1. Outcome/indicators Sense of Sight · UNIT PLAN Outcome/indicators: SE1.1: Investigate...

1. Outcome/indicators

2. I Can Statements

3. Unit Overview

4. Lesson 1/2 – Introduction to Five Senses

5. Lesson 3 – Sense of Sight

6. Lesson 4 – Sense of Hearing

7. Lesson 5 – Sense of Touch

8. Lesson 6 – Sense of Smell

9. Lesson 7 – Sense of Taste

10. Lesson 8 – Popcorn Activity (overview of all five Senses)

11. Lesson 9 – Introduction to Animal Senses

12. Lesson 10 – Nature Walk

13. Lesson 11- Animal’s Sense of Sight (Binocular Vision)

14. Lesson 12 – Communication between animal’s using their sense of hearing

15. Lesson 13 – Animal’s Sense of smell

16. Self – Assessment sheet

17. Rubrics for the unit

UNIT PLAN

Outcome/indicators:

SE1.1: Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch,

and taste) in humans and animals.

Indicators for this outcome

(a) Identify each of the senses and associate those senses with parts of humans or other animals, including

sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.

(b) Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can

be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet,

sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells

can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape,

colour, and lustre).

(c) Provide examples of their favourite and least favourite sounds, smells, tastes, colours, and textures.

(d) Discriminate among various natural and artificial sounds that humans can hear.

(e) Explain the purposes (e.g., detecting danger, navigation, and communication) of hearing in animals and

humans.

(f) Investigate the sensitivity of different parts of the body to the touch of various materials (e.g., sandpaper,

metal, cloth, satin, leaves, and wood).

(g) Assess the ability of humans and other animals to distinguish among various smells.

(h) Categorize foods as sweet, sour, salty, or bitter, and compare results with others.

(i) Sort objects and materials according to characteristics (e.g., colour, shape, texture, odour, sweetness, and

loudness) related to one or more senses.

(j) Communicate questions, ideas, and intentions while conducting explorations of the human senses.

SE1.2: Explore how humans and animals use their senses to interact with their environment.

Indicators for this outcome

(a) Pose questions that lead to exploration and investigation of human and animal senses.

(b) Record observations about specific objects (e.g., apple, pencil, shirt, and tree) in their environment using

all of their senses as appropriate.

(c) Record observations of various environments (e.g., classroom, gymnasium, school yard, library, and

cafeteria) using all of their senses as appropriate.

(d) Imagine, and compare with others, possible sensations that students would likely experience in other

environments based on representations (e.g., stories, pictures, and videos) of those environments.

(e) Explain and follow given safety procedures and rules when using the senses to observe (e.g., explain the

danger to health of tasting unknown materials and the reasons for wafting odours towards the nose rather

than smelling directly).

(f) Assess the function of aids (e.g., glasses, hearing aids, raised Braille alphabet, sign language, and guide

dogs) that support peoples' differing abilities to sense their environment.

(g) Experience changes in ability to explore the environment after the simulated loss of one or more senses

(e.g., blindfold, earplugs, nose clip, and socks over both hands).

(h) Suggest how a human or animal might function if they were totally or partially missing one or more of

the five senses.

(i) Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize

potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or

bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and

sirens and flashing lights may indicate an emergency vehicle).

(j) Discuss dangers associated with using the senses to examine the environment (e.g., eating some foods

may cause allergic reactions, breathing in certain odours may cause illness, sharp edges can cut skin,

extremely loud sounds can damage hearing, and looking at the sun can cause eye problems).

(k) Describe different sense organs and/or adaptations that enable various animals to accomplish their daily

tasks (e.g., bats use echolocation to find prey, cat's pupils dilate to see in low light, bees can sense ultraviolet

light, scorpions can have up to 12 eyes, elephants can hear extremely low sounds, and hawks have excellent

vision).

(l) Provide examples of how the senses are important to people in their hobbies and jobs.

Summarize the learning goals in “I can statements” students can understand

“I can identify the five senses and which body part is used for each sense.”

“I can provide examples of how the senses are important to people in their hobbies and jobs.”

“I can find out information about the senses.”

“I can investigate the sensitivity of different parts of the body by touching various materials.”

“I can consider the skill of humans, and other animals have to differentiate among various smells.”

“I can talk about the different tastes.

“I can sort materials related to the five senses.”

“I can suggest how a human or animal might function if they were totally or partially missing one or

more of the five senses.”

“I can explain how each of the senses helps us to recognize, describe, and safely use materials, and

recognize possible dangers in the environment.”

I can write about what I see using my senses.”

Unit Overview

Big Idea

We learn best about our world when we use our five senses at the same time.

Week 1

March 11-12, 2019 - Day 1/2:

Introduction to the 5 senses and sight activity: We will be talking about the eyes working with the brain to

form images. All the students will be brains and one student will be a set of eyes. The eyes need to look at

pre-made pictures and use adjectives to describe what they see. The brains have to think about what the eyes

are describing and make guesses as to what they are looking at.

March 13, 2019 - Day 3:

Sight Activity: Mystery bag. Students will use their hand to reach into the mystery bag (one per table) and

discuss what they feel, using adjectives to help them. Their eyes will be closed and the other members at the

table will help them guess what they are touching.

March 14, 2019 - Day 4:

Hearing Activity: Walking around school, both inside and outside, students will have their listening ears on

and record what they hear one a chart back in the classroom. Students will understand they hear things all

the time but sometimes our brains help block out noises that aren’t important to us.

WEEK 2

March 18, 2019 - Day 5:

Touch Activity: Mystery bag. Students will use their hand to reach into the mystery bag (one per table) and

discuss what they feel, using adjectives to help them. Their eyes will be closed and the other members at the

table will help them guess what they are touching.

March 19, 2019 – Day 6:

Smelling Activity: Smelling objects and things in different cups to test our noses, students will record

which smell they like and dislike. We will graph our results on the class chart comparing and matching

green and red card.

March 20, 2019 - Day 7:

Tasting Activity: To taste bring different types of food which taste different and safe to eat, include items

that are sweet, salty, sour, bitter, or fruity such as chocolate, cocoa powder, salt, cereal such as fruit loops,

lemons or dried lemon powder, and explain the different types of taste from different food. For example,

oranges (sweet and sour), popcorn (buttery and salty), dark chocolate chips (bitter and sweet) and lemon

(sour). We can say which taste is sour, sweet and bitter, thought different taste they can understand the

different tastes.

March 21, 2019 - DAY 8: The overview of five senses

Popcorn activity: I will take kids to school kitchen or get a microwave in the class (whichever is

convenient) and start making popcorn and ask them how popcorn sound like while they are popping and

smell when they are cooking and change in different shapes and give them to taste. I will ask them what you

can observe using your five senses? How does it sound? POP! POP! POP! How it sounds when you’re

eating it? CRUNCH! CRUNCH! How does it smell? You might say corn smell, and sweet. What do you

see, how does it look? You might say White or yellowish colour, round shape, shapeless, or funny shape.

How does it taste? Maybe crunchy, salty, buttery or sweet or without butter you might describe it as plain

taste. How does it feel? It may be lumpy, soft, rough, funny and bumpy or crunchy. As popcorn is edible,

students’ not only get a fun lesson about the five senses but they get to enjoy a yummy snack too. This

activity is a good example to teach the lesson on five senses which covers all of the five senses and help a

student to include these senses in their daily life example as popcorn is a common ingredient to teach about

the senses. Let students then pick one word to write on the popcorn chart and then displayed it out in the

class on the bulletin board.

March 25, 2019 - Day 11:

Animal senses: Explain animals can have different senses than people or the same senses but use them in a

different way. Show a picture of a butterfly. Show them a small video on how butterflies taste its food and

nectar with their feet. Other kinds of butterfly like Luna Moth use their antenna as their senses.

WEEK 3

March 26, 2019 - Day 12:

Animal Sight-Binocular vision: Before handing out the cardboard tubes, demonstrate the task - Cover one

eye with a hand - Hold the tube up to the other eye (be careful; do not touch your eye with the tube). Focus

on an object on the wall (e.g. light switch, part of a picture etc.) - Slowly move your hand away from

the covered eye - Stop when you can see the object on the wall through your hand. Choose a few students,

one at a time, to stand up and show what it looks like to use the binocular- focusing on pictures at the front

of the class. Call students up in groups to take one cardboard tube from the bin and find a spot on the wall

that has something on it that can focus on. Be careful to not bend or damage the tube. Students perform the

activity.

Think pair share: Think about what you can see and cannot see as you look through the binocular

and slowly move your hand from the covered eye. As people what you see? Cannot see? Students turn to

their neighbor and share their answer.

I will choose a few students to share their answer with the class. (Formative assessment that I will use)

March 27, 2019 - Day 13:

Nature Walk: Tell students that they we will explore nature today and they have to use their five senses to

observe things in nature or in the environment. (Students will have to take their pencils with them) Students

will write what they observe on their recording sheet. They can look around for birds or animals they see in

nature. Whatever it is that you hear, see, smell, touch/feel, I will explain that taste is not going to be a box in

our nature walk but it is something that we will come back and write it down. (You can write about the

snacks or lunch you eat and how it is tasted)

March 28, 2019 - Day 14:

Communication between animal’s using their sense of hearing: Ask students have you ever wondered

how animals hear things differently than us? Explain that they all have a different way of hearing things

around them which help them find their food and stay away from danger. As humans, we can only use our

ears as a sense to communicate with each other. (That is only because our ears help us hear different sounds

or talk that we can respond to by using our sense of hearing) We will do an activity where you will see how

we as humans communicate using our sense of hearing by making our string telephone. One student hold the

cup to their ear, and the other student holds the other cup to their mouth. Pull the string tight (straight) and

speak into the cup. The other student can hear through their end, take turns talking and listening.

March 29, 2019 - Day 15:

Sense of smell in animals: Ask students, list different animals that use their sense of smell the most? (Dogs,

elephants, sharks, etc.) Ask students, does anyone know why do animals use their sense of smell? (As

humans we use our sense of smell to smell food or other things around us.) Animals use smells to "talk" to

each other and to protect themselves from their enemy. What are the other ways animals are using their

sense of smell? Explain that animals can release smells to send a message to other animals. Smells can be

used to help find food, communicate, mark an animal's territory, and keep away other danger/animals. All

animals have different ways of using their sense of smell differently than us as humans.

Student samples that I collected:

Worksheets done in the class/activities.

Journal that each student will do during those three week.

Collect the chart paper that student is performing activity on.

Ongoing observation checklist for my formative assessment.

Lesson plans

Lesson 1-Five Senses

Subject/Grade: 1 (Science) Lesson Title: Five Senses Teacher: Ms. Sanam Maredia

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s):

SE1.1: Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell,

touch, and taste) in humans and animals.





Key Understandings: (‘I Can’ statements)


“I can talk about the different senses.”

“I can sort materials related to the five senses.”

“I can write/draw about what I see, hear, smell, taste,

and touch using my senses.”

Essential Questions:

How do the five senses help us in our daily

lives?

Why do we need our five senses?

What can we do with our senses?

Big Idea:

We learn about the world through our five senses.

Prerequisite Learning:

Students should be able to identify and describe their body parts that use five senses.

Instructional Strategies:

Give the students the chance to tell what they know about their five senses. I will write down their

answers on the chart paper/whiteboard.

A student will tell me one sense and what it is used for. Another student will give me an example of

that sense being used.

Once all the students have completed their worksheet, they will check their answers with nearby

peers and they will correct each other’s answer or help each other.

Stage 2: Determine Evidence for Assessing Learning

Ask students to continue to visualize and draw a picture for each sense in each box. They should try

and make sure to include the names of the senses.

Discuss how we use our eyes, nose, mouth, hands and ears every day.

Students’ participation in class activities/discussions/group work.

Ongoing observation checklist.

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: 5 mins

Students today we will be learning about five senses of our

body. I will ask students, “If anyone knows what five senses

are, and if yes what are the five senses we have in our

body.” (smell, see(sight), hear, touch, and taste) YES!

We have five different senses (touch, smell, taste, hear and

sight) and a different body part connected with each sense.

(Doing action and point out each body part that is used for

each senses)

Show students a video on five senses.

Development: (Part I Explanation- 10 mins) Time: 35 mins

I will put a five senses chart and put all the senses and

discuss all five senses.

Our different body parts work together to use our senses.

A different sense gives different ideas which can be

different from person to person.

We use our senses to enjoy food, music, touch/feel, and

other things around us.

Senses can help us when we are in dangerous situations,

they help warn our bodies to move or avoid different areas.

(example touching the fire or hot object)

Our senses make us aware of the environment around us and

often help us sense different situations.

We can connect different things together by sorting them

using our senses.

Part II Group Discussion – 7 mins

I will make five groups of each sense and a paper to draw

and write about that sense. I will give each group one of the

senses. (see, touch, hear, smell, and taste)

The group will talk/discuss about each senses and share

with the class.

Part III Individual time/worksheet - 18 mins

I will give you a worksheet and you will visualize and draw

a picture for each sense in each box. Try to know the picture

and name their senses.

Materials/Resources/Book:

Five senses video (if time

permits)

Colours, (crayons or markers)

Pencil to draw,

Whiteboard/dry erase Marker,

and

Five senses worksheet.

(visualize and draw with your

five senses)

Five senses chart.

Five senses by Margaret

Miller. (book for reading)

https://www.educationworld.com/a_le

sson/lesson/lesosn183.shtml

https://www.youtube.com/watch?time

_continue=31&v=yOYq35WRM4c

Possible Adaptations/

Differentiation:

For students with special

needs will be allowed to have

more time to work on the

lesson or worksheet.

Teacher will give extra

attention to special needs

students and help them solve

any difficulty in learning.

The lesson can be made more

challenging for gifted students

by having them use words to

the best of their ability when

drawing in their five senses

worksheet for their journals.

Students can colour pictures

that they draw, look/think for

more objects when looking

around the room or remember

something of outside the

room/school etc.

Management Strategies:

If you can hear me clap once

goes on to twice and three

https://www.educationworld.com/a_lesson/lesson/lesosn183.shtml


https://www.youtube.com/watch?time_continue=31&v=yOYq35WRM4c

https://www.youtube.com/watch?time_continue=31&v=yOYq35WRM4c

Students can colour the picture they will draw or write the

name of what it is and which body part you use to sense it.

Learning Closure: Time: 5 mins

To close out the lesson, I will ask the students to tell me the

senses and some examples about each sense. Which sense

did we learn today? (recall the lesson)

times.

Students will raise their hands

when answering, no chorus

answers.

While students are getting

ready to sit down on a carpet

and make a circle, I will say

“sit down like cress cross

applesauce.”

To get their attention teacher

will say ‘one-two-three eyes

on me’ and student will

respond giving their attention

on teacher ‘eyes on you.’

Safety Considerations/Rules:

Students will work in

groups: Keep hands and feet

to yourself. Be nice and

friendly to everyone in group.

Listen when it’s someone else

turn to speak. Be good

listener.

Respect all opinions and

abilities and use respectful

language talking to your

friends/classmates.

Lesson 2-Five Senses 2 (continue)

Subject/Grade: 1 (Science) Lesson Title: Five senses Teacher: Ms. Sanam Maredia











“I can talk about the different senses.”

“I can write/draw about what I see, hear, smell, taste,

and touch using my senses.”


In what ways do we use our five senses to

explore the world around us?

How our senses help us in our daily life?



Students should be able to recognize senses and connect them with their daily life.


Give the students the chance to tell what they know about their five senses. I will write down their

answers on the chart paper/whiteboard.

A student will tell me one sense and what it is used for. Another student will give me an example of

that sense being used.

Once all the students have completed their worksheet, they will check their answers with nearby

peers and they will correct each other’s answer or help each other.


Ask students to continue to visualize and draw a picture for each sense in each box. They should try

and make sure to include the names of the senses.

Discuss how we use our eyes, nose, mouth, hands and ears every day.

Students’ participation in class activities/discussions/group work.




I will read the book on five senses.

We have five different senses (touch, smell, taste, hear and

sight) and a different body part connected with each sense.

(Doing action and point out each body part that is used for

each senses)

Development: (Part I Explanation- 10 mins) Time: 35 mins

I will put a five senses chart and put all the senses and

discuss all five senses.

Discuss that we use our senses to enjoy food, music,

touch/feel, and other things around us.

Sense – the body’s ability to identify (know) information

from the area around it.

Brain – control center of the body.

Eyes – body part related to sense of sight.

Nose – body part related to sense of smell.

Tongue – body part related to sense of taste.

Skin – body parts related to sense of touch.

Ears – body part related to sense of hear.

(Nerve Signal – message sent from brain and to brain.)

(Pupil – black opening in the center of the eye.)

Students will discuss/talk about the field trip they went in

and use their senses to observe things in the field.

Our senses make us aware of the environment around us and

often help us sense different situations whether they are

safe, dangerous, fun, exciting etc.

Part II Individual time/worksheet - 18 mins

I will give you a worksheet and you will visualize and draw

a picture for each sense in each box. Try to know the picture

and name their senses.

Students can colour the picture they will draw or write the

name of what it is and which body part you use to sense it.


To close out the lesson, I will ask the students to tell me the

senses and some examples about each sense. (recall the

lesson)

Students will sing the small poem with teacher on five

senses.


Five senses poem (if time

permits)

Colours, (crayons or markers)

Pencil to draw,

Whiteboard/dry erase Marker,

and

Five senses worksheet.

(visualize and draw with your

five senses)

Five senses chart.

Five senses by Margaret

Miller. (book for reading)

https://www.educationworld.com/a_le

sson/lesson/lesosn183.shtml

https://www.youtube.com/watch?v=v

XXiyIGqliE


Differentiation:









Students can colour pictures

that they draw, look/think for

more objects when looking

around the room or remember

something of outside the

room/school etc.




times.



answers.



https://www.youtube.com/watch?v=vXXiyIGqliE

https://www.youtube.com/watch?v=vXXiyIGqliE

Five senses poem (with action)

I have two ears,

So I can see,

And a nose to smell.

I have ten fingers

That can touch,

They do it very well!

I have two ears,

So I can hear,

The birds up in the trees.

I have a tongue,

Inside my mouth,

To taste the food I eat…hmm…yummy!





applesauce.”







Students will work in

groups: Keep hands and feet

to yourself. Be nice and

friendly to everyone in group.

Respect all opinions and

abilities and use respectful

language talking to your

friends/classmates.

Lesson 3-Sense of sight












“I can sort materials related to the five

senses.”


How does the sense of sight help us in our

daily life?

Big Idea:

The sense of sight helps us recognize each other and learn about colour, motion and distance.


Students should be able to identify/sort different colours and pictures using their senses.

Students should be able to talk about some information they were taught in the previous lesson of

five senses.


Tell students that we have been given five senses, one of which is sight.

Inform your students that sight means to be able to see.

Ask students to name some objects that they see on a daily basis. (they can connect to the book we

will read)

Think of something you can see with your eyes to do eye booklet worksheet. (cut an eye shape)


Ask your students to complete the book of sense of sight worksheet.

Instruct your students to match the right colour/circle/sort things as right shape/far and near/different

sizes the picture sheet.

Collect the book worksheet from students for grading.



Review the lesson on the five senses. We are going to learn

about our sense of sight today.

Today we are going to read a book ‘Sight/seeing’ to give us

more information about our sense of sight.

Discussion questions. (Example: What did we learn in the

book about a sense of sight? Do we see things given in the

book in our daily living? What do we see other things that

might not be in the book?)

What do you see in your everyday life?

Development: Part I (10 mins) Time: 35 mins

We use our body part the eyes to see. Did you know that

some people have limited vision or no vision (called

blindness) and how that must be difficult? Have the students

name some things that we do with our sense of sight.

Students, we can see different things by looking at them and

observing how they appear. (They can be far, near small or

big) They are so important that we need to take care of them

very well. The sense of sight helps us be safe and stay away

from danger.

Materials/Resources:

Picture chart,

Dry erase marker,

Pencil,

Worksheet,

Crayons,

Scissors,

Stapler,

A book ‘Sight/seeing.’

https://betterlesson.com/lesson/6275

29/the-eyes-have-it-exploring-our-

sense-of-sight


Differentiation:









https://betterlesson.com/lesson/627529/the-eyes-have-it-exploring-our-sense-of-sight



Different people can observe different things using their

eyes. Everyone has different coloured eyes. Sight involves

your eyes, brain and light.

Light is reflected from the object you look at and enters your

eye through the pupil. (Which is the black opening in your

eye) When the light enters the eye pupil, the nerves send the

message to the brain, and the brain sends a message of the

object you are seeing.

Activity Time: Worksheet Part II – 25 mins

I will give each student ‘I Can See Student Book’ which they

will colour and draw different things.

We are going to make a book about our sense of sight. This

book will show things that we can see with our eyes. (they

will cut that in the shape of an eye) The first page says that

we can see colours, so I want you to draw something that is

colourful like many different coloured flowers or a rainbow,

or anything else that you can think.

The next page says I can see shapes. On this page, I want

you to draw some different shapes like circles, squares and

triangles or something that has different shapes.

When you turn the page, it says that you can see things big

and small. I want you to draw a picture of something big

and then of something small.

The next page says I can see things near and far. I want you

to draw something near in the picture and something far

away in the picture.

The last page says, "I see with my eyes. This is the colour of

my eyes." I want you to colour in the eyes the colour that

they are. (They ask their peers to see each other eye colours)

When students start to work, I will circulate around the

room.


Students will share their work to their peers in a group, and

talk about what they did and put them back in their science

journal.

Review the lesson.

Read another book if time permits.




times.

Students will raise their

hands when answering, no

chorus answers



and make a circle, the

teachers can say “sit down

like cress cross applesauce”.





on teacher ‘eyes on you’

Safety Considerations:

When working with markers

and pencils students should

not be throwing stuff on each

other, it can be dangerous.

Lesson 4-Sense of Hearing








(d) Discriminate among various natural and artificial sounds that humans can hear.


humans.




“I can identify the five senses and which body

part is used for each sense.”

“I can find out information about the sense of

hearing.”

“I can write/draw about what I see, hear, using

my senses.”

I can discuss various situations in which my

senses help to keep me safe.


How does the sense of hearing help us in

our daily lives?

How does our sense of hearing help us be

safe?

Big Idea:

The sense of hearing helps us learn from each other through communication. Sound can produce patterns.


Students should be able to connect different sounds with different locations. (school)

Students should be able to use their ears and brain as the body parts to help them hear things around.


Ask students to come up with sounds they hear every day.

Discuss what life would be like without those sounds. Example question: How would we know that a

car is coming without sound?

Ask students to complete the Sense of Hearing worksheet with a partner/ individually.


Discuss what we know about hearing and how we use our ears.

Participation class activities/discussions and completion of their worksheets for journal.

Students will be able to describe what they did and what they learned during closure discussion.



Students will gather on the back rug. Review with the

students what the sense of sight was. “What body part

matches the sense of sight?” (eyes, brain)

Today we will be learning about the sense of hearing. I want

to you think of how you feel when you hear your favourite

song or listen to a bird chirping in the spring. Then, imagine

what would happen if you were crossing a street and didn’t

hear a car coming. (close your eyes to imagine)

Hearing can help us stay safe and make good choices. To

stay safe we use both senses- sense of hearing and sense of

sight.

Students I will make you listen to different sounds, and you

have to say what that sound is. (What body part did you will

use to hear that sound?) Ear!! (show them a sound video)

Other different sounds like marbles and bells.

Development: Part I – 7 mins Time: 35 mins

Our ears collect the sounds and send messages to the brain

and, our brain tells us what we are hearing.

We can describe different sounds by listening to things and

talking about them with other people.

You can hear things that are loud, soft, near, far, and high

and low.

People that cannot hear are deaf. Sign language and hearing

aids can help them.

Never put objects in your ear. It can damage your ear.

Hearing can help us stay safe.

Part II – i) 15 mins 28 mins

You will be in pairs and work together when we go for a

sense of hearing walk.

Today we are going to be walking around the school and

listening for different sounds.

Practice listening for sounds in/around the classroom first.

(Clock if we can hear, student’s voices/noises, teachers’

talking etc.)


Sense of Hearing Worksheet,

Marbles,

Bells,

Pencil,

Crayons or markers.

https://www.youtube.com/watch?v=

TPRLcAjMZFc (Video)

https://www.education.com/workshe

et/article/five-senses-hearing/


Differentiation:










All students will be with their

pairs in a line to take a walk

around the school.



chorus answers.





like cress cross applesauce.”






https://www.youtube.com/watch?v=TPRLcAjMZFc

https://www.youtube.com/watch?v=TPRLcAjMZFc

https://www.education.com/worksheet/article/five-senses-hearing/

https://www.education.com/worksheet/article/five-senses-hearing/

After walking around school by different classrooms, the

library, gym, and outside the building (if permitted), we will

come back to the class, and we will discuss what we heard

around our school.

Worksheet Time - ii) 13 mins

Using the worksheet of hearing students will write, draw,

and colour at least four sounds they heard during school

walk. (work in pairs, separate worksheet)


Students will play the game telephone and use their ears to

help tell the message to the class at the end of the game.

We can discuss as a class how we used our sense of hearing

to help us play the game. “What are other ways we can

communicate if we don’t have a strong sense of hearing?”


While going for hearing

activity you will walk and

stay in a line/stay with your

teacher. If you run you can

hurt yourself, and that can be

dangerous.

Keep hands and feet to

yourself while walking.

Be quiet as others still have

class going they need to

concentrate too.

Sense of Touch








(f) Investigate the sensitivity of different parts of the body to the touch of various materials (e.g., sandpaper,

metal, cloth, satin, leaves, and wood).




“I can describe about what I feel using my sense of

touch.”

“I can use my hands/skin to study different touch and

feel various materials.”


How does the sense of touch help us in our

daily lives?

Which sense organ do you use to

feel/touch?


Students should be able to communicate in class, what they think they are touching by using words

to describe what they feel.

Students should be able to identify their hands, skin covered areas, and brain as the body parts used

to touch.


Students will use their hands to help touch and feel things. They will be able to describe different

things by feeling them and using adjectives (words) to describe what they feel like.

I will have a discussion with the students prior to the lesson I will teach. Students will have the

chance to share their ideas about the content.


Participation in class activities/discussions and responding to questions by the teacher.

Able to describe items in the mystery bag. Using different words/adjectives.

The students will be able to describe what they did and what they learned during closure discussion.




Ask students to gather on the back rug and make a circle.

Students, we will be focusing on the sense of touch today.

Show students ‘sense of touch chart’ and explain how a

different thing feels when we use our sense of touch and we

can use different terms to describe what we feel. (make

everyone feel things on the chart)

Development: Time: 35 mins

“What do we know about the sense of touch? What body

parts help us to touch things?” (Hands and anything covered

with skin, and the brain)

Different people can observe different things using their

sense of touch. Everyone has different opinion as to what

they like to feel and what they don’t like to feel. Somethings


Mystery bag,

Blindfold cloth,

Cotton balls/soft toy-dice,

A Kleenex paper,

A crayon,

Ball, squishy ball,

Lotion cream,

Beans,

Raw pasta,

Paper Clip,

Glue,

The toothpick,

Rough cloth, tree bark,

Post it note/sticky notes.

Touch chart paper.


Differentiation:

are safe to touch whereas others are not safe to touch. (like

hot objects or fire)

Students “Today we are going to be using only our hands to

feel things. Blindly place our hands into this mystery bag and

guess what is inside and what it feels like.

So, I have somethings in this bag, and you have touch/feel

and describe it as how the item feels. (try using some

adjectives to describe)

I will call one student to come up here and you are going to

cover your eyes, (blindfold the eyes) to put your hand inside

the bag. You will then take something out and use your sense

of touch to describe what the item feels like.

Everybody has to be quiet no one will say anything to the

student who is been blindfold. (students in front of the

blindfolded student)

Students will take something out, to touch it, feel it, and tell

us what it feels like. How does it feel? What shape does it

feel like?

Then I’m going to take off the blindfold, and you are going

to tell me which one of those things it was. (Which one do

you think it is? (Answer) and it felt? Fuzzy, circle, bumpy,

soft, rough, etc.)

You are going to feel it and touch it. And you are going to

tell us what it feels like (texture) is it bumpy, pointy, sharp,

rough, smooth, squishy, hard, and soft. What shapes it is (is

it circle, rectangle, triangular, cone, square). How big it is, is

it fat or skinny or thin or long or small or short. (size)

Do the same with different students. I will make a list of

words (students answers) used to describe things we can

touch.


Students I will give you a post-it note and I want you to

write/draw a picture of one thing you like to feel and one

thing you don’t like to feel. (I like to feel soft toys and don’t

like to touch fire)

Students will then discuss what they have learned about

touch. (to recall)












chorus answers.










to teacher ‘one two, eyes on

you.’


Do not put any materials used

for touch/feel in your mouth,

can result in chocking.

Do not play with the

materials as they are only

used for learning

Lesson 6-Sense of Smell











“I can tell the difference between different

smells.”

“I can ask questions about sense of smell.”


How does the sense of smell help us in our

daily lives?

Big Idea:

The sense of smell helps us enjoy life and helps us learn about unsafe conditions.


Students should be able to identify various things/materials, and its smell.

Students should be able to describe what they experience when smelling various things.


I will ask students to tell you some smells that they know and like and don’t like.

Write the smells on the board.

Go over the smells and ask your students to identify them as either a good smell or a bad smell.


Discuss how what we know about the sense of smell.


Completion of their worksheet for journal.




Students will gather on the back carpet. Review with the sense

of touch. What body part we use to touch things. You will be

learning about the sense of smell today.

I want you to imagine your favourite food.

Can someone describe the smell of their favourite food?


Can you show me how you breathe? You breathe in through

your nostrils, the two openings at the end of your nose. (part of

a nose) The nose sends messages to your brain, and the brain

tells you what you smell.

The Sense of smell can help us stay safe like smelling smoke

from a fire; protect you by alerting you to danger. Other

poisonous things, or rotten food, smell so bad that you will not

be tempted to eat or drink them.

Now, we will smell different things today, and you will guess

what the item name is?

Students’ you will be in a group. (I have popsicle sticks with

names on them, and that will be as one group) There are five

stations, and each station has two items you have to smell and

guess what the thing is. (take time to smell and know what it is)

After five minutes, as the teacher calls ‘rotate’ then your group

will switch station and go to another station and will guess

other stations answers.

You will smell two items in each station and write the correct

answer from the list on your sticky notes. (if you need spelling

for any word)

You will keep your answer a secret until everyone has had a

turn to smell the item and write it down on the post-it notes.

After every station is done, we will come back to the carpet,

and your group will tell the name of the items you smelled.

How many guessed it right?

Students you will then write/draw on your worksheet two

things you like to smell and two things you don’t like to smell.

(I like to smell Orange. I don’t like to smell Garlic.

Ask students to complete the Sense of Smell worksheet and

write their answers in the worksheet.



Coffee,

Onion,

Ginger,

Lemon,

Orange,

Mint Leaves,

Garlic,

Vanilla,

Cinnamon Sticks,

Vinegar,

Pencil, crayons, and

Worksheet.

https://docs.google.com/file/d/0Bz9e

BjqfJlfDLWRibV9KM3U4N2c/edit

(worksheet)


Differentiation:












answers.

While students are getting ready

to sit down on a carpet and

make a circle, the teachers can

say “sit down like cress cross

applesauce”.


will say ‘one-two-three eyes on

me’ and student will respond

giving their attention on teacher

‘one two, eyes on you.’

Safety considerations/Rules:

You will not put any item in

your mouth/eat them.

https://docs.google.com/file/d/0Bz9eBjqfJlfDLWRibV9KM3U4N2c/edit

https://docs.google.com/file/d/0Bz9eBjqfJlfDLWRibV9KM3U4N2c/edit

Clean up time.

You will take turns to smell

things in you group, do not

fight to go first.

Lesson 7-Sense of Taste






(b) Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can

be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet,

sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells

can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape,

colour, and lustre).

(h) Categorize foods as sweet, sour, salty, or bitter, and compare results with others.




I can use my senses to discuss and observe

ways the smell and taste food can be changed.

I can categorize foods as sweet, sour, salty, or

bitter and compare results with others.


How does the sense of taste help us in our

daily lives?

“Does everyone like and dislike similar

taste?”

Big Idea:

Taste helps us, among other things, to select and enjoy food. There are four familiar tastes.


Students should be able to describe different taste of different food.

Students should be aware of food item name and know how each tastes.

Students should be able to relate previous learned lessons on five senses with this lesson.


Ask students to name the food and describe the taste of that food. (sweet, sour, salty, or bitter)

An example for a food item could be medicine. Students would have to put bitter as their answer.

Students should write their answers on the worksheet when they taste different items one by one.


Name a food item for each taste, and have students record their answers on worksheet.

Go over the worksheet as a class.

Actively participate in classroom activities and discussion.

Completion of their worksheet for the journal.



Students will gather on the carpet with their pencil and

eraser.

Students, I will say a name of a random one or two food

items. You will close your eyes and imagine the taste.

What you think how the food tastes? Is it sour, salty, sweet,

spicy, or bitter? (Food item names- Lemon, crackers, candy,

chilly, and medicine)

Ask students to name one healthy food item that is taste

sweet, one bitter, one salty, and one sour. (Students can

include sweet fruits and vegetables)


Students we use our tongue as the body part to taste

different things. The sense of taste and smell are connected.

Our sense of taste/smell gives us warning of whether a food

is safe to eat or is it poisonous.


Apples, (sweet)

Lemon, (sour)

Corn chips, (salty)

Bitter melon, (bitter)

Spicy Salsa, (spicy)

Worksheet,

Pencil and eraser,

Sense of taste- Tongue chart,

Sorting cards.


Differentiation:

For students with special needs

will be allowed to have more

time to work on the lesson or

worksheet.




Do we eat/smell things that we don’t know what they are?

You should not eat food that you don’t know without any

adult’s permission. Some foods can be dangerous and can

harm you.

We can use the sense of taste to decide if something is salty,

sweet, bitter, spicy, or sour. We can also use our sense of

taste to determine if we like or dislike a certain food.

Today we are going to taste different foods and you have to

write what the taste is like on the worksheet.

Take a bite of one item. How does it taste? (Sweet or sour

or salty or bitter?) I want you to write the taste on your

worksheet in front of the food you tasted. For example,

Apples taste sweet, Lemon taste sour, etc.

Do the same with different food items and ask questions

according. (how does it taste- bitter, sour, sweet and salty)

I will give the students time to finish their snack. (food

items- if left)

After tasting we will sort/label the tongue chart together

with different foods and discuss how they taste and stick

them in the right taste.


Students I want you to turn and talk with your neighbours

about a taste you like and a taste you dislike.

After discussion I will ask students do we like and dislike

similar things?

No! We all have different taste and different likes and

dislikes for food.





answers.

While students are getting ready

to sit down on a carpet and

make a circle, the teachers can

say “sit down like cress cross

applesauce.”


will say ‘one-two-three eyes on

me’ and student will respond

giving their attention on teacher

‘eyes on you.’


Students will eat their own

food and they will wash their

hands before eating and after

eating.

Do not eat anything that you

don’t know without an

adult’s permission or

supervision.

Lesson 8- Popcorn Activity











“I can identify the five senses and which body

part is used for each sense.”

“I can sort materials related to the five

senses.”


In what ways do we use our five senses to

explore the world around us?


Students should know that the five senses are sight, smell, taste, touch, and hearing.

Students should be able to describe how each of the five senses is used when observing popcorn

being popped and eaten.



Students should write adjectives about popcorn activity using their five senses in their worksheet.

For example: See: White colour, yellow corn, round shape, and funny shape. Hear: Crunchy, crispy,

and pop! Smell: Salty, sweet or corn flavour. Feel/touch: Lumpy, bumpy, funny, hot, and soft.

Taste: Crunchy, salty, plain, corn taste.

Have students share of how they used each of their five senses during this science activity.

The student will use their senses to identify various things in this activity.


Students should be able to use adjectives to describe popcorn using their five senses.

Students’ active participation in class activities/discussions/group work.

I will assess the five senses sorting worksheet and popcorn activity to see if students understood each

sense.

Complete the popcorn worksheet.




Review all five senses. What body parts we use in our five

senses. For example, eyes are for seeing and observing, ears

are for listening, a nose is for smelling, Tongue is to taste,

and hands are for touching and feeling things. (show them on

the chart)

Students you are going to explore popcorns using your five

senses.

When the popcorn is popping, I want you to observe how

popcorn sounds like while they are popping and smell when

they are cooking. See when they change into different

shapes? How does it taste? (give them to eat)


Ask students to sit in a circle in the hallway area with their

pencil, eraser, scissors, and a worksheet.

I will put the popcorn in the microwave. And let it cook for a

while. I will prompt students about different observation

using their five senses.

I will ask students’ what you can observe using your five

senses? How does it sound? POP! POP! POP! How it sounds

when you’re eating it? CRUNCH! CRUNCH! How does it

smell? You might say corn flavour or sweet smell.

How does it taste? Maybe salty, sweet or without butter you

might describe it as plain taste. How does it feel? It may be

soft, rough, and bumpy or crispy.

Ask students to record when they see the popcorn popping.

How does that feel when you touch it, how does it taste? Ask

students to record their answers (one word) in each section of

the worksheet. (Says all five senses-on popcorn shapes)

Students will cut the five senses worksheet. (popcorn shapes)

I will stick it on the popcorn anchor chart. (using sticky

tacks)

I will ask students for safety that, "If the popcorn smelled

like garbage, would you still want to eat it?" and "If the

popcorn felt slimy or sticky, would you still want to touch

it?" No! That means they are not safe to eat.

Students will finish writing and stick their answers on the

chart. Students will also finish eating popcorn.


Microwave,

Popcorns, (plain-no butter)

Worksheet,

Popcorn chart,

Pencil/eraser,

Scissor,

Sticky tacks,

Five senses chart.

http://www.mrsprinceandco.com/201

3/10/five-senses-with-popcorn-

freebie.html


Differentiation:












chorus answers.











Safety Consideration/Rules:

Students will only observe

popcorn cooking in the

microwave. Do not touch the

switch or microwave because

http://www.mrsprinceandco.com/2013/10/five-senses-with-popcorn-freebie.html




Help clean up the class. Pick up all popcorn pieces.

that can be dangerous.

Lesson 10-Animal Senses








vision).


“I can study the skill of humans, and other

animals have to differentiate among various

smells.”


What senses do animals have?

Why do animals need senses?

Do animals have same senses like we do?

How animals use their senses differently?


Students should be able to identify and describe the five senses.

Students should be able to connect human senses with animal senses.

Students should be familiar with different kinds of animals and should be able to recognize animals.


Recognize that animals have senses and they use them differently.

Identify different ways that animals use their senses.

Discuss how animals use their senses differently with their different body parts.


Can students identify why animals need senses.

Students will identify how animals use their senses. (worksheet)

Active participation in class discussion and activities.

Completion of a worksheet.




Show students a video about animal senses.

Students will then sit on the carpet for discussion.


Ask students, why do animals need senses? (Same reasons

as people- to place themselves to their environment, find

food, escape danger, etc.)

Do animals use their senses the same as people?

Explain animals can have different senses than

people/humans or the same senses, but use them differently.

Like butterfly and snakes. (Show a video of a butterfly)

https://www.youtube.com/watch?v=LTmyqv6Ap20 (0.44 sec)

Show how butterflies taste with their feet by standing on the

food-no mouth/have a long straw- like structure to drink

nectar and juices.

Show a video of a snake. Show how snakes use their tongue

to bring smell into their mouth to smell.

https://www.youtube.com/watch?v=IthUgJF_AhY (1.31 mins)

Tell students how other animals also use their sense organs

to sense different things like dogs (use their nose to smell),

bats (use echolocation to find their prey when they cannot

see), elephant (use their trunk to smell), spiders (use their

feet to touch things and know what the thing is), cats (use

their eye pupils to see in the low light/dark), etc. connecting

to the video you saw about animal senses.

I will give worksheet to the students and they have to read

the sentence, then cut the animal and paste the right sense of

an animal. (they can colour the animals)


Clean up and get ready for recess.


Crayons/markers,

Scissors,

Glue,

Worksheet.

https://www.youtube.com/watch?v=9

bV91D5dwBo


Differentiation:











when answering teacher’s

questions.





applesauce.”







Observe students as they are

cutting out their animal cut-

outs and assist when needed.

https://www.youtube.com/watch?v=LTmyqv6Ap20

https://www.youtube.com/watch?v=IthUgJF_AhY

https://www.youtube.com/watch?v=9bV91D5dwBo

https://www.youtube.com/watch?v=9bV91D5dwBo

Lesson 9-Nature Walk





(c) Record observations of various environments (e.g., classroom, gymnasium, school yard, library, and

cafeteria) using all of their senses as appropriate.

(d) Imagine, and compare with others, possible sensations that students would likely experience in other

environments based on representations (e.g., stories, pictures, and videos) of those environments.


“I can observe different things in the

environment using my senses.”


How we can use our five senses to observe

things in nature.


Students should be able to identify and describe all the five senses.

Students should be able to identify various items in nature and able to write them down.


Students will write list of adjectives such as hard, soft, wet, prickly, loud, and smooth.

Students will have to recognize and write what they are listening around.

Ask students to complete the nature walk recording worksheet individually.


Participation class activities/discussions and completion of their worksheets for journal.


Students should be able to observe things during nature walk.




Students will sit on the desk. They will walk and work in a

group.

Tell students that we will explore nature today and you have

to use your five senses to observe things in nature or in the


Pencil/eraser,

Recording sheet.

https://www.simplykinder.com/five-

senses-nature-walk/

https://www.simplykinder.com/five-senses-nature-walk/

https://www.simplykinder.com/five-senses-nature-walk/

environment. (students will have to take their pencils with

them)

You will write what you observe on your recording sheet.

Whatever it is that you hear, see, smell, touch/feel, I will

explain that taste is not going to be a box that we use on our

nature walk but it is something that we will come back and

write it down. (you can write about the snacks you eat and

how it tasted)


You will be respectful to nature and, you will not leave any

paper or pencil outside.

Students will go outside and begin Five Senses Nature

Walk. I will give them free time to explore.

I will guide students to close their eyes and just listen. I will

encourage students to touch things and record the things that

they feel. (They can feel temperature-cold/hot, things they

see are hard, soft, scratchy, etc.) Students are encouraged to

smell the flowers (if they are growing) or smell the grass.

Students you have to fill out the recording sheet with

whatever you will observe.

After our walk, we come back inside and share the things

that we discovered during our nature walk.

Students will sit with their partner and discuss what they

observe outside using their five senses. I will ask them to

discuss with their partner was there anything you had that

and your partner didn’t?

They will then fill out their taste part of what they ate for

their snacks and how it tasted. (Sour, salty, sweet, etc.)

I will explain to students that they were using their five

senses to explore and learn about the things around them.


Students will share a finding/observation to class either

orally or written.

Eat snacks and get ready for recess.


Differentiation:




lesson or worksheet. Students

who find difficult to write can

draw things or work in pairs

of what they sense during the

walk.







when answering.





applesauce.”







Students will only walk and

do their work. (fill their

recording sheet) Students are

not allowed to play as they are

going out to learn something.






(h) Suggest how a human or animal might function if they were totally or partially missing one or more of

the five senses.




vision).


“I can identify on how a human or animal might

function if they are missing one or more of their five

senses.”


How senses help animals in their daily lives?



Students should be able to recognize that animal use their senses differently than humans.


Recognize that animals have senses and they use them differently.

Identify ways that animals use their sense of sight.


I will choose a few students to ask them to share their answer as they are performing the task.

Active participation in class discussion and activities.




Show video about animal senses. (6.27 mins)

Students will then sit on the carpet.


The video said binocular vision. Does anyone know what

binocular vision is? (There are different kinds of visions in

humans as well as in animals)

In binocular vision, two eyes work together to focus on a

single point so that the brain can determine depth and

distance.

Monocular vision exists in animals with eyes on opposite

sides of the head, which prevents the two eyes from having

a common main point. (Which animals have monocular

visions?)

Prey animals like deer eyes on opposite sides of the head,

they have monocular vision. Prey animals can see two

different things at one time.

Most animals with monocular vision are prey and are

caught by other animals.

Most animals with binocular vision are predators and catch

their prey to eat.

Did you know that pigeons have better vision than us? Have

you ever wondered how animals and birds see the world?

What do fish see when they look at us?

Show students a video about how animal and birds see the

world differently. (4.11 mins)

Make students make their binoculars and experience the

difference between visions. I want you to take this paper

and roll it and make a cylindrical shape. (tube)

Try to hold your hand on the side of the paper, run your

hand up and down the side of two. Then, both eyes are open

and see what you see.

Demonstrate the task - Cover one eye with a hand - Hold the

tube up to the other eye (be careful, do not touch your eye

with the tube). Focus on an object on the wall (e.g. light

switch, part of a picture etc.) - Slowly move your hand away

from the covered eye - Stop when you can see the object on

the wall through your hand.

Ask students to stand and walk around the class to see


Thick construction paper, (2

per student)

Glue,

Scissor,

Crayons/Markers.

https://www.youtube.com/watch?v=g

I_g1Dkdy1o

(animal senses)

https://www.youtube.com/watch?v=-

ss-nmT7oAA

(animals and birds see the world)


Differentiation:











when answering.





applesauce.”







When holding the tube to your

eye, you will be careful; do

not touch your eye with the

tube.

https://www.youtube.com/watch?v=gI_g1Dkdy1o


https://www.youtube.com/watch?v=-ss-nmT7oAA

https://www.youtube.com/watch?v=-ss-nmT7oAA

different visions with their binoculars.


Students will discuss how the sense of sight helps animals in

their daily living.

What can happen if they lose their vision? (they may get in

danger/some prey animals can eat them if they are not able

to see them)










humans.


“I can give the reason for hearing in animals and

humans.”


How do people and animals hear sounds differently?

How senses help animals in their daily lives?



Students should be able to recognize that animals have the same senses as humans, but use them

differently.


Students will identify ways of how animals use their senses to communicate with each other, unlike

humans.

Students will perform telephone activity and explore a different way of communication using their

sense of hearing with their friends or partners.


Ask the individual student what they learn about how humans and animals communicate using their

different senses.

I will choose a few students and ask them to share their answers as they are performing the activity.

Active participation in class discussion and activities. (answering teachers questions)

Observation checklist.



Today, we will learn about how senses help animals

communicate with each other.

Does anyone know how animals communicate using

different sounds? (We learn about bats before and about

other animals and their hearing skills. Let’s see a dolphin in

the video, and how they communicate and use their sense of

hearing)

I will show students a dolphin video. (back to their desk)


Students will sit on the carpet for discussion.

Have you ever wondered how animals hear things

differently than us? (They all have a different way of

hearing things around them which help them find their food

and stay away from danger) Let us see how elephants hear

in this video.

Can anyone tell me why do animals need to communicate

with each other using their senses? (they use many different

senses – smell, hear, touch, etc. to alert other animals from

danger)

Read the story How Animals Communicate by William

Munoz.

Can anyone tell how animal use their different senses to

communicate with each other in the story/book?

As humans, we can only use our ears as a sense to

communicate with each other. (That is only because our ears

help us hear different sounds or talk that we can respond to

by using our sense of hearing)

We will do an activity where you will see how we

communicate using our sense of hearing by making our

telephone.

Give two plastic cups (make small holes in the bottom of

each cup – the teacher will do prior) for each and a string to

all students.

Make string Telephones: Pull the string through the cup and

tie a knot for both cups. Try hearing the sound from the cup.

What do you hear? (Answer: The sound comes from your

moving finger, and it is quiet)


Plastic cups, (2 for each

student)

Yarn or string,

Book: How Animals

communicate by William

Munoz. (doc slide)

https://www.youtube.com/watch?time

_continue=49&v=DsQnRnE-W8A

(dolphin communicate – 3.47 mins)

https://www.youtube.com/watch?v=e

H1vaFsNV8w&t=14s

(How elephant hear – 1.31 mins)

https://www.youtube.com/watch?v=g

I_g1Dkdy1o

Animal atlas-senses: if time permits)


Differentiation:




lesson or activity.

The teacher will give extra






when answering.





applesauce.”



on me’ and the student will


to teacher ‘eyes on you.’

https://www.youtube.com/watch?time_continue=49&v=DsQnRnE-W8A

https://www.youtube.com/watch?time_continue=49&v=DsQnRnE-W8A

https://www.youtube.com/watch?v=eH1vaFsNV8w&t=14s

https://www.youtube.com/watch?v=eH1vaFsNV8w&t=14s



Now, have one student hold the cup to their ear, and the

other student holds the other cup to their mouth. Pull the

string tight (straight) and speak into the cup. The other

student can hear through their end, take turns talking and

listening.

Did you hear that it’s like a telephone talk? Let students

explore for a while.


Students will watch the video about animal atlas: animal

senses. (If time left)

Eat snacks, clean up and get ready for recess.


Students will watch for other

class and respect their learning

by making less noise while

exploring the string telephone

activity.

Lesson 13-Animal Senses - Smell










“I can identify different senses in animals.”

“I can find how animals and humans

differentiate various smells.”


How do animals use their sense of smell?

Why?

What are the other ways animals are using

their sense of smell?



Students should be able to know that animals use their senses differently.


Know that animals have same senses like humans.

Identify ways that animals use their sense of smell.

Investigate how sense of smell in animals works.


Can students identify why animals use their senses and how they use them?

Active participation in class discussion, answering questions, and activities.

Observation Checklist.



Yesterday we learned how animals use their sense of

hearing. Today we will investigate their sense of smell.

First, let us see a video about all senses of animal.

Students will then sit on the carpet for discussion.


Who can tell me the animals that use their sense of smell the

most? (Dogs, elephants, sharks, etc.)

Ask students, does anyone know why do animals use their

sense of smell? (As humans we use our sense of smell to

smell food or other things around us.)

Animals use smells to "talk" to each other and to protect

themselves from their enemy.

What are the other ways animals are using their sense of

smell?

Animals can release smells to send a message to other

animals. Smells can be used to help find food,

communicate, mark an animal's territory, and keep away

other danger/animals.

Let us see in our animal atlas video how animals use their

sense of smell.

Have you ever wondered about animals in the water, how

they smell inside the water and use their sense of smell?

Let us see how sharks as a sea animal use its sense of smell

in the water.

All animals have different ways of using their sense of smell

differently than us as humans.

Read the book to review all five senses. (if time permits)


Discuss all five senses and what body parts we use for a

particular sense. (go over as each sense)

Clean up and get ready for recess.


Book: My Five Senses by Aliki.

https://www.twig-

world.com/film/animal-senses-954/

(Animal senses – 3.06)

https://www.youtube.com/watch?v=U

qk5Kd7oUcU&t=896s

(Animal sense of smell – 5. 22)

https://www.youtube.com/watch?v=Y

jJSM8tfC28

(Shark’s sense of smell - 4.16)


Differentiation:





The teacher will give extra






when answering.





applesauce.”



on me’ and the student will


to teacher ‘eyes on you.’

https://www.twig-world.com/film/animal-senses-954/

https://www.twig-world.com/film/animal-senses-954/

https://www.youtube.com/watch?v=Uqk5Kd7oUcU&t=896s

https://www.youtube.com/watch?v=Uqk5Kd7oUcU&t=896s

https://www.youtube.com/watch?v=YjJSM8tfC28

https://www.youtube.com/watch?v=YjJSM8tfC28

Self – Assessment Sheet

Students will do this self-assessment and rate how they feels about their understanding the concept or

the lesson.

RUBRIC FOR THE UNIT

Subject: Science

Topic: Five Senses

Grade: One

Student’s Name: _________________________________________

Beginning (1) Progressing (2) Meeting

Expectations (3)

Exceeding

Expectations (4)

Ideas and

content

Demonstrate

understanding

of sight, sound,

smell, touch,

and taste.

Identifies the five

senses and

connect them to

body parts.

Describe

characteristics of

all five senses.

Uses one or

more of the five

senses to sort

objects and

materials.

Initiating and

Planning

talks about

things that are

of interest

asks simple

questions about

objects and events

that are

uses

observations to

ask questions to

investigate, but

uses

observations and

prior knowledge

to ask questions

observable

questions are not

always realistic

to investigate

Performing and

Recording

makes simple

observations

using senses

makes some

relevant

observations

using senses

makes relevant

observations

using

appropriate

senses

makes relevant,

detailed

observations

using

appropriate

senses

Analyzing and

Interpreting

with

prompting,

identifies some

new questions

but they may

not be about

this inquiry

identifies some

simple new

questions on the

topic of this

inquiry

identifies some

new questions

on the topic of

this inquiry that

could be

investigated

identifies new

questions on the

topic of this

inquiry and

suggests how

they could be

investigated

Communicating

and Teamwork

willingly asks

for help and

accepts help

from other

group

members

makes

suggestions to

group members as

to what should be

done

communicates

with group

members,

sometimes with

problems

communicates

and works

effectively with

group members

During discussion I will observe each student taking a round and marking them using ongoing observation

checklist for my formative assessment.

1. Outcome/indicators Sense of Sight · UNIT PLAN Outcome/indicators: SE1.1: Investigate...

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