Unit/ISP page      EDCI 402     Teaching and Assessment main page

 

Brooke Schufreider

UNIT: THE FIVE SENSES

 

            Children learn everything through the five senses, so it is very essential for children to learn how they comprehend information.  This unit will explain each of the five senses in detail and give children a chance to explore their knowledge using their five senses.  They will be using their eyes, hands, ears, nose, and mouth to gain knowledge of the world around them.

            This unit is geared towards kindergarten children but could be manipulated to work with younger or older children.  The lessons incorporated in this three week unit will have the children exploring the world through their five senses.  It is important for children to be aware of the world around them and this unit will help them gain an appreciation for their five senses.

Unit Learning Goals

·        The learner will develop an appreciation for their five senses.

·        The learner will develop and understanding of the five senses.

·        The learner will learn vocabulary of each of the five senses.

·        The learner will know the differences between the five senses.

·        The learner will read and write information about the five senses.

·        The learner will create a story about the five senses.

Instructional Overview

The unit will begin with the story My Five Senses by Aliki to open the discussion about the five senses.  I will read the story to the children to give them a general idea of what the five senses include.  We will focus on each sense individually before bringing them all together.  The first two days we will focus on the concept of sight.  I will first have the children explain to me what they feel sight is and then I will explain it in depth.  I will explain how the eyes are the location at which sight occurs and that we use our eyes to learn things such as colors, sizes, and shapes of objects.  The first lesson plan incorporating the sense of sight “Jumbo Objects” has the children get into groups to try to determine which tools help show more detail.  The children will work together to come up with the solution to the question, “Which tool helps to see more detail?” This lesson will be indirect instruction because I want to see what the children can come up with by themselves before giving them any hinted advice.  At the end of the activity we will come back together and discuss our findings.  We will work together cooperatively to figure out how much detail each object depicts and which tool showed more detail.  Another lesson “What Do You See” will also be used to focus on sight as a way of gaining knowledge of the world around us.  This lesson will have myself, as the teacher, showing pictures of different objects to the children and the children will use their eyes to figure out what the object is.  The lesson will start off with indirect instruction because the children are using their knowledge to come up with the right answer.  After all pictures are shown cooperative learning will take place because the children will talk with me to go over each picture again to determine the right answer.  Through talking with each other, the children will comprehend the concept of sight.

The next two days will be focused on the concept of touch.  Again I will have the children first tell me what they feel touch is and then I will explain touch in more depth.  I will explain how our skin is the location of the sense of touch which we use to determine the roughness, smoothness, hardness, softness, or different shapes of objects.  I will explain how we use touch to determine different textures of objects by how they feel to the human touch.  The first lesson plan dealing with touch “Hidden Textures” will help the children distinguish between different types of textures that different objects pertain.  This lesson will also involve indirect instruction because the children are working together in groups to determine the right texture.  I, as the teacher, will be standing back observing the children as they explore the different textures on their own.  When the children complete the task, we will use cooperative learning by meeting together to discuss results and talk together to learn about the concept of touch.  Another lesson “Feeling Different Objects” will have the children feeling different objects and comprehending what they feel like.  The children will actually see the objects to touch and feel to understand what the different objects feel like.  This lesson, however, will be direct instruction with me in the front of the class telling the children what certain objects feel like.  I will reinforce the textures the children experimented with previously in “Hidden Textures.”  I will choose an object and have the children look at it and feel it.  I will describe what the object feels like and continue that pattern with the rest of the objects.  After explaining each object and it’s texture, I will quiz the children by holding up one of the objects and asking them to tell me what the texture of that object is.  This quiz and talking with the children will determine how the children comprehended the concept of touch.

The next two days will be focused on the concept of hearing and as usual I have the children tell me what they feel hearing is.  I will then explain in detail that the ears are the location of hearing and we use our ears to determine high and low pitches of objects. The first lesson plan will be “What’s This Pitch” which I will initiate and the children will directly and indirectly be taught.  I will lead the activity while the children independently work by themselves to come up with the correct answer.  At the end of the lesson, I will talk with the children and together we will discuss the results.  Another lesson “What Did You Say” will be used to focus on children using their ears only to comprehend information.  The children will whisper different sentences in other children’s ears like the game telephone and the children will have to really listen to determine what is being told to them.  This lesson will reinforce the importance of the ability to hear.  This lesson will incorporate cooperative learning because the children will need to work together to succeed.  I will choose the sentences that the children will share with their other classmates.  This lesson will be direct instruction, however, the children will work together as I walk around and observe them working together.  Through talking with the children, I will get a basic understanding of how the children grasped the concept of hearing.

The next sense that the children will learn about is the concept of smell, and I will ask the children what they feel smell is.  I will then explain to them how the nose is the location of the sense of smell which we use to learn about odors of substances.  Odors can be strong, weak, pleasant, unpleasant or a combination of the four.  The lesson “What’s This Odor” will involve the children working in pairs to determine the odors of the substances in front of them.  This will be small group work and indirect instruction because again I want to see what the children come up with themselves.  At the end of the activity we will come back together as a group and work cooperatively to come up with the correct answers. Also the children will work with me to come up with another chart of different objects and things that have different odors.

Lastly, we will focus on the concept of taste where I will have the children explain to me what they feel taste is.  I will then explain to them in detail how the tongue is the location of the sense of taste which we use to learn about flavors of things.  I will mention how there are four types of taste which include salty, sweet, sour, and bitter.  The lesson “Ohhhhh, What’s This Taste” will have the children working independently as the I explain each different type of taste and connect it with a food that has that same taste.  This lesson will be direct instruction with me instructing the children and the children working by themselves. At the end of the activity the children and I will come up with a list of different foods that fall under each different type of taste.  Using personal communication, questions will be asked to determine why children picked certain foods to fall under the four types of taste.

The last week will involve the children putting all their five senses together by understanding each sense and putting them all in a story.  One lesson that incorporates all of the five senses is the act of popping popcorn.  I will show the children how to pop popcorn and show them how you can use all your five senses with this fun activity.  The children can use their eyes to see the popcorn kernel change to form itself into white fluffy popcorn.  The children can use their ears to hear the popcorn changing from kernel to popcorn.  They can use their noses to smell the popcorn especially if you get the butter kind.  Also, if you happen to burn the popcorn the children can also smell that burnt smell.  The children can use their hands to feel the popcorn kernels before you pop them and then when the popcorn is finished popping they can feel the white pieces of popcorn.  Lastly after witnessing the transformation of popcorn kernels turning into popcorn, the children can use their taste buds in their tongues to taste the popcorn.  This one activity alone manages to involve all the five senses.  A few other activities include the children writing a paragraph about which sense they liked best and why.  Also, the children will be asked to write a story that incorporates all of the five senses including pictures to make it more visually appealing.  I will also reread the story My Five Senses by Aliki to bring all the information about the five senses together.  Now that the children have gained more knowledge from the two weeks of lesson plans, they might be able to relate to the story a bit more because they know what the information really means about the different senses the body uses to gather information.

As you can see I have developed a plan that consists of different types of instruction where I have the children working with their peers to learn on their own while also including some time where I am directly teaching the children the material.  I have some lessons where the children work in pairs and other lessons where they work with more then two people so they have different experiences. Also individual work is planned in this unit to make those who are shy feel comfortable as well.  I like the idea of cooperative learning so I have included that as well in my unit because I feel it is important to work together to gain knowledge.

Assessment Overview

A unit is not complete without a way to assess the children to figure out what they gained from the knowledge you brought before them.  The children in my class will be assessed in many ways to determine their understanding of the five senses.  I will be using personal communication daily to determine what the children comprehended that day.  I will be asking the children questions about the previous days knowledge to keep the information building and connecting together.   I will be using personal communication as a primary way of assessment because young children learn as they go and speaking to children helps to determine what they know. 

Many of my lesson plans include informal assessments by asking children questions about the activity to see what they learned from it.  Speaking with young children is a good way of assessing what a child knows and comprehends from a particular activity.  Some other forms of informal assessment in my unit include the children writing paragraphs about the different senses to tell me which is their favorite and why.  These paragraphs fall under the essay category of assessment which is used to have the children write about what they know.  A couple of the lessons involve creating charts which is another way to informally assess children in a group to see what they come up with.  The children will work together with me to put all the information they learned together in one form to create a concrete mental picture of the knowledge gained during that particular lesson.  I will also informally assess the children by continuously walking around the classroom and observing the children as they work together and try to gain knowledge with each other.  Standing back and observing children is a good way to figure out where children are at because you can see them in action and how they work.  One of my lessons involves a worksheet with selected response to see if they can mentally distinguish between the different pitches of the musical instruments played during that particular hearing lesson.  I have a few lessons that involve me quizzing the children to see what they gained from that lesson.  I will quiz the children by asking them questions to see how they grasped the information that I was teaching them.

At the end of the unit the children will be quizzed on the different senses which will have to be matched to their source.  The children will have to name the five senses and which part of the body is linked with that particular sense.  Also, the story incorporating the five senses will also be used as a way to assess what the children comprehended from this unit.  On the last day of this unit I will ask the children how they feel about the five senses.  I will ask them if they feel they understand each of the five senses because I want to know how the children feel about this lesson.  It is important for children to really understand how they learn and everything is learned from the five senses so I need to make sure I reach all the children in my classroom.

All the information gained from the assessment will be used as my tool to determine how well I was able to teach the concept of the five senses.  The information will tell me what the children learned and what I need to work on.  The information will be used as a tool of how the children are grasping the knowledge in my classroom.

Authentic/Performance Assessment Instrument

            At the end of the unit the children will be tested on their knowledge of the five senses.  They will be asked to name the five senses along with their source.  They will also be asked to write a story including all the five senses.  Through talking with the children and having them write a story, I can assess what the children gained from this unit.  Attached is my authentic/performance assessment instrument which will be used to assess what the children comprehended about the five senses.  I will document children in three categories including: Content Knowledge, Levels of Writing, and Quality of Pictures.  Each category has four levels at which a child can fall under.  The components in each block are specific enough for the children and parents to understand why they fall under the block they do.  Children will receive feedback on what they need to work on in order to improve and reach the next level.

 

 

 

AUTHENTIC

PERFORMANCE

ASSESSMENT

INSTRUMENT

 

 

 

 

 

CONTENT KNOWLEDGE

LEVEL OF WRITING

QUALITY OF PICTURES

 

 

 

 

Level 4-"Perfect"

Child names all the five senses.

Child has 5 or less spelling

Child draws pictures neatly.

 

Child connects all the five

errors.

Child draws pictures using 4 or more

 

senses with their correct source.

Child writes their story using

colors.

 

Child connects all the five

complete sentences.

The pictures relate to the story.

 

senses to the world around

Child has 2 or less punctuation

 

 

them.

errors.

 

 

 

Child includes all the five

 

 

 

senses in their story.

 

 

 

 

 

Level 3-"Almost

Child names four of the five

Child has 6-10 spelling errors.

Child draws pictures neatly.

Perfect"

senses.

Child writes their story using

Child draws pictures using 3 colors

 

Child connects four senses to

complete sentences.

The pictures relate to the story.

 

their correct source.

Child has 3-5 punctuation errors.

 

 

Child connects four senses to

Child includes all the five senses

 

 

the world around them.

in their story.

 

 

 

 

 

Level 2-"On Your

Child names three of the five

Child has 11-13 spelling errors.

Child draws pictures using 2 colors.

Way"

senses.

Child has 6-8 punctuation errors.

 

 

Child connects three senses to

Child includes three or four

 

 

their correct source.

senses in their story.

 

 

Child connects three senses

 

 

 

to the world around them.

 

 

 

 

 

 

Level 1-"Good

Child names one or two of the

Child has 14 or more spelling

Child draws pictures using 1 color.

Start"

five senses.

errors.

 

 

Child connects one or two

Child has 9 or more punctuation

 

 

senses to their source.

errors.

 

 

Child connects one or two

Child includes one or two

 

 

senses to the world around

senses in their story.

 

 

them.

 

 

 

 

 

 

Level 0-"Stuck

Child names nothing.

No story.

No pictures.

In The Gate"

 

 

 

 

 

 

 

 

Lesson Plan #1

 

JUMBO OBJECTS

Grade Level:  Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Science and Math

 

Goal: The children will understand the concept of sight.

 

Objectives: 

The children will distinguish that a microscope shows more detail then a magnify glass. (Bloom’s Comprehension)

The children will discover the difference between eye sight, using a magnify glass, and using a microscope.  (Bloom’s Application)

The children will identify the different tools used to visualize objects that show more detail. (Bloom’s Knowledge)

 

Standards:

1.2 Count, recognize, represent, name, and order a number of objects (up to 30).

2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).

4a Observe common objects by using the five senses.

4d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).

4e. Communicate observations orally and through drawings.

 

Materials:

Magnify glass, microscope, rock, shell, piece of hair, pencils, paper, objects from each child, chart for assessment (example included in lesson plan), stickers.

*Other objects may be used.  It is up to the teacher which objects the children will experiment with.

 

Procedure:

-Children will get in groups of 3 or 4

-Each group will look at each item with no tool, with a magnify glass, and with a microscope.

-Each group will decide which method they feel shows the most detail.

-Each group will write down on a piece of paper which tool they feel shows the most detail.

-After experimentation is complete, the children will sit down on the rug to discuss their findings.

-The teacher will have a graph made that is labeled No Tool, Microscope, Magnify glass.

-The teacher will get a basic understanding of what the children comprehended.

-The teacher will ask each group which method they felt showed the most detail.

-The teacher will put a sticker under the column they choose.

-When the graph is complete, the teacher and students will count how many stickers are in each column. 

-That number will be written at the bottom of the column. 

-Then the students and teacher will create a math equation using those numbers. 

 

Assessment:

The teacher will do an informal assessment to determine what the children comprehended by asking children questions.  Using personal communication the teacher will talk to the children to see what they know.  The teacher will also walk around and observe children working in groups along with experimenting with microscopes and magnify glasses.

 

Extension Activities:

Each procedure (No Tools, Magnify Glass, Microscope) will be explained.  Each child will go home and bring something back to school that has lots of detail.  They will need to use their eyes for this one.  Each student will write down 10 details about that object which could include: color, shape, size, patterns, or any other type of detail.

 

 

 

 

 

 

Assessment Chart

 

 

 

 

NO TOOL

MICROSCOPE

MAGNIFYING GLASS

 

 

 

Lesson Plan #2

 

HIDDEN TEXTURES

Grade Level: Kindergarten

Unit: The Five Senses

Time: 40 Minutes

Subject Area: Science and Math

 

Goal:  The children will understand the concept of touch.

 

Objectives:

The children will distinguish that objects have different types of textures. (Bloom’s Comprehension)

The children will differentiate between the five different types of textures. (Bloom’s Analysis)

The children will match the number to the appropriate box with the right texture. (Bloom’s Knowledge)

 

Standards:

1.2 Count, recognize, represent, name, and order a number of objects (up to 30).

4a Observe common objects by using the five senses.

4d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).

4e. Communicate observations orally and through drawings.

 

Materials:

Five empty boxes with a hole in the top, cotton balls (soft), sand paper (rough), marbles (smooth), wet sponges (squishy), bricks (hard), paper, pencils, chart for assessment (example enclosed with lesson plan), stickers.

*Other objects may be used as long as they are different textures.

 

Procedure:

-Children will get in groups of 3 or 4.

-Each group will be given a handout with a list of the different textures.

-Each group will walk to each of the five numbered stations.

-Each child will put a hand in each of the boxes to feel what is inside.

-Each group will determine which station is each texture by writing a number next to each label on their handout.

-When everyone has had a turn to touch each of the five stations, the teacher and students will me on the rug to discuss results.

-The teacher will meet with the children to determine what they came up with. 

-Using the assessment chart the teacher will document each groups results. 

-The chart will have a column for each of the five textures. 

-The teacher will ask each group to number the textures.

- The teacher will then go over the chart and explain the correct answers. 

 

 

Assessment:

The teacher will use the assessment chart along with personal communication to determine how the children comprehended the idea of touch.  The teacher will ask the children questions to assess how much they understood from the lesson.  The teacher should also walk around and observe the children during the activity.  From the extension activity the paragraph which falls under the essay assessment will be used to see how they grasped the concept of texture.

Extension Activities:

Each object and texture will be explained in detail.  Each child will choose their favorite texture and bring an item from home that matches that same texture.  Each child will write a paragraph explaining why they like that particular texture best.

 

 

 

 

 

 

 

ASSESSMENT CHART

 

 

 

 

 

 

SOFT

ROUGH

SMOOTH

SQUISHY

HARD

 

 

 

 

 

Lesson Plan #3

 

WHAT’S THIS PITCH?

Grade Level: Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Music and Math

 

Goal:  The children will understand the concept of hearing.

 

Objectives:

The children will distinguish that different objects produce different sounds. (Bloom’s Comprehension)

The children will identify the musical instruments that have high pitches along with those that have low pitches. (Bloom’s Knowledge)

The children will compare the two pitches from hearing the different musical instruments. (Bloom’s Evaluation)

 

Standards:

1.2  Identify and describe basic elements of music.

4a Observe common objects by using the five senses.

4e. Communicate observations orally and through drawings.

 

Materials:

Different musical instruments (ex. Flute, Recorder, Piano, Drum, Cymbals, Musical Triangle, Maraca, Tambourine), empty water bottle, 3 water bottles with different water levels, whistle, paper, pencils, low and high pitch worksheet.

 

Procedure:

-The teacher will explain the concept of both high pitch and low pitch.

-The teacher will then play each instrument separately.

-The children will determine if instruments are low pitched or high pitched by marking their worksheets with either an L or an H next to each instrument on their worksheet.

-When everyone is done completing the worksheet, the class will come back together and the teacher and students will go over worksheets talking about each instrument.

-The teacher will ask how many of the instruments were low pitched and how many of them were high pitched.

 

Assessment:

The worksheet and classroom discussion will be used to determine whether children understand the concept of high pitch and low pitch.  Selected response will be used to identify if the children can choose the low pitched instruments and the high pitched instruments.  Also, personal communication will be used by the teacher talking with the children to see how they perceived the concept of sound.  The teacher should also keep an eye on the children as he or she is playing the instruments to see what the children mark down on their worksheets.  From the extension activity the paragraph which falls under the essay assessment will be used to see how they grasped high pitch and low pitch.

 

Extension Activities:

Each child will go home and choose an object that makes noise to bring to class to share.  They will write a paragraph describing that object including the pitch the object makes.  They will determine whether the object makes a high sound or low sound.  The paragraphs will be read separately by the teacher.

 

 

 

 

Lesson Plan #4

 

WHAT’S THIS ODOR?

Grade Level: Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Science

 

Goal:  The children will understand the concept of smell.

 

Objectives:

The children will distinguish that different objects have different smells. (Bloom’s Comprehension)

The children will identify the different odors based on what they smell. (Bloom’s Knowledge)

The children will differentiate between the different scents and odors. (Bloom’s Analysis)

 

Standards:

4a Observe common objects by using the five senses.

4e. Communicate observations orally and through drawings.

 

Materials:
bowls/containers for ingredients, vinegar (strong/unpleasant), perfume (strong/pleasant/unpleasant), air freshener (pleasant), flowers (pleasant/unpleasant), bleach (strong/unpleasant), chart for assessment (example enclosed with lesson plan), markers.

*Other ingredients may be used as long as they have different odors to experiment with.

Procedure:

-The teacher will divide class into partners.

-The teacher will place already prepared ingredients in front of each set of partners.

-Teacher will put up chart with labels: Strong, Weak, Pleasant, Unpleasant.

-The teacher will choose an ingredient for the students to smell.

-Each pair will determine which odor(s) each ingredient falls under.

-The teacher will ask each pair for their response.

-The teacher will write that ingredient under each type of odor it falls under.

-The teacher will do the same thing with the rest of the ingredients.

-The children will smell all ingredients and decide the proper odors.

-At the end, the teacher and children will talk about the chart.

 

Assessment:

The chart with the odor labels with the teachers assistance will help determine how much the children understand about odors.  Through personal communication, the teacher will ask questions to see what the children learned about odors and the sense of smell.  The teacher and children will make another chart discussing other objects that have odors and the types of odors they possess.

 

Extension Activities:

The children will go home and document any unique smells they happen to smell.  They will write down what type of odor the smell is.  The children will also document what they feel is making that particular odor or smell.

 

 

 

 

 

ASSESSMENT CHART

 

 

 

 

STRONG

WEAK

PLEASANT

UNPLEASANT

 

 

 

 

Lesson Plan #5

 

OHHHHH, WHAT’S THIS TASTE?

Grade Level: Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Science and Math

Goal:  The children will understand the concept of taste.

 

Objectives:

The children will distinguish that different foods have different types of taste. (Bloom’s Comprehension)

The children will categorize the different foods under their type of taste. (Bloom’s Synthesis)

The children will match the type of taste with their food source. (Bloom’s Knowledge)

 

Standards:

1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).

4a Observe common objects by using the five senses.

 

Materials:

Different assortment of foods, Salt/Salty popcorn (Salty), Sugar/Watermelon (Sweet), Lemon (Sour), Grapefruit (Bitter), Chart for foods.

*There are many other options as long as you involve all four types of tastes.

 

Procedure:

-The teacher will introduce the different types of taste to the class.

-The teacher will link the information about the taste types with actual food.

-The teacher will then introduce different foods that have different tastes.

-The teacher will choose a food and have the children taste it.

-The teacher will then explain what taste it is.

-The teacher will follow this same pattern for as many foods he/she has to share with the class.

 

Assessment:

After learning about the different types of taste, the students and teacher will make a list of other foods that fall under each category.  Using personal communication, the teacher and children will discuss different foods that fall under each type of taste.  Questions will be asked to see why children picked certain foods for each category.

 

Extension Activities:

The children will go home and bring back to school one of their favorite foods and the class will then classify which types of taste each of the foods fall under.