Madison Mancini Wanner

Unit Lesson 2
Discovery Inquiry
October 27, 2015
Unit Lesson Two Taste
Kindergarten/ Inquiry/Discovery Lesson
Topic: Taste
Standards:
K.S.1.6.1: Understand Scientific Inquiry and develop critical thinking
skills by making observations.
RI.K.7:
With prompting and support describe the relationship
between illustration and the story, in which they appear.
Objective: The students will be able to draw three items they want to
taste and three items they dont want to taste.
Assessment Plan: The teacher will instruct the students to look
around the room or think about their home and on a provided
worksheet the students will be draw three objects that are appropriate
to taste and three items that should not be tasted or put in their
mouths. The students will need to have their worksheets checked off
before finished. To assess mastery of the material the teacher will
instruct those who did not meet the objective to revisit the examples
the teacher gave and continue their activity until the objective is met.
Materials Needed:
M&Ms, gum, glue, paper bag
Worksheet, crayons and pencils
Key Vocabulary:
Taste- An aspect of flavor that happens when objects come in contact
with our taste buds.
Taste buds- little clusters of sensors that alert the brain of flavor.
Flavor- What objects taste like.

Edible- Ok to eat.
Not edible- Dangerous to eat.
Delicious- Tastes really good!
Disgusting- Tastes really bad. Yucky.
Classroom Set-up: The children will begin on the gathering mat then
will move to their table groups.
Anticipatory Set:
The teacher will pull out a bag labeled taste. Use background
knowledge to help the students recall that taste is one of the five
senses. Define taste and how it is associated with taste buds. Taste is
an aspect of flavor that happens when objects come in contact with
our taste buds. Taste buds are little clusters of sensors that alert the
brain of flavor. The teacher will reach into her tasting bag and pull out
an object. If it is the M&Ms the teacher will say, Mmm this is
delicious, it will taste very good. This M&M is food, which means it is
edible or OK to eat. The teacher will reach into her bag and pull out a
glue stick. Ask the children if this object is ok to eat. Explain to the
children that this object is not edible which means it is dangerous to
eat. Then the teacher will pull out the piece of gum and ask the
students if the gum is safe to eat, which it is but its not safe to swallow.
Then ask the students, If I were to take my gum out and stick it on the
edge of my desk, and someone else came along and saw it. Should the
other person eat this gum? After the children respond correct any
misconceptions. Explain that even though gum is food, it is not edible
because someone else has already eaten it. Eating other peoples food
is disgusting, meaning yucky.
Teacher Input:
Discovery Procedure:
What is edible and what is not?
Why are some things ok to eat and others not?
What can you think of that is delicious to you?
What can you think of that would be disgusting to eat?
Inquiry Procedure:
Is it edible?
What is ok to put in our mouths?
Why are some things ok to eat and others not?

Invite:
Invite the students to look around the classroom on their way back to
their desk or to close their eyes and think of objects that are edible and
things that are not edible.
Explore:
Send the students to their desk to express their thoughts in imagery.
The students will draw three objects that are appropriate to taste and
three items that should not be tasted or put in their mouths.
Teach:
The students will share with their group one of their edible drawings
and describe why it is OK to taste. The students will share with their
group one of their not edible drawings and describe why it is not OK to
taste.
Closure:
To identify misconceptions the teachers will have been monitoring and
listening into student discussion as well as asking individuals about
their drawings. The teacher will clarify misconceptions as she sees
them. As the students finish their discussion they will be dismissed to
centers.
Differentiation:
Draven- Provide the instruction in a one-on-one conversation and
examples. Specifically explain the expectations.
Charles- Specifically explain the expectations.
Struggling learners- Verbally provide an array of examples of objects
that are ok to taste and not ok to taste. This way students will be able
to have examples and choose from them or additional examples that
may help them with understanding the concept.
Transition:
Once all on the members in a group have shares two drawing and
described why and why not they are edible the students will go as a
group to their center time.
Reflection:

In this lesson I was able to have a lot of class participation from my

prompting to them. The classroom management I used to keep the
class on task and engaged. I believe my instruction was coherent
because all the students were able to complete the objective. I could
have improved the outcome by specifying that the students needed to
draw neatly. Some of the drawings were unable to interpret without the
student telling me what it was. I like that I provided an example, but I
also should have specified that the students would have to draw
something else.

Name:________________________________________________
Draw 3 things you want to taste or that are OK to put in your
mouth.

Draw 3 items you do not want to taste or put in your mouth.