BROOK STONES BEST BRAINS GROUP OF SCHOOLS

SENSORIAL SCHEME FOR PRE-NURSERY

3RD TERM

LESSONS
1. Colour box
2. Geometric solids
3. Knobbed Cylinders
4. Tasting Jars
5. Montessori Colour Box 3
6. Colour resemble and sorting task
7. Smelling Jars
8. Thermic Tablets
9. Thermic Bottles
10. Compare Thermic Bottles and Thermic Tablets

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LESSON 1: COLOUR BOX II

Colour Box II contains 22 tablets with II pairs of the following:

 Blue, red, yellow – primary colors;

 Purple, orange, green – secondary colors;
 Pink, grey, brown – tertiary colors;
 White and black.

With smaller children, you might want to start by asking the child to select the primary
colors already done with Color Box 1,

Prompting question: “Would you like to pick out the primary colors that we have already
done?” or “Would you like to get the blue, red and yellow colour tablets and find their
match?"

You will next introduce the three secondary colors by picking them out and getting the child
to match them, followed by the tertiary colors, and so forth.
Finally, he would match the remaining white and black pairs.

When the child successfully matches all the pairs, you may then introduce the names using a
Three Period Lessons should be applied Children knows all the colours from Box 1. In
Brook stones when I ask: play group children Can you show me?" (red). (In English, he /she
could do it at 24 months). And he can successfully complete the Third-Period in English
when asked: "What color is this?" He would correctly answer.

Activities to reinforce learning of colour

Colour Memory Game with Color Box 11

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To make learning fun, to facilitate movement, and to promote recollection of colors from
memory, we could also play a game, where I would have two baskets: each containing
identical tablets. One basket will be on the mat with me, and the second in the other mat. I
would lay a tablet on the mat, ask children what color it is, and have him or her to drive a
truck to the other mat to get the matching pair from the second basket.

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LESSON WK 2: GEOMETRIC SOLIDS

Introduction
Invite the child to come and work with you. Tell vthe child that for today’s work, we are
going to need a mat. Have the child unroll a mat. Bring him over to the shelf and show him
the basket, giving the child the name of the material. Have him bring over the entire basket,
placing it in the top right corner of the mat. Have the child sit your left.

Procedure 1
- Take out one of the simpler shapes (such as the sphere), and place it on the mat in front of
you.
- Feel the solid in your hands by gently sliding you hands around the sphere.
- Allow the child to feel the sphere in the same gentle manner.
- Have the child place the sphere near the top left corner of the mat.
- Demonstrate on another solid, showing him again how to gently slide your hands around
the solid.
- Allow the child to explore the other solids in the basket.

Procedure 2
(Prepare for the lesson in the same way as above.)
- Take out the sphere from the basket.
- Feel the sphere in your hands as in Presentation 1.
- Allow the child to feel the sphere and as he is doing so say, “That is a sphere”.

Prompting question: “Can you put the sphere on the mat?”

Response: I can put the sphere on the mat

- The child should then place the sphere on the mat.

- Take out the cube and repeat in the same way as with the sphere.
- Take out the cylinder and repeat in the same way as above

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Materials needed
- A basket large enough to contain ten geometric wooden solids in blue:
A triangular prism
A rectangular prism
A cube
A cylinder
A cone
A triangular pyramid
A square pyramid
A sphere
An ellipsoid
An ovoid
- Seven white cards with geometric figures drawn in a thin blue line
- A suitable cloth (not transparent) large enough to cover the basket
- A mat
- Then do a three-period lesson for: sphere, cube, and cylinder.
- On another occasion, repeat this presentation for three more solids until the child knows
that names of all of the solids.

Exercises

Exercise 1
The child works individually with the geometric solids.

Exercise 2
The child chooses 3 – 4 solids. Place these in a separate basket and cover it with a scarf.
Reach your hand under the scarf, feel one of the solids underneath, and say out loud what
solid you believe you have in your hands. Take out the solid from under the scarf to reveal
the solid you have. Allow the child to do as you have shown. This allows the names of the
solids to be reinforced for the child. Work in this manner until the child can place a scarf
over all of the solids and still feel and guess correctly.

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Exercise 3
Take out three cards of contrast. Place the cards on the mat and see what solids fit onto each
card. Allow the child to experiment with all of the cards.

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LESSON WK 3: KNOBBLESS CYLINDERS

PRESENTATION
Materials
Four boxes each with a set of 10 cylinders of the same size as the cylinder blocks:
- One set of red: two different dimensions.
- One set of yellow: three different dimensions.
- One set of green: three different dimensions – inverse to the first.
- One set of blue: one different dimension.

Presentation
Invite the child to come and work with you. Bring him over to the shelf and tell him we will
be working with the knobless cylinders.
Show him the red box and have him bring it to the table, placing it on the right side of the
table.

Procedure 1: The Red Box

- Open the box and place the box onto its lid.
- Remove all of the red cylinders and place then randomly to the left of the box and place the
lid back on.
- Pick up the thickest cylinder and very quietly place it to the left of the table.
- Grade the red cylinders from thickest to thinnest.
- Make sure they are lined up all having the same center point
- You and the child stand up from the table and look at the cylinders from the top and from
every side. (Make sure the child gets to where the table is at nose level to truly see them
lined up.)
- Both you and the child sit down and you mix up the cylinders.
- Then have the child grade them.
- Show the child how to put the cylinders back into the box by placing the thickest to the
thinnest back in.
- The child can work individually on one box at a time: the red box, the green box, the yellow
box, or the blue box

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Procedure 2: The Red and Green Boxes
- Take out the red and green box.
- Grade the red as in Presentation 1.
- Take out all of the green cylinders and have the child grade them from shortest to tallest,
directly in front of the red cylinders.
- Look at it from all directions.
- Grade the red cylinders in reverse, and this time in front of the green cylinders so you are
now comparing them in the other direction.
- Superimpose one over the other but always keeping the one with the larger base on the
bottom.
- Feel free to explore by superimposing in other ways, always looking at it from all
directions.

Procedure 3: The Red and Yellow Boxes

- Repeat as in Presentation 2. Keep the examination orderly but allow the child to explore.

Procedure 4: The Green and Yellow Boxes

- Grade the green and then the yellow cylinders in the same manner as in the above
presentations. Allow the child to explore.

Procedure 5: The Red and Blue Boxes

- Have the child grade the red cylinders.
- Then grade the blue from tallest to shortest and directly in front of the red.
- Explore by superimposing.

Procedure 6: The Green and Blue Boxes

- Grade the green cylinders and then the blue in the same manner as above.
- Superimpose one over the other.
- Allow the child to explore.

Procedure 7: The Yellow and Blue Boxes

- Grade the yellow and then the blue cylinders in the same manner as the presentations
before.
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- Allow the child to explore.
Procedure 8: Three Boxes at a time
- Have the child begin by grading each of the three boxes and then exploring as he had done
when using two boxes.

Procedure 9: Four Boxes at a time

- Grade all four of the cylinder sets individually and then explore.
You might what to allow the child to build all four of the sets on a large mirror so as to be
able to see the different grading as a reflection.

Direct aim:
To observe and compare the different series with each other.

Indirect aim:
Getting a clearer understanding for the different dimensions and their interplay.

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LESSON WK 4: TASTING JARS

MATERIALS NEEDED
- Two sets of four bottles with droppers, each containing one of the four fundamental tastes:
* Salty: salt and water
* Sweet: sugar and water
* Bitter: tonic water
* Sour: lemon and water
- One set has tops with one color and the other set has tops with a different color. (Or a label
to distinguish one set from another.) These two sets form pairs.
- Four small glasses of water, two for each person.
- Two spoons, one for each person.

PRESENTATION
Introduction
Before beginning the presentation, check the glasses for their cleanliness. If they are not
clean, decide whether you want to clean them with the child or before you invite the child.
Invite the child to come and work with you. Bring the child to the shelves and show him the
tasting bottles. Tell the child that you will be showing him how to use the tasting bottles.
Have the child carry the tray to that table, placing it in the upper part of the table.

PROCEDURE
- Stand in front of the table and take out the four glasses and the two little spoons.
- Place the two spoons on the table and tell the child that you are going to fill up all of the
glasses with water.
- You and the child each carry one glass at a time and fill each with water.
- Have the child place the glasses side by side and to the left of the tray.
- Place your two glasses to the right of the tray.
- Place one spoon into each of the glasses closest to the tray.
- Have the child sit down to your left, and then you sit down.
- Take out all of the bottles and line them up in two rows (based on their color or different
label).
- Move the tray off to the side.
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- Mix one of the lines up, keeping them in a line.
- Bring the first bottle from the left row up near you, thus isolating it from the others.
- Open the bottle and show the child how to use the dropper.
- Drop two drops into your spoon, place the dropper back into the bottle and taste what is in
your spoon.
- Replace your spoon into your glass.
- Have the child use his spoon and you drop two drops and allow the child to taste.
- Close the bottle and place it off to the left side of the table.
- You can then take a sip of water from your second glass to clear your palate.
- Taste all of the jars in this same manner, always allowing the child to taste after you.
- Once all of the bottles have been tasted, replace them in a line as they were.
- Isolate the first bottle in front of you and tell the child that you are going to find that one
that tastes just like this one.
- Bring the first bottle from the right line forward.
- Taste the first bottle and then the second bottle. (Rinsing your spoon in between each.)
- If they are not the same, tell the child so, allow the child to taste both, and place the right
bottle to the right of the right line of bottles.
- Bring down the next bottle from the right line.
- Allow the child to taste both, tasting for if they are the same.
- If they are the same, place them side by side in between both of the lines.
- Repeat, guiding the child through the tasting until all of the bottles have been matched.
(Anytime there is a mismatch, encourage the child to take a sip of water.)
- If the child wishes to continue working with the bottles, reline them into their two lines,
mix one of the lines and have the child match as he was shown.
- Once the child is done working with the tasting bottles, show him how to replace the
bottles into two rows (based on their color or label) back onto the tray. Wash the glasses,
spoons and cups with the child. (You each clean your own.)

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Games
Matching to food in the environment

Language
Salty, Sweet, Bitter, and Sour

Purpose
Direct aim:
To realize that there are only four fundamental tastes.
The game develops awareness of the close relationship between taste and smell.

Control of Error
The ability of the child to discriminate taste.

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LESSON WK 5: MONTESSORI’S COLOUR BOX 3

Color Box 3 has 63 colors representing nine colors in seven graded shades of red, blue,
yellow, green, purple, orange, brown, pink and grey.

Initially, you would start with three contrasting shades of any one color, introducing the
language: darkest-lightest-in the middle. You will show the child how to grade the tablets
from the darkest to the lightest or vice versa.
To demonstrate, arranged the three shades of each color on the neutral mat and show the
tablets to children mentioning each shade.

Afterwards, placed the three shades of any one color in a basket, mixed them up, and offer
children to grade them from the darkest to the lightest, G inserting the in-between color
tablet in the middle..

To add some fun, chicken arranged the graded color tablets around the Sun, as a color wheel.

To reinforce the concept of contrast color gradation, children then took the lightest and
darkest from the Sun Color Wheel and arranged the tablets as a railway track.

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LESSON WK 6: COLOUR RESEMBLANCE SORTING TASK

The Color Resemblance Sorting Task is a matching and sorting game using shades of color to
develop skills in visual perception and color discrimination.

The color task provides an excellent opportunity to introduce vocabulary so that the child
may learn the names for each of the colors and the associated descriptive terms.

Contents: a wooden box with lid (26 x 26 x 6 cm), 24 beech wood skittles painted in 4
graded shades of each of the colors red, yellow, blue, green, orange and purple, 6 wooden
stands to hold each set of skittles, and 6 wooden color boards with each of the shades from
dark to light to match with the skittles

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LESSON 7: SMELLING JARS

The smelling jars are 2 sets of four pairs of different jars containing a ball of cotton
moistened with different fragrances

Materials needed
A tray with two sets of opaque jars, each containing a ball of cotton
- These sets make up four pairs.
- The tops of each set should be a different color.
- The tops should open and close easily.

Presentation

Introduction
Bring the child to the shelves and show him the smelling jars. Tell the child that you will be
showing him how to use the smelling jars. Have the child carry the tray to that table, placing
the tray in the upper part of the table. Have the child sit to your left.

Procedure
- Take out one set at a time and line them up in parallel lines (based on their group) but
keeping sufficient room between both lines.
- Move the tray off to the side.
- Mix one of the lines up, keeping them in a line.
- Bring the first jar from the left row up near you, thus isolating it from the others.
- Open the jar and show the child how to smell it, by placing the opening a little under your
nose and moving the jar from side to side as you take in the smell.
- Have the child smell the same jar as you have shown.
- Place it off to the left of the line of other jars.
- Isolate the next jar from the left line.
- Have the child open the jar.
- You smell and then have the child smell in a similar fashion as with the first jar.
- Place this jar next to the first jar.
- Smell the rest of the jars from this set.
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- Replace the jars you have smelled in a line where they were.
- Isolate the first jar from the left line.
- Tell the child that you are going to find the one that smells just like this one.
- Isolate the first jar from the other line and place it next to the first jar.
- Open the lids of both bottles, one at a time.
- Smell each of the jars, one at a time.
- If the two jars smell different, shake your head and turn to the child to tell him that they do
not smell the same.
- Close the jar to the right and place it to the right of the right line.
- Bring down the next jar from the right line.
- Smell both jars in front of you.
- If the two jars smell the same, tell the child they do, have the child smell both
to check, and then close their lids.
- Place them side-by-side, in between the two lines of jars.
- Repeat until you have matched all the jars.
- Place the jars back into their respective lines, mix one of the lines and allow
the child to match the jars based on their smells.
- Once he is done, have him replace the jars in two rows (based on their colors)
on the tray, and then the tray back onto the shelves.

Games
Matching at a distance
Matching to the environment.

Mention the he names of the substances to the child.

Direct purpose
Refinement of the olfactory sense.
To develop consciousness of odors and fragrances.

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Control of Error
The ability of the child to discriminate odors and/or fragrances.

The smelling jars come in different shades of colour and sizes

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LESSON WK 8: THERMIC TABLETS

Thermic Tablets are a Sensorial material that defines the child’s HAPTIC SENSE (sense of
touch). Children truly enjoy how objects feel in their hands or skin.

Thermic Tablets Lesson: Presentation I

 Use only the two most contrasting pairs (felt and steel)
 “Would you like to have a lesson with the thermic tablets? Let’s go wash hands first.”
 “These are the thermic tablets. Can you say thermic?”
 Carry the box to the work area and place it in the center of the table.
 Remove the lid and place it in the upper left corner of the work area.
 Remove tablets one at a time by grasping the top edges with a 3-finger-grip.
 Lifting tablet from the box, grasping bottom edge with a 3-finger-grip when it clears
the box
 Arrange from left to right in a horizontal line
 Touch the index and third finger of the dominant hand to the center of each tablet,
moving from left to right, slowly and thoughtfully ask "Would you like to touch the
tablets?”
 Response I would like to touch tablets
 Randomize the tablets in a horizontal line: “Now let’s see if we can find a match.”
 Isolate the left tablet by moving it down and to the left. Touch it once in the center.
 Touch each of the tablets once in the center until you find a match.
 Move the match slightly out of line.
 Touch the control, then the match: “These two match, they are a pair.”
 Move the matched pair to the left below the box and match the remaining pair.
 Recheck both pairs by touching the center once of the left and then the right tablet
belonging to the same pair: “They all match. Shall I mix these up now and you can have
a turn to match them?”
 : “I will find the coolest.” Feel the whole line, then move the two coolest aside to the
left.
 “Now I will find the warmest.” Feel the remaining tablets and isolate the warmest.
Place at the right of the new line.
 “I’ll find the next coolest now.”
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 Feel the remaining tablet. “This is the next to warmest.” Move the tablet beside the
warmest tablet.
 Check the order by touching each tablet once in the center, moving from left to right.
 Randomize the tablets. Offer the child a turn: “Would you like to grade the thermic
tablets from warmest to coolest?”
 Add the wood pair, then the slate
 Let’s wash our hands.”
 Remove tablets with 3-finger-grip: “These are … (wood, steel, felt, slate).”
 Place them in random order in a horizontal line.

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LESSON 9: THERMIC BOTTLES

Material Description:
 The thermic bottles are eight small receptacles, preferably thermos flasks or bottles in
jackets, containing water at various temperatures:
 Two of the bottles should be at body temperature, marked with a pink dot
 Two should be ten degrees Celsius warmer.
 Two should be ten degrees Celsius cooler.
 And the last two should also be twenty degrees Celsius cooler

Note:
The bottles should be prepared just before the presentation is done

Presentation
 Carry the material to a mat or table. Set the lid to the right of the box.
 Remove one of the bottles by lifting it by its wire handle.
 When a match is found, set the two side-by-side in the upper left corner of the
workspace. Return the bottles on the lid to the box.
 Select another thermic bottle from the box and hold it in the other hand to compare
the two. If the second one does not match, set it on the lid to the side of the box.
 Repeat this process until all of the bottles have been matched.
 Hold the bottle in one hand to get a sense of the temperature.

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LESSON WK 10: COMPARE THERMIC BOTTLES AND THERMIC TABLETS
Return the bottles to the box in mixed-up order so the work will be ready for the next
student.
Return the bottles to the box in mixed-up order so the work will be ready for the next
student.

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