KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Morgan and Tatiana Date: ___

Cooperating Teacher: Coop. Initials

Group Size: Allotted Time __50 minutes_ Grade Level 3rd grade__

Subject or Topic: ___Taste _______________ Section

STANDARD: (PA Common Core):

3.1.3.A9. - Use simple equipment (tools and other technologies) to gather data and understand
that this allows scientists to collect more information than relying only on their senses to gather
information.

3.1.3.A9. - Use data/evidence to construct explanations and understand that scientists develop
explanations based on their evidence and compare them with their current scientific knowledge.

I. Performance Objectives (Learning Outcomes)

a. The third grade students will be able to apply their vocabulary terms on taste by
completing the worksheet labeling each of the food/drink items with their
vocabulary terms.
b. The third grade students will be able to categorize the different flavor of
jellybeans by completing a chart that will then be put into their science notebooks.

II. Instructional Materials

a. BrainPop video - https://www.brainpop.com/health/bodysystems/taste/
b. Worksheet on vocabulary
c. Jellybean chart
d. Jellybeans
e. Tray for the jellybeans
f. Science notebooks

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
a. Prerequisite Skills
i. Use your tongue to taste
ii. Different tastes
iii. Good scientists use the five senses to observe and classify things in the
world.
b. Key Vocabulary
 i. Sour – having an acid taste like lemon or vinegar
ii. Sweet – having the pleasant taste characteristic of sugar or honey
iii. Salty – tasting of, containing, or preserved with salt
iv. Bitter – having a sharp, pungent taste or smell; not sweet
v. Warm – having or giving out heat to a moderate or adequate degree;
serving to maintain or preserve heat especially to a satisfactory degree
vi. Saliva – watery liquid secreted into the mouth by glands, providing
lubrication for chewing and swallowing, and aiding digestion
vii. Taste bud – any of the clusters of bulbous nerve endings on the tongue and
in the lining of the mouth that provide the sense of taste
viii. Unami – a category of taste in food, corresponding to the flavor of salt or
acid
ix. Papillae – little bumps on your tongue that hold the taste buds
c. Big Idea – Sensitive Tongue
d. New Content
i. Tongue (how we taste)
1. Sour
2. Sweet
3. Salty
4. Bitter
5. Warm
6. Saliva
7. Taste bud
8. Unami
9. Papillae
ii. Can trigger memory
1. May make you think of another time when you had the same food
and where you had it
iii. Classifying foods
1. Classify based on the vocabulary terms

IV. Implementation

a. Introduction -
i. Review with the students that they taste different things with their tongue,
and ask them “What is your favorite food?” Have them tell a partner what
their favorite food is. Give students 2 minutes to discuss. Remind students
that good scientists use their senses to observe things in the world.
ii. Set a purpose for showing the “Taste” video on BrainPop. Show the video
to the class, discussing connections to today’s topic of the tongue. Ask
students to discuss in pairs, “How is your tongue able to taste different
things? What are the little bumps called that hold your taste buds? What
happens when you see or smell food?” Discuss the answers in a whole
group, and jot down some answers on the board.
iii. Tell students that today they will be able to do what good scientists do and
apply their vocabulary terms and categorize the different tastes.
b. Development –
i. Hand out copies of the vocabulary worksheet to the students
ii. Go over the directions for the worksheet: “Which of the five types of
tastes best describes each of the foods below? Write the word on the line
next to the food. Then write down any foods that might fall into the
category ‘coolness’.”
iii. Give the students 5-10 minutes to complete the worksheet, and then go
over it as a whole class. Allow time for the students to make corrections if
needed. When going over the second part of the worksheet, be sure to
question the students to provide further thinking, such as “Why did you
choose that food to go in that group?”
iv. Review the rules for tasting the jellybeans and filling out the chart (be sure
there are no allergies):
1. No throwing the jellybeans
2. Taste one of each color of the jellybeans
3. For the worksheet: Color the jellybean in correspondence to the
one you tried
a. Color in the face to match whether you liked it or not
b. Write what flavor you think it is
v. Give time for each students to try all the jellybeans and complete the chart
(20 minutes). Monitor students working on the chart and trying the
jellybeans.
vi. Tell the students on the count of three that we will discuss what they
explored as a group. Count to three for attention of the class. Go over each
of the colored jellybeans and write down on the board what the students
thought the flavor was, and then give them the correct answer.
vii. Have the students tape their chart into their science notebooks. And reflect
on if they got any incorrect, why they thought it was something else.
viii. Tell the students that on the count of three, we will share out thoughts as a
whole.
ix. Have students share what they wrote in response to their reflection.

c. Closure –
i. Review what has been learned about taste and the tongue.
1. Share different opinions about the jellybean activity, and show a
picture of the tongue. Have students pick out the different sections
of the tongue. Follow up with “How do you know?” when they
labeled each part.
ii. Have students write 3 sentences in their science notebooks using the
vocabulary words.
iii. Assignment – tell students to come up with one food that could have more
than one taste, and write about it in their science notebooks (ex. Salty and
sweet).

d. Accommodations/Differentiation –
 i. For the assignment of coming up with one food that could have more than
one taste, they could use the internet to help them. Also, a picture could be
drawn instead of writing about it.

e. Assessment/Evaluation Plan
i. Formative
1. Student worksheets will be completed to demonstrate
understanding of the different vocabulary words for taste. An
observation checklist will be used to document learning. This will
be recorded on a checklist with a check or x.
2. Students will demonstrate what good scientists do by completing
the jellybean chart and taping it into their science notebooks.

V. Reflective Response
a. Report of Students’ Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
b. Personal Reflection(Question written before lesson is taught.)(Reflective
answers to questions recorded after lesson is taught.)

VI. Resources (APA Format)

a. BrainPop video - https://www.brainpop.com/health/bodysystems/taste/
b. Vocabulary worksheet -
https://www.brainpop.com/health/bodysystems/taste/activity/#=standard
c. Jellybean chart - https://www.playdoughtoplato.com/5-senses-activity-pack/