It Smells So Good I Can Taste It

The Five Senses-Smell and Taste Standards: 2.1 The dimensions of wellness are interrelated and impact overall personal well-being. o 2.1.4.A.2: Determine the relationship of personal health practices and behaviors on an individuals body systems. 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. o Objectives: Students will be able to identify the five senses and their function Students will be able to utilize the senses of touch and hearing to better explain the function of these senses through personal experience and observation 5.3.4.A.3 Describe the interactions of systems involved in carrying out everyday life activities.

Materials: Smell Center Plastic containers with holes in the lid (9) Droppers of different colored food coloring (3) Flavored extracts (3) Colored Pencils

Taste Center (per center use) Small paper cups (2) Large paper cups (4) Cotton swabs (4 per student) Lemon juice/water mixture (1 cup) Salt water (1 cup) Honey/water (1 cup) Unsweetened cocoa powder (1 cup) Hand lens (1 per every 2 students)

Procedure: Yesterday we talked about three of the five senses, who can remind me which ones they were? o Touch, Sight and Hearing

Today, we are going to talk about three more senses: taste and smell Who can remind me why it is important that we have a sense of taste? A sense of smell? Those are all extremely important. Today, we are going to talk a little bit more about these senses through the use of centers, just like we did yesterday. So, we are going to work at our centers by table. Just like yesterday, we have 2 centers: one for smell and one for taste. If you are not at a center, who can remind me what you can be doing? o Working on KWL Chart o Coloring (NOT cutting) body parts in your packet o Reading a book about the systems (when finished the first two) Group B-C to centers (Group B to smell, Group C to taste)

Smell Center: BEFORE KIDS COME: Label the containers 1-9 Fill the containers 1, 2, and 3, halfway with water and one of the food colors. Use another color for containers 4, 5, and 6 and the third color for containers 7, 8, and 9. Add 8-10 drops of one flavor extract to containers 1, 4, and 7. Repeat with the second flavor extract in containers 2, 5, and 8. Repeat with the third flavor in containers 3, 6, and 9.

WHEN KIDS COME Have the nine cups at the station. Have 3 kids at one group of containers, 3 kids at another group of containers, and 2 kids at another group of containers. Have the kids waft the scent from their container and record the color and the scent of the liquid in each container. Switch until all the containers are sniffed by each student

If the kids finish before the taste station, they may go back to their desk and work on whatever activity they need to be. Call over next group (Group A). If station is finished, have taste station go back to desks and call over Group A. Taste Center: Group students into pairs Ask students to examine their partners tongue with a hand lens and record results on their lab sheet Discuss the terms salty, sweet, bitter, and sour with students to ensure that they are familiar with the terms and can provide an example of each. Distribute the cups and solution to pairs. Indicate that salt is salty, honey is sweet, lemon juice is sour, and cocoa powder is bitter. Students take a cotton swab, dip it in a solution, and use the tongue map to identify where on the tongue the taste is strongest for each item. NO DOUBLE DIPPING. Between tastes, students may sip water. When students finish, have them go back to desks

Discuss results of both tests as a class Assessment:

Teacher Observation Systems Booklet KWL Chart Student Participation in Activities/Record Sheets