Lesson Title: Five Senses: Sight

Lesson Objective(s): Assessment(s):

Think, Pair, Share
(1)SWBAT (2) distinguish that (4) everything (3) sight related is I Spy
connected to the eyes and that the brain controls sight. Senses journal

Assessment Adaptations:
Students may orally dictate to the teacher when writing
enses Journal.
sentences in their S

Content Core Standards, Objectives, Indicators:

Science: K.LS.4.2.a Differentiate between the five senses and related body parts.
Social Studies: K.SS.1.1.a Describe and compare characteristics of self and others (e.g., differences in gender, height,
language, beliefs, and color of skin, eyes, hair).
Math: K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the
categories by count. Limit the category counts to less than or equal to 10.

Materials:
Eyepatches I Spy objects:
Candle Paperclip
Matches Ball
Colored paper squares Pencil
Brown Eraser
Green Sticky note
Blue Any other small, commonly seen objects from
Mirrors around the classroom

Literacy Standards, Objectives (if reading and/or writing is required)

Writing Standard 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
 Time Learning Activities (including technology).

Use strategy steps. Adaptations

ENGAGEMENT Any student who needs it may have a copy of the

Prep: stick figure may have one at his or her desk.
Print out one copy of M y Senses
Journal for each student.
Fold down the middle and staple,
creating a booklet
Whole Class
Draw a picture on the board of a stick figure
without eyes, ears, mouth, nose, or hands
Ask the children to think about the important
features that the person is missing
Prompt them to suggest that the figure needs
eyes
Encourage them to add ears, nose, mouth,
and hands
Explain that seeing, hearing, smelling, tasting,
touching, and feeling are the five senses
Tell children that people use their senses to
learn about the world
Tell them that today we are focusing on sight
EXPLORATION
Activity 1: Students who need help placing their block on the
Prep: board may be given assistance
Cut 2 pages each of brown, blue, and
green colored paper into 8 pieces.
Place the Our Eyes graph on the
 document camera to project onto the
board
Place tape on the back of each color
and stick them on the board to the side
of the graph
Write the name of each color on the
brown, blue and green pages in white
crayon
Tape them to the walls, each in a
different corner
Whole Class
Students will turn to their shoulder partners
and discover what color their eyes are; Brown,
green, blue
Tell the students to get up and move to the
corner of the room with the sign that matches
their eye color
Two or three students at a time, have them
come up to grab the color square that matches
their eyes and place it on the graph
Ask:
What is the most common eye color?
Look at the other students in your
group. Are everyones eyes exactly the
same?
What do we need our eyes for?
Activity 2: If students do not want to wear the eyepatch, they
Whole Class may cover one eye with just a hand
Give each child an eyepatch. Tell them that we
are going to figure out why pirates wear
 eyepatches
Tell the students that they should stay in their
seats while the lights are off
Turn off the lights
Ask the students to look around the room to
see how much they are able to in the dark
Light the candle
Tell the students to look directly at the candle
Read Why Do Pirates Wear Eyepatches?
After about a minute, blow out the candle
Tell the students to take off their eyepatches
and look around with only that eye
Ask (Think, Pair, Share):
What is different about your night vision
now?
Why would you want to improve your
vision at night?
EXPLANATION
Ask:
What part of the body helps us see?
Our eyes
What can we see when we look at
objects?
Color, shape, size, texture,
distance,
How does the brain help our eyes to
see in the dark?
The part of the eye that controls
how much light we see is called
the pupil. It is the black part of
 the eyes. It gets bigger in the
dark so that more light can get
in
Why is it hard to see in the dark at first?
Our pupils havent dilated yet.
Activity:
Give each student a mirror
Tell them to look at their pupils and
check what size they are in the light
Turn of the lights, leaving the door
open so they have enough light to see
their own eyes
Tell them to reexamine their eyes to
see what size the pupils are in the dark Students may move closer to the projector screen if
ELABORATION necessary.
Group students into pairs sitting across from
them
On the document camera, set up the I Spy
objects.
Students should move their chairs so that they
are face to face, with one facing the display
and the other facing the opposite direction so
that he/she cannot see it.
One at a time, students will take turns
describing one object they see. They should
talk about size, shape, color, number, etc.
The other student should try to guess the
object
Continue for 2-3 rounds
EVALUATION
y Senses Journal students will:
In their M
a. Students will draw a picture of something they would like to see and write at least one sentence about
it.
b. Students will draw a picture of an eye in the dark and an eye in the light, demonstrating the difference
in pupil size
Grading Procedure:
a. Teacher will check for each of the following, Each worth one point if completed:
There is at least one drawing of something they would like to see
There is at least one sentence that corresponds to what they would like to see
In the Eye in the Light box, the pupil should be smaller
In the Eye in the Dark box, the pupil should be larger
Why Do Pirates Wear Eyepatches?

Once upon a time, there lived two rival pirates, Captain Redbeard and Captain Blackbeard. Both traveled far and
wide throughout the seas in search of lost treasure, but only one had the treasure map. Captain Redbeard took great care
to protect the treasure map from Captain Blackbeard so that he could be the first to find the hidden treasure. One night,
Captain Redbeard went below deck to study his treasure map, believing he was now only a few days journey away from
the treasure. What Captain Redbeard did not realize was that Captain Blackbeards ship had been following him into the
night, planning to take over Redbeards ship and take the treasure map. Captain Blackbeards crew attacked, coming onto
the ship. Captain Redbeard heard the noise above deck, hid the map, and waited for Captain Blackbeard. As soon as
Captain Blackbeard came into the light, Captain Redbeard blew out the candle, switched his eyepatch to the other eye
and used his night vision to fight poor Captain Blackbeard who was surprised by the candlelight and lost his night vision.
And thats why pirates wear eyepatches.
Our Eyes
Lesson Title: _Five Senses: Sound_____________________________________________

Lesson Objective(s): Assessment(s):

Turn and Talk
(1) SWBAT (2) describe that (4) all (3) sound Hands Up, Pair Up, Share Up
travels in waves and that we gather sound in Senses journal
our ears
Assessment Adaptations:
Students may orally dictate to the teacher when writing sentences in their Senses
Journal.

Content Core Standards, Objectives, Indicators:

Science: K.LS.4.2.a Differentiate between the five senses and related body parts.
Art: Standard K.M.P.2: Explore the effects of various timbres, dynamic levels and tempos using voice, movement, and
simple instruments.

Materials:
The Listening Walk by Paul Showers Pony Beads
3 sets of Shaker Eggs (already created) Drums
Plastic eggs filled in pairs of various objects Musical Instruments (at least one for each
Marbles student at the rotation)
Dried Beans Xylophone
Rice Drums
Pennies Bells
Paperclips Shakers
Buttons Cymbals
Pony Beads Clackers
Large Mixing Bowls Rhythm Sticks
Plastic Wrap Rubber Band Guitar
Large Rubber Bands
Literacy Standards, Objectives (if reading and/or writing is required)
Writing Standard 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

Time Learning Activities (including technology).

Use strategy steps. Adaptations

ENGAGEMENT Students may ask for up to two repeats if the

Place Students into three groups speaker if needed
Knock, Knock
One student will stand or sit with his/her
back to the group so they cannot see
Another student will say Knock, Knock.
The guesser will then try to identify the
person to whom the voice belongs
Repeat until every student has the
opportunity to be the guesser.
As a whole class:
Turn and Talk:
Students turn to their face partners (the
student sitting across from them)
Ask:
What was difficult about his activity?
Does everyone sound the same?
How did you know whose voice it was?
Are there other voices you would be able to
recognize without being able to see them?

EXPLORATION Students may work on their own in groups, or

Sound Centers partners for any of the sound centers
 Students should be split into three groups
Centers should run for 15 minutes each
Sound Center 1 - Instruments:
Set out instruments
This is a free-flowing station in which
students can explore different sounds and
volumes
Sound Center 2 - Shaker Eggs:
Set out the shaker eggs
Each egg has a sound match
Students should g ently shake the eggs and
match them together
As an added challenge, the students may
guess what is in the eggs
With supervision, they can open the eggs to
check if they were right
Sound Center 3 - Seeing Sound:
Place the plastic wrap over the mixing bowls
and secure with rubber bands
Place several beads on the plastic wrap
Students should bang the drum and observe
the results
The beads will hop around in time to the
drums

EXPLANATION
Ask:
What is sound?
Sound is vibrations in the air
How do we hear sound?
 Sound waves are gathered by the
ears and interpreted by the brain
What types of sounds have you heard?
Soft, loud, near, far
ELABORATION
Whole class, sitting on the reading carpet in a Teacher will have a microphone for students so
semicircle that everyone can hear
Read The Listening Walk by Paul Showers
Tell the students to think about whether or
not theyve heard any of the sounds
mentioned in the book
Turn and Talk
Students will turn to a neighbor and discuss
the sounds theyve heard that were in the
book, as well as any other sounds theyve
heard
Go on a Listening Walk
Ask:
What kinds of sounds do you think
we will hear on our walk?
How can we make sure we hear
everything?
Where should we go to hear lots of
sounds?
Tell the students to tell the sounds they
hear. They all need to come up with at least
one (they may be the same). Write the
sound they heard next to their name on the
Sound Sheet.
Take a walk around the school, near the
 playground, near trees, through the hallway,
etc.
Return to the classroom
Students should sit in around the board
Hands Up, Pair Up, Share Up
Students stand up
Students raise their hands in the air
Students find a partner and share
what sounds they heard.
They should use describing words
(soft, loud, near, far, etc.)
When they are finished discussing,
students raise their hands to find a
new partner
Sound Song Students may have a copy of the words if
Place the Sound song on the document needed
camera
As a class, choose three sounds they heard
on their walk
Write the name of the sounds and the sound
in the blank spaces
Sing the first verse one line at a time
Students should sing it back
Sing through one verse all together three
times
Explain that the rest of the song is mostly
the same, but we change the sounds
Sing through the whole song

EVALUATION
y Senses Journal:
Students will write in their M
a. Students will draw a picture of their favorite sound and write at least one sentence about what type of
sound it makes.
b. Students will complete the sound sort on page 4, using the S ound Sort Cards
Grading Procedure:
a. Teacher will check for each of the following; Each worth one point if completed:
There is at least one drawing of something that makes a sound
Its fine if the thing they chose doesnt make a sound, as long as they justify that its quiet
in some way
There is at least one sentence that corresponds to what they drew
Sounds in the sound sort should correspond to (in no particular order):
Loud: Mouse, Whisper, Cat Purring, Baby Bird
Soft: Drum, Cry, Train, Whistle
Sound Sheet

Student Sounds
Jim

Jenny

Sarah

Nellie

Jake

Ben

Danielle

Emily

Josh

Amber

Michael

Andrea

Kathleen

Brianne

Kelsey

Paul
Sound Song

Did you ever hear ________,

________, ________?
Did you ever hear ________
_____, _____, _____, _____, _____.

Did you ever hear ________,

________, ________?
Did you ever hear ________
_____, _____, _____, _____, _____.

Did you ever hear ________,

________, ________?
Did you ever hear ________
_____, _____, _____, _____, _____.
Sound Song Example

(To the tune of "Did You Ever See A Lassie?)

Did you ever hear a bell ring,

A bell ring, a bell ring?
Did you ever hear a bell ring?
Ding, dong, ding, dong, ding.

Did you ever hear the wind blow,

The wind blow, the wind blow?
Did you ever hear the wind blow?
Swish, swish, swish, swish, swish.
Sound Sort Cards
Lesson Title: _Five Senses: Touch_______

Lesson Objective(s): Assessment(s):

(1)SWBAT (2) distinguish that (4) everything Think, Pair, Share
(3) touch related is connected to the skin and Partner Discussion
that the brain interprets touch. Senses journal

Content Core Standards, Objectives, Indicators:

Science: K.LS.4.2.a Differentiate between the five senses and related body parts.

Materials:
Texture Materials (cut into 1 inch squares): Flower
Sandpaper Pinecone
Bubble Wrap Seashell
Cardboard Leaf
One Side removed to show corrugated interior Rock
Thin plastic Stick
Metal Washer
Felt

Literacy Standards, Objectives (if reading and/or writing is required)

Writing Standard 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

Time Learning Activities (including technology).

Use strategy steps. Adaptations

ENGAGEMENT Students who need it may move

Watch: closer to the video
Touch! A Five Senses Song
 https://www.youtube.com/watch?v=8_4hv64gLto
Ask:
What are some things we can feel?
How

EXPLORATION Students may orally describe the

Center 1: Mystery Boxes objects
Prep:
Print out the picture cards and the question mark cards
Attach the question mark cards to the tissue boxes.
Put one item in each box.
Students will reach into a box, feel an item, and guess what is
inside.
They will match the picture card to that box and repeat the same
with each box.
When they are done, they will pull the objects out of the boxes to
see if they were correct.
Center 2:
Ice cream and warm cookie Allergies may affect which foods
Each student will get a scoop of c old ice cream and a warm cookie
can be used, but there should be
The students should describe how the ice cream and cookie feel to
a warm food and a cold food
a partner before eating

EXPLANATION
Ask:
What part of our body do we use to feel objects?
Our hands/skin
What helps our body to feel objects with our skin?
Sensors in our skin send messages to our brains
ELABORATION
Letter Drawing
Students will work in pairs
Students will stand facing the same direction, one behind
the other
The student in the back will draw a shape on the other
students back
The in front will try to figure out which letter the other
student is drawing
The student should try to get it in three guesses or less
Students will switch directions and roles
Complete this rotation at least two times

EVALUATION
y Senses Journal:
Students will write in their M
ouch page in their respective categories.
a. Students will glue various materials onto the T
Grading Procedure:
a. Teacher will check for each of the following, Each worth one point if completed:
Each material should correspond to the following texture:
Rough: Sandpaper
Wavy: Cardboard
Hard: Washers
Smooth: Plastic
Bumpy: Bubble Wrap
Soft: Felt
Because there is some similarities between materials, a student may choose to rearrange them
within the categories. This is acceptable if the student can provide justification for the switch.
Lesson Title: _Five Senses: Smell_____________________________________________

Lesson Objective(s): Assessment(s):

Discussion
(1)SWBAT (2) distinguish that (4) everything Scent Matching
(3) smell related is connected to the nose Senses journal
and that the brain interprets smell.
Assessment Adaptations:
Students may orally dictate to the teacher when writing sentences in their Senses
Journal.

Content Core Standards, Objectives, Indicators:

Science: K.LS.4.2.a Differentiate between the five senses and related body parts.

Materials:
Flavored Oils or Extracts Cotton balls
Vanilla Plastic bottles
Peppermint Small bottle of water
Grapefruit Mixing Bowls
Lavender Measuring spoons ( tsp)
Cucumber Plastic spoons
Cherry Plastic cups
Almond
Cinnamon
Root Beer
Lemon

Literacy Standards, Objectives (if reading and/or writing is required)

Writing Standard 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
Time Learning Activities (including technology).

Use strategy steps. Adaptations

ENGAGEMENT
Why is your nose in the middle of your face?
Because its the s center!
Magic Smelling Potion
Prep:
Pour a few drops of vanilla on two cotton balls and
let dry
Students should be in a circle
Pass around two cotton balls with vanilla on them
I have a magic smelling potion that will help you smell
better.
Pass around the bottle of water
Students will get their fingers wet and make the
area around their nostrils wet
Send the vanilla cotton balls around again soon after so
their noses dont dry before they get it
Ask:
What did you notice about your sense of smell when
your nose was wet?
What animals do you know of that have wet noses?
Why do you think they would need to have wet
noses/sense of smell?
EXPLORATION
Scenter 1: Scented Sculptures Students may need assistance
This center needs to be monitored by an adult with measuring
Prep:
 Cover the table with a table cloth
Place measuring cups and spoons on the table
The adult will have the scents and measuring spoons for
each
Scents:
Lemon, Vanilla, Mint, Root Beer
Students will be doing as much of the measuring as they can
Each child will need their own cup and bowl for mixing
Ingredients:
1 cups Flour
1/4 cup Vegetable Oil
1/2 teaspoon of ONE Scent
5 drops of ONE color
Students will:
Place the flour in the bowl, indenting the center so it looks
like a nest
Combine oil, scent, and color in the cup
Stir the liquid mixture together with the spoon
Observe how cool it is that the two liquids dont mix. Whoa.
Talk about that for a sec if they ask
Slowly pour liquids into hole in the flour
Slowly mix dough with hands or spoon until a ball can be
formed
Create a sculpture about the sense of smell
Students should discuss what they made with the table
Scenter 2: Smelling Bottles Students may work in a group,
Prep: pair, or alone
Put a few drops of each flavor onto each cotton ball
Put one cotton ball in each bottle
Students should smell each of the bottles with their eyes closed
 They should match the smell in the bottle to the correct label

EXPLANATION
Ask:
What part of the body do we use to smell things?
Our noses
What part of the body helps use to identify what were
smelling?
Smells enter the nose and are interpreted by the
brain
What happens to our sense of smell when our noses are
wet?
Humidity amplifies our sense of smell because
scent droplets dissolve in water, so it's easier for
smell-receptors to pick them up
Why do some smells smell good, while others smell bad?
Smell keeps us safe. Some smells help us to
identify danger, such as smoke, dangerous animals,
and poisons

ELABORATION
Nature Smells
Students will be in groups of four
On a walk outside, each group will collect a sample of
something they can smell
Items may include:
Pine Needles
Dirt
Leaves
Flowers
 Grass
Once students have found their item, go around as a large
group to each spot
Each of the groups will present their smell to the class
Each student should have the chance to smell the item

EVALUATION
y Senses Journal:
Students will write in their M
a. Students will draw a picture of something and write one sentence about it.
b. Students will complete the S mell sort
Grading Procedure:
a. Teacher will check for each of the following; Each worth one point if completed:
There is at least one drawing of something they smelled outside
There is at least one sentence that corresponds to what they drew
Sounds in the S mell sort should correspond to (in no particular order):
Good: Flower, Orange, Candy Cane, Soap
Bad: Skunk, Shoes, Smoke, Onion
Students will draw one more thing of their choice in each category
Scent Matching
Smell Sort
Lesson Title: _Five Senses: Taste_____________________________________________

Lesson Objective(s): Assessment(s):

Think, Pair, Share
(1)SWBAT (2) distinguish that (4) everything Taste Sort
(3) taste related is connected to the tongue Senses Journal
and that the brain interprets taste.
Assessment Adaptations:
Students may orally dictate to the teacher when writing sentences in their Senses
Journal.

Content Core Standards, Objectives, Indicators:

Science: K.LS.4.2.a Differentiate between the five senses and related body parts.

Materials:
Plastic Cups Tongue Poster
Sugar Taste Labels
Peppermints Sweet
Honey Salty
Lemons Sour
Pickle Bitter
Salt
Bakers Chocolate
Grapefruit

Literacy Standards, Objectives (if reading and/or writing is required)

Writing Standard 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

Time Learning Activities (including technology).

Use strategy steps. Adaptations

ENGAGEMENT
Place the plate of salt and the plate of sugar onth document
camera
Tell students that there was a mix-up at the bakery and the baker
mixed up which plate had salt and which had sugar
He doesnt want to fill up the cookies with dslt, so we need to help
figure out which is which
Ask:
How can we use our senses to figure it out?
They look, feel, smell, and sound similar, so we
have to taste it to decide
Each student should taste both and write what they think each one
is.
EXPLORATION
Activity 1:
Small group
Put one food item into each small container.
Place all the containers on a table.
Think, Pair, Share:
Taste the sugar. This is SWEET!
Taste the lemon. This is SOUR!
Taste the salt. This is SALTY!
Taste the bakers chocolate. This is BITTER!

Activity 2:
Small Group
Now taste each of the other foods
Decide which of the above four tastes its most like
 Place the foods with similar tastes next to each other.
Try tasting other foods. Where would you place them among the
twelve you began with?

EXPLANATION
Ask:
What types of flavors did you taste?
There are the four basic tastes: sweet, sour, salty,
and bitter.
Where did you taste the sweet taste?
On the TIP of the tongue
Where did you taste the sour taste?
On the SIDES of the tongue
Where did you taste the salty taste?
One the FRONT SIDES of the tongue
Where did you taste the bitter taste?
On the BACK of the tongue
What kind of taste could you taste in the middle of your
tongue?
None, there are very few taste buds there

ELABORATION
Small Group
Students will taste each of the first four foods again
This time, they will pay attention to where on the tongue they can
taste it.
Between each food, students should drink water to rinse off the last
flavor
As a whole class, label the sections of the tongue with the tastes
on the board
EVALUATION
y Senses Journal:
Students will write in their M
a. Students will draw a picture of something that tastes good and that tastes bad.
b. Students will match types of taste to the location on the tongue
Grading Procedure:
a. Teacher will check for each of the following; Each worth one point if completed:
There is at least one drawing of something that tastes good and that tastes bad.
There is at least one sentence each that corresponds to what they drew
Taste types should correspond to their correct locations
Senses Summative Assessment

Assessment Adaptations:
y Senses Journal.
Students may orally dictate to the teacher when writing sentences in their M

Materials:
Popcorn Machine
Popcorn Kernels
Bowls
Napkins
Curtain

Steps:
A popcorn machine will be hidden behind a curtain
The students will be asked to use all of their senses to determine what is behind the curtain
Turn on the machine
As the popcorn pops, the students should describe:
How it sounds
How it smells
Give each student a bowl of popcorn
Before eating the popcorn, the students should describe:
How it looks
How it feels
After eating the popcorn the students should describe:
How it tastes

Evaluation:
In their My Senses Journal students will:
a. Students will draw a picture of something they would like to see and write at least one sentence about it.
Grading Procedure:
a. Teacher will check for each of the following, each worth one point if completed:
There is at least one word describing how the popcorn
Sounds
Smells
Looks
Feels
Tastes
There is a drawing of the popcorn