Lesson Plan

Name: Sarah Sampson Unit: My Five Senses Date: February 4th, 2014 General Learning Outcome Grade/Subject: Grade One/ Science Topic: Smell Class Length: 30 minutes Alberta Program of Studies Outcomes

11 Bring focus to investigative activities, based on their own questions and those of others. 12 Describe materials and objects that have been observed and manipulated, and identify what was done and found out. 14 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways

19 Use the senses to make general and specific observations, and communicate observations orally and by producing captioned pictures. 110 Describe the role of the human senses and the senses of other living things, in enabling perception and action. Specific Learning Outcome 1. Identify each of the senses, and explain how we use our senses in interpreting the world. 2. Identify ways that our senses contribute to our safety and quality of life. 3. Apply particular senses to identify and describe objects or materials provided and to describe living things and environments. 4. Recognize the limitations of our senses, and identify situations where our senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting with a plugged nose. Students will: 1. Identify how sight can help us predict the flavour of juices. 2. Use their sense of taste to classify familiar flavours. 3. Begin to understand that there are limitations to their senses; that our own senses can trick us. Do you need your nose to help you taste? Why cant we taste things when we have a cold?

Learning Objectives

Key Questions

Resources and Materials

Teacher Resources 1. 2. 3. 4. Alberta Program of Studies Social Studies Teacher Mentor Senses Unit Plan YouTube

Materials

1. YouTube Video How Your Nose Works http://www.youtube.com/watch?v=hzOSzX_HXE4 2. Smell It! by Sally Hewitt 3. 3 types of juice 1 dyed, 2 regular 4. Juice Containers 5. Dixie Cups 6. Tasting With a Plugged Nose Worksheet 7. Smart Board Debriefing Questions 8. Paper towel

Lesson Plan
Procedure Assessment

Introduction:
Prep 1) 2) 3) 4) 5) 6)

Photocopy worksheet Have juices made, each flavour in 2 containers; 1 dyed Place dixie cups on each students desk Have video and smart board questions queued Have worksheet outline on whiteboard Have book at carpet

Review: - What the students know/remember about sense of smell Agenda: 1. Review 2. How Your Nose Works Video 3. Tasting with a Plugged Nose Juice 4. Book Smell it! by Sally Hewitt Expectations: Students are expected to: Raise their hands when they have a question, answer or comment. Respond to 1,2,3 Eyes on Me by being quiet and listening to teacher. Be mindful and respectful of others. Participate in class discussions. Use carpet time strategies appropriately (balls, chairs).

Body:
Transition 1 minute Activity One: Review (2 minutes) - What do we already know/remember about our sense of smell? Activity Two: Video (5 minutes) - What is special about our nose? - Can we remember smells? - Tell them we will learn more about the parts of the nose tomorrow - Explain Tasting with a Plugged Nose activity briefly - What do you think will happen? (do not explain answer) - Have leader pick a partner to hand out worksheet Transition 2 minutes Activity Three: Juice Tasting (15 minutes) - Ms. Fellows will help with this portion (to hand out juice)

- Observation of students behavior - Students response - Participation

Explain: We are going to use our sense of sight and smell to predict what kind of juice it is. We will record our answer on the sheet. Your sheet has a table like this (point to board). Now lets look at our juice, what flavor do you think it is from looking at it? Record answers on board, have students record their guess on their sheet. Now take a sip of the juice, do not drink it all. What flavor is it? Were we/you right? Record answer on board, have students record their answer on their sheet. Now we are going to take a sip again and plug your nose; does it taste different? Is it a weaker taste? Why do you think that is? Have teachers pour next juice into their cups; tell them not to taste it yet. Once handed out, ask for predictions. Now this time plug your nose with the first sip (do not drink it all). What do we think it is? Record answer. Now finish the juice with nose unplugged. Final answer? The final juice will be done in the same order as the second cup (sight plugged unplugged); this juice is dyed. Record answers. Talk about how sometimes our eyes can trick us; not always as it seems. Clean up throughout Dixie cups Go back to carpet

- Observation of students behavior - Completion of hand out.

Transition 1 minute Activity Four: Debriefing (5 minutes) - Have following question on smartboard, ask students to answer questions as whole class (discussion): 1. What senses do you use to taste? 2. What happens when you have a cold? (Plugged nose) 3. Why is your nose important to our sense of taste? Activity Five: Smell It! Sally Hewitt - This activity is only in place in case there is extra time - Start reading book, have students answer questions in book as we read. Can finish (or start) the following day.

- participation - students responses

Sponge Activity:
Smell It! By Sally Hewitt + discussion

Closure:
Wrap-up: (Discussion) - Part of debriefing (activity four) Feedback: - Give students feedback on their performance (if needed). Preview: - Continue with sense of smell

Name: ______________________

Tasting with a Plugged Nose

Juice # I think it is. Plugged Nose
______________________

Unplugged Nose

1 2 3

Name: ______________________

Tasting with a Plugged Nose

Juice # I think it is. Plugged Nose
_____________________

Unplugged Nose

1 2 3