Exploring Textures

Lesson Overview

In this 30-minute lesson, preschool students will explore various textures through tactile sensory experiences, using an assortment of tactile materials such as fabric, paper, and natural items. This lesson introduces the concept that textures can express feelings and ideas, such as integrity, laying the foundation for the unit titled "Collage of Integrity." The lesson incorporates sensory learning strategies, differentiation for diverse learners including autistic students, and dyslexia-friendly supports.

Learning Objectives (Aligned with NZ Curriculum Refresh)

We Are Learning To (WALT):

Explore and identify different textures using various materials.
Understand how textures can convey feelings of integrity.

Success Criteria:

Students can identify and describe at least three different textures using simple descriptive language.
Students engage actively with tactile materials and communicate their texture experiences.

Curriculum Alignment:

The Arts (Visual Arts) Learning Area
- Expressing ideas and feelings through visual language and arts practices (Learning Area Statement)
- Develop sensory awareness through using a variety of materials and processes to create visual art (Achievement Objective: Years 0-1 - Explore visual and tactile qualities of materials to express ideas and feelings)
Key Competencies
- Thinking: Students use sensory experiences to understand and make meaning of texture.
- Using language, symbols, and texts: Students describe textures using simple vocabulary with visual supports.
- Managing self: Students engage with materials at their own pace and comfort level.
Inclusion & Diversity
- Supports sensory learners with tactile exploration and visual aids (universal design for learning principles) .

Resources and Materials

Texture materials: soft fabric, rough sandpaper, smooth paper, coarse bark, shiny foil, feathers, cotton balls, etc.
Vocabulary cards with pictures and labels (dyslexia-friendly fonts like Sassoon or Comic Sans)
Pre-made "Texture Cards" displaying materials in small samples
Blank tactile "Texture Booklets" (small folded book with blank pages for children to attach samples)
Glue sticks or double-sided tape
Sensory-safe environment with clear space for movement and tactile exploration

Lesson Breakdown (30 minutes)

Time	Activity	Description & Teaching Strategies	Differentiation & Supports
0-5 minutes	Welcome & Introduction to Textures	Gather students on a mat. Briefly introduce "texture" using simple language. Show example materials and pass around a soft fabric sample.	Use visual aids and real samples to reinforce meaning. Use clear, slow speech with repetition.
5-10 minutes	Guided Sensory Exploration	Present a small selection of texture materials. Invite students one by one to touch, feel, and describe what they notice. Model descriptive words (e.g., soft, rough, smooth).	Provide hand-under-hand support if needed. Allow students to explore at their own pace. Use tactile materials safe for sensory needs.
10-20 minutes	Texture Identification Activity	Distribute "Texture Cards" and vocabulary cards. Ask students to match the vocabulary to the texture samples (e.g., "Which one is rough?"). Invite students to describe textures using pictures and words.	Pair students for peer support or work one-on-one. Use simple or augmented communication aids (gestures, signs) for non-verbal students.
20-28 minutes	Create Texture Book (Sample Attachment)	Show how to glue texture samples into a small book to take home or share later. Guide students to select 3 textures to add to their books.	Pre-cut cards for those struggling with fine motor skills. Provide choice boards for texture selection.
28-30 minutes	Reflection & Sharing	Circle time: Invite students to share their favourite texture and how it feels, using vocabulary or gestures. Display books for the class to see.	Provide sentence starters or picture prompts (e.g., "My favourite texture is..."). Offer visual praise stickers.

Assessment and Feedback

Formative: Observe students' ability to differentiate textures during exploration and match vocabulary cards, adjusting support as necessary.
Success criteria met if: Students identify and describe at least three textures verbally or non-verbally (with prompts).
Teacher Notes: Provide immediate positive feedback for engagement and effort. Use simple tally or note system to track individual participation and descriptive attempts for ongoing planning.

Differentiation Strategies (for diverse learners including autistic and sensory learners)

Offer various tactile materials with different sensory properties.
Allow flexible movement and choice during activities.
Use clear, simple instructions supported by visual aids.
Create quiet, low-stimulation spaces for sensory breaks if needed.
Provide additional adult support and prompts on a needs basis.
Adapt the texture book activity with pre-made samples or sensory bins for selection.

Extension (for advanced learners)

Encourage making a larger texture collage incorporating multiple materials to show different feelings of integrity (e.g., soft for kindness, rough for strength).
Use descriptive language to explain why certain textures make them feel certain ways.
Introduce simple digital tools (tablet apps) for exploring and creating virtual texture collages.

Dyslexia-Friendly Reading and Supports

Use large, clear fonts on all labels and cards.
Include picture symbols alongside simple words (e.g., soft, rough).
Repeat key vocabulary with physical demonstration to reinforce meaning.
Avoid text-heavy materials; use visuals as primary mode of communication.

Reflection for Next Lessons

Note students' interest and comfort with textures for deeper engagement in future lessons.
Adjust materials and supports to scaffold exploration based on observed needs.
Plan to incorporate storytelling or movement linked to textures to deepen the unit on integrity.

This lesson plan integrates key principles from the refreshed New Zealand Curriculum including inclusive teaching, sensory learning, and fostering the Key Competencies through the Arts for early childhood learners with diverse needs .

Teaching Instructions