5 Senses Unit

Cheyenne Hostetter

Jill Daugherty

Alyssa Marino

ECE 380 – 02

7 February 2014

Grade: 2 – 4 (Can change the opening activity dependent upon age group/grade)

Standards:

- 3.1.2.A5 – Explain how different parts of a plant work together to make the organism

function

Objectives:

- SWBAT label sections of tongue where taste buds more efficiently taste sweet, sour,

salty and bitter flavors.

- While wafting the scents of alcohol, pickle juice, perfume, and chlorine, students will

discover how smell forms connections in the brain to specific objects.

- Students will be able to understand how the sense of smell provides an awareness of

their surroundings.

- SWBAT identify different textures by touching objects inside of a mystery box.

- Students will discover objects based only on the sense of touch.

Opening:

- To introduce the concept of the 5 senses the students will view The Barney Five Sense

Video ( http://www.youtube.com/watch?v=p_ddX7uDhLo )

Cheyenne Hostetter February 7, 2014

Taste Buds

1. Objectives/Essential Question: SWBAT label sections of tongue where taste buds more

efficiently taste sweet, sour, salty and bitter flavors.

2. Standards: 3.1.2.A5 – Explain how different parts of a plant work together to make the

organism function

3. Materials and Equipment

- 30 Dixie cups

- 120 Q-tips

- Apple juice

- Lemon juice

- Salt water

- Grapefruit juice

- 30 copies of tongue worksheet

4. Procedures

- set up each dixie cup with small sample of each liquid

- explain Ss want to find the part of their tongue that most strongly tastes each flavor

- show them worksheet and explain they are to write where on the tongue they taste

each flavor strongest (see attached sheet)

- explain safety precaution of not double dipping; if they need to taste it again, to use a

new q-tip end

- give groups a 3 minutes or so to do experiment – explain how to wrap up for the day

and move to next experiment

- grand conversation (open discussion) about where their taste buds tasted each flavor

stronger

5. Special Considerations

- Enrichment: Encourage students to find food in their own home that are sour, sweet,

salty, and bitter and make a list of the items to share the next day before we start the

next experiment.

- Special Accommodations: If there is a student with an allergy, I will have a substitute

flavor that he/she is able to consume.

Name: Jill Daugherty Date: 2/1/14

Touch Lesson Plan

1. Objectives/Essential Question

SWBAT identify different textures by touching objects inside of a mystery box.

Students will discover objects based only on the sense of touch.

Students will begin to realize that all senses are needed to work together.

2. Standards3.1.2.A 5 – Explain how different parts of a plant work together to make the organism function.

3. Materials and Equipment9 shoe boxes

3 bananas

3 socks

3 pom poms

It feels like worksheet

5 senses unit worksheet

Paper towels

4. Procedures

A. Getting Ready (Introduction)

Before the lesson the teacher will prep 9 shoe boxes with the three

mystery items in them. She will also gather paper towels for the students to

wipe off their hands. Stations will be set-up prior to the lesson beginning.

i. Opening statement: “Good morning boys and girls! Today, we are going

to explore another sense, the sense of touch. Can anyone tell me what

touch is?”

ii. The teacher will then pass around objects to students that are soft, hard,

smooth, and rough. “What sense do you use when observing how an

object feels? What body parts do you use to observe how things feel?”

Ask students to describe what the objects feel like. After hearing some

responses, introduce the words rough, smooth, hard, soft and texture.

Place the words in a pocket chart and ask students to describe which

item they were holding felt rough, smooth, hard, and soft. (cotton ball,

rock, hair brush, and piece of silk) Explain that texture is the way that

something feels when you touch it.

iii. Disclaimer – “in most situations it is not safe to just place your hands

inside something that you are unaware of what is in it. You never know

what could be in the boxes so keep that in mind in the future. For today

however, I have selected everything that went into the boxes and I can

guarantee you that they are all safe to touch. “

iv. Expectations

Students are anticipated to use their prior knowledge to distinguish

the different textures of the objects inside the box.

Students will be able to use their sense of touch and their new

vocabulary words to describe the items in the mystery boxes.

B. During (Motivation)

i. The class will be divided into three groups. Each group will have 3 shoe

boxes with a different object in each. (banana, yarn, sock) Explain to

students that they will take turns touching the object inside the box and

will be able to guess what it is by only using their sense of touch. In other

words, no peaking! The student can make a guess of what the object is,

and then say whether the object is rough, smooth, hard, or soft. The

students will take note of this on their paper and then move on to do the

next box. Model for students how to do this and then break the students

into the groups. Walk around and provide assistance as needed.

ii. Hints: While participating in the mystery box activity, the teacher will

walk around the classroom and ask questions such as “is the item more

than one texture?” or “What was the first thing you thought about when

you touched it?” or “What does the texture of this object remind you

of?”

iii. Testing Ideas: At the end of the unit, the students will complete a 5

senses unit worksheet where they will describe their favorite experiment

and why and also draw a picture of it. They will then share these with the

class in order for the class to have a review of all the different

experiments that were done throughout the week.

C. After (Closure/Summarizing Strategy)

i. Ask students to sit on the rug. Show the PowerPoint titled “We Can Feel.”

Review the vocabulary words and ask for examples of how and when we use

the sense of touch. Have students describe what they felt in each of the

boxes. Take guesses on what was in them and then show the students what

was inside of them! Have students turn in papers.

D. Assessment/Evaluation

Assess students’ ability to orally say why our sense of touch is important.

Assess students’ ability to orally say what we use for our sense of touch.

Collect the students’ papers to see how they described each mystery object to check their understanding.

Collect the 5 senses unit worksheet to see what the students were able to remember.

5. Assignments (if any)

Find 4 objects at home that represent the texture categories of our touch sense and draw them on a piece of paper. Ex: soft, hard, smooth, rough

6. Special Considerations

A. Enrichment Have two to three extra boxes with items that will be more difficult

for the students to figure out what is inside of them. Add more textures to the mix (ex: slimy, gritty, etc.) so that the

students can be more descriptive to what they are feeling.

B. Special Accommodations

Allow the students to actually see what is inside the boxes to help

give them a better understanding of what they are touching so that

they can figure out what the texture of the materials are.

The teacher will be cautious of any allergies that may cause reactions

to this activity, and will make adjustments accordingly.

Directions: Using only your sense of touch, place your hand in the box. Feel around and decide what you think it is. Write your answer on the line by the number that matches the number on the box.

Remember, NO peeking in the boxes! I will show everyone what the objects are at the end of the activity!

1.____________________________________

2.____________________________________

3.____________________________________

Which numbered box were you most unsure of? ________________

What confused you the most about this experiment?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name: Alyssa Marino Date: February 7, 2014

The Smell Detectives

Objectives/Essential Question

While wafting the scents of alcohol, pickle juice, perfume, and chlorine, students will

discover how smell forms connections in the brain to specific objects.

Students will be able to understand how the sense of smell provides an awareness of

their surroundings.

Standards

3.1.2.A5 – Explain how different parts of a plant work together to make the organism

function

Materials and Equipment

24 Cotton balls

24 Dixie Cups

24 Small Cardboard Squares

Alcohol

Pickle Juice

Perfume

Chlorine (pool water)

Observation Worksheets

Sniff, Sniff: A Book About SmellBy: Dana Meachen Rau

Procedures

C. Getting Ready (Introduction)

i. Task

Before the lesson, the teacher will prepare 24 Dixie cups with one

cotton ball per cup containing a scent. There will be six cotton balls of

the following scents: alcohol, pickle juice, perfume, and chlorine. Each

cup will have a cardboard lid that will be taped on one side. Stations

will be set-up prior to the lesson beginning.

Opening statement: “Good morning boys and girls! Today, our unit

about the five senses will continue as we focus on smell. First, I will be

reading you a book called Sniff, Sniff to help us understand how our

body smells and why it is so important. Then, there is a very fun smell

activity for everyone to participate in. Now, please take a minute to

think about what you believe the word smell means.”

o Children are anticipated to explain that smell is when you sniff

something to find out its scent or smell is what your nose does

to find out what is in the air.

o Teacher will state, “Everyone had such great answers! Let’s

listen carefully to the story to find out exactly what smell

means and how it works.”

Following the opening statement, students will gather on the reading

carpet to listen to the story. The teacher will stop at certain points to

discuss the new important terms mentioned, such as odor, nostrils,

cilia, and mucus.

o Discussion about good and bad smells and how the nose

allows us to smell will immediately follow the reading. During

this time, the teacher will explain how important it is not to

inhale smells, but rather to waft them. Inhale and waft are

two words that will be added to the unit vocabulary list and

classroom word wall.

The teacher will introduce the smell activity as follows, “Today, I will

assign groups to complete the activity at one of the seven stations in

the back of the classroom. When you go to your station there will be

four Dixie cups with a lid. Your job will be to lift the lid and waft the

smell. (Pause and demonstrate wafting the smell with a Dixie cup;

check for understanding). Then, you will write on your observation

paper what you think that smells isin the spot that matches the color

dot on the plastic cup. (Show the worksheet, point out the colors, and

provide an example that is not apart of the activity, such as a flower

scent) When you finish smelling each cup return to your seats so I

know who is done. I will be walking around the classroom to answer

any questions.”

Students will be assigned groups and will begin the activity at their

designated station.

ii. Expectations

Students are anticipated to use their prior knowledge to distinguish

the four scents. For example, the chlorine may remind a student of

when he/she took swimming lessons or the perfume may remind

another students about his/her grandma’s scent when she gives great

big hugs.

Students should begin to gain an understanding on how smell can be

used to be aware of their surrounding. For example, if chlorine is

being smelled there is probably a pool near by.

D. During (Motivation)

i. Hints: While participating in the smell activity, the teacher will walk

around the classroom and ask questions such as “Does the smell remind

you of something” or “What was the first thing you thought about when

you wafted the smell?”

ii. Testing Ideas: At the end of the unit, the students will complete an

observation worksheet that requires them to write one or two sentences

about their favorite activity and draw a picture of it.

E. After (Closure/Summarizing Strategy)

i. Discussion: Once all the students have completed the activity, the class

will form a circle for a closure discussion. First, the teacher will ask the

students what they thought about the activity. Questions such as “Did

you enjoy this activity” or “Was there something that could have made it

better” will be asked. Then, the teacher will ask students what they

thought the scent of each cup could be and thoughts that helped them

reach that conclusion. Predictions will be listed on the board for each

cup. After discussing all the cups, the teacher will release what the actual

scents were.

F. Assessment/Evaluation:

Although there is no formal assessment to follow this lesson, the teacher

will take note of the students’ predictions of what each scent could be

and the possible connections from past experiences formed.

Assignments

No assignments will be given following the completion of the activity.

Special Considerations

G. Enrichment

Students who may benefit from an enrichment activity will be assigned to

identify scents, such as nail-polish remover, bananas, and rose pedals,

ginger. They will be required torate them on a 1 (very strong) to 5 (very

weak smell) scale.

H. Special Accommodations

The teacher will be cautious of any allergies that may cause reactions to

this activity, and will make adjustments accordingly.

Visual and auditory learners will be accommodated through reading the

book, and tactile learners will be accommodated through the smell

activity. Visual learners will also benefit from the observation worksheet,

and auditory learners will be accommodated through the story reading

and discussion, and closure discussion

SMELL DETECTIVES

Name: __________________

The actual scent is

_______________________

I think the scent is

_________________________

The actual scent is

_______________________

The actual scent is

_______________________

I think the scent is

_________________________

I think the scent is

_________________________

I think the scent is

_________________________

The actual scent is

_______________________

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