Developmental Lesson Plan

0.\Common Core/PA Standard(s):3.2.4.B.1 Recognize observational descriptors from each of the five sensesLearning Targets/Objectives:The student will be able to name and describe the five senses by completing an exit ticket of the five senses.

Assessment Approaches:1. Observation of students, seeing if they are sorting the correct objects to the right sense.2. Students will complete five question quiz on what they learned through the lesson.….

Evidence:1. Checklist(See attached)2. Exit Slip, answer key, and rubric(See attached)…

Assessment Scale:Sorting activity- (1,2,3,4, or 5 checkmarks)Exit Slip- (Proficient, Basic, No Understanding)

Subject Matter/Content:Prerequisites:*Need to know how to use a pencil*Basic reading skills*Be able to learn from educational video*Need to know how to sort objectsKey Vocabulary:Senses (Hear, Sight, Smell, Touch, and Taste) - Help you observe and describe the world around you.Content/Facts:*Senses consist of touch, taste, smell, sight, and hear. They help you observe, describe, and understand the world around you.

Introduction/Activating/Launch Strategies:*Ask the students, “What are the senses?”* Tell the students, “We will be going through each of these pictures and discussing what the picture is and what it is used for. I will do the first one for you, then we will do the other four together. Point to the first picture on the board of the ear and tell the students, “This is an ear, it is used to hear things, such as bells, fire engines, or dogs barking.”Point to the second picture on the board of the eye, and ask “What is it?” (Eye) “What is it used for?” (to see) “What can we see with it?” (computer, sky, table)

Teacher Candidate: Miss Young and Miss Kinney Date: December 5 th , 2016

Group Size: 20 Allotted Time 40min Grade Level 1 st Grade

Subject or Topic: The Five Senses

Point to the third picture on the board of the hand, and ask “What is it?” (hand) “What is it used for?” (to feel/touch) “What can we feel/touch with it?” (Pencil, feather, rubber band) Point to the fourth picture on the board of the tongue, and ask “What is it?” (tongue) “What is it used for?” (to taste) “What can we taste with it?” (Mints, bananas, chicken)Point to the fifth picture on the board of the nose, and ask “What is it?” (nose) “What is it used for?” (to smell) “What can we smell with it?” (Flowers, food, candles)*Tell the class, you will be watching a video on the five senses*Put on the brain pop video, “Senses” https://jr.brainpop.com/health/bodies/senses/preview.weml*Ask students, “What did you learn from the video?” Discuss the video and ask for examples of senses the video portrayed. Call on a few hands to share with the class.

Development/Teaching Approaches*Tell the class, “Now that we have talked about our five senses, what they are, and what body parts we use, I have an activity for you all participate in” Ask students for a volunteer to hand out paper bags full of materials, one per table.*Explain to students about categorizing activity, “I would like you to dump the contents of your bag and categorize, or put, them into groups based upon what we have talked about the senses.”*Tell students “You may begin once you are ready. I will give you about 5-10 minutes to explore the materials, categorize, and discuss with your group.”*Allow students 5-10 minutes to categorize items and discuss*Talk to class “How did you categorize them? Why did you categorize them that way?” For example: “I categorized them based on the five senses. I put all the things together that I can hear, like the bell, the guitar, and the beads.”*Tell students, “Please put your materials back in your bags and will the captain of each table please bring me the bag from your table?”*”Okay class, now we will be completing a matching worksheet. Can I have a volunteer to help me pass these out?” Call on one student to help hand out the worksheets. “Once you have your worksheet, put your name on the top and use your pencil to draw lines to connect the correct picture to the right word. If you need help reading any of the words, raise your hand and I will gladly help you.” “Once you are finished matching, draw a picture of an object that uses that sense next to the picture of the body part. Use the crayons inside your desk to color them. Once you are done with that, put your pencils and crayons down so that I know you are finished.” Walk around to check on student’s progress and answer any questions they may have. Say to some students, “Why did you connect that picture to that word?” Also, complete the comprehension checklist while walking around.*Once the students have their pencils down and seem to be finished, “Now that we seem to be finished, I need a few volunteers for the board. I want the volunteer to draw next to the picture of the body part on the board what object you can use that sense for.” Go through each body part picture on the board, calling on a student volunteer to come up and draw a picture next to it. Once the students are done, ask, “Who drew this object? What is it? Why did you draw it?”

Closure/Summarizing Strategies:*Review the body parts, senses, and objects drawn on the board, going through them one at a

time, pointing to that body part on body while talking. “Repeat after me and do what I do class, This is my ear (point to ear), I hear with my ear. I hear drums, bells, and music.” Repeat this with each sense.*”Now I would like you to complete a small quiz on what you have learned today”*Pass out the exit slips with questions based on what they learned today in class*Allow five to ten minutes to complete assessment*Collect exit slips*”Great job today, everyone, this week we will be exploring our senses in more detail. Tomorrow we will be taking a closer look at how we smell and taste.”

Accommodations/Differentiation:GL has a learning disability. The teacher will allow more time to complete the sorting activity as well as the exit slip.

Materials/Resources:Brain pop video- https://jr.brainpop.com/health/bodies/senses/preview.wemlExit slip (20)- At end of documentPencilsSmart BoardLaptopCotton Balls(5)Feather (5)Marble (5)Bell(5)Play dough(5 cups)Candle(5)Garlic salt(5)Picture(5)Mints (20)Lollipop(20)Paper Bags (5)Sense pictures for board(1)- At end of documentChecklist(1)Matching Worksheet (20)

Reflective Response:Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions Do I feel like my students understood the concept? What could I have done better in my lesson?

Additional reflection/thoughts

Appendix

Exit Slip 1. Which one smells sweet?

A. PhoneB. CakeC. Teddy bear

2. Which one can you hear ringing? A. FlowersB. AppleC. Phone

3. Which one can taste sour?A. FoodB. PaperC. Computer

4. Which one can feel soft?A. Teddy bearB. AirC. Song

5. Which one can you see is red? A. AirB. Stop signC. Oxygen

Exit Slip (Answer Key)1. Which one can smell sweet?

A. PhoneB. CandleC. Teddy bear

2. Which one can you hear ringing? A. FlowersB. AppleC. Phone

3. Which one can taste sour?A. FoodB. PaperC. Computer

4. Which one can feel soft?A. Teddy bearB. AirC. Song

5. Which one can you see is red? A. AirB. Stop signC. Oxygen

Name________________________________________ Date_______________

Match That Sense

feel

see

hear

taste

smell

Name________________________________________ Date_______________

Match That Sense (Answer Key)

feel

see

hear

taste

smell

Rubric for Exit SlipsStudent 5

Proficient……………..Student

answered all 5

questions correctly

4……………..Student

answered 4 questions correctly

3Basic

……………..Student

answered 3 questions correctly

2……………..Student

answered 2 questions correctly

1……………..Student

answered 1 question correctly

0No

Understanding……………..

Student did not answer

any questions correctly

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Checklist for Categorizing Activity

Student Sight Hearing Smell Taste Touch

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