Integrated Science Unit:

Our Common Senses!

Grade Level: 3rd-6th Grade Length of Unit:
Minutes per day – 30-90 minutes
Number of days – Seven
Focus Questions: What are our five senses? How are the five senses important?
Learning Log:
This unit concentrates on the five senses and the body part that correlates
with each sense. (unit summary)

Students will use senses to investigate, depict, analyze, categorize and

classify. There will be an understanding of the functions of the five senses. New
terminology will be learned in connection to the five senses. (overall unit
goals)

(general) IL Learning Standards:

Illinois State Standards
STATE GOAL 1: Read with understanding and fluency.
1.B.1a Establish purposes for reading, make predictions, connect important
ideas, and link text to previous experiences and knowledge.
1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and
electronic literary forms.
1.C.1a Use information to form questions and verify predictions.
1.C.1b Identify important themes and topics.

STATE GOAL 3: Write to communicate for a variety of purposes.

3.A.1 Construct complete sentences which demonstrate subject/verb
agreement; appropriate capitalization and punctuation; correct spelling of
appropriate, high-frequency words; and appropriate use of the eight parts of
speech.
3.C.1a Write for a variety of purposes including description, information,
explanation, persuasion and narration.

STATE GOAL 4: Listen and speak effectively in a variety of situations.

4.A.1a Listen attentively by facing the speaker, making eye contact and
paraphrasing what is said.
4.A.1b Ask questions and respond to questions from the teacher and from
group members to improve comprehension.
4.A.2b Ask and respond to questions related to oral presentations and
messages in small and large group settings.
4.A.1c Follow oral instructions accurately.
4.A.2c Restate and carry out a variety of oral instructions.
4.B.1b Participate in discussions around a common topic.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to
the message and audience (e.g., show and tell).

(general) Objectives:
Students will explore, discover and evaluate the 5 senses through experiences
from the unit.
Lesson 1: Launching the Theme
Anticipatory Set
Teacher will prepare an area of the
room with certain items that inspire
students to rely on their senses in
order to describe them.
Teacher can bring a patch of grass,
pebbles, a tree branch, flowers, play
a nature soundtrack, etc. Teacher
should put the area near a window to
give students the experience as if
they were outside. This activity
should simulate taking a small
walking trip.
Teacher will walk to the area and
exhibit desired behavior- I.E. picking
up an item and feeling it, smelling it,
etc.
Teacher should then turn to the class
and ask students if they want to go
on a nature walk! Teacher should tell
students that the designated area is
meant to simulate a small nature
walk.
(Teacher should hold off on telling
students why they are taking a
nature walk and let them draw
conclusions for themselves.)
Teacher should recap the safety rules 11.A.1b Develop questions on
that apply for this type of activity
such as respecting peers and
respecting school property.
Inform students that they can touch
and pick up items, but they must be
returned where and how they were
found.
Students should be given about 10
minutes- depending on the size of
the area created. (If the classroom is
too small, teacher should ask
permission for access to another
room or ask a colleague to
collaborate with them in this unit.)
Students should be encourages to
ask question during their experience.
Pre-req.
Students should be aware of basic
safety practices when practicing
science.
Students should have a science
notebook.
Students should already be tracking
their assessment in academic
journals.
Objective / Purpose
Students will identify the five senses.
Students will explore the five senses.
ILS
1.B.1a. Establish purposes for
reading, make predictions, connect
important ideas, and link text to
previous experiences and knowledge.
3.A.1 Construct complete sentences
which demonstrate subject/verb
agreement; appropriate capitalization
and punctuation; correct spelling of
appropriate, high-frequency words;
and appropriate use of the eight
parts of speech.
11.A.1a Describe an observed
event.
scientific topics.
12.A.1a Identify and describe the
component parts of living things
(e.g., birds have feathers; people
have bones, blood, hair, skin) and
their major functions.
13.A.1a Use basic safety practices
(e.g., not tasting materials without
permission, “stop/drop/roll”).
Lesson 2: Your Sense of Sight
Anticipatory Set
Teacher will lead discussion referring
to textual material The teacher
should take each organ correlated by
sense per unit- I.E. ear to hearing,
eye and seeing, etc.
On this day, the teacher should focus
on the eyes.
Teacher will start with a brief
overview of today’s lesson.
Using the textbook Science Voyages:
Level Green the educator should
prepare a PowerPoint slide
introducing the eyes and new
vocabulary.
Instead of simply presenting a
lecture, teacher should invoke class
thinking and participation through
this portion.
Teacher can start the PowerPoint with
a thinking phrase such as:
“Think about the different kinds of
objects you look at every day. It's
amazing that, at one glance, you can
see the words on this page, the color
illustrations, and your classmate
sitting next to you.” –Science
Voyages
Ask students what they think this
phrase means. Encourage students
to think why this phrase is important.
Teacher then should commence on
introducing new vocabulary.
This will allow the lesson to be
understandable for students.
Teacher should provide an
outline sheet for all students.
This will allow students to have
the information and aid students
with learning differences.
Teacher should provide
translated sheets for those in
need.
Suggested vocabulary:
Pre-req.
Students should have started
learning about the human body.
Students should have already learned
about the brain/nervous system.
Students should be aware of basic
safety practices when practicing
science.
Students should have a science
notebook.
Students should already be tracking
their assessment in academic
journals.
Students should knowledge of math
concepts related to measuring.
Students should know rules when
working in groups and at the
computer station.
Objective / Purpose
Students will learn terminology for
the main parts of the eye.
Students will be able to recognize
main parts of the eye.
Students will describe the purpose
and use of parts of the eye.
Students will investigate the eye and
the purpose of sight through a series
of activities/experiments.
Students will understand how the
functions of the eye are important to
the sense of sight.
Students will watch a video about the
eyeball and the sense of sight.
ILS
11.A.2a Formulate questions on a
specific science topic and choose the
steps needed to answer the
questions.
11.A.2b Collect data for
investigations using scientific process
skills including observing, estimating
and measuring.
11.A.1c Collect data for
investigations using measuring
instruments and technologies.
11.A.1f Compare observations of
individual and group results.
Lesson 3: Your Sense of Smell

Process-Oriented Guided-Inquiry Lesson

1. Targeted 3rd to 6th grade
age/grade
level
2. Scientific Observing; Inferring; Communicating; Classification;
processes
addressed
3. Scientific topic Science, Reading, and Art: Sense of Smell
addressed
1.B.1a. Establish purposes for reading, make
predictions, connect important ideas, and link text to
previous experiences and knowledge.
3.A.1 Construct complete sentences which demon-
strate subject/verb agreement; appropriate
capitalization and punctuation; correct spelling of
appropriate, high-frequency words; and appropriate
use of the eight parts of speech.

11.A.2b Collect data for investigations using

scientific process skills including observing, estimating
and measuring.
11.A.1f Compare observations of individual and
group results.

4. Process- Students will use their sense of smell to identify

oriented different items such as food, flowers, or fruits.
objective
 Students will draw the picture of what they think is the
source.

Students will cut out flowers from magazines and

include them in a painting.

5. What I want Students will discover ways that their sense of smell
my students helps them. Student will understand how the sense of
to discover smell starts at the nose and other parts of the human
body.

6. Description of Teacher will lead discussion referring to textual

introductory material
activity and
initial On this day, the teacher should focus on the nose.
discussion
Teacher will start with a brief overview of today’s
lesson.

Using the textbook Science Voyages: Level Green the

educator should prepare a PowerPoint slide introducing
the nose and new vocabulary.

Instead of simply presenting a lecture, teacher should

invoke class thinking and participation through this
portion.

Teacher can start the PowerPoint with a thinking

question such as:

“Can you imagine not being able to smell? How would

your life change?”

Ask students what they think. Let students share their

thoughts.

Teacher then should commence on introducing new

vocabulary.
This will allow the lesson to be understandable for
students.
Teacher should provide an outline sheet for all
students. This will allow students to have the
information and aid students with learning
differences. Teacher should provide translated
sheets for those in need.

Suggested vocabulary:
Olfactory cells/nerves/neurons, nasal passage,
molecules, mucous glands, impulse, nostril

Teacher can choose to give students the definitions or

teacher can separate class into cooperative learning
groups and have them find the definitions themselves.

If choosing to do cooperative learning groups, teacher

should recap rules established for working in groups,
give 10-15 minutes for work.
Remind students that they all need to write the
definitions in their assignment notebook.

Teacher should show a diagram of the nose and

provide a copy of the nose diagram to students. If
there is free time, teacher should have students staple
their diagram in their science notebook.

If teacher is doing cooperative learning groups for the

definitions, teacher should allow students to share the
definitions and should recap and clarify the definitions
for learners using the diagrams.

Teacher should have translating dictionaries for

students in need.

Teacher should commence the PowerPoint

presentation and textual reference.

***PowerPoint presentation should include the

following:
Thinking questions
The nose diagram
Nose and smell vocabulary
Explanation of the sense of smell

How parts of the nose function to aid in smelling.

 Throughout the presentation, teacher should
encourage children to ask questions, draw connections
to their prior knowledge, and infer about how the
brain-nose-sense of smelling work together.

Encourage questions, but if there are some shy

children in the classroom tell the class to write
any questions they may have on a separate
sheet of paper. This sheet of paper can be
handed to the teacher as she walks by the
student’s desk or placed in a questions bin. If
handed to the teacher as she walks by during
the lesson, the teacher can address it then or
choose to address it individually with the
student asking. If placed in the bin, teacher will
address the question(s) with the students
asking privately.

Since students have been learning about the human

body, teacher should tie in how the brain also plays a
part to help the sense of smell function.

Teacher should encourage students to ask questions.

7. Materials The Sense of Smell by Ellen Weiss; film canisters;

needed foods, oils, herbs, and spices; paint; paintbrushes;
poster boards; magazines; worksheets; highlighters;
ice trays; trash can; larger bucket;
8. Description of Teacher should reinforce what has been learned from
activities the presentation.

> Prior to this lesson, teacher should have attained

permission to photocopy chapters 2 and 6 from Ellen
Weiss’ book The Sense of Smell.
Prior to this lesson, teacher should have prepared
canisters with pieces of fruit, vegetables, food, herbs,
spices, extracts, or pencil shavings, etc. This may
vary!
The lids of the film canisters should have holes for
smelling.
Label canisters by numbers 1-6 or 1-10. (Number of
canisters may vary.)
Prior to this lesson, teacher should also arrange desks
in groups of 4-6.

Students will be split up into cooperative learning

groups.
Teacher will explain the rules established when
working in groups.
A timer will be set to signal start and end time.

Teacher will explain that students will read these two

chapters in groups.
Students can highlight important parts of the chapters
or interesting and new pieces of information they have
learned as they read.

They will get to keep these chapters and must be

either stapled into the science notebook or in a
science folder for future reference.

Teacher should give students time to read the two

short chapters.

When the timer signals end time students should turn

and look at the teacher.

Teacher will spark conversation about what students

have just read.
Teacher should ask students to summarize chapters.
Teacher should help students draw connections to the
lesson they have just learned.
Teacher then should recap and ask students to share a
new piece of information they have learned or what
they found to be interesting in the chapters.

Teacher should then spark class discussion with

questions that reinforce what has been learned.
Suggested questions:
What do we use our noses for?
What do animals use their noses for?
Name some smells that you like.
Name some smells that you dislike.
What are some things that smell bad?
What are some things that smell good?

As students are sharing their thoughts, the teacher

should be setting 6-10 canisters that have been
prepared for the next activity at the center of the
clusters of desks.

Teacher recap the discussion and will instruct the

cooperative learning groups to classify these smells
based on whatever categories they think would work
best.
(This means students should have already been
introduced to classification!!!!!!! If not teacher should
have done this prior to lesson!!!!)
Groups should provide an explanation for their
decisions.

Timer will be set to signal start and end time.

***Worksheet that will be provided for this activity.

Classify the smells!!!
Make a chart of the categories your groups has
agreed upon and classify your smells.
General example:

Category Canister Number

“Category 1” Canisters # 2,3,6

“Category 2” Canisters# 1 and 4

We chose these categories because
____________________________________________________
_____.
____________________________________________________
____________________________________________________
__.
Students can be as creative as they may want.

(Use the space below for your work.)

When the timer goes off, teacher will ask groups to

share their classification system set for the smells.
Groups must explain their decisions.

Teacher should guide students into making

connections to what has been learned in the lesson.

Next, students will be asked to work individually.

Students will receive a handout where they are to

draw what they think is in each canister. There should
be no further discussion amongst students.
Students are to work independently and write why
they think the smell is what they have identified it as.
Teacher will set a timer to indicate start and end time.
Each student should have their own crayons and
markers.
Crayons and markers will be provided to students that
need it.

***worksheet
Draw it!
In each box draw what YOU think is in each canister
according to its number.
Also, write why you think it is what YOU have
identified the smell as in each canister.

Canister #1 Canister #2

Canister #3 Canister #4

Canister #5 Canister #6

Canister #7 Canister #8

Canister #9 Canister #10

After the allotted time, teacher will ask students to
share their work.
Teacher will also help students make connections from
the lesson to the methods students used to identify
the smells in the canisters.

Teacher will then reveal the items in the canister.

Teacher should ask students if they have any
comments, questions or concerns about the lesson so
far.

Teacher will ask one student from each cluster of

desks to bring the canisters to a designated area.

Teacher should then direct students into an art

activity.
Teacher can say “Let’s get creative with our smells!”

>>Prior to this activity, teacher should have sent out a

letter to parents informing them that students will be
working with paint. Parents are should send students
with an extra shirt they may wear for this activity.

Teacher will ask students to clear their desks and grab

the shirts their parents provided for them to wear for
this activity.

Teacher will provide students with poster boards,

paint, paintbrushes and extracts for students to use on
their art project.
(Poster boards should not be full-sized. Poster boards
should be 17’’ x 12’’ or around a similar size.)

Teacher will set up a round table with paint bottles,

small ice trays, bottles of extracts and 3-4 cups with
extracts with designated paintbrushes.

Teacher should explain that they will be making art

that has scents!

Teacher will pass out newspaper to each cluster of

desks.
Students are to cover their desk.
Teacher will put two medium buckets of water at the
center of each cluster of desks.
Teacher will pass out paintbrushes to each student.
Once the room is set up and students are prepared,
teacher will recap rules established for this type of
activity.

Teacher will hand out magazine clippings of flowers to

students.
Students should be asked to take out scissors and
glue.

Students can use magazine clippings of flowers and

glue them on their poster board however they wish to
do so.

Once student have arranged their flowers on their

poster board, students will come to the round table.

The teacher will be sitting at the round table waiting

for students to come to the round table.
Teacher will explain that only 3-4 students at a time
can come to the round table.
If a student is done and sees that there are 3-4
students at the round table, that student must wait
until someone returns to their seat.

Teacher should explain rules and post them

somewhere visible.

***Rules:
If teacher is not at the table, DO NOT TOUCH
ANYTHING.
ONLY 3-4 students at a time can be at the round table.
Be respectful of those working at their desks and at
the table.
BRING YOUR POSTER BOARD WITH YOU.

Teacher will set a timer to signal start and end time of

activity.

At the round table, students will be told that they are

first to head near the cups with extracts and put a
light coat of extract of their choice on the flowers (on
their poster board).
Tell students to not return the paintbrushes to the
cups they came from ONLY!
Next, they are to set their poster board on their desks
and return to the round table.

Student is to grab an ice tray and pour paint that they

will use into the compartments. Afterwards, students
will grab 1-2 extracts of their choice and ask teacher
to pour the desired extract into the color of paint they
prefer.

Using both hands, students are to take their ice tray

with paint to their desk and start painting!!!

Once every student has their ice tray, teacher should

find a designated area for the students’ paintings,
used brushes, and ice trays.
Teacher will have a designated large bucket for the
used brushes and the used ice trays.

Teacher will warn students 5 minutes before the timer

indicates that time is over.
Students are to start putting the finishing touches on
their work.

Students will place their painting in the designated

area.
Teacher should direct students where to place their
painting.

Students are to place the buckets of used water, ice

trays, and paintbrushes in the designated large
bucket.

Then students need to take the newspaper on their

desks and throw them in the garbage.
Lastly, teacher will give each student a wet wipe and a
plastic bag.
Students are to bag their shirts and clean their hands
with the wet wipes provided.
ONLY then will students be able to take their bagged
shirt and put it in their backpacks.

Teacher should instruct students to return to their

seats.
Teacher will have a final discussion on the sense of
smell, nose, activities, and will recap the lesson.
 ***Homework
Students are to write in their Science Journals.
Students can write about any aspect of the lesson.

Students will also think about and answer the following

questions:
How often do you notice your sense of smell?
Do you get a sense of taste from what you smell
sometimes?

The second question students are to answer is to

prepare them for the next lesson.

9. Typical What do we use our noses for?

discussion What do animals use their noses for?
questions Name some smells that you like.
Name some smells that you dislike.
What are some things that smell bad?
What are some things that smell good?

10. How Students will be provided with canisters with covered

children will items for investigating the sense of smell.
be
encouraged to
investigate on
their own in
the classroom
11. Expecte Students are to learn about the nose and sense of
d conclusions smell. Students are to understand the relationship
between the nose, brain, and sense of smell.

12. Assessm Students will be assessed on performance during the

ent lesson. Students will be assessed on their journal
entry. Students will also be assessed on the work they
completed throughout the activities done in class.
13. Applicati The sense of smell is used every single day. The sense
ons to real of smell is hardly noticed and taken for granted. Many
life-situations people usually do not pay any attention to this ability
until they are sick and lose the sense of smell. The
items in the canisters and the extracts used in the art
activity were used to explore the sense of smell, but
can be found in the average kitchen and home.
Lesson 4: Your Sense of Taste

Process-Oriented Guided-Inquiry Lesson

1. Targeted 3rd to 6th grade
age/grade
level
2. Scientific Observing; Inferring; Communicating; Classification;
processes
addressed
3. Scientific topic Science: Sense of Taste
addressed
3.A.1 Construct complete sentences which demon-
strate subject/verb agreement; appropriate
capitalization and punctuation; correct spelling of
appropriate, high-frequency words; and appropriate
use of the eight parts of speech.

11.A.2b Collect data for investigations using

scientific process skills including observing,
estimating and measuring.
11.A.1f Compare observations of individual and
group results.

4. Process- Students will understand the four basic tastes,

oriented (sweet, bitter, salty, and sour), of the tongue.
objective Students will classify foods according to the four basic
tastes.
Students will be able to identify the four basic tastes
of the tongue.

Students will draw a connection between the sense of

smell and the sense of taste.

5. What I want Students will discover ways that their sense of taste
my students to helps them. Student will understand how the sense of
discover taste functions in correlation to other parts of the
human body.

6. Description of Teacher will lead discussion referring to textual

introductory material
activity and
initial On this day, the teacher should focus on the tongue.
discussion
Teacher will start with a brief overview of today’s
lesson.

Using the textbook Science Voyages: Level Green the

educator should prepare a PowerPoint slide
introducing the tongue and new vocabulary.

Instead of simply presenting a lecture, teacher should

invoke class thinking and participation through this
portion.

Teacher can start the PowerPoint with a thinking

question such as:

“When you smell something delicious can you almost

taste it?”

Ask students what they think. Let students share their

thoughts.

Teacher then should commence on introducing new

vocabulary.
This will allow the lesson to be understandable for
students.

Teacher should provide an outline sheet for all

students. This will allow students to have the
information and aid students with learning
differences. Teacher should provide translated
sheets for those in need.

Suggested vocabulary:
Taste buds, sensory receptors, and chemical stimuli.

Teacher can choose to give students the definitions or

teacher can separate class into cooperative learning
groups and have them find the definitions
themselves.

If choosing to do cooperative learning groups, teacher

should recap rules established for working in groups,
give 5-10 minutes for work.
Remind students that they all need to write the
definitions in their assignment notebook.
Teacher should show a diagram of the tongue and
provide a copy of the tongue diagram to students. If
there is free time, teacher should have students
staple their diagram in their science notebook.

If teacher is doing cooperative learning groups for the

definitions, teacher should allow students to share the
definitions and should recap and clarify the definitions
for learners using the diagrams.

Teacher should have translating dictionaries for

students in need.

Teacher should commence the PowerPoint

presentation and textual reference.

***PowerPoint presentation should include the

following:
Thinking questions
The tongue diagram
Tongue and taste vocabulary
Explanation of the sense of taste
How smell and taste are related.

How parts of the tongue function to aid in tasting.

Throughout the presentation, teacher should

encourage children to ask questions, draw
connections to their prior knowledge, and infer about
how the brain-tongue-sense of taste work together.
 Encourage questions, but if there are some shy
children in the classroom tell the class to write
any questions they may have on a separate
sheet of paper. This sheet of paper can be
handed to the teacher as she walks by the
student’s desk or placed in a questions bin. If
handed to the teacher as she walks by during
the lesson, the teacher can address it then or
choose to address it individually with the
student asking. If placed in the bin, teacher will
address the question(s) with the students
asking privately.

Since students have been learning about the human

body, teacher should tie in how the brain also plays a
part to help the sense of taste function.

Teacher should encourage students to ask questions.

7. Materials Cups, blank paper, water bottles, salt, sugar, coffee,

needed lemon juice, napkins/paper towels, cotton swabs,
worksheets, handouts, markers, trash can, and large
bucket.
8. Description of Teacher should direct students to concentrate on
activities taste buds.

Teacher should recap the expository portion of the

lesson.
Teacher should ask students to clear their desks.
Students will be working in pairs.
Teacher should remind students of behavior expected
while working together.

Each pair of students will receive the following:

5 cups with water, salt, sugar, lemon juice and coffee
(The cups containing salt, sugar, lemon juice and
coffee should be labeled 1, 2, 3, and 4.)
8 Cotton swabs (4 for each partner)
2 blank sheets (1 for each partner)
Handout
1 marker

Students should only have a pencil on their desk prior

to receiving the materials.

Teacher will explain first activity.

Instruction will be provided on a handout as well.

Students will be exploring their taste buds.

Students will grab their white sheet and fold it in half

and in half once more after that. Students will undo
the folding.
Students should have a white sheet that has 4
squares and write in each box either the number 1, 2,
3, or 4.
Therefore, students should have a paper with the
impression of 4 squares numbered 1 through 4.

Students are to place 1 cotton swab in each square.

The numbered square the cotton swab is in is also the
corresponding number to the cup they will only use it
for.

When students are not using the cotton swabs, they

should be returning it to its designated square.

Students will slightly dip the cotton swab into the cup
of water and then dip it into one of the four cups
containing items that taste sweet, salty, sour, or
bitter. (Explain to students that this is not necessary
for the substance that is in liquid form.)

Students will apply the cotton swab with the

substance to their tongue and figure out which cup
has the substance that is sweet, sour, bitter, or salty.

Students should use the marker to label the cups

containing the substances.
Students are to identify the substance and if it is
sweet, sour, bitter or salty.

Teacher will use a timer to signal the start and end

time of this activity.

Class will discuss their findings as a whole and share

their experiences.
Meanwhile, teacher will pass out a worksheet that
corresponds to the next activity.
ACTIVITY SHOULD BE EXPLAINED AND MODELED
PRIOR TO STUDENTS STARTING THE ACTIVITY.

In the next activity, students will apply the cotton

swab with the substance that has now been identified
to the back, edges and tip of their tongue.

Students will then refer to their worksheet, which has

a chart, and place a checkmark in the boxes where
the student senses the flavor of the substance.

***worksheet
Play with Your Taste Buds!

Tip Back Edges

Sugar

Salt

Lemon
Juice

Coffee

Notes and Observations:

All students should be recording in their own charts!

Students should also be having discussions relating to
the activities and lesson.
In particular, students should be sharing their findings
with their partners.
Students should be writing important notes and
observations in the space provided.
Teacher should be walking around guiding, aiding and
challenging students.
Teacher should also walk around and observe student
progress.

Teacher will set timer to indicate start and end time.

At end time, students are to stop what they are doing
and listen for further instruction.

Teacher will pass around another worksheet similar to

the first worksheet they received.

***worksheet
Hold your Nose & Play with Your Taste Buds!

Tip Back Edges

Sugar

Salt

Lemon
Juice

Coffee

Notes and Observations:

Students are to repeat the prior activity, but this time

students will be holding their nose.

ACTIVITY SHOULD BE EXPLAINED AND MODELED

PRIOR TO STUDENTS STARTING THE ACTIVITY.
Teacher should tell students to compare and contrast
the prior activity with the current activity.

Students should be writing important notes and

observations in the space provided.

Teacher should be walking around guiding, aiding and

challenging students.

Teacher should also walk around and observe student

progress.

Teacher will set timer to indicate start and end time.

At end time, students are to stop what they are doing

and listen for further instruction.

Teacher will pass around one last worksheet similar to

the worksheets they have received.

Teacher will also pass around 4 paper towels (2 per

person in each pair) to each pair and 2 water bottles
(1 for each person in each pair) to each pair of
students.

***worksheet
Dry Your Tongue & Play with Your Taste Buds!

Tip Back Edges

Sugar

Salt

Lemon
Juice

Coffee

Notes and Observations:

Students are to repeat the process once more, but
this time students will be drying as much saliva from
their tongues as possible.

Students should drink some water after each trial, but

dry their tongue before commencing to the next trial.

ACTIVITY SHOULD BE EXPLAINED AND MODELED

PRIOR TO STUDENTS STARTING THE ACTIVITY.

Teacher should tell students to compare and contrast

the prior activity with the current activity.

Students should be writing important notes and

observations in the space provided.

Teacher should be walking around guiding, aiding and

challenging students.

Teacher should also walk around and observe student

progress.

Teacher will set timer to indicate start and end time.

At end time, teacher will explain how the materials

will be disposed of.

One student from each pair will take the cups and
cotton swabs to the trash can.

The cups with liquids will be emptied out into a larger

bucket (teacher will need to provide this) and then
will throw out the emptied cups in the trash can.

Class will come back as a whole and students will

share and discuss their findings from all activities.
 Teacher should help students draw connections to
what they have learned in the expository portion of
the lesson and their prior knowledge and lessons- in
particular the sense of smell and the uses of saliva.

For Homework:
Students will write in their Science Journal.
Students can write about anything concerning the
lesson, activities, or discussion.

Students also must answer two of the following

questions:

Did you use your sense of smell to try to figure what

was in each cup prior to tasting it?

Explain the connections you found between the sense

of taste and the sense of smell during the activities.

Compare and contrast what occurred when you held

your nose or dried your tongue with your sense of
taste.

9. Typical How does your sense of taste work?

discussion What are taste buds?
questions Where are the buds for particular tastes found on the
tongue?

10. How Students will be provided with materials and activities

children will be to investigate the sense of taste.
encouraged to
investigate on
their own in
the classroom
11. Expected Students are to learn about the tongue, taste buds,
conclusions and the sense of taste.
Students are to understand the relationship between
the tongue, brain, sense of taste and sense of smell.
12. Assessm Students will be assessed on performance throughout
ent the lesson. Students will also be assessed on their
journal entry. Students will also be assessed on the
work they have completed through the activities.
 Teacher will observe and assess motivation, drive and
interest.
13. Applicati The sense of taste is used every day. The sense of
ons to real life- taste is noticed because of the flavors of foods. The
situations cups and substances used in the activities aided
students in their investigation of the sense of taste.
The substances can be found in many foods daily.

Lesson 5: Your Sense of Touch

Anticipatory Set
Teacher will say:
Cross your middle finger over your
index finger.
Now rub them sideways over the tip
your nose, lips, and cheeks.
Teacher can have the following
picture projected.
How does it feel?
Teacher should ask students to share
their experience.
Teacher will then say:
Now turn to the person next to you.
Using your right hand give each other Students will be able to recognize
a high-five, but stop! Don’t remove
your hand from theirs.
Make sure your fingers are aligned
with your neighbor’s fingers.
Using your free hand feel around
both hands at the same time. Take
turns!
How does it feel?
Teacher should ask students to share
their reactions to what was asked of
them.
Teacher will then continue by saying:
Class that is your sense of touch!
Teacher will then lead discussion
referring to textual material
Pre-req.
Students should have started
learning about the human body.
Students should have already learned
about the brain/nervous system.
Students should be aware of basic
safety practices when practicing
science.
Students should have a science
notebook.
Students should already be tracking
their assessment in academic
journals.
Students should knowledge of math
concepts related to measuring.
Students should know rules when
working in groups and at the
computer station.
Objective / Purpose
Students will learn terminology for
the sense of touch portion of the unit.
how touch, temperature, pressure
and pain are connected.
Students will describe the purpose
and use of the sense of touch.
Students will investigate this sense
through a series of
activities/experiments.
ILS
11.A.2a Formulate questions on a
specific science topic and choose the
steps needed to answer the
questions.
11.A.2b Collect data for
investigations using scientific process
skills including observing, estimating
and measuring.
11.A.1c Collect data for
investigations using measuring
Instructional Input
Teacher should ask students the following question:
What do we know by touch?
What does the ability of touch help us understand about our surroundings?

Prior to teaching this lesson teacher should have set up about 30 different
mystery boxes around the room. Each box will be numbered.

(How to make you mystery boxes:

Simply gather the number of box you need, the sizes should vary based on
the item that will be placed inside the box. Boxes should have covers! Or you
should be able to tape shut the box after putting your item inside the box.
Teacher is at liberty to put what they desire in the box.
Some suggestions: bar of soap, bowl of marbles, Wiffle ball, bowl of lotion,
teddy bear, rag, shoe laces, pasta, jelly beans, grapes, fabric, et
Cut out one circle on one side of the box. Not too big, but big enough to fit a
child’s fist in the box. Cut out a piece of fabric and use it to cover the
entrance of the hole. This is to prevent students from seeing inside the box.)

Suggestion: Do not jumble all boxes in one spot. Either put them in 3 groups
of 10, 5 groups of 6, or 6 groups of 5.

Teacher will separate students into cooperative learning groups.

Teacher will give students a worksheet to jot down descriptions of what they
feel is inside the box.

Students must write on their own worksheet.

Teacher will go over rules emplaced when working in groups.

Students will be sticking their hands in the mystery boxes and describing and
writing down how the mystery item feels. Teacher will explain and model the
instructions.

Teacher should give students several wet wipes in case student comes
across a box with lotion, fruit, food, etc.

Given the number of mystery boxes at locations, teacher should restrict a

general number of groups allowed at each area of mystery boxes.

Teacher should use a timer to signal when students need to move on to the
next group of mystery boxes.
Modeling
Teacher models activities prior to
having students starting them.
Check For Understanding
Teacher assesses performance, oral
performance/responses. Teacher also
uses Science Journals and activity
assignments for further assessment.
Teacher also observes drive and
participation.

Guided Practice Independent Practice

Students have hands-activities to Journals are part of homework for
learn from. their own reflection and
Teacher guides through example and understanding of the material.
written instructions.

Closure

Teacher should do a recap on the lesson/theme/focus, activities, homework,

and any other questions students may have.
Teacher should also prepare students by informing them that they will look
at the sense of hearing next.

Lesson 6: Your Sense of Hearing

Anticipatory Set
Teacher will play the sound to
following video clip:
Sesame Street - Name That
Sound!
(http://www.youtube.com/wat
ch?v=qUi4MlIlXeQ)
After the video is over, teacher
should ask students what
sense they will be learning
about today.
Teacher should also ask students
to share what they thought
happened/occurred in the
video clip based on what they
heard only!
Teacher should replay video, but
this time students should be
allowed to see Sesame Street
- Name That Sound!
(http://www.youtube.com/wat
ch?v=qUi4MlIlXeQ).
Ask students if the actual events
of the clip were close to what
they envisioned was occurring
based on what they were
hearing.
Teacher will then lead discussion
Pre-req.
Students should have started
learning about the human body.
Students should have already learned
about the brain/nervous system.
Students should be aware of basic
safety practices when practicing
science.
Students should have a science
notebook.
Students should already be tracking
their assessment in academic
journals.
Students should knowledge of math
concepts related to measuring.
Students should know rules when
working in groups and at the
computer station.
Objective / Purpose
Students will learn terminology for
the sense of hearing portion of the
unit.
Students will be able to recognize
how the ears help in 2 ways: hearing
and balance.
Students will describe the purpose
and use of the ear and hear sense.
Students will investigate this sense
through a series of
activities/experiments.
Students will be able to recognize
parts of the ear and their importance
to the sense of hearing.
ILS
11.A.2a Formulate questions on a
specific science topic and choose the
steps needed to answer the
questions.
11.A.2b Collect data for
investigations using scientific process
Instructional Input

Students will be separated into cooperative learning groups.

Teacher has set up 3 stations where students will be exploring the hear
sense.
Teacher will explain and model instructions for each station prior to students
starting their explorations.
Students will also be provided with handouts that have instructions and
worksheets.
Teacher should recap rules emplaced when working in groups!
Teacher should use a timer to signal students when they need to switch to a
new station.

Station 1: Mix & Match that Sound!

Materials necessary: film canisters; small objects that fit in the canisters such
as sunflower seeds, beans, rice, macaroni, pebbles, marbles, coins,
necklaces, batteries, earrings, etc); two tote bags; white color masking tape.
Number of film canisters necessary depends on how many objects the
teacher sees fit.
Prior to this lesson, teacher should have filled pairs of canisters with the
same items and the same amount of items.
I.E. The teacher will have 2 canisters with 1 battery.
Teacher should have put a small piece of masking tape somewhere on the
canister with either the number 1 or 2.
Canisters with the number 1 go in one tote bag and canisters with the
number 2 go inside the other tote bag.
Pairs should not be together inside one of the tote bags.

Students will pick one canister from the first tote bag and will be pulling out,
shaking, comparing, and returning canisters from the second tote bag until
they have found a match.
Correct and incorrect Matches should be set aside.
Students will mark on the corresponding worksheet, the sound they heard
and the number of pairs they matched correctly and incorrectly.
In order to find out if they matched the canisters correctly, students are to
open the canister and close them once they note if the match was made or
not made.
Students are to return the canisters to the corresponding tote when they are
finished!
Leave the station as you found it!
***worksheet
Find that match!

How many matches did you make?

How many were correct and incorrectly paired?
What sounds did you hear?
Modeling
Teacher models and explains each
station and activity.
Check For Understanding
Teacher will asses students on oral
performance, behavioral
performance/observation, effort,
involvement, and by the content
written in the Scientific Journals.

Guided Practice Independent Practice

Students are reinforcing concepts
throughout activities.
Students learn through collaboration.
Students participate and observe
peers.
Students are assigned Science
Journal entries for reflection, review
and comprehension.

Closure
Teacher needs to recap all events that have happened throughout lesson.
Teacher should help students draw connections between science in the
classroom and real life.

Lesson 7: Show Me Your Senses!

Anticipatory Set
Teacher will review what has been
learned throughout the lesson.
Teacher will address any questions or
concerns.
Pre-req.
Students should have started
learning about the human body.
Students should have already learned
about the brain/nervous system.
Students should be aware of basic
safety practices when practicing
science.
Students should have a science
notebook.
Students should already be tracking
their assessment in academic
journals.
Students should knowledge of math
concepts related to measuring.
Students should know rules when
working in groups and at the
computer station.
Objective / Purpose
Students will reflect on the five
senses.
Students will draw connections
between the experiments did in class
and how they relate to real life.
Students will write a poem and
connected to their 5 senses.
Students will use their previous and
new learned knowledge to prepare
for an experiment relating to the
senses.
Students will work in cooperative
learning groups.
ILS
3.C.1a Write for a variety of
purposes including description,
information, explanation, persuasion
and narration.
3.C.2a Write for a variety of
purposes and for specified audiences
Instructional Input

Teacher will then instruct students to take out their Science Journals.

Individually, students will make up and write a poem.

The poem should include sensory details!

Teacher will explain what sensory details are.

Teacher will give example of a sentence that has sensory details

implemented.

Teacher will ask students to write 2-3 sentences that use sensory detail(s).

Students will share.

(If students have grasped the concept, teacher will then demonstrate poems
that use sensory details. If teacher feels it is necessary to write more
practice sentences, he/she should do so and then continue onto the website
with example poems.)

Teacher will project a website with examples of poems that use sensory
details on a white screen.

Tooter4Kids:

5 Senses:

http://www.tooter4kids.com/classroom/5_senses_poetry.htm

(This website contains examples of poetry that uses the 5 senses.)

Students will be given time to write their own poems in their Science
Journals.

Students are to think about the lessons learned on the 5 senses.

Once students have finished writing their poem, students are to write how
the 5 senses lessons have impacted their poem on the next page of their
Science Journals.

After the allotted time, students will share their poems.

Classmates are to pay close attention to where the person sharing used
Modeling Check For Understanding
Teacher provides examples of the Teacher will be assessing students on
type of poetry students should be oral performance, involvement,
writing. effort, attitude, and Science Journal
Teacher demonstrates to students entry.
how they are to connect the senses
to their poem.
Teacher has been modeling and
demonstrating the set up of activities
and explanations in respects to the 5
senses throughout the lesson.

Guided Practice Independent Practice

Poem activity is explained to Students will write a poem and relate
students. Teacher gives students to it to what they have learned on the 5
grasp the idea of sensory details by senses.
asking them to write some examples
of their own and sharing them to the Students are to write in Science
class. Journals and answer critical thinking
Students should have noticed the questions.
processes involved in executing the
activities. Teacher should instruct
some more on the process and has
students write in their journal entry
to note if students need additional
help or a challenge.
Closure

Teacher should recap unit, events, lessons, and expectations for their
presentations.

Teacher needs to aid students in reflecting what they have been learning, to
real life experiences, and the presentations they are working on.
Accommodations/Adaptations

Generally, anything that can be put on PowerPoint or projected somehow will be done so to aid
students with visual impairments and visual learners.
Handouts will also be provided.
As well as anything that needs to be read/said out loud will be done so in order to aid auditory
learners.

Dictionaries and translating dictionaries are provided for students in need.

Translated worksheets will be provided for students that have a learning difference.

If a student has a hearing impediment, the teacher will ask assistance from the student’s aid with
the lesson.

Students that have a hard time communicating in English will be assigned a study buddy. A
study buddy knows the student’s native tongue and can aid in the understanding of the unit.

Students that need to speak in their native tongue will be welcomed to speak it.

The writing journal assignment is provided in order to know which students are not being
challenged, struggling, or need further assistance.

Reflection
I have never written a science lesson plan. Therefore, to think about writing a
unit plan was incredible. It ended up being very interesting and intriguing
than I thought it would be. I enjoyed writing it. I poured my heart and soul
into this unit. I plan to use it in the future. I learned a lot of what goes into
planning a science unit.
The hardest part for me was trying not to lose sight of my philosophy
of science education. I had teachers that would simply tell us what to do and
what to expect. I try to use the expository form of teaching to set a course of
direction before my students take flight on their own discovery and
investigations.
I feel my unit is very hands on and gives direction and freedom for
students to venture off into their own exploration of the theme. My fear
would be overwhelming the students that have a learning difference that
requires accommodations.
Overall, I am confident of my unit. I think the unit tackles the theme in
different methods of instruction while reinforcing the concepts. It integrates
language arts, reading, math and technology.

Checklist
Learning Log can be found at the beginning of the unit and throughout each lesson.
Fiction/Nonfiction lessons-lesson 1, 2 ,3; lesson 1 is fiction; lesson 2,3 are nonfiction.
Science Textbook lessons – Lesson 2,3,4,5, and 6
Integration of Subject Areas – Language arts (lesson 7 only), reading, math, and technology.
Two lessons in your unit must be in the Process-Oriented Guided-Inquiry lesson format – Lesson
3 and 4
All other lessons must be written in the Madeline Hunter lesson format-Lesson 1, 2, 5, 6,and 7
Integrating Technology – All lessons
Assessment – All lessons
Reflection Paper – At the end of the unit.