Higher:
Is able to identify smells and explain why some smells are nice or not so nice
Middle:
I am able to describe different smells
Lower:
Knows how we smell with our nose
Higher:
Is able to identify a range of sounds on a sound walk
Middle:
Can use describing words for different sounds
Lower:
Is able to understand how we hear
Lesson Recap Starter: Think back to the last lesson. Name all of the senses and the part of the body you can find them?
Lesson Starter: Say each sense then touch the body part we use for each sense.
Discuss why your hearing is important. Children could complete a range of activities when discussing this task, such as having to cue up in alphabetical order, only using sign language. You could ask them to cover their ears and describe the difference in sound levels.
Presentation - starter slide.
Answer questions and take part in activities during the presentation. Stop the presentation at the relevant slides: Talk Partners; AfLs; Songs. Take part in the Choral Response Questions activity (see Assessment section) after the Keywords/Rocket Words slide.
Key Concept:
During this unit, each lesson contains a key concept question housed in the '30 Second Challenge' slide. To help children master this content so the knowledge moves from their short term memory to their long term memory, at the beginning of the follow on lesson the question from the previous lesson is revisited.
The questions covered during this unit include:
1. Name the senses and the parts of the body they can be found.
2. What do you know about your sense of smell?
3. What is the collective name given to all of the human bones found in our body?
4. What changes does your body go through from a baby to growing old?
5. What do you need to do to take care of your body?
6. What is the name of the shoe fastener which mimics nature?
Presentation
Expert Film: Joe Howard, from Ben Burgess Ltd, explains why it is important that he wears ear defenders in his job.
How we deliver the Gatsby Benchmarks:
2 - Learning from career and labour market information: Pop along to Developing Experts career’s zone to find out about jobs in your area.
4 - Linking curriculum learning to careers: This unit showcases careers that relate to the human body. Access our 360° virtual work tours.
7 - Encounters with Further and Higher Education: Pop along to Developing Experts career’s zone to find out about training providers in your area.
Presentation - expert film.
Sensory Walk
Complete a sound and smell walk.
Ask the children to draw or list some of the different things they have heard or smelled, whilst walking around the room, or better outside. It is best for children to be blindfolded or have their eyes shut for this task.
They should try and describe the sounds and smells using descriptive words and explain any they recognise.
Use the Handout (page 1) for this task.
Smell Challenge
With your talk partners smell the foods on the tray whilst blindfolded, and guess what they are.
Sensory Walk
Handout
Smell Challenge
Trays/Cups
Different aromatic objects (fruit, coffee, cakes, oranges, etc.)
Blindfolds.
Complete the second page of the Handout to match up the sense words and the image the table.
Quiz
With their talk partners, the children are to go through the quiz at the end of the presentation and answer the questions.
Handout
Quiz in presentation
Can the children identify and name the sounds and smells they have experienced today?
Can they say whether a sound is loud or quiet?
Can they say whether a smell is strong or bland?
Which are the loudest sounds your have heard today?
Which smells have been the strongest smells?
How can we group the different sounds and smells we have experienced today?
Children can take quizzes in pupil zone to gain marks and prizes.
Knowledge Organiser with test and mark boundaries available with this unit.
When I walked around the room I heard...
I use my ears to...
I use my nose to...
Our senses are important because...
The Science Behind the Science
We are able to hear because our ear drum vibrates to different wavelengths of sound in the air. The ear drum is about 10mm wide and works much like a drummer beating their stick on a drum. The vibrations from our ear drum travel in the ear to the snail shaped cochlea, which is an organ filled with tiny hairs that sway back and forth to the vibrations. The signals from the hairs travel to the brain, where the sound is deciphered. Lower sounds have longer wavelengths than higher sounds. The human ear can hear between 20Hz and 20kHz, anything below 20Hz cannot be herd, but it may be felt, like the bass in some songs. Dogs can hear between 40Hz and 60kHz, and so can hear much higher noises than humans. According to the Guinness Book of World Records, the animal that can hear the highest frequency is the greater wax moth, which can hear up to 300kHz.
Our sense of taste has helped us stay alive and healthy by letting us know which foods may be poisonous to us. Taste works through the taste buds on our tongues, which send messages to our brain through a series of chemical reactions. It is a common misconception that different parts of our tongue taste different flavours better, but in fact research has shown that our tongue tastes different flavours quite evenly.
Identify, name, draw, and label basic parts of the human body, and say which part of the body is associated with each sense.
Biological systems - Body systems and cells - I have explored my senses and can discuss their reliability and limitations in responding to the environment. SCN 1-12b
The study of the characteristics, systems, and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with the environment.
The Australian Curriculum - Using the senses to explore the local environment to pose interesting questions and making predictions about what will happen
Identifying and classifying
Cross Curricular Link for Mathematics: Number - Number and place value: When describing their different food items use given a number, identify 1 more and 1 less.
Grade 2 - My Body.
Exemplifies that animals can perceive the environment through the eyes, ears, nose, etc Chinese - Science Inquiry - Express communication Under the guidance of the teacher & can briefly describe the inquiry process and conclusions & discuss and communicate with classmates.