1. Teacher Guide
This lesson is designed to teach kids to ask a critical thinking question that you can’t just put into a search box to solve. To do that, we encourage them with smaller questions that search can help them answer. Make sure that you read the notes for each slide: they not only give you teaching tips but also provide answers and hints so you can help the kids if they are having trouble.
Remember, you can always send feedback to the Bing in the Classroom team at You can learn more about the program at bing.com/classroom and follow the daily lessons on our Partners In Learning site.
Want to extend today’s lesson? Consider using Skype in the Classroom to arrange for your class to chat with another class in today’s location. And if you are using Windows 8, you can also use the Bing apps to learn more about this location and topic; the Travel and News apps in particular make great teaching tools.
This lesson is designed to teach the Common Core State Standard: Language
CCSS.ELA-Literacy.L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
CCSS.ELA-Literacy.L.K.5.b Demonstrate understanding of frequently occurring adjectives and adjectives by relating them to their opposites (antonyms).

2. What might you see, hear, smell, taste and feel during a day at the beach?
© Dima Shapira/500px
Having this up as kids come in is a great settle down activity.

3. What might you see, hear, smell, taste and feel during a day at the beach?1
Brainstorming & Image Search
What types of things (nouns) might you find at the beach?
(Possible queries: “beach”, “beach animals”, “beach gear”, “beach activities”)
Ask students to brainstorm a list of things they might see at a beach. Prompt them with questions like “What sort of animals might you see at the beach?” “Would there be people at the beach? What might they be wearing?” “What kinds of things would people eat at the beach?” Use the Bing Image search to bring up images of beaches that might spur students to recognize things they didn’t think of.
Make a list of the items on a whiteboard or on this slide titled “nouns” so that they can reference the list for later questions. You will be categorizing on the next slide, so you should allow students to name several items from the same category.

4. What might you see, hear, smell, taste and feel during a day at the beach?2
Critical Thinking
Using the list of nouns you made, identify categories and try to fit every noun into a category.
Refer back to your list of items. Ask them to name categories that would include more than one word from the list. Write down the category name and list the nouns underneath. When you list a noun under a category, remove it from the original list. If the students are stumped on more category names, start reading the remaining nouns and suggest nouns that might be similar and ask them what category they might belong to.
You may have items at the end of your list that don’t fit in a category with other items. You can choose to ask students to name items similar to that so that you can create a category, or you can simply categorize them as “Miscellaneous” or “Other”.

5. What might you see, hear, smell, taste and feel during a day at the beach?3
Brainstorming & Image Search
What words (adjectives) would you use to describe things you might see or feel at the beach?
(Possible queries: “beach”, “beach animals”, “beach gear”, “beach activities”)
Ask your students to list words that describe the beach or the things they . You can refer back to the image search and ask them to describe what they see. You can also choose to refer back to your list of categorized nouns to inspire more descriptive words. Try to get them to name at least 2 adjectives from each of the five senses. Keep a running list of these adjectives, they will be used in the next exercises.

6. What might you see, hear, smell, taste and feel during a day at the beach?4
Web Search
Identify words that mean the same (synonyms) or the opposite (antonyms) of the adjectives you listed.
(Possible queries: “Synonym:…” or “Antonym:…”)
Refer to the list of words from the adjective exercise and ask your students to name additional similar or opposite words. Not every word will have a clear synonym or antonym (colors), so focus on the words that do. “Synonym: cold”, “Antonym: sunny”. Add these words to the list of adjectives.

7. What might you see, hear, smell, taste and feel during a day at the beach?5
Critical Thinking
From your list of adjectives, categorize the words based on the five sense: see, smell, taste, feel, hear.
Ask the students to refer back to the original list of adjectives and categorize the words by which sense they are using. If there are less words for certain categories, help them list more words by revisiting the item list and asking them to use adjectives for that sense. For instance, if you don’t have very many words for “taste”, refer to the original item list and look for food words. Ask them to list adjectives to describe the taste of those foods and include those in the “taste” category.
Not every word will fit in just one category. In this case, ask the students to choose which category they think it best fits. If one category has less words, consider adding it to that category to help with the final exercise.

8. What might you see, hear, smell, taste and feel during a day at the beach?
This slide is a chance to summarize the information from the previous slides to build your final answer to the question.
Ask the students to help you build sentences to describe a day at the beach. Make at least one sentence for each sense and try to incorporate the use of the senses, categories, adjectives and nouns. Example: “I saw people doing lots of activities, like flying a bright kite and building a big sandcastle.” “I ate a lot of food, like a sweet ice cream cone and a juicy hamburger.”