Monday, December 9th to Wednesday, December 11th 2019 

Title   5 Senses: Smell  Grade Level  Grade 1 
 
Subject  Science  Time Frame  December 9th-11th 2019 1 
12:20-12:50pm 
Developed By  Paige Belisle  
 
Learning Outcomes 
What relevant goals will this unit address?  
(include all relevant GLO(s) & SLO(s) 
 
Science GLO’s: 
● 1–9- Use the senses to make general and specific observations, and 
communicate observations orally and by producing captioned pictures. 
● 1–10- Describe the role of the human senses and the senses of other living 
things, in enabling perception and action. 
Science SLO’s: 
● 1. Identify each of the senses, and explain how we use our senses in 
interpreting the world. 
● 2. Identify ways that our senses contribute to our safety and quality of life.  
● 3. Apply particular senses to identify and describe objects or materials 
provided and to describe living things and environments. Students meeting 
this expectation will be able to describe characteristics, such as colour, 
shape, size, texture, smell and sound.  
● 4. Recognize the limitations of our senses, and identify situations where our 
senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting 
with a plugged nose. 
● 5. Recognize that other living things have senses, and identify ways that 
various animals use their senses; e.g., sensing danger, finding food, 
recognizing their own young, recognizing a potential mate.  
● 6. Describe ways that people adapt to limited sensory abilities or to the loss 
of a particular sense; e.g., colour blindness, inability to see objects at close 
range.  
 
Essential Questions 
What provocative questions will foster inquiry into the content?​ ​(open-ended 
questions that stimulate thought and inquiry linked to the content of the enduring 
understanding) 
 - Will the students remember that taste and smell are connected? 
- How much do students already know about the sense of smell? 

Knowledge:  Skills 
What knowledge will students acquire as  What skills will students acquire as a 
a result of this unit? This content  result of this unit? List the skills 
knowledge may come from the indicators,  and/or behaviours that students will be 
or might also address prerequisite  able to exhibit as a result of their work 
knowledge that students will need for this  in this unit. These will come from the 
unit.  indicators. 
 
Students will know...  Students will be able to… 
-   -  
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Smell 
1: Desired Results 
Science GLO’s:  
1–9- Use the senses to make general and specific observations, 
and communicate observations orally and by producing captioned 
General Learning 
Outcome(s) 
pictures. 
1–10- Describe the role of the human senses and the senses of 
other living things, in enabling perception and action. 
 
Science SLO’s:  
1. Identify each of the senses, and explain how we use our senses 
in interpreting the world. 
2. Identify ways that our senses contribute to our safety and 
quality of life.  
3. Apply particular senses to identify and describe objects or 
materials provided and to describe living things and 
environments. Students meeting this expectation will be able to 
describe characteristics, such as colour, shape, size, texture, 
smell and sound.  
Specific Learning 
Outcome(s) 
4. Recognize the limitations of our senses, and identify situations 
where our senses can mislead us; e.g., feeling hot or cold, optical 
illusions, tasting with a plugged nose. 
5. Recognize that other living things have senses, and identify 
ways that various animals use their senses; e.g., sensing danger, 
finding food, recognizing their own young, recognizing a potential 
mate.  
6. Describe ways that people adapt to limited sensory abilities or 
to the loss of a particular sense; e.g., colour blindness, inability 
to see objects at close range.  
 
Learning  I can identify that the sense of smell is very important and a 
Objective(s)  lot of the time, our first line of defense for danger 
 
Stage 2: Assessment Evidence 
No Summative 
Summative  Formative 
Assessment 
Assessment  Assessment 
 
Required 
 
Stage 3: Learning Experience 

Tech  Kids Health  Resources to 

“I Can Smell” Worksheet   
to Do  Youtube Video  Bring 

Time  Content/Description  Notes 

 The video is 
12:20 pm 
5 minutes 
https://www.youtube.com/watch?v=hzOSzX_HXE4  4:22 mins 
long 
Discussion: 
● “Based off of that video does anybody have 
any ideas as to which sense we will be talking 
about this week?”  
● “Why do you guys think the nose is so 
important?” 
12:25pm 
5 minutes 
● “The nose is actually our first line of defense   
when it comes to our protecting our bodies” 
● “Has anyone ever smelt anything bad?” 
● “Well that is our noses way of telling us that 
we should not go near that object/ingest 
that object” 
 
I Can Smell Worksheet: 
● “When I say the magic word I would like 
everyone to return to their spots and get out 
a pencil.” 
● “Remember to put your name on the paper 
so that I know it is yours” 
● “What I need you guys to do is draw a line 
from the nose to anything that has a distinct 
smell” 
Go through all of the objects with the students 
12:30 pm  ○ “Does anyone know what this object 
 
10 minutes  is?” 
○ “Does a __________ smell?” 
■ Pig on a Farm 
■ Journal  
■ Flower 
■ Pie  
■ Turkey Dinner 
■ A pair of Scissors  
■ Cloud  
■ Skunk  
 
Colouring the Worksheet:  
● “Now I need you guys to colour the objects 
that you could smell”  
12:40 pm 
10 minutes 
○ It should be the pig, flower, pie,   
turkey and skunk 
○ Does the __________ smell good or 
bad? 
 
 
 
 
Reflections   
and Follow Up   
 
 
 
 
 
 
 
 
 
 
 

 
 Smelling Exercise 
1: Desired Results 
1–9- Use the senses to make general and specific observations, 
and communicate observations orally and by producing captioned 
General Learning  pictures. 
Outcome(s)  1–10- Describe the role of the human senses and the senses of 
other living things, in enabling perception and action. 
 
● 1. Identify each of the senses, and explain how we use our 
senses in interpreting the world. 
● 2. Identify ways that our senses contribute to our safety 
and quality of life.  
● 3. Apply particular senses to identify and describe objects 
or materials provided and to describe living things and 
environments. Students meeting this expectation will be 
able to describe characteristics, such as colour, shape, 
size, texture, smell and sound.  
Specific Learning  ● 4. Recognize the limitations of our senses, and identify 
Outcome(s)  situations where our senses can mislead us; e.g., feeling 
hot or cold, optical illusions, tasting with a plugged nose. 
● 5. Recognize that other living things have senses, and 
identify ways that various animals use their senses; e.g., 
sensing danger, finding food, recognizing their own young, 
recognizing a potential mate.  
● 6. Describe ways that people adapt to limited sensory 
abilities or to the loss of a particular sense; e.g., colour 
blindness, inability to see objects at close range.  
 
Learning  I can understand that there are many different smells in the 
Objective(s)  world and I can identify them  
 
Stage 2: Assessment Evidence 
No Summative 
Summative  Formative  Students will complete the “Smell 
Assessment 
Assessment  Assessment  Test” worksheet 
Required 
 
Stage 3: Learning Experience 
Vanilla extract, an 
Orange, Tree smelly 
Tech  Resources to 
to Do 
No Tech Required   Bring  thing, Candy cane,   
popped popcorn, “Smell 
Test” Worksheet,  
Time  Content/Description  Notes 
     
Starting Discussion: 
● “Yesterday we talked about our noses, does 
anyone remember what our noses do?” 
● “What are some things that we can smell?”  
● “Preference in smell is something that we 
12:20 pm 
5 minutes 
gain through experience, not that we are   
born with” 
● “So when everyone has different smells 
that they like, it is because we have all 
lived different lives” 
 
Smell Test: 
● There will be 5 containers with 5 different 
smells in them: 
○ 1---> Vanilla  
○ 2---> Orange  
○ 3---> Spruce Tree 
○ 4---> Peppermint Candy cane  
○ 5---> Popcorn 
● “Everyone can sit at their spot, but I need 
everyone to take their pencil, scissors and 
glue” 
● “First I need everyone to put their names 
on their paper and then cut out the 5 
12:25 pm 
15 minutes 
different pictures”   
● “There are five different scents, one scent 
in each container and everyone will have to 
guess what kind of smell is in the jar” 
● “Every student will have a turn to smell the 
mystery scent that is in the jar, then you 
will have to cut and glue whichever smell 
you think it is” 
● “After we have smelled everything we will 
see how many you guys get right” 
● “How did you guys know that you were 
smelling __________? 
● “Were any of the smells bad?” 
 
“Smell Test” Worksheet: 
12:40 pm  ● “Write the guesses on the lines provided” 
 
10 minutes  ● “How many did you guys get right?”  
● “Did any of the scents smell similar?” 
 ● “So you do not just smell food, like trees , 
you can also smell things outside like 
flowers and freshly cut grass” 
 
 
 
 
 
Reflections   
and Follow Up