Kristine  Welper  Liz  Harris  

ED  416  Unit  

The  Five  Senses  

Background Information: What do the senses do? Senses tell you what is happening to you and in the world around you. Your senses warn you if you are in danger. They also make you feel good. Humans respond to stimuli from inside and outside their bodies (Senses, 2008). A stimulus is something that causes you to respond and react. Sense organs contain tiny sensory receptors that respond to specific stimuli. The sensory organ changes stimulus energy into nerve impulses through a process of transduction, so that the brain can understand the messages. The sensory organ sends messages about what is happening to the brain and then you feel it. The brain helps you decide how to react. How many senses do humans have? Ancient philosophers identified the five main human senses: taste, hearing, sight, smell, and touch. All these five senses are external senses. They tell us what is going on outside our bodies. However more modern science has identified more senses including, but not limited to the sense of balance, kinesthetic (motion), equilibrium, and hunger. Taste: Taste is one of the five senses. It allows you to enjoy the food you eat. How do you taste? You use your tongue to taste things. Your tongue is the muscle in your mouth that also allows you to talk, and helps you chew and swallow your food. When you put something into your mouth, your tongue feels if it is hard or soft, or hot or cold. When you eat, your tongue moves the food around to help you chew. Your tongue is covered with thousands of taste buds. They look like little lumps that cover your tongue! When you eat, the taste buds detect the flavors of different foods. Then the taste buds send signals to your brain. Your brain understands the flavors you taste. If you put something into your mouth that is too hot, it could burn your taste buds. Your taste buds won’t be able to detect flavor for a while. The same happens when you taste something that is too cold. The cold could numb your taste buds and you will have a hard time tasting! Do different parts of the tongue taste different flavors?

Different parts of your tongue detect different flavors. The front part of your tongue detects sweet flavors like chocolate and vanilla. The front and sides of your tongue detect salty flavors like pretzels. The back of your tongue is the part that can detect bitter flavors, like coffee. The sides of your tongue can detect the sour flavors. Why is my mouth always wet? Your mouth stays wet because it produces saliva. Saliva (also known as “spit”) is the clear, watery liquid that helps you taste, chew and swallow food. Your tongue can only taste when it is wet. When you eat, the food in your mouth mixes with the saliva to make it easier to chew and swallow. Hearing: What is sound? Sound moves as waves, like the waves you make in the bathtub where the water goes up and down, up and down (Ludel, 1976). The sound wave is the air molecules, like balls, running into each other in a cycle pattern. It is like making a wave with a slinky where the coils come together and spread apart, come together and spread apart. Sound waves have a frequency and intensity. Sounds can be high, low, loud, soft. The frequency of a sound wave is the number of cycles per second measured in Hertz. It is how fast the sound wave is moving. The higher the frequency means the higher the pitch of the sound, like a scream or a girl talking. The amplitude of the sound wave is the height of the wave and determines the intensity, loudness, of the sound. The greater the amplitude means the louder the sound, like the roar of a lion. How does the ear work? The sensory organ for hearing is the ear (Hearing, 2003). We hear with our ears. The ear has the three parts: outer ear, middle ear, and inner ear. The auricle is the part of the ear you can see. A lot of the ear you cannot see. The ear canal is a tunnel that leads to the eardrum. The ear canal contains hairs and earwax, cerumen, which traps dirt and unwanted particles to keep them out of the ear. It keeps the ear clean and safe. The eardrum, tympanic membrane, separates the outer ear from the middle ear. The sound waves hit the eardrum and make it move. The middle air is filled with air known as the middle ear cavity. The eustachian tube connects the middle ear cavity to the throat allowing air to flow into and out of the middle ear maintaining equal air pressure inside and outside the ear so that the eardrum can work. When our ears pop or we get water in our ears we cannot hear very well. The vibrating, moving, eardrum moves the three small bones of the middle ear: the hammer (malleus), anvil (incus), and stirrup (stapes). The vibration travels along the bones until it moves the oval window. The oval window leads to the inner ear. The inner ear includes the cochlea. The cochlea is made of three tubes that make a spiral shape, like a snail. The tubes are filled with liquid and contain more

than 20,000 tiny sensory nerve hairs along the bottoms. The oval window vibration creates waves in the cochlea liquid which make the sensory hairs move. These sensory hairs change the vibrations into nerve messages that the brain can understand. Each hair cell responds to a different frequency of sound. Some feel high sounds and some low sounds. These nerve messages travel to the auditory cortex of the brain. The brain tells you what the sound is. An adult brain can identify as many as 500,000 sounds (Ludel, 1976). How do we know where a sound is coming from? Sound localization is the human ability to identify the direction from which a sound is coming. This is done by comparing the two sounds received by the two ears. If a sound is coming from directly in front of the head, overhead, or behind, both ears will receive the same sound. If a sound is closer to one ear that ear receives a louder sound before the other ear. Sight: Sight is another one of the five senses. It allows you to see the world around you. How do you see? You see using your eyes. You have two eyes that are located in the front of your head. You can only see the front part of your eyes. They are balls that are the approximately the size of ping-pong balls. Your eyes move so that you can see things that are all around you. They use six muscles to help you see sided to side and up or down. Light rays bounce off objects you see and into your eyes. Your eyes send these signals to your brain and your brain understands what you are seeing. What can you see? Your sense of sight lets you see colors, shapes, sizes and movements. Your eyes see the different colors and your brain understands them. Your eyes also need light to be able to see. If you are in bright light you will be able to see better than when you are in dim lighting. How can you keep your eyes safe? Keeping your eyes safe is very important! Your body has some built in protection too! Your eyelids, the skin that covers your eye when you blink, are there to shield your eye from anything that shouldn’t touch them. Your eyelids also help keep your eyes wet by spreading around the tears your eyes produce. These tears are also there to help keep unwanted materials off of your eyes. Your eyelashes are also there to protect your eyes. They work to catch things that shouldn’t get into your eyes.

There are also things that you can do to keep your eyes healthy. You shouldn’t ever look directly into the sun. It is too bright and you could damage them. You also shouldn’t rub your eyes. This could cause scratches on your eyeballs! Having your eyes checked by a doctor once a year is also recommended to be sure your eyes are staying healthy. Smell: How does the nose smell? The sensory organ for smell is the nose (Smell, 2003). We smell with our noses. The nose is used for smell, but it also is used in breathing. Our nose warms the air we breathe and traps dirt. When we breathe in air through the nose we inhale air and smell molecules. The air and smell molecules travels to the nasal cavity and most of it travels on to the back of the throat and to the lungs. The remaining smell molecules move to the olfactory organs. The olfactory organs are two thumbnail size patches behind the bridge of the nose separated by the nasal septum. The olfactory organs contain millions of nerve receptors, but 1,000 different kinds. These tiny sensory hairs capture smell molecules in their mucus and change them into nerve messages that the brain can understand. The olfactory organs send these messages to the olfactory center in the brain. The brain tells us the smell. The brain can identify more than 10,000 smells. Of the five senses, smell is the simplest and fastest. Why do smells bring back memories? There appears to be a connection between smell and memory. A smell helps us remember. The smell of apple pie may bring back the memory of grandma’s house. Scientists believe the messages from the olfactory organs travel through parts of the brain that work with memory and feeling. Why do you not taste food when you plug your nose? The smell sense works closely with the taste sense. Saliva breaks down food particles in the mouth and some of the food particles float up to the nasal cavity and olfactory organs. The sense of smell works with taste as we eat, but the brain only receives one message. Without the sense of smell you would only taste four or five tastes: bitter, sweet, sour, salty, and maybe meaty. Scientists believe that 75% of taste is really smell. Why can you not smell when you have a cold or allergies? Colds and allergies cause the naval cavity to swell and fill with mucus preventing small smell molecules from reaching the olfactory organs. People’s sense of smell weakens as they grow older.

Touch: How does the skin help us feel touch? The sense of touch is experienced through the largest sense organ, the skin (Touch, 2003). We feel on all parts of our body with our skin. The skin has three main layers: the epidermis, dermis, and subcutaneous. The Epidermis is the tough top layer of dead skin cells that protects the body keeping out germs and some harmful sunrays. The second layer helps cool us down and warm us up with sweat glands to cool the body and hair to trap warm air. Also this layer contains oil glands to keep water out. The third layer is the dermis, which contains the touch nerve receptors. The third subcutaneous layer is made up of fat to keep the body warm and pad the body’s internal organs. The dermis contains millions of nerve receptors that respond to touch by sending nerve impulses to the spinal cord. The messages travel up the nerve fibers of the spinal cord to the somatosensory cortex of the brain. The brain tells us what is felt. It also warns us of pain and injury. What are the different types of touch? There are different receptors that respond to different types of touch including touch, hot, cold, pressure, and pain. We feel soft and hard touch. We feel when it gets hotter and colder. Our body warns us that something is hurting us. The touch receptors respond to soft touch. The hot and cold receptors respond to changes in temperature. The pressure receptors respond to hard touches and fast and slow vibrations like the wind or drum beat. The pain receptors warn the body that something might be causing it harm of injury or illness. Why is it easier to feel on certain parts of the body? The sematosensory cortex includes different areas for each touch area of the body. The more nerve receptors that a body part has, the larger the touch area of the brain. The areas of the body that have the largest touch areas of the brain and thus are most sensitive to touch are the face, lips, tip of the tongue, back of the neck, hands, and fingertips. You easily feel when these areas are touched. Areas of the body that are not very sensitive to touch are the back of the hands, the back, arms, and legs. The feeling of clothes, shoes, and glasses are only felt when something changes so that the brain can respond to new touches. References:  Hartley,  K.,  Macro,  C.,  &  Taylor,  P.    (2000).    Tasting  in  Living  Things.    Chicago:       Heinemann    

Library.    

Hurwitz,  S.    (1997).    Sight.    New  York:    The  Rosen  Publishing  Group,  Inc.   Ludel, J. (1976). Introduction to Sensory Processes. San Francisco, CA: W. H. Freeman and

Company. Murphy, P. J. (2003). Hearing. New York: Children’s Press. Murphy, P. J. (2003). Smell. New York: Children’s Press. Murphy, P. J. (2003). Touch. New York: Children’s Press. Nemours  Foundation.    (March  2007).    What  are  taste  buds?    Retrieved  October  3,     2008,    

Retrieved  from  http://kidshealth.org   Senses. (2008). In Encyclopædia Britannica Online. Retrieved September 30, 2008, from

http://www.britannica.com Theme Goals:

1. To find out how sight works. 2. To explore how you use your sense of sight. 3. To find out how the sense of taste works. 4. To explore how you use your sense of taste. 5. To find out how the sense of touch works. 6. To explore how people use their sense of touch. 7. To discover how the sense of smell works. 8. To investigate the way the sense of smell is used. 9. To find out how the sense of hearing works. 10. To explore how people use their sense of hearing.

Concepts:

1. Most people have five senses: sight, hearing, taste, smell and touch. 2. The senses tell people what is happening to and around them. 3. Eyes are used to see. 4. The tongue is used to taste. 5. The sense of taste helps indicate the flavor of different foods and drinks. 6. The senses help keep people safe by warning them of danger. 7. The sense of smell and sense of taste work together when humans eat. 8. Ears are used for hearing. 9. The nose is used for smelling. 10. The sense of touch helps people feel changes.

Vocabulary: Sense: A way of knowing about the things around you. There are five senses: hearing, seeing, smelling, tasting, and touching. Signals: A message sent to your brain from other parts of your body. Brain: The body part inside your head that controls your body and understands your senses. Tongue: The muscle in your mouth that is used for tasting, swallowing and talking. Eyes: The organs in your head that are used to see with. Skin: The outside tissue of your body. Ears: The part of the body used for hearing. Nose: The part of your body used when you smell and breathe. Taste buds: Parts of the tongue with sensors to taste food. Saliva: The clear watery liquid in your mouth that helps you chew and swallow food.

 Activities  Keyed  to  Concepts  

 1. Most  people  have  five  senses:    sight,  hearing,  taste,  smell  and  touch.  Introductory  Activity:    My  Five  Senses,  Sensory  Body  Parts  Math:    Sound  Patterns  Motor  Skills:  Puffy  Paint  Music:  My  Senses,  I’m  So  Happy,  Sing  a  Song  of  the  Senses    

 2. The  senses  tell  people  what  is  happening  to  and  around  them.  

Art:    My  Hand  Can  Feel…  Non-­‐book  Story:  Moo  in  the  Morning,    

           Brown  Bear,  Brown  Bear,  What  Do  You  See? Fieldtrip/Walk:  Garden/Greenhouse  visit,  Listening  Walk Resource  Person:  Blind  Visitor  and  Seeing-­‐Eye  Dog  

 3. Eyes  are  used  to  see.  

Introductory Activity: Sensory Body Parts Social Studies: Simon Says Gross Motor: Bean Bag Toss Large Group: Sensory I Spy Music: Sing a Song of the Senses Finger  Play:  My  Eyes  Can  See,  I  Look  in  the  Mirror,  Two  Little  Eyes,

Five  Little  Senses     Non-­‐Book  Story:  Brown  Bear,  Brown  Bear,  What  Do  You  See?

Dramatic  Play:  Optometrist  Office  

 4. The  tongue  is  used  to  taste.  

Introductory Activity: Sensory Body Parts Science: Taste Test Music: My Tongue, Sing a Song of the Senses Finger  Play:  My  Eyes  Can  See,  I  Look  in  the  Mirror,  Two  Little  Eyes,

Five  Little  Senses  5. The  sense  of  taste  helps  indicate  the  flavor  of  different  foods  and  drinks.  Science: Taste Test Music: My Tongue Snack: Popcorn, The Four Flavors

 6. The  senses  help  keep  people  safe  by  warning  them  of  danger.  

Science:  Scent  Test  Resource  Person:  Health  Professional  

 7. The  sense  of  smell  and  sense  of  taste  work  together  when  humans  eat.  Science:  Taste  Test  

 8. Ears  are  used  for  hearing.  

Introductory Activity: Sensory Body Parts Math: Sound Patterns

Social Studies: Simon Says, Sound Hide and Seek Large Group: Sound Guessing Game Music: Sing a Song of the Senses Finger  Play:  My  Eyes  Can  See,  I  Look  in  the  Mirror,  Two  Little  Eyes,

Five  Little  Senses Non-­‐book  Story:  Moo  in  the  Morning  Fieldtrip/Walk:  Listening  Walk Resource  Person:  Blind  Visitor  and  Seeing-­‐Eye  Dog

 9. The  nose  is  used  for  smelling.  

Introductory Activity: Sensory Body Parts Science: Scent Test Art: Smelly Flowers Music: Sing a Song of the Senses

Finger  Play:  Two  Little  Eyes, Five  Little  Senses  

 10.  The  sense  of  touch  helps  people  feel  changes.  

Math:  Texture  Sort  Fine  Motor:  Puffy  Painting  Art:  My  Hand  Can  Feel…  Attendance/Check  In:  Fingerprint  Check  In  Home  School  Connection:  The  Guessing  Box  

 

Introductory  Activities    

TITLE  OF  ACTIVITY:  My  Five  Senses  Kristine  Welper    CONCEPTS  FOSTERED:  

1. Most  people  have  five  senses:  sight,  hearing,  taste,  smell,  and  touch.  2. The  senses  tell  people  what  is  happening  to  them  and  around  them.  

 LEARNING  OBJECTIVE:     Given  the  My  Five  Senses  book,  preschoolers  will  identify  the  five  senses  and  ways  in  which  they  are  used.    MATERIALS  NEEDED/TEACHER  PREPARATION:     The  book  My  Five  Senses  by  Aliki    INTRODUCTION:     Does  anyone  know  how  you  know  what’s  happening  in  the  world  around  you?    You  can  see  it,  hear  it,  smell  it,  touch  it,  and  sometimes  taste  it.    These  are  called  our  five  senses.    PROCEDURE:  

1. Introduce  title,  author,  and  illustrator  of  book.  2. Read  My  Five  Senses.  3. **Ask  students  to  identify  the  five  senses.  4. Ask  students  which  body  part  corresponds  with  which  sense.  5. **Ask  students  to  identify  ways  in  which  our  senses  are  used.  

 CLOSURE  AND  TRANSITION:     Over  the  next  couple  of  days  we  are  going  to  be  learning  a  lot  about  our  senses.    I  am  going  to  place  this  book  in  the  reading  corner  so  everyone  can  have  a  chance  to  read  it!  

  Excuse  students  to  the  next  activity  by  having  them  use  their  sense  of  sight  to  identify  what  colors  they  are  wearing.  (“If  you  are  wearing  purple  today  you  may  start  choice  time.”)    SOURCE:    Jamie  Woodard,  Preschool  Teacher         Madison’s  Maxwell  Children’s  Center,  Winona,  MN      TITLE  OF  ACTIVITY:  Sensory  Body  Parts  Liz  Harris    CONCEPTS  FOSTERED:  1. Most  people  have  five  senses:  sight,  hearing,  taste,  smell  and  touch.  3.     Eyes  are  used  to  see.  4.   The  tongue  is  used  to  taste.  8.   Ears  are  used  for  hearing.  9.   The  nose  is  used  for  smelling.    LEARNING  OBJECTIVE:  Given  the  Sensory  Body  Parts  Activity  the  student  will  indicate  which  of  the  five  senses  correspond  with  the  five  sensory  organs:  eyes,  nose,  ears,  tongue,  skin.    MATERIALS  NEEDED/TEACHER  PREPARATION:  As  a  large  group  sit  on  the  floor  in  a  circle.    Materials  include  a  large  face  where  the  eyes,  nose,  ears,  and  mouth  with  the  tongue  sticking  out,  and  a  hand  next  to  the  face  can  be  removed.  This  could  be  made  on  a  poster  board  with  construction  paper  body  parts  or  using  a  felt  board.    INTRODUCTION:  Introduce  “The  Five  Senses  Song”  by  first  singing  it  alone  for  the  students.  Point  to  the  sensory  body  parts  as  you  sing.    The  Five  Senses  Song  Sung  to:  "Old  Mac  Donald  Had  a  Farm"    On  my  face  I  have  two  eyes;     (point  to  your  eyes)  Use  them  every  day.  They  are  used  to  help  me  see  When  I  work  and  play.  With  a  look,  look  here,  And  a  look,  look  there,  Here  a  look,  there  a  look,  Everywhere  a  look,  look.  On  my  face  I  have  two  eyes;  Use  them  every  day!    

On  my  face  I  have  a  nose;     (point  to  your  nose)  Use  it  all  the  time.  When  I  sniff  it  I  can  tell  Vinegar  from  lime.  With  a  sniff,  sniff  here,  And  a  sniff,  sniff  there,  Here  a  sniff,  there  a  sniff,  Everywhere  a  sniff,  sniff.  On  my  face  I  have  a  nose;  Use  it  all  the  time!    In  my  mouth  I  have  a  tongue;     (stick  out  tongue)  Use  it  when  I  eat.  Tasting  with  it  I  can  tell  Sour  from  the  sweet.  With  a  lick,  lick  here,  And  a  lick,  lick  there,  Everywhere  a  lick,  lick.  In  my  mouth  I  have  a  tongue;  Use  it  when  I  eat!    On  my  head  I  have  two  ears;     (point  to  your  ears)  Listening  all  day  long.  And  if  I  didn't  have  them  there,  I  couldn't  hear  this  song!  With  a  listen  here,  And  a  listen  there,  Everywhere  a  listen,  listen.  On  my  head  I  have  two  ears;  Listening  all  day  long!    On  my  body  I  have  skin;       (point  to  your  hand,  head,  and  toes)  Feeling  cold  and  heat.  It  stretches  from  atop  my  head  Way  down  to  my  feet.  With  a  touch,  touch  here,  And  a  touch,  touch  there,  Here  a  touch,  there  a  touch,  Everywhere  a  touch,  touch.  On  my  body  I  have  skin;  Feeling  cold  and  heat!    PROCEDURE:    

1. Teach  the  students  “The  Five  Senses  Song”  by  saying  a  few  lines  and  having  them  repeat.  Include  the  pointing  motions.  I’m  going  to  teach  all  of  you  a  song  

about  the  five  senses:  seeing,  smelling,  tasting,  hearing,  and  touching.  Repeat  after  me.  

2. **After  each  clause  ask  the  students  now  can  you  tell  me  what  body  part  we  use  to  see,  smell,  taste,  hear,  and  then  touch?  (SR:  eyes,  nose,  tongue,  ears,  hands  or  skin)  Yes!    If  they  answer  hands  for  touch  respond  that  yes  we  touch  with  our  hands,  but  we  also  feel  touch  with  the  skin  on  our  entire  body.  What  is  one  thing  that  you  enjoy  seeing,  smelling,  tasting,  hearing,  and  touching?  (SR:  I  like  to  see  rainbows.  I  like  to  smell  food  that  is  cooking  in  the  oven.  Etc.)  Call  on  students  for  responses.  The  teacher  can  include  his  or  her  own  likes.  

3. Once  the  students  have  learned  the  entire  song,  sing  it  again  once  completely  through.  

4. Show  the  students  the  face  board  without  the  sensory  body  parts  on  it.  This  face  right  now  cannot  sense  anything.  It  cannot  see,  smell,  taste,  hear,  or  feel  touch.  Can  you  help  me  give  him  the  body  parts  he  needs.  **What  body  part  does  he  need  to  see,  smell,  taste,  hear,  and  touch?  (SR:  eyes,  nose,  tongue,  ears,  skin  or  hands)  Have  the  student  place  the  eyes  on  the  face  board.  For  touch  explain  that  we  can  feel  touch  on  our  entire  body  with  our  skin.  We  are  going  to  put  the  hand  on  the  board  because  often  we  touch  things  using  our  hands.  

5. Thank  you  now  this  person  can  understand  what  is  going  on  around  him!    CLOSURE  AND  TRANSITION:  Our  senses;  seeing,  smelling,  tasting,  hearing,  and  touching;  help  us.  They  help  us  understand  what  is  happening  to  us.  They  let  us  know  what  is  happening  around  us.  Dismiss  students  one  at  a  time  from  large  group  time  to  the  next  activity.    SOURCE:    (1998,  November  9).  Preschool  education  music  &  songs.  Retrieved  November  13,    

2008,  from  http://www.preschooleducation.com/ssenses.shtml        

Math    

TITLE  OF  ACTIVITY:  Sound  Pattern  Kristine  Welper    CONCEPTS  FOSTERED:  

1. Most  people  have  five  senses:    sight,  hearing,  taste,  smell  and  touch.  8.        Ears  are  used  for  hearing.  9.        The  nose  is  used  for  smelling.  

 LEARNING  OBJECTIVE:     Given  the  sound  pattern  activity,  the  preschoolers  will  create  a  pattern.    

 MATERIALS  NEEDED/TEACHER  PREPARATION:     Cards  with  pictures  of  body  parts  doing  familiar  actions:    fingers  snapping,  hands  clapping,  foot  stomping.    INTRODUCTION:     Today  we  are  going  to  make  a  pattern  using  sounds!    I  have  cards  with  a  picture  of  what  action  you  will  need  to  do.    We  will  practice  them  and  then  put  them  all  together  to  make  a  pattern!    PROCEDURE:  

1. Start  with  a  simple  A,B  pattern.  2. Have  students  sit  in  a  circle.  3. Hand  out  a  stomp  card  to  every  other  student  and  a  clap  card  to  the  students  

in  between.  4. Show  a  stomp  card  and  demonstrate  the  action.  5. Show  a  clap  card  and  demonstrate  the  action.  6. Demonstrate  what  the  pattern  will  sound  like  and  have  the  class  join  in.  7. **Start  pattern  on  one  side  of  the  circle,  each  child  does  only  the  action  

that  is  on  their  card.      8. Add  more  action  cards  to  create  a  more  difficult  pattern.      

 CLOSURE  AND  TRANSITION:     Did  you  think  it  was  fun  to  make  our  own  sound  pattern?    Which  one  of  your  five  senses  did  you  use  to  figure  out  what  comes  next  in  our  pattern?    SR-­‐Both  hearing  and  sight.         Ask  students  to  hand  action  cards  to  adult  and  then  they  may  be  excused  to  the  next  activity.    SOURCE:       Nancy  Welper,  Kindergarten  Teacher     North  Winneshiek  Community  School,  Decorah,  IA      TITLE  OF  ACTIVITY:  Texture  Sort  Liz  Harris    CONCEPTS  FOSTERED:  10.  The  sense  of  touch  helps  people  feel  changes.    LEARNING  OBJECTIVE:  1.   Given  the  Texture  Sort  Activity  the  student  will  sort  different  materials  

according  to  texture  and  label  the  groups.    **indicates  where  these  objectives  are  met    

 MATERIALS  NEEDED/TEACHER  PREPARATION:  This  lesson  is  intended  for  one  student  or  small  groups  of  2-­‐3.    Materials  include  a  stuffed  animal  or  puppet  and  squares  of  materials  with  different  textures.  Ideas  for  textures  include  but  are  not  limited  to  sandpaper,  aluminum  foil,  denim,  springs,  feathers,  carpet,  cotton  balls,  felt,  fabric  scraps,  tissue  paper,  corrugated  cardboard,  faux  fur,  tape.  You  may  want  paper  plates  to  designate  areas  for  the  different  groups.    INTRODUCTION:  Have  you  ever  petted  a  cat  (the  type  of  animal  of  the  stuffed  animal  or  puppet)?  If  yes,  do  you  remember  how  it  felt  on  your  hand?  (SR:  soft,  fluffy,  warm.)  Whether  yes  or  no  ask  if  they  would  like  to  pet  this  cat  and  give  it  a  name.  When  they  pet  it  ask  them  to  describe  how  it  feels?  (SR:  soft,  fluffy,  warm.)    PROCEDURE:    

1. Here  is  a  pile  of  different  materials.  Have  each  student  pick  one  of  the  pieces  out.  Rub  your  hand  on  it  to  feel  it.  Describe,  tell  me,  how  it  feels?  (SR:  rough,  scratchy,  smooth,  bumpy,  soft,  fluffy…)  

2. If  any  of  the  students  describe  their  pieces  the  same  way  have  them  put  them  together  in  a  pile.  If  they  don’t  have  them  put  each  piece  in  a  separate  pile.  You  and  blank  both  said  that  your  pieces  felt  bumpy.  Let’s  put  them  together  in  a  pile.  

3. **We  want  to  put  all  these  pieces  into  groups.  Pick  up  another  piece  and  rub  your  hand  on  it.  How  does  it  feel?  Did  any  of  the  other  materials  feel  that  way?  If  yes  put  it  in  that  pile.  If  no  let’s  start  a  new  pile.  

4. **Once  all  the  pieces  are  in  groups  ask  the  students  to  label  each  group.  For  example,  this  pile  felt  soft,  this  pile  felt  rough,  and  this  pile  felt  bumpy.  

 CLOSURE  AND  TRANSITION:  Can  you  think  of  a  reason  why  we  sort  things?  (SR:  We  sort  our  toys  and  our  clothes  so  we  know  where  something  is  when  we  need  it.)    SOURCE:  Original                  

Science    

TITLE  OF  ACTIVITY:  Scent  Test  Liz  Harris    CONCEPTS  FOSTERED:  9.   The  nose  is  used  for  smelling.  6. The  senses  help  keep  people  safe  by  warning  them  of  danger.    LEARNING  OBJECTIVE:  1.   Given  the  Sent  Test  Activity  the  student  will  predict  the  source  of  different  

scents.    **indicates  where  these  objectives  are  met    MATERIALS  NEEDED/TEACHER  PREPARATION:  This  lesson  is  intended  for  individual  instruction  or  a  small  group  of  2-­‐3.  Materials  include  different  jars  or  containers  (cannot  be  clear).  Clear  containers  can  be  painted  or  covered  with  construction  paper.  The  top  of  the  container  should  either  have  holes  in  it  or  be  covered  with  a  thin  material  that  allows  scent  to  travel  through,  like  a  paper  towel  held  on  with  a  rubber  band.  Inside  each  container  is  a  something  that  is  scented  like  an  onion  or  a  cotton  ball  with  the  scent  like  vanilla  extract.  Ideas  for  scents  include,  but  are  not  limited  to  vanilla  extract,  peppermint,  perfume,  Kool-­‐aid,  garlic  cloves,  cinnamon,  mothballs,  onion,  grape  jelly,  lemon,  water  (it  has  no  scent),  orange  juice.  The  containers  should  be  numbered  on  the  side  and  underneath  should  identify  the  smell.  A  picture  could  identify  the  scent  so  that  the  student  can  self-­‐check.    INTRODUCTION:  Lots  of  things  smell.  Some  things  have  strong  smells  while  others  you  can  barely  smell  at  all.  What  is  something  that  lets  off  a  smell?  Some  things  smell  good  to  us  and  some  things  smell  bad.  What  is  something  you  like  to  smell?  What  is  something  you  do  not  like  to  smell?  Each  person  likes  and  dislikes  different  things.      PROCEDURE:    

1. In  each  of  these  containers  is  something  that  is  letting  off  a  different  scent.  **You  need  to  smell  each  container  and  make  a  prediction,  guess,  what  is  making  that  smell.  

2. What  body  part  do  we  use  to  smell?  Yes,  our  nose.  So  when  you  smell  the  containers  you  want  to  get  your  nose  close.  

3. After  the  student  has  made  predictions  for  all  the  containers  tell  them  what  each  scent  is  or  if  pictures  are  used  the  students  can  check  for  themselves.  

4. Did  you  guess  the  right  smell?  Were  you  surprised  by  what  the  actual  smell  is?  

 CLOSURE  AND  TRANSITION:  How  does  smell  help  us?    (SR:  It  help  us  know  what  things  are.)  Smelling  helps  us  tell  what  things  are.  Different  things  have  different  smells.  Often  we  can  smell  things  from  quite  a  long  way.  Smells  can  warn  us  of  danger.  You  can  smell  things  burning  when  there  is  a  fire.    SOURCE:    Adapted  from:    (n.d.).  Preschool  five  senses  science:  Smelly  jars.  Retrieved  November  8,  2008,    

from  http://www.everythingpreschool.com/themes/fivesenses/games.htm    

 TITLE  OF  ACTIVITY:  Taste  Test  Kristine  Welper    CONCEPTS  FOSTERED:      4.    The  tongue  is  used  to  taste.  5.    The  sense  of  taste  helps  indicate  the  flavor  of  different  foods  and  drinks.  7.    The  sense  of  smell  and  sense  of  taste  work  together  when  humans  eat.    LEARNING  OBJECTIVE:     Given  the  taste  test  activity,  the  preschoolers  will  identify  which  foods  have  which  tastes.    MATERIALS  NEEDED/TEACHER  PREPARATION:     Foods  to  sample  (at  least  one  to  represent  each  of  the  four  tastes:  sweet,  sour,  salty  and  bitter).    Have  foods  pre-­‐cut  into  sample  sizes.     -­‐lemons,  cookies,  salty  crackers,  semi-­‐sweet  chocolate  chips.     -­‐  small  paper  plates     -­‐small  cups  of  water    INTRODUCTION:     Have  you  ever  eaten  something  that  didn’t  taste  good?    What  about  something  that  tasted  really  yummy?    How  did  you  know  it  tasted  good  or  bad?    You  used  your  sense  of  taste!    Today,  we  are  going  to  put  our  sense  of  taste  to  the  test  and  figure  out  which  foods  taste  sour,  sweet,  salty  and  bitter.    PROCEDURE:  

1. Ask  a  small  group  of  students  to  come  to  the  table.  2. Give  each  child  a  small  paper  plate  and  a  glass  of  water.  3. Give  each  child  a  sample  of  the  first  food  and  ask  them  to  try  it.  4. **After  students  have  eaten  their  sample,  discuss  how  it  tasted.  5. Repeat  with  remaining  foods.  6. Ask  students  to  plug  nose  when  sampling  some  of  the  foods.    Can  you  still  

taste  them?  

7. Place  foods  in  categories:  sweet,  sour,  salty  and  bitter.    CLOSURE  AND  TRANSITION:     Did  you  enjoy  taste  testing?    Which  foods  did  you  like  the  taste  of?    Are  there  any  that  you  didn’t  like?     Excuse  students  to  next  activity  by  asking  which  taste  test  food  was  their  favorite.      SOURCE:    Adapted  from  http://www.sedl.org/scimath/pasopartners/senses/lesson6.html        

Social  Studies    

TITLE  OF  ACTIVITY:  Simon  Says  Kristine  Welper    CONCEPTS  FOSTERED:      3.    The  eyes  are  used  to  see.  8.    Ears  are  used  for  hearing.    LEARNING  OBJECTIVE:     Given  the  Simon  Says  activity,  the  preschoolers  will  use  their  sense  of  hearing  to  listen  for  directions  and  their  sense  of  sight  to  see  what  actions  to  do.    MATERIALS  NEEDED/TEACHER  PREPARATION:     A  large  open  area  (gymnasium  or  playground)    INTRODUCTION:     Has  anyone  here  ever  played  the  game  Simon  Says?    In  this  game,  you  need  to  watch  what  the  leader  is  doing  and  listen  to  their  directions.    I’ll  be  the  leader  first  and  then  give  you  a  turn.    PROCEDURE:  

1. Teacher  demonstrates  being  “Simon”  first.  2. Students  stand  in  a  straight  line  facing  the  teacher.  3. **Teacher  says  the  phrase  “Simon  says…touch  your  ears!”    The  students  

must  do  so.  4. Follow  with  commands  to  touch  other  body  parts  or  do  simple  actions.    

(These  may  include:  stand  on  one  foot,  hop,  hop  on  one  foot,  sit  down,  clap  your  hands,  etc…)  

5. When  students  have  caught  on  to  the  game,  you  may  give  them  the  chance  to  be  Simon  and  have  their  classmates  imitate  them.  

 

CLOSURE  AND  TRANSITION:     Did  you  have  fun  playing  Simon  Says?    How  did  you  know  what  you  were  supposed  to  do?    You  used  your  sense  of  hearing  and  also  your  sense  of  sight!         Call  students    individually  to  do  an  action  from  the  game  to  be  excused  to  the  next  activity.    SOURCE:  Adapted  from  http://www.fastq.com/~jbpratt/education/theme/fivesenses.html    TITLE  OF  ACTIVITY:  Sound  Hide  and  Seek  Liz  Harris    CONCEPTS  FOSTERED:  8.   Ears  are  used  for  hearing.    LEARNING  OBJECTIVE:  Given  the  Sound  Hide  and  Seek  Activity  the  student  will  participate  by  finding  the  location  of  the  student  with  the  bell.    **indicates  where  these  objectives  are  met    MATERIALS  NEEDED/TEACHER  PREPARATION:  This  activity  is  intended  for  a  large  group.    The  area  should  have  multiple  places  where  students  can  hide  from  sight.  Materials  include  some  sort  of  noisemaker  or  musical  instrument.    INTRODUCTION:  To  get  the  student’s  attention  ask,  “Can  you  do  what  I  can  do?”      Clap  out  a  rhythm  and  have  them  repeat  it.  Try  a  few  different  rhythms.    PROCEDURE:    

1. Does  anyone  know  the  game  hide  and  seek?  (It’s  expected  that  many  kids  know.)  If  some  do  not  know  what  it  is  ask  one  of  the  children  to  explain  the  game  to  the  whole  group.  One  child  that  is  it  counts  to  ten  with  his  or  her  eyes  closed  while  everyone  else  hides.  When  the  child  gets  to  ten  they  try  to  find  the  children  that  are  hiding.  The  first  person  found  is  the  next  person  to  be  it.  

2. This  game  uses  your  sense  of  seeing  because  the  child  that  is  it  has  to  look  to  find  the  hiding  children.  But  we  have  been  learning  about  another  sense,  hearing.  So  we  are  going  to  play  Sound  Hide  and  Seek.  It  is  a  little  different  than  normal  hide  and  seek.    

3. This  is  how  to  play.  One  child  hides  with  the  bell  (or  other  noise  maker)  while  all  the  other  children  close  their  eyes  and  count  to  ten.  When  we  get  to  ten  the  child  hiding  rings  the  bell  and  we  have  to  find  them.  The  first  child  to  find  them  is  the  next  child  to  hide.  

4. Now  what  do  we  use  to  hear?  (SR-­‐our  ears!)  Yes.  Listen  very  well  with  your  ears  to  hear  the  sound  of  the  bell.  You  need  to  stay  quiet  so  you  can  hear  it.  

5. The  teacher  should  hide  first.  I’m  going  to  be  the  first  to  hide.  Everyone  close  your  eyes  and  count  to  ten,  1,2,3…  (The  teacher  may  have  to  count  with  the  children.)  Don’t  open  them  until  you  get  to  10.  **When  you  get  to  10  listen  for  the  sound  of  the  bell  to  find  me.  

6. The  first  child  to  find  the  teacher  with  the  bell  is  next  to  be  it  and  the  other  children  return  to  the  circle  time  area  to  count.  **Play  until  all  children  have  a  chance  to  be  it  and  hide  with  the  bell.  Only  allow  each  child  to  be  it  once.  

 CLOSURE  AND  TRANSITION:  Have  the  students  return  to  the  circle  time  area.  Dismiss  one  child  at  a  time  for  the  next  activity  by  calling  the  beginning  sound  of  each  child’s  name.    If  your  name  begins  with  a    “Sssssssssssss”  sound,  you  may  go  to  the  next  activity.    SOURCE:    Adapted  from:  (n.d.).  The  five  senses.  Retrieved  November  8,  2008,    

from  http://members.tripod.com/~preschoolresource/august2.html      

Art    

TITLE  OF  ACTIVITY:  Smelly  Flowers  Liz  Harris    CONCEPTS  FOSTERED:  9.   The  nose  is  used  for  smelling.    LEARNING  OBJECTIVE:  1.   Given  the  Smelly  Flowers  Activity  the  student  will  construct  a  flower  that  has  a  

fragrance  using  a  coffee  filter,  pipe  cleaner,  and  cotton  ball  sprayed  with  a  fragrance.  

 **indicates  where  these  objectives  are  met    MATERIALS  NEEDED/TEACHER  PREPARATION:  This  lesson  is  intended  for  one  student  or  a  small  group  of  2-­‐4.    Materials  include  markers,  strong  craft  glue,  and  a  coffee  filter,  pipe  cleaner,  and  cotton  ball  for  each  student.    Water  is  also  needed  (in  spray  bottles)  and  a  flowery  fragrance  such  as  a  smelling  oil  or  perfume.    INTRODUCTION:  

If  the  students  went  on  a  fieldtrip  to  a  garden  or  greenhouse  you  can  connect  this  lesson  as  a  follow  up  activity.  Remember  when  we  went  to  the  garden/or  green  house.  What  were  some  of  the  things  you  could  smell?  (SR:  should  include  the  flowers)  Yes  we  smelled  the  beautiful  flowers.  If  the  class  did  not  go  on  the  fieldtrip  ask  if  they  have  ever  smelled  flowers.  Did  you  like  the  smell  of  the  flowers?  (SR:  Yes!)  Today  we  are  going  to  make  our  own  flowers  that  smell  like  real  flowers!    PROCEDURE:    

1. Give  each  student  a  coffee  filter  and  have  them  color  a  design  with  markers  2. Next  have  them  spray  their  flower  with  water  to  see  the  colors  blend.    Look  

at  what  is  happening  to  the  colors!  The  colors  are  moving.  The  water  is  making  them  blend  together.  Have  the  students  set  their  coffee  filters  aside  to  dry.  

3. Once  the  coffee  filters  are  dry,  have  the  students  return.  **Have  the  students  fold  their  coffee  filters  in  half  twice  so  they  look  like  triangles.  What  do  you  think  these  green  pipe  cleaners  are  for?  (SR:  the  stem)  Give  each  student  a  green  pipe  cleaner  and  twist  one  end  around  the  coffee  filter  to  connect  it.  The  teacher  may  have  to  do  this  step.  

4. Now  open  up  the  coffee  filter  and  you  have  a  beautiful,  colorful  flower!  But  wait  we  aren’t  done  yet.  

5. **Have  each  of  the  students  glue  on  a  cotton  ball  in  the  center  of  his  or  her  flower.  Now  the  teacher  should  put  a  drop  of  the  fragrance  on  the  cotton  ball.  Smell  your  flower!  

6. What  body  part  do  we  use  to  smell?  (SR:  nose)  Yes  when  we  really  want  to  smell  something  we  put  our  noses  up  really  close  to  it.  When  you  smelled  your  flower  you  put  your  nose  up  to  it.  

7. These  flowers  smell  good,  but  not  all  things  smell  good.  What  is  something  that  you  think  smells  bad?  (SR:  socks)  

 CLOSURE  AND  TRANSITION:  To  welcome  new  students  to  the  activity,  have  each  of  the  students  that  have  completed  the  lesson  to  take  his  or  her  flower  to  a  fellow  student  for  him  or  her  to  smell  it  and  be  called  to  do  the  Smelly  Flowers  art  activity.  Share  your  flower  with  another  student.  Once  they  smell  it  ask  them  to  come  join  me  at  this  smelly  flower  making  activity.    SOURCE:    Adapted  from:    (n.d.).  Preschool  five  senses  arts  and  crafts:  Real  flowers.  Retrieved  November  8,    

2008,  from    http://www.everythingpreschool.com/themes/fivesenses/art.htm    

Tadiello,  G.  (1998,  February  10).  Coffee  filter  flowers.  Retrieved  November  8,  2008,    from  http://teachers.net/lessons/posts/845.html  

 

 TITLE  OF  ACTIVITY:  My  hand  can  feel…  Kristine  Welper      CONCEPTS  FOSTERED:      2.    The  senses  tell  people  what  is  happening  to  them  and  around  them.  10.    The  sense  of  touch  helps  people  feel  changes.    LEARNING  OBJECTIVE:     Given  the  My  hand  can  feel…  art  project,  the  preschoolers  will  place  samples  of  an  assortment  of  materials  with  different  textures  on  a  tracing  of  their  hand.    MATERIALS  NEEDED/TEACHER  PREPARATION:     Construction  paper,  markers,  scissors,  glue,  pieces  of  sandpaper,  felt,  foam,  velvet,  corduroy,  wall  paper  samples.    INTRODUCTION:     How  do  we  know  what  something  feels  like?    We  touch  it.    And  what  do  we  use  to  touch?    (SR-­‐Our  hands  and  our  fingers!)    Today  we  are  going  to  make  a  project  that  shows  all  of  the  different  textures  we  can  feel!        PROCEDURE:  

1. Start  by  choosing  a  piece  of  construction  paper  and  a  marker  and  begin  tracing  your  hand.  

2. When  you  have  traced  around  the  whole  thing,  you  can  cut  it  out.  3. Glue  a  piece  of  each  type  of  materials  to  the  student.  4. **Student  may  glue  a  piece  onto  the  tip  of  each  finger  and  on  the  palm  of  

their  traced  hand.    CLOSURE  AND  TRANSITION:     Which  materials  felt  soft?    Which  ones  felt  smooth?    Bumpy?    Rough?    Our  hands  can  feel  many  different  things!     Have  students  place  project  in  a  safe  place  to  dry  (designated  by  the  teacher),  then  move  on  to  the  next  activity.    SOURCE:       Jamie  Woodard,  Preschool  Teacher     Madison’s  Maxwell  Children’s  Center,  Winona,  MN            

Fine  Motor  Skills  

 TITLE  OF  ACTIVITY:  Puffy  Painting  Kristine  Welper    CONCEPTS  FOSTERED:      1.Most  people  have  five  senses:  sight,  hearing,  taste,  smell  and  touch.  10.  The  sense  of  touch  helps  people  feel  changes.    LEARNING  OBJECTIVE:       Given  the  puffy  painting  activity,  the  preschoolers  will  design  the  clothing  for  the  outline  of  a  boy  or  a  girl.      MATERIALS  NEEDED/TEACHER  PREPARATION:  Puffy  Paint:     1  cup  shaving  cream       1  cup  glue       Food  coloring  or  water  colors       (combine  shaving  cream  and  glue,  stir  and  add  color)  Small  squeeze  bottles  (one  squeeze  bottle  for  each  color)  Outlines  of  a  boy  and  a  girl      INTRODUCTION:  Can  everyone  feel  the  clothing  that  they  are  wearing  right  now?    What  does  it  feel  like?    Is  it  soft?    Scratchy?    Does  it  have  anything  sewed  or  glue  on  to  it?    Which  one  of  our  five  senses  are  we  using  to  feel  our  clothing?    (SR-­‐Touch!)    That’s  right!    So  today  we  are  going  to  design  clothing  for  our  own  boys  and  girls  to  wear.    When  it  dries,  we  will  be  able  to  feel  it  on  the  paper!    PROCEDURE:  

1. Take  a  small  group  of  students  (wearing  protective  art  aprons)  to  the  table.  2. Give  each  an  outline  of  a  child  (boy  or  girl)  3. **Tell  each  student  to  squeeze  the  bottle  to  make  the  puffy  paint  come  

out  to  design  the  clothing.      They  may  also  add  a  face  or  any  other  features  they  want  to.  

4. When  finished,  place  in  a  safe  place  to  dry.    CLOSURE  AND  TRANSITION:     Did  you  have  fun  making  clothes  for  your  own  boy  or  girl?    Do  you  know  which  one  of  your  five  senses  you  used  to  see  what  you  were  making?    (SR-­‐Sight!)    That’s  right!    When  our  puffy  paint  clothing  dries  we  will  also  be  able  to  feel  it.    Which  one  of  our  senses  will  we  be  using  then?    (SR-­‐Touch!)         Students  will  then  be  released  to  the  next  activity  by  answering  the  question,  “What  is  your  favorite  color?”    SOURCE:  Jamie  Woodard,  Preschool  Teacher     Madison’s  Maxwell  Children’s  Center,  Winona,  MN      

Gross  Motor  Skills    

TITLE  OF  ACTIVITY:  Bean  Bag  Toss  Liz  Harris    CONCEPTS  FOSTERED:  3.   Eyes  are  used  to  see.    LEARNING  OBJECTIVE:  Given  the  Bean  Bag  Toss  Activity  the  student  with  throw  the  beanbag  towards  the  target.    MATERIALS  NEEDED/TEACHER  PREPARATION:  This  lesson  is  intended  for  a  small  group  of  2-­‐5.    This  activity  needs  a  large  area  available  (Ex:  gross  motor  room  or  outside)  Materials  include  six  beanbags  in  the  shape  of  an  animal,  and  a  board  made  out  of  wood  or  cardboard  that  stands  up  or  that  someone  holds  up.  It  should  have  a  painted  face  on  it  and  six  holes,  big  enough  for  the  beanbags  to  pass  through,  where  the  eyes,  nose,  mouth,  and  ears  are.    INTRODUCTION:  This  face  wants  to  see,  smell,  hear,  and  taste  these  crabs  (the  type  of  animal  of  the  beanbags).  Show  the  face  board  and  beanbags.      PROCEDURE:    

1. We  need  to  get  the  crabs  to  the  face.  **Try  to  throw  the  crabs  in  the  holes  of  the  eyes,  nose,  mouth,  and  ears.  

2. You  really  have  to  use  your  eyes  when  you  throw  the  beanbag  to  get  it  in  the  holes.  

3. The  first  student  throws  all  six  beanbags  and  then  the  next  student  gets  a  chance  to  throw.  Alternatively,  in  a  group  of  three  each  student  can  throw  two  of  the  beanbags.  

4. If  the  beanbag  lands  in  one  of  the  holes  ask,  did  the  face  see,  smell,  hear,  or  taste  the  crab?  

 CLOSURE  AND  TRANSITION:  Have  each  student  throw  a  beanbag  with  his  or  her  eyes  closed.  Was  it  harder  to  throw  straight  when  your  eyes  were  closed?  Why?  (SR:  Yes,  I  couldn’t  see  where  to  throw  it.)  When  everyone  has  had  a  turn,  ask  each  student  to  bring  you  one  or  two  of  the  beanbags  in  order  to  line  up.  Transition  the  line  of  students  back  to  the  classroom.      SOURCE:    Adopted  from:    

(n.d.).  The  five  senses.  Retrieved  November  8,  2008,    from  http://members.tripod.com/~preschoolresource/august2.html  

   

Large  Group    

TITLE  OF  ACTIVITY:  Sound  Guessing  Game  Kristine  Welper    CONCEPTS  FOSTERED:  6.    The  senses  help  keep  people  safe  by  warning  them  of  danger.  8.    Ears  are  used  for  hearing.        LEARNING  OBJECTIVE:     Given  the  sound  guessing  game,  the  preschoolers  will  listen  and  identify  the  sounds  that  they  are  hearing.    MATERIALS  NEEDED/TEACHER  PREPARATION:     -­‐List  of  sounds  that  you  will  make:    snap,  clap,  stomp,  whistle,  turn  lights  on/off,  play  with  blocks,  turn  water  on/off,  close  door.     -­‐A  pre-­‐recorded  tape  of  police,  ambulance,  fire  truck  sirens.    INTRODUCTION:     What  types  of  sounds  do  we  hear  in  our  classroom?    That’s  right,  we  hears  doors  closing,  blocks  falling,  preschoolers  talking.    Today  we  are  going  to  play  a  game  where  you  have  to  guess  what  sound  you  are  hearing,  but  you  have  to  keep  your  eyes  closed  while  I  am  making  it!    PROCEDURE:  

1. Ask  students  to  close  their  eyes  (tell  them  there  is  NO  peeking!)  2. **Make  the  first  sound  and  have  children  listen.  3. **Ask  children  to  identify  the  sound  you  were  making,  children  can  

open  their  eyes  for  this  part.  4. Do  the  sound  again  while  they  have  their  eyes  open  so  they  can  see  if  they  

were  correct  or  not.  5. Have  students  close  eyes  and  repeat  with  the  next  sounds.  

 CLOSURE  AND  TRANSITION:     Which  one  of  your  five  senses  did  you  use  to  figure  out  what  sound  I  was  making?    That’s  right,  your  sense  of  hearing!    Was  it  hard  to  know  what  was  happening  without  being  able  to  see?     Excuse  students  to  next  activity  by  sounding  out  the  first  phoneme  in  their  names.    “If  your  name  starts  with  an  ‘m’,  you  may  start  choice  time!”    SOURCE:    

http://www.fastqcom/~jbpratt/education/theme/fivesenses.html      

Large  Group      

TITLE  OF  ACTIVITY:  Sensory  I  Spy  Liz  Harris    CONCEPTS  FOSTERED:  3.   Eyes  are  used  to  see.    LEARNING  OBJECTIVE:  1.   Given  the  Sensory  I  Spy  Activity  the  student  will  describe  how  an  object  looks,  

feels,  smells,  tastes,  and/or  sounds.    MATERIALS  NEEDED/TEACHER  PREPARATION:  This  activity  is  intended  for  a  large  group  sitting  in  a  circle.  For  materials  create  a  large,  sturdy  eye  about  the  size  of  8.5x11in.  piece  of  paper.    INTRODUCTION:  Can  anyone  tell  me  what  we  see  with?  (SR:  our  eyes)  Pull  out  the  large  eye.      PROCEDURE:    

1. Hold  up  the  eye.  My  eye  sees  something  in  this  room.  I  spy  with  my  little  eye  something  that  is  for  example  blue?  Describe  the  object  by  how  it  looks  for  example  using  color  or  shape.  Can  you  guess  what  I  am  looking  at  in  this  room?  The  students  guess.  

2. The  student  to  guess  correct  gets  to  be  the  next  to  hold  the  eye,  say  I  spy  with  my  little  eye,  and  describe  something  in  the  room  for  the  other  students  to  guess.  

3. **After  a  few  turns  of  describing  the  objects  by  just  the  visuals  tell  the  students  to  start  describing  how  the  objects  feel,  smell,  and  taste,  and  sound  if  possible.  After  you  tell  us  how  it  looks,  give  us  more  hints.  How  does  it  feel  when  you  touch  it?  (SR:  rough)  How  does  it  smell?  (SR:  it  smells  bad)  Can  you  taste  it,  how  does  it  taste?  (SR:  it  tastes  salty)  Does  it  make  a  sound,  how  does  sound  like?  

4. Continue  playing  until  each  student  has  a  chance  to  be  the  eye.  Only  allow  each  student  to  be  the  eye  once.  

     CLOSURE  AND  TRANSITION:  

Dismiss  students  individually  to  go  to  the  next  activity  by  describing  them.  Say  I  spy  a  student  that  can  go  for  example  who  is  wearing  a  blue  shirt  and  sandals  and  has  short  blond  hair.  When  they  figure  out  it  which  student  is  being  described,  he  or  she  can  leave  the  circle.    SOURCE:    Adapted  from:    (n.d.).  Preschool  five  senses  games:  I  spy  sensory  edition.  Retrieved  November  8,  2008,    

from  http://www.everythingpreschool.com/themes/fivesenses/games.htm  

   

Music  TITLE:  MY  SENSES  Kristine  Welper    CONCEPTS  FOSTERED:       3.    Eyes  are  used  to  see.     4.    The  tongue  is  used  to  taste.  

8.    Ears  are  used  for  hearing.  9.    The  nose  is  used  for  smelling.  

 MY  SENSES  (Tune  of:  I’m  A  Little  Teapot)    Eyes  are  what  we  see  with;  noses  smell  The  tongues  tastes  food  so  very  well  Fingers  touch  and  feel  while  ears  can  hear  For  what  we  have,  let’s  give  a  cheer!    SOURCE:  Jamie  Woodard,  Madison’s  Maxwell  Children’s  Center,  Preschool  Teacher.    _____________________________________________________________________________________________    TITLE:  I’M  SO  HAPPY  Kristine  Welper  

 CONCEPTS  FOSTERED:  

3.    Eyes  are  used  to  see.     4.    The  tongue  is  used  to  taste.  

8.    Ears  are  used  for  hearing.  9.    The  nose  is  used  for  smelling.  

 I’M  SO  HAPPY  

(Tune  of:  This  Old  Man)    With  my  eyes,  I  can  see  I  can  see  most  anything  I  can  see  the  snails  and  fishes  in  the  sea  I’m  so  happy-­‐yes,  siree!    With  my  nose,  I  can  smell  I  can  smell  things  very  well  I  can  smell  the  roses  and  the  minty  leaves  I’m  so  happy-­‐yes,  siree!    With  my  tongue,  I  can  taste  See  the  smile  upon  my  face  I  can  taste  the  honey  from  the  busy  bess  I’m  so  happy-­‐yes,  siree!    With  my  ears,  I  can  hear  I  can  hear  things  far  and  near  I  can  hear  the  bluebirds  singing  in  the  trees  I’m  so  happy-­‐yes,  siree!    With  my  fingers,  I  can  feel  I  can  feel  things  that  are  real  I  can  feel  the  wool  that  grows  on  baby  sheep  I’m  so  happy-­‐yes,  siree!    SOURCE:  Walters,  C.    (2001).    The  Everyday  Song  Book.    T.S.  Denison  &  Co.,  Inc.    _________________________________________________________________________________________________  

 TITLE  OF  ACTIVITY:  My  Tongue  Liz  Harris    CONCEPTS  FOSTERED:  4. The tongue is used to taste. 5. The sense of taste helps indicate the flavor of different foods and drinks.  MY  TONGUE  Sung  to  the  tune  of  “I’m  a  Little  Teapot”    I  have  a  tongue  with  taste  buds  so  when  I  eat  I  know  if  my  food  is  bitter  Oor  sweet.  

 My  tongue  can  tell  salty  from  sour  too.  It  tells  me  what  I  like  to  chew!    SOURCE:    O’Brien-­‐Palmer,  M.  (1998).  Sense-­‐abilities:  Fun  ways  to  explore  the  senses.  Chicago,    

IL:  Chicago  Review  Press.  _________________________________________________________________________________________________      TITLE  OF  ACTIVITY:  Sing  a  Song  of  the  Senses  Liz  Harris    CONCEPTS  FOSTERED:  11. Most people have five senses: sight, hearing, taste, smell and touch. 3.     Eyes  are  used  to  see.  4.   The  tongue  is  used  to  taste.  8.   Ears  are  used  for  hearing.  9.   The  nose  is  used  for  smelling.    SING  A  SONG  OF  THE  SENSES:  Sung  to  the  tune  of  "The  Farmer  in  the  Dell"    We  use  our  tongues  to  taste.  We  use  our  tongues  to  taste.  We  taste  the  flavors  in  our  food.  We  use  our  tongues  to  taste.    We  use  our  ears  to  hear.  We  use  our  ears  to  hear.  We  hear  noises  loud  and  soft.  We  use  our  ears  to  hear.    We  use  our  eyes  to  see.  We  use  our  eyes  to  see.  We  see  colors  all  around.  We  use  our  eyes  to  see.    We  use  our  noses  to  smell.  We  use  our  noses  to  smell.  We  smell  flowers  and  perfume.  We  use  our  noses  to  smell.    We  use  our  hands  to  touch.  

We  use  our  hands  to  touch.  We  touch  things  both  smooth  and  rough.  We  use  our  hands  to  touch.    SOURCE:    Smith,  K.  (n.d.).  5  Sense  preschool  &  tales.  Retrieved  November  14,  2008,  from    

http://preschool.yakaberry.com/5senses.html    

   

Language  Arts    Fingerplays    1.    My  Eyes  Can  See  Kristine  Welper    (Point  to  appropriate  body  part.)  My  eyes  can  see,  my  mouth  can  talk,  My  ears  can  hear,  my  feet  can  walk,  My  nose  can  sniff,  my  teeth  can  chew  My  eyelids  blink,  my  arms  hug  you!    CONCEPTS  FOSTERED:  3.    Eyes  are  used  to  see.  4.    The  tongue  is  used  to  taste.  8.  Ears  are  used  for  hearing.    SOURCE:    Early  Childhood  Office  of  the  Seattle  Public  Library.    Whatcom  County  Library  System     Preschool  Theme  Kits:    My  Senses.    Retrieved  November  13,  2008,  from     http://wcls.org.master.com/texis/master/search/?s=SS&q=preschool+theme   +kits+my+senses&Input=Search      2.    I  Look  in  the  Mirror  Kristine  Welper    I  look  in  the  mirror  and  what  do  I  see?  I  see  my  eyes  blinking  at  me.  

I  look  in  the  mirror  and  what  do  I  see?  I  see  my  mouth  smiling  at  me.  I  look  in  the  mirror  and  what  do  I  see?  I  see  my  head  nodding  at  me.  I  look  in  the  mirror  and  what  do  I  see?  I  see  my  hands  waving  at  me.    CONCEPTS  FOSTERED:  3.    Eyes  are  used  to  see.  4.    The  tongue  is  used  to  taste.  8.  Ears  are  used  for  hearing.    SOURCE:    Adapted  from  Jean  Warren.    Retrieved  from  http://www.preschoolexpress.com/theme_station07/about_me_aug07.shtml    3.  Two  Little  Eyes  Liz  Harris    Two  Little  Eyes  to  look  around      (point  to  two  eyes)  Two  Little  Ears  to  hear  each  sound      (point  to  two  ears)  One  little  nose  to  smell  what’s  sweet      (point  to  nose)  One  Little  mouth  that  likes  to  eat      (point  to  mouth)  Two  little  hands  to  touch  and  play      (show  hands)  My  five  senses  help  me  all  day!    CONCEPTS  FOSTERED:  1. Most people have five senses: sight, hearing, taste, smell and touch. 3.     Eyes  are  used  to  see.  4.   The  tongue  is  used  to  taste.  8.   Ears  are  used  for  hearing.  9.   The  nose  is  used  for  smelling.    SOURCE:  Smith,  K.  (n.d.).  5  Sense  preschool  &  tales.  Retrieved  November  14,  2008,  from    

http://preschool.yakaberry.com/5senses.html        4.  Five  Little  Senses  Liz  Harris    Five  little  senses  are  what  I  need,  To  use  when  things  are  near.  I  use  my  eyes  to  look  and  see.      (point  to  eyes)  I  use  my  ears  to  hear.      (point  to  ears)  

I  use  my  nose  to  smell  things.      (point  to  nose)  I  use  my  hands  to  touch.      (show  hands)  I  use  my  tongue  to  taste      (stick  out  tongue)  The  things  I  love  to  eat  so  much.  Five  little  senses  standing  in  a  row,      (show  five  fingers)  To  see,  hear,  smell,  touch  and  taste  (point  to  the  corresponding  body  parts)  The  things  I  need  to  know.    CONCEPTS  FOSTERED:  

1. Most people have five senses: sight, hearing, taste, smell and touch. 3.     Eyes  are  used  to  see.  4.   The  tongue  is  used  to  taste.  8.   Ears  are  used  for  hearing.  9.   The  nose  is  used  for  smelling.  

 SOURCE:    Adopted  from:  Smith,  K.  (n.d.).  5  Sense  preschool  &  tales.  Retrieved  November  14,  2008,  from    

http://preschool.yakaberry.com/5senses.html      

Non-­‐Book  Story    1.  Brown  Bear,  Brown  Bear,  What  Do  You  See?     By  Bill  Martin  Jr.  Kristine  Welper    CONCEPTS  FOSTERED:  2.    The  senses  tell  people  what  is  happening  to  and  around  them.    3.    Eyes  are  used  to  see.    

This  books  begins  with  a  brown  bear  being  asked  what  it  sees.    When  the  brown  bear  answers,  the  next  animal  is  asked  what  it  sees.    All  of  the  animals  see  another  animals  in  a  different  color  looking  at  them.    At  the  end,  the  teacher  is  asked  what  she  sees  and  answers,  “I  see  children  looking  at  me”.    The  children  answer  what  they  see  by  reviewing  all  of  the  animals  that  have  been  seen  throughout  the  book.    METHOD  OF  DELIVERY:  This  book  is  a  favorite  of  many  students  and  can  easily  be  told  using  a  flannel  board.    This  is  a  fun  and  interesting  way  to  get  the  students  more  involved  in  the  book.    They  could  even  help  put  the  characters  onto  the  board  when  they  come  into  the  story.        

SOURCE:    Traditional        2.  Moo  In  the  Morning  

by  Barbara  Maitland    Liz  Harris    CONCEPTS  FOSTERED:  2.   The  senses  tell  people  what  is  happening  to  and  around  them.  8.   Ears  are  used  for  hearing.  

 The  narrator  lives  in  the  city  with  his  or  her  family.  The  city  is  noisy  during  the  day  and  the  book  describes  some  of  the  noises  using  onomatopoeias.  The  narrator’s  mother  says  that  the  city  is  too  noisy  and  they  are  going  to  visit  Uncle  Jack  on  his  quiet  farm.  The  farm  is  quiet  but  not  for  long.  In  the  morning  all  the  animals  and  tractor  make  noises.  They  decide  to  go  back  to  the  city  where  is  seems  quieter  now.    METHOD  OF  DELIVERY:  The  teacher  uses  a  magnet  board  to  tell  the  story  without  reading  from  the  book.  The  images  from  the  story  are  constructed  using  construction  paper  and  a  magnet  on  the  back.  The  images  include  city  buildings,  car,  garbage  truck,  bus,  construction  worker,  farmhouse,  sun,  cow,  rooster,  birds,  ducks,  hens,  sheep,  lamb  (bayby  sheep),  and  tractor.  When  these  images  come  up  in  the  story  the  teacher  adds  them  on  the  metal  cookie  sheet  that  is  the  backdrop.  When  these  images  change  the  teacher  removes  them.    SOURCE:  Maitland,  B.  (2000).  Moo  in  the  morning.  New  York:  Farrar  Straus  Giroux.        Dramatic  Play    TITLE  OF  ACTIVITY:  Optometrist  Office  Liz  Harris    CONCEPTS  FOSTERED:  3.   Eyes  are  used  to  see.    MATERIALS:  Old  glasses,  doctor’s  white  coat,  wooden  spoon  to  hold  over  one  eye,  chair  for  the  patient  to  sit  in,  eye  chart,  appointment  notebook  and  pencil,  telephone,  chairs  for  the  waiting  are,  magazine  or  books  for  the  waiting  area,  clipboard  and  paper  for  the  

eye  doctor  to  record.  Remind  the  students  to  use  props  carefully  to  keep  all  participants  safe.    LANGUAGE  DEVELOPMENT:  The  students  will  use  the  phone  to  talk  to  patients  and  schedule  appointments.  The  appointment  notebook  allows  students  the  opportunity  to  write  names  and  numbers.  The  patients  can  look  at  magazines  and  books  in  the  waiting  area  practicing  print  awareness.  The  doctor’s  recording  paper  allows  the  students  to  work  on  printing.  The  students  will  work  on  oral  language  development  with  the  doctor  and  patients  making  conversation.  The  eye  chart  allows  the  students  to  work  on  uppercase  letter-­‐name  recognition.      SOURCE:  Original  

 Attendance/Check  In  

 TITLE:  Mary’s  Here  Today       To  the  tune  of:  Farmer  in  the  Dell  Kristine  Welper    CONCEPTS:    

1. Most  people  have  five  senses:  sight,  hearing,  taste,  smell  and  touch.    

 LYRICS:    “__________________  is  here  today,  oh  ________________  is  here  today,  Let’s  all  clap  our  hands  and  say  Hip,  hip  hurray!”    PROCEDURE:     1.Students  and  teacher  sit  in  a  circle.     2.Sing  the  song,  substituting  the  name  of  each  child  for  “Mary”.     3.Child  who’s  name  is  being  sung  may  dance  or  perform  a  trick  in  the  center                  of  the  circle.     4.When  all  students  have  gotten  a  turn,  song  is  finished.    

Alterations:    Before  starting  a  new  child’s  name,  the  teacher  may  ask  the  student  how  they  would  like  the  class  to  sing  to  them.    The  student  may  pick  from  loud,  soft,  fast,  slow,  or  any  other  variation.    SOURCE:  Warren,  J.    (2001).    Mary’s  Here  Today.    Retrieved  November  20,  2008  from  http://www.preschoolexpress.com/music_station03/music_station_may03.shtml    

 TITLE  OF  ACTIVITY:  Fingerprint  Check  In  Liz  Harris    CONCEPTS  FOSTERED:  10. The  sense  of  touch  helps  people  feel  changes.      Create  an  attendance  chart  with  the  students’  names  in  the  left  hand  column.  To  the  right  next  to  each  name  is  a  small  box  big  enough  for  a  fingerprint.  As  each  student  arrives  he  or  she  presses  his  or  her  pointer  finger  on  the  washable  ink  stamp  pad  and  press  that  finger  in  the  box  next  to  his  or  her  name.  They  will  enjoy  seeing  their  fingerprints.    SOURCE:    Original    

Snack  1.  Popcorn  Kristine  Welper    CONCEPTS  FOSTERED:  4.    The  tongues  is  used  to  taste.  5.    The  sense  of  taste  helps  indicate  the  flavor  of  different  foods  and  drinks.  6.    The  senses  help  keep  people  safe  by  warning  them  of  danger.  7.    The  senses  of  smell  and  taste  work  together  when  humans  eat.  8.    Ears  are  used  for  hearing.  9.    The  nose  is  used  for  smelling.    HOW-­TO-­MAKE:  

1. Have  small  groups  of  preschoolers  go  with  to  a  room  with  a  microwave.  2. Put  bag  of  microwaveable  popcorn  in  microwave  and  begin  cooking.  3. Ask  for  predictions  about  what  will  happen.  4. Question  why  and  how  they  know  what  the  popcorn  is  cooking.  

5. Discuss  that  you  can  smell  if  the  popcorn  is  burning.    When  things  are  burning,  you  can  smell  smoke.    That  is  a  warning  of  danger.    Get  out  and  tell  someone!  

6. Teacher  removes  bag  from  microwave  (CAUTION:  bag  will  be  very  HOT!)  and  open  top  to  let  cool.  

7. Bring  children  and  popcorn  back  to  the  classroom  for  snack  time  and  repeat  with  more  groups  of  children  until  all  have  had  the  chance  to  see  the  popcorn  cooking.  

8. During  snack  examine  popped  corn  and  compare  to  kernels  that  did  not  pop.      EXTENSION  ACTIVITY:  Popping  Preschoolers    PROCEDURE:    

1. Preschoolers  crouch  down  on  floor  and  pretend  to  be  popcorn  kernels  as  teacher  begins  to  explain  what  is  happening.    They  are  taken  out  of  the  cupboard,  shaken,  put  into  the  microwave.    They  began  to  heat  up.    As  the  kernels  get  hotter  and  hotter,  the  children  begin  to  grow  a  little  bit  taller  until  all  of  a  sudden…they  POP!    When  they  “pop”  the  children  can  jump  up  as  high  as  they  can.    Then  teacher  goes  around  the  group  to  “eat”  all  of  the  popcorn.  (Tickle  them  and  make  munching  sounds.)  

 2.  The  Four  Flavors  Liz  Harris    CONCEPTS  FOSTERED:  5.   The  sense  of  taste  helps  indicate  the  flavor  of  different  foods  and  drinks.    Snack  includes  the  four  flavors.  Lemonade  is  sour,  semi-­‐sweet  chocolate  chips  are  bitter,  crackers  are  salty,  and  a  cookie  is  sweet.  Have  the  students  use  adjectives  to  describe  the  taste  of  the  different  foods  and  drink.    SOURCE:    Original    

Fieldtrip/Walk    

TITLE:  Listening  Walk  Kristine  Welper    CONCEPTS  FOSTERED:  2.    The  senses  tell  people  what  is  happening  to  and  around  them.  8.    The  ears  are  used  for  hearing.  

 DESCRIPTION:      

The  teacher  will  lead  a  walk  around  the  block  (or  around  the  school  if  whether  is  not  permitting)  to  listen  for  sounds  in  the  neighborhood.    Before  the  walk,  ask  questions  to  get  students  thinking  about  what  they  believe  they  might  hear.    “What  kinds  of  sounds  do  you  think  we  will  hear  on  our  walk?”     You  should  also  make  sure  to  talk  about  how  quiet  they  will  need  to  be  in  order  to  hear  the  sounds.    During  the  walk,  use  many  descriptive  words  to  talk  about  what  you  are  hearing.     After  the  walk,  you  should  review  and  discuss  the  sounds  that  you  heard.    It  would  also  be  a  fun  challenge  for  children  to  re-­‐create  the  sounds  that  they  heard.    SOURCE:      Ferrington,  G.    Take  a  listening  walk  and  learn  to  listen.    Retrieved  November  12,     2008,  from     interact.uoregon.edu/MediaLit/wfae/library/articles/ferrington_listening_walk.pdf  –        TITLE:  Garden/Greenhouse  Visit  Liz  Harris    CONCEPTS  FOSTERED:  2.   The  senses  tell  people  what  is  happening  to  and  around  them.    If  weather  permits  visit  a  local  public  garden.  If  the  season  is  not  appropriate  visit  a  greenhouse.  Encourage  the  students  to  use  their  four  senses,  eliminating  taste,  to  explore  the  garden  or  indoor  garden.  The  students  can  look  at  the  beautiful  colors  of  the  flowers.  They  can  smell  the  flowers  and  plants,  and  touch  the  leaves  and  peddles  and  ground  if  there  is  dirt  or  pebbles.  Have  the  students  listen  for  birds  and  insects.  Have  the  students  describe  what  they  see,  smell,  feel,  and  hear.  Taste  could  be  included  by  taking  along  a  snack.    SOURCE:  Original      

Resource  Person    

 OCCUPATION:  Health  Professional  Kristine  Welper    

CONCEPTS  FOSTERED:  1. Most  people  have  five  senses:  sight,  hearing,  taste,  touch  and  smell.  6.   The  senses  help  keep  people  safe  by  warning  them  of  danger.      

 DISCRIPTION:     Health  professional  will  talk  with  students  about  how  to  keep  their  bodies  healthy.    Examples:  How  to  keep  your  eyes  healthy,  ears  healthy,  etc…      QUESTIONS:  

1. What  is  your  job?  2. How  do  we  keep  our  eyes  healthy?  3. What  can  we  do  to  protect  our  ears?  4. What  can  we  do  to  keep  ourselves  safe?  5. How  often  should  we  go  to  the  doctor?    The  eye  doctor?  6. How  do  our  senses  keep  us  safe?  

 SOURCE:    Original            TITLE  OF  ACTIVITY:  Blind  Visitor  and  Seeing-­‐Eye  Dog  Liz  Harris    CONCEPTS  FOSTERED:  2.   The  senses  tell  people  what  is  happening  to  and  around  them.  8.   Ears  are  used  for  hearing.      Invite  a  blind  individual  who  uses  a  seeing-­‐eye  dog.  Ask  the  guest  the  following  questions:    

1. Were  you  blind  when  you  were  born  or  could  you  used  to  see?  2. What  techniques  do  you  use  to  get  yourself  around?  3.  

 SOURCE:    Original    

Home  School  Connection    

TITLE:    Scavenger  Hunt  Kristine  Welper  

 CONCEPTS  FOSTERED:  1. Most  people  have  five  senses:  sight,  hearing,  touch,  taste  and  smell.  2. The  senses  tell  people  what  is  happening  to  and  around  them.    DESRIPTION:     With  parent  or  other  adult,  walk  around  the  house,  yard,  neighborhood.    Find  materials  that  feel  differently  than  others.    Can  you  find  something  soft?    Something  hard?    Rough  or  smooth?     Talk  about  what  sounds  you  hear,  what  you  can  smell,  what  you  see,  and  if  there  is  anything  you  can  taste.    SOURCE:    Original  _________________________________________________________________________________________________    

 TITLE  OF  ACTIVITY:  Guessing  Box  Liz  Harris    CONCEPTS  FOSTERED:  10.  The  sense  of  touch  helps  people  feel  changes.    Create  a  Guessing  Box  using  a  shoebox  with  a  hole  in  the  side  big  enough  for  a  child’s  hand  to  get  in.  You  do  not  want  the  students  to  be  able  to  see  in  the  hole.  Cover  the  hole  with  dark  fabric  that  allows  the  student’s  hand  to  get  into  the  box,  but  covers  the  space  between  the  hand  and  wrist  and  the  fabric.  Each  day  have  a  different  student  bring  in  an  object  from  home  to  put  in  the  Guessing  Box  for  the  other  students  to  guess  what  it  is  using  only  their  sense  of  touch.    Dear  Parents,    Our  class  is  learning  about  the  five  senses.  To  aid  in  our  discovery  we  ask  that  each  day  a  different  student  take  home  this  guessing  box  to  put  in  a  special  object  from  home.  We  ask  that  tonight  you  put  that  special  object  in  the  guessing  box  and  bring  it  to  class  tomorrow.  In  class  the  other  students  will  use  only  their  hands  to  touch  the  object  and  try  to  guess  what  it  is.    SOURCE:    Original              

Children’s  Books    

1.    Polar  Bear,  Polar  Bear,  What  Do  You  Hear?     By  Bill  Martin  Jr.  and  Eric  Carle  Published  by  Henry  Holt  &  Co.,  New  York.  9/15/1997.    

This  is  a  book  that  introduces  many  different  animals  and  the  noises  they  make.    It  begins  with  “Polar  Bear,  Polar  Bear,  what  do  you  hear?”  and  the  polar  bear  answers,  “I  hear  a  lion  roaring  in  my  ear.”    After  that  the  lion  answers  what  he  hears  in  his  ear,  and  the  story  continues  until  the  Zookeeper  is  asked  what  she  hears.    The  Zookeeper  answers  by  saying  that  she  can  hear  children  pretending  to  be  all  of  the  animals  that  were  introduced  in  the  story.     This  story  could  be  told  in  a  traditional  way,  or  on  a  storyboard  using  felt  animals.    You  could  also  let  the  children  pretend  to  be  the  animals  like  the  children  do  at  the  end  of  the  story.      2.    The  Very  Quiet  Cricket     By  Eric  Carle  Published  by  Penguin  Young  Readers  Group,  New  York.    5/28/1997.    

In  this  story,  a  little  cricket  is  unable  to  make  a  chirping  sound  by  rubbing  his  wings  together.    Many  other  animals  say  “Hello”  to  the  cricket,  but  when  he  rubs  his  wings  together,  he  makes  no  sound.    A  whole  day  passes  and  turns  to  night  before  the  little  cricket  meets  another  little  cricket  and  is  able  to  chirp.    When  this  part  of  the  story  comes,  the  book  makes  the  chirping  sound.      

This  story  works  well  told  in  a  traditional  way  because  of  the  chirping  sound  made  by  the  book  at  the  end  of  the  story.      3.    Panda  Bear,  Panda  Bear,  What  Do  You  See?     By  Bill  Martin  Jr.  and  Eric  Carle  Published  by  Henry  Holt  &  Co.,  New  York.  July  2006.    This  story  is  told  in  the  same  way  as  Brown  Bear,  Brown  Bear,  What  Do  You  See?    It  begins  with  a  Panda  Bear  that  sees  a  bald  eagle  soaring  at  him.    The  story  continues  with  the  bald  eagle  telling  about  the  animal  that  it  sees,  and  so  on.    At  the  end  a  black  panther  sees  a  dreaming  child  watching  over  it.    The  dreaming  child  reviews  all  of  the  animals  that  were  mentioned  in  the  story.     This  book    could  be  told  in  a  traditional  way,  or  acted  out  by  children  holding  pictures  or  models  of  the  animals  that  are  being  featured  in  the  story.        

4.    The  Very  Busy  Spider     By  Eric  Carle  Published  by  Philomel  Books,  New  York.    March  1989.    This  story  begins  with  a  spider  coming  to  build  her  web  on  the  fence  of  a  farm.    Many  different  farm  animals  come  to  the  spider  and  ask  her  if  she  would  like  to  join  them  in  eating  grass  or  going  for  a  ride,  but  the  spider  is  too  busy  building  her  web.    By  the  time  a  rooster  comes  and  asks  the  spider  if  she  wants  to  help  catch  a  pesty  fly,  the  spider’s  web  is  finished.    She  is  able  to  catch  the  fly  in  it.    On  the  last  page  an  owl  asks,  “Who  built  this  beautiful  web?”    But,  the  spider  doesn’t  answer  because  she  has  fallen  asleep  because  she  had  had  such  a  busy  day.     This  story  is  a  good  one  to  be  told  in  a  traditional  way.    The  spider  and  her  web  are  able  to  be  felt  on  every  page,  which  makes  reading  this  book  even  more  interesting  to  the  students.    Placing  it  in  the  reading  corner  when  you  are  finished  allows  them  to  look  at  the  book  and  feel  the  pictures  by  themselves.      5.    Sense  Suspense     By  Bruce  McMillan  Published  by  Scholastic,  Inc.    November  1994.    This  story  is  an  interesting  story  that  shows  the  reader  only  a  small  section  picture  and  allows  them  to  guess  at  what  the  object  could  be.    The  reader  also  needs  to  guess  which  of  the  five  senses  they  will  use  with  that  object.    When  a  lollipop  is  shown,  they  would  use  their  sense  of  taste.    With  the  flower,  their  sense  of  smell,  and  so  on.       This  story  would  be  best  used  with  small  groups  of  children,  so  they  could  each  take  turns  guessing  what  the  picture  could  be.    They  could  then  discuss  which  sense  they  would  use  with  that  object.          6.    Achoo!    Bang!    Crash!      MacDonald,  R.  (2003).  Achoo!  Bang!  Crash!  The  noisy  alphabet.  Brookfield,  CT:  Roaring  Books  Press.    Achoo!  Bang!  Crash!  The  Noisy  Alphabet  is  an  alphabet  book  that  goes  through  the  alphabet  using  onomatopoeias,  words  that  imitate  sounds.  Each  letter  has  a  few  onomatopoeias  that  start  with  that  letter.  The  end  of  the  book  briefly  talks  about  how  the  words  in  the  book  were  set  in  19th  century  wood  type.      7.    First  Delights:  A  Book  About  the  Five  Senses  Tudor,  T.  (1966).  First  delights:  A  book  about  the  five  senses.  New  York:  Platt  &  Munk.    

First  Delights  describes  how  Sally  uses  her  five  senses  to  experience  the  different  seasons  at  her  home  on  a  farm.  For  each  season  it  describes  what  Sally  sees,  hears,  smells,  touches,  and  tastes.      8.    Five  for  a  Little  One  Raschka,  C.  (2006).  Five  for  a  little  one.  New  York:  Richard  Jackson  Books.    Five  for  a  Little  One  is  a  number  1-­‐5  book  for  ages  2-­‐5.  It  names  each  sense  and  numbers  it  with  a  large  numeral.  For  each  sense  it  identifies  the  sense  organ  and  describes  examples  of  what  things  the  sense  notices.  It  uses  a  bunny  as  the  main  character  and  includes  rhyme.    9.    Touch  Will  Tell  Brown,  M.  (1979).  Touch  will  tell.  New  York:  Franklin  Watts.    Touch  Will  Tell  is  a  book  about  experiencing  the  sense  of  touch  in  nature.  It  uses  photographs  of  nature.  It  describes  different  touches  in  nature,  how  we  touch  nature,  and  how  plants  and  animals  touch  each  other.    10.    The  Nose  Book  Perkins,  A.  (1970).  The  nose  book.  New  York:  Random  House.    The  Nose  Book  uses  rhyme  and  animal  characters.  It  explains  how  there  are  different  types  of  noses  and  describes  different  things  that  animal  noses  do  and  what  can  hurt  a  nose.  It  tells  how  if  we  did  not  have  a  nose  it  would  be  sad  because  we  would  not  be  able  to  smell.    11.    The  Indoor  Noisy  Book  Brown,  M.  W.  (1942).  The  indoor  noisy  book.  New  York:  Harper  &  Row.    The  Indoor  Noisy  Book  is  about  a  dog  named  Muffin  who  is  has  a  cold  so  he  has  to  stay  inside  all  day.  The  book  goes  through  what  Muffin  hears  through  the  day  including  onomatopoeias.  It  asks  if  Muffin  could  actually  hear  some  things  like  if  he  could  hear  someone  reading  a  book.  Then  he  hears  some  soft  footsteps  coming  up  the  stairs  and  he  guesses  what  or  who  it  could  be.  It  turns  out  being  the  cat.      

Resources    

Early  Childhood  Office  of  the  Seattle  Public  Library.    Whatcom  County  Library  System     Preschool  Theme  Kits:    My  Senses.    Retrieved  November  13,  2008,  from     http://wcls.org.master.com/texis/master/search/?s=SS&q=preschool+theme   +kits+my+senses&Input=Search  

 Ferrington,  G.    Take  a  listening  walk  and  learn  to  listen.    Retrieved  November  12,     2008,  from     interact.uoregon.edu/MediaLit/wfae/library/articles/ferrington_listening_w   alk.pdf  –    Hartley,  K.,  Macro,  C.,  &  Taylor,  P.    (2000).    Tasting  in  Living  Things.    Chicago:       Heinemann    

Library.  Hurwitz,  S.    (1997).    Sight.    New  York:    The  Rosen  Publishing  Group,  Inc.    Ludel, J. (1976). Introduction to Sensory Processes. San Francisco, CA: W. H. Freeman and Company. Nemours  Foundation.    (March  2007).    What  are  taste  buds?    Retrieved  October  3,     2008,  Retrieved  from  http://kidshealth.org  

 Maitland,  B.  (2000).  Moo  in  the  morning.  New  York:  Farrar  Straus  Giroux.    Murphy, P. J. (2003). Hearing. New York: Children’s Press. Murphy, P. J. (2003). Smell. New York: Children’s Press. Murphy, P. J. (2003). Touch. New York: Children’s Press.  (n.d.)  The  Five  Senses.  Retrieved  November  12,  2008  from     http://www.sedl.org/scimath/pasopartners/senses/lesson6.html    (n.d.).  The  five  senses.  Retrieved  November  8,  2008,  from  

http://members.tripod.com/~preschoolresource/august2.html    O’Brien-­‐Palmer,  M.  (1998).  Sense-­‐abilities:  Fun  ways  to  explore  the  senses.  Chicago,    

IL:  Chicago  Review  Press.    

Pratt,  B.    (2006).    The  Senses  Theme.  Retrieved  October  30,  2008,  from     http://www.fastq.com/~jbpratt/education/theme/fivesenses.html    (1998,  November  9).  Preschool  education  music  &  songs.  Retrieved  November  13,    

2008,  from  http://www.preschooleducation.com/ssenses.shtml      (n.d.).  Preschool  five  senses  arts  and  crafts:  Real  flowers.  Retrieved  November  8,    

2008,  from    http://www.everythingpreschool.com/themes/fivesenses/art.htm  

 (n.d.).  Preschool  five  senses  games:  I  spy  sensory  edition.  Retrieved  November  8,  2008,    

from  http://www.everythingpreschool.com/themes/fivesenses/games.htm    (n.d.).  Preschool  five  senses  science:  Smelly  jars.  Retrieved  November  8,  2008,    

from  http://www.everythingpreschool.com/themes/fivesenses/games.htm    Senses. (2008). In Encyclopædia Britannica Online. Retrieved September 30, 2008, from

http://www.britannica.com  Smith,  K.  (n.d.).  5  Sense  preschool  &  tales.  Retrieved  November  14,  2008,  from    

http://preschool.yakaberry.com/5senses.html    Tadiello,  G.  (1998,  February  10).  Coffee  filter  flowers.  Retrieved  November  8,  2008,    

from  http://teachers.net/lessons/posts/845.html    

Walters,  C.    (2001).    The  Everyday  Song  Book.    T.S.  Denison  &  Co.,  Inc.    Warren,  J.  (2001).    Preschool  Activities.    Retrieved  November  2,  2008,  from     http://www.preschoolexpress.com/theme_station07/about_me_aug07.shtml    Welper,  N.    North  Winneshiek  Community  School.    Decorah,  IA.    Woodard,  J.    Madison’s  Maxwell  Children’s  Center.  Winona,  MN.