The Five Senses
Kindergarten Unit Plan
Miss. Fraga
This unit spans across three days
The purpose of this unit is for students to become familiar with their five senses; the sense of sight, the sense of taste, the sense of smell, the sense of hearing, and the sense of touch. Through these lessons students will get a chance to explore each of their senses in an interactive way and become familiar with the body parts that relate to each sense. It is important that students know that they use their eyes to see, their mouths and tongues to taste, their nose to smell, their ears to hear, and their hands to touch. We use our senses on a daily basis to experience the world around us and to express our wants and needs. It is important that students are aware of their five senses so that they can utilize them in different situations.
This unit is all about the five senses; sight, taste, smell, hearing, and touch. The five senses are introduced to the students with a poster that has each sense written out along with a picture of the body part that is used for each sense. Each sense is discussed in detail and then a song about the five senses is played and the book, Let’s Learn About The 5 Senses is then read to the students. Students will use what they learned to complete a worksheet that relates to each of the five senses. In the next lesson there were be centers relating to each of the five senses where the students will explore each sense and compile a person five senses book to take home. To close up the unit, the students will be completing a five senses self portrait where they use different materials that relate to each of the senses in order to make a five senses self portrait of themselves.
GLCE’s used in the unit:
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching.
-ART.M.III.K.7: Identify and support personal reactions to a musical selection.
-ART.T.V.K.2: Participate in art activities that focus on everyday life.
-ART.VA.I.K.3: Explore the elements of art through playful sensory experiences.
-ART.VA.I.K.1: Identify and explore a variety of materials to communicate personal experiences.
ELA GLCE’s
-L.CN.00.01: Understand and follow one- and two-step directions
-S.DS.00.03: Respond to multiple text types by reflecting, making meaning, and making connections.
-W.AT.00.01: Be enthusiastic about writing.
-W.GN.00.01: Write a brief personal narrative using pictures and words as support.
Science GLCE’s
-S.IP.00.11: Make purposeful observation of the world using the appropriate senses.
-S.IA.00.13: Communicate and present findings of observations.
Goals and Objectives in the unit:
Goal: Students will be able to learn about the five senses, the body parts that relate to each sense, and what each sense does that allows them to experience the world around them.
Objectives:
-Students will be able to learn about the sense of sight by listening to a five senses book, interacting with the five senses song, and by touching their eyes to indicate they know what body part relates to their senses of sight.
-Students will be able to learn about the sense of taste by listening to a five senses book, interacting with the five senses song, and by touching their mouth or tongue to indicate they know what body part relates to their senses of taste.
-Students will be able to learn about the sense of smell by listening to a five senses book, interacting with the five senses song, and by touching their nose to indicate they know what body part relates to their sense of smell.
- Students will be able to learn about the sense of hearing by listening to a five senses book, interacting with the five senses song, and by touching their ear to indicate they know what body part relates to their sense of hearing.
- Students will be able to learn about the sense of touch by listening to a five senses book, interacting with the five senses song, and by raising or touching their hands to indicate they know what body part relates to their sense of touch.
Goal: Students will be able to build upon their knowledge of the five senses by exploring each sense through interactive center activities and by completing and compiling a My Five Senses book.
Objectives:
-Students will be able to build upon their knowledge of the sense of sight by exploring this sense through an interactive activity and completing a book page for the sense of sight.
-Students will be able to build upon their knowledge of the sense of taste by exploring this sense through an interactive activity and completing a book page for the sense of taste.
-Students will be able to build upon their knowledge of the sense of smell by exploring this sense through an interactive activity and completing a book page for the sense of smell.
-Students will be able to build upon their knowledge of the sense of hearing by exploring this sense through an interactive activity and completing a book page for the sense of hearing.
-Students will be able to build upon their knowledge of the sense of touch by exploring this sense through an interactive activity and completing a book page for the sense of touch.
-Students will be able to build upon their knowledge of the five senses by exploring each sense in an interactive activity and compiling a My Five Senses book.
Goal: Students will be able to use what they learned about the five senses and the body parts that relate to each sense to construct a self portrait of themselves representing their five senses.
Objectives:
- Students will be able to use what they learned about their sense of sight; you see with your eyes, to glue the Google on their face.
- Students will be able to use what they learned about their sense of taste; you taste with your mouth and tongue, to glue the licorice string on their face as a mouth.
- Students will be able to use what they learned about their sense of smell; you smell with your nose, to glue the scented sponge nose on their face.
- Students will be able to use what they learned about their sense of hearing; you hear with your ears, to glue the bell ears on each side of their face.
- Students will be able to use what they learned about their sense of touch; you touch with your hands, to trace their hands with the fuzzy material and glue them on each side of their face.
Materials used in the unit:
Lesson one
-Dry erase marker
- The five senses poster with pictures of each body part.
-“When you use your senses” YouTube song.
-Lets Learn About The 5 Senses written by Nuria Roca illustrated by Rosa M. Curto.
-Five senses worksheet
Lesson two
- The five senses poster with pictures of each body part.
-Title page for student’s personal My Five Senses book
-Crayons
-Pencils
-Stapler (for adults only)
- Sight Center Materials
- Sight page for My Five Senses book
-Pencil
-Crayons
-Tray
-8 to 10 frequently seen objects ( ex: pen, pencil, glue stick, pattern block, unit-fix cubes, eraser, paper clip, marker, scissors, paint brush, quarter, and string).
-Taste Center Materials
-Taste page for My Five Senses book
-Pencil
-Crayons
-Napkins
-Numbered plates
-Pairs of foods that look similar but taste different (ex: salt and sugar, apple and pear, cherry jelly bean and cinnamon jelly bean, whole milk and skim milk, raisin and prune, orange and tangerine).
-Marker for the adult in the group
-Worksheet for each group to make their predictions of what each food was in the pair.
-Smell Center Materials
- Smell page for My Five Senses book.
-Pencil
-Crayons
-Numbered containers’ with lids and holes punched into the top.
-Various scents (ex: lilac, peanut butter, garlic powder, baby powder, perfume, orange, mint, onion powder, and cinnamon).
- Worksheet identifying each scent.
-Hearing Center Materials
- Hearing page for My Five Senses book
-Pencil
-Crayons
-Small boxes that are numbered and a solid color so object is unidentifiable
-Small objects (ex: penny, toothpick, paper clip, staple, rice, button, nail, gum ball).
-Touch Center Materials
- Touch page for My Five Senses book
- Pencil
-Crayons
- Six numbered socks
-Six distinctly shaped objects (ex: pattern blocks, a quarter, small toy pieces, shell, and ball).
-Worksheet divided and numbered into six squares.
Lesson three
-Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses, written by Hill Nettleton.
- The five senses poster with pictures of each body part.
-Construction paper
-Crème/brown circle of paper for face
-Google eyes
-Sponge nose
-Lavender sent for sponge nose
-Licorice string for mouth
- Fuzzy fur hands
-Marker
-Pencil
Introduction to the Five Senses
Important Facts: The Five senses are sight, taste, smell, hearing, and touch. You see with your eyes. You taste with your mouth and tongue. You smell with your nose. You hear with your ears. You touch with your hands.
Key Concepts: The five senses; sight, taste, smell, hearing, and touch.
Skills students need for lesson and skills taught: Listening skills, vocalization skills, writing skills, accessing prior knowledge, body part identification skills and use of their five senses.
I. Demographic Information
Miss. Jessica Fraga
Kindergarten
The Five Senses
Hoover Elementary
Hazel Park School District
This lesson lasts for about 30 to 40 minutes.
II. Goals & Objectives
Goal: Students will be able to learn about the five senses, the body parts that relate to each sense, and what each sense does that allows them to experience the world around them.
Objectives:
-Students will be able to learn about the sense of sight by listening to a five senses book, interacting with the five senses song, and by touching their eyes to indicate they know what body part relates to their senses of sight.
-Students will be able to learn about the sense of taste by listening to a five senses book, interacting with the five senses song, and by touching their mouth or tongue to indicate they know what body part relates to their senses of taste.
-Students will be able to learn about the sense of smell by listening to a five senses book, interacting with the five senses song, and by touching their nose to indicate they know what body part relates to their sense of smell.
- Students will be able to learn about the sense of hearing by listening to a five senses book, interacting with the five senses song, and by touching their ear to indicate they know what body part relates to their sense of hearing.
- Students will be able to learn about the sense of touch by listening to a five senses book, interacting with the five senses song, and by raising or touching their hands to indicate they know what body part relates to their sense of touch.
III. GLCE’s
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching: head, neck, arms, legs, feet, shoulders, and knees.
-ART.M.III.K.7: Identify and support personal reactions to a musical selection.
- ART.VA.I.K.1: Identify and explore a variety of materials to communicate personal experiences.
ELA GLCE’s
- L.CN.00.01: Understand and follow one- and two-step directions
Science GLCE’s
- S.IP.00.11: Make purposeful observation of the natural world using the appropriate senses.
IV. Learning Resources and Materials
Materials:
-Dry erase marker
- The five senses poster with pictures of each body part.
-“When you use your senses” YouTube song.
-Lets Learn About The 5 Senses written by Nuria Roca illustrated by Rosa M. Curto.
-Five senses worksheet
Technology:
-Computer and speakers to play the five senses song.
V. Teacher Procedure
Introduction
1. Anticipatory Set- Play the “Have a Seat” song. Students should walk slowly and quietly to their designated letter on the carpet.
2. Inductive Teaching-Ask the students if they know what their five senses are.
3. Make a list on the board when the students say any of the five senses.
Lesson Development
4. Essential Questions:
-What are the five senses?
-What body parts represent each of the five senses?
-How do you use your senses?
5. After the students have made their guesses on what the five senses are, flip over the five senses poster board.
6. The five senses poster board has each sense written out along with a picture of each body part that goes with each sense.
7. Direct Teaching-Go over each sense by having the students touch and identify their body part that relates to their five senses and the impact each one has on our everyday lives.
8. Guided Practice-Make a pattern by touching each body part; start with your ears, then progress down to eyes, nose, mouth/tongue, and lastly hands.
- You hear with your ears
-You see with your eyes
-You smell with your nose
-You taste with your mouth and tongues
- You touch with your hands
9. Listen to the song from YouTube, “When you use your senses”. If they students are behaving and enjoying the song you may repeat one or two times.
10. Direct Teaching/Inductive Teaching- Read the book, Lets Learn About The 5 Senses written by Nuria Roca and illustrated by Rosa M. Curto. Perform think-alouds and ask students questions about the book as it is read.
9. Direct Teaching/Modeling- Explain the worksheet that the students are going to complete. (A copy is provided to use as an example).
10. Independent Practice- Dismiss the students from the carpet one table at a time (rectangle, triangle, oval, and square).
11. Facilitating- Circle throughout the room while the students are working to make sure they are staying on task and to answer any questions.
12. When worksheets are completed, put a star on their paper and tell the students to put them in their cubby.
13. If students get finished early, give them a sheet of paper and tell them to draw pictures or write words that relate to their senses.
Accommodations
*** Make sure to pay more attention to the circle table. These students need more one on one assistance and prompting to complete assignments. If possible, have an aid or student teacher at this table while they are working on their assignment to keep the students moving along. ***
I will differentiate instruction according to students needs by providing students with hands on tactile objects if they have a hard time grasping the concept of the five senses. If students have visual or hearing impairments, I will have them sit closer to the front so they can see and hear the poster, book and song. For students with learning disabilities I may go over the information in a slower manner and repeat the information multiple times. If students are unable to move their limbs, the teacher or an aid or would help the student touch those specific body parts so they can make a connection between their senses and the various body parts. To ensure that all students are learning about the five senses I will observe and monitor them throughout the lesson to determine which students have grasped the concept and which students need more assistance and instruction. I will do whatever it takes to make sure that each student knows what their five senses are so that they are able to make a connection between their five senses and the experiences they have in their everyday lives.
VI. Methods of Assessment
Students will be assessed by asking them if they know any of the five senses and by observing students during the lesson to see what they know and what they don’t know about the five senses. I will do a lot of observation in this lesson to see what the students already knew about the five senses and see what they have learned through reading the book and listening to the song. I will ask prompting questions while reading the book and see how students respond. I will also observe the students when we are locating the body parts that relate to the five senses and when singing and dancing to the song. I want to see if the students know what body parts relate to what senses and I can easily make this connection by watching what body part they point to when a sense is said aloud. After these activities I will provide the students with a worksheet about each of the five senses in order to see if they truly know the five senses and the body parts that relate to each. This worksheet will provide me with a lot of information and will be a guide for what I need to emphasize in the next lesson. Feedback will be given verbally throughout the lesson by saying “good job” “you really know your five senses” “Are you sure that is the body part for the sense on sight” etc. Feedback will also be given written by giving them a star and a good job on their worksheet if it is completed correctly. If they got something wrong on their worksheet I will tell them to look over that specific section or assist them if they have mixed up their senses. The worksheet is used for the students to summarize what they have learned and prepare them for the next lesson which is the five senses centers.
The Five Senses “Centers”
Important Facts: The Five senses are sight, taste, smell, hearing, and touch. You see with your eyes. You taste with your mouth and tongue. You smell with your nose. You hear with your ears. You touch with your hands.
Key Concepts: The five senses; sight, taste, smell, hearing, and touch.
Skills students need for lesson and skills taught: Listening skills, communication skills, writing skills, accessing prior knowledge, body part identification skills, mobility, and use of their five senses.
I. Demographic Information
Miss. Jessica Fraga
Kindergarten
The Five Senses
Hoover Elementary
Hazel Park School District
The centers last for about 15 minutes each making this lesson roughly an hour and 15 minutes
II. Goals & Objectives
Goal: Students will be able to build upon their knowledge of the five senses by exploring each sense through interactive center activities and by completing and compiling a My Five Senses book.
Objectives:
-Students will be able to build upon their knowledge of the sense of sight by exploring this sense through an interactive activity and completing a book page for the sense of sight.
-Students will be able to build upon their knowledge of the sense of taste by exploring this sense through an interactive activity and completing a book page for the sense of taste.
-Students will be able to build upon their knowledge of the sense of smell by exploring this sense through an interactive activity and completing a book page for the sense of smell.
-Students will be able to build upon their knowledge of the sense of hearing by exploring this sense through an interactive activity and completing a book page for the sense of hearing.
-Students will be able to build upon their knowledge of the sense of touch by exploring this sense through an interactive activity and completing a book page for the sense of touch.
-Students will be able to build upon their knowledge of the five senses by exploring each sense in an interactive activity and compiling a My Five Senses book.
III. GLCE’s
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching.
-ART.T.V.K.2: Participate in art activities that focus on everyday life.
-ART.VA.I.K.3: Explore the elements of art through playful sensory experiences.
-ART.VA.I.K.1: Identify and explore a variety of materials to communicate experiences.
ELA GLCE’s
-L.CN.00.01: Understand and follow one- and two-step directions
-W.AT.00.01: Be enthusiastic about writing.
-W.GN.00.01: Write a brief personal narrative using pictures and words as support.
Science GLCE’s
-S.IP.00.11: Make purposeful observation of the world using the appropriate senses.
-S.IA.00.13: Communicate and present findings of observations.
IV. Learning Resources and Materials
Materials:
- The five senses poster with pictures of each body part.
-Title page for student’s personal My Five Senses book
-Crayons
-Pencils
-Stapler (for adults only)
- Sight Center Materials
- Sight page for My Five Senses book
-Pencil
-Crayons
-Tray
-8 to 10 frequently seen objects ( ex: pen, pencil, glue stick, pattern block, unit-fix cubes, eraser, paper clip, marker, scissors, paint brush, quarter, and string).
-Taste Center Materials
-Taste page for My Five Senses book
-Pencil
-Crayons
-Napkins
-Numbered plates
-Pairs of foods that look similar but taste different (ex: salt and sugar, apple and pear, cherry jelly bean and cinnamon jelly bean, whole milk and skim milk, raisin and prune, orange and tangerine).
-Marker for the adult in the group
-Worksheet for each group to make their predictions of what each food was in the pair.
-Smell Center Materials
- Smell page for My Five Senses book.
-Pencil
-Crayons
-Numbered containers’ with lids and holes punched into the top.
-Various scents (ex: lilac, peanut butter, garlic powder, baby powder, perfume, orange, mint, onion powder, and cinnamon).
- Worksheet identifying each scent.
-Hearing Center Materials
- Hearing page for My Five Senses book
-Pencil
-Crayons
-Small boxes that are numbered and a solid color so object is unidentifiable
-Small objects (ex: penny, toothpick, paper clip, staple, rice, button, nail, gum ball).
-Touch Center Materials
- Touch page for My Five Senses book
- Pencil
-Crayons
- Six numbered socks
-Six distinctly shaped objects (ex: pattern blocks, a quarter, small toy pieces, shell, and ball).
-Worksheet divided and numbered into six squares.
Resources:
http://www.littlegiraffes.com/fivesenses.html
V. Teacher Procedure
Introduction
1. Anticipatory Set- Play the “Have a Seat” song. Students should walk slowly and quietly to their designated letter on the carpet.
2. Essential Question-Ask the students if they remember what their five senses are.
3. Use the five senses poster after the five senses have been said to discuss the body parts that are associated with each sense.
Lesson Development
4. Direct Teaching- Explain that the students are going to be experiencing each of the five senses in their centers today.
5. Direct Teaching- “There is going to be five centers today; The Sight Center, The Taste Center, The Smell Center, The Hearing Center, and The Touch Center”.
6. Direct Teaching- At each center not only will students be exploring that particular sense, but they will also be completing a book page that will be combined into a My Five Senses book for them to take home.
7. Cooperative Group Teaching- Students will be split up into the groups they are typically in for reading and writing centers.
8. Each center will be approximately 15 minutes long
9. Direct Teaching- To signal the rotations use the bell and get the students attention by saying “Stop, Look, and Listen” (using hand motions).
10. Cooperative Group Teaching- Rotations of the centers will be clockwise to eliminate confusion.
11. Cooperative Group Teaching- Each center will be explained in detail below:
The Sight Center:
-Make sure students complete their sight book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to see.
-For the activity at this center there will be a tray containing 8 to 10 frequently seen objects( ex: pen, pencil, glue stick, pattern block, unit-fix cubes, eraser, paper clip, marker, scissors, paint brush, quarter, and string).
-Show and define; or have the students define, the objects on the tray.
-Hide the tray and remove one object from the group.
-Students will take turns determining what object they believe is missing from the tray.
-Continue to hide and remove different items from the tray until each student has at least one guess.
-If this is too easy for the students, add more objects or remove more than one object to increase the difficulty.
The Taste Center:
-Make sure students complete their taste book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to taste.
-For the activity at this center there will be different pairs of foods on a numbered plate that look similar but taste different (ex: salt and sugar, apple and pear, cherry jelly bean and cinnamon jelly bean, whole milk and skim milk, raisin and prune, orange and tangerine).
-Students will take turns tasting the different foods and determine if there is a difference in taste.
-There will be one worksheet for the each group with different plates drawn where the students can work together (with assistance from the adult in the group to write down predictions on worksheet) to write down their predictions of what each food was in each pair.
The Smell Center:
-Make sure students complete their smell book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to smell.
-For the activity at this center there will be different scented materials in numbered containers with holes punched in the top so the scent can come out.
-There is a worksheet provided that has all the scents listed. (ex: lilac, peanut butter, garlic powder, baby powder, perfume, orange, mint, onion powder, and cinnamon).
-After smelling each container, the student will put the number of the container next to the scent they believe it matches.
-After each student has made their predictions, each scent is identified.
-Comparisons are made between the student’s prediction and what the actual scent was.
-If there is extra time, the students can further define their scents according to their preferences by naming the scents as a good smell or a bad smell.
The Hearing Center:
-Make sure students complete their hearing book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to hear.
-For the activity at this center there will be small objects placed in numbered boxes that are solid so students are unable to see what object is inside.
-There will be pairs of each object, which means there will be two boxes with the same object inside (ex: penny, toothpick, paper clip, staple, rice, button, nail, gum ball).
-Students will take turns shaking each box; matching boxes that they believe have the same sound or object inside.
-After the students have grouped the boxes according to the sounds they make, the boxes can be opened and it will be determined if the objects were paired correctly according to the sounds they made.
The Touch Center:
-Make sure students complete their touch book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to touch.
-For the activity at this center there will be six different shaped objects placed in six numbered socks (ex: pattern blocks, a quarter, small toy pieces, shell, ball, any objects that have a distinct shape that can be determined by touch).
-Students will be provided with a worksheet divided into six sections
-Students will take turns feeling the objects in the socks and then drawing a picture of what they touched in the specified square.
-After each student has drawn their six pictures, take out each object and compare the object to what was drawn in the box.
12. At the final center gather each student’s book pages and staple them together so they can take them home.
13. Instruct students to put their My Five Senses books in their cubbies so they can take them home to read.
Accommodations
*** Make sure to pay more attention to the circle table. These students need more one on one assistance and prompting to complete assignments. If possible, have an aid or student teacher at this table while they are working on their assignment to keep the students moving along. ***
I will differentiate instruction according to students needs by providing more explicit instructions to students who have various disabilities and pay more attention to those students when they are at their centers. If a student is unable to complete one of the senses centers because of a disability, I would have them stay at a center where they can strive and take away information instead of attending a center where they are not gaining knowledge. If I have a student who has limited mobility, I would provide hand over hand assistance or bring the object or material up to them so they are able to take it all in. Monitoring students with disabilities is important so that I am able to see if they need a lprompting or assistance when learning. Depending on the severity of the disability, I would have a supplemental activity, book, or movie for the students that fit their ability level. In order to ensure that all students are learning about the five senses, I will observe, monitor, and assist students when they are at each center and help them through any struggles or questions that may have. I want the students to get to experience each sense and form a connection between their senses, their body parts, and the world they experience every day.
VI. Methods of Assessment
Students learning will be monitored by observing the students when they are at each station using a checklist and by their My Five Senses book they complete after attending each station. The students were able to interact on a deeper level with the five senses and I hope they were able to make connections between their five senses and how they allow them to experience their world. I believe that through the interactive centers, the students will be able to have a better grasp on the five senses and the importance of them. Feedback will be given back verbally through “good jobs” and asking questions along with written feedback in the form of a checklist. The five senses centers are a great way to summarize the five senses and allow students to connect the five senses to their everyday lives. I think that by making this connection students are able to understand the five senses and all the aspects that go along with them.
The Five Senses Centers Checklist
Name: ____________________________
The Sense of ______________________
Requirements
Yes No
Completed book page
Interacted with Activity
Could identify body part that relates to sense
Five Senses Self Portrait
Important Facts: The Five senses are sight, taste, smell, hearing, and touch. You see with your eyes. You taste with your mouth and tongue. You smell with your nose. You hear with your ears. You touch with your hands.
Key Concepts: The five senses; sight, taste, smell, hearing, and touch.
Skills students need for lesson and skills taught: Listening skills, cutting and gluing skills, writing skills, drawing skills and body part identification skills.
I. Demographic Information
Miss. Jessica Fraga
Kindergarten
The Five Senses
Hoover Elementary
Hazel Park School District
This lesson lasts for about 40 minutes
II. Goals & Objectives
Goal: Students will be able to use what they learned about the five senses and the body part that relates to each sense to construct a self portrait of themselves representing their five senses.
Objectives:
- Students will be able to use what they learned about their sense of sight; you see with your eyes, to glue the Google on their face.
- Students will be able to use what they learned about their sense of taste; you taste with your mouth and tongue, to glue the licorice string on their face as a mouth.
- Students will be able to use what they learned about their sense of smell; you smell with your nose, to glue the scented sponge nose on their face.
- Students will be able to use what they learned about their sense of hearing; you hear with your ears, to glue the bell ears on each side of their face.
- Students will be able to use what they learned about their sense of touch; you touch with your hands, to trace their hands with the fuzzy material and glue them on each side of their face.
III. GLCE’s
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching.
-ART.T.V.K.2: Participate in art activities that focus on everyday life.
-ART.VA.I.K.3: Explore the elements of art through playful sensory experiences.
-ART.VA.I.K.1: Identify and explore a variety of materials to communicate personal experiences.
ELA GLCE’s
-L.CN.00.01: Understand and follow one- and two-step directions
-W.GN.00.01: Write a brief personal narrative using pictures
IV. Learning Resources and Materials
Materials:
-Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses, written by Hill Nettleton.
- The five senses poster with pictures of each body part.
-Construction paper
-Crème/brown circle of paper for face
-Google eyes
-sponge nose
-Lavender sent for sponge nose
-Licorice string for mouth
- Fuzzy fur hands
-Marker
-Pencil
Resources:
http://www.littlegiraffes.com/fivesenses.html
V. Teacher Procedure
Introduction
1. Anticipatory Set- Play the “Have a Seat” song. Students should walk slowly and quietly to their designated letter on the carpet.
2. Essential Question- Ask the students if they can tell you what the five senses are and the body parts that relate to each sense.
3. Write the senses and the body parts on the board.
4. Under each sense make a class list of things that relate to each sense. Only call on students who are quiet and raising their hands.
Lesson Development
5. Direct Teaching- Explain that today is going to be the last day of their five senses unit.
6. Direct Teaching- To end the unit we are going to be doing a fun art activity called five senses self portrait
7. Modeling- Bring up a finished example of the self portrait and explain step by step what the students are going to be doing.
8. Direct Teaching- First you will be getting a piece of construction paper, a circle to represent your head, Google eyes, a lilac scented sponge for your nose, a licorice string for your mouth, two bells for your ears, and fuzzy material for you to trace your hands.
9. Modeling- On the top of the construction paper it says _____________ has five senses. Make sure to write your name in the blank.
10. Modeling- Now it’s time to construct your five senses self portrait.
11. Modeling- Start by gluing your face on the construction paper.
12. Modeling- Next glue on your Google eyes down.
13. Modeling- Then glue on your lilac scented nose.
14. Modeling- Next glue on the bells for ears
15. Modeling- Then glue on your licorice mouth
16. Modeling- Lastly, trace your hands on the fuzzy material and glue your hands on each side of your face.
17. Direct Teaching- Decorate your self portrait to your liking, adding hair, arms, legs, clothes, pictures on the side, etc.
18. This is your self portrait; make sure it represents who you are.
19. Dismiss students by tables.
20. Facilitating- Walk around the room to provide assistance and answer any questions.
21. When students are finished, have them put their self portrait on the drying rack.
22. If there is extra time have the students go to the carpet and share what they liked the most about the five senses unit.
Accommodations
*** Make sure to pay more attention to the circle table. These students need more one on one assistance and prompting to complete assignments. If possible, have an aid or student teacher at this table while they are working on their assignment to keep the students moving along. ***
I will differentiate instruction according to students needs by printing out specific step by step instructions for students who may need more assistance or who may forget the order of how to construct their self portrait. Depending on the student these directions could simply be numbered and written out or they could be in the form of pictures to make it easier. If I have student with a cognitive impairment I may have them use different materials that are easier for them to glue on, possibly already have tape on them, or assist them when constructing their self portrait. If I have a student with severe cognitive impairments I may have their self portrait already constructed and just have them touch and feel the different parts of their self portrait. That way instead of spending the whole time putting their self portrait together, they are able to see the finished product, feel it, and make connections between what they feel, what they learned in the unit, and what they experience everyday. Students with special needs love different textures so I think they would enjoy this lesson a lot. In order to ensure that all students are learning and taking something away from this lesson I will monitor and walk around the room making sure students are on the right track and if they need assistance I will help them with whatever they need. I think this is a great ending to the five senses unit because it is an interactive, creative and memorable activity that pulls together everything they learned about the five senses.
VI. Methods of Assessment
Students will be assessed by the completion of their five senses self portrait. Throughout this lesson students have learned about each of the five senses, explored them, and now are using them in an artistic way. I think that through arts and crafts that students are able to remember and make connections between what they are doing and what they have been learning in class. Art is a great way to tie together everything that the students have learned and it provides them with something that they created and a reference if they ever forgot a specific sense. If the students complete their five senses self portrait correctly, with the appropriate materials in the correct spot, then I know that they followed directions and understand the five senses and the body parts that relate to each sense. If for example they put their licorice string as hair then I would know that they may not fully understand the sense of taste and so forth. This is a great way to see what students have learned throughout the unit because it is not a formal test, it is a creative activity where each student will show what they learned and took away from the lesson. Feedback will be given verbally and if there is something wrong with their portrait, it will be discussed with the student and changed if possible. This activity is for the students to show their creative side and what they liked and learned about the five senses.
Final Unit Assessment/ Culminating Experience
The final assessment for this five senses unit is the five senses self portrait that the students create. After being introduced to the five senses, experiencing each of the five senses in interactive center activities, and creating a My Five Senses book, I thought that the five senses self portrait was an appropriate and creative assessment. It would be easy for me to give the student a five senses test or worksheet to assess the students with, but I thought that by having the students assessed in a more unique way it would allow me to see what the students learned and also see a creative side to the students. Through this assessment I am about to see if the students know what the five senses are, the body parts that relate to each sense, and if they put the appropriate materials in the correct spots for each sense. It is also beneficial that this is the assessment because students would not feel the pressure of a test, they will be able to use their creativity and imagination to complete their five senses self portrait.
This unit leads to the parts of the body unit. Now that the students know their five senses they can relate those senses to different body parts, learn about the functions of different body parts, and the purpose of different parts of the body.
Teacher Unit Reflection
Throughout this unit I learned about how to manage my time and that what I think might take 30 minutes could take 45 minutes to an hour in a kindergarten class. All in all, I think the unit went well and allows the students to learn about the five senses in a fun, creative, and interactive way. I believe that my objectives were supported by what I observed because I was able to see that the students knew their five senses, they knew the body parts that relate to each of the senses, they knew how the five senses allow them to experience the world around them, they explored the five senses in interactive center activities, they made their own My Five Senses book, and lastly, they made a self portrait of themselves incorporating the five senses. Overall the unit worked well and the only thing that I would change is the organization and rotation of the five senses centers. There was a little confusion when working in the centers, students were not going to the correct center, and some of the centers took a little longer than other centers, causing the students to get impatient. In order for the centers to run smoothly in the future I will make sure that the centers that were shorter had an extra activity or worksheet included so that each center lasted the same amount of time and make sure that the rotations were made clear to each of the adults and that the students knew that they were not allowed to move centers until told by an adult. Other than those few minor glitches, I don’t think I would change too much in this lesson but that all depends on the class I have, their allergies, their behavior, etc. I predict that I will continue to use this lesson in the future because it is easily adjustable and it is a topic that may not be viewed as important, but it is essential that children know their five senses, the body parts that relate to each sense, and how each sense allows them to experience the world around them.
Kindergarten Unit Plan
Miss. Fraga
This unit spans across three days
The purpose of this unit is for students to become familiar with their five senses; the sense of sight, the sense of taste, the sense of smell, the sense of hearing, and the sense of touch. Through these lessons students will get a chance to explore each of their senses in an interactive way and become familiar with the body parts that relate to each sense. It is important that students know that they use their eyes to see, their mouths and tongues to taste, their nose to smell, their ears to hear, and their hands to touch. We use our senses on a daily basis to experience the world around us and to express our wants and needs. It is important that students are aware of their five senses so that they can utilize them in different situations.
This unit is all about the five senses; sight, taste, smell, hearing, and touch. The five senses are introduced to the students with a poster that has each sense written out along with a picture of the body part that is used for each sense. Each sense is discussed in detail and then a song about the five senses is played and the book, Let’s Learn About The 5 Senses is then read to the students. Students will use what they learned to complete a worksheet that relates to each of the five senses. In the next lesson there were be centers relating to each of the five senses where the students will explore each sense and compile a person five senses book to take home. To close up the unit, the students will be completing a five senses self portrait where they use different materials that relate to each of the senses in order to make a five senses self portrait of themselves.
GLCE’s used in the unit:
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching.
-ART.M.III.K.7: Identify and support personal reactions to a musical selection.
-ART.T.V.K.2: Participate in art activities that focus on everyday life.
-ART.VA.I.K.3: Explore the elements of art through playful sensory experiences.
-ART.VA.I.K.1: Identify and explore a variety of materials to communicate personal experiences.
ELA GLCE’s
-L.CN.00.01: Understand and follow one- and two-step directions
-S.DS.00.03: Respond to multiple text types by reflecting, making meaning, and making connections.
-W.AT.00.01: Be enthusiastic about writing.
-W.GN.00.01: Write a brief personal narrative using pictures and words as support.
Science GLCE’s
-S.IP.00.11: Make purposeful observation of the world using the appropriate senses.
-S.IA.00.13: Communicate and present findings of observations.
Goals and Objectives in the unit:
Goal: Students will be able to learn about the five senses, the body parts that relate to each sense, and what each sense does that allows them to experience the world around them.
Objectives:
-Students will be able to learn about the sense of sight by listening to a five senses book, interacting with the five senses song, and by touching their eyes to indicate they know what body part relates to their senses of sight.
-Students will be able to learn about the sense of taste by listening to a five senses book, interacting with the five senses song, and by touching their mouth or tongue to indicate they know what body part relates to their senses of taste.
-Students will be able to learn about the sense of smell by listening to a five senses book, interacting with the five senses song, and by touching their nose to indicate they know what body part relates to their sense of smell.
- Students will be able to learn about the sense of hearing by listening to a five senses book, interacting with the five senses song, and by touching their ear to indicate they know what body part relates to their sense of hearing.
- Students will be able to learn about the sense of touch by listening to a five senses book, interacting with the five senses song, and by raising or touching their hands to indicate they know what body part relates to their sense of touch.
Goal: Students will be able to build upon their knowledge of the five senses by exploring each sense through interactive center activities and by completing and compiling a My Five Senses book.
Objectives:
-Students will be able to build upon their knowledge of the sense of sight by exploring this sense through an interactive activity and completing a book page for the sense of sight.
-Students will be able to build upon their knowledge of the sense of taste by exploring this sense through an interactive activity and completing a book page for the sense of taste.
-Students will be able to build upon their knowledge of the sense of smell by exploring this sense through an interactive activity and completing a book page for the sense of smell.
-Students will be able to build upon their knowledge of the sense of hearing by exploring this sense through an interactive activity and completing a book page for the sense of hearing.
-Students will be able to build upon their knowledge of the sense of touch by exploring this sense through an interactive activity and completing a book page for the sense of touch.
-Students will be able to build upon their knowledge of the five senses by exploring each sense in an interactive activity and compiling a My Five Senses book.
Goal: Students will be able to use what they learned about the five senses and the body parts that relate to each sense to construct a self portrait of themselves representing their five senses.
Objectives:
- Students will be able to use what they learned about their sense of sight; you see with your eyes, to glue the Google on their face.
- Students will be able to use what they learned about their sense of taste; you taste with your mouth and tongue, to glue the licorice string on their face as a mouth.
- Students will be able to use what they learned about their sense of smell; you smell with your nose, to glue the scented sponge nose on their face.
- Students will be able to use what they learned about their sense of hearing; you hear with your ears, to glue the bell ears on each side of their face.
- Students will be able to use what they learned about their sense of touch; you touch with your hands, to trace their hands with the fuzzy material and glue them on each side of their face.
Materials used in the unit:
Lesson one
-Dry erase marker
- The five senses poster with pictures of each body part.
-“When you use your senses” YouTube song.
-Lets Learn About The 5 Senses written by Nuria Roca illustrated by Rosa M. Curto.
-Five senses worksheet
Lesson two
- The five senses poster with pictures of each body part.
-Title page for student’s personal My Five Senses book
-Crayons
-Pencils
-Stapler (for adults only)
- Sight Center Materials
- Sight page for My Five Senses book
-Pencil
-Crayons
-Tray
-8 to 10 frequently seen objects ( ex: pen, pencil, glue stick, pattern block, unit-fix cubes, eraser, paper clip, marker, scissors, paint brush, quarter, and string).
-Taste Center Materials
-Taste page for My Five Senses book
-Pencil
-Crayons
-Napkins
-Numbered plates
-Pairs of foods that look similar but taste different (ex: salt and sugar, apple and pear, cherry jelly bean and cinnamon jelly bean, whole milk and skim milk, raisin and prune, orange and tangerine).
-Marker for the adult in the group
-Worksheet for each group to make their predictions of what each food was in the pair.
-Smell Center Materials
- Smell page for My Five Senses book.
-Pencil
-Crayons
-Numbered containers’ with lids and holes punched into the top.
-Various scents (ex: lilac, peanut butter, garlic powder, baby powder, perfume, orange, mint, onion powder, and cinnamon).
- Worksheet identifying each scent.
-Hearing Center Materials
- Hearing page for My Five Senses book
-Pencil
-Crayons
-Small boxes that are numbered and a solid color so object is unidentifiable
-Small objects (ex: penny, toothpick, paper clip, staple, rice, button, nail, gum ball).
-Touch Center Materials
- Touch page for My Five Senses book
- Pencil
-Crayons
- Six numbered socks
-Six distinctly shaped objects (ex: pattern blocks, a quarter, small toy pieces, shell, and ball).
-Worksheet divided and numbered into six squares.
Lesson three
-Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses, written by Hill Nettleton.
- The five senses poster with pictures of each body part.
-Construction paper
-Crème/brown circle of paper for face
-Google eyes
-Sponge nose
-Lavender sent for sponge nose
-Licorice string for mouth
- Fuzzy fur hands
-Marker
-Pencil
Introduction to the Five Senses
Important Facts: The Five senses are sight, taste, smell, hearing, and touch. You see with your eyes. You taste with your mouth and tongue. You smell with your nose. You hear with your ears. You touch with your hands.
Key Concepts: The five senses; sight, taste, smell, hearing, and touch.
Skills students need for lesson and skills taught: Listening skills, vocalization skills, writing skills, accessing prior knowledge, body part identification skills and use of their five senses.
I. Demographic Information
Miss. Jessica Fraga
Kindergarten
The Five Senses
Hoover Elementary
Hazel Park School District
This lesson lasts for about 30 to 40 minutes.
II. Goals & Objectives
Goal: Students will be able to learn about the five senses, the body parts that relate to each sense, and what each sense does that allows them to experience the world around them.
Objectives:
-Students will be able to learn about the sense of sight by listening to a five senses book, interacting with the five senses song, and by touching their eyes to indicate they know what body part relates to their senses of sight.
-Students will be able to learn about the sense of taste by listening to a five senses book, interacting with the five senses song, and by touching their mouth or tongue to indicate they know what body part relates to their senses of taste.
-Students will be able to learn about the sense of smell by listening to a five senses book, interacting with the five senses song, and by touching their nose to indicate they know what body part relates to their sense of smell.
- Students will be able to learn about the sense of hearing by listening to a five senses book, interacting with the five senses song, and by touching their ear to indicate they know what body part relates to their sense of hearing.
- Students will be able to learn about the sense of touch by listening to a five senses book, interacting with the five senses song, and by raising or touching their hands to indicate they know what body part relates to their sense of touch.
III. GLCE’s
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching: head, neck, arms, legs, feet, shoulders, and knees.
-ART.M.III.K.7: Identify and support personal reactions to a musical selection.
- ART.VA.I.K.1: Identify and explore a variety of materials to communicate personal experiences.
ELA GLCE’s
- L.CN.00.01: Understand and follow one- and two-step directions
Science GLCE’s
- S.IP.00.11: Make purposeful observation of the natural world using the appropriate senses.
IV. Learning Resources and Materials
Materials:
-Dry erase marker
- The five senses poster with pictures of each body part.
-“When you use your senses” YouTube song.
-Lets Learn About The 5 Senses written by Nuria Roca illustrated by Rosa M. Curto.
-Five senses worksheet
Technology:
-Computer and speakers to play the five senses song.
V. Teacher Procedure
Introduction
1. Anticipatory Set- Play the “Have a Seat” song. Students should walk slowly and quietly to their designated letter on the carpet.
2. Inductive Teaching-Ask the students if they know what their five senses are.
3. Make a list on the board when the students say any of the five senses.
Lesson Development
4. Essential Questions:
-What are the five senses?
-What body parts represent each of the five senses?
-How do you use your senses?
5. After the students have made their guesses on what the five senses are, flip over the five senses poster board.
6. The five senses poster board has each sense written out along with a picture of each body part that goes with each sense.
7. Direct Teaching-Go over each sense by having the students touch and identify their body part that relates to their five senses and the impact each one has on our everyday lives.
8. Guided Practice-Make a pattern by touching each body part; start with your ears, then progress down to eyes, nose, mouth/tongue, and lastly hands.
- You hear with your ears
-You see with your eyes
-You smell with your nose
-You taste with your mouth and tongues
- You touch with your hands
9. Listen to the song from YouTube, “When you use your senses”. If they students are behaving and enjoying the song you may repeat one or two times.
10. Direct Teaching/Inductive Teaching- Read the book, Lets Learn About The 5 Senses written by Nuria Roca and illustrated by Rosa M. Curto. Perform think-alouds and ask students questions about the book as it is read.
9. Direct Teaching/Modeling- Explain the worksheet that the students are going to complete. (A copy is provided to use as an example).
10. Independent Practice- Dismiss the students from the carpet one table at a time (rectangle, triangle, oval, and square).
11. Facilitating- Circle throughout the room while the students are working to make sure they are staying on task and to answer any questions.
12. When worksheets are completed, put a star on their paper and tell the students to put them in their cubby.
13. If students get finished early, give them a sheet of paper and tell them to draw pictures or write words that relate to their senses.
Accommodations
*** Make sure to pay more attention to the circle table. These students need more one on one assistance and prompting to complete assignments. If possible, have an aid or student teacher at this table while they are working on their assignment to keep the students moving along. ***
I will differentiate instruction according to students needs by providing students with hands on tactile objects if they have a hard time grasping the concept of the five senses. If students have visual or hearing impairments, I will have them sit closer to the front so they can see and hear the poster, book and song. For students with learning disabilities I may go over the information in a slower manner and repeat the information multiple times. If students are unable to move their limbs, the teacher or an aid or would help the student touch those specific body parts so they can make a connection between their senses and the various body parts. To ensure that all students are learning about the five senses I will observe and monitor them throughout the lesson to determine which students have grasped the concept and which students need more assistance and instruction. I will do whatever it takes to make sure that each student knows what their five senses are so that they are able to make a connection between their five senses and the experiences they have in their everyday lives.
VI. Methods of Assessment
Students will be assessed by asking them if they know any of the five senses and by observing students during the lesson to see what they know and what they don’t know about the five senses. I will do a lot of observation in this lesson to see what the students already knew about the five senses and see what they have learned through reading the book and listening to the song. I will ask prompting questions while reading the book and see how students respond. I will also observe the students when we are locating the body parts that relate to the five senses and when singing and dancing to the song. I want to see if the students know what body parts relate to what senses and I can easily make this connection by watching what body part they point to when a sense is said aloud. After these activities I will provide the students with a worksheet about each of the five senses in order to see if they truly know the five senses and the body parts that relate to each. This worksheet will provide me with a lot of information and will be a guide for what I need to emphasize in the next lesson. Feedback will be given verbally throughout the lesson by saying “good job” “you really know your five senses” “Are you sure that is the body part for the sense on sight” etc. Feedback will also be given written by giving them a star and a good job on their worksheet if it is completed correctly. If they got something wrong on their worksheet I will tell them to look over that specific section or assist them if they have mixed up their senses. The worksheet is used for the students to summarize what they have learned and prepare them for the next lesson which is the five senses centers.
The Five Senses “Centers”
Important Facts: The Five senses are sight, taste, smell, hearing, and touch. You see with your eyes. You taste with your mouth and tongue. You smell with your nose. You hear with your ears. You touch with your hands.
Key Concepts: The five senses; sight, taste, smell, hearing, and touch.
Skills students need for lesson and skills taught: Listening skills, communication skills, writing skills, accessing prior knowledge, body part identification skills, mobility, and use of their five senses.
I. Demographic Information
Miss. Jessica Fraga
Kindergarten
The Five Senses
Hoover Elementary
Hazel Park School District
The centers last for about 15 minutes each making this lesson roughly an hour and 15 minutes
II. Goals & Objectives
Goal: Students will be able to build upon their knowledge of the five senses by exploring each sense through interactive center activities and by completing and compiling a My Five Senses book.
Objectives:
-Students will be able to build upon their knowledge of the sense of sight by exploring this sense through an interactive activity and completing a book page for the sense of sight.
-Students will be able to build upon their knowledge of the sense of taste by exploring this sense through an interactive activity and completing a book page for the sense of taste.
-Students will be able to build upon their knowledge of the sense of smell by exploring this sense through an interactive activity and completing a book page for the sense of smell.
-Students will be able to build upon their knowledge of the sense of hearing by exploring this sense through an interactive activity and completing a book page for the sense of hearing.
-Students will be able to build upon their knowledge of the sense of touch by exploring this sense through an interactive activity and completing a book page for the sense of touch.
-Students will be able to build upon their knowledge of the five senses by exploring each sense in an interactive activity and compiling a My Five Senses book.
III. GLCE’s
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching.
-ART.T.V.K.2: Participate in art activities that focus on everyday life.
-ART.VA.I.K.3: Explore the elements of art through playful sensory experiences.
-ART.VA.I.K.1: Identify and explore a variety of materials to communicate experiences.
ELA GLCE’s
-L.CN.00.01: Understand and follow one- and two-step directions
-W.AT.00.01: Be enthusiastic about writing.
-W.GN.00.01: Write a brief personal narrative using pictures and words as support.
Science GLCE’s
-S.IP.00.11: Make purposeful observation of the world using the appropriate senses.
-S.IA.00.13: Communicate and present findings of observations.
IV. Learning Resources and Materials
Materials:
- The five senses poster with pictures of each body part.
-Title page for student’s personal My Five Senses book
-Crayons
-Pencils
-Stapler (for adults only)
- Sight Center Materials
- Sight page for My Five Senses book
-Pencil
-Crayons
-Tray
-8 to 10 frequently seen objects ( ex: pen, pencil, glue stick, pattern block, unit-fix cubes, eraser, paper clip, marker, scissors, paint brush, quarter, and string).
-Taste Center Materials
-Taste page for My Five Senses book
-Pencil
-Crayons
-Napkins
-Numbered plates
-Pairs of foods that look similar but taste different (ex: salt and sugar, apple and pear, cherry jelly bean and cinnamon jelly bean, whole milk and skim milk, raisin and prune, orange and tangerine).
-Marker for the adult in the group
-Worksheet for each group to make their predictions of what each food was in the pair.
-Smell Center Materials
- Smell page for My Five Senses book.
-Pencil
-Crayons
-Numbered containers’ with lids and holes punched into the top.
-Various scents (ex: lilac, peanut butter, garlic powder, baby powder, perfume, orange, mint, onion powder, and cinnamon).
- Worksheet identifying each scent.
-Hearing Center Materials
- Hearing page for My Five Senses book
-Pencil
-Crayons
-Small boxes that are numbered and a solid color so object is unidentifiable
-Small objects (ex: penny, toothpick, paper clip, staple, rice, button, nail, gum ball).
-Touch Center Materials
- Touch page for My Five Senses book
- Pencil
-Crayons
- Six numbered socks
-Six distinctly shaped objects (ex: pattern blocks, a quarter, small toy pieces, shell, and ball).
-Worksheet divided and numbered into six squares.
Resources:
http://www.littlegiraffes.com/fivesenses.html
V. Teacher Procedure
Introduction
1. Anticipatory Set- Play the “Have a Seat” song. Students should walk slowly and quietly to their designated letter on the carpet.
2. Essential Question-Ask the students if they remember what their five senses are.
3. Use the five senses poster after the five senses have been said to discuss the body parts that are associated with each sense.
Lesson Development
4. Direct Teaching- Explain that the students are going to be experiencing each of the five senses in their centers today.
5. Direct Teaching- “There is going to be five centers today; The Sight Center, The Taste Center, The Smell Center, The Hearing Center, and The Touch Center”.
6. Direct Teaching- At each center not only will students be exploring that particular sense, but they will also be completing a book page that will be combined into a My Five Senses book for them to take home.
7. Cooperative Group Teaching- Students will be split up into the groups they are typically in for reading and writing centers.
8. Each center will be approximately 15 minutes long
9. Direct Teaching- To signal the rotations use the bell and get the students attention by saying “Stop, Look, and Listen” (using hand motions).
10. Cooperative Group Teaching- Rotations of the centers will be clockwise to eliminate confusion.
11. Cooperative Group Teaching- Each center will be explained in detail below:
The Sight Center:
-Make sure students complete their sight book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to see.
-For the activity at this center there will be a tray containing 8 to 10 frequently seen objects( ex: pen, pencil, glue stick, pattern block, unit-fix cubes, eraser, paper clip, marker, scissors, paint brush, quarter, and string).
-Show and define; or have the students define, the objects on the tray.
-Hide the tray and remove one object from the group.
-Students will take turns determining what object they believe is missing from the tray.
-Continue to hide and remove different items from the tray until each student has at least one guess.
-If this is too easy for the students, add more objects or remove more than one object to increase the difficulty.
The Taste Center:
-Make sure students complete their taste book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to taste.
-For the activity at this center there will be different pairs of foods on a numbered plate that look similar but taste different (ex: salt and sugar, apple and pear, cherry jelly bean and cinnamon jelly bean, whole milk and skim milk, raisin and prune, orange and tangerine).
-Students will take turns tasting the different foods and determine if there is a difference in taste.
-There will be one worksheet for the each group with different plates drawn where the students can work together (with assistance from the adult in the group to write down predictions on worksheet) to write down their predictions of what each food was in each pair.
The Smell Center:
-Make sure students complete their smell book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to smell.
-For the activity at this center there will be different scented materials in numbered containers with holes punched in the top so the scent can come out.
-There is a worksheet provided that has all the scents listed. (ex: lilac, peanut butter, garlic powder, baby powder, perfume, orange, mint, onion powder, and cinnamon).
-After smelling each container, the student will put the number of the container next to the scent they believe it matches.
-After each student has made their predictions, each scent is identified.
-Comparisons are made between the student’s prediction and what the actual scent was.
-If there is extra time, the students can further define their scents according to their preferences by naming the scents as a good smell or a bad smell.
The Hearing Center:
-Make sure students complete their hearing book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to hear.
-For the activity at this center there will be small objects placed in numbered boxes that are solid so students are unable to see what object is inside.
-There will be pairs of each object, which means there will be two boxes with the same object inside (ex: penny, toothpick, paper clip, staple, rice, button, nail, gum ball).
-Students will take turns shaking each box; matching boxes that they believe have the same sound or object inside.
-After the students have grouped the boxes according to the sounds they make, the boxes can be opened and it will be determined if the objects were paired correctly according to the sounds they made.
The Touch Center:
-Make sure students complete their touch book page before beginning the activity.
-The blanks must be filled in, the picture needs to be colored, and they need to draw their own picture/pictures of what they like to touch.
-For the activity at this center there will be six different shaped objects placed in six numbered socks (ex: pattern blocks, a quarter, small toy pieces, shell, ball, any objects that have a distinct shape that can be determined by touch).
-Students will be provided with a worksheet divided into six sections
-Students will take turns feeling the objects in the socks and then drawing a picture of what they touched in the specified square.
-After each student has drawn their six pictures, take out each object and compare the object to what was drawn in the box.
12. At the final center gather each student’s book pages and staple them together so they can take them home.
13. Instruct students to put their My Five Senses books in their cubbies so they can take them home to read.
Accommodations
*** Make sure to pay more attention to the circle table. These students need more one on one assistance and prompting to complete assignments. If possible, have an aid or student teacher at this table while they are working on their assignment to keep the students moving along. ***
I will differentiate instruction according to students needs by providing more explicit instructions to students who have various disabilities and pay more attention to those students when they are at their centers. If a student is unable to complete one of the senses centers because of a disability, I would have them stay at a center where they can strive and take away information instead of attending a center where they are not gaining knowledge. If I have a student who has limited mobility, I would provide hand over hand assistance or bring the object or material up to them so they are able to take it all in. Monitoring students with disabilities is important so that I am able to see if they need a lprompting or assistance when learning. Depending on the severity of the disability, I would have a supplemental activity, book, or movie for the students that fit their ability level. In order to ensure that all students are learning about the five senses, I will observe, monitor, and assist students when they are at each center and help them through any struggles or questions that may have. I want the students to get to experience each sense and form a connection between their senses, their body parts, and the world they experience every day.
VI. Methods of Assessment
Students learning will be monitored by observing the students when they are at each station using a checklist and by their My Five Senses book they complete after attending each station. The students were able to interact on a deeper level with the five senses and I hope they were able to make connections between their five senses and how they allow them to experience their world. I believe that through the interactive centers, the students will be able to have a better grasp on the five senses and the importance of them. Feedback will be given back verbally through “good jobs” and asking questions along with written feedback in the form of a checklist. The five senses centers are a great way to summarize the five senses and allow students to connect the five senses to their everyday lives. I think that by making this connection students are able to understand the five senses and all the aspects that go along with them.
The Five Senses Centers Checklist
Name: ____________________________
The Sense of ______________________
Requirements
Yes No
Completed book page
Interacted with Activity
Could identify body part that relates to sense
Five Senses Self Portrait
Important Facts: The Five senses are sight, taste, smell, hearing, and touch. You see with your eyes. You taste with your mouth and tongue. You smell with your nose. You hear with your ears. You touch with your hands.
Key Concepts: The five senses; sight, taste, smell, hearing, and touch.
Skills students need for lesson and skills taught: Listening skills, cutting and gluing skills, writing skills, drawing skills and body part identification skills.
I. Demographic Information
Miss. Jessica Fraga
Kindergarten
The Five Senses
Hoover Elementary
Hazel Park School District
This lesson lasts for about 40 minutes
II. Goals & Objectives
Goal: Students will be able to use what they learned about the five senses and the body part that relates to each sense to construct a self portrait of themselves representing their five senses.
Objectives:
- Students will be able to use what they learned about their sense of sight; you see with your eyes, to glue the Google on their face.
- Students will be able to use what they learned about their sense of taste; you taste with your mouth and tongue, to glue the licorice string on their face as a mouth.
- Students will be able to use what they learned about their sense of smell; you smell with your nose, to glue the scented sponge nose on their face.
- Students will be able to use what they learned about their sense of hearing; you hear with your ears, to glue the bell ears on each side of their face.
- Students will be able to use what they learned about their sense of touch; you touch with your hands, to trace their hands with the fuzzy material and glue them on each side of their face.
III. GLCE’s
Art GLCE’s
-ART.D.I.K.6: Identify body parts by touching.
-ART.T.V.K.2: Participate in art activities that focus on everyday life.
-ART.VA.I.K.3: Explore the elements of art through playful sensory experiences.
-ART.VA.I.K.1: Identify and explore a variety of materials to communicate personal experiences.
ELA GLCE’s
-L.CN.00.01: Understand and follow one- and two-step directions
-W.GN.00.01: Write a brief personal narrative using pictures
IV. Learning Resources and Materials
Materials:
-Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses, written by Hill Nettleton.
- The five senses poster with pictures of each body part.
-Construction paper
-Crème/brown circle of paper for face
-Google eyes
-sponge nose
-Lavender sent for sponge nose
-Licorice string for mouth
- Fuzzy fur hands
-Marker
-Pencil
Resources:
http://www.littlegiraffes.com/fivesenses.html
V. Teacher Procedure
Introduction
1. Anticipatory Set- Play the “Have a Seat” song. Students should walk slowly and quietly to their designated letter on the carpet.
2. Essential Question- Ask the students if they can tell you what the five senses are and the body parts that relate to each sense.
3. Write the senses and the body parts on the board.
4. Under each sense make a class list of things that relate to each sense. Only call on students who are quiet and raising their hands.
Lesson Development
5. Direct Teaching- Explain that today is going to be the last day of their five senses unit.
6. Direct Teaching- To end the unit we are going to be doing a fun art activity called five senses self portrait
7. Modeling- Bring up a finished example of the self portrait and explain step by step what the students are going to be doing.
8. Direct Teaching- First you will be getting a piece of construction paper, a circle to represent your head, Google eyes, a lilac scented sponge for your nose, a licorice string for your mouth, two bells for your ears, and fuzzy material for you to trace your hands.
9. Modeling- On the top of the construction paper it says _____________ has five senses. Make sure to write your name in the blank.
10. Modeling- Now it’s time to construct your five senses self portrait.
11. Modeling- Start by gluing your face on the construction paper.
12. Modeling- Next glue on your Google eyes down.
13. Modeling- Then glue on your lilac scented nose.
14. Modeling- Next glue on the bells for ears
15. Modeling- Then glue on your licorice mouth
16. Modeling- Lastly, trace your hands on the fuzzy material and glue your hands on each side of your face.
17. Direct Teaching- Decorate your self portrait to your liking, adding hair, arms, legs, clothes, pictures on the side, etc.
18. This is your self portrait; make sure it represents who you are.
19. Dismiss students by tables.
20. Facilitating- Walk around the room to provide assistance and answer any questions.
21. When students are finished, have them put their self portrait on the drying rack.
22. If there is extra time have the students go to the carpet and share what they liked the most about the five senses unit.
Accommodations
*** Make sure to pay more attention to the circle table. These students need more one on one assistance and prompting to complete assignments. If possible, have an aid or student teacher at this table while they are working on their assignment to keep the students moving along. ***
I will differentiate instruction according to students needs by printing out specific step by step instructions for students who may need more assistance or who may forget the order of how to construct their self portrait. Depending on the student these directions could simply be numbered and written out or they could be in the form of pictures to make it easier. If I have student with a cognitive impairment I may have them use different materials that are easier for them to glue on, possibly already have tape on them, or assist them when constructing their self portrait. If I have a student with severe cognitive impairments I may have their self portrait already constructed and just have them touch and feel the different parts of their self portrait. That way instead of spending the whole time putting their self portrait together, they are able to see the finished product, feel it, and make connections between what they feel, what they learned in the unit, and what they experience everyday. Students with special needs love different textures so I think they would enjoy this lesson a lot. In order to ensure that all students are learning and taking something away from this lesson I will monitor and walk around the room making sure students are on the right track and if they need assistance I will help them with whatever they need. I think this is a great ending to the five senses unit because it is an interactive, creative and memorable activity that pulls together everything they learned about the five senses.
VI. Methods of Assessment
Students will be assessed by the completion of their five senses self portrait. Throughout this lesson students have learned about each of the five senses, explored them, and now are using them in an artistic way. I think that through arts and crafts that students are able to remember and make connections between what they are doing and what they have been learning in class. Art is a great way to tie together everything that the students have learned and it provides them with something that they created and a reference if they ever forgot a specific sense. If the students complete their five senses self portrait correctly, with the appropriate materials in the correct spot, then I know that they followed directions and understand the five senses and the body parts that relate to each sense. If for example they put their licorice string as hair then I would know that they may not fully understand the sense of taste and so forth. This is a great way to see what students have learned throughout the unit because it is not a formal test, it is a creative activity where each student will show what they learned and took away from the lesson. Feedback will be given verbally and if there is something wrong with their portrait, it will be discussed with the student and changed if possible. This activity is for the students to show their creative side and what they liked and learned about the five senses.
Final Unit Assessment/ Culminating Experience
The final assessment for this five senses unit is the five senses self portrait that the students create. After being introduced to the five senses, experiencing each of the five senses in interactive center activities, and creating a My Five Senses book, I thought that the five senses self portrait was an appropriate and creative assessment. It would be easy for me to give the student a five senses test or worksheet to assess the students with, but I thought that by having the students assessed in a more unique way it would allow me to see what the students learned and also see a creative side to the students. Through this assessment I am about to see if the students know what the five senses are, the body parts that relate to each sense, and if they put the appropriate materials in the correct spots for each sense. It is also beneficial that this is the assessment because students would not feel the pressure of a test, they will be able to use their creativity and imagination to complete their five senses self portrait.
This unit leads to the parts of the body unit. Now that the students know their five senses they can relate those senses to different body parts, learn about the functions of different body parts, and the purpose of different parts of the body.
Teacher Unit Reflection
Throughout this unit I learned about how to manage my time and that what I think might take 30 minutes could take 45 minutes to an hour in a kindergarten class. All in all, I think the unit went well and allows the students to learn about the five senses in a fun, creative, and interactive way. I believe that my objectives were supported by what I observed because I was able to see that the students knew their five senses, they knew the body parts that relate to each of the senses, they knew how the five senses allow them to experience the world around them, they explored the five senses in interactive center activities, they made their own My Five Senses book, and lastly, they made a self portrait of themselves incorporating the five senses. Overall the unit worked well and the only thing that I would change is the organization and rotation of the five senses centers. There was a little confusion when working in the centers, students were not going to the correct center, and some of the centers took a little longer than other centers, causing the students to get impatient. In order for the centers to run smoothly in the future I will make sure that the centers that were shorter had an extra activity or worksheet included so that each center lasted the same amount of time and make sure that the rotations were made clear to each of the adults and that the students knew that they were not allowed to move centers until told by an adult. Other than those few minor glitches, I don’t think I would change too much in this lesson but that all depends on the class I have, their allergies, their behavior, etc. I predict that I will continue to use this lesson in the future because it is easily adjustable and it is a topic that may not be viewed as important, but it is essential that children know their five senses, the body parts that relate to each sense, and how each sense allows them to experience the world around them.