The Five Senses Kindergarten Lesson Morgan Holm IM 423 #1 Learning Outcome: Kindergarteners will identify, recognize, and

differentiate between the five senses according to the Minnesota Standards 1. K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. 2. K.[Link].2 Identify the external parts of a variety of plants and animals including humans. 3. K.[Link] With prompting and support, ask and answer questions about key details in a text. 4. K.2.4 Students will identify various body parts and their location 5. K.1.4 Students will demonstrate progress towards rhythmical patterns and movements Objective(s): #2 Assessment: I will informally assess my students by walking around the class with a checklist and ask students to name the five senses and document their knowledge. I will use this information to recognize which students need more practice and help with the five senses. I will use personal communication daily to determine what the children comprehended that day. I will be verbally communicating with the child and reviewing the senses learned on the previous days to keep the information building and connecting together so that we can use all of the senses together during week three. At the end of the activity of the day, the children will use the data they collected with the sensory activities to create a chart with the assistance of the teacher. Given 2 attempts students will be able to name each of the five senses with 100% accuracy. Using their own body, the students will be able to correctly name the body part used for each sense. Given an illustration of each of the five senses, the students will be able to verbally label each of the five senses with 75% accuracy. Given three common items, students will be able to determine what an item is with their eyes closed by smelling, touching, tasting, and hearing with 75% accuracy.

Brainstorm: Children use magnifying glass and microscope to understand the concept of sight Children explore how various objects with different textures feel using texture boxes Children will listen to different musical instruments and pitches Children will smell a variety of odors and distinguish that they have different smells Children taste an assortment of foods and explore the different kinds of tastes

ASSURE model: Analyze learners: Kindergarten students ages 5 and 6 years of age 1. State standards and objectives: This lesson objectives will be achieved using these state standards: -K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. -K.[Link].2 Identify the external parts of a variety of plants and animals including humans. -K.[Link] With prompting and support, ask and answer questions about key details in a text. -K.2.4 Students will identify various body parts and their location -K.1.4 Students will demonstrate progress towards rhythmical patterns and movements

2. Select strategies, technology, media, and materials: Children will use a microscope and magnifying glass to discover the difference between eyesight. Children will put a hand in a box filled with various textures in each box to explore different textures. Musical Instruments will be used to discover the concept of pitch and the sounds the instrument makes. Bowls containing ingredients that have different odors will be used to explore scents. Different types of food to explore the types of tastes including salty, bitter, sweet, and sour. SmartBoard, white board, or oversized notebook for charting activity results 3. Utilize technology, media, and materials (5 Ps process is outlined): a. Preview and Prepare the Materials: i. The teacher will gather plastic magnifying glasses and microscope for the lesson on sight. ii. The teacher will set up 5 boxes with a different texture (object) in each box. iii. The teacher will gather the musical instruments to be used for the sound lesson. iv. The teacher will arrange bowls containing various ingredients for the sense of smell lesson. v. The teacher will gather (and prepare if necessary) the different types of food to be used for the taste lesson. b. Prepare the Environment and the Learners: This lesson plan is 2 weeks long and the environment will be as follows. The third week is not included in this lesson plan but includes activities where all of the 5 senses are used all week. i. The unit will begin with the story My Five Senses by Aliki to open the discussion about the five senses. The teacher will read the story to give the children the general idea of what the five senses are. The first two days will focus on the concept of sight. The teacher will lead a discussion on what the children think

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sight is and then explain it in depth. Then, the students will get into groups and determine which tool helps show more detail (microscope, magnifying glass, or the naked eye) The next two days will be focused on the concept of touch. Again, the teacher will have the children discuss what they think it is and then explain touch in more depth. The children will then do a lesson on touch that will help them distinguish between different types of textures that different objects have. The next two days will be focused on the concept of hearing and as usual, have the children discuss what they think it is and then go into detail of what it is. Then, the teacher will lead an activity that uses musical instruments to have the children determine the high and low pitches being made. The next sense the children will learn about is the concept of smell. A discussion will be led by the teacher about what the students think smell is. The children will then work in pairs to determine the odors of the substances in front of them. At the end of the activity the class will come together to discuss the correct answers as a group. Lastly, we will focus on the concept of taste where the children will explain what they think taste is. Then, the students will work independently tasting the food that the teacher is explaining each type of taste and connecting it with the food that has that taste. The last couple days will involve the children putting all of their five senses together. An example of an activity that incorporates all five senses is popping popcorn.

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Provide the learning experience: Students will be engaging in continued learning throughout the 2 weeks in different forms to engage all learners interests. Students will work with their peers to learn on their own and also from direct instruction. Individual work is planned as well.

4. Required learner participation: During lessons and activities, the students will be required to follow direction as the teacher circulates. The students will work with other students to practice their new knowledge on the five senses. The teacher will discuss with the students their prior knowledge on the senses and leave them time to ask questions. Students will be expected to do their best, as the teacher will evaluate the students on their knowledge of the five senses and their source.

#3 Lesson Plan The Five Senses Kindergarten Lesson Days 1&2: Topic: Sight Age and Grade: Age 5&6 Kindergarten Lesson Rationale: Introducing how to use sight in a new way using a microscope and magnifying glasses will teach students which tools magnify objects and determine which tools show more detail. The students will learn that using different tools helps you see more detail. Content Standards: -K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. -K.[Link] With prompting and support, ask and answer questions about key details. Learning Objectives: -The Children will distinguish that a microscope shows more detail than a magnifying glass by the end of this lesson. -The children will discover the difference between eyesight, using a magnifying glass, and using a microscope by the end of this lesson. -The children will identify the different tools used to visualize objects that show more detail. -The children will sort objects and discuss with the class the results of their activity. Academic Language: Microscope, Magnifying Glass, and Naked Eye Time Allotment: 30 mins, use next day to finish up chart if needed Materials: Magnifying glass, microscope, rock, shell, piece of hair, pencils, paper, objects from each child, make chart used for assessing the children after the activity when meeting back together Set up: -Teacher will lead a discussion on what the children think sight is and then explain in detail what it is. -Children will get in groups of 3 or 4 Instructional Strategies and Procedures: Each group will look at each item with no tool, with a magnifying glass, and with a microscope. Each group will decide which method they feel shows the most detail Each group will write down on a piece of paper which tool they feel shows the most detail using N for no tool, MG for magnifying glass, and MI for microscope.

After experimentation is complete, the children will sit down on the rug to discuss their findings The teacher will have a graph that is labeled No Tool, Microscope, Magnify Glass The teacher will ask each group which method they felt showed the most detail The teacher will put a sticker under the column they choose When the graph is complete, the teacher and students will count how many stickers are in each column

Transition: Since the children will be sitting at the rug, the teacher will ask the children to line up at the door quietly to go to the next classroom. Assessment: Evaluate the students reactions of which tool they thought to be the best when they were in their groups by collecting the papers they wrote on. Assess how well the students understood the activity when gathered on the rug and charting which tool they thought to work the best. Prior Knowledge List: -Students will need to know how to properly and safely use a microscope and plastic magnifying glasses. -Students will need to know how to write the letters N, MG, and MI. -Students will need to know how to work with a partner

Days 3 & 4 Topic: Touch Age & Grade: Age 5 & 6 Kindergarten Lesson Rationale: Children may know what it means to touch something, but it is important to know what it entails. They will learn how our skin is the location of the sense of touch which we use to determine roughness, smoothness, and hardness, softness, or different shapes of objects. Content Standards: -K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. -K.2.4 Students will identify various body parts and their location Learning Objectives: -Students will differentiate between the five different types of textures given by the end of this lesson. -The children will match the number to the appropriate box with the right texture.

-The students will distinguish that objects have different types of textures by the end of this lesson. -Students will use different body parts to touch the sensory boxes. Academic Language: Texture Time Allotment: introduction of texture on day 3, activity on day 4= 40 mins. Materials: five empty boxes with a hole in the top, cotton balls (soft), sand paper (rough), marbles (smooth), sponges (squishy), bricks (hard), paper, pencils, chart for assessment Set up: - Teacher will lead this activity after a discussion of what touch is. -Teacher will create the texture boxes -Children will get in groups of three or four -Each group given a handout with a list of the different textures Instructional Strategies and Procedures: -Each group will walk to each of the 5 numbered stations. -Each child will put a hand in each of the boxes to feel what is inside -Each group will determine which station is each texture by writing a number next to each label on their handout -When everyone has ad a turn to touch each of the five stations, the teacher and students will gather on the rug to discuss results -The teacher will meet with the children to determine what they came up with -Using the assessment chart, the teacher will document each groups results -The teacher will then go over the chart and explain the correct answers Transition: The students will clean up their stations when finished with activity after gathering with group on the rug. When time is up, ask students to stand behind their chairs and walk around seeing if all is cleaned up and then have rows line up one at a time. Assessment: The teacher will use the assessment chart along with personal communication to determine if the children comprehended the idea of touch. The teacher will ask the children questions t assess how much they understood from the lesson. The teacher should also walk around and observe the children during the activity. Assessment Chart: Soft, Rough, Smooth, Squishy, Hard. Prior Knowledge List: -Students will need to know their numbers up to 5 -Students will need to be familiar with the routine of working in stations

-Students must know how to write their numbers up to 5

Days 5 & 6 Topic: Hearing Age & Grade: Age 5 & 6 Kindergarteners Lesson Rationale: Children need to learn that the ears are the location of hearing and that we use our ears to determine high and low pitches of objects. Content Standards: -K.1.4 Students will demonstrate progress towards rhythmical patterns and movements -K.2.4 Students will identify various body parts and their location -K.[Link] With prompting and support, ask and answer questions about key details. - K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. Learning Objectives: -The children will distinguish that different objects produce different sounds by the end of this lesson. -The children will compare the two pitches from hearing the different musical instruments to the best of their ability. -Students will learn to identify musical instruments that have high pitches along with those that have low pitches. -Students will identify that their ears are the body part that is able to hear pitches and sounds. Academic Language: high-pitch, low-pitch, instrument Time Allotment: day five used for introduction of hearing, 30 min for activity on second day Materials: Musical Instruments (ex. Flute, recorder, piano, drum, cymbals, musical triangle, maraca, empty water bottle, 3 water bottles with different water levels, whistle, paper, pencils, low and high pitch worksheet. Set up: -The teacher will lead the discussion on sound including high pitch and low pitch with the students. -An introduction to sound will be given before this activity. -Teacher will gather instruments Instructional Strategies and Procedures:

-The teacher will explain the concept of high pitch and low pitch -The teacher will them play each instrument separately -The children will determine if instruments are low pitched or high pitched by marking their worksheets with either an L or an H next to each instrument on their worksheet. -When everyone is done completing the worksheet, the class will come back together and the teacher and students will go over worksheets talking about each instrument -The teacher will ask how many of the instruments were low-pitched and how many of the instruments were low pitched

Transition: When time is up, ask the students to line up for the next class one by one and quietly. Assessment: The worksheet and classroom discussion will be used to determine whether children understand the concept of high pitch and low pitch. The teacher will use personal communication with the children to see how they perceived the concept of sound. The teacher should also keep an eye on the children as he or she is playing the instrument to see what the children mark down on their worksheets. Prior Knowledge List: Students will need to know how to write the letters H and L.

Days 7 & 8 Topic: Smell Age & Grade: Age 5& 6 Kindergarteners Lesson Rationale: Children already use their sense of smell even though they may not realize it. This lesson will teach them that the nose is the location of the sense of smell, which we use to learn about odors of substances. Odors can be strong, weak, pleasant, unpleasant, or a combination of the four. Content Standards: K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. K.2.4 Students will identify various body parts and their location K.[Link].2 Identify the external parts of a variety of plants and animals including humans

Learning Objectives: -Students will distinguish that different objects have different smells by the end of this lesson.

-Students will identify the different odors based on what they smell to 70% accuracy -The children will learn to differentiate between the different scents and odors by the end of this lesson. -Students will learn that their nose is the body part they use to smell by the end of this lesson. Academic Language: Scent, Odor Time Allotment: introduction to smell on first day of topic, 30 mins for activity on second day of topic Materials: bowls/containers for ingredients, vinegar (strong/unpleasant), perfume (strong/pleasant/unpleasant), air freshener (pleasant), flowers (pleasant/unpleasant), bleach (strong/unpleasant), chart for assessment *other ingredients may be used as long as they have different odors to experiment with Set up: -Teacher will lead discussion on Smell -Teacher will prepare the bowls with different ingredients for the experiment -The teacher will divide the class into partners Instructional Strategies and Procedures: -The teacher will place already prepared ingredients in front of each set of partners. -Teacher will put up chart with labels: Strong, Weak, Pleasant, Unpleasant -The teacher will choose an ingredient for the students to smell -Each pair of students will determine which odor(s) each ingredient falls under -The teacher will ask each pair for their response -The teacher will write that ingredient under each type of odor it falls under -The teacher will do the same thing with the rest of the ingredients -The children will smell all ingredients and decide on the proper odors -When activity is finished, the teacher and children will discuss the odors and use the chart

Transition: After activity, students will wash hands and line up for lunch quietly. Assessment: The chart with the odor labels with the teachers assistance will help determine how much the children understand about odors. Through personal communication, the teacher will ask questions to see what the children learned about odors and the sense of smell. The teacher and children will use the chart discussing other objects that have the odors and the types of odors they possess. Prior Knowledge List:

-The students will need to know how to take turns and share -The students will need to know how to smell

Days 9& 10 Topic: Taste Age and Grade: Age 5 & 6 Kindergarteners Lesson Rationale: Children use their sense of taste every day, but this lesson will teach them that there are four types of taste, which include salty, sweet, sour, and bitter. They will explore these different tastes through this lesson. Content Standards: -K.[Link].1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. - K.2.4 Students will identify various body parts and their location Learning Objectives: -The children will distinguish that different foods have different types of taste by the end of this lesson. -The children will categorize the different foods correctly under their type of taste. -The children will match the type of taste with their food source. -Students will learn that their mouth is the body part that allows them to taste food. Academic Language: Bitter, Sour, Salty, Sweet Time allotment: First day dedicated to introduction of taste, second day used for this activity (30 mins) Materials: Different assortment of foods, Salty popcorn (salty), Sugar/Watermelon (Sweet), Lemon (sour), Grapefruit (Bitter), Chart for foods. *Can use many other food options just as long as the four types of tastes are involved. Set up: -Teacher will lead discussion on taste before activity -Teacher will gather the foods for activity Instructional Strategies and Procedures: -Teacher will introduce the different types of taste to the class -The teacher will link the information about the taste types with actual food.

-The teacher will then introduce different foods that have different tastes. -The teacher will choose a food and have the children taste it -The teacher will then explain what taste is -The teacher will follow this same pattern for as many foods he/she has to share with the class Transition: Give a three-minute warning that time is almost up. Instruct the children to wash their hands after the activity and wipe their face. After cleaning up, tell them to sit at their desks. Assessment: After learning about the different types of taste, the students and teacher will make a list of other foods that fall under each category. Using personal communication, the teacher and children will discuss different foods that fall under each type of taste. Questions will be asked to see why children picked certain foods for each category. Prior Knowledge List: -The students will need to know how to take turns and share -The students will need to follow the teachers instructions and listen

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