Investigation: Sense of Taste Subject Area: Science Grade Level: Kindergarten I.

Michigan Content Standards

S.IP.00.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.00.13 Plan and conduct simple investigations.

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Objective TSW be able to identify different tastes by using their senses. TSW classify food by categories of sweet, sour, spicy, or bitter. TSW complete a graph about their findings to demonstrate their understanding with 80% accuracy. Anticipatory Set TTW introduce the sense of taste by using a grocery bag filled with plastic food. Take time to ask the students what each object is (ice cream, apple, cookie). TTW ask them how each object tastes. TTW Use the projector to display a chart graph and model filling out the graph as students describe how each food tastes. Input A. Task Analysis 1. The learner needs to have knowledge of different fruits and vegetables, and how to determine sweet, sour, and bitter 2. Procedure a. Anticipatory set. b. TTW will first hand out a comparison graph to each student as they are dismissed from large group to their desks (the same graph that was modeled in the anticipatory set). c. TTW hand out solo cups with taste samples, each student should have three samples, lemon, apple, cracker, and chocolate. d. TTW instruct students to taste one sample at a time. Start with lemon, apple, cracker, and last chocolate. e. TSW use their charts after they sample each taste and record their finding by placing and x in the box of the appropriate taste (sweet, sour, bitter, bland) f. Closure. B. Thinking Levels Blooms Taxonomy 1. Comprehension- TSW match the sense with the body part of which it is perceived through. What do we use our mouths for?, What do we use our tongues for? How does ice cream taste? & etc 2. Application- TSW record results from their investigation on a graphic organizer. What examples do we have of sweet foods (sour, bitter, bland, etc)? 3. Analysis - TSW compare and contrast different tastes. Can you tell the difference between something sweet and something sour?

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C. Learning Styles 1. Multiple Intelligences a. Visual Spatial-TSW record results from their investigation on a graphic organizer. b. Bodily Kinesthetic-TSW use natural manipulatives in the form of natural foods (apple, lemon, carrot, chocolate) c. Interpersonal-TSW work alongside classmates to conduct their science investigation. 2. Extenstion a. After the lesson TSW create shopping lists of things they would buy at the grocery store by making a list of sweet, sour, bitter, or bland foods. 3. Differentiated Instruction and Strategies Some students may have a difficult time reading or writing on the chart. Provide pictures along with the words so that students understand what is being asked of them. It also helps to guide the students through each sample, and to taste them as a class, so that the food samples and the charts are not overwhelming to the students. 4. Methods and Materials. 1. Way of presenting: a.Visual/ bManipulatives c. Group Work d. Discussion 2. Materials: a. A Grocery bag filled with plastic play food. b. Projector c. White board / dry erase markers d. Senses chart e. solo cups with food samples (lemon, carrot, apple, chocolate.) V. Modeling A. TTW model, using the projector and white board, how to fill in a chart graph. B. TTW model appropriate behaviors for tasting foods, and following procedures. Check for Understanding A. What sense do we use to taste food? B. How does a carrot taste? Is it sweet, sour, bitter, or bland? C. Can anyone tell me how an apple tastes? D. what do you think the cracker will taste like? What about the chocolate? E. TTW evaluate students responses and align further teaching accordingly. Guided Practice TSW work with the teacher in both the anticipatory set and the instruction. TTW be walking around the room and checking for understanding while students perform their investigation. TTW give instructions for the investigation as the students are ready. TTW ask students to put their hands on their heads when they are ready to move on to the next step of the investigation. Independent Practice TSW fill out their comparison charts on their own after they have tasted their samples.

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Closure TTW ask students Who can tell me what we learned to today about our sense of taste? What do we use our mouths for? What different tastes can we taste? Ask students if they can try to tell what taste their foods have when they eat lunch, or snack latter that day, and reinforce the sense of taste throughout the day. Assessment Students will be evaluated based on the accuracy of their charts, which will be turned in at the end of the lesson. Reflection Based on how well the students do, decide what needs to be re-taught or what sense can be taught next, and aligned to how well they performed.

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