Kindergarten CRM 1 Inquiry TEKS K.1 – K.4Lesson 2 Using Our Senses To Explore the World Around us

Essential Questions What is science? How do we raise questions and seek answers

about the world around us? How do we record and share our observations,

thinking, and conclusions in science? What tools and safety measures do scientists

use to investigate the natural world?

Enduring Understandings Scientists raise questions about the world

around them and seek answers by careful observation and investigation.

Scientists give reasons (evidence) for their claims and conclusions and consider reasons suggested by others.

Scientists keep a notebook as a thinking tool and use questions, diagrams, charts, graphs, conclusions, and wonderings to record and share their thinking.

Scientists use tools and safety measures to investigate the natural world.

TEKS/SEsK.2A: ask questions about organisms, objects, and events observed in the natural world.

K.2B: plan and conduct simple descriptive investigations such as ways objects move.

K.2C: collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools

K.2D: record and organize data and observations using pictures, numbers, and words.

K.2E: communicate observations with others about simple descriptive investigations.

K.3B: make predictions based on observable patterns in nature such as the shapes of leaves.

K.3C: explore that scientists investigate different things in the natural world and use tools to help in their investigations.

K.4A: collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as

Intended Learning Outcomes Students will be able to ask questions,

investigate and communicate their observations.

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demonstration

thermometers and wind socks; and materials to support observations of a balance habitats of organisms such as terrariums and aquariums.

K.4B: use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

Language Objectives Use strategies to discuss the 5 senses

VocabularyESSENTIAL

balance / equilibrio collect data / reunir datos communicate / comunicar computer/ computadora explain / explicar goggles/anteojos de seguridad hand lens / lupa investigate / investigar magnet / imán measure / medida notebook / cuaderno observe/observaciones questions/ preguntas safety / seguridad safety rules/reglas de seguridad senses/ sentidos terrarium / terrario

ELPS1D Learning Strategies- Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known.)College and Career Readiness StandardsIntellectual curiosity- Engage in scholarly inquiry and dialogue.21st Century SkillsUse Systems Thinking- Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.Prior Learning Scientists use tools to gather information.

Scientists use drawings, charts, and graphs to record and make meaning of data.TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report

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to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think..I observed…I conclude…

Creative Learning Strategy:Sound and Motion: https://creativelearningatx.wordpress.com/2015/06/09/idea-and-movement/

Teacher Management – ( Time) Estimated Time for Completion – 4 days

Materials (per group of 4) Five Senses Sorting This is a link to a site called Teachers Pay Teachers. Although you will need to

join, it is free. Science tools including- hand lenses, primary balances, cups, bowls, magnets, class interactive

notebook, student notebooks, goggles. Trays of objects to observe such as, pinecone, seashell, feather, cinnamon stick, jingle bell, small

smooth stone, small rough stone, unifix cube, pom-pom ball, piece of faux fur, small Styrofoam ball, plastic button, penny, washer, bolt, piece of magnet strip, bottle cork, small twig, ceramic tile, small 1 ounce clear plastic cup (medicine), gold key, poker chip, screw cap lid, star foam sticker, tongue depressor. You will need to collect objects to observe. You might have each team member bring a bag or one object and share with your teams, or have parents send in objects.

Materials (per/class) A set of smelly candles (At least 3 different scents. 2 of each scent for matching.) Paper bag/large sock to use as a “mystery bag”. Tonic water, lime juice, sugar, salt Cotton swabs or dixie cups for tasting

Safety ConsiderationsDay 3: Be mindful of food allergies and need for refrigeration when preparing for taste exploration. Remind the students of the safety procedures, especially about not putting objects in their mouths.There are very strict rules about food in the classroom. Please take precautions when exploring the sense of taste.

Advanced Teacher Prep Day 2 (Optional) Create smelly bags. Using small, brown paper sacks place mystery items inside for

students to identify. For the liquid items, you may want to put a small amount of the item on a cotton ball and then place it inside the bag. Some ideas for things to place inside the bags are- cologne, extracts such as vanilla, lemon or peppermint, cloves, chocolate, coffee, Fritos or any items with a distinct smell.

Day 3 Prepare food for students to taste. Please take precautions when exploring the sense of taste

Day 4Science Department Updated June 2015

Collect a variety of common objects to have for the students to examine, such as, pinecone, seashell, feather, cinnamon stick, jingle bell, small smooth stone, small rough stone, cube, pom-pom ball, piece of faux fur, small Styrofoam ball, plastic button, penny, washer, bolt, piece of magnet strip, bottle cork, small twig, ceramic tile, small 1 ounce clear plastic cup (medicine), gold key, poker chip, screw cap lid, star foam sticker, tongue depressor.

Chart tablet and markers Create a mystery box/sock/sack to hide some mystery objects in – things that have texture, sound,

weight, etc.

Anchors of Support Using the class science notebook, model the procedures you would like the students to use in their

science notebooks. Enlarged copies of the Five Senses Sorting cards below. Word bank words of senses and words to describe, textures(Touch) smells (Smell) Taste, Graph of favorite smells data using post-its

Literary ResourcesUse any books in your school library that have to do with senses, nature, or onomatopoeia. Suggestions are as follows: Listen Buddy by Helen Lester, My Five Senses by Aliki, Hearing by Mandy Suhr, Nature Spy by Shelley Rotner and Ken Kreisler, Lunch by Denise Fleming, Senses in the City by Shelley Rotner, The Lunchbox by Diana Noonan, Night Sounds, Morning Colors by Rosemary Wells, My Skin Looks After Me by Jane Buxton, One Hot Summer Day by Nina Crews If You Were Onomatopoeia, World Fun Series I Saw an Ant on the Railroad Track, by Joshua Prince Chickety Chook Chook, by Cathy MacLennan You Can't Taste a Pickle With Your Ear: A Book About Your 5 Senses, by Harriet Ziefert The Eye Book, by Theo LeSeig The Magic School Bus Explores the Senses, by Joanna Cole and Bruce Degen David Smells! by David Shannon

Technology Resoures

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5 Senses – (Brain Pop Jr on the AISD Cloud) http://www.peepandthebigwideworld.com/resources/exploration/color/ Stimulus Sounds Library

http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/stimulussounds Five Senses Sorting on Teacherspayteachers.com Our new adoption has interactive lessons for each unit that students can use at a center or at

teacher discretion to answer questions. Also, inquiry activities are included in each unit. Log in to Science Fusion > Think Central > Student Access > Unit 1 Doing Science > Lesson How do we

use our senses? (Available in English and Spanish) Log in to Science Fusion > Think Central > Teacher Access > Unit 1 Doing Science > Inquiry How do we

use our senses? (Available in English and Spanish) https://getkahoot.com/ https://padlet.com/ http://www.polleverywhere.com/

Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere , allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available and these student in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.

Science Fusion Houghton Mifflin Harcourt (HMH) ResourcesBig Book of Science Vocabulary p. 1Student Edition pp. 1-4Assessment Guide p. AG 7Big Book of Science Songs and Rhymes pp. 3-4Sciencesaurus pp. 2-3

Background Information for TeachersThere are four basic tastes: sweet, salty, sour, and bitter. What we think of taste is really 30% smell, which is why food has little taste when one’s nose is stuffed up.

Misconceptions Students think that observing only applies to sight, but they need to be taught how to use all of their senses in science.Students may think that they use only their tongue to taste. Help them understand their entire inside of their mouth helps them to taste, including the roof of their mouth and the inside of their cheeks.

Probing Questions What are your senses? [¿Qué son los sentidos?] How do your senses help you observe the world around you? [¿Cómo usamos nuestros sentidos para

observar el mundo a nuestro alrededor?]

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What information can you gather with your eyes? Hands? Taste? Nose? Ears? [Qué información puedes captar con la vista? ¿El tacto? ¿El gusto? ¿El olfato? ¿El oído?]

All lesson resources provided within this lesson are for instruction by ALL teachers.To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.

Arch of Lessons Kindergarten (45 Minute Lessons)

Day 1- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.

Engage (5-10 min.) Ask, “How do scientists find out about the world around them?” Lead students to the conclusion that they learn about their world by observing things around them using their senses. Make a web anchor of support that shows observations in the middle, and different senses all around. Say:” Your senses can be a tool. Today you will use your ears as a tool to help you on a ‘hearing’ scavenger hunt.” (Explain what that is.) Take students to a part of the campus where nature is in abundance. Put the students in groups of 2 or 3 and challenge them to observe things in their environment. Ask them to use their sense of hearing and listen for sounds. Ask them to note if the sounds are loud, quiet, man-made or from living things?

Explore (15 – 20 min.) Download or play some sounds from Stimulus Sounds Library. After you play each sound, students will pair share with their partner about what sound they heard and what they think made the sound. Write each sound word on a word bank. (ex: ding, shhh) and draw the source it came from. (You may use pre-made pictures.)

Explain (10 – 15 min.) Making Meaning Conference: Students share ideas and observations, teacher records and probes through questioning. Major concepts, vocabulary, and learning objectives explained and refined with use of anchors and class notebook. Students record observations in science notebook. They can make a rough drawing of what made the sound and write an “L” for loud or a “S” for soft sound and if they are able to write the word for the sound, they may use the word bank to write the word. Encourage Ss to share their notebook with a partner and explain what they heard using descriptive words. Ex: I heard a bird chirping; I heard a loud crash. If you can find a great book on onomatopoeia, use that book in your read-aloud.

Day 2- Building Concepts and Academic Vocabulary

Read to Understand (10 - 15 min.) Students read independently, in small groups, and in small guided reading group and write notes and additional questions they have in their science notebook. See Differentiated Instruction below for leveled readers from Science Fusion.

Explore (15 – 20 min.) and Dual Language Activity 1

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Introduce the smelly candles and how to collect their scents.”Today we will focus on the sense of smell. Your nose has two jobs. It cleans and warms the air you breath. It also allows you to smell.”Teach the students what is meant by wafting and the importance for scientists to never smell things directly if they are not sure what it is. Discuss the difference in the scents of each candle.

Have students work with partner to smell candles and find two that have the same scent. (Instead of candles you may want to create your own smelly bag.)

Explain (10 – 15 min.) Making Meaning ConferenceHave students think of things that their family cooks. What smells come from the kitchen? Ask them to generate a class list of other things that smell. (Be prepared to redirect silly body waste answers if they come up as “That is science! That is how our body gets rid of waste: some are solids, liquids, and gases.” if it comes up. Lead students to think of animals and plant smells. Ask Ss why they think things smell. Record answers on the class IN science notebook.

Extend/Elaborate (15 minutes) and Dual Language Activity 2 Have students use their bodies to create a living graph, students stand in line behind the the drawing or picture of what smells they like. Ex: flowers, puppies, their Mom’s perfume, popcorn, barbeque, pizza and cookies. Give each student a small post-it, and have them place it on the board under the picture of their favorite smell. Model making claims, and have students generate claims (true statements) from the data on the graph. Ss record reflections in science notebooks or Ss record smells in science notebooks by drawing foods that make the smells.*Assessment: See K Rubric 1 st 9 wks TEKS K.2 C,D,E. At a level 4, Mastery, student records and organizes data and observations using pictures, numbers and words. As students are recording the smells, take notes for this grade.

Day 3- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.

Engage (5-10 min.) Focus on sense of taste. We do not usually taste things in science, but it can be a way to gather information. Ask students to generate things that have a strong taste. What things taste good? Bad? What things are safe to taste, not safe?

Explore (15 – 20 min.) and Dual Language Activity 1Prepare a “Tongue map” on chart using sweet, sour, bitter, salty locations on the tongue. Show pictures of differents items and have students make predictions using sentence stem. I predict it will taste __ because. Using 4 clear cups, fill with tonic water, water with lime juice, water with salt and water sugar. Ask students to predict what is in each cup, chart responses describing each cup content. For example, it is clear, cloudy, etc. May allow students to smell before tasting and change their predictions. Using cotton swabs or small dixie cups, allow students to taste each water. Chart their responses.Taste (bitter, sour, sweet, salty)Science Department Updated June 2015

Sugar water (sweet)Salt water (salty)Lime water (sour)Tonic water (bitter)In the IN Science Journal, studnets complete sentence stem. ___ taste like ___Students write experiment reflections and illustrate.

Explain (10 - 15 min.) Making Meaning Conference: Ask students to think of one food that is sweet, salty, sour, and bitter. Students take turns in pairs and describe one food that is salty and what happens in their mouth when they eat it. Ask Ss to change partners and repeat this process with a sweet food, then a sour food, etc. Have them fold a paper in fourths, and label with the four tastes. They will draw one food from each taste group in each quarter.

*Assessment: See K Rubric 1 st 9wks TEK K.4B. At a level 4, Mastery, a student will use senses as a tool of observation to identify properties and patterns of organisms, objects and events in the environment. Use the above activities as a formative assessment and take notes.

Day 4-Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence.

Explore (30 min.) On a chart tablet, provide the following labels and have students identify objects that match the labels. (see below)

soft suave hard duro smooth liso rough áspero stretchy elástico

Set up 4 stations: primary balance, magnet/magnet stick, tub of water, ruler/non-standard measurement tools. Have a container or tray of objects for the students to test. Give small groups of students time to rotate through the tool stations. Be sure and ask them to be thinking about how they can describe the objects when using their sense of touch and the tools.

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Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or push in and work with students while they are in a station. From anectdotal observations, teachers identify which students need additional support.

Elaborate (15 min)Tell students that the office has dropped off some mystery bags and ask them how we might use our senses to figure out what is inside. Allow them to generate sense of smell, shake it to hear, etc. Help them to see that scientists are always trying to solve mysteries as they investigate. Focus on sense of touch. Ask them how we can use our sense of touch to gather information as a scientist. Generate words that describe the texture of objects. have them tell what might be soft, hard, squishy, wet, gooey, creamy, heavy, light.Ask students to use their sense of touch (hands) to make observations and try to discover what is inside the mystery bag. Students share their observations without looking at what is inside. Pass the bag around the table and allow each child to describe what he/she feels. Ask them to draw in their notebook their prediction of what is inside. After everyone has guessed, reveal the object and talk about how the object felt. Ask: which sense did we use to try to determine what was inside the mystery bag?If additional time or in DL classes: Elaborate and Dual Language Activity 2Review the names of the 5 senses mentioned previously.View/discuss video- 5 Senses (BrainPop Jr) Students turn, talk and share observations/ideas. Then, Have Ss interview classmates to find their favorite items to smell, taste, see, touch and hear. Create a class book telling about these. Using student names complete the sentences. Add illustrations and/or photos. (ie) _______________ likes to ______________ _______________.Evaluate

Ss will use their senses to explore and learn about the world around them. Ss will use science tools to investigate the world around them. Ss will begin to record and classify data in their student notebooks, using pictures, words, and

numerals. Ss will use scientific vocabulary when using tools and communicating observations.

Formative Senses Student Sheet Student discussions Teacher observationsSummative Portfolio assessment of Science Notebook *Assessment: See K Rubric 1 st 9wks TEK K.4B. At a level 4, Mastery, a student will use senses as a

tool of observation to identify properties and patterns of organisms, objects and events in the environment.

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DifferentiationLeveled Readers: Science Fusion, see Teacher’s Edition p. 6 or Log on to Science Fusion for Unit 1 Leveled Readers. ELL: Have students work in pairs for one to say the name of the sense in Spanish and the other in English. Have them take turns and then switch off. Have students use the word pictures of the sense and match with the word. The word card can also have a picture.SpEd: Provide IEP accommodations. Provide models of support as needed. Have words for students to match with senses. Have students trace the name of the sense using a card with the name outlined in puffy paint.

Enrichment: Have Ss interview classmates to

find their favorite items to smell, taste, see, touch and hear. Create a class book telling about these. Using

student names complete the sentences. Add illustrations and/or photos.

(ie) _______________ likes to ______________ _______________.

Date:

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TOUCH

SIGHT

SMELL

TASTE

Scientists use their sense of hearing to describe how things sound.Volume Pitch Sound Effect Word I predict that this sound

is made by a…Mystery

Sound #1LOUD

soft

high

lowMystery

Sound #2LOUD

soft

high

lowMystery

Sound #3LOUD

soft

high

lowMystery

Sound #4LOUD

soft

high

low

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Date: Scientists use their sense of touch to describe how objects feel.

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The object feels…

I think it could be…

3The object feels…

I think it could be…

4The object feels…

I think it could be…

The object feels…

I think it could be…

2

3

2

1

Science Department Updated June 2015

Science Department Updated June 2015

Science Department Updated June 2015

Science Department Updated June 2015