jelly beamer

  1. Building a Snowman

    Building a Snowman

    In this Remarkable Idea, students work together as they take turns stapling together three sets of circles to make a snowman.

    This activity addresses:

    • Following directions
    • Turn taking
    • Sharing materials
    • Fine motor skills
    • Counting
    • Alternative methods of access

    What you need:

    Preparation:

    1. Cut three pairs of large circles out of white butcher paper. Each set of two paper circles should be several inches larger in diameter than the previous circle set. Paper clip each set of circles together.
    2. Cut out decorations for the snowman, such as hat, eyes, mouth, nose, pipe, button, broom, arms, etc. For each snowman decoration, create a matching symbol. These pictures/symbols should be approximately two inches in size, able to fit on the All-Turn-It Spinner.
    3. Divide the blank side of the All-Turn-It Spinner overlay into six sections and write a number 1-6 in each section.

    What to do:

    1. Read the snowman book to the students and explain what a snowman is and that they are going to make a giant snowman out of paper! Tell students that snowmen are round, and that they are going to make their snowman round, too!
    2. Students work to staple together the pairs of white circles, to be stuffed with paper snowballs. One student moves the paper or stapler, and the other student activates the Jelly/Big Beamer switch to staple the paper.
    3. Give students sheets of scrap white paper and shown how to crumple up each sheet to create a paper “snowball.” Students make paper snowballs until they have each made several.
    4. Students take turns spinning for a number, counting out that many paper snowballs, and placing them in the large paper circles, stuffing the snowman until each of the three sets of circles is full! Use the switch-adapted stapler to staple each of them shut.
    5. Place the snowman decoration pictures/symbols on the large overlay of the All-Turn-It Spinner, and put out the snowman decorations. Students take turns spinning for a snowman decoration picture/symbol, identifies the matching snowman decoration, and glues it on the snowman in the appropriate place.
    6. When the snowman is completed, the teacher and students put it on display.

    Keywords

    switches | sharing | math | jelly beamer | following directions | fine motor skills | big beamer | alternative methods of access | all-turn-it spinner |

  2. 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 |

  3. Forever Blowing Bubbles

    Forever Blowing Bubbles

    In this Remarkable Idea, students can collaborate and perform a great experiment using bubbles!

    This activity addresses:

    • Cause and effect
    • Spatial awareness
    • Working in a group
    • Measuring distances
    • Forces: speed of fan vs. distance traveled
    • Alternative methods of access

    What you need:

    • BIG or LITTLEmack (with symbol for bubbles)
    • Jelly Beamer and a href="https://www.ablenetinc.com/original-receiver" target="_blank">Original Receiver 2 (one with symbol for fan one with symbol for bubbles)
    • PowerLink 4
    • Bubble machine and bubble solution
    • Symbols for fan and bubbles (2)
    • Electric fan
    • Newspaper
    • Tape measure
    • Something to mark distance labeled 1,2, and 3

    Preparation:

    1. Plug the Bubble machine and fan into the PowerLink 4.
    2. Create bubble and fan symbols.
    3. Link the Original Receiver to the Jelly Beamer transmitters for the Bubble machine and fan plugged in to the PowerLink 4.
    4. Record ‘I’m Forever Blowing Bubbles’ on BIG or LITTLEmack.
    5. Put newspaper on the floor to keep it from getting slippery with bubble solution.

    What to do:

    1. Have the students decide on first setting for fan.
    2. Turn on the Bubble machine.
    3. Turn on the fan.
    4. Have a student play ‘I’m Forever Blowing Bubbles’ on BIG/LITTLEmack.
    5. Let the bubbles blow until the poem is finished.
    6. Record which bubble travels the greatest distance and mark the spot where it lands with the first bubble marker.
    7. Measure the distance from Bubble machine to tin can. This is recorded against the speed setting of the fan.
    8. Repeat process using different speed settings on the fan and different positioning of the Bubble machine.
    9. Re-position the fan angle and speed. Record which fan position and speed has the greatest effect on distance traveled.

    Script:

    Recording of ‘I’m forever blowing bubbles’ into BIG/LITTLEmack.
    “I’m forever blowing bubbles.
    Pretty bubbles in the air.
    They fly so high, nearly reach the sky.
    Then like my dreams, they fade and die.
    Fortune’s always hiding.
    I’ve looked everywhere.
    I’m forever blowing bubbles.
    Pretty bubbles in the air.”

    Keywords

    team work | spatial awareness | shapes | powerlink 4 | numeracy | littlemack | jelly beamer | forces | cause and effect | bigmack | alternative methods of access |

  4. A Windy Day at the Races

    A Windy Day at the Races

    In this Remarkable Idea, students learn about wind - what it is and what it feel like. They will compete in relay races taking turns using a switch-activated hair dryer to blow a leaf (or other object) down to the FINISH line.

    This activity addresses:

    • Cause and Effect
    • Anticipation
    • Group work
    • Turn Taking
    • Alternative methods of access

    What you need:

    • Step-by-Step (2)
    • Jelly Beamer
    • PowerLink4
    • “Wind” picture/symbol card
    • Various lightweight objects such as cotton balls, tissue paper, plastic straw, etc.
    • Two plastic/fake leaves
    • Two long tables
    • Hair dryer (2 - each with an extension cord)

    Preparation:

    1. Plug each hair dryer (with extension cord) and Jelly Beamer into the PowerLink4.
    2. On two Step-by-Steps, place a “cheer” picture/symbol and record words of cheer/encouragement such as “Go, go, go!”, “You can do it!”, “Blow that leaf!”, “Don’t give up!”, “You’re doing great!”
    3. Set up the PowerLink4 on or near one of the long tables, and place each hair dryer at the same end of the tables.

    What to do:

    1. Show students the “wind” picture/symbol card.
    2. Explain to students that “wind” is something that we feel, and it’s a type of weather.
    3. Use a hair dryer to have students experience what “wind” feels like.
    4. Put different lightweight objects on the table, and demonstrate how the wind will blow the objects.
    5. Tell students that many times, outside, the wind will blow around leaves.
    6. Show students the two hair dryers and Jelly Beamer. Show them how to activate the switch to turn on the hair dryer and blow a leaf from one end of the table to the next.
    7. Students on each team take turns activating the switch to turn on the hair dryer and blow their leaf from one end of the table to the next and back. A
    8. While a student from each team is blowing the team’s leaf, the other students on that team take turns using a Step-by-Step to cheer on their team member.

    Keywords

    turn taking | team work | step-by-step | powerlink 4 | jelly beamer | cause and effect | anticipation | alternative methods of access |

  5. 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 |

  6. 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 |