My Senses Lessons

SEQUENCE OF THE LESSONS
TITLE: Knowing myself. My senses SESSIONS: 11 GRADE: 2nd
grade TERM: 2n term
SESSION 1: Introduction
- Do a KWL activity.
- Discover what are inside the
boxes using our senses.
- Song time
Materials needed
- KWL chart to be completed. Put in common in a big one later on.
- See annex 1 for the main activity.
- Song: https://www.youtube.com/watch?v=OWW5IaDCj1g
SESSION 2: Taste
- Teacher will bring different foods
to taste, so we can introduce the
different flavours.
- Main activity
- Song time
Materials needed
- Different instruments
- See annex 3 for the idea for the main activity
SESSION 3: Hearing
- Teacher will bring different
instruments with different
intensities and pitch.
- Main activity
- Song time
Materials needed
- Different kind of foods.
- See annex 2 for the idea for the main activity
Take into
account the
thinking routines
and remember
to use Class Dojo
(annex 11)

SESSION 4: Touch
- Touch different objects
- Main activity
- Song time
Materials needed
- Bring different objects with different feelings.
- See annex 4 for the main activity.
SESSION 5: Smell
- Go to the kitchen/playground of
the school to smell different things
(main activity)
- Online game to review
- Song time
Materials needed
- Each group should have a chart to complete with the different smelling (see annex 5)
- Online game:
http://kidseslgames.com/vocabulary%20games/Senses/Senses%20Vocabulary%20Games.html
SESSION 6: Sight
- 5 sense board
- Oral descriptions
- Coaching activity
Materials needed
- See annex 6 for the whole lesson. Everything is detailed there.
Take into
account the
thinking routines
and remember
to use Class Dojo

SESSION 7/8:Reviewing
- Competition game ppt
- Creating a collaborative poster
- Sharing information (jigsaw)
- Self-evaluation/Co-evaluation of
the poster
- Song time
Materials needed
- Competition game ppt: https://www.dropbox.com/s/cugvih2l60y9wjd/ppt%20senses%201.ppt?dl=0
- See annex 7 to have all the materials needed for both classes. You will find an example of poster that can
be shown as an example to the students.
SESSION 9/10:Culture
- Watch videos
- Thinking about blind people…
- Sharing thoughts
- Write a note in braille and
discover your own note.
SESSION 11:Final reviewing
- On line game
- Sorting game
- Self evaluation
*teacher’s rubric
Materials needed
- See annex 8 to have all the materials needed for both classes.
Materials needed
- On line game: http://www.englishexercises.org/makeagame/viewgame.asp?id=3961&ads=no
- Sorting game material available:
http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/5SensesS
ortingGame.pdf?utm_source=pinterest&utm_medium=pin&utm_content=craft&utm_campaign=five_sen
ses
- See annex 9 fort the self-evaluation and annex 10 for the teacher’s rubric.
Take into
account the
thinking routines
and remember
to use Class Dojo

ANNEX 1: EXPLANATION OF THE ACTIVITY
This will be the first activity we will do to introduce the topic. Students will be in small groups
(4-5 children) and each group will have 5 little closed boxes filled with different items to be
identified. The items to be identified will be the same for every group.
These items could be:
 1st box: pieces of apple and orange
 2nd box: a bell and a small doorbell
 3rd box: a piece of cotton and a piece of something scratchy
 4th box: a perfume and a rose
 5th box: a photo and a page of a newspaper or magazine
When they will be in groups, they will need to discuss which objects are inside the boxes and
they will need to complete a chart like the one is added bellow:
As for help, they will have different flashcards like the ones that are attached:

Finally, we will put the charts in common and we will talk, as a group, how the senses help us
in our daily life and at the end of the class, the teacher will introduce the song “MY SENSES”
using the following link: https://www.youtube.com/watch?v=OWW5IaDCj1g
The lyric of the song is:
With my eyes, I can see x3
With my eyes, I can see,
I can see a rainbow.
With my ears, I can hear x3,
With my ears, I can hear,
I can hear a bird
With my tongue, I can taste x3,
With my tongue, I can taste,
I can taste an apple.
With my nose, I can smell x3,
With my nose, I can smell,
I can smell a flower.
With my hands, I can touch x3

With my hands, I can touch
I can touch a cat.
I have five sense
I can see, I can smell, I can hear, I can taste and I can touch
Five senses!

ANNEX 2: MAIN ACTIVITY DAY 2 (TASTE)
Idea: create a tongue with cardboard and paste different foods with the flavours that they
have. It should looks similar to this one:
At the end, the teacher will need to introduce the structure: It tastes
good/bad/delicious/strange…

ANNEX 3: MAIN ACTIVITY DAY 3 (HEARING)
They will hear different instruments and they will need to classify theminto a chart that could
be similar to the following one:
Instead of having the pictures of alarms, whisper…. They should have the instruments that we
show them so they can cut them out and paste them in the correct place.
At the end teacher will introduce the structures: It sounds soft/loud/good/bad…

ANNEX 4: MATERIAL MAIN ACTIVITY DAY 4 (TOUCH)
Children will touch different objects that have different feels and later, they will choose the
ones that they have liked more and make a creation similar to the one below:
At the end of the class, the teacher should encourage to the students to say “It feels
soft/fluffy....)

ANNEX 5: MATERIALS FOR THE MAIN ACTIVITY DAY 5 (SMELL)
The chart we proportionate to the different groups should be similar to the one bellow:
What is it?
Drawing or
name
It smells…
very, really, a bit
good, fantastic, bad, strange, sweet, strong…
Flower It smells really good.

ANNEX 6 : MATERIAL MAIN ACTIVITY DAY 6 (SIGHT)
Task explanation
The firstpart of the activityconsistsoncompletingalittle posterlike the one itisincludedbelow.They
will write all of expressionsandpastingthe imagesinthe rightplace.
Later, childrenwillneedtochoose ananimal froma listanddraw or write wordsaccordingto the
followingitems. All these indication will be shown in a PDI by the teacher.

EXAMPLE OF ANIMAL LIST: dog,cat, pig,horse,rabbit,mouse,dolphin,bird, crocodile.
Afterdoingitchildrenwill chooseapartnerto share theirworksand make the oral descriptiontoeach
other.Theywill have the followingchartto helpthem:

An example of alittle conversationpairswill have wouldbe somethinglike this:
Finally,theywill be askedtoreflectabouttheirwork.Inpairstheywill needtoreflectif there is
anotherbetterwayto say something.Forexample:
 Anotherwaytoexpress“smell verybad”istosay “stinky”.
 The pigit isnot onlyscratchy,sometimesitcanfeel softtoo.
Theyneedtodo it inpairsbecause the pair will be encouraginghis/herpartnertothinkmore carefully
abouthis/herownwork.Theybothcan participate andtheybothneedto reflectabouttheirworks.

ANNEX 7: MATERIALS FOR SESSIONS 7/8 (Reviewing)
Task explanation
The activityingroupsconsistson creatinga posterabouttheirsense.Forthat,firstday will workwith
theirteam,lookingforimagesoninternet,basically,buttheywillalsohave the possibilitytolookfor
theminmagazines.Theywill alsobe usingonline dictionariestoresolvetheirdifficultieswiththe
language. The resultshouldbe somethinglikethat:
Aftereachgroup have completedtheirownposter,we willcreate new groupswithanexpertof each
sense (usingJigsawtechnique).Theywillneedtoshare the importantinformationwiththeir
classmatesabouttheirexpertsense.Inordertohelpthemtocommunicate themselves,the teacher
will provide achartwhere will be the questionstheyneedtoaskeachotherand the oral answersthey
will needtosay(choosingfromdifferentoptions) andthe chartto be completedbythe children(see
the material inthe followingpage).
These might
be the
words they
will need to
look for in
the online
dictionary.
They will
need to use
the
structures
we have
worked on
through the
unit such as:
I can see…

Afterexchangingthe information,everykidwill returnwiththeirinicial work-team.The lastthingthey
needtodo it isto presenttheirposterstotheirclassmatesandhangthemaroundthe class.Each
groupwill assessthe other’steampostersandtheirowncompletingarubric like the followingones:

- Self-assessmentposter
MEANING OF THE RUBRIC
Very,very good: the group has included every single thing that it is specified in the criteria.
Good: the group has included nearly everything that it is specified in the criteria.
Satisfactory: the group has included at least 1 of the things that is specified in the criteria.
Could be better: the group do not include the things that are specified in the criteria.

- Co-evaluationposter
MEANING OF THE RUBRIC
Very,very good: the group has included every single thing that it is specified in the criteria.
Good: the group has included nearly everything that it is specified in the criteria.
Satisfactory: the group has included at least 1 of the things that is specified in the criteria.
Could be better: the group do not include the things that are specified in the criteria.

Finally,the teacherwillshowthemher inphographicandvisualizedalsothe videosincludedinthe
followinglink: https://magic.piktochart.com/output/18309224-senses_ana-r-gonzalez

ANNEX 8: MATERIAL FOR SESSION9/10 (Cultural awareness)
EXPLANATION OF THE ACTIVITY
This activity will be done in different days because of her length. It is more related to create
an awareness of now everyone has developed the same senses in the same way. We will
visualize different videos such as:
- Coloured blind:
https://www.youtube.com/watch?v=r9yFH9MmHfg&feature=youtu.be
- Taste and smell disorders: https://youtu.be/Dm1YahV5JeE
- Learning braille: https://www.youtube.com/watch?v=soFz7LbKc5E&t=3s
After showing them, we will focus more on blind people. Then, in groups, they will need to
think about 2 or 3 difficulties they think that blind people might have to face during their daily
life and propose solutions. For do that, they will have a worksheet as the one attached:
As this activity might be quite challenging for kids because of the language needed, the
teacher show walk around the different groups in order to help them with the difficulties.
Furthermore, there will be a traductor on the PDI where children can go and write the word
they need to know in English.

After they complete the table, the teacher will complete the same one in the PDI with all the
ideas that the different groups have think about.
The following day, the teacher will show again the video “learning braille” and will show a
poster where the braille alphabet is written on it. The poster will be the following one:
The teacher will have a bag with all the names of the children in it. Students will need to take
a paper and write a note to another student (the one that has taken from the bag) using the
code of braille and then, they will exchange their messages and try to discover the message
they have received. The message they write can be in catalan or Spanish, as the main point
here is using the braille alphabet and be a little bit more familiarized.
Finally, teacher will show real books written in braille and they touch and try to read some
simple words.

ANNEX 9 : FINAL SELF-EVALUATION (Final reviewing day)
My name is
_______________
Red: I could do better. Ho
podria fer millor.
Orange: Quite good. Bastant
bé.
Green: Very good. Molt bé.
I can remember every
sense and its organ.
Puc recordar el nom
dels sentits i els seus
òrgans.
Can I complete the
following sentences?
 I….. taste with my …..
Puc completar la frase?
How well have I done
your activities?
Com he fet les meves
activitats?
How was my behaviour
when doing the poster?
Com m’he comportant
fent el pòster?
How well do you think
you have learnt the
contents?
He après totes les coses
que he treballat?
Did I participate
respectfully during the
whole unit?
He participat amb
respecte durant tota la
unitat?

ANNEX 10: TEACHER’S RUBRIC
RUBRICA D’AVALUACIÓ: Knowing myself. The five senses
Puntuació
Criteri
Excel·lent (4) Notable (3) Bé (2) Cal millorar
(1)
Els sentits Sap verbalitzar
tots elssentits
que tenim.
Sap
verbalitzar
4/5 dels
sentits que
tenim.
Sap
verbalitzar
3/5 sentits
que tenim.
Només sap
verbalitzar 1
o 2 sentits.
Els sentits i les parts del cos Sap identificar
elscinc sentits
i sap
relacionar-los
amb el seu
òrgan.
Sap
identificar4/5
sentits i
aquests que
sap, pot
relacionar-los
amb el seu
òrgan.
Sap
identificar3/5
sentits i
d’aquestsque
sap, pot
relacionar-los
amb el seu
òrgan.
Només sap
identificar 1
o 2 sentits i a
vegades sap
relacionar-los
amb el seu
òrgan.
Estructures gramaticals
 I can see/hear/taste/smell/touch
with my
eyes/ears/tongue/nose/hands
and fingers.
 Can you…? Yes, I can/ No, I can’t
 It sounds loud/soft.
 It tastes sweet….
 It smells good…
 It looks beautiful…
 It feels fluffy…
 Are you a…? Yes, I am/ No, I am
not
És capaç
d’utilitzar les
estructures
gramaticals
treballades
amb
freqüència i
amb correcció.
Utilitza les
estructures
gramaticals
treballades
sovint i
generalment
amb
correcció.
Utilitza
algunesde les
estructures
gramaticals
treballadesen
algunaocasió,
a vegades
amb errors.
Utilitza molt
poc les
estructures
gramaticals
utilitzades, i
fa erros quan
ho fa.
Vocabulari
 Loud, soft
 Sweet, salty, sour, bitter
 Good, bad, strange, strong…
 Beautiful, ugly, near, far
 Fluffy, rough, soft, scratchy,
hard…
Utilitza
gairebé tot el
vocabulari
treballat
durant les
sessions.
Utilitza molt
del vocabulari
treballat
durant les
sessions.
A vegades,
utilitza el
vocabulari
treballat
durant les
sessions.
Utilitza molt
poc el
vocabulari
treballat
durant les
sessions.
Verb/actions relacionats
see/hear/taste/smell/touch
És capaç de
recordar tots
els verbs
relacions amb
els sentits.
És capaç de
recordar la
majoria dels
verbs
relacionats
amb els
sentits.
A vegades
recorda els
verbs
relacionats, i
d’altres no.
No és capaç
de recordar
els verbs
relacionats
als sentits.
Treballs- activitats
realitzades
Ha realitzat
amb pulcritud
i amb
correcció tots
els treballs
proposats.
Ha realitzat
amb bastanta
pulcritud i
amb bastanta
correcció tots
els treballs
proposats.
Ha realitzat
alguns
treballs ben
fets i d’altres
no tant.
Ha realitzat
molt pocs
treballs ben
fets.

Pòster Ha participat
durant la
realització del
pòster
activament i
respectant als
seus
companys.
Ha participat
durant la
realitzaciódel
pòster
respectantals
seus
companys.
Ha participat
de manera
irregular
durant la
realitzaciódel
pòster
respectant,
normalment,
als seus
companys.
No ha
participat
gaire durant
la realització
del pòster ni
ha respectat
gaire als seus
companys.
Valoració dels pòsters dels
companys
Ha participat
activament i
amb esperit
crític objectiu
en la valoració
dels pòsters
dels
companys.
Ha participat
moltdurant la
valoració del
pòster dels
seus
companys,
però no
sempre
argumentant
les seves
idees.
Ha participat
durant la
valoració dels
pòsters dels
seus
companys
però no
sempre amb
esperit un
esperit crític
objectiu.
No ha
participat
gaire en la
valoraciódels
pòsters dels
seus
companys i
no ha
mostrat gaire
esperit crític
objectiu.
Actitud i valors mostrades
envers la diversitat
És capaç
d’entendre la
diversitat com
una font
d’enriquiment.
Li interessa
aprendre i
mostra
respecte.
A nivell
general, és
capaç
d’entendre la
diversitatcom
a font
d’enriquiment
i sovint
mostra
respecte.
A vegades, és
capaç
d’entendre la
diversitatcom
a font
d’enriquiment
mostrant
respecte.
Moltes
vegades veu
la diversitat
com a punt
negatiu i no
mostra
massa
respecte.
Actitud generals Mostra
moltíssima
predisposició
a fer les
activitats,
participa
activament
durant les
sessions i
respecta als
seus
companys.
Mostra una
bona
predisposició
a fer les
activitats,
participa
durant les
sessions i
generalment,
respecta als
seus
companys.
Mostra una
predisposició
irregular
davant les
activitats,
participa de
manera
irregular
durant les
sessions,
respecta als
seus
companys.
Generalment
mostra una
predisposició
negativa a
treballar, no
participa
gaire durant
les sessions i
no respecta
als seus
companys.

ANNEX 11: THINKING ROUTINE
TITLE OF THE THINKING ROUTINE
Connect, Extend, Challenge
EXPLANATION
The routine helps students make connections between new ideas and the knowledge they already
have inthe firstmomentbutitalsohelpsto reflectonwhattheyare learning.Italso encourages them
to take stock of ongoing questions, puzzles and difficulties. Sometimes students are not conscious
about their own learning, they are not aware they know many things that are important and
interesting and this routine keeps a visible record of students' ideas.
RESOURCES
There will be a big mural at the end of the class similar to the one I add
in the following page. Each group will need to take three little papers to
write their own thoughts on it, and later, stick them on the mural.
Here I add the papers they will need to take. Blue will be for connecting
ideas, purple for extending ideas and green for challenging ideas or
concepts.
You can find more information about this routine in the following link:
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_Unde
rstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html

HOW AM I GOING TO USE IT?
The first time we will do this activity, we will do it all together so they can learn what it is
expected with this activity. At the end of the first session, the teacher will present the mural
where there are different labels in different colours (blue, purple and green) and a question
for them to reflect and answer.
From the second day, the teacher will create 5 different groups, which will be the same as the
ones they will end up working with through the unit. At the end of each class, each group will
share their thoughts for five, seven minutes, and they will need to take the three kinds of
paper and write their thoughts on it. Each group will go to their own mural and stick their little
papers on it.

CLASS DOJO
AIM OF THE TASK:
- Increase student’s motivation
- Consciousness about their own learning process
- Engage families in their children education
- Create a communityenvironment
DESCRIPTION OF THE TASK:
The task I am thinkingabout,itwouldbe done asa routine in class. It can be used, not only during my
unitplanbut alsoduringthe whole year,ineverysubjecttheydo.The webtool I would use it is called
“Class dojo” and it is a tool for the classroom management. It allows students to be more aware of
their learning, how they are doing and reflect about their learning progress.
Also,itisa goodtool to involvedparentsintheir children’s education, because parents can follow all
the information that appears in the web in their home. As a result, parents would be more aware if
theirkidsare behavingwell,if theyare participating,if theyare doingtheirhomework, if they get into
a fight….Everythingcanbe seenthere.Also parents can add comments for motivate their children, if
they want.
Also,studentscanmake theirowncontributions,making photos to their work and sharing them later
with families, or classmates. They can also make a self-evaluation regarding to their progress.
It is a free web tool, and also it is very easy to use it as a teacher, as a parent and as a student. Here I
add some pictures and information about what you can do with it:

Here there isthe listof yourstudents(Ihave made thisone as an example,theyare notreal students).
Whenyouclick onone of your student’sname,youcanadda positive ornegativefeedback.There are
some that are alreadydone,asthe onesthatyou can see inthe picture,butyou can alsocreate your
ownonesin“editskills”.Youcan decide how manypointtheywill get(1,2,3,4…) or how manypoints
youwant to take themout forbad attitudes.
As a teacher,youcan see the progressof your studentsandalsoyoucan add photosor comments.
Parentscan see these photosandthe comments,andif theywant,theycan answerto them.

As a teacheryoucan sendmessagestoall the parents,or keepprivate conversations.
Here there isan example of asummaryof the day.As I have made that class,it isnot real,butwiththis
application youcansee the bad and goodattitudes,inaday, week,monthorwhateveryouwant.With
thistool you can make yourstudentsaware of theirlearningandyoucan make reflectthemabout
howtheyare doing,whatneedstoimprove andwhatthingstheydone reallywell.

Last but not least,classdojooffersotherresourcestokeepinmindbecause theyare reallyinteresting.
Theyhave videosthatteacheschildrendifferentinterestingvalues,asthe one I addhere:
https://ideas.classdojo.com/f/growth-mindset-1
There are somany otherthingsyou,as a teacher,andyour studentscando withthistool.BelowIadd
differenttutorialssoyoucanget a betterideaabouthow it works.
WEB TOOL (link):
Linkto singup: https://www.classdojo.com/es-es/?redirect=true
TUTORIAL ABOUT THE WEB TOOL.
Here I add a link for teachers: https://www.youtube.com/watch?v=7TgSaMydfG8
Here I add a couple of link for the parents:
https://www.youtube.com/watch?v=FeCnNWBCWbQ
https://www.youtube.com/watch?v=x9rhHEghXgw
Here I add a link about a real example, how it is used in classes:
https://www.youtube.com/watch?v=RYeKBOMr5Mo

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