Textures Sensory Table: Describe How It Feels

Level 3 develops academic independence.

Objectives

Materials

Instructions

Materials

Large sensory bin or table

Assortment of soft materials (e.g., cotton balls, yarn, fluffy fabric scraps, feathers)

Assortment of bumpy materials (e.g., bubble wrap, small craft pom-poms, textured balls)

Assortment of smooth materials (e.g., polished stones, silk fabric, wooden blocks)

Small containers or scoops for scooping and sorting

Picture cards showing different family members or home environments

"Texture" word cards (e.g., soft, bumpy, smooth, rough)

Learning Objectives

Children will be able to describe the tactile qualities of various materials using descriptive words.

Children will be able to sort materials based on their textural properties.

Children will be able to make connections between textures and their home or family experiences.

Step-By-Step Instructions

1. Introduce the sensory table by saying, "Today, we're going to feel all sorts of interesting things! Just like how different people in our families are unique, so are the textures we can find."

2. Invite children to come to the table and explore the materials. Encourage them to touch, squeeze, and feel.

3. Ask open-ended questions like, "What does this feel like to you? Is it soft like a blanket your grandparent might have?"

4. Guide children to sort the materials into groups based on how they feel (e.g., all the soft things together, all the bumpy things together).

5. Introduce the texture word cards and encourage children to match the words to the materials.

6. Show the picture cards of family members or homes. Ask, "Does this feel like something you have at home? Does it remind you of a toy a sibling plays with, or a cozy chair where your parent reads to you?"

7. Encourage children to use their descriptive words to talk about the textures they are feeling. "This yarn feels a little bit scratchy, like the rug in our living room!"

8. Allow free exploration time for children to continue engaging with the materials and sharing their ideas.

Educator Tip

To support all learners, consider adding a wider range of textures, including some that might be slightly or very coarse. Ensure materials are safe and do not pose a choking hazard. You can also involve families by sending home a small bag of varied texture items and asking them to discuss the textures with their child, relating them to objects or experiences at home, and inviting them to share their findings back at school.

Assessment

Observe children's interactions with the materials. Note their vocabulary during exploration and their ability to sort the items based on texture. Listen for their descriptive language and any connections they make to their families or homes. You might also collect photos of children engaged in sorting or verbalizing their discoveries.

Educator tip

Use rubric; insist on justification.

Assessment

Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Rubric (1–4): vocabulary, sorting accuracy, explanation quality.

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