Using My Senses to Learn About Me

Kindergarten Science Unit

Megan Tarantino EPSY 583L

Final Assessment – Lesson Unit Prof. Joy

Due Date: August 12, 2010

Hear

Taste

Touch

See

Smell

The

5

Senses

Children have a natural curiosity about their bodies. This unit explores how children can

obtain information through their senses.

The focus of this unit is the parts of the body and its senses. Students will learn what the five

senses tell about the environment around them.

Grade – Kindergarten

Time @ 30-45 minutes a Lesson

Lesson 1 – What are the Names of the Parts of My Body?

Lesson 2 - How we are Alike & Different

Lesson 3 - What are my Five Senses?

Lesson 4 – Separation of Color

Lesson 5 – Symmetry Paint Blobs

Lesson 6 - When Eyes Need Help

Lesson 7 - Sound Discrimination/Matching

Lesson 8 - Animal Ears

Lesson 9 – What Is That Smell?

Lesson 10- Sweet and Salty: Sugar vs. Salt Comparison

Lesson 11- Sponge Rock

Lesson 12-Texture Walk and Rubbings

Lesson 13- Popcorn – (Wrap-Up Activity)

Lesson 14- Sensory Stations Assessment

Lesson 1 – What are the Names of the Parts of My Body?

Standards:

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 – Physical Setting

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be

observed through the senses.

Objective:

Student will

Identify body parts

Create outline by tracing body with a partner

Select appropriate label of body part name

Apply body part label to outlined body

Extended Activities:

Hokey Pokey

Simon Says

Head, Shoulders, Knees and Toes

Lesson 2 - How we are Alike and Different

How can we show we are alike and different in a visual

presentation?

(Eye color, hair color, tongue rolling, boy/girl, left/right handed)

Standards:

STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as

appropriate, to pose questions, seek answers, and develop solutions

MAJOR UNDERSTANDINGS: Mathematical Analysis (M)

Key Idea 1: Abstraction and symbolic representation are used to communicate Mathematically

M 1.1c Apply mathematical skills to describe the natural world Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.

M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment

Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.

M 3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world

MAJOR UNDERSTANDINGS: Scientific Inquiry (S)

Key Idea 3: the observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena

S 3.2aState, orally and in writing, any inferences or generalizations indicated by the data collected

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 – Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1f Objects and/or materials can be sorted or classified according to their properties.

Objectives:

Student will

Apply prior-knowledge with attributes to investigate similarities and difference

in visual body attributes

Identify an attribute being graphed

Contribute to class graph

Compare students by common attributes

Explain different attributes

Relate graph to mathematical process and language

Extended Activity

Paper plate faces with attribute determined by student

Lesson 3 - What Are My Five Senses?

What are my senses and what part of my body do I use to find

out about my environment?

Standards

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 – Physical Setting

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be

observed through the senses.

Objectives:

Student will

Listen attentively to seek answers and ask questions – My Five Senses - Aliki

Identify the senses using a tree thinking map

List the appropriate sense to the body part on tree map

Extended Activity

I Spy - identify by described objects

Lesson 4 –Separation of Color

What do our eyes tell us about our environment?

Standards:

STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. MAJOR UNDERSTANDINGS: Mathematical Analysis (M)

Key Idea 2 - Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed

in the physical and living environment

MAJOR UNDERSTANDINGS: Scientific Inquiry (S)

Key Idea 1 -The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process

S 1.1a Observe and discuss objects and events and record

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting (PS)

Key Idea 3 – Physical Setting

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.

3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

3.1f Objects and/or materials can be sorted or classified according to their properties.

Objectives:

Student will:

Explore sense of sight

Investigate a discrepant event

Identify color of markers

Hypothesis if they think other colors are in the marker

Investigate with an lab experiment

Describe/record lab observation

Modify hypothesis

Discuss lab results

Extended Activity

Color mixing – primary colors to secondary

Lesson 5 – Symmetry Paint Blobs

What do you think of when you see your paint blob?

Standards: STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of

natural phenomena in a continuing, creative process

S 1.1a Observe and discuss objects and events and record

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.

3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

Objectives:

Student will:

Create a paint blob Use their imagination Apply previous knowledge of shapes and objects Interpret their blob painting Create a sentence describing blob painting Contribute painting to a class “Blob” book

Extended Activity - Literature

It Looked Like Spilt Milk – Charles G. Shaw Little Cloud – Eric Carle

The Cloud Book – Tomie DePaola Optical Illusions Pictures

Lesson 6 – When Eyes Need Help

What do things look like if your eyes need help to see?

Standards:

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.

3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

Objectives:

Student will:

Observe the appearance of printed words

Observe the appearance of printed words with various visual obstacles

(Wax paper, magnifying glass)

Record what they see through observation

Describe the differences between observations

Relate their observations to visual impairments

Name ways in which people can overcome vision problems

Extended Activity

Children’s Book in Braille

Develop Awareness of the Blind (Indentify Letters in Braille)

Lesson 7 - Sound Discrimination/Matching

How can you find someone in the room who has the same

thing in their container without opening the top?

Standards:

STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as

appropriate, to pose questions, seek answers, and develop solutions

MAJOR UNDERSTANDINGS: Mathematical Analysis (M)

Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships

observed in the physical and living environment

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 –Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be

observed through the senses.

3.1f Objects and/or materials can be sorted or classified according to their properties.

Objectives:

Student will

Explore how ears can identify sounds

Listen to each other’s container sounds

Apply prior knowledge problem-solving strategies

Interpret various sounds

Discriminate between sounds of objects in film container - (marbles, rice, beans, beads, washers)

Predict matching sound

Choose the matching container

Evaluate the results

Discuss results

Extension Activity

Match a tape recorded sound with a visible object on a table.

Virtual lab – Brain Pop/Sesame Street.org

Lesson 8 - Animal Ears

What did you discover about the size and shape of ears to hear sounds?

Could this helpful to animals?

Standards:

STANDARD 1- Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions

MAJOR UNDERSTANDINGS: Mathematical Analysis (M)

Key Idea 1: Abstraction and symbolic representation are used to communicate Mathematically

M 1.1c Apply mathematical skills to describe the natural world

Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed

in the physical and living environment MAJOR UNDERSTANDINGS: Scientific Inquiry (S)

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of Natural phenomena in a continuing, creative process

S 1.1a Observe and discuss objects and events and record observations STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 – Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.

Objectives:

Student will

Identify animals ( bear, cat, deer, dog, fox, horse, rabbit)

Sort animal pictures by hypothesis – (which animal they think can hear better vs.

those that don’t hear well )

Create different size ears with materials

Listen to a ticking clock

Explore which ears help them hear better

Evaluate results

Compare results

Discover what enhances sounds

Support conclusions

Discuss results

Conclude on why it may be helpful to animals

Extension Activity

Hide the ticking clock

Police- K9 Unit

Lesson 9 – What Is That Smell?

Can you identify, sort and classify various smells?

Standards:

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 – Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be

observed through the senses.

3.1f Objects and/or materials can be sorted or classified according to their properties.

Objectives:

Student will

Explore various smells

Identify a smell

Interpret smell to a pictured object

Justify or Modify smell after opening container

Good Choices for Smells From Around the House Around the Kitchen

Around the Bathroom Around the Rest of the House

Ground spices such as: cinnamon, nutmeg, pepper, curry, allspice, clove, and garlic powder

Rubbing Alcohol Pieces of dryer sheet

Cocoa Powder Perfume Freshly cut grass Vinegar Antiperspirant Dry dog or cat food

Coffee (ground) Toothpaste Small animal shavings (clean)

Artificial oil flavorings like banana, orange, butter, strawberry, anise, vanilla, and mint

Hair care products : shampoo, styling

mousse, and conditioner

Scented candle pieces

Liquid smoke Pieces of band-aids aromatic flower petals

Lesson 10- Sweet and Salty - Sugar vs. Salt Comparison

Can you identify the difference between two substances?

Sensory cells on tongue (taste buds)

Standards:

STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3 – Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be

observed through the senses.

Objectives:

Student will

Observe two substances that look the same

Explore the sense needed to tell them apart

Interpret taste of substance

Identify individual substances

Indentify foods that tastes sweet and salty

Construct Double Bubble Thinking Map

Understand that tastes are not dependent on smell or visual appearance

Lesson 11 – Sponge Rock

Can our sense of touch tell us what our eyes can’t?

Standards:

STANDARD 1 MAJOR UNDERSTANDINGS: Scientific Inquiry (S)

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process

S 1.1a Observe and discuss objects and events and record observations STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be

observed through the senses.

3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, and reflectiveness of light.

Objectives:

Student will:

Observe and describe an object (rock)

List observable data (color, shape, texture)

Use sense of touch to explore rock

Modify data when they use their sense of touch

Discuss and Justify their data results

Extended Activity

Rock collections

Lesson 12 – Texture Walk and Rubbings

How does our sense of touch tell us about the environment we live in?

Standards:

STANDARD 1: MAJOR UNDERSTANDINGS: Scientific Inquiry (S)

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of Natural phenomena in a continuing, creative process

S 1.1a Observe and discuss objects and events and record observations STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be

observed through the senses.

3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

3.1f Objects and/or materials can be sorted or classified according to their properties.

Objectives:

Student will

Explore various textures outdoors

Record texture interpretations

Make a textured interpretation collage

Extended Activity: Hot/Cold touching Safety

Lesson 13- Popcorn – (Wrap-Up Activity)

How do all my senses tell me about the environment?

Standards:

STANDARD 1 MAJOR UNDERSTANDINGS: Scientific Inquiry (S)

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of Natural phenomena in a continuing, creative process

S 1.1a Observe and discuss objects and events and record observations STANDARD 4:

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting

Key Idea 3:Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be

observed through the senses.

Objectives:

Student will

Identify which sense gives which type of information

Integrate sensory information during an investigation of popcorn

Extension Activity

Literature – The Popcorn Book – Tomie DePaola

Lesson 14 – Sensory Stations Assessment

“Beads of Knowledge”

Each Bead Represents a Learning Station

Sensory Stations Assessment

Unit Assessment – Five Senses

Student will:

Apply knowledge about their senses

Perform a task at each sensory station

Complete an assessment sheet at each station

Reflect on unit knowledge in journal book

Students will be graded on:

1- Station assessment performance

2- Observation rubrics throughout the unit

3- Completed Journal recordings and data on Unit

References:

Lessons modified from: Science21

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