Here are a few example lessons using our provided template. Each lesson provides opportunity to take students outside and explore the content topic using the five senses. At the bottom of the page you will find printable versions you may take and use within your own classroom. We hope these lessons can help get you started and see how wonderful it is to get students learning in the natural world around them.
Embedded Files
Content- Science
Content- Science
Topic: Five Senses and Biomes
Topic: Five Senses and Biomes
Standards
Standards
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
3.4.8.A2 Science
Explain how controls are steps that people perform using information about the system that causes systems to change.
Objectives
Objectives
Students will:
demonstrate knowledge of biomes through descriptive writing and discussion using the five senses.
write in complete sentences using the five senses to help guide them.
write using imagery through the exploration of the five senses.
Resources/Materials
Resources/Materials
Brainstorming sheets and graphic organizers→ here
References to review the types of biomes
Google slides/ presentation on Biomes
Rubrics/ Assessments
Activities
Activities
Complete activity after the study of biomes
1. Hook
Create an experience for students to use 1 or more of the five senses.
Ways to engage five senses- music, pennies, m&m’s, cotton balls etc.
Depending on what the teacher chooses, the prompt for the Hook will be different.
Prompt students to use their sense (s) to describe their experience: what do you hear, what can you feel, what do you taste… Then lead this into the topic of Biomes and pose the question “How can we apply the knowledge of our five senses in discussing and writing about different Biomes?”
2. Discussion
Teachers will review biomes covered by guiding a group brainstorm. As a class, students will answer the following questions about the topic Biomes:
I notice
I wonder
This reminds me of
Students will be given a teacher created resource (example resource available here).
If applicable: Teacher will discuss with students their favorite portion of the content.
3. Independent Activity
Teacher will give students the five senses graphic organizer and explain how to fill it in: what would they hear, see, smell, taste, and touch if they were in a particular Biome of their choice. Independently, students should fill in the graphic organizer according to their chosen Biome.
4. Closing
Teachers will use the following template to decide on the summative writing activity to be completed by the students. The options within the template provide multiple forms of writing from informal to formal paragraph responses. Length, organization, and assessment is at the discretion of the teacher. Teachers may use this as a guide to develop their own assignments or use them as is to start.
Choice 1:
Freewriting
Guide students to write however they know how. Freewriting entails writing without organization. They can also write sentences but not form paragraphs.
Description
Remind students that in their free-write they should describe their experiences using the five senses. A constant stream without regard for grammar, spelling, or word choice.
It is a focused informal way of writing. This can range from single words to sentences. (Teachers should have examples prepared to show to students.)
Choice 2:
Sketch Notes
Students use sketch notes to describe their experiences. Students use imagery and words to freely express their thoughts.
Description
A technique using illustration and quick descriptions to represent observations. An organized imperfection of ideas and experiences represented in sketches, words, pictures and notes. This is a way to show knowledge through drawings and words. Students should be provided with multiple materials to create sketch notes. Ex: crayons, markers, magazine to collage, scissors, glue, etc. (Teachers should have examples prepared to show students.)
Choice 3:
Writing Prompt
Students write a full paragraph (5-7 sentences) or multiple paragraphs. The length is dependent on the content. (See writing prompt example below.)
Example Prompt- In paragraph form, pretend you are visiting (student choice of Biome). Using the five senses, describe your experience.
Description
The suggested organization of the writing is also at the discretion of the teacher. Example paragraph structure using the five senses is below:
Topic sentence (Explaining the chosen Biome)
Sentence about the sense sight
Sentence about the sense hearing
Sentence about the sense smell/taste
Sentence about the sense touch/feel
Closing sentence
Assessment: See Rubric
Lesson Plan
Lesson Plan
Topic: Five Senses and Biomes Outdoor Activity
Topic: Five Senses and Biomes Outdoor Activity
Standards
Standards
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
3.4.8.A2 Science
Explain how controls are steps that people perform using information about the system that causes systems to change.
Objectives
Objectives
Students will:
demonstrate knowledge of the Temperate Deciduous Forest Biome with natural evidence while outdoors
write in complete sentences using the five senses to help guide them
write using imagery through the exploration of the five senses
Resources/Materials
Resources/Materials
Brainstorming sheets and graphic organizers→ here
References to review the types of biomes
Google slides/ presentation on Biomes
Rubrics/ Assessments
*** Reference Getting Outside Guidelines prior to activity and planning ***
Activities
Activities
The completion of this activity can occur before OR after the study of biomes
1. Hook
Create an experience for students to use 1 or more of the five senses.
Ways to engage 5 senses- music, pennies, m&m’s, cotton balls etc.
Depending on what the teacher chooses, the prompt for the Hook will be different.
Prompt students to use their sense (s) to describe their experience: what do you hear, what can you feel, what do you taste… Then lead this into the topic of Temperate Deciduous Forest Biome and pose the question “How can we apply the knowledge of our five senses in discussing and writing about the Temperate Forest?”
2. Discussion
Teachers will review biomes covered by guiding a group brainstorm. As a class, students will answer the following questions about the topic Biomes:
I notice
I wonder
This reminds me of
Students will be given a teacher created resource (example resource available here).
If applicable: Teacher will discuss with students their favorite portion of the content.
3. Independent Activity
Teacher will give students the five senses graphic organizer and explain how to fill it in: what would they hear, see, smell, taste, and touch as they are in the Temperate Forest. Independently, students should fill in the graphic organizer according to that Biome.
Prompting Points:
Weather/Seasons (S.S.T.H)
Soil (S.S.T.H)
Vegetation (S.S.T.H)
Wildlife (S.S.T.H)
Teachers should review outdoor expectations and behavior prior to leaving the classroom and a reminder once they are in the outdoor space. (Getting Outside Guidelines)
** Optional Writing Piece- If teachers want to extend or add writing into the lesson they can utilize the organization below based on student graphic organizers:
Step1: Drafting sentences to become paragraphs
Draft a sentence for each observation using the 5 senses:
Biotic/Abiotic Factor _______________________________
See:
Smell:
Taste:
Hear:
Touch:
Step 2: Organize draft sentences into paragraphs and add essay flow.
Step 3: See Rubric for Writing Prompt Assessment.
Content- Social Studies
Content- Social Studies
Topic: Five Senses and Lewis and Clark
Topic: Five Senses and Lewis and Clark
Standards
Standards
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
7.2.8.A - Explain the characteristics of places and regions.
8.3.8.C - Summarize how continuity and change have impacted U.S. history.
8.3.8.B - Evaluate the importance of historical documents, artifacts and places critical to United States history.
Objectives
Objectives
Students will:
demonstrate knowledge of the Lewis & Clark Expedition through descriptive writing and explanation.
write using imagery through the exploration of the five senses.
Resources/Materials
Resources/Materials
Discover Lewis & Clark (https://lewis-clark.org/)
This website was created by the Lewis and Clark Trail Heritage Foundation and provides a variety of resources on their adventure that could be helpful with teaching the content, giving students examples of different locations and places for their writing.
Expedition Calendar (https://lewis-clark.org/day-by-day/calendar/)
This resource has journal entries for a large collection of dates, as well as some audio versions which might be better for use in the classroom
Example handouts for brainstorms and graphic organizers→ here
Google Slides/ Presentation on Lewis & Clark Expedition
Rubrics/ Assessments
Activities
Activities
Complete activity after the study of the Lewis and Clark Expedition
1. Hook
Create an experience for students to use 1 or more of the five senses.
Ways to engage 5 senses- music, pennies, m&m’s, cotton balls etc.
Depending on what the teacher chooses, the prompt for the Hook will be different.
Prompt students to use their sense (s) to describe their experience: what do you hear, what can you feel, what do you taste…Lead this into the topic of Lewis & Clark and begin a class discussion on how Lewis & Clark may have used their five senses to explore their surrounding area and lead them through their expedition.
2. Discussion
Teachers will review Lewis and Clark by guiding a group brainstorm. As a class, students will answer the following questions about the topic Lewis and Clark:
I notice
I wonder
This reminds me of
Teachers can find an example brainstorming sheet here.
If applicable: Teacher will discuss with students their favorite portion of the content.
3. Independent Activity
Teacher will give students the five senses graphic organizer and explain how to fill it in: what would they hear, see, smell, taste, and touch if they were on the Lewis and Clark Expedition. Independently, students should fill in the graphic organizer according to Lewis and Clark.
4. Closing
Teachers will use the following template to decide on the summative writing activity to be completed by the students. The options within the template provide multiple forms of writing from informal to formal paragraph responses. Length, organization, and assessment is at the discretion of the teacher. Teachers may use this as a guide to develop their own assignments or use them as is to start.
Choice 1:
Freewriting
Guide students to write however they know how. Freewriting entails writing without organization. They can also write sentences but not form paragraphs.
Description
Remind students that in their free-write they should describe their experiences using the five senses. A constant stream without regard for grammar, spelling, or word choice.
It is a focused informal way of writing. This can range from single words to sentences. (Teachers should have examples prepared to show to students.)
Choice 2:
Sketch Notes
Students use sketch notes to describe their experiences.
Description
A technique using illustration and quick descriptions to represent observations. An organized imperfection of ideas and experiences represented in sketches, words, pictures and notes. This is a way to show knowledge through drawings and words. Students should be provided with multiple materials to create sketch notes. Ex: crayons, markers, magazine to collage, scissors, glue, etc. (Teachers should have examples prepared to show students.)
Choice 3:
Description
Students write a full paragraph (5-7 sentences) or multiple paragraphs. The length is dependent on the content. (see Writing Prompt below)
Example Prompt- In paragraph form, pretend you are visiting (student choice of an area of the Lewis and Clark Expedition). Using the five senses, describe your experience.
Description
The suggested organization of the writing is also at the discretion of the teacher. Example paragraph structure using the five senses is below:
Topic sentence (Explaining the chosen area of the Lewis and Clark Expedition)
Sentence about the sense sight
Sentence about the sense hearing
Sentence about the sense smell/taste
Sentence about the sense touch/feel
Closing sentence
Additional Writing Prompt Examples:
Non-Placed Based Option
Students will choose one of the locations listed in the image here.
After choosing a location, students will research the location. Research should include the following:
The state it’s located in
At least 3 types of plants and animals that inhabit the region
information should include the plant/ animal name, a physical description, and 3 unique characteristics to each animal and plant
The average temperature and typical weather of the area
Any major landmarks, either man-made or geographical (Using Google Maps can help students to get a better visual understanding of the areas.)
** Teachers may use the provided example research sheet here, or create their own. **
After research is complete, students will take their information and complete a new five senses graphic organizer, connecting the information to each of the senses. (Students may refer back to the original brainstorming activity graphic organizer for help).
Using their Graphic Organizer and research, students will take the information and write a series of 1 journal entries.
Entries can take different forms
A traditional diary or journal
A sketchbook with captions
An audio diary where students describe their experience in the area.
**Teachers should have examples provided for each.**
Place-Based option
If possible, take students to some form of outdoor location, this will depend on your area, time of year, etc. Any outdoor natural area will work for this activity.
Student’s will take on the mantle of their own Corps of Discovery and safely explore the natural landscape. (Refer to the Writing Nature-ly Guidelines before beginning this activity if necessary.)
Have students walk around the area and observe the environment.
The duration of this part will depend on your timeframe. Suggested time is at least 15 to 20 minutes.
As they walk around/explore, students will fill out the five senses graphic organizer that include observations about different plants, animals, and the landscape.
After the determined exploration time is finished, students will then take their brainstorming document and create a journal entry for their Corps of Discovery describing what they saw, using the five senses.
In the resource/materials section of this document, there are examples of journals from the Lewis and Clark Expedition that can be shown during the teaching of the content to help prepare students for the assignment.
Content- ELA
Content- ELA
Topic: Five Senses and Romeo & Juliet Act 1
Topic: Five Senses and Romeo & Juliet Act 1
Standards
Standards
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
1.3 Reading Literature
Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
Objectives
Objectives
Students will:
demonstrate knowledge of Italy in the 1300’s through review and discussion on Romeo and Juliet.
demonstrate knowledge of Act 1 of Romeo and Juliet by completing brainstorming and graphic organizer templates that will lead to further developed writing techniques.
analyze Scenes 1 & 4 through the use of graphic organizers and teacher led discussion.
write in complete sentences using the five senses to help guide them.
write using imagery through the exploration of the five senses.
Resources/Materials
Resources/Materials
Romeo & Juliet Act 1
Brainstorm sheets and graphic organizers→ here
Rubrics/ Assessments
Google Slides/ Presentation material on Romeo & Juliet Act 1 Scenes 1 & 4
Activities
Activities
Complete activity after the study of the Romeo & Juliet
1. Hook
Create an experience for students to use 1 or more of the five senses.
Ways to engage 5 senses- music, pennies, m&m’s, cotton balls etc.
Depending on what the teacher chooses, the prompt for the Hook will be different.
Prompt students to use their sense (s) to describe their experience: what do you hear, what can you feel, what do you taste…
2. Discussion
Teachers will review Romeo & Juliet Act 1 Scenes 1 & 4 by guiding a group brainstorm. As a class, students will answer the following questions about the topic Romeo & Juliet Act 1 Scenes 1 & 4:
I notice
I wonder
This reminds me of
Students will be given a teacher created resource (example resource available here and here).
If applicable: Teacher will discuss with students their favorite portion of the content.
3. Independent Activity
Teacher will give students the five senses graphic organizer and explain how to fill it in: what would they hear, see, smell, taste, and touch if they were in that particular scene. Independently, students should fill in the graphic organizer according to Romeo & Juliet Act 1 Scenes 1 or 4.
4. Closing
Teachers will use the following template to decide on the summative writing activity to be completed by the students. The options within the template provide multiple forms of writing from informal to formal paragraph responses. Length, organization, and assessment is at the discretion of the teacher. Teachers may use this as a guide to develop their own assignments or use them as is to start.
Choice 1:
Freewriting
Guide students to write however they know how. Freewriting entails writing without organization. They can also write sentences but not form paragraphs.
Description
Remind students that in their free-write they should describe their experiences using the five senses. A constant stream without regard for grammar, spelling, or word choice.
It is a focused informal way of writing. This can range from single words to sentences. (Teachers should have examples prepared to show to students.)
Choice 2:
Sketch Notes
Students use sketch notes to describe their experiences.
Description
A technique using illustration and quick descriptions to represent observations. An organized imperfection of ideas and experiences represented in sketches, words, pictures and notes. This is a way to show knowledge through drawings and words. Students should be provided with multiple materials to create sketch notes. Ex: crayons, markers, magazine to collage, scissors, glue, etc. (Teachers should have examples prepared to show students.)
Choice 3:
Writing Prompt
Students write a full paragraph (5-7 sentences) or multiple paragraphs. The length is dependent on the content. (see Writing Prompt below)
Example prompt- In paragraph form, pretend you are visiting the area of Act 1 Scene 1 or Scene 4. Using the five senses, describe your experience.
Description
The suggested organization of the writing is also at the discretion of the teacher: proper organization of a paragraph is:
Topic sentence (Explaining the student’s choice of Act 1 Scene 1 or Act 1 Scene 4.)
Sentence about the sense sight
Sentence about the sense hearing
Sentence about the sense smell/taste
Sentence about the sense touch/feel
Closing sentence
Assessment: See Rubric
Content- Visual Arts (Photography)
Content- Visual Arts (Photography)
Lesson Plan
Lesson Plan
Topic: Five Senses and Photography
Topic: Five Senses and Photography
Standards
Standards
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
9.1.12A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.12E. Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
Objectives
Objectives
Students will:
choose a photograph by Dudley Edmondson and use their knowledge of the five senses to describe the image.
write in complete sentences using the five senses to help guide them.
Create their own nature photograph based on their writing and reflection of Dudley Edmondson’s work
Resources/Materials
Resources/Materials
Brainstorming sheets and graphic organizers→here
Google slides presentation on Dudley Edmondson’s work
Rubrics/ Assessments
Activities
Activities
1. Hook
Create an experience for students to use 1 or more of the five senses.
Ways to engage five senses- music, pennies, m&m’s, cotton balls etc.
Depending on what the teacher chooses, the prompt for the Hook will be different.
Prompt students to use their sense (s) to describe their experience: what do you hear, what can you feel, what do you taste… Then lead this into the topic of Dudley Edmonds photographs and pose the question “How can we apply the knowledge of our five senses in discussing and writing about these photographs?”
2. Discussion
Teachers will present Dudley Edmondson’s work and discuss his images by guiding a group brainstorm. As a class, students will answer the following questions about his photographs:
I notice
I wonder
This reminds me of
Students will be given a teacher created resource (example resource available here).
If applicable: Teacher will discuss with students their favorite portion of the content.
3. Independent Activity
Teacher will give students the five senses graphic organizer and explain how to fill it in: what would they hear, see, smell, taste, and touch if they were the photographer in that area. Independently, students should fill in the graphic organizer according to their chosen photograph.
4. Closing
Teachers will use the following template to decide on the summative writing activity to be completed by the students. The options within the template provide multiple forms of writing from informal to formal paragraph responses. Length, organization, and assessment is at the discretion of the teacher. Teachers may use this as a guide to develop their own assignments or use them as is to start.
Choice 1:
Freewriting
Guide students to write however they know how. Freewriting entails writing without organization. They can also write sentences but not form paragraphs.
Description
Remind students that in their free-write they should describe their experiences using the five senses. A constant stream without regard for grammar, spelling, or word choice.
It is a focused informal way of writing. This can range from single words to sentences. (Teachers should have examples prepared to show to students.)
Choice 2:
Sketch Notes
Students use sketch notes to describe their experiences. Students use imagery and words to freely express their thoughts.
Description
A technique using illustration and quick descriptions to represent observations. An organized imperfection of ideas and experiences represented in sketches, words, pictures and notes. This is a way to show knowledge through drawings and words. Students should be provided with multiple materials to create sketch notes. Ex: crayons, markers, magazine to collage, scissors, glue, etc. (Teachers should have examples prepared to show students.)
Choice 3:
Writing Prompt
Students write a full paragraph (5-7 sentences) or multiple paragraphs. The length is dependent on the content. (See writing prompt example below.)
Example Prompt- In paragraph form, pretend you are a nature photographer.. Using the five senses, describe your experience.
Description
The suggested organization of the writing is also at the discretion of the teacher. Example paragraph structure using the five senses is below:
Topic sentence (Explaining the area which you are photographing)
Sentence about the sense sight
Sentence about the sense hearing
Sentence about the sense smell/taste
Sentence about the sense touch/feel
Closing sentence
Assessment: See Rubric
** Lesson Extension**
Have students reflect on the natural world around you. Take students outside to create their own nature photograph. Print students’ artwork and have them create an accompanying artist’s statement using the five senses and their previous writing to help guide them. Share and present as a class.
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