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Verfügbare Sprachen
Verfügbare Sprachen
• Place the buzzer on top of a cup to demonstrate echo or vibration.
• Record several seconds of a familiar song on the buzzer. Play the recording—can students guess the song, or sing the
next line?
Sensory Tubes
• Place bells in one tube, and dice in another. Cap with the vented lids, and shake. Describe the sounds you hear.
• Place other objects in a tube with vented lids, and shake. Can students identify the objects in the tube by sound if
their eyes are closed?
• Fill a tube with rice to make the sound of a rain stick. Cap with solid lids, and shake. Can you make the sound louder?
Softer?
Other ideas:
• Ask students to put their hand over their throat. Then, have them whisper, talk, yell, and hum to feel the vibrations of
their larynx.
• Have one group of students lay on the floor with an ear to the ground. Have the other group jump up and down so
the listening students can hear and feel the vibrations.
Taste
Divided Plate and Taste Cards
• Present a "taste of the day!" Change the divided plate each day so three foods represent a taste. For instance:
- Sweet: jelly beans, watermelon, sugary cereal
- Sour: lemon, sour apple, dill pickle
- Salty: pretzel, potato chip, salted popcorn
- Bitter: small amounts of baking chocolate, vinegar, olives
- Spicy: cinnamon-flavored candy, medium salsa, pepper jack cheese
• Ask students to try the foods (or one of the foods) each day and correctly label the taste of the day.
• Place different foods in each section of the divided plate, such as a lemon, sugar, and salsa. Have students try each
food and label each one with the correct card (sweet, salty, sour, etc.)
• Place a different-color jelly bean in each section on the divided plate. With eyes closed, have a student taste each
one and try to guess the color.
• Place three foods on the divided plate (e.g., chocolate, pretzel, lemon drop). Have students plug their noses and taste
each one. Can they taste the food?
• Place a different-tasting food on each section of the plate. Have students close their eyes, taste, and try to identify
each food.
• Foods or spices can look alike, but taste different. Pour a little salt in one of the sections of the divided plate and
sugar in another. See if students can tell the difference by looking. What if you look with a magnifying glass? See if
they can tell the difference by touching. Next, sprinkle a few salt grains and a few sugar grains on opposite sides of a
napkin or paper towel. Can the students tell the difference now with their sense of taste?
Magnifying Glass
• Peel the skin off an apple, cut it into small pieces, and add to a section of the divided plate. Do the same with a pear
in another section. Have students look at both under the magnifying glass. Let students smell both. Can they tell
which one is apple and which one is pear? Do a taste-test. Now can they identify which fruit is which?
Other Ideas:
• Draw a giant tongue on large paper. Talk about the different taste buds and label them on the tongue. Have students
cut out pictures from a food magazine to glue onto the correct taste bud on the tongue.
• Take a poll of students' favorite sweet, sour, salty, spicy, and bitter foods, and then graph the results.
• Have students close their eyes and try a piece of dark chocolate and milk chocolate. Can they identify each?
Touch
Tac-Tiles (bumpy, smooth, ridged, rough)
• Place all the shapes inside a bag. Without looking, take turns reaching in to pull out a shape and feel the different
textures. Name each texture.
• Place one of each shape on the table, and place the other pieces in a bag. Ask the student to take a shape from the
table and then reach inside the bag to find the matching shape. If he or she has difficulty, remove some of the shapes
from the bag or allow the student to find it by sight. Next, have the student try the same activity by matching all four
textures.
• Place one each of the four textures into a bag; leave the other pieces out. Say a texture as you place it in the bag,
such as bumpy. Have the student reach inside the bag to see if he or she can find the matching texture. Continue
matching the other textures.
• Set out three texture shapes, two that match and one that is different (such as two smooth and one rough). Have a
student identify the one that is different and discuss why. Extension: Have students try this with their eyes closed.
• Place 5 different shapes into a bag. Have the student reach inside and find a shape. Ask the student to describe the
texture without looking at it. This is a great way to enhance and encourage vocabulary.
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