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School District:De Smet
Unit of Study Title:The Five Senses
Grade Level:K-2
Time Frame:40 min/day for about 2 weeks
Key Words:Sight, hearing, smell, touch, taste
 
Unit Designer:Brittani Janssen
Unit Designer E-mail:Brittani.Janssen@k12.sd.us
Date Added:6/14/2002 9:36:23 AM
Date Last Revised:6/14/2002 9:52:42 AM
 
Topic Area:Communications/Language Arts, Math, Science
 
Peer Reviewer:Marlys Larsen
Peer Reviewer E-mail:Brittani.Wilkinson@k12.sd.us

Brief Summary of Unit: Students must use their senses every day in order to learn about their world. The purpose of this unit is to help them understand about the five senses so that they can use them to interact more with the world around them.
Students will Understand: This unit will enable students to identify the five senses and associate the body parts connected with each sense. They will also become aware that more than one sense can be used at a time. Students will understand the importance of the five senses and how we use them in our daily life. They will explore these five senses through games, activities and experiments.

Link to Standards #1
Goal:

Communications/Language Arts
Students will write effectively for different audiences and specific purposes.

Math
Students will use the language of geometry to discover, analyze, and communicate geometric concepts, properties, and relationships.
Students will apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them.
Students will develop and use number sense to investigate the characteristics of numbers in a variety of forms and modes of operation.
Students will discover, analyze, extend, and create patterns, relations, or functions to model mathematical ideas in a variety of forms.
Students will apply statistical methods to analyze data and explore probability for making decisions and predictions.

Science
Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science.
Students will use appropriate scientific models to describe and quantify the nature and interactions of matter and energy.

Indicator:SCIENCE
Nature of Science
Indicator 2: Demonstrate understanding and use a variety of processes for scientific investigations.
Physical Science
Indicator 1: Describe structures and properties of matter in various states and forms.

MATH
Geometry
Indicator 1: Apply deductive and inductive reasoning to analyze geometric properties to solve problems.

Measurement
Indicator 1: Use various units of measure within a system of measurement.

Number Sense
Indicator 1: Analyze the structural characteristics of the real number system and its various subsystems.

Patterns, Relations and Functions
Indicator 1: Analyze and describe the properties and behaviors of relations, functions, and their inverses.

Statistics and Probabiltiy
Indicator 1: Use various statistical models to gather data, study problems, and draw conclusions.
Indicator 2: Apply the laws of probability to predict events/outcomes and solve problems.

COMMUNICATION/LANGUAGE ARTS
Writing
Indicator 4: Students will write to clarify and enhance understanding of information.
Benchmark(s):SCIENCE
Nature of Science
Indicator 2 K-2 Benchmarks:

explore scientific investigations.
demonstrate understandings of scientific investigation.
demonstrate safety when engaged in scientific activity.

Physical Science
Indicator 1 K - 2 Benchmarks:

identify observable properties of matter.
recognize that matter exists smaller than the eye can see.

MATH
Geometry
Indicator 1 K - 2 Benchmarks:

identify characteristics of two- and three-dimensional shapes.
use geometric properties to identify shapes.
investigate relationships between various geometric shapes.

Measurement
Indicator 1 K - 2 Benchmarks:

explore various types of measurement used.
recognize specific standard measurement units.
use non-standard units to explore measurement in unique situations.

Number Sense
Indicator 1 K - 2 Benchmarks:

explore the structure and applications of the rational number system.
use physical materials to understand the rational number system.
explore connections of the whole number system to the rational number system.

Patterns, Relations, and Functions
Indicator 1 K - 2 Benchmarks:

explore the relationship between two variables.
recognize and explain the constants of a relationship.

Statistics and Probability
Indicator 1 K - 2 Benchmarks:

use data gathered from the environment to create tallies, tables, and graphs of information.
compare and discuss relationships of categories for classified collections of objects.
make convincing arguments to support simple conclusions drawn from collected data.

Indicator 2K - 2 Benchmarks:

gather and compare sets of data based on chance events.
explain consistency of results that occur in repeated experimental trials.
predict outcomes, draw simple conclusions, and report results based on collected data.

COMMUNICATION/LANGUAGE ARTS
Writing
Indicator 4 K-2 Benchmarks:

write to determine what is known about specific topics.
write to clarify the meaning of new information.
uses various examples from various sources to support personal interpretations.



explore the properties of various relations.
Other Content Standards:SCIENCE
Nature of Science
Standard 4: The students will use their senses and simple instruments to make observations. (example: magnifying glasses, balance scales)
Physical Science
Standard 1: The students will use sensory descriptors to describe objects. (example: sweet, sour, rough smooth)

MATH
Geometry
Standard 3: The students will compare and sort plane figures based on observable attributes.
Measurement
Standard 4: The students will order a group of objects by measurable attributes.
Number Sense
Standard 1: The students will count and group numbers, objects and simple events.
Patterns, Relations and Functions
Standard 1: The students will sort and classify objects according to similar attributes. (example: size, shape or color)
Statistics and Probability
Standard 2: The students will collect and record information using tallies, picture graphs, or other strategies.
Standard 3: The students will describe and compare observable quantities of collected data. (example: the flavor of ice cream most people like)
Standard 4: The students will explore chance using game situations and spinners.

LANGUAGE ARTS
Writing
Standard 8: The students will create sentences or word representations to explain events.
Standard 11: The students will create illustrations which represent information. (example: a personal trip)

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: What are the five senses and which body part is used by each?
Why are our senses important to us?
How do we use our senses and how do they relate to the world around us?
Key Knowledge and Skills Students will Acquire: Students will use their five senses for learning.
Students will have an understanding of their senses in order to function in the world around them.
Assessment Plan: I will assess students by observation and oral assessments. I will use a rubric to grade them on each topic. Class booklets will be made out of writing and drawing assignments. We will make graphs as a class. We will also play games to guide their performance.
Learning Activities: Throughout the unit there will be a large diagram of a child. We will label the diagram as we explore each sense.

Lesson 1: SMELL
Add nose to diagram and discuss the importance of our nose. The sense of smell is very important to us. We all know of things that smell good to us and things that don’t. Our nose can help warn us of danger. Our nose helps up to know more about the world we live in.

Activity: Teacher displays an apple, jar of peanut butter, bottle of perfume, bar of soap and a banana on paper plates. Then unlabeled scent jars or containers are distributed to students in groups. Taking turns, students smell and describe each odor within their group. Students then match the odor to the objects on the plates.

Math Center-Students will graph what scent was the class favorite.
Writing/LA Center-Students will make a fragrant treasure book by gluing pieces of or dabbing a fragrance on a page. After smelling the item, they will label the page by printing the name of the item.

Oral Assessment: Why is the sense of smell so important?
What body part do we use to smell with?
If a person is blind, how can the sense of smell warn them of a fire?
What is the best smell and the worst smell you’ve experienced?
How does the sense of smell help us to enjoy life?

Lesson 2: SIGHT
Introduce sight and add eyes to the diagram.
Activity 1: Read “Brown Bear, Brown Bear what do you see?” by B. Martin Jr. Discuss how we recognize each other through sight. Why is our sight so important and what if we didn’t have our sense of sight? If possible, have a blind person come in to speak.

Activity 2: One student is blindfolded and the other students sit in a circle on the floor. Teacher chooses one student from the circle to sit in a chair in the front of the classroom. Child in chair claps hands three times to signal where they are. Blinded student finds the other child and tries to figure out which classmate it is by feeling their hair, face, arms, clothing, etc. Once they have guessed correctly the teacher picks two more students for the activity.

Math Center: Students will sort objects by color, size and shape.
Art Center: After having a chance to experiment with magnifying glasses and binoculars, students will draw a picture of what an animal would look like up close and that same animal far away.
LA/Art: Make a class book--Students choose a picture that has been cut in half and they finish drawing the picture. Students also dictate a sentence about their picture. (Refer to “Brown Bear, Brown Bear” –“I see a girl running.”)

Oral Assessment:
What part of the body do we use to see?
What are some things that we use our eyes to see?
How could you tell what an object was if you couldn’t see it?

Lesson 3: HEARING
Teacher plays some music for students to hear. What are we doing right now? Does anybody know what body part we used? Introduce hearing and add the ears to the diagram.

Activity1: Students face the back of the room while the teacher drops several familiar objects on different surfaces. Students try to guess the object that was dropped. In groups of two, students will take turns dropping different objects while the other student’s back is turned. He/she will try to guess the object being dropped.

Activity 2: Teacher models loud and soft through voice. Students practice saying “The Pledge of Allegiance” in a loud voice and then again in a softer voice. Teacher and students sing “Dry Bones” loudly and again softly. Teacher also demonstrates music loud and soft.

Activity 3: Students use ear plugs or headphones to try to understand what it is like not have the sense of hearing. Students will watch something on T.V. with the mute on. Discuss the difficulty of communicating and how frustrating it is. Have a person that is hearing impaired to come in and speak.

Math Center-teacher prepares film containers with objects. Students shake and listen to sound. They describe and discuss the sounds with a partner. Students are to predict what is inside-they record by drawing a picture of what is inside. Last, they open the container and compare predictions to results.
Listening Center-Play listening lottery

Oral Assessment:
How do we communicate with each other?
What part of your body do you use to hear?
Could you communicate if you couldn’t hear?

Lesson 4: TOUCH
How do we know what something feels like? Discuss the sense of touch and all the body parts that we use. Add the hands to the diagram.
Activity 1: Read and discuss “Touch” by M. Rius. J.M Parramon & J.J. Puig

Activity 2: Go on an outing and feel several different objects inside and outside the school. Discuss how the different objects feel (rough/smooth, hard/soft, sharp/dull, bumpy or scratchy).

Activity 3: Can we guess what an object is just by touching them? Students will get in groups and each student will get a chance to feel an object in a paper sack. They will feel and predict secretly. Once everyone in the group has had a chance to feel the objects, they will discuss what they felt and check to see if their predictions are correct.

Activity 4: Students will go on a texture scavenger hunt. In small groups they will set out to find their specific texture. (Group 1-soft, Group 2-hard, etc) They will collect or record their findings.

Math Center: Students put objects from the bags in order from largest to smallest, then smallest to largest.
Art Center: Students will fold paper into fourths and they will draw something (rough, smooth, hard, and soft) in each box and label.

Oral Assessment:
How does the sense of touch help us to learn about the world we live in?
How can you tell if one thing is bigger than another if you can’t see it?
What body part do you use for the sense of touch?
If you can’t see something, how can your sense of touch help you to figure out what the object is?

Lesson 5: TASTE
What is your favorite food? Does it taste sweet, salty, bitter or sour? Name others foods that are sweet, salty, bitter or sour? What sense do you use when eating food? What body part do you use to taste? Add the mouth and tongue to the body. Discuss the different taste spots of the tongue.
Activity: Give each student a small piece of cookie(sweet), lemon or pickle(sour), cracker or pretzel(salty), and unsweetened chocolate or cocoa(bitter). Have them describe the taste of each. Where do you taste it? (front, sides, back)

Math Center: Chart class favorite by giving each student a smiley face to put on chart.
Art Center: Draw the taste spots of the tongue as a class.
Writing Center: Make a class book-“My Favorite Food.” Students draw their favorite food and dictate a sentence to copy.

Oral Assessment:
What are the four familiar tastes?
What part of the body do we use to taste?
What does the sense of taste teach you about the world we live in?
How does the sense of taste help us select and enjoy food?
How are the sense of smell and the sense of taste related?
What are some things that should not be tasted?

Lesson 6: Pop It All Together
This lesson summarizes the study of all the senses.
Activity: Before popping, teacher distributes popcorn kernels to each student. How do they feel? Do they smell? Describe their appearance. Include what sense is used with each. Which 2 senses are not used yet? (hearing, taste)
Teacher pops the popcorn and students listen-what sense is being used and what body part. Do you smell yet? What body part is helping you to smell?
Teacher distributes popcorn among students. Describe the appearance. How is it different from the kernel?
Finally taste the popcorn. Which body part is being used? Is the popcorn sweet, salty, sour or bitter?

Oral Assessment:
How can we identify popcorn without looking at it?
What are the five senses?
Why is it important to use all five senses?
What happens when someone doesn’t have all the senses?
Is it easier or harder to live without all five of the senses?
What part of our body do we use for the sense of sight? Hearing? Touch? Smell? Taste?
Notes:I adapted some of my ideas from Scott Foresman Science and the following Internet websites.
http://www.cln.org/
http://www.uen.org/utahlink/lpres/TRB028.html
http://www.sedl.org/scimath/pasopartners/senses/
Internet Resource Link: http://bj025.k12.sd.us

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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