1. By: Ms. Taylor Arp

2.  The students will be able to list the benefits of the five senses and how it relates to other animals.  Students will be able to identify how the ear, nose, and throat all work together.  Students will be able to describe how the five senses relate to other animals and how it effects the environment.

3.  B6A: manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves;  B6B:manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves, such as a guitar and guitar strings;  B9B:compare and give examples of the ways living organisms depend on each other and on their environments.

4.  The three levels that the students will respond to are: respond, valuing, and Organizing.  They will respond because they will participate in the learning process.  Valuing relates to the children because they will attach value to what they have learned.  Organization will be apart of the learning process because they will be able to relate the five senses to not only humans but other animals as well.

5.  What are the five senses?  Do other animals have any of the same senses?  What animals?  What does each sense do?

6.  What are the different sections of our tongue?  How do our senses help us?  What happens when we don’t have one of our senses?  What are some aids that we use if we have in imparment?

7.  "Bloom's Taxonomy." Wikipedia, The Free Encyclopedia. 8 Sep 2009, 21:17 UTC. 8 Sep 2009.http://en.wikipedia.org/w/index.php?title= Bloom%27s_Taxonomy&oldid=312659711  "TEKS." Texas Education Agency. 04 009 2009. Texas Education Agency, Web. 16 Sep 2009..