Senses in Action

Overview

This 30-minute lesson is the final in the unit "Sensing Solids and Liquids." Students will actively engage in a sensory tasting activity that combines their knowledge of solids and liquids. They will use sight, smell, touch, taste, and hearing to explore and describe a variety of solid and liquid foods. The lesson emphasises observation, vocabulary development, and the ability to express sensory experiences, directly supporting communication skills alongside science inquiry.

This lesson aligns with the British Columbia Curriculum for Kindergarten to Grade 1 Science and English Language Arts.

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Curriculum Connections

Science - Grade 1 (BC Curriculum)

Big Idea:

• Materials and objects have observable properties and uses.
  Curricular Competencies:
• Demonstrate curiosity and a sense of wonder about the world (Science - Questioning and Predicting).
• Use senses to explore and describe objects and materials (Science - Processing and Analyzing Data and Information).
• Communicate observations using oral or written language and drawings (Science - Communicating).
  Content:
• Properties of materials, including solids and liquids, and how they can be sensed and described.

English Language Arts - Grade 1 (BC Curriculum)

Reading and Viewing:

• Connect personal knowledge and text to make simple inferences and extend understanding (Communicating).
  Speaking and Listening:
• Express ideas, feelings, and experiences in ways that are appropriate for their purpose and audience.
• Use descriptive language to share observations.

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Learning Objectives

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

• Identify and describe solids and liquids using sensory details.
• Use vocabulary related to the five senses (sight, smell, touch, taste, hearing).
• Communicate their observations clearly with peers and teacher.
• Make simple comparisons between the sensory qualities of solids and liquids.

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Materials Needed

• Small sample portions of various solid foods (e.g., apple slices, cheese cubes, crackers).
• Small sample portions of liquid foods (e.g., milk, juice, water).
• Disposable cups and plates, napkins, utensils as needed.
• Sensory chart template with columns for each sense.
• Whiteboard or chart paper with marker for whole-class vocabulary and observations.
• Handsanitizer and wipes for hygiene.

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Lesson Outline

1. Introduction (5 minutes)

• Greet students and briefly review what solids and liquids are, referencing prior lessons.
• Introduce the activity: “Today, we are going to use our senses to explore different foods that are solids and liquids.”
• Review the five senses with flashcards or quick demonstration (e.g., hold up something to smell, encourage listening carefully). Write five senses on the board.

2. Sensory Exploration Activity (15 minutes)

• Divide students into small groups of 4-5 around tasting stations set up with both solids and liquids.
• Distribute sensory charts to each student or have a shared chart per group. The chart has sections labelled: Sight, Smell, Touch, Taste, Hearing.
• Guide students step-by-step:
  • Look at the food: What colour, shape, size do you see?
  • Smell the food gently (no tasting yet): What does it smell like?
  • Feel the food with clean hands: Is it smooth, rough, sticky, soft?
  • Try to hear the food (e.g., bite a cracker, pour liquid): What sounds do you hear?
  • Taste a small amount: Describe the flavours and texture.
• Teacher and aides circulate to support language use, encourage descriptive words, and record some group observations on the whiteboard.
• Emphasise health and hygiene, monitoring allergies and never forcing students to taste anything they don’t want.

3. Group Discussion and Vocabulary Building (7 minutes)

• Bring the class together. Ask:
  • What senses did you use to explore the solids? Liquids?
  • What words describe what you felt, smelled, or tasted?
  • Were there differences between solids and liquids? What were they?
• Write key sensory adjectives on the board.
• Highlight that all senses contribute to the experience of foods and materials.

4. Reflection and Wrap-Up (3 minutes)

• Ask students to share one new word they learned to describe solids or liquids.
• Recap: “Today, you were scientists using your senses! What was your favourite food you explored?”
• Thank students for careful listening and tasting.
• Explain that next time they will build on this knowledge in future science or literacy lessons.

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Assessment Strategies

Formative Assessment

• Observe student participation during sensory exploration, noting use of sensory vocabulary and curiosity.
• Listen for descriptive language use during group discussion.
• Review sensory charts or note contributions to chart paper for evidence of understanding.

Success Criteria

• Student correctly identifies whether a sample is a solid or liquid.
• Student uses at least two different senses to describe a sample.
• Student uses descriptive words (e.g., sweet, sour, soft, crunchy, cold) to express their experience.
• Student communicates clearly in whole-class or small group setting.

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Extensions and Adaptations

Extensions

• Create a class sensory word wall for future reference.
• Invite a local food expert or nutritionist for an interactive workshop about textures and tastes.
• Integrate a simple writing task where students illustrate and label their favourite solid and liquid.

Adaptations

• Provide visual supports for students needing language scaffolding (picture cards of senses, foods).
• Use pre-tasted samples for students with sensory aversions and allow observation only if preferred.
• Pair ELL students with buddies to support participation and vocabulary development.

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Teacher Reflection Prompts

• Which sensory activities excited students the most?
• How effectively did students link sensory words to solids and liquids?
• What vocabulary or concepts require reteaching or reinforcement?
• How can student curiosity about materials be sustained in future lessons?

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This lesson empowers first graders to be sensory scientists, engaging their natural curiosity while reinforcing core curricular goals in science and communication, perfectly tailored to the British Columbia learning context and designed for active, joyful learning.