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https://thebestschools.org/magazine/25-popular-science-myths-debunked/

http://www.todayifoundout.com/index.php/2010/07/humans-have-a-lot-more-than-five-senses/

https://drive.google.com/file/d/1V5V7z_hAFjXPHNTsS1zenNgrE30ftrnd/view

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Most people at large, not just students, assume that we as humans have only five senses. Sight, smell, touch, hearing, and taste are commonly held as the only senses that humans have. Though we do have these five senses, there are at least nine senses, and many scientists believe there are over twenty. Aside from the five above, five more common senses are the ability to sense orientation in space, tell temperature, have balance, tell the passage of time, and know one’s physical condition. Students may not recognize these, among others, as important senses in being able to stay healthy; regardless, they are still major senses which students should be aware of.

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Provide all students with a sticky note and have them write down all the senses they can think that they have. The prompt “Write down all the senses you have” will be written on the board. Once they have written down their senses, students will paste their sticky notes on the board. When roughly half the class has brought up sticky notes, I will go to the board and make a chart of all the senses, with the senses written going down one side and the number of times they are said put in tally marks on the other side. The five main senses would be expected, and a few students may bring up other senses as mentioned above. I would ask the class who put those senses down and ask those students why they say those are also senses.

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I would set up five lab stations around the classroom to have students test an additional five senses that they may not recognize as senses they have.
1. Orientation in Space
In this lab, students will close their eyes and try to touch their nose. Each student in a group will perform this task three times.
2. Temperature

For this lab, students would have three baths of water. One would be cooler than the class, one would be room temperature, and one would be warmer than the classroom. Students would place their hands in each bath, and record the temperature it is relative to the temperature in the classroom.
3. Balance

A line will be taped onto the floor. Students will walk down the line normally. Then, students will be spun in a circle several times to throw off their sense of balance and try to walk the line again.

4. Passage of Time

Someone in the group will be keeping time. Someone else in the group will try to tell the person keeping time when a minute has passed without doing an activity such as counting the seconds. This will be repeated for every member of the group.

5. Physical Condition

This task will simply have students write down how they are feeling at a given time. This could be hungry, thirsty, tired, hurt (if they have a cut or scrape), etc.

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Once all students have completed the lab tasks, I will have them try to explain how they were able to tell all of the information they were able to given the senses they wrote down at the beginning of class.
1. Orientation in Space
I would expect students to associate this with sight
2. Temperature
Expect to associate with touch
3. Balance
Expect to associate with sight and blame vision distortion from being dizzy
4. Passage of Time
I do not know how students would justify this
5. Physical Condition
Expect to associate with touch

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Once students have explained the additional senses using current senses, I would hold a group discussion to see if students could explain how their traditional senses explained the phenomena the experienced doing the various lab activities. I would challenge them throughout this process to see if they can recognize their conceptions, asking questions such as “what aspect of touch allows you to tell temperature?” and “how does vision affect your ability to stay balanced?”

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Conflict will initially rise with the concept cartoon as students see that they do know when they are hungry and thirsty, though they are not totally sure if these are senses or just aspects of taste.

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Conflict will arise as students begin to recognize that it is very difficult to explain how they could sense these different traits using just their traditional five senses. Balance is not driven by sight, nor is orientation in space. Temperature and physical condition are not directly associated with touch, or if they are associated with touch then they are a subtler aspect of touch. Passage of time does not fall under any of the prior five senses well. Students will open up to the idea that they may have more senses than just the five that they are traditionally told are your senses.

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Once students have discussed their conceptions and recognized the difficulty in justifying that they only have five senses to explain these other events, I will introduce the idea that we have other senses aside from the traditional and expected five. I will tell them names of the five other senses I brought up in the labs (thermoception (temperature), proprioception (orientation in space), equilibrioception (balance), interoception (physical condition), and time). I will allow students time to discuss how these senses might work and look up what parts of the body or sensors cause us to have these additional senses. I would describe the formal definition of senses as “any system that consists of a group of sensory cell types that respond to a specific physical phenomenon and that corresponds to a particular group of regions within the brain where the signals are received and interpreted.”

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I will also show students the following graphic and discuss which student they agree more with and why. (#9:Concept Cartoons) Some students may justify hunger and thirst as being aspects of taste, while others may seem them as separate.