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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.


Teacher discretion.


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.


Visual Perception and Discrimination
1. For this 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 perceptions.

2. Decorate 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.
Auditory Discrimination
1. For this 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.)?
Taste or smell sensations
1. Prepare 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? don't 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?

2. Children 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?
1. Gather 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.
2. For this 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.