talkingbrix 2

  1. Better Breakfast Month

    Better Breakfast Month

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

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

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

    Keywords

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

  2. 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 |

  3. Math Mystery

    Math Mystery

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

    This activity addresses:

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

    What you need:

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

    Preparation:

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

    What to do:

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

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

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

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

    Script:

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

    Character Suggestions:

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

    Additional Suggestions:

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

    Keywords

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

  4. Sensory Monsters

    Sensory Monsters

    In this Remarkable Idea, students will create Halloween themed sensory decorations for your classroom.

    This activity addresses:

    • Choice making
    • Fine Motor
    • Cause and effect
    • Alternative methods of access

    What you need:

    • Clear containers with a lid (mason jars, baby food jars, pasta sauce, plastic water bottles, etc.)
    • Black and white foam or construction paper
    • Warm water
    • School glue
    • Glitter
    • Food coloring- green and orange (mixing red, yellow and blue food coloring to create these colors is fine)
    • Hot Glue Gun
    • Super Glue
    • Battery operated scissors
    • TalkingBrix 2

    Preparation:

    1. Find a picture of a ghost, Frankenstein, and pumpkin.
    2. Create TalkingBrix 2 overlays of a ghost, Frankenstein, and a pumpkin.
    3. Record “Ghost”, “Frankenstein”, and “Pumpkin” onto the TalkingBrix 2 and place the picture with the corresponding TalkingBrix 2.
    4. Clean out the jars you will be using.

    What to do:

    1.Assist students in cutting out the pieces for the Sensory Monster they choose:
    Pumpkin: eyes, nose, and mouth
    Ghost: Eyes, Mouth
    Frankenstein: eyes, pupils, nose, mouth (the eyes should be made out of white foam)
    Stitches (optional)
    2. With assistance from an adult, use the hot glue gun to glue the pieces onto the jar to create the character.
    3. Fill each jar with warm/hot water, leave room for glue.
    4. Allow students to add glue to the jar until the desired consistency is reached or record “More” and “Stop” onto the TalkingBrix 2 so students can tell you when they have enough.
    5. Add food coloring (green for Frankenstein, orange for pumpkin, none for ghost).
    6. Add glitter until you have the look you desire.
    7. An adult should glue the lid onto the jar using either super glue or the hot glue gun to avoid messes later.

    Keywords

    talkingbrix 2 | fine motor skills | choice making | cause and effect | alternative methods of access |

  5. 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 |

  6. 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 |

  7. 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 |

  8. Solar Cooking

    Solar Cooking

    In this Remarkable Idea, students will learn about the power of the sun and use a scientific method to conduct an experiment.

    This activity addresses:

    • Science
    • Choice making
    • Cause and effect
    • Alternative methods of access

    What you need:

    • TalkingBrix 2
    • Step-by-Step
    • Something to cook in your oven (nachos with shredded cheese, smores, toast, Pop-tarts, etc.) Be cautious when using meat or eggs as they may not cook at a high enough temperature to be safe for consumption.
    • Pizza box
    • Old newspaper
    • Clear packing tape
    • Plastic wrap
    • Aluminum foil
    • Black construction paper

    Optional

  9. Timer
  10. Thermometer
  11. Preparation:

    1. Write your vocabulary words in a place where all students can see them.
    2. Record definitions of “Hypothesis” and “Conclusion” to TalkingBrix 2.
    3. Write the steps of the scientific method onto the board, and record them to a Step-by-Step.
    - Ask a question
    - Construct a hypothesis
    - Test with an experiment
    - Analyze Data and draw a conclusion
    - Communicate the Results
    4. 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:

    Test with an experiment
    1. Cut a flap out of the top of the pizza box, leave a “hinge” for the flap. Bend the flap back and cover the inside of the flap with aluminum foil.
    2. Place plastic-wrap across the hole left by the flap on the outside of the box and tape the edges down. You want to make this as airtight as possible.
    3. Place some sheets of newspaper in the bottom of a pizza box and around roll up sheets along the sides for insulation. Cover the newspaper with black construction paper, this will help to absorb heat.

    Cook
    1. Place your chosen food on the black construction paper in the center of the box. (Optional: Place your thermometer in the solar oven). Close the lid (Optional: Start the timer)
    2. Place the solar oven outside in the sun. Use tape to keep the flap open. Position the solar oven so that the aluminum foil can catch the sunlight and reflect it onto the marshmallow.
    3. Place a control food near the solar oven.
    4. Wait. (Optional: Record the temperature at set time intervals.)

    Analyze the Data
    1. Compare the control food and the variable food (you can also take pictures to share later).
    2. Allow the scientists to further analyze the results by eating the food.

    Communicate the results
    1. Each scientist should review the data collected to determine if their hypothesis was correct or incorrect. Students can use the TalkingBrix 2 to communicate their results. (Remind students that having a correct or incorrect hypothesis is neither good nor bad, but part of the scientific process.)
    2. Optional: Chart the progress using the temperature and time data collected.

    Vocabulary:
    Hypothesis
    Conclusion
    Control
    Variable

    Script:

    “The sun’s energy can be converted into heat and electricity. Today, we are going to use the energy from the sun to cook some food.”
    “A hypothesis is an idea that has not been proven but leads to further study.”
    “A conclusion is a decision reached by reason.”

    Additional Suggestions

    This experiment will work better on a day with a high UV index. If you live in the United States, the UV index can be found by using the tool here: http://www2.epa.gov/sunwise/uv-index

Keywords

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

  • Sensing Patterns

    Sensing Patterns

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

    This activity addresses:

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

    What you need:

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

    Preparation:

    1. Create your TalkingBrix 2 identification cards.

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

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

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

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

    What to do:

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

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

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

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

    Vocabulary:

    AB pattern
    ABB pattern
    ABC pattern

    Additional suggestions:

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

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

    Keywords

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

  • Eating Healthy Foods for a Healthy Lifestyle

    Eating Healthy Foods for a Healthy Lifestyle

    In this Remarkable Idea, students will learn about food groups, empty calories, and some yummy healthy snacks.

    Note: Always be aware of allergies before serving food to your students

    This activity addresses:

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

    What you need:

    Smoothie Ingredients

    • Juice (100% fruit, no added sugar)
    • Plain Greek yogurt (no added sugar, and the main ingredients should be milk and live active cultures)
    • Vegetable (Kale or spinach work well)

    Preparation:

    1. Write each of the five food groups (Vegetables, Fruits, Grains, Dairy, Protein) on the All-Turn-It Spinner overlay.
    2. Record at least 2 examples of each food group to the SLITTLE Step-by-Step Choice with Levels. (example: Cereal, toast, strawberries, blueberries, celery, broccoli, chicken, nuts, yogurt, milk)

    What to do:

    Intro:
    Discuss the five major food groups using the real life examples (ex: toy fruits and vegetables, canned fruits and vegetables, cereal boxes, pictures of a gallon of milk, yogurt, etc.). These should be familiar items for your students.

    Ask students for examples of each food groups. Use the LITTLE Step-by-Step Choice with Levels so all students can participate in the discussion.

    Hands On
    Using the All-Turn-It Spinner and Jelly Bean, have students take turns spinning and giving examples from the group you land on.

    Use the materials you collected for your discussion or have students use the LITTLE Step-by-Step Choice with Levels.

    Expanded Discussion
    Some students may have given examples of foods earlier in the lesson that do not fit into the five major categories. Discuss fats and oils, as well as empty calories with them.

    Putting this knowledge into practice
    Give examples of some healthy snacks that your students could try at home then make smoothies with them.

    As you add each item to the blender, ask the class which food group that item belongs to. Use the PowerLink 4 to operate the blender.

    Smoothie
    ½-cup yogurt
    1-cup fruit
    ¼-cup juice
    ½-cup vegetable

    Discuss which food groups are missing. (This discussion could be tricky because the yogurt could fit the criteria for two food groups.)

    Enjoy!

    Script:

    Empty calories are foods that don’t provide our bodies with very many nutrients. Some examples of things we might eat or drink that are empty calories are (Soda, candy, cookies, cake, etc.)

    Vocabulary:

    Dairy
    Grain
    Vegetable
    Fruit
    Protein
    Fats & oils
    Empty calories

    Additional suggestions:

    Additional healthy snacks you could use instead of the smoothies:
    Peanut butter and apples
    Low-fat cheese and salt-free pretzel sticks (push the pretzel sticks into cubes of cheese like toothpicks and serve as an Hors D’oeuvre)
    Ants on a log (Celery sticks with peanut butter spread inside, topped with raisins)

    An alternative for the intro activity would be to record the five food groups to TalkingBrix 2 and have students attempt to place the correct TalkingBrix 2 with each food example. You could add a level of difficulty by not telling them which ones are right or wrong and simply telling them they have __ out of 5 correct, they then try to fix their mistakes.

    More information, as well as diet plans for people of all shapes and sizes can be found at http://www.choosemyplate.gov/

    Keywords

    talkingbrix 2 | step-by-step | health | critical thinking | cause and effect | alternative methods of access | all-turn-it spinner |

  • Mystery Word of the Day

    Mystery Word of the Day

    This is a quick Remarkable Idea you can add to the beginning of your daily routine.

    This activity addresses:

    • Vocabulary
    • Awareness in the classroom
    • Cause and Effect
    • Alternative methods of access

    What you need:

    Preparation:

    1. Record the word of the day (or week) to the BIGmack.
    2. Record a definition to each of the TalkingBrix 2. One should be the correct definition; the other two should be fake.
    3. Write the word on a note card or write it on a few cards so when students choose a word, they feel like they are choosing from a large group.

    What to do:

    1. When the student pulls the word of the day from the Mystery Container, have them read the word or press the BIGmack.
    2. Use the word in a sentence for the students, and then challenge them to find the correct definition from the three TalkingBrix 2.
    3. Have students activate the TalkingBrix 2, one at a time, so they can hear each definition. Then they must find the correct definition.
    4. For the rest of the day, the students should be Word Detectives. If they hear the word used in class; they cannot use it themselves, they can press the BIGmack to remind the rest of the class what the Mystery Word of the day is. Keep track of which student is the best detective each day; they can be the one to pick the word the following day.

    Additional suggestions:

    If the word warrants it, you can add an action or sound to be used in conjunction with the word.
    Examples:
    -If the word is leap, students can jump when they say it.
    -If the word is onomatopoeia, students can give an example of the definition; Boom.

    Keywords

    vocabulary | talkingbrix 2 | cause and effect | bigmack | alternative methods of access |

  • 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 |

  • Mystery Boxes

    Mystery Boxes

    In this Remarkable Idea students will be challenged to feel disgusting items in the mystery boxes and determine what everyday items are inside. The reward for completing this challenge is a meal made of dirt and worms!

    This activity addresses:

  • Critical thinking
  • Choice making
  • Sensory
  • Fine motor skills
  • Alternative methods of access
  • What you need:

    Preparation:

    1. Place all the food into the containers so students cannot see what is in them.
    2. Place the “disgusting” item cards on the outside of the containers.
    3. Record “I want to touch it” and “No way!” onto the TalkingBrix 2.

    What to do:

    1. Combine pudding mix and milk into a large bowl. Have a student activate the mixer using the Jelly Bean and PowerLink 4 and whisk for 2-minutes, then let stand for 5-minutes.
    2. Crush 8 chocolate sandwich cookies in a locking plastic bag.
    3. Stir Cool Whip and cookie crumbs into mixture.
    4. Using a spoon, scoop the mixture into cups and refrigerate for 1-hour.
    5. Crush remaining cookies and add to the top of the cups along with gummy worms just before serving.
    6. Allow each student the opportunity to take turns feeling what is inside each container. They will use the TalkingBrix 2 to say “I want to touch it” or “No way!”
    7. Once a student has felt what is inside, allow them guess what they are actually feeling.
    Let them choose from the “actual item” cards and match them to the containers.
    8. At the end of the activity, students can be rewarded for being adventurous enough to feel what was inside the boxes by eating dirt!

    Keywords

    talkingbrix 2 | sensory | powerlink 4 | jelly bean switch | fine motor skills | critical thinking | choice making | alternative methods of access |

  • 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 |

  • 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 |

  • 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 |

  • 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 |

  • Know Your Friends Game Show!

    Know Your Friends Game Show!

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

    This activity addresses:

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

    What you need:

    Preparation:

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

    What to do:

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

    Keywords

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