LEVEL OF DIFFICULTY [1 = Least Difficult : 5 = Most Difficult]
WHAT WILL THE STUDENTS LEARN?
1.1 Identify and describe characteristics of natural (e.g. wood, rocks, wool) and human -made materials (e.g. Styrofoam, plastic, fabric).
1.2 Identify and explain some possible uses and advantages for natural and human-made materials.
Build observation skills by using tactile perception to describe and distinguish objects. How to categorize and sort objects in a logical fashion.BACKGROUND INFORMATION:
Definition of characteristics
How objects can be grouped (e.g. color, shape, use, texture)
Descriptive Words (A good way to tie English and language skills into the sciences)
Blindfolds or small containers (enough for half the class)PREPARATION:
Make sure there is a large enough selection of objects so the children will
have their own objects and each partner will identify different objects.
Sponges (sea and artificial)
Large box filled with different objects from the materials list and whatever other materials the teacher wishes to use
Blindfolds or small containers (whichever the teacher wishes to use)
Prepare materials ahead of time. Put the various objects in a box or on a table out of view of the children. Make sure there is a large enough selection so that the children will be able to have their own objects and that each partner will identify different objects. Also prepare either enough blindfolds for each group or small boxes. The boxes can be used in place of blindfolds if desired. Small ice cream containers or tissue boxes can be used for the children to put their hands in to feel the objects.
Discuss with the children ahead of time different methods for grouping objects. Also discuss the difference between natural and human made, and living and non-living.
Have students break up in groups (ideally two to a group), and get their blindfolds.
Begin the activity:
1. Blindfold partner A. Partner B go to the table and choose five objects.
2. Without letting partner A see what you have chosen categorize the objects using the worksheet.
3. Partner A holds each object one at a time, examining it thoroughly with their hands. Describe the object to partner B.
4. Partner B records the data on the worksheet.
5. After all five objects have been described by partner A, repeat the activity, this time let partner B be blindfolded, and partner A chose the objects to be identified.
6. Once both partners have had a chance to identify objects using only touch, explore how the ten objects you have identified can be grouped. Think about how they are related to each other, and their different uses.
Ask the children to expand on this activity by bringing five objects from home. These objects should be grouped according to a characteristic that they share. (Note: Make sure that the children know not to bring in anything that may be sharp or dangerous.)
Have students describe an object to the class.
This can help not only the student in developing their language and descriptive skills, but also help all the students with listening and visualization skills.
A matching game can be developed, where the child has to match what they feel with an object from a group of objects that they can see.
How did each group categorize the different objects?
Is there only one right way to group the objects?
Which ways are better? What are the best characteristics to use when grouping objects?
How easy/hard was it to identify and describe objects using only touch? Why?
Why is it good to practice using different observation skills?
The more experienced the children are the more challenging you can make the activity. The children can pick out five similar objects for their partners to identify, or pick out five objects that they grouped in a certain way and have their partners identify the object and also identify how their partner grouped the objects.
How can different objects be categorized and described using only your sense of touch?REFERENCES:
Why is it important to be able to categorize different objects? How do engineers use information like this to help them?
See Associated Download.
See Associated Download.