Essay on Branding The Five Senses - TermAhlynewsInfo

Essay on Branding The Five Senses


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Essay on Branding The Five Senses

By Lauren Bradshaw

September 22, 2011

Example Essays

Introduction
The five senses are the physiological capability that provides inputs for perception in organisms. These senses and their theory, classification and operation are overlapping the variety of studied topics in diversified fields. The branding of the five senses has experienced a wide variety of changes since 1960 thorough explanation of various theories. The branding has affected the branding management which is an essential component in today marketing (Thomas, Hutt & Michael, 2004, 16).

Seeing
Seeing or vision refers to the eyes ability to detect and focus of the light visibility on retinas photoreceptors. The branding of an eye has experienced a wide range of theories since 1960 on which various terms have been associated with it. Generally, it generates electrical nerve impulses for varying brightness, colors and hues whereby the rods and cones are involved in the color and light sensitivity of the brand. In 1985 seeing was branded as a process whereby an eye actively participates in visionary acts sending the message to brain for review. The branding of hearing was most prominent in 1991 when Ramachandran Vilayanur, a professor of University of California, San Diego in neuroscience points out that hearing is a good rule of thumb in our sunlight world. There was some disagreement on this sense as to whether this constitutes to other planets as it collaborates with the other one, two or three senses. Neuroanatomists have come up with various perceptions on the theories that have taken place in defining the hearing concept and its influence from the brain. A drink company took its gin and repackaged it in a transparent glass for the consumers to see the rich combination of its ingredients (Lindstrom & Martin, 2007, 49). The move to repackage was later followed by big portfolio of advertisement which highly focused on the colorful flavors as well as aromas to convey the sense of smell.

Hearing
Hearing is the sense of sound perception also called audition which is hearing is all about vibration. Hearing has experienced a considerable occasional branding over the past 50 years with the most prominent occasion in early 1988 when a discovery on mechanoreceptors was further elaborated. The mechanoreceptors generally convert the motion into electrical nerve pulses in the inner ear. The branding of the hearing occurred consequently in 1990 and 2002 when the sound propagation was further elaborated in alignment to the vibration. This was branded as the mechanical sense. Hearing was also branded with the deafness as the inability to hear (Rius, Puig, & Parramón, 1985, 38).

Taste
Taste is among the most traditionally branded among the five senses which refers to capacity of flavor detection of substances such as poisons, food, etc. Taste has been branded on several occasions since 1950 whereby everyone posses his or her own taste of anything. The major focus was on 2007 when the neuromarketing branded taste as everyone’s flavor. It is a sense that allows the cognitive ability to differentiate one product from the other among the wide range of similar or different commodities (Dwyer, Robert & Tanner, 2003, 57).

Smell
Smell is another member of the five senses, initially branded as an olfaction. In 1975, it was branded as a chemical sense whereby various organs of the body react whenever this sense occurs. In 2009, the study of this sense was extended to hundreds of olfactory receptors each requisition to a meticulous molecular feature (Clegg, 2011, 23).

Touch
Touch is an important part of organism as it creates is a perception in the body from activation of neural receptors. Branding of the touch has been defined by various scientists and medical experts in exerting more meaning to the sense of touch. The touch sense was once branded as tactician in 1989 by one spectacular application of Robert Knight neurotesting. Over the last 50 years, the branding of touch was most prominent in 2009 when it was branded as mechanoreceptor. Itching was branded to the touch sense in 1991 which was caused by the allergies and insect bites (Michael, Earl Dwight & Pitt 2010, 14).

Effects of Sense branding on Brand Management
The branding of the five senses has greatly affected the brand management whereby consideration has to take place in every branding concept of any product or service. Basically people sense some of the stimuli confronted in the day to day lives which suggests that thinking of like sorting machine. Essentially people tends to attend to a variety of stimulations sorting through out for their relevancy and deciding their actions. This creates a lot of brand experiences possibly traversed in a fundamentally unconscious and inattentive way. In the brand management theory, there is an accumulation of brand experiences in human brains whereby constantly shifting of the shape is experienced in relation to each brand. The marketers in brand management initiates the intervention into this landscape in efforts of controlling and managing the brand shape that is taking place in the minds of the people. A wide range of ethical dilemmas of branding the senses has occurred on the implementation of regulations protecting consumers. The conscious and unconsciousness in the branding has taken effect in various occasions whereby the senses fully of particularly satisfies the consumers expectation on particular branding of the sense.

The ethical dilemmas questions occur due to the renewed interests of the marketers in a sense branding idea that a high percentage human brain is unconsciously buried. The brand management theory underpins the natural interests in the branding methods whereby the quantities and the qualitative factors derivatives are highly invoked. This creates a question about the ethical nature of the true motivations that triggers the purchase of the brands. The truth of the matter is the sense branding is just impressionistic and unreliable to the brand itself.

Branding the sense occurs in different levels and differs from one country to another across the globe. There diversification in cultures creates the difference in branding the senses between countries while the different cultural practices differs from one culture to another. The level of branding the sense is highly dependent on the perception of that particular brand in certain country or culture. Some cultures values some senses more than others creating more emphasis upon them. In some countries, the values and practices are aligned to some of the five senses therefore the branding is reflected on how much the sense valued is. Essentially social and religious beliefs also determine the branding of the sense which differs from country to country and culture to cultures. Branding the sense of sight in the African culture is highly valued as it is among the most important aspect of the human being. The branding value is aligned to the level of the overall capability whereby many perceives particular senses as more fundamental than others. The drinks producers have built a wide variety of sensory cues into communicating the brand to the consumers

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Unit/ISP page���� EDCI 402��� Teaching and Assessment main page

 

Brooke Schufreider

UNIT: THE FIVE SENSES

 

����������� Children learn everything through the
five senses, so it is very essential for children to learn how they comprehend
information.This unit will explain each
of the five senses in detail and give children a chance to explore their
knowledge using their five senses.They
will be using their eyes, hands, ears, nose, and mouth to gain knowledge of the
world around them.

����������� This unit is geared towards
kindergarten children but could be manipulated to work with younger or older
children.The lessons incorporated in
this three week unit will have the children exploring the world through their
five senses.It is important for
children to be aware of the world around them and this unit will help them gain
an appreciation for their five senses.

Unit Learning Goals

       
The learner will develop an appreciation
for their five senses.

       
The learner will develop and
understanding of the five senses.

       
The learner will learn vocabulary of
each of the five senses.

       
The learner will know the differences
between the five senses.

       
The learner will read and write
information about the five senses.

       
The learner will create a story about
the five senses.

Instructional Overview

The unit will begin with the story My
Five Senses
by Aliki to open the discussion about the five senses.I will read the story to the children to give
them a general idea of what the five senses include.We will focus on each sense individually
before bringing them all together.The
first two days we will focus on the concept of sight.I will first have the children explain to me
what they feel sight is and then I will explain it in depth.I will explain how the eyes are the location
at which sight occurs and that we use our eyes to learn things such as colors,
sizes, and shapes of objects.The first
lesson plan incorporating the sense of sight �Jumbo Objects� has the children
get into groups to try to determine which tools help show more detail.The children will work together to come up
with the solution to the question, �Which tool helps to see more detail?� This
lesson will be indirect instruction because I want to see what the children can
come up with by themselves before giving them any hinted advice.At the end of the activity we will come back
together and discuss our findings.We
will work together cooperatively to figure out how much detail each object
depicts and which tool showed more detail.
Another lesson �What Do You See� will also be used to focus on sight as
a way of gaining knowledge of the world around us.This lesson will have myself, as the teacher,
showing pictures of different objects to the children and the children will use
their eyes to figure out what the object is.
The lesson will start off with indirect instruction because the children
are using their knowledge to come up with the right answer.After all pictures are shown cooperative
learning will take place because the children will talk with me to go over each
picture again to determine the right answer.
Through talking with each other, the children will comprehend the concept
of sight.

The next two days will be focused on
the concept of touch.Again I will have
the children first tell me what they feel touch is and then I will explain
touch in more depth.I will explain how
our skin is the location of the sense of touch which we use to determine the
roughness, smoothness, hardness, softness, or different shapes of objects.I will explain how we use touch to determine
different textures of objects by how they feel to the human touch.The first lesson plan dealing with touch
�Hidden Textures� will help the children distinguish between different types of
textures that different objects pertain.
This lesson will also involve indirect instruction because the children
are working together in groups to determine the right texture.I, as the teacher, will be standing back
observing the children as they explore the different textures on their
own.When the children complete the
task, we will use cooperative learning by meeting together to discuss results
and talk together to learn about the concept of touch.Another lesson �Feeling Different Objects�
will have the children feeling different objects and comprehending what they
feel like.The children will actually
see the objects to touch and feel to understand what the different objects feel
like.This lesson, however, will be
direct instruction with me in the front of the class telling the children what
certain objects feel like.I will
reinforce the textures the children experimented with previously in �Hidden
Textures.�I will choose an object and
have the children look at it and feel it.
I will describe what the object feels like and continue that pattern
with the rest of the objects.After
explaining each object and it�s texture, I will quiz the children by holding up
one of the objects and asking them to tell me what the texture of that object
is.This quiz and talking with the
children will determine how the children comprehended the concept of touch.

The next two days will be focused on
the concept of hearing and as usual I have the children tell me what they feel
hearing is.I will then explain in
detail that the ears are the location of hearing and we use our ears to
determine high and low pitches of objects. The first lesson plan will be
�What�s This Pitch� which I will initiate and the children will directly and
indirectly be taught.I will lead the
activity while the children independently work by themselves to come up with
the correct answer.At the end of the
lesson, I will talk with the children and together we will discuss the
results.Another lesson �What Did You
Say� will be used to focus on children using their ears only to comprehend
information.The children will whisper
different sentences in other children�s ears like the game telephone and the
children will have to really listen to determine what is being told to
them.This lesson will reinforce the
importance of the ability to hear.This
lesson will incorporate cooperative learning because the children will need to
work together to succeed.I will choose
the sentences that the children will share with their other classmates.This lesson will be direct instruction,
however, the children will work together as I walk around and observe them
working together.Through talking with
the children, I will get a basic understanding of how the children grasped the
concept of hearing.

The next sense that the children will
learn about is the concept of smell, and I will ask the children what they feel
smell is.I will then explain to them
how the nose is the location of the sense of smell which we use to learn about
odors of substances.Odors can be
strong, weak, pleasant, unpleasant or a combination of the four.The lesson �What�s This Odor� will involve
the children working in pairs to determine the odors of the substances in front
of them.This will be small group work
and indirect instruction because again I want to see what the children come up
with themselves.At the end of the
activity we will come back together as a group and work cooperatively to come
up with the correct answers. Also the children will work with me to come up
with another chart of different objects and things that have different odors.

Lastly, we will focus on the concept
of taste where I will have the children explain to me what they feel taste
is.I will then explain to them in
detail how the tongue is the location of the sense of taste which we use to
learn about flavors of things.I will
mention how there are four types of taste which include salty, sweet, sour, and
bitter.The lesson �Ohhhhh, What�s This
Taste� will have the children working independently as the I explain each
different type of taste and connect it with a food that has that same
taste.This lesson will be direct
instruction with me instructing the children and the children working by
themselves. At the end of the activity the children and I will come up with a
list of different foods that fall under each different type of taste.Using personal communication, questions will
be asked to determine why children picked certain foods to fall under the four
types of taste.

The last week will involve the
children putting all their five senses together by understanding each sense and
putting them all in a story.One lesson
that incorporates all of the five senses is the act of popping popcorn.I will show the children how to pop popcorn
and show them how you can use all your five senses with this fun activity.The children can use their eyes to see the
popcorn kernel change to form itself into white fluffy popcorn.The children can use their ears to hear the
popcorn changing from kernel to popcorn.
They can use their noses to smell the popcorn especially if you get the
butter kind.Also, if you happen to burn
the popcorn the children can also smell that burnt smell.The children can use their hands to feel the
popcorn kernels before you pop them and then when the popcorn is finished
popping they can feel the white pieces of popcorn.Lastly after witnessing the transformation of
popcorn kernels turning into popcorn, the children can use their taste buds in
their tongues to taste the popcorn.This
one activity alone manages to involve all the five senses.A few other activities include the children
writing a paragraph about which sense they liked best and why.Also, the children will be asked to write a
story that incorporates all of the five senses including pictures to make it
more visually appealing.I will also
reread the story My Five Senses by Aliki to bring all the information
about the five senses together.Now that
the children have gained more knowledge from the two weeks of lesson plans,
they might be able to relate to the story a bit more because they know what the
information really means about the different senses the body uses to gather
information.

As you can see I have developed a plan
that consists of different types of instruction where I have the children
working with their peers to learn on their own while also including some time
where I am directly teaching the children the material.I have some lessons where the children work in
pairs and other lessons where they work with more then two people so they have
different experiences. Also individual work is planned in this unit to make
those who are shy feel comfortable as well.
I like the idea of cooperative learning so I have included that as well
in my unit because I feel it is important to work together to gain knowledge.

Assessment Overview

A unit is not complete without a way
to assess the children to figure out what they gained from the knowledge you
brought before them.The children in my
class will be assessed in many ways to determine their understanding of the
five senses.I will be using personal
communication daily to determine what the children comprehended that day.I will be asking the children questions about
the previous days knowledge to keep the information building and connecting
together.�� I will be using personal
communication as a primary way of assessment because young children learn as
they go and speaking to children helps to determine what they know.

Many of my lesson plans include
informal assessments by asking children questions about the activity to see
what they learned from it.Speaking with
young children is a good way of assessing what a child knows and comprehends
from a particular activity.Some other
forms of informal assessment in my unit include the children writing paragraphs
about the different senses to tell me which is their favorite and why.These paragraphs fall under the essay
category of assessment which is used to have the children write about what they
know.A couple of the lessons involve
creating charts which is another way to informally assess children in a group
to see what they come up with.The children
will work together with me to put all the information they learned together in
one form to create a concrete mental picture of the knowledge gained during
that particular lesson.I will also
informally assess the children by continuously walking around the classroom and
observing the children as they work together and try to gain knowledge with
each other.Standing back and observing
children is a good way to figure out where children are at because you can see
them in action and how they work.One of
my lessons involves a worksheet with selected response to see if they can
mentally distinguish between the different pitches of the musical instruments
played during that particular hearing lesson.
I have a few lessons that involve me quizzing the children to see what
they gained from that lesson.I will
quiz the children by asking them questions to see how they grasped the
information that I was teaching them.

At the end of the unit the children
will be quizzed on the different senses which will have to be matched to their
source.The children will have to name
the five senses and which part of the body is linked with that particular
sense.Also, the story incorporating the
five senses will also be used as a way to assess what the children comprehended
from this unit.On the last day of this
unit I will ask the children how they feel about the five senses.I will ask them if they feel they understand
each of the five senses because I want to know how the children feel about this
lesson.It is important for children to
really understand how they learn and everything is learned from the five senses
so I need to make sure I reach all the children in my classroom.

All the information gained from the
assessment will be used as my tool to determine how well I was able to teach
the concept of the five senses.The
information will tell me what the children learned and what I need to work
on.The information will be used as a
tool of how the children are grasping the knowledge in my classroom.

Authentic/Performance
Assessment Instrument

����������� At the end of the unit the children will
be tested on their knowledge of the five senses.They will be asked to name the five senses
along with their source.They will also
be asked to write a story including all the five senses.Through talking with the children and having
them write a story, I can assess what the children gained from this unit.Attached is my authentic/performance
assessment instrument which will be used to assess what the children
comprehended about the five senses.I
will document children in three categories including: Content Knowledge, Levels
of Writing, and Quality of Pictures.
Each category has four levels at which a child can fall under.The components in each block are specific
enough for the children and parents to understand why they fall under the block
they do.Children will receive feedback
on what they need to work on in order to improve and reach the next level.

 

 

 

AUTHENTIC

PERFORMANCE

ASSESSMENT

INSTRUMENT

 

 

 

 

 

CONTENT KNOWLEDGE

LEVEL OF WRITING

QUALITY OF PICTURES

 

 

 

 

Level
4-"Perfect"

Child names all the five
senses.

Child has 5 or less
spelling

Child draws pictures
neatly.

 

Child connects all the
five

errors.

Child draws pictures using
4 or more

 

senses with their correct
source.

Child writes their story
using

colors.

 

Child connects all the
five

complete sentences.

The pictures relate to the
story.

 

senses to the world around

Child has 2 or less
punctuation

 

 

them.

errors.

 

 

 

Child includes all the
five

 

 

 

senses in their story.

 

 

 

 

 

Level 3-"Almost

Child names four of the
five

Child has 6-10 spelling
errors.

Child draws pictures
neatly.

Perfect"

senses.

Child writes their story
using

Child draws pictures using
3 colors

 

Child connects four senses
to

complete sentences.

The pictures relate to the
story.

 

their correct source.

Child has 3-5 punctuation
errors.

 

 

Child connects four senses
to

Child includes all the
five senses

 

 

the world around them.

in their story.

 

 

 

 

 

Level 2-"On Your

Child names three of the
five

Child has 11-13 spelling
errors.

Child draws pictures using
2 colors.

Way"

senses.

Child has 6-8 punctuation
errors.

 

 

Child connects three
senses to

Child includes three or
four

 

 

their correct source.

senses in their story.

 

 

Child connects three
senses

 

 

 

to the world around them.

 

 

 

 

 

 

Level 1-"Good

Child names one or two of
the

Child has 14 or more
spelling

Child draws pictures using
1 color.

Start"

five senses.

errors.

 

 

Child connects one or two

Child has 9 or more
punctuation

 

 

senses to their source.

errors.

 

 

Child connects one or two

Child includes one or two

 

 

senses to the world around

senses in their story.

 

 

them.

 

 

 

 

 

 

Level 0-"Stuck

Child names nothing.

No story.

No pictures.

In The Gate"

 

 

 

 

 

 

 

 

Lesson Plan #1

 

JUMBO OBJECTS

Grade Level:Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Science and Math

 

Goal: The children will understand the concept of sight.

 

Objectives:

The children will
distinguish that a microscope shows more detail then a magnify glass. (Bloom�s
Comprehension)

The children will discover
the difference between eye sight, using a magnify glass, and using a
microscope.(Bloom�s Application)

The children will identify
the different tools used to visualize objects that show more detail. (Bloom�s
Knowledge)

 

Standards:

1.2 Count, recognize,
represent, name, and order a number of objects (up to 30).

2.1 Use concrete objects to
determine the answers to addition and subtraction problems (for two numbers
that are each less than 10).

4a Observe common objects by
using the five senses.

4d. Compare and sort common
objects by one physical attribute (e.g., color, shape, texture, size, weight).

4e. Communicate observations
orally and through drawings.

 

Materials:

Magnify glass, microscope,
rock, shell, piece of hair, pencils, paper, objects from each child, chart for
assessment (example included in lesson plan), stickers.

*Other objects may be
used.It is up to the teacher which
objects the children will experiment with.

 

Procedure:

-Children will get in groups of 3 or
4

-Each group will look at each item
with no tool, with a magnify glass, and with a microscope.

-Each group will decide which method
they feel shows the most detail.

-Each group will write down on a
piece of paper which tool they feel shows the most detail.

-After experimentation is complete,
the children will sit down on the rug to discuss their findings.

-The teacher will have a graph made
that is labeled No Tool, Microscope, Magnify glass.

-The teacher will get a basic
understanding of what the children comprehended.

-The teacher will ask each group
which method they felt showed the most detail.

-The teacher will put a sticker
under the column they choose.

-When the graph is complete, the
teacher and students will count how many stickers are in each column.

-That number will be written at the
bottom of the column.

-Then the students and teacher will
create a math equation using those numbers.

 

Assessment:

The teacher will do an informal
assessment to determine what the children comprehended by asking children
questions.Using personal communication
the teacher will talk to the children to see what they know.The teacher will also walk around and observe
children working in groups along with experimenting with microscopes and
magnify glasses.

 

Extension Activities:

Each procedure (No Tools, Magnify
Glass, Microscope) will be explained.
Each child will go home and bring something back to school that has lots
of detail.They will need to use their
eyes for this one.Each student will
write down 10 details about that object which could include: color, shape,
size, patterns, or any other type of detail.

 

 

 

 

 

 

Assessment Chart

 

 

 

 

NO TOOL

MICROSCOPE

MAGNIFYING GLASS

 

 

 

Lesson Plan #2

 

HIDDEN TEXTURES

Grade Level: Kindergarten

Unit: The Five Senses

Time: 40 Minutes

Subject Area: Science and Math

 

Goal:The children will
understand the concept of touch.

 

Objectives:

The children will
distinguish that objects have different types of textures. (Bloom�s
Comprehension)

The children will
differentiate between the five different types of textures. (Bloom�s Analysis)

The children will match the
number to the appropriate box with the right texture. (Bloom�s Knowledge)

 

Standards:

1.2 Count, recognize,
represent, name, and order a number of objects (up to 30).

4a Observe common objects by
using the five senses.

4d. Compare and sort common
objects by one physical attribute (e.g., color, shape, texture, size, weight).

4e. Communicate observations
orally and through drawings.

 

Materials:

Five empty boxes with a hole
in the top, cotton balls (soft), sand paper (rough), marbles (smooth), wet
sponges (squishy), bricks (hard), paper, pencils, chart for assessment (example
enclosed with lesson plan), stickers.

*Other objects may be used as long as they are
different textures.

 

Procedure:

-Children will get in groups
of 3 or 4.

-Each group will be given a
handout with a list of the different textures.

-Each group will walk to
each of the five numbered stations.

-Each child will put a hand
in each of the boxes to feel what is inside.

-Each group will determine which
station is each texture by writing a number next to each label on their
handout.

-When everyone has had a
turn to touch each of the five stations, the teacher and students will me on
the rug to discuss results.

-The teacher will meet with
the children to determine what they came up with.

-Using the assessment chart
the teacher will document each groups results.

-The chart will have a
column for each of the five textures.

-The teacher will ask each
group to number the textures.

– The teacher will then go
over the chart and explain the correct answers.

 

 

Assessment:

The teacher will use the
assessment chart along with personal communication to determine how the
children comprehended the idea of touch.
The teacher will ask the children questions to assess how much they
understood from the lesson.The teacher
should also walk around and observe the children during the activity.From the extension activity the paragraph
which falls under the essay assessment will be used to see how they grasped the
concept of texture.



Extension Activities:

Each object and texture will
be explained in detail.Each child will
choose their favorite texture and bring an item from home that matches that
same texture.Each child will write a
paragraph explaining why they like that particular texture best.

 

 

 

 

 

 

 

ASSESSMENT CHART

 

 

 

 

 

 

SOFT

ROUGH

SMOOTH

SQUISHY

HARD

 

 

 

 

 

Lesson Plan #3

 

WHAT�S THIS PITCH?

Grade Level: Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Music and Math

 

Goal:The
children will understand the concept of hearing.

 

Objectives:

The children will
distinguish that different objects produce different sounds. (Bloom�s
Comprehension)

The children will identify
the musical instruments that have high pitches along with those that have low
pitches. (Bloom�s Knowledge)

The children will compare
the two pitches from hearing the different musical instruments. (Bloom�s
Evaluation)

 

Standards:

1.2Identify and describe basic elements of music.

4a Observe common objects by
using the five senses.

4e. Communicate observations
orally and through drawings.

 

Materials:

Different musical
instruments (ex. Flute, Recorder, Piano, Drum, Cymbals, Musical Triangle,
Maraca, Tambourine), empty water bottle, 3 water bottles with different water
levels, whistle, paper, pencils, low and high pitch worksheet.

 

Procedure:

-The teacher will explain
the concept of both high pitch and low pitch.

-The teacher will then play
each instrument separately.

-The children will determine
if instruments are low pitched or high pitched by marking their worksheets with
either an L or an H next to each instrument on their worksheet.

-When everyone is done
completing the worksheet, the class will come back together and the teacher and
students will go over worksheets talking about each instrument.

-The teacher will ask how
many of the instruments were low pitched and how many of them were high
pitched.

 

Assessment:

The worksheet and classroom
discussion will be used to determine whether children understand the concept of
high pitch and low pitch.Selected
response will be used to identify if the children can choose the low pitched
instruments and the high pitched instruments.
Also, personal communication will be used by the teacher talking with
the children to see how they perceived the concept of sound.The teacher should also keep an eye on the
children as he or she is playing the instruments to see what the children mark
down on their worksheets.From the
extension activity the paragraph which falls under the essay assessment will be
used to see how they grasped high pitch and low pitch.

 

Extension Activities:

Each child
will go home and choose an object that makes noise to bring to class to
share.They will write a paragraph
describing that object including the pitch the object makes.They will determine whether the object makes
a high sound or low sound.The
paragraphs will be read separately by the teacher.

 

 

 

 

Lesson Plan #4

 

WHAT�S THIS ODOR?

Grade Level: Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Science

 

Goal:The
children will understand the concept of smell.

 

Objectives:

The children will distinguish
that different objects have different smells. (Bloom�s Comprehension)

The children will identify
the different odors based on what they smell. (Bloom�s Knowledge)

The children will
differentiate between the different scents and odors. (Bloom�s Analysis)

 

Standards:

4a Observe common objects by
using the five senses.

4e. Communicate observations
orally and through drawings.

 

Materials:
bowls/containers for ingredients,
vinegar (strong/unpleasant), perfume (strong/pleasant/unpleasant), air
freshener (pleasant), flowers (pleasant/unpleasant), bleach
(strong/unpleasant), chart for assessment (example enclosed with lesson plan),
markers.

*Other ingredients may be used as long as they have
different odors to experiment with.



Procedure:

-The teacher will divide
class into partners.

-The teacher will place
already prepared ingredients in front of each set of partners.

-Teacher will put up chart
with labels: Strong, Weak, Pleasant, Unpleasant.

-The teacher will choose an
ingredient for the students to smell.

-Each pair will determine
which odor(s) each ingredient falls under.

-The teacher will ask each
pair for their response.

-The teacher will write that
ingredient under each type of odor it falls under.

-The teacher will do the
same thing with the rest of the ingredients.

-The children will smell all
ingredients and decide the proper odors.

-At the end, the teacher and
children will talk about the chart.

 

Assessment:

The chart with the odor
labels with the teachers assistance will help determine how much the children
understand about odors.Through personal
communication, the teacher will ask questions to see what the children learned
about odors and the sense of smell.The
teacher and children will make another chart discussing other objects that have
odors and the types of odors they possess.

 

Extension Activities:

The children will go home
and document any unique smells they happen to smell.They will write down what type of odor the
smell is.The children will also
document what they feel is making that particular odor or smell.

 

 

 

 

 

ASSESSMENT CHART

 

 

 

 

STRONG

WEAK

PLEASANT

UNPLEASANT

 

 

 

 

Lesson Plan #5

 

OHHHHH, WHAT�S THIS TASTE?

Grade Level: Kindergarten

Unit: The Five Senses

Time: 30 Minutes

Subject Area: Science and Math

Goal:The
children will understand the concept of taste.

 

Objectives:

The children will
distinguish that different foods have different types of taste. (Bloom�s
Comprehension)

The children will categorize
the different foods under their type of taste. (Bloom�s Synthesis)

The children will match the
type of taste with their food source. (Bloom�s Knowledge)

 

Standards:

1.1 Identify, sort, and
classify objects by attribute and identify objects that do not belong to a
particular group (e.g., all these balls are green, those are red).

4a Observe common objects by
using the five senses.

 

Materials:

Different assortment of
foods, Salt/Salty popcorn (Salty), Sugar/Watermelon (Sweet), Lemon (Sour),
Grapefruit (Bitter), Chart for foods.

*There are many other
options as long as you involve all four types of tastes.

 

Procedure:

-The teacher will introduce
the different types of taste to the class.

-The teacher will link the
information about the taste types with actual food.

-The teacher will then
introduce different foods that have different tastes.

-The teacher will choose a
food and have the children taste it.

-The teacher will then
explain what taste it is.

-The teacher will follow
this same pattern for as many foods he/she has to share with the class.

 

Assessment:

After learning about the
different types of taste, the students and teacher will make a list of other
foods that fall under each category.
Using personal communication, the teacher and children will discuss
different foods that fall under each type of taste.Questions will be asked to see why children
picked certain foods for each category.

 

Extension Activities:

The children will go home
and bring back to school one of their favorite foods and the class will then
classify which types of taste each of the foods fall under.