The Five Senses: Supplemental Guide CA | Culminating Activities 145does that feel?” Remember to repeat and expand upon each response
using richer and more complex language, using the Core Vocabulary if
possible.
When you return to your classroom, use Instructional Master CA-1 to
capture all of the things the students discovered on their walk. Tell
students to draw pictures next to each sense to show the things they
saw, heard, smelled, and felt on their walk. Ask them which sense they
did not use on their walk. Ask, “Why not?” Have students draw their
favorite foods next to the picture of the tongue to complete the chart.
Class Book: My Five Senses
Materials: Drawing paper, drawing tools
Tell students that they are going to make a class book to help them
remember what they have learned in this domain. Have students break
into five groups, and assign each group one sense. Have them brainstorm
important information about each sense. Have each student in each
group draw a picture of the assigned sense and then write a caption for
the picture. Bind the pages to make a book to put in the class library for
students to read again and again. You may wish to have each group draw
on large-sized paper to make a class The Five Senses Big Book.
Domain-Related Trade Book or Student Choice
Materials: Trade book
Read a trade book to review a particular sense; refer to the books listed
in the Introduction. You may also choose to have students select a read-
aloud to be heard again.
Domain-Related Personal Stories
Materials: Tell it Again! Read-Aloud Anthology for The Five Senses;
Tell It Again! Flip Book for The Five Senses
To explore what happens if the senses of sight and hearing do not function
properly, you may choose to tell students the story of Ray Charles (Lesson
7) or Helen Keller (Lesson 8), two individuals who overcame very significant
challenges posed by disabilities related to sight and hearing.