Science works!2 tm_unit1-watermark

1 The Human Body

CHAPTER 1

Exploring Your Senses

Lesson 1 Discovery through Your Senses

I. Objectives
At the end of the lesson, the pupils will be able to
1. identify the five senses;
2. describe how sense organs send messages to the brain by playing a game;
3. show appreciation for the five senses by enumerating their importance in performing daily activities
and in protecting a person from danger; and
4. give examples on how sense organs work together.

II. Target Science Process Skills/21st Century Skills
• observing
• classifying
• inferring
• communicating
• data gathering
• creative thinking
• problem solving
• understanding diversity
Materials: shoe box with hole on top, handkerchief as blindfold, small stuffed toy and pencil (touch),
vinegar and cheese (taste), alcohol and coffee granules (smell), sound of rooster crowing and
sound of phone ringing (hearing), picture of an elephant and a car (sight)

III. Lesson Proper
A. Motivation
Tell the class to take out one kind of snack from their lunch bags. Ask them to describe how it looks,
feels, and smells. Have them describe how they think it tastes and how it sounds when they take a bite
of it. Ask, “What body parts did you use in describing how your snack looked, felt, smelled, tasted, and
sounded?”
B. Presentation of the Subject Matter
1. Tell the pupils to answer Sci-tionary.
2. Tell the pupils they will play a game called “Pass the Message.” Have them form groups of five.
Have each group form a line and every member blindfolded.
3. Ask the first pupil in line to guess the name of the object inside the box you will give using one of
his or her senses. Instruct him or her on what action he or she needs to perform (i.e., touch, smell,
taste, look, or listen).
(Note: The first pupil in line will have to remove his or her blindfold when asked to look at pictures
of an elephant and a car.)

Teacher’s Manual 1

4. The first pupil should whisper the name of the object to the pupil after him or her. The message
will be passed from one pupil to the next until it reaches the last pupil. Upon receiving the
message, the last pupil must go to the blackboard and write the name of the object in the box.
5. Give a point to the team that identifies the object correctly. The pupil in front should go to the end
of the line and the next pupil in line will guess the next object.
6. Repeat steps 2–4 until the pupils have guessed all the objects. The group with the most points wins
the game.
7. Process the activity by asking the pupils the following questions:
a. How were you able to guess the objects?
b. Can you describe how the pencil/stuffed toy felt like? What body part did you use to know
how things feel?
c. Which of the five senses is related to this body part? (point using your hand)
d. Can you describe how the car/elephant looked like? What body part did you use to know how
things look? (sight)
8. Follow the same format of questioning with the rest of the given samples (vinegar/cheese, alcohol/
coffee granules and sound of rooster crowing/sound of ringing from a phone).
9. Ask the class, “What are the two roles of the persons standing first in line during the game?
Why are these roles important? Let us call the persons standing first in line during the game as
receptors because they are responsible for detecting/describing things. What is the job of those
who received the messages? Let us call them nerves because they carry information for the
receptors. What is the job of the persons at the end of the line? Let us call them the brain because
they identify the object that is detected or described.”
10. Tell the pupils that they will read their textbooks to learn more about the five senses and their
functions. After reading Feed Your Mind, discuss what they have learned about the five senses and
receptors. Connect the information they have read with the game they played. Recall the roles and
functions the pupils performed during the game. Ask, “In what ways are these roles related to how
your senses send messages to the brain to help you describe the things around you?” Afterward,
review the concepts in Rundown.
11. Have the pupils answer Brain Challenge.
C. Synthesis
Chart 1
The pupils will do the activity Science in Action. Divide the class into groups of five and let them
sit around a table. Each group will be given two fruits which they will investigate using their five
senses. If the pupils are having difficulty describing the fruits, go around and ask:
1. What is the scent of the fruit like?
2. What is the color of the fruit’s skin? What is the color of its inner part? What is the color of its
seeds?
3. What is the taste?
4. What is the texture of the fruit’s skin? What is the texture of its inner part? How about its seeds?
Chart 2
Ask, “Which sense organ/s was/were used most often? Which sense organ/s was/were used the
least? Which sense organ/s was/were not used at all in observing the fruits?”
Questions:
1. Why are your eyes important to you? (Ask the same question with their ears, nose, tongue, and
skin.)
2. In what way does your sense of sight help you do things? (Ask the same question about the rest of
the senses.)
3. How can your senses protect you from danger? (i.e., avoiding an incoming vehicle, alerts a person
of fire, eating or inhaling poisonous substances, etc.)

2 Science Works! 2

IV. Remediation
In their notebooks, have the pupils name the five sense organs. Tell them to list three examples that
their eyes can see, ears can hear, nose can smell, tongue can taste, and skin can feel.

V. Enrichment
Guide the class in doing the following activity.
Materials: cardboard, round-headed fastener, colored markers, pencil
Procedure:
1. Cut a circle about 15 cm in diameter on a cardboard.
2. With the remaining piece of cardboard, draw an arrow 1 cm wide and 5 cm in length. Cut the
arrow and set it aside.
3. Make five divisions in the circle by drawing a line. Draw the five sense organs on each division.
4. Punch a hole at the center of the circle and at the end of the arrow.
5. Place the arrow and the circle together and fasten them at the holes with the round-headed fastener.
6. Try to spin the arrow if it works. Loosen or tighten the fastener if the arrow does not spin properly.
7. Call on two pupils. To play this game, spin the arrow and wait for it to stop at a particular sense
organ. The pupil must think of an example or situation where people use this sense organ (e.g., I
use my ears when I hear the phone ringing, I use my eyes to tell the colors is see from a rainbow,
etc.). The pupil gets a point if his or her answer is correct. Instruct the players to take turns in
spinning.

Lesson 2 Exploring the Sense of Sight

I. Objectives
1. identify the parts of the eyes and describe the function of each part;
2. use the sense of sight to observe, analyze, compare, and describe objects; and
3. tell the importance of the eyes.

• observing
• classifying
• inferring
• communicating
• data gathering
• critical thinking
• problem solving
Materials: five picture cards showing three small blue marbles on a table, one large gray carabao at the
farm, two tall giraffes in the zoo, twelve long red roses in a vase, and five red ladybugs on a leaf;
masking tape)

III. Lesson Proper
A. Motivation
Ask the class to name at least 10 objects that they see around them. Call on some pupils to write
their answers on the board. Then, ask the following questions:


• Do these objects have something in common? (shape, color, etc.)
• Can you find a way to group these objects based on their similar characteristics?
• How are you able to describe and name the things around you if you cannot hear, taste, or feel
them? (Infer that they can use their eyes.)
• What are the ways your eyes tell you about your surroundings? (shape, color, size, distance, etc.)
2. Draw five columns and five rows on the board. Tape one picture card in each row of the first
column. Write the word number on the topmost part of the second column, size on the third
column, shape on the fourth column, and color on the fifth column. Call on pupils to write a
description for each picture according to its characteristics. They will then make up a sentence
using these descriptions to tell what they see in the picture (e.g., I see three small, round, blue
marbles on the table). Repeat the process with the remaining pictures. Ask the class to name
different kinds of sizes (big, tiny, long, short, etc.), shapes (circle, round, rectangular, square, etc.),
and color (pink, red, etc.).
3. Ask the pupils to cover their eyes. Explain that light is needed for people to see. Let the pupils find
out how their eyes work by reading their textbooks. Discuss the parts and function of each part of
the eye.
4. Say, “Some people are born with or develop eye problems due to damage on certain parts of their
eyes. Recall the different eye disorders stated in the textbook. Do any in your family have eye
problems? How do they cope with them?”
5. Tell the pupils to do the activity in Science in Action. Discuss their experiences after the activity.
Ask some pupils to answer the given questions in the activity.
C. Synthesis
Tell the pupils to form groups of four. In a piece of paper, each group will draw the parts of the
eyes and label these parts. Each member must pick a part of the eye and write its function using his
or her own words below the drawing. When all the groups are finished, have each group discuss their
output with another group.

IV. Remediation
Let the pupils give one example of an object for each description.
Shape Color Size
circle red big
square blue small
triangle green long
rectangle yellow short

V. Enrichment
1. Raise the pupils’ awareness about visual impairment by reading the life story of Helen Keller. Visit the
Braille Bug Web site (http://www.afb.org/braillebug/Braille.asp) and explain what Braille is and how it
works.
2. Print a copy of the Braille alphabet (http://www.afb.org/braillebug/braille_print.asp). Ask the pupils
to copy the Braille alphabet on a piece of cardboard. Put glue on the dots and let these dry. Have the
pupils feel the dots and identify the letter.
3. Let the pupils write their names or send notes to their classmates in Braille.

4 Science Works! 2

Lesson 3 Exploring the Sense of Hearing

I. Objectives
1. identify the parts of the ears and describe the function of each part;
2. explain how the sense of hearing works.
3. use the sense of hearing to observe, analyze, compare, and identify different sounds through an activity;
and
4. illustrate the importance of the sense of hearing in daily life;

• observing
• classifying
• inferring
• communicating
• data gathering
• problem solving
Materials: objects that produce sounds such as bell, stick, ball, and paper; wooden spoon; pencil; thick
book; seven soda bottles of the same size and shape; water; poster showing the parts of the ear

III. Lesson Proper
A. Motivation
Ring a bell under a table and ask the pupils to guess what you did. Make more sounds and let
the pupils guess what objects made those sounds. Ask, “Which of the ﬁve senses do you use to hear
sounds?” Tell the class that without their ears it is hard to identify things going on around them. Let the
pupils touch their throat while you instruct them to perform the following actions one by one (e.g., say
your full name, sing, laugh, or hum a tune). Ask, “What happened to your throat as you talked, sang,
and laughed?” Tell the class that sound is produced when things vibrate or move back and forth very
fast.
2. Say, “The sense of hearing tells you many things about your surroundings.”
3. Tell the pupils to close their eyes as you clap your hands 8 times and tap your foot 10 times. Ask,
“What do your ears tell you about the sounds you hear?”
4. Drop a pencil and a thick book on a table. Compare the sounds produced by each object. Ask,
“What makes soft sounds and loud sounds?”
5. Ask, “How is sound created? How does sound travel from the ears to the brain? What sounds are
not good for the ears?” Explain the parts of the ear and their functions by showing an illustration
of the ear.
6. Ask the pupils to do the activity in Science in Action.
C. Synthesis
Ask the students to draw three things that show why their sense of hearing is important to them.
Then, review the concepts in Rundown.


IV. Remediation
Tell the pupils to list three objects each in their notebooks that make a loud sound and a soft sound.

V. Enrichment
Fill seven soda bottles with different amounts of water. Let the pupils predict which bottle will produce
the lowest or highest tone. Blow the top of each bottle. Remind them that sound is made by the air vibrating
in the bottle. Have the pupils arrange the sounds from lowest to highest. Next, hit the bottles with a wooden
spoon. Discuss high and low tones in relation with the amount of water in the bottles.

Lesson 4 Exploring the Sense of Smell

I. Objectives
1. identify the parts of the nose and describe the function of each part;
2. use the sense of smell to observe, analyze, compare, and describe different scents through an activity;
and
3. tell the importance of the sense of smell.

• observing
• classifying
• inferring
• communicating
• data gathering
• problem solving
Materials: four numbered containers with scented cotton balls inside (vinegar, cologne, dishwashing liquid,
rotten egg)

III. Lesson Proper
A. Motivation
Pass around the class four containers with scented cotton balls in them. Ask the pupils to smell
it one by one. Tell them to think of words that describe the scent of each cotton ball. Let the pupils
classify the scents as to pleasant or unpleasant smell.
2. Ask, “Would you eat items in those containers which you classiﬁed as having an unpleasant smell?
Why? What does their smell tell you about how you think they might taste like? Can you give
an example where your sense of smell gave you an idea of what is happening around you even
without seeing it?” You may cite examples to stimulate the pupils’ ideas (e.g., I know that my dad
is grilling barbeques outside because I can smell it).
3. Ask the students to read Feed Your Mind and discuss the parts of the nose and how it works.
Describe pleasant and unpleasant odors. Let the students describe the best smell and the worst
smell they have experienced. Ask, “How did it make you feel?” Ask them to give other examples
of things with pleasant or unpleasant odors.
4. Let the students perform Science in Action. Discuss their answers afterward.

6 Science Works! 2

C. Synthesis
Divide the class into groups with three members each. Tell the groups to discuss their answers to
the following question: “Why is the sense of smell important? How does it help you enjoy life?” Call
on volunteers to discuss what their group had talked about.

IV. Remediation
Tell the pupils to interview three of their classmates. Have them ask each classmate to give them an
example of a pleasant and unpleasant odor. Let them write the respondents’ answers in their notebooks.

V. Enrichment
Let the pupils draw or paste pictures of things that they like and don’t like to smell on a piece of bond
paper. Tell them to separate and group these pictures as to having a pleasant or an unpleasant odor.

Lesson 5 Exploring the Sense of Taste

I. Objectives
1. identify the parts of the tongue and describe the function of each part;
2. infer the ﬁve basic tastes through a food identiﬁcation activity;
3. use the sense of taste to observe, analyze, and compare given foods; and
4. explain the importance of the sense of taste.

• observing
• classifying
• inferring
• communicating
• data gathering
• problem solving
Materials: cookie, picture cards of different foods (ice cream, cake, mango, santol, lemon, guyabano,
bagoong, popcorn, soy sauce, ampalaya, coffee, cocoa powder, cheese, fried chicken,t and pork
chop)

III. Lesson Proper
A. Motivation
Show a large piece of cookie. Ask, “If you cannot see, in what ways can you identify or describe
this object? What part of your body helps you select and enjoy your food?” Discuss the pupils’ answers.
2. Ask the student to read Feed Your Mind. Discuss the taste buds of the tongue and how they help
people taste and distinguish different tastes.
3. Let the pupils give examples of food that taste sweet, sour, salty, bitter, and umami. Next, have
them classify the picture cards according to their taste and put each on the board under its taste.


4. Tell the class to perform the activity in Science in Action.
C. Synthesis
Tell the pupils to answer the following questions on a piece of paper.
• What would happen to you if you lost your sense of taste?
• How does the sense of taste help you select and enjoy your food?

IV. Remediation
Have the pupils list in their notebooks three examples of foods which represent each basic taste.

V. Enrichment
Tell the pupils to think of ﬁve foods that are sweet, sour, salty, bitter, or umami (e.g., chocolate, green
mango, ampalaya, etc.). Instruct them to conduct a survey among their classmates on which among the food
choices they like most. They will put a happy face for every classmate that chooses the same food. Tally the
scores to ﬁnd out which basic food taste is best liked by the class.

Lesson 6 Exploring the Sense of Touch

I. Objectives
1. identify the parts of the skin and describe the function of each part;
2. use the sense of touch to observe, analyze, and infer the sensitivity of skin in different parts of the body
through an activity;
3. distinguish different characteristics of objects by using the sense of touch; and
4. explain how the sense of touch works.

• observing
• classifying
• inferring
• communicating
• data gathering
• problem solving
Materials: 12 wide-mouthed containers, water (warm, cold, and tap water), shoebox with hole on top,
different sizes and textures of objects (noodles, pebbles, beans, stones, crayons, pieces of cloth,
cotton, scraps of foam, marbles, eraser)

III. Lesson Proper
A. Motivation
Ask the pupils what part of their body they use to see, hear, taste, smell, and feel? Give examples
of objects that are soft/rough/smooth/cold/hot/sharp/hard to the touch.

8 Science Works! 2

2. Divide the class into four groups. Prepare three containers per group. Fill the ﬁrst container with
cold water; the second with tap water, and the third with warm water (make sure the water is
not too hot). Appoint a leader for each group who will ensure that rules, instructions, and proper
behavior are observed during the activity.
3. Each pupil should put his or her hand in the container of cold water and describe how it feels. Then
he or she will put his or her hand in the container of tap water and describe how it feels. Lastly, he
or she will put his or her hand in the container with warm water and describe how it feels.
4. Place several objects with various shapes, sizes, and textures in a closed shoe box with a hole on
top. Give each group a box. One pupil will reach into the box and identify an object using only
his or her sense of touch. Let the pupil show the object to his or her group mates then another
pupil will get a bigger or smaller object than the ﬁrst. Ask a pupil to reach in the box and look for
something rough. Then ask another pupil to get a smooth object. Let a pupil look for something
hard/soft.
5. Discuss the different characteristics of the objects that the pupils felt with their hands (hot, cold,
rough, smooth, hard, soft, etc.).
6. Let the pupils read Feed Your Mind. Discuss the lesson by asking, “What are the parts of your
skin? How do these parts help you feel things?”
7. Ask the pupils to do the activity in Science in Action.
C. Synthesis
Have the pupils read the concepts in Rundown.

IV. Remediation
Ask the pupils to list and draw in their notebooks their 10 favorite things (a toy, food, etc.) they have at
home. Have them write a description of how each thing feels.

V. Enrichment
Tell the pupils to draw on a piece of bond paper one example each of an object that is rough, smooth,
soft, hard, hot, and cold. Let them label and color their drawings. Post their outputs on the wall of the
classroom.

Lesson 7 The Sense Organs Work Together

I. Objectives
1. identify which senses they use in doing their daily activities;
2. use all the senses to observe, analyze, compare, and describe objects through an activity; and
3. explain how senses work together.

• observing
• classifying
• inferring
• communicating


• data gathering
• problem solving
Materials: six blindfolds, six small plastic containers, six samples of food (chocolate powder, sugar,
evaporated milk, banana, water, ice candy)

III. Lesson Proper
A. Motivation
1. Divide the class into groups of six. Call on a volunteer from each group.
2. Blindfold the volunteers. Ask each to use their other senses to identify the food sample given to
them.
3. The volunteers will write the name of the food sample in their notebooks without telling their
group.
4. Ask the next pupil in the groups to come forward. Repeat the same procedure until all the pupils in
each group have identified all the food samples.
5. Let all the first volunteers reveal their answers to the class. Then call on the second pupils from the
groups, the third, and so on. Show the food samples and check which group got them all correctly.
2. Ask, “How difficult or easy was it to identify an object without seeing it? How helpful were your
other senses in identifying the food samples? What does this say about your senses?”
3. Tell the class to read Feed Your Mind and discuss the concepts afterward.
4. Ask, “How do your senses help you do your everyday activities? How do they help you avoid
danger? Why do your senses need to work together?”
C. Synthesis
1. Have the pupils do the activity in Science in Action.
2. Ask, “How does having other group members help out make the task easier in making your
chocolate banana drinks? How are your senses similar with your group members in this activity?”

IV. Remediation
Tell the pupils to draw two activities they like to do on a piece of bond paper. Let them show their
work in front of the class by describing the senses they used for each activity.

V. Enrichment
Guide the class in doing the following activity.
Materials: notebook, pencil
Procedure:
1. Go for a walk in the school ground or cafeteria. Look for an object that you like to observe.
2. Use your five senses to describe the object and write it in your notebook.
Object: _______________________
Sense of Sight
It looks like _______________________________________________________________.
Sense of Touch
It feels like ________________________________________________________________.

10 Science Works! 2

Sense of Hearing
It sounds like ______________________________________________________________.
Sense of Smell
It smells like _______________________________________________________________.
Sense of Taste
It tastes like _______________________________________________________________.

Lesson 8 Caring for Your Sense Organs

I. Objectives
1. identify ways of protecting and caring for their sense organs;
2. name things that cause harm to the sense organs;
3. demonstrate the basic care for the sense organs; and
4. explain the importance of caring for the sense organs.

• observing
• classifying
• inferring
• communicating
• data gathering
• problem solving
Materials: pictures of eyes (red irritated eye, soar eyes), ears (dirty or infected), nose (nose bleeding), skin
(burns, sunburn, wound), and tongue (irritated tongue)

III. Lesson Proper
A. Motivation
Ask, “Have you ever experienced feeling any discomfort in your eyes, ears, nose, tongue, or skin
(itching, sunburn, colds/runny nose, etc.)? What caused these discomforts? What was done to ease or
cure the discomfort?”
2. Show several pictures of common problems affecting the eyes, ears, nose, skin, and tongue. Ask,
“Why do you think some people get these kinds of problems? Have you, or has anyone you know
of, experienced having these problems? How can you prevent them?”
3. Let the students read Feed Your Mind. Afterward, discuss the proper ways of dealing with common
problems affecting the ﬁve senses.
4. Divide the class into ﬁve groups. Assign a problem situation for each of the senses to each group.
Give the class 15 minutes to come up with a skit on how they can show care for their assigned
sense organ in the given situation. Call on each group to perform in front of the class. (You may
refer to the following Web sites for the topics or situations: http://kidshealth.org/kid/ill_injure/
index.html#cat113 and http://kidshealth.org/kid/watch/index.html#cat113)


C. Synthesis
1. Ask the students do the activity in Science in Action.
2. Process the activity by letting the pupils answer the question “If you were a sense organ what
would you be and why do you need care?”

IV. Remediation
Have the pupils interview five classmates about how they take care of their five sense organs. Let them
draw and write in their notebooks one example for each of the five senses.

V. Enrichment
Tell the pupils to answer Chapter Checkup.

12 Science Works! 2

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