Our Five Senses

Sight, Smell, Taste, Touch,

and Hearing

http://www.saintmarys.edu/~aschaf01/mr%20potato%20head.jpg

A Unit Plan designed for

Kindergarten

Adria M. Waters

Sequence of Lessons List

Lesson Plans

Our Five Senses

Sequence of Lessons

Day 1

Our Five Senses Introduction

Lesson Plan #1

Vocabulary Overview
Discovering Our Senses:

Our Five Senses Introduction

Lesson Plan #1

"Sense"able Art Project

Review and Objective

Day 3

Sight
Lesson Plan #2

Sight Vocabulary Overview

Colors and Information

Day 4
Illusions

Sight

Eye Models & Optical

Lesson Plan #2

Braille

Hearing

Hearing Vocabulary

Lesson Plan #3

Identifying Sounds

Webquest
Day 2
Overview

Day 5
Overview

Day 6

Hearing
Lesson Plan #3
Disability Services

American Sign Language

Guest Speaker - MU

Day 7

Smell
Lesson Plan #4

Smell Vocabulary Overview

Gingerbread Man Story -

Taste
Lesson Plan #4

Taste Vocabulary Overview

Recipe - Process

Day 9

Touch
Lesson Plan #5

Touch Vocabulary Overview

Tolerance Discussion

Day 10

Our Five Senses Summary

Lesson Plan #5

Vocabulary Review
Classroom Five Senses

Overall Assessment

Five Senses Worksheet

KWL Chart
Day 8
Sequencing

Poem

Lesson Plan 1 - Our Five Senses

Introduction
Grade Level:
Content Area:
Rationale:
GLEs
GLEs:

Objective:

Materials:

Media:
Estimated Length:

Kindergarten
Language Arts and Science
The students will use this basic knowledge as a building block
for future learning.
Information Literacy 2.A Identify, with assistance, topics of
messages conveyed through oral and visual media.
Communication 3.D Follow a simple pictoral/written direction,
with assistance.
Writing 2.A Form letters correctly, using left-to-right
directionality.
Science Strand 7 1.B.a Make qualitative observations using
the five senses.
Students will be able to name the 5 senses and the body
parts associated with these senses (Factual - Apply).
Students will be able to recognize sight vocabulary words
(Factual - Remember).
Students will be able to complete a webquest on the topic
(Procedural - Apply).
Students will be able to use their senses in an art project
(Conceptual - Create).
My Five Senses by Aliki
Visual Aids (transparencies)
Mr. Potato Head and his parts
Mr. Potato Head bulletin board
Vocabulary Index Cards
30 copies Senses and Sense Organs worksheet
30 copies Senses Writing Practice worksheet
Pencils
30 pieces different colored construction paper
30 circles representing faces
60 google eyes
30 cotton balls dipped in perfume
60 jingle bells
30 licorice strips
60 sandpaper hands
Glue and markers/crayons
Overhead projector or Document camera
Computer Stations
80 minutes

Anticipatory Set:
5 minutes
In circle, read My Five Senses by Aliki.
State Objectives:
1 Minute
Today we will start our unit on the Five Senses! We will be learning about sight,
smell, hearing, taste, and touch and how we use these senses everyday.
Provide Input:
10 minutes
Present visual aids and discuss.
Check for Comprehension:
2 minutes
Ask students to point to each body part as you name them nose, mouth, ears,
eyes, and hands.
Then ask students to point to each body part as you name a sense seeing,
hearing, smelling, tasting, and touching
Provide Input Introducing Vocabulary:
10 minutes
Show the students the Mr. Potato Head doll. Have 5 students come up and
place the body parts in the correct place. Then, show the class the Mr. Potato
Head bulletin board. Have 5 different students come up and place the body
parts on the correct place on the bulletin board potato head. Next, introduce
the following words on index cards: Nose, Mouth, Hands, Ears, and Eyes as well
as Sight, Hearing, Taste, Smell, and Touch. Have students spell the words and
say the words along with the teacher. As each card is read, have a student
come up and place on the bulletin board next to the appropriate body part.
Check for Comprehension:
2 minutes
Ask students if they have any questions. Review if necessary.
Independent Practice Part 1 Webquest and Worksheet:
Worksheet:
30 minutes
Split students into 2 groups.
1st group: Explain to students that they will be conducting a webquest. A
webquest is a search for information about our topic on the Internet. Have
students partner up and log onto a computer station. Have them open the
introduction webpage and follow along while you read the introduction and the
task description. Check for questions and have students begin the task. While
students are working, check for comprehension and staying on task. When
students are done with their webquest, they will move on to the worksheets.
Have the second group explain the worksheets to the 1st group as they arrive.
The 2nd group may begin taking their places at the computer station.

2nd group: Explain to students that they will be completing 2 worksheets with all
of the senses listed. Go over directions and complete one exercise with
students. They may use the vocabulary bulletin board for help and may take the
worksheets home as homework.
Ask if students have any questions about what they have learned about the five
senses so far.
Independent Practice
Practice Part 2 Senseable Art Project:
Project:
20 minutes
Have students sit at tables/desks. Review five senses vocabulary. Give each
student a background piece of construction paper and a circle face. Have
students glue the circle in the middle of their page and explain that this is their
face. Show students an example of the end product and point out and explain
each object as the teacher hands out one object at a time for the students to
glue them on their own faces.
Google eyes sight
Cotton ball dipped in perfume nose smell
Jingle bell ears hearing
Sandpaper hands touch
Licorice strip mouth taste
Students may decorate their faces as they wish then have students lay their
projects flat to dry. As they finish, they may go to the circle area and quietly
view the provided topic books in the library.
Alternative for the Day:
Students will research (via Internet and classroom/library books) animal senses
and how they are used in the wild.
Remediation:
Provide translations for ESL students on the backs of the index cards in bulletin
board vocabulary introduction. Partner students according to abilities for
webquest and worksheet. For multicultural enrichment, have different shades of
construction paper for skin colors on senseable art project.
Enrichment:
Students will write the senses on the left side of a paper and draw their favorite
thing to do with that sense on the right side. For example Smell Picture of
chocolate chip cookies.
Assessment Total 25 points:
points:
Classroom participation Informal checks
Webquest participation 10 points
Worksheet 10 points
Project 5 points

Lesson Plan 2 - Our Five Senses

Sight
What do you see?
Grade Level:
Content Area:
Rationale:
Rationale:

GLEs
LEs:

Objectives
Objectives:

Materials:

Media:
Estimated Length:
Anticipatory Set:
5 minutes

Kindergarten
Language Arts, Science, and Mathematics
Students will begin learning each of the five senses and the
organs used to learn about the world around them. They will
also learn about how the eye works, giving them a basis for
further anatomical knowledge. They will also address people
with disabilities by examining blindness and learn tolerance.
Reading 1.E Develop vocabulary by listening to and
discussing unknown words in stories.
Mathematics Data and Probability 1.A Pose questions and
gather data about themselves and their surroundings
Mathematics Data and Probability 1.B Sort items according
to their attributes.
Mathematics Data and Probability 1.C Represent data using
physical objects.
Science Strand 7 1.B.a Make qualitative observations using
the five senses.
Students will be able to name the parts of the eye (Factual Remember).
Students will be able to recognize sight vocabulary words
(Factual - Remember).
Students will be able to describe the process of sight from
eye to brain (Procedural - Understand).
Students will be able to gather data about eye color in the
classroom and report this data in bar graph form (Conceptual
- Evaluate, Procedural - Create).
Students will create a model of an eye (Conceptual - Create).
Visual Aids
30 copies Eye Illusions handout
Brown Bear Brown Bear, What Do You See? by Bill Martin, Jr.
What Makes a Rainbow? by Betty Ann Schwartz
Construction paper - 5 pieces each of yellow, red, orange, blue, purple, & green
30 small Styrofoam balls
Markers (blue, green, brown, and black)
30 copies Parts of the Eye and Braille worksheets
15 blindfolds
Being Blind by Linda O'Neill
A Picture Book of Louis Braille by David A. Adler
Pencils
Overhead projector or Document camera
110 minutes

Students will look at some optical illusion visual aids and discuss. Give students
an Eye Illusions handout to take home.
State Objectives:
2 minutes
Today, we will be learning about the sense of sight. We will talk about the eyes
and how they work to get information about what you are seeing to your brain.
We will also learn about people who have problems with their vision and discuss
how they adapt.
Provide Input:
10 minutes
In circle, read Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.
Check for Comprehension:
3 minutes
Ask students to discuss other things their eyes see as a group.
Provide Input:
20 minutes
In circle, read the ribbon book What Makes a Rainbow? by Betty Ann Schwartz.
Discuss with the students that the eyes can see a rainbow. Discuss the colors in
a rainbow - Red, Orange, Yellow, Green, Blue, Violet (ROYGBV). Introduce that
some people experience color blindness and discuss ways that these people deal
with this issue.
Independent Practice:
10 minutes
Students will be split into 5 groups. Each group will be given construction paper
in the colors of the rainbow. Students will trace their hands and cut out the
handprints (teacher may provide assistance with cutting). These cutouts will be
used to create a handprint rainbow for the bulletin board.
Provide Input:
5 minutes
Eye Parts word bulletin board - Go over the parts of an eye and have students
label as you discuss each word.
The cornea is the clear covering on the front of the eye.
The iris is the color of your eye.
The pupil is the black circle in the middle of your eye.
The retina gathers information.
The optic nerve sends the information to your brain.
Independent Practice:
5 minutes
The students will complete a worksheet labeling the parts of the eye. They may
use the word wall for help and may take the worksheet home as homework.

Check for Comprehension:

Informal check as students are working.
Independent Practice:
Practice:
10 minutes
The students will make a model of their own eyes using a small Styrofoam ball.
They will color the iris the same color as their own eye and color in the pupil in
the middle of the iris. Have students write their names on the back.
Once they have all completed their eyeballs, they will put all of the blue eyeballs
in one box, all of the brown in another and all of the green in another. Students
will then help create a bar graph to represent the amount of each eye color in the
classroom.
Provide Input:
25 minutes
Have students go outside in a safe area. Have the first group of students place
a blindfold over their eyes for 1 minute. The students will freeze and remove
blindfolds. Have them describe their experience. Repeat with second group of
students.
In classroom, explain that some people do not have the sense of sight. They are
BLIND. Introduce the new vocabulary word on an index card.
In circle, read Being Blind by Linda O'Neill.
Lead a discussion about what it would be like to be blind.
Key question: How would you read if you were blind?
In circle, read A Picture Book of Louis Braille by David A. Adler.
Independent Practice/Closure:
15 minutes
Hand out Braille cards for students to explore. They will need to put these in
their cubby to take home.
Hand out Braille worksheets. Complete an example on the board and assist
students in completing the worksheet.
Alternative for the Day:
Students will research this sense in the dictionary, encyclopedias, and other
library resources.
The students will place post-it notes on any object they see in the classroom
with eyes.

Remediation:
Translations provided for ESL students, seating accommodations made for
students with vision or hearing difficulties, additional teacher guidance provided.
Enrichment:

Students will research Helen Keller, Ray Charles, or "Blind Boone" and tell about
their lives.
Assessment - Total 20 points:
points:
Classroom discussion participation - informal check
Worksheets - 10 points each

Name: __________________________________________________________________
Can you write your own name using Braille letters?

Name _________________________________________________________________
Label the parts of the eye with the following words:
1.
2.
3.
4.

Iris
Pupil
Retina
Optic Nerve

Lesson Plan 3 - Our Five Senses

Hearing
What do you hear?
Grade Level:
Content Area:
Area:
Rationale:
GLEs
GLEs:

Objectives
Objectives:

Materials:

Kindergarten
Language Arts, Science, Mathematics
This is the second of the five senses the students will learn
about to build a base knowledge to build upon.
Reading 1.E Develop vocabulary by listening to and
discussing the unknown words in stories.
Reading 2.B Respond to rhythm, rhyme, and alliteration in
oral reading of poetry and prose.
Writing 2.A Form letters correctly, using left-to-right
directionality.
Writing 2.C In composing text, use period at end of
sentence, with assistance.
Writing 2.F In composing text, write sentences with
assistance.
Listening and Speaking 1.B Demonstrate listening behaviors
(e.g., prepares to listen, listens without interruptions) with
teacher assistance.
Mathematics Algebraic Relationships 1.A Recognize or
repeat sequences of sounds or shapes
Mathematics Algebraic Relationships 1.B Create and
continue patterns.
Science Strand 1 2.A Scope and Sequence - Investigating
Sound a. Identify the sounds and their source of vibrations in
everyday life. b. Compare different sounds. c. Recognize
that the ear serves as a receiver of sound.
Science Strand 7 1.B.a Make qualitative observations using
the five senses.
Students will be able to name the parts of an ear (Factual Remember).
Students will be able to recognize sight vocabulary words
(Factual - Remember).
Students will be able to describe the process of hearing
from ear to brain (Procedural - Understand).
Students will be able to demonstrate several signs in
American Sign Language (Procedural - Apply).
Students will be able to distinguish, repeat, and create
rhythm sounds (Conceptual - Analyze/Create).
Students will be able to write a story demonstrating their
understanding of the writing process to establish conflict and
resolution (Conceptual - Create).
Sound Effects & Types of music CD
Sound Effects Cards
Horton Hears a Who by Dr. Suess (audio book)

Media:

Estimated Length:

Listening skills rubric

30 pieces paint paper
Red, blue, green, and yellow fingerpaints
Where the Sidewalk Ends by Shel Silverstein
My First Book of Sign Language illustrated by Joan Holub
Speaker from Mizzou's Disability Services
Story Worksheet
Story rubric
Pencils
Say It With A Sign, Vol. 1 DVD (Alternative)
Computer with sound
Tape or CD player
TV and DVD player (Alternative)
95 minutes

Anticipatory Set:
5 minutes
Play several sound effects for the students. Have them practice good listening
skills and when the sound is over, they must raise their hand and give a guess.
After all students have guessed, the teacher will show a picture of what made the
sound with word labels and play the sound again.
State Objectives:
2 minutes
We will begin learning about the sense of hearing. We will learn how our ears
process sound and get the information to the brain. We will also practice some
hearing exercises. To finish up, we will learn about people who have trouble
hearing and people who can't hear at all and how they communicate.
Provide Input:
10 minutes
In circle, have students listen to Horton Hears a Who by Dr. Suess on audio
tape. Explain to the students that the teacher will be looking for good listening
skills.
Check for Comprehension:
During the story, the teacher will watch for students to demonstrate good
listening skills and fill out an assessment sheet on each.

Provide Input - Introducing Vocabulary:

Vocabulary:
10 minutes
Show the students the Mr. Potato Head doll again. Review the sense of sight
and point to the ears. On the Mr. Potato Head bulletin board, review the parts
and senses vocabulary for sight and point out the vocabulary words for the ears
and hearing.

Ear parts bulletin board - Go over the parts of an ear and have students label as
you describe each word.
The ear canal is what sound travels down to get into your ear.
The eardrum begins to vibrate.
The cochlea also begins to vibrate.
The auditory nerve sends the information to your brain.
Check for Comprehension:
5 minutes
Play some classical music for the students and have them quietly listen. They will
explain how they heard the sounds.
Independent Practice:
10 minutes
Students will be split into 4 groups.
The first group will paint with blue while listening to a slow song - 1 minute.
The second group will paint with red while listening to a fast song - 1 minute.
The third group will paint with yellow while listening to a silly song - 1 minute.
The fourth group will paint with green while listening to a nature song - 1 minute.
Check for Comprehension:
3 minutes
Students will compare and contrast the paintings and explain how the music made
them feel.
Provide Input:
10 minutes
Students will listen to several poems from Where the Sidewalk Ends by Shel
Silverstein and begin clapping along in rhythm with the poetry.
Independent Practice:
5 minutes
Students will explore movement and sound patterns with clapping. The teacher
will do a set of claps then allow the students to copy the clapping.

Provide Input:
25 minutes
Have students spend 5 minutes not speaking. They may use their hands and
expressions, but they may not speak.
How would you communicate if you could not speak?
In circle, read My First Book of Sign Language illustrated by Joan Holub.
Have a guest speaker from Disability Services at Mizzou come in to speak to the
students and teach them some basic sign language.

Check for Comprehension:

Informal checks for comprehension and listening skills.
Independent Practice/Closure:
10 minutes
Students will write a story about a deaf dinosaur. The story must include a
problem the dinosaur will face and how he/she overcomes this problem. May take
home as homework.
Alternative for the Day:
Students will watch Say It With A Sign, Vol. 1 - Sign Language Video for Babies
and Young Children and practice sign language.
Remediation:
Teacher assistance, partnered activities, translations for ESL students.
Enrichment:
Students may assist others in writing the story. They may also research Helen
Keller online as well as in library resources. Present the information to the class.
Assessment - Total 30 points:
points:
Listening skills rubric - 9 points + 1 bonus
Writing rubric - 20 points

Name: __________________________________________________________________
There is a new student in your classroom.
His/her name is ____________________________ Dinosaur and he/she is deaf. Please
write a story about a problem your dinosaur friend faces and how your dinosaur friend
deals with this problem.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Draw a picture of your dinosaur friend in the box below.

Lesson Plan 4 - Our Five Senses

Smell/Taste
What do you smell and taste?
Grade Level:
Content Area:
Rationale:

GLEs
GLEs:

Objectives
Objectives:

Materials:

Kindergarten
Language Arts, Mathematics, and Science
These are the third and fourth of the five senses the
students will learn about to build a base knowledge to build
upon.
Reading 1.E Develop vocabulary by listening to and
discussing unknown words in stories.
Reading 1.F Develop and apply, with assistance, pre-reading
strategies to aid comprehension.
Reading 1.H Develop and demonstrate, with assistance,
post-reading skills after reading or read-alouds to respond
to text.
Mathematics 3.A Recognize numerals up to 31.
Science Strand 7.1.B.a Make qualitative observations using
the five senses. d Compare amounts/measurements.
Students will be able to name the parts of the nose and
tongue (Factual - Remember).
Students will be able to recognize sight vocabulary words
(Factual - Remember).
Students will be able to describe the processes of smell and
taste from nose and tongue to brain (Procedural Understand).
Students will be able to identify substances by their scents
(Conceptual - Analyze).
Students will be able to compare and contrast two versions
of the same story (Conceptual - Evaluate).
Students will be able to follow directions to complete a
cookie-baking project in sequence (Procedural - Apply).
Scent canisters
KWL chart
30 copies The Gingerbread Man printable books
Blank KWL Chart
Marker
Our Gingerbread Words Visual Aid
The Gingerbread Baby by Jan Brett
30 bookmarks
30 copies connect the dots gingerbread man worksheets
30 sandpaper gingerbread man cutouts
60 google eyes
Cinnamon sticks
30 Saltine crackers
30 slices of apple
30 slices of lemon

Estimated Length:

30 dixie cups of seltzer water

Crayons
Gingerbread mix - cutters - oven
Decorations for gingerbread men
Ziploc bags for gingerbread men
104 minutes

Anticipatory Set:
5 minutes
The teacher will hand out film canisters filled with different substances - cinnamon,
garlic, etc. The students will sniff and pass each along. They will try to identify
what is in each container by its scent. The students will also discuss which
scents are pleasing and which ones are not.
State Objectives:
2 minutes
We have already learned about the senses of sight and hearing and now we will
learn about smell and taste and how these two senses work together to give us
information about the world. We will begin by looking at a story about a
gingerbread man. Has anyone ever smelled or tasted gingerbread cookies?
Provide Input:
15 minutes
***Modified KWL Activity***
Before reading, have students tell you what they already know about the story.
Write this on a chart. Ask them what they would like to learn about the story and
add this to the chart.
Place the Our Gingerbread Words visual aid on the overhead projector or
document camera and go over the words with the students.
In circle, have students follow along as you read The Gingerbread Man story.
They may follow along and say the word for the pictures in the story.
Check for Comprehension:
5 minutes
The students will add what they have learned about the story on the chart.
Provide
Provide Input - Introducing Vocabulary:
10 minutes
Show the students the Mr. Potato Head doll and bulletin board. Review senses
of sight and hearing.
Nose and Tongue bulletin board We use our noses to smell things.
The nostrils are the two holes in your nose.
The nasal cavity is the space inside your nose.
The olfactory nerve sends the information to your brain.
We use our tongues to taste things.
The taste buds are the bumps on your tongue.

The microvilli inside these bumps send the information to your brain.
There are 4 areas on your tongue that pick up 4 tastes:
Bitter, Sour, Sweet, and Salty. Label these parts of the tongue on the bulletin
board.

Comprehension Check:
5 minutes
Students will be given examples of different tastes - they will identify which part
of their tongues are receiving the information.
Example - saltine cracker - salty receptors.
Independent Practice/Closure:
10 minutes
The class will split into 2 groups.
The 1st group will glue google eyes on a sandpaper cutout of a gingerbread man.
Have the students describe the cutout with all of there senses. What do they
see, hear, and feel? Have them rub a cinnamon stick on the sandpaper to transfer
the scent.
The 2nd group will complete a connect the dots gingerbread man (#'s 1-21) and
color him.
Students may switch groups when done with their project.
Comprehension Check:
Informal checks as students are working independently.
Provide Input:
10 minutes
In circle, read The Gingerbread Baby by Jan Brett.
Pass out bookmarks to each student to take home.
Comprehension Check:
Compare and contrast this story with the Gingerbread Man story read previously.
Provide Input:
30 minutes
Baking gingerbread cookies.
Explain the process of baking cookies.
1. Mixing the ingredients
2. Rolling out the dough
3. Cutting out the shapes
4. Baking the cookies for a finished product.

Have students help with all of the process. Students may decorate their cookie
and take home.
Comprehension Check:
2 minutes
Have the students review the process in sequence.
Independent Practice:
10 minutes
Students will cut out the 4 baking sequence cards. They will number the cards
and place in order on a piece of construction paper.
Alternative for the Day:
Coloring page - The Gingerbread Baby
Remediation:
Students will be partnered accordingly, additional teacher interaction, additional
time for assignments.
Enrichment:
Students may complete Senses worksheets.
Assessment - Total 30 points:
points:
Classroom participation in discussions and activities - 20 points
Baking sequencing project - 5 points
Connect the dots worksheet - 5 points

Lesson Plan 5 - Our Five Senses

Touch
What do you feel?
Unit Summary

Grade Level:
Content Area:
Rationale:

GLEs
GLEs:

Objectives
Objectives:

Materials:

Kindergarten
Language Arts, Science, and Social Studies
This is the last of the five senses the students will learn
about to build a base knowledge to build upon. The students
will also have the opportunity to explore multiculturalism and
friendship.
Reading 1.E Develop vocabulary by listening to and
discussing unknown words in a story.
Reading 1.H Develop and demonstrate, with assistance,
post-reading skills after reading or read-alouds to respond
to text.
Reading 1.I Identify connections, with assistance, between
text ideas and own experience.
Writing 2.E In writing, use semi-phonetic spelling.
Social Studies 6.A Name common physical, social, and
emotional needs.
Science Strand 6 2.C Observe and describe the
characteristics of the four seasons as they cycle through the
year.
Science Strand 7 1.B.a. Make qualitative observations using
the five senses.
Students will be able to name the parts of the skin (Factual Remember).
Students will be able to recognize sight vocabulary words
(Factual - Remember).
Students will be able to describe the process of touch from
skin to brain (Procedural - Understand).
Students will be able to identify substances through their
sense of touch only (Conceptual - Analyze).
Students will be able to identify and vocalize their
preconceived thoughts on similarities and differences
between skin colors and how these thoughts have or have
not changed (Meta-cognitive Knowledge - Evaluate).
Students will be able to create a classroom poem using all
five of their senses (Conceptual - Create).
Students will be able to list the five senses and five body
parts used to sense (Factual - Remember).
Mystery boxes
The Skin You Live In by Michael Tyler

Estimated Length:

Owen & Mzee: The True Story Of A Remarkable Friendship by

Craig Hatkoff.
30 copies Book Cover worksheet
Pencils
5 Index cards with one each senses
30 copies Classroom Sense Poem worksheet
30 copies The Five Senses worksheet
120 minutes

Anticipatory Set:
5 minutes
Students will reach into the mystery boxes (filled with things such as cooked
spaghetti noodles, buttons, marbles, etc.) and try to guess what is inside based
on touch alone.
Reveal answers.
State Objectives:
2 minutes
We have already learned about 4 of the senses and today, we will be learning
about the last one - our sense of touch and what it tells us about our world.
Provide Input:
10 minutes
In circle, read The Skin You Live In by Michael Tyler.
Check for Comprehension:
5 minutes
Have students discuss similarities and differences between skin colors.
Provide Input - Introducing Vocabulary:
10 minutes
Show students the Mr. Potato Head doll and bulletin board. Review senses of
sight, hearing, smell, and taste.
Hand bulletin board We use our hands to touch things.
Nerve endings in our skin send information to the brain.
Comprehension Check:
3 minutes
Have students discuss other purposes the skin serves (holds the body together,
sweats to cool, etc.)
Provide Input:
25 minutes
Our skin all serves the same purpose even though it may be different colors.
In circle, read Owen & Mzee: The True Story Of A Remarkable Friendship by Craig
Hatkoff.

Comprehension Check:
Students will discuss what they learned about friendship and the common needs
of all human beings (physical and emotional).
Independent Practice/Closure:
15 minutes
Students will complete the New Book cover worksheet.
Provide Input - Unit Summary:
10 minutes
Teacher will review all vocabulary words from past lessons- parts and senses with students.
Independent Practice - Unit Summary:
15 minutes
Explain that we have come to the end of the Our Five Senses Unit. We will now
be completing a classroom poem using all of our senses.
Divide the class into 5 groups. Give each group an index card that says:
1. (Current Season) feels like _________________.
2. (Current Season) tastes like _________________.
3. (Current Season) smells like _________________.
4. (Current Season) sounds like _________________.
5. (Current Season) looks like _________________.
Students must come up with one word to fill in the blank.
Write the poem on a classroom bulletin board and have students copy the poem
to their Classroom Sense Poem worksheet.
Overall Assessment of Factual Knowledge:
20 minutes
Students will complete The Five Senses Worksheet.
Alternative for the Day:
Students will watch Disney's The Fox and the Hound. They will complete, with
teacher assistance, a one-paragraph description of the movie discussing the
friendship of two animals that look so different.
Remediation:
Additional teacher interaction, translations provided for ESL students.
Enrichment:
Students may complete Senses worksheets.
Assessment - Total
Total 50 points:
points:
Book cover worksheet - 10 points.
Classroom senses poem participation - 15 points.
Classroom senses poem worksheet - 5 points.

Appendix

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters'

Kindergarten Class

Spring
Spring smells like ________________.
Spring tastes like _______________.
Spring looks like ________________.
Spring feels like ________________.
Spring sounds like _______________.

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters'

Kindergarten Class

Summer
Summer smells like _______________.
Summer tastes like _______________.
Summer looks like ________________.
Summer feels like ________________.
Summer sounds like ______________.

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters'

Kindergarten Class

Autumn
Autumn smells like ________________.
Autumn tastes like _______________.
Autumn looks like ________________.
Autumn feels like ________________.
Autumn sounds like _______________.

Name: _________________________________________________________________

A 5 Senses Poem by: Mrs. Waters'

Kindergarten Class

Winter

Winter smells like ________________.

Winter tastes like _______________.
Winter looks like ________________.
Winter feels like ________________.
Winter sounds like _______________.

American Sign Language Alphabet

Name: _________________________________________________________________

Please list the 5 senses:

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

4. ____________________________________________

5. ____________________________________________

Please list the 5 body parts used to sense the world around us:

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

4. ____________________________________________

5. ____________________________________________

Our 5 Senses

We use our FIVE SENSES to explore

the world around us.

How?

Visual Aid #1

SIGHT
We use our EYES to SEE things.

What things can you SEE with your

EYES?

Visual Aid #2

HEARING
We use our EARS to HEAR things.

What things can you HEAR with your

EARS?

Visual Aid #3

SMELL
We use our NOSES to SMELL things.

What things can you SMELL with your

NOSE?

Visual Aid #4

TASTE
We use our TONGUES to TASTE.

What can you TASTE with your

TONGUE?

Visual Aid #5

TOUCH
We use our HANDS to TOUCH things.

What can you TOUCH with your

HANDS?

Visual Aid #6

Image from www.michaelbach.de/ot/

Visual Aid #1 - Lesson 2

Image from

www.michaelbach.de/ot/
Visual Aid #2 - Lesson 2

Image from www.michaelbach.de/ot/

Visual Aid #3 - Lesson 2

"All
is Vanity" by C.
Allen Gilbert

Images From
http://www.niehs.nih.gov/kids/illusion/illusions.htm#index
Visual Aid # 4 - Lesson 2

Image from http://www.sapdesignguild.org/resources/optical_illusions/images/kindergarten.gif

Visual Aid #5 - Lesson 2

Image from http://www1.informatik.unibw-muenchen.de/Ulrich/sammel/stereogram.gif

Visual Aid #6 - Lesson 2

Image from http://staff.science.uva.nl/~ulle/gallery/sin.gif

Visual Aid #7 - Lesson 2

Image from http://www.niehs.nih.gov/kids/illusion/illusions.htm#index

Visual Aid #8 - Lesson 2

Image from http://www.niehs.nih.gov/kids/illusion/illusions.htm#index

Visual Aid #9 - Lesson 2

The Gingerbread Man

A read-along book

Once upon a time, there were a little old woman

lived in a

and a little old man

little cottage near the river. The little old woman

and the little old man

were hungry, so the little old woman

who

decided to bake a gingerbread man

She made a big batch of gingerbread dough,

then rolled it flat and cut it in the shape of a gingerbread man
raisins for

. She gave him

eyes, a cinnamon drop

for a mouth, and chocolate chips for buttons. Then she put the gingerbread man
in the

oven to bake.

When the gingerbread man

oven door, but

was done, the little old woman

before she could take him out, the gingerbread man

through the

opened the

jumped up and ran

kitchen and out of the cottage shouting, "Don't

eat me!"

The little old woman

ran after the gingerbread man

But the gingerbread man

. "Stop!" she yelled.

ran even faster,

chanting, "Run, run as fast as you can. You can't catch me, I'm the gingerbread
man

."

The gingerbread man

"Stop," the little old man
man

ran into the garden and passed the little old man

called out, "I want to eat you." But the gingerbread

ran even

faster, chanting, "I've run away from a little old woman

from you, I

, and I can run away

can. Run, run as fast as you can. You can't catch me, I'm the gingerbread man
."

The little old man

woman

chased the gingerbread man

. But the gingerbread man

, followed by the little old

ran too fast for them.

ran through the yard and passed a pig

The gingerbread man

. "Stop,"

the pig
snorted, "I want to eat you." But the gingerbread man
chanting, "I've run from a little old woman
run away from you, I

ran even faster,

and a little old man

, and I can

can. Run, run as fast as you can. You can't catch me, I'm the gingerbread man
."

The pig

chased the gingerbread man

and the little old man

, followed by the little old woman

. But the gingerbread man

ran too fast for them.

The gingerbread man

passed a cow

by the barn. "Stop," the cow

mooed, "I want to eat you." But the gingerbread man

ran even faster, chanting, "I've run from a little old woman
man

and a pig

and a little old

, and I can run away from you, I

can. Run, run as fast as you can. You can't catch me, I'm the gingerbread man
."

The cow

chased the gingerbread man

, followed by the pig

the little old woman and the little old man

ran too fast for them.

The gingerbread man

. But the gingerbread man

passed a horse

in the field. "Stop," the horse

neighed, "I want to eat you." But the gingerbread man

faster, chanting, "I've run from a little old woman
a pig

and a cow

and

ran even

and a little old man

and

and I can run away from you, I can. Run, run

as fast as you can. You can't catch me, I'm the gingerbread man

The horse
, the pig

chased the gingerbread man

, and the little old woman

."

, followed by the cow

and the little old man

. But the

gingerbread man
ran too fast for them.

Then the gingerbread man

reached a wide

river, but he didn't know how to swim. A sly and hungry fox
gingerbread man

and said, "Jump on my tail, and I'll

saw the

take you across the river!"

The gingerbread man

thought to himself,

"I'll be safe on his tail." So he jumped on the fox's

across the river.

tail and they started

Halfway across the river, the fox

barked, "You're too heavy for my tail, jump on my back." So the gingerbread
man

jumped on the fox's

Soon, the fox

back.

said, You're too heavy

for my back, jump onto my nose." So the gingerbread man

fox's

jumped on the

nose. But as soon as they reached the riverbank, the fox

flipped the gingerbread man

gingerbread man

into the air, snapped his mouth shut, and ate the

And that was the end of the gingerbread man

References

Reference List
Children's Books
Adler, D. (1998). A Picture Book of Louis Braille. New York, NY: Holiday House. 30
pages. ISBN: 0823414132.
Aliki. (1962). My Five Senses. New York, NY: HarperCollins Children's Books. 32 pages.
ISBN: 006445083X.
Brett, J. (1999). Gingerbread Baby. New York, NY: G.P. Putnam's Sons. 32 pages.
ISBN: 0399234446.
Hatkoff, C. (2006). Owen and Mzee: The True Story of a Remarkable Friendship. New
York, NY: Scholastic Press. 40 pages. ISBN: 0439829739.
Holub, J (Illus.). (1996). My First Book of Sign Language. Troll Communications, LLC. 32
pages. ISBN: 0439635829.
Martin Jr., B. (1967). Brown Bear, Brown Bear, What Do You See? New York, NY: Henry
Holt and Company. 24 pages. ISBN: 0805047905.
O'Neill, L. (2000). Being Blind. Vero Beach, FL: Rourke Publishing. 32 pages.
ISBN: 1571033769.
Schwartz, B. (2000). What Makes a Rainbow? New York, NY: Piggy Toes Press. 12
pages. ISBN: 1581170769.
Silverstein, S. (1974). Where the Sidewalk Ends. New York, NY: Harper and Row,
Publishers, Inc. 176 pages. ISBN: 0060256672.
Suess, Dr. (1954). Horton Hears a Who! New York, NY: Random House, Inc. 72 pages.
ISBN: 0394800788.
Tyler, M. (2005). The Skin You Live In. Chicago, IL: Chicago Children's Museum. 32
pages. ISBN: 0975958003.
Teacher's Resources
Worksheets

Enchanted Learning. Retrieved from http://www.enchantedlearning.com

Jan Brett dotcom. Retrieved from http://www.janbrett.com
Kidzone. Retrieved from http://www.kidzone.ws
Personalized Children's Books. Retrieved from http://www.tlsbooks.com
Rubistar. Retrieved from http://rubistar.4teachers.org/index.php
Science NetLinks. Retrieved from http://www.sciencenetlinks.com
The Learning Page. Retrieved from http://www.learningpage.com
The Writing Wizard. Retrieved from http://www.writingwizard.longcountdown.com
Images
http://www.saintmarys.edu/~aschaf01/mr%20potato%20head.jpg
http://www.michaelbach.de/ot/
http://www.niehs.nih.gov/kids/illusion/illusions.htm#index
http://www.sapdesignguild.org/resources/optical_illusions/images/kindergarten.gif
http://www.www1.informatik.unibw-muenchen.de/Urich/sammel/stereogram.gif
http://staff.science.uva.nl/~ulle/gallery/sin.gif
http://faculty.washington.edu/chudler/cbkear.html
http://www.coloring.ws/t/ctd/cdgingerbread.html
http://www.dltk-teach.com/alphabuddies/sequence/ccookies.gif