Grade 1 Science: Topic D Senses and Math

Unit Planner

Curricular Outcome(s) Overview of Opportunities F/S Assessment Type Date

Unit Introduction Popcorn activity to introduce 5 senses. F OT: Picture of 1
1. Identify each of the senses, and explain how we use self with sensory Day
our senses in interpreting the world. (K) Blooms: How do we know what is going organs labelled T
on in the world around us? What do you
know about your senses? What are the
senses? How many senses are there?

Introduce vocabulary: see, hear, smell,

taste, feel, eyes, ears, nose, tongue, skin,
predict, test, result (Word wall)

Label sensory organs on pictures of self

from previous days art class.

1. Identify each of the senses, and explain how we use Use labelled pictures of self to ask F O: During class 1
our senses in interpreting the world. (K) questions about senses. Explore the discussion check Day
brains role in sensing as a class that students are W
3. Apply particular senses to identify and describe objects answering
discussion. Draw pictures of the different
or materials provided and to describe living things and together or each
sensory organs on the whiteboard while
environments. Students meeting this expectation will be getting a chance
describing sensory organs/input.
able to describe characteristics, such as colour, shape, to answer.
size, texture, smell and sound. (K,C/A,Skills) Advanced vocabulary: Sensory input,
sensory organs CI: Mr Potato
Head worksheet
Blooms: How does our nose tell us what
we are smelling? How can our brains work
Math: Number Strand
4. Represent and describe numbers to 20, concretely,
pictorially and symbolically. (C,CN,V) Note: Students have
been practicing these skills before my practicum started.
with our senses? Can you name a sensory
input? Which sensory organ senses that
input?
Using a Mr. Potato Head manipulative,
count sensory organs. Ask students what
sensory inputs dont work when Mr.
Potato Head is missing a sensory organ.

Students glue Mr. Potato Head sensory

organs to a picture of empty Mr. Potato
Head, fill in five spaces on a ten frame to
show how many senses are represented,
and write the number five.

3. Apply particular senses to identify and describe objects Each day will start with a group lesson F O: Listen to 4
or materials provided and to describe living things and about the sensory organ and inputs student Days
environments. Students meeting this expectation will be associated with each sense. Students will observations Th/T
able to describe characteristics, such as colour, shape, be encouraged to share what they know about /W/T
size, texture, smell and sound. (K,C/A,Skills) about each sense and how they use it. experiments. h
Look for students
Math: Number Strand See: Prisms to explore the colour of light. to make
Chromatography experiment, Clear connections
4. Represent and describe numbers to 20, concretely, between
nailpolish on black paper experiment
pictorially, and symbolically. (C,CN,V) experiments and
Smell/Taste: Jellybelly experiment, Taste sensory input.
test experiment, Discussion about
connection between taste and smell G: Sensory charts
S with hashtag
Feel: Discussion about the role of nerves record and
in touch. Blindfold touch test. Students related number
record partners guesses. symbol.

2. Identify ways that our senses contribute to our safety
and quality of life. (K)
6. Describe ways that people adapt to limited sensory
abilities or to the loss of a particular sense; e.g., colour
blindness, inability to see objects at close range. (K)
7. Describe ways to take care of our sensory organs, in
particular, our eyes and ears. (K)
Math: Number Strand
2. Subitize (recognize at a glance) and name familiar
arrangements of 1 to 10 objects or dots. (C,CN,ME,V)
4. Represent and describe numbers to 20, concretely,
pictorially, and symbolically. (C,CN,V)
Math: Patterns Strand
Hear: Soundwave voice recording, S
Ooblong dancing experiment, Partner
math-One student describes number,
colour and arrangement of
manipulatives and partner has to draw
without seeing.
Sensory walk: On the last day students
use charts and hashtags to record
sensory inputs. Final counts are recorded
as number symbols.
Read Blueberries for Sal, discuss ways Sal, F FC: Blueberries 2
Little Bear, and their mothers used their for Sal senses Days
senses in the book, make a large chart chart T/W
while students fill in individual charts
J: Describe why
comparing who uses which senses in the
student would
book. Count and write chart totals when
miss a sense of
the book is done.
their choice.
Blooms: What was the problem Sal had in
the story? How did Sal use his senses to I: Sort objects
solve his problem? Did Little Bear use the with a rule
same senses or different senses than Sal
to solve his problem? How did Sals
mother use her senses in the story? How
did Little Bears mother use her senses?
How can you use your senses to stay safe
3. Sort objects, using one attribute, and explain the when you are playing outside, walking
sorting rule (C,CN,ME,R,V) outside, in a store with your parents?

Small group sensory walks with

impairments (one or two per child:
blindfold, noise reducing headphones,
rubber gloves, nose plug)

Journal about which sense each student

might miss the most and why.

Use class chart in large group discussion

(large chart with headshot of each
student to represent that student) to
show which students chose each sense as
the sense they would miss the most. Have
students practice subitizing by shouting
out how many students are in each
category.

Game: Match sense to

protection/adjustment for loss (Cards)

In pairs: using a closed box with a side

opening, sort objects by touch only,
partner tries to guess the sorting rule by
touch.

4. Recognize the limitations of our senses, and identify Large group lesson to introduce illusions. F I: Class and small 2
situations where our senses can mislead us; e.g., feeling Use SmartBoard to display some visual group Days
hot or cold, optical illusions, tasting with a plugged nose. illusions. (arrows, converging lines, discussions about Th/T
(K,C/A) why illusions
trick our senses
Math: Patterns Strand impossible stairs) Show a video of a magic to assess
trick. students
3. Sort objects, using one attribute, and explain the understanding
sorting rule. (C,CN,R,V) Blooms: Why do these illusions work?
What are some strategies we could use to
keep our brains from being tricked by the
illusions?

Illusion Centres: Visual (3D illusions,

princess/old woman, ), Tactile (closed
box: identify the objects), Smell (sort a
pile of cotton balls according to smell, try
to guess what each smell is, have a
picture key for students to check their
guesses), Hearing (guess what is making
the sound ipad game, 1Sound1Word),
Taste (eat a jellybelly with a plugged nose
and guess the flavour, eat a piece of
popcorn with a plugged nose and guess
the flavour)

Blooms: Was it easier to sort the cotton

balls or guess the smells? Were some of
your senses easier to fool than others?
Why do you think that is?

Math: Patterns Strand (Concurrent with Science) Math Centres for Sorting and Subitizing: F O: Observation F/M/
4 Centres will be put out each week. of students as T/W/
3. Sort objects, using one attribute, and explain the they work Th/F/
These centres will be used in the
sorting rule (C,CN,ME,R,V) through centres M
introduction lessons so that students will
Math: Number Strand
2. Subitize (recognize at a glance) and name familiar be somewhat familiar with processes as
arrangements of 1 to 10 objects or dots. (C,CN,ME,V) they begin doing centre activities.

Dot Bingo, Build a Mr. Potato Head

Subitizing, Race to Trace, Clock Face
Race, Sorting Cards (numbers, number
names, and dots), Find it! (Subitizing
game from Pintrest) Button Sorting Cards
(each card gives students a different
attribute to sort by, groups work
together), Animal Sorting Cards,
Dominos Sorting (Pintrest), Attribute
Card Sorting (cards with various colours,
shapes, sizes, and objects that represent
smells, tastes, textures, and sounds.)
Sensory sorting (objects with different
textures, rough, soft, smooth, hard)

Mini Lessons will be done when

observation indicates students are
struggling with a concept or application.

5. Recognize that other living things have senses, and Video: Animal Atlas, Animal Senses (2:58- F G: Venn diagram 2
identify ways that various animals use their senses; e.g., 6:20/vision, 7:18-10:51/smell&taste, Days
sensing danger, finding food, recognizing their own 11:01-16:46/hearing&touch, 19:30- W/T
young, recognizing a potential mate. (K,C/A) 20:20/conclusion) h

Math: Patterns Strand Sort animals by senses/sensory organ

similarities: explain sorting rule
3. Sort objects, using one attribute, and explain the
sorting rule. (C,CN,R,V) Venn diagram: Animals like and unlike
humans
Review Centres: Colour a hand illusion, S R: Science Topic 2
Bitter/Sweet/Salty/Sour sorting game, D, Outcome 1, 7 Days
1. Identify each of the senses, and explain how we use Student T/W
Guess the sound game (iPad), Texture art
our senses in interpreting the world. (K) identifies senses
(create a set of dot numbers 1-10 using
different textured materials), Guess the and explains how
3. Apply particular senses to identify and describe objects
smell Class Survey Chart (students write a the senses are
or materials provided and to describe living things and
used and how
environments. Students meeting this expectation will be guess for what each numbered smell is on
senses can be
able to describe characteristics, such as colour, shape, the whiteboard in a column under the
protected
size, texture, smell and sound. (K,C/A,Skills) number) R: Science Topic
Pull outs for summative assessment as D, Outcome 3
7. Describe ways to take care of our sensory organs, in
students rotate between centres. (Mr. Student can use
particular, our eyes and ears. (K)
two words to
Potato Head Assessment, Sensory
Math: Number Strand describe an input
checklist (Student can describe a sound,
for each of the 5
2. Subitize (recognize at a glance) and name familiar taste, smell, object, and texture), Sorting senses
arrangements of 1 to 10 objects or dots. (C,CN,ME,V) assessment with choice of Attribute R: Math Patterns
Cards, Buttons, or Lego manipulatives, Re- Strand, Outcome
Math: Patterns Strand evaluate subitizing using Dot Cards 3, Student sorts
3. Sort objects, using one attribute, and explain the (Before and After comparison) attribute cards or
sorting rule (C,CN,R,V) manipulatives by
Summative assessments are for Science one attribute
Topic D, Outcomes 1,3, and 7, Math CL: Math
Number Strand, Outcome 2, Math Number Strand,
Patterns Strand, Outcome 3 Outcome 2,
Individual
checklist to
assess dot
recognition,
strategy
(counting/
counting on/
 recognition), and
time taken

Unit Wrap Up Christmas sensory experience: Icing 1

1. Identify each of the senses, and explain how we use
our senses in interpreting the world. (K)
5. Recognize that other living things have senses, and
identify ways that various animals use their senses; e.g.,
sensing danger, finding food, recognizing their own
young, recognizing a potential mate. (K,C/A)
Christmas Tree Cookies with subitizing Day
dot patterns and Singing a Christmas Th
song (Smell, Taste, Touch, Hear, See)
Mini Senses Christmas play: Students act
out a play while I read the story. Every
student has a part to act. Parts are
assigned by drawing a card from a pile.

Confused senses dont want to miss

Math: Number Strand
2. Subitize (recognize at a glance) and name familiar
arrangements of 1 to 10 objects or dots. (C,CN,ME,V)
Santas coming but keep trying to sense
the wrong sensory inputs- Brain sorts
everything out by matching up organs
with inputs and animals with special
senses.

Possible Formative (F) or Summative (S) Assessment Types

Admit/Exit Slips (AES) Graphic Organizer (G) Pass/Fail (PF) Journal (J) Test/Exam (T)
Checklist (CL) Interview (I) Poll/Survey (PS) Rubric (R) Quiz (Q)
Complete/Incomplete (CI) Know/Want to Know/Learned (KWL) Peer Evaluation (PE) Task Performance (TP)
Frequency Chart (FC) Observations (OB) Portfolio (P) Self-Evaluation (SE) Other (OT)

Literacy/Numeracy (refer to Literacy/Numeracy Progression sheet)

Literacy

Vocabulary: Word walls are used to practice the use and spelling of vocabulary words.
Numeracy

Purpose: Students see that their senses can be described quantitatively and organized through sorting.

Personal Insight: Activities like the Brain Sort help students to think of sorting strategies as a way to organize their sensory inputs.

Task Analysis: Centres are used to engage students in tasks to practice numeracy skills.

Using Numbers: Numbers are used to count senses.

Organization of Data: Students sort according to one attribute.

Collection of Data: Students collect data on Sensory walks.

Interpretation of Data: Charts are used to organized and examine data from sensory walks and from a story.

Competencies
Cultural & Global Citizenship - Students identify how senses affect how we experience the world around us. Students learn how people who are
missing one of their senses have to adjust their experience of the world. Science Topic D, Outcome 6

Creativity & Innovation- Students connect mathematical concepts to sensory inputs and organs. Math Number strand, Outcome 4, Science Topic
D, Outcome 1

Critical Thinking- Students apply criteria to analyze sorting rules. Math Patterns strand, Outcome 3

Collaboration- Students grow knowledge together by sharing knowledge and justifying answers. Math Patterns strand, Outcome 3

Communication- Ideas are introduced through group discussion and exploration of ideas. Students can share their understanding verbally in a
group or individually with the teacher. Math Patterns Strand, Outcome 3, Number strand, Outcome 2, Science Topic D, Outcomes 1 &3.

Managing Information- Students collect and organize data using their senses on Sensory Walks. Math Patterns Strand, Outcome 3, Science Topic
D, Outcomes 3.

Problem Solving- Students figure out how to protect their sense of hearing and sight to avoid losing the use of those senses, Science Topic D,
Outcomes 7.

Personal Growth & Well-being- Students figure out how to protect their sense of hearing and sight to avoid losing the use of those senses,
Science Topic D, Outcomes 7.