Chatfield 1

Meghan Chatfield
LESSON PLAN OUTLINE
JMU Elementary Education Program
Mystery Box Madness Mystery Box Madness allows children to explore
the physical world through their sense of touch. Students will reach their
hands into a box to feel a mystery object and then explore texture
vocabulary in relation to the experienced sensation.
Context of Lesson Children at the age of four explore the world and
engage in imaginary play. Physical interactions help students differentiate
between fantasy and reality. This science lesson helps to promote inquiry
skill development, physical sciences, and vocabulary expansion. The
students have demonstrated the ability to focus on a task at hand, basic
categorizing skills, and phonological awareness.
Objectives and Assessment
Developmental Objectives
Plan for Assessment
1. The students will generate
I will say, what would you not be able to do without sense
reasons for the importance of the
of touch? I will listen for events or activities that use the
sense of touch.
sense of touch during the completion process. If further
guidance is needed I will relate the activity to previous
event of the day.
2. Students will categorize and
When students describe the texture of the mystery object I
relate the mystery objects to other
will say, what else do you know has the same texture? I
objects in their past experience
will listen for texture objects of similar texture schemas.
based on texture.
3. Student will verbalize the
I will listen for appropriate descriptive words when
sensation experienced when
referring to each mystery item. If descriptive word is
touching the mystery object.
inappropriate I will say, can you think of another word
that best describes the texture?
Collection of Assessment Data
Document Attached
Related Virginia Science Foundation Block 4(Pre-School)
Matter/Simple Physical and Chemical Reactions
Materials Needed
- Card board box (Mystery Box) with an arm-sized hole on the side
(Practicum Student)
- 6 Items of Varied Texture (Suggestions: Pasta, Wig, Stuffed Animal,
Rock, Brush, marble, etc.) (Practicum Student)
Procedure
a) Preparation of the Learning Environment

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b)

c)

d)

e)

Clear the table surface and place mystery box on table with first
mystery object inside. Have students sit at a chair around the
table.
Introduction and Organization
To gather the students attentions say, If you can hear me,
touch your nose. If you can hear me, touch your ears. If you
can hear me, touch your eyes. If you can hear me, point to
your mouth. If you can hear me, touch your hands together.
Today we are going to be talking about our sense of touch.
Before the activity begins the teacher and student will discuss
and brain storm descriptive words and also determine if we like
that texture or otherwise (this will strengthen students ability to
verbally express themselves).
There are six students participating in the activity and there are
six mystery objects. Each Student will have the opportunity to
go first.
Implementation
Mystery items are placed in the box unseen. Each student will
be instructed to reach into the box and touch the mystery object
without talking. After every student has felt the mystery object
each student will be asked to provide one or two words of what it
felt like. Students will be asked what other objects feel similar.
Teacher should guide the vocabulary used to keep students
focused and form appropriate guesses. Teacher should be lively
and enthusiastic, even when revealing the mystery items.
Closure
As closure, there will be a facilitated group discuss about the
importance of touch and how the students would be affected if it
did not exist. What daily actions would become impossible?
Clean Up
All materials will be removed from the room. The table will be
wiped off and the floor swept.

Differentiation
Two students in the class have speech impediments. If students are
not engaging with other students teach should provide them with additional
assistance. Students can be provide with prompted answers, Would you say
that felt soft or hard? Furry or Smooth? Have the students repeat the words
back to texture vocabulary words back to you. On the other hand, gifted
students can have the option to draw or write what they predict the mystery
object is.
What Could Go Wrong With This Lesson And What Will You Do About
It?

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Depending on how receptive and conversational a group of students are the

time length can fluctuate. To prevent lax time, have a couple extra fun
mystery items stashed in your Mystery Box!