Introduction
Standard PDM4: The child will use senses (sight, touch, hearing, smell, and taste) to explore the environment and process information.
PDM4.4a Discriminates between a variety of sights, smells, sounds, textures, and tastes.
Good morning boys and girls! Today, we are going to start discussing a new unit topic. Last month we discussed “All about me” in which we discussed our uniqueness such as our eye and hair color, our families and our communities. Has anyone heard of the five senses and know what they are? If so, who can help me name them and identify them? I have an interactive anchor chart with interactive pieces that will help us identify each of the five senses. Also, there will be vocabulary cards with pictures posted so each child can see.
Task
Today we are going to read a book that will help us understand better what our five senses are. By looking at the cover, what can you tell me? (Students: I see his tongue. He has black hair. He has five fingers.) What do we call the part of the book that holds the book together? (Students: Spine, Spine like that holds our body together.) Now that we have discussed the front cover and the spine. The name of my book is, My Five Senses. What do we also call that? (Students: title). The person who wrote the book is Aliki. What do we call the person who writes the book? (Students: author). As we read the book, we need to remember to raise our hands if we have any questions before speaking out of turn without permission. Throughout the book, the teacher asks open ended questions and has the students involved by pointing to each sense that is discussed throughout the book.
Process
Today we are going to do an activity using one of our senses which is going to be smell. What do we use to smell? Students: nose. Yes, we use our noses to smell. Does everything smell the same? Students: No, so things smell good and something stink. Teacher: That is correct. What is another vocabulary word we could use for good? Students: something that smells good we may like it. Teacher: Yes, we often like certain smells and that often is pleasant to us. If the smell is good and is pleasant to us, what would unpleasant mean? Students: you may not like it. Teacher: Unpleasant means that the smell may not be likable to us or bad. Today we are going to do a smell test and see if we can guess the smell of certain items in a container. We not use our eyes but we will use the sense of smell by using our noses. Afterwards we will discuss if the smell was pleasant meaning good or unpleasant meaning bad and chart on poster.
Evaluation
Throughout the activity, assessment was taken by anecdotal notes and pictures as the students interacted during the anchor chart and smell test. Through open ended questions data collected will determine the understanding based on each student.
Conclusion
The chart is divided until two sections at the top good – pleasant / bad – unpleasant. Each student will be called on and will tell if they liked the scent or not. On the left side of the chart all five scents will be labeled with picture while at the top is the two divided sections. The teacher calls each child’s name until the chart is completed. As we have finished up the smell test and charted our responses to each container (coffee, onion, lemon, cinnamon, and pepper). Which scent was the most pleasant based on our graph? With me saying pleasant, what does that mean? Students: good. Which was the most unpleasant or bad smell? Students will respond based of the chart and collections that were taken. The chart will be displayed in the classroom throughout the unit.
Credits
Images: Google
By: Stephanie Almond
September 26, 2017