cover-the 5 senses

• 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

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THE 5 SENSES 1© KIDS DISCOVER

Discuss ion

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:


� Vocabulary cards

� Crossword puzzle

� Word find

� Matching

� Cloze sentences

� Dictionary list

........................... www.kidsdiscover.com ...........................KIDS DISCOVER • 192 Lexington Ave., Suite 1003 • New York, NY 10016 • T: 212-812-8973 • F: 212-812-8973

�images�light�pupil�lens�tears�temperature�epidermis�dermis

�deaf�eardrum�vibrations�echolocation�colorblindness

�nasal cavity�mucus

�salty�bitter�sour�sweet�extrasensoryperception

�magnetism�robots

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.

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Before Reading After Reading Page Number


CoverBefore students read The 5 Senses, have them look

at the cover. Ask:

� What part of the body has the organs for sight,hearing, smell, and taste?

Pages 2–3People experience the world through their senses.

Ask:

� What role do the senses play in helping to formmemories?

� Give examples in which a sense is temporarily lost.

� How is the color vision of cats different from that ofmost people?

Pages 4–5The eyes are organs of vision. Ask:

� What does the retina do?

� Why do some illustrations play tricks on the eyes?

� How do tears help protect the eyes?

Pages 6–7The skin has sensors that enable people to feel.

Ask:

� How large is the skin of an adult male?

� What are some functions of the skin?

� What is the skin able to sense?

Pages 8–9The sense of hearing processes sounds. Ask:

� What is sound?

� How do the brain and ears work together to makehearing possible?

� What sounds can damage hearing?

Pages 10–11An informal test has fun with color perception.

Ask:

� Did you see the difference between the colors?

� What numbers did you see?

Pages 12–13Odors connect with emotions. Ask:

� How do the nose and brain process odors?

� What is odor fatigue?

� How were coal miners able to determine whetherlevels of gas were dangerous?

Pages 14–15Flavor is detected through the senses of taste and

smell. Ask:

� What are the four basic tastes?

� Why might the body crave certain foods?

� How do sight, hearing, and touch contribute to thesense of taste?

Pages 16–17The possibility of a sixth sense and robots are

explored. Ask:

� What is extrasensory perception?

� How might migrating animals use magnetism?

� What are robots?

All pagesAfter students read the issue, ask:

� Identify three facts you have learned about thesenses in this issue of KIDS DISCOVER.

DISCUSSION & WRITING QUESTIONS

Use the fo l lowing quest ions as discuss ion star ters or for wr i t ingprompts for journals . For addi t ional in -c lass d iscuss ion and

wr i t ing quest ions , adapt the quest ions on the readingcomprehens ion blackl ine masters on pages 5 and 6.


......................... www.kidsdiscoverteachers.com .........................KIDS DISCOVER • 192 Lexington Ave., Suite 1003 • New York, NY 10016 • T: 212-812-8973 • F: 212-812-8973

Have astudentname

objects, such aspies, bells, andfeathers. Otherstudents can

identify the sensesused to experience

the object.

It’s in the ReadingAfter reading KIDS DISCOVER The 5 Senses, choose the best answer for each question.

Fill in the circle.

1. Which sense might be less efficient in a dark room?� A. hearing� B. sight� C. smell� D. touch

2. Through which part of the eye does light enter the eye?� A. pupil� 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� 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

Find your answers on the pages shown in the book icon next to each question.

Name ____________________________________________ Date _________________

2 3

4 5

4 5

6 7

5. What is in a mosquito bite that causes it to itch?� A. mosquito saliva� B. blood� C. swelling� D. stylets from the mosquito’s mouth

6 7


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.

11. Why is the ability to feel pain important?

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8 9

8 9

12 13

It’s in the Reading (continued)


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

14 15

16 17

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?

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2. What is behind the iris and pupil inside the eye?

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3. What does the lens do?

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4. Where are the sense receptors located in skin?

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5. How are touch receptors and cold receptors different?

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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?

______________________________________________________________________________

______________________________________________________________________________


Science� Have students find out more about color

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.

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True

False

False

True

False

True

True

False

False

True

p. 2

p. 4

p. 4

p. 6

p. 8

p. 10

p. 12

p. 14

p. 16

p. 16

Before Reading After Reading Page Number

ANSWER KEY


Name ____________________________________________ Date _________________

It’s in the ReadingAfter reading KIDS DISCOVER The 5 Senses, choose the best answer for each question.

Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

ANSWER KEY


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)

2 3

4 5

4 5

6 7

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 7

It’s in the Reading (continued)


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?

8 9

8 9

12 13

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.


in the dermis

They are different shapes and located in different levels of the dermis.

The sound waves cause the eardrum to vibrate.

The dotted square shows the area of the ear that is enlarged in a separate diagram.

The cochlea converts vibrations into electrical impulses, which then travel along the cochlearnerve to the brain.

cover-the 5 senses

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