This lesson relies on verbal or written (plus drawing) skills. The teacher could broaden the child engagement opportunities (beyond just talking or writing) to make it work for a variety of children or a variety of disabilities.
Children will enjoy this activity more, if the materials and the process are interesting and fun. So, use objects that correspond to student interests, classroom topics, and ones with interesting textures, shapes, etc.In addition, let the children enjoy the experience without turning this activity into a game. This added level of competition might confuse the children
For some children, this activity would be better as an extension, rather than an introductory lesson. There needs to be prior knowledge of vocabulary and of the classification of attributes of texture, material, size, and shape before the children could be expected to describe the object to the class. For example, one child could select something from the bag and the children that are trying to guess the object could point to a corresponding/matching shape on the table or ask questions about the attributes, such as "Is the object round?" etc. The teacher could record the answers so that the children would be able to see the clues before guessing the next time.
Did you like these suggestions? You may also find ideas for adapting this lesson on the Planning Options pages of the REC.
Scientific Inquiry for Early Childhood
Doing Scientific Inquiry
Use one or more of the senses to observe and learn about objects, organisms and phenomena for a purpose (e.g., to record, classify, compare, talk about).
Communication: Oral and Visual Early Childhood
Listening and Viewing
Attend to speakers, stories, poems and songs.
Follow simple oral directions.
Speaking Skills and Strategies
Speak clearly and understandably to express ideas, feelings and needs.