Explain that perception is how a person understands something and that not everyone views the same thing the same way. Read and talk about the classic "The Three Little Pigs" story. From the Internet, books, cartoons and videos, find different versions of "The Three Little Pigs" story. Simplify the experiment on perception by asking them to fill out a worksheet on every version you share. On the worksheet, children mark "I liked this version" or "I didn't like this version." Under each like or dislike response, ask students to circle the reasons such as "Too scary" or "The pigs ran away," and other reasons. Chart the different reactions on the board as the children verbalize why they did or did not like a particular version.
Set up a primary science experiment showing the importance of choosing the best materials with which to build. Base the materials used on the story of "The Three Little Pigs" with straw, twigs and bricks. Provide at least an eight-ounce container of straw along with white glue. Ask the children to create a house. To make this simpler, construct a basic frame from copy paper by folding it into a square and taping together. The students glue straw onto the frame. Provide 4 to 5 inch lengths of twigs or Popsicle sticks with which the children build a simple frame house. For the brick house, provide six actual bricks, four for the walls and two for the roof, or use interlocking blocks. Pour water on some of the houses built of each material. Chart what happens on the board. Show pictures of different kinds of insects and creatures. Ask primary children which houses would invite and which help keep out unwanted pests.
In some versions of "The Three Little Pigs" story, the pigs either ran home to mother or ran to the next pig's home. Set up racing science experiments. The object is to see if motivation increases speed. Have students race from one side of the room or gym to the other, clocking their times individually. Explain that students will race one another, with one starting first. If they make it to the goal, they gain a point. If the second racer catches and passes the first, the chaser gains the point. Clock the racers' times. Compare the times the students ran alone with the times when they were chased. Discuss how the pigs would run faster when their lives were at stake.
Have students create houses of straw, twigs and bricks. The object of this primary science experiment is to see how much wind it takes to topple the different types of houses. After the houses are complete, have students blow on each of the houses. Have them first simply blow on them with their breath, then through a straw. Use a fan. Start with the lowest setting and end with the highest setting. Chart which houses stayed up and for how long. Also chart which houses fell down and what it took for them to do so, such as "highest fan speed."