Lesson Title Safety and our senses Date Wed Nov.

14th

Subject/Grade Grade one / Science Time Duration 60 mins

Level
Unit Senses Teacher Ms. Etherington

General Learning GLO 2, 4 and 5

Outcomes
Specific Learning SLO 2 - Identify ways that our senses contribute to our safety and
Outcomes quality of life

SLO 4 -Recognize the limitations of our senses and identify situations

where our senses can mislead (e.g. optical illusions)

SLO 5 -Recognize that other living things have senses and identify ways
animals use their senses (e.g. sensing danger, finding food, recognizing
their own young, finding a potential mate)

Main Inquiry • Why is it important to use our senses?

Questions • Do animals have the same senses as us?
• Why are senses important to animals?
Guiding Questions • Which sense is the most important? Which do we use the most
often?
• Can there be any limitations to our senses?

Students will: -explain how we use our senses and how they contribute to our safety
-explore how animals use they senses and why it is important to their survival
-understand limitations to our senses

Formative • Through observation and discussion, students will review how we

Assessment use, as well as how animals, use their senses and how they keep
them safe
• Students will complete worksheets on safety and the senses
Resources Book- Animal senses: How animals see, hear, taste, smell and feel by
Pamela Hickman
Materials • Set of plastic cups (8)
• Set of coins/ tokens (8)
• Blindfold
• Tape
• Scrap paper
• ‘Safety and our senses’ worksheets

Introduction - _3_ Mins

Attention Grabber Students will be asked to come sit quietly on the carpet. We will
review the 5 senses with the class.
Pre-reading: Students will be shown the book “Animal Senses” and ask
the students to make predictions about animals and their senses.

Assessment of Students will be asked why is it important for us and for animals to
Prior Knowledge use our senses and how do they help us.

Body - _45_ Mins

Learning Activity • Students will be read the introduction to the animal senses and be
#1 - Sight asked inquiry questions about how animal sense their environment.
Students will be given an example about how the green frog sees
and interprets their surroundings.

• Motion detection experiment (depth perception): 1. look straight

ahead of you with your arms stretched out in front, 2. while still
looking ahead, slowly move arms out to the side you can’t see them
any more, 3. keeping your arms where they are, wiggle your fingers,
you should be able to see them because of depth perception.

• Cup and coin drop experiment (sight limitations): 1. pair up with an

elbow buddy, one student will hold a cup and one will hold a coin (or
token), 2. the student with the coin will drop it into the cup, 3. next
attempt, the student with the coin will close one eye and try again
to drop the coin into the cup, 4. finally, the student with the coin will
close both eyes and the student with the cup will give oral directions
of where the cup is and drop the coin in. (Some people have sight
limitations and have to rely on their other senses to help them and
keep them safe). (15 mins)

Learning Activity • In the “Animal Senses” book, read about ears, hearing and the kit
#2 - Hearing fox.

• Sound detection experiment: 1. stand in a close circle, 2. one student

will stand in the middle with a blind fold on, 3. one student in the
circle will clap once and the blind folded student will point to where
the sound came from, 4. this will be repeated but this time the blind
folded student will try with one ear plugged, and then both ears
plugged. 5. Repeat whole activity with 3 or 4 students (time
permitting).

• Hearing impairment experiment: 1. have students listen to a song,

alternate different volumes between regular, low and off. 2. have
students make a paper cone with a piece of scrap paper and a piece
of tape and have then listen with and without the cone to their ears.
(15 mins)
Learning Activity • Students will return to their desk and take out a pencil.
#3 - Safety
• They will be given a 3-page worksheet activity:
-1st page -Students will review dangerous situations with the teacher
and check off which sense they would use for each, it might use
multiple senses.
-2nd page -Student will discuss which sense is used most often and
most important for safety. They will record their findings on the
worksheet. (15 mins)
Teacher Notes: • Students will be selected at random draw for the sound detection
Assessments/ experiment to ensure fairness
Differentiation • Students who finish the first 2 pages of the safety worksheet early
can colour the ‘5 senses’ on the 3rd page.
Closure - _3_ Mins
Consolidation of Students will review the 5 senses with the “5 senses” interactive sing-
Learning along Youtube video. (2 mins 18 secs)
Saveshare link: https://safeshare.tv/x/ss5be706da39221#
Youtube link: https://www.youtube.com/watch?v=lvBXWMvOGOk