The world, my senses and I

Authors : Travail collectif(plus d'infos)
Summary :
This specific sequence to the small section offers a sensory exploration from a fruit basket. The children are taken to establish an initial analysis of their environment, based on the ordering of perceptions they receive. It is through the use of the senses to recognize the benefits.
Publication : 1 May 2005
Duration :
4 séances
Note :
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The kindergarten raises every opportunity to actively explore the world and invites representations. It is based on the experiences and mobilizes necessarily sensory discovery of the world around us, this form of discovery is the thread of this module.
From individual perceptions, it is:
• Activate the senses;
• make more rational the information taken;
• develop representations of the world from the perceived reality.
The teacher offers sensory situations that allow investigation of ownership means of analysis, comparison, classification.
The sequence of sessions brings each student to develop attitudes of attention, commitment, patience, perseverance. Ultimately, each of the situations experienced contributes to learning both language and scientific and expands the field of sensations such as acquisitions.


Plan the sequence (small section)




1.Si fruit was discovered?


-a fruit (banana, apple, pear, pineapple, nuts, lychee, orange, grapefruit, lemon, clementines, mango, avocado, grapes, kiwi, coconut);
Knife (with rounded ends);
Each child talks about his impressions of a fruit basket made ​​by the teacher Cart is gradually emptied by students who are asked to name each fruit.
Students then deposited in various small fruit baskets classifying them as "family" and naming each "family"
1. Graphics: representation of fruits in the basket.
2. Arts: footprints fruit.
3. Language: imagier fruit (activity undertaken throughout the course of the sequence).
Scientific workshops (activity undertaken throughout the course of the sequence)
1. Preparing a fruit tasting.
2. Make "noise" with the fruit.

2. If the fruit is sorted out?

games-fruit baskets;
-a balloon;
-shoe boxes;
-pieces of paper with different textures / colors;
1. Back on the observation of fruits and confusion.
2. Saying sort criteria fruit.
3. At the end of this collective research, complementary activities in small groups (scientific workshops) are implemented.
4. Summary of sorting activities
as a summary panel is developed with the whole class or a small group of children.
1. Imagier fruit (continued).
2. Game fruit basket.
3. Graphics: representation of fruit (observation drawing).
   scientific workshops
1. Sort fruits according to the color (view).
2. Sort fruits according to the texture (view / touch).
3. Sort fruits according to the odor (smell).
4. Sort fruits according to the form (view / touch).
5. Sort fruits according to size (sight / touch).
6. Sort fruits according to the mass (view / touch).

3. If we compared the fruit whole / cut, raw / cooked?

-fruits (including apples);
Knife (with rounded ends);
-peeler, stoners, épépineurs, ricer, forks, spoons, hammer;
-recipe applesauce;
game-fruit baskets.



1. Observing the interior of the fruit.
2. Back to the tasting of raw fruits.
3. Comparing raw fruit / cooked fruit.
One day will be devoted to the production of apple sauce (recipe discovery, implementation, cooking, tasting).
1. Imagier fruit (continued).
2. Game fruit baskets (continued).
3. Graphics: representation of cut fruit (observation drawing).
4. Arts: impressions of cut fruit.
Science Workshops: preparation and tasting applesauce.
1. Preparation of apples.
2. Cooking apples.
3. Making the sauce.
4. Tasting sauce.

4 Si is the rappelait?



The teacher may use:
-sheets of individual work
-tables collective synthesis
-manufactured equipment during this sequence


Access the entire sequence (16 pages): The world, my senses and I Click Here (PDF)