Unit: Sensation and Perception

Lesson: Perceptual Organization/Interpretation
ALIGNMENT:
Standard
Sensation and Perception.3.:
Interaction of the person and the
environment in determining
perception

Objective

Assessment

Activity

Students will participate in multiple Completion of
sensory activities in order to explain Questions
how experiences and expectations
influence perception.

All Activities

APA CONSCIOUSNESS PERFORMANCE STANDARDS COVERED IN LESSON:
Sensation and Perception.3.1: Explain Gestalt principles of perception.
Sensation and Perception.3.4: Describe perceptual illusions.
Sensation and Perception.3.6: Explain how experiences and expectations influence perception.
MATERIALS:
Student Materials Required: Note Taking Sheet, Intonation Readings, TIME Article, Graph, Froot Loops
Technology Required: PowerPoint, Projector, YouTube, Ladle Rat Rotten Reading
LESSON PROCEDURE:
Opening Activity- Crash Course “Perceiving is Believing” Viewing
Time Allotted: 12 MINS
Students will watch “Perceiving is Believing”. While watching, students will complete a note taking sheet.
Students will be focusing on the following concepts:






Perception
Perceptual Set
Form Perception
Rules of Grouping
Depth Perception
Motion Perception
Constancy
https://www.youtube.com/watch?v=n46umYA_4dM
Transition: After students have viewed the video, students will be asked to take two minutes and help each
other complete parts of the graph that they may have missed. After students have an opportunity to work
together, students will be informed that today we will be focusing in on multiple perception activities. The first
will be Visual Illusions. Students will be given verbal instructions for the next activity.
Adaptations: Students receive a note taking sheet that highlights the information that is important and organizes
it into a neat, concise manner that is easy to study from. The video is available at home via YouTube for

refresher.
Activity 1 - Visual Illusions Stations
Time Allotted: 20 MINS = 3 MINS each station
Students will be introduced to visual illusions. Students will then move around the room, working at six
different stations where there is a visual poster with an illusion and explanation. Students will visit each station,
look at the visual illusion and read the description attached to each one.
Transition: Students will be informed that now we are going to look at an illusion for the auditory system.
Students will be given the reading Ladle Rat Rotten Hut and instructed to follow along with the audio reading.
Adaptations: The posters have easy to read. Students can work at their own pace, staying at stations for longer
periods of time if necessary.
Activity 2 - Hearing
Time Allotted: 15-20 MINS
Students will listen to an audio reading of Ladle Rat Rotten Hut. After students hear a segment, students will be
asked to tell me what story they just heard. After students identify the reading, they will be introduced to the
definition of Intonation and we will discuss its importance to linguistics. Students will then be given another
reading that is in a similar style, either Center Alley or Guilty Looks Enter Tree Beers. They will read the story
out loud in their groups and try to determine what story it is. Once they identify the story, they will answer the
questions on their worksheet.
AUDIO:
http://www.exploratorium.edu/exhibits/ladle/
READINGS:
http://www.crockford.com/wrrrld/anguish.html#Guilty Looks Enter Tree Beers
Transition: Students will be informed that our last illusion will incorporate three of our senses: taste, smell and
vision. Students will be given instructions for the next activity.
Adaptations: Students have a visual and audio representation of Ladle Rat Rotten Hut. Students also have the
questions right in front of them with room to write.
Activity 3 - Taste, Smell, Vision
Time Allotted: 30 MINS
Students will conduct a brief experiment on Froot Loops, where each group will receive one of each color. A
student will close their eyes and taste test the Froot Loops, determining the flavor they are chewing on. The
other members in the group will collect the data. After the brief experiment, students will reveal that they did
not notice a difference in the taste. Students will then be directed to read the following article from TIME. After
they read the article, students will respond to the following questions with their group members.

ARTICLE:
http://time.com/1477/breaking-breakfast-news-froot-loops-are-all-the-same-flavor/

1.
2.
3.
4.
5.

QUESTIONS:
sensory interaction: since smell and taste are most often used at the same time (to detect "flavor"), is our sense
of smell active during this illusory perception? Why or why not?
visual dominance: what does this illusion demonstrate about which senses "dominate" others?
absolute and difference thresholds: which threshold is most applicable to this illusion? One, both, or neither?
selective attention: does focusing on specific aspects of the fruit loop (e.g. focusing on the color) influence the
illusion?
finally, what other food substances might this illusion apply to? Jelly beans? Starburst? Skittles?
Transition: Students will be asked to return to their normal seats, if they are not already there. Students will be
asked to share out one thing they learned today during our illusions. Either directly about a specific illusion or
about perception in general. Students will be given instructions for the last activity.
Adaptations: Students have the article in front of them with room for note-taking, if they choose. Questions are
also right in front of them and there is room to write.
Closing Activity - Disability Group Meetings
Time Allotted: Until the end of class
Students will meet with other students in the class who are researching the same disability group. Students will
discuss their progress, how they are presenting the information, and challenges they may be facing with the
project.
Transition: Students will be reminded that the test is on Thursday and the project is due at the beginning of
class. Students will leave at the sound of the bell.
Adaptations: This should serve as a reminder for students that the project is due Thursday and offer an
opportunity for students to collaborate on knowledge, process and product.
Safety Valve: None.
Homework: Disability Group Project