Teacher Candidate: Abriana Hammen & Brianna Sweeney Date: 3/31/16

Cooperating Teacher: Dr. Varano

Coop. Initials
Group Size: 16

Allotted Time 45 Minutes

Subject or Topic: Smell and Taste Sense

Grade Level: 1ST Grade

Section TTH 9:30

According to PA Standards:
-

2.A.1.1.1 Identify a scientific fact as something that can be observed using the
five senses.
3.2.4.B.2. Use observations to develop a descriptive vocabulary.

I. Objectives:
First grade students will be able to identify the two senses taste and smell and how they
go hand in hand by completing a worksheet and participating in experiments.
II. Instructional Materials:
A. Worksheet on taste and smell senses
B. Inquiry sheet to record what students thought they tasted and what they
actually tasted
C. YouTube Video: Jiminy Cricket (Link attached)
D. Different flavor jelly beans: apple, cherry, lemon, peach, pear, etc.
E. Blind folds for the children
F. At least five bags to separate different types of jelly beans

III. Subject Matter/Content:

A. Prerequisite skills
1. Basic understanding of taste and smell senses.
B. Key Vocabulary:
1. Tongue: Organ in the mouth of a mammal, used for tasting, licking,
swallowing, and (in humans) articulating speech.
2. Nose: The part projection above the mouth on the face of a person or
animal, containing the nostrils and used for breathing and smelling.
3. Sour: Having an acid taste like lemon or vinegar.
4. Sweet: Having the pleasant taste characteristic of sugar or honey; not
salty, sour, or bitter.

C. Big Idea: The Five Senses: Taste and Smell

D. Content:
Taste Buds: any of the clusters of bulbous nerve endings on the tongue and in
the lining of the mouth that provide the sense of taste.
Nasal Cavity: a large air filled space above and behind the nose in the middle
of the face.
IV. Implementation
A. Introduction:
1. To start off the lesson, show YouTube video on taste and smell senses.
(Link attached) During the video have students write down words they do not
recognize or understand (ex: nasal cavity, taste buds)
- Cut video off at minute 4:20. The rest of the video does not pertain to the
lesson.

B. Development:
1. Talk with students about the words in the video they do not understand.
2. Explain to students what taste buds are.
3. Explain to students what a nasal cavity is.
4. Explain to students how without the sense of smell, you could not taste.
5. Talk to students about how 90% of your taste is smell.
6. Tell students that we will be testing this theory to see if it is true.
7. Break students up into groups of four.
8. Place a bag of jelly beans (the same flavor) on one table, a different flavor
on the other table.
9. Make sure that each table has a different flavor jelly bean. (Only one table
will have a specific jelly bean. Do not pass bags around) ex: Table 1:
Lemon jelly beans, Table 2: Apple jelly beans, etc.
10. Pass out blindfolds to students.
11. You are going to have to help each student put the blindfolds on.
12. Inform the students not to peak or its cheating and thats a bad thing to
do.
13. When all of the students are blindfolded, have each student, carefully, and
calmly, pick a jelly bean out of the bag at their table.
14. If needed, assist student in picking a jelly bean.
15. Tell each student to pinch their nose together and dont let go.
16. Tell them they can breathe through their mouths.
17. Once all of the students have their noses pinched, tell them to put the jelly
bean in their mouth and chew.
18. Warn them NOT TO LET GO of their nose while chewing otherwise the
experiment wont work.
19. Once they are all done chewing, have students let go of their noses and
carefully take their blindfolds off.
20. Have students fill out the inquiry sheet on what flavor jelly bean they ate.

21. The left side of the worksheet should be completed (this side shows what
jelly bean the students think they ate).
22. Once completed, have students pick the jelly bean from the bag and chew
it without holding their noses and covering their eyes.
23. Have them write down on the inquiry sheet what flavor the jelly bean
actually was.
24. Clean up the tables and have students wash their hands.
25. Pass out worksheet that will be collected for grading.
C. Closure: Read the book I hear a Pickle (And Smell, See, Touch, & Taste it
Too!) by Rachel Isadora

D. Accommodations/Differentiation:
1. Differentiation: If there is a food allergy or a certain distaste was
expressed, change the food type. For example, instead of jelly beans use
skittles.

E. Assessment/Evaluation Plan
1. Formative:
a. Inquiry sheet recording observations using taste and smell.
b. Worksheet to evaluate students knowledge of taste and smell
senses.
2. Summative: No Summative for this lesson plan.

V. Reflective Response:
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan: (What will you do to help?)

B. Personal Reflection:
- Was I able to grab the students attention with my introduction?
- Was I able to explain content material effectively?
- How could this lesson be improved?

VI. Resources:
https://www.youtube.com/watch?v=Kxcy6uMVH74 (up to 4:20)
I hear a Pickle (And Smell, See, Touch, & Taste it Too!) by Rachel Isadora
Berger, Melvin, and Joan Holub. See, Hear, Touch, Taste, Smell. New York: Newbridge
Educational, 1995. Print.

Name: __________
Date: ___________

Whats that Jelly Bean?

Draw and label what flavor jelly bean you taste.
What you think it is:

What it actually is:

Name:_________
Date:__________
Circle the items you TASTE and put an X through the
items you SMELL.