Samantha Blair

March 30th, 2015

Subject Area: Science
Essential Questions: 1. What are the 5 senses and how do we use them everyday?
2. Why do some people have stronger senses than others?
3. Why is it important to rely on our senses?
Title of the Unit: Real Life Science
Title of the Lesson: My Senses and Me!
Grade Level: Kindergarten
Estimated Time: 45-50 minutes
Summary of the Lesson: Students will learn about the 5 senses, how we use them, and
understand that not everyone has all 5 senses (elaborate). The teacher will read the
students a book about the 5 senses (engage). Following the story, the teacher will then
refer back to the easel and as a class, add any new information they learned about in the
story (explain). In addition, the teacher will complete a worksheet with the class that
matches the sentence with the correct picture of a body part (nose, eyes, etc.) that
identifies with the sense (evaluate). Next, students will be broken into 5 groups of 3
students (predetermined) where they will gain further knowledge of the 5 senses with
multiple hands on sensory activities that individually heighten their sense of hearing,
seeing, touching, smelling, and tasting (explore). In addition, students will document
their scientific findings on designated worksheets in each station.
Materials Required: 5 senses book, vocabulary matching worksheets, designated
worksheets at each station, 3 plastic eggs with coins, rocks, and paperclips in each, 3

toilet paper tube binoculars, 8 brown paper bags, Play-dough, marbles, feathers, sponges,
2 cotton balls with a perfume scent and a sunblock scent, crackers, and tic-tacs
Academic Standards:
S.K-2.A.1.1.1: Identify a scientific fact as something that can be observed using
the five senses.
S.K-2.A.2.1.2: Describe outcomes of an investigation.
Objectives: L1. Identify the five senses and recognize that each person does not have
the same senses.
L2. Distinguish the differences in each sense and how they can be used
together or separate in their daily lives.
L3. Draw conclusions by investigating the identity of an object by only
using one or two senses.
L4. Connect worldly experiences through the five senses.
Vocabulary: The Five Senses, seeing, hearing, touching, smelling and tasting
Procedure: Before, During, and After
Before- To introduce, the students will be prompted to guess what the 5 senses are
through a series of situations (we use these when we watch a movie, we use this at lunch
time) (engage). Using real life situations allows for children to use reasoning and proof
(how we use our sense and why), and connections (what they did outside or inside of
class that involves the senses). When each sense is identified, the teacher will write
them on the easel, ask students when and how they use the sense, and what body parts are
used (eyes, ears, nose, hands, feet, mouth). In addition, the teacher will explain how and

why not everyone has all five senses and relies more on one to make up for it (explain
and elaborate).
During- The teacher will then read a story about the 5 senses to the class that
further explains the who, what, when, where, why, and how of the 5 senses (explain and
elaborate). After the story, the teacher will then refer back to the easel and as a class, add
any new information they learned about in the story, making connections from that
story to what they already know. In addition, the teacher will complete a worksheet
with the class that matches the sentence with the correct picture of a body part (nose,
eyes, etc.) that identifies with the sense (evaluate). This will allow the teacher to assess
the students understanding of the five senses and communicate to provide further
assistance and guidance to those who need it.
After- Next, the students will preform their own science experiment with the 5
senses. Around the classroom, there will be stations labeled 1 to 5 that includes the name
of the students in the group. Each group represents one of the five senses and includes an
experiment to heighten that sense (explore, engage, elaborate). In group one (hearing),
the students will have 3 plastic eggs filled with coins, rocks, and paperclips. By shaking
the egg and hearing the object inside, the students will guess what they think is in each
egg, record it on their Hearing Worksheet, and then open it up to see if they were
correct (after everyone in the group had a turn and recorded their guesses). In group two
(seeing) the students will be given toilet paper tube binoculars to look around the
classroom for objects on the Seeing Checklist. Once a student finds the object on the
checklist and marks it off, they can continue down the checklist until its completed (or
time runs out). In group three (touching) students will be given 4 brown paper bags

labeled 1 to 4. Inside are objects such as play-dough, marbles, feathers, and sponges.
While blindfolded, the students will reach into each bag, guess what the object is, and
record it on the Touching Worksheet. Once each person in the group had a turn and
recorded their guesses, the students can look inside the paper bags. Group four
(smelling) will have two different scents (sunblock and perfume) sprayed on a cotton ball
and placed into two brown paper bags. Students will smell the cotton balls and record
their guesses on the Smelling Worksheet. Lastly for group 5 (tasting), students will be
blindfolded and asked to taste the foods inside of bag one and two and record their guess
on the Tasting Worksheet. Once each student had a chance to taste the food and record
their guess, the students may look inside of the bag. This activity allows the children to
problem solve by using their senses to identify a sound, smell, taste, and an object
through touch and sight. In addition, this activity uses objects to represent and
stimulate the heightened sense.
Assessment: In this lesson, students will be assessed in various ways. In the beginning
of the lesson, the matching worksheets allow me to see if the student understands which
body part corresponds to a certain sense. In the activity portion, I can assess the students
understanding by collecting their experiment worksheets (evaluate).
Adaptations or Accommodations: Throughout the lesson, I incorporated multiple ways
to accommodate learners. First, each of the senses is labeled with a picture that
represents the correct body part used, allowing the student to understand the body to
sense relationship. Simple visual, charts, graphs, and directions accompany every
worksheet used in the activity portion. I strategically made each worksheet very simple
and with heavy visuals so that learners from all levels can use it. I also grouped lower

level students with higher-level students to assist in the experiment portion and to help
the student stay on task. In addition, I will talk with the aide beforehand to explain my
lesson plan and let her know at which stations her students might need more help. Lastly,
the inspiration for my lesson is Michael-- a child in my classroom with a very high
functioning level of autism. Michaels sensory issues sometimes prevent him from
forming bonds with his peers, as they find some of the things he does a bit strange
(covering his ears, stomping his feet, making strange noises, etc.). My hope for this
lesson is to give Michael a better understanding of what his senses are and for his peers to
understand what its like to have one sense heightened over the other.

MY SENSES AND ME!

Name:__________________________________________________
Directions: Match the sentence with the correct body part

1. I hear with my ears.

2. I see with my

eyes.

3. I touch with my
hand.
4. I smell with my
nose.
5. I taste with my
tongue.

I CAN HEAR!
Name:____________________________
Directions: Shake each egg and circle what you
think is inside!

egg 1

I CAN SEE!

coins

rocks

paperclips

coins

rocks

paperclips

egg 2

egg 3
coins
rocks
paperclips
Name:____________________________
Directions: Use the binoculars to find the objects on
the checklist. Draw a check mark when you spot it!

Can you see me?

chalk
pencil
chair
monkey
leaf
giraffe
eraser

I CAN TOUCH!
Name:______________________________

bag 1
marble

feather

sponge

marble

feather

sponge

marble

feather

sponge

bag 2

bag 3
Directions: Put on a blindfold and reach into each bag
and circle what you think is inside! No peeking!

I CAN SMELL!

Name:________________________________
Directions: Open up the bags and smell the cotton
balls. Circle what you think the smell is!

bag 1
perfume

sunblock

perfume

sunblock

bag 2

I CAN TASTE!
Name:___________________________

Directions: Put on a blindfold and taste what is

inside each bag. Circle what you think you tasted!

bag 1

cracker

bag 2

mint

mint
cracker