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People have creative
potential which can be developed.
Maturation is a developmental process.
Developing good work habits can enhance self-concept.
Students will increase their
perceptual skills and develop and increased awareness that we use over
fice senses to learn.
See each activity.
The following activities
have been included to develop sensory awareness and perceptual skills.
Students will more clearly understand the broad range of their
capabilities, and the importance of these skills to learning.
Perception and Discrimination
activity, you will need 8" x 11" paper, ink or tempera
paints, and paint brushes. Ask students to fold the paper in half and
then to drop paint or ink onto one half of the paper. Press the
unpainted half of paper onto the half with the blots. Open the
paper. After the pictures have dried, gather them together. Hold
each one up for the children to see. Ask each child to imagine
what the picture might be. Does each child "see" the
same thing in a given picture?
Emphasize the individuality of our
boxes and place an object in each box. A child chooses a present,
looks inside, and describes the present. Other children guess what
is in the box.
activity you will need a tape player, tape with various
recognizable sounds: fire-truck siren, telephone ringing, clock
ticking, wind blowing through the trees, rain, thunder, person
speaking, person crying, dog, cat, horse and other animal sounds,
bell ringing, etc. Have children listen to the sounds and try to
identify them. Discuss any differences and what kinds of things we
learn through the senses of hearing. How would learning be
different if we could not hear? What sounds are signals (phone,
siren, church bells, etc.)?
or smell sensations
objects which can be identified by odor: flower, lemon, onion,
perfume and have children pair up, with each pair having a
plate of objects. One child will close her eyes and the other will
pass the objects under her nose for her to identify by smell.
Reverse roles and then discuss. Were some smells easier to
identify than others? Which smells did you like? did your partner
like/not like the same smells? What are some smells that you like?
Prepare several fruits: lemon,
orange, grapefruit, apple, cut into pieces. Have children pair up.
give each pair a plate with two of each kind of fruit. One child
will close her eyes while her partner rubs each piece of fruit on
her tongue. After each taste the child will guess which fruit she
tasted. Reverse roles. After the entire procedure discuss: Were
some fruits easier to identify than others? Which tasted sweet?
sour? Which tastes did you like? not like? Did your partner
like/not like the same tastes? did other people in the group have
the same or different tastes?
will look through magazines and ads to select pictures of foods
they like and do not like. They will then create two separate
collages, one for "Foods I Like" and one for "Foods
I do Not Like." After finishing the collages, the children
will compare and discuss them When we like something, we say we
have a taste for that thing. People's tastes differ. Do all the
children in the class have the same tastes? How do they differ?
How do you think people acquire tastes for the things they like?
scraps of material, paper, and objects with different textures
like rice, noodles, yarn, etc. Ask children to make a texture
collage--either as a group project or individually. Have available
rice, glitter, staples, material scraps of various textures,
sticks, small stones, noodles, etc. Ask the children to describe
which things feel rough, smooth, prickly, slippery, wet, etc.
activity you will need heavy paper, paste, rice, noodles, sticks,
stables, etc. Have students draw a picture, and divide it into
sections. Cover each section with glue and fill in with different
textured items to make a texture picture.
CHARACTER EDUCATION ACROSS THE CURRICULUM