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Music Integration Lesson Plan – The Five Senses

Integration of Science + Music
Bridget Curtis
Grade Level: Kindergarten
Time: 1 hour – 1 hour and 30 minutes
Materials
 Smart board –
o Image of child with senses

http://www.englishexercises.org/exercisesmaker/uploads/images/363520/original333896-1.jpg

o Song
Sensory center
o Taste: salty chips, oranges
o Smell: coffee, play dough
o Touch: sand, various pasta
o Hearing: various musical instruments
o Sight: happening with other senses
My Five Senses worksheet

http://www.worksheetfree.com/postpic/2012/09/pre-k-five-senses-worksheet_522118.jpg


.pdf

My Five Senses song
http://www.drjean.org/html/monthly_act/act_2009/06_Jun/1handouts/01_SeptemberLyrics

Objectives
 Students will identify the fives senses
 Students will relate five senses to appropriate body part
 Students will explore their fives senses through sensory
activities
 Students will describe each item after they explore it
 Students will recall and record items of sensory exploration
 Students will review the five senses and their appropriate
body parts through song
Procedure
 Ask students if they know what the fives senses are, what
they do, and what body parts we use for them
 Bring image of child with the fives senses onto smart board
 Discuss with students each sense and the appropriate body
part; ask students for examples of each sense (ex: smell
flowers, taste cookies).
 While discussing, have children point to their mouth, nose,
hands, ears, and eyes.
 Introduce sensory activity



Students will receive individual trays for items to be placed
on
First, give each student salty chips and lemons to be
tasted. Ask them to describe how each tastes and record
their descriptions on the board.
Give each student coffee and play dough to smell. Ask
them to describe how each smells and record their
descriptions on the board.
Give each student tree bark, sand, and feathers. Ask them
to describe how each feels and record their descriptions on
the board.
Give each student some sandpaper and an instrument. Ask
them to describe how each sounds and recorded their
descriptions on the board.
Ask students why there are no objects for sight.
Introduce the My Five Senses worksheet. Working through
each sense on by one, ask students to recall the objects
they tasted, smelled, heard, and felt. For each sense, have
students draw and label one item they explored. *Sightcan see all items explored.
o Example: Ask, “Class, what sense was used when
exploring the salty chips and lemons?” Students,
“Taste.” Ask, “Class, what body part do we use for
our sense of taste?” Students, “Our mouth/tongue!”
Then have students draw and label the salty chips
and lemons in their chart under taste.
o For sight, they may draw any of the objects.
o Do this process for all five senses.
To review, introduce the song about the five senses to the
tune of
“B-I-N-G-O”:

I have five senses that I use (Hold up 5 fingers.)
to help me learn each day.
See, hear, smell, taste, touch.
(Point to eyes, ears, nose, mouth, and then hold up hands.)
See, hear, smell, taste, touch.
See, hear, smell, taste, touch,
I use them every day.
My five senses help me learn,
They’re pathways to my brain.
See, hear, smell, taste, touch,
See, hear, smell, taste, touch.

See, hear, smell, taste, touch,
They’re pathways to my brain.

**(Edited from original version for class purposes)

Teaching Tips:

Be knowledgeable about allergies of children prior to
sensory activities and have a back up plan for different
items.

Keep the image of the child with her senses up as a visual
for the whole lesson.

If class does very well with the song, can make it more
challenging and take our a sense each time and replace
with a clap.

For assistance with song, can use Youtube video:
https://www.youtube.com/watch?v=iLVQxF3hH74

Common Core Standards
Music:

A.4.2 Sing expressively with appropriate dynamics, phrasing, and
interpretation
A.4.5 Sing in groups, blending vocal timbres, matching dynamic levels,
and responding to the cues of the conductor
F.4.6 Respond through purposeful physical movement to selected
prominent music characteristics or to specific music events while
listening to music
Science:
F.4.6 Respond through purposeful physical movement to selected
prominent music characteristics or to specific music events while
listening to music