Teacher of lesson:
Lesson Topic/Subject: Intro to Unit/Senses
Grade Level: Kindergarten
Estimated Time: 35 minutes
ACTIVITY FOR THE UNIT
- Students will problem solve together to
determine how to figure out what is hidden in the bag.
- Students will demonstrate their knowledge
about using their different senses.
- Students will use words to describe how
the orange sounds when shaken, how it feels, and how it smells.
- Students will discuss why their senses
- Students will imagine what it might be
like to be without a certain sense.
- 1 orange cut in half and covered with
- paper bag
- pre sliced oranges
Introduction /Anticipatory Set
- Tell the students you have a game for
them to play. Show them the paper bag with the orange hidden in it, which
is sliced in half and covered in seran wrap.
- Explain that you want them to tell you
what is in the bag, but they cannot look in it. You want them to work together
as a class to determine another way, other than looking at it, to guess
what is in the bag in less than four guesses. Also tell the students that
when they do discover the right answer you will have a treat for all of
Sequence of Instruction
- Tell the students, before they start making
guesses, you want to first hear if anyone has any ideas about strategies
they can use. Tell the students to raise their hands if they can come up
with a plan.
- The students will hopefully bring up suggestions
such as ask you if you can shake the bag to give them a clue, or ask if
they can put their hand in the bag and feel what is inside. They also might
ask to smell inside the bag. As the students make these suggestions do
what they ask; allow for them to listen to the object being shaken; allow
them to all feel the object with their hands and smell inside the bag.
- If the students do not make any of these
suggestions on their own, lead them in that direction by asking them what
other parts of their body, besides their eyes, could they use to determine
what is hidden in the bag.
- Remind the students that they only have
four guesses, so they should try to get as many clues before they start
- When you shake the bag for the students,
ask them to describe to you what it sounds like. What kinds of sounds do
they hear? Tell students that you are looking for students who are being
good listeners and who are sitting nicely to come up and feel and smell
inside the bag. After everyone has felt it with their hand, ask them to
tell you what it felt like. What shape do they think it is? Is it soft
or hard? Is it smooth or rough? After everyone has smelled inside the bag,
also ask them what kind of smell they think it is.
- After allowing the students to discover
all of these clues, tell them they are ready to start guessing. Ask a student
to come to the board and keep tally marks to record the number of guesses
that are made. When a student guesses the right answer, pull the orange
out of the bag and unwrap it for everyone to see.
- Ask the students to think back about how
they discovered what was in the bag. What parts of their body did they
use to help them make a good guess? The students should tell you things
like, they used their ears to listen to the bag shake, they used their
hands to feel it, and they used their nose to smell it. Write the studentsÕ
answers on the board as they give them to you. Then ask the students if
they know what all of those things they used are called. Explain that all
of those things are called senses.
- Ask the students if they know of any other
sense that they didnÕt get to use to help them guess. They might
tell you sight and taste. If not you can lead them to those answers.
- Remind the students that you told them
you would give them a treat if they could guess correctly, so now explain
that you have a piece of a sliced orange for everyone to eat so they can
use their sense of taste too.
- As the students are eating their oranges,
remind them that their senses helped them to discover that it was an orange
hidden in the bag, and then ask them to think if they can remember ever
using their senses to help them figure something else out when they couldnÕt
- Ask the students to imagine for a minute
about what it might be like if they were unable to use one of their senses.
Ask them if they know what people are called if they canÕt see or
canÕt hear. Have them tell you if they think these people could
have identified the orange. Which of their senses would they have to use?
- Motivate the students to want to find
out what it might be like to be blind or deaf. Also start to get the students
thinking about what it might be like to not be able to have the use of
their arms or legs.
EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:
- Students will demonstrate problem solving
skills by offering different strategies to discover what is in the bag.
- Students will show that they know about
using their senses to discover things by suggesting to hear the bag shake,
to feel inside the bag, and to smell inside the bag.
- Students will demonstrate their ability
to use descriptive words to describe their senses by saying things such
as, the object feels smooth, it feels round, it smells fruity, etc.
- Students will demonstrate understanding
of the importance of our senses by sharing with each other what other things
our senses can tell us such as, smelling cookies baking, or smelling a
fire, hearing an alarm, or feeling something hot.
- Students will show that they understand
that not all people are capable of using their five senses by discussing
blind and deaf people. They will also identify what senses these people
could use to help them guess that an orange was in the bag.
- Students might be distracted by eating
the orange slices, so maybe they should be passed out after the discussion.
- When introducing center activities for
the week which are all about using certain senses, refer back to this lesson
and review what they learned.
- Did I grab the students interests?
- Did this lesson lead in well to a discussion
on blindness and deafness?
- How much were the students able to do without
- What would I change in the future?
Return to the Alike and
Different Unit page
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