EDST201/261 Assessment Task 1

Unit Summary
Group members: Carlo DAmico, Eleanor McClafferty, Claire Constable and Courtney
Spezza.

Unit The Five senses

Topic:

Level: Foundation

Standards addressed and a brief sentence describing how they are targeted.

Science Understanding:
People use science in their daily lives (VCSSU041). Developing students
awareness and knowledge of the five senses and how they are used to engage
and make sense of the world around them.
Objects are made of materials that have observable properties (VCSSU044).
Through engagement with the five senses, students will be able to describe,
sort, compare and observe different materials and their properties.
Everyday materials can be physically changed or combined with other materials
in a variety of ways for particular purposes (VCSSU045). Students will be able to
use and modify everyday materials to make unique sounds.
Light and sound are produced by a range of sources and can be sensed
(VCSSU049). Students will know and recognise senses are used to learn about
the world around us: our eyes to detect light, our ears to detect sound, touch to
feel vibrations, our noses to detect smell and our tongues to detect taste.

Science Inquiry:
Respond to and pose questions, and make predictions about familiar objects and
events (VCSIS050). Students will predict and pose questions regarding to each
element explored in consecutive lessons. For example, students will make
predictions and pose questions on what material are in the feely box.
Participate in guided investigations, including making observations using the
senses, to explore and answer questions (VCSIS051). Students will manipulate
and modify everyday materials to produce different sounds. In addition,
students will use sight, hearing, touch, taste and smell to gather information
about the world around them.
Use a range of methods, including drawings and provided tables, to sort
information (VCSIS053). Students will draw their predictions and observations in
their learning journals, and if able write a descriptive word to accompany.
Students will sort various sounds into either loud or quiet.
Compare observations and predictions with those of others (VCSIS054). During
investigations, students will discuss their predictions using descriptive language
to explain why their prediction has been developed. Students will discuss
observations with other students to find similarities and differences in their
observations.

1
 Represent and communicate observations and ideas about changes in objects
and events in a variety of ways (VCSIS055). Students will discuss and sharing
findings from investigations. For example, students will share their photos taken
during the sensory of walk of objects that display various observable properties
based on colour and texture.

Integrated Areas of the Curriculum:

- English: development of descriptive vocabulary through the use of the word wall,
inclusion of picture books to introduce and describe concepts.
- The Arts Music: students creating various sounds using everyday objects.

Student-centred uses of ICT:

Students will take photos of different objects that display

various observable properties based on colour and texture,
during their sensory walk.

Students will record the different sounds they produce.

The Five Senses- ABCya! is an interactive educational

activity for students to learn and explore about taste,
smell, vision, hearing, and touch.

Unit Description:
Students will develop knowledge of the five senses and be able to associate each
sense to their associated body part. Students will develop the capability to predict,
pose and answer questions when investigating and communicate observations
through drawings, descriptive language and discussion. Students will participate in
many fun, hands-on activities that allow them to explore their 5 senses in action and
develop connections to their everyday lives.

2
Unit Scope and Sequence
Less 5E Focus Learning Focus Content & Resources Assessment
on Intention Strategies
1 Engage, Students will Focus content: Touch. The five sense by Observation
Explore, Explain be able to Strategies: Herve Tullet. and
and Evaluate. identify which Questioning. Four A2 pieces of anecdotal
of the body we Inquiry-based white paper. notes.
use to touch learning. Felt tip pens. Questioning
Students will Active learning. Sixteen boxes. .
be able to Direct instruction. Slime. Word wall.
describe Collaborative Students
Marbles.
different learning. Journals.
Feather.
textures using Mixed ability Sandpaper.
an extended
grouping. Student Journals.
vocabulary
Discussion and Word wall.
Students will
reflection.
be able to list
what the 5
senses are
2 Engage, Students can Focus content: Smell. Smell it by Sally Observation
Explore, Explain name and Strategies: Hewitt. and
and Evaluate. describe Questioning. Twenty-four plastic anecdotal
different Inquiry-based cups. notes.
things that learning. Lemon. Questioning
smell and Active learning. Chocolate. .
what they Collaborative Word wall.
Cheese.
smell like. learning. Students
Toothpaste
Students can Mixed ability Journals.
Soap.
provide grouping.
examples of Hand lotion.
Direct instruction.
 different Discussion and Student Journals.
things that reflection. Word wall.
smell in their Mr Potato head
homes. poster.
Students can
list different
smells that
indicate
danger.
3 Engage, Students will Focus content: Sight. Various colours of Observation
Explore, Explain be able to Strategies: cellophane. and
and Evaluate. identify which Questioning. 124 plastic cups. anecdotal
part of the Inquiry-based Coloured pens. notes.
body we use learning. Coloured pencils. Questioning
to see. Active learning. .
Stickers.
Students will Direct instruction. Word wall.
Student Journals.
be able to Collaborative Students
Word wall.
describe that learning. Journals.
the sense of Mr Potato head
Mixed ability poster.
sight is to do
grouping.
with what we
Discussion and
see and
observe. reflection.
4 Explore, Students will Focus content: Sound. The lion sleeps Observation
Explain, be able to Strategies: tonight The Tokens and
Elaborate. identify which Questioning. https://www.youtub anecdotal
body part is Inquiry-based e.com/ notes.
used to hear. learning. watch? Questioning
Students will Active learning. v=3eod34J2pL4 .
be able to Collaborative Smart board. Word wall.
 produce learning. Various containers. Students
different Mixed ability Paper clips. Journals.
sounds with grouping. Rubber bands.
simple Student centred- Rice.
objects. learning. Coffee.
Students will Discussion and Water.
try to provide reflection.
a simple Water bottles.
description for One sheet of paper
their unique per students.
sound. Pencils.
Students will Student Journals.
be able to Word wall.
describe Mr Potato head
different poster.
sounds using
descriptive
words.
5 Engage, Students will Focus content: Taste. Four A2 pieces of Observation
Explore, Explain know and be Strategies: white paper. and
and Evaluate. able to Questioning. Felt tip pens. anecdotal
identify which Inquiry-based Six pizza boxes. notes.
part of the learning. Coloured paper. Questioning
body we use Active learning. .
Salt.
to taste. Direct instruction. Word wall.
Sugar.
Students will Discussion and Students
Lemon.
be able to reflection. Journals.
identify and Honey.
summarise Sour worms.
what all of the Student Journals.
 five senses Word wall.
are and what Plates.
they are used Containers.
for. Mr Potato head
Students will poster.
list a range of
descriptive
vocabulary to
use when
describing
their senses
 EDST201/261 Assessment Task 1: Lesson Planning Template for
Mini-Unit of Science
Group Carlo DAmico, Claire Constable, Courtney Spezza, Eleanor McClafferty
Members:
Lesson Eleanor McClafferty
Leader:
Unit Topic: The Five Senses Level: Foundation
Lesson Number 1 - Touch
(in Unit):
Lesson Length 60 minutes
(minutes):
5Es focus of this Engage, Explore, Explain, Evaluate
lesson:
How does the Engage: Illicit prior knowledge through brainstorming words
lesson meet the about the 5 senses, engage curiosity through picture book
5Es focus? Explore: Explore concepts through hands on activity: Feel Boxes
Explain: Describe the content of the boxes using descriptive
vocabulary
Evaluate: Reflect upon new knowledge by discussing feel box
activity, Word Wall, and Mr Potato Head poster
Learning Students will be able to identify which of the body we use
Intentions for to touch
this Lesson: Students will be able to describe different textures using
an extended vocabulary
Students will be able to list what the 5 senses are

Lesson Introduction (whole Timin Key Questions Materials/Resources

group focus): g
Students will listen to the story 15 Does anyone Book The Five Senses
The Five Senses by Gladys mins know what by Herve Tullet
Rosa-Mendoza and respond to our five A2 Piece of white
key questions. senses are? paper
When you Felt Tip Pens
Students will brainstorm what wake up in Pebble
they already know about the 5 the morning, Slipper socks
senses to begin a class concept what are the Tub of sand
map. first things Bluetac
you touch?
Students sit in a circle and pass What are
around different objects (soft, some words
hard, slimy etc) and discuss you know that
different words they could use to relate to our 5
describe them. senses?
What words
could you use
to describe
the object in
your hand?

Small Group Activities: Timin Key Questions Materials/Resources

g
Feel box activity Teacher to 30 What does Four Boxes - Eleanor
model what students need to do mins this feel like? Slime - Courtney
to describe and feel an object. Why do you Marbles - Eleanor
Students are to place their hand think this? Feathers - Claire
in a box and describe what they Can we Sandpaper Carlo
feel. Discuss what they felt in describe what Student Journals
each box; introduce descriptive we are Photos of what is in
vocabulary (smooth, hard, soft, touching? boxes
cold, hot ect) and what they think Which picture
could be in each box.
have you
selected?
Students are provided with
Why?
pictures of what is in the boxes.
Students are to pick which
picture describes what they felt
and stick it in their learning
journal next to the corresponding
box number.

Lesson Conclusion (whole Timi Key Questions Materials/Resources

group focus): ng
Students review what is in boxes 15 How did we go A2 Piece of white
and compare their picture mins at guessing paper
selection to what is revealed in what was in Felt Tip Pens
the boxes. the box? Student Journals
Which part of Word Wall
Brainstorm words that you used the bodies do
to describe the boxes and add we use to feel
words and pictures to the word (touch)?
wall Which senses
did we learn
Students to begin their Mr about today?
Potato poster in student journal

Safety & Classroom Management Considerations:

Slime Box have available towel for clean-up / wet wipes
Reduce whole class task group size from 62 to two groups of 31 to fit safely in the
one classroom

How will you observe achievement of Evidence/Work Samples to collect this

learning intentions? (Assessment lesson.
Strategies)
Observation Whole Class Brainstorm about senses
Anecdotal Notes Brainstorm of vocabulary - Word Wall
Student work samples from student Student Journals
journals
Responses to Key Questions
Word Wall
Lesson Reflection:
(What would you change? Why?)

EDST201/261 Assessment Task 1: Lesson Planning Template for

Mini-Unit of Science
Group Carlo DAmico, Claire Constable, Courtney Spezza, Eleanor McClafferty
Members:
Lesson Claire Constable
Leader:
Unit Topic: The 5 senses Level: Foundation
Lesson Number 2 - Smell
(in Unit):
Lesson Length 60 minutes
(minutes):
5Es focus of this Engage, Explore, Explain, Evaluate
lesson:
How does the Engage: Reading a book to determine prior knowledge and
lesson meet the introduce the sense of smell.
5Es focus? Explore: Use their sense of smell in a hands on environment to
explore different smells that may or may not be familiar.
Explain: Explain how some smells may indicate danger by
relating their sense of smell to everyday life.
Evaluate: Reflect on what your sense of smell does and how it
can help you understand the world around us.
Learning Children can name different things they can smell, and
Intentions for
this Lesson: describe what they smell like.
Children can give examples of different things they can
smell around the home.
Children can recognise and list what smells around the
home might indicate danger.
Lesson Timing Key Questions Materials/Resourc
Introduction es
(whole group
focus):
Students will be introduced 15 What part of the body Smell it!
to the sense of smell by minut do we use to smell? picture book by
listening to Smell It! by es When you wake up in Sally Hewitt
Sally Hewitt. the morning, what are
the first things you
Students answer questions smell?
by standing near an I know What can you smell
I think I know but Im not now?
sure and Im not sure signs What are some smells
around the room and sharing
that might mean
answers.
danger?

Lesson Timing Key Questions Materials/Resourc

Conclusion es
(whole group
focus):
Students to share their 15 What smell did you Word Wall
responses to dangerous minut choose as being
smells worksheet and es dangerous? Why?
explain why they think the What should you do if
smell is dangerous. you smell something
 that you think is
Add pictures and words from dangerous?
smelling cups activity to
word wall.

Safety & Classroom Management Considerations:

When reading the book, combine two classes together to maximise attention and
avoid moving lots of children to a new location
Ensure cups are sealed and cannot be opened/leak

How will you observe achievement of Evidence/Work Samples to collect this

learning intentions? (Assessment lesson.
Strategies)
Observation/anecdotal records Learning journal
during dangerous smells worksheet Photos during activities
Work samples Word wall
Group discussions/questioning
during the reading of the book,
smelling cups and final reflection

Lesson Reflection:
(What would you change? Why?)
Went well:
Relations to home life, school life
Worked together and shared

Could improve:
separate options more, have only one child take cup up
Some found it hard to smell so they just copied
Changes:
They found it easy so we changed it to discussing strong/weak smells, how you
know this and if the distance of the cup made this easy to identify.
 EDST201/261 Assessment Task 1: Lesson Planning Template for
Mini-Unit of Science
Group Carlo DAmico, Claire Constable, Courtney Spezza, Eleanor McClafferty
Members:
Lesson Courtney Spezza
Leader:
Unit Topic: The 5 senses Level: Foundation
Lesson Number 3 - Sight
(in Unit):
Lesson Length 60 minutes
(minutes):
5Es focus of this Engage, Explore, Explain, Evaluate
lesson:
How does the Engage: Initial questions and using the Mr Potato head to elicit
lesson meet the prior knowledge of the sense of sight.
5Es focus? Explore: Completing hands-on activities such as blending colours
with cellophane, making binoculars and completing a sensory
walk.
Explain: Explain the new knowledge gained and vocabulary
learnt through discussion about activities, and what they
discovered.
Evaluate: Reflect upon what new things they have learnt about
sight and how it relates to everyday life.
Learning Students will be able to identify which part of the body we
Intentions for use to see.
this Lesson: Students will be able to describe that the sense of sight is
to do with what we see and observe.

Lesson Introduction (whole Timin Key Questions Materials/Resources

group focus): g
Students will make predictions 5-7 What body part Various colours of
and analyse what happens when minut would Mr Potato cellophane.
two different colours of es head need to be
cellophane are blended together. able to see?
When you wake
The class will discuss what Mr up in the
Potato head uses to see. morning, what
 are the first
things you see?
If I put blue and
yellow
cellophane
together, what
colour do you
think you will
see?
What two
colours do you
think will make
purple?

Small Group Activities: Timin Key Questions Materials/Resources

g
Students will complete a sensory 35-40 What is iPads.
walk around the school taking minut something Question sheet.
photos of things/objects that es outside that you
have various observable see that is soft?
properties based on colour and What is
texture. something that
Students take photos of things you see that is
that answer questions on the hard?
worksheet. What is
something that
you see that is
green?
What is
something that
you see that has
lines?

Lesson Conclusion (whole Timin Key Questions Materials/Resources

group focus): g
Students are to share and 15-20 What does it iPads.
describe the photos they have minut look like? Five senses word wall
taken by discussing with the es. What colour is
whole class. that? -Pin the tail on the
Why do we donkey materials: A
Students are to add words and/or have eyes? picture of a donkey, a
pictures to the five senses word What did you tail, blindfold and a
wall, and sort them based on tail.
take a picture
colours, size and texture.
of?
Students are to add sight to the
Mr Potato head in journals.
- Back up activity: In groups of
four, students are to play pin the
tail on the donkey.

Safety & Classroom Management Considerations:

Students are to stay in a certain area when participating in the sensory walk, to
 ensure adequate supervision.
Limit amount of transition from floor to the table as one student has a
musculoskeletal disorders.
Remind students of appropriate use of the iPads and to share equally amongst
their groups.

How will you observe achievement of Evidence/Work Samples to collect this

learning intentions? (Assessment lesson.
Strategies)
Comments made by students. Learning journal- Mr Potato head.
Students answers to questions. Photos taken by students.
Words and/or pictures students add
to the word wall.
Observation and anecdotal notes.
Questioning.
Learning journals.

Lesson Reflection:
(What would you change? Why?)

EDST201/261 Assessment Task 1: Lesson Planning Template for

Mini-Unit of Science
Group Carlo DAmico, Claire Constable, Courtney Spezza , Eleanor McClafferty
Members:
Lesson Carlo DAmico
Leader:
Unit Topic: The 5 Senses Level: Foundation
Lesson Number 4 - Hear
(in Unit):
Lesson Length 60 mins
(minutes):
5Es focus of this Engage, Explore, Explain, Elaborate, Evaluate
lesson:
How does the Engage: Question the children about what they know about
lesson meet the hearing. Write down answers on a class concept map.
5Es focus? Explore: Use a hands on approach to try different sounds and
combine them.
Explain: Describe the different sounds experienced, what was
similar/different, using new vocabulary.
Elaborate: Student-led investigation trying to modify the initial
sound of the instrument.
Evaluate: Reflect on the importance of proper hearing.
Learning By the end of this lesson the students will:
Intentions for Be able to identify which part of the body is used to hear.
this Lesson: Be able to create and modify sounds with simple objects.
Try to provide a simple description for their unique sound.
Describe different sounds using descriptive words.
Lesson Timing Key Questions Materials/Resourc
Introduction es
(whole group
focus):
Introduce the lesson with the question: 15 What part of 1 sheet of
Which part of the body do we use to mins the body do drawing paper
hear? we use to per student
Brainstorming activity about hearing, hear? 1 pencil per
write what we know on the board in a When you student
concept map. wake up in the Whiteboard &
Students play sound bingo using morning, what marker
different sounds they are familiar with. are the first Smart board
things you Sound bingo
hear? sheet
What can you
do to help you
hear better a
certain sound?
Can you
recognise
certain sounds
with your eyes
closed?
Can you think
of an animal
without ears?
What do they
use to
understand
sounds?

Small Group Activities: Timin Key Questions Materials/Resour

g ces
Each student will create a musical 15 What material Recording on the
instrument using only 1 or 2 items. mins did you use to iPad
Each student will record the item start with? Water bottles
used and describe the sound What kind of Rubber bands
produced. sound was it? Pens and pencils
What did you Paperclips
Students will go back adding on at 15 change the
least one more item to the musical mins second time
instruments to change the initial around?
sound. The recording will happen How did the
again. sound change?

Lesson Conclusion (whole Timin Key Questions Materials/Resourc

group focus): g es
Each student will play his or her 15 Why was your Word wall
instrument, trying to recreate the mins sound so
song The lion sleeps tonight. unique?
If available, record the concert to Can you think
watch back. of a word to
Add words or pictures to word describe your
wall and discuss comparisons sound?
with the initial concept map.

Safety & Classroom Management Considerations:

No use of egg cartons or toilet paper rolls (allergies and health & safety issues)
During the initial and the last stage of the lesson, the teacher combines two classes
together to minimise disruption.
Ensure students are using instrument making materials sensibly.

How will you observe achievement of Evidence/Work Samples to collect this

learning intentions? (Assessment lesson.
Strategies)
Observations/ anecdotal question Sheets of paper drawn during music playing
Initial mind-map and rectified one (Intro).
Questions Photos.
Work sample Mind maps.
Pictures of musical instrument
Question/Answers
Learning journal
Word wall

Lesson Reflection:
(What would you change? Why?)
 EDST201/261 Assessment Task 1: Lesson Planning Template for
Mini-Unit of Science
Group Carlo DAmico, Claire Constable, Courtney Spezza, Eleanor McClafferty
Members:
Lesson Eleanor McClafferty
Leader:
Unit Topic: The Five Senses Level: Foundation
Lesson Number 5 - Taste
(in Unit):
Lesson Length 60 minutes
(minutes):
5Es focus of this Engage, Explore, Explain, Evaluate
lesson:
How does the Engage: Illicit prior knowledge through brainstorm
lesson meet the Explore: Explore concepts through hands on activities: Taste
5Es focus? Testing Session
Explain: Explaining the different tastes
Evaluate: Reflect on understandings through completing the
Word Wall and Mr Potato poster
Learning Students will be able to identify which of the body we use
Intentions for to taste.
this Lesson: Students will be able to identify and summarise all of the
five senses and what they are used for
Students will list a range of descriptive vocabulary to use
when describing their senses

Lesson Introduction (whole Timin Key Questions Materials/Resources

group focus): g
Students will brainstorm what 15 When you
they know about the sense taste mins wake up in
through a whole class discussion the morning,
using key questions as prompts. what are the
first things
you taste?
Has anyone
heard of taste
buds before?
 Does
everything
taste the
same?
What are
some
different
tastes?

Small Group Activities: Timin Key Questions Materials/Resources

g
Students participate in a taste 30 What taste Paper plates
testing activity, tasting 4 mins did you like Sour worms
different tastes (sour-sourworms, best? Pretzels
salty-pretzel, bitter-lemon, sweet- Did Banana
banana). They first predict what everything Lemon
taste they think they will like taste like you Worksheet
best. Then students are surveyed thought it
on which taste they liked best, would?
and which tastes they didnt like.

Lesson Conclusion (whole Timi Key Questions Materials/Resources

group focus): ng
Add words or pictures to word wall 15 Which part of A2 Piece of white
Review of Mr Potato poster and mins the bodies do paper
word wall we use to Felt Tip Pens
taste? Student Journals
Review of the five senses through Which senses Word Wall
video clip: did we learn Interactive whiteboard
http://www.abcya.com/five_senses. about today?
htm

Safety & Classroom Management Considerations:

No foods containing wheat and nuts (child allergies)
Anaphylactic Action Plan in place run by supervising school teacher on sight

How will you observe achievement of Evidence/Work Samples to collect this

learning intentions? (Assessment lesson.
Strategies)
Observation Student Journals
Anecdotal Notes Tongue Puzzle
Responses to Key Questions Word Wall
Arrangement of Tongue Puzzle
Categorising of foods during taste
testing session
Student work samples from student
journals
Word Wall Reference
Lesson Reflection:
(What would you change? Why?)

Science Unit Rubric Nam Claire Constable, Carlo DAmico, Eleanor McClafferty
es:
Topic: The 5 Senses Level: Fo

Above Standard
Criteria At Standard Approaching Stan
(beginning next level)
Knowledg The student has gained an The student has The student is
e and extensive awareness of the demonstrated awareness of demonstrating some
Understa five senses. They are able the five senses, identifying progress towards na
nding to describe and their characteristics and the five senses and
understand the importance their associated body parts. associated body par
of the five senses and their
use in engaging with
everyday life / the world
around them.

Science The student has The student has The student is

Inquiry demonstrated a demonstrated competence demonstrating some
comprehensive in predicting, observing and progress in formulat
competence in predicting, answering questions about predictions, adequat
observing and answering the five senses and is able observations skills a
questions about the five to compare them with those answer given questi
senses by using a range of of others. about the five sense
methods and suggesting
possible reasons for
findings.
The student has
demonstrated extended
scientific language use and
the ability to critically
analyse patterns among
these ideas.
The student has The student is
demonstrated adequacy in demonstrating some
the use of descriptive progress in using
language as well as descriptive language
drawings to communicate well as drawings to
ideas. communicate ideas.