Investigating Your 5 Senses 45 Minute Health Lesson Science-to-Go! Program Grades: PreK-1. Investigating Your 5 Senses

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1 TEACHER GUIDE Investigating Your 5 Senses 45 Minute Health Lesson Science-to-Go! Program Grades: PreK-1 Investigating Your 5 Senses Description Explore the five senses all humans share and how they work. Enjoy using hands-on props and activities to experiment with your senses. Touch, smell, look and listen to discover the wonders of the world around you. Objectives Name the five senses and the organs that make them possible Describe ways that our senses can keep us safe Explain the importance of your brain and how it works with your senses Ohio s Learning Standards Pre-Kindergarten: Cognition and General Knowledge Science Inquiry & Application Observe, hold, touch and manipulate objects Engage in simple investigations Kindergarten: Life Science - Physical and Behavioral Traits of Living Things Living things have physical traits and behaviors, which influence their survival. Kindergarten: Science - Inquiry and Application Employ simple equipment and tools to gather data and extend the senses Communicate about observations, investigations and explanations Grade 1: Life Science - Basic Needs of Living Things Living things have basic needs, which are met by obtaining materials from the physical environment. Grade 1: Science - Inquiry and Application Employ simple equipment and tools to gather data and extend the senses Communicate about observations, investigations and explanations National Health Education Standards Pre-Kindergarten-Grade 2: Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. Pre-Kindergarten-Grade 2: Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 1 Wade Oval Dr., University Circle, Cleveland, OH /26/16

2 How to Set Up Your Room Please have student desks clear before the program begins. Please provide an empty desk or small table for the museum educator to set up display items. If booking multiple programs, transitions will be easier if museum staff sets up in only one location. Introduce the vocabulary and additional resources provided below. Vocabulary brain large mass of nerve tissue in the skull of animals that controls their moving, thinking, and five senses. disability A condition that makes a person unable or have difficulty doing what others consider daily or normal activities. This could be a physical or mental difference in the person s body that happened because of an illness or injury. handicap refers to a physical or mental disability a person may have. ( He or she is a person who is handicapped ) Not the preferred way to describe a person with a physical or mental disability. nerves - these are the tissues that transmit sensations to the brain. person who is disabled this is the acceptable/preferred way of referring to a person who is living with a disability (instead of a disabled person ) senses any method of receiving impressions or information through certain body organs. Extension Activities 1. Included with this guide are two activity sheets, The Nose Knows and Talking Fingers. You may use them as either pre- or post-activities to your program. During the Just Senseless program your instructor will introduce the idea of naming a person before their disability. Use the handout No Labels, Please! to reinforce this idea. 1 Wade Oval Dr., University Circle, Cleveland, OH /26/16

3 Online Resources for Teachers and Students Click the link below to find additional online resources for teachers and students. These websites are recommended by our Museum Educators and provide additional content information and some fun, interactive activities to share with your class. CMNH Educators regularly review these links for quality. Web addresses often change so please notify us if any links have issues. Cleveland Museum of Natural History Educator Resource Center (ERC) The Educator Resource Center offers educator workshops, thematic teaching kits, animal dioramas, and more for loan to area teachers. Contact the ERC at for information on individual or school membership. Visit the Museum s ERC website for more information on workshops Hours o o o Monday through Friday, 1 to 5 PM Wednesday, 1 to 6 PM Saturday, 9 AM to 2 PM Materials for Loan If you re interested in additional resources be sure to check out the following ERC materials or browse ERC materials online at Related ERC kits for this topic include: Science of Sound: Discover how sound is created with tuning forks, books, rattles, and more. Mystery sound boxes and eggs allow students to guess which objects are creating each sound. The Body s Many Systems: Props within this health kit reveal elementary concepts in the study of the human body, including skeletal/muscular, digestive, respiratory, circulatory, and nervous system. 1 Wade Oval Dr., University Circle, Cleveland, OH /26/16

4 Investigating Your 5 Senses The Nose Knows How does your sense of smell work together with your sense of taste to make food appealing? Try this tasty experiment and find out! Objective: As a class or with an adult at home, compare the way different foods taste when your sense of smell is blocked. Materials Needed Apple, sliced/cubed, enough pieces for each person to have one Raw potato, sliced/cubed, enough pieces for each person to have one Note: apple and potato pieces should be of similar size and shape Blindfold (optional) Jar of Vick s Vapor-Rub, Mentholatum, or other menthol scented rub Familiar snack food, enough pieces for each person to have one Activity 1: Potato vs. Apple 1. Take turns. Have one person close his/her eyes, plug nose, and open mouth. 2. Place a piece of either potato or apple in student s mouth. 3. With eyes closed and nose plugged, have subject taste the slice and guess which one it is. 4. Repeat with the other slice Think: can you tell the piece of apple from the potato while your nose is plugged? Activity 2: Vapors and Vittles 1. Have each person use a clean finger to smear a small amount of Vapor-Rub under nose on top lip (wipe off finger to avoid getting Vapor-Rub into eyes) 2. Next have each person taste a familiar snack Think: What does the snack taste like? Is it different than you remember? Does food taste different when you are sick with a cold? Why? Explain Flavor of food is more than just what tongues taste. Tongues only taste sweet, sour, salty and bitter. Your brain also uses signals from what your nose smells to tell you what food tastes like. These smells are also called odors or aromas. When your nose is plugged during a cold, food will not taste the same to you. Apples and potatoes have very similar textures: they are crunchy, a little juicy, and have sugars in them. It is difficult to tell them apart without their smells. Strong odors, like menthol, can overcome weaker aromas. In fact scientists often use Vapor-Rub when they have to work with things that smell bad. When you eat, it is the mix of strong odors and weaker odors that give food its flavor. 1 Wade Oval Dr., University Circle, Cleveland, OH /14/16

5 Investigating Your 5 Senses Talking Fingers People can use their hands to talk to one another. This is called sign language. It helps people who cannot hear to talk and listen. Objective: learn the hand sign alphabet and use it to spell your name 1. Write the letter of each hand sign. 2. Circle the hand signs for letters in your name 3. Use your hands to spell your name with hand signs Just Senseless Produced and published by the Education Division 1 Wade Oval Dr., University Circle, Cleveland, OH /14/16

6 OBJECTIVE: Students will experience the use of derogatory terminology, and practice ways to refer to a person before their disability. SUPPLIES NEEDED: One note card for each student One pencil for each student Chalkboard & chalk DIRECTIONS: Have the students help you to brainstorm a list of various disabilities, and write them on the board. Next, brainstorm a list of derogatory words or phrases often used to describe people with those disabilities, and write these words on the note cards. EXAMPLE: CEREBRAL PALSY (Unkind words could be retard, stupid, slow, cripple, special kid, handicapped, etc.) Have the students sit in a circle, and give each student a card WITHOUT them looking at it. Count to three, and have each student put the card, with the writing facing out, up to their forehead. Students should point and yell at other students, using the words on their cards. Encourage them to really yell at each other, the way that a bully might use the unkind words to hurt someones s feelings. Allow this to continue for a minute, then call a stop and have the students look at their own cards. Explain that these words are commonly used to refer to people with disabilities. Tell the students that even the word handicapped has an unkind history. Years ago, the only way people with disabilities could survive was to beg for money, and many would use a cap to hold out for change. It was said that they were handy with a cap, or handicapped. Ask the students if all people with disabilities have to beg on the street, or if they can have a job and go to school like other people. Have the students practice referring to a person, before their disability. Use your list on the board to help. EXAMPLE: Down s Kid vs. A child with Down Syndrome Handicapped girl vs. That girl who is disabled SUGGESTED QUESTIONS: How did it feel when everyone was calling you names? Have you ever been called one of these words before? Have you ever called anyone else one of these words? How can we remember to use kind language with people we meet?