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Get Ready! We all use our senses every day! Our next unit, “Super Senses” will help the children learn more about how their eyes, ears, nose, hands and mouth are used each day to learn more about their world. This unit also opens the door for you to reinforce safety as it relates to the senses. For instance, the children will learn more about things that are OK to touch and those that are not. Be sure to adapt and modify experiences to reinforce safety concerns that may be specific to your program and materials.

The activities included in this guide are merely a starting point and not an “end all.” Please incorporate your own activities and experiences you believe the children would enjoy and adapt those in this guide to better meet the unique needs of the children in your care. Use the Individualization Webs and Customized/Individualized Lesson Planning Sheet to help you adapt the Gee Whiz lesson plans to your children. Also, look for COVID-19 adaptations within the lesson plans you can use, if needed, based on the restrictions/health requirements in your area. These will appear in blue.

Don’t forget to email or send home a copy of the Family Letter with each child as you begin this unit. In addition, email or text the Digital Family Notes when you believe they would be the most beneficial. Most importantly, have fun!

Table of Contents

10 Day Planning Grid................................................................................ 3

Daily Lesson Plans (2 pages per day, 10 days)........................................ 4-23

School-Age Activities…………………………………………………………..24-26

“Safe Senses” Story Prop Preparation Directions.......................................27

Make It! Sheets Directions……………………………………………………..28

School Readiness Experiences (for older preschoolers)…………………..29

Learning Indicators Addressed by Activity……………………………………30-31

Book List/Songs/Poems/Extras………………….…………….………………31-33

Program Symbols for Developmental Areas

= Language Development = Social Studies Knowledge

= Literacy Knowledge = Social & Emotional Development

= Math Knowledge & = Music & Creative Arts

= Science Knowledge = Physical Development & Health

= Logic & Reasoning ☺ = Approaches to Learning

Get Moving!

Activities with this icon encourage gross motor skills and address the goals of the Let’s Move! Child Care campaign (www.letsmove.gov).

Activities with the sunshine icon should, or may, be done outdoors.

This icon helps you quickly locate some of the activities that address Character Education included in this unit

Keep in mind that any materials you might need a little bit more time to gather are featured in red.

Contact your local poison control center to get some Mr. Yuk™ stickers OR request some

by mail: https://www.chp.edu/injury-prevention/teachers-and-parents/poison-center/mr-yuk

https://www.chp.edu/injury-prevention/teachers-and-parents/poison-center/mr-yuk




2 Week/10 Day Planning Grid

All the daily experiences are included on this grid so you know EXACTLY what is planned for each day.

DAY 1

Exploring Together: I Have Five Senses (p.4) Center/Small Group: Senses & Sand (p.5) Center/Small Group: Our Sensory Bin (p. 5) Infants: A Senses Song (p. 5)

DAY 2

Exploring Together: How Does It Feel? (p. 6) Center/Small Group: Bumpy Fingerpaint (p. 7) Center/Small Group: Mixing Warm and Cold (p. 7)

Infants: Ooooh! It Feels... (p. 7)

DAY 3

Exploring Together: Safe to Touch? (p. 8) Center/Small Group: Goopy, Goopy Goop (p. 9) Center/Small Group: Bubble Wrap Art (p. 9) Infants: Feel ’N Explore (p. 9)

DAY 4

Exploring Together: Oh, See What I See (p. 10) Center/Small Group: Don’t Peek! (p. 11) Center/Small Group: Seeing Detail (p. 11) Infants: Look Up There (p.11)

DAY 5

Exploring Together: Sight Safety (p. 12) Center/Small Group: See and Count (p. 13) Center/Small Group: My Own Sun Visor (p. 13) Infants: Mixing Colors (p. 13)

DAY 6

Exploring Together: What Do You Hear? (p. 14) Center/Small Group: Musical Parade (p. 15) Center/Small Group: Sound Exploration Center (p. 15) Infants: Shake ‘N Listen (p.15)

DAY 7

Exploring Together: That Smells Good! (p. 16) Center/Small Group: Sniff It Out (p. 17) Center/Small Group: Scented Playdough Fun (p. 17) Infants: Let’s Change Your Diaper (p. 17)

DAY 8

Exploring Together: A Tasting Party (p. 18) Center/Small Group: Yummy in My Tummy (p. 19) Center/Small Group: Cooking My Favorites (p. 19) Infants: Mmmmm! (p.19)

DAY 9

Exploring Together: What Would You Do? (p. 20) Center/Small Group: Is It a Food? (p. 21) Center/Small Group: Smells Good Enough to Eat (p. 21) Infants: Crunchy & Soft (p.21)

DAY 10

Exploring Together: Senses Day (p. 22) Center/Small Group: Apple Turnovers … Yum! (p. 23) Center/Small Group: Safe to Touch? Story Time (p. 23) Infants: Tunes for You (p. 23)

School-Age Activities:

Touch & Feel Bookmakers (p. 24) Shhhhh! (p. 25) Bitter? Sweet? Salty? Sour? (p. 26)

Our Eyes Help Us (p. 24) Making Scratch ’N Sniff Stickers (p. 25) Never Ever (p. 26)


DAY 1

Unit: Super Senses Today’s Focus: What are My Senses? Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Use cabinet and drawer locks to keep dangerous kitchen items, like sharp knives, safely away from children.

Teaching Tip of the Day

Children model behavior they see. If your interactions with children are positive and demonstrate kindness, they will model those interactions with other children and adults.

Transition Time

Sing the song, “I Have Five Senses” (p. 31) as the children move from activity to activity today.

Exploring Together: I Have Five Senses

all ages,

Materials: Music

• We all use our senses every day to learn more about our world. This experience introduces the children to the five senses through music. An action song will not only get the children moving, it will encourage them to use their senses of sight, smell, touch and hearing. In the process, the children will build both expressive and receptive language skills, large muscle control and social skills.

• Turn on music and start dancing. As children show interest, invite them to dance with you. While dancing, talk about the music. Is it loud? Soft? Upbeat? Slow? After dancing for a few minutes, turn off the music and have the children sit down. Invite those children who are more verbal to describe what they heard as they danced. Then have them describe how their bodies felt as they danced. Use this to introduce the concept of the five senses. What parts of their bodies did they use to hear the music? Could they see the music? Could they touch the music? These are great questions to ask that get the children thinking!

• Next, invite more verbal children to name the five senses. Can they do this independently? If not, that’s OK! Explain that our senses help us learn about our world every day. Name each of the five senses along with the body part associated with it. Then, sing the song, “I Have Five Senses” (p. 31) and invite the children to participate in the motions. Once more verbal children know the words, they can sing along with you. Now would also be a great time to reinforce the number 5!

• EXTENSION: Take music outdoors! Play recorded music as they children engage in free play in your outdoor play space. As you interact with the children, encourage them to describe how the music sounds as they play.

Questions to Spur Thinking

• What did you hear?

• What part of your body helps you to hear?

• How do your senses help you learn things about our world?

• What sense do you think you use the most each day? Why do you think that?

• Some people cannot hear or see. How do you think these people use their other senses to help them learn?

Today’s Vocabulary

Use some of these words in conversations with children today!

senses learn touch

smell see hear taste

As younger children participate in

activities today, model language by…

• Using words such as senses, learn, touch, smell, see, hear and taste as children complete activities.

• Describing how children use their senses to learn as they play with sand (p. 5).

• Talking with children as they help to make a sensory bin (p. 5).

Get Moving!


DAY 1 - Center/Small Group Activities

Materials: None needed

• Songs help infants build receptive language skills. They are also great for keeping an infant’s attention while exposing him/her to rhyme and rhythm.

• Hold the infant in your lap as you sing the song below. Change the words as you sing each verse to reflect a different sense and body part. Be sure to point out the associated body part as well.

MY EYES HELP ME SEE

(tune: “The Farmer in the Delll”)

My eyes help me see. My eyes help me see. Hi-ho the derrio, My eyes help me see!

A Senses Song (Infants, ☺ )

Your Own Activities

Senses & Sand (Toddlers–4 years, ☺ )

Materials: Sand table, sand box or container of sand Plastic cups, bowls, spoons, colanders, ladles, etc. that

are OK to use for sand play

• Sand play is a wonderful sensory experience for children. Not only do they use their sense of touch, they also use their senses of hearing and sight as well. Who knows...they may even use their sense of smell! In addition, as children play with sand, they problem-solve, make and test predictions and build fine motor control.

• Set out the sand table, sand box or container of sand along with the other materials listed above. As children choose this experience, watch and listen. Engage those children who are more verbal in conversations as they play with the sand. Talk with these children about how the sand looks, feels, sounds and maybe even smells. This is an excellent opportunity for you to enhance the children’s receptive vocabulary by using more robust descriptive words. This is especially important for ELL/DLL children.

• Describe the children’s actions as they play with the sand. Encourage them to problem-solve. For instance, you might ask something like, “What tool did you choose to use to scoop the sand into the bowl? Why did you choose that tool?” This is a great way for you to challenge the children to think.

• Advanced Preschoolers: These children should be more verbal and able to engage in a back-and-forth conversation with you.


• Tell me about the sand.

• Why do you think it is important not to taste the sand? _______________________________________________

• What did you choose to add to the sensory bin?

• Is the material you chose something you can touch? See? Smell? Feel?

Our Sensory Bin (Toddlers–4 years, ☺)

Materials: Plastic tub with a lid that can be used as a sensory

bin COVID-19 Adaptation: Have each child make his/her own sensory bin using a shoe box or small tub with lid.

• Sensory bins are wonderful for children! Involving children in the construction of a sensory bin is an excellent way for them to take ownership of an experience. At the same time, it will challenge children to make choices, problem-solve and engage with other children. If you are not familiar with what a sensory bin is, just type “sensory bin” into Google or your favorite search engine and you will quickly have lots of information at your fingertips!

• Set out the empty plastic tub and watch to see which children become curious. Invite those children to help you gather items to transform the empty tub into a sensory bin. Explain that they are going to help find items to put in the bin that are interesting to touch, see, hear and maybe even smell! Because different developmental levels will approach this experience differently, we are providing options. Use the sensory bin throughout the unit.

• Toddlers/Twos/Young Threes: You may need to help these children get started and also provide them with bowls, bags or buckets which they can use to carry the items they find. Make sure that the items they pick are not choking hazards! In addition, be sure to use plenty of language to describe both the items the children find as well as their actions.

• Older Threes/FoursAdvanced Preschoolers: These children can be challenged to describe the materials they find and also talk about why they chose them.


DAY 2

Unit: Super Senses Today’s Focus: The Sense of Touch Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Even a small head bump can be dangerous. Be sure you are well aware of the signs of a concussion and notify parents/caregivers immediately if you are in any way concerned.


Children learn self-regulation through practice. Group activities that involve taking turns are wonderful tools you can use to help children practice this skill.

Transition Time

Have the children name things they like to touch before moving from activity to activity today.

Exploring Together: How Does It Feel?

(all ages, ☺)

Materials: Music

• One of the senses that children, and adults, use to learn about their world is the sense of touch. Children gather information about the natural world, as well as things that are manmade, through the sense of touch. During this experience, the children will use their sense of touch to play an active game that focuses on the opposites soft and hard. At the same time, the children will build large muscle skills, practice self-regulation, make choices and share ideas with others.

• Sit on the floor and remove your shoes. Invite interested children to do the same. (You can decide whether you want them to remove their socks as well). Have the children rub their feet on the carpet or rug on which they are sitting. What does it feel like? Is the texture bumpy? Smooth? Soft? Next, have them touch the carpet or rug with their hands. Does it feel the same? Use this exploration to introduce the sense of touch. The key is to help the children realize that the sense of touch involves more than just their hands. It also involves their feet as well as every other part of their bodies!

• Next, introduce the group game, “Find a Texture.” To play, turn on recorded music and have the children dance. Next, randomly turn off the music and name a texture such as hard, soft, smooth, bumpy, rough, etc. Challenge the children to find something in the room that matches the texture you describe. They can then touch that texture with their hands or feet. If you are working with younger children (e.g., Toddlers/Twos) you may want to do this together OR pair these children with more advanced preschoolers to find things together. Continue to play, using a different texture word each time.

• EXTENSION: Take this game outdoors but have the children keep their shoes on. How many different textures can they find outside? Are the textures outside the same as the textures inside?


• How does the carpet/rug/floor feel when you step on it with your feet?

• How does the carpet/rug/floor feel when you touch it with your hands?

• What things did you find that felt bumpy? Smooth? Hard? Soft?

• Is it easier to feel things with your hands or feet? Why do you think that is?

• When you feel cold...what part of your body feels that way?

• Why do you think the sense of touch is so important?



touch fingers hands

thumb palm feel



• Using words, such as those listed above, while engaging children in conversations during the day’s activities.

• Talking with children as they create while using bumpy fingerpaint (p. 7).

• Describing children’s actions as they play with warm and cool water (p. 7).

Get Moving!


Bumpy Fingerpaint (Toddlers–4 years, ☺ )

Materials: Fingerpaint, fingerpaint paper, spoons Salt, sugar, dry rice, sand Fingerpaint paper, damp sponge

• This experience invites children to make and test predictions as they experiment. In the process, the children will also build fine motor control, make choices and share discoveries with others. Those children who are verbal will also build expressive language skills as well as vocabulary.

• Set out the materials listed above and watch to see who chooses this experience. Then, invite those children to create bumpy fingerpaint. The children can choose the colors of fingerpaint they want to use along with the “bumpy” materials they would like to mix in. Because different developmental levels will approach this activity in different ways, we are providing options.

• Toddlers/Twos/: These children may be nonverbal. If so, they can point to the colors of paint they want to use (and you can name them) as well as the bumpy materials they want to mix in. Just be sure to provide plenty of language to describe both the paint and the texture as these children create. For ELL/DLL children, name the colors in both their home language and English if at all possible.

• Threes/Fours/Advanced Preschoolers: These children should be able to spoon on their own paint as well as the bumpy materials they choose. They can also be challenged to compare and contrast the bumpy “add-in” materials as well as the texture and colors used.


Mixing Warm and Cold (Toddlers–4 years, ☺)

Materials: Prepared sensory water bags - To make, fill one

gallon zipper-top freezer bag with warm water and another with cold water. Squeeze out the air and seal.

Small towel

• Infants, just like older children, learn about their world through their senses...including touch. As infants participate in this experience, they will use their sense of touch and build receptive language skills as they listen to you talk.

• Put the infant in his/her high chair and place a small towel on the tray. Then, put the bags filled with water on the towel. Watch to see what the infant does. As he/she touches each bag, touch it, too! Describe how the bag feels as well as how the water moves when the bag is touched. Remember...the more you talk, the better!

Ooooh! It Feels... (Infants, ☺ )

Materials: 2 plastic tubs or large bowls of water...1 warm, 1 cold

Plastic cups, bowls, large spoons, ladles, etc. COVID-19 Adaptation: If you cannot use a water table because of social distancing requirements, give each child his/her own bowls or cold and warm water to explore.

• While this experience may seem very simplistic at first glance, there is actually a lot going on! As children play with both warm and cool water, they will use their sense of touch. As they mix the water together, they will make and test predictions, share discoveries and learn more about the natural world.

• If the weather is nice, set up this experience outdoors to keep clean up to a minimum. Chances are very good that as soon as the children see the water, they will be ready to play!

• Before the children touch the water, note that one of the tubs of water is warm and the other is cool. Can they figure out which is which without touching them? No. This is the perfect time to talk about safety as it relates to hot water. You cannot tell if water is hot unless you touch it...which for children is not safe! Now would be a great time to talk about who, at home, checks their bath water to make sure it is not too hot. Next, invite the children to play with the warm and cold water. As they do so, be sure to describe their actions and ask plenty of open-ended questions to get them thinking.

• Advanced Preschoolers: These children can make predictions about what they think is going to happen when they mix the two different temperatures of water together. You may even want to write these predictions down to add an element of literacy to the experience. Be sure to talk about letter names, sounds, words & sentences, too.

Your Own Activities


• How did the texture of the paint change when you added the (name of material)?

_______________________________________________

• What do you think will happen when you mix cold water with warm water?


DAY 3

Unit: Super Senses Today’s Focus: Safety and the Sense of Touch Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Wearing sunglasses is a great way for children and adults to protect their from the harmful rays of the sun.


Building a child’s self-esteem is critical for his/her emotional growth and development. Make sure that the praise you give is aimed at specific actions (e.g., “You did a great job cleaning up the blocks today.”

Transition Time

Have the children name something they should not touch before moving from activity to activity today.

Exploring Together: Safe to Touch?

(all ages, ☺ )

Materials: “Safe Senses” Story Prop, prepared - See p. 27 for

preparation directions.

• While there are many, many things that are safe for children to touch and explore, there are other things (such as hot stoves or sharp knives), that are not. This experience uses a story to help children learn more about things that are OK to touch and things that are not. In the process, the children will build both expressive and receptive language skills, make choices and share ideas with others.

• Sit on the floor with the “Safe Senses” book and sing the song, “Now It’s Time for Story Time” (p. 32). Watch to see which children choose to join you. If some children do not, that is OK! They may change their minds once you begin.

• Next, show the children the cover of the story prop, “Safe Senses.” Can any of the children guess what they think the story may be about? Invite them to share their ideas. Then, read the title and encourage the children to compare their ideas to the title. Do they want to change their predictions or keep them the same?

• After sharing the title, read each page in the book. At the end of each riddle, stop and have the children share their ideas. More verbal children can share their answers using words while nonverbal children can point. After reading the entire book, challenge your most verbal children to share what they learned. Then, focus on the sense of touch. What things were in the book that were OK to touch? What things were in the book that were not OK to touch? Are any of the items featured in the book the same as the ones in their homes? Which ones? The children can turn back the pages to share their answers.

• EXTENSION: Read the story every day for the entire unit. The message is THAT important!


• What do you think this story is going to be about?

• What makes you think that?

• Now that you know the title of the book, what do you think the story will be about?

• Were your predictions correct?

• Why is it important to use your senses safely?

• What things do you see in this room that are OK to touch? What things do you see that are not OK to touch?

• What things in your home are OK to touch? What things are not?



touch dangerous

sharp hot adults



• Using words, such as those above, as children participate in the daily experiences.

• Describing the goop the children help to create as they play with it (p. 9).

• Engaging children in conversations as they paint on bubble wrap and create prints (p. 9).


Materials: Ingredients for making goop - Cornstarch & water

Large mixing bowl, measuring cups (liquid and dry)

OPTIONAL: Food coloring (keep out of the reach of children)

COVID-19 Adaptation: Have each child make his/her own batch of “goop” in a small bowl. Use a ratio of 1/4 cup cornstarch to 1/2 cup water.

• Making goop using cornstarch and water is actually a chemistry experiment. It takes exactly the right amount of cornstarch and water to make it work. Best of all, this mixture is nontoxic. Because the children are going to help prepare the goop, they will have experience measuring, mixing & making predictions. They will also build small muscle skills as they play with the goop.

• Set out the ingredients for preparing goop as well as the equipment needed. As children show interest, invite them to join you. Can they guess what they might be going to make? After the children share their ideas, introduce making goop (if they did not guess correctly). To prepare, have the children help measure 1 cup of cornstarch to put in the large bowl. Next, have them help fill a measuring cup with 2 cups of water and then add a few drops of food coloring (their choice of color...if desired). Pour the tinted water into the cornstarch a little at a time and have the children mix while you do so. It may take a little more, or a little less, than two cups to turn the cornstarch into goop. Talk about what happens during this entire process. Then, once the goop is finished, the children can play with it. Talk about how the goop feels in their hands as they do so. Reinforce that goop is something safe to touch as the children play.

• Advanced Preschoolers: These children can learn how to use measuring cups, and read them, during this activity.

Goopy, Goopy Goop (Toddlers–4 years, ☺ ) DAY 3 - Center/Small Group Activities

Bubble Wrap Art (Toddlers–4 years, ☺)

Materials: Puffed rice or puffed wheat cereal in a round cake

pan or metal pie plate - Be sure to check with parents/caregivers before serving any food.

• So many fun sensory materials are not safe to use with infants. Puffed wheat or rice cereal is another good option for infants who are eating solid food. That way, if they put it in their mouths, it will not harm them. When playing with these types of materials, infants not only use their sense of touch but also smell and taste as well. This is also a great activity for building fine motor control.

• Put the infant in his/her high chair and provide a cake pan or pie plate filled with either puffed wheat or puffed rice cereal. Watch to see what the infant does and describe not only his/her actions but how the cereal feels, smells and tastes. This is an excellent way for you to build receptive language.

Feel ‘N Explore (Infants - ☺ )

Materials: Bubble wrap, plastic tablecloth OR baking sheets

Blue painter’s tape, paint in shallow dishes (your choice of colors), paintbrushes (thick and thin handles)

Large sheets of white paper

• This activity uses ordinary materials in new ways to create interesting works of art! In the process, the children will use their sense of touch as they create. In addition, they will make and test predictions, explore shapes and talk about colors and patterns.

• Set out the materials listed above. Use blue painter’s tape to attach pieces of bubble wrap to the table, plastic tablecloth OR to baking sheets (if using those). Because different developmental levels will approach this experience differently, we are providing options.

• Toddlers/Twos: These children can use paintbrushes with thick handles to paint the “bubbles” on the bubble wrap. Be sure to invite the children to touch and explore the bubbles before painting them. Then, have each child press a sheet of white paper on top of the painted bubble wrap and lift. Talk about what you see. This would be an excellent time to talk about colors as well as the circle shape. For ELL/DLL children, name the colors and shapes in both their home language and English.

• Threes/Fours/Advanced Preschoolers: These children can choose between thick and thin paintbrushes. In addition, they may be able to identify the colors of paint. Challenge this group to predict what they think they will see when they lift their papers and then compare those predictions to the results. Can they identify the circle shape as well?

Your Own Activities


• How does the goop feel in your hands? How does it look? Feel? Smell?

_____________________________________________

• What do you think you will see when you lift your paper?


DAY 4

Unit: Super Senses Today’s Focus: Exploring the Sense of Sight Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Keep all cleaning supplies out of the reach of children at all times.


Take time at the end of each day to reflect on what went well and what did not. This will not only make tomorrow go even better, it will help you become a stronger educator!

Transition Time

Recite the rhyme, “Your Eyes” (p. 32) as the children move from activity to activity today. They can tell you what they “spy” as they move.


• What do you see?

• What part of your body do you use to see?

• How do you think we use our eyes to help keep us safe?

• Why do you think it is so important to take good care of your eyes?

• Why do you think some people wear glasses or contacts?

• What things can you “spy” outdoors that you cannot “spy” indoors?



eyes see sight

look closed magnify



• Using words such as those listed above as children participate in today’s activities.

• Describing children’s actions as they draw without looking (p. 11)

• Engaging children in conversations as they utilize magnifiers and binoculars to make discoveries (p. 11). Materials:

“Safe Senses” Story Prop

• Our sense of sight helps us learn so much about the world! During this experience, you will introduce the children to the sense of sight and invite them to share what they see. Nonverbal children can still participate in this experience by pointing to what they see while more verbal children can use words.

• Put your hands to your eyes as if you are looking through binoculars. Talk about the things you see. As children show interest, invite them to do the same. What things do they see? As the children look for items to describe, point out how they are using their sense of sight to help them. What body part are they using? Their eyes, of course! Use this to introduce the eyes as a part of our bodies that is associated with the sense of sight. Now would be a meaningful time to discuss why some people wear glasses or contacts. Do any of the members of the children’s families wear glasses or contacts? Do they wear them all the time or just for reading?

• Next, share the story, “Safe Senses.” Talk about how our sense of sight works with our other senses to help us make decisions about things that are OK to touch and things that are not. Then, take the children outdoors and recite the rhyme, “Your Eyes” (p. 32). At the end of the verse, have each child name, or point out, something he/she “spys.” How many different things can the children name?

• EXTENSION: To add an element of literacy to this experience, print the words for each of the items the children spy on a sheet of paper. This opens the door for you to talk about letter names, letter sounds and words. If you are working with ELL/DLL children, write the words in both language if at all possible.

(all ages, ☺)


Materials:

Unbreakable magnifiers and child-safe binoculars

White paper, crayons/markers

• Magnifiers and binoculars are just two tools people use to help them see details. During this experience, the children will have the opportunity to explore these tools and then share their discoveries with others. Because the children will probably need to share these materials, this experience will also help children practice self-regulation and taking turns.

• If possible, do this experience outdoors. Set out the unbreakable magnifiers as well as the child-safe binoculars. Invite interested children to use these materials to make discoveries. For children who are nonverbal, you can look through the magnifier with them and describe what you see. This is an excellent way to help these children, and those who are ELL/DLL, build future vocabulary. More verbal children can describe what they see as well as share how the tools are helping them see details. Be sure to give the children plenty of time to explore!

• Advanced Preschoolers: These children can also dictate, and draw, to show what they see. For instance, if they choose to look at flowers up close with the magnifiers, they can draw pictures of those flowers and then dictate something for you to write down about them. As you write, you can talk with the children about letter names, letter sounds and words. You might even want to compile the completed art/dictations and use them to make a book to add to your reading/book area.

Materials: Cardboard box with a hole large enough for a child’s

hand cut in one side (younger children)

White paper, crayons/markers

• This art activity is one that is very different! The children will be drawing without using their eyes. We are providing two different options for different developmental levels. Either way, as the children participate in this experience, they will develop fine motor control, make and test predictions and participate in a new, and different, experience. In addition, more verbal children will share their ideas with others.

• Set out the materials listed above. As children show interest in this activity, introduce the idea of drawing without using your eyes. Because you will need to adapt and modify this experience for different developmental levels, we are providing options.

• Toddlers/Twos/Young Threes: This group will probably not be able to keep their eyes closed to draw. Instead. Put a piece of white paper inside a cardboard box and have each child reach into the hole while holding a crayon or marker. The child can then draw without looking. Describe the child’s actions as well as what you think the art might look like. Then, remove the paper and talk about what you see.

• Older Threes/Fours/Advanced Preschoolers: These children should be able to keep their eyes closed as they draw but may want to use the box...just for fun. Encourage this group to describe what they think they will see when they open their eyes. They can then compare their predictions to the actual results.

Don’t Peek! (Toddlers–4 years, ☺ )


Seeing Detail (Toddlers–4 years, ☺ )

Materials: Shiny items hanging above the diapering area (e.g.,

old CD, strips of aluminum foil, shiny curling ribbon, etc.)

• Let’s face it...diapering is a routine you do many times each day with each child. Why not turn that routine time into a learning time? Hanging something above the diapering area not only gives you something to talk about, it also gives the infant something to focus on.

• As you prepare to diaper the infant, gently touch the shiny items hanging above the diapering area so that they move. Watch to see if the infant tracks the movement of the items with his/her eyes. Describe the shiny items, including how they move, as you diaper the infant This is an excellent way for you to enhance the infant’s receptive language skills and future vocabulary.

Look Up There (Infants, ☺ )

Your Own Activities


• What did you like about drawing without using your eyes? _______________________________________________

• How do the magnifiers and binoculars help you see better?


DAY 5

Unit: Super Senses Today’s Focus: Exploring the Sense of Sight Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Washing hands frequently is the single most effective way to stop the spread of germs. This is especially true for young children who tend to put their hands in their mouths all day long!


Watch for teachable moments throughout the day. You never know when they are going to pop up!

Transition Time

Sing the song, “I Must Keep My Eyes Safe” (p. 32) as the children move from activity to activity today.

Exploring Together: Sight Safety

(all ages, ☺ )

Materials: Sunglasses, eyeglasses (if available)

OPTIONAL FOR EXTENSION: Braille card - To make, use drops of glue to make dots on a large index card. Use Google Images to help you find a “braille alphabet card” so you know how to make each letter.

• Our eyes are very important! Today the children will learn more about their sense of sight as well as how they can protect their eyes from dangers. In the process, the children will build background knowledge while enhancing both language and vocabulary.

• Put on your sunglasses and wear them while walking around the room. Chances are good one of the children will notice and ask why you are wearing them. If so, sit down with the children and ask questions to see what they know about sunglasses and how they protect our eyes from the sun. Do any of them wear sunglasses? When do they wear them? Why do the children think it is important to protect their eyes?

• Next, sing the song, “I Must Keep My Eyes Safe” (p. 32) and invite the children to participate in the motions. Now would be an excellent time to get input from your more verbal children about other ways they can keep their eyes safe.

• EXTENSION: Talk with the children about what it means to be visually-impaired. Show the children the braille card and a pair of eyeglasses. Invite the children to close their eyes as they touch the bumps on the card. Explain that those bumps, in that pattern, make a letter of the alphabet (name letter). Note that people who are severely visually-impaired read by touching these bumps. Talk about eyeglasses as well. Do the children have members of their families that wear glasses? Who? Also, you might want to see if your local library has any braille books you can check out for the children to explore.


• Why do you think it is important to never look directly at the sun?

• Why do you think sticks should stay on the ground?

• Who do you know that wears sunglasses?

• What could you do to help you to remember to always wear sunglasses when outdoors playing?



sight safety visually impaired

eyes difference glasses contacts



• Saying the words listed above as children complete activities.

• Talking with children as they create sun visors to protect their eyes from the sun (p. 13).

• Playing the game, “See and Count” with children (p. 13)


Materials: Blocks (small table blocks...like Duplos®) Numeral cards (1-10) - Print numerals on index

cards.

• There are many ways we use our eyes each day. For this activity, the children will use their eyes to play a finding and counting game. At the same time, the children will build small muscle control, talk about colors and engage in conversations with you and other children.

• Dump a pile of blocks on a table or the floor and watch to see which children show interest. Invite the children to explore the blocks. What do the blocks look like? Encourage more verbal children to describe them and note how they are using their eyes to do this. Now would be a very meaningful time to expose the children to 3-dimensional shapes (e.g., cube) while also encouraging comparing and contrasting.

• Next, introduce the game, “See and Count.” Say a number and have the children count out the matching number of blocks. Choose the option below you believe will work best for each child in your group.

• Toddlers/Twos/Young Threes: For this group, just invite each child to make a pile of blocks. Then, individually, count the number of blocks in each child’s pile for him/her. If working with ELL/DLL children, do this in both the child’s home language and English.

• Older Threes/Fours/Advanced Preschoolers: For this group, turn the numeral cards face down. Pick one and do not say the numeral. Instead, see if the children can identify it and then work individually to make sets with the matching number of blocks.

See and Count (Toddlers–4 years, ☺ )


My Own Sun Visor (Toddlers–4 years, ☺)

Materials: 2 colors of fingerpaint Fingerpaint paper, damp sponge, tape

• Fingerpainting is a wonderful, yet messy, experience for infants. Just be sure to supervise closely to make sure the infant does not try to eat the fingerpaint. As the infant fingerpaints, he/she will develop small motor skills, utilize his/her senses and build receptive vocabulary.

• Use tape to attach a sheet of fingerpaint paper to the infant’s high chair tray. Dampen with a sponge and then add 2 small spoonfuls of fingerpaint. Watch to see what the infant does and be sure to describe his/her actions. Talk about how the fingerpaint looks, feels and even sounds. Be sure to note the colors of fingerpaint as well as any new colors that appear as the fingerpaints mix together.

Mixing Colors (Infants, ☺ )

Materials: Posterboard or thick white paper sun visor for each

child - Use the pattern on p. 33 to help you cut out a visor for each child ahead of time.

Elastic string, crayons/markers, hole punch

• Sometimes it is fun for children to make items they can wear. Today they will make sun visors to help keep their eyes safe from the sun. It is important to note that the goals of this experience are to help children practice following oral directions, develop small motor skills and learn more about sun safety.

• Set out the materials listed above and invite those children who show interest to make their own sun visors. To begin, the children can decorate the precut posterboard or heavy white paper visor portion with crayons or markers. Then, once finished, use a hole punch to make a hole on each end and tie a length of elastic string that will fit around each child’s head through the holes.

• Invite the children to wear their visors when playing outdoors. Encourage more verbal children to describe how wearing the visor helps to protect their eyes from the sun’s rays.

• Advanced Preschoolers: These children can write their names on their visors. In addition, they should be able to compare and contrast wearing a sun visor when out in the sun with not wearing a sun visor. How do they think the sun visor helps to protect their eyes?

Your Own Activities


• How did your eyes help you play this game? ______________________________________________

• How does a sun visor help to protect your eyes from the sun?

• What other things can you do to protect your eyes?


DAY 6

Unit: Super Senses Today’s Focus: Exploring the Sense of Hearing Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Use blue painter’s tape and cotton cosmetic pads to dampen the sound produced by loud toys.


When you are excited, the children are excited! Your attitude is contagious...in a good way!

Transition Time

Have the children tiptoe quietly from activity to activity and challenge them to listen carefully as they do so.

(all ages, ☺ )

Materials: Paper grocery bag, pillowcase or cardboard box

Household items that make sounds (e.g., bell, keys, zipper, coins in a change purse, etc.)

“Safe Senses” Book

• Listening is a very important skill for all children. Attempting to identify common sounds is a good way for children to not only build listening skills, but also to explore how their ears help them learn more about their world. During this experience, the children will also need to practice self-regulation and expressing their ideas verbally.

• Put the items that make sound inside the bag, pillowcase or box when the children are not looking. Then, sit on the floor and peek into the box. Act excited about what you see and watch to see if any children show interest. If so, invite them to join you. Explain that you have some items that make noise inside the bag, pillowcase or box. They must listen very carefully as you use each item to make a sound and then share what they think the item is. Pick one item to put in your hand and shake or move so that it makes a sound. Can the children guess what the item is by listening? Once they think they know, remove the item from the bag, pillowcase or box and compare it to the children’s predictions. Were they correct?

• After the bag, pillowcase or box is empty, invite the children to explore the items. Challenge them to compare and contrast the items as well. What sounds can they make with the items? Which part of their bodies are they using to hear the sounds? Use this entire experience to introduce the children to the sense of hearing. Now would be an excellent time to reinforce the importance of avoiding very loud sounds in order to protect our ears. When finished, review the story, “Safe Senses” and talk about how good listening skills are yet another way they can stay safe.

• EXTENSION: Talk about what it means to be hearing impaired and then discuss use of sign language and hearing aids.


• What do you think is making that sound?


• How do our ears help us learn more about our world?

• What sounds do you like to hear?

• What sounds don’t you like to hear?

• What do you think it would be like if you could not hear anything at all?

• Who do you know that wears hearing aids? How do hearing aids help people?

• What should you do to protect your hearing?



ears hearing protect

loud soft hearing impaired



• Using the words above as the children complete the day’s activities.

• Describing children’s actions as they participate in a musical parade (p. 15).

• Talking with children as they explore sound in the sound exploration center (p. 15).


Materials: Rhythm band instruments COVID-19 Adaptation: If you must sanitize instruments after children handle them, have each child stick with one instrument and then do this activity multiple times over the next few days so they get to try different instruments.

• Children love making music with rhythm band instruments and they provide the perfect tool for reinforcing the concept of hearing as one of the five senses. As children participate in this activity, they will express their ideas through music and movement while building both small and large muscle skills.

• Who wants to have a parade? Pose this question to the children and then provide them with rhythm band instruments. The children can play the instruments as they march around the room or your outdoor play space. As they do so, be sure to describe not only the instruments the children choose to play but the sounds the instruments make as well. Do any of the children’s family members play an instrument? If so, what instrument do they play?

• Make sure to have the children switch instruments as they play if desired so everyone gets a chance to play multiple instruments. Just keep in mind that Toddlers/Twos may not want to switch and that is OK. For this age group, sharing is often not developmentally appropriate.

• Advanced Preschoolers: These children can be challenged to compare the sounds made by the different instruments as they have their parade. This is an excellent way for them to practice auditory discrimination.

Musical Parade (Toddlers–4 years, ☺ )


Sound Exploration Center (Toddlers–4 years, ☺ )

Materials: Rice shaker - To make, put dry rice in a clean, dry

water bottle. Secure the lid with glue and tape.

• A shaker takes just a few minutes to make but can provide hours of fun for infants and even toddlers! They are also wonderful tools for helping infants use their sense of hearing while also building small motor control.

• Hold the infant in your lap and show him/her the rice shaker. Slowly tip the shaker back and forth and describe what happens. Be sure to describe the sound as well. If the infant is able to hold the shaker, give it to him/her and then describe both his/her actions and the results.

Shake ‘N Listen (Infants - ☺ )

Materials: Materials for a sound exploration center (e.g., old

pots, pans, plastic bowls, wooden spoons, metal spoons, corrugated cardboard (peeled apart), sandpaper, cardboard tubes, etc.)

• Exploration is so important for young children. Setting up a sound exploration center challenges children to problem-solve, think “outside the box” and then share their discoveries with others. This area will also help the children practice self-regulation skills as they build small muscle control.

• Set out the materials listed above as well as others you believe the children would enjoy using to make sounds. The children can use the materials they find in this area, as well as others they choose, to make different types of sounds.

• As the children explore, be sure to describe the materials as well as the sounds created by Toddlers, Twos, nonverbal Threes and ELL/DLL children. This is an excellent way for them to build receptive language skills.

• Advanced Preschoolers: These children can be challenged to describe the sounds they create. In addition, they can be invited to predict the sounds they believe the materials they choose will make before they actually make the sounds. Then, they can compare their predictions to the actual results.

Your Own Activities


• How are the sounds made by the instruments the same? How are they different?

_____________________________________________

• Which materials did you use to make sound?

Get Moving!


DAY 7

Unit: Super Senses Today’s Focus: Exploring the Sense of Smell Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Young children have a tendency to get their little fingers in places they do not belong. Always stay at arm’s length when little children, particularly infants and toddlers, are engaging in free play.


It is truly amazing what you can learn if you watch children when they engage in dramatic play. Listen to their words and watch their actions. It will give you keen insight into their development.

Transition Time

Sing the song, “I Can Smell So Many Things” (p. 32) as the children move from activity to activity today.

Materials: Brown paper lunch bag with a banana inside

• Our world is filled with smells...some good...some bad. Today the children will explore the sense of smell and how it helps them to learn more about so many things! As the children participate in this experience, they will not only use their sense of smell, they will practice taking turns, sharing their ideas/preferences with others and building both receptive and expressive language skills.

• Sit on the floor with the bag containing the banana. Hold the bag up to your nose and smell. Say, “Mmmmm. Something in this bag smells good!” Invite those children who seem interested to take turns smelling the bag. What do they think is inside? After all of the children have had a turn to smell the contents of the bag, take out the banana. Were the children correct about what was inside the bag? Use this hands-on exploration to introduce the sense of smell. How does their sense of smell help them gather information? For instance, do they use their sense of smell at home to figure out what is cooking for dinner?

• Encourage the children to name things they enjoy smelling and things they do not. Print their suggestions in two columns on a sheet of paper, noting letters and sounds as you do so. When the children finish sharing, read the lists back to them. Count the number of items in each column. Which has more? Next, sing the song, “I Can Smell So Many Things” (p. 32) to wrap up the experience.

• EXTENSION: When serving meals and snacks today, focus on how the different foods smell. Which foods have a strong scent? Which do not? This is an excellent hands-on way for the children to explore the sense of smell in their everyday lives.


• Which part of your body did you use to figure out what was inside the bag?

• Do you like the way bananas smell? Why or why not?

• What other foods do you like to smell?

• What foods don’t you like to smell?

• What is your favorite thing to smell?

• If we went outside, what things could we smell?

• What happens to your sense of smell when you have a cold?



smell nose keen

scent good bad



• Using the words such as those listed above as during interactions and activities with children.

• Talking with children as they play with scented playdough (p. 17).

• Describing children’s actions as they pretend to be dogs following their noses (p. 17).


Materials: Materials for building an obstacle course (e.g.,

boxes, blankets, pillows, tables, chairs, etc.) Orange slices or another treat that smells good!

• Moving through an obstacle course is a great way for children to build large muscle skills and coordination. At the same time, if you describe the children’s actions, you can also expose them to positional concepts. When the children work together to build the obstacle course, they must practice cooperation and problem-solving.

• Set out the materials you gathered ahead of time and invite the children to build an obstacle course they can crawl through as they pretend to be dogs sniffing out a treat! Once the children reach the end of the course, they can eat the treat they sniff out. Because different developmental levels will approach this activity differently, we are providing options.

• Toddlers/Twos/Young Threes: These children will probably need your help to get the obstacle course built. Then, they may, or may not, choose to be dogs as they crawl though it. No worries! Just be sure to describe the children’s actions as they move through the course to expose them to positional concepts.

• Older Threes/Fours/Advanced Preschoolers: These children should be able to build the course without too much assistance. In addition, they can pretend to be dogs sniffing out treats as they move through IF they choose to do so.

Sniff It Out (Toddlers–4 years, ☺ )


Scented Playdough Fun (Toddlers–4 years, ☺ )


• Diapering is something you do every day with infants as well as toddlers and most twos. This provides the perfect opportunity to talk about the sense of smell! A song is an excellent way to not only keep the infant’s attention but also to build his/her receptive language skills at the same time.

• Sing this song as you change the infant’s diaper. Be sure to look at the infant while you sing so he/she can associate the words with your voice.

LET’S CHANGE YOUR DIAPER (tune: “The Wheels on the Bus”)

Let’s change your diaper right away, Right away, right away. Let’s change your diaper right away, So you will smell lovely!

Let’s Change Your Diaper (Infants, ☺ )

Materials: Prepared scented playdough - See recipe on p. 32.

Save for use again on DAY 9. Toy rolling pins, cookie cutters, etc. COVID-19 Adaptation: Make the playdough yourself and then give each child a ball to keep in a small container labeled with his/her name.

• Scented dough is a wonderful material for young children because it involves so many senses. As children play with the dough, they will use their senses of touch, smell an sight. In the process, the children will build fine motor control as they squeeze, shape and roll the dough.

• Set out the scented playdough as well as the materials listed above. If you have other materials you think the children would enjoy using with the dough, add those as well.

• As children choose this activity, watch and listen. Now would be a great time to record an anecdotal note about each child’s level of fine motor control. Be sure to also engage the children in conversations as they work with the scented dough. Challenge more verbal children to describe how the dough looks, feels and, of course, smells. Nonverbal children will build receptive language skills as they listen to older children talk with you.

• Advanced Preschoolers: These children may choose to shape and cut the dough using cookie cutters or other tools. As these children work with the scented dough, challenge them to compare this type of playdough to the type they normally use. How is it the same? How is it different?

Your Own Activities


• What other materials do you need to build your obstacle course?

• Why do you think dogs have such a great sense of smell?

_____________________________________________

• What does the playdough smell like to you?

Get Moving!


DAY 8

Unit: Super Senses Today’s Focus: Exploring the Sense of Taste Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Laundry detergent pods are extremely dangerous if eaten. If you use pods, keep them out of the reach of children at all times.


When you need a child to listen to you, get down on eye level with him/her. Make sure to look directly into his/her eyes when speaking.

Transition Time

Have the children name foods they like to eat and/or foods they do not like before moving from activity to activity today.

Exploring Together: A Tasting Party

(all ages, ☺ )

Materials: Assorted foods for a tasting party (your choice)*

Paper plate for each child

• Today you will introduce the children to the final sense...taste. This will probably be one of the children’s favorite senses! It is also one that involves safety...which we will cover in depth tomorrow. Obviously, it is very important for children to never taste things that are not given to them by a trusted adult. During this experience, you will be providing the children with an assortment of foods to taste during the Tasting Party. During this activity, children will have the opportunity to share their preferences with others through words and actions. At the same time, they will build key vocabulary and be exposed to the terms salty, sweet, sour and bitter.

• This experience would work best if the children were seated at a table. Set out the foods and watch to see who chooses to join you for a Tasting Party. See if the children can name any of the foods they see on the table. Then, invite them to smell the foods. Which do they think they would like to taste? Help each child put a sample of those foods on their plates. Children with well-developed fine motor skills should be able to do this independently.

• Next, have the children taste foods they chose. Which foods are salty? Sweet? Bitter? Sour? Which foods do they like best? Why do they like those foods? More verbal children should be able to answer these questions while nonverbal children and ELL/DLL will listen and absorb language. If desired, you may even want to graph the children’s preferences to add an element of math to the experience.

*As always, be sure to check with parents/caregivers

before serving any foods.


• What part of your body do you use to taste?

• What is your favorite food? Why do you like that food best?

• Which foods would you like to taste?

• Which foods taste salty? Sweet? Bitter?

• How many foods did you like? How many foods didn’t you like?

• Which food did the most people like? Which food did the least people like?

• What foods does your family like to eat at home?



taste mouth tongue

taste buds safe food



• Using the words, such as those listed above as children complete today’s activities.

• Describing the foods children choose to put on their “Yummy in My Tummy” collages (p. 19).

• Engaging children in conversations as they pretend to cook their favorite foods (p. 19).


Mmmmm! (Infants, ☺ )

Yummy in My Tummy (Toddlers–4 years, ☺ )


Cooking My Favorites (Toddlers–4 years, ☺ )

Materials: Applesauce or other baby food fruit* Toddler spoon

• This experience is for infants who are eating solid foods. Feel free to choose a fruit the infant enjoys for this experience. If the infant is ready, provide a toddler spoon so he/she can begin to learn how to use this utensil. Otherwise, you can feed the infant. As you talk about the applesauce or fruit, the infant will build key receptive language skills.

• Put the infant in his/her high chair and show him/her the applesauce or other fruit. Smell the fruit and talk about how it smells. Describe how it looks as well. Then, feed the infant (or have him/her do so) and talk about how the applesauce or fruit tastes.

*As always, be sure to check with parents/caregivers

before serving any foods.

Materials: Toy dishes, pots & pans, large slotted spoons,

ladles, etc. Toy kitchen, refrigerator, etc.

Play food

• Dramatic play is a wonderful way for children to build skills in so many areas including language, fine motor and interactions with others. At the same time, dramatic play challenges children to think creatively as they use their imaginations. This experience is open-ended and invites children to do all of these things!

• Make sure your dramatic play area includes the materials listed above as well as any others you think your children would enjoy using as they pretend to cook their favorite foods. As you observe and interact with children, ask plenty of open-ended questions such as those above. This is an excellent way for more verbal children to build language and vocabulary as they serve as role-models for less verbal children. Keep in mind that Toddlers/Twos may just enjoy playing with the materials in their own way. This is OK! Just be sure to describe their actions as well as the materials they choose to use.

• Advanced Preschoolers: These children should be able to verbally describe the foods they choose to make as well as the materials they use in the process. Are any of the foods they are pretending to prepare ones their family enjoys eating at home?

Your Own Activities


• Tell me about the foods you chose. ____________________________________________

• Tell me about the foods you are preparing.

• What do you like best about (name of food)?

Materials: Large white paper plates, crayons/markers Old magazines, grocery store sale flyers, gluesticks or

glue in shallow dishes with old paintbrushes

• Collage is a fun form of art for young children because it invites them to make choices as they build fine motor control. This experience will challenge children to create a collage of foods they like to taste. More advanced children will build pre-literacy skills as they label some of the foods they choose.

• Set out the materials listed above. Invite interested children to use them to create collages of foods they like to taste. Because different levels will approach this experience differently, choose the option you think will work best for each child.

• Toddlers/Twos/Young Threes: These children will probably be working on developing fine motor control...at different levels. They can tear out pictures or perhaps use loop scissors to make cutting easier. In addition, because many in this group will be nonverbal, you will want to point to and name the foods they choose. Do the same for ELL/DLL children but also name the foods in both English and the children’s home language.

• Older Threes/Fours/Advanced Preschoolers: These children should be able to use scissors and gluesticks. As they make choices, encourage them to share them with you. Are any of the foods they choose ones they eat at home? Once their collages are dry, your most advanced children can dictate (or write) the names of the foods for you to write beside them on their paper plate. This opens the door for you to talk about letter names, sounds and words.


DAY 9

Unit: Super Senses Today’s Focus: Is It Safe to Taste? Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

Make sure that nap bedding and mats are cleaned frequently.


Modeling patience is a great way to teach children this self-regulation skill. Each time you model patience with the children, they will learn what patience looks and sounds like.

Transition Time

Sing the song, “If You Find a...” (p. 33) as the children move from activity to activity today. Once they know the words, they can sing along.

Materials: Container with crackers or cookies (your choice)*

• Mr. Yuk™ has been around for a long time and is a visual cue to children to stay away from potentially deadly materials. If you were not able to get Mr. Yuk™ stickers, you can make your own by drawing a yucky face on round stickers. The key is to create a visual icon that the children will recognize as “danger!” During this experience, you will also expose the children to the concept that some foods can be dangerous for people with allergies and they should never eat any food unless it is given to them by a trusted adult. A song will not only help the children build literacy skills, it will also help them remember this important concept.

• Sit on the floor with the container of crackers or cookies. As children become curious, invite them to join you. Ask them to predict what they think is inside the box. Once they guess, ask them what they would do if they found a box of cookies or crackers. Would they eat them? Would they ask an adult first? Use the discussion to help the children better understand why they should ALWAYS ask an adult before eating anything.

• To reinforce this concept, sing the song, “If You Find a …” (p.33). Encourage the children to suggest different foods and then participate as they shout, “No! No! No!” and shake their fingers and heads at the end of each verse. This is an excellent way to encourage their participation and help them remember the message presented during the experience.

• EXTENSION: Food allergies are very common. If you have children in your group with food allergies, take time to make sure all of the children are aware of this.


• What do you think is inside this container?

• Would it be OK to eat one of these crackers/cookies without asking? Why not?

• What is a food allergy?

• Who do you know that is allergic to a food?

• What should you do if you see a food that you would like to eat?

• What should you do if you see a friend eating a food that was not given to him/her by a trusted grown-up?



dangerous poison

safe adult allergies ask



• Using words such as those above during daily activities.

• Describing scented playdough as children create (p. 21).

• Engaging children in conversations as they help sort pictures of foods and things that are not food (p. 21).

Exploring Together: What Would You Do?

(all ages, ☺ )


Materials: Is It a Food? Sorting Game - To make, cut pictures of

foods and things that are not foods from magazines or grocery store sale flyers. Mount each picture to an index card. You could use Make It! #2 if you would prefer.

Mr. Yuk™ stickers (if you were able to locate some) OR blank stickers and markers

• Sorting and grouping are important mathematical skills for young children to practice. Today, the children will sort pictures of foods and non-foods. This opens the door for you to reinforce the dangers of items such as laundry pods or cleaning products. In the process, the children will build both receptive and expressive language skills as well as vocabulary.

• Spread out the cards for the game on the table or the floor and watch to see which children choose to join you. Once they join, challenge your more verbal children to describe the items they see on the cards. How many items can they identify? Then, continue by adapting the experience based on the developmental level of the children in your group.

• Toddlers/Twos/Young Threes: For this group, you will do the sorting and describing. Have the children take turns picking up cards and holding them up for all to see. You will then name the item and talk about whether it is food or something that should not be eaten.

• Older Threes/Fours/Advanced Preschoolers: These children can work together to sort the cards into two groups...foods and not foods. Count the number of items in each group. Also, be sure to talk about the dangers of non-food items. Then, as an extension, have these children help label items with Mr. Yuk™ stickers or stickers they make themselves. Make sure to lock these items up after stickering.

Is It a Food? (Toddlers–4 years, ☺ ) DAY 9 - Center/Small Group Activities

Smells Good Enough to Eat (Toddlers–4 years, ☺ )

Materials: Whole grain bread cut into small cubes + a piece of

whole grain toast cut into small cubes*

• This experience is designed for infants who are eating solid foods. As always, be sure to check with parents/caregivers before serving any food...just in case an infant has a food allergy. As the infant picks up and eats the toasted and non-toasted bread, you can expand his/her receptive language skills by describing how both look, feel, sound, smell and taste.

• Put the infant in his/her high chair and put a few pieces of toast and soft whole grain bread on the tray. Watch to see what the infant does. As the infant eats the toast/bread, talk about how it sounds, looks, feels, smells and of course, tastes. Compare the toast to the untoasted bread. This is an excellent way to help the infant build receptive language and future vocabulary.

Crunchy & Soft (Infants, ☺ )

Materials: Scented playdough (from p. 17) Toy rolling pins, cookie cutters, plastic knives, plastic

cups, bowls, etc.

• This experience utilizes the scented playdough you made earlier in this unit for a different purpose. Because this playdough smells good, children may be tempted to taste it. While this playdough is non-toxic, it is still not meant to be eaten. As children play with the playdough today, you will reinforce the concept that just because something smells like it is good to eat, that does not mean you should do so.

• Set out the playdough as well as the other materials. As children choose this activity, engage them in conversations about how the playdough looks, feels and smells. Chances are good more verbal children will be able to describe what the playdough smells like. Talk with these children about whether or not they think it would be OK to taste the playdough...since it smells like food. Hopefully, they will say that this is not OK and you can reinforce why this is the case.

• Advanced Preschoolers: These children should be able to engage in a back and forth conversation with you. In addition, hopefully this group will know that just because something smells like food, it does not mean it is safe to eat.

Your Own Activities


• Why shouldn’t you taste anything without asking a trusted adult...even something you know is a food?

________________________________________________

• Why shouldn’t you taste something just because it smells good?


DAY 10

Unit: Super Senses Today’s Focus: Senses Day! Developmental Areas Addressed Today:

☺

Be Healthy & Safe!

If you have infants that are crawling in your group, you will need to be extra careful to keep floors clean.


Giving children a 2 minute warning before it is time to clean up helps them prepare to wrap up their play both mentally and physically.

Transition Time

Sing some of the children’s favorite songs from this unit as they move from activity to activity today.

Exploring Together: Senses Day

(all ages, ☺ )


• What part of your body do you use to see? Hear? Taste? Touch? Smell?

• How do the bubbles feel when you pop them?

• Which toy makes the sound you like best? Why do you like the sounds that toy makes?

• How do you think the chalk with change if you dip it in water before you draw on the black paper?




senses touch taste

smell hear see



• Saying the words listed above as children complete activities during the day.

• Listening and asking questions as the children retell the story, “Safe Senses”

(p. 23).

• Using sensory words while preparing apple turnovers (p. 23). Materials:

Bubble solution and wands

Toys that play music or make sounds

Colored chalk, black construction paper, dishes of water

• Today is Senses Day! All of the experiences today are planned to help you wrap up this unit. Below are a few suggestions for activities to offer during this Exploring Together time. Feel free to pick and choose the activities you believe the children would enjoy most as they wrap up this unit.

• Chase ’N Pop - Bubbles are a wonderful sensory experience for young children. When blowing and chasing bubbles, children use their senses of sight, touch and smell.

• What Sound Does It Make? – There are many toys that play music or make sounds that children play with on a daily basis. Today, set out a variety of these toys and invite the children to talk about the music, and/or sounds, these toys make. This is an excellent, hands-on way to reinforce the sense of hearing.

• Wet Chalk Art – Drawing with wet and dry chalk on black construction paper is a very unique sensory experience. Children will use their sense of sight to see how the chalk changes while also using their sense of touch. Set out black construction paper, colored chalk and dishes of water. The children can experience with drawing on the black construction paper with both dry and wet chalk. How are the results the same? How are they different? Be sure to interact with the children as they create and encourage them to describe the changes they see when they dip the chalk in water and then use it to draw on paper.`

Get Moving!


Apple Turnovers...Yum! (Toddlers–4 years, ☺ )

Materials:

Baking sheet, parchment paper or aluminum foil

Ingredients for making apple turnovers - Refrigerated crescent rolls (2 crescents per child), apples (peeled and cut into slices), cinnamon, sugar, lemon juice*

Plastic knives, paper plates, large bowl COVID-19 Adaptation: Have each child make his/her turnover with you individually.

• Baking is an activity that involves all of the senses! Today you will bake apple turnovers with the children in your group. Be sure to include the children as much as possible in the preparation. This is an excellent way for them to learn life skills while building fine motor control and practicing following directions. Just be sure to adapt and modify the experience to meet the developmental needs of the children in your group.

• Set out the materials and ingredients for preparing apple turnovers. Chances are good the children will gather quickly! See if they can figure out what they are going to help prepare by looking at the ingredients. Then, introduce making apple turnovers.

• First, have those children with well-developed fine motor control use plastic knives to cut apple slices into small pieces. As they do so, be sure to talk about how the apples look, feel, smell and even sound. Have the children put the cut apples in a large bowl. Then, sprinkle with lemon juice and toss. Add cinnamon and sugar to taste. Next, unroll the refrigerator crescent rolls. The children can help you separate the crescents. What shape are they? This would be a good time to review the triangle shape. Next, have each child put some apples in the center of a dough triangle, put another triangle on top and then crimp to seal (a fork works well). Bake the turnovers for about 20 minutes at 350 degrees until golden brown. Talk about how the turnovers smell as they bake. Cool before serving. Talk about how they taste as you eat them!

• Advanced Preschoolers: These children should be able to follow oral directions as they prepare their turnovers.

*As always, check with parents/caregivers before serving any foods



• Rhymes and songs are excellent tools for helping infants build language and vocabulary skills. Reciting rhymes and singing songs repeatedly helps build exposure to language in a fun way. Try to incorporate the songs and rhymes from this unit into your daily routines such as diapering or riding in a baby swing.

• Hold the infant in your lap and sing some of the song or recite some of the rhymes from this unit. There are songs on pgs. 5 and 17 as well as in the back of this Teaching Guide.

Tunes for You (Infants, ☺ )

Your Own Activities


• How do the turnovers smell when they are baking? How do you think they will taste when you eat them?

__________________________________________

• What did you learn from this story? What are some things that are safe to touch? Not safe to touch?

Safe to Touch? Story Time (Toddlers–4 years, ☺ )

Materials: “Safe Senses” Story Prop

• Because more advanced children are now familiar with the story, “Safe Senses,” they can attempt to retell it in their own words. This experience invites your more advanced children to assume a leadership role as they lead an experience. In the process, everyone will build key receptive and expressive language skills.

• Invite interested children to use the book to retell the story, “Safe Senses.” As you participate with the children, be sure to ask questions and engage them in conversations. This is an excellent way for you to help the children build both language and vocabulary skills.

• Advanced preschoolers should be fairly accurate when retelling the story. In addition, they can be challenged to ask their “audience” questions and to take questions from them as well!


Materials: Blue painter’s tape

• Our eyes help us in so many ways each day. Unfortunately, there are individuals who have limited or no sight. This experience helps children appreciate how their eyes help each day as they move from place to place. It also opens the door for you to talk with children about how those who are visually impaired use tools, such as support or probing canes and/or service dogs, to help them find their way.

• Show interested children the blue painter’s tape. Invite them to help you make a line on the floor (be sure to check the floor surface first to make sure the tape will not harm it). Then, have the children walk on the tape...like a tightrope. As they do, encourage the children to talk about how their sense of sight is helping them. Then, repeat this procedure but have the children close one eye. What happens? Can they stay on the tape? This is the perfect opportunity to talk about how your eyes work together to perceive depth. Then, have the children close both eyes. You will want to hold their hand as they try to walk on the tape. What happens? This is an excellent, hands-on way for children to see how their eyes help them with simple tasks like walking. This also opens the door for you to talk with the children about those who are visually impaired and/or wear glasses or contacts. Does anyone in their family wear these?

• EXTEND FOR ANOTHER DAY: Have the children try different routine activities with their eyes closed (e.g., eating).

Our Eyes Help Us (☺ )

School–Age Activities

If you have school-age children in your care, use these experiences with them as desired. Most require little preparation and can be implemented with just a few children. In addition, all of them can be extended to last more than one day.

Touch and Feel Bookmakers

( ☺ )

Materials: White paper, construction paper, crayons/markers, pencils

Assorted textured material (e.g., sandpaper, cotton balls, aluminum foil, etc.), glue, gluesticks, child-safe scissors

Touch and feel books (see Book List on p. 31 for suggestions)

• School-age children become better writers by writing! This experience invites this group to make touch and feel books for younger children to further reinforce the sense of touch. As the children create their books, they will make choices, express their ideas and build literacy skills.

• Set out the materials listed above as well as any others you believe the children might find helpful and invite those who show interest to use them to create touch and feel books for younger children. The children may want to look at examples of these types of books before they begin making their own. Then, once they are ready, they can fold white paper inside a construction paper cover to get started. For each different texture they add to their books, they should write a word that describes it. For instance, if they choose to add a square of sandpaper, they might write “rough” or “scratchy.” This provides a wonderful opportunity for the children to practice writing in a meaningful way. Once their books are complete, the children can read them to younger children and then add them to your library/book area.

• EXTEND FOR ANOTHER DAY: This experience is definitely going to take more than one day for the children to complete. Plus, they will need time to share the books they make with the younger children in your group.


• What types of materials do you think will work best in your touch and feel book?

• Why do you think it is important to have different types of materials in a touch and feel book?

• How did it make you feel to create something to give to someone else?

_________________________________

• How do your eyes help you every day?

• What happened when you closed one eye and tried to walk on the tape?

• What happened when you closed both eyes and tried to walk on the tape?

• How do people who are visually impaired find their way around?

The Sense of Touch

Learning More About Our Eyes

Get Moving!


Materials: File folder peel-and-stick labels OR blank round peel-and-stick stickers (at least 1” in diameter) Unsweetened drink mix (e.g., Koolaid®) - at least 4 different colors/flavors

Pencils, small paintbrushes, disposable plastic cups, measuring spoon, water OPTIONAL: thin permanent markers (supervise directly and keep out of the reach of younger children)

• Making scratch ‘n sniff stickers is a lot of fun! Because there is a staining possibility during this activity, make sure to cover the work surface AND have the children wear smocks + old clothing. The children will build fine motor skills as they share their ideas through art during this activity.

• Who wants to make scratch n’ sniff stickers? Set out the materials listed above. Start by making the paint. To do this, mix 1/4 tsp. of drink mix with 1/4 tsp. of water in a plastic cup. If you think you will need more, use 1/2 tsp. of each. The children can help measure and mix. As they do so, talk about what they see and smell. Then, once the paint is ready, the children can draw on peel-and-stick file folder labels or round stickers with either pencils or permanent markers. Then, they can paint their stickers with the scented paint. You must allow the paint to dry completely before removing the backing from the stickers.

EXTEND FOR ANOTHER DAY: Because the paint will need to dry, this activity takes more than one day.


Shhh!

( ☺)


COVID-19 Adaptation: Make long 6 foot tubes using rolled newspaper for the children to use as they “whisper.” This will keep them 6 feet apart.

• This is a variation of the popular game, “Telephone.” As the children play this game, they will explore the sense of hearing. While doing so, be sure to expose the children to what it means to be hearing impaired and the things they can do to protect their hearing. As children participate in this activity, they will build expressive language skills, practice self-regulation and engage with others.

• Who wants to play a game? Pose this question and invite interested children to join you. Introduce the game, “Whisper.” See if the children can guess how the game might be played and then have them sit in a circle. Explain that you are going to whisper a sentence to the child sitting next to you and then he/she is going to whisper it to the next person...and so on...until the sentence goes all the way around the circle.

• After one sentence makes it around the circle, see if the end result is the same as when the sentence was whispered initially. More than likely, there will be some changes. Then, talk with the children about how they used their sense of hearing as they played the game.

EXTEND FOR ANOTHER DAY: This is a fun game to play over and over. More verbal preschoolers can join in the game as well. This is an excellent way for your school-age children to assume a leadership role within your group.


• Which sense do you need to use when someone is whispering to you?

• How do you think your ears work?

• What do you think would happen to your ears if you listened to very loud music all the time?

• Why do you think the sentence changed?

_____________________________________

• What things do you like to smell? What things don’t you like to smell?

• How do you think scratch ‘n sniff stickers are made in a factory?

• What do you like best about the scratch ‘n sniff stickers you made?

• Who do you think would enjoy getting one of your stickers?

Making Scratch ‘N Sniff Stickers

( ☺)

The Sense of Hearing

Exploring the Sense of Smell



Bitter? Sweet? Salty? Sour?

(☺ )

Materials: Lemon or lime, apple, pretzel sticks, kale*

Small paper plates, cutting board

• There is simply no better way for children to learn more about the sense of taste than through first-hand experience! This exploration invites children to describe foods as sweet, sour, bitter and salty. These are terms the children may, or may not, be familiar with but will be by the end of the activity. As the children participate, they will more than likely try new things, share ideas with others and demonstrate self-regulation.

• Set out the foods and materials listed above and watch to see which children seem interested. Invite them to join you. First, have the children use their sense of touch, sight & smell to describe the foods. Then, explain that they are going to get to use their sense of taste to explore them as well. Have the children help wash the lemon or lime, apple & kale. Then, use a sharp knife (adult use only) to cut the lemon/lime & apple into slices. Have each child put a slice of lemon/lime, apple, a few pretzel sticks & some kale on his/her plate. Challenge the children to predict which foods they believe will be sour, bitter, sweet and salty. Then, invite them to taste each food to see if their predictions are correct. Talk about how the taste buds on your tongue help your brain decide what a food tastes like. In addition, invite the children to share which foods they like, which they do not and which they also eat at home.

EXTEND FOR ANOTHER DAY: Have the children create a list of as many foods as they can think of that are salty, sweet, bitter and sour. Which category has the most foods? Least?

*As always, never serve any foods without checking with parents/caregivers.


• Which of these foods have your tasted before?

• What is the difference between bitter and sour?

• Which type of food do you like to taste the most...salty, sweet, sour or bitter?

_________________________________

• Why is important to never, ever use your sense of taste to try to identify an unknown material?

• What could happen if you used your sense of taste in this way?

• How can you help younger children learn not to taste things?

Materials: Salt and sugar in separate clear plastic containers

Sugar and salt in their original packaging

• As adults, we understand the importance of using the right sense to help us gather information. For instance, we would never taste an unknown substance to figure out what it is. This experience exposes children to this important concept through a hands-on experience. The goal is to help children realize they should never, ever taste anything that they do not know for certain is safe. In the process, the children will also build expressive language skills and vocabulary.

• Put the two clear plastic containers with salt and sugar on a table. As children choose this experience, invite them to describe what they see in the containers. What do they think each substance is? Is the same substance in both containers? Chances are good the children will quickly discover that they cannot simply rely on their sense of sight to give them the answer. Then, ask the children if they think it would be OK to taste the substances in the containers. Hopefully, they will shout, “NO!” Use this demonstration to reinforce that they should never, ever taste anything UNLESS a trusted adult has told them is safe to eat because it could be something very dangerous. Next, show the children the sugar and salt in their original packages. Now do they know which is which? Help them read the words on the packaging to figure out which is sugar and which is salt. In this case, their sense of sight helps them decide what is in each package.

EXTEND FOR ANOTHER DAY: You could repeat this experience with other materials to further reinforce the importance of never tasting any unknown material.

Never Ever

( ☺)

Exploring the Sense of Taste

Using Our Sense to Stay Safe


Preparation:

• First, print the sheets from the story prop file.

• Stack the pages behind the cover and staple on the left-hand side.

• As you read the riddles in the book, pause so the children can share their answers.

***The Teaching Guide will provide details on when, and how, to use this material.***

Extension Ideas

Use these extension ideas in addition to the activities included in the Teaching Guide to further expand

upon this unit with the children.

I Spy... - Use the book to play, “I Spy.” This is an excellent way for children to build visual discrimination

skills and make connections between spoken words and pictures.

More Safety Tips - Have your more advanced children add pages to the book. They can write their own

riddles and draw pictures. Then, add these to the existing book OR have the children put them together to

create their own.

What Would Happen If…? - This story is all about making safe choices. But what would happen if you

did not make a safe choice? For instance, what if you touched the electrical plug? What might happen?

Use the book as a springboard for these discussions with children.

“Safe Senses” Story Props

Directions for Preparation & Use


The Make It! sheets enhance the experiences presented in the lesson plans. Feel free to incorporate these activities where you feel they would fit best. Each one can be completed in different ways for children of different ages. The details below explain how each sheet COULD be used. Feel free to use them in other ways as well. Make It! Sheet #1 – My Hands… Available in English & Spanish You Will Need:

• Copy of the sheet for each child

• Paint-soaked sponges or folded paper towels in shallow dishes What to Do:

• The purpose of this sheet is to promote language development while challenging children to think about how they can safely use their sense of touch. Sending this sheet home opens the door for further discussions about this important topic with parents/caregivers.

• Print out a copy of the sheet for each child.

• Have each child choose a color of paint for his/her handprints. The child can then press his/her hands on the paint-soaked sponge or folded paper towels and then on the paper below the text at the top of the sheet.

• As you work with the children, be sure to read the sentence at the top of the sheet and encourage more verbal children to name things their hands can safely touch.

Make It! Sheet #2 – Safe to Eat? Memory Game You Will Need:

• 2 copies of the sheet for each child

• Child-safe scissors

• Envelope or zipper-top bag for each child

What to Do:

• The purpose of these sheets is to help children build language and vocabulary as they make choices and learn more about things that are meant to be eaten and those that are not.

• Give each child 2 copies of the sheet and have him/her cut them apart by following the dotted lines.

• To play the game, have the child turn the cards face down on the table or floor. Then, have the child turn over the cards. If the pictures match, the child can take the match and continue. If not, he/she should turn over the cards and try again. Once all the cards are matched, talk with the child about which pictures are things that are safe to eat and which are not. This is an excellent time to reinforce the importance of NEVER eating anything unless it is given to you by a trusted adult.

• HELPFUL HINT: To keep the children from mixing up their cards, have each child choose a different colored marker to use to make a dot on the back of his/her pieces. Store in an envelope or zipper-top bag.

Directions for Make It! Sheets


The following experiences are designed for advanced preschoolers that are ready to learn more about letters and sounds as well as numbers, mathematical operations (addition/subtraction), and spatial concepts. The following extension ideas blend well with the activities presented in this Teaching Guide. Incorporate them as you complete activities if they are appropriate for the advanced children in your care.

Letter Recognition, Beginning Sounds and Creative Writing:

Tactile Names: Creating a tactile name is a fun way for children to practice word recognition (their names) and letter recognition while exploring the sense of touch in the process. To begin, have the children print their names in large letters on a piece of construction paper. As each child prints his/her name, encourage him/her to identify letters and letter sounds. Once written, provide children with an assortment of tactile materials such as sand, cotton balls, fabric scraps, uncooked rice, etc. The children can use glue and old paintbrushes to attach tactile materials of their choice on to the letters in their names. As children create, encourage them to describe how each material feels. When finished, display the tactile names for others to enjoy and touch.

It Starts With...: As you introduce each new vocabulary word, print it on paper and have children identify the beginning letter and sound. Can children list other words that begin with the same letter and sound?

Listening for Syllables: We all use our sense of hearing when we separate out words by syllables and young children are no exception! A fun way for children to practice this skill is to have them hop out the syllables to different words. For instance, say the word, “Rollercoaster” and then have the children hop up and down with each syllable (e.g., roll...er...coast...er) OR you might choose to say the word, “Happiness” (e.g., happ...i...ness). Encourage the children to suggest words for this game. You might be surprised at what they come up with!

Sorting/Grouping:

Sorting by Touch: Sorting or grouping objects based on common characteristics is a skill children need to practice in order to master. Challenging them to sort or group objects without using their sense of sight makes this task more difficult. Gather an assortment of soft and hard objects such as cotton balls, cloth scraps, socks, yarn, craft sticks, metal spoons, wooden blocks, etc. Put all of these items on the table. Have children close their eyes and challenge them to sort the items into two groups...soft and hard. If the children have a difficult time keeping their eyes closed, you can cover the items with a lightweight towel or small blanket. As the children sort, invite them to share if this task is easier or harder without using their sense of sight.

Experiences for Advanced Preschoolers:

School Readiness


Learning Indicators Addressed By Activity

Exploring Together

Small Group

Small Group

Infant

DAY 1

I Have Five Senses LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK3, CA1, CA4, LR1, MK1, MK2, PD4

Senses & Sand LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL3, SK1, SK3, LR1, LR2, PD5

Our Sensory Bin LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, SK3, LR1, LR2, PD5

A Senses Song LD1, LD2, SE1, SE4, AL1, SK1, CA1

DAY 2

How Does It Feel? LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL3, SK1, SK3, LR1, CA1, CA2, MK6, PD4, PD5

Bumpy Fingerpaint LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, SK3, LR1, CA3, MK6, PD2, PD5

Mixing Warm and Cold LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, SK1, SK2, SK3, LR1, SS1, LK2, LK3, LK4, PD3, PD5

Ooooh! It Feels... LD1, LD2, SE1, SE4, AL1, SK1, SK3, PD5

DAY 3

Safe to Touch? LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK3, LK1, LR1, CA1, PD3, PD5

Goopy, Goopy Goop LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, SK1, SK2, SK3, MK1, MK5, LR1, PD2, PD5

Bubble Wrap Art LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, SK2, SK3, CA3, MK3, LR1, LR2, PD2, PD5

Feel ‘N Explore LD1, LD2, SE1, SE4, AL1, SK1, PD5

DAY 4

Oh, See What I See LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK3, LK2, LK3, LK4, LR1, SS1, PD3, PD5

Don’t Peek! LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, SK2, SK3, LR1, CA3, PD5

Seeing Detail LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, SK3, LR1, LK2, LK3, LK4, LK5, CA3, PD5

Look Up There! LD1, LD2, SE1, SE4, AL1, SK1

DAY 5

Sight Safety LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK3, LR1, SS1, CA1, PD3

See and Count LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, AL3, SK1, MK1, MK2, PD5, LR1

My Own Sun Visor LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, SK2, SK3, CA3, LK2, LK3, LK4, LK5, LR1, PD3, PD5

Mixing Colors LD1, LD2, SE1, SE4, AL1, SK1, CA3

DAY 6

What Do You Hear? LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK2, LR1, LK1, MK6, PD3, PD5

Musical Parade LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL3, SK1, SS1, CA1, CA4, LR1, PD4

Sound Exploration Center LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK2, SK3, LR1, LR2, PD5

Shake ‘N Listen LD1, LD2, SE1, SE4, AL1, SK1, SK3, PD5

DAY 7

That Smells Good! LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK2, SK3, LK2, LK3, LK4, LR1, PD5

Sniff It Out LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL3, SK1, LR1, LR2, CA4, MK3

Scented Playdough Fun LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, SK1, SK2, SK3, LR1, PD5

Let’s Change Your Diaper LD1, LD2, SE1, SE4, AL1, SK1, CA1

DAY 8

A Tasting Party LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK3, SS1, LR1, MK1, MK3, MK5, PD2, PD5

Yummy in My Tummy LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, LK2, LK3, LK4, LK5, LR1, CA3, SS1, SS2, PD5

Cooking My Favorites LD1, LD2, LD3, LD4, SE1 SE2, SE4, AL1, SK1, LR1, SS1, CA4, PD5

Mmmmmm! LD1, LD2, SE1, SE4, AL1, AL2, SK1, PD2, PD5

DAY 9

What Would You Do? LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, LR1, CA1, PD3, PD5

Is It a Food? LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, AL3, SK1, LR1, MK1, MK2, PD3, PD5

Smells Good Enough to Eat LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, SK1, LR1, PD3, PD5

Crunchy & Soft LD1, LD2, SE1, SE4, AL1, AL2, SK1, PD2, PD5

DAY 10

Senses Day LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK2, SK3, CA1, CA3, LR1, PD1, PD4, PD5

Apple Turnovers - Yum! LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, SK1, SK2, SK3, MK1, MK2, MK5, LR1, PD2, PD5

Safe to Touch? Story Time LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, AL3, SK1, LK1, PD3, PD5

Tunes for You LD1, LD2, SE1, SE4, AL1, CA1, SK1

Need to know what these codes mean? Please see the Gee Whiz User’s Guide or the Connecting the Dots compoment

for a complete list of Learning Indicators/skills.


I HAVE FIVE SENSES

(tune: “The Wheels on the Bus”)

I have five senses, yes, I do. Yes, I do. Yes, I do. I have five senses, yes, I do. So do you! My eyes help me to see all day, See all day, see all day. My eyes help me to see all day. Show me your eyes. (children point out eyes) My ears help me to hear all day, Hear all day, hear all day. My ears help me to hear all day. Show me your ears. (children point out ears) My hands help me to touch all day, Touch all day, touch all day. My hands help me to touch all day. Show me your hands. (children show you their hands) My nose helps me to smell all day, Smell all day, smell all day. My nose helps me to smell all day. Show me your nose. (children show you their nose) My mouth helps me to taste all day, Taste all day, taste all day. My mouth helps me to taste all day. Show me your mouth. (children show you their mouth)

Book List

Here is a list of books that compliment our unit, “Super Senses.” Arlo Needs Glasses by Barney Saltzberg Baby Loves the Five Sense: Hearing by Ruth Spiro Brown Bear, Brown Bear, What Do You See/ by Bill Martin, Jr. The Eye Book by Theo LeSieg Glasses by Ann Gwinn Zawistoski Gracie’s Ears by Debbie Blackington Hearing by Rebecca Rissman I Touch by Helen Oxenbury Izzy Makes Sense by Cara Mia B. Kevin’s Big Book of the Five Senses by Liesbet Slegers Listen, Listen by Phillis Gershator The Listening Walk by Paul Showers My Five Senses/Mis cinco sentidos by Aliki Now Hear This: Harper Soars with Her Magic Ears by Valli Gideons Panda Bear, Panda Bear, What Do You See? by Bill Martin Jr. Pat the Bunny by Dorothy Kunhardt Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr. Seeing by Rebecca Rissman Shhh...A Book About Hearing by Dana Meachen Rau Six Dots: The Story of Young Louis Braille by Jen Bryant Smelling by Rebecca Rissman Smelling Sunshine by Constance Anderson Soft and Smooth, Rough and Bumpy by Dana Meachen Rau Touching by Rebecca Rissman You Can’t Taste a Pickle with Your Ear by Harriet Ziefert

School-Age Experiences

Touch & Feel Bookmakers

LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, LK2, LK3, LK4, LK5, LR1, CA3, PD5

Shhhhh!

LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, LR1

Bitter? Sweet? Salty? Sour?

LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, SK1, SK3, LR1, SS1, PD2, PD5

Our Eyes Help Us

LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK2, SK3, SS1, LR1, LR2, PD4

Making Scratch ‘N Sniff Stickers

LD1, LD2, LD3, LD4, SE1, SE2, SE4, AL1, AL2, SK1, LR1, CA3, PD3, PD5

Never Ever

LD1, LD2, LD3, LD4, SE1, SE2, SE3, SE4, AL1, AL2, AL3, SK1, SK2, SK3, LR1, PD3, PD5


NOW IT’S TIME FOR STORY TIME

(tune: “Mary Had a Little Lamb”) Now it’s time for story time, Story time, story time! Now it’s time for story time, Gather all around.

YOUR EYES

Your eyes can see so many things, Like cars and trucks and birds with wings. Look around and use your eyes. Tell me, tell me, what you spy.

I MUST KEEP MY EYES SAFE (tune: “The Farmer in the Dell”

I must keep my eyes safe. I must keep my eyes safe. They help me learn about the world. I must keep my eyes safe. I wear my sunglasses. I wear my sunglasses. They keep my eyes safe from the sun; I wear my sunglasses. (children pretend to put on sunglasses) I don’t look at the sun! I don’t look at the sun! It is too bright and could hurt me. I don’t look at the sun! (children shout, “No way!”) I keep sticks on the ground. I keep sticks on the ground. I do not pick them up and run. I keep sticks on the ground. (children pretend to put sticks on the ground)

I CAN SMELL SO MANY THINGS

(tune: “Twinkle, Twinkle, Little Star”)

I can smell so many things. Apple pie and dried fruit rings. Pretty flowers by the wall. Pine trees growing, oh, so tall. I can smell so many things. Apple pie and dried fruit rings.

SCENTED PLAYDOUGH RECIPE

• 2 cups water • 2 Tbsp. cooking oil • 1/2 packet unsweetened drink mix (e.g.,

Koolaid®) • 2 cups flour • 1/2 cup salt • 3 1/2 Tbsp. cream of tartar

Put water, salt, oil and unsweetened drink mix in a cooking pot and heat. Stir until the salt dissolves and then add the flour and cream of tartar. Keep cooking until a ball of dough, remove from heat and turn out onto a baking sheet. Allow the dough to cool and then knead until smooth.


IF YOU FIND A...

(tune: “The Wheels on the Bus”) If you find a (name of food) to eat, (Name of food) to eat, (Name of food) to eat, If you find a (name of food) to eat, Will you eat it up? Children shout, “No! No! No!” and shake their

heads and fingers

© 2020 gee whiz education, llc … · use the discussion to help the children better understand...

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