1

Stephanie Faustino
Unit Plan for Our 5 senses
EDU 500
Medaille College
Belete Mebratu
April 27, 2015

Table of Contents
Unit Plan.

Pages 3-9

Lesson 1- Sense of Hearing. Pages 10-18

Lesson 2-Sense of Smell..

Pages 19-24

Lesson 3- Sense of Touch.

Pages 25-29

Lesson 4- Sense of Sight Pages 30-35

Lesson 5- Sense of Taste.. Pages 36-42
Appendixes (Quizzes, Posters to Put around the Classroom)
.Pages 43-49

Unit Plan
Grade 1 Science: Our Five Senses
Section I Unit Data
Teacher Candidate Stephanie Faustino
Subject Science
Unit Topic Understanding Our 5 Senses
Duration The whole unit will take approximately one week with lessons of 40-60 minutes once a
day.
Lessons
i) Our Sense of Hearing
ii) Our Sense of Smell
iii) Our Sense of Taste
iv) Our Sense of Touch
v) Our Sense of Sight (and a nature walk to put all the senses together, quiz)
Materials
The Magic School Bus book, My senses bulletin board (Velcro pictures of the senses and
parts of the body associated with each senses), worksheets ( Whats that sound, Smell Bottle, I
spy ,identifying senses, matching the senses to the correct body part, nature walk, quizzes,),
Elmo, baby jars, white board, chart paper, pencils, markers, crayons, Smartboard, Q-tips, sugar,
salt, lemons, baking soda, sea shells, sand, marbles, tambourine, maraca, vanilla extract, rubbing
alcohol, cotton balls, apples, glue, children's scissor, containers, paper clips, rice, water, orange
juice, brown paper bags, pipe cleaners, sand paper (or nail file).

Section II Unit Description

A: Introduction and Significance of Unit
I decided to prepare a unit and lesson plans for Grade 1 Science: Our 5 Senses because
everything that we do, whether it be walking our dog, making dinner for our family, or simply
just watching television involves using our five senses. They are involved in all that we do,
which is why it is so important to understand what our senses are and they work. I want to plan
this unit, because as a future educator I feel like 5 senses is a unit that can be taught in an
interesting manner for all students of many different learning styles. This unit can be used as
either a review or an introduction to a unit or lesson on the human body and/or the 5 senses. The
main goals of this unit is to introduce the senses through observation and exploration; to develop
the concept that using the senses help people communicate information about their environment
to the body; to introduce the vocabulary of sight, hearing, taste, touch and smell, and relate them
to the corresponding body parts. This unit of the five senses is helps students to gain the
knowledge and understanding that we are all different and that although we do not all have five
senses, or do not use them all the same way, that does not make us weird, just different, which is
ok. This unit is also a great chance to open up conversation to the fact that not everyone has all
five senses (example: loss of hearing), and allow children to be curious, to question and to
become empathetic.

B: Central Focus
The central focus of this unit is to have students understand our 5 senses and how they
work. Students will identify, label and our five senses using proper terms and will match actions
and items that belong to a specific sense. Students will be able to understand: the importance of
our senses, understand how our senses work, and will be able to classify our senses. The
REQUISITE skills needed for this unit is categorizing objects by what sense we use to classify
an object and naming what parts of the body we use for sense. The Content Standard is: 3.2.4.B -

Describe objects in the world using the five senses. Use one or more of the 5 senses to observe
and describe objects
C: General Objectives
By the end of this unit, the students will be able to:
1) Match/ Identify basic body parts (eyes, ears, nose, mouth, hands) and their sensory
functions
2) Identify objects by their odour, texture, taste, colour, sound, or other characteristics.
3) Classify objects by using the senses
4) Investigate how the different senses (sight, hearing, smell, taste, and touch) provide
5)
6)
7)
8)
9)

information
name the five senses
name a body part used for each sense
classify objects using only one sense
describe how the five senses work together
describe how each sense works.

According to the Ontario Curriculum, there are two main expectations for the unit;
Understanding Life Systems Needs and Characteristics of Living Things: 3. Understanding
Basic Concepts:
By the end of Grade 1, students will:
3.3 identify the location and function of major parts of the human body, including sense organs
AND
Understanding Structures and Mechanisms:
Overall Expectations
By the end of Grade 1, students will: demonstrate an understanding that objects and structures
have observable characteristics and are made from materials with specific properties that
determine how they are used.
Specific Expectations:
3, Understanding Basic Concepts:
3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape,
colour) of various objects and structures, using information gathered through their senses

For the New York Standards, this unit uses Standard 1- Analysis, Inquiry and Design:
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions. 3.1b Matter has properties
(color, hardness, odor, sound, taste, etc.) that can be observed through the senses and 3.2 Inquiry
and Design
B. Describe objects in the world using the five senses.
-Recognize observational descriptors from each of the five senses

D: Assessment
Formative Assessment
Many of my lesson plans include informal assessments by asking children questions about
the activity to see what they learned from it. Because formative assessment is usually informal
and spontaneous I would use it at the beginning of each lesson as a review from the previous
lesson. I will be asking the children questions about the previous lesson to keep the information
building and allowing them to make connections. This would take place in the form of having
the students brainstorming or having a discussion (whether small group, whole group or
individual). Students will also be completing worksheets as a way for the teacher to know what
they have learned and what they may be having trouble with. The students will be assessed in
various ways to determine their understanding of the five senses. For the most part, I will be
using personal communication as a main way of assessment. This is a great way of knowing
what the student knows and understands. I will also informally assess the children by
continuously walking around the classroom and observing the children as they work together
and try to gain knowledge with each other. I have a few lessons that involve me quizzing the
children to see what they gained from that lesson. At the end of the unit I will quiz the children
by giving them 2 worksheets. One that involves matching the senses to the correct body part.
The other sheet has them tracing the spelling of the senses, having them rewrite it on their own,
and writing or drawing an object that can be classified using that sense. Use the bulletin board to
introduce the senses, and the body part associated with it. For review, have students approach
the board and match the correct sense with the body function.

.
Summative/ Cumulative Assessment
. At the end of the unit the children will be quizzed on the different senses which will have
to be matched to their source and to the correct body part. The children will have to name the
five senses and which part of the body is linked with that particular sense. I will ask them if
they feel they understand each of the five senses because I want to know how the children feel
about this lesson. It is important for children to really understand how they learn and everything
is learned from the five senses so I need to make sure I reach all the children in my classroom.
E: Anticipatory Set and Student Engagement
I would introduce the unit by displaying an interactive bulletin board that has the senses
and corresponding body parts on Velcro to engage the students in matching the senses to the
body parts and/or classifying the objects to the correct sense. This creates a fun, engaging and
self-correcting activity. I would use this board as an introduction to the unit and explain the
various lessons that will be taught. The students can use this board as reference and are allowed
to use it anytime. I would ask the students what they know about the 5 senses, writing their
responses on the whiteboard. The classroom will have senses posters and will have many senses
books displayed on the bookshelf. The unit will begin with the story My Magic School Bus to
open the discussion about the five senses. I will read the story to the children to give them a
general idea of what the five senses include. We will focus on each sense individually before
bringing them all together.
.
F: Classroom Management
Classroom management in my classroom is about respect. We treat others the way we want
to be treated. Students will raise their hands if they have a question and will listen to
their peers when they are talking. Use agreed-upon rules for group discussion (e.g.,
look at and listen to the speaker, raise hand to speak, take turns, say excuse me
or please, etc.

Rules & Procedures

The students and I would have collaboratively created a list of classroom rules at the
beginning of the year. These rules would be things that not only I would find important but the
students get to have their input as well making them feel empowered and feel as though their
voices are being heard. One of the main rules would be around respect. This would include
respect not only for ourselves, but for each other and for school property.
When the students walk into the classroom every morning, I will have a morning
message consisting of the agenda for the day.
Disciplinary interventions
I would use positive reinforcements such as a treat or a reward (for good behaviour, etc.).
I would use brain breaks whenever I see the students are getting restless or for making transition
time a little easier for them. This in turn may help prevent any behavioural issues that can occur
during the lesson. I would use punishment as a last resort. It is important for students to
understand that there are consequences for their actions. Punishments would include staying with
the teacher at recess. However, it is important for an educator to keep in mind that every student
is different. Some students may require a little bit of tolerance while other may need some tough
love.
Teacher-student relationship
It is important to first and foremost be the students teacher however, you can to a certain
level be their friend as well. A teachers main job is to educate and to teach students. However, it
is important to find out what the students interests are. This makes it easier to customize or adjust
a lesson(s) to reach the needs for all of the students.
Mental set
A mental set is a basis for thinking about a problem. This is crucial when planning a lesson
because you need to make sure that you are creating lessons that will be

taught in a way that is

beneficial for all students. As a future teacher, I would need to understand the mental set of my

students. This would consist of many factors such as knowing their abilities, what their prior
knowledge is and of course what their interest are. This will help to plan accordingly.

Section III Reflection

Culturally Responsive Teaching: Teaching the five senses helps students learn about the
environment in which surrounds them. . The senses of hearing, smell, sight, taste and touch gives
each student a deep understanding of their surroundings. Teaching the five senses will also help
children in differentiating these senses in order to understand various situations (i.e. Smelling
smoke). It is important that a child understand the ways in which his or her body parts work
together in order to interpret each area they are exposed to. Some children may be lacking the
ability to use one or more of their five senses (blindness, deafness, etc.). In a diverse world, it is
appreciated for children to understand not only the way they live, but also the way others live.

I. Lesson Data-Our Sense of Hearing

Stephanie Faustino
Science
Grade 1

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Unit Topic: Our 5 senses
Lesson Topic: Understanding and identifying the sense of hearing
Duration: 45-60 Minutes
Materials for the lessons: worksheet, pencils, erasers, markers, Elmo, The magic

school bus explores the senses by Joanna Cole and Bruce Degenerate.
Scholastic press, 1999, 5 baby jars, sand, marbles, water (fill one jar close to
the top and the other jar less than half), a tambourine, rice, and a maraca.

II. Instructional Process

A. Common Core Standard:
Ontario Expectations
OVERALL EXPECTATIONS

By the end of Grade 1, students will: 3. demonstrate an understanding that objects and structures have
observable characteristics and are made from materials with specific properties that determine how they
are used

Specific Expectations:

3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape, and
colour) of various objects and structures, using information gathered through their senses.

New York State Expectations:

Standard 1- Analysis, Inquiry and Design: Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop
solutions.

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

B. Central Focus: The central focus for this learning segment is to have
students understand the sense of hearing and to be able to classify
what it does for us. Students will classify different types of sounds. The
REQUISITE skills needed for this lesson is knowing the proper term for
the sense of hearing and knowing how this sense works.
C. Objective: By the end of this lesson the students will be able to:
a) know what our sense of hearing is and how we use it
(with at least 80
accuracy)
b) Identify common sources of sound
c) Identify objects by sound
D. Assessment: the worksheets are to be handed for grading. Teacher will
observe students when they do group work to ensure they are working
together cooperatively and will check their work to see if they understand.
Students will classify sounds by completing a worksheet

E. Anticipatory Set: Teacher will ask students Why are our senses so
important to us? The teacher will listen to students responses. She
will then say our five senses: seeing, hearing, smelling, tasting, and
touching help us notice the world around us. We can use our eyes to see

(i.e. seeing colours in a rainbow); We use our nose to smell (i.e.

smelling flowers); We use our mouth and tongue to taste (i.e. taste the
differences between sugar and salt); We use our ears to hear (hearing
different sounds) and we use our body and hands to feel (i.e. feeling
the difference between soft and hard). Today we will be talking about
our 5 senses and then focusing on our sense of hearing Then she will

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read the magic school bus explores the senses by Joanna Cole and
Bruce Degenerate. Scholastic press, 1999
F. Main Body
1) Teacher will have the students come to the carpet and as a whole
class review the parts of the body, writing the students answers on
the board. Teacher Talk: Now that we have reviewed the parts of
the body, we will talk about our 5 senses. I will now play 2 YouTube
clips to show you a little bit about what our senses are and how
they work. https://www.youtube.com/watch?v=yUWb84ER4O0)
(https://www.youtube.com/watch?v=Lpev_Raequo)
2) Teacher will give the students 5-10 minutes to watch the videos.
3) Teacher talk: Today we will be focusing and learning about our
sense of hearing. She will remind students how there are the 5
senses posters around the room. Teacher will ask the students what
they learned about sense of sound from the video clips and from the
book. She will write the answers the students give her on the
whiteboard.
4) Teacher will bring out the bulletin board and leave it out on display.
She will talk about it and explain it to the students and inform them
that they may use the board as a reference and can go and use it at
their own leisure time throughout the week.
5) Teacher will ask the children what they feel hearing is. Teacher will then explain in
detail that the ears are the location of hearing and we use our ears to determine high
and low pitches of objects and that it helps us hear different sounds. The ears give us
our sense of hearing. Vibrations enter our ears and are changed into signals that are
sent to the brain. The brain translates the vibrations we hear and interprets sounds. We
have two ears in order to hear exactly where a sound is coming from. We hear many
sounds in our world, such as the sounds of cars and trucks, animals (dogs barking,
birds singing, cats meowing), voices, rain, and music.
6) The teacher will go behind her desk so the students cannot see
what she is doing. She rings a bell and asks the students to guess
what she did. She repeats this with various objects that students

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can/cannot identify. She then writes on a piece of paper, and again,

asks what she did. The students say they don't know because they
can't see or hear what she is doing.
7) Teacher talk: What sense were you using before when I rang the
bell?
Student talk: Our sense of hearing
8) Teacher talk: Without hearing it is hard to learn about the world
around us. We would have to use another sense.
9) The teacher will create different pattern with different sounds
(snapping, playing music, make high or low voices, loud or soft
voices, use musical instruments, etc.). The teacher will explain to
students that sounds help us identify things.
10) Teacher will go over the objectives with the students. She will
explain to them how the back table is set up as a Hearing Station.
11) Teacher Talk At the hearing station you will find 5 containers.
These containers have different materials in them to create different
sounds. With a partner I would like you to go explore the objects
and listen carefully to the sound they each make. I will pass out this
worksheet (teacher shows the worksheet to the class) and I would
like you to fill it out. You are to write or draw the object you heard
under the different columns (high, low, soft, loud). There are two
jars that have different amounts of water in them. You are to
carefully place the tip of your index fingers (teacher will show them)
and dip it in the water. Then carefully trace the rim of the jar with
your finger. I will demonstrate. Everyone will get a turn so
remember to be respectful to one another.
12) Discuss with them that they will be expected to fill in their
worksheets and will be recording their observations. Teacher will tell
the students that the worksheets are to be handed in at the end of
the lesson to be marked for completion.
13) Teacher will pass out the worksheets
14) The students will go to the hearing station to work on their
worksheet.

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15)

Teacher will be walking regularly to check for students

understanding and making sure they are staying on task.

16) Teacher will return to the front to finish the discussion of the
sense of hearing. She will see how the students are doing, assisting
those who may need help.
17) Teacher should advise students after 35 minutes to wrap up their
work
18) Students will spend the remainder of the class finishing up.
Those students at the back table if they arent finished by the end
of class time they can finish it tomorrow.
For the students who are finished early, they can complete extra
worksheets.
19) Once class is finished. Students are to turn in their worksheets
G. Closure: Teacher will ask students to turn towards a partner and
share what they learned today about the sense of hearing. The
teacher will then ask the students how they can differentiate the
different sounds we hear. Teacher Talk: What part of our bodies do
we use to hear? Good job today everyone. Tomorrow we will be
learning about our sense of smell.

lll Reflection:
1. Culturally Responsive Teaching: The teacher will demonstrate culturally responsive
teaching throughout the lesson. It is important for students to recognize that we are all different
and that it is ok. Students will learn that we are all special and different. Students will be
expected to treat one another with respect. Exploring the five senses allows for children to gain
the knowledge and understanding that we are all different and that although we do not all have
five senses (blind, deaf), or do not use them all the same way, that does not make us weird, just
different, which is ok. We all have 5 senses and have the same body parts that produce them.

15

2. Accommodations/Adaptations for Diverse Learners

The teacher will provide instructions through handouts, and visuals to assist students
through guided practice. The teacher will read the magic school bus on the Elmo so that all
students can follow along. By having the students work in partners, it helps provide assistance to
those students who may need extra help. For the students who are done early there are extra
worksheets. The lesson incorporates various instructional strategies that are
connected to the various learning styles therefor addressing the needs of the
students. For the duration of the unit, the teacher will have posters along the
wall to aid the students to understand the proper terms of the senses
alongside some examples of what they are used for. For ESL students, the
teacher will provide flashcards to help them understand the key terms and
concepts.
3. Prerequisite skills: In order for students to be successful in this lesson, they will need to
know the basic parts of the human body (eyes, ears, mouth, nose, hands) and a basic knowledge
of the five senses. Students will be able to work independently, in partners and in groups.
4. Misconceptions: The students might not have enough time to understand the concept of
hearing or what it does. The teacher will provide multiple examples verbally, visually and in
writing.
5. Academic Language: Students need an understanding of content vocabulary: Pitch,
Frequency (high and low), tone.

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WHATS THAT
SOUND???
IS IT..

HIGH

LOW

SOFT

LOUD

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Extra Worksheet

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I. Lesson Data- Our Sense of Smell

Stephanie Faustino
Science
Grade 1
Unit Topic: Our 5 senses
Lesson Topic: Understanding and identifying the sense of smell.
Duration: 45-60 Minutes
Materials for the lessons: worksheet, pencils, erasers, 8 baby Jars (4 per table), vanilla extract,
lemon juice, Rubbing alcohol, peppermint, 2 tables.

II. Instructional Process

A. Common Core Standard:

Ontario Expectations
OVERALL EXPECTATIONS
By the end of Grade 1, students will:
3. demonstrate an understanding that objects and structures have observable
characteristics and

are made from materials with specific properties that determine how they

are used
Specific Expectations:
3.4 describe the function/purpose of the observable characteristics (e.g., texture,
height, shape, and colour) of various objects and structures, using information gathered through
their senses.

New York State Expectations:

21

Standard 1- Analysis, Inquiry and Design: Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop
solutions.
Key Idea 3
3.1 Classify objects using senses and becoming aware of an object or event by using any of the
senses (or extensions of the senses) to identify properties

B. Central Focus: The central focus for this learning segment is to have students
understand the sense of smell and to be able to classify what it does for us. The students
will understand the concept of smell. The REQUISITE skill for this lesson is knowing the
proper terms for the five senses and knowing how they work.
C. Objective: By the end of this lesson the students will be able to:
a)Understand that different objects have different smells
b) Be able to properly identify the sense of smell using proper vocabulary
(with a least 80% accuracy rate)
c) Understand how our sense of smell works and will be able to distinguish
between various odors
D. Assessment: the worksheets are to be handed in to be graded. Through personal
communication, the teacher will ask questions to see what the children learned about
odors and the sense of smell.
E. Anticipatory Set: Teacher will ask students to close their eyes. She will spray a fragrance
in the air and ask students to describe what they smell. This is our sense of smell.
Today we will be learning about this sense and how we use it.
F. Main Body
1) Teacher will have the students come to the carpet and as a whole class review
yesterdays lesson on the sense of hearing and what part of the body it belongs to.
2) Teacher will ask the students what they think the sense of smell is.
3) Teacher talk: The nose gives us our sense of smell. When we inhale or take a deep
breathe in, detectors in our nose smell the odors. The nose detects many different
smells and it is also used to take in air for the lungs that helps us breath. We smell
many different things, such as food, perfume, and flowers.

22

4) Teacher Talk: What does our sense of smell tell us? The teacher will discuss and list
how the sense of smell can warn us of danger (i.e. smoke from fire). As a class we
will brainstorm other ways in which the sense of smell helps us in times of need.
5) Use the diagram of the nose to explain the following about the sense of smell
6) Teacher Talk: The sense of smell is very important to a person. Our nose helps us
know more about the world we live. Smell is one of the ways we have of knowing
about our world and enjoying what it has for us.
7) Teacher talk: At the back table, you will notice the Smelly Station. There are 4
jars, each with something inside. What do you smell? Does the smell remind you of
something? Can you tell what is in each jar?
8) Teacher will go over the objectives with the students. Discuss with students that they
will be expected to fill in their worksheet Guess that Smell and will be recording
their observations.
9) Teacher will explain how the Smelly Station is to be used. Teacher Talk: Boys and
Girls, in the back you will see a few mason jars on the table. Working in partners, I
would like you to go explore each jar one by one. Smell what you think the object is
and write it on your record sheet. Please DO NOT taste it.
10) Teacher will pass out the worksheets
11) Have students take turns smelling the jars and drawing or writing their hypothesis on
the worksheet.
12) Each student opens one baby food jar at a time and sniffs and then records their
answers on their record sheet.
13) Teacher will walk around the classroom to make making sure students are filling in
their worksheets while checking for understanding. She will listen to how the students
communicate with their partner while checking for understanding.
14) Then after each child has done this, remove the cover from the jars and have students
look inside to assess and check their guess.
15) Students will spend the remainder of the class finishing up. Students who are finished
early can complete extra worksheets.
16) Once class is finished. Students are to turn in their worksheets
G. Closure: Teacher will ask guided questions such as which senses do we use for smelling?
How can the sense of smell warn us of danger? If a person is blind, how can he tell if
there's a fire or other danger? What part of your body do you use to smell with? Why is
the sense of smell so important?

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III Reflection
CRT: Everyone has the potential to use their five senses and this makes us all the same.
Whether we are a boy or a girl, tall or short, shy or outgoing, we all are alike through our senses
and the body parts that produce them. All of the five senses don't always work well. Some people
may not be able to see, but they are able to hear, taste, touch, and smell. Some people are not
able to hear, but they can see, taste, touch, and smell. They use their other senses to make up for
the one(s) that they lost or don't have. This way, they experience what other people experience,
just in a different way. We all have eyes that allow us to see, taste buds that allow us to taste,
fingers that help us touch, ears that allow us to hear, and a nose that allows us to smell. Whether
these senses work well or not, we all have the body parts that go along with the senses, which
provides the potential to see, hear, taste, touch, and smell. This makes us similar to one another.
Some of the senses do not always work well because some people cannot hear, some people
cannot see, or some people may not be able to smell very well. These are just some of the
examples of the senses not working correctly. What senses we do not have, we make up for by
using our other senses, which become stronger due to the lack of one of the senses. These people
sharpen their other senses to cope with the loss of a particular sense. People have the same body
parts that produce our senses. This makes people the same, no matter what ethnicity, race, or
gender they are or what characteristics define them

2. Accommodations/Adaptations for Diverse Learners

The teacher will provide instructions through handouts, and visuals to assist students
through guided practice. For the students who are done early there will be extra worksheets.
Placing the student with a partner allows them help each other if they do not understand how to
do something. The teacher will be walking around assisting those who have questions and need
help. After each activity we will be discussing what we have just finished for students who have
questions or did not understand the activity will have the opportunity to ask questions. Teacher
will help the students who need assistance with their writing.

24

3. Prerequisite skills: In order for students to be successful in this lesson, they will need to
know the basic parts of the human body (eyes, ears, mouth, nose, hands). Students will be able to
work independently, independently or in groups.
4. Misconceptions: The students might not have enough time to understand the concept of smell
or what it does. The teacher will provide multiple examples verbally, visually and in writing.
5. Academic Language: Students need an understanding of content vocabulary: Odor, Smell

25

26

I. Lesson Data- Our Sense of Touch

Stephanie Faustino
Science
Grade 1
Unit Topic: Our 5 senses (Classifying using our senses)
Lesson Topic: Understanding and Identifying the sense of touch and how it works.
Duration: 45-60 minutes
Materials: 4 paper bags with one object per bag, cotton balls, Q-tips, sand, sandpaper, banana
peel, sea shells, cooked spaghetti, ball, apple

II. Instructional Process

A. Common Core Standard:
Ontario Expectations
OVERALL EXPECTATIONS
By the end of Grade 1, students will:
3. demonstrate an understanding that objects and structures have observable characteristics and
are made from materials with specific properties that determine how they are used

Specific Expectations:
3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape,
and colour) of various objects and structures, using information gathered through their senses.

New York State Expectations:

Standard 1- Analysis, Inquiry and Design:
Key Ideas 3: Students will use mathematical analysis, scientific inquiry, and engineering design,
as appropriate, to pose questions, seeks answers, and develop solutions.

27

3.1 Classify objects using senses and becoming aware of an object or event by using any of the
senses (or extensions of the senses) to identify properties

B. Central Focus: The central focus for this learning segment is to have students
understand the sense of touch and to be able to classify what it does for us. The
students will understand the concept of touch. The REQUISITE skill for this lesson is
knowing the proper terms for our sense of touch and understand how it works.
C. Objectives: By the end of this lesson students will be able to:
-use their sense of touch to describe objects.
-use their sense of touch to identify objects

D. Assessment- Students will hand in their worksheet for marks of completion. Assess
students ability to orally say why our sense of touch is important
E. Anticipatory Set: Teacher will introduce the lesson by having two volunteers come to
the front of the classroom. One student will place their hands in a pan of cool water and
the other will place their hands in a pan of warm water. Teacher will ask them what the
water felt like. Teacher will explain to the students that they used their sense of touch to
know what the temperature of the water was. Today they will learn more about their
sense of touch
F. Main Body
1) Teacher will have the students come to the carpet and as a whole class review the
previous days lesson on the sense of smell and which part of the body it belongs to.
2) Teacher Talk: We use touch to determine different textures of objects by how they
feel to the human touch. We can feel if something is hot or cold, wet or dry, and soft
or hard. Although we can use any body part to touch, we mostly use our fingers.
3) Teacher talk: At the back table, you sensory station.
4) Teacher will explain how the sensory station works
5) Teacher Talk: You are going to be little detectives. You and a partner are going to
take turns blindfolding one another while sticking your hand in the bag and feeling
the texture of that object. Is it Smooth? Rough? After you and your partner have both
had a chance to feel what is in the bag, you will be filling out this worksheet. You will

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either draw or write what you think is in the bag and you will write what texture you
6)
7)
8)
9)

think the object was (i.e. soft)

Teacher will go over the objectives with the students.
Teacher will pass out the worksheets
Students will go explore
Teacher will walk around the classroom to make making sure students are filling in
their worksheets while checking for understanding. She will listen to how the students

communicate with their partner while checking for understanding.

10) Students will spend the remainder of the class finishing up. Students who are finished
early can work on extra worksheets.
11) Teacher calls students to come together on the carpet. As a whole group we compare
results of what the students thought was in the bags.
12) Once class is finished. Students are to turn in their worksheets for completion marks.

G Closure: Teacher will ask all the students to name one thing that they have learned
about our sense of touch and what body part we use to touch. Teacher will ask the
students why their sense of touch is important.

III Reflection
CRT: We all have eyes that allow us to see, taste buds that allow us to taste, fingers that help us
touch, ears that allow us to hear, and a nose that allows us to smell. Whether these senses work
well or not, we all have the body parts that go along with the senses, which provides the potential
to see, hear, taste, touch, and smell. This makes us similar to one another no matter what
ethnicity, race, or gender they are or what characteristics define them.

2. Accommodations/Adaptations for Diverse Learners

The teacher will provide instructions through handouts, and visuals to assist students through
guided practice. For the students who are done early there will be extra worksheets. Placing the
student with a partner allows them to help each other if they do not understand how to do
something. The teacher will be walking around assisting those who have questions and need
further assistance. The teacher will assist students who need hand-over-hand assistance for
writing their answers on their worksheet

29

3. Prerequisite skills: In order for students to be successful in this lesson, they will need to
know the basic parts of the human body (eyes, ears, mouth, nose, hands). Students will be able to
work independently with a partner or in groups.
4. Misconceptions: The students might not have enough time to understand the concept of touch
or what it does. The teacher will provide multiple examples verbally, visually and in writing.
5. Academic Language: Students need an understanding of content vocabulary: smooth, soft,
hard, grainy, rough, skin,

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31

I. Lesson Data-Our Sense of Taste

Stephanie Faustino
Science
Grade 1
Unit Topic: Our 5 senses (Classifying using our senses)
Lesson Topic: Understanding and Identifying the sense of taste
Duration 40-60 minutes
Materials: Bulletin Board, pencil, chart paper, marker, salt, Q-tips, baking soda, sugar.

II. Instructional Process

A. Common Core Standard:
Ontario Expectations
OVERALL EXPECTATIONS
By the end of Grade 1, students will: 3. demonstrate an understanding that objects and structures
have observable characteristics and are made from materials with specific properties that
determine how they are used

Specific Expectations:
3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape,
and colour) of various objects and structures, using information gathered through their senses.

New York State Expectations:

Key Ideas 3
Standard 1- Analysis, Inquiry and Design: Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop

32

solutions.
3.1 Classify objects using senses and becoming aware of an object or event by using any of the
senses (or extensions of the senses) to identify properties

B. Central Focus: The central focus for this learning segment is to have students
understand the sense of taste and to be able to classify what it does for us. The students
will understand the concept of taste. The REQUISITE skill for this lesson is knowing how
our sense of taste is used (using our tongue).
C. Objective: By the end of this lesson, student will be able to:
-To differentiate between sour and sweet tastes and learn that the
tongue is responsible for tasting different things.
-The children will distinguish that different foods have different types of taste.
-The children will categorize the different foods under their type of taste.
D. 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. Worksheet is to be handed in for completion marks.
E. Anticipatory Set: Teacher will ask students to close their eyes. She will spray a fragrance
in the air and ask students to describe what they smell. This is our sense of smell.
Today we will be learning about this sense and how we use it.
F. Main Body
1) Teacher will have the students come to the carpet and as a whole class review
yesterdays lesson on the sense of touch and what part of the body it belongs to.
2) Teacher will ask the students what they think the sense of taste is.
3) Teacher talk: Our tongue and taste buds give us our sense of taste. The taste buds
sense one type of taste from another. This is how we know what we are eating,
even if we are unable to see it. The sense of smell also helps us to tell the
difference between the types of foods by smelling the odor that the food carries.

33

The tongue is the main body part we use for tasting food. Remember, we already
talked about the nose helping us in tasting food, but it is our tongue that carries
messages about what you are eating to the brain. There are 4 different kinds of
familiar tastes: Salty, sweet, sour and bitter
4) Have students dip one end of a Q-tip in the salt, sugar, lemon, and baking soda
having them taste one of each.
5) After the students finished tasting the substances they will describe the flavors in
which they think each substance belong to.
6) Have students make inferences and guesses.
7) Teacher Talk: What do you think helps you taste the different tastes that were in
the solutions?
8) Teacher will go over the objectives of the lesson with the students.
9) Teacher will have students collecting data that will be used on selecting the classs
favourite taste.
10) Students predict which among the common flavors such as sour, sweet, salty and
bitter is preferred.
11) Students will make a tally of how many people like a particular food by grouping
by fives (teacher will demonstrate this on the whiteboard).
12) Teacher Talk: Boys and Girls, when collecting your information make sure that
everyones vote is counted.
13) Students will go around and start collecting their data.
14) Teacher will walk around the classroom making sure they are filling in their charts
while checking for understanding and helping/answering any questions.
15) After 15-20 minutes the teacher will give the class 5 minute wrap up warning
16) Students who are finished early can complete any unfinished work.
17) Teacher calls students to come together on the carpet. We will do a whole class
tally vote.
18) Teacher Talk: Which taste got the most votes?
Student Talk: SWEET!

G Closure: After learning about the different types of taste, the students and teacher will
briefly make a list of other foods that fall under each category. Teacher will ask the
students what the four familiar tastes are; what part of the body we use to taste and to
describe how the sense of taste and the sense of smell are related.

34

III Reflection

CRT: We all have the same 5 senses alongside the same body parts that produce them. It doesnt
matter what your race, ethnicity or gender is. All of the five senses don't always work well. Some
people may not be able to see, but they are able to hear, taste, touch, and smell. Some people are
not able to hear, but they can see, taste, touch, and smell. They use their other senses to make up
for the one(s) that they lost or don't have. This way, they experience what other people
experience, just in a different way
2. Accommodations/Adaptations for Diverse Learners
The teacher will provide visuals to assist students through guided practice. While the students
engage in the activity, I will walk around to monitor their progress. For the students who are
done early they can complete extra worksheets.
3. Prerequisite skills: In order for students to be successful in this lesson, they will need to
know the basic parts of the human body (eyes, ears, mouth, nose, hands). They will also need to
know the basic knowledge of their five senses. Students will be able to work independently and
in groups.
4. Misconceptions: The students might not have enough time to understand the concept of taste
of sully understand the 4 common types of taste. The teacher will provide multiple examples
verbally and visually and will write whatever is necessary.
5. Academic Language: Students need an understanding of content vocabulary: sweet, sour,
salty, bitter, tongue, taste,

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Extra Worksheet

36

I. Lesson Data- Our Sense of Sight

37

Stephanie Faustino
Science
Grade 1
Unit Topic: Our 5 senses (Classifying using our senses)
Lesson Topic: Understanding and Identifying the sense of sight and Review/Test of all 5
senses
Duration: All morning
Materials: Worksheets (nature walk, my five senses, matching quiz), Smartboard or Elmo
(displaying the diagram of the eye), pencils, and clip board (for students to use when on
our walk)

II. Instructional Process

A. Common Core Standard:
Ontario Expectations
OVERALL EXPECTATIONS
By the end of Grade 1, students will: 3. demonstrate an understanding that objects and structures
have observable characteristics and are made from materials with specific properties that
determine how they are used

Specific Expectations:
3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape,
and colour) of various objects and structures, using information gathered through their senses
New York State Expectations:

38

Standard 1- Analysis, Inquiry and Design: Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop
solutions.
3.1 Classify objects using senses and becoming aware of an object or event by using any of the
senses (or extensions of the senses) to identify properties
.

A. Central Focus: The central focus for this learning segment is to have students
understand the sense of sight and to be able to classify what it does for us. The students
will understand the concept of sight The REQUISITE skills is knowing the proper terms
our sense of sight and knowing it works.
B. Objective: By the end of this lesson the students will be able to:
-understand the sense of sight
- name the five senses (100% accuracy rate)
-Match body parts for each sense (at least 80% accurate rate)
-Classify objects using the senses (80% accuracy rate)
-Use their senses of seeing, hearing, and smelling to describe different
places in or outside of school
C. Assessment: the worksheets are to be handed in for grading/completion. Through
personal communication, the teacher will ask questions to see what the children learned
about our sense of sight. Since this is the final day for the unit, students will complete a
quiz matching up the senses with an object, and on another worksheet they will be asked
to trace the spelling of the senses, name the sense, and draw or write an object that can be
associated to that sense.
D. Anticipatory Set: Teacher puts a blindfold on and asks students which sense they think
she is covering. After the students respond she will tell them we will be learning about
our sense of sight.
E. Main Body

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1) Teacher will have the students come to the carpet and as a whole class
review yesterdays lesson on the sense of taste and what part of the body it
belongs to.
2) Teacher Talk: The sense of sight helps us recognize each other and learn
about color, motion and distance.
3) Teacher Talk: (Using a diagram of the eye and displaying it on the Elmo
or Smartboard): There are many parts to your eye, and each one of them
helps you to see. The light goes in through an opening called the pupil.
That's the black dot in the center of your eye. The iris, or colored part
around the pupil, can change the size of the opening, letting in more or
less light. The lens focuses the light rays on the retina; the cornea protects
the lens. When you look at your eyes in the mirror, you're only seeing a
part of them. The whole eye is shaped like a round ball, most of it is inside
your head and protected by your skull. Your eyelids and eyelashes protect
your eyes too. Your eyelids make it possible for you to close your eyes,
shutting out the light when you are tired. Closing your eyes makes it easier
for you to go to sleep.
4) Teacher will go over the objectives with the students. Discuss with them
that they will be expected to fill in their worksheets.
5) Teacher Talk: Today is going to be a busy day since we are also wrapping
up our unit on our senses. We will be going on a nature walk. You will
have a nature walk sheet to fill out. This will include using all of our 5
senses. You will see the boxes for each sense and you are to record what
you see, hear, touch and smell. DO NOT taste anything. If you see
something write down what it is and what you think it tastes like (using
the proper terms salty, bitter, sweet, sour). You can work in groups.
6) Teacher Talk: When we get back from the walk, we wilI wrap up our
lesson with a little quiz. You will trace the spelling of each sense, write
what that sense is, and draw or colour something that can be associated
with that sense.
7) The teacher will tell the students that they will be going on a little
scavenger hunt around the classroom.

40

8) Teacher shows the students the I Spy Senses scavenger hunt sheet and
reads the worksheet over with the class using the Elmo.
9) Teacher asks the students if they have any questions
10) Teacher passes out the worksheet
11) Students get in pairs and go looking for the objects.
12) Teacher will be listening to the conversations taking place during the
students hunt checking for understanding and making sure that the
students are completing the task at hand.
13) After the 15-20 minutes the teacher will call the students to the carpet and
ask them to bring their worksheet.
14) As a whole class, the teacher and students will take up the I Spy
worksheet.
15) Students are to turn in the worksheet for completion marks.
16) Teacher will show the students the nature walk activity sheet and reads it
over and explains what the students are expected to do. They can work in
groups.
17) When teacher and students arrive from the nature walk the students are to
turn in their worksheet.
18) Teacher will give out the matching quiz and the 5 senses worksheet that
will demonstrate their understanding of the all 5 senses.
19) Teacher will ask Noah, John and Ava to bring their quizzes to the back
table. The teacher will read and explain the quiz. Their quizzes will have
word banks to assist them.
G Closure: The teacher will ask the students what they learned about our sense
of sight. What part of our body do we use to see? Why are our 5 senses so important for us?

III Reflection
CRT: We all have the same senses and body parts that produce these senses no matter what our
race, gender or ethnicity is. The only difference is that not everyones five senses work well. We
all have eyes that allow us to see, taste buds that allow us to taste, fingers that help us touch, ears
that allow us to hear, and a nose that allows us to smell. Whether these senses work well or not,
we all have the body parts that go along with the senses, which provides the potential to see,

41

hear, taste, touch, and smell. This makes us similar to one another. Some of the senses do not
always work well because some people cannot hear, some people cannot see, or some people
may not be able to smell very well.
2. Accommodations/Adaptations for Diverse Learners
The teacher will provide instructions through handouts, and visuals to assist students through
guided practice. During the quiz, the teacher will pull a small group of 3 students to the back
table. There the teacher will help read and explain the quiz and what they are expected to do.
Their quizzes will also have word banks to assist them.
3. Prerequisite skills: In order for students to be successful in this lesson, they will need to
know the basic parts of the human body (eyes, ears, mouth, nose, hands). Students will be able to
work cooperatively in groups.
4. Misconceptions: The students might not have enough time to understand the concept of sight.
The teacher will provide multiple examples verbally and visually
5. Academic Language: Students need an understanding of content vocabulary: Eyes, Sight,
Pupil, Iris, Retina,

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Appendixes
QUIZ

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