Skip to main content
Monster Fun with the Five Senses lesson plan
lesson
9 Downloads
Write a review

Monster Fun with the Five Senses lesson plan

Share

Share On Facebook
Share On Twitter
Share On Pinterest
Share On LinkedIn
Email

About This Lesson

Five senses lesson plan student level: Pre-K to 2nd grade elementary

Five senses lesson plan materials required:

  • A kaleidoscope or interesting photograph
  • Whistle or musical instrument
  • Piece of sandpaper
  • Soft or furry piece of material
  • Perfume or sweet smelling flower
  • A piece of candy or sugar cube for each child
  • Monster Fun Five Senses Lesson Plan Handout (PDF download)
  • The children's picture book-Brave Little Monstery Ken Baker, illustrated by Geoffrey Hayes

Five senses lesson plan activity time: 30-40 minutes 

Concepts taught by five senses lesson plan: The five senses; sight, sound (hearing), touch, smell, and taste

Preparation for five senses lesson: Make enough copies of the provided  five senses lesson plan picture handouts for each student and then cut out the individual pictures.

Introduction to the five senses:

Sight-
Explain what the sense of sight is in your own words. Let the students look at the photograph or kaleidoscope. Explain that everything they see with their eyes is through their sense of sight. Colors, movement, light, dark, people, animals, and places are all things that they see with their sense of sight.

Sound-
Explain what the sense of sound or hearing is in your own words. Blow the whistle or play the musical instrument. Explain that they heard that noise and that they hear all noises with their ears using their sense of sound or hearing. Shouting, whispering, singing, laughing, lions roaring, frogs croaking, all animal noises, noises in the city, noises in the country, and all noises are heard through these sense of hearing.

Touch-
Explain what the sense of touch is in your own words. Let them feel the soft material and the rough sand paper. Explain that they use their sense of touch in their skin, fingers, and all parts of their body, inside and out) to know how something feels. Pain, cold, heat, hunger, soft textures, rough textures, etc. are different things they can feel with their sense of touch.

Smell-
Explain what the sense of smell is in your own words. Let them smell the perfume or flower. Explain that everything they smell with their nose is using their sense of smell. Flowers, perfume, skunks, and cookies in the oven are all things that they can smell.

Taste-
Explain what the sense of taste is in your own words. Let them taste and eat the candy or sugar cube. Explain that when they eat, that the taste buds on their tongues let them taste all the different flavors found in food. They taste the sweet, sour, salty, and bitterness of different things with their taste buds.

Assess and reinforce students understanding of the five senses:
Hand out to each student a set of the five senses lesson plan picture handouts. Tell the class that you're going to read them a story and that as you read the story you want the children to listen and look for times when the characters use one their five senses. When they discover one of the five senses being used they should hold up the picture representing that sense as well as a picture of the item the sense is acting on or related to. Then, read to the class the children's picture book, Brave Little Monster by Ken Baker and illustrated by Geoffrey Hayes (more information on Brave Little Monster). As you read the story, watch to see if the students display the correct five senses pictures and encourage or congratulate them as they do so.

The following represent the most obvious scenes in the story where the one of the five senses are used and which pictures are provided for in the lesson plan handout:

  • Albert the monster thinks he sees a girl in his closet (sight)
  • The girl is eating an ice cream cone (taste)
  • Albert picks up a smelly sock off the floor (smell)
  • Albert hears crayons squeaking (hearing)
  • Boys like to grab your feet and playing piggy on your toes (touch)
  • Albert sees a coloring book under his bed (sight)
  • Albert sees the boy and girl dancing (sight)
  • Albert sees the tree waving in the wind (sight)
  • Albert feels his mom's kiss (touch)

After reading the story, review with the students what and how the different five senses were used throughout the story. The teacher can also discuss some of the other senses not represented in the picture handout, such as Albert feeling goosebumps on his arms or hearing his mom telling him to go to sleep. Make any needed additional explanations about the senses to reinforce students' understanding.

Resources

Files

Monster_Fun_with_Senses_Handout.pdf

Handout, Worksheet
November 2, 2023
196.84 KB

Standards

Write, speak, read, and listen appropriately in all disciplines.
Identify the sense organs, including eyes, ears, nose mouth, and skin; and describe how each can warn an individual about danger.
People use their senses to find out about their surroundings and meet their needs.
identifying the five senses and using senses to identify objects in the environment,
Recognize that animals, including humans, interact with their surroundings using their senses, and that different senses provide different kinds of information.
Students know humans and other animals use their senses to know their world.
Senses can provide essential information (regarding danger, food, mates, etc. ) to animals about their environment.
Make observations about living things and their environment using the five senses.
Make observations of living things and their environment using the five senses.
Recognize that living things have parts that work together.
Identifying the senses needed to meet survival needs for a given scenario.
Know that different parts of a living thing work together to make the organism function
Respond, giving reasons to support the response, to the statement “ All living things are made of parts.”
Determine how different parts of a living thing work together to make the organism function.
Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments.
Describe simple body functions (e.g., breathing, eating).
observing, identifying, and recording external features of humans and other animals.
eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings
the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink
Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.
Name at least five different parts, given an illustration of a whole object, plant, or animal.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Provide evidence that all organisms are made of parts that help them carry out the basic functions of life.
animals have different physical characteristics that perform specific functions; and
Characteristics of Organisms: Students describe observable characteristics of living things, including structures that serve specific functions and everyday behaviors.
Differentiate between living and nonliving things.
Structure and function

Reviews

Write A Review

Be the first to submit a review!

Advertisement