social skills

  1. Valentine's Day

    Valentine's Day

    In this Remarkable Idea, have fun with your students by creating valentines for their parents, playing a custom game of guess who, and showing them you care with a heart shaped cake.

    This activity addresses:

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

    What you need:

    Preparation:

    1. Create your “mystery valentine box”. Paint an empty Altoid tin using pink or red paint.
    2. Record attribute questions to the QuickTalker 12 for your mystery game (example: Is your valentine a boy? Is your valentine a girl? Does your valentine have black hair? Etc.) Or create a board using the SoundingBoard App with attribute questions.
    3. Record “yes” and “no” to the TalkingBrix 2.
    4. Create your symbol overlays.


    What to do:

    Valentine’s Day Cards
    1. Using an iPad, the Blue2 Bluetooth Switch, and the camera app take a picture of each student holding out their hand and making a fist (like they are holding a large candy sucker.)
    2. 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!)
    3. Before putting the iPad away, take a second picture of each student to be used in the Valentine’s Day guessing game (a close-up of their face.)
    4. Print out the pictures.
    5. Using the picture of each student holding out their fist, poke a hole large enough for the sucker stick to fit through at the top and bottom of their first, slide the sucker through the holes (it should appear as though they are holding the sucker).

    Mystery Valentine
    1. Using the pictures previously taken, cut them to size in order to fit into the Mystery Valentine Box.
    2. Randomly select a Mystery Valentine and put their picture into the Mystery Valentine Box.
    3. Select a Valentine Recipient to come up in front of the class. They should open the Mystery Box and see who is inside (don’t let anyone else see!)
    4. The Valentine Recipient will answer questions the students ask, trying to identify the Mystery Valentine. The class can ask questions using the QuickTalker 12 or SoundingBoard App.
    5. The Valentine Recipient will answer yes or no using the TalkingBrix if necessary, until the Valentine is correctly guessed. Whoever is the Mystery Valentine will be the next recipient.
    6. Play until all Mystery Valentines have been guessed.

    Heart Cake
    1. Follow the directions from the cake mix to make 1 of each shape cake (circle and square). Use the PowerLink 4, electric mixer, and Jelly Bean Switch to allow students to assist with mixing.
    2. Once the two cakes are done baking and have cooled, place them somewhere where all the students can see them.
    3. Explain that we can use shapes to make other shapes, and that by cutting the circle in half or into two semi-circles, we can make a heart.
    4. Rotate the square cake forty-five degrees and place one semi-circle on each of the two top sides of the cake to make a heart shape.
    5. Frost the cake and enjoy.

    Keywords

    talkingbrix 2 | soundingboard app | social skills | quicktalker 12 | powerlink 4 | jelly bean switch | cause and effect | blue2 bluetooth switch | alternative methods of access |

  2. 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 |

  3. Election Day

    Election Day

    In this Remarkable Idea, students will learn about elections from start to finish by participating in a class or school election.

    This activity addresses:

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

    What you need:

    • Box/divider/tri-fold poster for voting booth
    • Craft materials for campaign posters, buttons, etc.
      - construction paper
      - markers
      - glue
      - paper clips
    • Tissue/shoe box for ballot box
    • Note cards for voting ballots
    • Name stamp for each candidate
    • Step-by-Step
    • TalkingBrix 2
    • Battery operated scissors
    • My Art Spinner
    • PowerLink 4
    • Bubble Machine

    Preparation:

    1. Record the steps of an election to a Step-by-Step.
    2. Record the vocabulary word definitions to the TalkingBrix 2.

    What to do:

    1. Designate a “Word Whiz/Word Whizzes” to activate the TalkingBrix 2 for each of the vocabulary words:
    Candidate
    Nominate
    2. Allow students to take turns activating the Step-by-Step to learn about an election.
    3. Tell the class that they are going to participate in their very own (classroom or school) election.
    4. Decide how candidates will be nominated. If more than one classroom is participating in the election, this may be tricky. An alternative to nominating candidates from the class would be to create two characters to act as candidates.
    5. Create campaign materials for each candidate.
    6. Create campaign posters with pictures and slogans using construction paper, markers, My Art Spinner, etc.
    7. Create campaign buttons by decorating button-sized construction paper. Tape a paper clip on the back so supporters can wear them!
    8. Have candidates pass out their campaign materials for supporters to wear.
    9. Allow candidates to choose a position (they can choose to run on a platform for real issues such as going green/alternative fuels, education, creating jobs, etc. or a more fun theme such as a pizza party, ice cream party, etc. Just make sure you come through on this promise or you might have some angry voters!)
    10. Hold a “debate” where students announce their “platforms.”
    Record the “platform” each candidate is running for on the TalkingBrix 2 for each candidate.
    The candidates take turns activating the TalkingBrix 2.
    11. Hold the election.
    Set up a voting booth using a box, tri-fold poster, or divider.
    Place name stamps and next to each candidate's picture in the voting booth.
    Place index cards next to a shoe box or tissue box to collect the votes.
    12. Tally all the votes. When you announce the winner, select someone to activate the radio (with victory music) and Bubble Machine (using the PowerLink 4) for the victory party.

    Script:

    “In order for an election to take place, there needs to be candidates.”
    “Candidates are people who are nominated to participate in the election.”
    “Once a candidate is chosen, they have to campaign for votes. To do this, they make T.V. commercials, make speeches, and do other things so people know they are a candidate.”
    “On election day, all the voters go to their polling place and cast their vote for the candidate of their choice.”
    “After everyone has voted, all the votes are counted.”
    “In a Presidential election, voters elect electors to vote for the president for them.” (optional)
    “The candidate with the most votes wins the election.”
    “A candidate is a person who is trying to be elected.”
    “To nominate means to choose someone as a candidate.”

    Keywords

    talkingbrix 2 | step-by-step | social skills | powerlink 4 | choice making | cause and effect | bubble machine | alternative methods of access |

  4. Pumpkin is a Fruit?

    Pumpkin is a Fruit?

    During the month of October, we use pumpkins for decorations, but what else can we do with pumpkins? In this Remarkable Idea, students learn that a pumpkin is more than just a decoration, it’s a fruit!

    This activity addresses:

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

    What you need:

    Cookies

    • 2 1/2 cups all-purpose flour
    • 1 teaspoon baking soda
    • 1 teaspoon baking powder
    • 1 teaspoon ground cinnamon
    • 1/2 teaspoon ground nutmeg
    • 1/2 teaspoon salt
    • 1 1/2 cups granulated sugar
    • 1/2 cup butter (1 stick), softened
    • 1 cup canned pumpkin
    • 1 large egg
    • 1 teaspoon vanilla extract

    Glaze

    • 2 cups powdered sugar
    • 3 tablespoons milk
    • 1 tablespoon melted butter
    • 1 teaspoon vanilla extract
    • Orange food coloring

    Preparation:

    1. Record fruit facts to a Step-by-Step.
    2. Record each definition to the TalkingBrix 2.
    3. Find pictures or play food of fruits and vegetables (common ones and others discussed in this activity)
    4. Attach the fruit and vegetable pictures or manipulatives to the All-Turn-It Spinner.
    5. Preheat oven to 350°

    [su_heading class="small"]What to do:[/su_heading]
    1. Begin by designating a “Word Whiz” to define the vocabulary words.
    2. Introduce the vocabulary words for this activity “fruit” and “vegetable”.
    3. Allow students to take turns activating the Step-by-Step to share the “Fruit Facts” with their classmates.
    4. Tell the class that today you are going to make cookies with a fruit: pumpkin.
    5. Make the cookies, allow students to assist with mixing using the PowerLink 4 and Jelly Bean switch connected to the electric mixer.
    6. Grease the baking sheet.
    7. Combine flour, baking soda, baking powder, cinnamon, nutmeg and salt in a bowl.
    8. Beat sugar and butter in mixer bowl until well blended.
    9. Beat in pumpkin, egg and vanilla extract until smooth. Slowly beat in flour mixture.
    10. Place onto a cookie sheet.
    11. Bake for 15 to 18 minutes or until edges begin to firm.
    12. Allow to cool before drizzling glaze over the top.
    13. To make glaze combine powdered sugar, milk, melted butter, vanilla extract, orange food coloring.
    14. Split the class into teams and allow each team turns to activate the All-Turn-It Spinner. When it lands on a fruit or vegetable that team must answer the question, “Is it a fruit or a vegetable?” If they have trouble you can give them a hint. Example hints: “This part of the plant has seeds.” “This is the leafy part of the plant.”
    15. If keeping score award 2 points for a correct answer, 1 point for a correct answer after a hint has been given.
    16. Take the cookies out of the oven to cool. Once cooled place a sheet of wax paper on a table with a cookie at the center. Put some glaze on a large spoon and allow students to drizzle it over the cookies.

    Script:

    “A fruit is the part of the plant that contains the seeds.”
    “A vegetable is the parts of the plant that do not contain the seeds such as the stem, leaves, roots, and flower buds.”
    “Common fruits are apples, bananas, oranges, and grapes.”
    “Did you know that avocados, beans, tomatoes, cucumbers, squash, and pumpkins are also fruits.”
    “Common vegetables are lettuce, carrots, broccoli, and beets.”

    Keywords

    step-by-step | social skills | plant science | jelly bean switch | choice making | cause and effect | alternative methods of access | all-turn-it spinner |

  5. Healthy Hands

    Healthy Hands

    In this Remarkable Idea, students learn about things they can do to stay healthy and stop spreading germs.

    This activity addresses:

    • Social skills
    • Personal hygiene
    • Cause and Effect
    • Alternative methods of access

    What you need:

    • Step-by-Step
    • Grass frosting decorating tip
    • Pastry bag
    • Frosting (various colors)
    • Vanilla Wafers

    Preparation:

    1. Record answers for discussion, such as: Wash your hands, cover your mouth when you sneeze preferably with your elbow or shoulder, cover your mouth when you cough, keep things out of your mouth that don’t belong there, don’t eat things off of the floor, table, etc. to the Step-by-Step.
    2. Record steps of “proper hand washing” to the Step-by-Step.
    3. Find pictures/take pictures to match the steps of proper hand washing.

    [su_heading class="small"]What to do:[/su_heading]

    1. Begin by introducing your vocabulary word “germs”.
    2. Ask your students if they can think of some things that we can do to prevent germs from spreading. Students can use theStep-by-Step to get involved in the conversation.

    Proper Hand Washing
    1. Use the Step-by-Step to help students remember the process and a timer for the 20-seconds.
    2. Get your hands wet with clean running water from the sink
    3. Apply soap
    4. Rub you hands together to make bubbles. Make sure to get the backs of your hands, between your fingers, and under your fingernails.
    5. Wash for at least 20-seconds.
    6. Dry your hands using a clean towel or hand dryer.

    Ingesting Germs
    1. Now that the students know a little about preventing the spread of germs, they get the chance to ingest them.
    2. On the Step-by-Step, record the colors of the frosting you have.
    3. Students press the Step-by-Step, and then decorate their Vanilla Wafer(s) to make their own “germs”. The grass tip will give the appearance of a hairy germ; don’t forget to add the eyes! How many eyes the germs have is up to you.

    Vocabulary:
    1. Germs: a microorganism, or something that is so small you cannot see it without a microscope that can cause you to become sick.

    Additional suggestions:

    These clips from MythBusters show how easy it is to spread germs (warning: each video is preceded by a 30-second advertisement.)
    http://www.discovery.com/tv-shows/mythbusters/videos/slow-motion-sneezes/
    http://www.discovery.com/tv-shows/mythbusters/videos/flu-fiction-minimyth/

    Keywords

    step-by-step | social skills | personal hygiene | cause and effect | alternative methods of access |

  6. Talk Like a Pirate Day (September 19th)

    Talk Like a Pirate Day (September 19th)

    Every year on September 19th, people around the world celebrate “International Talk Like A Pirate Day”. This Remarkable Idea includes activities students can participate in and have fun celebrating this wacky day with a wide range of activities that will engage all learners.

    This activity addresses:

    • Team-work
    • Social skills
    • Sensory engagement
    • Cause and effect
    • Following multi-step directions
    • Alternative methods of access

    What you need:

    Pirate Ships

    • Small milk cartons
    • Straws
    • Hole punch
    • Tape/Glue
    • Construction paper
    • Battery Operated Scissors

    Ship Race

    • Aluminum tray/gutter with end caps/Rubbermaid tub (for racing area)
    • Water
    • Blue food coloring (optional)
    • Fan
    • Jelly Bean
    • PowerLink 4

    Treasure Hunt

    Pirate Parrrty
    Pirate themed snacks could include: Chips Ahoy, Goldfish crackers, Sand buckets (vanilla pudding topped with crushed butter cookies or golden Oreos), gold chocolate coins, seawater (blue or green juice), etc.

    Preparation:

    1. Record clues for the treasure hunt onto the TalkingBrix 2. Place one at the X location on the treasure map which gives students a clue to the next location, place the next TalkingBrix 2 with the next clue at that location (repeat as appropriate).

    What to do:

    Pirate Ships
    1. Have students use the Battery Operated Scissors to cut squares of construction paper for the sails of their pirate ship.
    2. Assist students in cutting one side of the milk carton off.
    3. Glue or tape the straw into the inside of the milk carton, punch two holes into the construction paper sail and slide the paper onto the straw.

    Ship Race
    1. Fill your container with water (optional: add blue food coloring to the water)
    2. Place students pirate ships into the water and give each student a straw to blow their ship across the water or use a fan connected to the PowerLink 4 and a Jelly Bean switch to blow the ship across the water. (Caution: Do not place the fan too close to the water)
    3. Allow all students the opportunity to race each other.

    Treasure Hunt
    1. Show students the treasure map.
    2. Students follow the map to find the location marked by the X on the map.
    3. When students arrive at the X they press the TalkingBrix 2 and hear the clue to the next location (ex. There be no treasure here! That scalawag Mrs. Johnson the Red must have taken it!) Students solve the clue and proceed to the next location.
    4. Students eventually find their way to the location of the treasure.

    Treasure ideas:
    Set up the Pirate Parrrty with food and drinks in your classroom while the students are on the treasure hunt. The final treasure location can be back in your classroom.

    • Prizes or costumes for the students
    • Pirate themed movie
    • Gold chocolate coins

    Additional materials, lesson plans, and even Pirate talk apps can be found at the International Talk Like a Pirate Day website here: http://www.talklikeapirate.com/teachers.html.

    Keywords

    team work | talkingbrix 2 | social skills | sensory | powerlink 4 | jelly bean switch | following directions | cause and effect | alternative methods of access |

  7. Let's Talk Tarantulas

    Let's Talk Tarantulas

    In this Remarkable Idea, students will learn some facts about tarantulas and make their own to bring home.

    This activity addresses:

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

    What you need:

    • Step-by-Step
    • TalkingBrix 2
    • 1 1/2-inch Styrofoam balls (2 for each student)
    • Toothpicks
    • White pipe cleaners
    • Shorter pieces of white pipe cleaners
    • Black, brown, and red paint
    • Painting materials (brushes, bowls, plates, locking plastic bags)
    • Pictures of a male and female tarantulas

    Preparation:

    1. Record the definition of “molting” on a TalkingBrix 2.
    2. Record the definition of “exoskeleton” on a TalkingBrix.
    3. Record tarantula facts to the Step-by-Step.
    4. Attach two Styrofoam balls together using a toothpick for each student.

    What to do:

    1. Begin by telling the class that you are going to be discussing and making tarantulas. Give them each a tarantula body to paint either brown or black. Students can paint with a brush, finger paint, roll the balls in paint, or place the body in a locking plastic bag filled with paint and shake it - make sure it’s completely zipped shut before shaking! - and set aside to air dry.
    2. Introduce the two vocabulary words “molting” and “exoskeleton” to the class and select a “Word Whiz” to activate the TalkingBrix 2 to tell the class the definition of each word.
    3. Give each student an opportunity to activate the Step-by-Step to learn different facts about tarantulas and discuss them.
    4. When the vocabulary words appear in the tarantula facts, have your “Word Whiz” activate the TalkingBrix 2 to remind the students of what the new words mean.
    5. Build tarantulas of your own making sure to use the new knowledge of tarantula anatomy. Each spider should have two body parts, eight legs, and two palps.

    • Have students determine based on the color they choose for their tarantula if theirs will be a male or a female spider.
    • Attach four legs to each side of the tarantula. To be anatomically correct, legs should all be attached to one Styrofoam ball.
    • Each student will attach eight legs and two palps to their tarantula.
    • Finish painting the tarantulas. A little red can be added to the males and a little black to the females as accent colors.

    Script:

    Molting definition: “Molting means to lose a covering of hair, feathers, or an old shell, and replace it with a new growth in the same place.”
    Exoskeleton definition: “An exoskeleton is a hard covering that supports and protects the bodies of some types of animals. The word exoskeleton actually means “outside skeleton”.
    “There are around 700 species, or types, of tarantulas.”
    “Tarantulas build their homes underground.”
    “Tarantulas eat insects, grasshoppers, and beetles. Some tarantulas even eat small birds!”
    “Tarantula’s natural enemies are weasels, skunks, snakes, and owls.”
    “One other predator that the tarantula must fear is … people. Some people actually keep tarantulas as pets, and in some countries they even eat them!”
    “Tarantulas have an exoskeleton. This means instead of having bones inside their bodies like people, they have a hard covering on the outside of their bodies. As a tarantula grows, it must molt or shed its exoskeleton.“ (Videos of this can be found online)
    “During a molting phases, a tarantula can even regrow lost legs.”
    “Their life span is up to 30 years for females 5-10 for males.”
    “A tarantula’s body can be up to 4.75 in (12 cm) long and its leg span can be up to 11 in (28 cm).”
    “Tarantulas weigh 1 to 3 oz (28 to 85 g).”
    “A female’s lifespan is up to 30-years, and a male’s lifespan is 5 to 10-years.”
    “A male tarantula is usually thinner than a female and has black and reddish hair.”
    “Tarantulas have two body parts - the cephalothorax and the abdomen, eight legs, and two pedipalps - sometimes called palps for short - that are used for feeling and moving things.”

    Keywords

    talkingbrix 2 | step-by-step | social skills | science | fine motor skills | choice making | cause and effect | alternative methods of access |

  8. Word Game

    Word Game

    In this Remarkable Idea, students take a spin on the classic word game by adding an assistive technology component and themes.

    This activity addresses:

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

    What you need:

    Preparation:

    1. Decide on your theme (decorate a pumpkin, feathers on a turkey, build a snowman, etc.) and the pieces needed (example: pumpkin - nose, mouth, eyes, stem, leaves, etc.)
    2. Record the words you plan to use on your selected communication device (example words: pumpkin, witch, bat, Halloween, etc.)
    3. Write the words you plan to use on strips of construction paper; they should be large enough to read from across the room.

    What to do:

    1. Explain the rules of the Word Game so everyone knows how to play.
    - When it is your turn, you get to guess a letter for the puzzle.
    - If you are right, the letter gets added to the word. If you are wrong, the letter is written off to the side and a piece of the character is added.
    2. Each student takes a turn spinning the All-Turn-It Spinner. If it lands on a letter that has already been guessed, the student will spin again.
    3. After a student has taken their turn, they can take a guess at what the word is using the SuperTalker FT / QuickTalker / iPad with SoundingBoard or the strips of paper on the board.
    4. Once the word is solved, begin again until all words are complete.

    Keywords

    supertalker ft | sportsmanship | spelling | soundingboard app | social skills | quicktalker | jelly bean switch | fine motor skills | choice making | cause and effect | blue2 bluetooth switch | alternative methods of access | all-turn-it spinner |

  9. Arctic Exploration

    Arctic Exploration

    In this Remarkable Idea, a sensory-based activity, students will find objects hidden in “snow” that they create from common household objects.

    This activity addresses:

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

    What you need:

    • Step-by-Step
    • TalkingBrix 2 (2) with "yes" and "no" symbols
    • PowerLink 4
    • Jelly Bean switch
    • Bowl or plastic bin
    • 1kg sodium bicarbonate
    • Approximately 2 cans of shaving cream (not gel)
    • Manipulatives for students to find in the snow (letters, numbers, colored objects, etc.) following multi-step directions

    Preparation:

    1. On the Step-by-Step record all of the objects you plan on placing in the snow.
    2. Record “yes” and “no” on TalkingBrix 2.
    2. Create “yes” and “no” symbol overlays.

    What to do:

    1. Pour 1kg (approximately 7 cups) sodium bicarbonate into a bowl and have a student activate the mixer using the PowerLink 4 and Jelly Bean switch.
    2. Add shaving cream until a snow-like consistency is achieved (approximately 1.5-2 cans).
    3. Transfer the snow from the mixing bowl to the plastic bin and add in your manipulatives.
    4. Students take turns activating the Step-by-Step and finding the object given by the Step-by-Step.
    5. When a student finds an object, they activate the TalkingBrix 2 to answer the question: “Is that what you were looking for?” If it is not what they were looking for, they may look again or another classmate could take a turn looking. Continue until all objects are found.

    Keywords

    talkingbrix 2 | step-by-step | social skills | sensory | powerlink 4 | jelly bean switch | fine motor skills | choice making | cause and effect | alternative methods of access |

  10. 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 |

  11. 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 |

  12. 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 |

  13. 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 |

  14. 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 |

  15. 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 |

  16. 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 |

  17. 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 |

  18. 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 |