Do A Science Experiment. We Use Our Senses Every Single Day For Things Like Reading and Eating. First We Are Going To

Lesson Title: Science Using the Senses
Grade Level: 1st grade

Teaching Date: November 24th
Readiness
I.
II.
III.
IV.
Goals/Objectives/Standards
a. Goal: Students will use their senses to solve a real world
problem.
b. Objective:
Students will correctly describe objects on their observation
sheet using all of their senses and then identify the object.
c. Standards:
1.1.1 Use all senses as appropriate to identify the component
parts of objects and the materials from which they are made.
Materials
a. Time roughly 30 minutes
b. Space students will experiment at their desks and we will do
some discussion in the nook
c. Behavior I will have students move their worm down for bad
behavior. I will reward tickets or marbles for really good behavior.
d. Materials sugar, salt, flour, parmesan cheese, cups, spoons,
plates/trays, worksheets, paper bag, mystery item (preferably
fun like jello)
Anticipatory Set (5 minutes)
a. Mystery Item
Students will make a line to me. I will have a paper bag with a
mystery item in it. Each student will stick their hand in the bag
and feel the object. Based on sense of touch they will guess what
the object is.
Purpose:
a. Today we are going to learn about our five senses and
do a science experiment. We use our senses every single
day for things like reading and eating. First we are going to
figure out what is in my mystery bag that I have for you. Then we
are going to talk about our five senses. Then we will do our
science experiment. So in a minute I would like everyone to
make a line (WALK) starting here at the board and wrapping
around to the door. Each person is going to take their finger, stick
it in my bag, and feel the mystery item. Then after you have had
your turn you are going to go sit in the nook until everyone has
had a chance to feel it. I want everyone to get a chance to feel it
so make sure once you are in the nook, you wait quietly for
everyone else.
b. What did the mystery item feel like? How would you describe it?
Is it hard or soft or sticky or slimy?
What do you think it is? Why?
*Reveal item*
Does anyone remember what the senses are? One of them is
touch. Can you describe that sense for me? How do we use it? *if
I notice that students are struggling with knowing the 5 senses, I
will do a mini lesson before I begin our science experiment*
Plan for Instruction
V.
VI.
Adapting to Diverse Needs

a. I will make sure to model all of my directions for students who
get confused easily. I will also repeat instructions and walk
around the room while students are exploring the objects to keep
them on task. Students will work in table groups so that they can
support each other. I will try to give countdowns for Eric and
make transitions very easy for him.
Lesson Presentation (Input/Output)
a. Science Experiment: (20 mintutes)
Directions: We are going to move on to our science experiment
next. There are some things we need to go over before we start.
Science experiments can be really fun but they can also be kind
of messy sometimes. What I need from you is to be good
listeners and to follow directions. If you cant be good listeners
and follow directions then we wont get to do this fun
experiment. Now there are going to be some times when we get
to talk and we will be excited and thats great. So If I need your
attention or we start getting too loud remember I will say
eyeballs and you will say snap. And remember that when I say
this I need you to stop and listen.
Scenario: OH NO! All of the labels on my jars in my cabinet fell
off! How will I make cookies if I dont know which one is which?! I
need your help figuring out which jar is sugar, flour, salt, and
cheese! I cant tell the difference. We will have to use our senses
to help us figure it out!
*On each table will be a plate/tray of the items listed above in

cups labeled 1 through 4. Each student will also have a
worksheet.*
The first thing that we are going to do is go back to our seats
and before we start we are going to look at the four items and
guess which one we think is which. So we are not going to touch
them, or smell them, or anything. We are just going to look at
them and on your paper you are going to guess which item is
which. This is called our hypothesis. Say that with me:
hypothesis. This means the same thing as taking a guess.
(students move back to their seats) Take a poll of what the
students voted for each jar and write down on my recording
sheet.
I would like you to turn to the next page, and this is the page we
are going to do our science experiment. My page looks just like
yours so it will be easy to follow along and we will fill it in
together. So we just looked at all the items and made our
hypothesis. So what do you notice about Jar 1 just by looking at
it? How would you describe it? (write down words from the
students observations and repeat for Jar 2-4, students will write
down words on their own paper) Now we are going to move on to
smell. What I would like you to do is pick up Jar 1 and pass it
around carefully not to spill it on the table for everyone to smell
and put it back on our tray. Is everyone going to try to grab the
cup at once? No. We need to take turns and be careful not to spill
it. *give example* Go ahead and everyone smell Jar 1. What did
it smell like? How would you describe the smell? Does it remind
you of another smell? (write down observations and repeat with
Jar 2-4) Now we are going to move on to touch. Im going to show
you how I would like you to touch each item. We are not going to
grab a huge handful or pour a bunch out or be really messy with
it. We are going to take one finger, dip it in the cup, make a
circle, and pull it back out (demonstrate). Go ahead and do that
with Jar 1. What did it feel like? Was it soft, hard, sticky, etc?
(write down observations and repeat with Jar 2-4) Now we are
going to do sound. It is not going to make a sound just sitting
there and us listening. What we are going to do instead is take
our thumb and our finger and pinch just a little bit, pull it up, and
drop it back into the cup (demonstrate). And we are going to
listen carefully to what it sounds like when we drop it. Go ahead
with Jar 1. Did it make a big noise or a little noise? What did that
noise sound like? (write down observations and repeat with Jar 24) Now we are going to do taste. Listen carefully. Each one of you
has a small spoon that we are going to taste the items with but
were only going to taste them one at a time. Now we dont want
to get a huge pile on our spoon. Some of these items might not
taste good, so you dont want to get a huge amount. Just a little
bit on your spoon is enough. Go ahead and everyone at your
table taste Jar 1. What did you taste? Was it sweet or sour? Good
or bad? How would you describe it? (write down observations and
repeat with Jar 2-4)
Lets look back at our hypothesis from the beginning. Now that
we have tasted, and smelled our items do you think we should
change our hypothesis? (go through each Jar)
I have the results in this envelope. Do you think we should open
it and see if our hypothesis is right? Okay here we go.
Jar 1: Sugar
Jar 2: Flour
Jar 3: Salt
Jar 4: Cheese
I would like you to finish filling out your worksheet. You need to
write the results on your paper and then fill in how many jars you
guessed correctly. After that, you need to make sure your name
is on your paper and you need to turn it into the tray. After you
finish I would like you to go to the nook and wait for everyone
else to finish. If you would like to take your ipad and play a game
while you wait, that is fine with me but make sure that your
volume is off and your voice is at a whisper because other kids
are still finishing up.
VII.
VIII.
Check for Understanding

a. How will I assess?
I will formatively assess students by walking around the room
and by taking student responses and observations.
b. What will I do if students dont understand?
I will do a follow up lesson the next time I am at school because
time will not allow me to do another lesson. The lesson the next
time will review the senses in more depth and go over making
observations about objects by using our senses.
Closure (5 minutes)
a. Discussion. I need ipads turned off and set on the floor in 10, 9,
8 Who had a hypothesis that was right? What did you like
about this experiment? Was it easy to sort the objects with your
senses? Do you think this would have been hard to do without
one of your senses?
Assessment
IX.
X.
Formative Assessment
a. Student responses and observations during the experiment and
discussions, teacher observations from walking around the room
Summative Assessment
a. There is no summative assessment
Reflection
1. How many students achieved the lesson objective? Why didnt they?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students participating? Why not?
6. How did I reach learning styles and ability levels?
a. Blooms:
b. Multiple Intelligences:
7. Additional questions:
Were students following along and on task during the
experiments?
Were there any problems during the experiment? How could
those be resolved?

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Lesson Title: Science Using the Senses

Grade Level: 1st grade

Adapting to Diverse Needs

*On each table will be a plate/tray of the items listed above in

Check for Understanding

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