5 Senses Lesson Plan

Topic: The five senses/ read aloud Grade: Kindergarten Standards:  CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.  CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.  CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.  5.1.P.B.1 Observe, question, predict, and investigate materials, objects, and phenomena.  5.1.P.D.1 Represent observations and work through drawing, recording data, and writing. Objectives:  Students will be able to recall and name all five senses (taste, touch, sight, hearing, smell).  Students will be able to describe the mystery object using the “Sense Detectives” Worksheet.  Students will be able to write about what they discover with their senses in the “My 5 Senses Booklet”. Materials:  My Five Senses By: Aliki  My 5 Senses Booklet  Sense Detectives worksheet  5 sensory boxes with kiwi  Crayons and pencils  Clipboards Procedure: Before Reading  Review 5 senses with students as a group o “You all remember that we spoke about the 5 senses last week. Can someone remind me what they are?” o Allow 5 students to respond and draw a picture to match each sense on chart paper.

Introduce book o “While I’m reading I want you to look at the different ways the main character uses his 5 senses to explore the world around him”. “What types of things does he see, touch, hear, smell or taste?” o Read book title, author and illustrator

During Reading  Stop at page 8 o “what kinds of things do you like to smell with your nose?” o Allow two students to respond o Follow-up questions as appropriate  Stop at page 12 o “What do you like to touch with your fingers o Allow two students to respond o Follow-up questions as appropriate  Stop before page 21 o “Do you think that you think that you can use more than one of your senses at a time?” o “Thumbs up if you think that you can, thumbs down if you think that you cant”. o Read page 21 (confirm that the answer is yes)  Stop mid page 24 o “What senses will he use to bounce the ball?” o Finish reading page After reading  “ Remember before Miss Sarah started reading she asked you to look at the way the main character used his senses to explore?” Now you are going to have a chance to use your senses to explore some things around you!  Explain how the class will be split into groups  Explain “My senses booklet” o Brainstorm ideas for pages o Reminder to write before you draw  Explain senses detective activity o Model appropriate behavior during activity  Dismiss writing group with Miss Sarah  Set up sense detective activity on the carpet with remaining group

Station specific procedures: 5senses booklet  Make sure students write before they draw.  Encourage students to sound out words before asking a teacher or friend.  Allow students to write whatever sounds they hear.  Early finishers can add detail to pictures.

Sense Detectives  Students and teacher sit in a circle.  Give students a clipboard with “Sense Detectives” Worksheet.  Start with one sensory box and allow each student explore it  After each student explores the box come up with one word to describe what he or she smelled, tasted, felt, saw or heard.  Allow each student to record the word on his or her worksheet.  Repeat for each sensory box.  Make a prediction about what the mystery object might be as a group and record answer. Closure:  Bring students back to the carpet and ask about their mystery object predictions.  Remind students that they used all of their senses to explore the mystery object.  Reveal mystery object. Assessment: Informal Assessment  Listen to students’ answers during review of senses and read aloud. o Students can recall all five senses during review o Students can give examples of how they use their own senses during the reading.  Listen to students’ descriptions of the mystery object. o Students use descriptive words to explain what they are feeling, smelling, tasting, seeing and hearing. Formal Assessment  Students can complete the “My 5 Senses Booklet”. o Students can name and draw something that they like to touch, taste, smell, see and hear. Differentiation:  Early finishers can add color and details to drawings.  Students who need support can refer to the five senses drawings from the review.

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