Abigail Clarke

Saint Francis University

Education Department

The Five Senses

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview Content Area: English Language Arts/Science

1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
Grade Level: 1st grade
In this unit, students will explore their five senses touch, sight, smell, hear, and taste. The unit
will take seven days to complete with an introductory lesson, a lesson on each of the five senses,
and review lesson at the end of the unit plan to check for understanding of the unit as a whole.
The students will learn about each of the five senses and the body part that they use for each
sense. The students will have the opportunity to learn about the five senses through informational
text, videos, and hands-on activities and the students will be assessed through informal and
formal assessment.
1. Standard - CC.1.2.1.G: Use the illustrations and details in a text to describe its key ideas.
2. Standard - CC.1.2.1.B: Ask and answer questions about key details in a text.
3. Standard - CC.1.3.1.G: Use illustrations and details in a story to describe characters, setting,
or events.
4. Standard - CC.1.2.2.F: Determine the meaning of words and phrases as they are used in
grade-level text including multiple-meaning words.
5. Standard - CC.1.3.1.F: Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses.
6. Standard - 3.1.1.A9: Distinguish between scientific fact and opinion.
 Ask questions about objects, organisms, and events.
 Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known.
 Plan and conduct a simple investigation and understand that different questions
require different kinds of investigations.
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 Use simple equipment (tools and other technologies) to gather data and understand
that this allows scientists to collect more information than relying only on their
senses to gather information.
 Use data/evidence to construct explanations and understand that scientists develop
explanations based on their evidence and compare them with their current
scientific knowledge.
 Communicate procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their investigations
so they can be reproduced, and review and ask questions about the work of other
scientists.
7. Standard - CC.1.5.1.A: Participate in collaborative conversations with peers and adults in
small and larger groups.
8. Standard - CC.1.4.1.K: Use a variety of words and phrases.
9. Standard - CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify
ideas, thoughts, and feelings.
10. Standard - CC.1.4.1.B: Identify and write about one specific topic.

Big Ideas/Essentials Questions:

 How do strategic readers create meaning from informational and literary text?
 Why learn new words?
 How can a person use the five senses to explore the world around them?
 Active listeners make meaning from what they hear by questioning, reflecting, responding,
and evaluating.
 What do good listeners do?
 Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesis
information.
 An expanded vocabulary enhances one’s ability to express ideas and information.
 What strategies and resources do I use to figure out unknown vocabulary?
 Why do writers write?
 Audience and purpose influences the writer’s choice of organizational pattern, language,
and literacy techniques.
2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all 2a. Concepts and competencies for all students
students Concepts:
 Collaborative Discussion
SAS Portal: PA Core Curriculum Framework  Vocabulary
 Text Analysis
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PA Alternate Eligible Content
General Education Curriculum Unit Objectives
Competencies:
 Range of Reading
 Sources of Information
 Focus for Writing
 Participate in collaborative conversations with peers and adults in small and larger groups.
 Determine the meaning of words and phrases as they are used in grade level text including
multiple-meaning words.
 Ask and answer questions about key details in a text.
 Read and comprehend literary non-fiction and informational text on grade level, reading
independently and proficiently.
 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
 Use illustrations and details in a story to describe characters, setting, or events.
 Informational: Identify and write about one specific topic

Eligible Content - S.K-2.A.1.1.1 Identify a scientific fact as something that can be observed using
the five senses.
2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
Texture Touch: to feel; to be in contact with something
Soft Sight: the ability to see
Hard Smell: to become aware of an odor by using your nose
Rough Hear: to take in information through your ears
Bumpy Taste: to test the flavor of something by taking a little into the mouth
Smooth Skin: the outer layer of your body, body is covered in it
Breathing Tongue: the part of the body that is located in the mouth, helps you taste your food, and helps
Taste buds you eat.
Bitter Ears: the part of the body that allows you to hear and is located on the sides of your head
Sweet Eyes: the part of the body that allow you to see, you have two of them, and they are located
Sour above your nose.
Salty Nose: The body part that allows you to breathe, smell, and it is located in the middle of your face
Hands: The body part that allows you to feel, pick up things, write, and touch things.

3. Instructional Process - Domain III

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Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications
(No Students with
IEP’s)

Instructional Materials, Resources Assessment

Practices and Tools Barriers to Access

Use read aloud  Questions and  My Five Senses  Informal  Reading level  Provide text in
activities to introduce discussions by Aliki observation of too high digital form
and teach the five  Direct explicit  Worksheets student  Complexity of  Provide text in
senses to the students instruction  Pencils conversations material formats that
at the beginning of the  PowerPoint  YouTube  Informal  Requirement of include audio
unit and to introduce presentations  SMART board observation of written and or text-to-
some of the five  Read Alouds  Projector students while verbal speech features
senses in more depth.  Worksheets  Crayons completing responses and
 YouTube videos  PowerPoint SMART board  Students will illustrations
Use YouTube videos  Hands-on  Bulletin games rely on  Enlarge all text
to introduce and teach activities Board  Information presentations  Provide
some of the five  Teaching  Short observation of and vocabulary in a
senses. examples/non- Readings for students supplemental digital form
examples all students completing information.  Provide
 SMART board  Popcorn book worksheets  Students will exposure to the
Provide vocabulary
activities/games  Bulletin  Informal have to same text and
instruction to see,
Board observation of complete material
hear, and use key
Supplies students several fine  Provide
vocabulary and ideas
completing motor skills: materials that
related to the five  Pencils
hands-on cutting, gluing, have been
senses.  Paper plates
activities of the shaking, already cut out
 Skittles
five senses. picking up or special
 Pennies
Provide students with  Percent of objects, and scissors.
 Popcorn
hands-on opportunities correct writing.  Paraprofession
Kernels
to explore their five responses on  Tasks with al
 Bean
senses. any given multi-step  Additional time
 Staplers
worksheet. directions to complete
 Tea bags
worksheets
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 Plastic snack  Requirement of  Repeat
bags sustained directions
attention multiple times
 Requirement of  Providing the
written and directions
spoken written step-
responses. by-step.
 Requirement of  Breaks
relying on  Changing the
visual aids and activity every
illustrations ten to fifteen
 Requirement of minutes
listening to the  Graphic
teacher speak organizers
and listening to  Typing
videos for answers to a
information worksheets on
about five a computer
senses  Sound will be
amplified.
 Alternate
seating

4. Individualized Student Planning

Student or groups will be identified Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
here. If you do not have IEP Aligned to prioritized learning
students then you may leave this targets
section blank. 504 students may
also be included here. *GIEP
students would be included in this
section.

A Not Applicable Not Applicable Not Applicable

B Not Applicable Not Applicable Not Applicable

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C Not Applicable Not Applicable Not Applicable