Grade R Touch Lesson Plan: Life Skills

Lesson Plan Title:

Grade R Life Skills Lesson Plan: Exploring the Sense of Touch

Materials Needed:

  • Various textured objects (e.g., sandpaper, cotton balls, sponges, ribbon, silk cloth)
  • Blindfolds
  • Chart paper and markers
  • “My Five Senses” book or similar children’s book
  • Worksheets with images of different textures
  • Pair of gloves (optional)

Learning Objectives:

By the end of the lesson, students will be able to:
1. Identify and describe different textures using their sense of touch.
2. Understand the importance of the sense of touch in daily life.
3. Differentiate between textures using descriptive vocabulary.


  1. Texture – How something feels when touched.
  2. Smooth – A surface that feels even and not rough or bumpy.
  3. Rough – A surface that feels uneven and bumpy.
  4. Soft – A surface that feels gentle to touch and not hard.
  5. Hard – A surface that feels firm and solid, the opposite of soft.

Previous Learning:

Students have previously been introduced to the five senses and have learned about the sense of sight and hearing.

Anticipated Challenges and Solutions:

  1. Challenge: Students may struggle to articulate their experiences of different textures.
  2. Solution: Model the use of descriptive vocabulary and provide sentence starters.
  3. Challenge: Some students may feel uncomfortable with the blindfold activity.
  4. Solution: Allow students to participate in pairs and provide reassurance and support.

Beginning Activities (10% – 4 minutes):

  1. Introduction (2 minutes): Start with a fun song or chant about the five senses. Explain that today we are going to focus on a special sense – the sense of touch.
  2. Book Reading (2 minutes): Read a short excerpt from “My Five Senses” that focuses on the sense of touch.

Middle Activities (80% – 32 minutes):

  1. Texture Exploration (10 minutes):
  2. Distribute various textured objects to small groups.
  3. Encourage students to feel the objects and describe them using new vocabulary.

  4. Blindfold Activity (10 minutes):

  5. In pairs, one student is blindfolded while the other student gives them different textured objects to touch.
  6. The blindfolded student should describe the texture and guess what the object might be.

  7. Guided Drawing Activity (8 minutes):

  8. On chart paper, draw and label different textured items (smooth, rough, soft, hard).
  9. Ask students to come up and draw objects they think match each texture.

  10. Worksheet Activity (4 minutes):

  11. Provide worksheets with images of different textures.
  12. Have students colour the images based on texture or draw lines to objects they think match the given textures.

End Activities (10% – 4 minutes):

  1. Class Discussion (2 minutes): Discuss what students learned. Ask them to share their favourite texture and why.
  2. Exit Ticket (2 minutes): Students will choose a texture they liked feeling the most and draw it on a small piece of paper to hand to the teacher as they leave.

Assessment and Checks for Understanding:

  • Observations during group work and blindfold activities.
  • Class Discussion to gauge student understanding.
  • Worksheets for individual assessment of grasp of textures and vocabulary.

Differentiation Strategies for Diverse Learners:

  • Scaffolding: Provide tactile prompts and sentence starters for describing textures.
  • Extension: Allow advanced students to create a “texture book” by collecting and describing different textures at home.
  • Support: Pair struggling students with a buddy and provide additional verbal support and encouragement.

Teaching Notes:

  • Purpose: To help students develop an understanding of their sense of touch and build descriptive vocabulary related to textures.
  • Educational Value: Enhances sensory awareness and promotes vocabulary development.
  • Tips: Ensure all students participate actively, rotate groups to maintain engagement, and encourage expressive language use.
  • Accessibility Considerations: Provide alternatives or additional support for students with sensory processing issues or fine motor difficulties.

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