Danielle Pertile

ECE250 / Spring 2015

03/29/2015
Activity Plan
Age/Grade: Age 5, Kindergarten
Curricular Domain: Cognitive (secondary Social)
Objectives: Given boxes with mystery items inside, Students will be able to:

Correctly identify objects based on touch

Communicate their observations with other students and teachers using

language and/or drawings.

Materials: Four shoe boxes with holes cut in the end, and four mystery objects
to go inside. (Objects can be anything, but for this experiment use a bell, a golf ball,
a lump of Play Doh, and a stuffed animal.) Boxes should be clearly labelled with
different bright colors and/or numbers to aid in differentiation. Blank sheets of paper
and crayons may also be used.
Activity:
1. Teacher will explain to students about our senses (sight, taste, touch, smell,
hearing), and explain that in this activity will use our touch to discover what
is in the mystery boxes. Teacher will ask them if they think they will be able
to figure out what is in the boxes without being able to see. Teacher will

inform students that they cannot say what objects they think are in the
boxes, but save their observations for group discussion.
2. Students will be separated into groups, and each group will be able to come
up and feel inside each box. They will then return to their tables and use
small group discussion and their paper and crayons to draw or write what
they think is in each box.
3. Once all groups have completed their turn, teacher will ask each group to
show their drawings/writings and explain what they believed was in each box.
Teacher will ask if there were any objects that were hard to identify without
the aid of sight, and if they group discussion helped to complete the picture.
Teacher will also ask if any other senses were used to figure out the items
(hearing for the bell, and possible smell for the Play Doh).
Scaffolding: Memory, critical thinking, teamwork, listening skills.
Supporting DAP Elements:

Teachers connect curriculum topics with childrens

interests and with what children already know and can do. Young children learn best
when the concepts, vocabulary, and the skills they encounter are related to things
they know and care about and when the new learnings are interconnected in
meaningful ways. (Pg. 162)