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Thematic Unit: Using the 5 Senses Concept Map

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JEM Rogich

on 2 December 2014

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Transcript of Thematic Unit: Using the 5 Senses Concept Map

Concept Map
Using the 5 Senses
Monday
Tuesday
Wednesday
Thursday
Friday
Touch
Sight
Taste
Smell
Hearing
A.2
Cooking and Painting
subjects:
Art, Writing, Language/Literacy,
Manipulative, Math
Materials List:
Wax paper, Rolling pins, Baking pans, alphabet cookie cutters, paints, paint brushes, the play dough they made, smocks, cups of water, paper towels, paper plates.
A2 Process
Step 1: Invite the children to work on an art activity.
Step 2: Introduce the children to the activity and materials such as rolling pins, cookie cutter and paint brushes
Step 3: Have the children divide the pay dough among them. Have them use the rolling pins to flatten out the play dough. (If the rolling pin is too difficult for a child they will be encouraged to flatten out the play dough by pressing on it with their hands.)
Step 4: Once the play dough is flattened the children will cut out their names with cookie cutters and place them on the baking pans. Then I will bake them in an oven set at 250 degree oven for 20 to 30 minutes until hardened.
Step 5: Allow the children to paint their names once they cool.
Step 6: Ask the children about the activity.
Manipulative and Table toys:
Both my activities are manipulative actives and my table toys are cookie cutters, rolling pins, and paints, paint brushes, measuring cups and spoons, bowls.
Skills and Concepts
Science, Language/Literacy, Social, Physical Development, Art

New Vocabulary/ Facts:
Cookie cutters and it use, rolling pins and it use, paint brush and it use/care, recognizing shapes of the letters of the alphabet to write their names, element changes.

This activity can be done as a large group, small group or center activity.
Goals/Objectives:
Domains:
Language
Aesthetic
My lesson cooking and painting is a guided discovery and exploratory play activity. There will be minimal direct instruction to learn vocabulary and facts.
Dramatic Play:
After the 2 lessons I would add some cooking related things to the play area such as rolling pins, sheets of wax paper, paper towels, paper plates, bowls, measuring cups and spoons, cookie cutters, baking and baking pans.
sand writing & drawing tray kit, sensational alphabet, alphabet & number sound puzzles, space saver 4-sided easel, touch & feel farm

puzzle
By: Brittany Campbell, Emily Hancock, Zneta Mostella, Jem Rogich & Emily Ward.
Goals/objectives:
Domains
Language
Aesthetic
Skills and Concepts
Science, Math, Language/Literacy, Social, Physical Development, Art

New Vocabulary/ Facts:
Knead, Combined, Tablespoon, Measuring Cups, Cream of tartar, Vegetable Oil, Element changes, Measuring Skills, Volume.

This activity can be done as a large group, small group or center activity.
Makes 3 ½ IB


Material List:
3-4 cups of flour, 1 ½ cups of salt, 1 ½ tablespoon cream of tartar, 2 tablespoons of vegetable oil, 2 cups hot water. Enough bowls, measuring cups, tablespoons, and smocks for the children to work with.
A.1 Making Play dough
Subjects:
Art, Language/ Literacy & Manipulative
A1 Process
Step 1: Invite the children to come make play dough.
Step 2: Introduce the children to the materials and measuring implements they will use for this activity.
Step 3: Help the children measure 3 to 4 cups of flour and 1 ½ cups of salt and pour them in a bowl.
Step 4: Have the children measure 1 ½ tablespoons of cream of tartar into the bowl with the flour and salt and mix with their hands.
Step 5: Once well mixed, add 2 tablespoons of vegetable oil and some water and knead until all water is added for 8 to 10 minutes by hand. Add more flour if needed.
Step 6: Ask the children about the activity.
Standards A1
Standards A2
APA Citation
(2013). Callie’s Corner. April 20,2013, http://calliescorner.com/default.aspx
LD1: children will develop skills in listening for the purpose of comprehension.
a. Listen to and follow spoken directions
LD4: children will develop and expand expressive language skills (speaking)
b. Engage in conversations with adults and children.
c. Use complete sentences of increased length in conversations.
MD5: children will learn how to use a variety of non-standard and standard means of measurement
e. Measure the (volume) capacity of objects using non-standard or standard measurements.
SD1: children will use processes of science to actively explore and increase understanding of the environment.
b. Use senses to observe, classify and learn about objects.
SD3: children will acquire scientific knowledge related to physical science.
a. Investigate and describe the states of matter.
b. Describe objects by their physical properties.
CD1: children will explore and use a variety of materials to develop artistic expression.
a. Experiments with a variety of materials and activities for sensory experience and exploration.
c. Shares details about personal creations.
LD1: children will develop skills in listening for the purpose of comprehension.
a. Listen to and follow spoken directions
LD4: children will develop and expand expressive language skills (speaking)
b. Engage in conversations with adults and children.
c. Use complete sentences of increased length in conversations.
LD6: children will begin to develop age-appropriate writing skills
a. Experiment with a variety of writing tools, materials and surfaces.
SD1: children will use processes of science to actively explore and increase understanding of the environment.
b. Use senses to observe, classify and learn about objects.
SD3: children will acquire scientific knowledge related to physical science.
a. Investigate and describe the states of matter.
b. Describe objects by their physical properties.

CD1: children will explore and use a variety of materials to develop artistic expression.
a. Experiments with a variety of materials and activities for sensory experience and exploration.
c. Shares details about personal creations.
(2013). Constructive Playthings. April 20, 2013, http://www.constructiveplaythings.com/cgi-bin/s.sh/2.0/product.htm?parent_id=Literacy&dept_id=Alphabet&pf_id=LIC-103
(2009). Special Needs. April 20, 2013,http://www.especialneeds.com/sensory-motor-textures-touch-and-feel-farm-puzzle.html
Prepared Pantry. April 13,2013,http://www.preparedpantry.com/how-to-make-playdough.htm
(2013). Bright from the Start. April 20,2013, http://decal.ga.gov/documents/attachments/content_standards_full.pdf
SE3: Children will increase the capacity for self control.
c. use classroom materials purposefully and respectfully.
HPD2: Children will participate in activities that foster fine motor development.
a. preform fine motor tasks that require small muscle strength and control.
c. exhibits manual coordination.
Standards A1 Continued:
Standard A2 Continued
SE3: Children will increase the capacity for self control.
c. use classroom materials purposefully and respectfully.
HPD2: Children will participate in activities that foster fine motor development.
a. preform fine motor tasks that require small muscle strength and control.
c. exhibits manual coordination.
1. Develop fine motor skills
Combining ingredients to make play dough (application/synthesis)
2. Develop hand/eye coordination
as they create the play dough mixture (synthesis)
3. Children will use measurement implements while experiencing different textures.
The children will decided what measurement implements they will use for the water, salt and flour to make the play dough(Evaluation)
1. Develops fine and gross motor skills.
Choosing if they use the rolling pin or their hands to flatten the play dough. Select the paint colors, and types of paint brushes to make their designs. (Evaluation/ synthesis)
2. Increases hand/eye coordination and concepts of the shape and form of letters.
Will review the letters in their names and how they are formed. (Knowledge)
3. Children will spell their names and increase their communication skills.
They will compose their names out of the letters. (synthesis)
Our Topic: Using the 5 Senses
It is appropriate for Pre-k children because we can integrate subjects.
The topic web "Using the 5 senses " purpose is to teach children the 5 different senses along with the body parts they are associated with in developmentally appropriate ways for preschool children.
Our topic is related to Piaget's Cognitive- development theory- "the stage theory that holds that a child's abilities to mentally represent the world and solve problems unfold as a result of the interactions of experience and the maturation of neurological structures". (Rathus, 2011).
Teaching strategies used:
Sensory Engagement
Scaffolding if needed
Guided Practice
Modeling/Demonstrating
asking questions when appropriate
being silent when appropriate
paraphrasing when appropriate
Teaching strategies used:
Sensory Engagement
Scaffolding if needed
Guided Practice
Modeling/Demonstrating
asking questions when appropriate
being silent when appropriate
paraphrasing when appropriate
Rathus, S. A. (2011). Childhood Voyages in Development 4th edition. Belmont, CA:Wadsworth, Cengage Learning. pg. 16
APA Citation Continued
Kostelnik, M. J., Soderman, A. K. , Whiren, A. P. (2011). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education 5th edition. Upper Saddle River, NJ: Pearson pg. 88, 46-55.
Smelly Jars
Type of Lesson: Demonstration/Discussion
Science/Large Group
Objective:
a.Children will identify the different smells in each jar.
b.Children will predict what each material is used for in real life.
Standard:
SD1b. Uses senses to observe, classify, and learn about objects.
Materials Needed:
•8 small jars
•Cotton balls
•Cinnamon
•Baby powder
•Garlic
•Vinegar
•Coffee
•Lemon
•Kool-aid
•Cocoa
Activity:
1.Put the cotton balls into the jars.
2.Put a small amount of each substance listed above separately into each container.
3.Walk around the circle with each jar and let the children smell what is inside one at a time.
4.Ask them what they think it is after the whole class has smelled it.
5.Then ask them what they think each one is used for.
APA Reference:
Preschool Five Senses Games. (n.d.). Everything Preschool - Early Childhood Education Made Easy . Retrieved April 22, 2013, from http://www.everythingpreschool.com/themes/fivesenses/games.htm
Popcorn
Type of Lesson: Discussion
Science/Math/Large Group
Objective:
a.Students will identify the seasonings placed in the popcorn by tasting it.
b.Students will evaluate how they relate to the class by creating a chart of the class predictions.
Standard:
SD1b. Uses senses to observe, classify, and learn about objects.
MD3f. Participates in creating and using real and pictorial graphs or other simple representations of data.
Materials Needed:
•Three bowls
•Popcorn
•Parmesan cheese
•Salt
•Sugar
Activity:
1.Put equal amounts of popped popcorn into the three bowls.
2.Season one bowl with parmesan cheese, one with salt, and one with sugar.
3.Let the children taste each of the different kinds of popcorn and let them guess what it is seasoned with.
4.Ask the children what their favorite is and let them make a chart of the class results.
APA Reference:
5 Senses Crafts - Five Senses Preschool Activities & 5 Senses Preschool Arts And Crafts at KidsSoup.com. (n.d.). KidsSoup | Preschool and Kindergarten: Crafts, Activities, and Lessons. Retrieved April 22, 2013, from http://www.kidssoup.com/Five_senses/five_senses_activities.html
Sound Walk
Type of Lesson: Guided Discovery
Science/Outdoor Play
Objective:
a.Students will observe different sounds outside.
b.Students will explain what they think the sound is.
Standard:
SD1b. Uses senses to observe, classify, and learn about objects.
SD2a. Observes, explores, and describes, a variety of living and non-living objects.
Materials Needed:
•Teacher: pen and paper
Activity:
1.Take children outside to the playground and allow them to walk around freely but making sure they are listening.
2.Ask them to say what sounds they hear as they hear them and write them down.
3.Go back inside and have the children sit on the carpet.
4.Read each sound they named and ask them to mimic the sounds as they are called.
APA Reference:
Preschool Five Senses Games. (n.d.). Everything Preschool - Early Childhood Education Made Easy . Retrieved April 22, 2013, from http://www.everythingpreschool.com/themes/fivesenses/games.htm
BrainCandy: My 5 Senses
DVD
Braincandy: My 5 Senses
There are five parts to this DVD and each disc covers one of the five senses. This program teaches students how we use our senses to explore the world around through the use of puppets, such as eyes, ears, noses, hands, and mouths. For this theme, one disc would be viewed each day of the unit according to the sense being explored on that day.
APA Reference
My 5 senses. Dir. Sam Reich-Dagnen. Perf. Jane Mandelson, Johnny Dagnen. ThinkFilm Kids, 2005. DVD.
Toy Sorting
Type of lesson: Guided Discovery
Math/Small Group
Objective:
a.Students will sort classroom objects based on what they feel like.
b.Students will classify the objects into groups based on their own categories.
Standards:
SD1b. Uses senses to observe, classify, and learn about objects.
MD3d. Sorts and classifies objects using self-selected criteria.
MD3e. Explains sorting or classifying strategy.
Materials needed:
•Small wooden blocks
•Crayons
•Foam blocks
•Plastic animals
•Puzzle pieces
•Pom poms
Activity:
1.Gather all the materials and mix them together in a pile.
2.Ask the children to sort them into piles using characteristics of their choice.
3.When they are done, ask them to say what each pile is sorted into.
APA Reference:
"Train Up a Child: 5 Ways to Explore the Sense of Sight." Train Up a Child. N.p., 19 Sept. 2012. Web. 23 Apr. 2013. <http://trainupachildlearnaswego.blogspot.com/2012/09/5-ways-to-explore-sense-of-sight.html>.
Type of lesson: Sink or Float Experiment
Science & Art/Center/Small group

Domains: Physical, Cognitive, Social, Aesthetic

Standards: Science-KE 2a, SKE 2b, SKP1a, SD3b - Describe objects by their physical properties
Social Emotional SE2a- Shows interest in learning new concepts and trying new experiences.

Materials: Bowl filled with water, objects- (balloon,crayon, cotton ball,paper, crumpled aluminum foil, sunglasses, marker/pen, chart for assessment.
Objective: Students will identify what objects are made of. Students will predict whether the objects chosen will sink or float.
Sink or Float Lesson Continued
Activity Procedure
This activity will be implemented based off sensory engagement. The teacher will first grab the children’s attention by asking them do they know what it means to float. The teacher will provide the children with objects such as a crayon, a cotton ball, paper, sunglasses, small cars, plastic bag, pencils, markers, a small blown up balloon, crumpled aluminum foil and various other objects. The teacher will inform the students that they will be doing an experiment (test) to see which objects will float and which objects will sink. The teacher will also help the children understand that an experiment is when we try things out to see if our ideas are correct. Through guided discovery, the teacher will set up a large bowl filled with water in the middle of the table. One-by-one, the teacher will have the children pick an item and predict whether it will sink or float. The children will place the objects on top of the water and observe what happens. The teacher can write the findings of whether the children’s prediction was correct or incorrect on a small poster board. Extension activity could include having the students draw what they saw during art.

New Vocabulary: sink, float, density, buoyancy

APA Citation : Crowly, T. (2012, December 26). Sink or float: Density and buoyancy activity. Retrieved from http://www.brighthubeducation.com/preschool-crafts-activities/105674-sink-or-float-experiment-for-buoyancy-and-density/
Lesson/Activity: Story Book "My Five Senses" by Margaret Miller
Science & Language & Literacy/Large group/Center

Domains: Cognitive, Social, Language

Objective: The students will point to illustrations in the book and describe what they see.

Standards: Listening -LD 4c- Uses complete sentences of increasing length in conversation LD 4b- Engages in conversation with adults and children

Materials: Book on "My Five Senses" by Margaret Miller
"My Five Senses" Continued
Activity Procedures
The teacher will transition into large group on the carpeted area. The book will then be introduced to the students. The teacher will allow the students to predict what they think may happen in the story, then begin reading. As the teacher reads the story, the students will think about what they are hearing about the five senses.

New Vocabulary: Review "Five Senses"

APA Citation: My five senses preschool theme. (2010-2013). Retrieved from http://www.preschool-plan-it.com/five-senses.html
Lesson/Activity: Story Book "Busy Bunnies Five Senses" by Teddy Slater
Science & Language & Literacy/Large group/Center

Domains: Cognitive, Social, Language

Objective: The students will point to illustrations in the book and describe what they see.

Standards: Listening -LD 4c- Uses complete sentences of increasing length in conversation LD 4b- Engages in conversation with adults and children

Materials: Book on "Busy Bunnies Five Senses" by Teddy Slater
"Busy Bunnies Five Senses" Continued
Activity Procedures
The teacher will transition into large group on the carpeted area. The book will then be introduced to the students. The teacher will allow the students to predict what they think may happen in the story, then begin reading. As the teacher reads the story, the students will think about what they are hearing about the five senses.

New Vocabulary: senses

APA Citation: The five senses. (2008, August 06). Retrieved from http://w4.nkcsd.k12.mo.us/~rbeckett/The Five Senses.htm
Songs and Finger Plays
Lesson: Five Senses (Tune: Bingo)
&
Discovering My World (Tune: You are My Sunshine)
Music & Physical Development/Small or Large group

Domains: Physical, Cognitive, Language

Objective: The student will point to the body parts that make up the five senses.

Standard: LD 2b- Repeats rhymes, poems, and finger plays

Materials: Tune of song memorized

-Five Senses-
"There are five senses that we all know,
Can you help me name them?
See, hear,taste, touch, smell
See, hear, taste, touch,smell
These are our five senses!"
Songs and Finger Plays Continued
-Discovering My World-

"I have five senses, five helpful senses, teaching me all things, I want to know, I use my eyes, ears, mouth, nose, and fingers, to discover the world as I grow."

Activity Procedure
The teacher will sing the song once while the children listen and watch. The teacher will sing the song again allowing the children to sing along. Next, the teacher will sing and add the hand motions while the children sing. Lastly, the children and teacher will sing together and do the hand motions for the song.

New Vocabulary: discover

APA Citation: The five senses. (2008, August 06). Retrieved from http://w4.nkcsd.k12.mo.us/~rbeckett/The Five Senses.htm
Lesson/Activity: Computer Software "Sid the Science Kid" -I Sense_ & "Sensational"
Science & Physical Development/Center

Domains: Physical, Cognitive

Objective: Students will be able to distinguish senses and how senses provide information about the environment by using the mouse to point/click on what they can hear, smell, taste, touch, and see.

Standards: Listening -LD 4c- Uses complete sentences of increasing length in conversation LD 4b- Engages in conversation with adults and children

Materials: Computer, Website www.pbskids.org & http://www.harcourtschool.com/activity/senses/index.htm. & http://sciencegames.4you4free.com/five_senses.html
Computer Lesson Continued:
Activity Procedures
Website 1: The teacher will have the computer set up with the appropriate website at hand. The online game "I Sense" involves Sid the Science Kid, a popular t.v. show for children. In this game, Sid identifies clues like "I see something that is___?! The children will guess the answer by clicking on one of the objects on the shelf.
Website 2: Teacher will show children how to navigate through the game "Sense-Sational". The students will click on the object that goes with the correct sense on the face.

New Vocabulary: identify, sensational

APA Citation:
Henson, J. (2011). Sid the science kid. "I Sense". Retrieved from http://pbskids.org/sid/isense.html

Martin, P. (2012). Sensational. Retrieved from http://sciencegames.4you4free.com/five_senses.html
Outdoor Scavenger Hunt
Objective:
Students will describe the different types of leaves on the trees outside the center.
Students will make a collection of non-living objects such a rocks.
Standards:
SD 1 Children will use processes of science to actively explore and increase understanding of the environment
b) Uses senses to observe, classify, and learn about objects
SD 2 Children will acquire scientific knowledge related to life science
a)Observes, explores, and describes a wide variety of animals and plants
c)Observes, explores, and describes a variety of living and non-living objects
SD4 Children will acquire scientific knowledge related to earth science
c) Participates in activities to explore the earth and sky.
Description: Students will be given a scavenger hunt list with pictures of items they are looking for. Students will use their handy dandy magnifying glasses to look for the outdoor items.
Shake the egg
Objectives:
Students will make predictions based on sounds.
Students will investigate and explore different sounds.
Students will verbally compare and contrast different sounds.
Standards:
SE 2 Children will develop curiosity, initiative, self-direction and persistence
a)Shows interest in learning new concepts and trying new experiences
c)Demonstrates self-direction in use of materials
d)Develops independence during activities
e)Sustains attention to a task or activity appropriate for age
Description: Students will shake different plastic eggs filled with items and make predictions about what they think is inside based on the sound they hear.
ECE 3313: Section 6
Block Activity: How will it feel?
Objective: Students will predict what a textured block will feel like based on how the blocks look.

Activity: Blocks are covered in different fabrics and materials to create different textures. In small groups, the students look at the different blocks and make predictions about how the blocks will feel based only on what they can see. After looking for ten minutes the students are given the opportunity to play with the blocks and discover how the blocks feel.
Domain: Physical and Cognitive
Content Area: Science
Standard: SD 1: Children will use processes of science to actively explore and increase understanding of the environment
Activity: Apples vs. Onions
Objective: Students will analyze the taste of a food and determine if it is an apple or an onion.

Activity: In small groups, the students will be asked to close their eyes and given an apple or an onion to smell and then to eat. They are to describe the taste compared to the smell and guess what the mystery food was. They will try both the apple and the onion and then they will be given the apple to smell and the onion to taste and they will have to guess which was which.
Domain: Physical/ Cognitive
Content Area: Science
Standard: SD 1: Children will use processes of science to actively explore and increase understanding of the environment
Activity: Field Trip to the Ice Cream Shop
Objective: Students will be able to compare the taste of two different flavors of ice cream after visiting an ice cream shop and sampling different flavors.

Activity: In a whole group, students will take a tour of an ice cream shop and see how to make ice cream and will be encouraged to try flavors they have never tried before. They will be encouraged to discuss the new flavors with their friends.
Domain: Social and Language
Content Area: Language and Literacy
Standard:
LD 4. Children will develop and expand expressive language skills(speaking)
Activity: Candle Making
Objective: Students will create candles by choosing their own fragrance and measuring the appropriate amount of wax.
Activity: In small groups, students will be given the opportunity to choose a fragrance from a selection of fragrances. Then, they will choose a color of candle wax spheres. They will use a measuring cup to measure the right amount of wax and fragrance and mix it in their jar. The teacher then takes the jars home to melt the wax to make the candle, which students take home the next day.
Domain: Aesthetic
Content Area: Mathematics
Standard:
MD 5 Children will learn how to use a variety of non-standard and standard means of measurement
Theme Vocabulary
Senses
Sight: eyes, seeing, size, shape, color.
Hearing: ears, loud, soft, quiet, sound.
Taste: mouth, tongue, sweet, sour, salty, bitter.
Smell: nose, scent, citrus, bitter, stinky, spicy, sweet.
Touch: hands, texture, feel, smooth, rough, sticky, soft, silky, grainy, gooey.
Density, buoyancy, volume, identify, measure, knead, element changes, melting.
Skills/Concepts Emphasis

Science, Math, Language/Literacy, Social/Emotional, Physical Development, Art, Music
Helping children to use the five senses to explore the world around them.
Goals for the Five Senses Unit
a) Physical Domain
• HPD2: Children will participate in activities that foster fine motor development.
o a. preform fine motor tasks that require small muscle strength and control.
o c. exhibits manual coordination.
b) Cognitive Domain
• SD1: children will use processes of science to actively explore and increase understanding of the environment.
o b. Use senses to observe, classify and learn about objects.
c) Affective Domain
• SE3: Children will increase the capacity for self control.
o c. use classroom materials purposefully and respectfully.
d) Social Domain
• SS2: Children will develop a respect for differences in people.
o b. demonstrates and emerging awareness for and respect for culture and ethnicity.
o c. demonstrates an emerging awareness and respect for abilities.
e) Language Domain
• LD1: children will develop skills in listening for the purpose of comprehension.
o a. Listen to and follow spoken directions
• LD4: children will develop and expand expressive language skills (speaking)
o b. Engage in conversations with adults and children.
o c. Use complete sentences of increased length in conversations.
• LD6: children will begin to develop age-appropriate writing skills
o a. Experiment with a variety of writing tools, materials and surfaces.
f) Aesthetic Domain
• CD1: children will explore and use a variety of materials to develop artistic expression.
o a. Experiments with a variety of materials and activities for sensory experience and exploration.
o c. Shares details about personal creations.
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