Transcript The Five Senses

By: Ms. Taylor Arp
 The
students will be able to list the benefits
of the five senses and how it relates to other
animals.
 Students will be able to identify how the
ear, nose, and throat all work together.
 Students will be able to describe how the
five senses relate to other animals and how
it effects the environment.
 B6A:
manipulate, predict, and identify parts
that, when separated from the whole, may
result in the part or the whole not working,
such as flashlights without batteries and
plants without leaves;
 B6B:manipulate, predict, and identify parts
that, when put together, can do things they
cannot do by themselves, such as a guitar
and guitar strings;
 B9B:compare and give examples of the ways
living organisms depend on each other and
on their environments.
 The
three levels that the students will
respond to are: respond, valuing, and
Organizing.
 They will respond because they will
participate in the learning process.
 Valuing relates to the children because they
will attach value to what they have learned.
 Organization will be apart of the learning
process because they will be able to relate
the five senses to not only humans but other
animals as well.
 What
are the five senses?
 Do other animals have any of the same
senses?
 What animals?
 What does each sense do?
 What
are the different sections of our
tongue?
 How do our senses help us?
 What happens when we don’t have one of
our senses?
 What are some aids that we use if we have in
imparment?
 "Bloom's
Taxonomy." Wikipedia, The Free
Encyclopedia. 8 Sep 2009, 21:17 UTC. 8 Sep
2009
<http://en.wikipedia.org/w/index.php?title=
Bloom%27s_Taxonomy&oldid=312659711>.
 "TEKS." Texas Education Agency. 04 009 2009.
Texas Education Agency, Web. 16 Sep 2009.
<http://ritter.tea.state.tx.us/teks/>.