Lesson Senses stations, # 8 Date To be determined

Subject/Grade Time
Science grade one 60 minutes
Level Duration
Unit Senses Teacher Miss Carmichael

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1-2 Describe materials and objects that have been observed and
Learning manipulated, and identify what was done and found out.
Outcomes: 1-9 Use the senses to make general and specific observations, and
communicate observations orally and by producing captioned pictures.
Specific 3 Apply particular senses to identify and describe objects or materials
Learning provided and to describe living things and environments. Students
Outcomes: meeting this expectation will be able to describe characteristics, such as
colour, shape, size, texture, smell and sound.
LEARNING OBJECTIVES
Students will:
1. Apply the sense of smell to identify and describe the hidden material in the container
2. Apply the sense of hearing to identify and describe the hidden material in the container
3. Apply the sense of touch to identify and describe the hidden object in the bag
4. Apply the sense of taste to identify and describe food items
5. Apply the sense of sight to identify and describe the differences in the 2 pictures
ASSESSMENTS
Observations: Can students identify and describe the smell (1)
Can students identify and describe the sound (2)
Can students identify and describe the texture (3)
Can students identify and describe the taste (4)
Can students spot the differences in the 2 pictures (5)
Key Questions: What do you smell? (1)
What do you hear when you shake the container? (2)
What texture do you feel? (3)
How does it taste? Bitter? Sweet? Sour? Salty? (4)
What differences do you see between the two pictures? (5)
Products/Performance The recording of each station in their senses recording sheet
s:
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Science Alberta program of studies The Five Senses book by Roca
http://kidshealth.org/classroom/prekto2/body Instruction sheet for each station (5)
/functions/senses.pdf - the five senses Senses recording sheet (1 per student)
Pencil (1 per student)
Exit slip (1 per student)
Timer
Station instructions pre-written on chart
paper
Word cards (minimum 5)

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 Four paper bags (touch)
Modeling clay
Sand paper
Pipe cleaner
Screw

Four smelling containers that you cannot

see through (smell)
Vinegar
Pepper
Garlic
Vanilla

4 paper plates numbered 1-4 (taste)

Napkins (1 per student)
Cups (2 per student-for honey/lemon)
Spoons (for honey)
Bitter chocolate (bitter)
Honey (sweet)
Lemon juice (sour)
Salted potato chips (salty)

Four containers you cannot see through

(hearing)
Marble
Paper clip
Water
Rice
Clue sheet (list of 6 items)

Spot the difference sheet- 2 (sight)

Insect prop (introduce next lesson)

PROCEDURE
Prior to lesson Set up the 5 senses stations before students arrive, assign students into 5
groups (mixed abilities)
Introduction (10 minutes)
Consider: Attention Grabber: Teacher, wearing a white lab coat and visor, calls all
Attention Grabber junior scientists to the carpet to hear a new exciting book about the 5
Assessment of Prior
Knowledge senses.
Expectations for Learning
and Behaviour
Before reading, tell students to listen for the 5 senses in the
Advance
Organizer/Agenda story. As your read, stop when you identify a new sense and
Transition to Body write it on a word card and display on the board ledge-later
move it to the word wall (most students should be familiar with
the 5 senses)

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Consider:
Variety of Learning Styles
Questioning throughout
Differentiation for
students
Focused formative
assessment
Read the story The Five Senses (to page 21)
Transition to body
Today, we have senses stations set up in the classroom with
some cool activities where you will use your senses to
investigate, gather evidence and make observations.
There are 5 different senses stations: Ask: What do you think
they are? (see, hear, smell, touch, and taste)
Body (40 minutes)
Learning Activity: Stations (5)
Seeing Station: Look at the picture in the first column. Then look
at the picture in the second column. Can you spot the
differences?
Hearing Station: There are four different sealed containers and a
piece of paper listing the four objects plus a couple of additional
ones (to help students). Shake each container. What do you
hear? Can you tell what is in each container?
Smell Station: There are four jars, each with something inside.
What do you smell? Can you tell what is in each jar?
Taste Station: There are four samples to taste. How would you
describe the taste of each sample? Is it sweet? Salty? Bitter?
Sour?
Touch Station: There are four bags. Close your eyes and put your
hand into the bag. What do you feel? Can you tell what is in the
bag?
Before going to the stations, share instructions with students for
each station while they are all gathered on the carpet
Have instructions written on chart paper where all students can
see and read along
Have a sheet at each station with the same instructions and
remind students to read it before starting the activity
In your senses recording sheet, record your observations for
each station. Write your name on the top of your recording
sheet. Remember to write neatly and answer all questions
Groups will rotate around all stations, about 6-7 minutes at each station
Set a timer
Provide a 2 minute reminder at each station
Expectations for learning and behaviour: No shouting, you may talk
quietly with your group members. Do not shout out the answer-you will
spoil it for the other groups. Also, let all group members try the activity,
e.g. shake the container to hear the sound, before discussing your
answer. Do not eat anything unless told to by the station (only eat at the
tasting station). When I say 3, 2, 1, freeze, please stop what you are
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doing, look at me and wait for further instruction.

Transition to starting station: I have assigned students to groups. Tell

students their starting station and group. Once I call all names, quietly go
directly to your starting station where you will find the senses recording
sheet- write your name and date on it (remind students date is written
on the board), then you can begin. Remember to read the instruction
sheet at each station.

Transition between stations: I will say 3, 2, 1, freeze, and students will

stop what they are doing, look at me and wait for further instructions.
When I say change stations students will collect their senses recording
sheet and pencil, and rotate clockwise to the next station (I will also
signal the direction). When all group members have arrived at the
station, they can start.

Formative Assessment:
Observation: I will circulate around the stations. The first round to make
sure students are on task and understand what to do, and later rounds
to help deepen their understanding of the senses by having them notice
and comment about colour, shape, size, texture, smell and sound. I will
listen to conversations, look at their recording sheet. Are students
working well together? Are they gathering and using sensory clues to
identify the material? I will encourage students, ask questions to deepen
understanding and provide prompts and redirect: Why does that object
smell the way it does? What make food taste sweet? Sarah do you agree
or disagree that the smell is garlic?

Differentiation
Adaptations for students who need extra help
Students who are unable to write can draw their answer
Assign a group reader if there are students who cannot read
Students who are having difficulty at a station will be provided with
prompts
Seeing station-provide prompts on where to look for the differences
Smell station-provide a clue sheet that lists 6 smells to choose from
Touch station-provide a clue sheet that lists the 4 items
Hear station- Provide a shorter clue sheet that only contains the 4 items
Taste station- Provide an example of each of the 4 flavours
Extensions for students with high ability
Students can write in complete sentences on the recording sheet
Remove clue sheet from hearing station to make it more difficult
Seeing station-do not tell students the number of differences or provide
a more difficult spot the difference picture
Taste station-students can list additional items on their recording sheet
that are sweet, sour, salty and bitter
Touch station-Students can also record descriptive sensory words to
describe how each mystery item feels (e.g. hard, bumpy, fuzzy, etc.)

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 Transition to closure: I will say 3,2,1, freeze, and students will stop what
they are doing, look at me and wait for instructions. When I have the
attention of all students, I will ask them to bring their recording sheet
and pencil and meet me on the carpet, sitting quietly.
Closure (10 minutes)
Consider: Student sharing/large class: Ask each group to share their findings from
Consolidation of one of the stations (each group shares a different station-quietest group
Learning chooses first)
Feedback from
Students
Feedback to Key questions:
Students What were the objects you smelled?
Transition to Next What were the objects you heard?
Lesson
What were the objects you felt?
What were the tastes you tasted? Bitter, sweet, sour, salty.
What where the differences in the two pictures?
What evidence did you gather that led you to this conclusion?

Summative Assessment
Review senses recording sheet
-Did students fill it out correctly and completely (any information
missing)
-Is it neat and legible
-Did students correctly identify the taste, smell, differences in the 2
pictures, touch items and hearing objects

Feedback from students: Exit slip- please write one thing that you
learned today that you will tell a parent or another person when you go
home

Feedback to students: Tell students that they did a good job today!
(provide a specific example, e.g. you did a great job keeping the noise
level down as you worked at the stations)

Assessment of learning
At the end of class, I will make anecdotal comments to record
observations of student learning (of several students, different students
each lessons and overtime all students) E.g. Sarah appeared unengaged
until the stations. She worked well with her station group, used
descriptive sensory word appropriately and could tell me that sugar
makes food taste sweet

Transition to next lesson: Show an insect (prop) and tell students:

We have learned how we use our senses in observing the world around
us. Tomorrow, we are going to investigate animal senses. I wonder what
we will learn about insects. You will find out tomorrow!

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 Students who finish their station early can review their observations
Sponge recorded in their worksheet to make sure they have answered all of the
Activity/Activities questions correctly and their work is neat and legible. After this, they
can select a book to read quietly at their station.
Purpose of this lesson
I used learning stations to review the five senses because it is a fun and interactive way to pull
together what students have learned in prior lessons as they use their senses to explore and
investigate various possibilities. It also teaches students to collaborate with their peers, think
critically, problem solve using information gathered by their senses, and communicate their
findings to the group (Alberta Learning 21 Century competencies).