“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.