I N T E L ® T E A C H T O T H E F U T U R E E S S E N T I A L S C O U R S E 1 © 2000-2005 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E Uniitt Pllan Fiive Senses Unit Author First and Last Name: Annette Esparza-Hill School District: Gallup McKinley County Schools School Name: Roosevelt Elementary School City, State: Gallup, New Mexico Unit Overview Unit Plan Title: Give Me Five…Five Senses That Is! Curriculum-Framing Questions Essential Question What do your 5 senses tell you about the world? Unit Questions How do we use our 5 senses to explore the world? Why are our 5 senses important? How can you tell one object from another? Content Questions What are the 5 senses? Can you name the body part that matches each of the 5 senses? How can we use our 5 senses to sort objects? How do our 5 senses keep us safe? What do our 5 senses tell us about an object before and after it has been changed? Can we identify what an object is by using an oral and written description of it? Unit Summary: Grab your sunscreen, hats, and cameras! Get ready to explore the world around you using your senses. In this unit, the children will listen to many informational stories, view a video as well as take a sensory hike to deepen their understanding of this particular science link. The students will be required to identify the 5 senses with their corresponding body parts. They will give written examples and take pictures of their partners using the 5 senses which will be included in a simple Power Point presentation. Small groups of children will create a brochure that lists several facts about each sense and how it affects their lives. They will concentrate on the properties of a few objects in order to sort them into specified categories based on the information they learned about their 5 senses. Students will create a web page centered on the results of a simple science experiment. They will describe a single object I N T E L ® T E A C H T O T H E F U T U R E E S S E N T I A L S C O U R S E 2 © 2000-2005 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E before and after it has been changed. They will be required to use all five senses to make their observations. Finally, students will play a mystery detective game. They will partner with older students to choose an article to describe. They will type clues under the headings smell, taste, touch, hearing and sight. They will print out a sense detective sheet and give it to another group of children who will try to name the item and draw a picture of it. Subject Area(s): Click box(es) of the subject(s) that your Unit targets Business Education Engineering Home Economics Language Arts Music School to Career Social Studies Drama Foreign Language Industrial Technology Math Physical Education Science Technology Other: Other: Other: Grade Level: Click box(es) of the grade level(s) that your Unit targets K-2 6-8 ESL Gifted and Talented 3-5 9-12 Resource Other: Targeted State Frameworks/Content Standards/Benchmarks: Science: Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict interpret, and determine reasonableness of data. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. K-4 Benchmark I: Recognize that matter has different forms and properties. 1.Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood). 2.Observe that different materials have different properties (e.g., color, odor). Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 1.Use observation and questioning skills in science inquiry (e.g., What happens when something is pushed or pulled?). 2.Ask and answer questions about surroundings and share findings with classmates. 3.Record observations and data with pictures, numbers, and/or symbols. Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 1.Communicate observations and answer questions about surroundings. K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. 1.Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). Language Arts: K-4 Benchmark I-A: Listen to, read, react to, and retell information. 5. Follow simple oral instructions. I N T E L ® T E A C H T O T H E F U T U R E E S S E N T I A L S C O U R S E 3 © 2000-2005 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E K-4 Benchmark I-B: Locate and use a variety of resources to acquire information across the curriculum. 1. Demonstrate familiarity with a variety of types of resources (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactment of familiar stories, electronic resources). 2. Generate questions of interest about a topic. K-4 Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information 1. Understand oral and graphic instructions. 4. Relate experiences and observations. K-4 Benchmark II-A: Demonstrate competence in speaking to convey information. 2. Use correct words to name objects or tell actions. 3. Use speaking skills to connect experiences by: • discovering relationships • taking turns, expressing ideas, and asking questions 5. Ask questions to resolve confusion about a topic. K-4 Benchmarks II-C: Demonstrate competence in the skills and strategies of the writing process. 4. Write own name and names of others. Mathematics: Strand: ALGEBRA Standard: Students will understand algebraic concepts and applications. 1. Identify the attributes of objects (e.g., the ability to identify attributes is a foundational skill for sorting and classifying). 2. Sort, classify, and order objects by size, number, and other properties. Strand: ALGEBRA Standard: Students will understand algebraic concepts and applications. K-4 Benchmark: Analyze changes in various contexts. 1. Verbally describe changes in various contexts (e.g., plants or animals growing over time). Physical Education: K-4 Benchmark: Students will recognize the talents that individuals with differences can bring to group activities. ı Work productively with a variety of partners. Student Objectives/Learning Outcomes: Students will: • Identify the 5 senses and the corresponding body parts. • Use descriptive words in oral and written sentences. • Use the 5 senses to categorize and sort objects. • Use the 5 senses to describe many objects. • Perform experiments with adult supervision. • Form conclusions from an experiment. • Predict an outcome from several clues. I N T E L ® T E A C H T O T H E F U T U R E E S S E N T I A L S C O U R S E 4 © 2000-2005 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E Procedures: Unit Introduction: (Monday-scheduled computer lab) Present the teacher created web site We’re Looking For Super Sleuths To Help Us Search For Our Missing Senses! Read the first and second pages to the students. Stop frequently to check for understanding. Introduce the poem I Sense Something Good. Tell children to listen carefully for clues to help identify the 5 senses. Read the poem two times. On the seconding reading emphasize the hints. Use Kidspiration/Inspiration to create a graphic organizer that lists the clues in the poem. Read the last page of the web site. Click on the film strip to view the video Science Fact & Fun: Making Sense Of It” from United Streaming. Discuss the children’s activities, the body parts they used and the corresponding senses. List this information on the graphic organizer previously created. Demonstrate how to insert the web onto the site page. Ongoing Literature Link: (Daily) During the unit read several books about the 5 senses. Concentrate on the series “Rookie Read – About Science”. The children will use information from these books to create their brochure. Power Point Publication: (Friday-scheduled science block) Read aloud My Five Senses by Margaret Miller. Review the 5 senses. Return to the teacher created web site. Click on the playground icon to display the sensory hike lesson plan. Discuss the hike; identify the main objective and procedures to be followed during the field trip. Ask the students to predict things they might see, smell, taste, touch and hear. Write their responses on a chart created earlier. Sort the children into their science groups. (Friday-scheduled science block) Before going on the sensory hike read aloud both little books titled My Five Senses. Review the prediction chart and included new creatures or objects suggested by the students. Take a picture of each group before the field trip. Using the web site lesson plan take the children to Ford Canyon/Veterans Park. Upon return, summarize the students’ findings by comparing what they actually saw to their predictions on the chart. Remember to take a picture of each group after the hike. Parent volunteers will be needed. Provide the “Sensory Hike Instruction Guide For Adult Group Leaders” form for each volunteer. (Technology: The students will learn how to take pictures from a digital camera.) (Monday-scheduled computer lab) Preview the teacher created slide show presentation Exploring Our World With Our Senses. Discuss the main points of the presentation -name the sense, tell which body part is necessary to perform the sense and write a descriptive sentence using the sense. Seat the students in their groups. Tell them that they will create their own group presentation with help from an adult. They will insert their photo, identify the “sense” they are portraying, and help write two sentences about their sense. The adults will work with the students on an individual basis until it is time to complete the title and final slide. The children will complete these as a group. Each adult volunteer will receive the “Slide Show Instruction Guide For Adult Group Leaders”. (Technology: The students will learn how to insert a picture from a file, limited keyboarding, saving to a file, select a background color and shading effect. They can try a sound, too. If time permits they can experiment with animation.) * Students will present their slide shows during SSR after lunch. Each child will be required to read their slide to the class. Brochure: I N T E L ® T E A C H T O T H E F U T U R E E S S E N T I A L S C O U R S E 5 © 2000-2005 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E (Friday-scheduled science block) Ask the children why they need their 5 senses. Write their responses on a chart or use Kidspiration/Inspiration to create an organizer. Explain that they can use all their senses to sort objects into categories. Discuss your thought process while you are demonstrating this concept. Allow time for the children to sort several math manipulatives. Introduce the teacher created brochure to the class. Reread the “Rookie Reader” science books. This time have the children identify the main points in the book. Write their responses on chart paper. (You can do this on 5 consecutive days before introducing the brochure). After school, type them onto the student brochure template. (Monday-scheduled computer lab) Assign a different sense to each member of the science groups. Review the rubric that will be used to grade the brochure. Using adult helpers, have each child select one main point and 2 ways to demonstrate the sense. He/she will also explain and give an example of how their “sense” protects them. He/she will complete the sentence “Things that are ____”. (i.e. Things that are soft) The child will need to have two opposites from which to sort. Insert 2 pictures to demonstrate each category. The children will type their “sense” on the front cover as well as their name. The groups will come together to determine the picture they will insert and the brochure colors they prefer. Provide the “Brochure Instruction Guide For Adult Group Leaders” form for each volunteer. (Technology: The students will learn how to highlight/delete or highlight/edit/cut, insert a picture, change brochure colors and perform limited keyboarding). Student Web Site: (Wednesday-scheduled social studies block) Present the teacher created introduction to the student web site Junior Detectives Explore What Happens To An Object When It Is Changed! Tell the children that they will help perform an experiment using a stalk of celery. Ask the children to describe the celery using their senses. Type their responses in the text box “Our Object Before The Change”. Have them brainstorm several ways to alter the celery. Explain that the celery will be placed in blue and red water. Type this information in the text box “How Did We Change Our Object?” Ask the children to what might happen to the celery. Write their answers on chart paper. (Friday-scheduled science block) Observe the celery from Wednesday’s experiment. Using the 5 senses, have the children describe the changes that occurred. Type their responses in the text box “Our Object After The Change”. Finally, ask the children if the celery became a new substance with the changes made. Point out that it was still “celery”. Type their responses in the text box “Is Our Object A New Substance?” Using the science groups have children perform the same experiment on clay, paper, popcorn, cubes of ice, colored water and chenille stems. Adult volunteers will help them record their responses on chart paper using colored markers that match the text boxes. Provide the “Experiment Instruction Guide For Adult Group Leader” form for each volunteer. Review the web site rubric with the children before performing the experiment. The teacher will type the responses on the web site. Each group will select an appropriate picture and background. (Technology: The students will learn how to insert clip art and change the background colors). *Students can present their web page Friday afternoon during “Author’s Chair”. Sense Detectives: (Conclusion) (Monday-scheduled computer lab) Return to the teacher created web site We’re Looking For Super Sleuths To Help Us Search For Our Missing Senses! Click on the little boy explorer. Play the game titled “Sense Detectives” using the teacher example. Separate the children into groups of two. Help each group brainstorm an object to I N T E L ® T E A C H T O T H E F U T U R E E S S E N T I A L S C O U R S E 6 © 2000-2005 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E be described. Type their clues in the correct box. Type “created by (students’ names)” at the bottom of the page. Explain how to print both pages. Collect all the pages and Xerox an extra copy. Hand out the copies at another time and let the children solve the mystery. They will write the name of the object and then draw a picture of it. Create a class book with the competed pages. (Technology: The students will learn how to print). Optional: You can make arrangements to complete this last session with a 3-5 grade class. Each child would have a buddy to help him/her complete the assignment. They would both draw a picture of the object they guessed. Approximate Time Needed: This unit should take approximately five weeks to complete. Prerequisite Skills: Students should: • Communicate thoughts orally. • Follow simple one step directions. • Present information from text read aloud. • Be able to sort objects. • Have a basic knowledge of the computer and mouse manipulation. Materials and Resources Required For Unit Technology – Hardware: (Click boxes of all equipment needed) Camera Computer(s) Digital Camera DVD Player Internet Connection Laser Disk Printer Projection System Scanner Television VCR Video Camera Video Conferencing Equip. Other: SMART board Technology – Software: (Click boxes of all software needed.) Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Other: Kidspiration/Inspiration 7 © 2000 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E Printed Materials: Volunteer Instruction Sheets Houghton Mifflin Science Series Brochure Sort Of Exploring Our World (student created) Sense Detectives (guessing game/class book) Copies of assessment tools Katz, Bobbi. Your Five Senses Burton, Margie. My Five Senses Fowler, Allan. Hearing Things Fowler, Allan. Tasting Things Fowler, Allan. Smelling Things Fowler, Allan. Seeing Things Fowler, Allan. Feeling Things Gager, Kaye. My Five Senses Tatchell, Judy. How Do Your Senses Work? Cortissoz, Marie. My Senses and How They Work Miller, Margaret. My Five Senses Supplies: Rope, snacks, blindfolds, water, Kleenex, first aid kit, sunscreen, clay, paper, popcorn, popcorn popper/microwave, cubes of ice, colored water, chenille stems, chart paper, markers (pink, blue, purple, green) Internet Resources: Microsoft Office Clips Online Intel Teach To The Future United Streaming: Science Facts and Fun –Making Sense Of It http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=4D869700-132D-4BC5-8D2B-009E4B84EF9A All About The 5 Senses http://www.valdosta.edu/~xjwoods/topic.html Children’s Playmate (Jan-Feb 1998 v70 n1 p26(3) I Sense Something Good (poem) Combs, Denise http://www.galenet.com/servlet/KidsInfoBits Science Fact & Fun: Making Sense Of It Teacher’s Guide http://www.unitedstreaming.com/videos/Making%20Sense%20of%20It/A25557A6-EAAC-1B18-A32DD0DF3B5A82F5.pdf Others: Parent volunteers will be needed. (Optional: 3-5 grade buddies might be needed). Accommodations for Differentiated Instruction 8 © 2000 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E Resource Student: Modifications as follows: • Student can be paired with a peer or single volunteer. • Each example with be reviewed individually with the student to check for understanding. • Extra time will be allowed to complete assignments. • Certain assignments may be shortened to accommodate student’s needs. • Student may use the teacher’s examples and replace the required information with their own deductions. • Student will sit in close proximity to the teacher and SMART board. • Student may assist the teacher in the presentation of the content. Non-Native English Speaker: Modifications as follows: • Preteach all vocabulary using pictures when applicable. • Show visual examples throughout the unit. • Each example with be reviewed individually with the student to check for understanding. • Student may use the teacher’s examples and replace the required information with their own deductions Gifted Student: Modifications as follows: • Allow the student to become a team leader for their group. • The student will be able to create their own sentences for the Power Point presentation. • The student will name a function of one of the senses and verbally identify 2 opposite sorting categories. • The student will perform an experiment with a partner instead of as a group and verbalize the results. • The student will complete the sense detective game sheet individually. • The student can type in his/her information on each of the templates in the unit. Student Assessment: 9 © 2000 Intel Corporation. All Rights Reserved. I N T E L ® T E A C H T O T H E F U T U R E Students will be evaluated with formal assessments and teacher/volunteer observations. The observations will be completed throughout the unit as students complete their exploration of the senses. The following formal evaluations will be carried out as each section is finished: • Exploring Our World With Our Senses Presentation Rubric • Sort Of Exploring Our World! Rubric • What Happens To An Object When It Is Changed? Rubric • Sense Detectives Game Sheet (turned into classroom book) Students will review these rubrics ahead of time. Many references will be made to the rubric while the unit is being taught. Unit/Portfolio Links Student Samples Student Help Documents Teacher Documents Evaluation Documents Student Presentation Student Support #1 Implementation Plan Presentation Eval Student Publication Student Support #2 Management Documents Publication Eval Student Website Student Support #3 Teacher Presentation Website Eval Student Support #4 Works Cited Website Eval #2 Student Support #5 Support Documents #1 Student Support #6 Support Documents #2