LU TITLE: The 5 Senses

AUTHOR: Michelle Glasso

GRADE LEVEL: Kdg.

SCHOOL ADDRESS: St. Peter's School 400 Floyd Ave. Rome, NY 13440

SUBJECT AREA: Science/Health

CONTENT KNOWLEDGE
Declarative

-concept of five senses

-distinguishing features of the five senses

-parts of body related to senses

Procedural

-compare/contrast the senses

-read and interpret graphs

-fill in a pictograph

-classify/sort various tastes

-construct graphs

-list, group, label activity

ESSENTIAL QUESTIONS
What are our five senses?

How do we use our five senses?

What parts of our body do we use for our senses?

Why are our senses so important?

*Students will be taught safety rules before beginning unit. They will be told that not everything can go in their mouth.

INITIATING ACTIVITY
Have a mystery box in the middle of the room. Under it have a plugged in popcorn popper. The students have to guess what it is. Discuss how using our senses helps us to learn about the unknown.

LEARNING EXPERIENCES
Declarative Knowledge

Learning Experience 1:

The student will know and understand concept: The 5 senses are seeing, hearing, smelling, tasting, and touching

What will be done: On a class KWL chart, generate the K and W related to senses. The teacher will read the book. Discuss the book afterwards.

Extending and Refining: Have students make their own Five Senses folder. It will contain all of their information on this unit.

Experiences/Activities: read My 5 Senses by Aliki

Strategies: KWL

Learning Experience 2:

Student will know and understand concept: The senses pictograph work through different parts of the body.

What will be done: Watch the video. Discuss it. Teacher passes out a hand-out of a pictograph. In small groups, fill out the pictograph.

Extending and Refining: Students may also work on the computer to learn more about the senses, using the Magic School Bus CD.

Activities: Film - Our 5 Senses

Learning Experience 3:

The students will know and understand concept: Our eyes provide our sense of seeing.

What will be done: Teacher will read the book to the class. Discuss the importance of the sense of seeing. Students will look in a mirror to identify the color of their eyes. They will graph their eye color. The students will read and interpret the graph. The teacher will read the second book. The students will look at the pictures of the various cloud shapes. The students will each give their opinion on what they feel they are seeing.

Extending and Refining: The students will be given a piece of paper with a big eye on it. They have to draw pictures of things they can see.

Experiences/Activities: read Look Book by J. Moncure, read It Looked Like Spilled Milk

Strategies: graphing, making observations, analyzing perspectives

Learning Experience 4:

The student will know and understand concept: Our ears provide attainment for the sense of hearing

What will be done: On a felt board have pictures of examples and nonexamples of objects that students can hear. Have the students identify the objects that they can hear. Play the tape of the various sounds. Have the students identify what sounds they can hear.

Extending and Refining: The students will be given a piece of paper shaped like a big ear. They are to cut out pictures of things they can hear and glue them to the ear.

Experiences/Activities: Tape of familiar sounds

Strategies: concept

Learning Experience 5:

The student will know and understand concept: our nose provides the sense of smell.

What will be done: A learning station will be set up with cotton balls that have different scents on them. Students will identify the various scents.

Extending and Refining: The students will be given a piece of paper with a nose on it. The students have to find pictures on the *web of things the can smell. They can cut and paste the pictures to the paper. *Teacher can get on to a website and the students can click on the pictures and print them out.

Experiences/Activities: learning stations

Learning Experience 6:

The student will know and understand concept: Our tongue is used for tasting.

What will be done: The teacher will read the book and discuss it. The students will go to the learning station which will contain different tastes. The students will graph the different tastes according to sour, sweet, salty, and bitter.

Extending and Refining: the students will be given a piece of paper shaped like a tongue. The tongue will be divided into the different tastes. The students are to draw things that they can taste.

Experiences/Activities: book A Tasting Party by J. Moncure, learning station

Strategies: classifying, list, group, label

Learning Experience 7:

The student will know and understand concept: Our sense of taste and smell work together.

What will be done: the students will predict if they can still taste food if they can't smell it. Experiment will involve tasting a piece of fruit while holding your nose. Then without holding your nose.

Experiences/Activities: experiment

Strategies: making predictions, brainstorming

Learning Experience 8:

The student will know and understand concept: Sense of touch

What will be done: Teacher will read the book and discuss it. The students will work in groups. One member is blind-folded. They have to touch the textured cards and try to find the match.

Extending and Refining: The students will fold a piece of paper so that it makes four squares. They will label each square with a different texture name. I.e.: hard, soft, rough, smooth, etc. They will draw examples of each of the textures.

Experiences/Activities: read The Touch Book by J. Moncure, "Touch and Feel" game

Strategies: cooperative learning

Learning Experience 9:

The student will know and understand concept: Some people don't have the use of all of their senses.

What will be done: Students will be given Braille Weekly Readers. They can feel and see what the visually impaired students would use to read.

Experiences/Activities: Braille Weekly Readers

Learning Experience 10:

The student will know and understand concept: animals can be used to help blind people.

What will be done: Students will predict how a dog can help someone who is visually impaired. A presenter will come in with a seeing eye dog.

Experiences/Activities: presentation

Strategies: making predictions

Learning experience 11:

The student will know and understand concept: how people who can't hear communicate over the telephone.

What will be done: Students will see a TTY. (A device that deaf people use like a telephone). They will predict what they think it is. Students will then see a presentation about the TTY. They will get to touch it and see how it works.

Experiences/Activities: presentation

Strategies: predict

Culminating Performance:

The students will create a book about their five senses. The book should include pictures and examples of the five senses. The students may draw their own pictures, cut pictures out of magazines, and/or find pictures on the web.

The students will present their finished product to the class. The presentations will be video-taped.

Procedural Knowledge

Rubrics:

Attached

Connections to Standards:

Visual Arts

Standard 1: Use art material and tools in a safe and responsible manner.

Language Arts

Standard 1: Students will read, write, listen, and speak for information and understanding.

-1.1.3: listening and reading

-1.2.1: students will present information in a variety of oral and written forms.

Standard 2: Students will use oral and written self-expression and artistic creation.

Standard 4: Language for social interaction

-4.1.1: listening and speaking

-4.1.2: students clearly express thoughts and views in conversations

Math Standards

-1.1.1: students will ask "why" questions in attempts to seek greater knowledge understanding concerning objects and events they have observed and heard about.

-1.1.2: students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

-1.2.3: students will know that tools can be used to gather information and extend the senses.

-1.3.4: students adjust their explanations and understandings of objects and events based on their findings and new ideas.