Reflection: Lesson Planning What's my tongue telling me?? Identifying Sweet, salty and sour - Section 1: Elicit


  1. When considering whether you should elicit prior knowledge or provide experience through exploration first when designing a lesson, ask yourself this question:

    Is this concept complex for young learners or do I think they may have enough experience with this concept before the lesson even begins?

    In the case of this lesson, the answer was clear to me based on the information gained about my students in previous lessons:

    They clearly came in with an understanding of what the tongue does and what types of things they liked and disliked, but it was obvious to me that they did not understand the specific types of tastes they liked and disliked. They could not name them, nor could they classify items in those taste categories without confusing them. They needed a lesson in the four flavor groups. In fact their knowledge of identifying specific tastes, aside from sweet, was so basic that I felt it imperative to elicit prior knowledge before introducing the exploration.  Had the kids had a firmer grasp on the specific different types of taste and could identify them without a struggle, I would have started this lesson with the exploration and then elicited what they know so they could make connections as this lesson would have become and enrichment on prior knowledge. 

  What should come first? Elicit or Explore, that is the question!
  Lesson Planning: What should come first? Elicit or Explore, that is the question!
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What's my tongue telling me?? Identifying Sweet, salty and sour

Unit 1: Getting Started (Frontloading Science)
Lesson 8 of 9

Objective: SWBAT accurately identify foods that are sweet, salty and sour by tasting and explaining the taste of a variety of items.

Big Idea: Young children often identify everything as being good or not good; they struggle to use specific terms to describe things. This lesson helps them clarify which foods are sweet, salty and sour - the confusing three S's.

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