supertalker ft

  1. Create a Colorful Windsock

    Create a Colorful Windsock

    In this Remarkable Idea, students make a windsock and watch their windsocks blow in the wind!

    This activity addresses:

    • Following directions
    • Fine motor skills
    • Science
    • Weather
    • Art
    • Alternative methods of access

    What you need:

    • White construction paper (11” x 17”)
    • Crayons
    • Yarn, cut into 12” long lengths
    • Crepe paper in assorted colors, cut into 18” long strips
    • Electric stapler that can be switch adapted
    • Fan that can be switch adapted
    • SuperTalker FT
    • Step-by-Step
    • Several switches

    Preparation:

    1. Create and place a “directions” picture/symbol on the Step-by-Step.
    2. Record the Windsock directions script on the Step-by-Step, one direction per step.
    3. Record each color name on the SuperTalker FT.
    4. Create an overlay for the SuperTalker FT with various color pictures/symbols.


    What to do:

    1. Show students the sample windsock. Use the switch adapted fan to produce wind, and demonstrate how windsocks blow in the wind.
    2. Students use the Step-by-Step to give directions on how to make windsocks.
    3. Students follow the directions to create their own windsocks.
    4. Use the SuperTalker FT to select crayon colors, and crepe paper colors to use for their streamers.
    5. Students use the switch adapted electric stapler to staple the paper roll together and to staple the crepe paper strips on the windsock tube.
    6. When all windsocks are finished, students take turns turning on the switch-adapted fan and blowing the windsocks.


    Script:

    “We are going to make windsocks!”
    “Windsocks are fun to take outside on a windy day. Windsocks blow in the wind!”
    “On your white paper, color a picture of a windy day!”
    “Write your name on your picture.”
    “When you’re finished, roll your picture into a tube and staple it.”
    “Now choose your streamers, and staple several on the bottom of the windsock.”
    “Staple a piece of yarn across the top of the windsock as a handle.”
    “Now your windsock is ready to hang in the wind!”
    “Who wants to turn on the fan and make some wind to blow the windsocks?”

    Keywords

    weather | supertalker ft | step-by-step | science | following directions | fine motor skills | art | alternative methods of access |

  2. Old Time Radio

    Old Time Radio

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

    This activity addresses:

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

    What you need:

    Optional Hardware

    • Microphone

    Free Resources

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

    Preparation:

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

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

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

    What to do:

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

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

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

    Script:

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

    Vocabulary:

    Podcast
    Soundscape

    Additional suggestions:

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

    Keywords

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

  3. Hangman Word Game

    Hangman Word Game

    In this Remarkable Idea, students take a spin on the classic game of Hangman 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 Hangman 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 |

  4. 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 |

  5. 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 |

  6. 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 |