EDUC 2220- Educational Technology Lesson Plan

My Five Senses
Marlene M. Rapp
Preschool ages 4/5/6 Science

Common Core Standards:

Ohio Early Learning and Development Standards

Strand: Cognitive Skills
Sub-Domain: Science
Explore objects, materials and events in the environment.
Make careful observations.
Pose questions about the physical and natural environment
Engage in simple investigations.
Describe, compare, sort, classify, and order.
Record observations using words, pictures, charts, graphs, ect.
Using simple tools to extend investigation.
Identify patterns and relationships.
Make predictions.
Make inferences, generalizations and explanations based on evidence.
Share finding, ideas and explanations (may be correct or incorrect) through a variety of methods (e.g.,
pictures, words, dramatization).

Domain: Language and Literacy Development: Pre-Kindergarten (3-5)

Strand
Topic: Receptive Language and Comprehension
Demonstrate understanding of increasingly complex concepts and longer sentences.
Ask meaning of words.
Follow two-step directions or requests.
Topic: Express Language
Use language to communicate in a variety of ways with others to share observations, ideas and experiences; problemsolve, reason, predict and seek new information.
Speak audibly and express thoughts, feelings and ideas clearly. (Articulation)
Describe familiar people, places, things and experiences.
Use drawings or other visuals to add details to verbal descriptions
With modeling and support, use the conventions of standard English (Grammar):
Use familiar nouns and verbs to describe persons, animals, places, events, actions etc.
Form regular plural nouns orally by adding /s/ or /es/.
Understand and use question words (interrogatives) (e.g., who, what, where, when, why and how).
Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for of, by, with).

 Produce and expand complete sentences in shared language activities.

With modeling and support, use words acquired through conversations and shared reading experiences. (Vocabulary)
With modeling and support, determine the meanings of unknown words/concepts using the context of conversations,
pictures that accompany text or concrete objects. (Vocabulary)
Identify real-life connections between words and their use. (Vocabulary)
With modeling and support, explore relationships between
Topic: Social Language
With modeling and support follow typical patterns when communicating with others (e.g., listens to others, takes turns
talking and speaks about the topic or text being discussed).
With modeling and support, continue a conversation through multiple exchanges.

Strand Reading

Physical Well-Being and Motor Development: Pre-Kindergarten (3-5)

Strand: Motor Development
Topic: Large Muscle, Balance and Coordination
Demonstrate locomotor skills with control, coordination and balance during active play (e.g., running, hopping,
skipping).
Demonstrate coordination in using objects during active play (e.g., throwing, catching, kicking balls, riding tricycle).
Use non-locomotor skills with control, balance and coordination during active play (e.g., bending, stretching and
twisting).
Demonstrate spatial awareness in physical activity or movement.
Topic: Small Muscles, Touch Grasp, Reach, Manipulation
Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.
Use classroom and household tools independently with eye-hand coordination to carry out activities
Topic: Sensory Motor
Regulate reactions to external sensory stimuli in order to focus on complex tasks or activities.
Domain: Social and Emotional Development: Pre-Kindergarten (3-5)

Strand Self:
Topic: Self-Concept
Identify the diversity in human characteristics and how people are similar and different.
Compare own characteristics to those of others.
Topic: Self-Competence
Show confidence in own abilities and accomplish routine and familiar tasks independently.

Strand: Relationships
Topic: Interaction with Adults
Engage in extended, reciprocal conversations with familiar adults.
Request and accept guidance from familiar adults.

Topic: Peer Interaction and Relationships

Interact with peers in more complex pretend play including planning, coordination of roles and cooperation.
Demonstrate socially competent behavior with peers.
With modeling and support, negotiate to resolve social conflicts with peers.

Topic: Empathy
Express concern for the needs of others and people in distress.
Show regard for the feelings of other living things.

If you are planning a lesson for students Pre-K and younger, use the Ohio Early Learning Standards here:
http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards
Lesson Summary:
The children will enjoy a program filled with the five essential senses. Each lesson will entail science,
language arts, math and gross motor skills. Time will be given for a circle time and large muscle activities.
Estimated Duration:
This lesson plan is set up to extend the day for 4/5 year olds and for alumni of the school to return after their
half day kindergarten or as a regular 5 day program. The five different subject areas of the five essential
senses are covered in one day for 2 hours and 15 minute time frame. The 2 hours and 15 minutes is broken
down into lunch, circle time, technology time, centers, and time for large muscle/guest. Thus the program can
run for a 5 day week or for one day a week for 5 weeks. This lesson plan requires 2 teachers, classroom size
about 12 to 16 children. Check for allergies, cooking and lunch are part of the activities.
Commentary:
Children will be given several different opportunities to explore each area of the 5 senses with each class a
different senses. Centers provide discovery and hands on activities for children to extend and enhance
knowledge of the 5 senses. Children have lunch in the classroom with the teachers.

Instructional Procedures:
Day 1: Taste
11:15 Arrival time, students sit down for lunch.
Introduction on day 1 the students will have brought in a lunch, an email for homework to parents notes that
children will experience taste on day one. The lunch should be filled with a variety of flavors. Discussion
beings with what children have in their lunches and how foods taste to them. We introduce words of sour,
sweet, salty and bitter. Add words to word wall.
11:45 Circle time, book The Beastly Feast by Bruce Goldstone
Children discuss with they know about taste
11:55 SMART board game
12:10 Center exploration time
1) Food tasters: radish, celery, rhubarb, and orange slices
2) Art: decorate chefs hat
3) Food Pyramid food sort
4) Ipad App:

5) Science: children will mix their own cup with a variety of flavored items (pretzels, lemon heads, chocolate
chips, cheerios, rice crispies, sweet tarts) How do the different flavors work together.
6) My Five Senses Book draw or write on first page of book titled TASTE
12:40 Large Muscle time (act like popcorn)
12:55 clean up jobs and backpacks
1:00 Depart from school
Day 2: SEE
11:15 Arrival time, students sit down for lunch.
Introduction on day 2 the students will have brought in a lunch, an email from homework to parents notes that
children will experience see on day two. The lunch should be filled with a variety of colorful foods.
Discussion beings with what children have in their lunches and what they see in their lunch. Introduce colors
named.
11:45 Circle time, book Brown Bear Brown Bear What Do You See by Eric Carly
Children discuss with they know about sight.
11:55 Sid the Science Kid video
12:10 Center exploration time
1) Match food colors with names
2) Art: color spy glass (colored cellophane paper and cardboard frames, glue)
3) Kaleidoscopes
4) Eye Clop (variety of items for them to look at) technology use here
5) Science: Use their color spy glass (outside if weather is good)
6) My Five Senses Book draw or write on second page of book titled SEE.
12:40 Large Muscle time (shadow play)
12:55 clean up jobs and backpacks
1:00 Depart from school
Day 3: HEAR
11:15 Arrival time, students sit down for lunch.
Introduction on day 3 the students will have brought in a lunch, an email for homework to parents notes that
children will experience hearing on day three. The lunch should be filled with a variety of crunchy and soft.
Discussion beings with what children have in their lunches and what they hear in their lunch. Introduce sound
words that describe their lunches.
11:45 Circle time, book Hear What? By Tama Janowitz
Children discuss with they know about hearing.
11:55 Sound Apps, Sound meter: children use different objects to see where the meter measures.
12:10 Center exploration time

1) Sounds with kitchen utensils

2) Rhyming words
3) Art: Water bottle rattles
4) Science: item from home that makes sound but uses no batteries
5) My Five Senses Book draw or write on third page of book titled HEAR.
Guest : Laura Garnish - audiologist
12:40 Large Muscle time
12:55 clean up jobs and backpack
1:00 - Depart from school

Day 4: TOUCH
11:15 Arrival time, students sit down for lunch.
Introduction on day 4 the students will have brought in a lunch, an email of homework to parents notes that
children will experience touch on day four. The lunch should be filled with a variety of textures. Discussion
beings with what children have in their lunches and how foods feel to them. We introduce words of rough,
smooth, hard or soft. Add words to word wall.
11:45 Circle time, My Fingers are for Touching by Jane Bek-Moncure
Children discuss with they know about touch
11:55 SMART board game
12:10 Center exploration time
1) Mystery feeling box (box with whole and different items to feel without seeing)
2) Art: sticky contact paper and assorted media to add to paper
3) Sock identify items (socks filled with a variety of items for children to guess whats in it)
4) Texture bags in sensory table (plastic bags filled with hair gel)
5) Science: children are given a hand shape of paper they are to find textured items to glue onto the hand.
6) My Five Senses Book draw or write on forth page of book titled TOUCH
12:40 Large Muscle time (bubble wrap on floor for children to walk or roll on)
12:55 Clean up jobs and backpack
1:00 Depart from school
Day 5: SMELL
11:15 Arrival time, students sit down for lunch.
Introduction on day 5 the students will have brought in a lunch, email homework to parents notes that children
will experience smell on day five. The lunch should be filled with a variety of smells. Discussion beings with
what children have in their lunches and how foods smell to them. We introduce words of strong . Add words

to word wall.
11:45 Circle time, book The Adventures of a Nose by Viviane Schwarz
Children discuss with they know about smell
11:55 SMART board game (notebook program)
12:10 Center exploration time
1) Identify smells in containers
2) Art: scratch n sniff on paper plates
3) Scented play dough
4) Ipad App
5) Science: make pop corn for sound, smell, and texture
6) My Five Senses Book draw or write on fifth page of book titled SMELL.
12:40 Large muscle
12:55 clean up jobs and backpacks
1:00 Depart from school

Pre-Assessment:
Pre-Assessment consist of lunch time conversation of what they know before center time begins.
Scoring Guidelines:
Word wall let teachers know and see what the children know.
Post-Assessment:
What they write or draw and the end of center time in their: MY Five Senses will allow teacher to look back
and see what centers worked and which did not.
Assessment Sheet Check List:
http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Standards-CurriculumAssessment-Alignment
Scoring Guidelines:
If child can draw or write about their experience of the day.

Differentiated Instructional Support

Center activities are design so the student can extend the depth, children make it as challenging as
they want to take the process. When know students are in the class that struggle they are paired
with another student. This class allows for children with mild atheism.

Extension
The Five Senses for the Ipad
https://itunes.apple.com/us/app/learning-series-magic-five/id808144338?mt=8
Sid the ScienceKid
http://pbskids.org/sid/isense.html
Song for on the SMART board
https://www.youtube.com/watch?v=MtwV9Mi_aNk
Lesson Ideas: Pinterest
https://www.pinterest.com/bmccoil/5-senses/
Lesson Plan Ideas:
http://rec.ohiorc.org/orc_documents/orc/recv2/briefs/pdf/0008.pdf
Weird Science
http://www.thenakedscientists.com/HTML/experiments/garage-science/

Homework Options and Home Connections

Email to parents of what the child should have in their lunch to apply to the senses of day.
On Hearing the child is to find a object that makes sound without batteries.

Interdisciplinary Connections
Health and well being will be integrated in with lunch time.
The book My Five Senses extends language arts and small gross motor skills (writing & drawing).
Center area planned for math and art.
Recycling when using the plastic water bottles

Materials and Resources:

For teachers

Art supplies: paper, cellophane, cardboard glue, multi media items, plastic water

bottles, beads
Eye Clop and TV
Ipad at least 3

http://eyeclopsbionic.com/
I found mine at a garage sale

For students

SMART board, teachers lab top with program to work with notebook.

Key Vocabulary
See/eyes, Hear/ears, Smell/nose, Taste/mouth, and Touch/skin(hand) and words related that children come up
with.

Additional Notes
This plan is set up to extend the day of the child, so children have already been in class since 9am. The
program was originally design for once a week for 5 weeks. Large muscle time is optional. This time has been
used for yoga time with students or for guest presentations. This is a great opportunity to use the skills from

the classroom parents and get them involved.

Hearing: local audiologist
Taste: local ice cream tester from Graeters or Chef from CSCC
See: local eye doctor.
Noted: for touch one year we had a students family bring in alpacas for the kids to touch.
Kitchen Utensil Sounds: take nylon string and tie one long string in half on utensil. Have the child hold out
their fingers wrap the string around one finger on each hand then their fingers go in their ears. Have them
knock the utensil against a table and listen to the sound.
Graphing can be done for the different day activities, type of food children brought in, what they hear, many
different things to graph for math.