Our Five SensesDay 1………………………………Introduction to the Five Senses.

Day 2……………………………..The Sense of Sight

Day 3……………………………….The Sense of Smell

Day 4………………………………The Sense of Taste

Day 5……………………………….The Sense of Touch

Day 6……………………………….The Sense of Sound

Day 7…..................Review of the Five Senses

Day: One (Organize)

Daily Focus: Introducing the Five Senses

Concepts to be developed: We have five sensed to keep us healthy and safe The five senses are sight, smell, touch, hearing, and taste. Various organs are used for each sense. We often use more than one sense at a time.

Materials: Colored sheets of paper Bananas in brown bags for each group Paper organs Worksheet

Procedure: (Where are we going?)The teacher will explain that in order to know what is happening

in the world around us we must use our five senses. We have five senses that help keep us safe and healthy and to understand what is going on in the world around us.

A. Introducing Each Sense: (Hook)The teacher will do an activity to expose the students to the

sense and then ask a series of questions that will stimulate discussion. (Equip)1. The Sense of Sight

Colored sheets are help up What colors are these sheets? How can you tell what colors they are? What part of your body did you use to identify the color with? The teachers summarizes what has been discussed and begins a

list of the senses (Re-think)

2. The Sense of Sound/Hearing Clapping patterns are made and students are instructed to echo

the patterns How did you know that I clapped that pattern? What part of your body allowed you to hear the pattern? Summarize what has been discussed and add the sense of sound

to the list. (Re-think)

3. The Sense of Taste Each child shares his or her favorite food. The teacher asks how do you know you like it? What parts of your body do you use to taste?

Inform the students that taste is the third sense of their list. Add it to the list and review the other senses. (Re-think)

4. The Sense of Smell Refer to the list. How many sense are left? Give each group a bag stapled shut with a banana inside. Tell them they cannot open the bag. Ask them what it is? How could you tell without opening the bad? What body part do you use to smell? Summarize what has been discussed and add the sense of smell

to the list. (Re-think)

5. The Sense of Touch Have the students touch their table spots. Ask what their desks feel like? How do you know its _______? What organs do you use to tell? Summarize what has been learned and add “touch” to the list of

sense as the fifth sense. (Re-think)

6. Review the list of sense and organs used.

B. Cooperative Sense IdentificationThe students will decide amongst their group members what

sense are needed for a variety of activities. They will hold up the appropriate paper organ or organs when they have reached a decision. Encourage students to defend their choices. (Evaluate and tailor)Various Situations:

Finding out if the temperature for the bath is right. Watching a movie. Find out if something is burning. Listening to a story. Telling what kind of weather we are having

C. Conclusion: (Evaluate)Have students again identify the five senses orally. Then, have

students independently fill out the following page with pictures of their favorite things to smell, taste, hear, see, and touch. If time, do I know my 5 sense worksheet.

Day: Two (Organize)

Daily Focus: The Sense of Sight

Concepts to be developed: The sense of sight helps us to live healthy and safe lives. There are many different terms we use to describe what we see. Our eyes are the organs used for sight. We need to take care of our eyes.

Materials: Pencils and crayons Chalk or dry erase markers Various items for groups to sort

Procedure: (Where are we going?)The teacher will first review the list of sense with the children.

He or she will ask which sense relies mainly on the organs, eyes. The teacher will inform the children that today they will be discussion and dong activities that focus on the sense of sight.

A. Introductory Brainstorming Activities (Hook and Hold)1. Have children share ways their sense of sight can help them stay

healthy everyday. 2. Name a “sight” word-Students are to each offer a word that can

used to describe something they see. For each response, have the class together come up with the opposite of the word, if it has one. The teacher documents both words on a list.

B. Cooperative Groups using the Sense of Sight: 1. Seeing Patterns: Have each group take out four pencil and five

crayons. Have them use their sense of sight to identify the pattern their partner has created. Then, have them switch roles.

2. Sorting by Sight: Have each group of four use their senses of sight to sort the materials they were given into various groups. If time permits, have the students then sort the materials by different features.

3. Sorting without Sight: Inform the children that some people are “Visually Challenged” and have difficulty seeing,. Have the group divide and attempt to sort the materials with their eyes closed. (Tailor)

C. Closure:Discuss with the students the difficulties and problem solving techniques they had to use when they could no longer sort by sight. Discuss how visually challenged people rely on their other

sense to be safe and healthy. Inform the children that tomorrow they will be learning more about the sense of smell. (Re-think) Complete sight page in book.

Day: Three (Organize)

Daily Focus: The Sense of Smell

Concepts to be developed: The sense of smell helps us lead healthy and safe lives. The nose has many helpful jobs. We can use our nose to identify a variety of foods.

Materials: Brown lunch bags Onion Soap Vanilla Peanut better Mint toothpaste Snack for each child

Procedure: (Where are we going?)The teacher will use the list of sense and ask children what sense

they studied the day before. Have a student point to the word. The teacher will inform the students that today they will be studying the sense of smell. He or she will ask what organ is responsible for helping us smell.

A. Brainstorming: (Hook and Hold) “What kinds of dangers can we detect with our noses?” The teacher will document the responses and facilitate discussion.

B. Games to Test Our Noses: (Tailor)1. “Name that Smell”: A teacher will randomly choose four to five

students to be contestants. Each contestant will smell the bag, describe the small, and guess what it is. All response with be charted. The graph will be discuses. We will discuss what other sense we can use to find out what is inside. (Equip)

2. “You Can Smell the Snack”: Have the students smell their snack. Then have them smell the snack when only breathing through their mouths. As for their results. (Equip)

3. “You Cannot Taste Your Snack”: Instruct the students that you are doing an experiment and you need them to help you test your idea or hypothesis. Have them plug their noses and then begin eating their snack. Ask them to describe the taste of their snack. Discuss the role of the nose in tasting and make the connection between having a cold and plugging your nose. (Equip)

C. Closure: (Re-think)Review with students the important of the sense of smell and the

many functions of the nose. Run through the list of senses having the students use terms first, second, and third and word “next” when discussing the sense that will be discussed the following day. Complete smell page in book.

Day: Four (Organize)

Daily Focus: The Sense of Taste

Concepts to be developed: The mouth and the tongue are the body parts used to taste. It is not safe to taste anything that is unknown or is not properly

stored. There are many terms we use to describe what we taste.

Materials: Picture cards Cards of taste words Pretzels Orange slices Marshmallows Recording sheets

Procedure: (Where are we going?)Review from the list which senses have already been studied.

Have students predict which sense they are going to be studying today. Have them identify the body parts used to taste.

A. Identifying Words Associated with Taste (Hook and Hold)1. Picture Cards- The teacher will flash pictures of various foods and

the children will give one word descriptions of how the food tastes. Some non foods will be included to stress safe tasting.

2. Taste Cards- The teacher will have descriptive words written on cards. Once the card is read, students are to offer a type of food that fits the descriptive word. (Tailor)

B. Taste Testing: (Equip)Each child will have a half sheet of paper to record their evaluation of the taste of the foods; they will taste orange slices, pretzels, and marshmallows. The children will create a bar graph for their descriptions of one type of food to see which response is the most popular. (Evaluate)

C. Closure: The teacher will review all the sense and body parts used for them. He or she will inform the students that tomorrow they will be studying the sense of touch. Complete taste sheet in book.

Day: Five (Organize)

Daily Focus: The Sense of Touch

Concepts to be developed: The sense of touch helps you stay safe and healthy Your skin and nerves are what detect touch. There are many different words associated with touch.

Materials: List of touch words

Procedure: (Where are we going?)The teacher will have the students use ordinal words to describe

the sequence of the sense they have studied. The student will conclude what sense will be studied that day and what body parts are involved in touch.

A. Words Associated with Touch: (Hook and Hold) 1. Word Treasure Hunt: Each group of four or five children will be

given a texture to find without talking. They are then to meet in a circle on the floor with an object they found around the classroom that fits this description. They are to put their object on the paper plate numbered for that group.

2. “What Kind of Texture Did you Find?: Students not in the group who collected the objects will try to guess what the other group was trying to find. This continues until all of the groups objects have been labeled.

3. ‘What Other Touch Words Can These Objects Fall Under?”: The teacher will ask the students to come up with other ways to sort these objects based on their sense of touch. (Equip)

B. How Touch is used in Place of Other SensesThe teacher will talk about the use of touch for those who are visually impaired. He or she will also have children generate ideas on how touch keeps us healthy and safe. (Re-think)

C. Closure:The teacher will have the students touch some part of their

bodies that is soft, hard, dry, wet, and hairy (Evaluate). Then, the teacher will review all of the sense and determine which sense is left. Complete touch sheet in book.

Day: Six (Organize)

Daily Focus: The Sense of Hearing

Concepts to be developed: Hearing helps us stay safe and healthy Ears are the organs responsible for hearing. We need to take care of our ears for hearing.

Materials: Stuffed animal Washcloth Q-tip Voting ballets Taped sounds

Procedure: (Where are we going?)The teacher begins by whispering that today they are going to be

learning about the sense of hearing. We have already discussed sight, smell, taste, and touch. He or she will crescendo in volume asking what body part is responsible for hearing.

A. Procedure: (Hook and Hold)1. Voting on Good or Bad Habits for Hearing-The children are to

vote by using a thumbs-up for yes and a thumbs down for no. You should listen to quite music? You should stand next to a loud speaker? You should wash your ears when you are in the bath or shower? You should wear earplugs if you are a hunter?

2. Cleaning your Ears-Ask the students if they have ever washed their ears. Then, ask them if ears are something you only have to wash once a year. Try to lead them into saying that you need to wash your ears every time you bathe or shower. Tell the children you have a stuffed animal volunteer to show them how to clean their ears. Use non examples such as washing around the ear with a cloth, washing only the outside or inside of the ear, and using a Q-tip to clean the ear canal deeply.

B. Sound Identification and Terms (Evaluate) 1. Taped Sounds-Have students identify what kinds of sound they

are hearing by outing one finger up if an animal or human makes the noise, two finders if it is a sound of a machine, and three fingers if it is a sound a musical instrument would make.

2. Singing in a Variety of Ways- Have the children sing a familiar song such as “Take me out to the ball game” in various ways to help them label the various qualities of sound. They can sing

low, high, softly, loudly, smooth, staccato like, faintly, and/or clearly.

3. Favorite Sounds- The students will independently vote for the sounds in each row of the worksheet they like best. The data can be graphed on the board or by having the students themselves create a bar graph. (Equip)

C. Closure:The teacher will review all senses with the students by using the

list. He or she will ask the children which body parts are needed for each sense. The teacher will inform the students that they will need their sense to solve a mystery tomorrow. Complete hearing sheet in book.

Day: Seven (Organize)

Daily Focus: Reviewing the Five Senses

Concepts to be developed: Our five sense help to keep us safe and healthy. Various organs are used for each of the five senses. More than one sense can be used at one time.

Materials: Two rags Suntan lotion Hawaiian Music Sand Globe or map Stuffed animal

Procedure: (Where are we going?)The teacher will review with the students the five senses in a

game of “I’m thinking of something.” The teacher will give clues about the sense he or she is thinking of and students will generate guesses. (Equip)

A. The Mystery Place (Hook and Hold) The teacher will tell the students a story about a stuffed animal that is missing. It is the students to discover where the animal may have gone based on the clues remaining. Student will record their observations on the Mystery Place worksheet.

The clues include:1. Tropical Smelling Suntan Lotion-This lotion will be found

on an old rag. The rag should be passes around for all students to smell.

2. Pineapple Pieces-Students should be informed that the airport personal found this type of food in the stuffed animal’s luggage. All children should be given a bite of pineapple.

3. Sand Granules-Pass around a rag that has sand granules on it for all of the children to touch.

4. Hawaiian Music-Play children the Hawaiian music. Tell them that this tape was found in the studded animal’s walkman.

5. Globe/Map-Point to the location of Hawaii on the map or globe.

Have the students discuss with their table where the stuffed animal may be. (Evaluate) They must come up with one guess. They can write or draw it on the back of their worksheet. The guesses can be charted on the board when shared. Then, discuss which

sense helped them the most in solving the mystery while reviewing the names of the sense and the organs involved. Complete their home environment sheet.