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1Exploring the World with our SensesPre Activity – Nature Walk

Grade Primary Subject Science Time Estimated

1 hour

Objectives Students will be introduced to the five senses by going on a sensory stroll around the school grounds. Students will walk outside and examine their surroundings using their sense of sight, touch, smell, hearing, and taste.

Outcomes Develop vocabulary and use language to bring meaning to what is seen, felt, smelled, heard, tasted, and thought (100-1)

Materials Outdoor area Apple slices

Introduction Explain to students that we will be going on a nature walk outdoors. Review rules and guidelines with students before leaving the classroom.

Procedure Take the students on a nature walk in order to introduce them to the five senses. Depending on the weather and the time of year, have the students remove their shoes and coats to expose their feet and arms (optional). Then take the class on a walk outside around the school ground property. While on the walk, stop periodically to notice smells, sounds, and sights. Ask the students to describe how the grass feels on their toes. Ask them to describe the sounds the birds make, or insects, or the leaves blowing in the wind. Have students take a seat in a circle and give each student an apple slice. Ask students to describe the taste.

Have students remain in a circle and discuss some of the things they saw, felt, smelled, heard, and tasted. Tell the students that each sensation they encountered was perceived through one of their five senses.

The five senses are: Sight Smell Touch Hearing Taste

Have students return to class to conclude the lesson.Conclusion Explain to students that they will record the observations they made during

the nature walk by drawing a picture of something they saw, felt, smelled, heard and tasted.Provide students with an observation sheet and allow them time to complete their drawings. Time permitting, give students time to share and discuss their observations.

Name: __________________________

Touch

SmellSee

Hear

Exploring the World with Our SensesProgram Outline

Grade Primary Program Length 90 minFacilitation 1 Class (25 students): 1 staff and 2 volunteers

2 Classes (50 students): 1 staff and 2 volunteersStudent Grouping

Whole group introduction and conclusionStudents divided into 3 groups, depending on number of classes and volunteers (3 maximum)

Created by and for

Christina Bower and Mallory SparkesNew education program, Fall 2012

Program Objectives

Students will be introduced to the sense of sight, touch, smell, and hearing through exploration and observation

Students will make observations using their five senses, honing their powers of observation and developing more specific language to describe these perceptions

Students will decide for themselves which senses would be the most appropriate in particular circumstances

Curriculum Links (SCOs)

Science: Exploring the World with Our Senses- develop vocabulary and use language to bring meaning to what is seen,

felt, smelled, heard, tasted, and thought (100-1)- explore and select different ways to represent ideas actions, and

experiences and to communicate with others (100-2)

Attitudes outcomes: Interest in Science- show interest in and curiosity about objects and events within the

immediate environment (401)- willingly observe, question, and explore (402)

English Language Arts: Speaking and Listening- express feelings and give simple descriptions of past experiences (1.1)- begin to ask and respond to questions, seeking information (1.2)

IMP content area

Program FrameworkActivity / Station Time

(min)# of Students Materials

Introduction Activity: 15 Whole group Felt board set up under the Mother Tree in Netukulimk

Senseless Sam on felt board

Felt pieces (2 hands, nose, mouth, ears, 2 eyes, 2 feet)

Sight 20 Small group Dear and Moose Diorama

Specimens:Deer furDeer antlersDeer footMoose fur

Beaver furBeaver tailTaxidermy Beaver

Touch 20 Small group Three mystery boxes:

Animal: caribou furForest: pine coneSea: snail shellMats

Tide tank: animal of choice green sea urchin starfish mussels scallop moon snail oyster shell sand dollar

Tide tank will have a container of specimens to encourage observation using a variety of senses.

Smell & Taste 20 Small group HoneybeesFlower scentNectar (1 part sugar/4 parts water)HoneyDiagram of a beeRepresentation of bee’s tongueMini spoonsLiquid droppers (x2)Garbage

Conclusion Activity: 15 Whole group PorcupineBirds

Introduction Activity:

Objectives: Introduce students to key vocabulary for the program Determine the prior knowledge and interests of the children

Materials and set-up:

Felt board set up under the Mother Tree in Netukulimk Senseless Sam on felt board Felt pieces (2 hands, nose, mouth, ears, 2 eyes)

Introduction:

- Welcome to the Museum- Introduce staff and volunteers

Start by letting students know that today they’re here today to learn about their five senses. Explain to students that we have a friend joining us today to help teach us more about the five senses. Introduce Senseless Sam to students. Ask students what they notice. Is Sam missing something? What is he missing? Make Sam complete by putting his missing body parts in the

correct area and discussing the use of each one. Call upon volunteers to help complete senseless Sam.

Possible Questions: What do we use our eyes for? If you couldn’t see, how might you find out about things in other ways? What parts of your

body might you use? What do we need our ears for? What do we need our hands and feet for? What can you find out about things by listening to them or feeling them? What do we need our nose for?

After completing senseless Sam, explain to students that we will be spending some time walking around using our five senses to explore various aspects of the museum.

Key Vocabulary: touch, smell, hear, see, taste

Exploring our Five Senses Around the Museum

Objectives: Students will make observations using one sense at a time, honing their powers of

observation and developing more specific language to describe these perceptions Students will decide for themselves which senses would be the most appropriate in particular

circumstances Observing through the senses provides the foundation for each new experience

Materials and set-up:

Sight Station: Location: Moose and Deer Diorama Deer fur Deer antlers Deer foot Moose fur Beaver fur Beaver tail Taxidermy Beaver

Touch Station: Location: Tide tank 3 mystery boxes: caribou fur, pine cone, snail shell Mats

Smell and Taste Station: Location: Honeybees Flower scent Fake flowers Nectar (1 part sugar/4 parts water) Honey Diagram of a bee Representation of bee’s tongue Mini spoons

Garbage

Sound: Location: transition times Sound device with various sounds of nature/wildlife (i.e. bullfrog, birds chirping, waves

crashing)

Procedure

Students will be divided into three groups (either by teacher or museum staff). One staff or volunteer will facilitate each group.

Students will visit three difference sense stations throughout the museum. The three stations are:1. Touch2. Sight3. Smell and Taste

Sound will be incorporated throughout transition from station to station.

SightAt the sight station, students will have time to explore the Moose and Deer diorama prior to playing the game “I Spy”. Students will be engaged in a game of “I Spy” while also have the opportunity to look closely at specimens and make further observations of animals within the diorama. At the end of the sight station, ask students to identify the senses they used.

TouchAt the touch station, students will be encouraged to feel different objects. Prior to touching the objects, students will be informed that these three objects are found within nature (sea; forest; animal). Students will feel the first item in one of the first two boxes (will have two boxes with the same object to keep lines shorter in order to avoid long wait times), and discuss what the item felt like as a group on the floor mats. At the end of the touch station, ask students to identify the senses they used.

Suggested Discussion Questions:

What does it feel like? (soft, rough, bumpy) Is it something you felt before? Did you like what you felt? Why? Did you not like what you felt? Why? Do you think this is something from the sea? Why or why not? Do you think this is something from the forest? Why or why not? Do you think this a part of an animal? Why or why not?

After discussion, the mystery item will be revealed to students.

Touch Discuss Reveal

This procedure will be followed for each mystery box.

Sample of Mystery Box Table:

After the mystery box activity is complete, students will explore and observe animals of their choice in the tide tank (time permitting). Students will have the opportunity to touch the animals (depending on the animal of choice and the facilitator’s approval) and will be encouraged to use descriptive words to explain what they feel (i.e. bumpy, slimy, spiky, pointy, rough) and draw comparisons between animals in the tide tank. Specimens may also be used to help students understand that the same object can feel different (dry vs. wet).

Smell and TasteAt the smell and taste station, students will learn about the process of how honey is made by honeybees. They will have the opportunity to smell and taste the different items within nature that are used by honeybees to create honey. Students will remain seated on the floor mats during this time. At the end of the smell and taste station, ask students to identify the senses they used.

Show Me The Honey!

Bees make honey because it provides an important food source for them. In order to make honey, bees must gather liquid called nectar.

Does anyone know where nectar comes from? (flowers) How might a bee find flowers to take nectar from? What sense might they use? (sight –

bees have 5 eyes; smell – strong sense of smell) How do you think bees smell? Do they have a nose? (antennae)

Smell flowers – discuss


Describe what you smell. Does it smell good? Does it stink? Have you ever smelled a flower like this before? Where? Do you like the smell of the flower? Why? Do you not like the smell of the flower? Why not?

A worker bee finds flowers using their sense of smell and sucks up the nectar with its long tongue. The tongue is a flexible tube on the outside of the bees head.

Does anyone know what nectar might taste like? Do you think it might taste sweet? Do you think you would like the taste of nectar?

Caribou fur will be in these two boxes

Pine cone will be in these two boxes

Snail shell will be in these two boxes

? ? ? ? ? ?

Taste nectar – discuss(Nectar is a mix of 4 parts water; one part sugar)


Describe what you taste (sweet, salty, sour) Did you like the taste of the nectar? Why or why not? Have you tasted anything like this before? Where? Why do you think bees might like the taste of nectar?

The nectar goes through the bee’s mouth and into its stomach where it is stored. The honey stomach is located in the bee’s abdomen.

Does anyone know where the bees abdomen is? (Discuss how bees have 3 body parts – head, thorax, abdomen – and that the abdomen is located at the back of the bee)

Once the worker bees have all the nectar they need they go back home and store it in their hive.

How do you think they would get the nectar into the hive from their stomach?

The worker bees spit up the nectar back through their mouths and into the honey combs they built. It’s too hot at this point for it to be real honey so the bees have to work together to cool down the hive. They cool down the hive by simply flapping their wings. Once the hive is cooled the liquid becomes thick honey and the bees then put wax caps on the honeycomb to seal them.

Smell honey – discuss


Describe what you smell? Have you smelled honey before? Where? Do you like the smell of honey? Why or why not? Based on your sense of smell, what do you think honey will taste like?

Taste honey – discuss

Describe what you taste (sweet, salty, sour) Did you like the taste of the honey? Why or why not? Have you tasted anything like this before? Where? Does honey taste the same as nectar or different? How?

Conclusion: Ask students what senses they used to learn about the process of how honeybees make honey.

SoundSound will be incorporated during the transition times of each station. Leaders will have a sound device and will play one sound during each transition (i.e. bullfrog, birds chirping, waves crashing). Students will be encouraged to listen to the sound and use descriptive wording to identify it.

Summary of Sight Station:

I SpyDeer

Location Moose and Deer DioramaPossible

Discussion Questions &

Possible conversation

to follow question

I Spy with my little eye… a Deer Without shouting out, touch your nose if you see a deer Altogether, point to the deer Describe what you see (colour, eyes, fur, etc) What do you think a deer’s fur would feel like? Is the fur long/short?

Soft/prickly? The deer’s fur is covered in shot, thick, brown hairs.Pass around deer fur for students to touch and make further

observations

What else do you notice about the deer? Are the deer both the same? Why not?

What do you think a deer’s antlers might feel like?

Pass around deer antlers for students to touch and make further observations

Are they hard/soft? Heavy/light? Why do you think deer have antlers on their head? Antlers are used to

protect deer from predators (enemies) Look closely at the deer’s feet. What do they look like? Do they have 5 toes like we do? How many toes do they have? Deer

have 4 toes and their feet are hooves, which are made of tough nails that surround the toes.

Hare (Bunny)Location Moose and Deer DioramaPossible



to follow question

I Spy a bunny Without shouting out, touch your nose if you see a bunny Altogether, point to the bunny (give more clues at this point if necessary) Why was it difficult to find the bunny, but easy to find the deer? Describe what you see (colour, eyes, fur, etc)

MooseLocation Moose and Deer DioramaPossible



to follow question

I Spy a Moose Without shouting out, touch your nose if you see a moose Altogether, point to the moose Are you sure that’s the Moose? How do you know? Have you seen a Moose before? Where? Describe what you see What do you think a Moose’s fur feels like?

Pass around moose fur for students to touch and make further observations

Does a Moose have antlers? Do they look like deer antlers? Explain.Weasel

Location Moose and Deer DioramaPossible



to follow question

I Spy a tiny, skinny animal that is a reddish colour on top and has a white belly

Without shouting out, touch your nose if you see the animal I am describing (provide more clues if necessary).

Does anyone know what this animal is called? It is called a weasel. Has anyone seen a weasel before? Where?

BeaverLocation Moose and Deer DioramaPossible



to follow question

Show students the beaver’s tail. Ask students if they know what animal this tail belongs to.

Unveil the beaver and ask students again if they know what animal this is? How do they know it’s a beaver?

Has anyone seen a beaver before? Where? What does it look like? Describe it. What do you think its fur would feel like?

Pass around beaver fur for students to touch and make further observations

Ask students if they know where beavers live. Do they have a home like you and me?

Explain to students that beavers live in homes they make themselves called dams. They make their dams out of mud, sticks, and rocks

Has anyone ever seen a beaver dam before? Where? I Spy a beaver and a beaver dam together. Can you find it? Without shouting out, touch your nose if you see the beaver and the

beaver dam

Time permitting, continue I Spy with other objects in the dioramaAsk students to identify what senses they used at this station

On your way to the touch station students will be listening to the sound of waves crashing.

Summary of Touch Station:

Mystery BoxesAnimal (caribou fur)

Location Marine AreaPossible Discussion Questions & Possible conversation to follow question

What does it feel like? (soft, rough, bumpy) Was it something you felt before? Did you like what you felt? Why? Did you not like what you felt? Why? Do you think this is something from the sea? Why or why not? Do you think this is something from the forest? Why or why not? Do you think this a part of an animal? Why or why not?

Forest (pine cone)Location Marine Area

Possible Discussion Questions & Possible conversation to follow question


Sea (snail shell)Location Marine Area



Ask students to identify what senses they used at this station

Tide TankGreen Sea Urchin

Location Tide Tank: Rocky ShoreSpecimens/Props Test (shell) that is complete-with spines

Test (shell) that is missing bottom (to see inside)Possible


Possible conversation to follow question

Possible Questions: Has anyone ever

seen this animal before? Where have you seen it?

What does it look like? What do you notice about it?

What does it feel like? Does it remind you of

anything you’ve felt before?

Do you like what it feels like?

Background Information:

Sea urchins have spines all over. Among the spines are its tube feet. It looks like a porcupine. Sea urchins can move quickly by using their tube feet. If it turns over, its spines help it turn right side up.

Its sharp spines are green. An urchin’s mouth is underneath. It has five teeth that are in the shape of triangles. The green sea urchin catches and eats floating seaweed with its tube feet. It also chews seaweed off rocks.

StarfishLocation Tide Tank: Rocky Shore

Specimens/Props Sea star exoskeletonPossible Discussion Questions & Possible conversation to follow question



What does it look like? What do you


Starfish have 5 thick arms. On the underside are many little tube feet. Its mouth is at the center. Starfish are yellow, orange, brown, red, or purple and have short white spines.

notice about it? What does it feel like? How do you think a

starfish senses the world around it?

Starfish like to eat mussels. First it climbs onto a mussel. The tube feet stick to the mussels shell. With its arms, it pulls the mussel open. Then the starfish pushes its stomach out through its mouth into the mussel. After eating it, the starfish pulls its stomach back inside.

MusselsLocation Tide Tank: Rocky Shore





What does it feel like? How do you think a

mussel senses the world around it?


The mussels shell is often dark blue, black, or brown. The shell is used for protection from predators. Their shells look like long triangles with rounded corners. One corner is pointed, where the mussel’s two shells join. Shells are thin and shiny. Inside the shell they are pearly blue-white and purple.

Mussels eat small floating animal and plant materials.

ScallopLocation Tide Tank: Rocky Shore

Specimens/Props Shell (interp collection)Possible Discussion Questions & Possible conversation to follow question




What does it feel like? Does it remind you of

anything you’ve felt before?

Do you like what it feels like?


The scallop has 2 round cupped shells. One is flatter than the other. Scallops may be any mix of white, yellow, brown, orange, red, or purple. The inside is white.

Scallops move slowly, or not at all. But scallops can swim! A scallop swims by clapping its shells together. Water squirts out one side, pushing the scallop the other way. They swim to keep from getting buried in the mud.

Scallops have hundreds of tiny black eyes which peek around the edge of its shell. Scallops do not see like you and me, but can see shades of light and dark.

Oyster ShellLocation Tide Tank: Rocky Shore





What does it feel like?


The oysters shell is oval with sharp edges. It is thick and wrinkled. The outside is gray. The inside is white with purple. The animal inside is gray.

No two oysters are alike. A growing oyster is shaped by what it lays on. Its two shells

How do you think an oyster senses the world around it?

are uneven. The bottom shell is cupped and the top shell is flat.

An oyster opens its shell to eat tiny plants and animals from the water.

Sand DollarLocation Tide Tank: Rocky Shore

Specimens/Props Sand dollar shellPossible Discussion Questions & Possible conversation to follow question




What does it feel like?

The sand dollar is round and flat like a coin. It has short, velvety spines that wiggle like grass waving in the wind. The spines help it burrow in sand.

Its spines are lavender-grey, red-brown, brown or purple-black. On top, it has a 5-point star with tiny holes around it. Tube feet stick out of the holes. It has more tube feet underneath. Thin grooves help guide food to its mouth in the center. The mouth has five small teeth that open and close like a beak.

Sand dollars eat tiny plants and animals sifted from the sand. If you shake a sand dollar you will hear its teeth rattling.


On your way to the smell and taste station students will be listening to the sound of a birds chirping.

Summary of Smell and Taste Station:

Show Me The Honey!The process of how honey is made

Location HoneybeesPossible



to follow question

Bees make honey because it provides an important food source for them.In order to make honey, bees must gather liquid called nectar.

Does anyone know where nectar comes from? (flowers) How do you think bees gather the nectar? (long tongue) How might a bee find flowers to take nectar from? What sense might they

use? (sight – bees have 5 eyes; smell – strong sense of smell) How do you think bees smell? Do they have a nose? (antennae)

Smell flowers – discuss

Suggested Discussion Questions: Describe what you smell. Does it smell good? Does it stink? Have you ever smelled a flower like this before? Where?

Do you like the smell of the flower? Why? Do you not like the smell of the flower? Why not?

A worker bee finds flowers using their sense of smell and sucks up the nectar with its long tongue. The tongue is a flexible tube on the outside of the bees head (show representation of bees tongue).

Does anyone know what nectar might taste like? Do you think it might taste sweet? Do you think you would like the taste of nectar?

Taste nectar – discuss(Nectar is a mix of 4 parts water; one part sugar)

Suggested Discussion Questions: Describe what you taste (sweet, salty, sour) Did you like the taste of the nectar? Why or why not? Have you tasted anything like this before? Where? Why do you think bees might like the taste of nectar?

The nectar goes through the bee’s mouth and into its stomach where it is stored. The honey stomach is located in the bee’s abdomen.

Does anyone know where the bee’s abdomen is? (Show diagram of the bee and discuss how bees have 3 body parts – head, thorax, abdomen – and that the abdomen is located at the back of the bee)

Once the worker bees have all the nectar they need they go back home and store it in their hive.

How do you think they would get the nectar into the hive from their stomach?

The worker bees spit up the nectar back through their mouths and into the honey combs they built. It’s too hot at this point for it to be real honey so the bees have to work together to cool down the hive. They cool down the hive by simply flapping their wings. Once the hive is cooled the liquid becomes thick honey and the bees then put wax caps on the honeycomb to seal them.

Smell honey – discuss

Suggested Discussion Questions: Describe what you smell? Have you smelled honey before? Where? Do you like the smell of honey? Why or why not? Based on your sense of smell, what do you think honey will taste like?

Taste honey – discuss

Describe what you taste (sweet, salty, sour) Did you like the taste of the honey? Why or why not? Have you tasted anything like this before? Where? Does honey taste the same as nectar or different? How?


On your way to the sight station students will be listening to the sound of a bullfrog.

Summary of Sound:

BullfrogLocation Transition from touch station to sight stationPossible



to follow question

Listen closely. Do you hear that?What could that sound be?Have you heard that sound before? Where?

Birds chirpingLocation Transition from sight station to smell and taste stationPossible



to follow question


Waves CrashingLocation Transition from the smell and taste station to touch stationPossible



to follow question


Conclusion Activity:

Objectives: Students will explore the Netukulimk area using their five senses

Procedure:

After visiting all three sense stations, students will be given time to explore the Netukulimk area using their senses. Students will be encouraged to choose two of their favorite things within this area and note which sense they used to explore it. Encourage students to look up, down, and all around. Students will then gather back under the mother tree in the Netukulimk area to share what they saw, heard, or touched. Depending on the group size not all students will share their responses, but will be given time to share with a partner.

Wrap-up:

Wow! We’ve learned a lot about how we can better explore the world around us using our five senses. And you all did a wonderful job using all of your senses to explore the museum today.

Thank students, teachers, and chaperones for coming to the Museum and direct students to their teacher.

1Exploring the World with our SensesPost Activity - Sound Map

Grade Primary Subject Science Time Estimated

45 Minutes

Objectives Students will be led into an energized, enjoyable appreciation of the natural world.This activity promotes auditory awareness and calmness.

Outcomes Develop vocabulary and use language to bring meaning to what is seen, felt, smelled, heard, tasted, and thought (100-1)

Explore and select different ways to represent ideas, actions, and experiences, and to communicate with others (100-2)

Ask questions that lead to exploration and investigation (200-1) Observe, using one or a combination of the senses (201-4)

Materials Open area outdoors 4x6 index cards with a stick person drawn on the bottom in the center (1

per student) Pencils

Introduction Begin by taking students outdoors and having them sit in a circle. Explain to students that we are going to do a listening activity. Ask students to lie down on their backs and close their eyes. Tell students to listen to the sounds around them very carefully. After a short time has passed, have students open their eyes and share the sounds they heard with the class.

Possible sounds: Wind rushing and blowing through the tree tops Cars driving by Birds chirping The buzz from a nearby hummingbird Water flowing down a steep rocky incline

Procedure Show students an index card with a stick person on the bottom in the center (sample below). Explain to students that the card is a map and the stick person represents where they are sitting. Tell students that when they hear a sound, they need to make a mark on the card that describes the sound. For instance, if a student hears a sound in front of them, they will make a mark on the top of the index card, and draw a picture to represent the sound they heard (i.e. 2 wavy lines, indicating wind). The further the sound is, the further the mark should be made away from the stick person on the index card. Remind students that they should spend little time drawing and focus more on listening to the sounds around them. Tell students to keep their eyes closed when listening for sounds. Explain to students that cupping their hands behind their ears will help them to catch sounds better.

Provide each student with an index card and a pencil and have them find an open space away from their classmates. Explain to students that wherever they choose to sit, they need to remain in the spot throughout the entire activity. Give students ten minutes to listen and record the natural sounds around them.

Conclusion Call students back together in a circle. Have students share their sounds and the location of their sounds with the person sitting next to them. Draw students attention back to circle, and have a class discussion that covers questions such as:

How many different sounds did you hear? Was the sound close to you? Far away? Which sounds have you never heard before? Do you know what made

the sounds? Which sounds did you like best? Why? Which sounds did you not like? Why?

Collect student’s index cards and return to class.Extension Natures Orchestra

After having discussed the different sounds around us in nature, ask students if there are things within nature that they can use to make their own sounds with.

Have students gather various items of nature (i.e. sticks, pebbles, sand, soil, leaves, pine cones, etc.) to bring back to the classroom. Have students use these items to create their own unique instrument or sound device.

For example:

Put rocks in cans to shake. Use sticks as drumsticks. Maybe you can make a drum from a hollow log or from bark.

Once students have completed their unique instrument or sound device, allow students time to make beautiful music together.

Resource Cornell, Joseph (1989). Sharing Nature with Children II. Nevada, CA: Dawn Publications.

Sample of what index card would look like:

1Exploring the World with our SensesPost Activity – The Sense of Taste

Grade Primary Subject Science Time Estimated 1 hourPrior to lesson, teachers need to be aware of the food allergies and medical conditions.

Objectives Students will… Learn about the sense of taste Learn how we are able to taste Discover how our tongues help us taste the foods we eat Make connections with tastes that can be found within the world around

them, more specifically in Nova ScotiaOutcomes Develop vocabulary and use language to bring meaning to what is

seen, felt, smelled, heard, tasted, and thought (100-1) Explore and select different ways to represent ideas, actions, and

experiences, and to communicate with others (100-2) Manipulate materials purposefully (201-2) Observe, using one or a combination of the senses (201-4) Use personal observations when asked to describe characteristics of

materials and objects studied (202-1) Communicate questions, ideas, and intentions while conducting their

explorations (203-1) Identify common objects and events, using terminology and language

that others understand (203-2) Respond to the ideas and actions of others and acknowledge their

ideas and contributions (203-4)Materials KWL chart

At each station: sheet of bristol board numbered and color coordinated pencils cotton-tipped swab sticks dish with item to be tasted (station 1: honey; station 2: saltwater(salt

mixed with a small amount of water); station 3: crushed cranberries) garbage can

Introduction Have students gather in a circle. Ask students what part of our body we use to taste. Have students turn to the person next to them and get them to take turns describing the taste of their favorite food. The student cannot tell the partner what it is. Get them to guess it from just the description (this will help students to increase their vocabulary for describing the sense of taste).Use a KWL (knowledge, Wonder, Learned) chart to gather an understanding of what the children already know about their sense of taste, what they would like to know, and what their wonders are. As a class, the students will be encouraged to brainstorm a word web about our sense of taste. Ask the students to raise their hand if they can think of any words that relate to taste.Possible questions to encourage students:

What is your favorite food? Describe what it tastes like. What foods do you like the least? Why?

Encourage students to use vocabulary for describing taste, such as: good, sweet, salty, yummy, yucky, awful, etc.

Procedure Explain to students that today, we are going to break off into centers and at each station we will have the opportunity to taste a particular item.Station 1: honey (sweet)Station 2: salt mixed with a small amount of water (salty)Station 3: crushed cranberries (sour)Station 4: dark chocolate powder mixed with a little water (bitter) – optional as this is not from Nova ScotiaAll taste materials can be purchased from your local food market.These centers are carefully prepared before the students arrive to class.At each station students will take turns dipping cotton-tipped swab sticks into the item at the table. Emphasize to the students that they are to only dip their cotton-tipped swab sticks into the solution once. They are to than put it into the garbage can as soon as they have tasted it. Students will be given new swab sticks at each center. A bell will be rung to indicate to the students when it is time to move to the next center.At each center, students will record if they liked or disliked the solution by drawing a happy face or a sad face on the bristol board at each center.Students will continue to follow this procedure until they have visited all 3 taste

centers. Have students meet back at circle.Conclusion Place the 3 different Bristol boards from each center at the front of the class for

students to see. Have a discussion about the results.Station 1:

Are there more happy faces or sad faces? What did this item taste like? Does it taste like anything you’ve had before? What do you think it is?

Explain to students that this item was honey. Ask students if they know where honey comes from? Did they see bees somewhere recently? (Museum of Natural History) Ask students if they know how bees make honey. Explain to students that bees collect nectar from flowers and bring it back to their hive to make honey.Station 2:


Explain to students that this item was salt mixed with a small amount of water. Ask students if they know where saltwater can be found. What do we use saltwater for? (Lead students to think of swimming in the summer). Are there any animals that live in saltwater? What kinds of animals? Did you see any animals in salt water at the Museum of Natural History?Station 3:


Explain to students that this item is cranberries. Show students what the berries look like and ask them if they have seen these berries before. Where have they seen them? Explain to students that cranberries grow wild in some areas of Nova Scotia.Encourage students to share what they observed and learned about their sense of taste. Give the students the opportunity to share the words used to describe our sense of taste. Use this information to update the KWL chart. Encourage further questions from the students and list these on the KWL chart.

mrsbower.weebly.com€¦ · web viewstudents will walk outside and examine their surroundings...

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