TITLE: TASTE TESTING

TOPIC: SCIENCE
TEACHER: ALYSSA MIHAI
GRADE LEVEL: 1
DATE: TUESDAY, NOVEMBER 9TH, 2021
IDENTIFY DESIRED RESULTS
Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

General Learner Outcomes:

1–9 Use the senses to make general and specific observations, and communicate observations orally and by producing captioned pictures.
1–10 Describe the role of the human senses and the senses of other living things, in enabling perception and action.

Specific Learner Outcomes:

1. Identify each of the senses, and explain how we use our senses in interpreting the world.
2. Identify ways that our senses contribute to our safety and quality of life.
3. Apply particular senses to identify and describe objects or materials provided and to describe living things and environments. Students
meeting this expectation will be able to describe characteristics, such as colour, shape, size, texture, smell and sound.
4. Recognize the limitations of our senses, and identify situations where our senses can mislead us; e.g., feeling hot or cold, optical illusions,
tasting with a plugged nose.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Objective in student-friendly language
What will students understand/experience/appreciate as a result of this
lesson?
By the end of this lesson students will advance their awareness of
their sense of taste. Students will experience and be able to
identify the four major tastes. Students will know that taste is the
primary sense involved in taking in flavours from various foods;
and recognize how their tongue is responsible for intaking these
flavours.
Resources
What materials/resources/technology will be required?
 Lemon slice.
 Goldfish crackers.
 Smarties.
 Cold decaffeinated coffee.
 YouTube video [https://www.youtube.com/watch?
v=C4rdqXXzPGU].
 Writing Utensils; pencil, coloured pencils, markers.
 Sense of Taste Observation sheets.
 Smart Board.
 Whiteboard.
Assessment Strategies
What will I accept as evidence of learning/development? Have I employed
formative assessment? Do I make use of prior assessments in this lesson?
Formative Assessments:
Class Discussion
After showing the video on the sense of taste, Ms. Mihai will be asking students
questions about what they learned from the video to gain insight on students’
knowledge, such as, “What are some types of tastes?”, “What part of the body
do we use to taste things?”
Observation + Sense of Taste Observation Sheet
Ms. Mihai will be observing students throughout the Sense of Taste worksheet
activity to ensure students are understanding the assignment and expanding
their learning on their sense of taste.
Personalization/Differentiation
How will you attend to the needs of ALL learners in this lesson?
This lesson meets the needs of a diverse group of learners as it allows for a
flexibility of skills, abilities, and strengths to be expressed. Ms. Mihai will be
planning for differentiation as she articulates and addresses a variety of
learning preferences. Visual learners will be supported through the application
of the YouTube video, use of whiteboard, and images that will be drawn. Ms.
Mihai will reach students who have auditory preferences by speaking loudly
and clearly when giving direct instruction and asking questions. Students who
have kinesthetic/bodily preferences will benefit from using hands-on
application when taste-testing their foods, as well as when drawing out their
food item images.
Students who have diverse needs may request support from their peers, as
well as Ms. Mihai. Students who have severe learning needs will be partnered
up with a buddy. Their buddy will encourage and support their learning, as
well as play an example of a good role-model.
Questions for Inquiry
 What are the four familiar tastes?
 What part of the body do we use to taste?
 How does taste help us select and enjoy food?
 What are some things that should not be tasted?
Adapted from Wiggins, Grant & J. McTighe (1998)
LESSON PLAN SEQUENCE
Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Set up:
Ms. Mihai will need to set up materials before this lesson. Lemon slices, coffee cups, goldfish crackers, and smarties will be organized and
sorted for each individual student and placed on a nearby counter. Ms. Mihai will also set up the whiteboard prior to the lesson, by drawing a
graph similar to the one the students have on their Sense of Taste observation sheets, as she will be going through the observation sheet with
the students.

Introduction (2 minutes):
Ms. Mihai will introduce this lesson by asking students if they can recall all five of their senses. She will ask students to guess what sense we
will be working with today. Ms. Mihai will explain that we will be working with our sense of taste.
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of
the lesson? What steps are taken during the lesson?
Ms. Mihai will be showing students a kid-friendly video on
the sense of taste.
Ms. Mihai will host a class discussion and will be asking
students if they can remember some of the tastes mentioned
in the video, as well as what part of the body allows us to
taste. Ms. Mihai will also ask the students questions about
what their favourite food is and allow some students to share
their answers. Ms. Mihai will explain to students that today
we will be using our sense of taste by tasting and classifying
different foods.
Ms. Mihai will pick a volunteer to hand out the Sense of Taste
worksheets. Ms. Mihai will go through the worksheet with
the students as a class and explain what the activity will be.
Ms. Mihai will choose a volunteer to hand out lemon slices.
Ms. Mihai will indicate to students not to touch the lemon
slice until she gives them the ‘Go Ahead’. Ms. Mihai will then
ask students to first identify the item and draw it in the
What are the STUDENTS doing? How are they engaged while
Approx. time
you are teaching the lesson?
Students will be actively listening to the video. 4 minutes
Students will be actively participating in this class discussion 2 minutes
by answering the questions brought up by Ms. Mihai.
Students will be engaged as they will be able to share their
favourite foods with the class.
Students will be looking over their observation sheets and 2 minutes
listening as Ms. Mihai reads over and explains each column
for the kids. Students are to act as scientists and record their
experiments and their findings.
Students will be engaged as this activity sequence 5 minutes
incorporates art, ELA, and science. Students will be drawing
each food item that is given to them in a step-by-step pattern.
The first item handed out will be the lemon slices, students
Adapted from Wiggins, Grant & J. McTighe (1998)
appropriate spot on their worksheet. Students can use will be drawing the lemon slice, thinking of the letter it starts
coloured pencils, markers, or regular pencils to draw and with, and then tasting their lemon. They will critically think
colour the item. She will also ask if students can identify what about what kind of taste it has, and then record it on their
the first letter of “Lemon” is and place it in the appropriate worksheet. They will also be drawing other food items that
spot. Ms. Mihai will then give students the ‘Go Ahead’ to taste has the same kind of taste as the food item they are working
their lemons and ask the students to highlight or circle the on [i.e. a lemon is sour, a grapefruit is also sour – students
indicator of if they think their lemon slice tasted sweet, salty, will draw a grapefruit].
sour, or bitter. Then Ms. Mihai will pose the question of
“What tastes the same/similar?” “Are there any other foods Students will be actively participating in the activity and
that you can think of that are sour?” Ms. Mihai will pick quiet discussion, as they will be answering questions posed by Ms.
students who have their hand raised to answer the question. Mihai.
Ms. Mihai will repeat the same activity for the coffee that Students will be performing the same activities as the 15 minutes
indicates a bitter taste, the goldfish crackers that indicate a previous one, but with different food items. The variety of
salty taste, and the smarties that indicate a sweet taste. tastes will engage students as each taste is different.
Conclusion
(3 minutes)
Ask students what their favourite taste out of all these foods were. Have a vote and put it on the whiteboard. Most students will say that the
smarties and/or goldfish crackers are their favourite taste. Tell students that everyone has unique taste buds, and that we pick and choose
foods we like according to the taste buds that exist on our tongues. Ask students if there are any foods that they don’t like, and if someone
agrees with them to show that though the established hand gesture.

Conclude with asking the students to throw away their lemon peel, coffee cup, and other food items that are still on their desks. Ask students
to tidy up, put away their science worksheet in their science folder, and get ready for the next subject.

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:
1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions will you take?

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)