norma angelica guerrero-integrated science unit

8/9/2019 Norma Angelica Guerrero-Integrated Science Unit

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Integrated Science Unit:Our Common Senses!

Grade Level: 3rd-6th Grade Length of Unit:

Minutes per day 30-90 minutes

Number of days Seven

Focus Questions: What are our five senses? How are the five senses important?

Learning Log:This unit concentrates on the five senses and the body part that correlates

with each sense. (unit summary)

Students will use senses to investigate, depict, analyze, categorize andclassify. There will be an understanding of the functions of the five senses. Newterminology will be learned in connection to the five senses. (overall unitgoals)

(general) IL Learning Standards:

Illinois State StandardsSTATE GOAL 1: Read with understanding and fluency.

1.B.1a Establish purposes for reading, make predictions, connect importantideas, and link text to previous experiences and knowledge.1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry andelectronic literary forms.1.C.1a Use information to form questions and verify predictions.1.C.1b Identify important themes and topics.

STATE GOAL 3: Write to communicate for a variety of purposes.3.A.1 Construct complete sentences which demonstrate subject/verbagreement; appropriate capitalization and punctuation; correct spelling ofappropriate, high-frequency words; and appropriate use of the eight parts of

speech.3.C.1a Write for a variety of purposes including description, information,explanation, persuasion and narration.

STATE GOAL 4: Listen and speak effectively in a variety of situations.4.A.1a Listen attentively by facing the speaker, making eye contact andparaphrasing what is said.4.A.1b Ask questions and respond to questions from the teacher and fromgroup members to improve comprehension.4.A.2b Ask and respond to questions related to oral presentations andmessages in small and large group settings.4.A.1c Follow oral instructions accurately.4.A.2c Restate and carry out a variety of oral instructions.4.B.1b Participate in discussions around a common topic.4.B.1a Present brief oral reports, using language and vocabulary appropriate tothe message and audience (e.g., show and tell).

(general) Objectives:

Students will explore, discover and evaluate the 5 senses through experiencesfrom the unit.


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Lesson 1: Launching the Theme


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Anticipatory Set

Teacher will prepare an area of theroom with certain items that inspirestudents to rely on their senses inorder to describe them.

Teacher can bring a patch of grass,pebbles, a tree branch, flowers, playa nature soundtrack, etc. Teachershould put the area near a window togive students the experience as ifthey were outside. This activityshould simulate taking a smallwalking trip.

Teacher will walk to the area andexhibit desired behavior- I.E. pickingup an item and feeling it, smelling it,etc.

Teacher should then turn to the classand ask students if they want to goon a nature walk! Teacher should tellstudents that the designated area ismeant to simulate a small naturewalk.

(Teacher should hold off on tellingstudents why they are taking anature walk and let them draw

conclusions for themselves.)

Teacher should recap the safety rulesthat apply for this type of activitysuch as respecting peers andrespecting school property.

Inform students that they can touchand pick up items, but they must bereturned where and how they werefound.

Students should be given about 10minutes- depending on the size ofthe area created. (If the classroom istoo small, teacher should askpermission for access to anotherroom or ask a colleague tocollaborate with them in this unit.)

Students should be encourages toask question during their experience.

Pre-req.

Students should be aware of basicsafety practices when practicingscience.Students should have a sciencenotebook.Students should already be trackingtheir assessment in academicjournals.

Objective / Purpose

Students will identify the five senses.Students will explore the five senses.

ILS

1.B.1a. Establish purposes forreading, make predictions, connectimportant ideas, and link text to

previous experiences and knowledge.

3.A.1 Construct complete sentenceswhich demonstrate subject/verbagreement; appropriate capitalizationand punctuation; correct spelling ofappropriate, high-frequency words;and appropriate use of the eightparts of speech.

11.A.1a Describe an observedevent.11.A.1b Develop questions onscientific topics.12.A.1a Identify and describe thecomponent parts of living things(e.g., birds have feathers; peoplehave bones, blood, hair, skin) andtheir major functions.13.A.1a Use basic safety practices(e.g., not tasting materials withoutpermission, stop/drop/roll).


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Lesson 2: Your Sense of Sight


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Anticipatory Set

Teacher will lead discussion referringto textual material The teachershould take each organ correlated bysense per unit- I.E. ear to hearing,eye and seeing, etc.

On this day, the teacher should focuson the eyes.

Teacher will start with a briefoverview of todays lesson.

Using the textbook Science Voyages:Level Green the educator shouldprepare a PowerPoint slideintroducing the eyes and newvocabulary.

Instead of simply presenting alecture, teacher should invoke classthinking and participation throughthis portion.

Teacher can start the PowerPoint witha thinking phrase such as:

Think about the different kinds ofobjects you look at every day. It's

amazing that, at one glance, you cansee the words on this page, the colorillustrations, and your classmatesitting next to you. ScienceVoyages

Ask students what they think thisphrase means. Encourage studentsto think why this phrase is important.

Teacher then should commence on

introducing new vocabulary.This will allow the lesson to beunderstandable for students.

Teacher should provide anoutline sheet for all students.This will allow students to havethe information and aid studentswith learning differences.Teacher should providetranslated sheets for those in

need.

Su ested vocabular :

Pre-req.Students should have startedlearning about the human body.Students should have already learnedabout the brain/nervous system.Students should be aware of basicsafety practices when practicingscience.Students should have a sciencenotebook.Students should already be trackingtheir assessment in academicjournals.Students should knowledge of mathconcepts related to measuring.Students should know rules whenworking in groups and at thecomputer station.

Objective / PurposeStudents will learn terminology forthe main parts of the eye.Students will be able to recognizemain parts of the eye.Students will describe the purposeand use of parts of the eye.Students will investigate the eye andthe purpose of sight through a seriesof activities/experiments.

Students will understand how thefunctions of the eye are important tothe sense of sight.Students will watch a video about theeyeball and the sense of sight.

ILS11.A.2a Formulate questions on aspecific science topic and choose the

steps needed to answer thequestions.11.A.2b Collect data forinvestigations using scientific processskills including observing, estimatingand measuring.11.A.1c Collect data forinvestigations using measuringinstruments and technologies.11.A.1f Compare observations ofindividual and group results.


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Lesson 3: Your Sense of Smell

Process-Oriented Guided-Inquiry Lesson

1. Targetedage/gradelevel

3rd to 6th grade

2. Scientificprocessesaddressed

Observing; Inferring; Communicating; Classification;

3. Scientific topicaddressed

Science, Reading, and Art: Sense of Smell

1.B.1a.Establish purposes for reading, makepredictions, connect important ideas, and link text to

previous experiences and knowledge.3.A.1 Construct complete sentences which demon-strate subject/verb agreement; appropriatecapitalization and punctuation; correct spelling ofappropriate, high-frequency words; and appropriateuse of the eight parts of speech.

11.A.2b Collect data for investigations usingscientific process skills including observing, estimating

and measuring.11.A.1f Compare observations of individual andgroup results.

4. Process-orientedobjective

Students will use their sense of smell to identifydifferent items such as food, flowers, or fruits.


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Students will draw the picture of what they think is thesource.

Students will cut out flowers from magazines and

include them in a painting.

5. What I wantmy studentsto discover

Students will discover ways that their sense of smellhelps them. Student will understand how the sense ofsmell starts at the nose and other parts of the humanbody.

6. Description ofintroductory

activity andinitialdiscussion

Teacher will lead discussion referring to textualmaterial

On this day, the teacher should focus on the nose.

Teacher will start with a brief overview of todayslesson.

Using the textbook Science Voyages: Level Green theeducator should prepare a PowerPoint slide introducingthe nose and new vocabulary.

Instead of simply presenting a lecture, teacher should

invoke class thinking and participation through thisportion.

Teacher can start the PowerPoint with a thinkingquestion such as:

Can you imagine not being able to smell? How wouldyour life change?

Ask students what they think. Let students share their

thoughts.

Teacher then should commence on introducing newvocabulary.This will allow the lesson to be understandable forstudents.


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Teacher should provide an outline sheet for allstudents. This will allow students to have theinformation and aid students with learningdifferences. Teacher should provide translatedsheets for those in need.

Suggested vocabulary:Olfactory cells/nerves/neurons, nasal passage,molecules, mucous glands, impulse, nostril

Teacher can choose to give students the definitions orteacher can separate class into cooperative learninggroups and have them find the definitions themselves.

If choosing to do cooperative learning groups, teachershould recap rules established for working in groups,

give 10-15 minutes for work.Remind students that they all need to write thedefinitions in their assignment notebook.

Teacher should show a diagram of the nose andprovide a copy of the nose diagram to students. Ifthere is free time, teacher should have students stapletheir diagram in their science notebook.

If teacher is doing cooperative learning groups for the

definitions, teacher should allow students to share thedefinitions and should recap and clarify the definitionsfor learners using the diagrams.

Teacher should have translating dictionaries forstudents in need.

Teacher should commence the PowerPointpresentation and textual reference.

***PowerPoint presentation should include the

following:Thinking questionsThe nose diagramNose and smell vocabularyExplanation of the sense of smell

How parts of the nose function to aid in smelling.


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Throughout the presentation, teacher shouldencourage children to ask questions, draw connectionsto their prior knowledge, and infer about how thebrain-nose-sense of smelling work together.

Encourage questions, but if there are some shychildren in the classroom tell the class to writeany questions they may have on a separatesheet of paper. This sheet of paper can behanded to the teacher as she walks by thestudents desk or placed in a questions bin. Ifhanded to the teacher as she walks by duringthe lesson, the teacher can address it then orchoose to address it individually with thestudent asking. If placed in the bin, teacher willaddress the question(s) with the students

asking privately.

Since students have been learning about the humanbody, teacher should tie in how the brain also plays apart to help the sense of smell function.

Teacher should encourage students to ask questions.

7. Materials

needed

The Sense of Smell by Ellen Weiss; film canisters;

foods, oils, herbs, and spices; paint; paintbrushes;poster boards; magazines; worksheets; highlighters;ice trays; trash can; larger bucket;


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8. Description ofactivities

Teacher should reinforce what has been learned fromthe presentation.

> Prior to this lesson, teacher should have attained

permission to photocopy chapters 2 and 6 from EllenWeiss book The Sense of Smell.Prior to this lesson, teacher should have preparedcanisters with pieces of fruit, vegetables, food, herbs,spices, extracts, or pencil shavings, etc. This mayvary!The lids of the film canisters should have holes forsmelling.Label canisters by numbers 1-6 or 1-10. (Number ofcanisters may vary.)Prior to this lesson, teacher should also arrange desks

in groups of 4-6.

Students will be split up into cooperative learninggroups.Teacher will explain the rules established whenworking in groups.A timer will be set to signal start and end time.

Teacher will explain that students will read these twochapters in groups.

Students can highlight important parts of the chaptersor interesting and new pieces of information they havelearned as they read.

They will get to keep these chapters and must beeither stapled into the science notebook or in ascience folder for future reference.

Teacher should give students time to read the twoshort chapters.

When the timer signals end time students should turnand look at the teacher.

Teacher will spark conversation about what studentshave just read.Teacher should ask students to summarize chapters.Teacher should help students draw connections to thelesson they have just learned.


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Teacher then should recap and ask students to share anew piece of information they have learned or whatthey found to be interesting in the chapters.

Teacher should then spark class discussion withquestions that reinforce what has been learned.Suggested questions:What do we use our noses for?What do animals use their noses for?Name some smells that you like.Name some smells that you dislike.What are some things that smell bad?What are some things that smell good?

As students are sharing their thoughts, the teacher

should be setting 6-10 canisters that have beenprepared for the next activity at the center of theclusters of desks.

Teacher recap the discussion and will instruct thecooperative learning groups to classify these smellsbased on whatever categories they think would workbest.(This means students should have already beenintroduced to classification!!!!!!! If not teacher shouldhave done this prior to lesson!!!!)

Groups should provide an explanation for theirdecisions.

Timer will be set to signal start and end time.

***Worksheet that will be provided for this activity.Classify the smells!!!Make a chart of the categories your groups hasagreed upon and classify your smells.General example:

Category Canister NumberCategory 1 Canisters # 2,3,6

Category 2 Canisters# 1 and 4

We chose these categories because_________________________________________________________.


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__________________________________________________________________________________________________________.Students can be as creative as they may want.

(Use the space below for your work.)

When the timer goes off, teacher will ask groups toshare their classification system set for the smells.Groups must explain their decisions.

Teacher should guide students into making

connections to what has been learned in the lesson.

Next, students will be asked to work individually.

Students will receive a handout where they are todraw what they think is in each canister. There shouldbe no further discussion amongst students.


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Students are to work independently and write whythey think the smell is what they have identified it as.Teacher will set a timer to indicate start and end time.Each student should have their own crayons andmarkers.

Crayons and markers will be provided to students thatneed it.

***worksheetDraw it!In each box draw what YOU think is in each canisteraccording to its number.Also, write why you think it is what YOU haveidentified the smell as in each canister.

Canister #1 Canister #2






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After the allotted time, teacher will ask students toshare their work.Teacher will also help students make connections fromthe lesson to the methods students used to identifythe smells in the canisters.

Teacher will then reveal the items in the canister.Teacher should ask students if they have anycomments, questions or concerns about the lesson sofar.

Teacher will ask one student from each cluster ofdesks to bring the canisters to a designated area.

Teacher should then direct students into an artactivity.

Teacher can say Lets get creative with our smells!

>>Prior to this activity, teacher should have sent out aletter to parents informing them that students will beworking with paint. Parents are should send studentswith an extra shirt they may wear for this activity.

Teacher will ask students to clear their desks and grabthe shirts their parents provided for them to wear forthis activity.

Teacher will provide students with poster boards,paint, paintbrushes and extracts for students to use ontheir art project.(Poster boards should not be full-sized. Poster boardsshould be 17 x 12 or around a similar size.)

Teacher will set up a round table with paint bottles,small ice trays, bottles of extracts and 3-4 cups withextracts with designated paintbrushes.

Teacher should explain that they will be making art

that has scents!

Teacher will pass out newspaper to each cluster ofdesks.Students are to cover their desk.Teacher will put two medium buckets of water at thecenter of each cluster of desks.Teacher will pass out paintbrushes to each student.


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Once the room is set up and students are prepared,teacher will recap rules established for this type ofactivity.

Teacher will hand out magazine clippings of flowers tostudents.Students should be asked to take out scissors andglue.

Students can use magazine clippings of flowers andglue them on their poster board however they wish todo so.

Once student have arranged their flowers on theirposter board, students will come to the round table.

The teacher will be sitting at the round table waitingfor students to come to the round table.Teacher will explain that only 3-4 students at a timecan come to the round table.If a student is done and sees that there are 3-4students at the round table, that student must waituntil someone returns to their seat.

Teacher should explain rules and post themsomewhere visible.

***Rules:If teacher is not at the table, DO NOT TOUCHANYTHING.ONLY 3-4 students at a time can be at the round table.Be respectful of those working at their desks and atthe table.BRING YOUR POSTER BOARD WITH YOU.

Teacher will set a timer to signal start and end time ofactivity.

At the round table, students will be told that they arefirst to head near the cups with extracts and put alight coat of extract of their choice on the flowers (ontheir poster board).Tell students to not return the paintbrushes to thecups they came from ONLY!


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Next, they are to set their poster board on their desksand return to the round table.

Student is to grab an ice tray and pour paint that theywill use into the compartments. Afterwards, students

will grab 1-2 extracts of their choice and ask teacherto pour the desired extract into the color of paint theyprefer.

Using both hands, students are to take their ice traywith paint to their desk and start painting!!!

Once every student has their ice tray, teacher shouldfind a designated area for the students paintings,used brushes, and ice trays.Teacher will have a designated large bucket for the

used brushes and the used ice trays.

Teacher will warn students 5 minutes before the timerindicates that time is over.Students are to start putting the finishing touches ontheir work.

Students will place their painting in the designatedarea.Teacher should direct students where to place theirpainting.

Students are to place the buckets of used water, icetrays, and paintbrushes in the designated largebucket.

Then students need to take the newspaper on theirdesks and throw them in the garbage.Lastly, teacher will give each student a wet wipe and aplastic bag.Students are to bag their shirts and clean their handswith the wet wipes provided.

ONLY then will students be able to take their baggedshirt and put it in their backpacks.

Teacher should instruct students to return to theirseats.Teacher will have a final discussion on the sense ofsmell, nose, activities, and will recap the lesson.


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***HomeworkStudents are to write in their Science Journals.Students can write about any aspect of the lesson.

Students will also think about and answer the following

questions:How often do you notice your sense of smell?Do you get a sense of taste from what you smellsometimes?

The second question students are to answer is toprepare them for the next lesson.

9. Typicaldiscussion

questions

What do we use our noses for?What do animals use their noses for?

Name some smells that you like.Name some smells that you dislike.What are some things that smell bad?What are some things that smell good?

10. Howchildren willbeencouraged toinvestigate on

their own inthe classroom

Students will be provided with canisters with covereditems for investigating the sense of smell.

11. Expected conclusions

Students are to learn about the nose and sense ofsmell. Students are to understand the relationshipbetween the nose, brain, and sense of smell.

12. Assessment

Students will be assessed on performance during thelesson. Students will be assessed on their journalentry. Students will also be assessed on the work theycompleted throughout the activities done in class.

13. Applicati

ons to reallife-situations

The sense of smell is used every single day. The sense

of smell is hardly noticed and taken for granted. Manypeople usually do not pay any attention to this abilityuntil they are sick and lose the sense of smell. Theitems in the canisters and the extracts used in the artactivity were used to explore the sense of smell, butcan be found in the average kitchen and home.


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Lesson 4: Your Sense of Taste

Process-Oriented Guided-Inquiry Lesson

1. Targetedage/grade

level

3rd to 6th grade

2. Scientificprocessesaddressed

Observing; Inferring; Communicating; Classification;

3. Scientific topicaddressed

Science: Sense of Taste

3.A.1 Construct complete sentences which demon-strate subject/verb agreement; appropriatecapitalization and punctuation; correct spelling ofappropriate, high-frequency words; and appropriateuse of the eight parts of speech.

11.A.2b Collect data for investigations usingscientific process skills including observing,estimating and measuring.11.A.1f Compare observations of individual andgroup results.

4. Process-orientedobjective

Students will understand the four basic tastes,(sweet, bitter, salty, and sour), of the tongue.Students will classify foods according to the four basic

tastes.Students will be able to identify the four basic tastesof the tongue.

Students will draw a connection between the sense ofsmell and the sense of taste.

5. What I wantmy students todiscover

Students will discover ways that their sense of tastehelps them. Student will understand how the sense oftaste functions in correlation to other parts of the

human body.

6. Description ofintroductoryactivity andinitialdiscussion

Teacher will lead discussion referring to textualmaterial

On this day, the teacher should focus on the tongue.

Teacher will start with a brief overview of todays


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lesson.

Using the textbook Science Voyages: Level Green theeducator should prepare a PowerPoint slideintroducing the tongue and new vocabulary.

Instead of simply presenting a lecture, teacher shouldinvoke class thinking and participation through thisportion.

Teacher can start the PowerPoint with a thinkingquestion such as:

When you smell something delicious can you almosttaste it?

Ask students what they think. Let students share theirthoughts.

Teacher then should commence on introducing newvocabulary.This will allow the lesson to be understandable forstudents.

Teacher should provide an outline sheet for allstudents. This will allow students to have the

information and aid students with learningdifferences. Teacher should provide translatedsheets for those in need.

Suggested vocabulary:Taste buds, sensory receptors, and chemical stimuli.

Teacher can choose to give students the definitions orteacher can separate class into cooperative learninggroups and have them find the definitionsthemselves.

If choosing to do cooperative learning groups, teachershould recap rules established for working in groups,give 5-10 minutes for work.Remind students that they all need to write thedefinitions in their assignment notebook.


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Teacher should show a diagram of the tongue andprovide a copy of the tongue diagram to students. Ifthere is free time, teacher should have studentsstaple their diagram in their science notebook.

If teacher is doing cooperative learning groups for thedefinitions, teacher should allow students to share thedefinitions and should recap and clarify the definitionsfor learners using the diagrams.

Teacher should have translating dictionaries for

students in need.

Teacher should commence the PowerPointpresentation and textual reference.

***PowerPoint presentation should include thefollowing:Thinking questionsThe tongue diagramTongue and taste vocabularyExplanation of the sense of taste

How smell and taste are related.

How parts of the tongue function to aid in tasting.

Throughout the presentation, teacher shouldencourage children to ask questions, drawconnections to their prior knowledge, and infer abouthow the brain-tongue-sense of taste work together.


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Encourage questions, but if there are some shychildren in the classroom tell the class to writeany questions they may have on a separatesheet of paper. This sheet of paper can be

handed to the teacher as she walks by thestudents desk or placed in a questions bin. Ifhanded to the teacher as she walks by duringthe lesson, the teacher can address it then orchoose to address it individually with thestudent asking. If placed in the bin, teacher willaddress the question(s) with the studentsasking privately.

Since students have been learning about the humanbody, teacher should tie in how the brain also plays a

part to help the sense of taste function.

Teacher should encourage students to ask questions.

7. Materialsneeded

Cups, blank paper, water bottles, salt, sugar, coffee,lemon juice, napkins/paper towels, cotton swabs,worksheets, handouts, markers, trash can, and largebucket.

8. Description ofactivities

Teacher should direct students to concentrate ontaste buds.

Teacher should recap the expository portion of thelesson.Teacher should ask students to clear their desks.Students will be working in pairs.Teacher should remind students of behavior expectedwhile working together.

Each pair of students will receive the following:5 cups with water, salt, sugar, lemon juice and coffee

(The cups containing salt, sugar, lemon juice andcoffee should be labeled 1, 2, 3, and 4.)8 Cotton swabs (4 for each partner)2 blank sheets (1 for each partner)Handout1 marker

Students should only have a pencil on their desk prior


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to receiving the materials.

Teacher will explain first activity.Instruction will be provided on a handout as well.

Students will be exploring their taste buds.

Students will grab their white sheet and fold it in halfand in half once more after that. Students will undothe folding.Students should have a white sheet that has 4squares and write in each box either the number 1, 2,3, or 4.Therefore, students should have a paper with theimpression of 4 squares numbered 1 through 4.

Students are to place 1 cotton swab in each square.The numbered square the cotton swab is in is also thecorresponding number to the cup they will only use itfor.

When students are not using the cotton swabs, theyshould be returning it to its designated square.

Students will slightly dip the cotton swab into the cupof water and then dip it into one of the four cupscontaining items that taste sweet, salty, sour, or

bitter. (Explain to students that this is not necessaryfor the substance that is in liquid form.)

Students will apply the cotton swab with thesubstance to their tongue and figure out which cuphas the substance that is sweet, sour, bitter, or salty.

Students should use the marker to label the cupscontaining the substances.Students are to identify the substance and if it issweet, sour, bitter or salty.

Teacher will use a timer to signal the start and endtime of this activity.

Class will discuss their findings as a whole and sharetheir experiences.Meanwhile, teacher will pass out a worksheet thatcorresponds to the next activity.


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ACTIVITY SHOULD BE EXPLAINED AND MODELEDPRIOR TO STUDENTS STARTING THE ACTIVITY.

In the next activity, students will apply the cotton

swab with the substance that has now been identifiedto the back, edges and tip of their tongue.

Students will then refer to their worksheet, which hasa chart, and place a checkmark in the boxes wherethe student senses the flavor of the substance.

***worksheetPlay with Your Taste Buds!

Tip Back EdgesSugar

Salt

LemonJuice

Coffee

Notes and Observations:

All students should be recording in their own charts!Students should also be having discussions relating tothe activities and lesson.In particular, students should be sharing their findingswith their partners.Students should be writing important notes andobservations in the space provided.


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Teacher should be walking around guiding, aiding andchallenging students.Teacher should also walk around and observe studentprogress.

Teacher will set timer to indicate start and end time.At end time, students are to stop what they are doingand listen for further instruction.

Teacher will pass around another worksheet similar tothe first worksheet they received.

***worksheetHold your Nose & Play with Your Taste Buds!

Tip Back EdgesSugar

Salt

LemonJuice

Coffee


Students are to repeat the prior activity, but this timestudents will be holding their nose.



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Teacher should tell students to compare and contrastthe prior activity with the current activity.

Students should be writing important notes and

observations in the space provided.

Teacher should be walking around guiding, aiding andchallenging students.

Teacher should also walk around and observe studentprogress.

Teacher will set timer to indicate start and end time.

At end time, students are to stop what they are doingand listen for further instruction.

Teacher will pass around one last worksheet similar tothe worksheets they have received.

Teacher will also pass around 4 paper towels (2 perperson in each pair) to each pair and 2 water bottles(1 for each person in each pair) to each pair ofstudents.

***worksheetDry Your Tongue & Play with Your Taste Buds!

Tip Back EdgesSugar

Salt

LemonJuice

Coffee



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Students are to repeat the process once more, butthis time students will be drying as much saliva fromtheir tongues as possible.

Students should drink some water after each trial, butdry their tongue before commencing to the next trial.


Teacher should tell students to compare and contrastthe prior activity with the current activity.

Students should be writing important notes andobservations in the space provided.

Teacher should be walking around guiding, aiding andchallenging students.

Teacher should also walk around and observe studentprogress.

Teacher will set timer to indicate start and end time.

At end time, teacher will explain how the materialswill be disposed of.

One student from each pair will take the cups andcotton swabs to the trash can.

The cups with liquids will be emptied out into a largerbucket (teacher will need to provide this) and thenwill throw out the emptied cups in the trash can.

Class will come back as a whole and students willshare and discuss their findings from all activities.


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Teacher should help students draw connections towhat they have learned in the expository portion ofthe lesson and their prior knowledge and lessons- inparticular the sense of smell and the uses of saliva.

For Homework:Students will write in their Science Journal.Students can write about anything concerning thelesson, activities, or discussion.

Students also must answer two of the followingquestions:

Did you use your sense of smell to try to figure whatwas in each cup prior to tasting it?

Explain the connections you found between the senseof taste and the sense of smell during the activities.

Compare and contrast what occurred when you heldyour nose or dried your tongue with your sense oftaste.

9. Typicaldiscussionquestions

How does your sense of taste work?What are taste buds?Where are the buds for particular tastes found on thetongue?

10. Howchildren will beencouraged toinvestigate ontheir own inthe classroom

Students will be provided with materials and activitiesto investigate the sense of taste.

11. Expectedconclusions

Students are to learn about the tongue, taste buds,and the sense of taste.Students are to understand the relationship betweenthe tongue, brain, sense of taste and sense of smell.

12. Assessment

Students will be assessed on performance throughoutthe lesson. Students will also be assessed on theirjournal entry. Students will also be assessed on thework they have completed through the activities.


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Teacher will observe and assess motivation, drive andinterest.

13. Applications to real life-situations

The sense of taste is used every day. The sense oftaste is noticed because of the flavors of foods. Thecups and substances used in the activities aided

students in their investigation of the sense of taste.The substances can be found in many foods daily.

Lesson 5: Your Sense of Touch


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Anticipatory SetTeacher will say:Cross your middle finger over yourindex finger.Now rub them sideways over the tipyour nose, lips, and cheeks.

Teacher can have the followingpicture projected.

How does it feel?

Teacher should ask students to sharetheir experience.

Teacher will then say:

Now turn to the person next to you.Using your right hand give each othera high-five, but stop! Dont removeyour hand from theirs.Make sure your fingers are alignedwith your neighbors fingers.

Using your free hand feel aroundboth hands at the same time. Taketurns!How does it feel?

Teacher should ask students to sharetheir reactions to what was asked ofthem.

Teacher will then continue by saying:Class that is your sense of touch!

Teacher will then lead discussionreferring to textual material

Pre-req.Students should have startedlearning about the human body.Students should have already learnedabout the brain/nervous system.Students should be aware of basicsafety practices when practicingscience.Students should have a sciencenotebook.Students should already be trackingtheir assessment in academicjournals.Students should knowledge of mathconcepts related to measuring.

Students should know rules whenworking in groups and at thecomputer station.

Objective / PurposeStudents will learn terminology forthe sense of touch portion of the unit.Students will be able to recognizehow touch, temperature, pressure

and pain are connected.Students will describe the purposeand use of the sense of touch.Students will investigate this sensethrough a series ofactivities/experiments.

ILS11.A.2a Formulate questions on a

specific science topic and choose thesteps needed to answer thequestions.11.A.2b Collect data forinvestigations using scientific processskills including observing, estimatingand measuring.11.A.1c Collect data forinvestigations using measuring


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Instructional InputTeacher should ask students the following question:What do we know by touch?What does the ability of touch help us understand about our surroundings?

Prior to teaching this lesson teacher should have set up about 30 differentmystery boxes around the room. Each box will be numbered.

(How to make you mystery boxes:Simply gather the number of box you need, the sizes should vary based onthe item that will be placed inside the box. Boxes should have covers! Or youshould be able to tape shut the box after putting your item inside the box.Teacher is at liberty to put what they desire in the box.Some suggestions: bar of soap, bowl of marbles, Wiffle ball, bowl of lotion,teddy bear, rag, shoe laces, pasta, jelly beans, grapes, fabric, et

Cut out one circle on one side of the box. Not too big, but big enough to fit achilds fist in the box. Cut out a piece of fabric and use it to cover theentrance of the hole. This is to prevent students from seeing inside the box.)

Suggestion: Do not jumble all boxes in one spot. Either put them in 3 groupsof 10, 5 groups of 6, or 6 groups of 5.

Teacher will separate students into cooperative learning groups.Teacher will give students a worksheet to jot down descriptions of what theyfeel is inside the box.

Students must write on their own worksheet.

Teacher will go over rules emplaced when working in groups.

Students will be sticking their hands in the mystery boxes and describing andwriting down how the mystery item feels. Teacher will explain and model theinstructions.

Teacher should give students several wet wipes in case student comesacross a box with lotion, fruit, food, etc.

Given the number of mystery boxes at locations, teacher should restrict ageneral number of groups allowed at each area of mystery boxes.

Teacher should use a timer to signal when students need to move on to thenext group of mystery boxes.


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ModelingTeacher models activities prior tohaving students starting them.

Check For UnderstandingTeacher assesses performance, oralperformance/responses. Teacher alsouses Science Journals and activityassignments for further assessment.Teacher also observes drive andparticipation.

Guided PracticeStudents have hands-activities tolearn from.Teacher guides through example andwritten instructions.

Independent PracticeJournals are part of homework fortheir own reflection andunderstanding of the material.

Closure

Teacher should do a recap on the lesson/theme/focus, activities, homework,and any other questions students may have.Teacher should also prepare students by informing them that they will lookat the sense of hearing next.

Lesson 6: Your Sense of Hearing


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Anticipatory Set

Teacher will play the sound to

following video clip:

Sesame Street - Name ThatSound!

(http://www.youtube.com/wat

ch?v=qUi4MlIlXeQ)

After the video is over, teacher

should ask students what

sense they will be learning

about today.

Teacher should also ask students

to share what they thought

happened/occurred in the

video clip based on what they

heard only!

Teacher should replay video, butthis time students should be

allowed to see Sesame Street

- Name That Sound!

(http://www.youtube.com/wat

ch?v=qUi4MlIlXeQ).

Ask students if the actual events

of the clip were close to whatthey envisioned was occurring

based on what they were

hearing.

Teacher will then lead discussion



Objective / PurposeStudents will learn terminology forthe sense of hearing portion of theunit.Students will be able to recognize

how the ears help in 2 ways: hearingand balance.Students will describe the purposeand use of the ear and hear sense.Students will investigate this sensethrough a series ofactivities/experiments.Students will be able to recognizeparts of the ear and their importanceto the sense of hearing.

ILS11.A.2a Formulate questions on aspecific science topic and choose thesteps needed to answer thequestions.11.A.2b Collect data forinvestigations using scientific process


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Instructional Input

Students will be separated into cooperative learning groups.Teacher has set up 3 stations where students will be exploring the hearsense.Teacher will explain and model instructions for each station prior to studentsstarting their explorations.Students will also be provided with handouts that have instructions andworksheets.Teacher should recap rules emplaced when working in groups!Teacher should use a timer to signal students when they need to switch to anew station.

Station 1: Mix & Match that Sound!Materials necessary: film canisters; small objects that fit in the canisters such

as sunflower seeds, beans, rice, macaroni, pebbles, marbles, coins,necklaces, batteries, earrings, etc); two tote bags; white color masking tape.Number of film canisters necessary depends on how many objects theteacher sees fit.Prior to this lesson, teacher should have filled pairs of canisters with thesame items and the same amount of items.I.E. The teacher will have 2 canisters with 1 battery.Teacher should have put a small piece of masking tape somewhere on thecanister with either the number 1 or 2.Canisters with the number 1 go in one tote bag and canisters with thenumber 2 go inside the other tote bag.

Pairs should not be together inside one of the tote bags.

Students will pick one canister from the first tote bag and will be pulling out,shaking, comparing, and returning canisters from the second tote bag untilthey have found a match.Correct and incorrect Matches should be set aside.Students will mark on the corresponding worksheet, the sound they heardand the number of pairs they matched correctly and incorrectly.In order to find out if they matched the canisters correctly, students are toopen the canister and close them once they note if the match was made ornot made.

Students are to return the canisters to the corresponding tote when they arefinished!Leave the station as you found it!***worksheetFind that match!

How many matches did you make?How many were correct and incorrectly paired?What sounds did you hear?


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ModelingTeacher models and explains eachstation and activity.

Check For UnderstandingTeacher will asses students on oralperformance, behavioralperformance/observation, effort,involvement, and by the contentwritten in the Scientific Journals.

Guided PracticeStudents are reinforcing conceptsthroughout activities.Students learn through collaboration.Students participate and observepeers.

Independent PracticeStudents are assigned ScienceJournal entries for reflection, reviewand comprehension.

ClosureTeacher needs to recap all events that have happened throughout lesson.Teacher should help students draw connections between science in theclassroom and real life.

Lesson 7: Show Me Your Senses!


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Anticipatory Set

Teacher will review what has beenlearned throughout the lesson.

Teacher will address any questions orconcerns.



Objective / PurposeStudents will reflect on the fivesenses.Students will draw connectionsbetween the experiments did in class

and how they relate to real life.Students will write a poem andconnected to their 5 senses.Students will use their previous andnew learned knowledge to preparefor an experiment relating to thesenses.Students will work in cooperativelearning groups.

ILS3.C.1a Write for a variety ofpurposes including description,information, explanation, persuasionand narration.

3.C.2a Write for a variety ofpurposes and for specified audiences


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Instructional Input

Teacher will then instruct students to take out their Science Journals.

Individually, students will make up and write a poem.

The poem should include sensory details!

Teacher will explain what sensory details are.

Teacher will give example of a sentence that has sensory detailsimplemented.

Teacher will ask students to write 2-3 sentences that use sensory detail(s).

Students will share.

(If students have grasped the concept, teacher will then demonstrate poemsthat use sensory details. If teacher feels it is necessary to write morepractice sentences, he/she should do so and then continue onto the websitewith example poems.)

Teacher will project a website with examples of poems that use sensorydetails on a white screen.

Tooter4Kids:

5 Senses:

http://www.tooter4kids.com/classroom/5_senses_poetry.htm

(This website contains examples of poetry that uses the 5 senses.)

Students will be given time to write their own poems in their ScienceJournals.

Students are to think about the lessons learned on the 5 senses.

Once students have finished writing their poem, students are to write howthe 5 senses lessons have impacted their poem on the next page of theirScience Journals.

After the allotted time, students will share their poems.

Classmates are to pay close attention to where the person sharing used


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ModelingTeacher provides examples of thetype of poetry students should bewriting.Teacher demonstrates to studentshow they are to connect the sensesto their poem.Teacher has been modeling anddemonstrating the set up of activitiesand explanations in respects to the 5senses throughout the lesson.

Check For UnderstandingTeacher will be assessing students onoral performance, involvement,effort, attitude, and Science Journalentry.

Guided PracticePoem activity is explained tostudents. Teacher gives students tograsp the idea of sensory details byasking them to write some examplesof their own and sharing them to theclass.Students should have noticed theprocesses involved in executing theactivities. Teacher should instructsome more on the process and hasstudents write in their journal entryto note if students need additionalhelp or a challenge.

Independent PracticeStudents will write a poem and relateit to what they have learned on the 5senses.

Students are to write in ScienceJournals and answer critical thinkingquestions.

Closure

Teacher should recap unit, events, lessons, and expectations for theirpresentations.

Teacher needs to aid students in reflecting what they have been learning, to

real life experiences, and the presentations they are working on.Accommodations/Adaptations

Generally, anything that can be put on PowerPoint or projected somehow will be done so to aid

students with visual impairments and visual learners.Handouts will also be provided.

As well as anything that needs to be read/said out loud will be done so in order to aid auditory


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learners.

Dictionaries and translating dictionaries are provided for students in need.

Translated worksheets will be provided for students that have a learning difference.

If a student has a hearing impediment, the teacher will ask assistance from the students aid withthe lesson.

Students that have a hard time communicating in English will be assigned a study buddy. A

study buddy knows the students native tongue and can aid in the understanding of the unit.

Students that need to speak in their native tongue will be welcomed to speak it.

The writing journal assignment is provided in order to know which students are not being

challenged, struggling, or need further assistance.

ReflectionI have never written a science lesson plan. Therefore, to think about writing aunit plan was incredible. It ended up being very interesting and intriguingthan I thought it would be. I enjoyed writing it. I poured my heart and soulinto this unit. I plan to use it in the future. I learned a lot of what goes into

planning a science unit.The hardest part for me was trying not to lose sight of my philosophyof science education. I had teachers that would simply tell us what to do andwhat to expect. I try to use the expository form of teaching to set a course ofdirection before my students take flight on their own discovery andinvestigations.

I feel my unit is very hands on and gives direction and freedom forstudents to venture off into their own exploration of the theme. My fearwould be overwhelming the students that have a learning difference thatrequires accommodations.

Overall, I am confident of my unit. I think the unit tackles the theme in

different methods of instruction while reinforcing the concepts. It integrateslanguage arts, reading, math and technology.

ChecklistLearning Log can be found at the beginning of the unit and throughout each lesson.Fiction/Nonfiction lessons-lesson 1, 2 ,3; lesson 1 is fiction; lesson 2,3 are nonfiction.

Science Textbook lessons Lesson 2,3,4,5, and 6


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Integration of Subject Areas Language arts (lesson 7 only), reading, math, and technology.

Two lessons in your unit must be in the Process-Oriented Guided-Inquiry lesson format Lesson3 and 4

All other lessons must be written in the Madeline Hunter lesson format-Lesson 1, 2, 5, 6,and 7

Integrating Technology All lessons

Assessment All lessonsReflection Paper At the end of the unit.

norma angelica guerrero-integrated science unit

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