. Ask if anybody knows how penguins are able to keep from freezing in the cold weather.
    4. Reads the science experiment script using the Step-by-Step or follow the instructions of the teacher.
    5. Students place an empty plastic bag on their hand, then a bag of ice on top of that.
    6. Each student uses the iTalk2 with Levels to say if their hand feels cold or not. Explain that this is how our skin feels when it touches ice - ice makes our skin feel cold.
    7. Explain that now they are going to experience what a penguin feels when it touches ice.
    8. Connect the hair dryer, PowerLink and Switch. Use these to blow air into the resealable plastic bag and seal them. Make one for each student.
    9. Place the bag with air inside of it on the back of the students hand. Explains that penguins have little straws under their feathers that keep air inside them, just like the bag keeps air trapped inside of it.
    10. Place a bag of ice on top of the air-filled plastic bag.
    11. Uses the iTalk2 with Levels to say if their hand feels cold or not. Explain that this is how a penguin feels when it’s feathers touch ice.
    12. Explain that the bag with the air in it keeps the cold ice away from our skin, so it does not make our skin feel cold. Remind students that penguins have little straws under their feathers that are like pockets of air that keep the cold away from their skin in the same way.

    Keywords

    visual cues | team work | switches | step-by-step | powerlink 4 | italk2 with levels | cause and effect | anticipation | alternative methods of access |

  9. 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 |

  10. 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 |