Sense Unit Lesson Plans

Grade/Subject Grade One Science - Senses

Lesson Duration: 30 minute blocks

IntroductiontoSenses2TimeBlock=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will be introduced to the senses unit and begin to understand how
different body parts are related to different senses.
Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
Materials/Equipment/Setup

Senses booklet
Video - https://www.youtube.com/watch?v=q1xNuU7gaAQ
Pre-emptive Tasks for Teacher

Have pre-made senses booklet ready for students

PROCEDURE
Introduction (30 min.)

Introduceideaofsensesandhaveclassdiscussionaboutwhichbodypartuseswhatsense
o Watchvideotoreinforceideaspresentedduringdiscussion
Discusshowstudentsusetheirsenseseverydayandprovideeffectiveexamples,askpromptquestions
o Simplyhavethemunderstandtheconceptsregardingsight,hearing,taste,touch,andsmell
CreateKWchartonboardandhavestudentsfillitinthroughgroupdiscussion
Body (20 min.)

Learning Activity #1:

(20 minutes)
Studentswillworkintheirsensesbookletandfinishpages25thatareallaimedatintroductory
knowledge
Closure (10 min.)

Students will work on page 3 and 4 of the booklet and once completed they can color in the pictures on
either page
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Students are able to participate and understand the concept of sense and contribute to the discussion

SenseSight2TimeBlock=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will be introduced to the senses of sight and understand how the eye
works to provide students to be able to see the world
Students will also understand how eyes can be tricked through optical illusions
Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
Materials/Equipment/Setup

Senses booklet
Online link to illusion page http://www.optics4kids.org/home/content/illusions/
Pre-emptive Tasks for Teacher

Have illusions link already up and ready on smart board so students can practice them when it gets to
specific point in lesson. (Do not put them up until then or students will be distracted)
PROCEDURE
Introduction (20 min.)

Discusshowstudentsusetheirsenseofsighteverydayandduringthediscussion
Gofurtheronhowtheeyescanbetrickedandhavestudentslookatopticalillusionsonthesmart
boardusingthelinkprovided
Body (30 min.)

Learning Activity #1:

(20 minutes)
Studentswillworkintheirsensesbookletandfinishpages6and7thatareallaimedatdeveloping
knowledgeofsight
Learning Activity #2:
(10 minutes)
Studentswillworkontheopticalillusionsonpage8andunderstandhowtheireyesmightbetricked
Closure (10 min.)

Students can work on page 9 of their booklet and draw pictures of what they see around the classroom
or outside then color in the pictures
If students finish everything (almost zero chance) they can finish coloring other pages that have
happened in their workbook or do quiet reading on the carpet
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Formative
Are student finished work pages in booklet shows development of understanding of sense of sight
Participated in class discussions

SenseSightPt.22TimeBlock=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will be introduced to vision impairment concerns and how people
living with being blind have their senses work that much more to compensate
SLO Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
KidsHealth.org
Materials/Equipment/Setup

Senses booklet (page 10-11-12)

Have enough blindfolds for students
Video - https://www.youtube.com/watch?v=syaQgmxb5i0&list=PLRmb5AxUJXgajvrrcozhkhMeSWa0XI0Z&index=9
Pre-emptive Tasks for Teacher

Have pre-made blindfolds for students

Establish area where students can walk to understand the disability of being blind
PROCEDURE
Introduction (15 min.)

Introduceideaofhowbeingblindmightaffectanindividual
o Howmighttheyread?Howwouldtheywalk?
Understandhoweyessometimesdontworkaswell;havestudentslookatpage10anddiscussthe
importanceofglassesforsomepeople
Body (30 min.)

Learning Activity #1:

Blindwalkstudentswillbeblindfoldedandholdhandsastheyareleddownthehallwayquietly,they
willneedtorelyoneachotherinordertowalksuccessfully
o Studentswilldiscusswhattheyexperiencedbrieflyanddiscusstheiruseofothersenses
Thestudentswillputtheirblindfoldsbackonandthistimetheywontbeledbyateacher,insteadthey
willtaketurnsbeingledbyapartner
o After,studentswilldiscusshowtheyreliedontheirothersensesinordertofindouthowto

navigateforthemselves
Ifpointisstillnotmade,andtimeallows,drawasimplemazeontheboardandhaveastudentwho
cannotsee(blindfoldorcloseeyes)togothroughthemazewithguideddirections.Explainhowthey
mustrelyonbothotherpeopleandtheirothersensesinordertocompletethemaze.
Closure (15 min.)

Students will work on page 11 and 12 of the booklet and write out their name using the brail guide
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Students participate in class discussion and properly during the blind walk
Students are able to acknowledge differences in vision ability and understand how people who are blind
must rely on their other sense more to function in the world properly

SensesHearing3TimeBlock=90Minutes
Learning Objectives - Students will:

By the end of the lesson students will be introduced to the sense of hearing and begin to understand how
their ear affects their ability to listen; as well begin to understand the concepts of how vibration and
decibels relate to sound and hearing
Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
KidsHealth.org
Materials/Equipment/Setup

Senses booklet
Homemade Musical Instruments
If necessary provide few simple extra instruments for students who do not have one
Have decibel counter for class
Pre-emptive Tasks for Teacher

Ensure that students have completed their homework with their family to create a musical instrument
over the weekend/week
Have extra musical instruments made to support students
Have video that explains how sound works on SMART Board - https://www.youtube.com/watch?
v=HMXoHKwWmU8
PROCEDURE
Introduction (10-15 min.)

Haveclassdiscussionabouthearingandsound
Playvideolink
Askstudentstoexplaintheearandthewayitworksbylabelingapictureoftheouter,middle,andinner
earonthewhiteboard(SMARTBoardlinkdidnotwork)
Introducetheconceptofhowhearingandsoundareconnecteddescribehowtheearsworkandtheir
abilitytopickupsoundthroughsoundwaves/vibrations
Gooverandreflectonhowindividualsthataredeafcommunicate,relatethistothewayinwhich
individualsthataredeafusesignlanguage
Explainthewayinwhichsoundismeasuredinwavesofvibrationcarriedthroughtheairandhowwe
areabletomeasurethatusingspecialequipment
Body (45 min.)

Learning Activity #1:

(30 minutes)
Studentswilltaketurnspresentingandplayingtheirinstrument
o Describehowsoundiscreatedineachoneandthewaysinwhichitcanbeaffected

(amplified/muted)
Showthemthedecibelreaderinordertoexaminethewaysinwhichsoundtravelsandhowloud
somethingsare
Learning Activity #2:
(15 minutes)
Havestudentsgothroughtheirbookletandworkonpages13,14,and16
Learning Activity #3:
(5-10 minutes)
Studentsthatfinishearlycanpracticetheirsignlanguageonthecarpetinordertonotdistractstudents
thatarestillworkingaroundthem
o

Closure (30 min.)

Students can work on page 16 and draw/colour 4 items they can hear and they can practice their sign
language words after if they finish early they can work on page 17
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative is emphasis

o Did students participate in class discussion
o Did students understand musical instruments and how they make vibrations which in turn makes
sound
o Did students understand how the ear is able to hear
o Did students understand how individuals that are deaf are able to communicate with the world
Partial summative
o Look at answers in workbook to provide understanding of student knowledge development in
order to accurately present information

SensesSmell2TimeBlock=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will be introduced to the sense of smell and understand the different
parts of the nose and how they help us smell and taste.
SLO Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
Materials/Equipment/Setup

Senses booklet
KidsHealth.org
Video - https://www.youtube.com/watch?v=hzOSzX_HXE4
Items students can smell (coffee, cinnamon, pepper, etc.)
Need one or two oranges
Pre-emptive Tasks for Teacher

Have items that smell and are ready to be distributed to students (need orange)
Have video up and loaded on SMART Board
PROCEDURE
Introduction (30 min.)

Havestudentsgotothecarpetandintroducethesenseofsmellanddiscussgoodsmellsandbadsmells
Askstudentstobesilentandclosetheireyeswhensittinginacircleandhavethemsmellsomeofthe
itemsprovided
Discusshowtheyknew,orthoughttheyknew,whatsomeoftheitemswere
Showstudentstheorangeanddescribehowtheycannotproperlysmellitwiththeskinonfirst,thenpeel
theorangeandaskifstudentscansmelltheorangeafterwards
Discusspartsofthenose(Nostril,septum,nasalcavity,mucousmembrane,andolfactoryarea)
Nowaskstudentsiftheycansmelltheorangeasstrongasbefore,theywillhavegottenusetothesmell
andwillnotbeasawareofitsimilartothatofafarmerwhodoesnotsmellanydifferenceonafarm
Body (20 min.)

Learning Activity #1:

(5 minutes)
StudentswillwatchthevideoonYoutubetolearnmoreaboutthenoseandthesenseofsmell
Learning Activity #2:
(5 minutes)
Studentswillworkintheirsensesbookletworkonpagesxtox,thatareaimedatthesenseofsmell
o Gothroughthepagesasaclasssothatstudentsknowwhattodoonwhatpage
o Willneedtoworktogetheronpagextohelpwithstudentsspellingandunderstanding

Closure (10 min.)

Students will work on pages x and x while drawing and colouring to allow for differentiated learning
levels within the classroom
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Focus on ongoing formative through class discussion during introduction of sense of smell and after
watching the video on Youtube
Students will provide example of further understanding of knowledge through completion of booklets
o Emphasize questions from students that may struggle with the booklet in order assess learning
from holistic viewpoint for classroom

SensesTouch2TimeBlock=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will be introduced to the sense of touch and understand how we use it
to interact with the world, while also realizing how it keeps us safe
Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
Materials/Equipment/Setup

Senses booklet
5 jars in 5 numbered socks
Items put into each jar that students will try to identify
Beach item that students can identify through touch
Pre-emptive Tasks for Teacher

Have pre made senses booklet ready for students

Have jars, items, and socks ready before class
PROCEDURE
Introduction (~ min.)

Discussthesenseoftouchandweuseittoidentifytheworldaroundus,usedescriptivewordsthat
studentscanthenworkontoexplainanddescribeitems
Havestudentsdiscussthingstheyshouldandshouldnottouch
Passaroundbeachitemssothatstudentscantryandidentifythemthroughtheirsenseoftouch
Splitclassinto5groupsandhavethemsittogether
Body (~ min.)

Learning Activity #1:

(20 minutes)
Studentgroupswilleachbegivenanumberedsockthatcontainsanitemthattheymustidentify,by
doingsotheywillworktogethertotryandidentifytheitemthroughtouchalone
After~3minutestheywillsaywhattheybelievetheitemisanditwillbewrittenontheboardbeside
theirgroupnumber.
Thenthesockswillrotatearoundtheclassandthiswillberepeateduntilallitemshavebeenidentified
accurately.
Discusshowtheyusedtheirsenseoftouchtoidentifyitemsandshowthemeachitemsothattheycan
establishhowtheyusedtheirsenseoftouchtotryandidentifysomething
Closure (~ min.)

Students will work in their booklets on the pages directed towards their sense of touch
o N
Students that are faster at the booklet can colour on pages xxxxx
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Focus on ongoing formative through class discussion during introduction of sense of touch and after
touch group activity use of descriptive words and observations
Students will provide example of further understanding of knowledge through completion of booklets
Emphasize questions from students that may struggle with the booklet in order assess learning from
holistic viewpoint for classroom

SensesTaste2TimeBlock=60Minutes
Learning Objectives - Students will:

By the end of the lesson, students will be introduced to the sense of taste and how are tongue uses
different parts in order to taste different foods.
Learning Resources Consulted

EdmontonPublicSchoolBlacklineresources
Materials/Equipment/Setup

Senses booklet
Video Pre-emptive Tasks for Teacher

Have pre made senses booklet ready for students

Have unsweetened baking chocolate, milk chocolate, gummy worms, sour candy canes, and candy canes
PROCEDURE
Introduction (10 min.)

Introduceideaofsenseoftasteanddifferentthingsandhowtheytasteinaccordancetosweet,salty,
sour,andbitter
Playvideoinordertohavethemunderstandfurthertheirsenses,oncefinishedaskquestionsaboutsense
oftastetorepeatandaffirmknowledgedevelopment
o Whatdoesourtonguetaste,whatisitlike,howitistiedtoyoursenseofsmell
Body (45 min.)

Learning Activity #1:

(15 minutes)
StudentswillworkintheirsensesbookletasaclasswewillfinishpagesXXXandthentheywillwork
individuallyonpagesXXXandXXX
Learning Activity #2:
(30 minutes)
Studentswillthensitontheirhands,orhavethembehindtheirback,whiledifferenttasteitemsare
distributed.Oncetheyeachtheitem,haveclassdiscussionabouthowittastedandwhatclassificationit
fallsintoonoursenseoftaste
Closure (5 min.)

If finished early, students can work on pages XXX and XXX quietly
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Focus on ongoing formative through class discussion during introduction of sense of taste and after
group activity use of descriptive words and observations
Students will provide example of further understanding of knowledge through completion of booklet
pages
o Emphasize questions from students that may struggle with the booklet in order assess learning
from holistic viewpoint for classroom and allow for differentiation

SensesStations3TimeBlocks=90Minutes
Learning Objectives - Students will:

By the end of the lesson students will have finished their understanding of their senses and be able to
competently show this understanding through the completion of each station
SLOs Topic D 1-3-6
Learning Resources Consulted

None
Materials/Equipment/Setup

Stations booklet
Touch station have jars with different items that touch day prepared in socks
Smell station Have pre-cut sandpaper gingerbread men stuck to construction paper cutouts, and have
enough cinnamon sticks for students
Hearing station have 5 instruments ready and prepared as well as decibel reader
Sight Station Have the braille riddle sheet prepared with braille alphabet attached so students can
decipher it
PROCEDURE
Introduction (20 min.)

Introducehowstudentswillbeworkingatstationstodayandgothroughanddescribewhatstudentswill
bedoingateachstationwiththeirbookletssothattheywillbeabletoworkeffectivelyandefficiently
o Remindstudentsthatthereisaprizeattheendsolongastheyfinishalltheworkatthestations
NOTiftheyfinishfirst,butallstudentsmustfinishsotheyshouldworktogethertodevelop
collaborativeandcooperativeworkingskills
TouchStationStudentswillputtheirarmsintothesocks/jarsandtryandfigureoutwhatisineach
jarwithoutlookingatit,thentheywillwritedownwhattheythinkitisanddrawapictureofwhatthey
think
SmellStationStudentswilltakeacinnamonstickandrubitonthesandpapersidesothatitsmells
likecinnamonandthenwritewhatitsmellslikeaswellassomethingelsethatsmellslikecinnamon.
Theywillthendrawandcolourtheirgingerbreadman.Theywillneedtoputtheirgingerbreadmanin
thesmallpouchineachbooklet
HearingStationStudentswilltaketheinstrumentsoneatatimeandhaveitmakesoundinfrontof
thedecibelreaderwhilelookingatwhatlevelitgetstooandrecordingwhattheinstrumentis,the
decibellevel,anddrawingapictureoftheinstrument
SightStationStudentswillusethebraillealphabettoanswertheChristmasriddlefirst,andthenthey
willtakethedifferencespictureandcirclethe7areasthataredifferentwithinthepicture.
Splitoffstudentsinto4groupssotheycangothroughthe4sensesstationstogether,distributework
bookletsandhavethemeachgetapenciltoworkwith.Remindthemthattheyneedtofinishtheirwork

andthattheyneedtostayontaskinordertofinish.
Body (60 min.)
Learning Activity #1:
(60 minutes)
Studentswillworkintheirgroupsthrougheachstationfor12minutesateachstation;theteachershould
beabletomonitortheclassroombymovingthroughouttheclasstothedifferentstations.
Closure (10 min.)

Students will sit back down and work on the popcorn page as popcorn is made at the back of the class.
They must all observe with their senses and describe it on their page in order to receive it to finish the
last sense that is taste.
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative in regards to classroom behaviour and management, tied to the ability for students to
remain on task and work effectively within the stations aspect of the lesson
Establishment of summative assessment in regards to meeting grade 1 social studies learning objectives
Booklets has created a summary of their performance to meet the basic understanding of the senses that
humans experience and use to interact with the world

SensesSafety2TimeBlocks=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will understand the different ways that our senses help to keep us safe
and understand how we use them to develop a further awareness of our world.
SLOs
Learning Resources Consulted

EdmontonPublicSchoolsBlackline
Materials/Equipment/Setup

Senses booklet
PROCEDURE
Introduction (20 min.)

Thefocusofthislessonisbaseduponclassdiscussioninrelationtowardsitemsthatmayharmyouand
howyoursensesprotectorwarnyouofdanger
Introducethistopicandaskstudentssimplewaystheymightusetheirsensestowarnthemofdanger
andifnecessaryprovidepromptsfordiscussion
o Fireisamainonetobeused,fooditems,knives,etc.
Body (30 min.)

Learning Activity #1:

(40 minutes)
Studentswillparticipateinclassdiscussionastheygothroughpagesxxxxxxtogetherwith
explanationofwhattheyneedtodooneachpage.Firstgothroughtheinstructionswithaneasy
exampleandcontinueclassdiscussion,thenconfirmwithstudentssomeofthetrickyexamples
provided,oronesthattheyareunabletounderstand
Closure (10 min.)

Students will then go back and colour the images they have circles on the danger pages in order to
reaffirm which sense protects us from certain things
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative in regards to classroom behaviour and management, tied to the ability for students to
remain on task and work effectively during the lesson
Booklets create a summary of their performance to meet the understanding of the senses that humans
experience and how we use them to interact with the world.

SensesProtectionofSenses1TimeBlock=30Minutes
Learning Objectives - Students will:

By the end of the lesson students will understand the different ways that our senses help to keep us safe
and understand how we use them to develop a further awareness of our world.
SLOs
Learning Resources Consulted

None
Materials/Equipment/Setup

Items sunglasses, matches, gloves, and earplugs

Senses Booklet if necessary for high level students
PROCEDURE
Introduction (7 min.)

Discusswithstudentsabouthowweuseoursensestowarnusofdangertolinkwithpreviouslesson
Thendiscusshowwecan/mustlookafterourbodyandoursensesinordertoprotectourselves
Body (20 min.)

Learning Activity #1:

(60 minutes)
Firstlinktodangersbyhavingstudentsclosetheireyesandhavetheirheadsdownremindthemthat
theyaresafebuttheyneedtobeawareofwhatishappeningtothem(iftheycantseewhatsensesmight
theyuse?)Thenlightamatch,ormultipleifnecessaryaskthemtoraisetheirhandswhentheyknowthe
smell.
Thendiscusswithstudentshowtheycouldhaveusedtheirearsaswell.Discusswaystoprotecttheir
earsaroundloudnoisesandhavethempassaroundearplugs.Describehowtheyprotectyourearsfrom
loudnoisessotheyarenotdamaged.
Discusshowwecankeepourbodysafebymakingsurewedonttouchsharpobjectsorthatwewear
safetygloves,andhandoutglovessostudentscanseethem.
Discusshowoureyesareverysensitiveandthatwemustnotlookdirectlyatthesunandhowitcan
reflectoffthesnow,soweshouldtryandwearsunglassestoprotectoureyesonbrightdays.
Lastdiscusshowweburnaretongueandthenwedonttasteproperly,thatisourtonguecellsdying
frombeingburntandweneedtobecarefulwithwhatwedrink.Alsoremindstudentsthattheregenerate
soitshouldrarelycausepermanentdamage.
Closure (3 min.)

Students will close off class discussion with questions

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative in regards to classroom behaviour and management, tied to the ability for students to
remain on task and work effectively during the lesson
Booklets create a summary of their performance to meet the understanding of the senses that humans
experience and how we use them to interact with the world.

SensesAnimalsandtheirsenses2TimeBlocks=60Minutes
Learning Objectives - Students will:

By the end of the lesson students will look at animals and how they rely on their senses in different ways
than humans and understand the unique characteristics of certain animals and their senses
GLO 1-10
SLO D 5 - Recognize that other living things have senses, and identify ways that various animals use
their senses
Learning Resources Consulted

EdmontonPublicSchoolsBlackline
Materials/Equipment/Setup

Senses booklet
Youtube video Animal Super Senses - https://www.youtube.com/watch?v=7Q1uYHQ7ZUg
PROCEDURE
Introduction (25 min.)

Discusshowstudentswillbewatchingvideoonanimalsandtheirsenses,highlighthowsomeanimals
mayhaveuniquesensesthattheyshouldpayattentiontoooranimalsthatareknownforhavingthemost
powerfulofasinglesenseoraremissingasense.
Simplyremindthemthatsomeoftheinformationwillhelpthemlaterintheirbookletssotheyneedto
payattention
Playyoutubevideo
Body (30 min.)

Learning Activity #1:

(60 minutes)
StudentswillgotopagesXXXXXXandgothroughtheanimalsensepagestogetherasaclasspage
bypagewithanemphasisonclassdiscussionandconsensusforanimalsenses
Iffinishedearlythenstudentscancolourtheanimalsthattheyhavecircled/highlighted
Closure (5 min.)

Ask students to stop working and then quickly have a quick discussion about animals and their senses,
then have them close their booklets and make sure their area is clean
ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative in regards to classroom behaviour and management, tied to the ability for students to
remain on task and work effectively within their booklet

SensesFinalDay3TimeBlock=60Minutes
Learning Objectives - Students will:

As a final day within the Senses unit the students will reaffirm their acquired knowledge by applying it
to identify
Learning Resources Consulted

None
Materials/Equipment/Setup

Stations booklet
Snow Cone maker
Colouring utensils for students
PROCEDURE
Introduction (15 min.)

Introducethefocusforthelessonandhowdiscusshowitisthelastdaytheywillbedoingsenses
Throughgroupdiscussionquicklyreiteratewhatbodyparthelpswithwhatsense,waystheyprotectus,
andpossiblyananimalthatfocusesonthatparticularsense
Body (70 min.)

Learning Activity #1:

(60 minutes)
Thenstartdiscussionofsnowconeswhataretheyandwhatsensesmighttheyaffect?
Writesomesuggestionsgivenontheboardthattheycouldwritedownontheirlastpagewhentheyget
theirsnowcone
HavestudentsworkthroughtheChristmaspagesattheendoftheirbook,answerallpagesandthenthey
cancolour
Oncetheyhaveallhadtheirsnowconecheckthatthelastpageofthebookletisfinishedinorderto
properlyassesstheirunderstandingoftheirsensesgivethemastickerandacandycaneonce
completed
Closure (5 min.)

Students will finish their work, clean up their area

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative in regards to classroom behaviour and management, tied to the ability for students to
remain on task and work effectively within their booklet
Establishment of summative assessment in regards to meeting grade 1 science learning objectives
Booklets has created a summary of their performance to meet the basic understanding of the senses that
humans experience and use to interact with the world