Unit 2 My five senses

Lesson 1 Duration of lesson: 3 periods

Learning objectives
• Understand that we use our eyes to see.
• Understand that we use our skin to feel.

Engage (1st E) Use of a picture or a trip to the garden (15 min)

Option 1
Purpose: To assess pupils' prior knowledge of our senses of sight and touch
Resource: Textbook

1. Have pupils turn to Textbook pp. 16—17. Have pupils describe what each character is doing. Ask:
• What is Dr Atom doing? (He is looking at the butterfly and the flowers.}
• What is Sue doing? (She is feeling Zoe's soft fur.}
• Which part of his body is Dr Atom using to look at the butterfly and flowers? (His eyes.)
• Which part of her body is Sue using to touch Zoe's fur? (She is using her hands. Remember to explain to
pupils later that it is the skin on our hands that enables us to fee/.)

Option 2
Purpose: To assess pupils' prior knowledge of our senses of sight and touch
Resource: Textbook

1. Bring pupils to the school garden or to a nearby park. Have them observe their surroundings using their
senses of sight and touch. Lead pupils to observe the things around them, such as the colours of flowers, the
different sizesof plants, and the texture of tree barks. Ensure that pupils do not touch any poisonous plants
or other dangerous objects.
2. Back in the classroom, direct pupils to the picnic scene on Textbook pp. 16—17. Ask:
• Do the flowers and plants look like the ones you saw earlier? Why or why not?
• How do you think the tree trunk in this picture feels like?
Note pupils' answers and address any misconceptions that they may have.

Explore (2nd E) Guided inquiry (30 min)

Purpose: To explore our surroundings using our senses of sight and touch
Resources: Textbook, a variety of fruits

1. Have pupils bring a variety of fruits to class, e.g. apples, oranges, pears, kiwifruits, starfruits. The fruits should
come in different shapes, colours, sizes and textures. Guide pupils to observe the fruits by using their senses
of sight and touch. Ask:
• How can you tell the colours of these fruits? Do you use your eyes or the skin on your hands? (/ use my eyes
to see the colours of these fruits.)
• How can you tell if the fruits feel rough or smooth? Do you use your eyes or the skin on your hands? (/ use
the skin on my hands to feel the fruits.)
2. Divide the class into groups. Each group may choose to classify the fruits according to:
• colour,
• shape (e.g. a group of round fruits like cherries and oranges, and a group of fruits that are not round like
bananas and pears),
• size (e.g. a group of small fruits like longans, lychees or limes, and a group of bigger fruits like apples and
oranges) or
• texture (e.g. a group of smooth fruits like apples and cherries, and a group of rough fruits like kiwifruits and
dragonfruits).
3. Have a volunteer from each group describe how they have classified the fruits. Round up the activity by
helping pupils understand that they have used their senses of sight and touch to classify the fruits. Ask:
• How can you tell these fruits have the same shape/size/colour? (We use our eyes to see.)
• How can you tell these fruits feel rough/smooth? (We use the skin on our hands to feel.)
4. Have pupils turn to Textbook pp. 18—19. Direct pupils to the trigger questions. Point to the words in the
'Word bank' and guide pupils to use the words to answer the questions. Discuss possible answers.
5. Have pupils describe the fruits, nuts and vegetables in the picture. Pupils can discuss:
• the colours (e.g. Tomatoes and apples are red.),
• the shapes (e.g. Watermelons and oranges are round.),
• the sizes (e.g. The watermelons are big. The tomatoes are small.) and
• the textures (e.g. The pineapple that Joe is holding is rough. The apple that Sue is holding is smooth.)

Unit 2 CO 2010 Marshall Cavendish International (Singapore) Pte Ltd

 6. Direct pupils to the 'Explore' activity on Textbook p. 19. Guide pupils to describe the things around them.
Ask:
• What is the colour of your tables and chairs?
• What is the colour of your friend's hair?
• How does your bag feel? Is it smooth or rough?

Explain (3rd E) Teacher-directed discussion (20 min)

Purpose: To understand how we use our senses of sight and touch

Resource: Textbook

1. Have pupils turn to Textbook p. 22. Consolidate what was learnt earlier. Encourage pupils to give examples
of how they use their sense of sight. Ask:
• What colours can your eyes see? (Have pupils name the colours on Textbook p. 22.)
• What shapes can your eyes see? (Hove pupils name the shapes on Textbook p. 22.)
2. Have pupils turn to Textbook p. 23. Consolidate what was learnt earlier. Encourage pupils to give examples
of how they use their sense of touch. Ask:
• Have you touched these things before? How do they feel? (The teddy bear feels soft. The bench feels hard.
The tree trunk feels rough. The pebbles feel smooth. The cup of coffee feels hot. The glass of iced drink
feels cold.)

Elaborate (4th E) Application of concepts (40 min)

Purpose: To observe and classify things using our senses of sight and touch
Resources: Activity Book, colour pencils or crayons, specimens of flowers and leaves, four cloth bags, an apple,
a metal key, a soft toy, a pebble, a basin of cold water, a cup of hot drink

1. Direct pupils to Activity 2.1 on Activity Book pp. 6—7. Have pupils work independently or in pairs. Guide
pupils to fill in their best possible answers. Ask pupils to share their answers. Correct or refine their answers.
2. Direct pupils to Activity 2.2 on Activity Book pp. 8—9. For part (A), divide the class into groups. See p. 2.19
for suggested materials. Have pupils work independently or in groups for the restof Activity 2.2. Guide pupils
to fill in their best possible answers. Ask pupils to share their answers. Correct or refine their answers.

Evaluate (5th E) Assessment (15 min)

Purpose: To assess pupils' understanding of the lesson

Resource: Textbook

1. Revisit the unit opener and ask pupils what senses Dr Atom and Sue are using. Ask pupils what they would
see if they were Dr Atom, and what they would feel if they were Sue.

© 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

Lesson 2 Duration of lesson: 4 periods

Learning objectives
• Understand that we use our tongue to taste.
• Understand that we use our nose to smell.
• Understand that we use our ears to hear.
• Recall that we use our skin to feel.

Engage (1st E) Use of an activity or pictures (20 min)

Option 1
Purpose: To assess pupils' prior knowledge of our five senses
Resources: Textbook, foods like sandwiches, biscuits and fruits for each pupil

1. Have pupils bring some food to class. Provide some suggestions of foods that are easy to bring out of their
homes, e.g. sandwiches, biscuits and fruits. If time permits, bring pupils to an open field, the school garden
or the school canteen. Have pupils describe their food. Provide some guidance to help pupils with their
description. Ask:
• Does it smell nice?
• Does it feel smooth or rough? (This is applicable to fruits.)
• What do you hear around you as you eat?
2. Back in class, have pupils turn to Textbook pp. 16—17. Direct pupils to the question at the bottom of
Textbook p. 16. Ask the class if anyone knows what a 'picnic' is. Identify pupils who have gone for picnics.
Ask for volunteers to share their picnic experiences. Ask:
• Look at the girl holding a flower to her nose. What is she doing? (She is smelling the flower.)
• What is Joe doing? (He is eating a sandwich.)
• The boy on the mat is holding a bird. What can he hear? (He con hear the bird singing.)

Option 2
Purpose: To assess pupils' prior knowledge of our five senses
Resources: Textbook, pictures of food, colourful objects (e.g. clothes, flowers, toys) and rough or smooth
objects (e.g. a pineapple, smooth pebbles, a mirror)

1. Show pupils pictures of a variety of things, such as food, colourful objects and things of different textures. For
each picture, you may ask:
• Do you think this smells and tastes good? What must you do to find out? (Guide pupils to say that they
need to smell and taste it in order to find out.)
• Is this colourful? How do you know? (Guide pupils to say that they can see with their eyes that it
is colourful.)
• How do you think this feels? What must you do to find out? (Guide pupils to say that they need to feel it in
order to find out.)
Round up the activity by leading pupils to understand that we use our five senses to observe the things
around us.
2. Have pupils turn to Textbook pp. 16—17. Direct pupils to the question at the bottom of Textbook p. 16. Ask
the class if anyone knows what a 'picnic' is. Identify pupils who have gone for picnics. Ask for volunteers to
share their picnic experiences. Ask:
• Look at the girl holding a flower to her nose. What is she doing? (She is smelling the flower.)
• What is Joe doing? (He is eating a sandwich.)
• The boy on the mat is holding a bird. What can he hear? (He can hear the bird singing.)

Explore (2nd E) Guided inquiry (30 min)

Purpose: To explore our surroundings using our senses of touch, taste, smell and hearing
Resource: Textbook

1. Have pupils turn to Textbook pp. 20—21. Direct pupils to the trigger questions. Point to the words in the
'Word bank' and guide pupils to use the words to answer the questions. Discuss possible answers.
2. Ask pupils if they have attended parties. Have them talk about their experiences. Ask:
• Do you hear music at a party? How does it sound?
• What kind of food do you eat at a party? Does it taste good?
3. Have pupils observe the expression of each child on Textbook pp. 20—21. Guide pupils to understand how
they use their senses of touch, smell, hearing and taste. Ask:
• Why is Sue covering her ears? (The music is too loud and is hurting her ears.)
• Why is the boy smiling and looking at the cake? (He wonts to eat the cake because it smells nice.)
4. Direct pupils to the 'Science at home' activity on Textbook p. 21. Ask for volunteers to share their experiences
with the class.

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Explain (3rd E) Teacher-directed discussion (20 min)

Purpose: To understand how we use our senses of taste, smell and hearing
Resource: Textbook

1. Have pupils turn to Textbook pp. 24—25. Consolidate what was learnt earlier. Encourage pupils to give
examples of how they use their senses of taste, smell and hearing. Ask:
• Have you eaten sweet, sour, spicy or salty food before? Can you name some examples?
• What smells nice to you? What does not smell nice to you?
• What are the sounds you hear every day? Are they loud or soft?
2. Direct pupils to the 'We care' feature on Textbook p. 24. Explain the danger of causing damage to someone's
hearing if we screamed into his or her ear.

Elaborate (4th E) Application of concepts (50 min)

Purpose: To observe and classify things using our senses of taste, smell and hearing
Resources: Textbook, Activity Book, chocolates, sweets, orange juice, lemon juice, lime juice, sour plums,
pepper, table salt, soy sauce, a straw, freshly sliced ginger, freshly cut lime, freshly sliced onions,
some tea leaves, some coffee powder, colour pencils or crayons

1. For part (A) of Activity 2.3 on Activity Book p. 10, divide the class into groups. Prepare some sweet, sour,
salty and spicy food for pupils to taste. See p. 2.21 for suggestions. Guide pupils to fill in their best possible
answers for the rest of activity 2.3. Ask pupils to share their answers. Corrector refine their answers.
2. For part (A) of Activity 2.4 on Activity Book p. 11, prepare some food for pupils to smell in case pupils are not
able to bring the required materials. If pupils face difficulty in getting any of the items, have them share the
food specimens with a partner. You may also provide alternatives as replacements. Provide pupils with the
names of the replacement items. Have pupils complete the rest of Activity 2.4. Guide pupils to fill in their best
possible answers for the rest of Activity 2.4. Ask pupils to share their answers. Correct or refine their answers.
3. Have pupils complete Activity 2.5 on Activity Book p. 13. For part (B), use four different items to make loud
and soft sounds. See p. 2.24 for suggestions. Guide pupils to fill in their best possible answers. Ask pupils to
share their answers. Correct or refine their answers.

Evaluate (5th E) Assessment (40 min)

Purpose: To assess pupils' understanding of the lesson

Resources: Textbook and Activity Book

1. Revisit the learning objectives of this unit by having pupils point to their sense organs and identify the
function of each one of them. Direct pupils to the picnic scene on Textbook pp. 16—17. Have them identify
the five senses that the characters are using.
2. Direct pupils to the pictorial concept map on Textbook pp. 52—53. Sum up that we have five senses.
3. Go through the 'Science words' list with pupils. Ask pupils if there isany word they are not sure of and explain
it to them. Encourage pupils to learn how to spell these words and to form sentences with each word. E.g. I
see with my eyes; My eyes can see different colours; I hear with my ears; My ears can hear music.
4. Have pupils complete the 'Self-check' activity independently or in pairs. Guide pupils to complete the
questions if there is a need to. Check that pupils' answers are correct.
5. Have pupils complete Activity 2.6 on Activity Book pp. 14—15. Guide pupils to fill in their best possible
answers. Ask pupils to share their answers. Correct or refine their answers.

© 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

 Background information for teachers
We use our sense organs to help us know what is happening around us. We have five senses: the senses of
sight, touch, taste, smell and hearing. Each of our senses consists of cells that send messages to the brain.
Our brain then translates these messages to tell us what we see, feel, taste, smell and hear.

My five senses

Let's find out:

• How do we see?
• How do we feel things?
• How do we taste?
• How do we smell?
• How do we hear?

Eat, drink, play games, watch the-

sunset, enjoy the sea breeze, etc.

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses
Background information for teachers
Sense of sight:
Our eyes are like video cameras. Everything that our eyes see is sent to the brain for processing and storage.
The retina, which is the back surface of the eyeball, contains millions of cells that send information to the
brain via the optic nerve. The images that are sent to the brain are actually upside down. The brain will
then turn the images right side up and tell us what we are seeing.

Sense of touch:
While our senses of sight, taste, smell and hearing are located in specific parts of the body, our sense of
touch is found all over us. The skin is the largest sense organ of our body. The nerve endings, also known
as receptors, are located under the skin. These receptors give the brain information on what the body is in
contact with. The main types of nerve endings are heat, cold, pain and touch or pressure receptors. Some
parts of our bodies are more sensitive than others. This is because they have more receptors. For example,
our tongue and fingertips are more sensitive than other parts of the body.

Common misconceptions
Misconception: We use our
hands to feel.
Actual fact: We usually use
our hands to
feel things, but
it is our skin
that gives us the
sense of touch.

Unit 2
2010 Marshall Cavendish International (Singapore) Pte Ltd
 Orange, green, yellow, brown, red,
white and purple.

The watermelons and pineapples

are big.
What colours can you see? Word bank
orange • green • yellow
Which of these are biq?-<
brown • red • white •
purple • smooth • rough The strawberries, cherries,
Which of these are small?-*
tomatoes, apple, walnuts and
How do they feel when peanuts are small.
you touch them? •*
The pineapple, walnuts and
Explore strawberries feel rough.
The apple, cherries and tomatoes
Look around you. What
colours do your eyes see? feel smooth.
Feel the things around you.
How do they feel? Tell pupils to observe as many
Tell your friends. things as they can, e.g. their
friend's hair, clothes, the colour
of the classroom walls and the
texture of their water bottles.

Teaching points:
• Have pupils observe the different
colours and sizes of fruits and
vegetables. Lead them to understand
that they use their eyes to see things.
• Ask pupils If they have been to a
market. Have them describe the
texture of some familiar fruits.
E.g. Apples are smooth; kiwis are
rough. Lead them to understand
that we usually use our hands to
feel things, but it is the skin on our
hands that determine the texture
of things.

My five senses 19

© 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

Background information for teachers (continued)
Sense of smell:
Our nose can detect hundreds of different types of smells. These smells are actually tiny odour particles that
our eyes cannot see. These odour particles will pass through our nostrils and reach the nerve cells, which
will send the odour signals to the brain. The brain in turn interprets what we are smelling.

Sense of taste:
The little raised bumps on our tongue are the taste buds. Our taste buds can recognise these different types
of tastes: sweet, sour, salty, spicy and bitter. When we eat something, the saliva in our mouth breaks down
the food. The cells in the taste buds will send the messages to our brain, which will tell us how the food
tastes like. Certain parts of the tongue are more sensitive to certain types of tastes.

Enrichment for advanced

learners
When we have a cold or a
blocked nose, we cannot enjoy
eating the food we like. This is
because our senses of smell and
taste are closely connected. We
cannot smell very well when our
nose is runny or blocked. This in
turn affects our sense of taste.

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Background information for teachers (continued!
Our senses of taste and smell work closely together. Our sense of smell affects our sense of taste. They help
us to enjoy the food that we eat. When our nose smells the food that we are going to eat, it sends a signal
to the brain, which causes the salivary glands in our mouth to release saliva. Saliva helps to digest the food
that we put into our mouth.

Sense of hearing:
When something makes a noise, it sends sound waves vibrating through the air. These vibrations move
into the ears and hit the eardrums, which are deep inside our ears. The brain then receives signals from the
eardrums and interprets the sounds we are hearing as loud, soft, pleasant or unpleasant.

Sense of touch:
We can also feel if things are heavy or light. When we hold something, we feel its heaviness as it pushes
into our hand. However, we cannot determine the exact weight of an object unless we weigh them using
a weighing scale.

The lemonade tastes sour.

The orange juice, cake, sweets and
cookies taste sweet.
Imagine you ace at the party. The chilli tastes spicy.
Word bank The chips tastes salty.
How do these foods taste? -*- sweet > sour • spicy •
salty • loud • soft • hard
What can you smell? <— • I can smell different types of food
like chicken, potatoes and cookies.
What ace the things that feel
hard of soft?< Science | at L The cushion and the sofa feel soft.

What can you heaf ? cQlhome The toy train and table feel hard.
With an adult, taste and
smell some food in your
kitchen. How do they taste
and smell like?

I can hear music from the radio.

I can also hear children talking.

Hnr\m..This
smells good! - Tell pupils to be careful about
tasting food. They should sample
food in the presence of an adult.
They must also be careful
when they smell things around
their house.

Teaching points:
• Tell pupils that we use our tongue to
taste. Introduce the different types of
taste: sweet, sour, salty and spicy.
• Lead pupils to understand that we
use our nose to smell, our hands to
feel, and our ears to hear.

My five senses 21

© 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

 Reinforcement for struggling learners
Before going through this page, help pupils recall the examples of what they can see and feel from the
'Explore' activity on Textbook p. 19.

Encourage pupils to provide examples of how they use their senses of sight and touch in their daily lives,
e.g. I use my eyes to read; I use the skin on my hands to feel a cup of hot drink before I drink it.

We use our eyes to see.

We can see colours.

We can see things of

different shapes and sizes

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

use our skin to feel.

f -1

) 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

Enrichment for advanced learners
Tell pupils we can also taste bitterness. Every part of our tongue can detect alt kinds
of tastes. However, certain parts of the tongue are more sensitive to particular tastes.
The tongue diagram shows the parts of the tongue and the taste each part is most
sensitive to.
BITTER

; SOUR SOUR

ISALTY 4
SALTY
,'
SWEET"

We use our tongue to taste.

t These taste sweet.

We use our nose to smell

This smells good

We use our ears to hear.

Some sounds are soft

we Carte
Explain to pupils that screaming We must not scream into
into someone's ears can damage someone's ear.
his or her eardrums.

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Before you carry out
the activity
Reminder
(B) Colour the shapes on the train. • Remind pupils to bring their
colour pencils or crayons

How it can be done

• For part (B), explain to pupils
that they are to colour the
shapes in each train cabin with
the correct colour as shown in
the instructions.
• For part (C), explain to pupils
that they are to circle the
bigger T-shirt. Then, ask them
(C) Circle the big T-shirt. to circle the correct word in
the brackets in part (D) to
complete the sentence.

(D) Circle the correct answer.

We use our ( ears /(eyes)) to see.

My five senses 7

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Before you carry out
the activity
Pupils should have been taught
• We use our skin to feel.

Where to obtain or buy

• Cloth or paper bags, an apple,
a metal key, a soft toy or a
sponge can be brought from
home. They are also available Date:
in supermarkets. Activity
• A pebble can be found in
the school garden or along Things feel different
the streets.
to the touch
How it can be done Process skills: Observe

• For part (A), divide the class

into groups. Prepare four bags. (A) Your teacher will give you Bags A, B, C and D.
Use paper or cloth bags. Ensure Without looking, feel the item in each bag.
that pupils cannot see through
the bags. Prepare one item for
How does each item feel? Circle the correct answers.
each bag. The items should Accept all accurate answers.
have different textures. Here
are the suggested materials:
smooth / rough
Bag A
Bag A: An apple (smooth hard / soft
and hard)
Bag B: A metal key (smooth smooth / rough
and hard) BagB
Bag C: A soft toy or a sponge hard / soft
(rough and soft)
smooth / rough
Bag D: A pebble (rough BagC
and hard) hard / soft
Have each group take turns to
feel the items in the bags. smooth / rough
BagD
• Explain to pupils that they are hard / soft
to feel the item in each bag,
and then circle the correct
descriptors in the table. Have What is in each bag? Accept all accurate answers.
pupils discuss their answers
in their groups. Ask them Bag A: .
to guess what is in each
bag before giving them Bag B: ___^_
the answers.
Bag C:

Safety precautions Bag D:

Do not place anything sharp into 8 Unit 2
the bags.

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Before you carry out
the activity
Where to obtain or buy
• A basin of cold water, a hot
drink and ice cubes can be
(B) Does it feel hot or cold? Fill in the blanks.
found in school or brought
from home.
• Plasticine can be found in
school. It is also available in
stationery stores.

How it can be done

• For part (B), prepare a basin of
cold water filled with ice cubes
This feels hot This feels cold and a cup of hot drink. Have
pupils take turns touching the
basin of cold water and the cup
(C) The clay is soft. of hot drink before they fill in
the blanks.
• For part (C), provide each
group with some plasticine.
Ask pupils what will happen
to the plasticine when they
squeeze it. Allow pupils to
What happens when you squeeze it? experiment with the plasticine
Tick {•) the correct answer. before they answer.
• Ask pupils to provide other
examples of soft things
that undergo a change in
shape after they squeeze or
press them. Then, have pupils
circle the correct answer in
the brackets in part (D) to
complete the sentence.

(D) Circle the correct answer. Safety precautions

Ensure that pupils do not get
I feel fhings with my ( nose /(skin)). scalded. The water for the cup of
My five senses 9 drink need not be too hot.

2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

Before you carry out
the activity Date:
Pupils should have been taught
• We use our tongue to taste.

Where to obtain or buy

How does it taste?
• Chocolates, sweets, juices, sour
plums, pepper, table salt and
soy sauce can be brought from
home. They are also available (A) Your teacher will let you taste 'items A, B, C and D.
in supermarkets.
1. Write sweet, sour, salty or spicy next to the food you
How it can be done have tasted. Accept all accurate answers.
• Prepare a set of food items for
each group of pupils: 2. Draw a (°2) if you like the taste. Draw a (S) if you do
Sweet: chocolates, sweets
Sour: Lemon juice, lime juice, not like the taste. /Answers may vary.
sour plums
Spicy: Pepper 1. How does it taste? 2. (S)or(E^
Salty: Table salt, soy sauce
• Explain to pupils that they are A
to taste each item before they
record their observations.
B •

Safety precautions C
Spicy and salty items should be
consumed in small quantities. D

(B) Circle the correct answer.

I taste with my ( ears /(tongue)).

10 Unit 2

Unit 2 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Before you carry out
Date: the activity
Activity Pupils should have been taught
• We use our nose to smell.

Does it smell nice? Where to obtain or buy

Process skills: Observe • Communicate • Ginger, limes, onions, tea
leaves and coffee powder
can be brought from home.
(A) Bring these things to class. They are also available in
Which ones smell nice to you? Tick (•). supermarkets.
/Answers may vary.
How it can be done
• Prepare the following items for
pupils to smell: freshly sliced
ginger, fresh limes, freshly
sliced onions, some tea leaves
and some coffee powder.
• To make the activity more fun,
each item can be sealed in an
opaque container with several
lime onion slices holes small enough for pupils
to smell the item inside.
• Explain to pupils that they are
to smell these items, and then
tick the ones that smell nice
to them.

Safety precautions

• Remind pupils not to sniff too

hard or bring their nose too
tea leaves coffee powder close to each specimen. The
strong smell or tiny particles
might enter their nose and
cause pain and irritation.
Demonstrate how they can
My five senses 11 smell each item safely at the
start of the activity.

< 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses
 Before you carry out
the activity
How it can be done
• For part (B), ask pupils if they
(B) How do these things smell to you?
have smelled these things Draw a (°°) if it smells nice. Draw a if it smells bad.
before. Explain to them that /Answers may vary.
they are to draw a smiley face
for the things that smell nice
to them, and a sad face for the
things that do not smell nice
to them. Then, ask pupils to
circle the correct answer in the
brackets in part (C) to complete
the sentence.

(C) Circle the correct answer.

I use my {eyes /(nos|)) to smell.

12 Unit 2

© 2010 Marshall Cavendish International (Singapore) Pte Ltd

^g^^unit2

Activity
What can you hear?
Process skills: Observe
(A) What can you hear? Circle.
Before you carry out
Date:. the activity
Pupils should have been taught
• We use our ears to hear.
Where to obtain or buy
Communicate • A toy rattle and a toy drum set
can be bought from a toy shop.
• A musical box and a wind
chime can be bought from a
gift shop.
• Coins in a bag can be brought
from home.

How it can be done

• For part (A), explain to
pupils that they are to
circle the things that can
give out sounds.
• For part (B), make loud
and soft sounds using
different items.
1. Loud sounds: a toy rattle,
loud music from a radio, a
(B) Listen to your teacher make these sounds. toy drum set
Do they sound loud or soft? Colour. 2. Soft sounds: a musical box,
Accept all accurate answers. a wind chime, jingling of
coins in a bag
Sound A Sound B Sound C Sound D Explain to pupils that they are
loud loud loud loud to identify if each sound is loud
or soft, and then colour the
soft soft soft soft correct box in each column.
• For part (C), have pupils
circle the correct answer in
(C) Circle the correct answer. the brackets to complete
the sentence.
I use my (tongue /(ear|)) to hear.
My five senses 13

© 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses

Reinforcement for struggling learners
Guide pupils to circle the sense organ in each question. Help them to relate what we can do with each sense
organ. Then, have pupils choose the correct words from the box to fill in the blanks.

Before you carry out

the activity
Pupils should have been taught
• We use our five senses in our
daily lives.

How it can be done

• Read aloud the helping words
in the box. Explain to pupils
that they are to fill in the
blanks using the helping words.

Fill in the blanks.

feel hear see smell taste

1. I see many colours with my eyes.

2. I hear the birds sing with my ears.

Unit 2 CO 2010 Marshall Cavendish International (Singapore) Pte Ltd

3. | smell the flowers with my nose.

4. I feel the tree trunk with my skin.

5. I taste the ice-cream with my tongue.

My five senses 15

) 2010 Marshall Cavendish International (Singapore) Pte Ltd My five senses