Rough Touch (1 Hour)
Addresses NGSS
Level of Difficulty: 2
Grade Range: K-2
OVERVIEW
In this activity, blindfolded students will use their sense of touch to organize materials according to texture.
Topic: Sense of Touch
Real-World Science Topics:
• An exploration of how the sense of touch helps human beings understand and describe the
world around them
• An exploration of the range of sensitivity of the human skin
Objective
Students will gain an understanding of the sense of touch and its sensitivity in various parts of the
human body.
Materials Needed for Each Pair of Students
• sleep mask or blindfold
• set of three grades of sandpaper from very fine to very coarse (grades K–1)
• set of four to five grades of sandpaper from very fine to very coarse (grades 2–3)
• sheet of paper
• crayon, marker or pencil
Teacher Notes
Use your discretion on the best way to conduct this activity based on the individual level of your
class. For some of the younger K–1 classes, you may wish to perform some or all of the steps of the
activity, encouraging children to make predictions and observations. If the group is older or more
advanced in their abilities, students can take a more hands-on role in performing the related tasks.
Leveled methodologies for K–1 and 2–3 grade levels are provided, where appropriate, throughout
the activity. Use your knowledge of each class to determine what the best option is for your
particular group.
Teacher Preparation
Cut various grades of sandpaper into small pieces, approximately 1 x 1/2 inch strips.
Create one set of sandpaper, composed of a range of grades, per student team. Label each strip
from a set with a letter. (For example, if there are five strips of sandpaper, label them A through
E.)
1 [Link]
Rough Touch
NGSS Three-Dimensions
Science and Engineering Disciplinary Crosscutting
Practices Core Ideas Concepts
Constructing LS1.D: Structure and
Explanations and Information Function
Designing Solutions Processing
• Use materials to • Animals have body parts that • The shape and stability
design a device that capture and convey different of structures of natural
solves a specific kinds of information needed and designed objects are
problem or a solution for growth and survival. related to their
to a specific Animals respond to these function(s).
problem. inputs with behaviors that help
them survive. Plants also
respond to some external
inputs.
2 [Link]
steps for Rough Touch
1. warm-up activity: As a class, review the five senses. Write each one down on the board. Have
students identify the associated organ for each of the five senses (sight/eyes, hearing/ears, and
so on). Focus student attention on touch. Explain that skin is also an organ and it is used in the
sense of touch. The skin is the largest organ of the human body. Ask students how they know
that a bunny feels soft, ice is cold, or a pencil point is sharp. They will probably say their skin
feels these different things. Tell students that skin is attached to bundles of long, slender threads
called nerves. The nerves carry information from the skin to the brain.
2. Divide students into pairs. Hand out the set of sandpaper samples and a blindfold to each pair of
students. Caution students that they are not to touch the sandpaper until you give directions.
In addition to the sandpaper samples, pass out the Rough Touch Student Handout.
3. Have students observe the sandpaper. What is different about each of the samples? Explain that
“rough” sandpaper has very large particles on it, while “fine” sandpaper is smoother, with very
tiny particles.
4. Explain to students that they will try to sort the sandpaper from finest to roughest using only
their fingers. To prevent students from looking at the sandpaper, one student from each student
pair will be blindfolded as he or she touches the materials.
5. Have one student from each pair put a sleep mask over his or her eyes. Blindfolds will work
as well, but you may need to help students tie them. Then, have the sighted partners mix up the
sandpaper samples randomly and hand the blindfolded individual the various sandpaper samples.
Caution students that to avoid injuries, they should not to rub the sandpaper on themselves or
another student.
Once the blindfolded partner has decided on the order, the sighted partner should record the
order in the data table on page 1 of the Student Handout. Then have the sighted partner mix up
the samples and have the blindfolded partner attempt to organize the samples a second time.
The sighted partner should record the data for this second trial.
3 [Link]
steps for Rough Touch
6. Once the blindfolded partner has performed two or three trials, have the partners switch roles
and repeat the investigation, with one partner wearing a blindfold and the other recording
the results.
7. Have students repeat steps 5 and 6 using different parts of their body, such as an elbow, the
back of their hand, their wrist, or their calf. Be sure students rub their skin very gently with the
sandpaper so that they do not cut their skin.
8. wrap-up activity: Once all students have had an opportunity to sequence the sandpaper
samples on different parts of their bodies, call the class to attention and review the results of the
exploration. Share with students the correct order of the sandpaper samples, from coarsest to
finest. Were students able to organize the sandpaper by texture using their fingers? Were the
results different for different parts of the body? Have students think about why this might be the
case. Explain to students that different parts of the body have different amounts of nerves. The
fingers have many nerves located close together under the skin, while other areas, such as the
calves, do not have as many nerves. How could this explain the results in the investigation?
Have students answer the questions on page 2 of the Student Handout.
Rough Touch Extension Activities
1. As a class, name and describe the five senses (touch, smell, sight, hearing, taste). Identify the
various organs used to sense our environment. Have students explain the importance of each
sense and how each sense contributes to their ability to experience and describe
their environment.
2. Have students explain the range and limitations of each sense and, if they are able, give
examples of the types of instruments scientists have built to extend our senses. If you have
examples of such instruments or equipment, hold them up and discuss each. Examples of tools
and equipment used to expand the ability of human senses include binoculars, microscope,
hearing aid, and smoke or carbon monoxide detector
4 [Link]
Rough Touch
background information
What is touch?
The sense of touch is conveyed by special cells in the skin that respond to different cues from the
environment, such as temperature, pressure, vibration, or chemical reactions. Although our other
senses are localized to a specific region on our bodies (for example, the sense of sight is localized at
our eyes), touch occurs throughout the body, wherever skin comes in contact with the environment.
When our skin interacts with a stimulus, the receptors send signals to our brain via nerves in the
central nervous system. As a result, we experience the sensations of hot, cold, pain, and pressure.
How sensitive is our skin?
Sensory receptors are distributed unevenly throughout the skin. For example, fingers and lips provide
very detailed senses of touch whereas the back of a leg provides only general sensitivity. The most
sensitive parts of our body contain more nerve endings to help protect them from damage. Our face,
feet, and hands contain the most nerve endings.
Key Vocabulary
touch: One of the five senses; the transmission of information from the environment through sensory
receptors in the skin, nerves, and brain
nerve: A bundle of threads (fibers) that transmits signals throughout the central nervous system
skin: The largest organ in our body; skin contains sensory receptors that respond to stimuli
5 [Link]
Rough Touch teacher handout
Part of Body Trial number Order of Sandpaper Samples
[Fingers] Trial 1 [A, C, B, E, D]
Trial 2 [A, C, B, D, E]
[Elbow] Trial 1 [C, A, B, D, E]
Trial 2 [C, B, A, E, D]
[Calf] Trial 1 [B, A, C, D, E]
Trial 2 [C, B, E, A, D]
6 [Link]
Rough Touch teacher handout
Answer the following questions:
1. Describe how you use your sense of touch to explore and understand your world.
[Answers will vary.]
2. Which samples were most difficult to put in order?
[Answers will vary.]
3. Which part of your body was best at organizing the sandpaper samples? Which was the worst?
[Answers will vary.]
4. If you want to poke your friend to get his or her attention, which of the following body parts
would you poke: hand, calf, or elbow? Explain your reasoning.
[Sample answer: I would poke my friend’s hand because the hand is more sensitive to touch than
the calf and elbow.]
7 [Link]
Rough Touch STUDENT handout
Name:
Date:
Part of Body Trial number Order of Sandpaper Samples
Trial 1
Trial 2
Trial 1
Trial 2
Trial 1
Trial 2
8 [Link]
Rough Touch STUDENT handout
Answer the following questions:
1. Describe how you use your sense of touch to explore and understand your world.
2. Which samples were most difficult to put in order?
3. Which part of your body was best at organizing the sandpaper samples? Which was the worst?
4. If you want to poke your friend to get his or her attention, which of the following body parts
would you poke: hand, calf, or elbow? Explain your reasoning.
9 [Link]