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• I N TH IS TEACHER ’S GUIDE •
2 Prereading Activities
3 Get Set to Read (Anticipation Guide)
4 Discussion and Writing Questions
5–6 It’s in the Reading (Reading Comprehension)
7 Everything Visual (Graphic Skills)
8 Cross-Curricular Extensions
9–12 Answer Keys to Blackline Masters
Dear Educator,
Your students will make sense oftheir senses as they read thisissue of KIDS DISCOVER. Your
young scientists will explore the topicsat the right in The 5 Senses.
This Teacher’s Guide is filled withactivity ideas and blackline mastersthat can help your students understandmore about senses and how the senseshelp everyone understand his or herworld. Select or adapt the activities thatsuit your students’ needs and interestsbest.
Thank you for making KIDS DISCOVERa part of your classroom agenda.
Sincerely,
KIDS DISCOVER
P.S. We would enjoy hearing from you.E-mail your comments and ideas [email protected]
PAG E S WHAT ’S IN THE 5 SENSES2–3 The Senses
Sight, hearing, touch, taste, and smell
4–5 The Mind’s EyeSight through images of light
6–7 Keeping in TouchThe sensitivity of the body’s largest organ
8–9 Ears to HearThe highs and lows of hearing
10–11 What Do You See?Informal test for color blindness
12–13 The Nose KnowsOdor detection and its connection to emotions
14–15 Tongues are for TastingA bittersweet test of taste
16–17 A Sixth Sense/Robots Make SenseTelepathy, magnetism, and technology of senses
18–19 Game PagesReview content with word and picture games and extendcontent through explorations and reading
Meet ing the StandardsLife Science
� Characteristics of Organisms
� Visit www.kidsdiscover.com/standardsto find out more about how KIDSDISCOVER meets state and nationalstandards.
Teacher’s Guide
The 5 SensesTeacher’s Guide
........................... www.kidsdiscover.com ...........................KIDS DISCOVER • 192 Lexington Ave., Suite 1003 • New York, NY 10016 • T: 212-812-8973 • F: 212-812-8973
To get students thinking about how this topicrelates to their interests and lives, ask:
� How do your senses of smell and taste work togetherto help you enjoy a meal?
� What senses do you use to play video games?
Concept map
Explain to students thatthey will be reading The 5
Senses. Ask: What are somewords related to the senses?List students’ responses onthe board. (See box below forsome terms they may sug-gest.) After creating a list, ask
students to group the words into categories basedon the senses—Sight, Hearing, Touch, Taste, and Smell.Create a concept map by writing Senses on the boardand circling it. Write the categories around the circleand draw lines between the ideas to show the con-nections. Then list examples and write the wordsfrom the list around the appropriate categories.Encourage students to add more words to the con-cept map as they read The 5 Senses.
Get Set to Read(Anticipation Guide)
Copy and distribute the Get Set to Read blacklinemaster (page 3 of this Teacher’s Guide).
Explain to students that this Anticipation Guide willhelp them find out what they know and whatmisconceptions they have about the topic. Get Setto Read is a list of statements—some true, somefalse. Ask students to write whether they thinkeach statement is true or false in the Before Readingcolumn. Be sure to tell students that it is not atest and they will not be graded on their answers.The activity can be completed in a variety of waysfor differentiated instruction:
� Have students work on their own or in smallgroups to complete the entire page.
� Assign pairs of students to focus on two state-ments and to become “experts” on these topics.
� Ask students to complete the Before Reading col-umn on their own, and then tabulate the class’sanswers on the chalkboard, on an overheadtransparency, or on your classroom computer.
� Review the statements orally with the entire class.
If you predict that students will need assistancefinding the answers, complete the Page Number col-umn before copying Get Set to Read.
Prev iew
Distribute The 5 Senses and model how to pre-view it. Examine titles, headings, words in bold-
face, pictures, charts, and captions. Then have stu-dents add new information to the Concept Map. Ifstudents will only be reading a few pages at onesitting, preview only the selected pages.
PREREADING ACTIVIT IES
KEY TERMS
Be f o r e d i s t r i b u t i n g K I D S D I S C O V E R The 5 Senses , activatestudents’ pr ior knowledge with these activ i t ies.
BE WORD WISE WITH POWER VOCABULARY!
You have exclusive access to additional resources includingPower Vocabulary blackline masters for every available KIDSDISCOVER title! These activities introduce students to 15
specialized and general-use vocabulary words from each KIDS DIS-COVER title. Working with both types of words helps studentsdevelop vocabulary, improve comprehension, and read fluently.Follow the links from your Teacher’s Toolbox CD-ROM and findyour title to access these valuable resources:
Name ____________________________________________ Date _________________
Get Set to ReadWhat do you know about the senses and how they work? In Before Reading, write true if you
think the statement is true. Write false if you think the statement is not true. Then read KIDSDISCOVER The 5 Senses. Check back to find out if you were correct. Write the correct answerand its page number.
CHALLENGE: Rewrite each false sentence in a way that makes it true.
1. People experience life through theirsenses.
2. Light enters the eye through thelens.
3. In most people, the eyes provideabout 10 percent of the informationthe brain receives.
4. The skin can sense touch, pressure,heat, cold, and pain.
5. The loudness of sound is measuredin wavelengths.
6. Some color-blind people cannot seethe difference between red andgreen.
7. When you no longer smellsomething after a while, you are saidto have odor fatigue.
8. The four basic tastes are sweet, sour,spicy, and bitter.
9. Some animals may find their wayduring migrations by sensingtelepathy.
10. Technology has made robots thatcan see available.
6. Which of these activities would produce the loudest sound?� A. conversation� B. ticking clock� C. a horse galloping� D. a jet landing
7. What can you say about the sound waves of an instrument that makeshigh-pitched sounds?
� A. The wavelengths are long.� B. The wavelengths are short.� C. The peaks and valleys of the waves are close together.� D. The peaks and valleys of the waves are far apart.
8. What is the first step that results in a person smelling a scent?� A. Tiny hairs on olfactory cells turn odors into electrical impulses.� B. The smell center in the brain receives impulses.� C. Odor molecules get stuck in mucus on olfactory cells.� D. Impulses travel to olfactory bulbs.
9. Which of these would you taste at the front of the tongue?� A. lemon juice� B. vinegar� C. ice cream� D. pickle juice
10. Which of these cannot be done with one of the five senses?� A. observe a space launch� B. tell what someone’s thinking� C. listen to a symphony� D. enjoy a meal
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Name ____________________________________________ Date _________________
Everything VisualIn The 5 Senses, labeled diagrams show information about the eye, skin, and ear. Use the
diagrams and the accompanying captions on pages 4, 6, and 9 to answer these questions.
1. What does the pupil do? Why do you think the pupil dilates, or gets larger, when there isless light?
blindness by answering these questions: Whattypes of color blindness are there? Who is mostlikely to be color-blind? Is color blindnessinherited?
Language Ar ts� An idiom is an expression that has a different
meaning than the meaning of its individualwords. Sense-related idioms abound in English.Introduce several sense-related idioms. Havestudents discuss their meanings and use them insentences. Idioms you might include are blind asa bat, ears are burning, easy on the eyes, hear a pindrop, stop and smell the roses, leave a bad taste inone’s mouth, and wouldn’t touch with a ten-footpole. Encourage students to find examples ofother idioms with sense-related terms.
Socia l Studies� Helen Keller is one person who overcame the
loss of sight and hearing by using her othersenses to help her understand the world.Encourage students to find out more aboutHelen Keller and to present the information inan oral report. You might have students view thefilm The Miracle Worker as an introduction toHelen Keller.
Home Economics� Have students give a sniff test for discriminating
smells. Have students collect a variety ofsubstances—spices, foods, and plants—withdistinctive odors for example. They might placecinnamon sticks, onion slices, garlic, and flowerpetals, for example, in small numbered dishes.They should make a chart identifying eachsubstance by number. They blindfold subjectsand ask them to smell and identify eachsubstance. Can students name that smell?Encourage students to tally responses.
Science/Ar t� The eye and ears have intricate structures.
Suggest that students build models of the eye orear. Encourage them to explain the purpose ofeach structure on a poster to display with theirmodels.
Language Ar ts� Many words related to the senses and the sense
organs are homographs and multiple-meaningwords. Homographs are words that have thesame spelling but different meanings. Multiple-meaning words have more than one meaning.Have students look up the following words andprovide sense-related definitions and at least oneother definition for each. Use the words iris,pupil, skin, hammer, anvil, stirrup, smell, taste,salty, and sweet.
Music� MP3 players enable users to personalize music
choices for listening. Encourage students to makea list of their top ten music choices they wouldprogram into their MP3 players. Ask students toexplain why they chose each piece of music.
CROSS-CURRICULAR EXTENSIONS
Ha v e s t u d e n t s t r y t h e s e a c t i v i t i e s t o e x p a n d t h e i rk n o w l e d g e a n d i n t e r e s t i n t h e 5 s e n s e s .
......................... www.kidsdiscoverteachers.com .........................KIDS DISCOVER • 192 Lexington Ave., Suite 1003 • New York, NY 10016 • T: 212-812-8973 • F: 212-812-8973
Haveinterestedstudents
read KIDSDISCOVER Blood,Bones, and Brain
for moreinformation aboutthe human body.
Name ____________________________________________ Date _________________
Get Set to ReadWhat do you know about the senses and how they work? In Before Reading, write true if you
think the statement is true. Write false if you think the statement is not true. Then read KIDSDISCOVER The 5 Senses. Check back to find out if you were correct. Write the correct answerand its page number.
CHALLENGE: Rewrite each false sentence in a way that makes it true.
1. People experience life through theirsenses.
2. Light enters the eye through the lenspupil.
3. In most people, the eyes provideabout 10 80 percent of theinformation the brain receives.
4. The skin can sense touch, pressure,heat, cold, and pain.
5. The loudness of sound is measuredin wavelengths decibels.
6. Some color-blind people cannot seethe difference between red andgreen.
7. When you no longer smellsomething after a while, you are saidto have odor fatigue.
8. The four basic tastes are sweet, sour,spicy salty, and bitter.
9. Some animals may find their wayduring migrations by sensingtelepathy magnetism.
10. Technology has made robots thatcan see available.
1. Which sense might be less efficient in a dark room?� A. hearing� B. sight (draw conclusion)� C. smell� D. touch
2. Through which part of the eye does light enter the eye?� A. pupil (details)� B. lens� C. iris� D. retina
3. What do the eyes’ cones enable you to do?� A. see movement� B. see things that are up close� C. see color (details)� D. see shades of gray
4. What is the area of an adult male’s skin?� A. about 2 square feet� B. about 6 square feet� C. about 12 square feet� D. about 20 square feet (details)
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5. What is in a mosquito bite that causes it to itch?� A. mosquito saliva (cause and effect)� B. blood� C. swelling� D. stylets from the mosquito’s mouth
6. Which of these activities would produce the loudest sound?� A. conversation� B. ticking clock� C. a horse galloping� D. a jet landing (comparison and contrast)
7. What can you say about the sound waves of an instrument that makeshigh-pitched sounds?
� A. The wavelengths are long.� B. The wavelengths are short. (generalization)� C. The peaks and valleys of the waves are close together.� D. The peaks and valleys of the waves are far apart.
8. What is the first step that results in a person smelling a scent?� A. Tiny hairs on olfactory cells turn odors into electrical impulses.� B. The smell center in the brain receives impulses.� C. Odor molecules get stuck in mucus on olfactory cells. (sequence)� D. Impulses travel to olfactory bulbs.
11. Why is the ability to feel pain important?
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9. Which of these would you taste at the front of the tongue?� A. lemon juice� B. vinegar� C. ice cream (inference)� D. pickle juice
10. Which of these cannot be done with one of the five senses?� A. observe a space launch� B. tell what someone’s thinking (inference)� C. listen to a symphony� D. enjoy a meal
14 15
16 17
Essay: Students may note that pain is a warning signal that lets a personknow that something is wrong.
ANSWER KEYName ____________________________________________ Date _________________
Everything VisualIn The 5 Senses, labeled diagrams show information about the eye, skin, and ear. Use the
diagrams and the accompanying captions on pages 4, 6, and 9 to answer these questions.
1. What does the pupil do? Why do you think the pupil dilates, or gets larger, when there isless light?
2. What is behind the iris and pupil inside the eye?
3. What does the lens do?
4. Where are the sense receptors located in skin?
5. How are touch receptors and cold receptors different?
6. What do sound waves cause the eardrum to do?
7. Why is part of the ear diagram enclosed in a dotted square?
8. What does the cochlea do? Then what happens?
The pupil lets light into the eye. It dilates to collect more light when there is little light available.
the lens
The lens focuses the image upside down on the retina.