Using Your 5 Senses: How Many Ways Can You Describe Popcorn? You have been using your senses to help you learn about your world. In this investigation, we are going to use all of our senses to observe and describe popcorn. First, we will observe it unpopped; then we will pop it and observe it using all 5 of our senses. On your sheet, record what you observed using words and pictures. 1 of 10
Using Your 5 Senses: How Many Ways Can You Describe Popcorn? Suggested Grade Span K 2 Task You have been using your senses to help you learn about your world. In this investigation, we are going to use all of our senses to observe and describe popcorn. First, we will observe it unpopped; then we will pop it and observe it using all 5 of our senses. On your sheet, record what you observed using words and pictures. Big Idea and Unifying Concept Form and function Physical Science Concepts Properties of matter Transfer and transformation of energy Mathematics Concept Diagrams Time Required for the Task 45 minutes. Context This task was given to students at the end of a unit on the five senses. During the unit, students had explored and used each of their senses to learn about different objects, materials and phenomena. Students had also practiced drawing their observations, using details and descriptive words to tell about what they were observing. These skills are the foundation of observation and are built upon in later grades. It is also a way to expand upon student language abilities. 2 of 10
What the Task Accomplishes This task is used for assessment purposes, given at the end of an extensive unit on the five senses. It assesses students abilities to use their five senses to describe popcorn through writing and drawing. It also assesses their use of descriptive language to provide details of what they observed. How the Student Will Investigate Before beginning this investigation, the whole class reviewed each of the five senses. Together, we listed these on chart paper. Then we passed around a paper bag with some unpopped popcorn. Students couldn t look, only touch it. Once everyone had touched it, they shared their ideas about what they thought it was. Students went back to their tables and were given the recording sheet, a magnifying glass and some unpopped popcorn. They examined it and drew a picture of what they saw. Next, we began popping the popcorn and asked students to write (or have scribed for them) what they smelled and heard. Then each student was given some popped popcorn to taste, look at and touch. The students then recorded their observations in words and drew a picture of what they saw. Then it was party time! Interdisciplinary Links and Extensions Students can extend this investigation by using their five senses to observe other types of food. We encouraged them to do this at home as well and to talk with their parents about their observations using descriptive language. There are many possible interdisciplinary links. Science Students began this unit by exploring the world outside. They created pictures of what is outside my door that utilized four of their senses. Then they explored each sense in depth with investigations such as mystery sounds, touch bags, taste tests, smelling unknown smells, and observing by looking at common objects and materials. During each of these, descriptive language was encouraged. Magnifying glasses were also introduced as a means to improve our sense of sight. Students could also role-play what it might feel like to not have a sense, such as sight or hearing. Mathematics Part of good observing includes measuring. Students can learn to use tools like scales and measuring tapes to learn about and describe different objects. Students could make predictions and then measure the weight of popcorn before and after popping. Language Arts During the course of the unit, students made books about sounds, smells, tastes, feelings and sights in our world. When the unit was finished, each child made a book about his/her senses. Each page had a different sense on it, a picture to show which sense it was, what that sense tells us, and words to describe the object. 3 of 10
Possible children s literature about the five senses and observation might include the following: The Wonders of Me from A to Z, by Bobbie Kalman The Story of Jumping Mouse, by John Steptoe Owl Moon, by Jane Yolen Time of Wonder, by Robert McCloskey A Tree Is Nice, by Janice May Udry Everybody Needs a Rock, by Byrd Baylor The Sky Was Blue, by Charlotte Zolotow Music/Movement Extend student observations using music and guided imagery for movement connections depicting how heat energy transforms popcorn from tight, hard and small to loose, light and fluffy. Teaching Tips and Guiding Questions At the K 1 level, students may need help writing about what they observe. We used parent volunteers and had prompts written for students to refer to: I smell..., I hear..., I see..., I taste..., I feel... If you have science buddies with older students, you could have them be the scribes. It is also important to review with students each of the senses before beginning the task. Possible guiding questions to ask students as they observe include the following: What do you see when you look at the unpopped popcorn? How would you draw a picture to show this? How does the unpopped popcorn feel when you touch it? What sound does popcorn make in the popper? How could you describe it? What do you smell? What words could you use to describe the smell? Does the smell remind you of anything else? How does the popcorn taste? What words could you use to describe its taste? What does the popped popcorn look like? What does the magnifying glass show you? How does the popcorn feel when you touch it? What words could you use to describe how it feels? How would you draw a picture of the popped popcorn? What colors would you use? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Exemplars Science Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe physical properties of matter using the five senses and sort according to similarities and differences. 4 of 10
Physical Science Transfer and Transformation of Energy: Students observe that heat is a form of energy that can change the physical form of an object. Mathematics: Students use diagrams appropriately. Skills to be Developed (Science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and Reasoning Strategies and Scientific Communication Using Data) Scientific Method: Observing, collecting/recording data through words and writing, manipulating tools and communicating findings. Other Science Standards and Concepts Addressed Scientific Method: Students describe, investigate and explain phenomena. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Physical Science Transfer and Transformation of Energy: Students describe the effects of forces and forms of energy, such as heat to objects. Communication: Students use verbal and nonverbal skills to express themselves effectively. Suggested Materials Popcorn Popcorn popper Paper bag (small) Magnifying glasses Recording sheet Possible Solutions Students are assessed on their ability to record, through writing (or with the help of scribing) and drawing, what they observed about popcorn using their five senses. There is more than one correct solution. However, the teacher is looking for solutions that use detail and descriptive language to tell about popcorn. Each sense should be included in the written descriptions. 5 of 10
Task-Specific Assessment Notes Novice The student includes drawings of both unpopped and popped popcorn. There is some detail to the picture of the popped popcorn. The student includes only one observation and uses only one sense (taste) to describe it. The observation using the sense of taste does not use any descriptive language. Apprentice This student includes a drawing of both unpopped and popped popcorn. There is some detail to the picture of the popped popcorn. The student includes four observations, based on four senses; however, two senses (smell, hearing) are not descriptive. Observations with the other two (sight, taste) are descriptive. Practitioner This student includes a picture of the unpopped popcorn but adds a written description of why it is the color blue evidence of use of prior knowledge. The student includes five observations, using all five senses. Descriptions for each sense include descriptive language. Expert The student includes detailed pictures of both the unpopped and popped popcorn. The student includes five observations that use all five senses. Descriptions for each sense include descriptive language. Some have two descriptions. ( It feels like butter on it and bumpy. ) 6 of 10
Novice 7 of 10
Apprentice 8 of 10
Practitioner 9 of 10
Expert 10 of 10