The Five Senses

Science

Grade Level(s)
Kindergarten

Unit Summary

•.This unit will focus on the use of the five senses to develop a heightened awareness of the world. Skill development is centered on observing, describing and classifying objects. Students will use their senses to describe objects and identify common properties. Students will develop more refined methods of observation, ability to make more detailed descriptions and an increasing ability to differentiate among similar objects on the basis of one, and then
multiple, characteristics. Describing objects will involve making measurements of various properties and comparing them to other reference points (e.g., a color chart).

Students will describe the senses used to identify unknown substances and rank the senses according to the ones they thought were most useful or important in making discoveries.

Standards

Science:
2. Pose questions that can be answered by using students’ own observations and scientific knowledge (SI-E-A1)
3. Predict and anticipate possible outcomes (SI-E-A2)
4. Use the five senses to describe observations (SI-E-A3)
7. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)
11. Identify objects by using the senses (PS-E-A1)
13. Sort objects based on their properties (e.g., size, weight, texture) (PS-E-A1)

Math:
22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E) (D-2-E)
23. Sort, represent, and use information in simple tables and bar/picture graphs (D-2-E) (D-3-E)

Learning Objectives:
•The student will:
•Name the five senses.
•Name a bodypart used for each sense.
•Use the senses to discover properties of objects.
•Describe observations made with the senses.
•Describe how the five senses work together.
•.Predict the senses that would be used.
•.Prioritize the order of importance of the five senses.

Essential Question:
•.How do you learn about the world around you?

Unit Questions:
•How do the senses help you?
•Which sense do you think is most important?
•Why do you think that sense would be better?
•Why do you think it is important to use all of the five senses?

Content Questions:
•What are the five senses?
•What can we do with our senses?
•What part of our body do we use for the sense of sight? Hearing? Touch? Smell? Taste?
•How does it look? Feel? Smell? Sound? Taste?
•Can you feel color? Smell it? Hear it?
•Which sense would you use?

Assessment Summary:

A K-W-L chart will be used to have students brainstorm and contribute what they know about the senses and what they would like to find out about the subject. The chart will be used at the beginning of the unit and throughout as students make new discoveries. Students will also use science journals to illustrate /dictate their understandings and discoveries using their senses. During the unit, students will make predictions about the senses and check their predictions recording both processes on pre and post graphs. Teacher observation and questions will be used throughout the unit to probe for understanding and to provide feedback when necessary. Students will discuss their observations and rank the senses in the order they think was most important. After the unit work, students will complete an assessment worksheet where they will analyze and make connections about what they could learn using the five senses and explain their decisions. Students will also complete booklets on the five senses to share with their classmates.

Project Work
•.K-W-L Chart (See link below with KWL charts)

The Five Senses

Project Description (For the Visual Ranking workspace)

Today we will use a special learning tool called the Visual Ranking Tool that will help us to see how important you thought the five senses were in helping you to discover the mystery substances or objects. We will put the senses in order on the tool putting the one you think is most important at the top then the one you think was next and we will continue until we have put all of the senses in order. Each sense has a different color and I will click and drag the colored label for a sense and put it where you think it belongs. You will tell me why you thought each sense belonged where we put it and I will type a sentence explaining your reason for putting it there. When both groups are through, we will look at both lists and discuss how they are alike and different. We will also look at one of our parent's ideas about which senses they thought were most important and why they put the senses in the order they did. We'll discuss whether you think you might want to change your order.

Prompt

•Which sense did you think was most important in helping you discover the mystery object? Why did you choose that one? Next? Etc.
•Sorting List (For the Visual Ranking workspace)
•Hearing
•Seeing
•Smelling
•Tasting
•Touching
•SeeingReason Project Name (For the Seeing Reason workspace)

Unit Details

Approximate Time Needed
•Approximately 9-10 days, 30 minutes per day (Concepts integrated into content areas throughout the year)
Prerequisite Skills

The student must be able to :
•Describe objects
•Sort objects
•Identify same and different

Procedures

Before the unit begins

•Students will take a “learning walk” around the school. Students will be told to talk to each other about their experiences on the trip to help them remember everything they can about the trip. Once the class returns to the classroom, students will brainstorm by describing what they learned on the trip and how they learned it. A KWL chart will be started and students will make an entry in their science journal drawing about their experience and writing/dictating a message.

Introducing the Unit.
•.I will read the book My Five Senses by Aliki followed by a class discussion of how we learn. Students will complete a graph about the five senses indicating which sense/senses they might use to learn about the pictured objects explaining why they chose those senses.

•.The KWL chart will be reviewed and added to if necessary. Students will make an entry in their science journal. Teacher observations will be conducted throughout the activities

Questions:
•.How do you learn about the world around you?
•.What are the five senses?
•.Which sense would you use? Why do you think that sense would be better?
•.How do the senses help you?

Exploring the Unit:

Over the next six days each sense will be explored individually and then all together. Students will work in groups to explore each sense using hands-on activities followed by a class discussion, review and revision of the KWL chart, and a science journal entry. Teacher observations and questioning will be used to adjust and modify activities as needed.

1. Sight: Read Brown Bear, Brown Bear, What Do You See? By Bill Martin,Jr.followed by discussion. Students will partner-up to take a “sighted” and “blindfolded” walk around the room followed by a class discussion comparing the two walks recording observations on a chart.
2. Hearing: Read Hearing by M. Rius, J. M. Parramon, and J. J. Puig followed by discussion.
Students will work in groups with “sound boxes”. They will describe the sounds they hear, predict what is inside and open the boxes to check their predictions.
3. Touch: Read Touch by M. Rius, J. M. Parramon, and J. J. Puig followed by class discussion. Students will work in groups with “feeling boxes”. They will describe what they feel, predict what is inside and open the boxes to check their predictions.
4. Smell: Read Fernando by M. Leaf followed by class discussion. Students work in groups with “Smelly” boxes sniffing each and matching pictures of what they think is inside. They check the bottom of the box to check their guess.
5. Taste: Read Taste by by M. Rius, J. M. Parramon, and J. J. Puig followed by class discussion. (Safety discussion about tasting will precede activity) Students will work in groups dipping clean Q-Tips in salt, sugar, lemon juice, and baking soda dissolved in water. They will describe the tastes and match pictures of what they think is inside. They will check the bottom of the container to check their predictions.
6. Five Senses Together: Read My Five Senses by Meish Goldish followed by class discussion. Students will work in groups to use their senses to discover mystery objects prepared by students at home. Students will contribute to a graph indicating which sense they though was most important in discovering the mystery substance.

Questions:
•How do you learn about the world around you?
•How do the senses help you?
•Which sense do you think is most important?
•Why do you think that sense would be better?
•Why do you think it is important to use all of the five senses?
•What are the five senses?
•What can we do with our senses?
•What part of our body do we use for the sense of sight? Hearing? Touch? Smell? Taste?
•How does it look? Feel? Smell? Sound? Taste?
•Can you feel color? Smell it? Hear it?
•Which sense would you use?

Activity: The teacher will meet with each team to discussion and complete the activity while other students are completing their journal entry. When both teams have completed their ranking, a comparison will be made between the Class Teams and the Parent Team. Students will be asked if they would like to make changes after hearing the reasons given for the rankings.

Five Senses Book: At the computer center, students will make a book to answer the question "How do you use your five senses?" They will use a word bank created throughout the unit to write their story and they will add pictures using the program's picture folders to illustrate it. They will share their stories with the class as they complete their booklet.

Assessment Worksheet:

Students will complete an assessment worksheet to answer the question "Which sense/senses would you use to learn about this picture?" They will draw lines from the body part /parts representing the senses to what they could learn using that sense. They will explain their connections to the teacher. When all students have completed the activity, they will partner up and compare their worksheets with their partner explaining how they made their choices.

Accommodations for Differentiated Instruction

Resource Student:
•.Student will be working in small heterogeneous groups with peer models
•.Student will dictate to teacher
•.Extended time will be given when necessary
•.Will be provided cubes/counters to complete individual graphs

English Language Learner:
•.Student will be provided with pictures
•. Will be allowed to point
•.An interpreter is available if needed
•.Gifted Student:
•.Will be provided with books for further exploration
•.Will be given opportunity to type list of words that can be sensed using the 5 senses & Kidswork topic folders

Materials and Resources Required For Unit

Printed Materials:
•.K-W-L Chart
•.Graphs (Individual and class)
•.Science Journal
•.Word Bank
•.Assessment worksheet

Supplies:

•.Sensory boxes/containers and items for tasting, touching, feeling, smelling, seeing
pictures of items for tasting and smelling containers
pictures of body parts used for senses
Mystery substances/objects

Books:
•.My Five Senses by Aliki
•.Brown Bear, Brown Bear, What Do You See? By Bill Martin,Jr
•.Hearing by M. Rius, J. M. Parramon, and J. J. Puig
•.Touch by M. Rius, J. M. Parramon, and J. J. Puig
•.Fernando by M. Leaf
•.Taste by by M. Rius, J. M. Parramon, and J. J. Puig

•.My Five Senses by Meish Goldish
•.Technology – Hardware
•.Computers with internet connection, printer, projection system
•.Technology - Software
•.Internet browser, Visual Ranking Tool , Kidswork Deluxe CD