Sense-Ability Special Area: Preschool Presented by: Bea Orta-School of Excellence - School of Excellence San Antonio, TX.

Norann Bryant-East Terrell Hills – Northeast ISD San Antonio, TX. I. ABSTRACT

A. In these lessons, students will use comparisons, graphing, patterning, and sorting, and develop language skills as they explore the five senses. They will also learn about alternative ways to communicate when verbal language is impaired due to the loss of the sense of hearing. Students will also become aware of body parts associated with these senses.

II. OVERVIEW

A. Core Knowledge Preschool Sequence Content 1. Identify and describe objects on the basis of specific properties discerned

through the five senses (Level I, page 84): sight – long-short, large-small, thick-thin, wide-narrow, full-empty; colors, shapes. taste – sweet, sour, salty, identification of specific flavors. hearing – loud-soft, long-short, fast-slow, identification of environmental sounds. touch – hard-soft, rough-smooth, wet-dry, flexible-stiff. smell – identification of environmental scents.

2. Identify the sense and body part associated with the awareness/experience of certain sensations. (Level I, page 85)

III. BACKGROUND KNOWLEDGE

A. For Teachers 1. Miller, M. My Five Senses. New York: Aladdin Paperback, 1998. ISBN

#0-671-79168-0 2. Parker, S. Body Atlas (The). New York: Dorling Kindersley, 1993. ISBN

#1-56458-224-8 3. Pringle, L. Explore Your Senses. New York: Benchmark Press, 1999.

ISBN #0-7614-0738-3 4. World Book Student Discovery Encyclopedia, (various volumes).

Chicago, IL: World Book, Inc., 2000. ISBN #00-7166-7400-9 5. World Book’s Child Craft. All About You. Chicago, IL: World Book,

Inc., 2000. ISBN #0-7166-0160-5 IV. PREREQUISITE PRIOR KNOWLEDGE FOR STUDENTS 1. Students need to be familiar with the basic body parts.

V. RESOURCES A. Ballard,C. How Do Our Ears Hear? Austin, TX: Steck-Vaugn, 1998.

B. Miller,M. My Five Senses. New York: Aladdin Paperback (Simon&Schuster, Children’s Publishing Division),1998.

C. Parker,S. The Body Atlas. New York: Dorling Kindersly, 1993. D. Parker,S. Look at your Body – Senses. Brookfield, CT: Copper Beech Books, 1997.

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E. Pringle,L. Explore your Senses – Hearing. New York: Benchmark Books, 1999. F. Pringle,L. Explore your Senses – Sight. New York: Benchmark Books, 1999. G. Pringle,L. Explore your Senses – Touch. New York: Benchmark Books, 1999.

VI. LESSONS Lesson One: SIGHT A. Daily Objectives

1. The student will learn the definition of the five senses. 2. The student will learn what the sense of sight is. 3. The student will identify and describe objects on the basis of specific

properties discerned through the sense of sight. 4. The student will increase his/her descriptive language.

B. Materials 1. Highlights Magazine-Hidden Pictures 2. Blindfold 3. Shaving cream 4. Food coloring 5. Pattern blocks 6. Sequencing cards 7. Graphing chart 8. Chart paper/markers 9. Book: Where’s Waldo 10. Book: Put Me in the Zoo 11. Book: Mouse Paint 12. Book: Brown Bear, Brown Bear What Do You See? 13. Appendix A: Eye Patten for coloring 14. Appendix B(p.1-7) My Five Senses Workbook

C. Language of Instruction 1. Sight-seeing something 2. Sense-being aware of something through the use of eyes, nose, ears,

tongue, and skin. 3. Same-alike, identical 4. Different-unlike, not the same

D. Procedures/Activities 1. Play Blind Man’s Bluff: Place blindfold on child’s eyes. The child will

attempt to locate and identify classmates by using other senses, i.e. hearing, touching, and smell.

2. Discussion: Some people have sight and some do not. Discuss the fact that not all people have the same vision. Ask how they felt when they were blindfolded.

3. Read Brown Bear, Brown Bear 4. Take a walk outside: Take students outside and walk around

campus/neighborhood to observe things in their environment. 5. Discuss what they saw outside at the end of their walk. 6. Color eye to match their eye and graph: Pass out appendix A. Have students color the eye to match their own eye color. Place each

student’s finished eye on a wall graph.

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7. Pass out appendix B (p.1-7) for homework. E. Evaluation/Assessment

1. Teacher observation Lesson Two: Touch A. Daily Objectives

1. The student will identify and describe objects on the basis of specific properties discerned through the sense of touch.

2. The student will identify objects by touch alone. B. Materials

1. Book: Mouse Paint 2. Shaving cream 3. Food coloring 4. Covered box 5. Familiar objects 6. Blindfold 7. Play-dough 8. Rolling pin 9. Cookie cutters/stampers

C. Language of Instruction 1. Touch- to feel something. 2. Feel- to touch something. 3. Hard- solid in substance or texture. 4. Soft- yields to pressure, not hard. 5. Rough- uneven, not smooth to the touch. 6. Smooth- having an even surface. 7. Wet- covered with water. 8. Dry- not wet. 9. Flexible- easily bent, moveable. 10. Stiff- not easily bent, cannot be moved easily.

D. Procedures/Activities 1. Introduce vocabulary words and give simple meaning and or demonstrate

meaning if possible. 2. Read Mouse Paint. 3. Mix colors using shaving cream and food coloring on desks/tables. Mix

one drop of yellow, and one drop of blue food coloring on the shaving cream, and then ask them what happened. Continue exploration using different color combinations.

4. Play Blind Man’s Bluff game- use touch to identify the student, as in game in previous lesson.

5. Feely Box –Provide covered box with familiar objects inside for students to feel without looking at the object. Ask students to identify how it feels and try to identify objects by name.

6. At the play-dough center, students can explore the sense of touch by molding, rolling, and cutting shapes.

E. Evaluation/Assessment

1. Teacher Observation Lesson Three: Hearing A. Daily Objectives

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1. The student will identify and describe objects on the basis of specific properties discerned through the sense of hearing.

2. The student will discriminate environmental sounds. 3. The student will develop a sense of rhythm and patterns through sounds.

B. Materials 1. Listening lotto game 2. Rhythm instruments 3. Music and Movement in the Classroom- Greg and Steve 4. Book of Signs (Preferred Signs)-Texas Adopted Sign Language Book. 5. Book: Polar Bear, Polar Bear What Do You Hear?

C. Language of Instruction 1. Hear - to listen and pay attention. 2. Vibrations- the feeling when an object moves. 3. Sign Language- talking with hands.

D. Procedures/Activities 1. Introduce vocabulary, explain meanings and demonstrate if possible.

Show Appendix C-picture of ear. 2. Read Polar Bear, Polar Bear What Do You Hear? 3. Teach basic beginning sign: listen, hear, look, pay attention (focus);

refer to Preferred Signs or other sign language books. 3. Listening lotto game: Same as Bingo game- Match sound to correct

picture. 4. Listen and Do activity with music to Hand Jive. 5. Music movement activity: Listen and move as requested by music. 6. Conduct small group rhythm band to teach fast /slow, loud/soft,

high/low, long/short, and patterning. Have students explore and imitate using different rhythm instruments.

E. Evaluation/Assessment 1. Teacher Observation

Lesson Four: Smell A. Daily Objectives

1. The student will identify and describe objects on the basis of specific properties discerned through the sense of smell.

2. The student will identify environmental scents. 3. The student will describe what he smells. 4. The student will begin to understand how smell and taste work together.

B. Materials 1. Covered jars 2. Different scents, i.e. spices, extracts, or perfume 3. Cotton balls 4. Cupcake liners 5. Pre-cut leaves and stems from green construction paper 6. Yellow or blue construction paper for background

C. Language of Instruction 1. Scent- an odor or smell 2. Smell- to sense an odor with the nose.

D. Procedures/Activities 1. Introduce vocabulary and explain meaning. 2. Read Smelling Things.

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2. Prepare covered jars with different scented cotton balls in them and have students try to identify what is in the jar.

3. Smell and compare scents as same or different. 4. Art activity: Paper flower -for stems and leaves pre-cut green

construction paper. Have students glue stem and leaves to a background paper. Then have them glue a cupcake liner on the top of the stem for the flower. Glue a cotton ball in the middle of the flower and then spray with scent. Pattern (Appendix D)

E. Evaluation/Assessment 1. Teacher Observation

Lesson Five: Taste A. Daily Objectives

1. The student will identify and describe objects on the basis of specific properties discerned through the sense of taste.

2. The student will describe what she tastes. B. Materials

1. Book: Green Eggs and Ham 2. Eggs/ham/green food coloring 3. Electric skillet/hot plate 4. Assorted apples 5. Apple die cuts (red, yellow, and green) 6. White powdered spices and /or extracts (i.e. flour, sugar, baking powder,

cornstarch, powdered sugar, and salt, various extracts) C. Language of Instruction

1. Taste buds- parts of the tongue that allow us to taste. 2. Saliva- water in the mouth. 3. Bitter- bad taste, not sweet. 4. Tart- sharp to the taste.

D. Procedures/Activities 1. Introduce vocabulary words. Show Appendix E- picture of tongue. 2. Discuss the different areas of the tongue and how it affects taste. 3. Taste different substances and classify as sweet, sour, salty, or bitter. 4. Students will taste red, yellow, and green apples. They will pick a color

die cut apple and graph apples by taste (tart/sweet), and by individual choice preference. Compare how many preferred yellow, red, or green apples.

5. Read Green Eggs and Ham 6. Cook green eggs and ham and share with the class.

E. Evaluation/Assessment 1. Teacher Observation

VII. CULMINATING ACTIVITY (Optional)

A. Teach Five Senses Song: see Appendix F. - (tune: Skip to My Lou) B. Read Little Red Riding Hood and role-play story. C. Review each Five Senses Workbook.

VIII. HANDOUTS/WORKSHEETS A. Appendix A – Sense of Sight B. Appendix B – Five Senses Workbook C. Appendix C – Sense of Hearing

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D. Appendix D – Stem and Leaf Pattern E. Appendix E – Sense of Taste F. Appendix F – Five Senses Song

IX. BIBLIOGRAPHY

A. Ball. J. What Can It Be? Riddles about the Senses. Englewood Cliffs, NJ: Silver Press, 1989. ISBN#

B. Ballard, C. How Do We Feel and Touch. Austin, TX: Steck-Vaughn, 1998. ISBN#0-8172-4739-4

C. Ballard, C. How Our Body Works: How Do Your Eyes See?, Austin, TX: Steck-Vaughn,1998. ISBN#0-8172-4736-X

D. Ballard, C. How Do Our Ears Hear?. Austin, TX: Steck-Vaughn Publishing, 1998. ISBN# 0-8172-4737-8

E. Brown, M. Arthur’s Eyes. Boston, MA: Little, Brown, & Company1979. ISBN#

F. Brown, M. Arthur’s Nose. Boston, MA: Little, Brown & Company, 1976. ISBN#0-316-11070-1

G. Checkovich, B. & Sterling, D. “Oh Say Can You See?” Science & Children Magazine. Arlington, Va.: National Science Teacher Association, Jan. 2001. ISSN# 0036-8148, Vol.38 #4

H. Cobb, V. Follow Your Nose. Brookfield, CT: Millbrook Press, 2000. ISBN#0-7613-1521-7

I. Cobb, V. Your Tongue Can Tell: Discover Your Sense of Taste. Brookfield, Conn.: Millbrook Press, 2000. ISBN# 0-7613-1473-3

J. Cole, J. Magic School Bus Explores the Senses. New York: Scholastic Press, 1999. ISBN#0-590-44697-5

K. Cole, J. You Can’t Smell a Flower With Your Ear. New York: Grosset & Dunlap, 1994. ISBN# 0-448-40470-2

L. Ernst, L. Little Red Riding Hood. New York: Simon and Schuster Books, 1995. ISBN# 0-689-80145-9

M. Fowler, A. Smelling Things. Chicago, IL: Children’s Press, 1991. ISBN# 0-516-04912-7

N. Fowler, A. Tasting Things. Chicago, IL: Children’s Press, 1991. ISBN# 0-516-04911-9

O. Hoffman, J. “ Out of Sight: Investigating Unseen Objects”. Science & Children Magazine. Arlington, Va.: National Science Teacher Association, May 1999. ISSN# 0036-8148, Vol.36 #8

P. Martin, B. Brown Bear, Brown Bear What Do You See? New York: H. Holt, 1992. ISBN#0-8050-0201-4

Q. Martin, B. Chicka, Chicka, Boom, Boom. New York: Simon & Schuster Books for Young Readers, 1989. ISBN#0-671-67949-X

R. Martin, B. Polar Bear, Polar Bear What Do You Hear? New York: H. Holt, 1991. ISBN# 0-8050-1759-3

S. Miller, M. My Five Senses. New York: Aladdin Paperback, 1998. ISBN# 0-671-79168-0

T. Parker, S. Body Atlas (The). New York: Dorling Kindersley, 1993. ISBN# 1-56458-224-8

U. Parker, S. Look At Your Body Senses. Brookfield, CT: Copper Beech Books, 1996. ISBN#0-7613-0602-1

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V. Pringle, L. Explore Your Senses-Hearing. New York: Benchmark Press, 1999. ISBN#0-7164-073509

W. Pringle, L. Explore Your Senses-Sight. New York: Benchmark Press, 1999. ISBN# 0-7614-7400-9

X. Pringle, L. Explore Your Senses-Smell. New York: Benchmark Press, 1999. ISBN#0-7614-0737-5

Y. Pringle, L. Explore Your Senses-Taste. New York: Benchmark Press, 1999. ISBN#0-7614-0736-7

Z. Pringle, L. Explore Your Senses-Touch. New York: Benchmark Press, 1999. ISBN# 0-7614-0738-3

AA. Scelsa, G. & Millang, S. “Listen & Move” We All Live Together, Vol. 2. Los Angeles, CA.: Little House Music, 1978. ISBN# 0-945267-23-1

BB. Scelsa, G. & Millang, S. “Hand Jive” We All Live Together, Vol. 4.Los Angeles, CA.: Little House Music, 1980.ISBN# 0-945267-25-8

CC. Seuss, Dr. And To Think I Saw It On Mulberry Street. New York: Random House, 1989. ISBN# 0-394-84494-7

DD. Seuss, Dr. Green Eggs and Ham. New York: Random House, 1960. ISBN# 0-394-80016-8

EE. Seuss, Dr. Horton Hears A Who!. New York: Random House, 1982. ISBN#0-394-80078-8

FF. Shaw, C. It Looked Liked Spilt Milk. New York: Harper Collins, 1991. ISBN#0-06-025566-8

GG. Stickland, P. Dinosaur Roar! New York: Dalton Children’s Books, 1994. ISBN#0-525-452761-1

HH. Tafuri, N. Early Morning in The Barn. New York: Mulberry Books, 1983. ISBN#0-688-11710-4

II. Walsh, E. Mouse Paint. San Diego: Harcourt Brace Jovanovich, 1989. JJ. Wheeler, C. Simple Signs. New York: Viking, 1995. ISBN# 0-670-86282-7 KK. World Book’s Childcraft. All About You. Chicago, Il.: World Book Inc., 2000.

ISBN# 0-7166-0160-5 LL. World Book Student Discovery Encyclopedia, (various volumes). Chicago, IL:

World Book Inc., 2000. ISBN# 0-7166-7400-9

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Appendix B (p.3 of 7)

Sense of Sight

Appendix B (p.4 of 7)

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Sense of Touch

Appendix B (p.5 of 7)

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Sense of Hearing

Appendix B (p.6 of 7)

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Sense of Smell

Appendix B (p.7 of 7)

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Sense of Taste

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