An Introduction to the Senses_Edited by Latanya

For students of any age up to 2nd grade.

An Introduction to the Senses 
Edited by Latanya

Primary students will identify human body parts associated with the five senses. They will name the five senses.  They will perform simple experiments involving the senses. 

Materials Needed:
Several empty 35 mm film canisters with a lid.  Each canister should be labeled with a number. Each canister will contain a piece of  lemon, a piece of dill pickle, cinnamon, peppermint oil, chocolate, unpopped popcorn, salt, air popper, fresh dill weed,  and fresh mint leaves.  A print out of a complete human body, chart paper, apple, microphone,  and blind folds.

Tie the blind folds over each of the students eyes.  The teacher crunches a piece of apple into the microphone.  Then the students will pass an apple around and feel and smell the apple. Each student will remove their blind folds.  Pose the question to the students “What did you use to identify the apple?” Write the students answers on chart paper or on the white board.

Have all the students wash their hands before beginning the lesson.  All of the students will place a blind fold over their eyes.  Distribute one numbered film canisters to each of the students. The students  will use  their sense of  smell, taste, hearing, and touch first to determine the identify of each of the objects. The teacher will ask each student their guess and write the students answers on the chart paper.  Then the   students  will  remove their blind folds to see if they were right. This process will be repeated with each of the remaining containers. When all the containers have been named the teacher will hold a class discussion on each of the senses.  The discussion should focus on the usefulness of each sense and why each sense is important.

Performance Assessment:
 On a piece of chart paper list the names of each of the body parts.  On a different piece of chart list the names of each of the five senses.  The students will label each of the body parts on the print out along with the correct sense.

To implement with older or advanced students...
- Allow students to use only one sense to try to identify the objects. 
- If students cannot correctly identify the substance, add another sense to the list they are allowed to use.
- Track the least amount of senses used to identify objects (an average) and which senses were easier to pick out than others.
- This shows the importance of all of our senses working together. It also serves as a link to teaching about the loss of a sense (i.e. hearing, sight, etc.)