My Senses

Overview

In this 30-minute introductory lesson of the unit "Exploring Our Five Senses," Grade 1 students will explore the five senses by listening to the picture book My Five Senses by Aliki. Through rich discussion and visual aids, students will identify the body parts associated with each sense, supporting their understanding of how humans interpret the world around them. This lesson aligns with the Ontario Curriculum’s expectations for Grade 1 Science: Understanding Life Systems – Sense of Self.

---

Curriculum Connections

Ontario Curriculum (Grade 1 Science, Understanding Life Systems – Sense of Self):

• Overall Expectations:
  -1.1 Demonstrate an awareness of their bodies and how their senses help them explore their environment.
• Specific Expectations:
  -1.1.1 Identify and name the five senses (sight, hearing, touch, taste, smell).
  -1.1.2 Identify the body parts used for each of the five senses through observation and discussion.

---

Learning Goals

By the end of this lesson, students will be able to:

• Name all five senses.
• Identify the body part associated with each sense (eyes, ears, skin, tongue, nose).
• Begin to understand that senses help us learn about and experience the world.

---

Materials Needed

• Book: My Five Senses by Aliki (one copy for read-aloud)
• Large illustrated chart/poster of the five senses with corresponding body parts
• Picture cards showing eyes, ears, nose, tongue, and hand/skin
• Whiteboard or chart paper and markers
• Sticky notes or small stickers for student participation
• Optional: A simple sensory object box (e.g., a shell to touch, a small lemon slice, scented flower, bell, picture of bright colours)

---

Lesson Sequence

1. Warm-Up (5 minutes) – Engage Curiosity

• Begin with a simple question: “Can you tell me one way you learn about the world around you?”
• Encourage a few students to share their ideas.
• Introduce the concept that we have five special ways to learn about the world — our five senses.

2. Read-Aloud and Visual Engagement (10 minutes)

• Show the cover of My Five Senses and introduce the author.
• Read the book aloud with expressive tone and pauses for student interaction.
• Pause after each sense is introduced to hold up corresponding picture cards and invite students to name the body part shown.
• Use the large chart/poster to reinforce the five senses and body parts dynamically. For example, point to 'taste' and then touch your tongue.

3. Interactive Discussion (7 minutes)

• Use the whiteboard/chart paper to write each sense’s name as the class discusses it.
• Ask questions for each sense, e.g.:
  • “What do you see with?” (Eyes)
  • “What do you hear with?” (Ears)
  • “What do you taste with?” (Tongue)
  • “What do you smell with?” (Nose)
  • “What do you feel with?” (Skin/hands)
• Invite volunteers to come up, point to the correct body part on the poster or picture card, and place a sticker next to the sense on the chart.

4. Quick Sensory Exploration (5 minutes)

• Bring out one or two simple sensory objects (e.g., a bell for hearing and a lemon slice for taste).
• Invite 2-3 volunteers to experience the objects and name the sense they used.
• Encourage other students to share if they have used that sense to explore something before.

5. Closing and Assessment (3 minutes)

• Recap the five senses by singing a short, catchy “Five Senses” song incorporating body parts (prepared in advance).
• Conduct a quick formative assessment by asking the class to shout out the name of the body part when you say each sense.
• Explain that next time, they will learn how to use these senses in fun ways.

---

Assessment Strategies

• Observation: Monitor student participation during discussion and the sticker activity to see if they correctly associate senses with body parts.
• Questioning: Use targeted questions throughout to gauge comprehension.
• Exit Cue: Students verbally name one sense and its body part before leaving or through a thumbs-up/thumbs-down for understanding.

---

Differentiation Strategies

• Provide picture cards with clear, colourful images to support visual learners.
• Encourage peers to support Language Learners by modelling the vocabulary.
• For students who need extra support, allow tangible sensory experiences to reinforce learning.
• Extend learning for advanced students by asking them to name examples of things they can experience with each sense.

---

Next Steps

In subsequent lessons, students will participate in hands-on sensory investigations, record observations, and develop language to describe sensory experiences, deepening their connection to the Ontario curriculum’s focus on inquiry and exploration.

---

Teacher Reflection Prompts

• Did students demonstrate an understanding of the five senses and body parts?
• Were the visual aids and sensory experiences effective in engaging students?
• What language or concepts need reinforcement in upcoming lessons?
• How effectively did the activities encourage participation for all learners?

---

This lesson plan creatively integrates story, visual learning, discussion, and sensory exploration to inspire first graders in Ontario to confidently identify their five senses and related body parts, setting a strong foundation for the unit.