Grade 1: The Five Senses Unit Plan - MICHAEL TSCHRITTER
Running Head: UNIT PLAN
1
Grade 1: The
Five Senses
Unit Plan
Developed by Michael A. Tschritter
EDUC 3106: Curriculum Instruction in
Teaching Science (Elementary)
Instructor: Jason McLester
UNIT PLAN
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The Five Senses: How We Use Our Senses and the World Around Us Unit Plan
Michael A. Tschritter
EDUC 3106: Curriculum Instruction in Teaching Science (Elementary)
Instructor: Jason McLester
November 2, 2015
UNIT PLAN
3
The Five Senses: How We Use Our Senses and the World Around Us Unit Plan
Michael A. Tschritter
Grade 1 Science- EDUC 3106: Curriculum Instruction in Teaching Science (Elementary)
Introduction/Rationale for Unit
Whether we are playing outside or spending a night at home with our families, our five senses
play an integral part in how we perceive the world around us. Both humans and animals use senses such
as touch, taste, smell, hearing, and sight and these senses associated sensory organs (skin, tongue/mouth,
nose, ears, and eyes) in order to detect information about the world. In turn, each of our senses is highly
interconnected with our brain because all of our senses tell our brains how to perceive nearly every aspect
of our lives. On the other hand, we must also come to understand that sometimes there can be limitations
to our sensory organs and these limitations will drastically affect the way we perceive the world. ¡°The
senses are essential survival mechanisms and any organism deprived of one or more of its senses is at a
serious disadvantage if it does not learn to adapt¡± (Science Alberta Foundation, n.d., p. 70). It is
extremely important for young students to begin to grasp how our senses work because understanding the
observations that one¡¯s senses help us make form the foundational understandings that students will
continue to subconsciously use throughout all other aspects of schooling and in life. The purpose or
intended goal of this unit is to allow students to learn about their different senses and sensory organs
using student-centered and engaging contexts/activities. Many cross-curricular outcomes have been
woven into the very core of this unit to uphold the Alberta Education Ministerial Order of 2013 that
schools must try to develop well-rounded students/citizens of the world.
Learner Focus
Students are expected to actively use their prior knowledge of the real world throughout the unit
by applying what they know about the world in relation to the different scientific and cross-curricular
concepts such as mathematics being taught. There are seven major areas of understandings that students
are expected to grasp/learn by the end of the unit. These understandings are: Identifying each of our
senses and explaining how our senses help us to interpret the world, recognizing how our senses keep us
safe/contribute to our quality of life, applying particular senses to identify and describe the characteristics
of objects, understanding the limitations of our senses/how our senses can mislead us, recognizing that
other living things have senses, describing ways that people adapt to limited sensory abilities, and
explaining how we can take care of our sensory organs. Furthermore, the students will also gain
experience working with the scientific skill of bringing focus to investigations by making observations
UNIT PLAN
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through inquiry and demonstrating a positive attitude for the study of science. Finally, three of the major
cross-curricular outcomes/understandings in mathematics that this unit will achieve are: Obtaining
number sense by practicing counting through understanding how to count-on, representing and describing
numbers up to 20 concretely, symbolically, and pictorially, and sorting objects using one attribute while
being able to explain the sorting rule.
I believe this unit is best suited to be taught at the beginning of the Grade 1 school year
(September/October) so that students can practice using their understanding of the senses throughout the
remainder of Grade 1. I must help students to bridge the gap between just recognizing the world and
introduce them to more sophisticated, academic principles that will form the backbone of their work with
science, mathematics, and many other subject areas throughout the rest of their elementary school years.
As a teacher I need to not only monitor every students¡¯ individual progress in learning these scientific
understandings, but I must also self-monitor my own teaching to ensure that I am introducing students to
appropriate scientific inquiry investigations that actually help them learn the understandings. Moreover, I
must adapt to the reality that the beginning of the Grade 1 school year is a time where students are just
beginning to learn how to read and write and I must make this unit accessible to all students by varying
the learning experiences to include describing observations in various formats. It is my expectation that
by the end of the unit, that the students will be able to use their senses to make general and specific
observations and to communicate these observations orally and by producing captioned pictures.
Overview of Unit General Learner Expectations
Science Grade 1 Topic D: Senses:
The students will be able to:
?
?
General Learner Expectations-1-9: Use the senses to make general and specific observations, and
communicate observations orally and by producing captioned pictures.
General Learner Expectations-1-10: Describe the role of the human senses and the senses of other
living things, in enabling perception, and action.
Science Grade 1 Process General Learner Expectations:
Skills:
?
?
General Learner Expectation- Science Inquiry-1-1: Bring focus to investigative activities, based
on their own questions and those of others.
General Learner Expectation- Science Inquiry-1-2: Describe materials and objects that have been
observed and manipulated, and identify what was done and found out.
UNIT PLAN
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Attitudes:
?
General Learner Expectation-Attitudes-1-4: Demonstrate positive attitudes for the study of science
and for the application of science in responsible ways.
Overview of Unit Specific Learner Expectations
Science Grade 1 Topic D: Senses:
The students will be able to:
?
?
?
?
?
?
?
Specific Learner Expectation 1: Identify each of the senses, and explain how we use our senses in
interpreting the world.
Specific Learner Expectation 2: Identify ways that our senses contribute to our safety and quality of
life.
Specific Learner Expectation 3: Apply particular senses to identify and describe objects or materials
provided and to describe living things and environments. Students meeting this expectation will be
able to describe characteristics, such as colour, shape, size, texture, smell and sound.
Specific Learner Expectation 4: Recognize the limitations of our senses, and identify situations
where our senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting with a plugged
nose.
Specific Learner Expectation 5: Recognize that other living things have senses, and identify ways
that various animals use their senses; e.g., sensing danger, finding food, recognizing their own young,
recognizing a potential mate.
Specific Learner Expectation 6: Describe ways that people adapt to limited sensory abilities or to
the loss of a particular sense; e.g., colour blindness, inability to see objects at close range.
Specific Learner Expectation 7: Describe ways to take care of our sensory organs, in particular, our
eyes and ears.
Science Grade 1 Process Specific Learner Expectations:
During this unit, the students will obtain:
Skills of Scientific Inquiry:
?
Focus:
o Specific Learner Expectation: Ask questions that lead to exploration and investigation.
?
Explore and Investigate:
o Specific Learner Expectation: Manipulate materials and make observations that are relevant
to questions asked.
o Specific Learner Expectation: Identify materials used.
o Specific Learner Expectation: Recognize and describe steps followed, based on
independent activity, on directed activity and on observing the activity of others.
?
Reflect and Interpret:
o Specific Learner Expectation: Describe what was observed, using pictures and oral
language.
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