Teacher Candidates _Christi Clendenin_______ Date _September 28, 2017_

School _______________________________ Grade/Subject _1st/Health_

Lesson Topic __The Five Senses____________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will be able to identify the five senses.

2. Students will investigate how the five senses provide information.

3. Students will apply their knowledge by reviewing their senses applied to real life scenarios.

WV CCRs

Standard 1: Wellness Promotion and Disease Prevention (WE.S.01)

WE.1.1.01: identify and discuss the functions of sensory organs and large muscle groups.

NATIONAL STANDARDS

Health Education Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

MANAGEMENT FRAMEWORK

Overall Time - 60 minute lesson

Time Frame – 15 min. teacher intro and demonstration

30 min. student activity in pairs

15 min. regroup for assessment and closure

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

 Partner students who have a difficulty staying on task with students who are disciplined.
  Partner students who struggle with the concept during the introduction and
question/answer session with students who seem to understand or have significant prior knowledge.
 Partner ESL or exceptional children with higher achieving students.
 Watch a music video about the five senses for students who are of Visual- Spatial, Musical, or Auditory Intelligence.
 Hands on activity for students who are of Kinesthetic Intelligence.
 Partner activity for those who are of Interpersonal Intelligence.
 Whole-class discussion for those who are of Linguistic or Existential Intelligence.
 Individual work for those who are of Intrapersonal Intelligence.

PROCEDURES

1. ANTICIPATORY SET

I will show the students a short video on senses at https://www.youtube.com/watch?v=vXXiyIGqliE to introduce the senses and allow students
to use this information to connect to their own background knowledge on the five senses.

2. ASSESSMENT

Diagnostic/Pre-Assessment

I will ask students higher level thinking questions during the introduction to the lesson to determine their level of understanding of the five
senses. (Objectives 1, 3)

3. INTRODUCTION

I will ask the students the following questions to assess their prior knowledge and gain interest on the lesson:

 When you wake up in the morning, what are the first things you see? Hear? Smell? Touch? Taste?
o Answers will vary, but may include: alarm clock, ceiling, parent, breakfast, blanket, morning breath, toothpaste, etc.
 What can we do with our senses? Why do we need our senses?
o Answers will vary, but may include: smell flowers, smell food, see where we are going, hear people talking to us, feel things, feel
around when we can’t see, smell smoke when there is a fire, see when something dangerous is going to happen, etc.
 What can your senses tell you about a flower? A dog? A spider? A carrot? Can you use more than one sense at a time?
 o Answers to part 1 will vary, but may include: What the flower smells like, what color it is, what kind it is, etc. What kind of dog it
is, what color it is, if it’s barkings, snarling, playful, mean, etc. If a spider is poisonous or not, how big it is, what color it is, etc.
What color the carrot is, if it is rotting, what it tastes like, if it is crunchy or soft, etc.
o Answer to part 2: Yes, you can use more than one sense at a time. You can also use other senses to make up for senses that you
might not have. Ex: Feeling or hearing for seeing.
 Which parts of the body help you see? Which parts of the body help you hear? Which parts of the body help you smell? Which parts of
the body help you taste? Which parts of the body help you touch?
o Possible answers: You use your eyes to see, ears to hear, nose to smell, tongue to taste, skin to feel.
 How can your senses keep you safe?
o Answers will vary, but may include: Seeing something dangerous that you need to avoid, touching to see if your food is hot,
smelling for smoke, smelling food to see if it is bad, hearing a loud noise that may indicate danger, tasting something dangerous
like a chemical in your food or drink, tasting food to see if it is fresh.

4. BODY & TRANSITIONS

Formative Assessment: I will walk around and observe the groups as they are going through the stations, discussing the objectives and writing
down their observations and conclusions. (Objectives 1, 2, 3)

 I will re-identify the five senses and briefly discuss each.

 I will explain to the students in a whole-class setting that the five senses can be used to keep us safe and healthy.
 I will ask the following questions and call on students to answer:
o If you can think of ways that your senses can keep you safe, pat your brain.
o After giving the students time to think, I will go straight into the following questions.
 If you can think of a way that you can use your sense of sight to keep you or a loved one safe, blink your eyes really fast.
o Possible answers: Seeing a rash, seeing someone grab their head or chest, seeing something dangerous coming toward you or
someone else (ie: car, ball, another person, etc.), seeing someone participating in a dangerous activity, etc.
 If you can think of a way that you can use your sense of hearing to keep you or a loved one safe, wiggle your ears.
o Possible answers: Hearing something that may indicate trouble (ie: something fall, someone yell, an explosion or gunshot, etc.),
hearing noise when you or someone around you breathes, hearing a dog growl, hearing a snake rattle, hearing the crack of
something you are standing on, hearing a fire alarm or police siren.
 If you can think of a way that you can use your sense of touch to keep you or a loved one safe, rub your head.
 o Possible answers: feeling that something is hot… like food, door, or an appliance, checking for a fever, checking the temperature
of your bath water, checking for a heartbeat or breath before doing CPR (uses several senses), feeling that something is sharp or
jagged, feeling that something is sturdy before standing on it.
 If you can think of a way that you can use your sense of smell to keep you or a loved one safe, wiggle your nose like a rabbit.
o Possible answers: smelling food/drink to see if it smells fresh and not rotten or contaminated, smelling smoke or fumes, smelling
wounds for infection, smell to differentiate in things that we like or may not like, smelling odd smells for no reason or smelling
bad breath may indicate health issues.
 If you can think of a way that you can use your sense of taste to keep you or a loved one safe, stick out your tongue.
o Possible answers: tasting items that we are eating or drinking to make sure they are fresh and not rotten or contaminated,
different tastes that we have in our mouths can also indicate health problems

 I will explain the activity to the students and pass out their record sheets.
 I will pair each student up with another student making sure that they work with students that they generally do not interact with,
students who they can assist, students who can be of assistance to them, etc.
 Students will visit 5 stations where they will use their 5 senses to explore, compare, contrast and answer questions about the stimuli
that they encounter.
 Students will record their findings on their record sheets for discussion later.

5. CLOSURE

Summative Assessment: At the close of the lesson, we will be discussing the students’ deductions of the station activity and administering an
individual activity to assess their level of understanding of the 5 senses. (Objectives 1, 2, 3)

 As the students finish, I will have them come back to their seat and begin working on an assessment activity.
 Students will receive ten pictures, five that represent the senses and organs used with those senses and five that represent a potentially
dangerous situation. Students will match the sense/organ to the potentially dangerous situation that the sense could help them prevent.
 Once all students have returned to the whole-class setting, we will briefly discuss the students’ deductions of the station activity while
they continue to complete the assessment activity.
 I will restate the objectives to determine if I met each objective.
STRATEGIES

Teacher led discussion

Question and answer segment

Teacher demonstration

Scaffolding

Partner activity

Discovery learning/stations

Whole-class discussion

Individual assessment activity

MATERIALS

Record sheet (for students)

Pencils

Tables for stations

Baby jars

Items for smelling: vinegar, vanilla, buck lure

Items for seeing: Four pictures *attached

Items for tasting: Warheads, jelly beans

Items for hearing: Marble, bell, water

Items for feeling: Rock, cotton ball, slime, sand paper

Five Senses Review Assessment

Construction paper

Glue sticks

EXTENDED ACTIVITIES

If Student Finishes Early

If a student finishes early, they can draw a picture on the back of their assessment of one of the organs that we use for one of our senses and
their favorite thing to use that sense for. Ex: Ears- listening to music. Tongue - eating an ice cream.

If Lesson Finishes Early

If the lesson finishes early, I will have students flip their assessment over and see how many things they can list that they use their senses for
each day. The student who lists the most in a given time will get a prize.

If Technology Fails

If technology fails, I will use the KWL technique and use the chalkboard/whiteboard to write it out instead of watching the opening video.
Which sense would you use
to keep you safe? Draw a
line to the body part that you
would use for that sense.