activities keyed to concepts · 2010-04-05 · you. the five senses include; hear, see, taste,...

Activities Keyed to Concepts

1. There are five senses: seeing: hearing, tasting, smelling, and feeling. • Welcome to the Five Senses (Introductory Activity) • Stick Figure – What’s Missing (Introductory Activity) • Name That Sense (Group Game) • Introduction to “The Five Senses” (Large Group) • The Five Senses Song (Music) • That’s What They Taught Me In School (Music) • Senses Work in Harmony (Music) • Singing the Senses (Music) • Important Things (Music) • The Parts of the Body (Finger Play – Language Arts) • 5 Senses Poem (Finger Play – Language Arts) • Happy Senses (Finger Play – Language Arts) • Five Senses (Finger Play – Language Arts) • Word Find (Home School Connection)

2. The eyes are used to see. • Welcome to the Five Senses (Introductory Activity) • Stick Figure – What’s Missing (Introductory Activity) • Shape Hunt (Math) • Seeing Can Be Fun (Science) • Playdough (Science) • Bug In The Rug (Group Game) • Stop and Smell the Flowers (Art) • Introduction to “The Five Senses” (Large Group) • Simon Says (Large Group) • Stop, Look and Listen (Finger Play – Language Arts) • Spring time variation “Brown Bear Brown Bear” (Non‐Book Stories – L.A.) • Magenta Gets Glasses! (Non‐book Stories – L.A.) • Arthur’s Eyes (Non‐book Stories – L.A.) • Eye Doctor (Dramatic Play – L.A.) • Picture Me! (Check‐In) • Welcome Song (Check‐In) • Texture Coloring (Field Trip) • Pizza Hut (Field Trip) • Eye Doctor (Resource Person)

3. People smell with their nose. • Welcome to the Five Senses (Introductory Activity) • Stick Figure – What’s Missing (Introductory Activity) • Playdough (Science) • Stop and Smell the Flowers (Art) • Orange Zest (Motor Skills) • The Smelling Song (Music) • Bakery (Dramatic Play – L.A.) • What’s that Smell? (Snack)

• Taste Test (Snacks) • Tasting Fun! (Home School Connection)

4. Hands are used to touch. • Welcome to the Five Senses (Introductory Activity) • Stick Figure – What’s Missing (Introductory Activity) • Sounds of a Rainstorm (Introductory Activity) • Grab Bag (Math) • Sandpaper Numbers (Math) • Shape Hunt (Math) • Playdough (Science) • Golf Ball Art (Art) • Feel the Music (Motor Skills) • Ten Fingers (Finger Play – Language Arts) • Edible Play Dough (Snacks) • Texture Coloring (Field Trip) • Pizza Hut (Field Trip)

5. The tongue is used to taste things. • Welcome to the Five Senses (Introductory Activity) • Stick Figure – What’s Missing (Introductory Activity) • Orange Zest (Motor Skills) • What’s that Smell? (Snacks) • Edible Play Dough (Snacks) • Taste Test (Snacks) • Pizza Hut (Field Trip) • Tasting Fun (Home School Connection)

6. Ears are used for hearing. • Welcome to the Five Senses (Introductory Activity) • Stick Figure – What’s Missing (Introductory Activity) • Sounds of a Rainstorm (Introductory Activity) • Eggs of Sound (Science) • Bug In The Rug (Group Game) • Telephone (Group Game) • Feel the Music (Motor Skills) • Listen and Learn (Large Group) • Simon Says (Large Group) • Stop, Look and Listen (Finger Play – Language Arts) • Who’s Here (Check‐In) • Welcome Song (Check‐In) • Park Walk (Field Trip) • Deaf or Hard of Hearing (Resource Person) • What Do You Hear? (Home School Connection)

7. All the five senses work together. • Welcome to the Five Senses (Introductory Activity) • Eggs of Sound (Science) • Thread a Face (Art) • Eye Doctor (Resource Person)

• Word Find (Home School Connection) 8. Some people can not use all of their senses.

• Sandpaper Numbers (Math) • Magenta Gets Glasses! (Non‐book Stories – L.A.) • Arthur’s Eyes (Non‐book Stories – L.A.) • Deaf or Hard of Hearing (Resource Person)

9. The sensitivity of one’s sense change with age. • Elderly Person (Resource Person)

10. Montessori’s senses include: visual, tactile, baric, thermic, auditory, olfactory, gustatory, and stereognosis.

• Golf Ball Art (Art) • Orange Zest (Motor Skills) • Texture Coloring (Field Trip)

TITLE OF ACTIVITY: Welcome to the Five Senses (Introduction) CONCEPTS FOSTERED:

1. There are five senses: seeing: hearing, tasting, smelling, and feeling. 2. The eyes are used to see. 3. People smell with their nose. 4. Hands are used to touch. 5. The tongue is used to taste things. 6. Ears are used for hearing. 7. All the five sense work together.

LEARNING OBJECTIVE: Given the flash card activity students will recognize parts of the body that use our five senses. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Social and emotional Development Domain Component: Self Concept Indicator of Progress: Develop an awareness of self as having certain abilities, characteristics, and preferences. MATERIALS NEEDED: Teacher Preparation

‐ No preparation needed all supplies will be at circle time.

Materials ‐ Flash cards

INTRODUCTION: To begin the lesson have to students be seated in circle time. “Today we are going to start a new unit. Does anyone know what the five senses are? Students may or may not have an answer. “The five senses are what you use to explore the world around you. The five senses include; hear, see, taste, touch, and smell. Today we are going to find out what parts of our body use these senses.” PROCEDURE:

1. “For class today I have brought in some picture cards that will help us figure out what parts of our body we do these senses with. This first card says hear on it. Can anyone tell me what part of our body we use to hear with? Students will probably say ears. Correct! We hear with our ears and on the other side of this card is a pair of ears. What kinds of sounds can we hear with our ears?” Students will respond with: laughing, screaming, cry, talking, and noises. “Yes, there are many sounds that we hear with our ears. So when we see a pair of ears we will think of hearing.”

2. “The next card I have says see. What part of the body do we see with?” Students will respond with eyes. “We do use our eyes to see. What kinds of things do we see with our eyes?” Students will respond with; people, animals,

outside, and many more. “Our eyes see many things, and if we look at the back of our card it has a pair of eyes on it.”

3. “Now that we know what we hear and see with, this card says touch. What do we use to touch?” Students respond with; hands, and feet. “We do use our hands and feet for touching and on the back of the card is a hand. What are things that you touch with your hands?” Responses include; ground, people, food, and toys. “We touch a lot of things using our hands. So how every time we see a picture of a hand we will think of touching.

4. “For our next card we have the word smell. What body part do we use to smell things with?” Student response: your nose. “Good, we used our noses to smell and what is on the back of the card?” The kids respond with; a nose. “So, whenever we see a nose we will think of our sense of smell. What kinds of things do we smell with our nose?” Students respond with; flowers, food, bad things, and smelly markers. “Those are all great examples of things we smell with our noses.”

5. “The last card that we have here has the word taste on it. What do we use to taste things?” Students respond with; tongue. “Good, we do taste with our tongues. What are different things we can taste?” Students respond with; apples, food, candy, and pizza. “Yes, we taste many different foods with our tongues. Foods can also taste different. Some foods can be salty while others are sweet. What is the picture on the back of our card going to be then?” Kids respond with tongue. “So whenever you see a tongue you will think of the taste.”

CLOSURE: “Nice job today preschoolers. Can anyone tell me what our five senses are?” Students respond with; taste, smell, touch, see, and hear. “Good. Those are our five senses. It is now time for recess. When I call your name, bring up your mat and get your stuff and then line up at the door to go outside.” SOURCES: Original: Katlyn Dunk, Kiera Gullette, Molly Larsen

TITLE OF ACTIVITY: Stick Figure – What’s Missing (Introduction) CONCEPTS FOSTERED: 1. There are five senses: seeing, hearing, tasting, smelling, and feeling

2. The eyes are used to see. 3. People smell with their nose. 4. Hands are used to touch. 5. The tongue is used to taste things. 6. Ears are used for hearing.

LEARING OBJECTIVES: Given the stick figure the preschoolers will define each of the sense and there corresponding body part. Domain: Social & Emotional Development Domain Component: Self‐Concept Indicators of Progress: 3. Develop an awareness of self as having certain abilities, characteristics, and preferences. Page 16 Teacher Preparation:

• Cut piece of butcher paper Materials:

• Long piece of white butcher paper • Thick Sharpie marker

INTRODUCTION: Start out by having children sit on the floor in a circle so all students are able to see the front. Tape the piece of paper to the wall. Tell children that you are going to draw a person on the piece of paper. Draw a stick figure with a body, arms, legs, and a head. Procedure:

1. “This is our new friend here at preschool and his name is Billy.” 2. “Can anyone tell me something that Billy and you both have?” Call on

students who volunteer. 3. Expected answers would be arms, legs, body, head, feet etc. 4. “Can you see anything that Billy is missing?” 5. “Well I see that Billy has nothing on his face. What is something that you

have on your face that we can add to Billy?” 6. Assume children answer with: ears, eyes, nose, and mouth. 7. As children list off the body parts draw them onto Billy. 8. Also talk about what sense they are talking about when they talk about each

body part. (Eyes used for seeing, nose used for smelling, mouth used for tasting, and ears used for hearing.)

9. Tell students that you have now talked about 4 of the 5 sense and ask if any of the students know what the fifth sense is.

10. Explain that the fifth sense is touch and that we mostly feel with our hands.

Closure: “Now that we have Billy hanging on the wall, he is going to become our new friend. We will leave him on the wall and we will review what Billy and all of you have in common each day during circle time.” Transition: “It’s time now for table activities. I want everyone to go to their assigned morning table.” Sources: Original: Katlyn Dunk, Molly Larsen, Keira Gullette

Title of Activity: Sounds of a Rainstorm (Introduction) Concepts Fostered:

4. Hands are used to touch. 6. Ears are used for hearing.

Learning Objectives:

• Given the knowledge about touch and sound the students will create the sound of a rainstorm in the classroom.

Early Childhood Indicators of Progress: Domain: Physical and motor development Domain Concept: Fine motor development Indicator of Progress: 2. Use eye-hand coordination to perform a variety of tasks. Page: 52 Materials Needed: No advanced preparation/materials needed Introduction: Transition the preschoolers into circle time and have them sit in pretzel ready to listen. “Today preschoolers we are going to continue learning about the five senses. Who can tell me what the five senses are?” Responses should be: seeing, hearing, touching, smelling, and tasting. “Very good preschoolers, now we are going to do a short finger play about our five senses. I will go through the finger play once and then I want you to do it with me the second time through.” “Two Little Eyes” Two little eyes to look around (point to eyes) Two little ears to hear each sound (point to ears) One little nose to smell what’s sweet (point to nose) One little mouth that likes to eat (point to mouth) Two little hands to touch and play (clasp hands together) My five senses help me all day! (Point to self) Procedure:

1. **“Today preschoolers we are going to use our bodies to make the sound of a rain storm. So I need you to listen close and repeat the actions that I do.”

2. Start by rubbing your hands together, move around the circle so that all of the children can see you.

3. Once you get back to the first student, clap the palm of your hand

lightly with your fingertips.

4. Begin to clap your hands together, with full force.

5. Begin hitting your thighs.

6. Stomp your feet.

7. Once you’ve gone through each step repeat all of the steps backwards going around the circle: hitting your thighs, clapping hands, clapping the palm of your hand lightly, and rubbing your hands together.

8. For the last time around the circle begin to just wiggle your fingers to

show the students to stop making noise and allow the storm to quiet.

Closure and Transition: “What senses did we use to make our rainstorm?” Student response should be touch and sound. “Now I want you to pick your favorite action from making the rainstorm and on the count of three I want everyone to perform their action. This way we can hear what it sounds like with all the sounds mixed together. Now I want you to use your eyes and watch me while you are doing this and once you see that I am just wiggling my fingers in the air I want you to do it as well until the storm is silent again.” Once all the students are silent and wiggling their fingers, begin with the next activity/directions. Source: Classroom Teacher: Shari VanAlstine, St. Francis High School, MN Finger play: 5 senses . (n.d.). Yakaberry preschool. Retrieved April 10, 2009, from http://preschool.yakaberry.com/5senses.html

TITLE OF ACTIVITY: Sandpaper Numbers (Math) CONCEPTS FOSTERED: 4. Hands are used to touch. 8. Some people can not use all of their senses. LEARNING OBJECTIVE: Given the activity the students will identify numbers 0‐9. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Cognitive Development Domain Component: Mathematical and Logical Thinking Indicators of Progress: 1. Demonstrate increasing interest in and awareness of numbers and counting. Page 44 MATERIALS NEEDED: Teacher Preparation

• Cut out many sets of numbers out of sandpaper Materials:

• Numbers 0 – 9 cut out of sandpaper; one set per pair of students • Blindfolds

Introduction: “Today we are going to work on our sense of touch. What part of our bodies do we use most for touching and feeling things? (Hands) So today we are going to use our sense of touch by feeling numbers that are cut out of sandpaper with out hands and try to guess which number it is without looking.” Procedure:

1. Group children in pairs and have them face each other. 2. “I am going give each of you a blindfold and I want you to hold on to it first.” 3. Pass out blindfolds. 4. “Now I want one person in the pair to put the blindfold. Then I am going to

give each pair of you a number made out of sandpaper. I want the blindfolded person to feel the number with their hands and try to guess which number it is that you have. Once you have a guess your partner will tell you if you are wrong or right.”

5. “When your partner guesses correctly I want you to raise your hand and I will come around and give you a new number to feel.”

6. **Pass out one number per group and watch as children are feeling numbers.

7. Give time to get through the set of numbers. 8. Once each group has done all the numbers or at least most of them have them

switch blindfolds. 9. “I want the blindfolded person to take off their blindfold and give it to their

partner so they have a turn to feel the numbers.” 10. Again pass out a number to each group and watch the children. 11. “Through this activity we were able to see what it would be like to not be

able to see. What sense did you rely on the most when you couldn’t see?

(touch) Right so a lot of people who are blind and unable to see rely on their sense of touch to know what is around them.”

Closure: “Awesome job preschoolers! How were you able to figure out what number you had in your hands? (Sense of touch – able to feel the number and trace the number with their fingers) Why did you have the blindfold on? (So they were not able to see) What sense did we not get to use then when we did this activity? (Sight). You were able to experience what it would be like to not be able to see. Transition: “We are going to get ready to eat lunch. If you have the color red on your shirt you may go wash your hands and sit at the table. (Wait) If you have the color blue on your shirt you may go wash your hands and have a seat at the table. (Wait) Now everyone else may go join. Sources: Original – Katlyn Dunk, Kiera Gullette, Molly Larsen

Title of Activity: Shape Hunt (Math) Concepts Fostered:

2. The eyes are used to see. 4. Hands are used to touch.


• Given the shape hunt activity the preschoolers will discover different shapes around the classroom.

• Given the shape hunt activity the preschoolers will differentiate between different shapes: triangle, circle, square, and rectangle.

Early Childhood Indicators of Progress: Domain: Mathematical and logical thinking Domain Concept: Spatial relationships/geometry Indicator of Progress: 9. Identify and name common shapes Page: 44 Domain: Scientific thinking and problem-solving Domain Concept: Observing Indicator of Progress: 2. Identify and/or describe objects by physical characteristics Page: 46 Materials Needed:

• Contact paper • Tag board • Scissors • Permanent marker • 4 cut out shapes from tag board: triangle, circle, square, and

rectangle • Each shape will have the correct name on it and covered with

contact paper Introduction: Have all the preschoolers gather together for circle time. “Today we are going to learn about shapes that we use everyday in our lives. We

are going to start with a song about the 4 shapes we will learn about. I will sing through the song once, and then I will teach it to you.” Sing the shape song (tune of: Farmer in the Dell) A circle's like a ball, A circle's like a ball, (Hold up the circle cutout) Round and round It never stops. A circle's like a ball! A square is like a box, A square is like a box, (Hold up the square cutout) It has four sides, They are the same. A square is like a box! A triangle has 3 sides, A triangle has 3 sides, (Hold up the triangle cutout) Up the mountain, Down, and back. A triangle has 3 sides! A rectangle has 4 sides, A rectangle has 4 sides, (Hold up the rectangle cutout) Two are long, and Two are short. A rectangle has 4 sides! Procedure:

1. Now that you have gone over the shapes the students will be working with, pass around all of the shapes for the students to observe. “I am going to pass around all of the shapes and I want you to use your sense of touch and sight to examine the shapes.”

2. Once all of the students have observed the shapes, send them out around the classroom to find those shapes. “Now we are going to have a scavenger hunt for these shapes. I want you to go around the room and find as many things as you can that are made out of these shapes. I will give you 10 minutes to walk around the room and identify the shapes and when I turn the lights off I want everyone to go back to their spot in circle time to share what they found.” Make sure to remind the students about using inside voices.

3. Keep all of the cutout shapes in the middle of where circle time is so that the students can go back and look at them if they need to.

4. Once the 10 minutes is over, shut off the lights and remind the students to gather back together at circle time to share what they found.

5. Once all the students are seated go around the circle and have the students share what they found.

Closure and Transition: Now it is time to review what they have learned. “What senses did we use today with our shapes?” Students’ response should be touching and seeing. “What were the shapes that we learned about today?” Student’s response should be triangle, circle, square, and rectangle, if the students are having troubles remembering use the shape cutouts to remind them. “Now I want everyone to show me that they are ready to go outside. Once I see that you are ready I will call your name to go get your outside things on.” Call students names one-by-one and once all the students have been called help them get their outside clothes on and lead them outside. Source: Original: Katlyn Dunk, Kiera Gullette, Molly Larsen Song website: Shapes. (n.d.). Can Teach. Retrieved April 10, 2009, from http://www.canteach.ca/elementary/songspoems82.html

TITLE OF ACTIVITY: GRAB BAG (Math) CONCEPTS FOSTERED: 4. Our hands are used to touch. LEARNING OBJECTIVE: Given the bag of marbles students will determine how many marbles are in the bag. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Cognitive development Domain Component: Mathematical and Logical Thinking Indicator of Progress: Demonstrate increasing interest in and awareness of numbers and counting. MATERIALS NEEDED: Teacher Preparation: You will need about 5 minutes to put marbles into different paper bags. The bags should have 1 to 15 marbles in them. So the bags each should have a different number in them and should not have more than 15 marbles in them. Materials:

‐ Have 15 paper lunch bags ‐ Marbles

INTRODUCTION: Start by calling 3 students over to your table. Call 3 students at a time to the table for each rotation in the activity. “Good afternoon preschoolers. This week we have been learning about our five senses. Can anyone tell me what one of the five senses our hands use?” Student response: touching. “We do use our hands to touch. Today we are going to use our touching sense to help us with math.” PROCEDURE:

1. “For math today I have a bunch of paper bags. Inside the bags are marbles. *We are going to use our sense of touch to figure out how many marbles are in each bag. To do this I am going to hold the bag and without looking inside the bag I want you to stick your hand in the bag and feel the marbles. While you are feeling the marbles you are going to count and tell me how many are in the bag. Does anyone have any questions?”

2. Have each bag labeled so you know how many marbles are in the bag but they don’t. Pick random bags so the numbers do not count straight up to 15. “Whenever you are ready we can start the first bag.” There will be around 3 kids at a time at your table, so have to students take turns counting the marble. You know what level the students are at so give easier bags to less developed students.

3. “Alright, first persons up I need you to put your hand in the bag and use your sense of touch to feel how many marbles are in the bag.” Let the student feel around for awhile and then ask: how many marbles do you feel in the bag?” The student will respond with the number they have counted or they think they have counted. Do this for every bag and after each bag take the marbles out to see if they were right. “Let’s take the marbles out of the bag and see if

you were right.” If they were comment on their good job and if they weren’t have them recount the marbles on the table while they can see them. Repeat all this for every bag.

CLOSURE: “Everyone did a great job using their sense of touch to count today. You can now go back to choice time or go to another table to learn something new.” Sources: Original: Katlyn Dunk, Kiera Gullette, Molly Larsen

Title of Activity: Eggs of Sound (Science) Concepts Fostered:

6. Ears are used for hearing. 7. All the five sense work together.


• Given the Eggs of Sound activity the students will predict what objects are inside the eggs.

Early Childhood Indicators of Progress: Domain: Cognitive Development Domain Concept: Scientific thinking and problem-solving Indicator of Progress: 1. Use senses to explore materials and the environment. Page 46 Materials Needed:

• 6 plastic eggs • Paper clips • Cotton balls • Sand • Pennies • Marbles • Small pieces of cardboard • 6 square pieces of paper • Pictures of each object • Glue

Introduction: During the children’s free time, take groups of 4 back to a table. “Today we are going to try to figure out what is inside the eggs by shaking them and listening to the sounds they make. Can anyone tell me what sense we will be using?” Student’s response should be hearing. Procedure:

1. Set out the 6 pieces of paper with the pictures of the objects face up for the students to see. Beneath the pictures lay out the eggs, in random order, on the table.

2. **“Okay preschoolers, we are going to go through each egg one at a time and guess what is inside them based on the pictures and what we hear.” Shake one egg at a time and have the students guess what is inside them and describe why they think it is a specific object.

3. **When the whole group comes to a decision about an egg, place the egg on the correct picture and move onto the next egg. Repeat this step until all eggs have been placed with a picture.

4. Once all eggs are matched with a picture open the eggs one at a time to let the students discover if their estimations were correct.

5. Now that the students have discovered what is inside each egg, allow them to experiment with the eggs. If they got some wrong, have them compare the eggs to see if they can tell the difference now that they know what they are.

Closure and Transition: After all of the students have finished with the experiment, have all of the students sit in a circle on the rug for review. “Did you have fun today preschoolers?” Students will have different responses. “What sense did we use to figure out what was in the eggs?” Student’s response should be hearing. “Now I want you to show me you’re ready to go outside and use your hearing for when I call your name. Once I call your name you may go and get your outside clothes on for recess today and then line up on the wall when you are ready.” After all of the students are called into the hall, go to help the students get ready and then take them outside.

Source: Adapted from: Teepe, C. (n.d.). Eggs filled with sound. In A to Z teacher stuff. Retrieved April 7, 2009, from http://www.atozteacherstuff.com/pages/4106.shtml

TITLE OF ACTIVITY: Seeing can be Fun!!!! (Science) Concepts: 2. Eyes are used to see. Objectives: Given the garden walk children will determine plant and animal life in the garden. Domain: Science Domain Component: Scientific thinking and Problem‐ Solving Indicators of Progress: Use senses to explore materials and the environment. Materials:

‐ Camera Introduction: Yesterday we talked about the five senses. Does anyone remember what those 5 senses are? Yes! They see, hear, touch, smell, and taste. Does anyone remember what we did with our eyes yesterday? Nice job remembering what we did yesterday. Procedure:

1. **“Today we are going to walk outside in our school garden and use our eyes to see different plants and living things that are there. When you find something new I will take a picture of it with our class Camera. Be sure to tell me anything that you see that you think is cool because we are going to take our pictures and make a class book of what we have seen.”

2. Depending on the weather have the students change into the appropriate outdoor clothing. Dismiss the students by the first letter of their name. For example: “Anyone that’s name starts with an A can line up to leave”.

3. Once the students are lined up remind them to keep quiet and keep their hands to themselves. One way to do this is to have them pretend they can’t talk because they have food in their mouths and can’t touch anything because they are already caring something. While walking down remind the children to use their eyes to find interesting things in the garden.

4. Once in the garden tell the students; “Now you may spread out and explore but be careful with the plants and other things that live in the garden. Come get me if you find anything that I need to take a picture of”. As the students call for you take pictures of what they show you.

5. Once they are done exploring and you have taken a variety of pictures call for the student’s attention. “Alright preschoolers, we have now used our eyes to find plants and living things in the garden. I need you now to line up quietly at the door to go back to the classroom.” Remind the students again to be quiet and keep their hands to themselves.

6. Once back in the classroom have to students put away any outdoor wear and have them sit in circle time.

Closure:

“We saw a lot of plants and living things in our garden. Does anyone want to share what they found?” Let everyone get a turn to answer who raises their hands. “Thanks for all your help today, but now I think it is time for snack. I am going to call two to three people at a time to go wash their hands and sit down at the tables for snack.” Sources: Katlyn Dunk, Molly Larsen, and Kiera G

TITLE OF ACTIVITY: Playdough (Science) CONCEPTS FOSTERED: 2. Eyes are used to see. 3. People smell with their nose. 4. Hands are used to touch. LEARNING OBJECTIVES: Given the playdough activity children will talk about the characteristics of the playdough. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Cognitive Development Domain Component: Scientific Thinking and Problem‐Solving Indicators of Progress: 2. Identify and/or describe objects by physical characteristics. MATERIALS NEEDED: Teacher Preparation:

• Be sure to have all ingredients needed to make playdough. Materials:

• 2 parts flour • 1 part water • Food coloring • Individual bowls for each child • Ziploc Bags • Objects to play with playdough

Introduction: “Who likes to play with playdough? Can you think of any senses that we use when we play with playdough? We use our sense of smell because playdough has a specific smell doesn’t it. We also use our sense of touch because we roll it around with our hands and make stuff with playdough. We use our eyes to look at it. We don’t use our sense of taste though do we? No, we do not. Today we are going to make playdough and we can use our sense of smell, sense of touch, and sense of sight. But we are not going to use our sense of taste so no one should be putting any of it in their mouths.” Procedure:

1. Give each child a bowl to mix their playdough ingredients into. 2. In each bowl add 2 parts flour to every 1 part of water (ex. if you were to give

them ½ cup of flour give them ¼ cup water) 3. Instruct students to start to mix their mixture of flour and water. “Mix your

flour and water together. Make sure to try to keep everything in your bowl so your playdough will turn out. And I don’t want to see anyone putting their hands on their friends or on their clothes. At the end we will go wash our hands.”

4. Help students along. They may need more water or flour depending on the consistency of the playdough.

5. Once the playdough is formed ask the children what color they want of their playdough and add a few drops of food coloring.

6. Allow children to play with their playdough. Give them different toys to play with their playdough.

7. After they are done put each child’s in a Ziploc bag and put their name on the bag.

8. Instruct children to wash their hands. 9. Gather children onto the floor. 10. “Did you like making playdough? 11. **“What did the playdough feel like?” 12. **“Did the playdough have a certain smell to it” 13. **“What did it look like? What color was your playdough and how did

you get it colored that way?” Closure: “What different body parts did you use when you were making and playing with your playdough? We used our eyes, nose, and hands. What sense did we use with our eyes? (seeing) What sense did we use with our nose? (smelling) What sense did we use with our hands? (touching). Which senses did we not use? (taste and hearing)” Sources: http://www.teachnet.com/lesson/art/playdoughrecipes/rogers.html

TITLE OF ACTIVITY: Name that Sense (Group Game) CONCEPTS FOSTERED:

1. There are five senses: seeing: hearing, tasting, smelling, and touching. LEARNING OBJECTIVE: Given the activity the students will indentify what sense is used during it. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Language & Literacy Development Domain Component: Listening Indicators of Progress: listening with understanding to stories, directions, and conversations. MATERIALS NEEDED: Teacher Preparation: No preparation time needed. Materials:

‐ none INTRODUCTION: “Welcome to circle time. We have been talking about the five senses. **Can anyone tell me what are five senses are? Students respond with; see, hear, smell, touch, and taste. “Yes, the five senses are; seeing, hearing, smelling, touching and tasting. Today we are going to be talking about all of our senses.” PROCEDURE:

1. “Today we are going to be playing a game called “Name That Sense”. For the game I am going to name off different things that we do every day and I want you to tell me what senses we use when we do these things. Does anyone have any questions? Alright, let’s begin the game.”

2. “For the first thing is petting a rabbit. What sense does that use?” Students respond with; seeing and touching. “Good. We use our hands which we use to touch. For the next thing we are going to watch T.V. What would we use if we were watching T.V.?” Students respond with; eyes. “Yes, we use our eyes to see. Now that we have done some practice ones I am going to go a little faster and I want you to say the answer out loud.”

3. “Eating cereal.” Students respond with; taste. “Shaking hands.” The students respond with; touch. “A bouquet of flowers.” Students respond with; smelling them. “A radio playing.” Students respond with; hearing.

4. “Nice job preschoolers, you really seem to know your senses. These are different activities we do socially in everyday life with our senses. Your senses are used in everything you do. So remember whenever you do something you are using your senses.”

CLOSURE: “Today we worked on learning more about our senses and you all did a nice job with the game. Thanks for working so hard today. I am now going to call you by name to dismiss you to the next activity.”

SOURCES:

Jean. (n.d.). My Five Senses. Retrieved April 14, 2009, from My Five Senses ‐ By Jean: http://www.geocities.com/providersnfriends/themes/theme14.html

TITLE OF ACTIVITY: Bug In The Rug (Group Game) CONCEPTS FOSTERED: 2. The eyes are used to see. 6. Ears are used for hearing. LEARING OBJECTIVES: Given the game the students will identify who is hidden under the rug. Domain: Social and Emotional Development Domain Component: Social Competence and Relationships Indicators of Progress: 1. Interact easily with one or more children Page 18 Teacher Preparation:

• None Materials:

• Blanket or rug large enough for a child to hide under completely INTRODUCTION: “Good morning preschoolers! Today we are going to play a fun game called ‘Bug in the Rug’. We are first going to sing the song that we will use through out the game.” Sing the song for the children Bug in the rug, Bug in the rug. Who’s that bug in the rug? Procedure:

1. “Now we are going to sing the song together!” 2. “Bug in the rug, bug in the rug. Who’s that bug in the rug?” 3. Pick two childen to step away from the group and go off to the side. 4. Instruct children, still at the circle, to close their eyes. 5. Go around the circle and tap one child on the head. That child is going to be

the bug in the rug. 6. They are going to get up and move to the center of the circle where the

blanket is, and hide under the blanket. 7. When instructed all children will open their eyes and the 2 children that

stepped away from the group will come back at this time. 8. When the children who walked away comes back the rest of the group

chants, “Bug in the rug, bug in the rug, Who’s that bug in the rug?” 9. The children who were away are to guess who is under the rug by looking

around to see who is missing from the group. 10. **Allow the children to make a guess and then reveal who it was that

was under the rug. 11. Child who was “the bug” is the one that now steps away from the group. Pick

a second child to go with “the bug”. 12. The rest of the group closes their eyes and the cycle repeats again. 13. Be sure to play so that all children have a chance to be “the bug”. 14. Play the game again but this time have the child under the blanket sing the

song with the ones guessing keeps their eyes closed. This way the people

guessing are using their sense of hearing to try to guess who it is under the rug.

Closure: “Great job working with another person to figure out who was under the rug. The first time we played the game we used our sense of seeing to figure out who was missing. What sense did we use the second time when the person under the run sang the song? (sense of hearing). Great job!!” Transition: “It’s time now for table activities. I want everyone to go to their assigned morning table.” Sources: http://www.preschoolrainbow.org/activities‐circle.htm

Title of Activity: Telephone (Group Game) Concepts Fostered:

6. Ears are used for hearing. Learning Objectives:

• Given the telephone activity the students will analyze what they hear and repeat it to the student sitting next to them.

Early Childhood Indicators of Progress: Domain: Language and Literacy Development Domain Concept: Listening Indicator of Progress: 2. Listen with understanding to stories, directions, and conversations. Page: 30 Domain: Social and Emotional Development Domain Concept: Social Competence and Relationships Indicator of Progress: 1. Interact easily with one or more children Page: 18 Materials Needed:

• Fake telephone or cell phone Introduction: “What sense do we use when we use the telephone?” Student response should be hearing. “Today we are going to play a game to help us with our hearing and once the game is over I want you to tell me what happened during the game.” Procedure:

1. Have the students sit down for circle time, sitting in pretzel. 2. “Now I am going to pick a short sentence to say to (student’s name

that is starting the game) and then he/she will whisper what he/she heard to their neighbor. We will keep going around the circle like this until it gets back to (last person in the circle) and he/she will say what they heard out loud.”

3. After going through the instructions with the students, it’s time for the game to start. Whisper a simple sentence into the student’s ear that’s next to you. (I love going to school)

4. At the end of the game the last person in the circle will repeat what they thought they heard out loud. Usually the sentence gets twisted going through everyone and comes out as something completely different than it started.

5. After the last student repeats the sentence out loud, tell the students what the original sentence was supposed to be.

Closure and Transition: “What happened to the sentence as it went around the circle?” Student response should be it changed. “This happens a lot in everyday life, does anyone know what a rumor is?” Student responses will vary. “A rumor is when a story is changed the more times it’s told by different people, just like we did in the telephone game. So we need to make sure to always use our hearing and listen carefully when people are talking to us so that this doesn’t happen. Now it is time to go to our next activity, so I want everyone to show me that they’re ready to go. Once I see that you’re ready I will call you on the phone to tell you that you are ready to go.” You can go through the students one by one holding a phone up to your ear and saying “Ring ring (student’s name) looks ready to go,” until all students are dismissed to the next activity. Source: Traditional Idea

TITLE OF ACTIVITY: Golf Ball Art CONCEPTS FOSTERED: 4. Hands are used to touch. 10. Montessori’s senses include: visual, tactile, baric, thermic, auditory, olfactory, gustatory, and stereognosis. LEARING OBJECTIVE: Given the Golf Ball Art activity the preschoolers will create their own picture. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Creativity and the Arts Domain Component: Responding Indicators of Progress: 1. Show others and/or talk about what they have made or done Page 40 MATERIALS NEEDED: Teacher Preparation

• Be sure to have shoe boxes and enough paint for each student Materials

‐ Small pieces of paper (about 6 X 6) ‐ 3 Shoe boxes ‐ Variety of paint colors ‐ Golf balls

Introduction: “Good morning preschoolers! We have been talking about our five sense which include seeing, hearing, tasting, smelling, and feeling. Well today we are going to do an art project and use our eyes and hands. Does anyone remember which sense we use when we use our eyes? (Seeing) Great job! What sense do we use when we use our hands? (Feeling) Awesome! Today we are going to see and feel our art project that we are going to do.” Procedure:

1. Show the preschoolers a golf ball. “Does anyone know what this is called? (Golf Ball) Great! What color is the ball? (White) Right, with our eyes we can see that the golf ball is white and its kind of a small ball. What does the ball look like? We can see that the ball has little dimples all over it. Do you think we would be able to feel it?” Pass the ball around so that all children are able to feel the texture of the ball.

2. “Do you think if we put paint all over the ball that we would see a texture being made when we roll the golf ball around? Well that is what we are going to try today.”

3. Have the 3 shoe boxes ready and one piece of paper for each child. Have them come up to the table and chose 2 or 3 colors they want. Squirt those colors on their paper, which should be placed on the bottom of the shoe box. (Tip: Put 3 small dots of each color so the color spreads more easily)

4. **Put the golf ball in the shoe box and let the kids roll the ball around.

5. After their paper is mostly colored take out the golf ball and their paper and put on newspaper so they are able to dry.

6. Have children wash their hands when they are done if they have paint on their hands.

7. When are all back in the classroom have the children show each other their pictures and tell what colors they used.

Closure: “Wasn’t that a fun arts and craft!! Did you notice any pattern or texture on your paper? (It made the same pattern on the paper that the golf ball has) Right, and we could feel that texture by feeling the golf ball with our hands and we can see the texture on the ball and also on the pattern left with the paint. “ Sources: Original: Katlyn Dunk, Molly Larsen, Kiera Gullette

Title of Activity: Stop and Smell the flowers (Art) Concepts Fostered:

2. The eyes are used to see. 3. People smell with their nose.


• Given the flower activity the students will assemble flowers. • Given the flower activity the students will explain what their flowers

smell like.

Early Childhood Indicators of Progress: Domain: Creativity and the Arts Domain Concept: Creating Indicator of Progress: 1. Use a variety of media and materials for exploration and creative expression. Page: 38 Materials Needed:

• Plain paper baking cups • Construction paper

o Pre-cut out stems with leaves on them • Markers • Glue • Cotton balls • Perfume/air freshener

Introduction: “What do we use our nose for?” Student response should be for smelling. “What are some things that we can smell outside?” Student responses will vary. If the no one says flowers then make sure to mention flowers. “Flowers are all around outside, with many different smells. Today we are going to make our own flowers that have a nice smell, just like the flowers outside.” Procedure:

1. Take preschoolers aside to a table in small groups to construct the flowers.

2. Start off by having the students color a baking cup with the markers, any color they choose.

3. **Once the baking cup is colored have them glue on a paper stem to the back of the cup. Write the students name along the length of the stem, while writing it ask the student if they know how to spell their name, to help with that process.

4. **Grab one cotton ball per student and spray it with the scented perfume/air freshener. Hand the cotton ball to the student to glue it into the middle of the baking cup.

5. **“Smell your flower and I want you to describe to me what you smell.” Student responses will vary.

6. Once all the flowers are dried hang display them on the wall and invite parents/visitors to “stop and smell the flowers.”

Closure and Transition: “Tomorrow I will have your flowers hanging on the wall for your parents and friends to see and experience. What two senses will they be using when you show them your flowers?” Student response should be seeing and smelling. “Now I want everyone to go sit down for circle time and once I see that you are ready I will put some smelly lotion in everyone’s hands, for you to enjoy, before we start circle time.” Source: Arts & crafts: senses. (2000, March 23). Preschool education. Retrieved April 8, 2009, from http://www.preschooleducation.com/asenses.shtml

TITLE OF ACTIVITY: Thread a Face (Art) CONCEPTS FOSTERED: LEARNING OBJECTIVE: Given the yarn and face cutout children will produce a stitch around the edge. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Creativity & The Arts Domain Component: Creating INDICATORS OF PROGRESS: Using a variety of media and materials for exploration and creative expression. MATERIALS NEEDED: Teacher Preparation: You need to hole‐punch the sides of the pictures. This will probably take 20 depending on how many students will be in the classroom that day. Materials:

‐ Face cutouts ‐ Markers ‐ Colored yarn ‐ Masking tape ‐ Hole‐punch

INTRODUCTION: “Thanks for coming over to the table. Today we are going to be coloring and sewing a faces. On the faces there are eyes, a nose and a mouth. What do we use our eyes for again?” Students respond with; we see. “That is correct. What do we do with our nose and mouth then?” Students respond with; smell and our tongue is in our mouth to taste. “You all have great memories.” PROCEDURE:

1. “Now that we know have gone over the senses that the face uses it is time to create the faces. First I am going to give all of you a face to color. When you are done coloring I am going to give each of you a piece of yarn. With the yarn you with stitch around the outside of the face.” Demonstrate this for them. “Does anyone have any questions?”

2. Pass out the faces to the students. Give them about 5 minutes to color. “I see your coloring is coming along really well but it is now time to stitch on our faces. You can finish coloring them later.” **Give each student more than enough yarn to stitch around the outside of their face. Make sure that each piece of yarn has masking tape around an end so it is easier to thread and can fray.

CLOSURE: “The faces have really turned out well preschoolers. Can anyone remind me of what senses our faces use?” Students will answer with; smelling, tasting and

seeing. “Yes, we use our faces to see, smell and taste. Thanks for all your hard work today, you can now go to another table or go back to free play. SOURCES: http://etc.usf.edu/clipart/17800/17881/happy_17881_md.gif

http://etc.usf.edu/clipart/17800/17881/happy_17881_md.gif

LESSON: Listen and Learn (Large Group) Concepts: 6. Ears are used for hearing. Objective: Given the c.d. of the song students will remember the words to the song. Domain: Creativity and the Arts Domain Component: 2. Participate in art and music experiences Page 38 Materials:

‐ C.D ‐ Radio

Introduction: “Good morning students. I hope everyone had a good night’s rest. Does anyone remember what we did yesterday? Does anyone remember what we used to find those things in the garden? Nice job! This morning I want to start out with a book called “Polar Bear, Polar Bear What Do You Hear”. PROCEDURE:

1. “Today we are going talk about another one of the five senses. We are going to talk about hearing. Can anyone tell me what we hear with? Yes. People hear with their ears. What kinds of sounds do we hear? That is correct. We can also screaming, birds chirping, dogs barking, and people singing.”

2. “Now that we know what we hear with we are going to use our ears to hear!” Take out

the Raffy C.D and put it in the radio. “Now we are going to listen to a song twice. I want you to listen really hard with your ears and the third time we are going to try and sing the song along with the C.D. We will try to sing with it twice. Remember the first two times just to listen.”

3. Play the song for the children twice. Then stop the song and remind the students that you are now going to try and sing it. Then play the song and have the children try and sing it. Be sure to be singing with them and encourage them to sing along.

4. Play the song a fourth time and have them sing along again. “Good job singing preschoolers. Now that we have listened and tried to sing, was it easier to sing the first time you tried for the second”? Do you think you could sing the song even better if we listened more times?

5. “We are going to listen one more time and then play it again and try to sing along.” Play the song again and then sing with the students.

Closure: “Preschoolers you did a great job listening today! Can anyone tell me what they found out about listening? What do you use to listen? Well it is now time for recess, once again great job listening.” Dismiss students by who is sitting most quietly to line up at the door. Sources: Original: Katlyn Dunk, Molly Larsen, Kiera G

Title of Activity: Simon Says (Large Group) Concepts Fostered:

2. The eyes are used to see. 6. Ears are used for hearing.


• Given the Simon Says game the students will display their listening skills by following only what Simon says.

• Given the Simon Says game the students will distinguish between Simon’s voice and the teacher’s voice, to determine if they should move or not.

Early Childhood Indicators of Progress: Domain: Language and Literacy Development Domain Concept: Listening Indicator of Progress: 2. Listen with understanding to stories, directions, and conversations Page: 30 Materials Needed:

• Puppet named Simon, can only be used as Simon so students don’t get confused

Introduction: Introduce Simon to the class. “Preschooler’s this is Simon and he is going to play a game with us.” Have Simon start talking, “Today we are going to play a game where we need to listen very carefully and use our ears. What sense will we be using today?” Student responses should be hearing. Procedure:

1. Simon talking, “Now I want everyone to stand up and be at least arm’s length apart from the person next to you.”

2. **“Now when I say SIMON SAYS and then tell you an action for you to do, I want you to show me that action with your body. For example: If I said SIMON SAYS touch your nose, everyone should touch their nose.”

3. **“Now if you teacher tells you an action to do, you would not do it. For example: If your teacher says touch your nose, you wouldn’t do anything because you didn’t hear SIMON SAYS first. If you do the

action, without hearing SIMON SAYS first you just need to sit down in your spot.

4. Go through the game switching frequently, but not every time, between Simon giving commands and the teacher giving commands. If you see they are having troubles remind them of the rules. When most of the class is sitting, start a new game to keep students participating.

5. Once you play a couple of rounds have all of the students go to the carpet and sit on their assigned letter in a circle.

Closure and Transition: “What was your favorite action that you did in the game?” Student responses will vary. “What was the sense that we were using for the game?” Student response should be hearing. “Now I want everyone to show that they are ready to be dismissed and when Simon calls your name you can line up.” Have Simon call all the student’s names one by one to move to the next activity. Source: Adapted from a Traditional idea

TITLE OF ACTIVITY: “The Five Senses” (Group Game) CONCEPTS FOSTERED:

6. There are five senses: seeing: hearing, tasting, smelling, and feeling. 7. Eyes are used to see.

LEARNING OBJECTIVE: Given the knowledge about seeing children will find items around the room. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain: Language and literacy Domain Component: Listening Indicator of Progress: 2. listening with understanding to stories, directions, and conversations. Page 30 MATERIALS NEEDED: Teacher Preparation

‐ 15 minutes to hide pictures around room Materials

‐ Book “Brown Bear Brown Bear What Do You See” ‐ Magnetic animals for students to put up for the book ‐ Cut out pictures of animals

INTRODUCTION: To start off have to children meet you or transition them into circle time. “Good morning preschool students. Today we are going to be talking about the Five Senses. Does anyone know what the five senses are?” A student may or may not have an answer. “Well students the five senses are what you use to explore the world around you. They are seeing, tasting, toughing, hearing and smelling.” “To start off I want to teach you a new song to help you remember what the five senses are.” You will know sing with the children the song “Five Senses”.

Five Senses (Tune: Where is Thumbkin)

Five senses, five senses We have them. We have them. Seeing, hearing, touching, Tasting and smelling. There are five. There are five.

While singing the song point to the parts of the body that use the various senses, such as; eyes for seeing, ears for hearing, hand for touching, mouth for tasting, and nose for smelling.

PROCEDURE:

1. Now that you have gone through the song with the students it is time to focus on the first area of the five senses, seeing. “Students today we are going to work on using our eyes to see.” Pull out the book “Brown Bear Brown Bear What Do You See”. “I am going to hand out different animals and when we get to that animal in the story I

need to come put it on the front board.” Make sure you have enough animals for every student. Some students will be putting up the same animal. Pass out the animals and remind the students to come up and put their animal up when it comes up in the story.

2. After reading, ask the students, “What were the animals they talked about in the story”? Students will respond with; bear, gold fish, and others from the book. “What did we use to see those animals?” Student’s response; “our eyes”.

3. Now that you have gone over more about using your sense of sight with the students prepare them for an animal scavenger hunt. “Next preschoolers we are going to go on a hunt around the room. I have hidden pictures of animals around the room and I need you to use your eyes to find them.” Remind students that they are using their eyes to find them and that they can talk but we must use our inside voices.

4. Next explain to the students the rules. “Preschoolers you are going to use your eyes to find the animal pictures around the room. When you find an animal picture you can pick it up and carry it with you. I will give you five minutes and when the five minutes are up I am going to flash the lights and have you meet me back in circle time with the pictures you have found.” Remind them again of the inside rules before you send them off. “Alright When I say go you may look for the pictures.

5. While the children are look through the room use cues to help them. Also keep reminding them of the rules. When the five minutes is over flash the lights and wait for the preschoolers to come sit in circle time.

6. Once you have the children seated ask them to bring up the animals they found when you call their names. Then hold up an animal and ask them, “Tell me what animal this is”.

CLOSURE AND TRANSITION:

Now that you have done that it is time to review. “How many senses do we have”? Students will respond with “five”. “What do we do with our eyes?” Students will respond with “see”. “Nice work today with using your eyes preschoolers. Now it is time to go outside for recess. I am going to call names and I want you to go get your coats and outdoors stuff on and line up at the door.” Then call the students names and help them get ready to go outside.

SOURCES:

Original: Katlyn Dunk, Molly Larsen, Kiera Gullette

(Carle, 1984)

Title of Activity: Orange Zest (Fine Motor) Concepts Fostered: 3. People smell with their nose. 5. The tongue is used to taste things.

10. Montessori’s senses include: visual, tactile, baric, thermic, auditory, olfactory, gustatory, and stereognosis.


• Given the Orange Zest activity the preschoolers will peel the peel off of the orange.

Early Childhood Indicators of Progress: Domain: Physical and Motor Development Domain Concept: Fine Motor Development Indicator of Progress: 1. Develop small muscle control and coordination 2. Use eye-hand coordination to perform a variety of tasks. Page: 52 Preparation: Materials Needed:

• One orange for each child • Plates • Paper Towel

Introduction: “Today we are going to have a special snack. We are going to have oranges but you are going to be able to peel the orange all on your own.” Procedure:

1. Seat all children at the table. 2. Pass out oranges to each child. 3. Let each child peel their own orange. 4. Assist children as needed. 5. When children are done peeling allow them to eat the orange.

Closure and Transition: “Great job peeling your oranges! Can you smell the orangey smell? How do the oranges taste? What does the outside of the orange feel like compared to the part that you eat? Does it have a special texture? Enjoy eating your delicious oranges!!” Source: (n.d.). Retrieved April 13, 2009, http://www.re- teach.com/FiveSensesTheme/fivesenses_snacks.html

Title of Activity: Feel the Music (Gross Motor) Concepts Fostered:

4. Hands are used to touch. 6. Ears are used for hearing.


• Given the Feel the Music activity the students will develop gross motor skills.

Early Childhood Indicators of Progress: Domain: Physical and Motor Development Domain Concept: Gross Motor Development Indicator of Progress: 1. Develop large muscle control and coordination Page: 50 Materials Needed:

• Feel the music CD • Soft music CD

Introduction: “Preschoolers today we are going to try to feel vibrations in the floor.” Split the class in half and have one half of the students lie on the floor with their ear facing the floor and have the other half jump up and down for about 30 seconds then have the students switch. “Did you hear and feel the vibrations from the students feet?” Student responses should be yes and have them explain what it felt like. Procedure:

1. Have all of the students spread out around the classroom. “Now preschoolers I am going to turn on a CD and I want you to listen very closely and do the action that the CD tell you to. Also listen to the music that goes along with the action.”

2. Turn on the CD, each action has it’s own short music phrase to it: crawl, march, sneak, stand on one foot, and skip.

3. Once the students have gone over all of the actions once they will need to feel the music. “Now preschoolers just music is going to play now and try to remember what action goes with each music phrase.” Help out with clues if they are having difficulty.

4. At the end of the CD have all of the students sit down for circle time to talk about the activity.

Closure and Transition: “What sense did we need to use while feeling the music?” Student response should be hearing; it might also be feeling because of the introduction. Put on relaxing music to calm them down from the activity and prepare them for their next activity. Source: Classroom Teacher: Ms. Emily, Dance Fever Studio Inc. Andover, MN

The Smelling Song

Sung to: "It's raining, it's pouring" I'm smelling, I'm smelling, my nose is busy smelling. This is the song I like to sing, When I smell most anything! Concept: 3. People smell with their nose. Preschool Education (2009). Retrieved April 10, 2009, http://www.preschooleducation.com/ssenses.shtml

The Five Senses Song Sung to: "Old Mac Donald Had a Farm"

On my face I have two eyes; Use them every day.

They are used to help me see When I work and play.

With a look, look here, And a look, look there,

Here a look, there a look, Everywhere a look, look.

On my face I have two eyes; Use them every day!

On my face I have a nose; Use it all the time.

When I sniff it I can tell Vinegar from lime.

With a sniff, sniff here, And a sniff, sniff there,

Here a sniff, there a sniff, Everywhere a sniff, sniff.

On my face I have a nose; Use it all the time!

In my mouth I have a tongue; Use it when I eat.

Tasting with it I can tell Sour from the sweet.

With a lick, lick here, And a lick, lick there, Everywhere a lick, lick.

In my mouth I have a tongue; Use it when I eat!

On my head I have two ears; Listening all day long.

And if I didn't have them there, I couldn't hear this song!

With a listen here, And a listen there, Everywhere a listen, listen.

On my head I have two ears; Listening all day long!

On my body I have skin; Feeling cold and heat. It stretches from atop my head Way down to my feet. With a touch, touch here, And a touch, touch there, Here a touch, there a touch, Everywhere a touch, touch. On my body I have skin; Feeling cold and heat! Concept: 1. There are five senses: seeing: hearing, tasting, smelling, and feeling. Preschool Education (2009). Retrieved April 10, 2009, http://www.preschooleducation.com/ssenses.shtml

That’s What They Taught Me In School

Put my hand on my head, What have I here?

This is my head thinker Oh, Mama dear

Head thinker, head thinker Inky dinkey doo,

That's what they taught me in school.

Put my hand on my eyes, What have I here?

These are my eye-lookers Oh, Mama dear

Eye-lookers, head-thinker Inky dinkey doo,


Put my hand on my nose, What have I here?

This is my nose smeller Oh, Mama dear

Nose smeller, eye-lookers, head-thinker Inky dinkey doo,


Put my hand on my mouth, What have I here?

This is my mouth taster Oh, Mama dear

Mouth taster, nose smeller, eye-lookers, head-thinker Inky dinkey doo,


Put my hand on my hand, What have I here? This is my hand toucher Oh, Mama dear Hand toucher, mouth taster, nose smeller, eye-lookers, head-thinker Inky dinkey doo,

That's what they taught me in school. Concept:

8. There are five senses: seeing: hearing, tasting, smelling, and feeling. Burton, S. (2009). That's What They Taught Me In School. Retrieved April 10, 2009, http://www.songsforteaching.com/stephanieburton/myhandsonmyhead.htm

Senses Work in Harmony (sung to the tune of “Twinkle, Twinkle, Little Star”)

My sense are a part of me- A nose to smell and eyes to see, Ears to hear and hands to touch, A tongue to taste good food and such. My senses are a part of me, Working all in harmony. Concept:

1. There are five senses: seeing: hearing, tasting, smelling, and feeling. Senses Work In Harmony (2008, August 6). Retrieved April 10, 2009, http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Singing the Senses (Sung to "Bingo")

We use five senses everyday To help us learn and play. See, hear, smell, touch, taste See, hear, smell, touch, taste See, hear, smell, touch, taste We use these everyday.

Concept:

1. There are five senses: seeing: hearing, tasting, smelling, and feeling.

Yakaberry (2008). Singing the Senses . Retrieved April 10, 2009, http://rhymes.yakaberry.com/5senses.html

Important Things (Sung to "Twinkle, Twinkle, Little Star")

Seeing, hearing touching, too. Are important thing to do. Smelling, tasting something new, Help us learn the whole day through. Seeing, hearing, touching too, Are important things to do.

Concept:


Yakaberry (2008). Important Things. Retrieved April 10, 2009, http://rhymes.yakaberry.com/5senses.html

The Parts of the Body

If a bird you want to hear, You have to listen with your _____. If you want to dig in the sand, Hold the shovel in your _____. To see an airplane as it flies, You must open up your ____. To smell a violet or a rose, You sniff the fragrance through your _____. When you walk across the street, You use two things you call your _____. East and west and north and south, To eat or talk you use your______. Concept:

9. There are five senses: seeing: hearing, tasting, smelling, and feeling. Warren, J. (n.d.). The Parts Of The Body. Retrieved April 10, 2009, http://www.geocities.com/providersnfriends/themes/theme14.html

5 Senses Poem

We use five senses every day To help us learn and play. See, hear, smell, touch, taste. We do these every day. Concept:

1. There are five senses: seeing: hearing, tasting, smelling, and feeling. 5 Senses Poem (2008, August). Retrieved April 10, 2009, http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Happy Senses (stand and point to the body parts as they are mentioned)

Eyes, eyes-they can see. Nose, nose-it can smell. Fingers, fingers-they cantouch. Hip, hip, hooray! I’m happy! (dancing and spinning) Teeth, teeth-they can chew. Tongue, tongue-it can taste. Finger, fingers-they can touch. Hip, hip, hooray! I’m happy! (dancing and spinning) Concept:

1. There are five senses: seeing: hearing, tasting, smelling, and feeling. Happy Senses (2008, August). Retrieved April 10, 2009, http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Five Senses

I have two ears to hear with. (holding up two fingers) I have two eyes to see with (holding up two fingers) I have two hands to touch things. (holding up two fingers) They’re all a part of me. I have a mouth to taste with. (holding up one finger) I use it when I speak, And a nose I use to smell things. (holding up one finger) All my parts make me unique. These are my five senses. (holding up five fingers) I use them everyday. They help me understand my world. In a very special way. Concept:


Five Senses (2008, August). Retrieved April 10, 2009, http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Stop, Look and Listen

Stop, Look and listen,

Before you cross the street.

First use your eyes and ears

Then use your feet!

Concepts:

2. The eyes are used to see.

6. Ears are used for hearing.

Stop, Look, and Listen (2008, August). Retrieved April 10, 2009, http://w4.nkcsd.k12.mo.us/~rbeckett/The%20Five%20Senses.htm

Ten Fingers

I have ten fingers (hold up both hands, fingers spread)

And they all belong to me, (point to self)

I can make them do things- Would you like to see?

I can shut them up tight (make fists)

I can open them wide (open hands)

I can put them together (place palms together)

I can make them all hide (put hands behind back)

I can make them jump high (hands over head)

I can make them jump low (touch floor)

I can fold them up quietly (fold hands in lap)

And hold them just so.

Concept:

4. Hands are used to touch.

Ten Fingers (2008). Retrieved April 10, 2009, http://www.preschoolrainbow.org/preschool-rhymes.htm

Magenta Gets Glasses! (Nonbook Stories) Summary: This book is a great book about Magenta, a Blues Clues character, who needs to go to the eye doctor. Magenta is very nervous about going because she doesn’t know what to expect from the eye doctor. But once she goes and figures out what is going to happen her fears are gone and she feels comfortable. Teaching Method: To tell the preschoolers this story I would use a flannel board. I would chart the story along with the flannel pieces and allow the preschoolers to put them up on the board. Concepts: 2. The eyes are used to see. 8. Some people can not use all of their senses. Source: Reber, D. (2002). Magenta Gets Glasses!

Variation of “Brown Bear, Brown Bear What Do You See?” (Non‐book Stories) CONCEPTS FOSTERED: 2. Eyes are used to see. SUMMARY: This story is about different things in spring time. The things in the story see what is coming next. STORY: Orange Carrot Orange Carrot what do you see I see a yellow sun shinning on me Yellow sun yellow sun what do you see I see a gray cloud moving toward me Gray cloud gray cloud what do you see I see blue rain drops falling from me Rain drops rain drops what do you see I see pink flowers growing because of me Pink flowers pink flowers what do you see I see a white bunny hopping around me Felt board and have each coordinating object with the correct color and allow children to place the objects on the felt board as it is mentioned in the story. Source: Original: Katlyn Dunk, Kiear Gullette, Molly Larsen

Arthur’s Eyes (Nonbook Stories) Summary: Arthur realizes that he’s having troubles seeing and is told that he needs glasses. When Arthur’s classmates see him with his glasses they tease him and he decides not to wear his glasses anymore. However, not wearing his glasses makes matters much worse for Arthur. When Arthur’s teacher sees how Arthur is struggling she shows him that it’s ok to have glasses and that he should wear them proudly. Teaching Method: To teach the story I would use a flannel board with the character’s cut out. To represent Arthur’s glasses I would use pipe cleaners in the shape of glasses, with small pieces of Velcro stuck to them so they would stick on Arthur’s face. Concepts:

2. The eyes are used to see. 8. Some people cannot use all of their senses.

Source: Warner, P. (2006). Strengthening your preschool and kindergarten program: successful, innovative strategies. Bellevue, WA: Bureau of education and research.

Dramatic Play

Eye Doctor

Materials: • Eye Chart • White Lab Coat • Toy Glasses • Notebook for appointment taking • Spoon to cover eye • “Waiting” area

Description: Children will be able to take turns being the eye doctor, receptionist, and patient. A patient will walk into the area and check in with the receptionist. The patient will then be called into the office where the doctor will check their eyes using eye chart and cover one eye with the spoon. The doctor can examine the patient more by having them put on the glasses to see if that helps improve their eye sight. Language Development: This will help improve the preschooler’s language development because they will learn a new list of vocabulary when working with the tools and communicating with others. It will also help in their communicating skills with asking new questions and holding conversations with their peers. (Example: the doctor and the patient talking about what it is they are going to do during the examination). Concept: 2. The eyes are used to see. Source: Warren, J. (2006). My Five Senses . Retrieved April 11, 2009, http://www.geocities.com/providersnfriends/themes/theme14.html

Dramatic Play

Bakery

Materials: • Play food • Cash Register • Play money • Apron • Play kitchen area – stove, refrigerator, etc. • Kitchen equipment – bowls, spoons, etc.

Description: The baker is able to bake their bakery items including muffins, donuts, bagels, etc. Children are able pretend to bake different items and use the oven to bake their delicious food. As customers come they can order from the baker and exchange money and food. Children can discuss with each other how they think a bakery would smell. Language Development: This dramatic play also helps improve the communication between students. They need to know how to communicate in a way that people do in the real world when buying goods. They learn the exchange of money for items as well and how two people in that type of situation respond. They may also notice verbal and non‐verbal cues given by both the baker and the customer. Concepts: 3. People smell with their nose. Source: Warren, J. (2006). My Five Senses . Retrieved April 11, 2009, http://www.geocities.com/providersnfriends/themes/theme14.html

Welcome Song (Attendance/Check In) (All children sit in a circle, mark off the names on attendance when you hear them) let's clap our hands For (child’s name) let's clap our hands for (next child in the circle) Let's clap our hands for (next child in the circle) Continue doing this all the way around the circle, once you get to the last child you say: You’re welcome here today! Concepts:

2. The eyes are used to see. 6. Ears are used for hearing.

Source: Stainton, K. (n.d.). Circle time welcome songs. In A to z kids stuff. Retrieved April 13, 2009, from http://www.atozkidsstuff.com/welcome.html (Attendance/Check In) CONCEPTS FOSTERED:

6. Ears are used for hearing. When the kids sit down for circle time, play the name game with them. You say there name in a chant and while you do the chant they get to hope up and down on their mat. The chant is; “___ is here today, ____ is here today”. As you say it you clap your hands today together and then clap your hands on your lap. When you are done with the circle time collect the mats they are sitting on with their names on them and mark down who is there. This way they will be using their ears to hear their name. (Attendance Check‐ In)

Concepts: 2. The eyes are used to see. In order to know who is in and out throughout the day make a close pin kid chart. Take a picture of each kid and laminate it. Then have each kid in class decorate their own close pin. When they walk into the classroom with their parent or whoever is dropping them off have them find their close pin and clip it onto their picture. During the morning free play you can look at the pictures to see who’s here. They will be using their sense of sight as well as touch to find and place the close pin on their picture.

http://www.dropmachine.com/media/data/500/dirty_kid.JPG

Taste Test (Snack)

Bring in foods for the preschoolers that have different types of tastes: Salty, sweet, bitter, and sour. Allow the students to taste and smell all the different types of food and once snack is over discuss with the students what they thought about the different tastes. Concepts:

3. People smell with their nose. 5. The tongue is used to taste things.

Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen What’s that Smell? (Snack) Choose 3 different foods: Strawberries, fruit roll‐ups, and popcorn. Blind‐fold the students in small groups and one at a time set food in front of them, after telling the students what the three different types of food are. Allow the students to guess each type of food and once they guess the food, they can take their blindfold off and eat the food. Repeat this with small groups until all the students have gone. Concepts:


Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen Edible Play Dough (Snack) Mix equal parts of Peanut butter and Powdered Milk and a small amount of Honey together and a little bit of flour for consistency. Put Play dough in individual bowls for the students and allow them to feel the texture of it and play with it for a bit. Once the students are done feeling it they can also eat it for a yummy snack. Concepts:

4. Hands are used to touch. 5. The tongue is used to taste things.

Source: Jon & Kate + 8 edible play dough. (2008, April 18). Thirty something mom. Retrieved April 12, 2009, from

http://30somethingmom.wordpress.com/2008/04/18/jon‐kate‐8‐edible play‐dough/ Texture Coloring (Fieldtrip/Walk) Take your students outside of the building and have each student bring a crayon and a small piece of paper. Once outside allow the students to pick something to color on: brick wall, grass, sidewalk, sand, etc. Have the students put their papers on the texture they choose and have them color the piece of paper. When you are done bring the students inside to share what the different textures did. Concepts:

2. The eyes are used to see. 4. Hands are used to touch.

Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen

Field Trip: PARK WALK (Field Trip) CONCEPTS:

6. Ears are used for hearing. During the unit take the children on a listening trip. Walk the kids down to the local park. While at the park bring the kids into a circle time. Tell them that you want them to use their listening skill today. Have them be very quiet and listen for sounds that are around them. Then ask them what sounds they can hear. Also ask if they have heard any of the sounds before that day.

http://www.flickr.com/photos/7556709@N06/1449113436/

Field Trip: Pizza Hut (Field Trip) Concepts:

2. Eyes are used to see 4. Hands are used to touch 5. The tongue is used to taste things

INTENDED ACCOMPLISHMENTS: ‐ To explore sense of taste further. ‐ To use eye to watch how things are done.

Pizza! Take the kids to a local pizza place. Have it set up so that you can tour the whole place and see how pizzas are made. The students will be broken up into groups and each group will help make a pizza. After they tour and make the pizzas, they can eat the pizzas that they helped create. I would then ask the students a variety of questions about the senses that they used that day: What did you taste? What things did you see? How did the different pizza ingredients feel when you touched them?

Teacher of students who are deaf or hard of hearing (Resource Person) Having a teacher who works with students who are deaf/hard of hearing will help the children understand that not everyone has the best sense of hearing. However, they will learn about the different ways to communicate with people who are deaf/hard of hearing and the different types of technology they use to help with hearing. The students will be introduced to Sign Language as well.

• How do you talk to people that are deaf or hard of hearing? • How do you teach children who are learning Sign Language? • What are other ways deaf people communicate? • How do they use the phone? • Do they have alarm clocks?

Concepts:

6. Ears are used for hearing. 8. Some people cannot use all of their senses.

Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen An Elderly Person (Resource Person) Elderly people are great resources to use in a preschool. For this unit we would have someone come in to talk about their senses that are fading as they age. The elderly person can talk about how over the years they have lost their sight and may have glasses along with their sense of hearing and may have hearing aids because of it. They could also talk about their sense of taste and how it may not be as strong as in their earlier years of life along with how some foods may be to overpowering to them now.

• What senses changed as you aged? • Did you have a hard time adjusting to your loss of senses? • How did you adapt to not having senses? • Are your senses still changing today?

Concepts:

9. The sensitivity of one’s sense change with age. Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen

Eye Doctor: (Resource Person) To learn more about their sense of sight it would be beneficial to bring in an eye doctor. The eye doctor can talk about what it is they do on a daily bases when s/he works at their office. It can also ease the preschoolers into an event they will have to encounter sometime in their life. The eye doctor could bring in different tools that they use to test peoples eyes. It would also be good to talk about why it is some people need glasses or contacts. Also bring up the fact that some people can not see at all.

• How often do people come to see you? • How long does an appointment usually last? • Does it hurt to go to the eye doctor? • How many instruments do you use? • Why do some people need glasses or contacts? • Do you still have people come into your office even in they are blind?

Concepts: 2. The eyes are used to see. 7. Some people can not sue all of their senses. Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen

(Home School Connection) To the Parent/Guardian of (student’s name): This week in preschool the students are learning about the five senses. I would like the students to work with their senses at home as well. Tasting new things is a great way for the preschoolers to learn about the sense of taste. I would love it if you were able to help participate in your child’s learning by having them eat something new while at home. This way they can come back to school and share with their classmates what they ate and describe how it tasted/smelled. We are going to be sharing our new tastes on Friday, please let me know if this is not possible for you to do. Thank you Concepts:


Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen To the Parent/Guardian of (student’s name): As you know we have been working on our five senses in preschool for some time now. To encourage children to continue their use of their senses we ask for some help at home. Sometime this week, try to go outside and lay in the grass. Take some time to listen to the sounds around you. After about five minutes write down your observations of what you heard. Try the activity a second time and see if there is anything new to hear. A little later in the week we are going to share with the class what we hear while laying in the grass. Thank you for all your help! Concepts:

6. Ears are used for hearing. Source: Original Idea: Katlyn Dunk, Kiera Gullette, Molly Larsen To the Parent/Guardian of (student’s name): To continue learning about our five senses at home we would love for you and your child to work on this word find together. Take time to read through the words and let your child tell you all about what they have learned about that specific

word. Ask them how it is that the senses listen work together. They will love to share with you what they have learned!! Thanks you! Concept: 7. All the five sense work together. Sources: www.bogglesworldesl.com

blind deaf ears eyes feel

fingers hear

light listen nerve noise nose see

sense

sight smell sound taste

tongue touch

All Day Preschool Block Schedule

Monday: Circle: The Smelling Song Introductory Activity: Welcome to the Five Senses Math: Grab Bag Art: Golf Ball Art Motor Skills: Feel the Music Tuesday: Circle: The Five Senses Song Introductory Activity: Stick Figure – What’s Missing Science: Seeing Can be Fun!!! Large Game: Introduction to “The Five Senses” Group Game: Name that Sense Wednesday: Circle: That’s What They Taught Me In School Introductory Activity: Sounds of a Rainstorm Math: Shape Hunt Art: Thread a Face Large Group: Simon Says Thursday: Circle: Important Things Science: Eggs of Sound Large Game: Listen and Learn Group Game: Telephone Motor Skills: Orange Zest Friday: Circle: Singing the Senses Math: Sandpaper Numbers Art: Stop and Smell the Flowers Group Game: Bug In The Rug Science: Play dough

My Five Senses

By: Aliki

This book talks about the 5 senses: taste, sound, smell, sight, and touch. It tells us what each of our sense are and how we use each of them. It also states how we use all our senses together to learn about the world around us.

The Eye Book By: Dr. Suess

This would be a fun book to read to preschoolers. Dr. Suess writes all about the eyes and what we can see with them. It has a good rhyme to it and would be fun for preschoolers to listen to. The pictures are very well illustrated in a Dr. Suess fashion.

Five Senses

By: Herve Tullet

This book will definitely capture the preschooler’s attention with all the illustrations and fun way of writing. It will help the preschools become aware of al their senses. The illustrations are very colorful and include a lot of funny pictures including a page full of noses, and a alphabet written in Braille. This book is packed with

humor and preschoolers would definitely find it as entertaining and fun. Toes, Ears, and Nose! By: Marion Dane Bauer

This would be a great book for a small group of preschoolers to read with a teacher because of the interactive piece they could enjoy while reading. The book is about a little baby that is all bundled up to go out into the cold. In the book it states “Inside my mitten I’ve got,” and the preschoolers can lift the mitten flap and reveal fingers. There are many other body parts that are hidden through out the book.

Yummy Yucky By: Leslie Patricelli

Yummy Yucky would be a great book for preschoolers to learn about their sense of taste. This book talks about what is good and what would taste bad. The toddler in the story eats each opposites of food. The preschoolers would learn about bad tasting foods, that may not foods at all, and they would also learn about opposites.

You Can’t Smell A Flower With Your Ear!: All about Your 5 Senses

By: Beverly Collins

This book is an overview about our 5 senses. It will tell the children how each of our senses work and why they do what they do. It would be a great book to read as you get more into the unit because it tells more in depth which each sense does and how it works in general.

Barney’s Five Senses By: Margie Larsen

This is a fun book for children to look at because of all of the colorful pictures. The pictures are very appropriate for the text and show all of our five senses: sight, smell, touch, taste, and hear. The pictures are also real life so preschoolers would be able to identify these objects while at home or at school. A great book for over viewing while learning about the five senses.

My Five Senses By: Margaret Miller

This is a great book to introduce the five senses to children. All the pictures were taken by a photographer so the children would be able to relate it to their world a lot more easily. It shows how we use all our senses to view and understand the world around us. The wording is very simple so some children may be able to go through the book on their own.

5 Senses By: Nuria Roca

This book is about two children who use their senses to explore and discover the world in which they live in. The book has many activities that preschool children could take part in to learn about their senses.

The Five Senses: Touch By: Maria Parramon

This book is about the sense of touch. It gives a brief overview of all of our senses but then goes more in depth about our sense of touch. It is a very educational book that would benefit preschoolers greatly. Each book also has a scientific section for teachers and parents to read through if children had any additional questions.

activities keyed to concepts · 2010-04-05 · you. the five senses include; hear, see, taste,...

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