The Five Senses - Lesson 7: Altogether, Now
BIG IDEAS: We learn best about our world when we use our five senses at the same
On this page
- Encountering the Idea
- Exploring the Idea
- Getting the Idea
- Organizing the Idea
- Applying the Idea
- Closure and Assessment
- List of Activities for this Lesson
Begin the lesson by giving each student a peanut. Ask the students to describe
the peanut to the class. If they do not report on all of these observations ask:
How does it look? How does it feel? How does it smell? Sound? The students crack
open the peanut. Repeat the questions. The students taste the peanuts. The
students dictate simple sentences and an experience with peanuts. Write the
relevant words on a chart for later use at the Writing Center.
Tell the students that in the centers they will work with all the five senses to
see how the senses work together to give us more information than is available
when we use only one sense.
At the Science Center, students label each of five boxes with the name one
sense. Several objects such as an alarm clock, a telephone, peanuts, a picture of
a television, a bell, a whistle, etc. are sorted by one sense used with these
objects. The categories will vary among students. Discuss how we often use more
than one sense when using objects and classifying them.
Student complete Activity - We Need Five Senses.
Students complete Activity - All Five.
At the Mathematics Center, students working in groups of four receive a
small package of candy. Students describe what they see; estimate how many
candies are in the package; smell the package and describe the smells. They graph
the class favorite; first based on sight (do not open wrapped candies), second on
smell (smell unwrapped candies). After opening the package, count the pieces to
check the number estimates. Then students taste the candy and graph their
At the Writing Center:
- Students write about their experiences with food as a story with the title
"Foods That Taste Better Than They Look" or about "Foods That Look Better Than
- The students write and complete frame sentences such as:
I can (smell) a peanut and I can (taste) a peanut.
I can (feel) a flower, and I can (smell) a flower.
I can (smell) a (pizza). But I can't (smell) a (glass of
I can (feel) air, but I can't (smell) it.
At the Drama Center, in an oral presentation, students try to persuade the
rest of the class to try their favorite fruit in a different manner. Examples:
putting red pepper on an orange; eating bananas with peanut butter and mayonnaise
in a sandwich.
Read and discuss the book El País de los Cinco Sentidos by E.
1. Students draw or cut out pictures showing people using more than one sense.
Students tell what senses the pictured people are using. How many pictures could
students find for each sense?
2. Student compile completed work into a class Big Book.
Working in pairs or in small groups, students show with two-color
counters that 0 plus five and five plus zero are other names for five. Can they
show another name for four? Another name for zero?
- How can we identify each fruit without looking?
- Can you feel color? Smell it? Hear it?
- Can you feel light? Smell it? Hear it? Taste it?
- Can you feel a star? Hear it?
- What are the five senses?
- Why is it important to use all five senses?
- What would happen to someone who didn't have all five senses? Why? Can a
person substitute one sense for another?
- Is it easier or harder to live without all five of the senses? Why?
- What part of our body do we use for the sense of sight? Hearing? Touch?
Show all the different names for five.