5 Senses Itip Kelsey Svrcina I. Standard: II. Objective: I can tell you what the five senses are.

I can tell you what sense to use in different situations. III. Anticipatory Set: Read, My Five Senses to generate interest and introduce five senses. Some students may have never heard of the 5 senses before, so they need to be introduced. IV. Input A. Task Analysis: 1. Read My Five Senses as class stopping to ask comprehension questions. 2. Draw 5 circles on the big pad of paper in whole group in front of class. 3. Draw each of the 5 senses in a circle (nose, ear, eye, hand, tongue). 4. Ask students to brainstorm things you can HEAR. Draw them in the ear circle. 5. Ask students to brainstorm things you can SEE. Draw them in eye circle. 6. Ask students to brainstorm things you can FEEL. Draw in hand circle. 7. Ask students to brainstorm things you can TASTE. Draw in hand circle. 8. Ask students to brainstorm things you can SMELL. Draw in nose circle. 9. Dismiss students to go to seats for change of seating and pass out response cards: (ear, nose, tongue, hand, eye). 10. Tell students you will be doing some actions and they need to decide which sense you use by holding up response cards. 11. Model to students with example. Example: Eat a piece of a granola bar, Then hold up the tongue card to show the TASTE sense. 12. Do at least 5 actions for 5 different senses: Looking at 3d picture (sight), tasting piece of banana (taste), listening to xylophone (hearing), touching a piece of felt (touch), sniffing flower (smell). 13. Review with students the five senses. 14. Use choral response and ask students to say: Sight, touch, feel, smell, and taste. B. Thinking Levels 1. Evaluation: Students need to decide which sense to use by using response cards. 2. Knowledge: Students need to recite the 5 senses in choral response with whole group. 3. Analyzing: Students will brainstorm examples when you use your ears, nose, tongue etc. to put in circle maps on big pad of paper. C. Accommodations:

Students who struggle with a physical impairment or dexterity can point to their ear, nose, mouth etc. instead of holding up response cards. Students who grasp concept of sight touch feel smell can skip using response cards and simply say, Sight, Touch, Feel etc. This lesson has a visual, kinesthetic, and auditory component. D. Managing the Lesson: 1. Engagement strategies: This lesson includes modeling, brainstorming in whole group, response cards, and choral response. 2. Materials: Response cards, big pad of paper, materials to smell, taste, touch, feel, hear. V. Modeling: Teacher will show students how to use response cards. See task analysis. VI. Checking for Understanding: A. Stop and check for on task behavior. B. Ask questions: 1. What sense am I using? 2. What do we see with? What do we hear with etc. VII. Guided Practice: Students start off in whole group with brainstorming things we use sense for. Then students are required to use their own response cards. This procedure creates a gradual release of responsibility. VIII. Independent Practice: Students are required to use their own response cards. IX. Closure: Thank students for participation. Tell students to REVIEW or practice what we learned with five senses. Tell students to say with choral response the five senses. See task analysis.