Texture Discovery

Context

This lesson is the third in an 8-lesson unit titled "Adventures in Ocean Habitat" designed for preschool students in New Zealand. It focuses on investigating textures found in ocean environments using sensory bins to cater to diverse sensory learning needs, especially for autistic learners.

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Duration

30 minutes

Class size

10 students

Curriculum Alignment: New Zealand Curriculum Refresh (Te Mātaiaho)

Learning Area

Science — Nature of Science and Living World strands (year 0–3 level appropriate)

Relevant Achievement Objectives

• Living World:
  • Students explore and describe the natural world and show care for it.
  • Explore features of living things and their environment, including properties such as texture.
• Nature of Science:
  • Students use their senses to explore the world around them.
  • Communicate observations using simple descriptive language.

Key Competencies Addressed

• Relating to others: Working collaboratively and respecting differences.
• Participating and Contributing: Sharing ideas and being actively involved.
• Managing Self: Engaging with sensory materials thoughtfully.
• Thinking: Expressing descriptions and feelings about sensory experiences.

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Learning Intentions (WALT - We Are Learning To)

• WALT: Use our senses to explore and describe different textures found in the ocean habitat.
• Feel and communicate how different ocean textures make us feel.
• Use new vocabulary to describe textures (e.g., rough, smooth, wet, dry, soft).

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Success Criteria

• Children can identify and touch different ocean-related textures (sand, seaweed, shells).
• Children express their feelings or reactions using words, pictures, or gestures.
• Children use vocabulary related to texture accurately when discussing sensory experiences.
• Children demonstrate curiosity and engagement when exploring sensory bins.

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Learning Resources

• Sensory bins containing:
  • Clean, damp sand
  • Real or realistic seaweed (silky or rubber textures)
  • A variety of shells (smooth, ridged)
• Picture cards with texture words and visuals (rough, smooth, wet, dry, soft, hard)
• Visual timetable with clear symbols for activities (to support predictability and reduce anxiety)
• Plain paper and crayons or textured rubbings materials for drawing
• Soft seating mats for comfort during group discussions

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Lesson Outline

Time	Activity	Description	Differentiation & Supports
0–5 minutes	Welcome and Introduction	Greet children. Briefly chat about the sea. Introduce 'WALT' and show picture cards of textures and objects.	Use Visual Aids and simple sentences. Use short, clear instructions. Allow children to handle texture cards.
5–15 minutes	Sensory Exploration - Texture Bins	Children rotate around bins in small groups (2–3 children per bin). Encourage sensory exploration using hands.	Allow children who may be sensory sensitive to wear gloves, use tools like scoops, or observe if needed.
15–20 minutes	Guided Discussion	Gather children on mats. Share feelings about each texture. Use prompts: “How does the sand feel? Is it soft?”	Use sentence starters for communication. Allow non-verbal responses via pictures or gestures.
20–25 minutes	Texture Drawing or Rubbing Activity	Children create rubbings or drawings of textures using crayons on paper.	Provide textured templates for tracing. Use adaptive tools (thicker crayons, easel stands).
25–30 minutes	Wrap-up and Reflect	Recap the types of textures explored. Invite children to choose their favourite texture and say why.	Summarise using simple vocabulary and visual prompts. Celebrate all forms of participation.

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Differentiation Strategies for Diverse Learners

• Sensory Regulation:
  • Offer quiet spaces or breaks away from stimulating textures if overwhelmed.
  • Provide alternative means of exploring (using visuals, verbal descriptions).
• Communication:
  • Use visual supports and sentence stems like "I like... because...", "It feels..."
  • Support non-verbal learners with communication boards or pictures.
• Motor Skills:
  • Allow use of adapted tools for drawing or rubbing activities.
• Attention and Engagement:
  • Use a timer and visual schedule to signal activity changes.
  • Keep group sizes small and provide one-on-one support where needed.

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Extension Activities for Advanced Learners

• Texture Sorting: Ask learners to sort shells, sand, and seaweed by texture attributes (e.g., soft/hard, smooth/rough).
• Texture Words: Encourage use of descriptive adjectives not introduced in class (e.g., "gritty", "slimy").
• Storytelling: Invite learners to create simple stories or role plays using the ocean textures they explored.

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Dyslexia-Friendly Reading Options

• Use large, clear fonts on all printed materials.
• Incorporate pictures alongside key words.
• Present vocabulary in a consistent format with visual supports.
• Use high-contrast colours for visual aids.
• Read aloud and model vocabulary usage before independent exploration.

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Assessment for Learning

• Observe children’s ability to engage with textures and use descriptive vocabulary.
• Listen for use of new words during discussion or play.
• Note ability to express feelings and preferences with support.
• Collect children’s drawings or rubbings as evidence of texture recognition.

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Teaching Notes

• Begin with a calm sensory warm-up such as deep breaths or light hand massage to prepare students for tactile activities.
• Use positive reinforcement and descriptive praise (e.g., “I like how you used the word ‘rough’ to describe the shell!”).
• Connect learning to prior lessons in the unit, linking ocean textures to familiar sights or experiences.
• Ensure all materials are safe, non-toxic, and allergy-aware.

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This lesson plan integrates sensory exploration aligned with the New Zealand Curriculum Refresh and supports autistic children’s sensory needs, engagement, and communication skills whilst encouraging descriptive vocabulary and curiosity about the ocean habitat.

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If you require more details or adaptations, feel free to ask!