Lesson Plan

Title of Lesson: Introduction to the unit of work Our Senses: Looking at the Science of Our Senses incorporating
Technology
Class: Early Stage 1

Week: 1

Time: 1 hour

(Fatima)

Key Scientific Knowledge (with references):

Each of the 5 senses has their own specialised cellular structure which consists of receptors for specific stimuli (Zamora, 2014).
The 5 senses are linked to the nervous system (ONeill & Chong, 2005)
The different types of sensory experiences support different types of knowledge (ONeill & Chong, 2005)
Science Outcomes & Indicators
Outcomes:
STe-9ME: identifies that objects are made of materials that have observable properties
Ste-4WS: explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and
ideas
Ste-5WT: uses a simple design process to produce solutions with identified purposes
Indicators:

Observe, using their senses, a range of materials used to make specific objects, products, places and spaces

Exploring and making observations by using their senses to gather information about objects and events in their immediate
surroundings

Engaging in discussions about observations and using drawings to represent ideas

KLA (s):
English:

ENe 1A: communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group
interaction
Communicates appropriately and effectively within the classroom using agreed conventions, eg, staying on topic
Respond to simple questions either verbally or non-verbally
Creative Arts:

VAES1.1: Makes simple pictures and other kind of artworks about things and experiences
Talks about significant features and relationships within their artworks

Resources & Equipment:

iPads
- Natural environment
Mr. Potato Head toys and parts
- Scrapbook (Joint Construction Science Journal)
Interactive Whiteboard (Our Senses Smart Notebook File)

Overview of the lesson (with a focus on hands-on tasks)

Intro:
Gather the students onto the floor and introduce the new unit of work Our Senses: Looking at the Science of Our Senses. Ask the students, Has
anyone heard the term Senses before? And if so, what do we know?, what do we want to find out? Give opportunity for all students to
communicate their thoughts and ideas to their peers. Whilst students are sharing their ideas, the educator will brainstorm their ideas on the
Interactive Whiteboard [collectively known as Our Senses Smart Notebook File] for students to refer to in future lessons. Educator then goes
through the 5 senses and notes these into the IWB file, brainstorming each sense and students ideas on these senses. In this time, educator will
introduce the utilisation of a Joint Construction Science Journal (scrapbook), explaining to the students that this is where we will include your
documentation *drawings, comments+ of our learning and a record of our process in the unit of work. (15 mins)
Body:
Communicate to the students that we will watch a Mr. Potato Head YouTube clip that will help us learn about the 5 senses:
http://www.youtube.com/watch?v=pytV9K5I_aU (5 mins)
When all discussion has taken place, convey to the students that we will be going out into the outdoor area to explore with our senses. Educator
and students walk around the school environment whilst the teacher asks, Close your eyes and use your other senses such as *smell, touch,
hearing and tasting] to explore the surroundings. Educator will continue asking students to repeat this process whilst eliminating one sense at a
time. All students and educator walk back to the classroom and sit on the floor again. (10 mins)
Educator and students will engage in discussion about what they experienced when out in the outdoor area. Educator will ask, what kind of
things did you smell, hear, taste, feel and see? Allow time for students to share their idea and communicate them to the rest of the class (10
mins)
Refer back to the YouTube clip that the students watched before hand and communicate to them that they will have the opportunity to engage with
using the iPads and logging into the app - Mr Potato Head Create and Play. Here, students will have the opportunity to construct their personalised
Mr. Potato Head. When completed, students can screen shot their work and attach it to IWB to add into the classes Our Senses Smart Notebook File
(10 mins)
Conclusion:
Gather the students together on the floor. Educator will ask open ended questions about what the students have learnt during the lesson, thus
continuing to add to the Our Senses Smart Notebook File. Communicate to the students that out of the 5 senses, we will be focusing on the sense
of Sight in the next lesson (10 mins)
Note: is it important to praise and acknowledge all students participation and efforts of their contribution and suggestions in the class discussions,
as well as when engaging in hands-on activities throughout the lesson.

Lesson Plan
Title of Lesson: Exploring the sense of Sight
Class: Early Stage 1

Week: 2

Time: 1 hour

(Fatima)

Key Scientific Knowledge (with references):

Sight is the most developed sense in humans (Zamora, 2014)

The spot where the optic nerve connects to the retina is called the optic disc. There are no photoreceptor cells on this disc, so when an
image hits that part of the retina, we can't see it this is called the blind spot (Home Training Tools, 2014)

the brain merges the input of our two eyes into a single three-dimensional image (Zamora, 2014)

Images pass through the eyes to the back of the eye or retina (State Government of Victoria, 2014a)
Science Outcomes & Indicators
Outcomes:

STe-9ME: identifies that objects are made of materials that have observable properties

Ste-4WS: explores their immediate surroundings by questioning, observing using their senses and communicating to share their
observations and ideas

Ste-5WT: uses a simple design process to produce solutions with identified purposes
Indicators:

exploring and making observations by using their senses to gather information about objects and events in their immediate surroundings

engaging in discussions about observations and using drawings to represent ideas

reflecting on what they did and the usefulness of the final solution
KLA (s):
English:

ENe 1A: communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
contribute appropriately to class discussions
use questions and statements appropriately in class discussions
communicate effectively in pairs and groups
Creative Arts:

VAES1.1: Makes simple pictures and other kind of artworks about things and experiences
Talks about significant features and relationships within their artworks

VAES1.2: Experiments with a range of media in selected forms

Explores simple construction techniques with boxes and other sculptural materials
Resources & Equipment
Scrapbook (Joint Construction Science Journal)
- Interactive Whiteboard (Our Senses Smart Notebook File)
Balloon
- pencil
- paints
- Paintbrush
- glue
-Permanent marker
- modelling clay
Newspaper
- piece of wood
- scissors
-masking tape
-wax paper
-aluminium foil
Water
- flour
Overview of the lesson (with a focus on hands-on tasks)
Intro:
Gather students onto the floor to engage in a group discussion about the introductory lesson. Ask students questions like, who anyone remember
what we talked about last week?, who can remind me what the five senses are? Give all students the opportunity to communicate their thoughts
and ideas. Open up the Our Senses Smart Notebook File on the IWB and add notes on it from the students thoughts. Bring out the Joint
Construction Science Journal (scrapbook) for children to reflect back on and discuss their artworks that they worked on in the previous lesson.
Convey to the students that we will be focusing on one sense today being Sight (15 mins).
Body:
Add to students vocabulary by communicating that the word sight is the term used for one of the 5 senses. Ask children questions like, how do
you think our eyes work? Give all students time to contribute their ideas (5 mins)
Educator puts a diagram of a human eye and explains how the eyes work, conveying that the eye works when light passes through the lens of your
eye and is 'recorded' on the back of your eye (the retina). Emphasise key words for students to remember, by adding them to the IWB file words
such as retina, lens, eyeball, pupil, optic nerve and blind spot, to add to their scientific vocabulary. Students are to then draw the diagram of the
human eye onto a piece of paper and labeling the parts of the eye which will then be stuck into the Science Journal scrapbook (10 mins)
Educator will then communicate to the children that they will be engaging in an activity that gives them the opportunity to make a functional eye
model [where they gain firsthand knowledge of how the eye works] using different materials instructions and materials will be displayed on the
IWB from http://www.ehow.com/how_7828732_make-functional-eye-model.html. Educator will read through the instructions of what students will
be doing (5 mins). Allocate 20 mins for half of the students to engage with the hands-on activity, whilst educator assists students where needed, and
the other half doing blind spot experiments, explaining that The spot where the optic nerve connects to the retina is called the optic disc; there are no
photoreceptor cells on this disc, so when an image hits that part of the retina, we can't see it this is called the blind spot. Give students the choice
to alternate from the activities.
Conclusion:
Gather the students onto the floor. Educator will prompt the discussion about the learning that has occurred throughout the lesson especially the
science behind the sense of sight. Give opportunity for all children to communicate their ideas to the rest of the class from what new words they
have learned, to what they found by doing the blind spot experiments, to constructing a functional eye model. Educator will have the Our Senses
Smart Notebook File displayed on the board to add from what the students have learned, as well as have the Joint Construction Science Journal
displayed where students can refer to their drawings of the labelled eye diagram and discuss their thoughts and new gained scientific knowledge. (5
mins)
Note: is it important to praise and acknowledge all students participation and efforts of their contribution and suggestions in the class discussions, as
well as when engaging in hands-on activities throughout the lesson.

Class: Early Stage 1

Week: 3
Time: 1 hour
Lesson Focus: The Tactile or Somatosensory System- exploring touch

(Eilish)

Key Scientific Knowledge

The sense of touch is a part of the peripheral nervous system, which is what separate to the central nervous system (which is made up of
the spinal cord and the brain) (State Government of Victoria, 2014b)
The somatic nervous system (which is 1 of 2 parts in the peripheral nervous system) is where information from skin and muscles is sent to
the central nervous system (the brain and spinal cord) (State Government of Victoria, 2014b)
The sense of touch is what informs out consciousness about areas of the body that cant be immediately seen, and it is one of the first
senses to develop (Gallace & Spence, 2010)
Science Outcomes and Indicators
Outcome
Outcome STe-9ME: identifies that objects are made of materials that have observable properties
Outcome STe-4WS: explores their immediate surroundings by questioning, observing using their senses and communicating to share their
observations and ideas
Indicators

observe, using their senses, a range of materials used to make specific objects, products, places and space

exploring and making observations by using their senses to gather information about objects and events in their immediate
surroundings

manipulating objects and materials through purposeful play

KLA: English
Outcome ENe-1A- communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group
interaction
contribute appropriately to class discussions
use questions and statements appropriately in class discussions
Outcome ENe-2A- composes simple texts to convey an idea or message
drawing on their experience of language and texts, begin to understand that writing and representing can be used to convey an idea or
message

Resources and Equipment

Our Senses Smart Notebook file (IWB)
joint construction science journal
materials for childrens documentation (paper and pencils)
3 sensory stations (Feely Sensory Bag, Corn Flower Snow, Ice Water Play)

Overview of the lesson

Introductions
Revisit previous learning from the Our Senses Smart Notebook file (IWB) by reading and discussing what was documented as a class in lesson 2s
reflection of learning. The students will then look at the joint construction science journal and discussing pictures that were drawn by students
from last lesson. All students will be given the opportunity to share with the class what they learnt in the previous lesson (10 minutes)
Teacher will then introduce the new sense for today which is touch. Students will be asked what they know about touch, which will be
documented in the Our Senses Smart Notebook file (IWB). (5 min)
Body
It will be explained that you can touch because there are things in your body called nerves and these send messages to your brain about what
you touch and feel. Students will be asked to think about this during their exploration rotation group time. Students will be encouraged to ask
each other questions like what are your senses telling you it feels like? while exploring to encourage the concept that it is the nerves in students
bodies that tell them what things feel like when they are touched.
Children will be divided up into 3 rotation groups and will work at 3 different learning sensory stations for 10 minutes each.
Station 1 Feely Sensory bags with a partners an item will be put in small bag by 1 person, and the partner need to then guess what the object
is by only touching it.
Station 2 Corn flour snow play Students will be encouraged to explore properties of the snow by feeling it, using their fingers to draw in it,
making snow balls and watch them crumble etc.
Station 3- Ice water play water with jugs for filling and pouring with large blocks of ice.
Conclusion
Come back as group and give students the opportunity to discuss what they explored in the hand on exploration. As a class, children will be asked
to contribute to documentation that is on the Our Senses Smart Notebook file (IWB) of what they explored and learnt in the hands on rotation
activities. The teacher will then document students thinking and model writing strategies while documenting. (5 minutes)
Students will then be given time to draw something significant to them that they explored that lesson (i.e. what they think a nerve is, what activity
they liked the best and why, what they talked about in the science lesson etc. Each student will be asked to draw something significant to them
and (if possible) write about what they have drawn. This documentation will then be put in the classes joint construction science journal. A few
children will then be asked to share their documentation before all students work is put into the joint construction science journal. (10 minutes)

Class : Early Stage 1

Week: 4
Time: 1 hour
Lesson Focus: Gustatory and the Olfactory System tasting and smelling

(Eilish)

Key Scientific Knowledge

Each taste bud contains receptor cells, when eating these messages are then set to the brain. Taste buds help in distinguishing food flavours (sour,
sweet, bitter and salty) and they are located on the tip, side and back of the tongue. Some are even found in the throat and palate (State
Government of Victoria, 2014c)

Information about taste is sent from nerves in the tongue to the brain with the assistance of the olfactory system (the nose). The nose is the main
organ that tastes- not the taste buds. The sense of smell is more acute than the sense of taste (State Government of Victoria, 2014c)

Exact knowledge behind the sense of smell still isnt exactly known but it is believed that odour molecules in the air are sent up the nasal cavity
where a cluster of cells with small hairs capture the inhaled odour molecules. This information is then sent to the brain by the nervous system to
where the smell is experienced. (State Government of Victoria, 2014d)
Science Outcomes and Indicators
Outcome
Outcome STe-9ME: identifies that objects are made of materials that have observable properties
Outcome STe-4WS: explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and
ideas

Indicators
objects are made of materials that have observable properties. (ACSSU003)
observe, using their senses, a range of materials used to make specific objects, products, places and spaces
exploring and making observations by using their senses to gather information about objects and events in their immediate surroundings

KLA(s)
English
Outcome ENe-1A- communicates with peers and known adults in informal and guided activities demonstrating
emerging skills of group interaction
contribute appropriately to class discussions
communicate appropriately and effectively within the classroom using agreed conventions
Outcome ENe-2A- composes simple texts to convey an idea or message
- drawing on their experience of language and texts, begin to understand that writing
and representing can be used to convey an idea or message
Outcome ENe-11D- responds to and composes simple texts about familiar aspects of the world and their own experiences
use visual, multimodal and digital processes to represent simple aspects of home and community life
respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander communities
Maths
Outcome MAe-17SP represents data and interprets data displays made from objects
- arrange objects in rows or columns according to characteristics to form a data display
Resources and Equipment
- YouTube video - http://www.youtube.com/watch?v=0y3Ta5xcKV4
flavoured water ( lemon, mint, cucumber, orange and sugar )
paper cups (for sampling water
Our Senses Smart Notebook file (IWB)
joint construction science journal
materials for childrens documentation (paper and pencils)
Overview of the lesson
Introductions
Revisit previous learning from the Our Senses Smart Notebook file (IWB) by reading and discussing what was documented as a class in lesson 2s reflection of
learning. The students will then look at the joint construction science journal and discussing pictures that were drawn by students from last lesson. All
students will be given the opportunity to share with the class what they learnt in the previous lesson (10 minutes)
Teacher will then introduce the new senses for today taste and smell. Students will be asked what they know about these two senses, which will be
documented on the classes Our Senses Smart Notebook file (IWB). (5 minutes)
Body
Teacher will explain that the students will be exploring different flavours of water, and students will be asked to think about water tastes and smells like.
Students will watch a YouTube video about story of Tiddalick The Frog and would be asked to consider what the water that Tiddalick drank smelt and tasted
like. After the video students will recap what the video was about and what Tiddalick did, they will then discuss what water smells and tastes like. Teacher will
(if needed) direct the discussion to the idea that water does not have a taste or a smell, unless something is added to it. (10 minutes)
Students will then sample different flavoured water by tasting and smelling, without being told what flavour the water is. During this time, the teacher will
explain that you can taste things because of taste buds in on your tongue that send messages to your brain about the flavour of things that you eat to drink. It
will also be explained that you can smell because right up in your nose there are little hairs that catch what things smell like and then send messages to your
brain about what different things smell like. Students will each sample lemon, mint, cucumber, orange and sugar water and try to identify what has been
added to the water that makes it taste and smell the way it does. After each sample of water, students will be given the opportunity to discuss what they
think has been added to the water, with the teacher telling the students what was added to each sample of water. (20 minutes)
After children have sampled and identified the flavouring in each sample of water, each student will be asked to pick which flavour they liked the best, and to
graph their favourite on the Our Senses Smart Notebook file (IWB) (5 minutes)
Conclusion
As a class, children will be asked to contribute to documentation that is on the Our Senses Smart Notebook file (IWB) of what they explored and learnt during
the sampling of water. The teacher will then document students thinking and model writing strategies while documenting. (5 minutes)
Students will then be given time to draw something significant to them that they explored that lesson (i.e. how you smell or taste things etc. Each student will
be asked to draw something significant to them and (if possible) write about what they have drawn. This documentation will then be put in the classes joint
construction science journal. A few children will then be asked to share their documentation before all students work is put into the joint construction
science journal. (10 minutes)

Class: Early Stage 1

Week: 5
Title of lesson: Investigating the science behind sound and hearing

Time: 1 hr

(Shirley)

Key Scientific Knowledge (with references):

Sense of hearing is a part of the auditory system.

The ear is an organ of hearing and balance. It has three main parts that being the outer, middle and the inner ear (State Government of Victoria [SGV], 2014d).

The outer ear is the part that we can see. The cup shape helps collect sound waves from the environment (SGV, 2014d)

The middle ear is separated from the outer ear by the eardrum. This part of the ear amplifies and carries sound waves into the inner ear (SGV, 2014d)

The inner ear is where sound waves are collect and changed into nerve signals which are then sent to the brain. The brain organises these sounds by using
previous experiences to interpret and categories them as voices, noises, music etc. The sense of balance is also located here too. (Snyder & Gregg, 2011; State
Government of Victoria Department of Education and Early Childhood Development [DEECD], 2013; SGV, 2014d).

All sounds come from things that vibrate. They faster they vibrate the higher the pitch will be (DEECD, 2013).

Sound travels through solid, liquid and gas. Sounds spreads out from the sources just like ripples in water which is why sounds are less intense from afar than
when close to the source (DEECD, 2013)

Having two ears helps us to better detect where the sound is coming from (DEECD, 2013)

Science Outcomes and Indicators

Outcomes:
STe-9ME:Identifies that objects are made of materials that have observable properties
STe-4WS:Explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideas
Indicators:
Observe, using their senses, a range of materials used to make specific objects, products, places and spaces
Engaging in discussions about observations and using drawings to represent ideas
Using a range of methods to share observations and ideas, such as drawing, informal and guided discussion, role-play, contributing to joint construction of short texts
and/or using digital technologies
KLA(s):
English

ENe-1A-Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
- Respond to simple questions either verbally or non-verbally

ENe-11D- Responds to and composes simple texts about familiar aspects of the world and their own experiences
-Use visual, multimodal and digital processes to represent simple aspects of home and community life
Mathematics

MAe-16MG-Describes position and gives and follows simple directions using everyday language
- Describe the positions of objects in relation to themselves using the terms 'left' and 'right'
Creative Arts

MUES1.4- Listen to and responds to music

-Listen to, and respond to, a variety of music

Make simple pictures and other kinds of artwork about things and experiences
-Make drawings, paintings, sculptures etc about things of interest to them and their experiences.

-Cling wrap
-Bowl
-Rice (1/2 cup)
-Baking tray

Resources & Equipment:

- Musical instruments (bells)
- Blindfold
- Materials for childrens documentation (paper and pencils)

Overview of the lesson:

Introduction:
Students will revisit previous learning as a whole class by reading and discussing about what was documented in Our senses Smart Notebook file in lesson four.
Students will then examine and discuss about the pictures that they have drawn in the joint construction science journal (to make linkage to current lesson evident).
After that students will then be introduced to the new topic sense of hearing by watching a short video on the IWB
(https://www.youtube.com/watch?v=HMXoHKwWmU8).
(10 mins)
Body:
-After watching students will share as a group what they have observed in the video. Teacher will then explain to the class that all the sounds that we can hear actually
come from things that vibrate, and the faster they vibrate the higher pitch their sound will be (students will explore different pitch as well as vibrations by touching their
throat when using their vocal cords and by ringing bells). Students will then be asked to share what they know about vibration (eg. But what does vibration mean? Is
it always visible?). After hearing students explanations the teacher will then demonstrate what sound vibration actually looks like on an eardrum model (a bowl with
cling wrap stretched tightly over with rice on top whilst banging the table with a baking tray to observe the shaking of the rice on cling wrap). Students will be informed
that not all sound waves are visible to our eyes (just like our vocal cords and our ears) but we can sometimes feel them and hear them as our ear detect these vibrations
in the air (outer ear) which then hits our eardrum (middle ear) and is changes into nerve signals (inner ear) that is then sent to the brain as our brain stores memory of
our previous experiences so it can help decide if the sounds that we are hearing are actually familiar voices, music, noises etc. (20 mins)
- After this discussion students will then be guided into the outdoor area and asked to close their eyes and sit quietly whilst listening to the sounds in the background
(eliminating other senses to zone in onto their hearing- revisiting previous experience in lesson 1). The teacher would then ask the class after a few minutes what they
heard and the teacher will then focus the classs attention to the fading sounds of vehicles and why that might happen (why is it loud at first and then goes softer till you
cant hear it anymore?). Once the teachers hears the class hypothesis, students will be informed that sound travels and spread out into the air which is way is it loud
when it is close and soft when it is far away (Students will then experiment this in pairs by having one of the pair stay put whilst the other person takes a step back and
each time that they do so they will call out the other persons name until they cant hear their voice anymore)
(10 mins)
- Students will then head back to class and asked to sit in a circle. Teacher will reflect on what was discussed throughout the lesson and then question children why do
we have two ears to hear and not one? After hearing students suggestions the teacher will designate a student to sit in the middle of the circle blindfolded whilst
covering one ear and ask another student sitting in the outer circle to call out the childs name to see if they can guess where the person is calling their name from (using
words like behind, left, right, in front etc). Once all students have had a turn the teacher will inform the class that two ears help us better detect where the sound is
coming from.
(10 mins)
Conclusion:
To end the lesson the students will be asked to head back to their table and draw what they have learnt in todays lesson about our sense of hearing. Once the whole
class had completed this task they will then sit back on the floor and as a class brainstorm a write few important points of what they have learnt about hearing in our
class smart notebook file.
(10 mins)

Class: Early Stage 1

Week: 6
Time: 1 hr
Title of lesson: Conclusion to Unit of Work The senses working together

(Shirley)

Key Scientific Knowledge (with references):

Humans naturally use their senses to explore, interact and learn about the world around them (Young, 2007).

Our five senses- sight, touch, taste, hearing and smell help us gather information about our immediate environment which is then translated by
the brain. We make sense of this information based on past experiences as well as through combining informations provided by each other senses
(DEECD, 2014).

Humans respond automatically to the information provided by the sensors. Response to sensory is vital in order to survive in the environment
(DEECD, 2014).
Science Outcomes & Indictors
Outcomes:

STe-9ME:Identifies that objects are made of materials that have observable properties

STe-4WS:Explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations
and ideas
Indicators:

Observe, using their senses, a range of materials used to make specific objects, products, places and spaces

Manipulating objects and materials through purposeful play

Using a range of methods to share observations and ideas, such as drawing, informal and guided discussion, role-play, contributing to joint
construction of short texts and/or using digital technologies

Working in groups to reflect on what they found interesting, liked or disliked about what they did, what was or was not expected and what they
would do differently
KLA(s):
English

ENe-1A-Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
- Respond to simple questions either verbally or non-verbally
- Contribute appropriately to class discussion

ENe-11D- Responds to and composes simple texts about familiar aspects of the world and their own experiences
-Use visual, multimodal and digital processes to represent simple aspects of home and community life
Creative Arts

VAES1.1-Make simple pictures and other kinds of artwork about things and experiences
-Make drawings, paintings, sculptures etc about things of interest to them and their experiences.
Resources & Equipment:
IWB
My 5 sense notebook file (See Apendix)
Class journal
Popcorn and electric popcorn popper
Overview of the lesson:
Introduction:
Students will start off by revisiting prior learning experience by viewing what was documented in Our senses Smart Notebook file in previous lesson.
Students will then examine and share the pictures that they have drawn in the joint construction science journal with the rest of the class (during this
time the teacher would recount about what they have done over the past six weeks). Once that is completed the teacher will then identify and
address the scientific purpose behind using our senses (eg. why do we have sense?, why are they so important? as students often take their
senses for granted and dont realise how vital their senses are in working together to provide a variety of information about the surrounding
(10mins)
Body:
- After discussing about the importance of the five senses in everyday experiences, students will then engage with a IWB lesson called My 5 senses
(see Appendix). During this experience students will revise over what they have learnt over the past six weeks such as identifying the five senses and
where they are located, identify the sensory organs as well as their scientific functions and learn the use of their five senses in acquiring learning)
- Once all students have all had a turn and have complete all task in the IWB lesson, the teacher will then transition the class to the next activity by ask
the students to remain seated on the floor with their heads down and eyes closed. The teacher will prepare a batch of popcorn in an electric popcorn
popper and ask the class to listen to the sounds and describe what they can hear. Once the smell of the popcorn begins to fill the air ask the students
to describe what they can smell. When the popcorn is cooked hand out them out the class and asks them to touch it and describe the feeling. Finally
once they have identify what it is have invite the students to open their eyes to see if they made the right prediction before eating the popcorn
(during this time whilst they are eating ask the children to talk about how they used all their senses to identify it.
(40 mins)
Conclusion: To end this unit of work the teacher will ask the students to reflect on what they have explored and discovered by document their
learning in the Our Sense- Smart Notebook file as well as in the joint construction science journal (i.e drawing and/ or one-two sentence reflection).
During this time the teacher will also ask the students what their favourite activity was and why (explicitly about the science behind the sense) by
modelling eg. I liked learning about how sounds vibrate into our ear drums (10 mins)
NOTE: Students dietary requirement will be taken into consideration before preparing popcorn for this experience. Modification of technology
integration is also included i.e for Aboriginal and Torres Strait Islander and ESLverbal scaffolding of the questions in IWB lesson etc.