Grade1Our Senses Materials And Materials - Scholastic
1GradeMaterials andOur SensesTEACHER’S GUIDEOnline versionand additional resourcesavailable i1nL2
Materials and Our SensesTable of Contents3Welcome to the Materials and Our Senses Unit6Planning Guide9Preparing for the UnitIndividual Teaching Plans10The Five Senses17How Do Your Senses Keep You Safe?25How Can You Describe Materials?31How Do You Use Your Senses?35How Can You Change the Smell and Taste of Food?42How Can You Change the Look and Feel of Materials?49What Sounds Can Materials Make?Assessment53Specific Curriculum Outcomes Checklist54My Inquiry55Student Self-Assessment of Inquiry Process56Teacher Assessment of Inquiry Process57Inquiry Process Rubric59Additional Resources60Letter to Parents and CaregiversUnit 2: Materials and Our Senses1
Let’s Do Science, Newfoundland and LabradorGrade 1 Unit 2: Materials and Our Senses Teacher’s GuideReviewers:Catherine Phillips, NLJanice Ryan, NLScience Consultants:Ron Ballentine, ONNadine Norris, ONCopyright 2016 Scholastic Canada Ltd.175 Hillmount Road, Markham, Ontario, Canada, L6C 1Z7.Pages designated as BLMs or reproducibles may be reproduced under license fromAccess Copyright, or with the express written permission of Scholastic Canada, or aspermitted by law.All rights are otherwise reserved, and no part of this publication may be reproduced,stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, scanning, recording or otherwise, without the prior writtenconsent of the publisher or a license from The Canadian Copyright Licensing Agency(Access Copyright). For an Access Copyright license, visit www.accesscopyright.ca orcall toll free to 1-800-893-5777.ISBN 978-1-4430-4034-1Printed in Canada.10 9 8 7 6 5 4 3 2 116 17 18 19 20
Welcome to the Materialsand Our Senses Unit In this unit, students develop their understanding of the fivesenses and the ways in which we use our senses through avariety of explorations and investigations. Multiple programcomponents will engage students and support learning of thespecific science concepts.Science CardsThis collection of 10 Science Cards will support students’exploration of materials and our senses with each largeformat card focusing on a different concept. The bright,colourful photographs and detailed illustrations will engagestudents and give them multiple opportunities to explorea variety of concepts. These stand-alone cards can also beused at centres to stimulate student explorations. Also, digitalversions of these cards are available on the Teacher’s Websiteto be used with an Interactive Whiteboard.Unit 2: Materials and Our Senses3
Science Read AloudsTwo Read Aloud texts allow you to introduce and engage students withscience concepts. The Hockey Tree by David Ward uses descriptive sensorylanguage to evoke a bright, cold day spent playing hockey on a frozenlake. The text also addresses the concept of altering thelook and feel of materials by introducing students to“hockey tree pucks.”Seeing Red by Robert Munsch is a humorous story thatshares the activities of two boys as they attempt to changethe colour of their hair. This text provides students withan engaging introduction to the inquiry process.Anchor VideoThe Anchor Video: Materials and Our Senses, found on the Teacher’sWebsite, introduces students to essential questions about the five sensesand how we use these senses to describe the world around us, noticehow materials change, and keep us safe. The video gives a number ofexamples to activate students’ thinking and to promote questions.Poster2Think aboutthe results.Make conclusions.Share whatyou learned.There are 9 interactive activities for the InteractiveWhiteboard (IWB) found on the Teacher’s Website.These activities provide students with a variety ofhands-on learning experiences and the opportunity to apply learning in asupported environment. The IWB Activities are tied to the teaching plans toensure that the learning is done in context.4Franson4Explore.Record yourresults.by Leanne3Ask a question.Make a plan.IllustrationsInteractive Whiteboard Activities1ISBN: 978-1-4430-4041-9The poster, What Is the Inquiry Process? will supportstudents as they follow the steps for guided and openinquiries throughout the unit and learn to question,observe, and explore.What IstheInquir y Process?
Science LibraryThe Science Library provides a collection of colourful andengaging non-fiction and fiction texts at a variety of readinglevels. These texts support students as they explore variousscience concepts and skills. See the Science Library Guide in theTeacher’s Guide Binder or online for brief summaries, science connections,and suggested reading approaches (e.g., Independent Reading and Read Aloud).Teacher’s GuideThis guide provides detailed suggestions for using all of theprogram components including the Science Cards, AnchorVideo, reproducible Blackline Masters (BLMs), and IWBActivities with your students. Visual cues such as bookcovers, thumbnail images, and icons highlight the use ofeach program component along with tools such as ScienceFolders and Journals, the Word Wall, and I Wonder Wall.Strategies and tools you need to assess students’ learning,such as rubrics and checklists, are also included.1GradeMaterials andOur SensesTEACHER’SGUIDEOnline versionand additional resourcesavailable i1nL2Embedded with the teaching plans are connections toGuided, Shared, and Read Aloud texts from Literacy Place forthe Early Years, Grade 1 that relate to the concepts explored in Materials andOur Senses.Teacher’s WebsiteIn addition to the Science Cards, Anchor Video, and IWB Activitiesmentioned above, the Teacher’s Website provides a digital copy ofthe Teacher’s Guide for this unit along with access to an image bankcontaining the variety of photographic images found on the ScienceCards and IWB Activities. These images may be used for teachersto create new IWB Activities or for students to incorporate intopresentations. Find the Teacher’s Website atwww.scholastic.ca/education/nlsciencePassword: Sci1nL2Unit 2: Materials and Our Senses5
Planning Guide for Materials and Our SensesTeaching PlansProgramComponentsMaterialsLiteracy PlaceConnectionsSkills [GCO 2]The Five Senses 3.0Students identifythe five senses andwhich body part isSTSE/K [GCO 1/3]used for each sense. 16.0 BLM My FiveSenses IWB Activity 1 Anchor Video:Materials andOur Senses Science Card 1 BLM What MySenses Tell Me students’ Science Folders magazines (optional) sticky notes t wo same-sized juice ormilk cartons construction paperMmm, Lemon!(Guided Reading,Level G)How Do YourSenses Keep YouSafe?Students explorehow they can usetheir senses toidentify materialsand discuss varioussituations in whichtheir senses help tokeep them safe. Science Card 2 BLM My SensesProtect Me IWB Activity 2 The Hockey Tree(Read Aloud) Science Card 3 IWB Activity 3 digital recording of soundssignalling danger students’ Science Folders small items inside a bag,box, or sock variety of scents on cottonballs inside small plasticcontainers digitally recordedsounds of materialsbeing manipulated withcorresponding pictures ofmaterials small items in sealedcontainers (optional) food and beveragesamples students’ Science Journals fruit samples at differingstages of ripeness blindfolds, nose plugs, earplugs or cotton ball, andsocksRain(Read Aloud–Changes InquiryUnit) Science Card 4 Science Card 3 IWB Activity 4 Science Card 5 BLM MyFavourite Sense collection of toy cars two hula hoops students’ Science Journals materials with differenttextures pitched musicalinstruments variety of materials tomanipulate to makesounds variety of materials todescribe descriptive terminologyflash cards students’ Science Folders magazines (optional)How CanYou DescribeMaterials?Students use theirsenses to observematerials and similarobjects made fromdifferent materials,and compare theattributes.6Specific CurriculumOutcomesSkills [GCO 2] 5.0 3.0 8.0STSE/K [GCO 1/3] 16.0 17.0Skills [GCO 2] 3.0STSE/K [GCO 1/3] 17.0 16.0
Teaching PlansSpecific CurriculumOutcomesProgramComponentsMaterialsHow Do You UseYour Senses?Students use theirsenses to groupand sequencematerials accordingto their attributes.Students will beginto learn some ofthe attributes ofmaterials such ascolour, texture,shape, and size.Skills [GCO 2] 9.0 18.0 Science Card 6 IWB Activity 5 IWB Activity 6 stuffed animals or plasticfigurines variety of materials togroup and sequence students’ Science Journals xylophone or waterxylophone and woodenspoonHow Can YouChange the Smelland Taste ofFood?Students use theirsenses to discussand observe waysthe smell and tasteof food can bechanged.Skills [GCO 2] 20.0 1.0 Science Card 7 IWB Activity 7 BLM What MySenses Tell Me B LM ProceduralOrganizer variety of condiments plusapple slices and/or soupsamples students’ Science Journals food or beverage samples flavoured gelatin powderpackages (1 per smallgroup) cooking utensils formaking gelatin set gelatin in a disposablecontainer (1 per student) plastic spoons (1 perstudent) students’ Science Folders lemon juice sugar water small plastic or Styrofoamcups spoonsSTSE/K [GCO 1/3] 19.0Literacy PlaceConnectionsMaking IceCream (SharedReading–SequencingStrategy Unit)Continued on next page.Unit 2: Materials and Our Senses7
Planning Guide for Materials and Our SensesTeaching Plans8Specific rialsSkills [GCO 2]How Can YouChange the 1.0Look and Feel of 22.0Materials? 13.0Students manipulate 5.0different materialsto change theirSTSE/K [GCO 1/3]appearance andtexture. 21.0 Science Card 8 IWB Activity 8 The Hockey Tree(Read Aloud) Seeing Red(Read Aloud) What Is theInquiry Process?poster hot-air popcorn popper andpopcorn kernels construction paper dry tree “rounds” (one pergroup) students’ Science Journals variety of plastic andrubber hockey pucks plustree “rounds” (dry and wet) materials whoseappearance and texturecan be changed suchas modelling clay, roughunpainted wood, bananas,bread, artificial nails,marshmallow, soap, sodacracker tools for changing theappearance and texture ofthe chosen materials suchas scissor, paint, crayons,water, sandpaper digital cameraWhat Sounds Can Skills [GCO 2]Materials Make? 24.0Students use their 8.0senses to recognize 18.0sound andmanipulate materialsSTSE/K [GCO 1/3]to make and alter 23.0sounds. Science Card 9 IWB Activity 9 Science Card 10 digital recorders variety of materials that canbe used to make sounds(alone or in combination)Literacy PlaceConnections
Preparing for the Unit1. Curiosity CentreThe Curiosity Centre gives students anopportunity to investigate science ideas and toolsthrough active participation, free exploration,and independent play. In this hands-on centre,students can explore objects related to materialsand our senses.The Curiosity Centre could have a variety of items for students to explorewith their senses (except taste, whichshould be done under adult supervision)such as shells; feathers; buttons; ribbon;sequins; yarn; paper clips; marbles; metalwashers; seeds or beans; crayons; plasticbottles; elastics; aluminum pie plates; paper;pencils; rulers; balloons; wool, aluminumfoil, sandpaper; pipe cleaners; craft sticks;combs; straws; paper rolls; swatches ofcloth with differing textures; paint swatches a variety of photographs from magazines ofthe body parts associated with each sense(eyes, ears, nose, tongue/nose, and skin) forstudents to examine and use a resource fordrawing2. Prepare Science Journalsand FoldersCheck that students arerecording appropriately intheir Science Journals,ensuring that they date each entry and recordideas using sketches with labels, lists of words,or sentences. Continue to encourage them toadd new questions or ideas to their Journals asoften as they like.Remind students that they should storecompleted BLMs, drawings, stories, etc. that arerelated to the Materials and Our Senses unit intheir Science Folders.3. Word WallAdd any relevant science terminology tothe Word Wall throughout the unit.Urge students to use the terms as oftenas possible as they work through the unit.Word4. I Wonder WallCheck the centre frequently to ensure it iswell stocked with items. Invite students tocontribute to the centre by bringing in items orphotographs related to materials and our senses.Remind students to tidy up the materials whenthey are finished.Build the I Wonder Wall throughout theunit by posting students’ questions asthey arise. Refer to the I Wonder Walloften and select questions that students may beready to answer.Note: You may choose to display new itemsevery few days or introduce items one at a timethroughout the unit.5. Reading CentreAdd texts (books, magazines, and photographs)relating to the senses and how we use them tothe Reading Centre. The titles in the Sciencelibrary will help start off a collection of books.Also refer to the lists of non-fiction texts inthe Additional Resources section of this guide(page 59).Unit 2: Materials and Our Senses9
The Five SensesFocus: S tudents identify the five senses and which body part is used for each sense.Specific Curriculum OutcomesStudents will be expected to: 16.0 explore how each of the senses help usrecognize and safely use materials [GCO 1/3] 3.0 communicate using scientific terminology[GCO 2]Performance IndicatorsStudents who achieve these outcomes will beable to: identify the five senses and accompanyingbody parts use their senses to describe the world aroundthem10NOTES:
Attitude Outcome StatementsEncourage students to: recognize the role and contribution of science in their understanding of theworld [GCO 4] show interest in and curiosity about objects and events within theirimmediate environment [GCO 4]Cross-Curricular ConnectionsEnglish Language ArtsStudents will be expected to: speak and listen to explore, extend, clarify, and reflect on their thoughts,ideas, feelings, and experiences [GCO 1] select, read, and view with understanding a range of literature,information, media, and visual text [GCO 4]Getting OrganizedProgram ComponentsMaterialsBefore You BeginVocabulary BLM My Five Senses IWB Activity 1 Anchor Video:Materials and OurSenses Science Card 1 BLM What My SensesTell Me students’ ScienceFolders magazines (optional) sticky notes two same-sized juiceor milk cartons construction paper Create a senses cubeby cutting the bottomoff of two same-sizedjuice or milk cartonsand pushing themtogether to makea cube. Cover inconstruction paper. hearseesensessmelltastetouchLiteracy Place:Mmm, Lemon! (Guided Reading,Level G)Safety Review school safety rules before students go outside for an investigation.Science Background Our five senses (seeing, hearing, smelling, tasting, and touching) help uslearn many things about the world in which we live. Each sense is relatedto a specific body part or sense organ (eyes, ears, nose, tongue/nose, andskin) but they can be used together to take in sights, sounds, smells, tastes,and touch sensations all at once. Our eyes allow us to see. The pupil lets in light which hits a part inside atthe back of the eye called the retina. When this light hits the retina, it takesan upside-down image of whatever we’re looking at and sends it to theUnit 2: Materials and Our Senses11
brain along the optic nerve. Our brain makes sense of the image by turningit right side up very quickly. Sound is caused when objects vibrate. These vibrations create soundwaves that travel through the air, water, and other materials. When soundwaves reach our ears, they hit the eardrum and make it vibrate. The tinyvibrations move through the inner ear and are translated into sounds thatare sent to the brain through the auditory nerve. Our nose lets us smell. The inside of the nose is lined with mucousmembranes. These membranes have smell receptors that are connected tothe olfactory nerve. When we smell something, the smell receptors reactand send a message to the brain. Taste buds are the tiny bumps all over our tongue and the roof of ourmouth. Taste buds are connected to nerves in the tongue, and they pickup the signals that are sent to the brain to tell us what we are tasting. Thetongue also picks up texture and temperature in food so we can distinguishcreamy, crunchy, hot, or dry. Our nose also plays a part in tasting. As foodis chewed, air flows from the mouth to the back of the throat and some ofthis air reaches the back of the nose. The nose picks up the smell, and thesignals are sent to the brain so we can taste what we’re chewing. We can touch what we come in contact with because we have tinyreceptors all over our skin that are connected to nerve endings which sendinformation to the brain. While we have these receptors everywhere, thegreatest number of receptors are in our fingertips.ACTIVATEIWB Activity:Guess the SenseChallenge studentsto match the bodypart with each of thesenses using Activity 1:Which sense? (see theTeacher’s Website).Mime some sensory experiences such as smelling something foul, seeingsomething at a distance, touching something hot, hearing something loud, ortasting something awful. Invite students to identify what you are doing andwhat sense and related body part is being used each time. Ask: What am I doing? What sense and body part am I using?Have students name the five senses then add the words “senses,” “hear,”“see,” “smell,” “taste,” and “touch” to the Word Wall.My Five SensesWordName:Write the sense for each body part.with each sense.Draw something you can observetastetouch 2016 Scholastic Canada Ltd.12smellhearseeUnit 2: Materials and Our Senses15Distribute copies of BLM My Five Senses. Students record the senseassociated with each body part in the drawing of the child, then draw onething they can observe with each sense. If students prefer, they could cut outpictures from magazines that show people using each of the five senses andglue them to their sheet. Discuss students’ drawings as a whole group. Havestudents store their completed BLMs in their Science Folders.
Anchor VideoPlay the Anchor Video: Materials and Our Senses which is located on theTeacher’s Website. Set a focus for viewing by asking students to think abouttheir senses and how they use them. You may choose to pause the videoto allow students to answer questions or to discuss any questions whichstudents may have.CONNECTUsing the SensesHave students examine Science Card 1. Display the illustration and askstudents to identify what they could see, feel, hear, smell, and taste if theywere in the scene. Have them identify which body part they use for eachsense. You might choose to list the activities on a chart under each sense.Ask: What can you see? Which body part are you using? What can you feel? Which body part are you using? What can you hear? Which body part are you using? What can you smell? Which body part are you using? What can you taste? Which body parts are you using?Discussing SensesInvite students to talk with a partner and share ways in which they use theirsenses throughout the day. Provide prompts such as: How do you use your senses when you get ready for school? How do you use your senses in class? Which senses do you use during lunchtime? What questions do you have?Invite a few pairs to share their ideas with the whole group. Recordquestions on sticky notes and attach them to the I Wonder Wall.Literacy Place Connection:ided Reading, Level G) is aThe media text Mmm, Lemon! (Guthe taste of lemon. Discuss withpersuasive brochure that promotesto their senses.students how the brochure appealsUnit 2: Materials and Our Senses13
Senses CubeCreate a cube by cutting the bottom off of two same-sized juice or m
the Early Years, Grade 1 that relate to the concepts explored in Materials and Our Senses. Teacher’s Website In addition to the Science Cards, Anchor Video, and IWB Activities mentioned above, the Teacher’s Website provides a d
The Five Senses: Smell Smell Science: The Nose Knows! Your Sense of Taste The Five Senses: Taste Taste Test A Tasty Experiment Your Sense of Touch Your Sense of Touch: Cold Five Senses Your Five Senses #2 Learning the Five Senses My Five Senses Match Your Five Senses #1 Match Your Five Senses #2 Match Your Fiv
Nervous System III - Senses General Senses receptors that are widely distributed throughout the body skin, various organs and joints Special Senses specialized receptors confied to structures in the head eyes and ears 2 Senses Sensory Receptors . Senses.ppt Author: James Covey
Discover and identify how the senses work before and during a meal. Show the importance of the senses by identifying the senses used in making decisions. Practice using your senses. Compare and contrast two items using the senses. Lesson Four: Problems With Senses List problems
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WSD for telugu Building Wordnets Telugu WN Intro Resources Approach Senses of a Telugu word w 1 Get the Hindi Translations of w using Telugu-Hindi dict. 2 For each hindi translation, get all its ontological categories from Hindi Wordnet. 3 Senses of w are subset of above senses. 4 Since we don't know which senses correspond to w, we use all the senses as senses of w
SECTION 1: EXPLORING WITH MY SENSES Deepening Questions: What are my five senses and in what way are they used to make observations? / Whole Group: Identifying the Five Senses My Five Senses by Aliki (HMH Unit 2: Lesson 6) After reading aloud the book, as a class, the s
K to Grade 2 Human Body Series The Five Senses. You use them every day to get to know and understand the world around you. What are they? Your senses! The five senses — seeing, hearing, smelling, tasting, and . touching — help us to learn about our surroundings. The following activities will help your students explore their senses.
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