THE SENSES

Section:Initial Level and First Grade

Teacher:López María Celeste
Academic year:2017
Foundation:
Human beings use the senses to perceive, know, and relate.
with our environment. They are sight, smell, hearing, taste, and touch.
Each one depends on a specific organ to perform its function: eyes,
nose, ear mouth, body in general. These organs capture impressions and the
they transmit to the brain, which transforms them into sensations.

the importance of sensory development in the child's learning, because we believe that if the
an infant maintains direct contact with the objects in the environment they are in, through
of its senses, this will have a better development in all its aspects, not just in cognitive
but also, socially, affectively and emotionally. It is necessary that from a very young age
promote the functionality of the sensory organs and together with their parents and
educators should use each of them in the best way or stimulate them as soon as possible
possible in case it is needed. If we allow the active participation of the child with the environment, we
they will achieve good results that will help us for a comprehensive learning of
subject

Objectives:
To know and recognize the senses, and the organ that fulfills the function of
each one of them.
Explore the senses in different situations.
Express and communicate tastes and preferences.
Appreciate and enjoy sensory experiences.
GENERAL OBJECTIVE: Recognize the senses of the human body and their different functions that we
they allow classifying objects and things in the world every day, using ICT through games
interactive, educational games and videos, to develop learning through multi-experience
sensory.
SPECIFIC OBJECTIVES
To be able to recognize sounds from the environment and identify their source through multi-sensory perception.

To classify objects in their environment according to observable characteristics through touch.

To be able to differentiate substances from their environment by relating them to their flavors.
Being able to relate and differentiate the concepts of pleasant and/or unpleasant smell from various substances.

of his close environment.

Identify the different shapes and images using the sense of sight.

Contents:
Experiences for body development.

Relationship with one's own body.

The five senses and their functions.

Characteristics of the five senses: smell, taste, hearing, touch, and sight.

Sense of smell: to perceive aromas and dispersed substances

Sense of touch: different sensations, texture. Recognition of objects.

through touch.

Sense of hearing: differentiation of sounds.

Sense of taste: tastes and preferences.

Sense of sight: stimulation for a deeper observation and from

different points of view.

Recognition of the organ that fulfills the function of each of the senses.

Activities
START

Exploration of one's own body:

Investigate one's own body and also that of others, looking at oneself and
observing. Physical characteristics, openings of some organs: nose,
ears, mouth.

We name and touch the parts of our body, we carry out activities.
like: looking in the mirror and painting your face, playing to reproduce expressive gestures
with the body, play to respond to the commands 'Simon says'.
 Exchange about the senses:

Tell the students that there are things that can be seen, others that can be
smell, others that can be heard, others that can be touched, and others that can be
eat/drink. Recognize among all which part of the body is used to carry out
the different senses: smell with the nose, sight with the eyes, touch with the
body in general, the taste with the mouth and the hearing with the ears. The teacher
It will present large images of the organs of each sense.

Classification:

In this activity, a table will be presented where there will be images of the
organs of the five senses (nose, eyes, mouth, ears, body). In addition, there will be
images of different objects, foods, animals, instruments, among others
(various from each one). The proposal consists of placing the images in the
place where it corresponds, also being able to place the same image in more
from a locker.

DEVELOPMENT

Guessing the sounds:

We played with the students 'guess the sounds'. Tell them that to listen
they will have to pay close attention and be silent, so everyone can hear. The
who want can close their eyes. Next we will listen to different
sounds of nature, such as rain, birds, and other animals; also
sounds of the environment, objects and transport such as cars, trucks,
ambulances, among others. The children will have to guess the sounds that are going to
listening.

Exploring materials:

The teacher will tell the students that they will explore different elements.
They will analyze together whether they are for listening, for smelling, etc. We invite the
students to explore them; they can take off their shoes to feel their textures with the
different parts of the body. On the floor, the teacher will place boxes or
basins with various materials: cotton, cornmeal, flour, rubber
foam, corrugated cardboard, feathers, etc. There will be dolls on the tables.
plush toys, scarves, sparkling bracelets, creams with different scents,
music boxes, musical instruments, among others

Smelling handkerchiefs:
 Before the activity, the teacher will prepare scented handkerchiefs with
different fragrances. Invite the boys to smell each one of them and then
to tell which one they liked the most.

What's inside the box?

Inside a box place different elements (plastic car, puppet,

wooden block, small book, handkerchief, among others). Gather the children and
to tell them that they are going to play and that the game consists of guessing the object
through the sense of touch, that is, just by touching it, without looking.

What texture is it?

On a table, the teacher places different objects of various textures,

to explore them visually and tactilely.
Smooth texture: something made of very soft plastic or wood.
Rough texture: sandpaper
Rough texture: corrugated cardboard
Soft texture: plush toy or velvet.
Fluffy and soft texture: sponge

Classification of textures known by the students:

After performing the previous activity, they will be classified into boxes.
textures that the students know, and that refer to each of
the ones mentioned in the previous proposal (smooth, rough, bumpy, soft,
spongy

Blind rooster of flavors:

We will ask the family to send a fruit or something salty to the garden.
taste. Before performing the 'blind tasting', the teacher will show the
students take all the food. Then cover a child's eyes, so that
try one of the foods. You must guess what it is or what it tastes like.
Prepare a fruit salad:

To be able to taste, the best thing is to cook! We all prepare a

fruit salad, to be able to taste at snack time.

We look through different glasses:

The teacher makes squares of cellophane paper framed with

cardboard. The activity consists of observing different objects in the room.
through them. Differentiate how things are seen with and without them
Marcos.

We listen to a narration:

The teacher tells the students that they are going to listen to a story. The
we invite you to make yourself comfortable with cushions, which will be
distributed around the room. The teacher mentions the importance of listening
to understand the story. Start telling a tale: “the three
little pigs." After listening to the story, the teacher asks them questions.
the students, it is to know if they were attentive and listened.
How many siblings were there?
What animals were the brothers?
Who wanted to eat them?

Sound lottery:

Before the activity, the teacher creates boards with images of

means of transport, animals and musical instruments. Also
It will record a CD with the sounds that each of these reproduce.
elements and/or animals. Then the teacher tells the students in which
the game consists of: they will have to listen carefully to each sound and place
a card in the image that corresponds. For example: if you hear the
sound of a duck, they will place the token on that image.

Look at magazine images:

 Deliver different magazines to the students so they can look at them and
show your colleagues what images or aspects of them
they catch their attention. Then the teacher asks questions to guide the
observation: "this image seems interesting to me", what do you see here? How
Is it? What else is there? Where are they? Is it day or night? Why do you
Are you interested in this image? With these questions, I will try to ...
children can verbally describe the image in the most detailed way
possible.

CLOSURE:

Collect elements alongside the families:

Send a note to the families requesting an object that calls their attention.
Attention. It can correspond to one or several of the five senses. The
The kids must bring the item to the garden, along with a short explanation.
about why that element attracted them and to which sense or senses
belongs.

Duration:June - July - August

Chronology:2 times a week. On Tuesdays and Thursdays.
Recipients:Teacher, students and family.