Professional Documents
Culture Documents
5 Senses Lesson 3
5 Senses Lesson 3
5 Senses Lesson 3
Grade/Subject: 1/Science
Unit: Senses
LEARNING OBJECTIVES
Students will:
1. Identify and describe characteristics of various objects using their sense of touch.
2. Describe the term texture.
3. Explain how their sense of touch can be altered.
ASSESSMENTS
Observations: While doing the experiment, make
sure all the students are engaged, especially those
whose turn it is not. While going through the
worksheet, make sure the students are following
along and writing down the appropriate texture
word on their handprint.
Key Questions/Considerations:
What does texture mean?
How can our sense of touch be altered?
Written/Performance Assessments:
-Completion of the Master #5 worksheet (front and back)
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
Assessment of Prior Knowledge:
SAY: The last couple of lessons we have been learning about the 5 senses. We have learned what they are, what body
part goes with each sense, how our brain controls our senses through the nerves connected to our brains, and about
how our senses can warn us of dangerous situations and keep us safe.
ASK: As a review, who wants to tell me what sense we discovered is used most often?
ASK: Whats one situation where our sense of SEEING can warn us of danger?
SAY: Today we are going to be learning more about our sense of touch.
SAY: Your entire body is used for the sense of touch. For example, you feel the wind on your face, you feel the
sidewalk with your feet as you walk and you feel the desk seat underneath you as you sit down.
ASK: Does anybody remember what the tiny nerve endings all over your skin that help you feel are called?
SAY: RECEPTORS! The skin has many different sense receptors. Each kind has a specific job and measures
something different. For example, hot, cold, pressure, and pain.
SAY: When something is touched, the receptors send messages along the nerves to the spinal cord. These messages
then travel up the spinal cord to the brain. The brain helps you decode the message and tells you what to do.
ASK: If you touch something hot, what does your brain tell you to do?
SAY: This happens almost instantly!
ASK: Can anybody tell me what the term texture means?
SAY: When we describe the texture of something, we describe the way it feels to our sense of touch.
SAY: Lets come up with some texture words on the board.
ASK: What are some words that describe how something feels?
Transition to Body: continue to discuss ideas with the class
Transition:
SAY: Ok, I want you all to quietly put everything away. Close your booklets and place them on the corner of your
desks to be picked up.
DO: Pick up the booklets or use classroom helpers.
Closure (5 min.):
Consolidation/Assessment of Learning:
SAY: Today we learned about the sense of touch and how we can describe our sense of touch by talking about the way
something feels or its TEXTURE! We also learned more about our skin receptors and how putting something between
our skin and the item we are touching can alter our sense of touch. Today we tested that by wearing gloves. We found
it harder to find our items when we had our gloves on. That is because our skin receptors had to go through the fabric
of the glove.
Transition To Next Lesson:
SAY: Thanks for being such good workers for me today, Grade Ones! Its almost time for gym, so when (the helper)
sees youre ready we can begin our end of the day routine.
Feedback To Students/ further assessment: while students are in gym, look through the booklets and circle any wrong
answers on the completed worksheets, so they can fix any mistakes before beginning the next science lesson.