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In this activity, learners examine fingerprints. Learners leave a hidden print on a surface and then make their own print detecting powder from graphite (found in pencils).

In this activity (2nd on the page), learners conduct a series of tests to find out which foot is more dominant. In other words, are they right-footed or left-footed?

In this activity (1st on the page), learners conduct a series of tests to find out which of their hands is more dominant. In other words, are they right-handed or left-handed?

In this activity, learners use their imaginations and experiment with different materials to create bug hats.

Learners discover how important their thumbs are by attempting various tasks without them. After tying up their thumbs, learners attempt to legibly write their names or play catch with a tennis ball.

In this activity, young learners use their sense of touch rather than sight to identify a mystery object in a bag. Learners take turns acting as "peekers" and "sensers" throughout the game.

In this activity (9th activity on the page), learners work in pairs to see how their perception of touch differs from reality.

In this activity (10th activity on the page) about the sense of touch, learners make Braille letters out of cork or cardboard and map pins.

In this activity, learners discover a brain process called habituation.

In this activity (11th activity on the page), learners use their sense of touch to identify matching pairs of objects hidden in bags. Learners can also play this game with partners.

Use this activity (13th activity on the page) to introduce learners to the sense of touch. Learners collect objects of varying textures like feathers, rocks, sand, etc.

In this activity, learners discover that our hands are not reliable thermometers.

Learners write a message in Braille using beans to form the patterns of dots. Learners glue beans in place, and then challenge another learner to read the message.

This activity is about how you form mental images of your body's position in space, independent of vision. Can you take a sip of water from a cup with your eyes closed?

This activity was designed for blind learners, but all types of learners can use it to learn to differentiate between qualitative and quantitative observations and to practice data collection.

In this activity, learners work in partners to create and exchange messages written in Braille. Learners use a Braille key and thumbtacks to write their messages in Braille.

In this activity, groups of four learners must complete a set of four manual tasks. The restrictions are that they must complete the tasks in a limited time while wearing garden or rubber gloves.

In this activity, learners describe an object they can’t see. After someone picks outs a few mystery objects and places them in a pillowcase, learners will investigate using only their hands.