THE LAND OF THE FIVE SENSES K3

A WebQuest for Kindergarten

Designed by

SOFIA CHIQUETTS

capacitacionaladocencia@blogspot.com

The Five Senses Song
Tune: This Old Man

   
With my eyes, I can see
Robins nesting in a tree.

Chorus:
I see and hear, and smell, and taste, and touch.
With my senses I learn so much!

   
With my ears, I can hear
Distant noises and sounds quite near.

Chorus:
I see and hear, and smell, and taste, and touch.
With my senses I learn so much!


With my nose, I can smell
Fragrant flowers in the dell.

Chorus:
I see and hear, and smell, and taste, and touch.
With my senses I learn so much!


With my mouth, I can taste
Donuts which are chocolate glazed.

Chorus:
I see and hear, and smell, and taste, and touch.
With my senses I learn so much!


With my hands, I can feel
Bananas with a slippery peel.

Chorus:
I see and hear, and smell, and taste, and touch.
With my senses I learn so much!

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11 pages of posters about the 5 senses HERE

See, hear, smell, taste, and touch

our way to science learning using our five senses. 

·        How do we see pictures alike and differently?

·        How do we hear and recognize songs?

·        How do we smell and recognize scents?

·        What are our favorite foods and what do they taste like?

·        What is your favorite object to touch and what does it feel like? 

You need to investigate the five senses.

Ear	Mouth	Nose	Eye	Hands

ACTV. ONE


Begin the PROYECT by giving each student a peanut. 


Ask the students to describe the peanut to the class. 
If they do not report on all of these observations ask:




 How does it look? 


How does it feel? 


How does it smell? 


Sound? 


The students crack open the peanut. Repeat the questions. 






LETS GO, dance!!

  TWO
Art and Movement Activity
      "Painting with Feet"
Preschool children often engage in finger painting.  But for this preschool activity children will use sensory motor and problem solving skills as they paint with their feet.
You will need:
Mural paper or craft paper on a roll, newspaper, tempera paint (2 compatible colors), liquid detergent, at least 4 flat pans, towels for cleanup, relaxing instrumental music, and an adult helper.

Prepare the painting area in advance by carefully taping a long sheet of mural/craft paper to the floor so that none of the edges can come loose.  Surround the mural paper with taped down newspaper.  Take the time to make sure all paper is taped down securely.  This will make a big difference when the activity is in progress.

Next, place a tub of warm soapy water at one end of the mural paper.  At the other end, place flat pans lined with thin moistened sponge cloths.  Mix tempera paint with liquid detergent and pour it on the sponge cloths.  The sponge cloths will keep the children from slipping in the paint and from getting too much paint on their feet!

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THREE

At the SCIENCE LAB, students label each of five

 boxes with the name one sense.                             Several objects such  as an alarm clock, a telephone, peanuts, a picture of a television, a bell, a whistle, etc. are sorted by one sense used with these objects.         The categories will vary among students.              Discuss how we often use more than one sense when using objects and classifying them.

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FOURTH

Sense of Taste

Science Activity: Tongue Tasting
During this early childhood education activity preschool children explore the 4 major tastes that the tongue can sense; bitter, sweet, sour and salty.

You will need:
Lemon wedges and lemonade, candy, potato chips and unsweetened cocoa, a pitcher and cups (for lemonade), small paper plates, small spoons, unbreakable hand-held mirrors.

Teachers should know that taste buds are grouped on the front, sides and back of the tongue.  And, that they are also in other parts of the mouth. Prepare in advance plates with samples of the foods for each child.

While talking with young children about the different foods they like encourage them to use words like sweet, sour, salty and bitter to describe the foods.  Tell them that they can taste the small samples of foods that are on their plates by putting a little on their tongues. Explain that they have "taste buds" on their tongues which help them taste and provide a few unbreakable, hand-held mirrors so they can look at their tongues.

Older children can be asked to predict how the items will taste.  For very young children use only two tastes and compare.  When preschool children frown etc. as they taste ask, "Why are you frowning?  How does the ____taste?  Is it sweet, sour, bitter or salty?"  Understand when instead of sampling, children eat the foods they like.

Finally talk about the tastes they like the best and not the best.  Provide the lemonade and while you are enjoying the refreshing drink ask what the lemonade reminds them of.

FIVE

hot or cold?

Which objects are hot, and which ones are cold? Can your child tell the difference? Have her cut and paste each image that is typically hot in the "hot" category, and then glue down the objects that are usually cold in the "cold" section. This worksheet's sure to get your child thinking about temperature critically—and scientifically!

SIX

TOUCH

With gritty sand, smooth shells, and wet water, the beach is a great place to use our sense of touch. On this worksheet, kids draw something they touch at the beach, reinforcing understanding that touch is one of our five senses and that we use our hands to touch. In addition to their imaginations, kids use fine motor skills for drawing as well as prior knowledge to complete the worksheet.

SEVEN

OK, OK, OK, REMEMBER

Prior Knowledge

The student has

1. described objects
2. sorted objects
3. counted orally to 10
4. pointed to pictures/objects that are the same or different.

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Mathematics, Science and Language Objectives

Mathematics
The student will

1. summarize data on a graph 
2. classify objects by shape, size and color
3. duplicate patterns
4. order objects by size 
5. create and describe sets and subsets
6. determine quantity in sets and subsets up to five and two fives as 10, etc.
7. estimate number of objects they can see, feel in given sets.
8. explore idea of size in relation to distance.

ScienceThe student will 

1. name the five senses
2. use one of the five senses to discover properties of objects in the environment
3. name a body part used for each sense
4. compare objects using only one sense
5. classify objects using only one sense
6. become aware of various physical impairments
7. describe how the five senses work together
8. describe ways to show proper care of eyes, ears and nose
9. practice safety procedures relevant to the five senses
10. describe how each sense works.

Language
The student will

1. create a class Big Book on the five senses
2. provide and use relevant theme vocabulary where appropriate
3. use relations such as top, bottom, direction, space and location (above/below, front/back, near/far)
4. listen to taped sounds and stories 
5. match written text with illustrations of each of the five senses
6. develop predictable language/pattern reading.

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Vocabulary

taste el sabor	sight la vista	smell el olfato	hearing el oído	touch el tacto
tongue lengua	eyes ojos	odor olor	loud fuerte	skin cutis
salty salado	shape figura	nose nariz	low bajo	rough áspero, a
sweet dulce	see ver	different differente	high alto,a	smooth liso, a
bitter amargo	color color	soft suave	ears oídos	hot caliente
sour agrio	size tamaño	weak débil	sound sonido	texture textura
cold frío	hard duro, a	same igual	strong fuerte	feel sentir

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Concept Web

REFERENCES

Annotated Children's Books

Aliki. (1962). My five senses. New York: Harper Collins Publishers.
This book gives a good overview of the five senses and explains that sometimes we use just one or two senses, sometimes all five.Brenner, B. (1977). Caras. New York: E. P. Dutton.
Photographs show the reaction of the senses to both pleasant and unpleasant stimuli.
Broekel, R. (1988). Tus cinco sentidos. Chicago: Children's Press.
The book explores the five senses through photographs and answers questions posed by the author.
Larreula, E. (1984). El país de los cinco sentidos. Madrid: Editorial Teide, S.A.
In this fantasy world all senses are separate and only one sensation can be experienced at a time. The senses unite and become what we are today.
Murphy, C. (1986). Tus sentidos. Boston: Editorial Norma, S.A.
This pop-up book of the senses describes the location of each of the senses and how each helps us know our world.
Radlauer, R. S., & Perez, W. (1960). About four seasons and five senses. Chicago: Melmont Publishers.
This volume contains many illustrations. The text for each subsection is followed by an open-ended question.
Sands, S. (1991). Kids Discover: The five senses. New York: Kids Discover, 1(3).
This magazine issue discusses each sense separately with diagrams, photos and pictures. It also stresses the need for using all five senses in experiencing life.
Tymme, J. (1978). I like to see: A book of the five senses. Racine, WI: Western Publishing Company.

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