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These senses make it possible for people to interact with others and get around in their daily lives.  The learner will identify and observe the objects in mystery boxes by using touch only.  The learner will identify and observe what various pieces of food are by using taste only.  The learner will identify his or her surroundings, after being blindfolded and walked around the classroom.  The learner will identify and observe the various smells of each object by using smell only.  The learner will identify and observe various sounds made by the teacher using hearing only.  Communication- The learner will communicate with a partner his or her observations about each of the five sense activities.  Prediction- Students will predict what is in the box by using their five senses.  Students will enjoy the challenge of solving the puzzle of what is in the box, and learning about the five senses.  #1, Students will use scientific inquiry to pose questions as to what is in the mystery box and seek answers using their five senses.  #4, Students will understand and apply scientific concepts about the senses pertaining to the physical setting and living environment through the realization that they use their senses in almost everything that they do. mystery boxes objects in mystery boxes lemons oranges apples blindfolds cherry lotion peach gel grape soap heartbeat sound box maracas At the beginning of the session, the students will sit quietly in their desks, and they are asked to count to 10 and then start over. The students with the same number will form a group, mostly of two (about ten groups), and wait for further instructions from the teacher. Each group will pull away from the others and take turns coming up to the front station where the materials are set up. The groups will be competing to correctly guess what are in the boxes and what noises they hear (and the winners get candy). Each student has been assigned a role, one will be the recorder and the other will be the principle investigator. The student with the most recent birthday will be the recorder (also person #1) and the student with the birthday further away is the principle investigator (also person #2). The students are very familiar with the responsibilities for each role. The Teacher will enter the classroom and exaggerate the use of her senses by going through each one and asking the students questions. For example, the teacher may ask the students to describe the room, like what is smells like, what it looks like, what the desks feel like, and then she asks them to close their eyes and tell her what they hear. 1. Introduction: The teacher will start the lesson by asking the students if they have ever heard of the five senses. If they say yes, ask what they know about them. If they say no, then say, " Well today we are going to find out what the five senses are!" 2. Body: The lesson will start off by having the children do an activity. The children will be divided into groups of two. After the children are divided, the teacher will explain that the first sense is called touch. The teacher will explain the mystery box activity. The teacher will then pass out one mystery box for each group. The children will then be told to put their hands into the box and try to observe and guess what the item could be. To check to see if they are right, the children can look on the bottom of the mystery box. The name of the item that is in the box will be written on the bottom. The children may discuss the activity with one another. 3. After activity one, the teacher will move on to activity two. The next sense is called taste. The children will stay in divided groups. The teacher will explain the activity to the children. The children will put on their blindfolds. The children will each get a slice of lemon, an orange, or an apple. The children will put the food in their mouths and try to guess what the food item could be. After each child has tasted a food item, they make take off the blindfolds. The teacher will go around the room to see if the children knew what they were tasting. The children may discuss the activity with one another. 4. After activity two, the teacher will move on to activity three. The next sense is called sight. The children will remain in their groups. The teacher will explain the activity to the children. The teacher will go by and number each child in each group by either a one or a two. The teacher will tell person one to put a blindfold on person two. After person two is blindfolded, person one is to lead person two around as if he or she were blind. Have person two feel one item in the classroom. Be sure not to bump them into objects. After two minutes, stop where you are. Person one must take off person two's blindfold. After that, person two must tell person one about the item he or she touched to see if it was right. After the activity is finished, person one and person two will trade places and do the activity again. The children may discuss the activity with one another. 5. After activity three, move on to activity four. The next sense is called smell. The children will stay in their divided groups. The teacher will explain the activity. The children will be blindfolded. The teacher will go around and have the children smell cherry lotion, grape soap, and peach gel. Tell the children to keep the answer to each item a secret until she says they may answer. After everyone has a chance to smell the items, the teacher will ask what the items were. The children may discuss the activity with one another. 6. After activity four, move on to activity five. The next sense is called hearing. The children will break out of their groups and come into a whole group. The teacher will explain the activity. The children will be blindfolded. The teacher will play a heartbeat sound. The children will listen. Next, the teacher will shake a maraca. The children will listen. Lastly, the teacher will clap her hands. The children will listen. After all of the sounds are listened to, the children will tell the teacher about the sounds they heard. 7. Closure: The teacher will then pass out a worksheet. The children are to list at least three things about each sense. They can write things that were learned in each activity. 8. After the worksheet, the teacher will explain the five senses in more depth. The teacher will ask the students to come together as a class and talk about the use of their senses in everyday life. The teacher might ask them to describe how things may be different if they were blind or deaf. For example, how would they hear the bell to go home or how would they take the bus home. How would their lives be different and what other senses could they enhance in order to succeed in everyday activities. Today, the first thing we did was use our senses to describe our classroom and surroundings, then we used our senses to make educated guesses as to what was in the mystery boxes. We went through and described each sense and had an example of each, and last we talked about how are lives might be different if we couldn’t use one of our senses.  The children will be evaluated by their participation in the activity and the completion of the observation worksheet.  Observation worksheet- 50 points Also, the classroom teacher and the student teacher will help to keep the groups organized and focused while they move around the room to the different stations. There will be four stations and I will float around to all of them to make sure that they know what to do and where to go next. There will be signs posted at each station to tell the students which station is which and there will also be a list on the board of the stations they are supposed to visit and in which order. Name:_______________ Date: _____________________ Directions: List three observations for each of the five senses. Try to remember what we did in each activity. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _____________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ ______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Bibliography: Word Count: 1537
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