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Julie Strickland

9/21/09

Five Senses Unit Plan


I. Introduction a. Title: The Five Senses b. Grade Level: This Science unit is for first grade. Students will work individually and in groups to learn about the five senses. c. Duration: This unit will last for seven days. Day 1 Day 2 Day 3 Day 4 Introduction/ Sight Day 5 Taste Touch Day 6 5 senses together/ Review Hearing Day 7 Assessment Smell

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d. Context: This unit occurs at the beginning of the year. It functions as an introduction to science and the knowledge that they will need to continue with science throughout their first grade year. Content a. Goals i. Students will gain an understanding of the five senses. 1. What parts of the body perceive different senses 2. What the senses are and what we use them for. b. Concepts i. Each of the senses gives us information about things around us. ii. What each sense uniquely does. c. Vocabulary i. See/Sight (Eyes) ii. Hear/Hearing (Ears) iii. Taste (Mouth) iv. Touch/Feel (Hands) v. Smell (Nose) d. Skills i. Students will use observation to discover what different senses perceive. ii. Students will learn what each sense does and what part of the body correlates with it. iii. Students will learn relevant vocabulary. Objectives and Standards a. Objectives: i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses.

Julie Strickland

9/21/09

IV.

ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. b. Standards: i. PDE 3.2.4.B: 1. Describe objects in the world using the five senses. a. Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough). b. Use observations to develop a descriptive vocabulary. Learning Experiences a. Lesson One i. Introduction 1. Ask students what they know about their senses. a. Read My Five Senses by Margaret Miller 2. Good scientists use their senses to observe things. ii. Sight 1. Read Seeing by Sharon Gordon a. Talk about things that we can see 2. Read pages 12-13 from the book Senses by Jinny Johnson. a. Talk about an animals sense of sight. 3. Look at different objects and talk about what makes them look different. a. Look in a mirror and describe what they see about themselves. i. Talk about the eye color of various students. b. Use blocks to demonstrate differences in color, shape and size. i. Ask students to describe the objects. c. Talk about light/dark and how we see better with light i. Turn off the lights and look around the room 1. Make observations: less color, etc. ii. Turn on a flashlight and shine it around. Notice what happens to the things it shines on. 4. Have the students record in their science notebooks what they learned about sight. b. Lesson Two: Touch i. Read the book Touching by Sharon Gordon 1. Talk about how things feel ii. Read pages 38-39 from the book Senses by Jinny Johnson. 1. Talk about an animals sense of touch. iii. Have the students feel different objects by reaching into a bag without looking. 1. Guess what the object is and describe the feeling.

Julie Strickland a. Soft/Hard (Stuffed animal/rock) b. Rough/Smooth (sandpaper/marble) c. Hot/cold (hot food/ice) d. Wet/Dry (ice/rock) iv. Record in their Science Notebooks what they observed today.

9/21/09

c. Lesson Three: Hearing i. Read the book Hearing by Sharon Gordon 1. Talk about different sounds that we hear. ii. Read pages 24-25 from the book Senses by Jinny Johnson. 1. Talk about an animals sense of hearing. iii. Listen to different sounds. Describe the sound and guess what the sound is. 1. Sound tapes: (possible) a. Animal b. Nature c. House d. School iv. Have volunteers play different musical instruments 1. Talk about how the sounds are the same and different. 2. Talk about loud/soft, high/low pitch v. Record in their Science Notebooks what they observed today. d. Lesson Four: Smell i. Read the book Smelling by Sharon Gordon. 1. Talk about things that we can smell. ii. Read pages 28-29 from the book Senses by Jinny Johnson. 1. Talk about an animals sense of smell. iii. Have students smell a few unknown objects in film canisters with a hole in the top. Have the students say what they think it is and describe the smell. 1. Onion 2. Peppermint extract 3. Vinegar 4. Piece of banana a. Talk about how some smells are Strong/weak, good/bad, etc. iv. Record in their Science Notebooks what they observed today. e. Lesson Five: Taste i. Read the book Tasting by Sharon Gordon 1. Talk about things that we taste. ii. Read pages 34-35 from the book Senses by Jinny Johnson. 1. Talk about an animals sense of taste.

Julie Strickland

9/21/09 iii. Blindfold students and have them taste a few things. The students say what they think it is and describe the flavor. As they taste talk about where on your tongue you taste things. 1. Sour (lemon) 2. Sweet (candy) 3. Salty (cracker) 4. Bitter (radish) a. Talk about what they like and dont like to taste. iv. Emphasize: We only taste things that adults tell us are okay to taste v. Record in their Science Notebooks what they observed today.

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All the senses together/Review i. Matching organs to senses (cards) ii. Take a walk and identify as many senses as possible (not taste) 1. Describing senses iii. Each student finds one object around the room (or outside on the walk). They each get to tell the class which of their senses they are using to sense it and what they observe using that sense. iv. Record in their Science Notebooks what they observed today.

g. Final Lesson i. Assessment 1. Students will be asked to match the object cards with the correct sense organ 2. Students will be presented with an object and asked to tell me what senses they are using and what they observe using that sense. V. Evaluation Instruments and Methods a. Students will be evaluated in several ways for a total of 20 points for the unit. i. Students will be evaluated based on participation by recording their observations in their Science Notebook. (5 points) ii. Students will be tested by asking them to match sense organ cards with object cards that use those senses. (5 points) iii. Students will be presented with an object and asked to tell what senses they are using to observe and give some descriptive words using those senses (10 points). 1. Rubric for analysis

Julie Strickland Object Test Describing one object using as many senses as possible. Describing one object using as many descriptive words as possible. Matching object cards to their sense organ. 1 Cannot identify any senses being used Cannot use any words to describe the object. 2 Can identify one sense being used 3 Can identify two senses being used 4 Can identify three senses being used 5 Can identify four or more senses being used Can use at least four words to describe the object.

9/21/09 Each row total:

_____/5

Can use at least one word to describe the object.

Can use at least two words to describe the object.

Can use at least three words to describe the object.

_____/5

Could find only one match.

Could find two matches.

Could find three matches.

Could find four matches.

Could find all five matches. Senses Notebook Completion Final Total:

_____/5

_____/5

_____/20 _______%

VI.

Evaluation of Objectives a. Day 1 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. We did not look at the cards today, but the students demonstrated their understanding of objects that we can see through discussion. ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. Students learned about the observations they can make using their sense of sight: shape, size and color. They used words to describe these things about an object. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. The students completed their drawings for the sense of sight and included each aspect of what the sense of sight observes. They each demonstrated that they understood this concept through their drawings.

Julie Strickland

9/21/09

b. Day 2 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. We did not have time to look at the cards again today, but the students demonstrated their understanding of the sense of touch through discussion. ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. The students learned about observations that they can make with their sense of touch: hot/cold, wet/dry, rough/smooth, soft/hard. They demonstrated good use of these descriptions and should be able to use them in the future. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. The students complete their drawings for the sense of touch and included many of the different aspects of the sense. Some had rough/smooth objects or cold/hot objects. They demonstrated their understanding of the concept through their drawings. c. Day 3 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. Te students learned about how we hear with our ears and about several objects and the sounds that they make. They should be able to match the body part with the objects. ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. The students learned words to describe sounds such as: loud and soft, high and low. They also described sounds by comparison to other things that they observe. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. The students demonstrated their understanding of the sense of hearing by drawing in their senses notebook. Many of them drew several objects that make different kinds of sounds. d. Day 4 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. The students demonstrated a good knowledge of objects that can be smelled and what they smell like. They understand that smelling is done with their nose.

Julie Strickland

9/21/09 ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. Students gave good descriptive words for smells and learned the words: good/bad and weak/strong to categorize smells. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. The students drew good pictures of smells in their notebooks and were able to explain to me what kinds of smells those objects would produce.

e. Day 5 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. Yes, the students learned about the sense of taste and various foods that the mouth can taste. They were able to describe these flavors and objects that you can taste. ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. The students gave good description words for tastes. They learned about the words: salty, sweet, sour and bitter. The students also used taste words like good/bad, buttery, minty, etc. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. The students drew very good pictures of taste in their notebooks and they were able to explain what tastes the various objects had that they were drawing. Several of the students had different tastes represented such as sour and sweet. f. Day 6 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. Yes, the students did very well with this activity. They understood the concept of matching the body part to the object to be sensed. Only a few switched a few of the cards, but once they were explained, everyone understood which cards matched. ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. The students did a relatively good job describing their objects for the class in what senses they used and words to describe those objects. However, some of them struggled to come up with the relationship between sense and description word. They did however remember many of the words we talked about in previous lessons!

Julie Strickland

9/21/09 iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. The students have completed their notebooks very satisfactorily.

g. Day 7 i. Given a set of cards with sense organs and objects to sense TSWBAT correctly match at least four out of five senses. 1. All but one of the students was able to match all of the sense cards correctly. I feel that this demonstrates a good knowledge of the five senses and objects that they can sense. ii. Given an object TSWBAT identify at least four senses that can be used to sense the object and at least four words to describe the object using those senses. 1. 15 of the 22 students were able to identify four or more senses and use four or more descriptive words for the object using those senses. All of the students knew at least three senses and descriptive words, which was very good in my opition. iii. Given a student notebook TSWBAT record objects and senses that they learn about each day to teacher satisfaction. 1. Almost all of the students finished their notebooks. Some of the students were absent and were not able to finish. Many of the drawings in the notebooks were excellent representations of the senses and the students could explain how they fit with the sense that day. VII. Evaluation of Daily Lessons a. Day 1 i. Were the students engaged in the lesson so that they could learn as much as possible about the sense of the day? 1. The students were very off topic and I was unsure if they were gaining the necessary information. I dropped several names, but the students who were talking did not respond to this method of management. I also experimented with my delivery: changing my voice, etc. This seemed to help the students pay attention. However, I was surprised when they were completing their notebook pages, how many of them did understand when I thought they had not. ii. Did I explain each concept well so that every student understood? 1. I felt that my explanations were complete, but I need to continue to work on my delivery so that all the students are engaged in the lesson and attentive to the explanations. iii. If I were to teach this lesson again, what would I do differently? 1. I need to find a way to pass out and collect materials without mass chaos resulting. Today with the mirrors did not work well. Next time I

Julie Strickland

9/21/09 will have them stay seated and I will ask Mrs. Ritenour to hand each student the needed materials.

b. Day 2 i. Were the students engaged in the lesson so that they could learn as much as possible about the sense of the day? 1. The students were VERY off task today, especially when they were waiting to feel the objects in the bags. Students were talking and moving around and not listening to instructions. It was very frustrating to try to teach them anything when most of them could not focus. ii. Did I explain each concept well so that every student understood? 1. I felt that what I did explain was said very well, but some of the students missed the instruction. Also, I could have said much more about the sense of touch if I had not been trying to control behavior for much of the time. iii. If I were to teach this lesson again, what would I do differently? 1. If I were to teach this lesson again, I would arrange the touching of the objects differently. I would have another teacher (or student) hold the bags and I would then be able to focus on the rest of the students while they were waiting to feel the objects. This would minimize much of the behavior issue because it would prevent things from escalating while I am distracted. c. Day 3 i. Were the students engaged in the lesson so that they could learn as much as possible about the sense of the day? 1. The students were much better today (although not perfect) in staying on task and being engaged in the lesson. They participated in discussion and gave good answers to the questions that I asked. ii. Did I explain each concept well so that every student understood? 1. I felt that I gave good descriptions and the students responded well with their comments. I think that they were able to gain the information that I wanted them to learn about the sense of hearing. iii. If I were to teach this lesson again, what would I do differently? 1. Some students were upset about not getting to play an instrument. If I were to teach this lesson again, I would make sure that every student had the chance to play an instrument. d. Day 4 i. Were the students engaged in the lesson so that they could learn as much as possible about the sense of the day?

Julie Strickland

9/21/09 1. The students had a few problems staying on task today, but for the most part they were engaged and interested in the lesson. They seemed to learn the necessary information. ii. Did I explain each concept well so that every student understood? 1. Yes, I felt that my explanations were very good and the students responded well to them both in discussion and in their notebook drawings. iii. If I were to teach this lesson again, what would I do differently? 1. The students were a little off task while I was trying to have them smell each of the objects. I need to find something to occupy the rest of the students while some of them are occupied with the lesson of the day.

e. Day 5 i. Were the students engaged in the lesson so that they could learn as much as possible about the sense of the day? 1. The students were excited about getting to taste different items, but they were so excited that they did not concentrate very well and talked almost continuously. I had to take a star marble out of the class jar because of their behavior, which they did not like, but they did respond to it. ii. Did I explain each concept well so that every student understood? 1. I felt that the explanation that I was able to give was well said and that the students who were listening learned from it. I am not sure that all the students were attending to the lesson, so I do not know if they learned the necessary information. iii. If I were to teach this lesson again, what would I do differently? 1. I think that for this group of students I would try to have this lesson earlier in the day. They are more focused and able to control themselves earlier in the day and so I think it would be more beneficial for them at that time. However, because this is the time that they have science, I need to find a way to have them focus. I think they need to be more separated on the floor so that they do not have as much of an opportunity to act up. f. Day 6 i. Were the students engaged in the lesson so that they could review all the senses? 1. The students were paying attention during the first part of the lesson (the story and sense cards) but were very off topic during the object descriptions. As a result, I do not feel that they understand as well as they should how to really describe an object using their senses. ii. Did I explain each concept well so that every student understood?

Julie Strickland

9/21/09 1. As best I could I explained what I expected the students to do and I tried to model for them what I wanted. I do not think that they were all listening, so I do not feel that they gained everything they should have from my explanations. iii. If I were to teach this lesson again, what would I do differently? 1. I am not sure what to do to get their attention late in the day. If I make it hands on, they cannot control themselves and if I make it more traditional, they cannot pay attention. I feel that only procedures and punishments will, in time, get them to behave well.

g. Day 7 i. How many students were able to meet the objectives? 1. About 70% of the students (15/21) were able to meet the objectives of the lesson. The rest of the students were very close, but lacked a few pieces of information during the final assessment. I believe that the majority of the students understood the material very well. ii. If I were to teach this unit again, what would I do differently? 1. I feel that the majority of the unit went very well. The students were able to observe various objects and use inquiry to learn about the senses. If I could teach this unit again, I would organize the activities so that there would be more order and more opportunity for students to make their own discoveries, rather than as a whole group. I would also spend more time using all the senses together to observe many more objects, emphasizing that good scientists use their senses to observe everything that they study. VIII. Resources a. Rookie Read-About Health books on the senses by Sharon Gordon b. Senses by Jinny Johnson c. Materials: i. Sight: Blocks of different colors, sizes and shapes; mirror; flashlight ii. Touch: sandpaper, marble, rock, stuffed animal, ice, hot food iii. Hearing: Musical Instruments (from the curriculum library), sound tapes iv. Smell: Onion, peppermint extract, vinegar, piece of banana, four film canisters with a hole punched in the top v. Taste: Candy, Lemon, Salty Cracker, Radish

Julie Strickland

9/21/09

IX.

Appendix

My Science Notebook (Page titles) 1.Things that I see with my eyes: 2.Things that I touch with my hands: 3.Things that I hear with my ears: 4.Things that I smell with my nose: 5.Things that I taste with my mouth: 6.Things I found on our walk: The senses I used: 7.My Classroom Object: The senses I used:

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