Lesson Plan
Subject Science- Class/Year 4 Date Autumn Term
senses
Range of prior attainment: Children have been studying the body this term
Health & Safety: Check allergies before allowing children to take part. Make sure each child has
individual spoon.
Learning intention(s) or outcome(s) NC or syllabus refs
There are five sense, and children will investigate in which way these make it possible to interact
and get around in their daily lives.
WALT. How important it is to communicate well with partners in order to achieve the correct
outcome particularly when blindfolded, and how well your own senses work.
Lesson activities
Hand out the worksheets Smell, touch, taste, hearing. Children stick these into their
books.
On three tables there should be different activities, and the children will move
around in rotation until all the activities have been completed. This will need
monitoring as the science lab is not large enough for too much wandering around.
Table one has numbered jars with lids on, and children have to smell the contents
then complete the sheet in their book.
Table two has mystery objects in bags/boxes, and children have to guess what they
are by touch only.
Learners will: investigate all the senses in a fun way.
Table three has numbered pots and children have to use their own spoon to taste
each one, not returning the spoon to the pot but rinsing it under the tap. They have
to guess whether the flavour is sweet, salty, etc.
When all activities have been completed, get the children to take a red pen (or
different coloured) and give out the answers for them to put on their sheets.
Once this has been done you can discuss with them whether anyone got them all
right, reinforcing the fact that getting it wrong but having a good guess is as
important as getting it right, and that this is just a bit of fun to see how well their
senses work.
Open the sound folder on the shared area (IMPORTANT – BLANK THE PROJECTOR
FIRST SO THEY CAN’T SEE THE ANSWERS). Play each sound file and give the children
time to have a guess at what the sound is. Once you have done this, give them the
answers, playing the sound file again as you do so. This is bound to result in
discussion as some sounds can be similar (rain and applause), so you can talk about
how we use the other senses to fill in the missing information allowing your brain to
comprehend the sound correctly.
If all children complete all activities, they need to work in pairs and one is
blindfolded. The blindfolded child is led around the room and they have to guess
where they are when they stop. There are extension questions on most of the sheets
if some pairs finish before others.
Differentiation: Some children may need to work in pairs, especially if there are allergies or fussy
children.
Resources: 10 numbered jars with different stuff in, 5 numbered pots with different food in, 20
spoons, worksheets, bags/boxes with different items in, sound files, speakers, computers.
Extension: Children who have finished should complete the worksheets and attempt the
extension questions on each.
Evaluation:
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