Organizing Topic â Investigating the Five Senses

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$Grade 5 Math Curriculum Guide Math 5.1 KGCS 2011 Standard ...$

The Five Senses: Touch Organizing Topic Overview Investigating the Five Senses Related Standards of Learning K.1a; K.2a, b; K.4c Objectives Students touch and feel a variety of objects that they describe and compare. The student should be able to • observe the basic properties of objects, using their hands and sense of touch; • describe objects as rough, smooth, hard, soft, cold, and warm, by using their sense of touch; • relate their sense of touch to the sensory organs hands, fingers, and skin. Materials needed • Large plastic zip bags — one per student — containing one of each of the following objects: ° Cotton balls ° Plastic forks ° Corrugated cardboards ° Poster board squares ° Felt squares ° Socks ° Sandpapers ° Unifix cubes ° Erasers ° Blocks ° Rocks • Paper plates to be used as “science mats” • Lunch-size paper bag — one per student — for follow-up and take-home activities Instructional activity Content/Teacher Notes We use our five senses to learn more about the world around us. Our hands and fingers do most of our feeling. The nerve endings in our hands and fingers send messages to our brain. These nerves tell our brain whether something is hot, cold, smooth, rough, sharp, dull, soft, and hard. Although we can “feel” with many parts of our body, our fingers are the most sensitive. Our feet are also more sensitive than other parts. Introduction 1. Show students a brown bag containing a mystery object, e.g., a unifix cube, eraser, or block. Ask students: What’s inside? How could we figure out what’s inside without looking? What other clues would help. Brainstorm ideas. Conclude that TOUCHING would probably help the most, giving us the most information. 2. Pass around the brown bag, and have children feel it and share what they felt, using these clues to make conjectures about what it might be. Then look and see what is inside. Virginia Department of Education 8
Procedure 1. Show “science mats” (paper plates) and large plastic zip bags. Talk about expectations: • Keep all items on the science mat; • Keep plastic bag under your bottom after it is empty; • Listen, focus, and tell others what you think. 2. Pass out bags, and have children open them and spread out items onto their science mat. 3. Have students take five minutes to feel each item and get ready to share how the items feel. Observations and Conclusions 1. Watch children feel each item, and listen for descriptive words. 2. After children have gotten a chance to feel everything, call for hands in lap. 3. Call out one item at a time and have students find it and pick it up. As each object is shown, have children call out words to describe it: • Cotton — soft, fluffy, squishy • Rock — hard, smooth, bumpy, cool, stiff • Poster board — smooth, slick • Sandpaper — rough, bumpy, scratchy • Corrugated cardboard — bumpy, hilly • Felt — fuzzy, smooth, squishy • Fork — smooth, flat, pointy, sharp, flexible, straight, curved Sample assessment • Call out descriptive words such as those listed above. Have students find and hold up an object on their mat that matches that descriptor. • Have students fold a piece of paper to make 4 or 6 boxes, choose a descriptive word for each box, and write the word and draw an object to match it. If students have difficulty writing the words, the words can be written ahead of time and copied by students. Follow-up/extension • Send home brown paper bags for families to play “mystery object,” using only their sense of touch. One person places a mystery object in the bag; another person feels the object and uses this information to try to guess the mystery object. • Place large plastic cups in clean gym socks. Create feely brown bags for a classroom center by placing these mystery objects inside the bags and having students describe what they feel. Have students draw what they think is inside. • Have students make textured paintings with sand, paint, glitter, fabric, and other three dimensional objects. Resources • Outstanding Science Trade Books for Students K–12. National Science Teachers Association (NSTA). http://www.nsta.org/ostbc. • Search for Literature: Literature for Science and Mathematics. California Department of Education. http://www.cde.ca.gov/ci/sc/ll/ap/searchlist.asp. Web site with searchable database. Virginia Department of Education 9
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Organizing Topic â Investigating the Five Senses