This one is on senses in science and language arts

   The 5 Senses
by Lauryn Snell
Language Arts

Grade level: first or second grade
Main Objective:
  

The students will identify the meaning of the words representing the five senses, (hear, see, smell, taste, and touch) via auditory stimulation with 100% accuracy.

· The students will point to the appropriate body part ( ears, eyes, nose, mouth, and fingers) when the teacher reads the corresponding sense word.

· The students will select one of the five sense words and draw a picture representing why that sense is their favorite.

For example, a child might write the word “taste” and draw a picture of an ice-cream cone.

   Materials:
· A copy of My Five Senses by Margaret Miller
· Paper
· Crayons
· Blindfold, peppermints, orange, seashell, (may vary)

Set:
  

The teacher will begin by writing “The Five Senses” on the board and have the students brainstorm for a few minutes about what that means to them. From their input, the teacher may develop an idea of how much explanation and practice is needed. Then the teacher will ask for a volunteer from the classroom. The volunteer will be blindfolded and handed an object such as a seashell. The student will be instructed to try and guess what the object is by describing how it feels in their hand. The next volunteer will be blindfolded and handed an orange slice. The student will try and guess what the object is by how it smells. The third volunteer will be blindfolded and given a peppermint. This student will guess what kind of food that it is by what it tastes like. Next the class will listen to a tape, (or the teacher can hum a popular tune) and guess what song it is by how it sounds. Finally, a student will be called on to describe something in the room by the way that it looks.

Procedure: After the teacher discusses how each of the volunteers used one of their senses, he/she will engage the class in a discussion of what physical part of the student was being used in each case. For example, the students identified the song by using their ears. The teacher will then read My Five Senses by Margaret Miller to the class. The students will be instructed to point to their eyes when the teacher reads the word “see,” their ears when the teacher reads the word “hear,” their mouth when the teacher reads the word, “taste,’ their noses when the teacher reads the word “smell,” and to wiggle their fingers when the teacher reads the word “touch.”

Closure: After the book is read and discussed, the teacher will write the five senses on the board so the students can see what they look like in print. Then the students will take out their paper and crayons. They will be instructed to write their favorite sense word on the top of their paper and draw a picture that explains why they chose that particular sense. The teacher may want to provide a model by writing “hear” and drawing music notes. When the children are done, the pictures can be displayed and discussed.

Adaptations:

· If more review is needed the teacher can read My Five Senses by Aliki.

· The teacher may need to offer some students an idea for their picture.

· If there is extra time, the teacher could discuss situations where a person might not be able to use one or more of their senses. The students could help generate ideas that may help these people. The story of Helen Keller could be discussed.

Assessment: The teacher will observe the student’s participation in discussion, as well as their ability to point to the correct place while listening to the story. The teacher also can assess the students understanding by the pictures that they draw.