Using My Senses to Learn About Me Kindergarten Science Unit
Hear See
The 5
Taste
Senses
Touch
Smell Megan Tarantino
EPSY 583L
Final Assessment – Lesson Unit
Prof. Joy
Due Date: August 12, 2010
Children have a natural curiosity about their bodies. This unit explores how children can obtain information through their senses. The focus of this unit is the parts of the body and its senses. Students will learn what the five senses tell about the environment around them.
Grade – Kindergarten Time @ 30-45 minutes a Lesson Lesson 1 – What are the Names of the Parts of My Body? Lesson 2 - How we are Alike & Different Lesson 3 - What are my Five Senses? Lesson 4 – Separation of Color Lesson 5 – Symmetry Paint Blobs Lesson 6 - When Eyes Need Help Lesson 7 - Sound Discrimination/Matching Lesson 8 - Animal Ears Lesson 9 – What Is That Smell? Lesson 10- Sweet and Salty: Sugar vs. Salt Comparison Lesson 11- Sponge Rock Lesson 12-Texture Walk and Rubbings Lesson 13- Popcorn – (Wrap-Up Activity) Lesson 14- Sensory Stations Assessment
Lesson 1 – What are the Names of the Parts of My Body? Standards: STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 – Physical Setting Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. Objective: Student will
Identify body parts
Create outline by tracing body with a partner
Select appropriate label of body part name
Apply body part label to outlined body
Extended Activities: Hokey Pokey Simon Says Head, Shoulders, Knees and Toes
Lesson 2 - How we are Alike and Different How can we show we are alike and different in a visual presentation? (Eye color, hair color, tongue rolling, boy/girl, left/right handed) Standards: STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions MAJOR UNDERSTANDINGS: Mathematical Analysis (M) Key Idea 1: Abstraction and symbolic representation are used to communicate Mathematically M 1.1c Apply mathematical skills to describe the natural world Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.
M 3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world
MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 3: the observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena S 3.2aState, orally and in writing, any inferences or generalizations indicated by the data collected STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 – Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1f Objects and/or materials can be sorted or classified according to their properties.
Objectives: Student will
Apply prior-knowledge with attributes to investigate similarities and difference in visual body attributes
Identify an attribute being graphed
Contribute to class graph
Compare students by common attributes
Explain different attributes
Relate graph to mathematical process and language
Extended Activity Paper plate faces with attribute determined by student
Lesson 3 - What Are My Five Senses? What are my senses and what part of my body do I use to find out about my environment? Standards STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 – Physical Setting Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.
Objectives: Student will
Listen attentively to seek answers and ask questions – My Five Senses - Aliki
Identify the senses using a tree thinking map
List the appropriate sense to the body part on tree map
Extended Activity I Spy - identify by described objects
Lesson 4 –Separation of Color What do our eyes tell us about our environment? Standards:
STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. MAJOR UNDERSTANDINGS: Mathematical Analysis (M) Key Idea 2 - Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1 -The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process S 1.1a Observe and discuss objects and events and record
STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting (PS) Key Idea 3 – Physical Setting Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses. 3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light. 3.1f Objects and/or materials can be sorted or classified according to their properties.
Objectives: Student will:
Explore sense of sight
Investigate a discrepant event
Identify color of markers
Hypothesis if they think other colors are in the marker
Investigate with an lab experiment
Describe/record lab observation
Modify hypothesis
Discuss lab results
Extended Activity Color mixing – primary colors to secondary
Lesson 5 – Symmetry Paint Blobs What do you think of when you see your paint blob? Standards: STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process
S 1.1a Observe and discuss objects and events and record
STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses. 3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light. Objectives: Student will:
Create a paint blob Use their imagination Apply previous knowledge of shapes and objects Interpret their blob painting Create a sentence describing blob painting Contribute painting to a class “Blob” book
Extended Activity - Literature It Looked Like Spilt Milk – Charles G. Shaw The Cloud Book – Tomie DePaola
Little Cloud – Eric Carle Optical Illusions Pictures
Lesson 6 – When Eyes Need Help What do things look like if your eyes need help to see? Standards: STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses. 3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.
Objectives: Student will:
Observe the appearance of printed words
Observe the appearance of printed words with various visual obstacles (Wax paper, magnifying glass)
Record what they see through observation
Describe the differences between observations
Relate their observations to visual impairments
Name ways in which people can overcome vision problems
Extended Activity Children’s Book in Braille Develop Awareness of the Blind (Indentify Letters in Braille)
Lesson 7 - Sound Discrimination/Matching How can you find someone in the room who has the same thing in their container without opening the top? Standards: STANDARD 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions MAJOR UNDERSTANDINGS: Mathematical Analysis (M) Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 –Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.
3.1f Objects and/or materials can be sorted or classified according to their properties.
Objectives: Student will
Explore how ears can identify sounds
Listen to each other’s container sounds
Apply prior knowledge problem-solving strategies
Interpret various sounds
Discriminate between sounds of objects in film container - (marbles, rice, beans, beads, washers) Predict matching sound
Choose the matching container
Evaluate the results
Discuss results
Extension Activity Match a tape recorded sound with a visible object on a table. Virtual lab – Brain Pop/Sesame Street.org
Lesson 8 - Animal Ears What did you discover about the size and shape of ears to hear sounds? Could this helpful to animals? Standards: STANDARD 1- Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions MAJOR UNDERSTANDINGS: Mathematical Analysis (M) Key Idea 1: Abstraction and symbolic representation are used to communicate Mathematically
M 1.1c Apply mathematical skills to describe the natural world
Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. M 2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of Natural phenomena in a continuing, creative process
S 1.1a Observe and discuss objects and events and record observations
STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 – Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.
Objectives: Student will
Identify animals ( bear, cat, deer, dog, fox, horse, rabbit)
Sort animal pictures by hypothesis – (which animal they think can hear better vs. those that don’t hear well )
Create different size ears with materials
Listen to a ticking clock
Explore which ears help them hear better
Evaluate results
Compare results
Discover what enhances sounds
Support conclusions
Discuss results
Conclude on why it may be helpful to animals
Extension Activity Hide the ticking clock Police- K9 Unit
Lesson 9 – What Is That Smell? Can you identify, sort and classify various smells? Standards: STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 – Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.
3.1f Objects and/or materials can be sorted or classified according to their properties. Objectives: Student will
Explore various smells
Identify a smell
Interpret smell to a pictured object
Justify or Modify smell after opening container
Good Choices for Smells From Around the House Around the Kitchen Ground spices such as: cinnamon, nutmeg, pepper, curry, allspice, clove, and garlic powder Cocoa Powder Vinegar Coffee (ground)
Around the Bathroom
Artificial oil flavorings like banana, orange, butter, strawberry, anise, vanilla, and mint
Hair care products : shampoo, styling mousse, and conditioner Pieces of band-aids
Liquid smoke
Rubbing Alcohol Perfume Antiperspirant Toothpaste
Around the Rest of the House Pieces of dryer sheet Freshly cut grass Dry dog or cat food Small animal shavings (clean) Scented candle pieces
aromatic flower petals
Lesson 10- Sweet and Salty - Sugar vs. Salt Comparison Can you identify the difference between two substances? Sensory cells on tongue (taste buds) Standards: STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3 – Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.
Objectives: Student will
Observe two substances that look the same
Explore the sense needed to tell them apart
Interpret taste of substance
Identify individual substances
Indentify foods that tastes sweet and salty
Construct Double Bubble Thinking Map
Understand that tastes are not dependent on smell or visual appearance
Lesson 11 – Sponge Rock Can our sense of touch tell us what our eyes can’t? Standards: STANDARD 1 MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process S 1.1a Observe and discuss objects and events and record observations STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.
3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, and reflectiveness of light.
Objectives: Student will:
Observe and describe an object (rock)
List observable data (color, shape, texture)
Use sense of touch to explore rock
Modify data when they use their sense of touch
Discuss and Justify their data results
Extended Activity Rock collections
Lesson 12 – Texture Walk and Rubbings How does our sense of touch tell us about the environment we live in? Standards: STANDARD 1: MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of Natural phenomena in a continuing, creative process
S 1.1a Observe and discuss objects and events and record observations
STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)that can be observed through the senses.
3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light. 3.1f Objects and/or materials can be sorted or classified according to their properties.
Objectives: Student will
Explore various textures outdoors
Record texture interpretations
Make a textured interpretation collage
Extended Activity: Hot/Cold touching Safety
Lesson 13- Popcorn – (Wrap-Up Activity) How do all my senses tell me about the environment? Standards: STANDARD 1 MAJOR UNDERSTANDINGS: Scientific Inquiry (S) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of Natural phenomena in a continuing, creative process S 1.1a Observe and discuss objects and events and record observations STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. MAJOR UNDERSTANDINGS: The Physical Setting Key Idea 3:Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.
Objectives: Student will
Identify which sense gives which type of information
Integrate sensory information during an investigation of popcorn
Extension Activity Literature – The Popcorn Book – Tomie DePaola
Lesson 14 – Sensory Stations Assessment
“Beads of Knowledge”
Each Bead Represents a Learning Station Sensory Stations Assessment Unit Assessment – Five Senses Student will:
Apply knowledge about their senses
Perform a task at each sensory station
Complete an assessment sheet at each station
Reflect on unit knowledge in journal book
Students will be graded on: 1- Station assessment performance 2- Observation rubrics throughout the unit 3- Completed Journal recordings and data on Unit
References: Lessons modified from: Science21 www.raft.net
