Norma Angelica Guerrero-Integrated Science Unit

Integrated Science Unit:
Our Common Senses!

Grade Level: 3rd-6th Grade Length of Unit:
Minutes per day – 30-90 minutes
Number of days – Seven
Focus Questions: What are our five senses? How are the five senses important?
Learning Log:
This unit concentrates on the five senses and the body part that correlates with
each sense. (unit summary)
Students will use senses to investigate, depict, analyze, categorize and classify.
There will be an understanding of the functions of the five senses. New terminology will
be learned in connection to the five senses. (overall unit goals)
(general) IL Learning Standards:

Illinois State Standards
STATE GOAL 1: Read with understanding and fluency.
1.B.1a Establish purposes for reading, make predictions, connect important ideas, and
link text to previous experiences and knowledge.
1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic
literary forms.
1.C.1a Use information to form questions and verify predictions.
1.C.1b Identify important themes and topics.
STATE GOAL 3: Write to communicate for a variety of purposes.

3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appro-
priate capitalization and punctuation; correct spelling of appropriate, high-frequency
words; and appropriate use of the eight parts of speech.
3.C.1a Write for a variety of purposes including description, information, explanation,
persuasion and narration.
STATE GOAL 4: Listen and speak effectively in a variety of situations.

4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing
what is said.
4.A.1b Ask questions and respond to questions from the teacher and from group
members to improve comprehension.
4.A.2b Ask and respond to questions related to oral presentations and messages in
small and large group settings.
4.A.1c Follow oral instructions accurately.
4.A.2c Restate and carry out a variety of oral instructions.
4.B.1b Participate in discussions around a common topic.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to the
message and audience (e.g., show and tell).
(general) Objectives:
Students will explore, discover and evaluate the 5 senses through experiences from the
unit.
Lesson 1: Launching the Theme
Anticipatory Set Pre-req.
Teacher will prepare an area of the room Students should be aware of basic safety
with certain items that inspire students practices when practicing science.
to rely on their senses in order to Students should have a science
describe them. notebook.
Students should already be tracking
Teacher can bring a patch of grass, their assessment in academic journals.
pebbles, a tree branch, flowers, play a
nature soundtrack, etc. Teacher should Objective / Purpose
put the area near a window to give
students the experience as if they were Students will identify the five senses.
outside. This activity should simulate Students will explore the five senses.
taking a small walking trip.
ILS
Teacher will walk to the area and exhibit
desired behavior- I.E. picking up an item
1.B.1a. Establish purposes for reading,
and feeling it, smelling it, etc.
make predictions, connect important
ideas, and link text to previous
Teacher should then turn to the class
experiences and knowledge.
and ask students if they want to go on a
nature walk! Teacher should tell
3.A.1 Construct complete sentences
students that the designated area is
which demonstrate subject/verb
meant to simulate a small nature walk.
agreement; appropriate capitalization
and punctuation; correct spelling of
(Teacher should hold off on telling
appropriate, high-frequency words; and
students why they are taking a nature
appropriate use of the eight parts of
walk and let them draw conclusions for
speech.
themselves.)
Teacher should recap the safety rules

11.A.1a Describe an observed event.
that apply for this type of activity such
11.A.1b Develop questions on scientific
as respecting peers and respecting school
topics.
property.
12.A.1a Identify and describe the
component parts of living things (e.g.,
Inform students that they can touch and
birds have feathers; people have bones,
pick up items, but they must be returned
blood, hair, skin) and their major
where and how they were found.
functions.
13.A.1a Use basic safety practices (e.g.,
Students should be given about 10
not tasting materials without
minutes- depending on the size of the
permission, “stop/drop/roll”).
area created. (If the classroom is too
small, teacher should ask permission for
access to another room or ask a colleague
to collaborate with them in this unit.)
Students should be encourages to ask

question during their experience.
Instructional Input
Teacher should divide students into cooperative learning groups (dependent of

number of students in the classroom) and have them discuss and describe their
experiences.
Teacher should recap on expectation of behavior that is to be practiced during group

work.
Teacher should ask students to record their experiences. Both students should keep
record of their own individual experience.
If children are ELL, ESL or have a learning difference that impedes them
from being able to write out complete sentences, an alternative method
can be using tape recorders.
Teacher should give about 5-10 minutes for discussion. Teacher should warn
students before time ends. This is to assure they can wrap up properly in their
science notebook.
When teacher says “1, 2, 3 All eyes on me!” students should stop what they are
doing and give full attention to teacher.
Teacher will ask groups to share their experiences.

After all groups share, students will be told to keep their observations in mind
during the reading of You Can't Smell a Flower With Your Ear! (This book helps
introduce learners to the five senses. It also has practical experiments that teachers
can do while reading in order to make it more interactive.) (Fiction Book)
(Teacher will project this story for everyone to see.)
Teacher should recap the story and encourage students to ask questions.
If necessary teacher should pose questions to students.
Teacher should connect story to theme.

Students can be encouraged to make the connections by themselves.
Teacher will allow students to return to the site set up for this lesson.
Now that students are aware of their senses, they must use their senses for
observation.
Teacher will give students a certain amount of time (5-10 minutes) at the site.
Teacher will tell students to regroup with peers and describe the experience of their
second trip to the site.
Teacher can provide handout of possible questions to consider- should provide

guidance and challenges.
(possible worksheet)
Think about it!
What did you hear?

What did you see?
Did you smell anything?
How did it smell like?
Could you taste the smell?
What did you feel?
How did it feel?
Tell me more!
What parts of your body did you use?

What did you learn from the help of your body?
***Please remember to write in your science notebook!!!***

---Raise your hand if & let me know if you want this stapled inside your notebook
so you can refer to it and not lose it!---
from being able to write out complete sentences, an alternative method
can be using tape recorders.
Teacher should also allow ESL/ELL students to discuss/write in their
native tongues. If possible teacher should provide translated dictionaries,
worksheets and instruction.
After the allotted time, teacher will ask groups to share what they discussed and
observed.
Teacher should help students draw connections from the reading and the activity.
Teacher will give a recap of the book/activity and should encourage students to ask
questions.
Teacher will direct students to write and/or draw in their Science Journal on the
following:
Students can write about any aspect of today’s lesson.

Students should compare and contrast their first experience on the “nature walk”
and the second experience (after being informed that senses are the focus of the
theme).
Students can pose questions in their journals as well.
After the allotted time, teacher will explain homework.
***For Homework:
Continue writing in your Science Journal.
Also reply to the following two questions:
Why do you need your five senses?
What can you do with our senses?
Also, look around you! Notice, list and draw five examples of when and how you use
your senses.***
Teacher should give an example of what is being asked of the students.
Teacher can choose to write and draw the example on the board or with the use of
an overhead projector.
Suggested examples:
Example 1:
I can smell my mom’s good food cooking with my nose.
Example 2:
I heard the school bell ringing this morning with the help of my ears.
from formulating complete sentence, an alternative method would be
providing a worksheet that allows students to fill in the blank.
EXAMPLE WORKSHEET 1:
Using examples outside the classroom finish these sentences.
YOUR GUIDE:
My _(NOSE/EARS/ETC)_ help(s) me _(SMELL/HEAR/FEEL/SEE/TASTE)_
__(write what you can smell/hear/feel/see/taste)__.
Example:
My EARS help me HEAR THE MUSIC PLAYING IN THE OTHER ROOM.
My ____________ help(s) me ____________________

__________________________________.
Teacher should also allow ESL/ELL students to write in their native

tongues. If possible teacher should provide translated dictionaries,
worksheets and instruction.
Encourage students to ask questions!
Modeling Check for Understanding

Teacher constantly models and gives Teacher will check for understanding by
examples, but does not limit students in assessing performance and oral
their explorations. responses. Teacher will review Science
-“nature walk” activity Journals and homework assignments to
-homework assignment note student progress.
Guided Practice Independent Practice

Students are given a hands-on Journals are placed as part of in-class
experiences with examples of what they and homework. Students are given the
are expected to do once onsite. Teacher is liberty to explore the theme based on the
expected to carefully observe and guide readings and experiences they had in the
students in order for them to be “nature walk”.
successful in the objective. An additional part of the homework asks
students to consider and note stimuli
During the first discussion, students are that affect their senses.
given the opportunity to explore their
experiences. During the second
discussion, students are provided with a
sheet that gives suggestions on what
direction students should be heading in.
Closure
Teacher should review the lesson, theme, activity, homework and address any
questions that students may have.
Teacher should also explain to students that for the following days they will be
looking at each sense individually.
This prepares students and gives them time to mentally prepare for future lessons.
It also makes them notice how the 5 senses are related outside the classroom.
Lesson 2: Your Sense of Sight

Students should have started learning
Teacher will lead discussion referring to about the human body.
textual material The teacher should take Students should have already learned
each organ correlated by sense per unit- about the brain/nervous system.
I.E. ear to hearing, eye and seeing, etc. Students should be aware of basic safety
practices when practicing science.
On this day, the teacher should focus on Students should have a science
the eyes. notebook.
their assessment in academic journals.
Teacher will start with a brief overview Students should knowledge of math
of today’s lesson. concepts related to measuring.
Students should know rules when
Using the textbook Science Voyages: working in groups and at the computer
Level Green the educator should prepare station.
a PowerPoint slide introducing the eyes
and new vocabulary.
Instead of simply presenting a lecture, Objective / Purpose

teacher should invoke class thinking and Students will learn terminology for the
participation through this portion. main parts of the eye.
Students will be able to recognize main
Teacher can start the PowerPoint with a parts of the eye.
thinking phrase such as: Students will describe the purpose and
use of parts of the eye.
“Think about the different kinds of Students will investigate the eye and the
objects you look at every day. It's purpose of sight through a series of
amazing that, at one glance, you can see activities/experiments.
the words on this page, the color Students will understand how the
illustrations, and your classmate sitting functions of the eye are important to the
next to you.” –Science Voyages sense of sight.
Students will watch a video about the
Ask students what they think this eyeball and the sense of sight.
phrase means. Encourage students to
think why this phrase is important.
Teacher then should commence on ILS

introducing new vocabulary. 11.A.2a Formulate questions on a
This will allow the lesson to be specific science topic and choose the
understandable for students. steps needed to answer the questions.
11.A.2b Collect data for investigations
Teacher should provide an outline using scientific process skills including
sheet for all students. This will observing, estimating and measuring.
allow students to have the 11.A.1c Collect data for investigations
information and aid students with using measuring instruments and
learning differences. Teacher technologies.
should provide translated sheets for 11.A.1f Compare observations of
those in need. individual and group results.
Suggested vocabulary:
Eyeball, pupil, retina, lens, iris, cornea,
rods, cones, convex and concave lens,
and optic nerve.
Teacher can choose to give students the

definitions or teacher can separate class
into cooperative learning groups and
have them find the definitions
themselves.
If choosing to do cooperative learning

groups, teacher should recap rules
established for working in groups, give
10-15 minutes for work.
Remind students that they all need to
write the definitions in their assignment
notebook.
Teacher should show diagrams for

students to refer to:
Teacher should also give students a

handout of the diagrams. If there is free
time, teacher should have students
staple their diagram in their science
notebook.
If teacher is doing cooperative learning

groups for the definitions, teacher should
allow students to share the definitions
and should recap and clarify the
definitions for learners using the
diagrams.
Teacher should have translating

dictionaries for students in need.
Teacher should commence the
PowerPoint presentation and textual
reference.
***PowerPoint presentation should

include the following:
Thinking phrases
The eye diagram
Eye vocabulary
Explanation of how light and sight is
connected.
How parts of the eye function and aid in

seeing.
Throughout the presentation, teacher

should encourage children to ask
questions, draw connections to their
prior knowledge, and infer about how
the brain-eyes-light-and the sense of
sight work together.
Encourage questions, but if there

are some shy children in the
classroom tell the class to write any
questions they may have on a
separate sheet of paper. This sheet
of paper can be handed to the
teacher as she walks by the
student’s desk or placed in a
questions bin. If handed to the
teacher as she walks by during the
lesson, the teacher can address it
then or choose to address it
individually with the student
asking. If placed in the bin, teacher
will address the question(s) with the
students asking privately.
Since students have been learning about

the human body, teacher should tie in
how the brain also plays a part to deliver
the sense of sight.
Teacher should encourage students to
ask questions.
Instructional Input
In order to help students further understand, teacher can show a video.

Suggested videos: Bill Nye: The Science Guy : Eyeball
***This video explains how the brain, eye, and sense of sight function together. It
reinforces new learned vocabulary as well. This video gives examples and
emphasizes the importance of the sense of sight.
Students should be making connections from what they just learned to the video.
Encourage students to take notes, if necessary.
Teacher can remind students of desired behavior when watching videos.

While students are watching the video teacher should prepare for activities.
After watching the video or clips of the video, teacher should recap and help
students draw connections about the eyes and the sense of sight.
Have students write for 10 minutes about new things they have learned so far about
the sense of sight.
Review the diagrams with the students.

Ask questions about the main parts of the eye to them!
At this time, teacher should have set up several stations around the room.
Students will be assigned to cooperative learning groups and will explore the sense
of sight.
Teacher will set a timer giving groups sufficient time at each station.
Stations should have supplies for at least 2-3 groups to use.
Teacher should make it clear that only 2-3 groups are allowed at each station.
Students will rotate from station to station until they have reached their starting
station.
Students should be reminded of appropriate behavior when working in groups and

of proper care for school property.
Teacher will model what students are to do at each station.

Students will be asked if they have questions after each explanation.
A packet will be provided with instructions and worksheets they can record their
data in.
Teacher should have translating dictionaries and translated packets for
students in need.
Teacher will have a timer to signal students start time and end time at
stations.
Station 1: Make that Bucket!

Materials necessary: (several) Ball(s) and Bucket
Wiffle balls would work best since they do not bounce around as much.
You are to throw balls into the bucket from at least 4 different standpoints and
situations.
Using your eye(s) you will have to decide how hard or soft to throw the ball.
Each member of the group will have a turn at throwing the ball at the different
standpoints and situations agreed upon by the group.
Suggested standpoints and situations:

Stand 5 feet away and try to make the bucket.
Stand 5 feet away and close the right eye.
Stand 5 feet away and close the left eye.
Stand 5 feet away and close both eyes.
Now try doing these at a different distance.
These are just suggestions! Your group can try different standpoints and situations
not suggested here.
Your group will decide reasonable distances to try these suggested standpoints and
situations.
Again, each member of the group will try throwing the ball into the bucket from the
agreed upon distances and standpoints.
On the provided worksheet, write down YOUR INDIVIDUAL result from each turn
YOU took.
WRITE OUT ALL NECESSARY INFORMATION ON THE CORRESPONDING

WORKSHEET!
A yard stick will be provided for measuring how far away a person stood from the
bucket.
DON’T FORGET TO MEASURE IN FEET!
***Worksheet that corresponds to this station:
Make that Bucket!!!

On this worksheet you are to do the following:
Give a description of the standpoints and situations your group decided to try.
Explain what happened after each attempt YOU took.
Questions to think about after each attempt:
Did you make it?
How did you use your eyes?
Was I difficult to shoot the ball into the bucket?
Description of standpoint and What happened?

situation.
1.
2.
3.
4.
5. (optional)
Station 2: Drop IT!

Materials necessary: Empty clean yogurt cup and drop objects (can be pennies,
paper clips, buttons, or bingo chips)
At this station you have a small cup and some objects.

Each member of the group will take turns once again.
Sit at the table with the cup 2 feet in front of you. (Ruler will be provided. Measure
in feet.).
Hold an object from 1.5 ft above the table and in a position you think will land the
object inside the cup. If the object did not make it into the cup, try it at least 2 more
times.
A group member will make sure the measurements are correct and will tell you
when it is okay for you to drop it.
Since you have been doing this with both your eyes, try this arrangement just using
your right eye.
Try it with your left eye.
Now choose at least 2 different arrangements with your group and try the
arrangements using both eyes, right eye and left eye.
Suggestions:
You can try placing the cup farther/closer away.
You can try dropping it from a higher or lower distance from the table.
WRITE OUT ALL NECESSARY INFORMATION ON THE CORRESPONDING

WORKSHEET!
DON’T FORGET TO MEASURE IN FEET!
On the provided worksheet, write down YOUR INDIVIDUAL result from each turn
YOU took.
***Worksheet that corresponds to this station:

Drop It!
On this worksheet you are to do the following:
Give a description of the arrangements your group tried.
Explain what happened after each attempt YOU took.
Questions to think about after each attempt:
Did you make it?
How did you use your eyes?
Was I difficult to drop the object using both eyes/left eye/right
eye?
Arrangement #1: Both eyes:
Cup is 2 ft in front of me.
I am dropping the object 1.5ft away
from the table.
Right eye:
Left eye

Cup is ___ ft. in front of me.
I am dropping the object _____ft. away
from the table.
Right eye:
Left eye

Cup is ___ ft. in front of me.
I am dropping the object _____ft. away
from the table.
Right eye:
Left eye
Station 3: Web Quest!!! The teacher needs to be very clear on safety rules
applied when using the internet. Teacher should have a list of websites
already loaded up for students to use.
Your group will be in at the computers for this station.

You will be going on a Web Quest!
You will be visiting certain internet websites and doing more investigation on the
sense of sight!
ONLY USE THE WEBSITES ALREADY LOADED AT THE COMPUTERS!

Suggested websites:
ThinkQuest Jr.: Sight
http://library.thinkquest.org/3750/sight/sight.html
This is a dedicated webpage information filled on the sense of sight. It also includes
fun facts and links!
Sight & the Human Eye
http://science.pppst.com/humanbody/sight.html
Webpage that has various links and presentations on the sense of sight.
Big Universe: Sense of Sight (online nonfiction Ebook)

http://www.biguniverse.com/readkidsbooks/read/492/the-sense-of-sight
This is really an online nonfiction ebook that informs about the sense of sight.
1800CONTACTS: Vision 101

http://www.1800contacts.com/StaticContent/vision101/frames.html
Very digitally advanced and animated website that introduces vision.
PLEASE REMEMBER THE RULES!

Write necessary information on corresponding worksheet!!!!
Everyone should be writing on their own packet!
***corresponding worksheet:
Using the websites loaded at the computers investigate the following questions:
1. Which part of the body do you need to use that see?
2. How does the sense of sight help you learn?
3. How does this sense help you have fun?
4. How would your life be different if you could not use your sense of sight?
5. Why is this sense important?
6. How does the sense of sight work in newborn babies?
7. What does 20/20 vision mean?
8. List 4 common problems that can affect your sense of sight. Give a brief
description of each common problem.
Teacher should be walking around and observing, aiding and challenging groups.
Once teacher notices that all groups have gone around the stations, teacher will say
“1, 2, 3, All Eyes on me!” This will signal students to stop what they are doing and
focus on the teacher.
Students will discuss their findings on the sense of sight.

Students will be encouraged to take notes on the end pages provided in their
packets.
First, each group will reflect upon what they did at each station.
Remind students to find a space in the classroom away from a station and away
from other groups.
Teacher will set timer to signal start time and end time.
Next, 2 groups will partner up to compare and contrast their work.

Teacher will set timer to signal start time and end time.
Teacher will also remind groups to partner up.
Remind students to find a space in the classroom away from a station and away
from other groups.
Finally, everyone will return to their desks and there will be a class discussion.
Teacher will ask students to share their experiences.
Teacher should be helping students make connections.
Teacher will recap the lesson, the purpose of the station activities, and address any
questions students may have.
***For Homework:
Teacher will direct students to write and/or draw in their Science Journal on the
following:
Students can write about any aspect of today’s lesson.

Students should compare and contrast their experiences at the stations to another
student’s or group’s experience.
Students can pose questions in their journals as well.
Students must reply to the following questions:
Why is the sense of sight important?

How was my sense of sight affected when I was asked to close one eye and perform
a task?
Modeling Check for Understanding

Teacher constantly models and gives Teacher will check for understanding by
examples, but does not limit students in assessing performance and oral
their explorations. responses. Teacher will review Science
-this is done through explanations of Journals and packet assignments for
station work. further assessment.

Students are given hands-on activities Journals are placed as part of
with examples of what they are expected homework. Students are given the
to do at learning stations. liberty to explore the theme based on the
Teacher is expected to carefully observe readings and experiences they had in the
and guide students in order for them to lesson.
be successful in the objectives.
Throughout the lesson students are

given opportunities to explore the sense
of sight.
Closure
Teacher should review the lesson, theme, activities, homework, and address any
questions that students may have.
Teacher should also explain to students that they will move onto the sense of smell.
This prepares students and gives them time to mentally prepare for the next lesson.
Lesson 3: Your Sense of Smell
Process-Oriented Guided-Inquiry Lesson

1. Targeted 3rd to 6th grade
age/grade level
2. Scientific Observing; Inferring; Communicating; Classification;
processes
addressed
3. Scientific topic Science, Reading, and Art: Sense of Smell
addressed
1.B.1a. Establish purposes for reading, make predictions,
connect important ideas, and link text to previous
experiences and knowledge.
3.A.1 Construct complete sentences which demonstrate
subject/verb agreement; appropriate capitalization and
punctuation; correct spelling of appropriate, high-frequency
words; and appropriate use of the eight parts of speech.
11.A.2b Collect data for investigations using scientific

process skills including observing, estimating and
measuring.
11.A.1f Compare observations of individual and group
results.
4. Process- Students will use their sense of smell to identify different

oriented items such as food, flowers, or fruits.
objective
Students will draw the picture of what they think is the
source.
Students will cut out flowers from magazines and include

them in a painting.
5. What I want Students will discover ways that their sense of smell helps
my students to them. Student will understand how the sense of smell
discover starts at the nose and other parts of the human body.
6. Description of Teacher will lead discussion referring to textual material

introductory
activity and On this day, the teacher should focus on the nose.
initial
discussion Teacher will start with a brief overview of today’s lesson.
Using the textbook Science Voyages: Level Green the

educator should prepare a PowerPoint slide introducing the
nose and new vocabulary.
Instead of simply presenting a lecture, teacher should

invoke class thinking and participation through this
portion.
Teacher can start the PowerPoint with a thinking question

such as:
“Can you imagine not being able to smell? How would your
life change?”
Ask students what they think. Let students share their

thoughts.
Teacher then should commence on introducing new

vocabulary.
This will allow the lesson to be understandable for
students.
Teacher should provide an outline sheet for all

students. This will allow students to have the
information and aid students with learning
differences. Teacher should provide translated
sheets for those in need.
Olfactory cells/nerves/neurons, nasal passage, molecules,
mucous glands, impulse, nostril
Teacher can choose to give students the definitions or

teacher can separate class into cooperative learning groups
and have them find the definitions themselves.
If choosing to do cooperative learning groups, teacher

should recap rules established for working in groups, give
Remind students that they all need to write the definitions
in their assignment notebook.
Teacher should show a diagram of the nose and provide a

copy of the nose diagram to students. If there is free time,
teacher should have students staple their diagram in their
science notebook.
If teacher is doing cooperative learning groups for the

definitions, teacher should allow students to share the
definitions and should recap and clarify the definitions for
learners using the diagrams.
Teacher should have translating dictionaries for

students in need.
Teacher should commence the PowerPoint presentation

and textual reference.
***PowerPoint presentation should include the following:

Thinking questions
The nose diagram
Nose and smell vocabulary
Explanation of the sense of smell
How parts of the nose function to aid in smelling.
Throughout the presentation, teacher should encourage

children to ask questions, draw connections to their prior
knowledge, and infer about how the brain-nose-sense of
smelling work together.
Encourage questions, but if there are some shy

children in the classroom tell the class to write any
questions they may have on a separate sheet of
paper. This sheet of paper can be handed to the
teacher as she walks by the student’s desk or placed
in a questions bin. If handed to the teacher as she
walks by during the lesson, the teacher can address
it then or choose to address it individually with the
student asking. If placed in the bin, teacher will
address the question(s) with the students asking
privately.
Since students have been learning about the human body,

teacher should tie in how the brain also plays a part to help
the sense of smell function.
Teacher should encourage students to ask questions.
7. Materials The Sense of Smell by Ellen Weiss; film canisters; foods,

needed oils, herbs, and spices; paint; paintbrushes; poster boards;
magazines; worksheets; highlighters; ice trays; trash can;
larger bucket;
8. Description of Teacher should reinforce what has been learned from the
activities presentation.
> Prior to this lesson, teacher should have attained

permission to photocopy chapters 2 and 6 from Ellen Weiss’
book The Sense of Smell.
Prior to this lesson, teacher should have prepared canisters
with pieces of fruit, vegetables, food, herbs, spices, extracts,
or pencil shavings, etc. This may vary!
The lids of the film canisters should have holes for
smelling.
Label canisters by numbers 1-6 or 1-10. (Number of
canisters may vary.)
Prior to this lesson, teacher should also arrange desks in
groups of 4-6.
Students will be split up into cooperative learning groups.

Teacher will explain the rules established when working in
groups.
A timer will be set to signal start and end time.
Teacher will explain that students will read these two

chapters in groups.
Students can highlight important parts of the chapters or
interesting and new pieces of information they have
learned as they read.
They will get to keep these chapters and must be either

stapled into the science notebook or in a science folder for
future reference.
Teacher should give students time to read the two short

chapters.
When the timer signals end time students should turn and
look at the teacher.
Teacher will spark conversation about what students have

just read.
Teacher should ask students to summarize chapters.
Teacher should help students draw connections to the
lesson they have just learned.
Teacher then should recap and ask students to share a new

piece of information they have learned or what they found
to be interesting in the chapters.
Teacher should then spark class discussion with questions

that reinforce what has been learned.
Suggested questions:
What do we use our noses for?
What do animals use their noses for?
Name some smells that you like.
Name some smells that you dislike.
What are some things that smell bad?
What are some things that smell good?
As students are sharing their thoughts, the teacher should

be setting 6-10 canisters that have been prepared for the
next activity at the center of the clusters of desks.
Teacher recap the discussion and will instruct the

cooperative learning groups to classify these smells based
on whatever categories they think would work best.
(This means students should have already been introduced
to classification!!!!!!! If not teacher should have done this
prior to lesson!!!!)
Groups should provide an explanation for their decisions.
Timer will be set to signal start and end time.
***Worksheet that will be provided for this activity.

Classify the smells!!!
Make a chart of the categories your groups has agreed
upon and classify your smells.
General example:
Category Canister Number

“Category 1” Canisters # 2,3,6
“Category 2” Canisters# 1 and 4

We chose these categories because
____________________________________________________
_____.
____________________________________________________
____________________________________________________
__.
Students can be as creative as they may want.
(Use the space below for your work.)
When the timer goes off, teacher will ask groups to share
their classification system set for the smells. Groups must
explain their decisions.
Teacher should guide students into making connections to

what has been learned in the lesson.
Next, students will be asked to work individually.
Students will receive a handout where they are to draw

what they think is in each canister. There should be no
further discussion amongst students.
Students are to work independently and write why they
think the smell is what they have identified it as.
Teacher will set a timer to indicate start and end time.
Each student should have their own crayons and markers.
Crayons and markers will be provided to students that
need it.
***worksheet
Draw it!
In each box draw what YOU think is in each canister
according to its number.
Also, write why you think it is what YOU have identified
the smell as in each canister.
Canister #1 Canister #2

After the allotted time, teacher will ask students to share
their work.
Teacher will also help students make connections from the
lesson to the methods students used to identify the smells
in the canisters.
Teacher will then reveal the items in the canister.

Teacher should ask students if they have any comments,
questions or concerns about the lesson so far.
Teacher will ask one student from each cluster of desks to

bring the canisters to a designated area.
Teacher should then direct students into an art activity.

Teacher can say “Let’s get creative with our smells!”
>>Prior to this activity, teacher should have sent out a

letter to parents informing them that students will be
working with paint. Parents are should send students with
an extra shirt they may wear for this activity.
Teacher will ask students to clear their desks and grab the
shirts their parents provided for them to wear for this
activity.
Teacher will provide students with poster boards, paint,

paintbrushes and extracts for students to use on their art
project.
(Poster boards should not be full-sized. Poster boards
should be 17’’ x 12’’ or around a similar size.)
Teacher will set up a round table with paint bottles, small

ice trays, bottles of extracts and 3-4 cups with extracts with
designated paintbrushes.
Teacher should explain that they will be making art that

has scents!
Teacher will pass out newspaper to each cluster of desks.

Students are to cover their desk.
Teacher will put two medium buckets of water at the center
of each cluster of desks.
Teacher will pass out paintbrushes to each student.
Once the room is set up and students are prepared, teacher

will recap rules established for this type of activity.
Teacher will hand out magazine clippings of flowers to

students.
Students should be asked to take out scissors and glue.
Students can use magazine clippings of flowers and glue

them on their poster board however they wish to do so.
Once student have arranged their flowers on their poster

board, students will come to the round table.
The teacher will be sitting at the round table waiting for

students to come to the round table.
Teacher will explain that only 3-4 students at a time can
come to the round table.
If a student is done and sees that there are 3-4 students at
the round table, that student must wait until someone
returns to their seat.
Teacher should explain rules and post them somewhere

visible.
***Rules:
If teacher is not at the table, DO NOT TOUCH
ANYTHING.
ONLY 3-4 students at a time can be at the round table.
Be respectful of those working at their desks and at the
table.
BRING YOUR POSTER BOARD WITH YOU.
Teacher will set a timer to signal start and end time of

activity.
At the round table, students will be told that they are first
to head near the cups with extracts and put a light coat of
extract of their choice on the flowers (on their poster
board).
Tell students to not return the paintbrushes to the cups
they came from ONLY!
Next, they are to set their poster board on their desks and
return to the round table.
Student is to grab an ice tray and pour paint that they will
use into the compartments. Afterwards, students will grab
1-2 extracts of their choice and ask teacher to pour the
desired extract into the color of paint they prefer.
Using both hands, students are to take their ice tray with
paint to their desk and start painting!!!
Once every student has their ice tray, teacher should find a
designated area for the students’ paintings, used brushes,
and ice trays.
Teacher will have a designated large bucket for the used
brushes and the used ice trays.
Teacher will warn students 5 minutes before the timer

indicates that time is over.
Students are to start putting the finishing touches on their
work.
Students will place their painting in the designated area.

Teacher should direct students where to place their
painting.
Students are to place the buckets of used water, ice trays,

and paintbrushes in the designated large bucket.
Then students need to take the newspaper on their desks

and throw them in the garbage.
Lastly, teacher will give each student a wet wipe and a
plastic bag.
Students are to bag their shirts and clean their hands with
the wet wipes provided.
ONLY then will students be able to take their bagged shirt
and put it in their backpacks.
Teacher should instruct students to return to their seats.

Teacher will have a final discussion on the sense of smell,
nose, activities, and will recap the lesson.
***Homework
Students are to write in their Science Journals.
Students can write about any aspect of the lesson.
Students will also think about and answer the following

questions:
How often do you notice your sense of smell?
Do you get a sense of taste from what you smell sometimes?
The second question students are to answer is to prepare

them for the next lesson.
9. Typical What do we use our noses for?

discussion What do animals use their noses for?
questions Name some smells that you like.
Name some smells that you dislike.
What are some things that smell bad?
What are some things that smell good?
10. How children Students will be provided with canisters with covered items
will be for investigating the sense of smell.
encouraged to
investigate on
their own in the
classroom
11. Expected Students are to learn about the nose and sense of smell.
conclusions Students are to understand the relationship between the
nose, brain, and sense of smell.
12. Assessment Students will be assessed on performance during the

lesson. Students will be assessed on their journal entry.
Students will also be assessed on the work they completed
throughout the activities done in class.
13. Applications to The sense of smell is used every single day. The sense of
real life- smell is hardly noticed and taken for granted. Many people
situations usually do not pay any attention to this ability until they
are sick and lose the sense of smell. The items in the
canisters and the extracts used in the art activity were
used to explore the sense of smell, but can be found in the
average kitchen and home.
Lesson 4: Your Sense of Taste

Process-Oriented Guided-Inquiry Lesson
1. Targeted 3rd to 6th grade
age/grade level
2. Scientific Observing; Inferring; Communicating; Classification;
processes
addressed
3. Scientific topic Science: Sense of Taste
addressed
3.A.1 Construct complete sentences which demonstrate
subject/verb agreement; appropriate capitalization and
punctuation; correct spelling of appropriate, high-
frequency words; and appropriate use of the eight parts of
speech.
11.A.2b Collect data for investigations using scientific

process skills including observing, estimating and
measuring.
11.A.1f Compare observations of individual and group
results.
4. Process-oriented Students will understand the four basic tastes, (sweet,

objective bitter, salty, and sour), of the tongue.
Students will classify foods according to the four basic
tastes.
Students will be able to identify the four basic tastes of the
tongue.
Students will draw a connection between the sense of

smell and the sense of taste.
5. What I want my Students will discover ways that their sense of taste helps
students to them. Student will understand how the sense of taste
discover functions in correlation to other parts of the human body.
6. Description of Teacher will lead discussion referring to textual material

introductory
activity and On this day, the teacher should focus on the tongue.
initial
discussion Teacher will start with a brief overview of today’s lesson.
Using the textbook Science Voyages: Level Green the

educator should prepare a PowerPoint slide introducing
the tongue and new vocabulary.
Instead of simply presenting a lecture, teacher should

invoke class thinking and participation through this
portion.
Teacher can start the PowerPoint with a thinking question

such as:
“When you smell something delicious can you almost taste

it?”
Ask students what they think. Let students share their

thoughts.
Teacher then should commence on introducing new

vocabulary.
This will allow the lesson to be understandable for
students.
Teacher should provide an outline sheet for all

students. This will allow students to have the
information and aid students with learning
differences. Teacher should provide translated
sheets for those in need.
Taste buds, sensory receptors, and chemical stimuli.
Teacher can choose to give students the definitions or

teacher can separate class into cooperative learning
groups and have them find the definitions themselves.
If choosing to do cooperative learning groups, teacher

should recap rules established for working in groups, give
Remind students that they all need to write the definitions
in their assignment notebook.
Teacher should show a diagram of the tongue and provide

a copy of the tongue diagram to students. If there is free
time, teacher should have students staple their diagram in
their science notebook.
If teacher is doing cooperative learning groups for the

definitions, teacher should allow students to share the
definitions and should recap and clarify the definitions for
learners using the diagrams.
Teacher should have translating dictionaries for

students in need.
Teacher should commence the PowerPoint presentation

and textual reference.
***PowerPoint presentation should include the following:

Thinking questions
The tongue diagram
Tongue and taste vocabulary
Explanation of the sense of taste
How smell and taste are related.
How parts of the tongue function to aid in tasting.
Throughout the presentation, teacher should encourage

children to ask questions, draw connections to their prior
knowledge, and infer about how the brain-tongue-sense of
taste work together.
Encourage questions, but if there are some shy

children in the classroom tell the class to write any
questions they may have on a separate sheet of
paper. This sheet of paper can be handed to the
teacher as she walks by the student’s desk or placed
in a questions bin. If handed to the teacher as she
walks by during the lesson, the teacher can address
it then or choose to address it individually with the
student asking. If placed in the bin, teacher will
address the question(s) with the students asking
privately.
Since students have been learning about the human body,

teacher should tie in how the brain also plays a part to
help the sense of taste function.
Teacher should encourage students to ask questions.
7. Materials Cups, blank paper, water bottles, salt, sugar, coffee, lemon
needed juice, napkins/paper towels, cotton swabs, worksheets,
handouts, markers, trash can, and large bucket.
8. Description of Teacher should direct students to concentrate on taste
activities buds.
Teacher should recap the expository portion of the lesson.

Teacher should ask students to clear their desks.
Students will be working in pairs.
Teacher should remind students of behavior expected
while working together.
Each pair of students will receive the following:

5 cups with water, salt, sugar, lemon juice and coffee
(The cups containing salt, sugar, lemon juice and coffee
should be labeled 1, 2, 3, and 4.)
8 Cotton swabs (4 for each partner)
2 blank sheets (1 for each partner)
Handout
1 marker
Students should only have a pencil on their desk prior to

receiving the materials.
Teacher will explain first activity.

Instruction will be provided on a handout as well.
Students will be exploring their taste buds.
Students will grab their white sheet and fold it in half and
in half once more after that. Students will undo the
folding.
Students should have a white sheet that has 4 squares
and write in each box either the number 1, 2, 3, or 4.
Therefore, students should have a paper with the
impression of 4 squares numbered 1 through 4.
Students are to place 1 cotton swab in each square.

The numbered square the cotton swab is in is also the
corresponding number to the cup they will only use it for.
When students are not using the cotton swabs, they should
be returning it to its designated square.
Students will slightly dip the cotton swab into the cup of
water and then dip it into one of the four cups containing
items that taste sweet, salty, sour, or bitter. (Explain to
students that this is not necessary for the substance that
is in liquid form.)
Students will apply the cotton swab with the substance to

their tongue and figure out which cup has the substance
that is sweet, sour, bitter, or salty.
Students should use the marker to label the cups

containing the substances.
Students are to identify the substance and if it is sweet,
sour, bitter or salty.
Teacher will use a timer to signal the start and end time of
this activity.
Class will discuss their findings as a whole and share their

experiences.
Meanwhile, teacher will pass out a worksheet that
corresponds to the next activity.
ACTIVITY SHOULD BE EXPLAINED AND MODELED

PRIOR TO STUDENTS STARTING THE ACTIVITY.
In the next activity, students will apply the cotton swab
with the substance that has now been identified to the
back, edges and tip of their tongue.
Students will then refer to their worksheet, which has a

chart, and place a checkmark in the boxes where the
student senses the flavor of the substance.
***worksheet
Play with Your Taste Buds!
Tip Back Edges

Sugar
Salt
Lemon
Juice
Coffee
Notes and Observations:
All students should be recording in their own charts!

Students should also be having discussions relating to the
activities and lesson.
In particular, students should be sharing their findings
with their partners.
Students should be writing important notes and
observations in the space provided.
Teacher should be walking around guiding, aiding and

challenging students.
Teacher should also walk around and observe student
progress.
Teacher will set timer to indicate start and end time.

At end time, students are to stop what they are doing and
listen for further instruction.
Teacher will pass around another worksheet similar to the

first worksheet they received.
***worksheet
Hold your Nose & Play with Your Taste Buds!
Tip Back Edges

Sugar
Salt
Lemon
Juice
Coffee
Students are to repeat the prior activity, but this time

students will be holding their nose.

Teacher should tell students to compare and contrast the

prior activity with the current activity.



progress.
At end time, students are to stop what they are doing and
listen for further instruction.
Teacher will pass around one last worksheet similar to the

worksheets they have received.
Teacher will also pass around 4 paper towels (2 per person

in each pair) to each pair and 2 water bottles (1 for each
person in each pair) to each pair of students.
***worksheet
Dry Your Tongue & Play with Your Taste Buds!
Tip Back Edges

Sugar
Salt
Lemon
Juice
Coffee

Students are to repeat the process once more, but this time
students will be drying as much saliva from their tongues
as possible.
Students should drink some water after each trial, but dry
their tongue before commencing to the next trial.

Teacher should tell students to compare and contrast the

prior activity with the current activity.



progress.
At end time, teacher will explain how the materials will be

disposed of.
One student from each pair will take the cups and cotton
swabs to the trash can.
The cups with liquids will be emptied out into a larger

bucket (teacher will need to provide this) and then will
throw out the emptied cups in the trash can.
Class will come back as a whole and students will share

and discuss their findings from all activities.
Teacher should help students draw connections to what
they have learned in the expository portion of the lesson
and their prior knowledge and lessons- in particular the
sense of smell and the uses of saliva.
For Homework:
Students will write in their Science Journal.
Students can write about anything concerning the lesson,
activities, or discussion.
Students also must answer two of the following questions:
Did you use your sense of smell to try to figure what was
in each cup prior to tasting it?
Explain the connections you found between the sense of

taste and the sense of smell during the activities.
Compare and contrast what occurred when you held your

nose or dried your tongue with your sense of taste.
9. Typical How does your sense of taste work?

discussion What are taste buds?
questions Where are the buds for particular tastes found on the
tongue?
10. How children Students will be provided with materials and activities to
will be investigate the sense of taste.
encouraged to
investigate on
their own in the
classroom
11. Expected Students are to learn about the tongue, taste buds, and
conclusions the sense of taste.
Students are to understand the relationship between the
tongue, brain, sense of taste and sense of smell.
12. Assessment Students will be assessed on performance throughout the
lesson. Students will also be assessed on their journal
entry. Students will also be assessed on the work they
have completed through the activities.
Teacher will observe and assess motivation, drive and
interest.
13. Applications to The sense of taste is used every day. The sense of taste is
real life- noticed because of the flavors of foods. The cups and
situations substances used in the activities aided students in their
investigation of the sense of taste. The substances can be
found in many foods daily.
Lesson 5: Your Sense of Touch

Teacher will say: Students should have started learning
Cross your middle finger over your index about the human body.
finger. Students should have already learned
Now rub them sideways over the tip about the brain/nervous system.
your nose, lips, and cheeks. Students should be aware of basic safety
Teacher can have the following picture Students should have a science
projected. notebook.
Students should knowledge of math
concepts related to measuring.
working in groups and at the computer
station.
How does it feel?
Teacher should ask students to share

their experience. Objective / Purpose
Students will learn terminology for the
Teacher will then say: sense of touch portion of the unit.
Students will be able to recognize how
Now turn to the person next to you. touch, temperature, pressure and pain
Using your right hand give each other a are connected.
high-five, but stop! Don’t remove your Students will describe the purpose and
hand from theirs. use of the sense of touch.
Make sure your fingers are aligned with Students will investigate this sense
your neighbor’s fingers. through a series of
activities/experiments.
Using your free hand feel around both
hands at the same time. Take turns!
How does it feel?
ILS
Teacher should ask students to share 11.A.2a Formulate questions on a
their reactions to what was asked of specific science topic and choose the
them. steps needed to answer the questions.
Teacher will then continue by saying: using scientific process skills including
Class that is your sense of touch! observing, estimating and measuring.
11.A.1c Collect data for investigations
using measuring instruments and
Teacher will then lead discussion technologies.
11.A.1f Compare observations of
referring to textual material individual and group results.
On this day, the teacher should focus on

the sensory receptors of the skin.
Teacher will start with a brief overview

of today’s lesson.
Using the textbook Science Voyages:

Level Green the educator should prepare
a PowerPoint slide introducing sensory
receptors found in the skin and new
vocabulary.
Instead of simply presenting a lecture,

teacher should invoke class thinking and
participation through this portion.
Teacher can start the PowerPoint with a

thinking question such as:
“What parts of your body do you think

are involved with your sense of touch?”
Ask students what they think. Let

students share their thoughts.
Teacher then should commence on

introducing new vocabulary.
This will allow the lesson to be
understandable for students.
Teacher should provide an outline

sheet for all students. This will
allow students to have the
information and aid students with
learning differences. Teacher
should provide translated sheets for
those in need.
Sensory receptors, pressure, sensations,
and pressure-sensitive cells.
themselves.

write the definitions in their science
notebook.

and should recap for clarification.


reference.

Thinking questions
Sense of touch vocabulary
Explanation of the sense of touch
How touch, pressure, pain and
temperature are related in this sense’s
function.

the brain and sense of touch work
together.


how the brain also plays a part to help
the sense of touch function.

ask questions.
Instructional Input
Teacher should ask students the following question:
What do we know by touch?
What does the ability of touch help us understand about our surroundings?
Prior to teaching this lesson teacher should have set up about 30 different mystery
boxes around the room. Each box will be numbered.
(How to make you mystery boxes:

Simply gather the number of box you need, the sizes should vary based on the item
that will be placed inside the box. Boxes should have covers! Or you should be able
to tape shut the box after putting your item inside the box.
Teacher is at liberty to put what they desire in the box.
Some suggestions: bar of soap, bowl of marbles, Wiffle ball, bowl of lotion, teddy
bear, rag, shoe laces, pasta, jelly beans, grapes, fabric, et
Cut out one circle on one side of the box. Not too big, but big enough to fit a child’s
fist in the box. Cut out a piece of fabric and use it to cover the entrance of the hole.
This is to prevent students from seeing inside the box.)
Suggestion: Do not jumble all boxes in one spot. Either put them in 3 groups of 10, 5
groups of 6, or 6 groups of 5.
Teacher will separate students into cooperative learning groups.

Teacher will give students a worksheet to jot down descriptions of what they feel is
inside the box.
Students must write on their own worksheet.
Teacher will go over rules emplaced when working in groups.
Students will be sticking their hands in the mystery boxes and describing and
writing down how the mystery item feels. Teacher will explain and model the
instructions.
Teacher should give students several wet wipes in case student comes across a box
with lotion, fruit, food, etc.
Given the number of mystery boxes at locations, teacher should restrict a general
number of groups allowed at each area of mystery boxes.
Teacher should use a timer to signal when students need to move on to the next
group of mystery boxes.
On their worksheets, students are to write a description of how the item inside the
mystery box feels like. In the indicated column, students are to write down educated
guesses of what is inside the mystery boxes.
***Worksheet
# of Description of mystery box item. I think the item
Mystery inside this mystery
Box box is…
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
When all groups have made it to all stations, teacher will ask students to return to
their seats and share/discuss the activity, experience of touching things without the
sense of sight, and what they thought was inside the mystery boxes.
Teacher will give students about 10 minutes to have discussion.

Teacher will walk around observing and listening to how students used their sense
of touch.
After the allotted time, teacher should say “1, 2, 3, All Eyes on me!”
Students are to stop what they are doing and focus on the teacher for further
instruction.
Teacher will ask students to share their experiences.
Teacher will then address the answers students have all been waiting for…
WHAT IS IN THAT BOX!?!?
Teacher will go by each mystery box and reveal the item. Before opening the box,
students should be encouraged to give their opinion of what is possibly in the box.
Teacher should ask students how well they did on the activity.
Teacher should recap lesson, activity, and address any concerns or questions
students may have.
For Homework: students are to write in their Science Journal.
Students are to answer the following questions:
How did you respond to only having the sense of touch?

Do you think you would do better or worse at figuring out the mystery item if you
had gloves on? Explain your answer.
Write about any aspect concerning today’s lesson, activities, or discussions.
Students can also write about any concern or question they may have had, but did
not ask during the lesson.
Modeling Check For Understanding
Teacher models activities prior to having Teacher assesses performance, oral
students starting them. performance/responses. Teacher also
uses Science Journals and activity
assignments for further assessment.
Teacher also observes drive and
participation.

Students have hands-activities to learn Journals are part of homework for their
from. own reflection and understanding of the
Teacher guides through example and material.
written instructions.
Closure
Teacher should do a recap on the lesson/theme/focus, activities, homework, and any

other questions students may have.
Teacher should also prepare students by informing them that they will look at the
sense of hearing next.
Lesson 6: Your Sense of Hearing

Teacher will play the sound to Students should have started learning
about the human body.
following video clip: Students should have already learned
Sesame Street - Name That Sound! about the brain/nervous system.
(http://www.youtube.com/watch?v=q Students should be aware of basic safety
Ui4MlIlXeQ) Students should have a science
notebook.
After the video is over, teacher Students should already be tracking
should ask students what sense they Students should knowledge of math
will be learning about today. concepts related to measuring.
Teacher should also ask students to station.
share what they thought
happened/occurred in the video clip
based on what they heard only!
Objective / Purpose
Students will learn terminology for the
Teacher should replay video, but sense of hearing portion of the unit.
this time students should be allowed Students will be able to recognize how
the ears help in 2 ways: hearing and
to see Sesame Street - Name That balance.
Sound! Students will describe the purpose and
(http://www.youtube.com/watch?v=q use of the ear and hear sense.
Students will investigate this sense
Ui4MlIlXeQ). through a series of
activities/experiments.
Ask students if the actual events of Students will be able to recognize parts
of the ear and their importance to the
the clip were close to what they sense of hearing.
envisioned was occurring based on
what they were hearing.
ILS
11.A.2a Formulate questions on a
Teacher will then lead discussion specific science topic and choose the
referring to textual material steps needed to answer the questions.
As stated, the teacher should focus on using scientific process skills including
the hear sense. observing, estimating and measuring.
Teacher will start with a brief overview using measuring instruments and
of today’s lesson. technologies.
11.A.1f Compare observations of
Using the textbook Science Voyages: individual and group results.
Level Green the educator should prepare
a PowerPoint slide introducing the hear
sense.
Instead of simply presenting a lecture,

teacher should invoke class thinking and
participation through this portion.
Teacher can start the PowerPoint with a

thinking question such as:
“Do you think your hearing would be the

same if you walked around all day with
one ear covered?”
Ask students what they think. Let

students share their thoughts.
Teacher then should commence on

introducing new vocabulary.
This will allow the lesson to be
understandable for students.
Teacher should provide an outline

sheet for all students. This will
allow students to have the
information and aid students with
learning differences. Teacher
should provide translated sheets for
those in need.
Sound energy; sound waves; eardrum;
ear canal; anvil; stirrup; membrane;
cochlea; auditory nerve; semicircular
canal;

themselves.

write the definitions in their science
notebook.

and should recap for clarification.
Teacher should post a picture of the ear

and hand out a copy of the diagram for
students.
When time permits, students should
staple this diagram into their science
notebooks.


reference.

Thinking questions
Sense of hearing vocabulary
Explanation of the sense of hearing
The Ear: Inner, middle, and outer ear.
How our hearing also helps us maintain
our balance.

the brain and sense of touch work
together.


how the brain also plays a part to help
the sense of hearing function.

ask questions.
Instructional Input
Students will be separated into cooperative learning groups.

Teacher has set up 3 stations where students will be exploring the hear sense.
Teacher will explain and model instructions for each station prior to students
starting their explorations.
Students will also be provided with handouts that have instructions and
worksheets.
Teacher should recap rules emplaced when working in groups!
Teacher should use a timer to signal students when they need to switch to a new
station.
Station 1: Mix & Match that Sound!

Materials necessary: film canisters; small objects that fit in the canisters such as
sunflower seeds, beans, rice, macaroni, pebbles, marbles, coins, necklaces, batteries,
earrings, etc); two tote bags; white color masking tape.
Number of film canisters necessary depends on how many objects the teacher sees
fit.
Prior to this lesson, teacher should have filled pairs of canisters with the same
items and the same amount of items.
I.E. The teacher will have 2 canisters with 1 battery.
Teacher should have put a small piece of masking tape somewhere on the canister
with either the number 1 or 2.
Canisters with the number 1 go in one tote bag and canisters with the number 2 go
inside the other tote bag.
Pairs should not be together inside one of the tote bags.
Students will pick one canister from the first tote bag and will be pulling out,
shaking, comparing, and returning canisters from the second tote bag until they
have found a match.
Correct and incorrect Matches should be set aside.
Students will mark on the corresponding worksheet, the sound they heard and the
number of pairs they matched correctly and incorrectly.
In order to find out if they matched the canisters correctly, students are to open the
canister and close them once they note if the match was made or not made.
Students are to return the canisters to the corresponding tote when they are
finished!
Leave the station as you found it!
***worksheet
Find that match!
How many matches did you make?

How many were correct and incorrectly paired?
What sounds did you hear?
(Use the space provided below to respond to these questions.)
Remember to take turns!

Fill in your own worksheet!
Station 2: Find the beep!

Materials necessary: plenty of stuffed animals, a sleeping mask, and a charged old
phone that has an alarm capability.
Students will take turns doing the following activity.
One student will be blindfolded with a sleeping mask.
The remainder of students will arrange the stuffed animals as they see fit, set the
alarm on the phone to one minute later, and hide the phone amongst the stuffed
animals.
Student should write/draw how they arranged the stuffed animals and where the
phone was hidden.
Student should observe the peer as they are looking for the alarm.
Keep the same arrangement with the stuffed animals, set the alarm, and hide the
phone in a different place. This time the blindfolded student will have to cover their
right ear.
Make observations!
Repeat the process, but this time the blindfolded student should cover the left ear.
Make observations!
Compare each trial!
Find the Beep!!!
You will choose on the arrangement of the stuffed animals.

Draw or write the arrangement you chose below.
Also draw/write where you hid the phone during the first trial, second and third.
Next, you will write your observations below:

Trial 1: Both ears What occurred?
Trial 2: Right ear What occurred?
Trial 3: Left ear What occurred?
Switch roles!
Station should be left as the group found it!
Station 3: Can you keep your balance?

Prior to this lesson teacher should have parallel narrow strips of paper on the wall
to form parallel vertical lines. Teacher can choose to put up as many pairs of
parallel lines as necessary.
Each member of the group will stand between 2 parallel vertical lines.
Student must be still and straight as he/she can be.
Student should not be reclining on anything.
Student should stand there for 2-3 minutes.
The remainder members of the group should be making observations on how well
balance is being maintained.
Student will do the same process, but this time student will close their eyes.
The remainder members of the group should be making observations on how well
balance is being maintained.
Group should create scenarios and make observations on their trials.

An example would be trying to stand as still as possible for 2-3 minutes while
someone gently covers your left ear.
Students should be analyzing and observing each attempt.

Students should be considering factors that may cause a loss of balance a related to
this sense.
Keep Your Balance!
Write down what happens after each trial on this page.

You can make a chart or simply list the attempt and the observations/analysis
made.
Throughout these activities, teacher should be walking around observing, aiding,
and challenging students.
Once all groups have made it to each station and last timer has gone off, teacher
will say “1,2,3, All Eyes on Me!”
Students are to return to their desks and share what they found out during the
activities.
Students can also pose questions.
Teacher will recap events of the lesson, activities, discussion, and address concerns
or questions.
Teacher will help students make connections from prior experiences and what they
have learned in this day’s lesson.
For Homework:
Students are to write in the Science Journal:
Student are to answer the following questions:
What are the two things that ears do for us?

How did we learn this today?
Write about 3 interesting observations/analyses you made today.
Teacher models and explains each Teacher will asses students on oral
station and activity. performance, behavioral
performance/observation, effort,
involvement, and by the content written
in the Scientific Journals.

Students are reinforcing concepts Students are assigned Science Journal
throughout activities. entries for reflection, review and
Students learn through collaboration. comprehension.
Students participate and observe peers.
Closure
Teacher needs to recap all events that have happened throughout lesson.
Teacher should help students draw connections between science in the classroom
and real life.
Lesson 7: Show Me Your Senses!

Students should have started learning
Teacher will review what has been about the human body.
learned throughout the lesson. Students should have already learned
about the brain/nervous system.
Teacher will address any questions or Students should be aware of basic safety
concerns. practices when practicing science.
Students should have a science
notebook.
Students should knowledge of math
concepts related to measuring.
station.
Objective / Purpose
Students will reflect on the five senses.
Students will draw connections between
the experiments did in class and how
they relate to real life.
Students will write a poem and
connected to their 5 senses.
Students will use their previous and new
learned knowledge to prepare for an
experiment relating to the senses.
Students will work in cooperative
learning groups.
ILS
3.C.1a Write for a variety of purposes
including description, information,
explanation, persuasion and narration.
3.C.2a Write for a variety of purposes

and for specified audiences in a variety
of forms including narrative (e.g., fiction,
autobiography), expository (e.g., reports,
essays) and persuasive writings (e.g.,
editorials, advertisements).
STATE GOAL 11: Understand the
processes of scientific inquiry and
technological design to investigate
questions, conduct experiments and
solve problems.
11.A.1a Describe an observed event.

using scientific process skills including
observing, estimating and measuring.
using measuring instruments and
technologies.
Instructional Input
Teacher will then instruct students to take out their Science Journals.
Individually, students will make up and write a poem.
The poem should include sensory details!
Teacher will explain what sensory details are.
Teacher will give example of a sentence that has sensory details implemented.
Teacher will ask students to write 2-3 sentences that use sensory detail(s).
Students will share.
(If students have grasped the concept, teacher will then demonstrate poems that
use sensory details. If teacher feels it is necessary to write more practice sentences,
he/she should do so and then continue onto the website with example poems.)
Teacher will project a website with examples of poems that use sensory details on a
white screen.
Tooter4Kids:
5 Senses:
http://www.tooter4kids.com/classroom/5_senses_poetry.htm
(This website contains examples of poetry that uses the 5 senses.)
Students will be given time to write their own poems in their Science Journals.
Students are to think about the lessons learned on the 5 senses.
Once students have finished writing their poem, students are to write how the 5
senses lessons have impacted their poem on the next page of their Science Journals.
After the allotted time, students will share their poems.
Classmates are to pay close attention to where the person sharing used sensory
details.
Once everyone has read their poem, teacher will once again review entire unit and
answer any questions or concerns.
Students will be informed that they will present an experiment/activity that

involves a sense or senses similar to the activities we have been doing all along.
Students will be in cooperative learning groups.
Teacher will allow student to brainstorm what sense or senses they want to focus
on.
Things that should be addressed in each presentation:
What sense(s) will the activity/experiment focus on? Make a connection to the
activities you have done so far. Is it similar to what you have done already? Provide
an explanation of the instructions for your experiment. Where did your inspiration
come from?
Meanwhile, teacher will set up websites on the computer and provide

books/scholarly magazines.
Suggested websites:
http://faculty.washington.edu/chudler/chsense.html
http://pbskids.org/zoom/activities/sci/
http://personal.georgiasouthern.edu/~mcassott/topicpage.htm
ALL RESOURCES SHOULD RELATE TO THE 5 SENSES!!!!
Teacher should have selected material necessary for research prior to this class.
For Homework:
Students are to continue searching information for the experiment/activity they will
present.
Students are to write in their Science Journals daily logging their progress and
efforts in the presentation.
Presentation within a week.

Teacher provides examples of the type of Teacher will be assessing students on
poetry students should be writing. oral performance, involvement, effort,
Teacher demonstrates to students how attitude, and Science Journal entry.
they are to connect the senses to their
poem.
Teacher has been modeling and
demonstrating the set up of activities
and explanations in respects to the 5
senses throughout the lesson.

Poem activity is explained to students. Students will write a poem and relate it
Teacher gives students to grasp the idea to what they have learned on the 5
of sensory details by asking them to senses.
write some examples of their own and
sharing them to the class. Students are to write in Science
Students should have noticed the Journals and answer critical thinking
processes involved in executing the questions.
activities. Teacher should instruct some
more on the process and has students
write in their journal entry to note if
students need additional help or a
challenge.
Closure
Teacher should recap unit, events, lessons, and expectations for their presentations.
Teacher needs to aid students in reflecting what they have been learning, to real life
experiences, and the presentations they are working on.
Accommodations/Adaptations
Generally, anything that can be put on PowerPoint or projected somehow will be done so to aid
students with visual impairments and visual learners.
Handouts will also be provided.
As well as anything that needs to be read/said out loud will be done so in order to aid auditory
learners.
Dictionaries and translating dictionaries are provided for students in need.
Translated worksheets will be provided for students that have a learning difference.
If a student has a hearing impediment, the teacher will ask assistance from the student’s aid with
the lesson.
Students that have a hard time communicating in English will be assigned a study buddy. A
study buddy knows the student’s native tongue and can aid in the understanding of the unit.
Students that need to speak in their native tongue will be welcomed to speak it.
The writing journal assignment is provided in order to know which students are not being
challenged, struggling, or need further assistance.
Reflection
I have never written a science lesson plan. Therefore, to think about writing a unit
plan was incredible. It ended up being very interesting and intriguing than I
thought it would be. I enjoyed writing it. I poured my heart and soul into this unit. I
plan to use it in the future. I learned a lot of what goes into planning a science unit.
The hardest part for me was trying not to lose sight of my philosophy of
science education. I had teachers that would simply tell us what to do and what to
expect. I try to use the expository form of teaching to set a course of direction before
my students take flight on their own discovery and investigations.
I feel my unit is very hands on and gives direction and freedom for students
to venture off into their own exploration of the theme. My fear would be
overwhelming the students that have a learning difference that requires
accommodations.
Overall, I am confident of my unit. I think the unit tackles the theme in
different methods of instruction while reinforcing the concepts. It integrates
language arts, reading, math and technology.
Checklist
Learning Log can be found at the beginning of the unit and throughout each lesson.
Fiction/Nonfiction lessons-lesson 1, 2 ,3; lesson 1 is fiction; lesson 2,3 are nonfiction.
Science Textbook lessons – Lesson 2,3,4,5, and 6
Integration of Subject Areas – Language arts (lesson 7 only), reading, math, and technology.
Two lessons in your unit must be in the Process-Oriented Guided-Inquiry lesson format – Lesson
3 and 4
All other lessons must be written in the Madeline Hunter lesson format-Lesson 1, 2, 5, 6,and 7
Integrating Technology – All lessons
Assessment – All lessons
Reflection Paper – At the end of the unit.

Norma Angelica Guerrero-Integrated Science Unit

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Norma Angelica Guerrero-Integrated Science Unit

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Integrated Science Unit:

Our Common Senses!

(general) IL Learning Standards:

STATE GOAL 3: Write to communicate for a variety of purposes.

STATE GOAL 4: Listen and speak effectively in a variety of situations.

Anticipatory Set Pre-req.

Teacher should recap the safety rules

Students should be encourages to ask

Teacher should divide students into cooperative learning groups (dependent of

Teacher should recap on expectation of behavior that is to be practiced during group

Teacher will ask groups to share their experiences.

Teacher should connect story to theme.

Teacher can provide handout of possible questions to consider- should provide

Think about it!

What did you hear?

What parts of your body did you use?

***Please remember to write in your science notebook!!!***

Students can write about any aspect of today’s lesson.

After the allotted time, teacher will explain homework.

Why do you need your five senses?

What can you do with our senses?

I can smell my mom’s good food cooking with my nose.

My EARS help me HEAR THE MUSIC PLAYING IN THE OTHER ROOM.

My ____________ help(s) me ____________________

Teacher should also allow ESL/ELL students to write in their native

Encourage students to ask questions!

Modeling Check for Understanding

Guided Practice Independent Practice

Lesson 2: Your Sense of Sight

Anticipatory Set Pre-req.

Instead of simply presenting a lecture, Objective / Purpose

Teacher then should commence on ILS

Teacher can choose to give students the

If choosing to do cooperative learning

Teacher should show diagrams for

Teacher should also give students a

If teacher is doing cooperative learning

Teacher should have translating

***PowerPoint presentation should

How parts of the eye function and aid in

Throughout the presentation, teacher

Encourage questions, but if there

Since students have been learning about

In order to help students further understand, teacher can show a video.

Encourage students to take notes, if necessary.

Teacher can remind students of desired behavior when watching videos.

Review the diagrams with the students.

Students should be reminded of appropriate behavior when working in groups and

Teacher will model what students are to do at each station.

Station 1: Make that Bucket!

Suggested standpoints and situations:

Now try doing these at a different distance.

WRITE OUT ALL NECESSARY INFORMATION ON THE CORRESPONDING

DON’T FORGET TO MEASURE IN FEET!

***Worksheet that corresponds to this station:

Make that Bucket!!!

Description of standpoint and What happened?

Station 2: Drop IT!

At this station you have a small cup and some objects.

WRITE OUT ALL NECESSARY INFORMATION ON THE CORRESPONDING

DON’T FORGET TO MEASURE IN FEET!

***Worksheet that corresponds to this station:

Arrangement #2: Both eyes:

Please remember to write in your science notebook!!!

My help(s) me ________