Taste and Texture

Overview

In this lesson, students explore the four basic tastes—sweet, sour, salty, and bitter—through a guided taste-testing activity. They also notice and describe textures (smooth, crunchy, sticky, etc.) and share preferences using simple scientific language.

Learning intentions

• WALT notice and describe how different foods taste (sweet, sour, salty, bitter).
• WALT notice and describe food textures using everyday words.
• WALT share observations and preferences respectfully in a small group.
• WALT begin to connect senses (taste and touch) to what we observe.

Success criteria

• I can name at least one taste I tried (sweet, sour, salty, or bitter).
• I can describe a texture I noticed (for example: crunchy, smooth, sticky, chewy).
• I can say what I liked or didn’t like and give a reason using an observation word.
• I can listen to others’ observations and respond politely.

Curriculum links

• Te Mātaiaho Science — Science (Years 0–3): Begin observing and describing surroundings through direct, hands-on experiences.
• Te Mātaiaho Science — Science (Years 0–3): Develop curiosity by talking about what we notice.
• Nature of science: Using senses to make observations and communicate ideas clearly (age-appropriate, practical investigations).

Lesson structure (30 minutes)

1. 0–3 min · Welcome and routines. Teacher greets students, sets the expectation for safe tasting (small amounts, keep food in mouth, ask before touching). Students sit ready and repeat the class rule: “We observe and we share.”

2. 3–7 min · Hook: taste picture talk. Teacher shows four simple picture cards labelled sweet, sour, salty, bitter (no labels needed beyond the words) and demonstrates with one “pretend” cue (e.g., face for sour). Students point to the card that matches a teacher prompt (“Which one do you think this will be?”).

3. 7–18 min · Taste-testing stations (small groups). Teacher explains stations: each student tries tiny spoonfuls, then chooses a picture/word for taste and texture, and places it on a class chart. Students move as a group through 3–4 stations, tasting in turn, and record with stickers/drawings (e.g., a sweet star, a crunchy picture).

• Teacher prompts: “What taste do you notice?” “How does it feel in your mouth or when you bite it?”
• Teacher supports language with stems: “It tastes…”, “It feels…”, “I like/not like because…”

4. 18–25 min · Texture sorting and discussion. Teacher places sample texture items or images (for example: a cracker image/piece for crunchy, yoghurt/cream image for smooth, honey/jam image for sticky, bread image for chewy) and models sorting into two groups: “same texture” and “different texture.” Students help sort by matching textures they noticed and say one sentence to a partner: “This is crunchy/smooth/sticky/chewy.”

5. 25–28 min · Whole-class share-out. Teacher leads a short discussion using the class chart: “Most of us noticed…”, “Some people preferred…” Students take turns choosing one taste and one texture they observed and one preference word (“I liked it” / “I didn’t like it”).

6. 28–30 min · Exit check. Teacher asks one final question to each student (quick oral check): “What taste did you try?” or “What texture did you notice?” Students respond while holding up their chosen picture card.

Resources

• Taste cards: sweet, sour, salty, bitter (large, clear)
• Simple texture cards/pictures: crunchy, smooth, sticky/chewy (age-appropriate)
• Small portions for tasting stations (tiny spoonfuls only), with labels kept by teacher
• Cleaning wipes and paper towels
• Class chart paper or whiteboard with sections for sweet/sour/salty/bitter and texture pictures
• Sticker dots or picture stampers for recording
• Small plates/bowls, spoons, and gloves if needed (teacher decides based on class and hygiene plan)
• Handwashing reminder signage
• Allergy/safety plan for parent-provided alternatives if applicable

Assessment

• During stations, teacher listens for correct or approximate use of taste words and texture words (“I can hear you say sweet/crunchy…”).
• Teacher checks participation and observation language using sentence stems (short, oral responses).
• Exit check: each student responds to one quick question about taste or texture.

Differentiation

• Support: Provide sentence starters on a card at each group (e.g., “It tastes…”, “It feels…”). Use picture choices so students can point or place a sticker even if they cannot yet speak fluently.
• Support for sensory sensitivity: Offer an “observe-only” option (look/smell) with teacher support, and allow students to taste later or with an alternative amount.
• Extension: Invite confident students to compare (“This is sweeter than…”, “This is crunchier than…”) using teacher modelling.
• EAL/SEN: Use consistent gestures for each taste/texture card; practise the same key words at the start of the lesson and again during the share-out. Allow drawing for recording if speech is limited.