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The Five Senses Throughout the week the kindergarteners will learn more about their senses. They will see what all they use them for in everyday life and which ones they use more often. By doing different activities, they will also learn the differences in what their senses tell them. Throughout the week the students will have opportunities to learn the way that is best for them by using many different methods. SC.O.K.2.1: using the five senses, identify living and non-living things. Target Vocabulary living non-living Instructional Strategies: To begin the lesson, introduce the target vocabulary, living and non-living. Have students think about the words for a few minutes before asking them to raise their hand if they know the word. Have students share what they know about the word with a partner. Give each pair of students an envelope containing images of both living and non-living things. Give each pair of students a sheet of 12 x 18 inch construction paper and have them fold it in half. Have them copy the term living at the top of one half, and the term non-living at the top of the other half. Students will sort the images from the envelope by placing them on the correct side of the folded paper. The teacher can use this as a formative assessment to see who does and does not have the concepts. After students have finished sorting, lead a class discussion in the characteristics of living and non-living things. Living things are able to make more of the same (reproduce).

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The Five Senses

Throughout the week the kindergarteners will learn more about their senses. They will see what all they use them for in everyday life and which ones they use more often. By doing different activities, they will also learn the differences in what their senses tell them. Throughout the week the students will have opportunities to learn the way that is best for them by using many different methods.

SC.O.K.2.1:using the five senses, identify living and non-living things.

Target Vocabularylivingnon-living

Instructional Strategies:To begin the lesson, introduce the target vocabulary, living and non-living. Have students think about the words for a few minutes before asking them to raise their hand if they know the word. Have students share what they know about the word with a partner.

Give each pair of students an envelope containing images of both living and non-living things. Give each pair of students a sheet of 12 x 18 inch construction paper and have them fold it in half. Have them copy the term living at the top of one half, and the term non-living at the top of the other half. Students will sort the images from the envelope by placing them on the correct side of the folded paper. The teacher can use this as a formative assessment to see who does and does not have the concepts. After students have finished sorting, lead a class discussion in the characteristics of living and non-living things. Living things are able to make more of the same (reproduce).

Page 2: The five senses original

Our Sense of Sight

Students will study and read about the important uses of our eyes as a sense.

They will watch a video to help them understand how much we rely on our eyes to tell us things while playing on a playground.

We will also have a worksheet they can do that will see how well they know what our eyes tell us about certain things.

The five senses- sight by Rius, Parramon, and Puig

http://youtu.be/dTC-iBPPDWI

SightWorksheet.pdf

Page 3: The five senses original

Our Sense of Sound

Students will discover that listening is an essential factor to their everyday lives.

They will be read a book about different sounds of the environment around them.

We will listen to a recording of multiple sounds in which the students will say what they think it is then discuss with others who they think is correct.

Then they will also have a worksheet to determine what objects create sound.

The five senses- hearing by Rius, Parramon, and Puig

http://youtu.be/TPRLcAjMZFc

SoundWorksheet.pdf

Page 4: The five senses original

Our Sense of Smell

Today students will focus on their sense of smell.

We will read about our sense of smell and how we can use our noses, but also how it is different from all the other senses.

They will have their eyes closed and have to rely on their sense of smell to figure out the objects that are placed in front of them.

Students will then have a worksheet to match up what smell the objects describe.

The five senses-smell by Rius, Parramon, and Puig

SmellWorksheet.pdf

Page 5: The five senses original

Our Sense of Taste

The students will focus on learning about their sense of taste today.

Not only will they learn about how they use it, they will learn about the different messages the tongue sends us about different foods.

Today the students will do a taste test with their eyes shut. They will have to figure out what food it is they are tasting and whether it is sweet, salty, sour, or bitter.

The students can then do a worksheet giving them foods to match up with the correct flavor.

TasteWorksheet.pdf

Page 6: The five senses original

Our Sense of Touch

Students will know today why our hands are so important to us and how the sense of touch helps us in life.

We will watch a video about different textures of objects around us.

With their eyes closed, different objects will be passed around the room and the students will have to determine what they are by relying just on their sense of touch.

• http://youtu.be/8_4hv64gLto

• TouchWorksheet.pdf

Page 7: The five senses original

Works Cited

a Rius. The Five Senses. Woodbury, NY: Barron's, 1985. Print.