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#3896. Five Senses Unit Plan

Science, level: Kindergarten
Posted Tue Jan 16 12:54:06 PST 2007 by Shay Vinson (vinsonss@pickens.k12.sc.us).
West End Elementary, Easley, Sc
Materials Required: listed within lesson plan
Activity Time: five days
Concepts Taught: five senses


Five Senses Unit Plan

Science

Kindergarten

Mrs. Shay Vinson

Table of Contents


Pg.3 Purpose

Pg.4 Standards

Pg.5 Behavioral Objectives

Pg.6 Content Outline

Pgs.7-8 Taste Lesson Plan

Pgs.9-10 Touch Lesson Plan

Pgs.11-12 Hearing Lesson Plan

Pgs.13-14 Sight

Pgs.15-16 Smell

Pg.17 Resources

Pg.18 Final Assessment Instrument

Pg.19 Checklist Assessment


Purpose

The purpose of this lesson is to teach students about the five senses while also integrating other content areas, such as language arts, social studies, and math. The lesson will satisfy the South Carolina state science curriculum standards for the five senses, as well as other content area standards, which are listed in the next section (Standards). This unit will also give students an authentic, real-life, and hands-on experience with the subject matter.


Standards

Science
I.A.1.a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).
I.B.1.a. Plan and conduct a simple investigation. Ask a question about objects, organisms, and events in the environment that could start an investigation.
II.B.3.a Describe the five senses
II.B.3.b Investigate using sensory organs associated with each of the senses.
II.B.3.c Communicate using sensory descriptors.

Language Arts
K-R1.7 Continue recalling details in texts read aloud.
K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately.
K-C2.5 Begin summarizing conversations and discussions.

Math
(Data Analysis and Probability) I.C.1 Display information by using object graphs, pictorial graphs, and tables.

Social Studies
K-5.4 Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models.

Behavioral Objectives


After listening to a book on the sense of taste, the students will participate in a food sampling activity and will create a chart that depicts the students’ favorite foods from the lesson’s food samples. The students must use sensory taste describing words. Also, the class must use the words less, more, and equal when analyzing the outcome of the taste chart.

After listening to a book on the sense of touch, the students will participate in a touch bag activity as a group and must identify the objects in the bag using the sense of touch by completing a worksheet with 6/8 accuracy. (Discussion and questions within the small groups is encouraged)

After listening to a book on the sense of hearing, the students will participate in a listening lotto game in which the students must listen for the sounds (which include sounds from our environment and the world) that match the pictures on the lotto/bingo card and mark them correctly on the card with 7/9 accuracy.

After listening to a book on the sense of sight, the students will participate in a nature walk. During the nature walk the students must make visual observations and then record their observations through a drawing when they return to the classroom. The drawings must contain objects that were viewed during the nature walk.

After listening to a book on the sense of smell, the students will participate in collage activity in which the students must categorize objects that smell good and bad after cutting them out of a worksheet, coloring them, and placing them in the correct column on a graphic organizer. The collages must be completed with 14/16 accuracy.

Content Outline

1. Sense of Taste
a. “Tasting Tally”
i. Students will taste different food samples and make a chart of their favorites.
2. Sense of Touch
a. “Touch Detectives”
i. Using their sense of touch, the students will place their hands in a brown bag and feel around to decide what they think it is. The students will discuss in their cooperative groups to help solve the mystery.
3. Sense of Hearing
a. “Listening Lotto”
i. This is a bingo type game in which the students listen for sounds on a tape and match them to pictures on their game cards.
4. Sense of Sight
a. “See and Draw Nature Walk”
i. Students go on a nature walk to observe with their sense of sight. When they return, they will draw a picture of what they saw using their sense of sight.
5. Sense of Smell
a. “Scent Collage”
i. Students cut out pictures from magazines or the teacher can hand out a worksheet of objects that smell. The students make a collage of pictures that smell by placing them into categories of objects that smell good and objects that smell bad.


Lesson Plans


Tasting Tally
Standards:
Science
II.B.3.b Investigate using sensory organs associated with each of the senses.
II.B.3.c Communicate using sensory descriptors.
Language Arts
K-R1.7 Continue recalling details in texts read aloud.
K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately.
Math
(Data Analysis and Probability) I.C.1 Display information by using object graphs, pictorial graphs, and tables.

Goals:
• The students will understand the sense of taste and experience it by actually tasting real samples.
• The class will make a chart tallying how many people liked the different samples.
• The students will use taste describing words, such as salty, sour, sweet, bitter, and etcetera.
Objective(s):
After listening to a book on the sense of taste, the students will participate in a food sampling activity and will create a chart that depicts the students’ favorite foods from the lesson’s food samples. The students must use sensory taste describing words. Also, the class must use the words less, more, and equal when analyzing the outcome of the taste chart.
Equipment/ Materials:
Food samples (check for food allergies) Plates/ utensils/napkins drinks The book: Taste by Rius, Parramon, and Puig

Procedures:
• The teacher will open the lesson with some questions and then begin the book Taste by Maria Rius, J.M. Parromon, and J.J. Puig.
• Tasting tally activity directions:
• Distribute the first tasting item, placing a small sample on each child's plate. Have children taste each item at the same time.
• After tasting each item, have children describe it.
• After students taste each item, ask them to raise their hands if they liked that item. Write the name of the item on the board and draw its picture. Then use tally marks to show how many children liked it.
• Discuss the results. Ask questions such as: How many children liked carrots? Did more children like pears or apples? Which food was the favorite?

Strategies:
This lesson will accommodate to auditory and visual learners through the reading of the book and the illustrations within the book. Also, visual learners will benefit from the chart and tallying. The lesson will also accommodate tactile and kinesthetic learners through the sampling food activity.
Accommodations/ Modifications:
Watch for food allergies and prepare students who have allergies alternate tasting samples. Do not leave any students out.
Technology:
Not applicable within this lesson.
Assessment(s):
• Class participation with the chart activity and responses of more, less, and equal.
• Observation of the students while tasting and discussing with their peers what it tastes like.
• The students must tell what the sample tasted like when they tell the teacher if they liked or disliked it using sensory words (ex: sour, sweet, bitter, and cool).
Reflection:
This lesson went great. The students enjoyed the hands on activities and movement during the lesson, which helped to keep them engaged and interested. Also, there were less discipline problems during the lesson, because I followed through with my warnings instead of letting the students take advantage of me. This helped the lesson to transition and flow smoothly. If I teach this lesson again, I will have all of the materials laid out on the tables in plastic bags ready for the students to use (eat in this lesson). This would cut down on time that could be spent teaching. If the teacher did not have an aid this would be necessary. Also, I missed out on a teachable moment when a student was talking with food in his mouth. I could have taught a short mini lesson on table manners. One other thing that should be changed is some of the wording that I used during the graph activity should have been more synonymous. I would use both less and least, which confused the students. I should have chosen one describing word or just used the word fewer when analyzing the graph. Other than those few minor changes and improvements, the lesson was very successful. The students really grasp the material.

Touch Detectives
Standards:
Science
I.A.1.a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).
I.B.1.a. Plan and conduct a simple investigation. Ask a question about objects, organisms, and events in the environment that could start an investigation.
II.B.3.a Describe the five senses.
II.B.3.b Investigate using sensory organs associated with each of the senses.
II.B.3.c Communicate using sensory descriptors.
Language Arts
K-R1.7 Continue recalling details in texts read aloud.
K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately.
K-C2.5 Begin summarizing conversations and discussions.
Goals:
The students will understand the sense of touch and experience it by participating in a touch bag activity in which the students will identify objects using the sense of touch.
Objective(s):
After listening to a book on the sense of touch, the students will participate in a touch bag activity as a group and must identify the objects in the bag using the sense of touch by completing a worksheet with 6/8 accuracy. (Discussion and questions within the small groups is encouraged)
Equipment/ Materials:
brown paper bags 8 (safe) objects with various textures. 21 copies of the worksheet The book: Touch by Rius, Parramon, and Puig

Procedures:
• The teacher will open the lesson with some questions and then begin the book Touch by Maria Rius, J.M. Parromon, and J.J. Puig.
• Discovery Bag Activity Directions: Using their sense of touch, the students will place their hands in the brown bag and feel around to decide what they think it is.
• The students will discuss in their cooperative groups to help solve the mystery.
• The worksheet will be completed simultaneously with the discovery bag activity.
Strategies:
This lesson will accommodate to auditory and visual learners through the reading of the book and the illustrations within the book. It will also accommodate to tactile learners through the touch bag activity. Logical and mathematical students will enjoy this lesson due to its problem inquiry based procedures and problem solving nature.
Accommodations/ Modifications:
The students are divided into groups of various learning levels. Thus, the slower learners and advanced learners will help fill in the gap within the group. Also, a timer will be used to make sure students do not take too much time and so the activity can be completed within a reasonable time period.
Technology:
Not applicable within this lesson.
Assessment(s):
• The worksheet should be completed with 6/8 accuracy.
• Also, we will come back as a class and discuss our findings.
• Observations will be made to ensure that the students are communicating and working as a whole to problem solve.
Reflection:

Today’s lesson went fairly well, but not the best that I have ever taught. The students grasp the content, but the class’s behavior during the activity was unacceptable. Next time, I feel that I need to be more firm and consistent when disciplining and managing. I also need to follow through with my warnings. The only thing about the actual lesson and its content that I would change would be with the worksheet instructions. Before making the students complete it, I would have the class do one example together to ensure that they understand exactly what to do. This is a great lesson. I plan to use it in the future integrating my changes above. The students really enjoyed the cooperative learning and tactile nature of the lesson.

Listen Lotto
Standards:
Science
I.A.1.a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).
II.B.3.a Describe the five senses.
II.B.3.b Investigate using sensory organs associated with each of the senses.
Language Arts
K-R1.7 Continue recalling details in texts read aloud.
K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately.
Social Studies
K-5.4 Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models.

Goals:
The students will understand the sense of hearing and experience it by participating in a listening lotto game.
Objective(s):
After listening to a book on the sense of hearing, the students will participate in a listening lotto game in which the students must listen for the sounds (which include sounds from our environment and the world) that match the pictures on the lotto/bingo card and mark them correctly on the card with 7/9 accuracy.
Equipment/ Materials:
21 lotto cards Lotto markers for students Tape with sounds that match the lotto pictures The book: Hearing by Rius, Parramon, and Puig

Procedures:
• The teacher will open the lesson with some questions and then begin the book Hearing by Maria Rius, J.M. Parromon, and J.J. Puig.
• Game Directions
o Distribute lotto cards and markers.
o Play the audio tape and players try to find the picture that corresponds with each sound.
o When a player thinks he has found the picture, he marks.

Strategies:
This lesson will accommodate to auditory and visual learners through the reading of the book and the audio tape activity. It will also accommodate to tactile learners through the game. Visual learners will also benefit from the visual pictures on the game card.
Accommodations/ Modifications:
There are variations of the game. It can also be played like bingo by covering three horizontal, vertical, or diagonal squares in a row.
Technology:
A cassette player will be needed.
Assessment(s):
• The students will be observed for participation.
• The students must complete the game. Any sounds that were played must be identified on the students cards with 7/9 accuracy.
Reflection:

This lesson can be improved upon in many ways. It went fairly well, but would have been much better with adjustments. I changed some things that were in the lesson plan at the last minute. I should have included those changes even if they were handwritten. For example, I had in my lesson plan that the activity would be done individually and that each student would have his or her own lottery/ bingo card. I decided to change the lesson and have students split into four groups of five. Also, I actually used the alternative game method, which was like bingo due to time restrictions, which did not allow me to use my 7/9 assessment method. Throughout the lesson the students did not understand that they were working in teams and proceeded to fight over the bingo markers. I should have spent more time explaining the team concept to the students. Also, I could have handed out a game marker to one student in each group after each sound. This would have cut out the fighting and allowed all of the students to have a turn. I was not familiar with the game, tape, or tape player. I should have experimented with all of those prior to the lesson myself. Mrs. Waldrop, my mentor teacher, had never used the game either. Some of the sounds on the game were a little advanced and hard to tell what they were, especially for kindergarteners. The game said ages four and up, but was difficult to decipher the sounds. Most likely, I would not use this exact game again. I like the concept, but I would probably make my own game boards and tape to use with familiar sounds that kindergarten students would know.

See and Draw Nature Walk
Standards:
Science
I.A.1.a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).
II.B.3.a Describe the five senses.
Language Arts
K-R1.7 Continue recalling details in texts read aloud.
K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately.
Goals:
The students will understand the sense of sight and complete a drawing of site observations from a nature walk.
Objective(s):
After listening to a book on the sense of sight, the students will participate in a nature walk. During the nature walk the students must make visual observations and then record their observations through a drawing when they return to the classroom. The drawings must contain objects that were viewed during the nature walk.
Equipment/ Materials:
Good weather The book: Sight by Rius, Parramon, and Puig Crayons, markers, etc. Drawing paper

Procedures:
• The teacher will open the lesson with some questions and then begin the book Sight by Maria Rius, J.M. Parromon, and J.J. Puig.
• Activity Directions
o Take a nature walk on the Forest Acres nature trail.
o Observe the surroundings.
o Create a drawing of the observations from the nature walk.
Strategies:
This lesson will accommodate auditory and visual learners through the reading of the book. It will also accommodate tactile and bodily kinesthetic, as well as visual learners through the walk and drawing activity.
Accommodations/ Modifications:
Students who have physical disabilities or outdoor allergies during certain seasons may need assistance or alternate methods of completing the activity. If bad weather does occur on the day that this lesson is scheduled, the students could take a walk around the inside of the school building.
Technology:
Not applicable.
Assessment(s):
• The students will be observed for participation during the nature walk.
• The students must complete the drawing activity using relevant objects within their pictures. For example, a whale would not be a relevant object that was viewed during the nature walk in upstate South Carolina.
Reflection:
This lesson went great. It flowed smoothly through the use of different transition methods. The students really grasped the content because of the different instructional strategies. This lesson integrates tactile, visual, auditory, and naturalistic learners. After each unit lesson (one each on the five senses) I review the previous sense that we discusses. I was amazed that the students can remember them. I have noticed that the students can recall the activities that they did, which helps them to recall the sense that was discussed. I had to adapt and change this lesson today due to rainy weather. We were not able to go on the nature trail because it was too wet, but the drizzling rain stopped for a while and we were able to go outside on the sidewalk and observe the different things that surrounded us. I was very grateful for my thought out lesson plan, which had a “plan B” in it in case of such a weather incident. In my plan I had the students would tour the inside of the school. After discussing that with the teacher, we decided to just let them walk outside because the students see the inside of the school everyday for long periods of time. Going outside allowed the students to say various objects, such as cars, butterflies, and other creatures and things. The students also enjoyed the fresh air since they had been stuck inside all day without being able to go outside for recess. Teaching and experiencing this lesson helped me to realize how flexible and versatile teachers need to be. I will definitely always plan ahead and have alternate activities in my lesson plans in case of incidents like I had with this lesson today.

Scent Collage
Standards:
Science
I.A.1.a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).
II.B.3.a Describe the five senses.
Language Arts
K-R1.7 Continue recalling details in texts read aloud.
K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately.
Goals:
The students will understand the sense of smell and complete a collage art activity.
Objective(s):
After listening to a book on the sense of smell, the students will participate in collage activity in which the students must categorize objects that smell good and bad after cutting them out of a worksheet, coloring them, and placing them in the correct column on a graphic organizer. The collages must be completed with 14/16 accuracy.
Equipment/ Materials:
Worksheets with various objects that smell good and bad. The book: Smell by Rius, Parramon, and Puig Glue, scissors Graphic organizer

Procedures:
• The teacher will open the lesson with some questions and then begin the book Smell by Maria Rius, J.M. Parromon, and J.J. Puig.
• Collage Directions
o Distribute worksheets and graphic organizers.
o Students will cut, color, and paste objects onto the graphic organizer.
Accommodations/ Modifications:
This lesson will accommodate to auditory and visual learners through the reading of the book. It will also accommodate to tactile learners through the collage activity. Visual learners will also benefit from the picture search and graphic organizer.

Technology:
Not applicable.
Assessment(s):
• The students will be observed for participation.
• The collages must be completed with 14/16 accuracy. Objects that smell good must be in one column and objects that smell bad must be in the other.
• Students will also have two points deducted if they do not color the objects.

Reflection:

This lesson went great. The students loved the activity and really enjoyed it. They also got a chance to practice fine motor skills by cutting and pasting during the collage activity, as well as sorting. The only negative aspect of the lesson was that it took too long. I did not expect it to take forty five minutes. Next time, I will reduce the amount of objects that the students must color, cut, and paste In order to eliminate the time problem. Kindergarten students have not yet mastered cutting and pasting, which is why the lesson was longer than if I had taught the same lesson in second grade. When I plan my next lesson, I will run through it in mind and estimate how long it will take and consider the students’ ages. After evaluating all of the students’ worksheets it was clear that the class comprehended and grasped the subject. Thus, the lesson and assessment were both a success to spite the time situation.


Resources

• Books
 Hearing by Rius, Parramon, and Puig
 Smell by Rius, Parramon, and Puig
 Sight by Rius, Parramon, and Puig
 Touch by Rius, Parramon, and Puig
 Taste by Rius, Parramon, and Puig
• Technology
 Tape player
 Tape with sounds that match the lotto pictures
• Other Materials
 Food samples (check for food allergies)
 Plates/ utensils/napkins
 Drinks
 brown paper bags
 8 (safe) objects with various textures.
 21 copies of the touch worksheet
 21 lotto cards
 Lotto markers for students
 Crayons, markers, etc.
 Drawing paper
 Worksheets with various objects that smell good and bad.
 Glue, scissors
 Graphic organizer for scent lesson

Final Assessment Instrument

The students will be informally assessed throughout the unit through questioning, participation, and discussion. At the end of the unit the students will be assessed on whether or not they know all five senses and which body part is used with each sense. The students will be assessed individually by going with the aid and listing all five senses and the body part used orally. The assistant will use a checklist to assess and record the students’ answers. (A copy of the checklist is attached)

Mrs. Vinson’s Five Senses Checklist

Name: Date:



Sense

Body Part

• Sight
• Hearing
• Smell
• Touch
• Taste

• Eyes
• Ears
• Nose
• Skin/hands
• Mouth/ tongue/ and/or taste buds