final sci sense teacher packet - heal the bay - ocean ... sci sense... · teacher packet this...

ScientistSenses

Pre‐K&KindergartenTeacherPacket

This project is made possible by a grant from the U.S. Institute of Museum and Library Services.

Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa 1

Notesfortheteacher:ThankyouforpickingtheSantaMonicaPierAquariumasyourfieldtripdestination!Weareveryexcitedthatyouwillbevisitingourfacility.Thispacketwasdevelopedtohelpyou,astheclassroomteacher,andyourstudentsgetthemostoutofyourvisit.Enclosedinthispacket,youwillfindinformationandactivitiesthatcorrelatetotheprogramyouwillbeattendingwithyourclass.

Contents:Background:SensesandtheYoungChild .......................................................................................................2SenseSearch...................................................................................................................................................5

• Vision............................................................................................................................................. 6‐8• IntroductiontoSight...........................................................................................................6• VisualIdentification ............................................................................................................6

• VisionScavengerHunt..........................................................................................6• EyeSpy..................................................................................................................7

• Bright&Dark ......................................................................................................................7• ColorAcuity.........................................................................................................................7

• Redlight,Greenlight............................................................................................7• ColorLiteracy........................................................................................................7

• Shape ..................................................................................................................................8• CommonShapes...................................................................................................8

• VisionReview......................................................................................................................8• Color&ShapeBingo.............................................................................................8

• Smell/Olfaction ............................................................................................................................. 8‐9• IntroductiontoSmells ........................................................................................................8• ScentExploration................................................................................................................9 • ScentScavengerHunt .........................................................................................................9

• Hearing...................................................................................................................................... 10‐11 • IntroductiontoHearing ....................................................................................................10 • Volume..............................................................................................................................10• Pitch ..................................................................................................................................10• SoundScavengerHunt......................................................................................................11• Music ................................................................................................................................11• SoundReview ...................................................................................................................11

• Touch ........................................................................................................................................ 11‐13• IntroductiontoTouch.......................................................................................................11• TextureExploration ..........................................................................................................12• TemperatureExploration..................................................................................................12• ShapeRevisited.................................................................................................................13• TactileScavengerHunt .....................................................................................................13

• Taste.......................................................................................................................................... 13‐14• IntroductiontoTaste ........................................................................................................13• TasteExploration ..............................................................................................................13

• Homework.......................................................................................................................................14• Evaluation ................................................................................................................................. 14‐15

• SensoryMatchUp.............................................................................................................14• WhatPartofMeSenses?..................................................................................................14

• Resources .......................................................................................................................................16• SupplementalMaterials–Alltheworksheetscorrespondingtotheactivitiesabove.............. 17‐47


SensesandtheYoungChildStudiesareshowingwhatearlychildhoodteachershaveknownforyears,morelearningtakesplaceinthefirstfiveyearsofachild’slifethaninalmosttherestofhisorherlifecombined.Theresearchisalsoshowingthatitisnotjustwhatchildrenarelearning,buthowtheylearnthatisveryimportanttoo.Positiveassociationswithsubjectmannercanlastthroughoutachild’sformativeyears.Theactivitiesincludedinthispacketaredesignedtoencouragestudentstoexploretheirsensesinasafe,supportive,andfunmanner.Alwaysrememberthatyouaretheexpertinwhatyourstudentscanhandle;onlyundertakethoseactivitiesyoufeelyourstudentscanhandleandwillenjoy.Welookforwardtohearingaboutanyalterationsorvariationsyoumightmaketotheactivitiesthatincreasedstudentengagementandretentionofthematerial.Ineverybranchofscience,keenobservationskillsareveryimportant.Asscientistsandashumans,learningtakesplacewhenwesee,hear,smell,touchortastenewthings,orsimilarthings,butundernewconditions.Sensesarealsoextremelyimportantinvisualandperformingarts,takingourinternalemotionalexperienceandliterallyturningitintosomethingthatcanbeexperiencedwiththesenses.Providingahealthyemotionaloutletforchildrenintheformofartsexperiencescanresultinamorebalanced,contentchild.Emotionalhealthisimportanttoproperdevelopmentinchildren,andemotionallybalancedchildrentendtobefasterlearners.Additionally,manystudiesareshowingthatmusiceducationatanearlyageincreasesmathandarithmeticcomprehensionasstudentsage.Somebasicacademicskillssuchasreadingandwritingareliterallyimpossiblewithoutthesenses.Allofthisinformationreallydriveshomehowimportantbasicsensoryunderstandingisintheyoungchild.Theconnectionsbetweentheirsensesandtheirunderstandingoftopicsorskillatactivitiesarenotobvioustoyoungchildrenyet.Theyarejustlearningtheconnectionsbetweentheirsensesandtheworldaroundthem.Definingandelucidatingthoseconnectionscanbeanimportantstepintheprocessofchildrencomingtounderstandtheworldaroundthem.

Traditionally,therearefivesensesthattelluswhatisgoingonaroundus:sight,hearing,taste,smell,andtouch.Thesefiveclassicalsenseshelpustocomprehendthesoundwaves,lightwaves,chemicals,andphysicalobjectsthatweencountereveryday.Withoutoursenses,itwouldbeverydifficulttocomprehendthemyriadsignals.

Oureyesaretheorganresponsiblefortakinginthelightwavesaroundus.Theytranslatetheinformationintosignalsourbraincanunderstand,andturnthosesignalsintoimagesinourhead.Notallanimalshaveeyescapableofmakingthreedimensional,colorpictures;humansareoneofthefewthatcandothis.Manyanimalscan,however,senselightoutsideourvisiblerangeorsubtlecolorperception.Attheirmostbasiclevel,eyestakethelightwavesinandtranslatetheinformation;howeverthetranslationdiffersfromanimaltoanimal.


Ourearsaretheorganresponsiblefortakingthesoundwavesaroundusand,liketheeyes,translatingthatinformationintousablesignalsforthebrain.Again,notallearshavethesamecapabilities.Someears,likethatofdogs,areabletohearmuchhigherfrequenciesofsoundthanhumans,whilethebaleenwhalesandelephantscanhearfrequencieswellbelowtheabilityofthehumanear.

Boththenoseandthetonguearecapableoftranslatingchemicalsintosignalsthatthebraincanunderstand.Thenosetakesinchemicalsthatareairborne,whilethetonguemustactuallytouchconcentratedamountsofachemical,usuallyinliquidorsolidform.Somenoses,likethatofdogsandsomespeciesofinsects,havemanymoresmellreceptorsthandohumannoses.Extrareceptorsgivethepossessorthecapacitytodetectagreaterrangeofchemicals(and/orchemicalsinlowerconcentrations)thanthosenoseswithouttheadditionalreceptors.Thetonguetoocandifferinitschemicalreceptors.Evenamonghumans,sometonguescandiscriminateamongalargerrangeofchemicalsthanothers.Itisgenerallyrecognizedthatdifferentareasonthehumantongueareresponsibleforsensingdifferent“tastes.”Touchisoftenthesensemostfamiliarandmostcomfortabletostudents.Babiesinstinctuallywanttotouchthingsaroundthemtotryandfigurethemout.Bythetimeachildreachesschoolage,theyunderstandthattouchinganitemgivesthemimportantinformationaboutthatitem.Intouching,nervesintheskincansensechangesintemperature(isanitemcoldorhot?),changesinpressure(isitsoftorhard?),orevenchangesinthosechangestotellifanitemismotionlessormoving.Sensorynervesintheskincanalsodeterminewhetherornotanitemisdamagingtissue(i.e.ithurts),orifititchesortickles.Onetouchcan,therefore,providepeoplewithalargeamountofvaluableinformationwhentryingtounderstandnewanddifferentthingstheymightencounter.Encouragingstudentstoexploretheirsensesisimportanttoholisticchilddevelopment.Studentslearnthroughexperiencingtheworldthroughtheirsenses.Eachsenseusedtoexploreanitemoreventcreatesatleastoneneurologicalconnection.Therefore,themoresensesusedtoexplore,thegreaternumberofneurologicalconnectionsmadeinayoungbrain.Creatingmoreneurologicalconnectionsincreasesthechancesofapersonremembering.

TasteReceptorsoftheHumanTongue

Imagesource:http://www.dblink.org/lib/dish/template_clip_image006.jpg


Accurateanddetailedobservationandsensoryskillsarethemostfundamentalandnecessarytoolsofscientists,artists,writers,mathematicians,andmusicians,tonameafew.Indeed,oneishard‐pressedtofindajoborcareerwheresensoryskillsarenotused.Therefore,itisimportantthattheyoungchildhaveapositiveandengagingintroductiontotheseessentialabilitiestosetafirmfoundationforhisorhereducationalcareer,and,indeed,therestoftheirlives.


SenseSearch

Levelpre‐Kindergarten&KindergartenAbstractThroughhands‐onandinteractiveactivities,studentswillexploretheirfivesenses.Thelessonswillintroducestudentstothefivesenses,thepartsofthebodythatareprimarilyresponsibleforthatsense,andthedifferenttypesofthingsoursensescantellus.ObjectivesStudentswillbeableto:

Definethetraditionalfivesenses:sightorvision,hearing,smell,touchandtaste Listthebodypartsthatdothesensing:eyesforsight,earsforhearing,noseforsmell,skinfortouch,

andtonguefortaste Nameprimaryandsecondarycolors,andmatchthenamestothecolor Nameandidentifybasicshapessuchascircles,triangles,squares,stars,andhearts Categorizeitemsashotorcold Describeitemsasbrightordark Categorizeitemsbytheirtexture,tasteandsmell Definesoundvolumeandpitch Describesoundsbytheirvolumeandpitch Definetextureandtaste

TargetedStandardsCaliforniaVisual&PerformingArtsStandards,Grade:Pre‐KindergartenVisualArtsArtisticPerception1.0Processing,Analyzing,andRespondingtoSensoryInformation:ThroughtheLanguageandSkillsUniquetotheVisualArts.Studentsperceiveandrespondtoworksofart,objectsinnature,events,andtheenvironment.Theyalsousethevocabularyofthevisualartstoexpresstheirobservations.DevelopPerceptualSkillsandVisualArtsVocabulary

1.2Identifycolorsbyname.1.3Nameanddescribeobjectsbycolorandrelativesize.

MusicArtisticPerception1.0Processing,Analyzing,andRespondingtoSensoryInformation:ThroughtheLanguageandSkillsUniquetoMusic.Studentsread,notate,listento,analyze,anddescribemusicandotherauralinformation,usingtheterminologyofmusic.Listento,Analyze,andDescribeMusic

1.2Identifythesourcesofawidevarietyofsounds.CreativeExpression2.0Creating,Performing,andParticipatinginMusic:Studentsapplyvocalandinstrumentalmusicalskillsinperformingavariedrepertoireofmusic.Theycomposeandarrangemusicandimprovisemelodies,variations,andaccompaniments,usingdigital/electronictechnologywhenappropriate.Compose,Arrange,andImprovise

2.3Improvisesimpleinstrumentalaccompanimentstosongs,recordedselections,stories,andpoems.CaliforniaVisual&PerformingArtsStandards,Grade:KindergartenVisualArtsArtisticPerception1.0Processing,Analyzing,andRespondingtoSensoryInformationThroughtheLanguageandSkillsUniquetotheVisualArts.Studentsperceiveandrespondtoworksofart,objectsinnature,events,andtheenvironment.Theyalsousethevocabularyofthevisualartstoexpresstheirobservations.AnalyzeArtElementsandPrinciplesofDesign


1.3Identifytheelementsofart(line,color,shape/form,texture,value,space)intheenvironmentandinworksofart,emphasizingline,color,andshape/form.

MusicArtisticPerception1.0Processing,Analyzing,andRespondingtoSensoryInformationThroughtheLanguageandSkillsUniquetoMusic:Studentsread,notate,listento,analyze,anddescribemusicandotherauralinformation,usingtheterminologyofmusic.Listento,Analyze,andDescribeMusic

1.2Identifyanddescribebasicelementsinmusic(e.g.,high/low,fast/slow,loud/soft,beat).CaliforniaScienceStandards,Grade:KindergartenPhysicalSciences1.Propertiesofmaterialscanbeobserved,measured,andpredicted.Asabasisforunderstandingthisconcept:

a.Studentsknowobjectscanbedescribedintermsofthematerialstheyaremadeof(e.g.clay,cloth,paper)andtheirphysicalproperties(e.g.,color,size,shape,weight,texture,flexibility,attractiontomagnets,floating,sinking).

InvestigationandExperimentation4.Scientificprogressismadebyaskingmeaningfulquestionsandconductingcarefulinvestigations.Asabasisforunderstandingthisconceptandaddressingthecontentintheotherthreestrands,studentsshoulddeveloptheirownquestionsandperforminvestigations.Studentswill:

a.Observecommonobjectsbyusingthefivesenses.b.Describethepropertiesofcommonobjects.d.Compareandsortcommonobjectsbyonephysicalattribute(e.g.,color,shape,texture,size,weight).e.Communicateobservationsorallyandthroughdrawings.

Materials

• SeebelowImplementationOverviewTimeAllotment:Dependsonhowmanyandwhichactivitiesyouchoosetouseinyourclassroom.Thislessonisdividedbyeachofthetraditionalfivesenses.

• Tellstudentsthatyouwillbeexploringhowpeopleandanimalsunderstandwhatisaroundthem.• Explainthatpeopleunderstandtheworldaroundtheminlargepartbyusingtheirfivesenses.• Askstudentsifanyofthemknowwhattheirfivesensesare.Listthemontheboardasstudentsanswer,

orasyouprovidethemwiththesenses(sight,hearing,smell,touch,andtaste)• Tellstudentsyouwillbeworkingthroughavarietyofactivitiestoexplorethesefivesenses.

Vision

IntroductiontoSight• Askstudentstotellyouwhatisgoingonaroundthemintheclassroom.• Askthemtoclosetheireyesandnowtellyouwhatisgoingon.Theywillprobablytellyouthatthey

don’tknowwhat’sgoingonnow.• Havethemopentheireyesandexplainthatoureyeshelpustoseewhatisgoingonaroundus.They

areoneoftheeasiestwaysforustounderstandwhatisgoingonrightnearus.Pointoutthatoureyesandtheirabilitytoseewhatisgoingonaroundushelpustofindfood,locatefriends,andavoiddangersthatmighthurtus.

VisualIdentificationVisionScavengerHunt

• Havestudentsundergoascavengerhuntforthingstheycansee.Ifyouareteachingcolorsandshapes,thisisagreattimetoreinforcethoselessonsbyhavingthemsearchforitemsofaparticularcolororshape.


EyeSpyPlayEye‐Spywiththestudents.Eye‐SpyDirections:

• ThebasicgameofEyeSpyisagreatonetoreinforcesightasasenseaswellashoningvisualobservationskills.

• Howtoplay:findanitemorobjectintheroomthatyoucaneasilysee.Givestudentsclues,byrecitingtherhymetoyourstudents:“Ispywithmylittleeyesomethingthatissmall/large/round/square/black/green(orsomeotherdescriptivetermyouchoose).”

• Studentswillthenguesswhattheitemis.• Repeattherhymeasmanytimesasneededusingdifferentvisualdescriptorseachtime.

BrightandDarkHelpstudentstounderstandthatourvisioncantellusifthingsarebrightordarkbyturningonoroffthelightsinyourclassroomanddescribingtheroomasdark,withnolights,andbright,whenthelightsareon.Rememberthatyouarethejudgeofyourstudent’scomfortandthatthedarkmightbescarytomanychildren.Explainwhatyouaredoingasyouaredoingit,andtoavoidanymeltdowns,askstudentsiftheyareokaywiththedarkbeforeyouturnthelightsout.ColorAcuityRedlight,GreenlightPlaythetraditionalgameof“Redlight,Greenlight,”butinsteadofusingwordsaskeys,usecoloredpaper.Redlight,Greenlight(modified)directions:Forthefirstround,havetheteacheroranassistantbe“it.”The"it"personstandsatoneendoftheplayingfield(anyopenspacewilldo),withtherestoftheplayersinahorizontallineattheotherendofthespace.The“it”personwillholdupagreenpieceofcoloredpaper,theplayerswillthenmovequicklytowards"it".Atanytime,"it"canholdupapieceofredpaperandalltheplayersmustfreezeinplace.Ifanyonefailstostop,theyareoutormustreturntothestartingline.“It”willneedtoholdupagreenpapertoreinitiateplay.Ayellowpieceofpapercanalsobehelduptohavechildrenslowdownordosomeotheraction(hopononefoot,walkbackwards,crawllikeacrab,etc)inmovingtowards“it.”Thefirstplayertoreachthepersonwhois"it"winsandbecomes"it"forthenextround.Youcanuseothercolorsasyouseefit.ColorLiteracyMostchildrenhavelittletroubleidentifyinganddiscriminatingamongprimarycolors(red,yellow,blue),secondarycolors(orange,green,purple),white,andblack.Identifyinganddiscriminatingtertiarycolors,shadesandtonestendstobemoredifficult.Booksareagreatwaytoteachaboutcolors.Somewonderfulcolorbooksinclude:Onefish,twofish,redfish,bluefish,byDr.SeussTheclassicchildren’scolorandcounting,rhymebook.WayDownDeepintheDeepBlueSea,byJanPeckandillustratedbyValeriaPetroneWhilethisbookdoesn’tfocusspecificallyoncolors,itcoversanimalsthatarepicturedinclearprimaryandsecondarycolors.FishEyes:ABookYouCanCountOn,byLouisEhlertThiscountingbookhasbrightvividpicturesoffishinprimaryandsecondarycolors.TheDeepBlueSea:ABookOfColors,byAudreyWoodandillustratedbyBruceWood.Averybasicstorybookaboutcolor.Inadditiontoreadingthebook,havestudentscolorasheetastheyreadthebook.AsamplecolorpagethatcorrespondstothebookTheDeepBlueSea:ABookofColorsisincludedinthispacket.


ShapeCommonShapesMaterials:ShapeCardsShapeWorksheets–OneperchildCrayonsorMarkers–Oneperchild

• Usingtheenclosedshapecards,explainbasicshapestoyourstudents.(Thislessonalsohelpstoreinforcebasiccounting.)

• Circlesareroundandhavenobeginningandnoend.Tracetheedgeofthecircleforyourstudentsandshowthemhowtherearenocorners.Anovalisastretchedoutcircle.

• Squareshavefourcornersandallsidesarethesamelength.Arectangleisjustastretchedoutsquare,soithasfourcornersbutthesidesareNOTthesamelength.

• Atrianglehasthreecornersandthreesides.Explaintostudentsthattrianglescanhavedifferentshapesbyshowingthemthecardswiththeisosceles,equilateral,andscalenetriangles.

• Astarhasfivepoints.• Ahearthastwopoints.• Havestudentsdrawthebasicshapesontheenclosedworkpage.Havethemdrawacircleinboxone,a

squareinboxtwo,etc.

VisionReviewColor&ShapeBingoMaterials:1copyofthebingoplayingcardperstudentMastershapesfortheteacherWritingutensils,oneperstudent

• Explaintothestudentsthatyouwillbecallingoutacolorandshape.Theyneedtochecktheircardtoseeiftheyhavethatshapeinthecoloryoucalled.Ifso,theyneedtocrossitofftheirplayingcard.Thefirststudenttogetaroworcolumncrossedoffwins.

• Variation:laminatethecardsandusecheckersorothermarkerpiecestokeeptrackofitemscalled.• Suggestion:astheoddsofwinningthisgameareoftenrandom,providingprizestothewinnerscanbe

verydiscouragingtothosestudentswhoknowtheirshapesandcolors,buttheonespicturedontheircardsjustdidnotgetcalled.Therefore,itisrecommendedthatyouonlyprovideverbalreinforcementasaprizetothewinnersoryouprovideaprizetoallthestudents.Stickersintheshapesandcolorsyouhavejustcoveredareagreatwaytomakeeveryonefeelgoodandreinforcethelessonatthesametime!

• Usethisactivityasanopportunitytoassessstudentcomprehensionoftheconceptsofsight,colorandshape.Clearupanymisunderstandingsbeforemovingontothenexttopic.

Smell/Olfaction

IntroductiontoSmellsMoststudentscantellyouifthingssmellgoodorbad,buthavetroubledescribingthewaythingssmellinanymoredetail.

• Startbyhavingstudentsclosetheireyes,iftheyarecomfortablewiththat.Askthemiftheycantellwhatisgoingonaroundthemwhentheyhavetheireyesclosed.Manystudentswillanswerno.

• Next,openaboxcontainingsomethingwithastrongsmellthatyourstudentsmightnotbeabletoquicklyidentify–asmallbranchfromapineoreucalyptustreeisagoodchoice,coffeegroundsorleavesfromatomatoplantalsoworkwell,anythingwithastrongsmell.Withtheboxopen,walkamongthestudentsasquietlyaspossible.Havestudentspointatwheretheythinkyouareintheroom.Havethemopentheireyesandseeiftheywerecorrect(mostshouldbe).


• Askstudentshowtheywereabletotellyouwerethere.Thetargetanswerisbysmell.Askstudentswhatpartoftheirbodiesdoesthesmelling.Targetanswer:thenose.

• Explaintostudentsthatscentorsmell,theabilitytodetectodorsisaveryimportantsenseforhumans.Ittellsuswherefoodislocatedandwhenfoodisgoodtoeat,whetherornotwateriscleanenoughtodrink,ittellsuswhentherearethingsnearby(likepoop)thatcanmakeussick,itcaneventellusifaparentorsiblingisnearby.Ournoseanditsabilitytosmellareveryimportanttohumansurvival.

• Askstudentstolisttheirfavoritesmellsandrecordthemontheboard.Askthemwhytheylikethewaytheysmell.Thisisagreatopportunitytoexplaintostudentsthatsmellsareoneofthemostimportantmemorytriggers,yourbrainrecordsthewaythingssmellinverycleardetail,andsowhenyousmellthatsmellagain,youmightrememberwhatwashappeningincleardetailaswell.Forexample,whenyousmellfreshbakedbreadinthegrocerystore,yourbrainmightconnectthatmemorywiththelasttimeyouwereatyourgrandmother’shouseandshebakedfreshbread.

ScentExplorationMaterials:Upto20*photocanisterswithholespunchedintothetops,eachfilledwithoneofthefollowingitems:lemon orangepeel cedarwood pencilshavingsbanana pineneedles chocolate coffeedirt vanilla garlic onionmint vinegar mothballs rosepetalssawdust ginger peppermint jasmineflowers(or

otherfragrantflower)*Useyourbestjudgmenttodeterminehowmanyyourstudentscanhandle

• Explaintostudentsthattheywillhavetheopportunitytosmellavarietyofitemsandtheywillneedtodecideiftheysmellgoodorbad.

• Passthecontainersaround,oneatatimeandaskstudentstodecidewhichitemssmellgoodorbad.Oncertainitems,youwillprobablyhaveamixofopinions,justrecordtheopinionswithoutcharacterizingstudent’svotesasrightorwrong.Whentherearedisagreements,askstudentstoexplainwhytheythinkitsmellsgoodorbad.

• Nexthavestudentssortthesmellsintocategories.Theycanpickthegroupings.Aftertheyhavealldecided,explainthatpeopleoftengroupssmellsintofivecategories:floral,citrus,spicy,green,earthy.Havestudentsseeiftheircategoriesmatchthetypicalfive.

• Ifmultiplematerialsetsandenoughsupportstaffareavailable,thisworksevenbetterwhendoneinsmallgroupsofstudents.

ScentScavengerHunt

• Havestudentsundergoascavengerhuntforthingstheycansmell.Youcanchoosesmellsintheclassroomorontheplayground.Anothervariationofthisactivityistohavechildrenseehowmanydifferentscentstheycanfindinagivenspace.

• Makescratchandsniffcardsbyplacingdropsofscentsontoindexcards–essentialoilsortheitemsthemselvescanwork.Havestudentsworkinpairsandgiveeachgroupacard.Havethestudentssniffaroundtheroomuntiltheycanlocatetheitemthatisontheircard.Variations:puttheitemsthestudentsaresearchingforintofilmcanisterswithholespokedintothelids.Whentheythinktheyhavematchedtheircardtothecanister,havethemguesswhatthesmellmightbe.Thisisalsoagoodtimetotalkaboutstrongscentsandweakscents,askingstudentshoweasyordifficultitwastofindtheiritems.Explainthatitisofteneasiertolocateitemswithastrongsmellthanaweakone.


Hearing

IntroductiontoHearing• Startbyhavingstudentsclosetheireyes,iftheyarecomfortablewiththat.Askthemiftheycantell

whatisgoingonaroundthemwhentheyhavetheireyesclosed.Manystudentswillstillanswerno.• Walkaroundtheroommakingasmuchnoiseaspossible–stomp,humorwhistle,clapyourhandsor

snapyourfingers,youcanalsouseaninstrumenttomakenoise.• Havestudentspointatwheretheythinkyouareintheroom.Havethemopentheireyesandseeifthey

werecorrect(mostshouldbe).• Askstudentshowtheywereabletotellyouwerethere.Thetargetanswerisbysoundornoise.Ask

studentswhatpartoftheirbodieshearsthesoundsornoises.Targetanswer:theears.• Explaintostudentsthathearing,theabilitytotakeinandinterpretsoundisaveryimportantsensefor

humans.Itcantelluswheredangeris(example:therushofawaterfall,theroarofatrain,thehumofacarmotor),itcanhelpuscommunicate,andinthepastwhenwehuntedforfood,ithelpedustofindthingstoeatlikebirdsandrabbits.Ourearsandtheirabilitytohearareveryimportanttohumansurvival.

• Askstudentstolisttheirfavoritesoundsontheboard.Havethemdescribewhytheylikethemordon’tlikethem.

Volume

• Explaintostudentsthatsoundscanchangeinvolumefromveryquiettoveryloud.• Havestudentsdemonstrateloud,quietandinbetweenvolumesoftalking,singing,clapping,stomping,

oranyotherbehavioryoudeemappropriate.Seehowquietlytheycandosomethingbeforetheycannothearitatall.

• Makeanoiseintheclassroomofsomesortloudenoughtobeheardbyallstudents,butnotsoloudastoscareanyone.Openthedoorandrepeatthesoundinthehallwhilethestudentsremainwheretheywere.Askstudentsifitsoundedthesamebothtimes.Targetanswer:No,itsoundedquieteroutsidetheclassroom.Explaintothestudentsthatthevolumeattheinitialpointofthenoisedidnotchange,butthatbecauseitwasfartheraway,itisharderfortheirearstopickupthesound.

• Volume‐DistanceVariation:Havestudentspairupandpickawordtosaytotheirpartner.Nexttheyneedtowalkawayfromtheirpartnerwhilesayingthewordatthesamevolume.

Pitch

• Explaintostudentsthatsoundscanvaryinpitchfromlowtohigh.Examplesoflowsoundsincludesongsofbluewhales,ship’swhistles,tubas,andbassinstruments(kettledrums,bassdrums,bassfiddle,bassguitars,andbassoon).Examplesofmediumpitchsoundsincludeclapping,mostcarhorns,andinstrumentssuchasthetrombone,trumpet,banjo,snaredrumandsymbols.Examplesofhighpitchsoundsincludethewhistleofateakettle,belugawhalecalls,dolphinwhistles,thebellsyoudingforcostumerserviceandinstrumentssuchasthetriangle,violin,piccoloandclarinet.

• Playexamplesofhighpitch,mediumpitch,andlowpitchsoundsforthestudents.ManysoundclipscanbefoundatTheFreeSoundProjectWebsite(www.freesound.org),whiledolphinandwhalecallscanbefoundatwww.dosits.org/gallery/intro.htm,andsoundclipsforawidevarietyofanimals,includinganextensivebirdcalldatabasecanbefoundatanimalbehaviorarchive.org.

• Havethemrepeathigh,mediumandlowpitchsoundswhilehummingandwhilesinging.• Singorhumanotetoyourstudentsandwalkaroundtheclassroomwhilethestudentsremainseated.

Askstudentsifitsoundslikeyourpitchisremainingthesameasyouwalkaround.Targetanswer:No,itsoundslikethepitchischanging.Explaintothestudentsthatthepitchyouweresinging/hummingdidnotchange,butthatbecausethenotewasmovingrelativetothepositionofourears,itsoundsdifferent.Agreatexampletoreinforcethisisafireorpolicesiren,whichtheyhaveallheardgoingby.


• Youcanfindexamplesofsirenrightatthesourceatwww.freesound.org,andsirenswiththeDopplereffectonYouTube.com

SoundScavengerHunt

• Havestudentsundergoascavengerhuntforthingstheycanhear.Youcanchoosesoundsintheclassroomorontheplayground.Seeiftheycanfindtheloudestandquietestsounds,soundswiththehighestpitchandsoundswiththelowestpitch.

• Anothervariationofthisactivityistohavechildrenseehowmanydifferentsoundstheycanfindinagivenspace.

Music

• Explainthatmusicisoneofthewaysthathumanscommunicatewithsound.Wecancommunicatewhatwearefeelingthroughsoundsthatwemake.

• Ifyourclassroomhasaccesstomusicalinstruments,havestudentseachpickone.Ifyourclassroomdoesnothaveaccesstomusicalinstruments,havestudentsmakesome(seetheattachedInstrumentsActivityforideas).

• Whenallstudentshavetheirinstruments,encouragethemtoplaythemforawhile.Seeiftheycanguesswhichinstrumentsarehighinpitchandwhicharelow.Iftheyarehavingtroubledeciding,helpthemdosoandmakesuretheyknowiftheyarehigh,mediumorlowpitched.

• Nexthavestudentsseehowloudtheycanplaytheirinstruments,thenhowsoftlytheycanplaythem.• Havestudentsexploreexpressingemotionsthroughtheirinstruments:havethemplayasadsound

(usuallyslowandsoft),ahappysound(usuallymediumvolumeandbriskspeed),anangrysound(loudandfast),ascarysound(loudandslow),anervoussound(fastandsoft),etc.

• Asaclass,writeapieceofmusicwiththeinstrumentsathand.Youcanhavestudentspickafavoritebookorstoryandtellitthroughmusic,ormaybejusthavethemdescribeadayintheclassroomthroughtheirmusic.Ifstudentsfeellost,playthemsomeexamplesofmusicinspiredbyitemsorstoriessuchasFlightoftheBumblebeesbyNikolaiRimsky‐Korsakov,PeterandtheWolfbySergeiProkofiev,HoedownfromRodeobyAaronCopland,ChariotsofFirebyVangelis,tonameafew‐greatclipsofalloftheseareavailableonYouTube.

• Ifpossible,havestudentsperformtheirpieceforanaudiencesuchastheirparents,anotherclass,aseniorcenter,etc.

SoundReview

• Withtheirbodiesalone,orusingmusicalinstruments,havestudentsmaketheloudestnoisesandthequietestnoises.Havethemmakethehighestpitchnoisesandthelowestpitchnoises.Takethistimetoreallyassessyourstudents’understandingofthesetopicsandensuretheyreallycomprehendthebasicsofhearingbeforeyoumoveontotothenextsection.

Touch

IntroductiontoTouch• Explaintostudentsthattouchingorfeelingthingsisoneofthefirstsensesweuseasbabiesto

understandtheworld.• Askthemwhatpartoftheirbodiestheyusetotouchorfeelthingswith.Targetanswer:hands.• Askthemiftheirhandsaretheonlypartthatcanfeel?Targetanswer:no.• Explainthattherearenervesundertheirskinallovertheirbodythatcanfeelortouchthings,butthat,

ashumans,wenormallyuseourhandstofeelthings(atleastoncewestopputtingthingsinourmouthsasbabies).

• Touchisanotherwayweareabletolearnabouttheworldandprotectourselvesfromthedangersinit.Weknowthatsharporhotthingscanhurtusandweknowthatsoftandfuzzythingsmakeusfeelgood.Ourskin,ourhands,andourabilitytotouchareveryimportantsensesforhumans.


TextureExplorationMaterials:Rock Pillow Sandpaper ToothpickPieceofwood Ametalbakingdish Treebark StuffedAnimalApieceofglassormirrorwiththeedgescoveredintape

• Explaintostudentsthattheyaregoingtobelookingattexturetoday,orhowthesurfaceofsomethingfeels.

• Givestudentsachancetotoucheachitem.• Havethemcharacterizetheitemassoftorhard,roughorsmooth,sharporflat.Talkabouthowsome

edgesofanitemcanfallintoonecategorywhileothersintoanother–forexamplethetoothpickishardallover,butitissmoothonsomeedgesandsharponothers.

TemperatureExplorationMaterials:*Threecontainers:paper,glassorplasticworkbest(ceramicinsulatestoowell)–onefilledwithicewater,onewithroomtemperaturewater,andonewithhotwater(butNOTboiling)*Thermometers–anykindwilldo,butthestriptypethermometersareeasierforyoungstudentstoread(andareavailableforfairlylowcostatAquariumsupplystores)*Temperatureworksheets–onepergroupof2‐3students*Crayons–onesetofred,blue,pink,lightblue,yellowpergroup

• Explaintostudentsthattheyaregoingtobeexploringtemperaturetoday.Moststudentsshouldhavesomeconceptoftemperaturealready,butmakesurethattheyknowthattemperatureissomethingwecanfeelwithourskin,and,whenitcomestofoodandbeverages,ourmouths.

• Havestudentslistdifferenttypesoftemperaturesandrecordthemontheboard.Targetanswers:hotandcold.Ifstudentsdonotprovideotheranswers,likecoolandwarmandsomesortofneutraltemperature,helpleadthemtothoseanswerswithpromptingquestionssuchas:“Canthingsonlybehotorcold?”“Areyouhotorcoldrightnow?”Astheyprovidetheseadditionalanswers,recordthesetooontheboard.

• Nextholdupthecontainerwithhotwater,andexplaintostudentsthatitisfilledwithhotwater.Havethemalltouchtheoutsideofthecontainertoseeiftheyagreeifitishotornot.Iftheydon’tagree,askthemwhy.Explainthatyouaregoingtomeasurethetemperatureofthecontainer(orifyouhaveatraditionalthermometer,thewater)andwritedownwhatthethermometersaysonetheboard.

• Measurethetemperature,writeitdown,andcolorareddotorsquarenexttothis.Explainthatredisnormallythecolorassociatedwithhottemperatures.Askstudentswhythismightbe.

• Repeatthisprocesswiththecold‐watercontainer,usingablueshapeinsteadofared;andagainwiththeroomtemperaturewater,usingyellowfortheshapethistime.

• Explaintostudentsthattheyaregoingtoexploretemperaturesofitemsaroundtheroom.Theyaregoingtoworkinteamsof2‐3(orwhateversizeyoufeelwillworkwellwithyourclass).Onestudentwillholdthepaper,onewillholdthethermometer,andonewillholdthecrayons.Astheymeasureitemsaroundtheroomwiththethermometer,theywillneedtocolortheboxnexttotheiteminthesheetredifitishot,pinkifitiswarm,yellowifitisthesametemperatureastherestoftheroom,lightblueifitiscool,andblueifitiscold.Eachmemberoftheteamwillalsoneedtotouchtheitemswiththeirhandstoseeiftheirhandsagreewiththethermometer(onlygivethemthisinstructionifyoufeelyourclassroomdoesn’tcontainanyitemsthatwillbeunsafetotouch),andwhenallmembersoftheteamagreethatanitemisatemperature,theywillneedtocolorthehandnexttotheitemtheappropriatecolor(redforhot,blueforcold,pinkforwarm,lightblueforcool,yellowforneutral).Explainthatthereareblankspotsforstudentstofillinwiththeitemoftheirchoice;theyjustneedtodrawapictureoftheitemtheydecidetomeasureintheblankspot.Givestudentsafewminutestoexploreandmeasurethetemperatureofitemsaroundtheroom.


• Whenstudentshavehadachancetomeasurevariousitems,havethemregroupandreviewanswers.Didallgroupmembersagreeontheiranswers?Askwhydifferentteamsordifferentstudentsmighthavedifferentanswersforthesameitems?Thisisagreatopportunitytoexplaintostudentsthatthisiswhyscientistshavetorepeattheirexperimentsoverandoveragain,tomakesurethatallscientistsagreeonananswer.

• Thisactivityshouldconcludewithadiscussionofwhywemightwanttoknowhowhotorcoldsomethingis,thedangersofitemsthataretoohotortoocold(burns,sunburns,frostbite,burnedtongue,brainfreeze,etc.).

• ActivityVariation:Completetheactivitiesasaclass,givingdifferentstudentsaturnatpickingsomethingtomeasurethetemperatureof.

ShapeRevisited

• Remindstudentsthatyoutalkedaboutshapewhencoveringvision.Askstudentsiftheycanalsofeelashape.Targetanswer:yes.

• Havestudentsputtheirhandsintoaboxwhilenotlooking,andfeelanitem.Havethemdescribetheshape,usingtermslikeflat,round,square,star‐shaped,etc.Whentheyhavealldecidedonashape,bringtheshapeoutofthebox.

• Weretheysurprisedabouttheitem?Whyorwhynot?• Youcanrepeatthiswithasmanyitemsasyouseefit.

TactileScavengerHunt

• Havestudentsundergoascavengerhuntforthingstheycantouchandfeel.Youcanchoosetexturesandtemperaturesintheclassroomorontheplayground.Seeiftheycanfindthesoftestandhardest,roughestandsmoothest,hottestandcoldestitems.

• Anothervariationofthisactivityistohavechildrenseehowmanydifferenttexturesandtemperaturestheycanfindinagivenspace.

• Additionalvariation:tapeorgluematerialswithavarietyoftexturestoindexcards(sandorsandpaper,cottonballs,apieceofsmoothpackingtape,differenttypesoffabric,randompackingmaterialsallworkverywell).Giveonecardtoeachstudentorhavestudentsworkinpairstofindamatchintheclassroomorschoolyardtothetextureontheircards.

Taste

IntroductiontoTaste• Askstudentstonametheirfavoritefoods.Listthemontheboardastheyanswer.• Havethemexplainwhyanitemistheirfavoriteornot.Targetanswer:thetaste• Askstudentstoexplainwhatpartofthebodyletsthemknowifsomethingtastesgoodorbad.Target

answer:thetongue• Explaintostudentsthatyouaregoingtolookattaste,andwhatitmeans.

TasteExplorationMaterials:Cupsorplateswithitemsfromeachflavorcategory–seetablebelow.

• Ifyourschoolallowsexperimentswithfood,aftercheckingforstudentfoodallergies,haveyourstudentsexplorethecategoriesoftaste:sweet,sour,savory,saltyandbitter.

• Seeifstudentscancomeupwithothertermsfortheflavorstheyexperienced.Askthemwhichflavorstheylikedandwhichtheydidnotlike.


EXAMPLESOFFLAVORSSweet Sour Savory Salty Bitter

Vanilla Vinegar Greenbeans SoySauce MustardGrape Lemon Peas Cheese GingerHoney Grapefruit Lentils Nori Unsweetened

chocolateCarrot Lime Potatoes Seaweed AlmondsBanana GreenApples Mostmeat Sundried

tomatoesRosemary

PoppySeeds SourPatchKids TableSalt BlackTeaMapleSyrup CarawaySeedsMilk Cardamon CoffeeMostpeopledon’tnoticethesweetnessofmilk;butifyoutastewaterandthenmilk,thesweetnesspops

• Aftersnackorlunch,discussflavorsofthefoodwithstudents.Havethemlistsweetthingstheyate,sourthingstheyate,saltythingstheyate,bitterthingstheyate,andsavorythingstheyate.Recordtheiranswersontheboard.

Homework–TakingthelessonhomeAsyouprogressthroughthelessonsondifferentdays,havestudentsrememberthefirstthingtheyseeinthemorning,thefirstthingtheysmellinthemorning,thefirstthingtheyhearinthemorning,andthefirstthingtheytasteinthemorning.Theycanreporttheirremembranceinakind‐ofsenseshowandtellinclass.Tohavestudentsworkonmemoryretention,youcanalsohavethemtryandrememberthelastthingtheysmelled,thelastthingtheytasted(providesagreatopportunitytofocusonoralhygiene–i.e.toothpaste),thelastthingtheysaw,thelastthingtheyheard,andthelastthingtheysmelledbeforetheywenttosleepthenightbefore.EvaluationTheevaluationinalloftheselessonsisformative.Youwillneedtoevaluatethestudentsunderstandingofthetopicsasyouprogressthroughthelessons,spendingmoreorlesstimeonasectionasneededbyyourstudents’comprehension.SensoryMatchUpMaterials:WritingUtensil–oneperstudentSense–BodyPartMatchingWorksheet–oneperstudent

• HandouttheSense‐BodyPartMatchingWorksheetandshowstudentshowtheyneedtomatchthebodypartthatdoesthesensingtotheitemitcansense.Explainthattheremaymemorethanonecorrectanswerforeachbodypart,buttheyneedtochoosethebodypartthatBESTmatches.Forexample,youcantouchaflowerandseeaflower,butwhatiscomingoutoftheflower?

• Givethemallthewritingutensilsandhavethemmatchtheitems.


WhatPartofMeSenses?Materials:Setofred,orange,yellow,green,bluecrayons–oneperstudentWhatPartofMe?Worksheet–oneperstudent

• GivestudentstheWhatPartofMe?Worksheet.Explaintothemthattheywillneedtofollowinstructionsastohowtheyneedtocolorthepartsofthebodythatsense.

• Tellthestudentstocolorthefollowing:‐Bodypartthatseesblue‐Bodypartthathearsorange‐Bodypartthattouchesorfeelsyellow‐Bodypartthatsmellsgreen‐Bodythattastesred

• Reviewtheworksheetstomakesureallstudentsunderstandwhatbodypartisresponsibleforwhichsense.

Note:Ifyourclassroomcontainsstudentswhosesensesareimpaired,usethisasanopportunitytoexplainthatwearealldifferentandthisdifferenceisnotabadthing.Makesurethosestudentswiththeimparitydonotfeelleftoutoftheactivitybyhavingthemexplainhowtheyareexperiencingthesituation.Whileitmaybehardforotherstudentstounderstandtheexperienceofanother,theytendtobecuriousandunderstandingatthisage.Rememberyouaretheexpertwithyourstudentsandwhattheyareabletodo.Useyourbestjudgmentastowhichactivitiesyoufeelyourstudentscando.


ResourcesHumanBodyforChildren:AllAbouttheSenses.2006.SchlessingerScienceLibrary.DVD:ASIN:B000OIP42W.VHS:ISBN:1572254262Thisvideoprovidesalotofgoodinformationaboutsenses,presentedinaclear,child‐friendlymanner.Itdoessuggestavarietyofactivitiesforstudentstoundertaketobetterunderstandtheirsenses.Aliki.MyFiveSenses.1989.HarperTrophy.ISBN‐10:006445083X.ISBN‐13:978‐0064450836.Agoodpicturebookaboutthefivesenses.Isadora,Rachel.Itouch.1985.GreenwillowBooks.ISBN:0688042562.Agreatbasicstorybookabouttouch.Jenkins,Steve.LivingColor.2007.HoughtonMifflinCompany.ISBN‐10:0‐618‐70897‐9.ISBN‐13:978‐0‐618‐70897‐0.Atext‐heavy,butvisuallystunningbookaboutcolorinthenaturalworld.MacDonald,Suse.SeaShapes.Hardback:1994.HarcourtBooks.ISBN‐10:0152000275,ISBN‐13:978‐0152000271Paperback:1998.VoyagerPublishing.ISBN‐10:0152017003,ISBN‐13:978‐0152017002Abooklookingforfamiliarshapesintheocean.Peck,JanandValeriaPetrone(illustrator).WayDownDeepintheDeepBlueSea.Simon&SchusterChildren'sPublishing.ISBN‐10:0689851103,ISBN‐13:978‐0689851100Abookwithnicerhythmexploringsomebasicoceananimals.Rose,DeborahLeeandSteveJenkins(illustrator).IntotheA,B,Sea.2000.ScholasticPress.ISBN‐10:0‐439‐09696‐0,ISBN‐13:978‐0439096966Anoceanalphabetbook.Rotner,Shelley.SensesattheSeashore.2006.MillbrookPress.ISBN:0761328971.Agreatbooktointroducestudentstoboththeseashoreandtheirsenses.Simon,Seymour.EyesandEars.2005.HarperTrophy.ISBN‐10:0060733020.ISBN‐13:978‐0060733025Agoodbookforteacherstolearnmoreabouthoweyesandearswork.Wood,AudreyandBruceWood(illustrator).TheDeepBlueSea:ABookOfColors.2005.TheBlueSkyPress.ISBN‐10:0439753821,ISBN‐13:978‐0439753821Averybasicstorybookaboutcolorswithanoceantheme.Ziefert,HarrietandAmandaHaley(illustrator).YouCan’tTasteAPickleWithYourEar.2006.BlueAppleBooks.ISBN‐10:1593541724.ISBN‐13:978‐1593541729.Agoodbookaboutthesenses,packedwithinformation–mightwanttoreadtostudentsonesenseatatime.


SupplementalMaterialsColorLiteracyColoringPage.........................................................................................................18CommonShapesPages ...........................................................................................................19‐28

*ShapeCards ...............................................................................................................19‐27*ShapesWorkPage ..........................................................................................................28

Color&ShapeBingo................................................................................................................29‐39*BingoCards................................................................................................................29‐38*TeacherMasterSheet ....................................................................................................39

InstrumentsActivitySheet ......................................................................................................40‐42TemperatureExplorationWorksheet......................................................................................43‐44BodyPartMatchingWorksheet ...................................................................................................45WhatPartofMe?Worksheet ......................................................................................................46


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