samikels.files.wordpress.com · Web viewCaitlin Hacker. Sarah Mikels. EDUC 416. Unit . What are the five senses? The five senses that we have are touch, sight, smell, hearing, and

Caitlin Hacker

Sarah Mikels

EDUC 416

Unit

What are the five senses?

The five senses that we have are touch, sight, smell, hearing, and taste. “One of the important differences between living things and all others is that everything alive is sensitive to the outside world” (Zim, p. 5). We use all five senses in every day life, unless of course someone was born without one or more of the senses. However, if someone were to be born blind, a lot of the times the other four senses are heightened to compensate for the missing sense. These are the most common five senses talked about, but there is talk that there are perhaps many more, but there is still a lot of studying to do about these senses. To be able to determine these different senses, everyone has sense organs, like eyes, ears, nostrils, skin, and tongue. Eyes are for sight, ears for hearing, nostrils for smelling, skin for touching, and the tongue, or the taste buds on the tongue, are used for tasting. Each sense organ is connected to your brain by nerves and the brain in turn controls your body and your senses (Zim, 1956).

What is touch?

The definition of touch is to bring a bodily part into contact with something, especially so as to perceive through the tactile sense: handle or feel gently usually with the intent to understand or appreciate. We use our skin to touch things, which is the largest organ of our body. The skin includes: toenails, hair, fingernails, tongue, the inside of your mouth, ear canals, and nose, it covers your whole body. The skin shrinks and stretches as we move, which is why it is so easy to move in different directions. The fingers are the most sensitive to touch than any other part of your body (O’brion-Palmer, 1998). Sense of touch lets you determine between soft, scratchy, fuzzy, rough, or any other texture. Fingers can also identify an object by its shape and temperature. For example, with your eyes closed, or if you were blind, you can tell if you are holding either a ball or a block. Every person in the world has a unique set of fingerprints (Zim, 1956). Skin is very sensitive, so be sure to protect it out in the sun.

What is sight?

Sight means to perceive by the eye. Seeing is the most highly developed sense. Your eyes are like cameras, but way more sophisticated (Rainwater, 1962). There are two main parts of the eye: the pupil and the iris. The pupil is the black dot in the middle of the eye, while the iris is the colored part of your eye that surrounds the pupil. The iris, a muscle, makes the pupil larger or smaller depending on the brightness of light. In a dark room your pupils will get larger and in a light room they will get smaller. Tears work as a natural cleanser for your eyes when dust or other particles get into them. They also keep your eyes moist and healthy. Eyes are very sensitive to light, so be sure to wear sunglasses on bright sunny days (O’brion-Palmer, 1998). The eyes can see between 150 and 200 different colors (Rainwater, 1962). The eye is able to work quickly to help you focus on objects that are both near and far. However, they cannot focus on an object that is very far and an object that is very near at the same time.

What is smell?

To smell is to perceive the odor or scent of through stimuli affecting the olfactory nerves: get the odor or scent of something with the nose. The brain can determine between more than 10,000 smells (Zim, 1956). The sense of smell and taste work together in order for you to have a great experience eating and tasting your foods because the sense of smell helps you taste your food better. Different smells have different affects on your mood as well as trigger different memories (O’brion-Palmer, 1998). For example, the smell of Thanksgiving turkey dinner will definitely make you hungry, while a certain perfume may remind you of someone special. It helps identify objects around you and also keep you safe by sending signals to your brain smelling smoke to know that a fire is nearby (Preschool five senses, n.d.).

What is hearing?

To hear is to perceive or apprehend by the ear. The parts that actually do the hearing are located inside of the ear. The way we hear things is by sound moving through the air, which is vibrations and they move through the air like waves. The eardrum is within the ear and sound vibrations come into the ear through the canal and come into contact with your eardrum in order for you to hear the sound. Vibrations aren’t only in the air or direct contact, but they can travel through other materials such as a telephone wire. Sound travels through the air at 1,100 feet per second (Zim, 1956). However, even though that may seem pretty fast, it is still traveling much slower than light. In most cases, children have better hearing than adults, so watch what you say! Something that most people don’t even realize that has to do with hearing is that ears actually help keep your balance by maintaining fluid in our ear canals. If someone is hearing impaired, or someone who can’t hear well, there is sign language that is used for conversation for these people (O’brion-Palmer, 1998).

What is taste?

To taste is to ascertain the flavor of by taking a little of a substance into the mouth. There are over 10,000 taste buds on your tongue that help tell what flavor you taste (Zim, 1956). There are four different types of taste buds: salt, sour, bitter, and sweet that are all found on different places of the tongue. Bitter flavors are recognized by the taste buds that are in the back of the tongue, sour are on the sides, salty are all over the tongue, and sweet is recognized right at the tip of your tongue. There are also taste buds on your cheeks and the roof of your mouth. The liquid in your mouth is called saliva. It makes it possible for you to taste by mixing with the food you are eating. You can taste the different between different textures of food (O’brion-Palmer, 1998). For example, you can tell the difference between a crunchy apple and gooey oatmeal. Your lips, mouth, tongue, and teeth recognize the food you are eating. The tongue, unlike the skin, isn’t too sensitive to temperature. Sometimes you need to burn your tongue before you realize how hot something really is.

What are some disabilities with senses and how are they compensated?

Disabilities relating to senses are blindness (sight), deaf (hearing), anosmia (smell) (Anderson, 2009), ageusia (taste), and there are many different physical disabilities that would lead to the loss of the sense of touch. All of these disabilities are the complete absence of one of the senses. There can be slighter cases, such as near or far sightedness as well as hearing impairment, which can vary in severity by person. Glasses or contacts as well as a hearing aid easily fix these disabilities. For people who are blind, there is Braille and for people who are deaf, there is sign language. The loss of the other senses is a bit more difficult to compensate for, because you can’t really use your other senses to taste the difference between sweet or salty, or feel the difference between rough and soft.

Works Cited

Anderson, T. (2009). Anosmia an invisible disability. Retrieved September 29, 2009, from http://www.disabled-world.com/disability/types/invisible/anosmia.php

O’brion-Palmer, M. (1998). Fun way to explore the senses. Chicago: Chicago Review Press, Inc.

Preschool five senses theme. (n.d.). Retrieved September 20, 2009 from http://www.everythingpreschool.com/themes/fivesenses/index.htm

Rainwater, J. (1962). Vision: How, why and what we see. New York: Golden Press, Inc.

Zim, H. (1956). Our senses and how they work. New York: William Morrow & Company.

Theme Goals

1. To enhance the students’ knowledge of their five senses: smell, taste, touch, hear and see.

2. To understand what taste buds are and how your mouth works to taste different foods.

3. To increase knowledge about parts of the eye and how they work.

4. To understand that smell comes through your nostrils.

5. To introduce how sound waves are what you hear.

6. To inform students that skin is the largest organ and is used to touch.

Concepts

1. There are five senses.

2. Ears are used for hearing.

3. Eyes are used for seeing.

4. The taste buds are used for tasting.

5. The fingers help feel objects.

6. The nose is used for smelling.

7. There are two main parts to the eye: iris and pupil.

8. Smelling helps with tasting.

9. There are four main tastes: sour, sweet, salty, and bitter.

10. There are many different types of textures to feel.

11. Pupils increase and decrease in size depending on light.

Vocabulary Words

1. Auditory – of or relating to the sense of hearing.

2. Nostril – either of the two external openings of the nose.

3. Olfaction – the act of smelling, the sense of smell.

4. Sensory – of or pertaining to the senses or sensations.

5. Skin – the thin layer of tissue forming the natural outer covering of the body of a person or animal.

6. Pupil – the black dot in the middle of your eye.

7. Iris – the colored part of your eye that surrounds the pupil.

8. Taste buds – one of numerous small, flask-shaped bodies, chiefly in the epithelium of the tongue, which are the end organs for the sense of taste.

9. Saliva – a viscid, watery fluid, secreted into the mouth by the salivary glands, that function in the tasting, chewing, and swallowing of food, moistens the mouth, and starts the digestion of starches.

10. Eyes – the sensory organ of sight.

11. Ears – the sensory organ of hearing.

12. Tongue – the usually movable organ in the floor of the mouth in humans and most vertebrates, functioning in eating, in tasting, and, in humans, in speaking.

Keyed to Concepts


a. Science 1 (Play dough)

b. Math 1 (jelly beans)

c. Math 2 (matching)

d. Introductory Activity

e. Introductory Activity 2

f. Gross Motor

g. Finger Play (My head)

h. Finger Play (Action Rhyme)

i. Finger Play (Happy Senses)

j. Finger Play (Five Senses)

k. Attendance (Human body)

l. Attendance (Charts)


a. Large Group 2 (eye spy)

b. Art 2 (maracas)

c. Math 2 (matching)



f. Social studies 2 (music)

g. Finger Play (Action Rhyme)

h. Finger Play (Happy Senses)

i. Finger Play (Five Senses)

j. Walk (Bubble)

k. Attendance (Charts)

l. Home School Connection (Mystery can)


a. Science 2 (pupils)

b. Large Group 2 (eye spy)

c. Math 1 (jelly beans)



f. Finger Play (Action Rhyme)

g. Finger Play (Happy Senses)

h. Finger Play (Five Senses)

i. Resource Person (Optometrist)

j. Walk (Bubble)

k. Walk (Smelly)

l. Dramatic Play

m. Attendance (Charts)

n. Home School Connection (Color day)


a. Social Studies 1 (foods)

b. Math 2 (matching)

c. Introductory Activity

d. Introductory Activity 2

e. Finger Play (Action Rhyme)

f. Finger Play (Happy Senses)

g. Finger Play (Five Senses)

h. Fine Motor

i. Snack

j. Attendance (Charts)



b. Art 1 (texture board)

c. Math 1 (jelly beans)

d. Math 2 (matching)

e. Introductory Activity

f. Introductory Activity 2

g. Finger Play (Action Rhyme)

h. Finger Play (Happy Senses)

i. Finger Play (Five Senses)

j. Walk (Bubble)

k. Attendance (Charts)


a. Large Group 1 (blind fold)

b. Math 2 (matching)

c. Introductory Activity

d. Introductory Activity 2

e. Finger Play (Action Rhyme)

f. Finger Play (Happy Senses)

g. Finger Play (Five Senses)

h. Resource Person (K9 Dog)

i. Walk (Smelly)

j. Attendance (Charts)

7. There are two main parts to the eye: iris and pupil.


b. Resource Person (Optometrist)

c. Dramatic Play

8. Smelling helps with tasting.


9. There are four main tastes: sour, sweet, salty, and bitter.


b. Math 1 (jelly beans)

c. Fine Motor

d. Snack



b. Art 1 (texture board)



b. Resource Person (Optometrist)

c. Dramatic Play

Introductory Activities

Title of Activity: Introducing the Five Senses.

Concepts Fostered:

· 1) There are five senses.

· 2) Ears are used for hearing.

· 3) Eyes are used for seeing.

· 4) Taste buds are used for tasting.

· 5) Fingers help feel objects.

· 6) The nose is used for smelling.

Learning Objective:

· Given the popcorn introductory activity, the students will be introduced to using all five of their senses to figure out what something is and describe how they used their senses.

· Given the book My Five Senses by Aliki, the preschoolers will be introduced to the different words involved with the five senses.

Early Childhood Indicators of Progress:

· Domain: Domain II

· Domain Component: Approaches to Learning

· Indicator of Progress: Curiosity

· 1. Show eagerness and sense of wonder as a learner. PG 20.



· Indicator of Progress: Imagination and Invention

· 2. Use new ways or novel strategies to solve problems or explore objects. PG 24.

Materials Needed:

Teacher Preparation:

· Put a piece of paper over the microwave

· Materials:

· Bag of popcorn

· Microwave

·

Introduction

· Read My Five Senses to the preschoolers.

Procedure

1. Bring the students over by the microwave and get it started.

2. Once it starts popping ask them what they think it is be hearing and smelling it.

3. After it is popped, the preschoolers will be able to look at it, touch it, smell it, and taste it. (Even though most of them will know it is popcorn by looking at it, they will describe how each sense was used.)

4. “You have already heard this item, but now what can you tell me about the way it sounded, looks like, smells like, tastes like, and feels like?”

5. “Talk about this with your friends around you.”

6. “Once you have finished your snack and finished discussing with your friends, please return to your seats.”

7. From there, we will have a class discussion about what the snack was and how they described it.

8. “Who can tell me what some of the words they heard from the book were used to guessing what the popcorn was?”

9. Write the sense words and sense organs on the board and repeat them a couple of times with the students so they understand the sense words and organs.

Closure and Transition

· “Who wants to tell me one of the senses they used to figure out that it was popcorn?”

· Let the students say what they used until all five of the senses are used as an example.

· “We are going to be working with our senses for the next couple of days, so be sure you practice your words!”

Source

Introducing the Five Senses. (n.d.). Welcome to the lab site of TeachNet. Retrieved November 19, 2009, from http://teachnet-lab.org/miami/2001/salidoi/Introducing%20the%20Five%20Senses.htm

Title of Activity: Charting the Five Senses

Concepts Fostered:




· 4) Taste buds are used for tasting.

· 5) Fingers help feel objects.


Learning Objective:

· Given the secret bag, the preschoolers will identify the objects in it according to what sense they think they use for it.

· Given the sense charts, the preschoolers will chart the objects according to their sense.




· Indicator of Progress: Reflection and Interpretation

· 2. Generate ideas, suggestions, and/or make predictions. PG 28.



· Indicator of Progress: Reflection and Interpretation

· 1. Think about events and experiences and apply this knowledge to new situations. PG 28.

Materials Needed:


· Make a bag with items from the five different senses: candy bar, cotton ball, CD, bells, sand paper, bright piece of paper, body spray, etc.

· Make five different charts, each representing one of the senses.

· Materials:

· The objects in the bag

· The charts

· Marker

Introduction

· “Yesterday we were introduced to using our five senses. Today, I have some objects in this bag that we are going to categorize using our senses.”

· “Who knows what a detective? Well, today we are going to be detectives and figure out what sense we use to experience these objects. Come sit on your carpet spaces and we will begin.”

Procedure

1. Bring the preschoolers back for a circle time.

2. Explain to them that each will get a turn to pick an object out of the magic bag to identify.

3. One at a time, have the preschoolers come to the magic bag to pick out one item.

4. “Mallory, please come up here by me and pick out just ONE object from the bag.”

5. ***“Can you tell me what that item is?” (The student will respond with the name of the item.) “What sense do you think you use most for this item?”***

6. After the student tells what sense they think is used most, show the five different charts and ask which chart it will belong on.

7. For example, if Mallory picked the flower and said she uses her scent the most, we will write the word “flower” on the chart shaped like a nose.

8. ***Mallory will look at all of the charts and pick out the chart that matches the sense she said and will tell the teacher to write the word on it.***

9. Continue this process until each of the preschoolers has had a chance to pick an object out of the bag.


· Review the sense charts once everyone has picked the objects and they are all charted.

· “Are there any of these items that could be put on more than one chart? For example you use more than one scent? Like a flower could be put on the eye chart, too.”

· “Please return to your seats.”

Source

Benson, I., Neill, T., & Tetzner, B. (2002). Our Five Senses. Chariho Regional School District | Serving the Communities of Charlestown, Richmond, and Hopkinton in Southern Rhode Island. Retrieved November 19, 2009, from http://www.chariho.k12.ri.us/faculty/kkvre/units/2002/rick/fivesenses.html

Math

Title of Activity: Sort the Jellybeans

Concepts Fostered:



· 5) The fingers help feel objects.

· 9) There are four main tastes: sour, sweet, salty, and bitter.

Learning Objective:

· Given the jellybean sorting activity the students will organize the jellybeans into different categories based on characteristics.

· Given the jellybeans in their sorted groups the students describe why they organized them that way.


· Domain: Domain V

· Domain Component: Cognitive Development

· Indicator of Progress: Mathematical and Logical Thinking

· Measurement:

· 12. Make comparisons between at least two groups of objects. PG

· Patterns and Relationships:

· 7. Sort objects into subgroups by one or two characteristics. PG 44.

Materials Needed:


· Make sure all the tables are cleaned before starting the activity.

· Pick out three different colored jellybeans to bring in for the students.

· Materials:

· Jellybeans

· Cupcake papers

· Napkins

Introduction

· “I would like everyone to look and see what color shirt they are wearing. After you know what color you are wearing, go and stand by other students who are wearing the same color shirt.”

· Watch as the children are sorting themselves and help out if they need it.

· “Who can tell me what is the same about their group?”

· “You may now go sit back in your seats.”

Procedure

1. Excuse the children in small groups to go and wash their hands.

2. Pass out 10 jellybeans to each student; place them on a napkin.

3. Pass out 3 cupcake papers to each student. These will be used for the students to place the jellybeans once sorted.

4. Talk about with the students how they can sort their jellybeans. For example, by color, by size, etc.

5. ***“First I would like it if you would sort your jellybeans by color and after that you can sort by size.”***

6. Walk around as the students are sorting and watch to make sure they are getting the colors right.

7. After the colors, they will sort by size.

8. “Everyone is doing such a wonderful job sorting that now you get to sort the jellybeans in any way that you wish.”

9. Again, walk around as the students are sorting their jellybeans.

10. “Who would like to raise their hand and share the way they sorted their jellybeans?”

11. ***Have a couple of students show their sorted piles and explain to the other students in the class why they sorted them the way they did.***

12. “Since you all did such a wonderful job, you may put your jellybeans into one cupcake paper and eat them.


· “How many senses did we use with this activity today?”

· Sight, touch, and taste.

· “What did the jellybeans taste like? Were they sour, sweet, salty, or bitter?”

· “How did the jellybeans feel?”

· Smooth.

· “Please go wash your hands and line up for _______.

Source

· Original

Title of Activity: Matching Senses

Concepts Fostered:




· 4) The taste buds are used for tasting.



Learning Objective:

· Given the sense organ flashcards, the preschoolers will match it with the appropriate sense word.

· Given the array of items, the students will group them according to what they think is the best grouping.


· Domain: Domain V


· Indicator of Progress: Mathematical and Logical Thinking

· Patterns and Relationships:

· 7. Sort objects into subgroups by one or two characteristics. PG 44.

· Measurement:

· 12. Make comparisons between at least two groups of objects. PG 44.

Materials Needed:


· Make flashcards with a picture of each sense organ: finger, tongue, ear, eye, and nose.

· Make flashcards with the words: touch, taste, hear, see, and smell.

· Make flashcards of a variety of different objects that involve all of the senses.

· Materials:

· Flashcards

Introduction

· Play a very fast game of Simon Says.

· “Simon says, ‘touch your nose!’”

· Continue on and have them touch eyes, stick out tongue, show fingers, and point to ears.

Procedure

1. This will be done with the children individually, so either let them have a choice time or have the assistant teachers start an alternative activity.

2. Call the students back one at a time.

3. Have the sense organ pictures and the sense organ words lying out on the table.

4. “First I want you to match the picture of the sense organ with the sense word that it is.” (The picture of the nose will be matched with the word “nose”.)

5. Watch as the student does this.

6. Once the child is done matching the sense organs to the sense words, bring out the new flashcards.

7. “Now with these flashcards you can match or group them any way you want.”

8. When the student is done matching or grouping them ask them, “Why did you organize these the way you did?”

9. Listen as the student describes the different way he or she grouped the different items according to sense.

10. Repeat this procedure until all of the students have shown you their matching and grouping skills.


· Play another game of Simon Says, but this time “show me”.

· “Simon says, ‘show me what you use to smell’.”

· Repeat this for all of the sense organs.

Source

· Original

Science

Title of Activity: Making Play dough

Concepts Fostered:



· 10) There are many different types of textures to feel.

Learning Objective:

· Given the play dough making activity the pre-school students will create their own play dough.

· Given their self-made play dough the students will manipulate the play dough with their fingers.


· Domain: Domain V


· Indicator of Progress: Scientific Thinking and Problem-Solving

· Observing:

· 1) Use senses to explore materials and the environment

· 2) Identify and/or describe objects by physical characteristics

· Questioning:

· 3) Express wonder about the natural world

· 4) Ask questions and seek answers through active participation

· 5) Make predictions about objects and natural events

· Investigating

· 6) Use tools (e.g., magnifying glass, binoculars, maps) for investigation of the environment

· 7) Make comparisons between objects that have been collected or observed

· Page number: 46

Materials Needed:


· Setting out each student’s own bowl full of flour, salt, vegetable oil and water.

· Each student will have 3 cups flour and 1/3 cup salt

· Materials:

· Flour

· Salt

· Vegetable Oil

· Water

· Assorted colors of food coloring

· Bowls

· Zip lock bags

Introduction

· Ask the students if they enjoy playing with play dough and how they usually play with play dough.

· Ask them which of the senses they think they are using when they are playing with play dough, there may be more than one.

Procedure

1. Have assigned seats ready for the children

2. At each seat there will already be a bowl of the dry ingredients for each student.

3. Excuse each student separately.

4. Talk about what is already in their bowls, which is flour and salt.

5. Go around to each student adding the vegetable oil to his or her bowl.

6. One at a time, have the students pick what color they want to make their play dough. In a cup of water count out and add 7 drops of food coloring.

7. Add water to the mix slowly with a spoon.

8. Do this for each child.

9. Once everyone has their food coloring and water, tell the students they can use their * fingers to knead the dough.

10. While they are kneading the dough, ask the students questions about how the play dough is feeling, can they smell anything, what color are they seeing when they are kneading it etc.

11. Than you can have the students make something specific out of their play dough. For example: their favorite animal.


· Talk about which senses were used in the process of making play dough

· Have them all put their play dough away in zip lock bags that have their name on it.

· Wash their hands

· Than put the play dough in their take home cubby and sit on the carpet for circle time.

Source

· Traditional

· Sarah Mikels had the recipe to make play dough from when she was a kid.

Title of Activity: Pupil Watch

Concepts Fostered:


· 7) There are two main parts to the eye: iris and pupil.

· 11) Pupils increase and decrease in size depending on light.

Learning Objective:

· Given the pupil watch activity the preschoolers will locate their partners pupil and watch what it does when the light turns on and goes off.

· Given the pupil watch activity the preschoolers will describe what happens to their partner’s pupil.


· Domain: Domain V


· Indicator of Progress: Scientific Thinking and Problem-Solving

· Observing

· 2. Identify and/or describe objects by physical characteristics. PG 46.

· Questioning

· 5. Make predictions about objects in natural events. PG 46.

Materials Needed:


· Make a paper model of an eye.

· Materials:

· Construction paper

· Glue

· Scissors

Introduction

· Show the model of an eye and ask them if they know what the parts are. (Iris and pupil.)

· “Who can tell me what the black part of the eye is called?”

· Introduce the pupil and the iris.

Procedure

1. Have all the students sit in a circle.

2. Once they are in a circle, tell them face a partner.

3. ***Each student should look at each other and locate their partner’s pupil.***

4. As a group, talk about what they noticed about the pupil in general.

5. “Did the pupil of your partner look big or small? (Have them compare the size to the iris.)

6. After the discussion has completed, explain that we will be turning off the lights.

7. “Okay, now I am going to turn off the lights and let your eyes adjust to the darkness.”

8. If it isn’t completely dark, have the student’s try to look at the pupils while the lights are still off.

9. “Now class we are going to turn the lights back on, but be prepared to look at the pupils right away!”

10. ***Once the lights are turned on, the preschoolers will look at their partner’s pupils and try to notice the differences.***

11. As a group we will discuss the differences.

12. “What changed from when the lights were on to when the lights were turned off?”

13. “Why do you think your pupils get bigger when it’s dark?”

a. Because they need to work harder to see.


· Talk about how the students were good scientists today because they observed the changes in the pupil.

Source


Social Studies

Title of Activity: Foods around the World

Concepts Fostered:


· 8) Smelling helps with tasting.


Learning Objective:

· Given all of the different types of foods, the preschoolers will differentiate between the different culture’s foods.

· Given the Foods around the World activity, the preschoolers will discover new foods and where they are from.


· Domain: Domain V


· Indicator of Progress: Social Systems Understanding

· Human Relationships:

· 1. Recognize and appreciate similarities and differences between self and others from diverse backgrounds. PG 48.




· 2. Show interest in discovering and learning new things. PG 20.

Materials Needed:


· Find out allergies of all the students.

· Prepare: chips and salsa (Mexico), Spanish rice (Spain), meatballs (Poland), pizza (Italy), rye bread (Russia), cheese squares (America), egg rolls (China).

· Make and/or buy all of these foods and cut into sample sizes.

· Place onto serving dishes.

· Materials:

· Paper Plates

· Napkins

· Plastic Forks

· Dishes for foods to be on

· Serving silverware

· Labels of what the food is and where it is from

Introduction

· “How many of you have been out of the United States of America?”

· “What kinds of foods do you think you have tried that are actually from somewhere else?”

· Discussion will vary.

· “Well today we are going to be going “around the world” and trying different types of foods from different places in the world!”

Procedure

14. Pass out paper plates, napkins, and plastic forks to all of the children and have them sit still until everyone has theirs.

15. We are going to do each food “country” separately.

16. ***“Okay class, who is ready to go to Mexico?”

17. Show the students on the map where Mexico is.

18. Pass out a couple of chips and a scoop of salsa to each student.*** (Objective number 2 will be met each time that the children are told where the food is from and shown the country on the map.)

19. “Welcome to Mexico, you may now try your chips and salsa! What do you think of this food of my country?”

20. Let the children taste the food and have a discussion about whether or not they like it and what it tastes like to them.

21. Do this with each different food and country. (Pass out the food, show them on the map where it is from, discuss what it is like.)

22. ***Have the students compare the different tastes between the foods from the different countries.***

23. “Are there any foods here today that you have never tried before?”


· “Let’s go around the room and everyone tell what their favorite food was and what country it is from.”

· If students struggle about knowing where it was from, just simply remind them. It will be a good review for the whole class.

Source

· Original

Title of Activity: Feel the Music

Concepts Fostered:


Learning Objective:

· Given the songs from different cultures, the preschoolers will move to the beat of the music, figuring out if it is fast or slow.

· Given the cultural songs that start and stop, the preschoolers will listen to the rules and freeze when the song is paused.


· Domain: Domain V



· 8. Begin to understand the uses of media and technology and how they affect their lives. PG 48.

· Domain: Domain V



· 1. Recognize and appreciate similarities and differences between self and others from diverse backgrounds. PG 48.

Materials Needed:


· Make a CD with different cultural songs on it that have different tempos.

· Materials:

· CD

Introduction

· “How many of you like to dance?”

· “Do you like to dance to fast music or slow music?”

· “Today we will be dancing around and feeling the music to all different kinds of music!”

Procedure

24. Get all of the preschoolers to the carpet and make sure they know to stay on the circle time area carpet.

25. “While we are feeling the music, be sure to keep your feet on the carpet!”

26. “When the music stops, I want you to freeze in the exact position you are in. Once it starts again, you may continue to move around.”

27. Start the CD.

28. Depending on the tempo of the music, make sure the preschoolers are dancing appropriately.

29. ***“Okay preschoolers, this song is slow! How should we be dancing?” Watch as the preschoolers move slowly.***

30. Pause the song.

31. ***“Preschoolers, the song has stopped! What should you be doing?” Make sure all preschoolers froze into the position they were.***

32. “Everyone is doing a good job of following the rules and feeling the tempo!”

33. Continue this until the songs from different cultures are played.


· “Is this the type of music that you hear every day?”

· Answers will vary, but most likely it will be songs the students have never heard.

· “Why is it important to listen to music of different cultures, or even to try a whole bunch of new things from different cultures?”

· Answers vary.

· “Why is it important to follow rules?

· To stay safe.

Source

Abraham, Cathy. "Learning Foundations Curriculum." The Five Senses. N.p., (2005) Web. 22 Nov. 2009. .

Art

Title of Activity: Texture board

Concepts Fostered:


· 10) There are many different types of textures to feel.

Learning Objective:

· Given the materials the preschoolers will create a board of all different textures.

· Given the finished texture board the preschoolers will be able to describe to each other what the different textures feel like.


· Domain: Domain IV

· Domain Component: Creativity and the Arts

· Indicator of Progress: Creating

· 1. Use a variety of media and materials for exploration and creative expression. PG 38.




· 1. Show eagerness and sense of wonder. PG 20.

Materials Needed:


· Gather different textured materials and have them cut into little squares.

· Supply poster board for each student.

· Materials:

· Poster board

· Sand paper

· Felt pieces

· Furry fabric

· Sponge

· Leather

· Double sided tape

· Tile

· Feathers

Introduction

· Read the book Pat the Bunny by Dorothy Kunhardt.

· Show an example of a texture board.

Procedure

34. Give each student a piece of poster board.

35. Have all the different textures cut into small pieces and spread out on a table.

36. “You will get to pick six different textures to put onto your board.”

37. Excuse the students in groups of four to pick out their textures.

38. ***Once all of the students have their textures picked out, they can start gluing them onto their poster board.***

39. Walk around the room and help any of the preschoolers that may need help gluing their textures down.

40. After everyone has completed their board, divide them into groups of four and have them sit in a circle somewhere in the room.

41. ***They will touch all of the materials on the boards in their group and discuss how each object feels.***


· “Who can tell me some of the different textures you felt today?”

· “Which sense did we use today to experience these textures?”

· “Is there another sense that we used that maybe you didn’t think of right away besides touch?”

· “Now, you can take your texture boards home and teach your family about all different textures. Please put them in your cubby.”

Source

· Original

Title of Activity: Maracas

Concepts Fostered:


Learning Objective:

· Given the paper plates, the preschoolers will design a shell for their maracas.

· Given the maraca making activity, the students will create their very own maracas.




· Indicator of Progress: Creating

· 2. Participate in art and music experiences. PG 38.



· Indicator of Progress: Responding

· 1. Show others and/or talk about what they have made or done. PG 40.

Materials Needed:


· Get all of the materials together.

· Have real maracas and an example of an already competed maraca like the one they will make.

· Materials:

· Paper plates

· Markers

· Beads of all different sizes

· Duct tape

· Stickers

Introduction

· Start shaking the real maracas and ask the preschoolers if any of them know what it is called.

· “Has anybody ever seen one of these before? Can you tell me what it is?”

· Show the example maraca like the one they are going to make and start shaking that.

· “You are going to be making your very own maraca! Who wants to make a guess as to how this is going to be made?”

· Allow a couple of students to give their guess.

Procedure

42. ***Pass out two paper plates to each student and let them decorate it however they want.***

43. Let the preschoolers scoop out a fourth cup of beads and place them onto their plate.

44. The teacher will walk around with the bucket of beads so the students don’t have to walk back to their seat with a plateful of beads.

45. “Now, it doesn’t matter what your beads look like because you won’t be seeing them anyways. It is all about listening.”

46. Once the preschoolers have their beads on a plate, they should put their other plate on top and raise their hand when they are ready for it to be taped shut.

47. The teachers will be the ones to tape each of the maracas together to be sure that they won’t come undone.

48. “Once yours is taped, feel free to color more and decorate more on the tape if you wish.”

49. “When you feel like your maraca is finished, come sit down in the circle and we will try them out.”

50. ***The students will gather around in a circle and show off their maraca and be able to shake it for five seconds for the class to demonstrate how it works.***

51. Play a song on the CD player and let the students shake their maracas along with it.


· “What body part did you use to be able to listen to the different noises of the maracas?”

· Our ears.

· “You will be able to take your maracas home and play some songs for your family, friends, or maybe a pet!”

· “Please put your maracas into your cubby.”

Source

1. Stover, E. (n.d.). How To Make Maracas With Kids | eHow.com. eHow | How To Do Just About Everything! | How To Videos & Articles. Retrieved November 9, 2009, from http://www.ehow.com/how_4855637_make-maracas-kids.html

Motor Skills

Title of Activity: Do the Hokey Pokey

Concepts Fostered:


Learning Objective:

· Given the senses Hokey Pokey, the preschoolers will identify the appropriate body part to put in the circle.

· Given the Hokey Pokey, the preschoolers will participate in the dance that will work their gross motor skills.


· Domain: Domain VI

· Domain Component: Physical and Motor Development

· Indicator of Progress: Gross Motor Development

· 1. Development large muscle control and coordination. PG 50.



· Indicator of Progress: Gross Motor Development

· 4. Develop ability to move their body in space with coordination. PG 50.

Materials Needed:


· Make a sense song with the Hokey Pokey lyrics

· Materials:

· None.

Introduction

· “Raise your hand if you have ever done the Hokey Pokey?”

· “What are some of the body parts you ‘put in the circle’?”

· “Today we are going to be putting our sense organs in the circle!”

Procedure

1. Get all of the preschoolers in a circle.

2. “Everyone join hands and spread out into a big circle. Great, now you can drop your hands.”

3. Start singing the song, have the preschoolers join if they know the words.

4. ***Listening to the song, the preschoolers will put the appropriate sense organ in the circle at the right time. For example, “Put your nose in…” and the preschoolers will lean their face forward with their nose going in the middle.***

5. This will continue on for the entire song until nose, ear, eyes, tongue, and fingers are all said.

6. ***When the “turn yourself about” part comes on, the children will turn around and dance in their own way.***

7. Do the song more than once so that the preschoolers really get to know their senses and are able to dance around to work their gross motor.


· “Who wants to show me their favorite part of the dance?”

· Ask for a couple of volunteers to demonstrate their favorite part.

· “Let’s head back to our seats.”

Source


Title of Activity: Pin the Taste Bud on the Tongue

Concepts Fostered:



Learning Objective:

· Given the taste bud close pins, the preschoolers will place the taste buds on the area of the tongue that we tell them. For example, if we say it’s a sweet taste bud, they will place the close pin at the tip of the tongue.

· Given the close pins, the preschoolers will practice opening them with just two or three of their fingers.




· Indicator of Progress: Fine Motor Development

· 1. Develop small muscle control and coordination. PG 52.



· Indicator of Progress: Fine Motor Development

· 2. Use eye-hand coordination to perform a variety of tasks. PG 52.

Materials Needed:


· Make a big cut out paper tongue.

· Make close pins with “taste buds” on them (little black dots).

· Materials:

· Paper tongue

· Taste bud close pins

· Picture of the tongue with the “taste bud areas” on it

Introduction

· “Who remembers what the little dots on your tongue are called?”

· “What are the four different tastes that everyone has?”

· Hold up a close pin and ask what it is and how they typically see it used.

Procedure

8. This will be done one at a time with the preschoolers.

9. Have the assistant teacher or helper start another activity to work on while the students get called back one at a time.

10. Start at the beginning of the alphabet. “Josh, please come back with me to do this tongue activity.”

11. ***“I want you to put three different taste buds on the salty area of the tongue.”***

12. Watch as he completes this to make sure he knows where the salty area is.

13. ***“When you are opening the close pin, I want you to try and use only two or three of your fingers to open it.”***

14. Do this over again until it seems as if they student is pretty confident in how to open the close pin.

15. Repeat until all students have had a chance to participate.

16. Get the preschoolers back together as a group.


· “Stick out your tongue and show me where the sweet taste buds are located.”

· “Was it hard to open the close pin with just a couple of your fingers?”

· “Can anyone think of any different things that you use just a couple of fingers for?” (Examples, drawing, using silverware, etc.)

· “When you go home today, practice drawing and using your silverware.”

Source

· Original

Large Group

Title of Activity: Blindfold scent

Concepts Fostered:


Learning Objective:

· Given the different items brought in by the students, the fellow classmates will describe what it smells like to the class.

· Given the blindfold activity, the preschoolers will try to name the item that they smell.




· Indicator of Progress: Risk Taking

· 2. Use a variety of strategies to solve problems. PG 22.




· 2. Show interest in discovering and learning new things. PG 20.

Materials Needed:


· Send a note home for the parents about a week before the activity is going to take place to tell them that their child will need to bring in one item with a strong scent.

· Make an allergy note to be sent with the parents as well so that the parents know what not to send with their child.

· Materials:

· Blindfolds

· Items from the children

Introduction

· “What part of your body do you smell with?"

· Your nose!

· “Who can tell me some good smells and some bad smells?”

· Answers vary.

Procedure

52. Pass out a blindfold to each student and help him or her to put it on.

53. “We will all be putting on blindfolds to do our experiment with smell today.”

54. Start with one student at a time; go around the circle clockwise starting with the child closest to the teacher.

55. Tap the child who’s turn it is and have them take off their blindfold and go get their item that they brought.

56. “Okay Johnny, take off your blindfold and go get your item from your cubby, everyone else make sure you keep yours on until we smell!”

57. Johnny will walk around with his item allowing every student to smell it.

58. After each student goes around with their item, the class will be able to push their blindfolds up and talk about what they smelled.

59. ***“Who can tell me what his item smelled like? Can anyone make a guess as to what it was?”

60. The discussion will obviously vary depending on the item.***

61. Each student will get a chance to go around with his or her item.

62. ***Once the item is all the way around (after every student) the children will guess what the item is.***


· “What were some of your favorite smells from today? Were any of them your overall favorite smell?”

· “What are some things that you wish you didn’t ever have to smell?”

Source

· Original

Title of Activity: Eye Spy

Concepts Fostered:



Learning Objective:

· Given the Eye Spy activity; the preschoolers will locate the mystery object that their classmate is describing.

· Given the Eye Spy activity, the student that is up will verbalize what color the mystery object is that they what their classmates to find.





· 1. Show eagerness and sense of wonder as a learner. PG 20.

· Domain: Domain III

· Domain Component: Language and Literacy Development

· Indicator of Progress: Listening

· 2. Listen with understanding to stories, directions, and conversations. PG 30.

Materials Needed:


· None.

· Materials:

· None.

Introduction

· “How many of you have ever played the game Eye Spy?”

· “Today, we are all going to get a chance to be the “spyer” and detectives.

Procedure

63. Just in case a student hasn’t played the game before, explain the directions and do an example for the class.

64. “When playing eye spy, you look for an object somewhere in clear view in the room and say ‘I spy with my little eye, something that is (a color)’. The other students, or the ‘detectives’ need to try and guess what you are looking at. The first detective to get it right, then becomes the next ‘spyer’.”

65. “Let’s try one together. ‘I spy with my little eye, something that is green’!”

66. ***The students will be looking around trying to find what the object is and will raise their hand when they think they have an idea.***

67. Once the object is guessed correctly, it will be the students’ turn.

68. “What a good detective you are! Since you got it right, it’s your turn to be the spyer! Don’t worry, everyone will get a turn.”

69. ***The student will then say, “I spy with my little eye something that is (color)”, while the other students search for it.***

70. Go around the room until everyone gets a turn.

71. If one child is continuously getting it correct right away, he or she will then get to chose a child who has not had a chance to be the spyer yet.

72. Continue this until everyone has had a turn. If there is extra time, the students can always have a second turn.


· “What sense did we use to be detectives today?”

· Sight!

· “I have one more eye spy for you, are you ready?”

· Do an eye spy for the next place that you want the children to go to.

Source

· Traditional

Music

The Five Senses Song

Sung to: "Old Mac Donald Had a Farm"

On my face I have two 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; 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; 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; 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; 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!

Preschool Education Music & Songs: Senses. (1998, November 9). Preschool Education: Discover The Fun In Learning. Retrieved November 18, 2009, from http://www.preschooleducation.com/ssenses.shtml

The Smelling Song

Sung to: "It's raining, it's pouring" 

 I'm smelling, I'm smelling, my nose is busy smelling. This is the song I like to sing, When I smell most anything!

Preschool Education Music & Songs: Senses. (2000, March 23). Preschool Education: Discover The Fun In Learning. Retrieved November 18, 2009, from http://www.preschooleducation.com/ssenses.shtml

Five Senses  

(Tune: Where is Thumbkin)

When singing about the parts of the body point to them also.

Five senses, five senses  

We have them. We have them.  

Seeing, hearing, touching,  

Tasting and smelling.  

There are five. There are five.

Preschool Activity Theme - The Five Senses. (n.d.). Retrieved September 28, 2009, from http://www.preschoolrainbow.org/5senses.htm

Sing a Song of 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.

K, D. G. (n.d.). Five Senses Poems and Songs. Chariho Regional School District | Serving the Communities of Charlestown, Richmond, and Hopkinton in Southern Rhode Island. Retrieved November 18, 2009, from http://www.chariho.k12.ri.us/faculty/kkvre/units/2002/rick/songs.html

Five Senses

By Ron Brown

Oh, I've got five senses Showing me the way. I've got those five senses Helping me each day.

Put your hands together. Can you feel the touch? Oh, that skin love to feel so much. With all those nerves running down your spine, You're always feeling fine.

Now, open your eyes so big and wide Like two big cameras sitting on both sides. And everything you see is upside down, But your brain turns it around.


Now stick out your tongue, it might be fun. Oh, my, it's full of bumps! When I put something right in my mouth, It makes my taste buds jump!

Now take a sniff, a little whiff Uh, oh, I think I'm sunk, 'Cause sitting right there underneath my chair Is a big old smelly skunk!


Now open your ears, let's really hear. Where does that sound come from? Bouncing around and vibrating In the middle of your ear drum!


Brown, R. (n.d.). Five Senses: Song Lyrics. Songs for Teaching: Educational Children's Music Downloads/CDs. Retrieved November 18, 2009, from http://www.songsforteaching.com/intellitunes/fivesenses.htm

Language Arts

FINGER PLAY:

My Head

This is the circle that is my head (Make large circle with both hands)

This is my mouth with which words are said (point to mouth)

These are my eyes with which I see (point to eyes)

This is my nose that’s a part of me (point to nose)

This is the hair that grows on my head (point to hair)

And this is my hat all pretty and red! (Place hands on head, fingers pointing up and touching)

Concepts

1. There are five senses

Abraham, C. (n.d.). Five Senses. Learning Foundations Curriculum.

Retrieved November 18, 2009, from www.childcarelounge.com/diva/LearningFoundationssample-5Senses%5B1%5D.pdf

Action Rhyme: Five Little Senses 

Five little senses are what I need, (hold out hand and bounce around)

To use when things are near. 

I use my eyes to look and see. (point at eyes)

 I use my ears to hear. (point at ears)

I use my nose to smell things. (point at nose)

I use my hands to touch. (hold out hand)

 I use my mouth to taste (point to mouth)

The things I love to eat so much. 

Five little senses standing in a row. (hold out hand and bounch around)

To see, hear, smell, touch and taste 

The things I need to know.

Concepts


2. Ears are used for hearing


4. Taste buds are used for tasting.

5. Fingers help feel objects.


Yakaberry RHYMES, SONGS, FINGERPLAY - Five Senses - Free Story

Hour Lesson Plans . (n.d.). Yakaberry - Rhymes, Songs, Fingerplay Activities - Index . Retrieved November 22, 2009, from http://rhymes.yakaberry.com/5senses.html

Happy Senses

(stand and point to the body parts as they are mentioned)

Eyes, eyes-they can see.

Nose, nose-it can smell.

Fingers, fingers-they can touch.

Hip, hip, hooray! I’m happy! (dancing and spinning)

Teeth, teeth-they can chew.

Tongue, tongue-it can taste.

Finger, fingers-they can touch.

Hip, hip, hooray! I’m happy! (dancing and spinning)

Concepts







The Five Senses. (2008, August 6). NKCSD Staff Web Pages. Retrieved

November 22, 2009, from http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Five Senses (Fingerplay)

I have two ears to hear with. (holding up two fingers)

I have two eyes to see with (holding up two fingers)

I have two hands to touch things. (holding up two fingers)

They’re all a part of me.

I have a mouth to taste with. (holding up one finger)

I use it when I speak,

And a nose I use to smell things. (holding up one finger)

All my parts make me unique.

These are my five senses. (holding up five fingers)

I use them everyday.

They help me understand my world.

In a very special way.

Concepts







The Five Senses. (2008, August 6). NKCSD Staff Web Pages. Retrieved

November 22, 2009, from http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

NON-BOOK STORIES:

Non-Book Stories

Five Senses Walk Story  

“Take a pretend 'sense walk'. Have all of the children stand up. Have them begin walking in place. Start the story. 'Oh it was a beautiful day. The weather was warm, the wind was blowing slightly, and Tommy and his mother decided to go for a walk to the park. They packed a picnic lunch and began to walk to the park. While they walked they looked (stop and let the children point to their eyes.) For all of the animals, birds, and insects. The neighbor's dog came up the walk toward them. Tommy stopped to pet her. (stop and let the children touch their hands.) Her fur was so soft and silky. On they went to the park. Oh No! Tommy  and his mother held their...(Stop and let the children do the same) Guess what they smelled? You're right, they smelled a skunk. They started walking faster to get away from that smell. Soon they were far enough away and they could let go of their noses. They were a little out of breath since they had been walking so fast. They walked a little slower and did not talk for a while, they simply listened for the sounds around them. (stop and let the children point to their ears.) They could hear lots of things. What do you think were some of the sounds they heard? (Let the children answer.) Finally they reached the park. It had been a long walk and they were hungry they sat down under a big willow tree and enjoyed all of the treats in their lunch. (Let the children point to their tongues.) Tommy played for awhile and his mother rested in the green grass. After awhile, Tommy got tired. He and his mom walked back home. 'Reverse the sequence of the walk beginning with all of the sounds Tommy and his mom heard near the park. See how many of the details of the story the children can remember,” (Our 5 Senses, n.d.).

Concepts








Our 5 Senses. (n.d.). Site Builder. Retrieved November 23, 2009, from http://taledo.tripod.com/Our5Senses/

Oversized senses

Tell a story about the five senses. Each child will have their own set of oversized senses, all five, that will be attached to a Popsicle stick. When a certain sense is talked about in the story the child will hold it up. For example: if were talking about Bobby going to the bakery and smelling the delicious cupcakes the children would hold up the huge nose. Make sure the story talks about all five senses.

Concepts







Original: Sarah Mikels and Caitlin Hacker

DRAMATIC PLAY:

Eye Doctor

Materials:

· Eye chart: the students will pretend that they are at the eye doctor and look at the eye chart as if they were being examined.

· White lab coat: the students will be able to pretend that they are the optometrist by putting on the lab coat and helping out their classmates as if they were their patients.

· Wooden spoon (to hold over one eye): while the “patient” is being examined by the “Optometrist” they will use the wooden spoon to put over one eye at a time while they are looking at the eye chart.

· Old glasses: they will be able to pretend that they need glasses and that is why they are going to the eye doctor, or that the eye doctor tells them they now need glasses and to pick out a pair.

· Mirror: to look at him or herself with their glasses on or off.

· Chair: as an examination chair for the patient to sit in while they are at the eye doctor.

If there is enough room, there could be a reception area with a desk, phone, and notepad to take appointments with before they go into the eye doctor’s office.

This addresses language development because the preschoolers will need to talk to each other about making appointments or in the “examination room”. The doctor will be telling the patient what to do and using some new terms that were learned about from the Optometrist who came in and talked.

Concepts:

3) Eyes are used for seeing.

7) There are two main parts to the eye: iris and pupil.

11) Pupils increase and decrease in size depending on light.

Attendance

There will be a cutout of a human body that is missing eyes, nose, ears, fingers, tongue, and mouth. The children’s names will all be on a different body part that they will put in the appropriate spot when they come in the door. It will be Velcroed onto the body. There will be one name on each of the 10 fingers as well as one on each eye, ear, one on the nose, one on the tongue, and one on the mouth. Whichever body part is missing when it is time to begin, that is who is absent.

Concepts:


There will be a big magnet of a nose, eye, ear, mouth, and hand. Each students’ name will be on a different object, such as a flower, rainbow, lollipop, etc. When they come into the room they will find their name and look at the object and decide which sense they would use to describe it. For example, if one of the student’s names is on a lollipop and they decide they use taste, they will move their object to the mouth. Whichever objects are not put onto one of the five sense organ magnets, the names on those objects are the students who are absent.

Concepts:







Snack

To show the students the four different tastes the tongue can taste, bring in a food/ drink that pertains to each. The four tastes are sweet, sour, bitter and salty.

Concepts:

4. The taste buds are used for tasting

9. There are four main tastes: sour, sweet, salty and bitter.

Snack 1:

Sweet- Fruit Punch

Bitter- Unsweetened cocoa

Snack 2:

Sour: Lemonade

Salty: Pretzels

Field Trip/Walk

Bubble Walk

Before the students come to class have a certain path lined with bubble wrap. Pass around a piece of bubble wrap and have the students feel the bubbles. This path could be an introduction to the classroom and where different things are located. For example: bring the students to the coat rack, their cubbies and where the toys are put away etc. Have the students line up in pairs and follow the bubble wrap. Talk about the loud and soft sounds that the bubble wrap makes. Also, at each destination make sure to tell the students what s/he is looking at. After the walk is completed have the students feel the bubble wrap and talk about how it felt before it was walked on and how it feels after.

Concepts:




Smelly Walk

On a nice day, bring the students outside and have them walk around the block. Make frequent stops of things that would have a distinct smell. Talk about the smell of the item and what it is. Make sure every student gets a chance to smell the item and that they smell at least ten different things.

Concepts:



Resource People

Optometrist (Eye doctor)

We will bring in the eye doctor to the classroom while our dramatic play is in action. Also ask them to bring in tools that are used for eye exams.

Concepts:


7. There are two main parts of the eye: iris and pupil.


Questions:

1. What is an eye chart look like?

2. What does it exactly do?

3. Why do you need to cover one eye when your getting your eyes tested?

4. What does near sighted mean?

5. What does far sighted mean?

6. How do glasses help someone see?

7. How often should you get your eyes checked?

8. What is the pupil?

9. What is the iris?

10. Does the color of your eyes mean different things?

Police & K9 dog

Since these dogs have gone through numerous training they will be well behaved to bring into the classroom.

Concepts:


Questions:

1. How long does it take to train the dogs?

2. What type of dog is this?

3. Is this the only type of dog used as a K9 dog?

4. What does K9 stand for?

5. How do the dogs find things by scent?

6. How are they trained to find different things?

7. What are they trained to find?

8. Can they do any other tricks?

9. Are there any other types of duties dogs can do? (Seeing eye dog)

10. Would these be good dogs to have as pets?

Home School Connection

Class Mystery Can

To start, decorate a coffee can and laminate a letter that goes home with the can. The can will be given to a different child each day. The letter will explain the idea of the can. The idea is for the parents to help their child pick out one item that will make a noise when it is shaken inside the can. The parents are also supposed to help their child think of good clues to give to the class about the object they put in the can. When the student brings the can back with the object inside, they will shake it for the rest of the class to hear and will eventually try and guess what the object is. If the class cannot guess it by just listening to it, the clues will be given.

Concepts:



Color Day

Each day of the week will have a certain color theme. Ask the parents to send their child to school in that certain color. For example, Monday is red, Tuesday is green, Wednesday is yellow, Thursday is blue, and Friday is orange. A letter will be sent home to the parents with all of the “color days” labeled and asked that their child wear the respective color on the respective day.

Concepts:



Weekly Block Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

8:00

Popcorn Intro

Chart Intro

Science-Pupil

Mystery Can

Mystery Can

8:30

Art-Maracas

S.S.-Foods

Art-Texture Board

S.S.-Dance

Science-Playdough

9:00

" "

" "

" "

" "

" "

9:30

C.T.-"My Head"

C.T.-"Happy Senses"

C.T.-"Five Senses"

Circle

C.T.-"Action Rhyme"

10:00

snack

snack

Pretzels/Lemonade

snack

Fruit Punch/Cocoa

10:30

G.M. Hokey Pokey

Optometrist

Bubble Walk

K9

Smelly Walk

11:00

Mystery Can

" "

" "

" "

" "

11:30

Lunch

Lunch

Lunch

Lunch

Lunch

12:00

" "

" "

" "

" "

" "

12:30

Nap

Nap

Nap

Nap

Nap

1:00

" "

" "

" "

" "

" "

1:30

" "

" "

" "

" "

" "

2:00

Math-Jelly Beans

F.M.-"Taste buds"

Math-Matching

L.G.-Blindfold

Quiet Choice

2:30

Quiet Choice

Mystery Can

Mystery Can

" "

Quiet Choice

3:00

Snack

Snack

Snack

Snack

Snack

3:30

Circle

L.G.-Eye Spy

Circle

Circle

Circle

4:00

Playground

Playground

Playground

Playground

Playground

***See word document

KEY:

C.T. = Circle Time

S.S. = Social Studies

G.M. = Gross Motor

F.M. = Fine Motor

L.G. = Large Group

For the home school connection with the Color Day, we will send home a letter to the parents the Friday before the Five Senses Unit begins. This way they will be prepared and have the respective color to dress their child in for each of the days.

We will set up the dramatic play on Tuesday morning before the Optometrist comes. That way the students will have the eye doctor office and tools fresh in their mind to be able to play with during dramatic play.

The attendance will be taken on Monday, Tuesday, and Wednesday with the human body right as the students walk into the classroom. On Thursday and Friday attendance will be taken with the Sense Charts also right when the students walk into the classroom.

Children’s Books

1.

The Very Quiet Cricket by Eric Carle

a. A cricket tries over and over to make the cricket chirp by rubbing his wings together. After many tries he becomes successful and the cricket sound is heard on the last page of the book.

2.

Here are my Hands by Bill Martin

a. Invites very young children to respond impulsively and creatively as they learn the parts of the body. Has rhyming text that talks about the eyes, ears, nose, toes and more. Features many different children of diverse backgrounds.

3.

Breathtaking Noses by Hanna Machotka

a. Discusses the noses of a variety of different animals and how they function.

4.

How do we taste and smell by Carol Ballard

a. Activities that explain how we taste different things using our tongue and how we use the sense of small to help taste.

5.

Mucky Moose by Jonathan Allan

a. About a moose who is the smelliest animal in the forest. But when the biggest, meanest wolf decides to make a meal of Mucky he is in for a big surprise.

6.

Tasting Things by Allan Fowler

a. An introduction to the sense of taste.

7.

The Magic School Bus-Exploring the Senses by Joanna Cole and Bruce Degen

a. On Ms.Frizzle’s latest adventure the students learn about sight, smell, hearing, taste, touch and much more. Ms.Frizzle leaves school before getting an important message from the assistant principal gets on the magic school bus with the students to track down Ms.Frizzle. During the process, they have all traveled trough an eye, an ear, a tongue and a dog’s nose.

8.

Look out for Rosy by Bob Graham

a. This book is for early learners to help teach about the five senses.

9.

Busy Bunnies’ Five Senses by Teddy Slater

a. This book teaches readers about the five senses by showing how busy bunnies do many different things: tasting, smelling, touching, hearing and seeing.

10.

My Head-to-toe book by Jean Tymms

a. This book is has young animals showing how we use our eyes, noses, ears, mouths etc.

Resources


Anderson, T. (2009). Anosmia an invisible disability. Retrieved September 29, 2009, from http://www.disabled-world.com/disability/types/invisible/anosmia.php

Benson, I., Neill, T., & Tetzner, B. (2002). Our Five Senses. Chariho Regional School District | Serving the Communities of Charlestown, Richmond, and Hopkinton in Southern Rhode Island. Retrieved November 19, 2009, from http://www.chariho.k12.ri.us/faculty/kkvre/units/2002/rick/fivesenses.html

Brown, R. (n.d.). Five Senses: Song Lyrics. Songs for Teaching: Educational Children's Music Downloads/CDs. Retrieved November 18, 2009, from http://www.songsforteaching.com/intellitunes/fivesenses.htm

Introducing the Five Senses. (n.d.). Welcome to the lab site of TeachNet. Retrieved November 19, 2009, from http://teachnet-lab.org/miami/2001/salidoi/Introducing%20the%20Five%20Senses.htm

K, D. G. (n.d.). Five Senses Poems and Songs. Chariho Regional School District | Serving the Communities of Charlestown, Richmond, and Hopkinton in Southern Rhode Island. Retrieved November 18, 2009, from http://www.chariho.k12.ri.us/faculty/kkvre/units/2002/rick/songs.html


Our 5 Senses. (n.d.). Site Builder. Retrieved November 23, 2009, from http://taledo.tripod.com/Our5Senses/

Preschool Activity Theme - The Five Senses. (n.d.). Retrieved September 28, 2009, from http://www.preschoolrainbow.org/5senses.htm

Preschool Education Music & Songs: Senses. (1998, November 9). Preschool Education: Discover The Fun In Learning. Retrieved November 18, 2009, from http://www.preschooleducation.com/ssenses.shtml

Preschool five senses theme. (n.d.). Retrieved September 20, 2009 from http://www.everythingpreschool.com/themes/fivesenses/index.htm

Rainwater, J. (1962). Vision: How, why and what we see. New York: Golden Press, Inc.

Stover, E. (n.d.). How To Make Maracas With Kids | eHow.com. eHow | How To Do Just About Everything! | How To Videos & Articles. Retrieved November 9, 2009, from http://www.ehow.com/how_4855637_make-maracas-kids.html

The Five Senses. (2008, August 6). NKCSD Staff Web Pages. Retrieved November 22, 2009, from http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Yakaberry RHYMES, SONGS, FINGERPLAY - Five Senses - Free Story Hour Lesson Plans . (n.d.). Yakaberry - Rhymes, Songs, Fingerplay Activities - Index . Retrieved November 22, 2009, from http://rhymes.yakaberry.com/5senses.html

Zim, H. (1956). Our senses and how they work. New York: William Morrow & Company.

Documents

samikels.files.wordpress.com · Web viewCaitlin Hacker. Sarah Mikels. EDUC 416. Unit . What are the five senses? The five senses that we have are touch, sight, smell, hearing, and