Making Sense of the Senses by pnx67864


									Making Sense of the

     Steve Turner

    Gonzalo Sanchez
 Gonzalo Sanchez                                               Steve Turner
    P. S. No. 1                                                 P. S. No. 1
Bilingual 4th Grade                                         Monolingual 4th Grade

                      Making Sense of the Senses

         West New York/ Eisenhower Professional Development Project

1. Overview—Our project “Making Sense of the Senses” was prepared to make the

   child aware of their bodily senses and to integrate the bilingual and monolingual

   classroom pupils. From the accessibility of the computer, as well as school

   materials, the child has the tools to learn and instruct each other about the basic

   knowledge in this area. This unit took about a month, but may be adjusted

   depending on the size of the class and the rapidity of the student. Our goal was not

   only for each child to have a foundation regarding the senses, but a better “sense”

   towards each other.

2. Educational Objectives

      a. To give the children an awareness of how their body works and responds to


      b. To achieve a deeper appreciation of their senses.

      c. To realize how one sense compensates for the loss of another.

3. Technological Objectives

      a. To learn how to use the basic tools of the computer (mouse, saving

          information, etc.)

      b. To learn how to access search engines.

      c. To access approved websites.

            d. To learn how to save to a disk.

            e. To learn how to create a presentation in MicroSoft PowerPoint.

   4. Assessment

            a. Small quizzes.

            b. Class participation.

            c. Class project (clay figures).

            d. Notebook and folders to be graded.

            e. Worksheets on each of the senses (including word searches, jumbles, etc.)

            f. Final PowerPoint project.

                                      NJCCC Standards


   1. 8.14.A2 Input and access text and data using keyboarding techniques.

   2. 8.14.A5 Create and present an electronic presentation using appropriate software.

   3. 8.14.B1 Discuss common computer applications.

   4. 8.14.B3 Appropriate internet etiquette.


   1. (2.1.4.B.1) Describe The Structure And Function Of Human Body Systems.

   2. (2.1.4.B.2) Describe Each Human Life Stage And The Physical Changes That

         Occur At Each Stage.

   3. (2.1.4.B.3) Discuss Factors That Contribute To Healthy Physical, Social,

         Emotional, And Intellectual Growth And Uniqueness.

Language Arts

   1. (3.1.4.A.1) Develop knowledge about various print formats, including newspapers,

      magazines, books, and reference resources.

   2. (3.1.4.E.1) Use knowledge of word meaning, language structure, and sound-symbol

      relationships to check understanding when reading.

   3. (3.1.4.E.2) Identify specific words or passages causing comprehension difficulties

      and seek clarification.

   4. (3.1.4.F.4) Use a grade-appropriate dictionary (independently) to define unknown


   5. (3.1.4.G.1) Discuss underlying themes across cultures in various texts.

   6. (3.1.4.G.5) Follow simple multiple-steps in written instructions (cf. mathematics

      standard 4.4).

   7. (3.1.4.G.7) Identify and summarize central ideas in informational texts.

   8. (3.1.4.H.1) Use library classification systems, print or electronic, to locate


   9. (3.2.4.A.1) Generate possible ideas for writing through talking, recalling

      experiences, hearing stories, reading, dis

   10. (3.2.4.A.3) Use strategies such as reflecting on personal experiences, reading, doing

      interviews or research, and using graphic organizers to generate and organize ideas

      for writing.cussing models of writing, asking questions, and brainstorming.

   11. (3.2.4.A.5) Revise drafts by rereading for meaning, narrowing the focus,

      elaborating, reworking organization, openings, and closings, and improving word

      choice and consistency of voice.

12. (3.2.4.A.7) Review and edit work for spelling, mechanics, clarity, and fluency.

13. (3.2.4.A.6) Review own writing with others to understand the reader's perspective

   and to consider ideas for revision.

14. (3.2.4.A.10) Understand and apply elements of grade-appropriate rubrics to

   improve and evaluate writing.


       Students completed the lessons each day during 40 minute periods, four or five days

a week (except Lesson 1, where the children were given an overview of the whole month’s

work). Each classroom had two computers and one printer. One or two days per week, we

were able to use the library when readily available.


            1. Overview of the unit- plus blindfold test

            2. Taste Test

            3-7. Web quest

            8-11. Model Magic

            12-16. Ditto Sheets on the Senses

            17-27. PowerPoint-Final Activity

Materials Needed:

            1. Computer with internet access

            2. Printer

            3. Modeling Clay

            4. Paint

            5. Internet accessible worksheets (

            6. folders (for filing children’s papers)

            7. crayons or magic markers

            8. rulers

                               Lesson I – Opening Activity

Time Allotment: Approximately 60 minutes


   1. Give an overview to the children what this unit is all about. Explain how we will

       accomplish our goals through the use of internet, class projects, small quizzes,

       students’ participation and a final power point project.

   2. Students say that we can learn more about the world of we use our five senses at the

       same time.


     1. pieces of orange              4. potato                        7. paper

     2. carrot                        5. apple

     3. grapefruit                    6. pear


     1. Do not show the students the food or tell students which foods you are using; tell

         them that they are to identify each food using only one sense at a time.

     2. Blindfold one group of students (about 1/2 of the class) and give them a

         combination of three wrapped pieces of food (for example, apple, pear, potato) to

         identify by smell only.

     3. After identifying the foods by smell, the children pick out the cards with the

         names of the foods they guessed, open the packages and check the results.

     4. Next, blindfold another group (about of the class) and give them a combination of

         three wrapped pieces of food to identify by touch only.

   5. After identifying the foods by touch, and selecting the appropriate name cards, the

       children open the packages and check the results.

   6. The last group does not wear blindfolds. Give this group the three wrapped pieces

       of food to identify by touch, smell and appearance. They, too, select the

       appropriate name cards.


   1. Which group of children was able to identify the foods most easily? Why?

   2. If this had been a contest, would it have been fair to award the prize to the last

       group? Why?

   3. What does this activity tell you about the way we learn if we use our five senses?

   4. Which foods were the easiest to guess? Why?

   5. Which foods were the hardest to guess? Why?

                                  Lesson II -- Taste Test

Time Allotment: 1 forty-minute period


       The students will be able to taste different flavors on different parts of the tongue.


   1. food samples

   2. Water

   3. paper cups

   4. chart paper

   5. box of toothpicks

   6. markers

   7. blindfold


   1. Students work in pairs.

   2. One partner wears a blindfold.

   3. Using a toothpick, place a small amount of one type of food on the region of the

       tongue identified as "1" in the illustration. The blindfolded student judges the

       taste with the mouth still open so the food sample is not spread to other regions of

       the tongue.

   4. Record the judgment each time. Rinse the mouth with water between tastes.

   5. After placing the first food type on all four regions of the tongue and recording

       the student's responses, taste the next food.

6. The partner performs the test.

7. Students draw and write about the flavors the tongue tastes.

                                   LESSONS III – VII

                                        Web Quest

Time Allotment: 5 forty-minute periods


       Through the various websites, students will become better aware of how the

senses function.


       The teacher will break the class up into groups of four or five children. Each

group will be assigned a different sense (sight, sound, touch, taste, or smell). Each group

will be given four acceptable websites in which you can click. It will be here where you

can gather a plethora of information for our web page.








                                  LESSONS VIII- XI

                               Molding the Sense Organs

Time Allotment: 4 forty-minute periods


       To make a realistic model from molding clay to display in the classroom


   1. molding clay                                  3. paint brushes

   2. paint                                         4. paint cans


       Break the children up into group of 4. Each will be assigned a sense organ and

clay. Using a picture that the children accessed from the internet, they will make a model

from the organ given. The clay will need a day or two to harden. Children will then

paint the various organs.

Lesson XII – XVI

Time Allotment: 5 forty-minute periods


       To reinforce students’ learning about the senses from the entire unit.


   Students will work on computer-generated worksheets from

   1st day – Sense of Touch

   2nd day – Sense of Sight

   3rd day – Sense of Taste

   4th day – Sense of Feel

   5th day – Sense of Hearing

Each day student will read the material, plus work on appropriate questions, word search,

jumbles, and a group discussion about the new information obtained. Also, created

pictures of the organs involved in the senses.


Gonzalo Sanchez

       As a neophyte to the Eisenhower Project, I enjoyed it very much. I felt it not only

helped the children learn about the senses and become more computer literate, also the

group work gave them a better appreciation of each other. The pupils seemed to enjoy

most of the projects. The modeling of the senses was much fun for the boys and girls,

while the Power Point project proved to be challenging and fascinating for them. I feel

the children accomplished what was expected of them and had fun doing it.

       If I would make any change in our project, I would have given the children less

worksheets and tried to find some videos on United Streaming for them to watch. All in

all, it was an enjoyable and rewarding experience.

Steve Turner

       This is my fourth tenure with the Eisenhower Project, but the first in conjunction

with another teacher. First, I found it rewarding working with Mr. Sanchez, since he had

a considerable amount of knowledge, which he imparted to me. He was a definite asset

to the program, to me, and the children.

       I also thought the integration of classroom students worked out very well (bi-

lingual, monolingual classroom). I thought the children enjoyed most of the lessons and

liked working with pupils from another classroom. The children met our expectations

and fulfilled their requirements.

The only thing I may do differently would be to shorten the unit. I enjoyed the
Eisenhower Project and working with Mr. Sanchez and his class.


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