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Our Five SensesOur Five SensesOur Five SensesOur Five Senses

Sight, Smell, Taste, Touch, and Hearing

A Unit Plan designed for Kindergarten

Adria M. WatersAdria M. WatersAdria M. WatersAdria M. Waters

Sequence of Lessons List Lesson Plans

Our Five Senses Sequence of Lessons

Day 1 Our Five Senses Introduction Vocabulary Overview Lesson Plan #1 Discovering Our Senses: Webquest Day 2 Our Five Senses Introduction "Sense"able Art Project Lesson Plan #1 Review and Objective Overview Day 3 Sight Sight Vocabulary Overview Lesson Plan #2 Colors and Information Day 4 Sight Eye Models & Optical Illusions Lesson Plan #2 Braille Day 5 Hearing Hearing Vocabulary Overview Lesson Plan #3 Identifying Sounds Day 6 Hearing American Sign Language Lesson Plan #3 Guest Speaker - MU Disability Services Day 7 Smell Smell Vocabulary Overview Lesson Plan #4 Gingerbread Man Story - KWL Chart Day 8 Taste Taste Vocabulary Overview Lesson Plan #4 Recipe - Process Sequencing Day 9 Touch Touch Vocabulary Overview Lesson Plan #5 Tolerance Discussion Day 10 Our Five Senses Summary Vocabulary Review Lesson Plan #5 Classroom Five Senses Poem Overall Assessment Five Senses Worksheet

Lesson Plan 1Lesson Plan 1Lesson Plan 1Lesson Plan 1 ---- Our Five SensesOur Five SensesOur Five SensesOur Five Senses IntroductionIntroductionIntroductionIntroduction

Grade Level:Grade Level:Grade Level:Grade Level: Kindergarten Content Area:Content Area:Content Area:Content Area: Language Arts and Science Rationale:Rationale:Rationale:Rationale: The students will use this basic knowledge as a building block

for future learning. GLEGLEGLEGLEssss:::: Information Literacy 2.A Identify, with assistance, topics of messages conveyed through oral and visual media. Communication 3.D Follow a simple pictoral/written direction, with assistance. Writing 2.A Form letters correctly, using left-to-right directionality. Science Strand 7 1.B.a Make qualitative observations using the five senses. Objective:Objective:Objective:Objective: Students will be able to name the 5 senses and the body

parts associated with these senses (Factual - Apply). Students will be able to recognize sight vocabulary words

(Factual - Remember). Students will be able to complete a webquest on the topic

(Procedural - Apply). Students will be able to use their senses in an art project

(Conceptual - Create). Materials:Materials:Materials:Materials: My Five Senses by Aliki Visual Aids (transparencies) Mr. Potato Head and his parts Mr. Potato Head bulletin board Vocabulary Index Cards 30 copies Senses and Sense Organs worksheet 30 copies Senses Writing Practice worksheet Pencils 30 pieces different colored construction paper 30 circles representing faces 60 google eyes 30 cotton balls dipped in perfume 60 jingle bells 30 licorice strips 60 sandpaper hands Glue and markers/crayons Media:Media:Media:Media: Overhead projector or Document camera

Computer Stations Estimated Length:Estimated Length:Estimated Length:Estimated Length: 80 minutes

Anticipatory Set:Anticipatory Set:Anticipatory Set:Anticipatory Set: 5 minutes In circle, read My Five Senses by Aliki. State Objectives:State Objectives:State Objectives:State Objectives: 1 Minute Today we will start our unit on the Five Senses! We will be learning about sight, smell, hearing, taste, and touch and how we use these senses everyday. Provide Input:Provide Input:Provide Input:Provide Input: 10 minutes Present visual aids and discuss. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 2 minutes Ask students to point to each body part as you name them nose, mouth, ears, eyes, and hands. Then ask students to point to each body part as you name a sense seeing, hearing, smelling, tasting, and touching Provide Input Provide Input Provide Input Provide Input Introducing Vocabulary:Introducing Vocabulary:Introducing Vocabulary:Introducing Vocabulary: 10 minutes Show the students the Mr. Potato Head doll. Have 5 students come up and place the body parts in the correct place. Then, show the class the Mr. Potato Head bulletin board. Have 5 different students come up and place the body parts on the correct place on the bulletin board potato head. Next, introduce the following words on index cards: Nose, Mouth, Hands, Ears, and Eyes as well as Sight, Hearing, Taste, Smell, and Touch. Have students spell the words and say the words along with the teacher. As each card is read, have a student come up and place on the bulletin board next to the appropriate body part. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 2 minutes Ask students if they have any questions. Review if necessary. Independent PracticeIndependent PracticeIndependent PracticeIndependent Practice Part 1Part 1Part 1Part 1 Webquest and WorksheetWebquest and WorksheetWebquest and WorksheetWebquest and Worksheet:::: 30 minutes Split students into 2 groups. 1st group: Explain to students that they will be conducting a webquest. A webquest is a search for information about our topic on the Internet. Have students partner up and log onto a computer station. Have them open the introduction webpage and follow along while you read the introduction and the task description. Check for questions and have students begin the task. While students are working, check for comprehension and staying on task. When students are done with their webquest, they will move on to the worksheets. Have the second group explain the worksheets to the 1st group as they arrive. The 2nd group may begin taking their places at the computer station.

2nd group: Explain to students that they will be completing 2 worksheets with all of the senses listed. Go over directions and complete one exercise with students. They may use the vocabulary bulletin board for help and may take the worksheets home as homework. Ask if students have any questions about what they have learned about the five senses so far. Independent PraIndependent PraIndependent PraIndependent Practice ctice ctice ctice Part 2Part 2Part 2Part 2 Senseable Art ProjectSenseable Art ProjectSenseable Art ProjectSenseable Art Project:::: 20 minutes Have students sit at tables/desks. Review five senses vocabulary. Give each student a background piece of construction paper and a circle face. Have students glue the circle in the middle of their page and explain that this is their face. Show students an example of the end product and point out and explain each object as the teacher hands out one object at a time for the students to glue them on their own faces. Google eyes sight Cotton ball dipped in perfume nose smell Jingle bell ears hearing Sandpaper hands touch Licorice strip mouth taste Students may decorate their faces as they wish then have students lay their projects flat to dry. As they finish, they may go to the circle area and quietly view the provided topic books in the library. Alternative for the Day:Alternative for the Day:Alternative for the Day:Alternative for the Day: Students will research (via Internet and classroom/library books) animal senses and how they are used in the wild. Remediation:Remediation:Remediation:Remediation: Provide translations for ESL students on the backs of the index cards in bulletin board vocabulary introduction. Partner students according to abilities for webquest and worksheet. For multicultural enrichment, have different shades of construction paper for skin colors on senseable art project. Enrichment:Enrichment:Enrichment:Enrichment: Students will write the senses on the left side of a paper and draw their favorite thing to do with that sense on the right side. For example Smell Picture of chocolate chip cookies. AssessmentAssessmentAssessmentAssessment Total 25 pointsTotal 25 pointsTotal 25 pointsTotal 25 points:::: Classroom participation Informal checks Webquest participation 10 points Worksheet 10 points Project 5 points

LLLLesson Plan 2 esson Plan 2 esson Plan 2 esson Plan 2 ---- Our Five SensesOur Five SensesOur Five SensesOur Five Senses SightSightSightSight

What do you see?What do you see?What do you see?What do you see?

Grade Level:Grade Level:Grade Level:Grade Level: Kindergarten Content Area:Content Area:Content Area:Content Area: Language Arts, Science, and Mathematics RatioRatioRatioRationale:nale:nale:nale: Students will begin learning each of the five senses and the organs used to learn about the world around them. They will also learn about how the eye works, giving them a basis for further anatomical knowledge. They will also address people with disabilities by examining blindness and learn tolerance. GGGGLELELELEssss:::: Reading 1.E Develop vocabulary by listening to and discussing unknown words in stories. Mathematics Data and Probability 1.A Pose questions and gather data about themselves and their surroundings Mathematics Data and Probability 1.B Sort items according to their attributes. Mathematics Data and Probability 1.C Represent data using physical objects. Science Strand 7 1.B.a Make qualitative observations using the five senses. ObjectiveObjectiveObjectiveObjectivessss:::: Students will be able to name the parts of the eye (Factual - Remember). Students will be able to recognize sight vocabulary words (Factual - Remember). Students will be able to describe the process of sight from eye to brain (Procedural - Understand). Students will be able to gather data about eye color in the classroom and report this data in bar graph form (Conceptual - Evaluate, Procedural - Create). Students will create a model of an eye (Conceptual - Create). Materials:Materials:Materials:Materials: Visual Aids 30 copies Eye Illusions handout Brown Bear Brown Bear, What Do You See? by Bill Martin, Jr. What Makes a Rainbow? by Betty Ann Schwartz Construction paper - 5 pieces each of yellow, red, orange, blue, purple, & green 30 small Styrofoam balls Markers (blue, green, brown, and black) 30 copies Parts of the Eye and Braille worksheets 15 blindfolds Being Blind by Linda O'Neill A Picture Book of Louis Braille by David A. Adler Pencils Media:Media:Media:Media: Overhead projector or Document camera Estimated Length:Estimated Length:Estimated Length:Estimated Length: 110 minutes Anticipatory Set:Anticipatory Set:Anticipatory Set:Anticipatory Set: 5 minutes

Students will look at some optical illusion visual aids and discuss. Give students an Eye Illusions handout to take home. SSSState Objectives:tate Objectives:tate Objectives:tate Objectives: 2 minutes Today, we will be learning about the sense of sight. We will talk about the eyes and how they work to get information about what you are seeing to your brain. We will also learn about people who have problems with their vision and discuss how they adapt. Provide Input:Provide Input:Provide Input:Provide Input: 10 minutes In circle, read Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 3 minutes Ask students to discuss other things their eyes see as a group. Provide Input:Provide Input:Provide Input:Provide Input: 20 minutes In circle, read the ribbon book What Makes a Rainbow? by Betty Ann Schwartz. Discuss with the students that the eyes can see a rainbow. Discuss the colors in a rainbow - Red, Orange, Yellow, Green, Blue, Violet (ROYGBV). Introduce that some people experience color blindness and discuss ways that these people deal with this issue. Independent Practice:Independent Practice:Independent Practice:Independent Practice: 10 minutes Students will be split into 5 groups. Each group will be given construction paper in the colors of the rainbow. Students will trace their hands and cut out the handprints (teacher may provide assistance with cutting). These cutouts will be used to create a handprint rainbow for the bulletin board. Provide Input:Provide Input:Provide Input:Provide Input: 5 minutes Eye Parts word bulletin board - Go over the parts of an eye and have students label as you discuss each word. The cornea is the clear covering on the front of the eye. The iris is the color of your eye. The pupil is the black circle in the middle of your eye. The retina gathers information. The optic nerve sends the information to your brain. Independent Practice:Independent Practice:Independent Practice:Independent Practice: 5 minutes The students will complete a worksheet labeling the parts of the eye. They may use the word wall for help and may take the worksheet home as homework.

Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: Informal check as students are working. Independent PracticeIndependent PracticeIndependent PracticeIndependent Practice:::: 10 minutes The students will make a model of their own eyes using a small Styrofoam ball. They will color the iris the same color as their own eye and color in the pupil in the middle of the iris. Have students write their names on the back. Once they have all completed their eyeballs, they will put all of the blue eyeballs in one box, all of the brown in another and all of the green in another. Students will then help create a bar graph to represent the amount of each eye color in the classroom. Provide Input:Provide Input:Provide Input:Provide Input: 25 minutes Have students go outside in a safe area. Have the first group of students place a blindfold over their eyes for 1 minute. The students will freeze and remove blindfolds. Have them describe their experience. Repeat with second group of students. In classroom, explain that some people do not have the sense of sight. They are BLIND. Introduce the new vocabulary word on an index card. In circle, read Being Blind by Linda O'Neill. Lead a discussion about what it would be like to be blind. Key question: How would you read if you were blind? In circle, read A Picture Book of Louis Braille by David A. Adler. Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure: 15 minutes Hand out Braille cards for students to explore. They will need to put these in their cubby to take home. Hand out Braille worksheets. Complete an example on the board and assist students in completing the worksheet. Alternative for the Day:Alternative for the Day:Alternative for the Day:Alternative for the Day: Students will research this sense in the dictionary, encyclopedias, and other library resources. The students will place post-it notes on any object they see in the classroom with eyes. Remediation:Remediation:Remediation:Remediation: Translations provided for ESL students, seating accommodations made for students with vision or hearing difficulties, additional teacher guidance provided. Enrichment:Enrichment:Enrichment:Enrichment:

Students will research Helen Keller, Ray Charles, or "Blind Boone" and tell about their lives. AssessmentAssessmentAssessmentAssessment ---- Total 20 pointsTotal 20 pointsTotal 20 pointsTotal 20 points:::: Classroom discussion participation - informal check Worksheets - 10 points each

Name: __________________________________________________________________

Can you write your own name using Braille letters?

Name _________________________________________________________________

Label the parts of the eye with the following words:

1. Iris 2. Pupil 3. Retina 4. Optic Nerve

Lesson Plan Lesson Plan Lesson Plan Lesson Plan 3 3 3 3 ---- Our Five SensesOur Five SensesOur Five SensesOur Five Senses HearingHearingHearingHearing

What do you hear?What do you hear?What do you hear?What do you hear?

Grade Level:Grade Level:Grade Level:Grade Level: Kindergarten Content AreContent AreContent AreContent Area:a:a:a: Language Arts, Science, Mathematics Rationale:Rationale:Rationale:Rationale: This is the second of the five senses the students will learn about to build a base knowledge to build upon. GLEGLEGLEGLEssss:::: Reading 1.E Develop vocabulary by listening to and discussing the unknown words in stories. Reading 2.B Respond to rhythm, rhyme, and alliteration in oral reading of poetry and prose. Writing 2.A Form letters correctly, using left-to-right directionality. Writing 2.C In composing text, use period at end of sentence, with assistance. Writing 2.F In composing text, write sentences with assistance. Listening and Speaking 1.B Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions) with teacher assistance. Mathematics Algebraic Relationships 1.A Recognize or repeat sequences of sounds or shapes Mathematics Algebraic Relationships 1.B Create and continue patterns. Science Strand 1 2.A Scope and Sequence - Investigating Sound a. Identify the sounds and their source of vibrations in everyday life. b. Compare different sounds. c. Recognize that the ear serves as a receiver of sound. Science Strand 7 1.B.a Make qualitative observations using the five senses. ObjectiveObjectiveObjectiveObjectivessss:::: Students will be able to name the parts of an ear (Factual - Remember). Students will be able to recognize sight vocabulary words (Factual - Remember). Students will be able to describe the process of hearing from ear to brain (Procedural - Understand). Students will be able to demonstrate several signs in American Sign Language (Procedural - Apply). Students will be able to distinguish, repeat, and create rhythm sounds (Conceptual - Analyze/Create). Students will be able to write a story demonstrating their understanding of the writing process to establish conflict and resolution (Conceptual - Create). Materials:Materials:Materials:Materials: Sound Effects & Types of music CD Sound Effects Cards Horton Hears a Who by Dr. Suess (audio book)

Listening skills rubric 30 pieces paint paper Red, blue, green, and yellow fingerpaints Where the Sidewalk Ends by Shel Silverstein My First Book of Sign Language illustrated by Joan Holub Speaker from Mizzou's Disability Services Story Worksheet Story rubric Pencils Say It With A Sign, Vol. 1 DVD (Alternative) Media:Media:Media:Media: Computer with sound Tape or CD player TV and DVD player (Alternative) Estimated Length:Estimated Length:Estimated Length:Estimated Length: 95 minutes Anticipatory Set:Anticipatory Set:Anticipatory Set:Anticipatory Set: 5 minutes Play several sound effects for the students. Have them practice good listening skills and when the sound is over, they must raise their hand and give a guess. After all students have guessed, the teacher will show a picture of what made the sound with word labels and play the sound again. State Objectives:State Objectives:State Objectives:State Objectives: 2 minutes We will begin learning about the sense of hearing. We will learn how our ears process sound and get the information to the brain. We will also practice some hearing exercises. To finish up, we will learn about people who have trouble hearing and people who can't hear at all and how they communicate. Provide Input:Provide Input:Provide Input:Provide Input: 10 minutes In circle, have students listen to Horton Hears a Who by Dr. Suess on audio tape. Explain to the students that the teacher will be looking for good listening skills. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: During the story, the teacher will watch for students to demonstrate good listening skills and fill out an assessment sheet on each. Provide InputProvide InputProvide InputProvide Input ---- Introducing VocabularyIntroducing VocabularyIntroducing VocabularyIntroducing Vocabulary:::: 10 minutes Show the students the Mr. Potato Head doll again. Review the sense of sight and point to the ears. On the Mr. Potato Head bulletin board, review the parts and senses vocabulary for sight and point out the vocabulary words for the ears and hearing.

Ear parts bulletin board - Go over the parts of an ear and have students label as you describe each word. The ear canal is what sound travels down to get into your ear. The eardrum begins to vibrate. The cochlea also begins to vibrate. The auditory nerve sends the information to your brain. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 5 minutes Play some classical music for the students and have them quietly listen. They will explain how they heard the sounds. Independent Practice:Independent Practice:Independent Practice:Independent Practice: 10 minutes Students will be split into 4 groups. The first group will paint with blue while listening to a slow song - 1 minute. The second group will paint with red while listening to a fast song - 1 minute. The third group will paint with yellow while listening to a silly song - 1 minute. The fourth group will paint with green while listening to a nature song - 1 minute. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 3 minutes Students will compare and contrast the paintings and explain how the music made them feel. Provide Input:Provide Input:Provide Input:Provide Input: 10 minutes Students will listen to several poems from Where the Sidewalk Ends by Shel Silverstein and begin clapping along in rhythm with the poetry. Independent Practice:Independent Practice:Independent Practice:Independent Practice: 5 minutes Students will explore movement and sound patterns with clapping. The teacher will do a set of claps then allow the students to copy the clapping. Provide Input:Provide Input:Provide Input:Provide Input: 25 minutes Have students spend 5 minutes not speaking. They may use their hands and expressions, but they may not speak. How would you communicate if you could not speak? In circle, read My First Book of Sign Language illustrated by Joan Holub. Have a guest speaker from Disability Services at Mizzou come in to speak to the students and teach them some basic sign language.

Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: Informal checks for comprehension and listening skills. Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure: 10 minutes Students will write a story about a deaf dinosaur. The story must include a problem the dinosaur will face and how he/she overcomes this problem. May take home as homework. Alternative for the Day:Alternative for the Day:Alternative for the Day:Alternative for the Day: Students will watch Say It With A Sign, Vol. 1 - Sign Language Video for Babies and Young Children and practice sign language. Remediation:Remediation:Remediation:Remediation: Teacher assistance, partnered activities, translations for ESL students. Enrichment:Enrichment:Enrichment:Enrichment: Students may assist others in writing the story. They may also research Helen Keller online as well as in library resources. Present the information to the class. AssessmentAssessmentAssessmentAssessment ---- Total 30 pointsTotal 30 pointsTotal 30 pointsTotal 30 points:::: Listening skills rubric - 9 points + 1 bonus Writing rubric - 20 points

Name: __________________________________________________________________

There is a new student in your classroom.

His/her name is ____________________________ Dinosaur and he/she is deaf. Please write a story about a problem your dinosaur friend faces and how your dinosaur friend deals with this problem.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Draw a picture of your dinosaur friend in the box below.

Lesson Plan Lesson Plan Lesson Plan Lesson Plan 4 4 4 4 ---- Our Five SensesOur Five SensesOur Five SensesOur Five Senses Smell/TasteSmell/TasteSmell/TasteSmell/Taste

What do you smell and taste? What do you smell and taste? What do you smell and taste? What do you smell and taste?

Grade Level:Grade Level:Grade Level:Grade Level: Kindergarten Content Area:Content Area:Content Area:Content Area: Language Arts, Mathematics, and Science Rationale:Rationale:Rationale:Rationale: These are the third and fourth of the five senses the students will learn about to build a base knowledge to build upon. GLEGLEGLEGLEssss:::: Reading 1.E Develop vocabulary by listening to and discussing unknown words in stories. Reading 1.F Develop and apply, with assistance, pre-reading strategies to aid comprehension. Reading 1.H Develop and demonstrate, with assistance, post-reading skills after reading or read-alouds to respond to text. Mathematics 3.A Recognize numerals up to 31. Science Strand 7.1.B.a Make qualitative observations using the five senses. d Compare amounts/measurements. ObjectiveObjectiveObjectiveObjectivessss:::: Students will be able to name the parts of the nose and tongue (Factual - Remember). Students will be able to recognize sight vocabulary words (Factual - Remember). Students will be able to describe the processes of smell and taste from nose and tongue to brain (Procedural - Understand). Students will be able to identify substances by their scents (Conceptual - Analyze). Students will be able to compare and contrast two versions of the same story (Conceptual - Evaluate). Students will be able to follow directions to complete a cookie-baking project in sequence (Procedural - Apply). Materials:Materials:Materials:Materials: Scent canisters KWL chart 30 copies The Gingerbread Man printable books Blank KWL Chart Marker Our Gingerbread Words Visual Aid The Gingerbread Baby by Jan Brett 30 bookmarks 30 copies connect the dots gingerbread man worksheets 30 sandpaper gingerbread man cutouts 60 google eyes Cinnamon sticks 30 Saltine crackers 30 slices of apple 30 slices of lemon

30 dixie cups of seltzer water Crayons Gingerbread mix - cutters - oven Decorations for gingerbread men Ziploc bags for gingerbread men Estimated Length:Estimated Length:Estimated Length:Estimated Length: 104 minutes AnticipatoryAnticipatoryAnticipatoryAnticipatory Set:Set:Set:Set: 5 minutes The teacher will hand out film canisters filled with different substances - cinnamon, garlic, etc. The students will sniff and pass each along. They will try to identify what is in each container by its scent. The students will also discuss which scents are pleasing and which ones are not. State Objectives:State Objectives:State Objectives:State Objectives: 2 minutes We have already learned about the senses of sight and hearing and now we will learn about smell and taste and how these two senses work together to give us information about the world. We will begin by looking at a story about a gingerbread man. Has anyone ever smelled or tasted gingerbread cookies? Provide Input:Provide Input:Provide Input:Provide Input: 15 minutes ***Modified KWL Activity*** Before reading, have students tell you what they already know about the story. Write this on a chart. Ask them what they would like to learn about the story and add this to the chart. Place the Our Gingerbread Words visual aid on the overhead projector or document camera and go over the words with the students. In circle, have students follow along as you read The Gingerbread Man story. They may follow along and say the word for the pictures in the story. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 5 minutes The students will add what they have learned about the story on the chart. ProvidProvidProvidProvide Input e Input e Input e Input ---- Introducing Vocabulary:Introducing Vocabulary:Introducing Vocabulary:Introducing Vocabulary: 10 minutes Show the students the Mr. Potato Head doll and bulletin board. Review senses of sight and hearing. Nose and Tongue bulletin board - We use our noses to smell things. The nostrils are the two holes in your nose. The nasal cavity is the space inside your nose. The olfactory nerve sends the information to your brain. We use our tongues to taste things. The taste buds are the bumps on your tongue.

The microvilli inside these bumps send the information to your brain. There are 4 areas on your tongue that pick up 4 tastes: Bitter, Sour, Sweet, and Salty. Label these parts of the tongue on the bulletin board. Comprehension Check:Comprehension Check:Comprehension Check:Comprehension Check: 5 minutes Students will be given examples of different tastes - they will identify which part of their tongues are receiving the information. Example - saltine cracker - salty receptors. Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure: 10 minutes The class will split into 2 groups. The 1st group will glue google eyes on a sandpaper cutout of a gingerbread man. Have the students describe the cutout with all of there senses. What do they see, hear, and feel? Have them rub a cinnamon stick on the sandpaper to transfer the scent. The 2nd group will complete a connect the dots gingerbread man (#'s 1-21) and color him. Students may switch groups when done with their project. Comprehension Check:Comprehension Check:Comprehension Check:Comprehension Check: Informal checks as students are working independently. Provide Input:Provide Input:Provide Input:Provide Input: 10 minutes In circle, read The Gingerbread Baby by Jan Brett. Pass out bookmarks to each student to take home. Comprehension Check:Comprehension Check:Comprehension Check:Comprehension Check: Compare and contrast this story with the Gingerbread Man story read previously. Provide Input:Provide Input:Provide Input:Provide Input: 30 minutes Baking gingerbread cookies. Explain the process of baking cookies. 1. Mixing the ingredients 2. Rolling out the dough 3. Cutting out the shapes 4. Baking the cookies for a finished product.

Have students help with all of the process. Students may decorate their cookie and take home. Comprehension Check:Comprehension Check:Comprehension Check:Comprehension Check: 2 minutes Have the students review the process in sequence. Independent Practice:Independent Practice:Independent Practice:Independent Practice: 10 minutes Students will cut out the 4 baking sequence cards. They will number the cards and place in order on a piece of construction paper. Alternative for the Day:Alternative for the Day:Alternative for the Day:Alternative for the Day: Coloring page - The Gingerbread Baby Remediation:Remediation:Remediation:Remediation: Students will be partnered accordingly, additional teacher interaction, additional time for assignments. Enrichment:Enrichment:Enrichment:Enrichment: Students may complete Senses worksheets. AssessmentAssessmentAssessmentAssessment ---- Total 30 pointsTotal 30 pointsTotal 30 pointsTotal 30 points:::: Classroom participation in discussions and activities - 20 points Baking sequencing project - 5 points Connect the dots worksheet - 5 points

Lesson Plan Lesson Plan Lesson Plan Lesson Plan 5 5 5 5 ---- Our Five SensesOur Five SensesOur Five SensesOur Five Senses TouchTouchTouchTouch

What do you feel?What do you feel?What do you feel?What do you feel? Unit SummaryUnit SummaryUnit SummaryUnit Summary

Grade Level:Grade Level:Grade Level:Grade Level: Kindergarten Content Area:Content Area:Content Area:Content Area: Language Arts, Science, and Social Studies Rationale:Rationale:Rationale:Rationale: This is the last of the five senses the students will learn about to build a base knowledge to build upon. The students will also have the opportunity to explore multiculturalism and friendship. GLEGLEGLEGLEssss:::: Reading 1.E Develop vocabulary by listening to and discussing unknown words in a story. Reading 1.H Develop and demonstrate, with assistance, post-reading skills after reading or read-alouds to respond to text. Reading 1.I Identify connections, with assistance, between text ideas and own experience. Writing 2.E In writing, use semi-phonetic spelling. Social Studies 6.A Name common physical, social, and emotional needs. Science Strand 6 2.C Observe and describe the characteristics of the four seasons as they cycle through the year. Science Strand 7 1.B.a. Make qualitative observations using the five senses. ObjectiveObjectiveObjectiveObjectivessss:::: Students will be able to name the parts of the skin (Factual - Remember). Students will be able to recognize sight vocabulary words (Factual - Remember). Students will be able to describe the process of touch from skin to brain (Procedural - Understand). Students will be able to identify substances through their sense of touch only (Conceptual - Analyze). Students will be able to identify and vocalize their preconceived thoughts on similarities and differences between skin colors and how these thoughts have or have not changed (Meta-cognitive Knowledge - Evaluate). Students will be able to create a classroom poem using all five of their senses (Conceptual - Create). Students will be able to list the five senses and five body parts used to sense (Factual - Remember). Materials:Materials:Materials:Materials: Mystery boxes The Skin You Live In by Michael Tyler

Owen & Mzee: The True Story Of A Remarkable Friendship by Craig Hatkoff. 30 copies Book Cover worksheet Pencils 5 Index cards with one each senses 30 copies Classroom Sense Poem worksheet 30 copies The Five Senses worksheet Estimated Length:Estimated Length:Estimated Length:Estimated Length: 120 minutes Anticipatory Set:Anticipatory Set:Anticipatory Set:Anticipatory Set: 5 minutes Students will reach into the mystery boxes (filled with things such as cooked spaghetti noodles, buttons, marbles, etc.) and try to guess what is inside based on touch alone. Reveal answers. State Objectives:State Objectives:State Objectives:State Objectives: 2 minutes We have already learned about 4 of the senses and today, we will be learning about the last one - our sense of touch and what it tells us about our world. Provide Input:Provide Input:Provide Input:Provide Input: 10 minutes In circle, read The Skin You Live In by Michael Tyler. Check for Comprehension:Check for Comprehension:Check for Comprehension:Check for Comprehension: 5 minutes Have students discuss similarities and differences between skin colors. Provide Input Provide Input Provide Input Provide Input ---- Introducing Vocabulary:Introducing Vocabulary:Introducing Vocabulary:Introducing Vocabulary: 10 minutes Show students the Mr. Potato Head doll and bulletin board. Review senses of sight, hearing, smell, and taste. Hand bulletin board - We use our hands to touch things. Nerve endings in our skin send information to the brain. Comprehension Check:Comprehension Check:Comprehension Check:Comprehension Check: 3 minutes Have students discuss other purposes the skin serves (holds the body together, sweats to cool, etc.) Provide Input:Provide Input:Provide Input:Provide Input: 25 minutes Our skin all serves the same purpose even though it may be different colors. In circle, read Owen & Mzee: The True Story Of A Remarkable Friendship by Craig Hatkoff.

Comprehension Check:Comprehension Check:Comprehension Check:Comprehension Check: Students will discuss what they learned about friendship and the common needs of all human beings (physical and emotional). Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure:Independent Practice/Closure: 15 minutes Students will complete the New Book cover worksheet. Provide Input Provide Input Provide Input Provide Input ---- Unit Summary:Unit Summary:Unit Summary:Unit Summary: 10 minutes Teacher will review all vocabulary words from past lessons- parts and senses - with students. Independent Practice Independent Practice Independent Practice Independent Practice ---- Unit Summary:Unit Summary:Unit Summary:Unit Summary: 15 minutes Explain that we have come to the end of the Our Five Senses Unit. We will now be completing a classroom poem using all of our senses. Divide the class into 5 groups. Give each group an index card that says: 1. (Current Season) feels like _________________. 2. (Current Season) tastes like _________________. 3. (Current Season) smells like _________________. 4. (Current Season) sounds like _________________. 5. (Current Season) looks like _________________. Students must come up with one word to fill in the blank. Write the poem on a classroom bulletin board and have students copy the poem to their Classroom Sense Poem worksheet. Overall Assessment of Factual Knowledge:Overall Assessment of Factual Knowledge:Overall Assessment of Factual Knowledge:Overall Assessment of Factual Knowledge: 20 minutes Students will complete The Five Senses Worksheet. Alternative for the Day:Alternative for the Day:Alternative for the Day:Alternative for the Day: Students will watch Disney's The Fox and the Hound. They will complete, with teacher assistance, a one-paragraph description of the movie discussing the friendship of two animals that look so different. Remediation:Remediation:Remediation:Remediation: Additional teacher interaction, translations provided for ESL students. Enrichment:Enrichment:Enrichment:Enrichment: Students may complete Senses worksheets. AssessmentAssessmentAssessmentAssessment ---- TotaTotaTotaTotal 50 pointsl 50 pointsl 50 pointsl 50 points:::: Book cover worksheet - 10 points. Classroom senses poem participation - 15 points. Classroom senses poem worksheet - 5 points.

Appendix

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters' Kindergarten Class

Spring

Spring smells like ________________.

Spring tastes like _______________.

Spring looks like ________________.

Spring feels like ________________.

Spring sounds like _______________.

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters' Kindergarten Class

Summer

Summer smells like _______________.

Summer tastes like _______________.

Summer looks like ________________.

Summer feels like ________________.

Summer sounds like ______________.

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters' Kindergarten Class

Autumn

Autumn smells like ________________.

Autumn tastes like _______________.

Autumn looks like ________________.

Autumn feels like ________________.

Autumn sounds like _______________.

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters'

Kindergarten Class

Winter

Winter smells like ________________.

Winter tastes like _______________.

Winter looks like ________________.

Winter feels like ________________.

Winter sounds like _______________.

American Sign Language Alphabet

Name: _________________________________________________________________

Please list the 5 senses:

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

4. ____________________________________________

5. ____________________________________________

Please list the 5 body parts used to sense the world around us:

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

4. ____________________________________________

5. ____________________________________________

Our 5 Senses

We use our FIVE SENSES to explore the world around us.

How?

Visual Aid #1

SIGHT

We use our EYES to SEE things.

What things can you SEE with your EYES?

Visual Aid #2

HEARING

We use our EARS to HEAR things.

What things can you HEAR with your EARS?

Visual Aid #3

SMELL

We use our NOSES to SMELL things.

What things can you SMELL with your NOSE?

Visual Aid #4

TASTE

We use our TONGUES to TASTE.

What can you TASTE with your TONGUE?

Visual Aid #5

TOUCH

We use our HANDS to TOUCH things.

What can you TOUCH with your HANDS?

Visual Aid #6

Image from www.michaelbach.de/ot/ Visual Aid #1 - Lesson 2

Image from

www.michaelbach.de/ot/ Visual Aid #2 - Lesson 2

Image from www.michaelbach.de/ot/ Visual Aid #3 - Lesson 2

"All is Vanity" by C. Allen Gilbert

Images From http://www.niehs.nih.gov/kids/illusion/illusions.htm#index

Visual Aid # 4 - Lesson 2

Image from http://www.sapdesignguild.org/resources/optical_illusions/images/kindergarten.gif Visual Aid #5 - Lesson 2

Image from http://www1.informatik.unibw-muenchen.de/Ulrich/sammel/stereogram.gif Visual Aid #6 - Lesson 2

Image from http://staff.science.uva.nl/~ulle/gallery/sin.gif Visual Aid #7 - Lesson 2

Image from http://www.niehs.nih.gov/kids/illusion/illusions.htm#index Visual Aid #8 - Lesson 2

Image from http://www.niehs.nih.gov/kids/illusion/illusions.htm#index

Visual Aid #9 - Lesson 2

The Gingerbread Man

A read-along book

Once upon a time, there were a little old woman and a little old man who lived in a

little cottage near the river. The little old woman and the little old man

were hungry, so the little old woman decided to bake a gingerbread man .

She made a big batch of gingerbread dough,

then rolled it flat and cut it in the shape of a gingerbread man . She gave him raisins for

eyes, a cinnamon drop

for a mouth, and chocolate chips for buttons. Then she put the gingerbread man

in the

oven to bake.

When the gingerbread man was done, the little old woman opened the oven door, but

before she could take him out, the gingerbread man jumped up and ran through the

kitchen and out of the cottage shouting, "Don't

eat me!"

The little old woman ran after the gingerbread man . "Stop!" she yelled.

But the gingerbread man ran even faster,

chanting, "Run, run as fast as you can. You can't catch me, I'm the gingerbread

man ."

The gingerbread man ran into the garden and passed the little old man .

"Stop," the little old man called out, "I want to eat you." But the gingerbread

man ran even

faster, chanting, "I've run away from a little old woman , and I can run away from you, I

can. Run, run as fast as you can. You can't catch me, I'm the gingerbread man

."

The little old man chased the gingerbread man , followed by the little old

woman . But the gingerbread man ran too fast for them.

The gingerbread man ran through the yard and passed a pig . "Stop,"

the pig

snorted, "I want to eat you." But the gingerbread man ran even faster,

chanting, "I've run from a little old woman and a little old man , and I can run away from you, I

can. Run, run as fast as you can. You can't catch me, I'm the gingerbread man

."

The pig chased the gingerbread man , followed by the little old woman

and the little old man . But the gingerbread man

ran too fast for them.

The gingerbread man passed a cow by the barn. "Stop," the cow

mooed, "I want to eat you." But the gingerbread man

ran even faster, chanting, "I've run from a little old woman and a little old

man and a pig , and I can run away from you, I

can. Run, run as fast as you can. You can't catch me, I'm the gingerbread man

."

The cow chased the gingerbread man , followed by the pig and

the little old woman and the little old man . But the gingerbread man ran too fast for them.

The gingerbread man passed a horse in the field. "Stop," the horse

neighed, "I want to eat you." But the gingerbread man ran even

faster, chanting, "I've run from a little old woman and a little old man and

a pig and a cow ,

and I can run away from you, I can. Run, run

as fast as you can. You can't catch me, I'm the gingerbread man ."

The horse chased the gingerbread man , followed by the cow

, the pig , and the little old woman and the little old man . But the

gingerbread man

ran too fast for them.

Then the gingerbread man reached a wide

river, but he didn't know how to swim. A sly and hungry fox saw the

gingerbread man and said, "Jump on my tail, and I'll

take you across the river!"

The gingerbread man thought to himself,

"I'll be safe on his tail." So he jumped on the fox's tail and they started across the river.

Halfway across the river, the fox

barked, "You're too heavy for my tail, jump on my back." So the gingerbread

man jumped on the fox's back.

Soon, the fox said, You're too heavy

for my back, jump onto my nose." So the gingerbread man jumped on the

fox's nose. But as soon as they reached the riverbank, the fox

flipped the gingerbread man into the air, snapped his mouth shut, and ate the

gingerbread man .

And that was the end of the gingerbread man .

References

Reference ListReference ListReference ListReference List

Children's BooksChildren's BooksChildren's BooksChildren's Books

Adler, D. (1998). A Picture Book of Louis Braille. New York, NY: Holiday House. 30 pages. ISBN: 0823414132. Aliki. (1962). My Five Senses. New York, NY: HarperCollins Children's Books. 32 pages. ISBN: 006445083X. Brett, J. (1999). Gingerbread Baby. New York, NY: G.P. Putnam's Sons. 32 pages. ISBN: 0399234446. Hatkoff, C. (2006). Owen and Mzee: The True Story of a Remarkable Friendship. New York, NY: Scholastic Press. 40 pages. ISBN: 0439829739. Holub, J (Illus.). (1996). My First Book of Sign Language. Troll Communications, LLC. 32 pages. ISBN: 0439635829. Martin Jr., B. (1967). Brown Bear, Brown Bear, What Do You See? New York, NY: Henry Holt and Company. 24 pages. ISBN: 0805047905. O'Neill, L. (2000). Being Blind. Vero Beach, FL: Rourke Publishing. 32 pages. ISBN: 1571033769. Schwartz, B. (2000). What Makes a Rainbow? New York, NY: Piggy Toes Press. 12 pages. ISBN: 1581170769. Silverstein, S. (1974). Where the Sidewalk Ends. New York, NY: Harper and Row, Publishers, Inc. 176 pages. ISBN: 0060256672. Suess, Dr. (1954). Horton Hears a Who! New York, NY: Random House, Inc. 72 pages. ISBN: 0394800788. Tyler, M. (2005). The Skin You Live In. Chicago, IL: Chicago Children's Museum. 32 pages. ISBN: 0975958003.

Teacher's ResourcesTeacher's ResourcesTeacher's ResourcesTeacher's Resources

WorksheetsWorksheetsWorksheetsWorksheets Enchanted Learning. Retrieved from http://www.enchantedlearning.com Jan Brett dotcom. Retrieved from http://www.janbrett.com Kidzone. Retrieved from http://www.kidzone.ws Personalized Children's Books. Retrieved from http://www.tlsbooks.com Rubistar. Retrieved from http://rubistar.4teachers.org/index.php Science NetLinks. Retrieved from http://www.sciencenetlinks.com The Learning Page. Retrieved from http://www.learningpage.com The Writing Wizard. Retrieved from http://www.writingwizard.longcountdown.com ImagesImagesImagesImages http://www.saintmarys.edu/~aschaf01/mr%20potato%20head.jpg http://www.michaelbach.de/ot/ http://www.niehs.nih.gov/kids/illusion/illusions.htm#index http://www.sapdesignguild.org/resources/optical_illusions/images/kindergarten.gif http://www.www1.informatik.unibw-muenchen.de/Urich/sammel/stereogram.gif http://staff.science.uva.nl/~ulle/gallery/sin.gif http://faculty.washington.edu/chudler/cbkear.html http://www.coloring.ws/t/ctd/cdgingerbread.html http://www.dltk-teach.com/alphabuddies/sequence/ccookies.gif