Uses and Functions of the Sense Organs for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Parts of the Body
Topic: Uses and Functions of the Sense Organs
Subject Matter: Uses of Sense Organs and Functions of the Sense Organs

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the five sense organs: eyes, ears, nose, tongue, and skin.
• State one function for each sense organ.
• Describe different tastes (sweet, sour, bitter) using their tongue.
• Describe different smells (pleasant, unpleasant) using their nose.
• Describe different feelings of touch (hot, cold, soft, hard) using their skin.
• Describe different sounds (high, low, quiet, noisy) using their ears.
• Name objects they see using their eyes.

Affective Domain

• Show curiosity about how their sense organs work.
• Participate actively in tasting, smelling, touching, seeing, and hearing activities.
• Appreciate the importance of their sense organs.

Psychomotor Domain

• Point to each sense organ when named.
• Demonstrate how to taste, smell, touch, see, and hear.
• Follow instructions for practical activities safely.

Social Domain

• Take turns during shared activities like tasting or smelling.
• Share observations with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Food items: Sweets, salt, lemon fruit, bitter leaf
• Sound items: Drum, small bell, whistle
• Smell items: Talcum powder, shea butter, a cut onion (small piece)
• Touch items: Warm water, cold water (in separate bowls), soft fabric, hard block
• Picture cards of eyes, ears, nose, tongue, skin
• Chart showing the five sense organs and their functions

Rationale for the Lesson

This lesson helps 4-year-olds understand how their bodies interact with the world around them. By actively using their sense organs, pupils develop observational skills, vocabulary, and an appreciation for their physical capabilities, which are crucial for early learning and safety.

Prerequisite/Previous Knowledge

Pupils can identify and name some parts of their body. They have experienced different tastes, smells, sounds, and textures in their daily lives.

Lesson Content/Board Summary

Uses and Functions of the Sense Organs

Our body has five special parts called **sense organs**. They help us to know about the world around us. 1. **Eyes** – We **see** with our eyes. * We can see colours, shapes, people, and objects. * *Example:* We see a red ball, a square table, our friends. 2. **Ears** – We **hear** with our ears. * We can hear sounds like music, talking, birds singing, or a drum. * *Example:* A loud drum, a quiet whisper, a high whistle, a low voice. 3. **Nose** – We **smell** with our nose. * We can smell pleasant things (like flowers, perfume) and unpleasant things (like rubbish). * *Example:* The sweet smell of talcum powder, the strong smell of onion. 4. **Tongue** – We **taste** with our tongue. * We can taste sweet, sour, bitter, and salty foods. * *Example:* Sweet like candy, sour like lemon, bitter like bitter leaf, salty like salt. 5. **Skin** – We **feel** with our skin (all over our body). * We can feel hot, cold, soft, hard, smooth, or rough things. * *Example:* Hot water, cold water, a soft cloth, a hard table.

Key Words

• Sense organs – Special body parts that help us know things.
• See – To look at something with our eyes.
• Hear – To listen to sounds with our ears.
• Smell – To use our nose to find out how something smells.
• Taste – To use our tongue to find out how something tastes.
• Feel – To touch something with our skin to know its texture or temperature.

The Five Senses Song

Tune: “Are You Sleeping, Brother John?”

Lyrics:

I have eyes, I have eyes,
I can see, I can see.
I have ears, I have ears,
I can hear, I can hear.

I have a nose, I have a nose,
I can smell, I can smell.
I have a tongue, I have a tongue,
I can taste, I can taste.

I have skin, I have skin,
I can feel, I can feel.
My five senses help me know,
All the world, all the world!

Actions: Point to each sense organ as it is named, then make a corresponding action (e.g., pretend to look, cup ear, sniff, lick lips, touch arm).

Watch and Learn About Our Senses

https://www.youtube.com/watch?v=F3aJgU_R2i0

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts by asking them to name some parts of their body they learned before. The teacher then introduces that some body parts help us to know about the world.

Pupils’ Activity: Pupils greet the teacher and name body parts like head, hands, legs. They listen attentively.

Learning Point: Pupils recall previous knowledge and are introduced to the lesson topic.

Step 2: Sense of Sight (Eyes)

Time: 5 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher points to their eyes and says, “These are my eyes. I see with my eyes.” The teacher then shows various objects (e.g., a red ball, a blue book) and asks pupils what they see.

Pupils’ Activity: Pupils point to their eyes and repeat, “I see with my eyes.” They identify the colours and shapes of the objects shown by the teacher.

Learning Point: Pupils identify eyes as a sense organ and understand its function of seeing.

Step 3: Sense of Hearing (Ears)

Time: 5 minutes

Teaching Skill: Demonstration/Auditory Experience

Teacher’s Activity: The teacher points to their ears and says, “These are my ears. I hear with my ears.” The teacher then makes different sounds using a drum (loud, soft) and a bell (high pitch), asking pupils what they hear.

Pupils’ Activity: Pupils point to their ears and repeat, “I hear with my ears.” They listen to the sounds and describe them (e.g., “loud,” “soft,” “bell sound”).

Learning Point: Pupils identify ears as a sense organ and understand its function of hearing different sounds.

Step 4: Sense of Smell (Nose)

Time: 4 minutes

Teaching Skill: Demonstration/Sensory Exploration

Teacher’s Activity: The teacher points to their nose and says, “This is my nose. I smell with my nose.” The teacher allows pupils to gently sniff talcum powder (pleasant) and a small piece of cut onion (unpleasant, from a safe distance), asking them to describe the smells.

Pupils’ Activity: Pupils point to their nose and repeat, “I smell with my nose.” They sniff the items and describe the smells as “nice” or “not nice” / “strong.”

Learning Point: Pupils identify the nose as a sense organ and understand its function of smelling pleasant and unpleasant things.

Step 5: Sense of Taste (Tongue)

Time: 4 minutes

Teaching Skill: Demonstration/Sensory Exploration

Teacher’s Activity: The teacher points to their mouth/tongue and says, “This is my tongue. I taste with my tongue.” The teacher offers tiny, safe samples of sweet (sweet), sour (lemon juice), bitter (bitter leaf), and salty (salt) foods, asking pupils to describe the tastes.

Pupils’ Activity: Pupils point to their tongue and repeat, “I taste with my tongue.” They carefully taste the samples and describe them as “sweet,” “sour,” “bitter,” or “salty.”

Learning Point: Pupils identify the tongue as a sense organ and understand its function of tasting different flavours.

Step 6: Sense of Touch (Skin)

Time: 5 minutes

Teaching Skill: Demonstration/Sensory Exploration

Teacher’s Activity: The teacher points to their skin (e.g., arm) and says, “This is my skin. I feel with my skin.” The teacher guides pupils to gently touch warm and cold water, a soft fabric, and a hard block, asking them to describe what they feel.

Pupils’ Activity: Pupils point to their skin and repeat, “I feel with my skin.” They touch the items and describe feelings like “hot,” “cold,” “soft,” or “hard.”

Learning Point: Pupils identify skin as a sense organ and understand its function of feeling different textures and temperatures.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to your eyes. What do you do with your eyes?”
2. “What do you use to hear sounds?” (Show the drum)
3. “What part of your body helps you know if something is hot or cold?”
4. “If I give you a sweet, which sense organ will you use to know it’s sweet?”
5. Sing “The Five Senses Song” again, asking pupils to do the actions correctly.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to eyes, saying “I see”).

Learning Point: Pupils demonstrate understanding of the lesson by identifying sense organs and their functions.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarization

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that their five sense organs (eyes, ears, nose, tongue, skin) help them learn about everything around them every day. The teacher leads a final round of “The Five Senses Song.”

Pupils’ Activity: Pupils clap for themselves and sing the song one last time.

Learning Point: Pupils consolidate their learning and appreciate their sense organs.

Lesson Keywords

• Eyes – We use them to see.
• Ears – We use them to hear.
• Nose – We use it to smell.
• Tongue – We use it to taste.
• Skin – We use it to feel.

Differentiation

• Support: For pupils who struggle, provide more one-on-one repetition, use larger and more distinct objects, and guide their hands for touching activities. Focus on identifying just two or three sense organs and their functions first.
• Extension: For pupils who grasp the concepts quickly, ask them to identify more examples of things they can see, hear, smell, taste, or feel in the classroom or at home. Ask them to describe the difference between two similar sounds (e.g., a car horn and a bicycle bell).