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					           “Sight, Taste, Sound, Touch, Smell”
                   Unit Lesson Plans


Lesson Plan 1 (My Five Senses -Kindergarten):
      TEKS:
       (K.4) Health information. The student knows the basic structures and
        functions of the human body and how they relate to personal health.
            o (A) The student is expected to name the five senses.
       (K.2) Scientific processes. The student develops abilities necessary to
        do scientific inquiry in the field and the classroom.
            o (C) The student is expected to gather information using simple
               equipment and tools to extend the senses.

      Materials:
      - Poster of “Five Senses Song”
      - My Five Senses by Aliki
      - Five Senses Book

       Engagement:
       The teacher will show the students a picture of the cover book, My Five
Senses, pointing out the eyes, ears, nose, mouth, and hand. The teacher will
ask distracting questions such as “Do we hear with our nose?” and “Do we taste
with our eyes?” to get the students to think about the functions of

       Explore:
       The students will sing the “Five Senses Song”. This is sung to the tune of
“Head and Shoulders”. The lyrics are: “Eyes and ears, nose and mouth. Nose
and mouth. Eyes and ears, nose and mouth. Nose and mouth. Sight, sound,
smell, taste, and don’t forget touch. Eyes and ears, nose and mouth.”

       Explain:
       The teacher will read the book, My Five Senses by Aliki, emphasizing the
need for senses because they help us experience and observe the world around
us. Ask the students how we would know what was around us if we couldn’t
see, hear, smell, taste, and touch.

       Elaborate:
       The students will help the teacher make a list of things that they see,
hear, smell, taste, and touch right there in their classroom. This should be in a
T-chart format with five columns.
       Evaluate:
       The students will fill out the Five Senses book independently while being
led by the teacher. On each page, the students fill in the blanks for each sense
and then practice writing the sentences. The pages say “I see with my
_______.” “I hear with my ______.” “I feel with my ______.” “I smell with my
_____.” And “I taste with my ______.”




Lesson Plan 2 (What Do You Hear? -Kindergarten):
      TEKS:
       (K.1) Listening/speaking/purposes. The student listens attentively and
        engages actively in a variety of oral language experiences.
               o (A) The student is expected to determine the purpose(s) for
                   listening such as to get information, to solve problems, and
                   to enjoy and appreciate
       (K.2) Scientific processes. The student develops abilities necessary to
        do scientific inquiry in the field and the classroom.
               o (C) The student is expected to gather information using
                   simple equipment and tools to extend the senses.

      Materials:
      - Splish-Splash Sounds by Richard Scarry
      - “What do you hear” PowerPoint
      - Plastic Easter eggs
      - Paper Clips, Cotton Balls, Marbles, Paper (Confetti), Coins
      - Recording Sheet

       Engagement:
       The teacher will present the “What is making that sound” PowerPoint
presentation that will expose the students to a variety of different sounds such
as a cow mooing, a train whistle, and a baby laughing. The students will be
asked to identify the sound that they’re hearing.

       Explore:
       The teacher will walk the students through the five Easter egg centers
that have been set up to include a different sound at each center and explain the
following procedure: At each center, the students will pick up an egg and listen
to the sound it makes. Based on the recording sheet, they are going to try to
determine which of the objects (paper clip, cotton ball, marbles, confetti, or
coins) is making the sound they hear.
        Explain:
        The teacher will read Splish-Splash Sounds to show how important
listening is. While reading, the teacher will point out the different sounds on
each page emphasizing the need to listen to be able to hear all the sounds.

        Elaborate:
        The students will gather back on the carpet and play a game of “Sound
Charades”. The students will be asked to make a sound—an animal sound or
familiar noise—for the rest of the class to guess what it is. The point of this
activity would be to show the students the importance of the sense of hearing.

        Evaluate:
        The evaluation for this lesson is the completion of the recording sheet.
Accuracy in their guessing is not important, only the students’ attempt and
participation. Also, the teacher will evaluate throughout the lesson by
questioning the students about the importance and functions of the sense of
sound.

Student Sample:                      Reporting Sheet completed by Kindergartener




                        Lesson 2 was adapted from the Language Arts
                         lesson that I completed with Esther Gaytan.
Lesson Plan 3 (Can You Smell That? -1st Grade):
      TEKS:
       (1.4) Health Information. The student understands the basic structure
        and functions of the human body and how they relate to personal
        health throughout the life span.
            o (A) The student is expected to identify and demonstrate use of
               the five senses.
       (1.2) Scientific processes. The student develops abilities necessary to
        do scientific inquiry in the field and the classroom.
            o (C) The student is expected to gather information using simple
               equipment and tools to extend the senses.

      Materials:
      - Forty small containers (non-see through, with lids)
      - Vinegar, glue, flower petals, water, and polish remover
      - The Sense of Smell by Carey Molter

        Engagement:
        The teacher will show the student ten containers that they cannot see
through and that have holes punched in the tops of the lids. Ask the students to
see if they can guess what they are going to do with these containers.

       Explore:
       There will be four sets of these containers with a five pairs of matching
scents in them—vinegar, glue, flower petals, water, and polish remover. The
containers will be marked 1-10. The students will be split into four groups. Each
group will receive one set of ten containers and they will be asked to use their
sense of smell to match the scents. As they are matching the scents, the
students will record which containers match and what they think the scent is.

       Explain:
       Once all the groups have completed this activity, the teacher will go
through all ten containers and reveal the matches and the contents of each
container. The teacher will then read through the book The Sense of Smell to
draw students’ attention on other things that are around them that they smell
every day.

      Elaborate:
      The students will independently create a Kidspiration web of the things on
which they most like to use their sense of smell. It will begin with a central
bubble that says “Things I like to smell” and then have however many items
coming off of that bubble that the students choose.
      Evaluate:
      The students will complete their Kidspiration products in the computer lab,
but when they reconvene in the classroom, the students will show their products
and share out their favorite things to smell.




Lesson Plan 4 (Where on the Tongue? -2nd Grade):
      TEKS:
       (2.2) Scientific processes. The student develops abilities necessary to
        do scientific inquiry in the field and the classroom.
        o (D) The student is expected to gather information using simple
            equipment and tools to extend the senses.
       (2.11) Probability and statistics. The student organizes data to make it
        useful for interpreting information.
        o (A) The student is expected to construct picture graphs and bar-
            type graphs.

      Materials:
      - Tongue Poster
      - Taste Chart
      - Old Magazines

       Engagement:
       The teacher will show the students a picture of a tongue that is labeled
with the four taste bud regions and have a discussion about what the different
kinds of tastes are and what kinds of foods exemplify each of them.




       Explore:
       The students will be broken up into pairs and given old magazines and a
copy of a Taste Chart. Each student will have a job. They will either be the
cutter or the gluer. The pairs will then flip through the magazines looking for
pictures of food. When they find the pictures, the cutter will cut the picture out
and the gluer will put that picture in whichever column of the Taste Chart that it
belongs—Sweet, Sour, Bitter, or Salty.
       Explain:
       The students will become the teachers and each pair will get up one at a
time to tell the rest of the class which foods they found to go into each of their
taste bud regions.

      Elaborate:
      The students will complete at-home activity. They will use the same
Taste Chart to individually search for foods in their home refrigerators that fit
under these taste bud categories. They will write the food in the corresponding
column and bring it to class the next day.

      Evaluate:
      The teacher will look for and evaluate the students’ work based upon
completion of both Taste Charts.

Student Sample:                                       Taste Chart completed by 2nd Grader




                This activity idea and tongue picture came from Kristen Wilkenfeld
                            found at http://viking.coe.uh.edu/~kwilkenf/.
Lesson Plan 5 (Find and Feel -2nd Grade):
      TEKS:
       (2.2) Scientific processes. The student develops abilities necessary to
        do scientific inquiry in the field and the classroom.
        o (D) The student is expected to gather information using simple
            equipment and tools to extend the senses.

      Materials:
      - Job Title Tags—Locator, Photographer, and Scribe
      - Loaned Digital Cameras
      - Find and Feel Chart

        Engagement:
        The teacher will break students up into groups of three and assign job
titles: Locator, Photographer, and Scribe. Then the teacher will show the class
the equipment that they are going to be using—a digital camera—and instruct
them on how to use it.

       Explore:
       The students will break up into their groups and go on a scavenger hunt
for ten items in the classroom that look like they would be interesting to touch—
but they can’t touch them. The Locator in every group will find the interesting
object, the Photographer will take a picture of the object, and the Scribe will
write down what the group thinks the object would feel like.

       Explain:
       After all the groups have found ten objects the teacher will call the whole
class back to together and discuss the different words the students came up with
to describe the way they think their objects felt. The teacher will then bring one
group at a time to the front of the room to put their pictures on the computer for
the whole class to see. The group members will go through their pictures and
tell what texture they think their objects has—smooth or rough.

       Elaborate:
       The students will go back in their groups to the objects they took pictures
of and see if their guesses of their textures were right. Thus, the students will
get to use both senses of sight and touch.

      Evaluate:
      The students will then, as a group, complete the Find and Feel Chart that
shows all the different objects they saw and the textures they felt.

				
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