<Home  <Family Science Night Handbook  <List of Activities

 

Building by Touch 


PURPOSE

Help children develop problem-solving skills by using only their sense of touch.
 

GETTING READY 

There are 2 identical sets of magnetic blocks on the table - one for the parent and one for the child.  Play with the blocks for a few minutes.  Note that there are some arrangements in which the blocks repel each other and other arrangements in which the magnets do not attach to another block.

Situate yourselves so that the screen is close enough to your child so that he or she is able to freely reach behind the screen with both hands, but is unable to see behind the screen.
 

PERFORMING THE EXPERIMENT

  1. The parent should take any 3 blocks from his/her pile and arrange them behind the screen. 

  2. Without looking at the parent's blocks, the child should reach behind the screen and feel the parent's structure to determine its pattern.  (If a block is knocked down accidentally, the parent should put the block back where it was originally.) 

  3. The child then arranges his/her blocks in the same pattern.  (Note:  Some children will construct a mirror image of the pattern, and some will construct the identical pattern - either is acceptable.)

  4. Repeat steps 1-3, but have the child create his/her own design with 3 blocks and have the parent duplicate the design.  Note:  It may be helpful with younger children if the parent is the first to attempt to duplicate a child's design.

  5. When the child is able to replicate the 3-block design, begin to increase the difficulty of the problem by increasing the number of blocks used. 
     

EXPLANATION

As children learn to solve problems in unique ways, they will be able to apply those skills more confidently in other situations.  Scientists need to be able to think creatively as they seek to understand the world around us and as they develop experiments which help that understanding to grow.
 

EQUIPMENT NEEDED

Screen - about 8" X 12" (the screen should prevent the child from seeing the blocks on the opposite side, but be small enough so he can easily reach behind it to feel the block pile on the opposite side); 2 identical sets of magnetic blocks
 

REFERENCE

Adapted from Lloyd H. J. Barrow, et al., Science and Children, March, 1997, pp. 46-48.


  

Kids Involved Doing Science is at http://www.kids.union.edu

         Modified 02/22/2001 by C. & P. Scaife