The 5  Senses
First  Grade
Tara  Virga, Janis Stravino,  Melanie Meyer
Edu.  5503
Mrs.  Guleksen
The 5 Senses 1st    Grade
Rationale: The first grade students are   beginning a unit on the 5 senses, which is part of the first grade curriculum.    The major purpose of the unit is to teach students how they can use their 5    senses to observe and investigate the world around them. Students will engage    in hands-on activities and interactive, cooperative groups as they develop a    greater awareness of their bodies and their 5 senses.

Objectives: Students Will...
a) Name the 5 Senses.
b) Identify how each sense is used.
c) Identify what part of the body provides each sense.
d)  Experiments to develop their  understanding of how their 5 senses work.
e) Identify how the senses can or cannot work together.
f) Work with the 5 senses in all curriculum areas.
New YorkState Learning Standards:   
a) According to NYS ELA standard #1, Students will listen, speak, read, and write  for information and understanding.
b)  According to NYS ELA standard #3, Students will listen, speak, read, and write  for critical analysis and evaluation.
c) According to NYS MST standard #1, Students will use mathematical analysis,  scientific inquity, and engineering design, as appropriate, to pose questions,  seek answers, and develop solutions.
d) According to NYS MST #4, Students will understand and apply  scientific concepts, principles, and theories pertaining to the physical setting  and living environment
Sensory Lane Learning Center
The teacher will take advantage of the students natural curiosity and  set up a five senses center before beginning a unit on it. The center will display books, posters  and items that encourage students to discover their own senses of touch, sight,  taste, smell and sound. The  students will discover the importance of using their senses in learning. The center will be put out while the  students are at lunch. The teacher  will create a visually tempting display and encourage students to browse the  items. There is a new center in the room. You may go over and read, explore and view the items. The center will stimulate their five  senses and curiosity.
Materials in the Center:
Books
Senses by Anna  Sandeman
My Five Senses by Aliki
Your Five Senses by Melvin  and Gilda Berger
You Touch With Your Fingers by Melvin and Gilda Berger
You Hear With Your Ears by  Melvin and Gilda Berger
You Taste With Your Tongue by Melvin and Gilda Berger
You Smell With Your Nose by  Melvin and Gilda Berger
You See With Your Eyes by  Melvin and Gilda Berger
Seeing by Kathie Billingslea
Hearing by Kathie  Billingslea
Smelling by Kathie  Billingslea
Tasting by Kathie  Billingslea
Touching by Kathie  Billingslea
The Ear Book by Al  Perkins
Click, Clack, Moo Cows That Type  by Doreen Cronin
Do Your Ears Hang Low by  Caroline Jayne Church
Shaggy Dog and the Terrible Itch  by David Bedford and Gwyneth Williamson
Too Much Noise by Ann  McGovern
Polar Bear, Polar Bear What Do  You Hear? By Bill Martin Jr.
Brown Bear, Brown Bear What Do  You See?  By Bill Martin  Jr.
Poems
My Five Senses ?  unknown
Something Cooking by Gerri  Brioso and Richard Freitas
Singing The Senses by Penni  Flood
We Love Popcorn by Dawn  Spurck
Station 1: Hearing
Books on tapes
Tape recorder with  headphones
Radio
Books on tape
Station 2: Smell
Perfumes
Spices
Body Sprays
Flowers
Peanut Butter
Lemons
Station 3: Taste
Cookies
Crackers
Apples
Raisins
Lemons
Station 4: Touch
Texture boards
Braille Writing
Clay molds of eyes, ears, nose, mouth, hands
Touch and Feel Boxes
Station 5: Sight
Eye Chart
Magnify glasses
Glasses
Pictures
Computer set to www.lichildrensmuseum.com
Mirror
Introductory Activity: Lets Go Down Sensory  Lane Learning Center
Pre-Reading  Strategies
The    teacher will activate curiosity by introducing the center. The teacher will walk over to the    learning center and pick up one of the books and read it to the class. The teacher will pick up the book    Senses by Anna Sandeman. The book will introduce the students to their five senses.
The    teacher will reread the book and stop after each sense to connect the book    with the items on the table. As a    specific sense is featured, the students will identify the corresponding body parts.
During  Reading Strategies
The    students will be broken up in five groups. The class will count off. The students with number 1 will begin    at station 1; the students with number 2 will begin at station 2 and so    on.
Each    group will have 5 to 6 minutes at each station to explore the items. The students will work with their    group to discover what sense they are using the most at each station. The class will rotate clockwise until    each group has reached each station.
Culminating  Strategies
The    teacher will review the group?s answers.  The teacher will then take the class on a walk outside. The teacher will ask them to use their    senses to see, hear, smell and touch the sounds and scents of the    outdoors.
The    students will record with words or pictures things they observed and label    their picture with an eye, ear, nose or hand to show which sense they    used.
The    teacher will display the class pictures in the learning center.
Introductory Activity:  Build-A-Body
The primary purposes of this lesson    are to develop an understanding of the 5 senses and to brainstorm objects in    their everyday life in which they use their 5 senses to investigate.
1.  The children will put together "5 Senses  Sammy."
2.  The children will sing "Oh Five Senses?"
3. The children will make predictions about the  story ?My Five Senses?
4. The children will tell some things they use their  senses to experience.
5. The children will work in cooperative groups to  draw things they experience using their five senses.
6. The children will fill in the blank pages of  their own Five Sense book.
At the conclusion of this lesson, students will  be able to name the 5 senses and explain what part of their body provides each  sense. They will be able to  identify how each of the senses is used and draw objects they experience by  using their senses.
Developmental Activity: Using Our sense of Hearing
Pre-Reading Strategies
To    review the five senses previously discussed the students will name the five    senses and match pictures to the sense being used.
The    teacher will introduce hearing as the sense they will further explore.  All the students will close their eyes    and identify objects they hear.
During Reading  Strategies
To    gain a better understanding of their hearing, the students will listen to the    teacher read Too Much Noise.   The students will be assigned parts to act out as the story is being    read.
When    the story is finished the students will identify different sounds they    heard.Students will also be able    to identify other sounds they hear everyday.
Culminating  Strategies
The    Sound Match Game:  Six containers will be set up with different objects    inside. The students will not be    able to see the objects. The    teacher and or student will shake the container and match the sound with the    object that they think is inside.   The teacher and students will fill in the chart to see if their answers    were correct.
Students    will make their own noisemaker.
Developmental  Activity: Using and identifying our  sense of Sight
Pre-Reading Strategies
What    can the class observe in the poem? The teacher will read and sing the poem Something Cooking while    the students listen. The teacher    will hang up the poem on chart paper.     The class will read and sing the poem together.  The    students will name the five senses and give an example of how or when each    sense is being used in the poem. The teacher will write their responses on the board.  The teacher will introduce sight as    the sense they will explore further.
During  Reading Strategies
To    gain a better understanding of their sense of sight the students will perform    an experiment. The teacher will    read You See With Your Eyes.    The teacher will hand out worksheet 1 to the students.The students will fill in the first    question.The students have to    give their hypothesis on what they think they can do better: Catch the ball    with two eyes open or one?The    students will fill in column 1 on the worksheet.
Perform    Experiment: 2 Eyes - The teacher will toss the ball 10 times to one student    at a time. The class will count    the number of times they caught the ball and record their results on their    worksheets. The students will put    on the safety goggles and try to catch the ball.  The students will count and record    their results.
When    the class has finished the experiment, they will compare their results and    hypothesizes. Can you see better with two eyes or one? The students should conclude that by    using both eyes it helps them see better.
Culminating Strategies
The    teacher will show the students an eye chart and have the students read the    chart.  (If possible have the    school nurse come to the class and talk.)
Picture    Match Game: The teacher will hold up a picture for a few minutes.The students will get time to scan the    picture and identify things they see.    The teacher will put that picture down and hold up a similar    picture.The students will tell    what is different from each picture. This step will be repeated a few times using different sets of    pictures.
Worksheet    2: The students will match the pictures that look the same.
The    students will draw a picture of what they see in the class to make a class    book.
Developmental  Activity:  Using and Identifying our Sense of Touch:
Pre-Reading Strategy
To review and/or learn words that    describe how something feels (texture words), students will independently and    as a whole class match texture words to an example of something that has that    texture. (Ex: hard -  rock).
During Reading  Strategy
The last page of the book encourages    students to challenge a friend to guess a secret object based on its texture.    The teacher performs this activity with the students using a number of  "feely    bags"  with hidden objects inside of them. As small teams of students feel    inside the bag, they write down one texture word that might describe that    object. Then the students guess and reveal the hidden object.   
Culminating  Strategy
After guessing the hidden objects,    students are given a piece of construction paper. They trace their hand and    outline it in black marker. Next, they glue a variety of different objects    onto the hand from the teacher's selection. Once they've created a collage of    a variety of textures, they label the textures with different texture words.   
Using  and Identifying our Sense of Taste:
Pre-Reading  Strategy
The teacher will read The Very    Hungry Caterpillar by Eric Carle aloud to students. Before reading, she    will give each student a paper cut out of each food that the caterpillar eats    (plums, strawberries, lollipop, etc). Then the students will discuss the    foods, and the teacher will identify and describe any foods that the students    are unfamiliar with. The teacher will show a diagram of the tongue and where    taste buds are located. The teacher will also draw the students' attention to    taste buds for salty, sweet, sour, and spicy foods.
During Reading  Strategy
While reading the story, students will    sort the foods according to how they taste: sweet, salty, sour, or spicy. Each    time a new food is read, students will classify that food on a large chart    according to how it tastes. 
Culminating Strategy
To demonstrate for students how we can    use our sense of taste to describe a food, students will identify foods based    on how they taste. After reading the story, students will eat several foods to    further describe foods according to their taste. Students will move in small    groups to a number of centers where they will sample the following foods: sour    patch kids candies, pretzel sticks, M & M's,, and red hots candies. At each    station, students will briefly taste the food and write down how it tastes.   
Developmental  Activity : How our sense of smell works with our other  senses.
Pre-Reading Strategy
The    primary purpose of this lesson is for students to develop an understanding of    how the five senses interact with each another.  The children will make predictions    about the story based on the title and cover of the book. The children will    take a picture walk throughout the story Mr. Putter & Tabby Catch the    Cold by Cynthia Rylant.
During Reading Strategy
The children will share their personal  experiences about having a cold.
� The children will look at a chart that shows the  nose and mouth connection.
The children will work with a partner taking  turns holding their noses and having their partner place a Life Saver into his/  her mouth.; The children will  continue to hold their nose until they can determine the flavor of the Life  Saver. Their partner will tell them  if they are correct.
Culminating Strategy
Individually,    the children will color in the passageway that connects the nose and mouth.
The students will be able to name  two senses that work together.They  will also be able to explain how the sense of smell helps or prevents the sense  of taste and identify the connection between the nose and mouth.
Developmental  Activity:  Use of manipulatives for addition and  subtraction:
Pre-Reading  Strategy
To help students make appropriate predictions, the students will examine and discuss the cover of the book Candy Counting as a class. Then each student will individually select (using a teacher-made worksheet) predictions that relate to the cover of the story.  Students will also discard predictions that do not relate to the cover and  create one prediction on their own.
During Reading  Strategy
Students will listen to teacher's think-aloud modeling to review how she uses manipulatives to help figure out tricky word problems. During the think-aloud, the teacher uses actual manipulatives as demonstrated in the story  Candy Counting to demonstrate this strategy. Students will answer questions relating    to the teacher's think aloud before attempting the problems in small groups. These small groups solve similar problems using candy manipulatives and report their findings to the class.
Culminating  Strategy
Each student receives a face cut out  of construction paper and a supply of senses manipulatives (eyes, ears, noses,    mouths, hands  see attached). The teacher reads aloud simple addition and    subtraction problems (for example: put 5 things that see on your face [answer    is eyes] and 4 things that smell [answer is noses], how many things all    together)? As the problems are read, students use the manipulatives to    individually create a silly face. Then they write the problem on a    teacher-made worksheet.  After several teacher-prepared    problems, students independently create their own silly face by combining any    number of senses manipulatives they choose. When they have created a silly    face they mount it on construction paper with a written description of the    problem. These silly faces can be displayed in the hallway.
Concluding Activity:  A Celebration  of Senses
Pre-Reading  Strategies
The    students will be broken up in two teams and play Name That Sense. The teacher has prepared questions and put them in a bag. One person    from each team will come up and pull a question from the bag. If the student answers the question correctly,  their team will receive a point. If the student doesn't answer the question they can forfeit the point    and ask another student for help.   All the questions will be pulled from previous lessons on the five    senses.
The    winning students will get to choose a student from the other team to bring to    the class day celebration of senses.  Everyone is invited!
During  Reading Strategies
The    teacher will hang up and read the poem We Love Popcorn. As the teacher is reading the students will point to the appropriate body part that is being used. The  teacher will then take out the popcorn machine, kernels and bowls. The teacher will make popcorn while the class is reading and discovering that each sense is being used at the same    time. The students will be able to see the popcorn popping, hear the popcorn popping and smell the popcorn cooking. The students will be able to touch and taste the popcorn.
Culminating  Strategy
The    students will enjoy their popcorn while playing games and activities from the    SensoryCenter.The students will be celebrating the use of their five senses.  
Concluding  Activity
As a concluding activity, the first graders will take a field trip to the  Long Island Children's Museum in Garden City. The children will experience exciting,  hands-on, interactive exploration. The children will engage in many fun, learning-through-discovery  experiences.
7. Evaluation  Activity
The students will be divided into two teams.They will use a floor size Tic-Tac-Toe  board to gain spaces to connect three in a row to score points for their  team. To take over a space on the  board, one member of each team will be asked a question whichever team's player  gives the correct answer first gets to choose a space on the game board. The X  team stands on the square and the O team sits on the square. Three in a row wins  a point for their team.
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