4 SCIENCE AND TECHNOLOGY What Our Sense of Touch Is Like

SCIENCE AND TECHNOLOGY CLASS SESSIONS
LEARNING SESSION Nº 01
TITLE OF THE SESSION We identify our senses.
Learning intention. In this session, the boys and girls will analyze information about the senses
and come to deduce that the functions that the senses fulfill form a team
effort.
EXPECTED LEARNING
Inst.
Area Competence Ability Performance
evaluation
S&T 1. Investigate through 1.4. Analyze data and - Establish relationships - Written
scientific methods to build information. that explain what was test
knowledge. studied with the
information obtained.
Prepare your
conclusions.
2. Explains the physical 2.1. Understand and use - Describes the
world based on knowledge knowledge about living relationship function
about living beings, matter beings, matter and that makes up the
and energy, biodiversity, energy, biodiversity, Earth senses of living beings.
Earth and the universe. and the universe.
DIDACTIC SEQUENCE OF THE SESSION

Materials and
Moments Strategies
resources
- The song is presented to you: The five senses - Song.
Motivation - Did you like the song? Were you able to learn the lyrics? What - Images.
is the song about?
- Paper.
- Rescue previous knowledge: What is the relationship
Previous - Markers.
function? What are the senses? What are the senses? What
knowledge are our senses used for?
Cognitive - Do the senses work as a team?
Start
conflict
- Communicate to them the purpose of the session to work on.
Didactic Today they will analyze information about the senses,

purpose recognizing the work they do as a team.
- Agree on the rules of coexistence.
 Keep quiet and pay attention.
Development Problem Statement
- They are presented with the image of the five senses.
- They are asked: How are the senses related?
Hypothesis formulation
- The children write their hypotheses regarding the problem
posed on a card.
- The answers will be placed on the board during the topic
activity.
Preparation of an investigation plan
- We ask the children: How could we demonstrate the
relationship that exists in the senses? What will we need? Will
it be important to inform us about this?
- The children express their proposals and write them down on a
1
Materials and
Moments Strategies
resources
piece of paper.
Analysis of results and comparison of the hypothesis
- They are given an information sheet which they will read as a
group. (Appendix 1)
- They talk about what they read on the sheet.
- They analyze the importance of the senses in our daily lives.
- They explain how your senses are related through the
activities carried out by the brain.
- They present various daily activities that they carry out, then
they indicate which sense they use.
- After being informed, they contrast their hypotheses by
analyzing their initially proposed answers.
Evaluation and communication
- They create a graphic organizer about the senses to
systematize information.
- They analyze and explain the importance of relationship
functions thanks to the brain.
- Metacognition:
What did you learn today? Did you like the work? Could you
Closing confirm that the senses are related as a team? When working
on this topic, did you use your senses? As?
- It is evaluated with a written test. (Appendix 2)
- Draw the five senses in your notebook.
Homework or work at home
ASSESSMENT
Evaluation
Competence Ability Performance
situation/instrument
2. Explains the physical 2.1. Understand and use - Describes the
Area:
world based on knowledge about living relationship function that
Science and Technology. knowledge about living beings, matter and makes up the senses of
Instrument: beings, matter and energy, biodiversity, Earth living beings.
energy, biodiversity, and the universe.
Written test. Earth and the universe.
WRITTEN TEST
TO. RELATE and COLOR .
2
♦ Differentiates colors.
♦ It is found in the skin.
♦ Differentiate sweet from salty.
♦ We hear the song of a bird.
♦ We listen to the phone.
♦ Differentiate the rough from the smooth.
♦ Difference sizes.
♦ Distinguish the aromas.
♦ We differentiate cold from heat.
♦ We smell the smell of spoiled food.
♦ Savor the treats.
B. LETTER SOUP.
EIT EIT EIT EIT EIT
eyelashes
eyebrows
HE J. HE Yes YO d HE HE HE TO Yo Q
eyes R R R R R
ear
EIT EIT
view AN
fur Q OR R HE l F TO T HE R AND
D
nose R R
iris
AN
touch Q TO M c J. TO Yes Yes T Yo Yes
D
smell
taste
ear AN
TO l OR N h Yo Yo OR R Yes T
D
taste buds
epidermis Q Yo TO R Yes V l V g d YO TO
pupil
EIT EIT
Yo Q HE V Ñ N TO R Yo Z HE Ñ
R R
EIT EIT EIT
C. COMPLETE the sentences.

01. In the eyes we locate the meaning of: ____________________________________.
3
02. In the nose we locate the meaning of: ____________________________________.

03. The sense of taste is located in: ____________________________________.
04. The sense of touch is located in: ____________________________________.
05. We locate the sense of hearing in: ____________________________________.
d. INDICATES true (T) or false (F).

01. Taste buds are located on the tongue. ( )
02. When we feel stomach pain we are using the sense of touch. ( )
03. The sense of hearing communicates with the pharynx. ( )
04. When we have a cold we cannot use our sense of smell. ( )
05. Color blindness is a disease that affects vision. ( )
E. CRUCI-SENSES
1. l
2. EIT
HE
R
3. Yes
4. Yes
5. AN
D
6. N
7. T
8. Yo
9. d
10. EIT
HE
R
11. Yes
1.- Where do we find the sense of taste?
2.- What meaning do we use to realize that the mother put on perfume?
3.- What sense do I use to realize that I added a lot of sugar to my milk?
4.- What do we use to interact with the outside world?
5.- What part of the ear can we observe?
6.- Where do we find the sense of smell?
7.- Through what sense can we realize if it is hot or cold?
8.- Where do we find the sense of touch?
9.- What sense do I use to realize that an ambulance is passing near my house?
10.- Where do we find the sense of sight?
11.- What sense do we use to realize if it is day or night?
4
TITLE OF THE SESSION What is our sense of sight like?
Learning intention. In this session, children will analyze information and describe the organs that
make up the sense of sight and point out the care it needs.
EXPECTED LEARNING
Inst.
evaluation
S&T 1. Investigate through 1.4. Analyze data and - It uses data obtained - Written
scientific methods to build information. and compares it with test.
knowledge. the scientific
information it has.
2. Explains the physical 2.1. Understand and use - Describes the organs
world based on knowledge knowledge about living that make up the sense
about living beings, matter beings, matter and of sight, their defects
and energy, biodiversity, energy, biodiversity, Earth and care.

Materials and
Moments Strategies
resources
- They read the riddles and express the correct answer. - Riddles
Motivation - Could you guess? What was the response? - Leaf
- Recover previous knowledge: What is sight? What organs - Information
Previous
knowledge make up sight? What is our vision for? - Cards.
- Flipchart
Cognitive - Does your eyesight need care?
Start - Markers
conflict
- Work book
- Communicate the purpose of the session to work on.
Today they will describe the organs that make up the sense
Didactic of sight and the care it needs.
purpose
 Raise your hand to participate.
- Children are instructed to cover their right eye and observe the
classroom, then cover their left eye and do the same activity.
- They are asked: What happened?
- The problem arises: Why is it necessary to look with both
eyes? Do some people have difficulty seeing? Because?
- The children analyze the questions posed and express their
answers.
- We write down the answers on cards and place them on the
side of the board.
Preparation of the investigation plan
- The children propose activities to demonstrate what was
stated above.
- They observe which books they can obtain information from.
- They make a list of everything that will be reported.
5
Materials and
Moments Strategies
resources
Analysis of results and comparison of the hypothesis.
- The children read the information sheet in Annex 1 about the
sense of sight.
- In groups they talk and explain the importance of seeing with
both eyes.
- They record how many children have difficulties seeing and
therefore use measuring lenses.
- They contrast their hypotheses based on what they
investigated.
- They create a graphic organizer to systematize the
information.
- They expose their graphic organizers.
- Metacognition: What did you learn today? Did you like the
Closing topic? Did any concerns arise?
- It is evaluated with a written test. Appendix 2
- Extension activity: Develop activities from the science and
Homework or work at home environment workbook page 7, 8 and 9.
ASSESSMENT
Evaluation Competence Ability Performance
2. Explains the physical 2.1. Understand and use - Describes the organs that
Area:
world based on knowledge about living make up the sense of
Science and Technology. knowledge about living beings, matter and sight, their defects and
Instrument: beings, matter and energy, biodiversity, Earth care.
WRITTEN TEST
1. Point out the parts of the sense of sight.
2. Sort and discover the defects of sight.
6
aipmo i _____________________________________________
aecrisbp I _____________________________________________
3. Look at the images and give the children advice to take care of their eyesight.
7
TITLE OF THE SESSION ¿ What is our sense of touch like? ?
Learning intention. In this session, the boys and girls will analyze information and point out the
function that the meaning of the cue performs.
EXPECTED LEARNING
Inst.
evaluation
S&T 1. Investigate through 1.4. Analyze data and - Use data obtained and - Written
scientific methods to build information. compare it with the test.
knowledge. answer you proposed
as well as with the
scientific information
you have.
about living beings, matter beings, matter and of touch as well as the
and energy, biodiversity, energy, biodiversity, Earth function it performs.

Materials and
Moments Strategies
resources
- Children are presented with images of a warm child, a child - Images.
with light clothing. - Flipcharts.
Motivation
- What do they observe? What differences do you find in what - Markers.
you observed? Why are they dressed like that?
- Sheets.
- Recover previous knowledge: How can we feel cold or hot?
Previous What is touch? What is the organ of the sense of touch? What
knowledge function does the skin fulfill? What do we feel through the
sense of touch?
Start
Cognitive - Does the skin react to the stimuli and sensations it perceives?
conflict
- Communicate to them the purpose of the session to work on.
Today, they will analyze information about the sense of touch
Didactic and the function of the skin.
purpose
 Work in silence.
- Children are presented with various situations that can be
perceived with the skin.
- They are asked to think: If they would put their hand for the
same amount of time in the 4 situations presented.
- The problem arises: What function does the skin fulfill as an
organ of the sense of touch?
- The children talk in pairs about the problem posed to propose
their answers.
- The children express and present their hypotheses based on
the problem statement.
- The children place their proposed hypotheses in a visible
8
Materials and
Moments Strategies
resources
place on the board.
Preparation of an investigation plan
- They are asked: What could we do to determine the function
that the skin fulfills?
- The children make a list of information and activities that they
will need to do to test their hypothesis.
- Each child is given an information sheet about the sense of
touch.
- They observe the structure of the skin on a slide to understand
the function it performs.
- They determine what sensations they had when experiencing
the situations presented.
- They deduce how the information perceived through the skin
reaches the brain.
- After analyzing the information, they review their hypotheses
and compare them with the results obtained, checking whether
their hypothesis is true or false.
- The children evaluate whether the processes they followed
allowed them to achieve the stated purpose.
- Create a graphic organizer of the sense of touch.
- They prepare a list of practices for hygiene and touch care.
- Metacognition:
What did you learn today? Did you like the work done? Did
Closing
you encounter any difficulties? How did they solve them?
Make a drawing of the sense of touch in your notebook and
Homework or work at home carry out the proposed activity.
ASSESSMENT
Evaluation Competence Ability Performance
2. Explains the physical 2.1. Understand and use - Describes the organs that
Area:
Science and Technology. knowledge about living beings, matter and touch as well as the
Instrument: beings, matter and energy, biodiversity, Earth function it performs.
WRITTEN TEST
1. Point out the parts of the sense of touch.
9
2. Underline the correct answer.

a. I take care of my skin:
 Spending a lot of time in the sun.
 Giving me wounds.
 Putting on sunscreen when I go to the beach.
 Bathing once a week.
b. Sweat comes from:
 The eyes
 The skin
 The ears
 The nostrils
3. Read each statement and write to which layer of the skin it belongs.
a. Inner layer where the nerves are that allow us to b. External layer where the hairs and pores are.
feel.
_________________________________
_________________________________
4. Draw a way to take care of the sense of touch.
TITLE OF THE SESSION What is our sense of hearing like?
10
Learning intention. In this session, children will analyze information and understand the function
of the sense of hearing.
EXPECTED LEARNING
Inst.
evaluation
S&T 1. Investigate through 1.4. Analyze data and - It uses detailed data Written test.
scientific methods to build information. and compares it with
knowledge. the answer you
proposed, as well as
with the scientific
information you have.
about living beings, matter beings, matter and of hearing and the
and energy, biodiversity, energy, biodiversity, Earth function that the ear
Earth and the universe. and the universe. performs.

Materials and
Moments Strategies
resources
- All children are asked to close their eyes and focus on the - Flipchart.
sounds they will hear to determine where the sound is coming - Markers.
Motivation from.
- Sheets.
- What sounds did you hear? How did they recognize them?
- C and A book.
Thanks to what they recognized them?
Previous - Recover previous knowledge: What is the sense of hearing?
knowledge For serving us? How should we take care of it?
Start - What will happen if we don't take care of our ears?
Cognitive
conflict
Today they will analyze information about the sense of
Didactic hearing and the functions it performs.
purpose
 Keep silence.
Development Problem Statement:
- They are shown a homemade drum made from a balloon, can
and rubber band.
- Then a spoon of sugar is placed in the balloon.
- We hit a baking tray with a wooden spoon.
- Children watch what happens to the sugar when you hit the
tray.
- They are asked: Will the same thing happen in our ear?
- The problem is posed to them through a question: What
functions does the sense of hearing fulfill?
Hypothesis formulation:
- The children talk among themselves about the question
posed, arriving at some answers.
- The children raise their hypotheses in relation to the problem
posed.
- They write their hypotheses on a flipchart and place them in a
11
Materials and
Moments Strategies
resources
visible place on the board so that they can be contrasted later.
Preparation of an investigation plan:
- They are asked what could we do to achieve our purpose?
- The children propose a series of activities to follow on a
flipchart.
Analysis of results and comparison of the hypothesis:
- The children talk in groups about what they know about the
sense of hearing and the organs that make it up.
- They read the information sheet about the sense of hearing.
- They look at the pictures with the parts of the ear analyzing
the path that the sound follows.
- They reflect on how sound is transmitted through the ear,
carrying the information to the brain.
- Guide them to deduce that sounds are strong or weak, high or
low.
- They determine that we can also know if a sound has been
produced near or far from us.
- After having analyzed the information, they contrast their
results with the hypotheses initially proposed.
Evaluation and communication:
- The children talk and evaluate whether the processes they
followed allowed them to achieve their purposes.
- They create a graphic organizer to systematize the
information.
- They display their elaborate graphic organizers.
- Metacognition:
Closing What did you learn today? Did you like the way of working?
- It is evaluated with a written test. APPENDIX 2.
- Do the following activity in the notebook.
ASSESSMENT
Evaluation
Area:
world based on knowledge about living that make up the sense
Science and Technology. knowledge about living beings, matter and of hearing and the
Instrument: beings, matter and energy, biodiversity, Earth function that the ear
energy, biodiversity, and the universe. performs.
WRITTEN TEST
1. Look at the image and point out the parts of the ear.
3
12
2
4
1
2. Mark the correct answer.

to. I take care of my ears:
 Cleaning them with hooks.
 Listening to music at high volume.
 Cleaning them with Q-tips very carefully.
 Never cleaning them.
b. The eardrum is a layer that prevents water from entering our:
 Ears.
 Nostrils.
 Eyes.
 Mouth.
3. Draw a way to take care of your hearing.
TITLE OF THE SESSION What is our sense of smell like?
Learning intention. In this session, children will analyze information and describe the function of
the sense of smell.
13
EXPECTED LEARNING
Inst.
evaluation
S&T 1. Investigate through 1.4. Analyze data and - Establishes the - Written
scientific methods to build information. relationships of the test
knowledge. data obtained and
compares them with
the answer you
proposed, as well as
with the scientific
2. Explains the physical 2.1. Understand and use - Describe the organs
about living beings, matter beings, matter and of smell and the

Materials and
Moments Strategies
resources
- They are presented with a word search in which they will have - Flipchart.
to look for words. - Markers.
Motivation
- What words did you find? Will they all have the same smell? - Cards.
How do we smell smells?
Previous - Recover previous knowledge: What is the sense of smell?
knowledge What organs make up the sense of smell?
Start Cognitive - What is the function of the sense of smell?
conflict
Today they will analyze information to determine the function
Didactic of the sense of smell.
purpose
 Listen carefully.
Problem Statement
- A series of situations that can be perceived by smell are
placed on the table.
- Some children are selected so that they can perceive the
smell; for this you must blindfold them.
- Children express the smell they smelled.
- They are asked: What function does smell fulfill as a sense?
Formulation of the hypothesis
- The children talk about the question posed.
Development - They formulate their hypotheses and write them on cards.
- They place their hypotheses in a visible place on the board to
later be contrasted.
- They are asked: What could we do to reach the solution?
- The children propose various activities to follow to reach the
solution.
- Children are encouraged to perceive other smells to discover
the path of smells.
14
Materials and
Moments Strategies
resources
- Each child is given the information sheet about the sense of
smell ANNEX 1
- The name of the main organ of the sense of smell is presented
on the board.
- Children name the organs that make up the sense of smell.
- They observe a picture with their sense of smell, pointing out
its parts.
- Each group is asked to experiment by perceiving various odors
and thus analyze the path of the odors.
- They make a description of the path of odors through the
sense of smell.
- After having analyzed the information, they observe their
hypotheses and contrast them to present their conclusions.
- The children evaluate whether the processes they followed
allowed them to achieve their purposes.
- They create a graphic organizer to systematize the topic.
- They mention other care to give to our sense of smell.
- Metacognition:
What did you learn today? They like me? How they did it?
Closing
What difficulties arose?
They carry out an activity in the notebook.
ASSESSMENT
Evaluation
2. Explains the physical 2.1. Understand and use - Describe the organs that
Area:
world based on knowledge knowledge about living make up the sense of
Science and Technology. about living beings, matter beings, matter and smell and the function it
Instrument: and energy, biodiversity, energy, biodiversity, Earth performs.
Written test.
PROOF
1. Look at the image and point out the parts of the sense of smell
15
2. Underline the correct alternative.

a. In the nose we find:
auditory nerves
The nostrils
The skin
b. The sense of smell is related to:
Eyesight
Sense of touch
Sense of taste
3. Draw a way to take care of the sense of smell
TITLE OF THE SESSION Sense of taste.

Learning intention. In this session the boys and girls
16
EXPECTED LEARNING
Inst.
evaluation
S&T 1. Investigate through 1.4. Analyze data and - Establishes - Written
scientific methods to build information. relationships between test
knowledge. the data obtained and
compares them with
the answer you
proposed as well as
with the scientific
2. Explains the physical 2.1. Understand and use - Describe the organs
world based on knowledge knowledge about living that make up the
about living beings, matter beings, matter and sense of taste and the

Materials and
Moments Strategies
resources
- They are encouraged to play word chain. - Information.
- It will be done by group. - Flipcharts.
- The group of words to say will be indicated, for example: - Markers.
meals, desserts, drinks. - Sheets.
Motivation - The group that does it best will be the winner. Example:
Desserts: gelatin; gelatin-ice cream; gelatin-ice cream-
mazamorra, etc.
- Did you like the game? Which group won? What was the
difficulty? What words did they say? How do we perceive
them?
Start - Recover previous knowledge: What is the sense of taste?
Previous What organs make up the sense of taste? What is the function
knowledge of the sense of taste? What flavors do we feel?
Cognitive - Why is it important to feel flavors?
conflict
Today they will analyze information to determine the function
Didactic of the sense of taste and the organs that make it up.
purpose
 Listen carefully and silently.
- Place the following covered foods on the table: an apple, a
slice of pineapple, a piece of chocolate, orange juice, coffee
and bread.
- Selected children are blindfolded so that they can perceive the
taste of food.
- Children express the flavor they perceived.
- They are asked: What function does the sense of taste fulfill?
17
Materials and
Moments Strategies
resources
- The children analyze the question as a group.
- They talk and formulate their hypotheses by writing them on
cards or flipcharts.
- They place the formulated hypotheses in a visible place on the
board so that they can later be contrasted.
- The development of the plan is guided by asking: What could
we do to reach the solution?
- They make a list proposing various activities to do.
- Children are encouraged in groups to perceive other flavors
that they could find in their snacks.
Analysis of results and comparison of the hypothesis.
- The initially selected children are asked to share their
experiences in flavor perception.
- The information sheet about the sense of taste is given to
each group. APPENDIX 1
- They read the information silently, then out loud to the group.
- They talk about the information read.
- The name of the main organ of the sense of taste is presented
on the board.
- They write on cards the flavors that we can perceive through
the sense of taste.
- The children name the organs that make up the sense of
taste.
- They look at a picture with their sense of taste and point out its
parts and each place where the flavors are felt on the tongue.
- Each group experiences the function of the sense of taste by
perceiving various flavors of food.
- After analyzing the information, they observe their hypotheses
and contrast them to reach solid conclusions.
- The boys and girls evaluate whether the processes carried out
helped them achieve the stated purpose.
- They propose improvement actions for the following activities.
- They systematize the information in a graphic organizer.
- They expose their systematized graphic organizers.
- Metacognition : What did you learn today? How they did it?
Closing What difficulties arose?
- It is evaluated with a written test. APPENDIX 2.
- They carry out an activity in the notebook.
ASSESSMENT
18
Evaluation
2. Explains the physical 2.1. Understand and use - Describe the organs that
Area:
Science and Technology. knowledge about living beings, matter and taste and the function it
Art and culture. beings, matter and energy, biodiversity, Earth performs.
Physical education. Earth and the universe.
Instrument:
Written test.
WRITTEN TEST
Name and surname__________________________________________________________________________
1. Look at the image and point out the parts of the sense of taste according to the flavors we feel.
2. Mark the correct answer.

a) I take care of my tongue:
Drinking very hot drinks.
Biting her.
Washing it when I brush my teeth.
Putting the knife in his mouth.
b) The flavor is felt by:
The eyes.
Language.
Nose.
The skin.
c) The sense of taste is related to:
Sense of touch.
Eyesight.
Sense of hearing.
Sense of smell.
3. Order and discover the flavors we feel.
a) aasdlo: ______________
b) ucedl: ______________
c) Armago: ______________
d) ciaod: ______________
19

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SCIENCE AND TECHNOLOGY CLASS SESSIONS

TITLE OF THE SESSION We identify our senses.

DIDACTIC SEQUENCE OF THE SESSION

Didactic Today they will analyze information about the senses,

♦ It is found in the skin.

♦ Differentiate sweet from salty.

♦ We hear the song of a bird.

♦ We listen to the phone.

♦ Differentiate the rough from the smooth.

♦ Distinguish the aromas.

♦ We differentiate cold from heat.

♦ We smell the smell of spoiled food.

♦ Savor the treats.

EIT EIT EIT

C. COMPLETE the sentences.

02. In the nose we locate the meaning of: ____________________________________.

d. INDICATES true (T) or false (F).

TITLE OF THE SESSION What is our sense of sight like?

DIDACTIC SEQUENCE OF THE SESSION

2. Sort and discover the defects of sight.

TITLE OF THE SESSION ¿ What is our sense of touch like? ?

DIDACTIC SEQUENCE OF THE SESSION

2. Underline the correct answer.

4. Draw a way to take care of the sense of touch.

TITLE OF THE SESSION What is our sense of hearing like?

DIDACTIC SEQUENCE OF THE SESSION

2. Mark the correct answer.

3. Draw a way to take care of your hearing.

TITLE OF THE SESSION What is our sense of smell like?

DIDACTIC SEQUENCE OF THE SESSION

2. Underline the correct alternative.

TITLE OF THE SESSION Sense of taste.

DIDACTIC SEQUENCE OF THE SESSION

2. Mark the correct answer.

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