Exploring the Senses

Grade Level:

Kindergarten (K)

Duration:

55 minutes

Class Size:

5 students

Learning Objectives & Common Core Alignment

• Reading Foundations & Comprehension:
  CCSS.ELA-LITERACY.RI.K.1
  With prompting and support, ask and answer questions about key details in a text.
• Language - Vocabulary Acquisition:
  CCSS.ELA-LITERACY.L.K.6
  Use words and phrases acquired through conversations, reading, and being read to.
• Speaking & Listening - Comprehension and Collaboration:
  CCSS.ELA-LITERACY.SL.K.1
  Participate in collaborative conversations with peers and adults in small groups and partners.
• Writing - Production and Distribution of Writing:
  CCSS.ELA-LITERACY.W.K.8
  With guidance, recall information from experiences or gather information from provided sources to answer a question.
• Social-Emotional Learning:
  Supports attention to speaker, personal space, turn-taking.

Materials Needed

• Fresh lemon
• Small containers with scents: lemon, vanilla, vinegar
• Visual vocabulary cards: look, smell, taste, feel, listen
• Five Senses song audio or lyrics printed
• Picture cards for story comprehension
• Worksheets for tracing and drawing “lemon”
• Manipulatives: cubes, rulers, colored counters
• AAC devices for Niko and others as needed
• Sensory materials: water, ice
• Visual schedule and visuals for transitions

Lesson Sequence

1. Group Circle Introduction (10 minutes)

Objective: Introduce lemon through multi-sensory observation; build core vocabulary.

• Show the lemon to the group.
• Ask guided questions:
  • What do you see? (Encourage descriptive words)
  • What do you smell?
  • What do you think it feels like?
• Encourage tactile, olfactory, and visual exploration following IEP accommodations:
  • Lilyana & Nahsim point to pictures
  • DeAndrae matches lemon to sense card
  • Chrisley selects images on prompting
  • Niko uses AAC to express ideas
• Sing the “Five Senses Song” together to reinforce vocabulary: look, smell, taste, feel, listen.
• Show vocabulary cards and discuss each sense briefly.

IEP Focus: Practicing attention, sitting for 10 minutes, and maintaining personal space during circle time.

2. Vocabulary & Sensory Centers (15 minutes)

Objective: Reinforce vocabulary and sensory recognition through hands-on centers.

• Vocabulary Match: Students match sense words to corresponding pictures (e.g., smell–nose).
• Prewriting: Trace or copy the word “lemon” and draw a lemon.
• Math Connection: Count and sort 1–3 lemons by color and shape (yellow, round).

IEP Accommodations:

• Chrisley follows “give me one/two” direction with manipulatives.
• DeAndrae identifies colors/y shapes in lemons.
• Niko matches picture-word via AAC.
• Lilyana & Nahsim identify initial /L/ or final /n/ sounds in “lemon.”

Transition Support: Use visual schedule and frequent adult proximity to cue smooth transitions.

3. Mini Science Experiment – The Lemon Test (15 minutes)

Objective: Apply scientific observation skills; support hypothesis and sensory testing.

• Guide students through observing the lemon using all senses.
• Pose the question: “What can we learn about the lemon using our senses?”
• Let each student participate by touching, smelling, and even tasting the lemon as appropriate for their needs and safety.
• Students predict (guess) what the lemon will be like before testing.
• Record observations visually with support.
• Share findings verbally or with AAC/picture choices.

IEP Focus:

• Students follow stepwise procedure: question → guess → test → observe → share.
• Chrisley & DeAndrea manipulate sensory materials and respond to prompts.
• Lilyana & Nahsim verbally label actions.
• Niko selects correct scientific steps via AAC.

4. Group Reflection & Snack Activity (10 minutes)

Objective: Social participation and sensory identification through "Guess the Smell" game.

• Pass around containers with different smells (lemon, vanilla, vinegar) one at a time.
• Ask students to guess the scent using visuals, words, or AAC devices.
• Encourage turn-taking and sustaining attention.
• Provide positive reinforcement for participation.

IEP Focus:

• DeAndrae & Chrisley respond using yes/no visuals or gestures.
• All students practice attending, waiting turns, and participating in group routine.

Assessment

• Formative:
  Observations during circle questioning, centers, and experiment. Monitor individual responses aligned with IEP goals (e.g., matching, AAC use, pointing).
• Summative:
  End of session sentence completion: “I used my senses to learn about ___.” Use verbal, written, or AAC responses.
• Teacher checklist for participation in group behaviors: sitting, attention, and personal space.

Differentiation & Supports

• Use AAC devices consistently for Niko and any other students requiring assistive communication.
• Provide picture choice cards and tactile materials for students with motor or visual impairments.
• Adapt sensory experience intensity based on individual sensory needs and IEP accommodations (e.g., allow smelling without touching).
• Use frequent breaks and visual timers to help maintain attention spans.

Reflection & Next Steps

• Plan a follow-up activity where students create their own “Five Senses” book, drawing objects and labeling using sight, smell, taste, feel, and hearing.
• Incorporate math extension by including measuring and sorting other fruits.
• Reinforce sensory vocabulary across subjects and during outdoor learning time.

This multi-modal, IEP-aligned lesson plan integrates science, ELA, and social-emotional skills through engaging sensory experiences that foster communication, vocabulary development, and cooperation, specifically tailored to kindergarten students with diverse learning needs.