In this lesson, students will use their senses to observe changes in an object's properties. The students will:

- recognize observational descriptors for all five senses.

- use observations to build a descriptive vocabulary.

- create questions about objects that can be addressed through investigation.

- conduct an experiment.

- provide a conclusion that is consistent with the information.

- Matter: Anything that takes up space. Three common states of matter are solid, liquid and gas.

- Properties of an Object: Words used to describe objects (color, size, shape and texture).

- Change: To cause something to be observably different.

- Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses (The Amazing Body) by Pamela Hill Nettleton. Picture Window Books, 2004.

- a picture of the Hershey’s Candy Factory

- chart paper

- overhead projector

- a class Senses Chart (S-K2-8_Senses Chart)

- individual Senses Charts, one per student (S-K2-8_Senses Chart)

- KWL Chart prepared ahead of time on chart paper (S-K2-8_ KWL Chart)

- KWL Chart for individual students or for a teacher overhead transparency (S-K2-8_ KWL Chart)

- marker

- hand lens (optional)

- Hershey’s Chocolate Kisses

- Hershey’s Hugs

- Alternative Materials

- butter

- allergy-free chocolate

- pictures of chocolate (solid, liquid, and in between)

- During the investigations, point out the necessity of following safe practices. Remind students to make observations using their senses as well as the hand lens. Encourage students to utilize the class chart and observations to fill out their individual Senses Chart.

- During the Hershey's investigation, keep track of whether students are following safe practices.

- During the Hershey's investigation, evaluate how students utilize their senses to observe the Kiss.

- During the Hershey's investigation, check to see if students are using the offered tools correctly.

- Throughout the lesson, keep track of how students respond to questions.

- Examine students' replies on the Senses Charts.

Scaffolding, Active Engagement

W: Students learn about utilizing their senses to describe things. They also understand that objects can be described based on their properties. Students participate in investigations that allow them to observe, describe, and write down their observations of things based on their properties. At the end of the unit, students are evaluated on their ability to describe objects using their senses and describing object attributes.

H: Students study pictures of the Hershey's Candy Factory and discuss possible sights and smells. They also hear the read-aloud story and learn about the senses. Students learn using their senses by investigating the contents of a Mystery Bag using a variation of the "I Spy" game.

E: Students work in small groups to observe a Hershey's Kiss with a hand lens and their senses. Students present their observations to the class, and the teacher records their responses.

R: Students receive individual Senses Charts and a Hershey's Hug candy. Students independently observe and report their observations of the Hershey's Hug on their individual Senses Charts. Students then present their observations to the class.

E: Assessment for this lesson may be formative, based on instructor observations of students' work in small groups and individually, safety procedures during exploration, and classroom discussions.

T: This lesson plan covers many learning methods. The lesson includes hands-on investigations, vocabulary growth and practice, and the combined use of reading and investigative approaches. This lesson plan can also be readily adapted to accommodate students who are allergic to the chocolate's ingredients.

O: This lesson is structured to encourage students to utilize their senses and build their understanding of scientific investigation. Students learn to realize the value of using their senses. Students can help by sharing their descriptions in a class chart. Students work independently to describe an object with their senses and write their findings in their charts. Students recognize the value of engaging their senses in science.

For students who are allergic to peanuts or other nuts, carob, allergy-free chocolate, or butter can be used instead of chocolate. Students with severe allergies may need to do the activity in a separate area (see resources below for an allergy-free candy Web site). 

Day 1 

Begin by asking the class the following questions. 

"What are senses?" 

"What do they do for us?" 

Collect student responses and discuss the possible answers with them: 

They help us understand and explain the world around us. 

We only see, hear, feel, smell, and taste when we are belief that our senses are safe. 

Read the book Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses (The Amazing Body) written by Pamela Hill Nettleton. Various reading skills will be included in the class. Pose questions to assess students' previous knowledge and give them opportunities to make predictions and participate in discussions. 

After reading the book about the senses, give students opportunity to practice utilizing their senses by playing a game similar to "I Spy." Give small groups of students a zipped bag containing a variety of items. Each group requires the same set of items from the classroom or typical home. Each bag should contain all of the following items:

a hard object. 

a object that is soft 

a fragrant object, such as a tea bag, food, or perfume. 

an object that makes noise. 

On your signal, students should open their bags and remove what's inside. Start the game by saying: 

"I Feel with my hands something…" (Describe the thing based on its texture) 

"I Smell with my nose something…" (Describe the thing using a smell. Note: Model how to smell a thing to practice safe science procedures.) 

"I Hear with my ear something…" (Describe an object based on its sound). 

"I Spy with my eyes something…" (Describe the object based on its color) 

Discuss with students how in the game I Spy, they used their senses to identify items. Students who need additional practice can continue the game with partners. 

Day 2 

Note: Before starting the lesson, set up a KWL Chart (S-K2-8_ KWL Chart) on chart paper and collect all necessary materials. 

Engage: Put students in small groups. Show a picture of the Hershey Candy Factory. Ask students if they recognize anything in this picture. Mention that the Hershey Candy Factory is in Pennsylvania. Ask students what they might see or smell at the factory. Explain to students that they are using their senses to express their thoughts about something. 

"What would you smell inside the factory?" 

"Would you smell anything outside of the factory? Why?" 

"What types of machines do you think they have inside the factory?" 

After the game, give them the KWL Chart and review the chart sections if necessary. Then provide a bag of Hershey Kisses. Ask students to share what they know about the contents of the bag. Ask students to share their knowledge of Hershey's Kiss. As students respond, record their comments in the "What I Know" section of the KWL Chart. Continue to the "What I Wonder" section and record student replies. Keep the chart in a conspicuous area in the classroom and refer to it throughout the lecture. Students will complete the final part, "What I Have Learned," at the end of the class before a group review of the exercises. 

Tell students they will be using their senses to describe a Hershey's Kiss. Remind students that they will not be tasting the Hershey's Kiss right now. Tasting is not part of the scientific process because it is extremely risky. If students are permitted to eat the Hershey's Kisses later on, do not include eating as part of the experiment. (If allowed, students may try a Hershey's Kiss later.) 

Show the class Senses Chart on the overhead projector (S-K2-8_Senses Chart). Make sure students understand that the mouth on the chart has a line through it. Ask students to explain the significance of the line. (Students should explain that the line through the mouth expresses "no.") Inform students that the Kiss will be used for an investigation and should not be consumed. 

Place students in groups of four. Give each student a Hershey Kiss and a hand lens (optional). Ask each student in the group to take turns watching and describe their Kiss using their senses. Students will share their observations with the class, and you will record their replies on the Senses Chart. 

Day 3 

Review the Day 1 exercises, vocabulary, and the two class charts (KWL Chart and Senses Chart). Students may add material to the KWL Chart and/or correct any misconceptions. 

Each student will receive an individual Senses Chart (S-K2-8_Senses Chart), a hand lens, and a Hershey's Hug candy. Remind students that the candy should not be eaten. Encourage students to open the Hershey's Hug candy. 

Show students the class Senses Chart from the day before. Discuss with students how they observed the Hershey's Kiss and recorded their findings. Explain to students that they will now observe the Hershey's Hug with their senses and a hand lens, and then report their findings. Remind students that they can use both words from the class Senses Chart and their own new words. 

Move around the room, observing and listening to the student's responses. Monitor how students use their senses and the hand lens. 

Fill out the "What I Have Learned" parts of students' KWL Charts, then gather as a group to evaluate the information they acquired from the class Senses Chart and their individual charts. Ask students the following questions: 

"How did the class Senses Chart help you when you observed the Hershey's Kiss?" (For example, helped with the use of special terms. They showed us where words go. Showed us words to utilize with our senses.) 

"How do our senses help us?" (For example, they aid in the exchange of information. They help us smell things. They help us feel things. They help us hear things.) 

"What are some things that are the same about the charts?" (For example, both charts include titles. Both charts include senses images. Both charts have words.) 

"What are some things that are different about the charts?" (For example, one chart contains more or fewer words. The words are different. They teach us many things regarding Hershey's candies.) 

"How did the hand lens help you observe the Hershey's Hugs?" (It allows us to see really close up.) 

"How did this activity help us think like scientists?" (We must use our senses to explain things.) 

"What else could we observe and describe?" 

Extension: 

Extend the activity by having students create "before" and "after" posters of household changes. Students should illustrate the object's appearance before, during, and after the alteration. Students should also seek to determine the cause of the change.