Science Education Assignment 2: Unit Plan (Name Removed For Tpa)

Science Education Assignment 2: Unit plan (name removed for
TPA)
Unit Planner for Learning in Science

Learner context
Topic Focus:
Recognise senses
Level of schooling:
Foundation
School and class context:
As I am currently not on placement, I will be implementing my unit plan with a small group of five children, all aged five
years old. The children all live in the northern suburbs of South Australia in Elizabeth. Three of the five children I will be
working with are male, and the other two are female. One of the male children and one female child are of Aboriginal
descent, one other male and the other female child use English as a second language at home, and the last male child is
Australian born and speaks English at home. The children all currently attend Elizabeth North Primary School and are in
the foundation year.
Due to the fact I am currently not on placement, I will be undertaking and implementing my plans at home and turning
my lounge room into a small classroom-like environment. I will take the couches out, put in small table settings, bean
bags and a comfortable rug for sitting on. There will be a coloured pencil tin on the tables as well as clip boards if the
children choose to sit on the bean bags or the rug. The environment will feel warm, inviting, comfortable, but still an
acceptable learning environment.
What is the learning focus?

Concept(s): Thinking and Working Scientifically:
 Observation
Using the five senses to explore and
Observing the senses
observe the surrounding world and
 Classification
objects.
Classifying what each sense is
 Exploration
Understand the five senses Exploring the senses to better understand them
(Skamp & Preston 2015, pp. 90-94)
Dispositions:
 Assisting students to improve their ability to retain scientific knowledge
 Constructing understanding
 Actively involving students
 Use communication to encourage understanding
(Reys et al 2012, pp. 19-29)
©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P. 1
TPA)
How will the students engage with this learning? (Provide here an outline of five sequential learning experience using
any of the given structures from the Maths/Science learning cycle or the 5Es model)
Prior Knowledge/Engagement Learning Experiences (s):
Activity:
What are senses?
Ask the children ‘Can you tell me, what is a sense?’

Allow them some time to have a think, as it is quite a difficult term to understand and therefore may take them some
time to answer (taking note of anything the children say).
I am predicting that the children will not understand the term ‘sense’, and therefore this activity will more than likely
involve us going into some brief detail about the senses.
Some details we may go into are as follows:

- Touch
Is when you FEEL something. For example; is it HOT, COLD, SOFT, HARD, ROUGH, SMOOTH?
- Taste
Is when you EAT something. For example; is it SWEET, SOUR, BITTER, SALTY?
- Smell
Is when you SNIFF something. Smell senses are divided into seven categories- camphor, musk, flower, mint, ether,
acrid, or putrid. Children will not be familiar with this terminology. Therefore when discussing smell with children we
will discuss whether it is a nice smell, or a bad smell, as at this point we just want to recognise that they understand
what ‘smell’ is.
- Hear
Is when you LISTEN to something. For example; is it LOUD, QUIET?
- See
Is when you LOOK at something. For example; is it COLOURED, BIG, SMALL, 3D?
Once the educator and the children have had a brief discussion about the senses, they will watch a short video that
describes the senses to the children in terminology they can understand on Youtube.
https://www.youtube.com/watch?v=q1xNuU7gaAQ
This video will give the children a chance to further look into their senses and therefore embed the information a
little more.
TPA)
Throughout the video the educator will stop on each sense and question the children on ‘what part of the body does
this sense use?’- I.E. sight uses the eyes.
Exploratory /Explore & Explain Learning Experiences:
Activity:
Guess the sense
Preparation-
Collect 10 tubs. Approximately 30cm x 30cm.
Find ten items to the fill the tubs- two per sense.
For my particular activity, I will be using:
Touch – sand paper and feathers
Taste – Lemons and marshmallows (have checked for allergies)
Smell - coffee beans and fresh flowers
Hear – rice and large rocks
See – 3D image with 3D glasses, and a figurine
For this activity the children will each have two sensory boxes to themselves at any one time. These do not have to
be the same senses, for example a child may have the box of feathers and the box of large rocks.
The idea of the experience is for the child to uses their senses and recognise which sense they think that sensory
experience may belong to. Once they have recognised the sense, they will fill in a sheet I have provided them with
(see appendix 1), which asks them to circle the sense they think they used to explore that particular box.
Ideally the children would be asking questions and making comments throughout the experience, for example some
things they may say are, ‘This sand paper is rough’, ‘These coffee beans smell bad’ or, ‘the lemon is sour’. Thus, using
their senses to make an observation and comment about that particular item.
The activity will run until each child has at least 3 minutes to explore each box (longer if required).
Activity:
How do our senses help us in our world?
Explain to the children that we are going to discuss what our senses are, and how they help us in our everyday life.
TPA)
Throughout the discussion the educator will be leading the conversation, but allowing discussion from the children in
order to gain an understanding of how they are thinking about their senses and what they mean.
Some things that the educator will discuss are:
 “Did you know that our senses help us decide whether we want to enjoy something or not?”
 “How might this work?”
 “Why do you think that is?”
 “When do YOU use your senses?”
 “How do they help you?”
This activity will engage the children in an experience that allows them to explain their reasoning and justification for
decision making when it comes to their senses. It will assist them in recognising their senses and also teach the
children that more than one sense can be used at a time. For example, we can taste and smell something at the same
time in order to determine whether or not we like it.
On completion of this experience we will read the story ‘I hear a pickle: and smell, see, touch and taste it, too!’ but
Rachael Isadora.
This book goes into detail about different ways the children may use their senses throughout their daily life, as well
as re explaining that more than once sense can be used at a time, I.E. with the pickle.
Investigations /Problem solving/Elaboration Learning Experiences:

Based on Student Questions
Activity:
We’re going on a sense hunt
Throughout this experience, the children will have an opportunity to voice their opinions on what they have already
learned and what they think they may find in the yard and be able to connect to their senses.
The educator will begin this experience sitting with the children in a circle, with an A4 piece of paper in the middle.
The experience will begin by the educator asking ‘What are our FIVE senses?’ As the children answer the question,
the educator will write them down on the paper in five separate sections (as seen in appendix 2- but hand written).
The educator will then go through each sense and ask them what they might find in the garden that will connect
them to this particular sense. For example, ‘What might we SMELL in the garden?’ ‘What might we be able to TASTE
from the garden?’
TPA)
Going through one sense at a time, the children will answer the question and the educator will make five mind maps
on the piece of A3 paper.
Once the children have completed their mind map, they will each be given an empty brown paper bag. The children
are now going to go on a scavenger hunt in the yard. The children will be instructed to find at least one thing they can
smell, one thing they can taste (from vegetable garden), one thing they can hear, one thing they can touch, thing
they can see, and one thing that connects to ALL the senses (just like the I hear a Pickle story).
After views & reflection/ Evaluation learning Experience
Activity:
What sense do I use?
Preparation:
Collect 25 items
- 5 x touch
- 5 x smell
- 5 x hear
- 5 x see
- 5 x taste
Bring them in a large container (preferably one that is not transparent)
The idea of this activity is to challenge the children’s knowledge, and see if they can recognise their senses and how
their senses have helped them identify this object.
The educator will sit in a circle with the children with the container in the middle. The children will go around the
circle picking out one object at a time. They will work together to determine WHAT the item is, and what senses it
uses to determine whether or not we like it.
It is a simple activity, but one that is engaging, challenging, and allows the educator to again see where the children
are sitting with their understanding of their senses.
TPA)
How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you What forms of
Who leads the assessment? record your feedback will you
assessments? provide?
Concept(s): The educator will use I will do a formative I will take notes I will give the
Children are able to visuals (as seen on assessment half way and scribe as the children feedback
recognise and appendix 3) and through the unit in order to children are in relation to
understand their five question the children see where the children are talking. This way, their
senses and how and on what each visual sitting with this particular I am able to take development of
why they are used. means in relation to topic. I feel this is more down exactly understandings
their senses, and how useful as I have never taught what the children with the senses,
they might be used. a unit of work, I am then say. and I will after
able to self assess my own the unit provide a
teaching as well. rubric in relation
to the unit as a
whole.
Thinking and Working Thinking and working The assessment is taking The assessment The feedback will
Mathematically/ scientifically is place throughout the unit, allows the allow educators
Scientifically: included in the and therefore the children educator to to communicate
assessment piece, as it have been exposed to some assess and record the children’s
allows children to of the previously labelled the children’s success in TWM
observe, explore and aspects of TWM, and success against back to them.
classify different therefore the assessment these particular
scientific experiences will allow them to display aspects of TWM.
=. their success in such areas.
Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Science as a human endeavour Sub- Strand: Nature and development
of science
Descriptor: Achievement Standards: General capability
TPA)
Science involves exploring Students share and reflect on observations,  Critical and creative thinking
and observing the world and ask and respond to questions about  Literacy
using the senses familiar objects and events.  Personal and social capability
(ACSHE013)
Links with the EYLF (Early Years Only)

Outcomes:
Outcome 4: Children are confident and involved learners
4.4: Children resource their own learning through connecting with people, place, technologies and natural and
processed materials.
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of
student understanding?)
https://classroom.kidshealth.org/prekto2/body/functions/senses.pdf
https://www.factmonster.com/science/health-and-body/five-senses
http://idahoptv.org/sciencetrek/topics/senses/facts.cfm
http://playfullearning.net/2013/10/sensorial-education-my-five-senses-printable/
All four of these websites gave me a really helpful insight into the way in which the five senses work, and how we as
humans use them for everything in our world. They helped me understand that we take our senses for granted, and
they are much more complex than I first thought.
They also gave me the scientific names for classifying the senses and their particular aspects. Something which I would
not do with the receoption children, but would be helpful if altering this for an older group of children.
Student Resources (resources that engage students with the learning)
https://www.youtube.com/watch?v=q1xNuU7gaAQ
Senses song.
http://www.goodreads.com/book/show/25387867-i-hear-a-pickle
I hear a pickle book
TPA)
Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:
What worked?
What didn’t work?
Was it worth learning?

Why and why not?
How were the skills

integrated into other
learning areas?
How was the learning
shared with others?
TPA)
References
Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016, Australian Curriculum: Mathematics V8.3,
Viewed 10 April 2017, < http://www.australiancurriculum.edu.au/Science/Rationale>.
Government Department of Education, Employment and Workplace Relations [DEEWR] for the council of Australian
Governments 2009, Belonging, being & becoming: the early years learning framework for Australia, Canberra.
Reys, RE 2012, Helping children learn mathematics, 1st edn, John Wiley and Son Australia, Milton, Qld.
Skamp, K & Preston, C 2015, Teaching primary science constructively, 5th edn, Cengage Learning Australia, South
Melbourne, Victoria.
Science Education Assignment 2: Unit plan (name removed for TPA)
Appendix 1
Science Education Assignment 2: Unit plan (name removed for TPA)
Appendix 2
Hear Touch
See
Smell Taste
TPA)
Appendix 3
TPA)

Science Education Assignment 2: Unit Plan (Name Removed For Tpa)

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Science Education Assignment 2: Unit Plan (Name Removed For Tpa)

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Copyright:

Verfügbare Formate

Science Education Assignment 2: Unit plan (name removed for

Unit Planner for Learning in Science

What is the learning focus?

Prior Knowledge/Engagement Learning Experiences (s):

Ask the children ‘Can you tell me, what is a sense?’

Some details we may go into are as follows:

Investigations /Problem solving/Elaboration Learning Experiences:

After views & reflection/ Evaluation learning Experience

Links with the EYLF (Early Years Only)

Student Resources (resources that engage students with the learning)

What didn’t work?

Was it worth learning?

How were the skills

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