Unit Plan: The Five Senses

I. Subject/Topic: The Five Senses

Curriculum area. What will be taught in this unit? In this unit the students
will be taught about their five senses including: sight, taste, touch, hear, and
smell.
Grading Criteria: Clear and concise, specifies topic and grade level.
 Statement of topic or theme: The students will be learning about their
five senses including: sight, taste, touch, hear, and smell.
 General description of unit: Everyday for a week the students will learn a
different sense. They will learn how they use the sense and why it works
the way it does.
 Content of the unit:
 Day 1.) Sight
 Day 2.) Hear
 Day 3.) Touch
 Day 4.) Smell
 Day 5.) Taste
 Day 6.) Conclusion

 Description of students: the students that will be learning this lesson are
kindergarten and first grade students. They are home schooled students
that are relatively smart for their age. Because of the activities in some
of the lessons it may be important to have volunteer helpers. For the
lessons that were completed there were 20 students in the class. Each
teacher had at least one helper to set-up and clean-up.
  Time allotted to the unit: For each lesson at least 30 minutes should be
allotted
 Other information pertinent to an overview: All of these lesson need a
considerable amount of room. There are a variety of activities for each
lesson therefore, it is important to have different “stations” set up.

II. Rationale/Purpose:
Why should students learn this material? What is the value to the student?
The students should learn this material because it applies to their daily life.
Since they were born they have touched, smelled, seen, tasted, and heard
different things. For balanced life, all five senses should work correctly.
However, if one of the senses is not functioning correctly the other senses
miraculously compensate for the missing sense. When students understand
how their senses work and function they are more capable of communicating
in the world today and understanding their body itself. They will also be
able to better understand the world around them. As teachers we believe
that it is important for students to relate to the world around them using
their senses.

III. Identification of Goals/Objectives:

General Goals:
TLW state what their five senses.
TLW describe each sense on basis of it’s function.
TLW apply his/her five senses to their everyday life.
Michigan Objective:
Science IV.1.Elementary: Classify common objects and substances
according to observable attributes/properties.
Major Objectives:
 Taste:
o TLW classify different foods as tasting sweet, salty, sour, or
bitter
o TLW explore how different foods taste.
o TLW recognize that we have taste buds on our tongue that make
us taste our food.
o TLW recognize that we have different types of taste buds and
that they are located in different locations on our tongues.
 Smell:
o TLW identify objects by their smell
o TLW recognize that we smell with our noses
o TLW work cooperatively in groups to come to group decision
 Hear:
o TLW know what they use to hear
 o TLW be able to follow directions using their hearing
o TLW be able to guess what is in the containers by listening
o TLW be able to participate in the games by listening to directions
 Touch:
o TLW identify the three ways they can feel things
o TLW sing and understand the verse to the five sense song
o TLW describe what they are feeling with descriptive words
 Sight:
o TLW know what they use to see.
o TLW be able to guess what is in the container by listening, and
then looking to see if they were correct.
o TLW be able to participate in the games by listening to directions
 Conclusion:
o TLW list all five senses without hesitation.
o TLW explain with good descriptive words each sense.
o TLW sing the entire 5 senses song.
o TLW complete a 5 senses book. Each page will contain one of the
five senses.

IV. Unit Map/Plan

How are the goals or ideas of this unit connected to each other? Which ones
build off of each other. Is there a specific order that they must be
learned in?
Grading Criteria: Are all objectives linked or connected?
Outline of daily lesson plans
Lesson plans show a sequencing relating on how each lesson builds on the
previous lessons.
V. Instructional strategies and materials
The following pages will contain 6 lessons that relate the 5 senses.
 Lesson #1: Touch
 Lesson #2: Smell
 Lesson #3: Taste
 Lesson #4: Hearing
 Lesson #5: Sight
 Lesson #6: Conclusion
VI. Assessment strategies.
So how are you going to know it when you see it? What kinds of activities
and materials are you going to use to evaluate the level of understanding or
mastery the students have gained toward meeting your goals? This might
involve one activity for each of your goals. It could involve one or more
activities that assess several goals. These should be a mix between formal
and informal types of assessment.
Primarily students will be assessed through participation and in class questions.
However, each lesson has its own evaluation.
 Touch: The students will be asked a variety of questions throughout the lesson.
They will be asked to use good descriptive words when defining how something
feels. They will also be evaluated on their ability to participate in the different
activities.
 Smell: The students will be evaluated by a drawing that the student creates of
themselves smelling their favorite things. The teacher will then ask them how
they are able to smell their favorite things. When this description is stated the
students should be using the following words: nerves, messages, nose, and brain.
 Taste: The students will be evaluated by a drawing that the student creates of
their favorite snack. The student will then place the picture on a tongue poster.
They should place their food on the correct place on the tongue, based on it’s
taste.
 Sight: The students will be evaluated by answering questions correctly. When
playing the hide-and-seek game the teacher should be examining the students
that are able to find the timer in the classroom by listening.
 Hearing: The students will be evaluated by answering questions when they are
asked in the classroom. They will also need to follow direction and listen to
what is said during the Hullabaloo game. If students are not comprehending the
game it could be that the students are not listening, but also they might now
know their shapes and colors.
 Conclusion: For this lesson the students will be evaluated on their ability, based
on a rubric that identifies the words that the students use and say to describe
the sense that they are working on. Also, the students should be able to sing
the complete 5 senses song (stating all five senses) without much hesitation.
Finally, the students will be evaluated on their books that they create. When
going through the books the students should be able to tell why the objects on
each page are identified by the particular sense.
 Rubric for all five senses:
Song Description Organ used How it works Extra
Words assignment
Touch The student The student The student The student N/A
can sing the describes the can tell will be able to
single verse of way objects which object tell how they
the song based feel with good of his/ her are able to
on touch descriptive body is used touch
Y__ N__ H___ words in order to Y_ N__ H_
Y__ N__ H__ touch
Y__ N__ H_
Sight The student The student The student The student N/A
can sing the describes the can tell will be able to
single verse of way objects which object tell how they
the song based look with good of his/ her are able to
on sight descriptive body is used see
Y__ N__ H___ words in order to Y__ N__ H_
see
Y__ N__ H__
Y__ N__ H_
Hearing The student The student The student The student Y__ N__
can sing the describes the can tell will be able to H___
single verse of way objects which object tell how they
the song based sound with of his/ her are able to
on hearing good body is used hear
Y__ N__ H___ descriptive in order to Y__ N__ H_
words hear
Y__ N__ H__ Y__ N__ H_
Taste The student The student The student The student The students
can sing the describes the can tell will be able to will be
single verse of way objects which object tell how they evaluated by
the song based taste with of his/ her are able to a drawing
on taste good body is used taste that the
Y__ N__ H___ descriptive in order to Y__ N__ H_ student
words taste creates of
Y__ N__ H__ Y__ N__ H_ their favorite
snack. The
student will
then place
the picture
on a tongue
poster. They
 should place
their food on
the correct
place on the
tongue, based
on it’s taste.
Y_ N__ H__
Smell The student The student The student The student The students
can sing the describes the can tell will be able to will be
single verse of scent of the which object tell how they evaluated by
the song based object with of his/ her are able to a drawing
on scent good body is used smell that the
Y__ N__ H___ descriptive in order to Y__ N__ H_ student
words Smell creates of
Y__ N__ H__ Y__ N__ H_ themselves
smelling their
favorite
things. The
teacher will
then ask
them how
they are able
to smell their
favorite
things. When
this
description is
stated the
students
should be
using the
following
words:
nerves,
messages,
nose, and
brain.
Y_ N__ H__
Conclusion The student The student The student The student The students
can sing the describes the can tell will be able to will be
entire song way objects which object tell how they evaluated on
based on the using all five of his/ her are able to their books
 five senses senses with body is used use all five that they
Y__ N__ H___ good in order to senses, and create.
descriptive use all five why it is When going
words senses important for through the
Y__ N__ H__ Y__ N__ H_ them to know books the
all five students
senses should be
Y__ N__ H_ able to tell
why the
objects on
each page are
identified by
the particular
sense.
Y_ N__ H__
Y: Yes, the student can do the activity well
N: No, the student is not able to complete the activity
H: Hesitant, the student is hesitant, or can only complete a part of the activity

VII. Evaluation: After you have taught the lessons in this unit
Generally speaking, the lessons went well. We feel prepared and capable of
teaching the particular lessons. However, some modifications could be made.
Because the lessons on sight, smell, and conclusion were not taught, they will not be
mentioned.
Touch: As mentioned before, it is important to have a lot of room for this lesson,
also very good classroom management. It would also be beneficial to have
volunteers help you with this lesson. When doing the foot feeling adventure, I
would make sure that you are expecting a big mess. Also, if you use shaving cream
or whip cream make sure that the next bucket is water to rinse off students feet.
Taste: Not completed at this time
Hear: Not completed at this time

VIII. Resources:

A to Z Teacher stuff: Egg Filled with Five Senses.

www.atozteacherstuff.com/pages/4106.shtml

Education World: Ten Teaching Activities for the Five Senses.

www.educationworld.com/a_lesson/lesson/lessson183.shtml

Everything Preschool: Themes, The Five Senses.

www.everythingpreschool.com/themes/fivesenses/more.htm
My Five Senses. www.fastq.com/~jbpratt/education/mypage/sensespre.html

Preschool Activity Themes: The Five Senses. www.preschoolrainbow.org/5senses.htm

Preschool Education: The Five Senses Song.

www.preschooleducation.com/ssenses.shtml

The ABC’s of Snacking.

www.fastq.com/~jbpratt/education/theme/alphabet/abcsnacking/html

The Senses (Five Senses/Sensory) Theme.

www.fastq.com/~jbpratt/education/theme/fivesenses.html

Williamson, Sarah A. (1996). Stop, Look & Listen: Using Your Senses from Head to
Toe. Charlotte, VT: Williamson Publishing.

West, Tracy. (1997). 5 Senses. New York: Scholastic.

 Lesson #1: Touch

Subject/Topic Curriculum Area: The sense of touch will be taught in this lesson.

Rationale/Purpose: This sense is important in contribution of learning the totality of the

five senses. It will allow students to describe objects based on how they feel.

Objectives:
a. TLW identify the three way they can feel things
b. TLW sing and understand the verse to the five senses song
c. TLW describe what they are feeling with descriptive words

Content:
What’s Happening Rules/Be Aware Set-Up
When Children enter the *Do not play with the Students should be standing
classroom and make nametags. around a table working on
nametags. *Do not take the tags on and their nametags
off
*Do not wrap the tag around
yourself
*Do not put your tag on
someone else
Engage
Ask students if they have While we are sitting we need Students should sit around
ever heard of the song E-I- to keep our hands to the blanket on the floor
E-I-O. ourselves, and only talk when
you raise your hands.
Have students sing the song
together
Tell students that they will
be learning a new verse to
the song today
Read through the words of
the song showing pictures.
Song: The Five Senses Song Students are to sing along
(verse 5) appropriately
“On my body I have skin;
Feeling cold and heat
It stretches from atop my
head
Way down to my feet
With touch, touch here
And a touch, touch her
Here a touch, there a touch,
Everywhere a touch, touch
On my body I have skin
Feeling cold and heat!”

***Connection to previous
lessons: repeat all four
previous verses that were
previously taught.***

Sing the song together

EXPLAIN
Can anyone guess what we Appropriate Response
are going to be learning
about today?
We are going to brainstorm
descriptive words for
different touches
EXPLORE
I need each of you to line up Forming two lines, based on
in two lines that are on the the tape lines that are on
floor the floor
Look at the person across Sit in the two lines
from you and then sit down
I am going to give each of *When touching the items Feeling the items with their
you a bowl. Each bowl you need only need to use partner
contains a special item. You your hands
and your partner are going to *Do not dump the items out,
touch the item and think of if they fall out, quickly put
words that explain what it them back in the bucket
feels like *Do not throw the items
Allow students to put their
hands in the feely boxes
Tell Students to place their *Do not touch the bowl
lids back on the bowl
EXPLAIN
Think back on the words Sitting in lines
that we decided were good
brainstorming words. Talk to
your partner and tell me
what words describe your
object
Does anyone have an object
that would feel similar to
someone else;’s object?
I would like you all to place Back to the blanket
your bowls by me, and sit on
the blanket
We feel with our skin…our
skin has nerves that allow
use to feel the different
textures.
We can feel, however,
without actually touching
something. If we have
touched a stuffed animal
before, we know that most
stuffed animals are soft.
EXPLORE
I am going to show you a
picture, and if you can think
of what it would feel like I
would like to you to raise
your hand….please do not
talk out before raising your
hand.
EXPLAIN
Not only can you feel with
your hands, but you can also
feel with your feet.
EXPLORE
Our feet have skin and
nerves, just like our hands.
Have you ever stepped on
anything that was soft, hard,
or sharp?
We are going to go on a feel
foot adventure. You are
going to need to take off
your shoes and socks and
place them neatly in front of
you
We are going to walk
through different buckets
that contain different items.
As you go through think
about what they feel like.
You may only step on one
footprint at a time, so if
someone ahead of you is still
in place, do not walk until the
footprint is clear. When you
get to the last step you will
need to wipe off your foot
before putting your shoes
back on. When you are all
down please sit on the
blanket.
What types of things did you
feel?
What can you feel with ?
Do you always have to touch
things to feel?
The students will be
evaluated based on their
performance throughout the
day. During the lesson the
students will ask a variety of
questions…those called on
should be able to answer the
questions clearly.
There are a few things to do
different. First, if you
decide to have the student
step in shaving cream the
next bucket should be water.
This way they will not be
carrying the shaving cream
with them. Also you should
have them roll up their pants
before stepping in the items.
EXPLAIN
Evaluation
Primarily, the students will
be sitting on the blanket
when they are evaluated on
their knowledge. However,
they will also be evaluated
when they are participating
in the different activities.
Lesson Critique
Also, when performing the
second activity I would use
the world imagination. They
way I described it to the
children I do not think that
they completely understood
what was happening. I think
that they would have
understood the word
imagination better.
 Lesson 4: Hearing

I. Subject/ Topic:

The lesson that will be taught is the sense hearing.

II. Rationale/Purpose:

Children need to learn this material because we use our senses everyday. I want

the children to be aware how much they really on their senses and in this case

hearing.

III. TLW know what they use to hear.

TLW be able to follow directions using their hearing.

TLW be able guess what is in the containers by listening.

TLW be able to participate in the games by listening to directions.

What’s Happening Rules/ Be Aware Set-up

When the children enter
have them find their
nametags that they made
last week.
Do not play with the Have the nametags set out
nametags. when the children arrive, if
Do not take anyone else’s new students have blank
nametag. nametags for them to fill
out.

Engage

Ask the students if they
remember the song they
sang last week about touch
to the tune of “Old
McDonald had a farm.”
While we are sitting we need Have a blanket for the
to keep out hands to children to sit on.
ourselves, and only talk when
you point to your ear.

Have the children sing the

song.

Tell the children that they

will be learning a new verse
to the song.
Read through the words to
the song.

Song: The Five Senses Song Children sing along with

(verse 4) teacher.
“On my head I have two
ears;
Listening all day long.
And if I didn’t have them
there,
I couldn’t hear this song!
With a listen here,
With a listen there,
Everywhere a listen, listen.
On my head I have two ears;
Listening all day long!
Sing the song together
Explain
Can anyone guess what we When the children want to
are going to be learning answer a question, have
about today? them point to their ear.
IV. Content
Talk to the children about
hearing, “what do we use to
hear?”
Ask children what can people
do if they can’t hear?

Ask the children to be quiet

and listen to the noises that
are around the room.
Give the children examples if
they can’t hear anything.
Explore
I will show you and shake one Bring in containers with
container at a time, if you items in them. Example coins,
think you know what is in the beads…
container, touch your ear,
then we will find out if you
are correct.
Show all 4 (more or less)
containers to the children to
see if they were correct.
Then read Polar Bear Polar Have a copy of the book to
Bear, What do you Hear? read to the children.
Have the children read the
book with you.
When finished ask students
questions about the book,
like “have you ever seen
these animals?”
Engage
Play hide the timer. Bring a timer.
Have the students close
their eyes or go into the hall
while one person hides the
timer in the room and turns
it on.
Then everyone comes back
into the room and listens to
hear where the timer is, the
person that finds the timer
is the next person to hide
the timer.

Play for at least 4 different

children hide the timer, or
depends on time issue.

Ask the students about the

game; ask them if it was hard
to listen to try to hear the
timer.

Then play Cranium Hullabaloo Have the game set up before

with the children. class if there is room, or take
a minute to set it up with the
children’s help.

Explain the rules to the

children and then play the
game.

Play the game for about 10

minutes, or as much time as
there is.
 Then have the children go
back to the blanket, sing the
song about hearing.

Review what was learned.

VI. Materials:

Nametags

Blanket

Have the Five Senses Song typed out for the children to read and sing along

4 Container, each has a different object in it

The book Polar Bear Polar Bear, What do you hear?

A timer

The game hullabaloo

VII. Plans for Individual Differences:

I will have the children guess what is in the objects, I will call on the children

that are sitting quietly. The lesson may be adapted if the children don’t want to

guess what is in the containers. Also, I don’t know what the children will come

up with for the noises in the room, so I will have to adapt to them. Depending on

what objects are in the container might start different conversations among the

children.

VIII. Evaluation:

I will know if the children understand by the answers that they come up with for

my questions. Also, if the children follow directions and listen to what I say and

what the Hullabaloo game says. The game tells the children what spot to go to,
 if they don’t go to the right one, then either they weren’t listening or maybe

they don’t understand all the shapes and colors.

IX. Lesson Critique:

When I am finished with this lesson, I will look back over the lesson for the

next time I want to use this lesson. I will look to see how much time the

activities actually took. Another thing I will look at is was my lesson age

appropriate. Also, did the children interact with me and enjoy the lesson, or

were there parts where they were bored.

I. Five Senses
~Unit length: 1 week and 2 days
~Students: 24 students max
~General Description of the Unit: The unit will teach students about the five
senses and how they are used in everyday life. The unit will also teach students why the
five senses are important and what body part corresponds with each sense.
~Content of the Unit: The students will learn about the five senses through
hands-on activities. Each day will focus on a sense and there will also be a day to
introduce the topic and evaluate what the students have learned.

II. Rationale/Purpose
Why the students should learn this material and how this lesson is of value to the
students.
~This lesson will help students learn about their body and how to use their sense
to the best of their ability.
~The students need to understand their five senses in order to understand
themselves and aid them in the exploration of the world around them.
~If the students know about their senses then they can stay safe and healthy
through out their lives.
~To create life long learners in individuals. Also, this unit is very active and
hands-on which make learning fun and meaningful.

III. Goals/Objectives
1. The students will be able to describe the five senses.
2. The students will recognize why the five senses are important to them.
3. Students will utilize hands-on activities to gain knowledge about the five
senses.
4. Students illustrate their findings through communication and drawings.

Major Objectives
1. Michigan Standard I.1.E.2, Develop solution to problems through reasoning,
observation, and investigation.
2. Michigan Standard IV.1.E.1, Classify common objects according to observable
attributes/properties.
3. Michigan Standard II.1.E.2, Show how science concepts can be illustrated
through creative expression such as language art and fine arts.
4. The learner will cooperate with the students during specific activities.
5. The learner will distinguish the levels of sound between loud and soft.
6. The learner will explore sound and create their own ways of creating sound
with specific objects.
7. Students will be able to categorize foods in relation to their taste category.
8. The learner should be able to distinguish between certain smells.
9. Students will be able to communicate what the five senses are and what body
part each sense is associated with.
IV. Unit Map
All lessons are directly related. We will begin with an introductory lesson, then
continue through the five senses, and finally conclude with a final activity to conclude.
They can all build off of each other but the senses can be learned in any order. We chose
the way we did because of the prior knowledge that was necessary for the activities in
post lessons.

Day 1
Intro lesson
The rationale behind this lesson is to introduce the
five senses to the children and to get them to
understand what the five senses are and how they are
important to the students.  The activity for this
lesson is to take the kids on a walk at a nature
center and have them tell how they are using their
five senses.
Day 2
Sight
The purpose of this lesson is to teach the basics about the eye and
to show the importance of taking care of your eyes and the
importance of sight in general. The students will understand the
importance because during an activity they will be blindfolded and
experience blindness. During this activity the students will classify
objects based on their physical appearance.
Day 3
Touch
The purpose of this lesson is to show the importance of touch and
how it can be used to allow the students to live a life safe and to
the fullest. The students will also participate in a scavenger hunt
looking for soft, hard, smooth and rough objects. The student will
classify these objects and place them into appropriate categories

Day 4
Hearing
The purpose of this lesson is to show the students how and with
what they hear. Also, the lesson will show importance of hearing
and how it is necessary for your safety and classification of sounds.
The class will be able to create loud and soft sounds with certain
objects on tables provided by the teacher

Day 5
Smell Lesson
This lesson is to get the students to understand the
sense of smell better and show them why the sense of
smell is important to their safety and to their sense
of taste.  The activity for this lesson is to have
students smell certain smells and determine what they
smell.
 Day 6
Taste Lesson
The taste lesson is to show the importance of the
taste sense to the students and to teach them that
they taste with tastebuds and not with their tongue. 
The lesson is to give them a little more depth to
their knowledge.  The activity for this lesson is to
have the students taste food that fits into the four
taste categories (salty, sweet, sour, and bitter)

V. Instructional Strategies and Materials

DAILY LESSON PLAN

INTRODUCTION

I. SUBJECT/TOPIC:
This lesson is the first lesson in the entire unit. This beginning lesson will focus on the
five senses and will give a brief overview of each sense. The students will be taught why
we need our five senses, what parts of the body correspond to each sense, and what we
can do with our senses.

II. RATIONALE/PURPOSE:
This lesson will help students learn more about their body and how it works. This lesson
is valuable to the students because they will learn why we need our five senses and the
possibilities each sense brings with it.

III. OBJECTIVES
~Students will understand the range of each sense.
~The students will learn what each of the five senses is and what body part
corresponds to each sense.

IV. STRATEGIES AND ACTIVITIES

1. Begin this lesson plan by reading, “My Five Senses” by Aliki. This book
describes the five senses and what body part each of the five senses is related
to. During the reading ask the students to point to their ears, eyes, tongue,
nose, and hand.
2. After reading the book ask students questions geared towards each of the five
senses. Take turns asking the students questions. The questions should look
like this.
~I see _______ with my eyes?
~I hear ______ with my ears?
~I smell ______ with my nose?
~I taste _______ with my tongue?
~I touch ______ with my fingers?
3. After you think that each child knows about the five senses then you tell them
you are going to go on a little walk, either around the school’s neighborhood,
 or around the playground. Before you go on the walk tell them to pay
attention to things on the walk because they will be discussing their walk
when they get back to the class.
4. After the walk have the kids go to their seats or get them to a small gathering
area. Ask the students what they saw, smelled, touched, heard, or tasted on
their walk. This activity lets the students see how they use their senses in the
real world. Not only does this activity teach a lesson about the five senses but
it also gets the kids to where off a little energy.

V. MATERIALS
~ “My Five Senses” by Aliki
~Proper clothes for the walk
~Permission slips from parents if taking the children off school grounds.

VI. PLANS FOR INDIVIDUAL DIFFERENCES

I do not know how to plan for individual differences for this introductory lesson plan.

VII. ASSESSMENT
The assessment for this lesson will be asking the students questions and have them
respond orally or by drawing.
~What are the five senses?
~What do we hear, see, taste, touch, and smell with?
~Why do we need our five senses?

VII. CRITIQUE
I have not used this lesson is a classroom setting.
 Sight Lesson

Subject/Topic:
Science/Five Senses-Sight

Rationale/Purpose:
The purpose of this lesson is to show the students the importance of sight and the
way it can be used in every day life.

Objectives:
The learner will classify objects based on physical appearance.
The learner will construct a chart that can be used to make the labeling of objects
more clear.
The learner will cooperate with the students during specific activities.

Benchmarks:
Classify common objects according to observable attributes/properties (IV.1.E.1)
Construct a chart classifying objects based upon physical attributes/properties
(1.1.E.6)

Materials:
Various leaves
A small plant or flower
A diagram of the eye
Binoculars
A microscope with prepared slide
Hand lenses
Eye Glasses
A telescope
Blindfolds
Buttons
Button Chart

Content/Strategies/Activities:
Engage
“Has anyone ever played the game I spy?”
“Well, we are going to play this game to start the class and I will go first.”
So the students along with the teacher will play the game I spy searching for
objects in the classroom that are fairly obvious.
”Your eye is what allows you to see these objects. Can you point to your eye?”

Explore
At a desk designated for the activities, using the sense of sight, a student describes
the properties of a leaf. At the table, the students take turns comparing the properties of
various leaves. In describing a leaf, students use numbers such as one, two, or three as
appropriate to describe the leaf. After they have finished their work at the table they will
go back to their seats.

The students go on a "sighted" (eyes open) walk and a "non-sighted"

(blindfolded) walk. The students choose partners and take turns being blindfolded. The
students compare the two walks orally, stressing the important role the eyes play in our
everyday lives. The teacher will write the responses on the board.

To continue to explore the students will experiment with the Binoculars,

Microscope, Telescope, and Hand Lenses and Eye Glasses This will take the students
further with the knowledge of sight and what can be used to enhance their sight. Each
table will be given a specific object and be asked to explain to the class what happens
when you look through the instrument.

The final activity will be classifying buttons based on physical appearance. This
will show them a purpose of the eye is classification and knowing the difference of
physical characteristics. The buttons will be in a bag that will be handed out to the
students at their seats. A sample button will be represented on the sheet and the students
must match the buttons given onto the sheet.

Explain
To explain the sense of sight the teacher will read the book Brown Bear, Brown
Bear, What Do You See? During the book you must ask the students to predict what they
think will occur next in the book. Also continue to ask question such as “How do we
recognize each other by sight? What things do we look for? What part of the body do
you use to see?”

Elaborate
The teacher will use the eye diagram and talk about the basics of the eye, such as
the pupil, retina, cornea, eyelids, eyelashes, etc… You can also talk about the importance
of tears for cleansing purposes. You can also continue by talked about the eye glasses
along the lines of near/farsightedness.

Evaluate
Oral Assessment
What part of the body do we use to see?
What are some things you can see?
How could you tell what an object was if you couldn't see it?
Name at least three important parts of the eye.
Why is our eye like a camera?
Why do we need tears?
How do you care for your eyes?
Why is it important to take good care of your eyes?
What part of the eye gives the color?

Plans for Individual Differences:

 The lesson is mostly based on individual exploration that can be done with a few
other students if necessary. The students do have the freedom to go about the exploration
in whatever way suits them best. For a class that cannot handle being blindfolded the
teacher can take one volunteer and have them be the example in front of the classroom.

Evaluation:
Observation during activities, involvement, and the oral assessment can all be
taken into consideration when evaluating each individual student.

Lesson Critique:
 Touch Lesson

Subject/Topic:
Science/Five Senses-Touch

Rationale/Purpose:
The purpose of this lesson is to show the importance of touch and how it can be
used to allow the students to live a life safe and to the fullest.

Objectives:
The learner will identify and classify objects and the way they feel.
The learner will cooperate with other students during classroom activities.

Benchmarks:
Classify common objects according to observable attributes/properties (IV.1.E.1)

Materials:
Crayons
Paper
Random Objects around the Classroom
Hard
Soft
Rough
Smooth
Light
Heavy
Hot
Cold
Warm

Content/Strategies/Activities:
Engage
“Can I see some hands of students who have ever touched something they did not
like?”
“What did you touch?”
“What did it feel like?”
“Today we are going to learn about our sense of touch and what happens when
we touch different objects?”

After the questions the book Feeling Things should be and the students need to
discuss the variety of information we can learn from our sense of touch. Have the
students come up with certain characteristics of how things feel, especially from the
book. The characteristics will be used later in the Exploration section.

Explore
 The students will now have a scavenger hunt. The students will be asked to find
things around the room that are smooth, rough, hard, and soft. There will be for table
around the room labeled for each of the characteristics. When a student finds an object
that coincides with the characteristic they are given then they can place it on the table
appropriate. If the weather permits you could take the students outside for this activity.
After all the students are back in their seats you can have one object from each table be
explained by the student who found that specific object. Make them explain what they
used to feel it and how they knew it was that specific characteristic.

Now you can move on to other characteristics such as cold, warm, hot, light, and
heavy. After asking questions such as “what feels cold, hot, etc…?” have the students
look around the room and find something that relates to each. The students can then take
out their crayons and paper needs to be given for them to draw and create objects that
relate to the new characteristics given.

Explain
Now is a good time after the students described what they used to know that the
object was that way to tell them why and how the sense of touch works. Vocabulary
words should also be introduced or reiterated. Vocabulary words such as touch, feel,
smooth, rough, hard, soft, light, heavy, warm, hot, and cold.

Elaborate
Read the book Hands, Hands, Hands and go further into the explanation of how
our hands are our main instrument in touching and describing how objects feel. You can
continue explaining how the sense of touch works with the nerves relaying the message
to the brain.

The teacher now needs to move on and talk about the importance of touch and
how it can be used to protect you and how it can hurt sometimes. The importance can be
shown by the book Seven Blind Mice. You can then ask the students how the mystery
was solved and how the mice new the mystery object.

Evaluate
The evaluation will constantly be in progress throughout the lesson and be applied
with the open-ended questions asked throughout the books, after the books, and before
and after the scavenger hunts. Observing the students interacting with objects is also a
way of evaluating or assessing the students. Also to conclude, a review of characteristics
of objects should be given. The teacher can hold up one of the objects found by the
students in the room and the students need to label that object by raising their hand and
voicing their opinion.

Plans for Individual Differences:

The students have enough independence during the activities so they can all get
the same out of the activities depending on their personal differences.

Evaluation:
 The students will be evaluated based on their ability to find objects and place
them in the correct categories and explain their reasoning for placing the objects in the
categories required.

Lesson Critique:
 Hearing Lesson

Subject/Topic:
Science/Five Senses-Hearing

Rationale/Purpose:
The purpose of this lesson is to show the students how and with what they hear.
Also, the lesson will show importance of hearing and how it is necessary for your safety
and classification of sounds.

Objectives:
The learner will classify common sounds heard in every day life.
The learner will distinguish the levels of sound between loud and soft.
The learner will explore sound and create their own ways of creating sound with
specific objects.

Benchmarks:
Classify common objects according to observable attributes/properties (IV.1.E.1)

Materials:
Musical Instrument-Guitar
CD Player
Nature CD
Glass Bottles
Spoons
Straws
Keys
Coins
Beans
Cups
Diagram of the ear

Content/Strategies/Activities:
Engage
The teacher will play a musical instrument of their choice to start out the lesson.
The students will be asked to sit in their seats and think about what is going on. When
the students seem ready to move on the teacher can stop playing the instrument or music
if the teacher is unable to play an instrument.
“Did anyone hear the instrument?”
“What did it sound like?”
“What body part do you think enables you to listen to the music?”

Explore
The students will stay in their seats while the teacher places a nature CD into a
CD player. The students, after the sounds are turned off will raise their hands and name
some of the sounds they heard on the CD. On the board will be two categories of loud
and soft for the students to place the sounds they have heard. When this is finished the
teacher will be passing out sets of objects to each table for the next activity
The class will be set up in groups according to their tables. On each separate
table will be a few objects that make different types of sounds. Each group of 4 will have
a set amount of time at each table then everyone will rotate to the next table and explore
with their current set of objects with sound. The sounds being made should be
categorized by the students into the loud and soft list on the board.

Explain
Read the Ear Book which will give the students the fact that we use our ear to aid
us with our sense of hearing. This will introduce the talk about the ear and the basic
knowledge needed at this age. Again the sounds heard throughout the book can be added
to the chart of loud or soft.
Now the teacher will start explaining the concept of sound and the ear. The
teacher can again ask “What body part helps you listen to the sounds around you?”
Whenever the correct answer is mentioned the teacher can uncover the chart of the ear
and begin to explain the basics which will be reiterated what the students have said
during the engaging section of the lesson.

Elaboration
The teacher will now play the guitar or whatever instrument bets suits them to the
class again. As the teacher plays the instrument he or she can explain the way sound
travels into the ear and eventually to the brain. This will again be very helpful with the
chart shown earlier in the lesson. As the guitar is still being played you can show the
class with arrows as the sound is coming from the guitar to the students ears labeled on
the chart or photo of the ear.

Evaluate
“What sounds can you hear in the classroom?”
“What sounds do you hear everyday?”
“What sounds did you hear during the CD?”
“What body part is used to listen?”
“How does the sound go from the instrument to the ear and to the brain?”

Plans for Individual Differences:

The exploration can be used at any level and for any individual but if there is a
deaf child in the classroom you can use this as an example to show the importance and
talk about life without hearing and try to let the students know how the deaf child
struggles.

Evaluation:
The teacher will be able to observe the students as they classify sounds and place
them in certain categories. You can also observe the ability for the students to explore
with various objects and create soft and loud noises.

Lesson Critique:
Taste Lesson
I. SUBJECT/TOPIC:
This day’s lesson will focus on a review of the five senses but will primarily focus
on the sense of taste. This lesson will also focus on what the different areas of taste our
taste buds pick up (sweet, sour, salty, and bitter).

II. RATIONALE/PURPOSE:
This lesson is important to children because they are exploring their bodies and
they need to know how their bodies work. This lesson is valuable to the student because
they learn what categories of taste there are and what categories their favorite foods fall
into. The lesson about taste will also teach how taste teaches us about the world we live
in.

III. OBJECTIVES:
~The students will learn how they taste.
~The students will learn the four categories of taste.
~Students will be able to categorize foods in relation to their taste category.
~Students will be able to describe how we taste.
~Students will be able to explain the importance of tasting.
~Students will use their creativity to think about different foods that taste like one
of the four taste categories.

IV. STATEGIES and ACTIVITIES:

1. To begin the lesson the teacher should read the book “Taste” by M. Rius, J.M.
Parramon, and J.J. Puig as an introduction to the sense of taste and prepare the
students for the activities to come.
~What do we taste with?
~What do we us tasting for?
2. Hand out a sheet of paper and on the paper it will have four columns and two
rows. The columns will be labeled with the four types of taste and the two
rows will be labeled “Tasted in Class” and “My Own Example”. Explain to
the students that they will taste four different foods (M&M’s, Pickles,
Unsweetened Chocolate, and Salted Peanuts) and after they have tasted that
food they have to draw a picture of that food under the right taste category.
The students will go through a line and first take a plate and then the teacher
will place each food on the child’s plate. Make sure that once the students get
their food that they put their plate on their desk and go sit in a certain area to
wait for everyone else to get their plates of food. Once everyone has a plate
all of the students can go to their desk but cannot eat any food until the teacher
says they can. Tell the class what food they can eat and then tell them to draw
that food under the correct category. Once all food has been tasted then the
kids can throw away their plates and go back to the sitting area where they can
await more instruction.
 3. Now explain that all of the kids will be split into groups and will have a
bundle of food books that the kids can cut pictures out of. Tell them that for
each of the four taste groups they must find a picture that represents each of
the groups. Show them an example so that they know how to complete the
sheet. During this portion of the lesson make sure that the students use their
materials responsibly and that they share the books and other materials.
4. Give the students about a half hour to complete this activity and then give
them another 10 minutes to clean up their areas. Once the room is cleaned up
then have the students stay at their seats while you ask them questions about
the lesson and determine how much information the students retained from the
teaching.

V. PLANS FOR INDIVIDUAL DIFFERENCES:

For students with allergies to certain foods or do not care for certain foods there will be
other foods for those children to eat. I think that most children will be able to accomplish
this lesson and it’s activities.

VI. MATERIALS
~Pickles
~Unsweetened Chocolate
~Salted Peanuts
~M&M’s
~Plates
~Worksheet
~The book “Taste”
~Scissors
~Glue

VII. EVALUATION
Have the children sit in an area where questions can be asked of them. Play a game with
them called “Tastes Likes”. You begin by saying ______tastes like _________. You fill
in the first blank and ask the students what that tastes like. For example, Lemons taste
like sour. This project will determine if students can place foods into the correct taste
categories. While the kids are in a large group you can also ask them more questions
concerning taste.
~What are the four familiar tastes?
~What do we taste with?
~What are some things you should not taste?

VII. LESSON CRITIQUE

I have not used this lesson in the classroom.
 DAILY LESSON PLAN
SMELL

SUBJECT/TOPIC:
The topic for this lesson plan will be the five senses but will primarily focus on the sense
of smell. During this lesson students will be taught about their sense of smell and a little
about how their sense of smell works. Students will also be taught why their sense of
smell is important and why they need their sense of smell.

RATIONALE/PURPOSE:
Students need to learn this material because at this age they are exploring their bodies and
they want to know more about how their body works and why they have a sense of smell.

OBJECTIVES:
~Science/Strand II/Content Standard 1/Elementary/Benchmark 2 (II.1.E.2)
Show how science concepts can be illustrated through creative expression such as
language arts and fine arts.

~IV.1.E.1
Classify common objects according to observable attributes/properties.

~Students will be able to understand why the sense of smell is important to them.

CONTENT:

STRATEGIES AND ACTIVITIES:

1. To begin the lesson the teacher should start with a review of what the five senses
are and then tell the students that this day’s lesson will focus on the sense of
smell. The teacher should have film containers filled with a cotton ball and
extract squirted on it with a lid with holes punched into it ready for the kids to
begin their lesson.
2. Have the kids sit in a circle and talk to them about their sense of smell and tell
them how their sense of smell is important to them and a little about how their
sense of smell works.
a. What do you smell with?
b. Tell me things that smell good and tell me things that don’t smell so good.
c. How do you think we smell?
d. Why do we smell?
i. To enjoy the things around us.
ii. It helps us smell things that let us know that there is danger around or
helps us to prevent bad things from happening.
iii. It helps us to recognize certain foods and if they are good or not.
 3. Next explain to the kids that their assignment is going to be to smell different
things and to figure out what the smell is and draw what smells like that on a
sheet of paper. Tell them that there are five different stations there are eight
different containers with holes punched into the top of the container. Tell them
that they will get into groups of fives and take turns wafting the smell towards
their nose. After they smell the container they will check the number on the
outside of the container and draw a picture of what they smelled in the properly
number box.
4. Once the children have completed smelling all eight of the containers they need to
wait in line get the paper checked and then sit back down in the designated area.
After all of the kids are sitting back down you can check their understanding of
the lesson.
a. Ask the kids what smell was in each container.
b. What did we learn about the sense of smell?
c. Did you think things smelled good?
d. What technique did you use to smell from the containers?

MATERIALS:
1. Empty camera film containers with three holes punched out of the top.
2. Cotton balls.
3. Eight different extracts.
4. Crayons.
5. One worksheet.

ACCOMMODATIONS:
If there is a child that has a learning disability then the teacher might have to watch to see
if the student is drawing the correct picture in the correct box on the worksheet. If there
is a child that is accelerated in learning you might want to have a few smells that are
harder and tell students that if they find smelling the eight original smells is too easy then
they can try the challenge smells.

EVALUATION/ASSESSMENT:
There are two ways to assess the students’ progress during this assignment. One way is
the worksheet because that lets the teacher know if they are grasping the sense of smell
and what they are supposed to do for their assignment.

LESSON CRITIQUE:
Did not accomplish in the classroom.
VI. Assessment Strategies
Larger Goals
1. The students will be able to describe the five senses.
Assessment will be possible through observing the students use there
fingers to point to specific body parts that they use for the senses. The students can
verbalize their knowledge to the classroom when called upon. The assessment can be
evaluated through teacher observation and participation. If the students participate and
give the correct answers and point to the correct body parts they are showing their
understanding but if they are not able to do these things then you know that something is
going wrong with the teaching and you need to go over something with more detail and
precision.
2. The students will recognize why the five senses are important to them.
The students will verbally communicate to the class the importance of the
five senses when asked by the teacher. For the students that do not want to speak out in
class they are given the option of drawing how they feel in this area or the teacher can see
by just looking at them the extent of their understanding. Evaluation can be done by the
teachers opinion and if the students can communicate the importance of the five senses in
their own way. If the students are confused or do not raise their hand if they understand
then you must explain differently or more detailed.
3. Students will utilize hands-on activities to gain knowledge about the five
senses.
The hands-on activities can be measured by the amount of involvement
given by each individual student. Some students do not enjoy participating so the teacher
should be able to recognize their recognition or importance of the activities. Evaluation
is done by the teacher through observation of the involvement and participation. If the
students do not enjoy or are not excited to participate then the teacher has failed with the
engage aspect of the lesson and they need to create the excitement by a greater
anticipatory set.
4. Students illustrate their findings through communication and drawings.
Communication of the students understanding can be done through verbal
communication if the student likes to speak out or drawing if the student is more
withdrawn in the classroom. The fact that they communicate there opinion is success but
the more correct the explanation is the more satisfactory the progress. The drawings are a
way to relate to the reserved students and can be used to make their understanding clear
to the teacher. If the students drop out of communication and drawing then something
needs to be changed in the lesson to bring those students in or another form of assessment
such as general observation could be used.
More Specific Goals
1. Michigan Standard I.1.E.2, Develop solution to problems through reasoning,
observation, and investigation.
This standard can be obtained through many assessment tools. Drawing,
verbal communication, participation in activities, sharing what was observed can all be
used and are used throughout the unit. All these forms of assessment can be used for all
students with any differences they bring to the classroom. Evaluation can be obtained
through their participation, willingness to volunteer, extent of their drawings, etc… If
however the students fail in all these areas or one student is out in left field something is
wrong and the teachers job is to change the unit to relate to all the students.
2. Michigan Standard IV.1.E.1, Classify common objects according to observable
attributes/properties.
The students ability to classify objects is very important and can be done
through verbal communication, and drawing in correct sections of the paper. Evaluation
is done through observing and listening to the students ideas about classification and to
be more specific the teacher can see how much the student has picked up through the
drawings in specific sections of a chart given to the students. The teacher should plan on
100% satisfactory in these areas and should not stop until it is gained.
3. Michigan Standard II.1.E.2, Show how science concepts can be illustrated
through creative expression such as language art and fine arts.
This standard relates more to drawing and can be used as an alternative for
the students who do not enjoy being put in the spotlight. All the teacher is looking for is
effort and a simple understanding and drawing in the right areas of the paper. Drawing in
the wrong space will require more clear directions and explanation of the five senses.
4. The learner will cooperate with the students during specific activities.
Cooperation with the students is observed during group activities and
other activities that require the students to be patient and wait their turn. If tempers flair
or students get out of control then the teacher needs to place greater restriction on the
activity and take away freedom from the students. The more freedom the better and it
shows the students ability to cooperate in the classroom. Evaluation can be seen through
the students behavior and if they are acting up you can take away freedom but make sure
the reason for taking away privileges is explained.
5. The learner will distinguish the levels of sound between loud and soft.
The students will have the opportunity to raise their hand if they think a
sound is loud or soft. They can also verbally communicate their opinions if called upon.
Evaluation can be done through the teacher’s observations of each individual student
while in front of the classroom asking questions. Based on the number of responses the
teacher can evaluate him/herself and change the lesson accordingly.
6. The learner will explore sound and create their own ways of creating sound
with specific objects.
This goal can be observed during the class activity. The amount of
involvement and interest as well as the look of understanding can be used to evaluate
each individual student based on their differences. Maybe directions were not clear
enough and the students get out of control or have a look of confusion. This is when the
teacher must go backwards and find a way to clearer explain the activity.
7. Students will be able to categorize foods in relation to their taste category.
The students will categorize food by drawing the food on a piece of paper
in the appropriate category. Other students who are unable to draw can verbally
communicate their understanding or raise their hand if they understand or give a sign of
understanding. Based on the student’s compliance the teacher can evaluate the lesson as
a success or failure.
8. The learner should be able to distinguish between certain smells.
The student will show a sign of understanding such as raising a hand or
touching their nose if they can distinguish certain smells. There will also be a time of
sharing what they have learned after the activity has concluded. If the students do not
understand the teacher will know because of the lack of the “sign” of understanding.
Changes or reiteration must then be made by the teacher.
9. Students will be able to communicate what the five senses are and what body
part each sense is associated with.
The students will point to the body part that helps them accomplish each
sense. This is done through the teacher asking question or showing pictures and the
student pointing with their finger to the body part appropriate. The goal is evaluated for
100% satisfactory and nothing less need be accepted. The activity should be changed or
continued till all students are able to understand. The amount of time taken to
accomplish this objective can be used to evaluate the teacher and the form of the lesson.

VII. Evaluation
We feel pretty confident that the lessons will engage the learner and that most, if
not all, the objectives will be met. Students will enjoy the lessons and the learning
experience will be fun and meaningful to them. If we had to teach this lesson again we
would have more detailed instruction and we would have everything prepared before the
lesson started. How do have classroom management with a group of kindergarten
students, without having to yell all of the time? One other concern is can there be a good
amount of flexibility when the lesson is so detailed? We also have realized that unit
planning is very time consuming and detailed and should be planned further in advance
with room for modifications. We thought that we would have better management over
the classroom, but we were obviously wrong. We had a planned outline but as we started
writing the lessons it was difficult to keep the lessons in relation to the goals and
objectives. Measuring all of the goals for all learning styles was difficult for us to think
of too.
 The Senses
Kindergarten Instructional Unit
I. SUBJECT/TOPIC: The five senses
 CURRICULM AREA: Science (Five Senses)
 The five senses-
Big ideas: We learn about the world through our five senses.
 Sight-
Big ideas: The sense of sight helps us recognize each other and
learn about color, motion, and distance.
 Hearing-
Big ideas: The sense if hearing helps us learn from each other
through communication. Sound can produce patterns.
 Touch-
Big ideas: The sense of touch helps us learn about our world by
feeling it and learning the size, texture and shape of things.
 Smell-
Big ideas: The sense of smell helps us enjoy life and helps us
learn about unsafe conditions.
 Taste-
Big ideas: Taste helps us, among other things, to select and enjoy
food. There are four familiar tastes.

GRADE LEVEL: Kindergarten
GENERAL DESCRIPTION:
The unit will be based around learning about the five senses through
discovery. The introductory lesson will cover a brief description of each sense and also
pique the interest of the students and motive them learn more in-depth about each
individual sense. The following five lessons will be dedicated to one of the five senses.
The students will be attempting to use only one sense at a time to learn about the world
around them. They will be comparing and contrasting their observations using different
sense.

CONTENT OF UNIT:

5 lesson plans
1. Introductory lesson- all five senses
2. Sight
3. Hearing
4. Touch
5. Taste, smell

DESCRIPTION OF STUDENTS:
 The classroom is part of a large school urban school system. There are twenty five
students in the class. The students are a majority Caucasian. Integrated into the
class is Spanish for the growing Hispanic population. In the class there will have
to be appropriate accommodations for the students to learn. Spanish will be
incorporated through vocabulary.

TIME ALLOTTED TO THE UNIT:

Each lesson will be 20 minuets each, with time for exploring and experimenting.
One lesson per day will be taught. This is development appropriate for kindergarten age
children.

II. RATIONALE/PURPOSE:

Students will build the foundational skill of identify their senses. In sciences
knowing the senses and how to use them is a vital concept. Learning the sense
will allow the students to obtain a skill that they will be able to use in the
classroom and in their world around them.

It is of extreme value that the students learn their senses. In further activities
and experiments not only in science but other educational areas they will use
their senses.

As young students they are just beginning to discover how their world works.
They are gathering vital resources that will help them learn the details. They
need to know that they hold incredible tools within themselves to make
discoveries.
Learning about the senses relates to the real world because is ways in which
you observe the world around you. Everyday we use are senses to navigate
our way through our daily routine. Teaching students to be identify the sense
it will help them be conscience of themselves and the things around them.

Teaching is about guiding and enabling the students to learn valuable lessons
to achieve and succeed in the world they live in. Teaching the senses goes
right along with that philosophy that you are equipping the students to learn
about themselves and how to survive in the world.

III. Identification of Goals/objectives:

GENERAL GOALS-

1. Learn how to use and identify the five senses.

2. Learn how to discover the world through their senses.
 3. Learn why they need the five senses.
4. Learn to associate the specific body part for each sense.

STANDARDS-

Michigan Content Standards-

Strand III Using Scientific knowledge in life science

Content standard I Construct New Scientific and Personal Knowledge
1. Generate reasonable questions about the world based on
observation.

Strand IV Using Scientific knowledge in Physical Science

Content standard I all students will measure and describe the things
around us; explain what the world around us is made of.

Strand V Using Scientific knowledge in Each Science

Each benchmark and objective is specified in individual lesson

The Learner Will-

 Name the five senses
 Use one of the five senses to discover properties of objects in the
environment
 Name a body part used for each sense
 Compare objects using only one sense
 Classify objects using only one sense
 Become aware of various physical impairments
 Describe how the five senses work together
 Describe ways to show proper care of eyes, ears and nose
 Practice safety procedures relevant to the five senses
 Describe how each sense works

IV. Unit Map

Day one: Introductory lesson
Day two: Sight
Day three: Hearing
Day four: Touch
Day five: Taste & Smell
Day six: Conclusion (learning centers)

V. ASSESSMENT STRATEGIES:

Each lesson presented has an individual assessment for each objective and
goal. Each learning style and diversity is approached within the lesson. The
teacher is able to assess the students on a performance level with observation.
Because of the age level where the students reading and writing level are low
a written test would be developmentally inappropriate. The assessment shares
with the teacher not only the level of the students understanding but the clarity
in which the material was presented.

Formative methods of assessment:

 Performance assessment will be used for each sense:
A) Sight (see oral assessment)
B) Hearing (see oral assessment)
C) Touch
 Count and tell how many apples there are in this bag, without looking.
Tell your teacher how you did it. Can you tell if I have more apples or
more oranges in this bag without looking? Show your friend and if he or
she agrees your idea is correct, then show your teacher. Put on a blindfold.
Using these shapes, sequence them by making a pattern; then, tell your
teacher what pattern you made.
D) Taste and smell (see oral assessment)

 Oral assessment:
A) Sight
The teacher will observe both groups and doing a visual assessment
during the activities. I will be looking for the other groups, seeing if
they keep their eyes closed/blindfold on. The teacher will note how
they manipulate the blocks and constructions they build.
B) Hearing
Observe the children’s listening skills and note whether their paintings
reflect something that could in fact be heard outdoors (at any one time
not necessarily on the walk itself). Take anecdotal note during class
discussion and recording students’ shortcomings/progress.
C) Touch
How does the sense of touch help us learn about the world we live in?
How can you tell if one thing is bigger than another if you can't see it?
What else can you learn about something that you can't see, but you
can feel? (Shape: round, straight, bent, curved, and broken.) What part
of your body do you use for the sense of touch? How do you take care
of your skin?

D) Taste and smell

Students are going to label parts of tongue and nose and will identify
three different smells and taste. The teacher will observe both groups
and doing a visual assessment during the activities.

Summative methods of assessment:

 As an ongoing project students will be asked after each lesson to
reflect freely in a journal entry. This may not be written it may be
drawing, cutting and pasting pictures. Student may have the option if
an aid or the teacher is available to have the teacher write what they
are dictating to them.
 As an entire class a concept map will be a form of an ongoing
assessment. It will be used as an assessment by anecdotal notes by
observation by the teacher of whom and how the students are
participating.
 Daily observation and notes will be taken on each student
o Items to be noted-
 Participation
  Demonstrated depth of understanding and examples
 Gaps in understanding
 Poor responses to other students

Criteria used to determine mastery:

Students demonstrate understand and functions five senses.

VI. EVALUATION:

We feel that the lessons went well that we taught. The lessons were both
organized and interactive. The students were able to engage in activities that
aided them in the discovering of their senses. The students responded to
instruction with enthusiasm and excitement to learn.

Judging timing was a difficulty. With any kindergarten class there is different
reactions to different lessons and activities. The length of the lessons seemed
to vary. Constant control and excellent classroom management was necessity
and something that can always be improved and work on.
INTRODUCTORY LESSON: The five senses

I. SUBJECT/TOPIC: The five senses (seeing, hearing, tasting, touching, smelling)

II. RATIONALE/PURPOSE:

The purpose of the lesson would be to have the students introduced to all the
senses and to create curiosity and motivation to learn about each sense
individually. This will be valuable for following subject and for real-world
situations. They are learning about themselves and how to discover the world
around.

III. OBJECTIVES:

TLW be able to use all five senses to discover a secret snack.

TLW be able to associate the specific body part use for each sense.

IV. CONTENT:

1. Prepare the popcorn

2. Board lesson on identifying senses
3. Turn off lights and begin popping
4. Smell
5. Hear
6. See
7. Touch
8. Taste
9. Read book

V. STRATEGIES AND ACTIVITIES:

Before entering the class have prepared popcorn in bag for the students to eat
after lesson is completed.

ENGAGE-

Gather the students and warn them that you are going to turn off the lights.
(Don’t turn off the light yet)

Make sure that everyone is seated far enough away from the popcorn popper.

Explain to the children that they will be using their five senses to discover a
secret snack for the day.
EXPLORE-
On the board or large piece of chart paper, draw a stick figure without eyes, ears,
mouth, nose, or hands.

Ask children to think about the important features that the person is missing.

Prompt them to suggest that the figure needs eyes.

Follow the same procedure and add ears, nose, mouth, and hands.

EXPLAIN AND EXPLORE-

Explain that seeing, hearing, smelling, tasting, touching, and feeling are the five
senses. Tell the students that people use their senses to learn about the world.

Review the senses and the body parts we use for each.

Turn off the lights and begin the popping

As it begins to pop tell them to listen closely to use their sense of hearing.

Have them take some time and describe what they are hearing. Have them use
their describing words such as loud, short etc..

Next have them use their nose to smell the delicious aroma.

Ask them what other smells they have smelled in the past. Ask them if they
have a favorite smell. Let them share their quick stories of what they remember
of their smells.

Now turn back on the lights.

Show the popper and have and have the students watch the popcorn popping.

On a large piece of paper have a few volunteer to draw what they see. Have
the volunteers explain their drawings.

When the popcorn is done –pass out the pre- packaged popcorn to each student.

Have the student touch the popcorn. Ask the students to compare the feel of the
popcorn to another object that they can think or describe.

Have the student begin to taste and eat their popcorn.

ELABORATE-

As the students enjoy their popcorn, read aloud “My Five Senses” by Aliki
 When everyone is finished eating and discovering, review the five senses and how
each one helped us to discover popcorn.

VI. MATERIALS

 Unpopped popcorn
 air popper
 large white paper or board

VII. PLANS FOR INDIVIDUAL DIFFERENCES:

A word wall would be created ahead of time; it will be displayed already in class.
Including the English word with the Spanish vocabulary below it. The students
will be able to reference the board at any time.

For example:

Taste
El saborSight
La vistaSmell
El ofatoHearing
El oìdoTouch
El tactoTongue
LenguaEyes
Ojos Odor
OlorLoud
FuerteSkin
CutisSalty
SaladoShape
FiguraNose
NarizLow
BajoRough
Aspero, aSweet
DulceSee
VerDifferent
DifferenteHigh
Alto, aSmooth
Liso, a Bitter
AmargoColor
ColorSoft
SuaveEars
VIII. EVALUATION:
OìdosHot
CalienteSour
AgrioSize
Tamano Weak
DèbilSound
SonidoTexture
TexturaCold
 Duro,a Same
LigualStrong
FuerteFeel
Sentir

The students with a partner will finish the statement “I learned ____________ about my
senses.” The teacher will observe and listen to the conversations. The teacher will take
notes to those students that are having difficulties. The teacher can also do mini-lesson
with students or the whole class if there seems there a need for further explanations.

IX. LESSON CRITIQUE:

The lesson could have problems with timing and the distraction of the popper. The
positives of the lesson include a summary of the senses as well as given them hands one
demonstrate of the senses. The students will have the opportunity to see how they use
each sense. The story is able to bring in other education area including language arts.
 Lesson Plan – Sight.

Grade Level: Kindergarten

Subject(s): Health/ Body systems/ Senses – sight

Duration: 30mins

Goals:

Strand 1 – Construct new scientific and personal knowledge.

Content Standard 1 – All students will ask questions that help them learn
about the world.
Benchmark 1 – Generate reasonable questions about the world.
Rationale:

Vision is an important, complex sense. We are in an age that visual

prompting is becoming one of the most effective methods of teaching, as children
are developing with more and more visual stimulation. Children are naturally
inquisitive as to how they can see and understand things. This lesson will provide
factual information, encourage development of visual acuity, provide
opportunities for developing empathy and finally a fun demonstration of optical
illusions.

Objectives:

 TLW identify parts of the eye.

 TLW visually assess and describe various objects.
 TLW empathize and describe the difficulties with having this sense removed.
 TLW discriminate optical illusions.

Procedure:

Anticipatory Set:

Students will be sitting in a large group. I will re-cap what Sari’s lesson
discussed - "Who can tell me what some of our senses are?"
 I will ask the children to listen to the story and work out what sense we are
going to be talking about next. "Now, we are going to have a story, and I want
you to listen really hard, all the way until the end, and think about which
one of the senses we will be talking about. I’m going to ask you at the end
and I want you all to listen to my question, OK?"

Lesson Focus

I will read Brown Bear, Brown Bear, What Do You See. "OK boys and
girls, I want you to think really hard about which one of the 5 senses this
book talked about…now keep it to yourself. When you think you have the
answer, I want you to give me a ‘thumbs up’."
When we have established that we are discussing sight, I will ask what we
see with, and then show an OHP of an eye. I will label the eye with three parts –
optic nerve, iris and pupil.
I will divide the students into two groups. Group one will sit on the mat in a
large circle and group two will get into pairs and sit at tables.
"OK group one, I would like you to cover your eyes with the blindfold
and then think for just a little bit about things you can build." Get blindfolds
on everyone. "Now, I want you to think about building a car……a tower……a
plane…..a house. OK, now you feel the blocks and think about how you will
put them together to make do your work." Leave assistant to supervise
activity. Make sure each student has enough blocks within reach.
Group two will have one person putting a blindfold on and the other
person describing the object in front of them. "OK group two, 1 person will
have a blindfold on the other person is going to look at what it on the table.
Now you have to be careful not to say what it is, but you have to describe it
and see if your friend can guess." Circulate among this group to assess the
descriptions. After 2 mins, have group two swap roles.
After 5 minutes, repeat activities with switched groups.
After another 5 mins, bring groups back together and discuss activates.
"Who can tell me, with their hand up, what it was like to have your eyes
covered while you we’re trying to build something." Write responses on the
board. "How did you feel when your friend was trying to describe the
objects to you?"
Write responses. Put diagram of eye back up and leave up for remainder of
time. "Who can show me where the optic nerve is?….the pupil is…..the iris
is?" When students are sitting down again, ask them to call out all together what
the features are on the eye as I point to them. "Isn’t it amazing how our eyes
work!? I’m so glad that we all can use them well. Does anyone know
someone who can’t see, who is blind?" Allow time for hands up responses.
“Do you know anyone who can still see, but not very well. Someone who
may need glasses, or contact lenses?" Allow for hands-up response. "Well,
guess what, I am one of those people. I cannot see anything but light and
dark when I don’t have my glasses or contacts in. I’m so thankful that I can
wear glasses to help me see. I have a story about a little girl who got some
glasses. Would you like to hear it?"

Closure:

Read All the Better to See You With.

"Even though our eyes are very smart, sometimes they can play
tricks on us. I have some pictures that show us these tricks. Who would
like to see these? OK everyone needs to sit quietly."
Show OHP of optical illusions. Amount of illusions depends on time
available.

Materials:

Books – Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric
Carle
- All the Better to See You With by Margaret Wild and Pat Reynolds
Overhead: Structure of the eye, optical illusions
Objects: leaves, pictures, kitchen utensils, sea-shell, rock, duplo blocks,
marker,
Construction materials – duplo, blocks.
Blindfolds.

Individual differences:

This is a flexible lesson. If the students are uncomfortable with putting a

blindfold on, then they can close their eyes.

Assessment:

I will be observing both groups and doing a visual assessment during the
activities. I will be looking for descriptive terms and students successfully
guessing the objects. I will also be looking for the other group, seeing if they keep
their eyes closed/blindfold on. I will note how they manipulate the blocks and the
constructions they build.
 Lesson Plan – Hearing.

Grade Level: Kindergarten

Subject(s):

 Health/Body Systems and Senses/ hearing

 Arts

Duration: 40-45 minutes

Goals:

Strand IV – Use scientific knowledge for the physical sciences in real

world contexts.
Standard 4 – All students will describe sounds and sound waves.
Benchmark 1 – Describe sounds in terms of properties.

Objectives:

1. TLW state that the sense of hearing is associated with their ears.
2. TLW identify parts of the ear.
3. TLW list and draw examples of things they can hear.
4. TLW identify recorded sounds.

Procedure:

Anticipatory Set:
Remind the children that they will be learning about the sense of hearing and that
in order to hear something, we must listen. Tell students that they will be looking
at a picture of an ear, and learning how it works. We will then be going on a
listening walk outdoors. (or indoors with inclement weather) When they are
walking, students are to be very quiet and listen for anything and everything they
can hear. Inform the children that they will have 10 minutes to listen outdoors and
when they return to the classroom, they will paint a picture of the sounds they
heard. They will then be listening to recordings of familiar and unfamiliar sounds.
They will be asked to identify these sounds either with words or pictures.

Lesson Focus:
Lead the children on a 10-15 minute walk outdoors, and point out some of the
sounds the children should hear. Make sure the children are listening by asking
random students to share what they are hearing. Following the allotted time
outdoors, return indoors and distribute the needed art supplies while discussing
the experience. In the remaining time, ask the children to paint pictures of
something(s) they heard outside. While they are working on their art, select
students, one or two at a time to go to the listening stations. Have paper and
writing materials available for students to record their discoveries. Walk from
child to child, admire his/her painting, and ask questions.

Closure:
During the last 10 minutes of the activity, have each child hold up his/her painting
and tell the class what was heard outdoors. Initiate discussion about sounds
heard on recording. Compile a class list, re-listening to sounds if necessary.
Student painting will be displayed in room for remainder of unit, and the made
into class book.

Lesson Extensions:
To integrate music, sing the following song to the tune of "Old MacDonald":

On my head I have two ears; listening all day long.

And if I didn't have them there, I couldn't hear this song.
With a listen here, and a listen there
Everywhere a listen; everywhere a listen
On my head I have two ears; listening all day long.

Teach students alphabet in sign language.

Assessment: Observe the children's listening skills and note whether their
paintings reflect something that could in fact be heard outdoors (at any one time
not necessarily on the walk itself). Take anecdotal notes during class discussion
and record students' shortcomings/progress.

Materials:
 1 sheet of white paper per student
 watercolor paints and brushes
 smocks
 tape recorder and headphones
 Tapes with sound recordings in same order.

Special Comments:

Special Needs note: If a student is unable to hear, then he/she cannot fully
participate in this lesson. However, the listening walk and the painting activity can
still be done. Add aspects of the lesson to demonstrate to the other children what
it is like not being able to hear. For example, have the children plug or cover their
ears and then listen for sounds. Or, have children sit silently and pretend to
speak but only mouth words. The children will not be able to hear. Have the
listening impaired student teach sign language or otherwise discuss some of
his/her experiences.
Technology Integration Ideas:

1. Prepare a PowerPoint presentation with pictures of animals and items that

make specific, recognizable sounds (i.e. cow, dog, hair dryer). Show the
children the pictures via the computer and overhead projection. Have
them discuss and imitate the sounds that each animal/item makes.
2. In groups, have children go to http://www.where.com/scott.net/asl/abc.html
. Explain that this web site shows the alphabet in American Sign
Language. Explain that sign language is a way that deaf people are able
to talk and listen to other people. Things like a person's name can be
communicated with the alphabet. Instruct the children to figure out, learn,
and practice their first names in American Sign Language. Emphasize the
usefulness of working in groups as the students practice. (It is helpful if the
teacher has had prior experience with American Sign Language.)

TOUCH LESSON:
 I. SUBJECT/TOPIC: Science the sense of touch as one of the five senses.
II. RATIONALE/PURPOSE:

As well as knowing the five senses as a whole, students need to grasp the
concept of each sense individually. Each sense is important and vital to learn
about individually so that the students will be able to identify it as well as
know how to use it.
III. OBJECTIVES:

TLW learn how to use their sense of touch to learn about the world by feeling
it and learning the size, texture, and shape of things.

IV. CONTENT:

1. Encountering the idea of touch through discussion and discovery.

2. Exploring the idea of touch.
3. Getting and understanding the idea.
4. Applying the idea of touch to learn.
5. Closure and assessment

V. STRATEGIES AND ACTIVITIES:

ENGAGE -

the students in a conversation to create interest and to get the students interest.

 Ask the students what part of the body they use to see. Eyes. To
hear? Ears. Taste? Tongue. Feel? All over the body? Does your
hair "feel" it when you cut it? What about your fingernails? Why
doesn't it hurt when you cut your fingernails? You feel with your
skin. Only the skin? If you break a bone does the bone hurt
inside? Can you feel under your skin? Yes, your sense of feeling
is everywhere in your body. We will discover a lot of the
answers to these questions as we perform our activities.

EXPLORE-

After this discussion, begin the lesson by going on an outing. Students go out
into the playground and take several sheets of paper and a pencil. Students select things
to trace on paper, e.g., brick wall, sidewalk, leaf, penny, etc. When the students return to
the classroom, they describe the textures using appropriate adjectives and write about the
textures in their journals. What did you trace on this paper? (A wall.) How do you know
this is a leaf? Is it rough, smooth?
 Each child removes a shoe and sock and feels the inside of several "feeling" boxes
with a bare foot. The students describe what they feel.

The students put their hands in a pan of cold water and describe how it feels. Then
they put their hands in a pan of water at room temperature and describe how it feels.
Then they put their hands in a pan of warm water (make sure it is not too hot) and
again they describe what they feel. Can they feel the water temperature and the
texture at the same time?

Ask students to put a bare foot into the pan with water at room temperature and ask
them what they feel. Again, can they feel that they are touching something wet and
something rough at the same time? Ask the students, if they were to put their bare
foot into the cold water would it feel colder than if they touched it with their hands?
Why do they think that cold (or warm) feels colder (or hotter) on the soles of the feet
than on the hands? Do they like to walk bare foot on grass? rough stones? Why? Why
not?

Place several objects of various sizes and shapes in a bag. Ask a child to reach into
the bag to find an object and to identify it using only the sense of touch. The child
shows the object, then asks another child to find a bigger or smaller object than the
first. Can they feel several things on the same object?

Read the book Touch by M. Rius, J.M. Parramon and J.J. Puig to the class. Discuss
the main idea of the book. Tell students that they will investigate more about the
sense of touch in several activities. The first activity involves going outside to
discover more about the sense of touch.

EXPLAIN-

Discuss the textures that students have worked with during the Whole Group activity and
at the centers. As the students discuss what textures they felt, show the word cards.

1. What did we learn about our world by touching? Can we touch the moon? Can we
touch a star? What sense do we need for that? Can you touch thunder? Can you
touch a cloud? What senses do we need for that?
2. What did we learn about size and shape of things using our sense of touch?
3. Show the students the diagram of the epidermis. Tell them: The sense of touch is
also very important. We use it in several ways. Since our skin covers all of the
body, our skin protects us, and at the same time it gives us information about what
is around and outside your body. When we touch something our skin tells us if
that thing is strange or familiar, wet or dry, hot or cold, rough or smooth, hard or
soft. Many times it gives us messages about all of these things -all at the same
time. The skin protects our body in another way - it keeps out harmful organisms
that cause disease and infection. For example, if we cut a finger, we put a Band-
 aid over the finger to keep out dirt that carries organisms that cause infection. The
skin is like a giant Band-aid over our body that helps keep out organisms.

All the information we receive by our sense of sight and by our sense of hearing
comes to our brain through nerve endings. It is the same with our skin. The
epidermis, or the top layer of your skin, contains many, many nerve endings all
over your body. These nerve endings send messages to your brain telling you
what kind of thing you are feeling. Then your brain figures out what it is, and if
there is something you need to do about it. For example, if your friend puts a
piece of ice on your neck, the nerve endings in the skin of your neck send a
message back to your brain that says:ICE! Your brain decides that you don't want
ice on your neck and it sends a message back to your body to move and maybe
even yell.

Your sense of touch can do several things. When someone or something touches
you, you can feel that it is touching you, but you can feel that you touch it back.
You can also feel how hard something is touching you. We use special nerve
endings to feel pressure. Sometimes, if we press too hard, we get a bruise on our
skin.

One thing that we don't like about our sense of feeling is that we can feel pain. If
we touch something that is hot, it hurts us, and we immediately take our hand
away. That is one way our sense of touch protects us.

Body hair and fingernails are also part of the skin. Your hair does not have nerve
endings on it and does not send messages to the brain. Cutting our hair and nails
when they get too long causes no pain. Fingernails and hair, however, also protect
our bodies.

ELABORATE-

Invite a physician to speak to the class about how she or he uses the sense of touch to
help diagnose illness. What do they touch when a person is well, or when they are sick?
Why does a doctor put a thermometer in your mouth? What does a thermometer do? Why
does a person's skin feel hot when he or she is ill?

EVALULATE-

Students will have a conference with the teacher individually if possible to orally
evaluate the students understanding.
1. How does the sense of touch help us learn about the world we live in?
2. How can you tell if one thing is bigger than another if you can't see it?
3. What else can you learn about something that you can't see, but you can feel?
(Shape: round, straight, bent, curved, broken.)
4. What part of your body do you use for the sense of touch?
5. How do you take care of your skin?
Performance Assessment

Have the students:

1. Count and tell how many apples there are in this bag, without looking. Tell your
teacher how you did it.
2. Can you tell if I have more apples or more oranges in this bag without looking?
Show your friend and if he or she agrees your idea is correct, then show your
teacher.
3. Put on a blindfold. Using these shapes, sequence them by making a pattern; then,
tell your teacher what pattern you made.

VI. MATERIALS-

 Book: Touch by M. Rius, J. M. Parramón and J. J. Puig.

 Paper and pencil for each student; fingerpaints; four or five boxes, each having
different-textured materials; paper towels
 One-inch squares of sand paper, cotton cloth, plastic, wool cloth, silk, orange
peel, hand lotion (greasy), tape (sticky), piece of adhesive tape with dirt stuck on
it (grainy); other things of different textures
 Three pans of water; one is at room temperature, one is cold, and the other is
fairly warm, the differences being sufficient for the students to sense them. In one
of the pans put some sand, in another small pebbles and in another some other
objects they can feel; it doesn't matter which material goes into which pan.
 Word tags: smooth, soft, hard, grainy, rough, skin, etc

VII. PLANS FOR INDIVIDUAL DIFFERENCES

For Spanish speaking students the books and word tags will be provided in their native
tongue.

VIII. Evaluation-

See above (Evaluate)

IX. LESSON CRITIQUE:

The lesson does a good job of letting the students experiment and discover and then
teach the objectives. The lesson ends with the students engaging in more activities to
help them learn.

Excerpts taken from www.sedel.org/senses/lesson4.com

 Lesson Plan – Taste and Smell.

Grade Level: Kindergarten

Subjects:
Health/Body systems – Taste and smell
Duration: 40 minutes

Goals:
Strand 1 – Construct new scientific and personal knowledge.
Content Standard 1 – All students will ask questions that help them learn
about the world.
Benchmark 1 – Generate reasonable questions about the world.

Rationale:

Taste and smell are important, complex senses. Children are naturally
inquisitive as to how they smell and taste things. This lesson will provide factual
information, encourage development of scientific knowledge and provide a fun
exploration of these senses.

Objectives:

TLW describe the organs used for taste and smell.

TLW label parts of the nose and tongue.
TLW discriminate different tastes – sweet, salty, sour and bitter.
TLW discriminate different smells – sweet, salty, sour and bitter.

Materials:

OHP of tongue and nose.

Gregory, the Terrible Eater by Mitchell Sharmat.
Four taste film canisters, numbered, for each student containing sugar
water, salty water, lemon juice and strong, bitter coffee.
Eight q-tips for each student, plus extra for backup.
Eleven smell film canisters, numbered, for each group (Depends on class
numbers). Lids have several holes punched in them; canisters contain gauze
soaked in sugar water, salty water, lemon juice, strong coffee, air freshener
(flowers), shower cleaner (diluted), perfume and aftershave. Other canisters
contain mothballs, a piece of chocolate and some dirt.
Worksheets.

Procedure:

Anticipatory Set:

Introduce lesson with pictures of noses and tongues on the OHP. Discuss
pictures. Ask students what we do with these things, initiate discussion on how
we use them and what we would do without them
 Read Gregory, the Terrible Eater by Mitchell Sharmat. Discuss the book
and why Gregory disliked some foods while loved others. Make connections
between smell and taste – why our favorite foods don’t taste a good when we
have a cold and can’t smell them.
Describe activity the students will be undertaking today – smelling and
tasting different things.

Lesson Focus:

Stations will be set up – tasting stations and smelling stations. The class
will be divided into 2 – half for smelling and half for tasting.
Taste - Each station will be for four students. There will be four film
canisters each, with four different tastes – salty, sweet, bitter and sour. They will
also have at least 8 q-tips each to dip in the solutions and pegs to go on noses
for the end of exploration. The canisters will be numbered and they will have a
work sheet so they can identify the different tastes either by writing or drawing.
When they have identified all canisters, place pegs on noses and explore
the differences to taste with each canister.
Smell - Each station will be for four students. There will a selection of film
canisters with a variety of smells including sweet, salty, bitter and sour. Other
smells would be flowers, cleaning products, chocolate, dirt, perfume, aftershave
and mothballs. The film canisters will have numbers on them and holes in the
top. Students will shake and smell through the holes. They will have a chart to fill
out according to the smells. They will write or draw descriptions of each canister.

Closure:

Come back together as a large group and report findings. Each student
will describe a smell, identify a taste and tell what their favorite smell and taste
was – and their least favorite. While students are reporting, teacher makes a
tally on the board to determine the class favorite. When everyone has reported,
selected students get the class favorite and the least favorite for the teacher to
sample and concur.

Assessment:

Visual observations throughout activity, recorded as anecdotal notes.

Descriptions of organs and their parts recorded on worksheets as well as the
taste and smell worksheets will be assessed later, and then added to a class
book of science activities.
 Lesson #2: Smell

Subject: Smell

Rationale: Children need to learn about smell because it is important for them to use their
sense of smell in everyday life. It also teaches them to be more observant of the world
around them.

Objectives:
TLW identify objects by the smell of the object.
TLW recognize that we smell with our noses.
TLW work cooperatively in groups to come to a group decision.

Materials:
Smell containers (different smells in film containers pre-made by teachers the night
before)
Crayons
Paper
Objects with that have a distinct smell for smell walk (candle, cookies, smelly shoes, etc.)

Plans for Individual Differences: This lesson will meet individual differences by having a
variety of different activities to accommodate different learning styles.

Content/Activities:

What’s Happening Rules/Be Aware Set- up

Engage
The teacher will engage the Remind students to raise Have students sit at their
students by asking them if hands tables.
they can know what
something is by only smelling
it. She will ask them if they
can think of a time they
knew what something was
just by smelling it

The teacher will teach the Have students stand up next

students the next verse of to their tables
the senses song.
On my face I have a nose;
Use it all the time.
When I sniff it I can tell
Vinegar from lime.
With a sniff, sniff here,
And a sniff, sniff there,
Here a sniff, there a sniff,
Everywhere a sniff, sniff.
On my face I have a nose;
Use it all the time!
Each group will be given 2
smell containers. The
children will have to come to
a group decision on what
objects in the pictures at
the front are in their
containers. The teacher will
pass the film containers
around and have the
students match the
containers with the correct
pictures. When the students
have agreed which objects
are in their containers, they
will pass the containers to
the next group.
After the children are done
smelling all the different
objects, the teacher will ask
the students how they
figured out what was in the
containers. She will then
explain to them that we
smell things with our noses
and that there are tiny
nerves and hairs in our noses.
The hairs trap smells in our
noses and the nerves send
messages to the brain that
tell us what something smells
like.
The children will go on a
smell walk. They will walk
around the classroom and
see how many different
smells they can find.
After the children get done
with the smell walk, they will
meet back on the carpet and
Explore
The children will be put into
groups of three or four.
The children will be
reminded of how to work
together in groups (sharing,
listening, respecting each
other’s opinion, etc.)
The children will be
reminded to raise their
hands and listen carefully.
Elaborate
The children will be
reminded to walk not run,
and to take turns smelling
things.
The children will be
reminded to raise their
hands and answer only when
The teacher will have pre-
made film containers with
objects with distinct smells
in them (onion, crushed
peppermint candy, orange,
soap, coffee, peanut butter).
The teacher should let the
containers set overnight.
The teacher will also have a
picture of each of the
objects in the containers.
She will hang these pictures
up at the front of the
classroom so all the children
can see.
The teacher will collect the
smell containers before she
begins to explain how smell
works.
The teacher should place
some objects with distinct
smells around the classroom
to create more things.
The teacher will have the
children sit on the floor
gathered around her.
the teacher will make a list they are called on.
of the different smells they
found. The class will decide
together whether each smell
is a good smell or a bad
smell. The teacher will make
a chart according to their
decisions.
Evaluate
The children will be asked to The children will be asked to
draw a picture of themselves go sit down at their desks.
smelling their favorite
smells. They will be asked to
explain their picture to the
teacher and the teacher will
ask them how they are able
to smell their favorite smell.
The teacher will make sure
the students are including
the fact that nerves in their
noses send messages to their
brains.

Lesson Critique:

What went well?

What should be changed?

 Lesson #3: Taste

Subject: Taste

Rationale: Students need to be aware of their sense of taste because it is something they
use on a daily basis. Learning how to pay attention to their sense of taste will help children
learn how to be more observant. Teaching students to be observant of the world around
them is a very important part of teaching science.

Objectives
TLW classify different foods as tasting sweet, salty, sour, or bitter.
TLW explore how different foods taste.
TLW recognize that we have taste buds on our tongue that make us taste our food.
TLW recognize that we have different types of taste buds and that they are located in
different locations on our tongues.

Materials:
Tongue Poster (tongue cut out of red poster board)
Pictures of different foods (salty, sweet, sour, and bitter)
Paper
Crayons
Food for taste test (pretzels, chocolate chips, sour gummy worms, etc.)

Plans for Individual Differences: This lesson will meet individual differences by having a
variety of different activities to accommodate different learning styles.

Content/Activities

What’s Happening Rules/Be Aware Set-up

Engage
The teacher will begin by Remind students to raise Have students sit on the
asking questions such as hands. floor on blanket.
What makes us taste
different foods differently?
And How do taste the foods
we eat?

Then she will teach them the

taste verse of the 5 senses
song as well as review the
previous verses.
In my mouth I have a
tongue;
Use it when I eat.
Tasting with it I can tell
Sour from the sweet.
With a lick, lick here,
And a lick, lick there,
Everywhere a lick, lick.
In my mouth I have a
tongue;
Use it when I eat!
Explore
The teacher will give each The children will be The children will remain
student one pretzel.. When instructed not to eat each seated on the floor.
every child has received a item until they are told.
pretzel the teacher will tell
the children to eat the
pretzel. After the children
have eaten the pretzels the
teacher will ask them to
describe the pretzel. She
will ask them if it was salty,
sour, sweet or bitter. The
teacher will repeat this
process with sour gummy
worms, chocolate chips and

Explain
The teacher will pass around The children will be
a mirror and have the reminded to take turns with
children look at their the mirror
tongues in the mirror. She
will tell them that the little
raised bumps on their
tongues are called taste
buds, and that taste buds
are what make us taste our
foods. Taste buds send
messages to our brains about
what different foods taste
like.
The teacher will then show
the children a picture of
tongue and explain to the
children that there are
different types of taste
buds. There are taste buds
that taste sweet, salty, sour
and bitter foods. These
different taste buds are
located on different parts of
our tongues. The teacher
will point out the locations of
the four types of taste buds
on the tongue poster. Then
she will put pictures of foods
that correspond with each
type of taste buds on the
poster. She will tell the
children that this is where
we taste each of these
foods.

The teacher will have the

students draw a picture of
their favorite snack. Then
she will have the children put
their pictures on the tongue
poster. They must place
their picture in the place
they think their tongue
would taste that particular
food.

Lesson Critique:

What went well?

What should be changed?

 Lesson 6: Conclusion lesson on all Five Senses

Subject/ Topic Curriculum: A conclusion of all five senses

Rationale/ Purpose: The students will be reviewing all five senses that they have been
learning about this past week. This is important for the students to know and understand
because their senses are all around them and they use them everyday. When students
understand why and how their senses work they will better function and thrive in the
continually changing world around them.

Objectives:
TLW list all five senses without hesitation.
TLW explain with good descriptive words each sense.
TLW sing the entire 5 senses song.
TLW complete a 5 senses book. Each page will contain one of the five senses.

Content:
What’s Happening
We will begin by singing the
entire “Five Senses Song.”
This should be something
that during each lesson the
students have rehearsed.
Ask students to state the
five senses. (At this point
students should be able
recite the five senses
without much hesitation)
Be Aware/ Rules Set-Up/ Clean-Up
Engage:
The students should be Students are sitting on the
singing the song correctly. floor or on carpet squares.
This should not be hard to
review because students
have reviewed each verse
every week.

Tell students that today
they will be studying all five
senses. Five stations are set
up around the room. At each
station you will participate in
a particular sense project.
The helper at each table will
tell you what to do. Also, I
am going to give you a book.
On each page there is a
different sense written. You
will be given materials to
represent that sense on each
page. When you are
finished, you will have your
Explore:
When you are going to each You will need 10 mini stations
group you need to stay in set up for this part of the
that station until you are lesson. One for each sense,
dismissed to go to the next and one for each sense art
station. Also, you need to lesson.
listen carefully to the
instructions that the
teacher gives you. Also
make sure that you are
keeping the art supplies on
the table
own book that has all five
senses in it.

Touch: Students cannot throw clay, Station 1-2

At this station students will they also must keep it on the
be creating an image with table.
clay. Explain: They students
will explain with good
descriptive words how the
clay feels. They will feel
how soft, yet hard the clay
is. After they have created
their item they will work on
the touch page in their book.
For the touch page on their
book they will glue feathers,
sandpaper, a piece of a
towel, and a piece of fleece
on their page.
Hearing: Student need to understand Stations 3-4
At this station the students that when the
will have the opportunity to teacher’s/helpers hand goes
play with a variety musical up the instruments must sit
instruments. They can try on the table, without being
out drums, finger cymbals, touched. If they do not
shakers, tambourines, and follow this instruction they
trombones. Explain: They will not be allowed to
will discuss the different participated.
ways things sound.
For their book, they will glue
a jingle bell to their page.
Sight: Students need to listen Stations 5-6
At this stations students will carefully to the story, and
be reading two books: Brown look at the pictures.
Bear, Brown Bear, What do
you see? and I Can See with
My Eyes Shut! Explain:
Students will explain what
they saw in the book. They
should explain this using
descriptive words such as:
color, size, shape, and
texture.
For their book the students
will draw a picture of their
room.
Smelling: The students need to smell Stations 7-8
At this station a variety of items carefully. They also
film containers will be on the need to share the items with
table. Each film container each other.
will have a different item in
it with a distinctive smell.
The students will try to
guess what the object is
based on the scent of the
object. Explain: The
students should be able to
explain the object based on
it’s scent.
For their book the students
will choose a variety of
scratch and sniff stickers
and smelly markers to
decorate their page with.
Tasting: BEWARE: of students that Stations 9-10
Five plates will contain five have allergies.
different foods. The foods Students should eat a small
should include something portion of each food and
that is sweet, sour, bitter, then tell the teacher/helper
salty, and plain or starchy. how the food tastes.
Explain: The students will
taste a piece of each item
and explain how it tastes.
They should use good
descriptive words and they
should also be able to tell
what part of the tongue
these taste-buds are
located.
For their book the students
will cut out different
pictures of foods and tell
how it tastes.
Elaborate
Tell the students that you Be Aware: of student All students should come
are going to make popcorn. allergies. Also, keep back to the center circle.
This needs to be done in an students away from the air
air popper. As you are popper for safety.
making it have students
guess the different senses
they are using:
Sound: They hear the
popcorn popping
Smell: They can smell the
scent of the popcorn
Taste: They can taste the
salty and buttery taste of
the popcorn
Touch: They can feel the
hard popcorn seeds and the
soft popcorn after it is
cooked.
Sight: They can see the
small, white, shape of the
popcorn. Each popcorn piece
also looks different.
Allow students to eat the
popcorn! Finish lesson by
singing the song one more
time.
Evaluation
The students will be
evaluated on their ability to
describe their senses at
each station. The
teacher/helper will use a
rubric that identifies the
words that the students use
and say to describe the
sense that they are
identifying. Also the
students should be able to
sing the song completely and
identify all five senses.

Materials:
 A cardstock book for each student in your class
 Clay
 Feathers
 Sandpaper
 Towel Pieces
 Fleece Pieces
 Drums
 Finger Cymbals
 Shakers
 Tambourines
 Jingle Bells
 Brown Bear, Brown Bear, What do You See?
  I can see With my Eyes Shut!
 Crayons
 Film Containers
 Cinnamon
 Lemons
 Oranges
 Toothpaste
 Scratch and sniff stickers
 Smelly markers
 Sour Patch Kids
 Cookies
 Chips
 Bread
 Pictures of food
 Popcorn
 Air Popper

Plans for individual differences:

Each of these activities can be adapted for individual needs. If there are students
who are slower could work at each station at their own pace during nap time or recess or at
a different time of the day. Also, if you have physically handicap students they can use
their other senses to adapt to the station that they are working on. One of the primary
benefits of this unit plan is that every student can participate in all the activities because
they are learning to use all of their senses.

Lesson Critique:
Not yet available
 Lesson #5: Sight

IV. Subject/ Topic:

The lesson that will be taught is the sense sight.

V. Rationale/Purpose:

Children need to learn this material because we use our senses everyday. I want

the children to be aware how much they really on their senses and for this

lesson sight. Children need to realize and learn how they use their senses in the

everyday world.

VI. TLW know what they use to see.

TLW be able guess what is in the containers by listening, and then looking to see

if they were correct.

TLW be able to participate in the games by listening to directions.

 IV. Content
What’s Happening Rules/ Be Aware Set-up

When the children enter
have them find their
nametags that they made
last week.
Do not play with the Have the nametags set out
nametags. when the children arrive, if
Do not take anyone else’s new students have blank
nametag. nametags for them to fill
out.
Engage

Ask the students if they While we are sitting we need Have a blanket for the
remember the song they to keep out hands to children to sit on.
sang last week about touch ourselves, and only talk when
to the tune of “Old you touch your eye.
McDonald had a farm.”
Have the children sing the
song.
Tell the children that they
will be learning a new verse
to the song.
Read through the words to
the song.

Song: The Five Senses song: Children sing along with

(verse 1) teacher.
On my face I have two eyes;
Use them every day.
They are used to help me
see
When I work and play.
With a look, look here,
And a look, look there,
Here a look, there a look,
Everywhere a look, look.
On my face I have two eyes;
Use them every day.
Sing the song together
Explain
Can anyone guess what we When the children want to
are going to be learning answer a question, have
about today? them touch their eye.
 Talk to the children about
sight, “what do we use to
see?”
Ask children what can people
do if they can’t see?
Ask the children to look
around the room, have them
explain what they see.
Give the children examples
of when people can’t see
anything.
Explore
I will show you and shake one Bring in containers with
container at a time, and have items in them. Example coins,
some of you to put your hand beads…
in and feel the object; then
guess what is in the
container, and then we will
find out if you are correct.
Show all 4 (more or less)
containers to the children to
see if they were correct.
Then let all the children see
what all the objects are.
Then put the objects back in
the bags and mix them up.
See if the children can guess
the objects faster since they
have already seen the
objects.
Then, read Brown Bear Brown Have a copy of the book to
Bear, What do you See? read to the children.

Have the children read the

book with you.
When finished ask students
questions about the book,
like “have you ever seen
these animals?”
Talk to the children about Bring in a book that has
how people read if they can’t Braille.
see.
Show the children the book;
 show how people that can’t
see can read by feeling the
dots that represent letters.
Engage

Play hide and seek with the

children. Play in the room or
outside.
Then talk to the children
about if it was hard to find
the missing person.
Next, play follow the leader,
one child does something and
everyone else copies what
they did. Example hop on one
foot, skip…

Then have the children go

back to the blanket, sing the
song about hearing.
Review what was learned.

VI. Materials:

Nametags

Blanket

Have the Five Senses Song typed out for the children to read and sing along

4 Container, each has a different object in it

The book Brown Bear Brown Bear, What do you see?

Bring in a book that has Braille

VII. Plans for Individual Differences:

I will have the children guess what is in the objects, I will call on the children

that are sitting quietly. The lesson may be adapted if the children don’t want to
 guess what is in the containers. Also, I don’t know what the children will come

up with for what is in the room, so I will have to adapt to them. Depending on

what objects are in the container might start different conversations among the

children.

VIII. Evaluation:

I will know if the children understand by the answers that they come up with for

my questions. I will have an understanding if they can find people or with how

creative their hiding spots are for hide and seek. Also, I will be able to tell

what level the child is at by if they can do something by watching and do

whatever the person does.

IX. Lesson Critique:

When I am finished with this lesson, I will look back over the lesson for the

next time I want to use this lesson. I will look to see how much time the

activities actually took. Another thing I will look at is was my lesson age

appropriate. Also, did the children interact with me and enjoy the lesson, or

were there parts where they were bored.

 Lesson #1: Touch

Subject/Topic Curriculum Area: The sense of touch will be taught in this lesson.

Rationale/Purpose: This sense is important in contribution of learning the totality of the

five senses. It will allow students to describe objects based on how they feel.

Objectives:
d. TLW identify the three way they can feel things
e. TLW sing and understand the verse to the five senses song
f. TLW describe what they are feeling with descriptive words

Content:
What’s Happening Rules/Be Aware Set-Up
When Children enter the *Do not play with the Students should be standing
classroom and make nametags. around a table working on
nametags. *Do not take the tags on and their nametags
off
*Do not wrap the tag around
yourself
*Do not put your tag on
someone else
Engage
Ask students if they have While we are sitting we need Students should sit around
ever heard of the song E-I- to keep our hands to the blanket on the floor
E-I-O. ourselves, and only talk when
you raise your hands.
Have students sing the song
together
Tell students that they will
be learning a new verse to
the song today
Read through the words of
the song showing pictures.
Song: The Five Senses Song Students are to sing along
(verse 5) appropriately
“On my body I have skin;
Feeling cold and heat
It stretches from atop my
head
Way down to my feet
With touch, touch here
And a touch, touch her
Here a touch, there a touch,
Everywhere a touch, touch
On my body I have skin
Feeling cold and heat!”

***Connection to previous
lessons: repeat all four
previous verses that were
previously taught.***

Sing the song together

EXPLAIN
Can anyone guess what we Appropriate Response
are going to be learning
about today?
We are going to brainstorm
descriptive words for
different touches
EXPLORE
I need each of you to line up Forming two lines, based on
in two lines that are on the the tape lines that are on
floor the floor
Look at the person across Sit in the two lines
from you and then sit down
I am going to give each of *When touching the items Feeling the items with their
you a bowl. Each bowl you need only need to use partner
contains a special item. You your hands
and your partner are going to *Do not dump the items out,
touch the item and think of if they fall out, quickly put
words that explain what it them back in the bucket
feels like *Do not throw the items
Allow students to put their
hands in the feely boxes
Tell Students to place their *Do not touch the bowl
lids back on the bowl
EXPLAIN
Think back on the words Sitting in lines
that we decided were good
brainstorming words. Talk to
your partner and tell me
what words describe your
object
Does anyone have an object
that would feel similar to
someone else;’s object?
I would like you all to place Back to the blanket
your bowls by me, and sit on
the blanket
We feel with our skin…our
skin has nerves that allow
use to feel the different
textures.
We can feel, however,
without actually touching
something. If we have
touched a stuffed animal
before, we know that most
stuffed animals are soft.
EXPLORE
I am going to show you a
picture, and if you can think
of what it would feel like I
would like to you to raise
your hand….please do not
talk out before raising your
hand.
EXPLAIN
Not only can you feel with
your hands, but you can also
feel with your feet.
EXPLORE
Our feet have skin and
nerves, just like our hands.
Have you ever stepped on
anything that was soft, hard,
or sharp?
We are going to go on a feel
foot adventure. You are
going to need to take off
your shoes and socks and
place them neatly in front of
you
We are going to walk
through different buckets
that contain different items.
As you go through think
about what they feel like.
You may only step on one
footprint at a time, so if
someone ahead of you is still
in place, do not walk until the
footprint is clear. When you
get to the last step you will
need to wipe off your foot
before putting your shoes
back on. When you are all
down please sit on the
blanket.
What types of things did you
feel?
What can you feel with ?
Do you always have to touch
things to feel?
The students will be
evaluated based on their
performance throughout the
day. During the lesson the
students will ask a variety of
questions…those called on
should be able to answer the
questions clearly.
There are a few things to do
different. First, if you
decide to have the student
step in shaving cream the
next bucket should be water.
This way they will not be
carrying the shaving cream
with them. Also you should
have them roll up their pants
before stepping in the items.
EXPLAIN
Evaluation
Primarily, the students will
be sitting on the blanket
when they are evaluated on
their knowledge. However,
they will also be evaluated
when they are participating
in the different activities.
Lesson Critique
Also, when performing the
second activity I would use
the world imagination. They
way I described it to the
children I do not think that
they completely understood
what was happening. I think
that they would have
understood the word
imagination better.