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Verfügbare Sprachen
Verfügbare Sprachen
Magnifying Glass
Use the magnifying glass to:
• look at food on a plate;
• see Tac-Tiles up close;
• inspect fingerprints;
• observe objects in the room (plant leaves, raindrops on a window, coins, dollars, etc.);
• look at different textures, such as feathers, pieces of wood, fabric, sandpaper, and so on.
Other ideas:
• Have a student draw a circle or write his or her name on a piece of paper. Then, have the student do the same thing
with eyes closed. Which looks better? Why?
• To demonstrate peripheral vision, hold an object to the far right or far left of a student while he or she stares straight
ahead. Can the student identify the object without turning to look at it?
• Cover one eye with an eye patch and try performing ordinary fine motor activities such as lacing beads.
Smell
Sensory Tubes
• Place a fragrant item (spices, flowers, or foods) in each tube. Let the items sit for several minutes. Take the objects
out. Place a vented lid on one end of each tube. Can you guess which kind of smell or food was in each tube?
(Note: wash the tubes after the experiment.)
• Try the previous experiment again—but this time, smell each tube with eyes closed. Which were pleasant smells
(vanilla, oranges, mint) or unpleasant smells (onion, vinegar)?
• Can you smell things you can't see? Spray the tubes with a perfume and another fragrant spray such as hairspray or
deodorant, and cap each tube with the vented lids. Ask students to guess what is inside the tubes. Then, have them
smell each tube. What do they think each tube contains?
• Place pine needles in one tube and a fragrant herb such as rosemary or basil in the other tube. Let them sit overnight.
Remove both items and let students try to match the smell from the tubes to the actual objects. Try again a different
day with other objects such as a peppermint stick and a lemon.
• Do smells evoke memories? Place an object in each sensory tube such as pine needles, modeling compound, or a
cotton ball soaked in liquid soap. Remove the objects and cap with the vented lids. Pass around the sensory tubes.
Ask students to share what the smell reminds them of (for example, pine needles for camping or the winter holidays,
liquid soap for bath time, and modeling compound for playing at the kitchen table with a parent or sibling).
Divided Plate
• Place a fragrant food in each section of the divided plate such as a lemon, stick of mint gum, and strawberries. Put on
a blindfold. Smell each section of the plate. Can you identify the food?
• Does the smell of something give a hint as to how it will taste? Place foods or flavorings on the divided plate such as
vanilla, hard-boiled egg, cinnamon stick, cocoa powder, or cooked broccoli. Smell each one. Now, taste. Did it taste
like how it smelled?
Other ideas:
• Hide fragrant spices, flowers, or foods, and have students do a scavenger hunt to find the smells.
• Cut a gingerbread man shape out of sandpaper. Rub a cinnamon stick over the sandpaper and smell the gingerbread
man.
• Discuss dangerous smells such as smoke, gas, or chemicals. Why is the sense of smell important when dangerous
smells are present (e.g., smell of smoke could mean fire)?
• What are the students' favorite smells? Count how many students like the smell of new crayons. How about the smell
of grass after it rains? The smell of cookies baking? Which smell had the most votes? The least votes? Count them up
and announce the winner!
• Smell scented markers with eyes closed and try to identify each scent.
Hearing
Recordable Answer Buzzer
• Record a sound, such as a snap or a whistle, using the buzzer. One student takes the buzzer while the other closes
his or her eyes. The student holding the buzzer moves it to the left or right, and presses down to play the sound. The
student whose eyes are closed guesses if the sound came from the left or right (location of sound).
• Prior to class, record a student talking into the buzzer. During class, play the recording and have students guess
which student spoke. What auditory clues gave away the voice? Could they tell by the sound if it was a girl or boy?
• Record a sound (e.g., door closing, soda bottle opened, water running, doorbell, and so on). Have students guess the
sound.
• Record an instrument such as a piano, guitar, or drum, and have students guess which instrument was played.
• Record an instrument playing a high and a low note. Can students identify which was the high note and which was
the low note (sound and pitch)?
• Record a whisper and a shout to demonstrate loud versus soft sounds.
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