The Fabulous Five Detectives Name: Kayleen Gascho Time Allotted: 60 minutes Grade Level: 2nd Subject: Science

Materials Required: 2 Apples, 1 sliced 2 Kiwis, 1 cut up and peeled 2 Oranges, 1 peeled and sliced Sensory Mixture: 1 cup flour, 1 cup cornstarch, 2 cups water, plastic container Venn-Diagram Apple vs. Orange Sheets (See attached materials below) Sensory Observation Group Sheet (See attached materials below) Fabulous Five Poster (Pictured below) Sensory Web Assessment Sheet & Rubric (See attached materials below) What is This? Assessment (See attached materials below) Favorite Observation Ticket-Out-The-Door (See attached materials below) Michigan Content Expectations: S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.12 Generate questions based on observations.

Objectives: The student will construct important observations of the real world using the five senses (sight, smell, taste, touch, and hearing) by recording their observations of an object on a sensory web at the end of the lesson and receiving a 3 on the sensory web rubric. (Application) The student will generate questions based on their observations of an object by filling out the What is This? assessment at the end of the lesson and receiving 3 out of 3 on that assessment. (Synthesize)

Student-Friendly Objectives: We will use my fabulous five senses to make observations of objects that are around me. I will fill out my sensory web to show that I know how to do this. (Application) We will make up questions to ask about the object that I am observing using my fabulous five skills. (Synthesize)

Assessment:
Informal Formative: This will be used during the anticipatory set. Students will answer questions and participate in discussion based on their knowledge of the material prior to any instruction. This assessment will help the teacher understand where the students are at in their understanding before any material is taught. Informal Formative: During the modeling portion of the instructional procedure, the students will be filling out a Venn-Diagram both with the teacher, and as a whole-group. The sheets can be collected by the teacher for data as to how the students understand the objectives up to that point. It can then be used to decipher how to continue with further instruction in order to meet the students needs. Formal Formative: The students will be completing a Bottoms Up Heads Together Collaboration Sheet in small groups during the guided practice portion of the instructional procedure. The teacher will collect these sheets to check for students understanding of the objectives at that point in the lesson. If the students seem to not understand the material, the teacher will go back to the modeling portion of this lesson. Show the students how to use each sense to make an observation of an object. Formal Summative: During the guided practice and independent practice stages of the instructional procedure the student will complete the sensory observation record sheet. The students are to find one object in the classroom to record observations on based on their five senses. The student must fill in each section of the web with each of the senses. Sight, touch, smell, taste (if applicable), and hearing must be used in their observation. If one does not apply or the student cannot taste the object, have them write down N/A in that section of their observation. This assessment is to be used to tell the teacher what needs to be retaught or expanded on in order to move onto the independent practice section of the instructional procedure. If the student has not scored a three on the sensory web assessment the student will work independently with the teacher by reviewing the five senses and orally telling the teacher what their observations of a chosen object are. Formal Summative: At the end of the lesson the students will be completing an assessment that is called What is This? The students will be using an object of their choice to make observations of it with, completing a sensory web to complete this assessment. The students are to formulate three questions that use three of their senses about the object they are observing. Give students an example before having them complete this assessment. Hold the apple in your hand. Ask three questions such as What color is this apple?, How does this apple taste, and How does this apple feel? Ask the students to recall which sensory words you used in your questions (color, taste, feel). The students must make three questions that all relate to the senses for this assessment to receive the full three points.

If the students have mastered both formal summative assessments the teacher can move onto closure.

Instructional Procedure: 1. Anticipatory Set: (2-3 minutes) a.Go around to each student. Have each student feel the contents of the sensory mixture in the bag, but do not let them see or smell the object. Make it clear that they must only touch the object with their hands and that you are the only person that is allowed to hold the bag. a. Ask the students to share what they feel. b. Ask if any students want to share what they think the item is in the bag. c. Ask the students if it was hard or easy to tell what the object was in the bag from only touching it. b. Review the Fabulous Five Senses: Place poster in the front of the classroom. Have students point to their eyes, ears, mouth, nose, and hands to represent each of the senses a. Ask students how they might use the five senses to make a better guess of what the object is. c. Explain to the students how sometimes we do not use every one of our five senses to make observations. For example, we may not observe a tree by tasting the bark. Today, though, we will be using all five of our senses even if we have to state that it does not have a smell or a taste. d. Explain to students that the activities they will be doing today require that they do not ruin or destroy any of the objects so that every student has a chance to learn. If you do not follow the rules expected of you then you will be asked to leave the group and continue on your own. 2. State Purpose and Objective of Lesson: (2 minutes) Post objective on the board or at the front of the classroom somewhere. Have a student volunteer to read the objective aloud to the class. This skill will allow you to have experiences in your environment about things that affect you directly, such as food, weather, and everyday objects that you encounter. 3. Instructional Input/Direct Instruction: The teacher will guide students and answer questions students may have about using their five senses to observe objects. The teacher will only show the students how to use these five senses during the modeling portion of the instructional procedure. The teacher will also show students how to use these senses to formulate questions about objects. The students will formulate reasons why it is important to use all five senses in making observations instead of only one or a few. The student will be able to demonstrate using their ability to use the five senses to record observations of an object by

completing the sensory web assessment at the end of the lesson. 4. Modeling: (5-10 minutes) a. Say I am going to use my five senses and a Venn -diagram to make observations about this apple and this orange. I have a large Venn-diagram on the board and you each have a small Venn-diagram on your desks. b.Tell students to write all the observations you make about the apple on the apple side of the Venn-diagram and what you observe about the orange on the orange side of the Venn-diagram. c. Inform the students after these observations have been made, they will work together to make observations of the similarities between these two objects using their senses. d.Hold an apple in your hand. e. Say to the students Watch what I do and Ill tell you what Im thinking as I work. f. Explain the apple in terms of the five senses. Touch the apple and say This apple is smooth. Look at the apple and say This apple is red and yellow and is round Smell the apple, taste the apple, and say that the apple makes no sound. g.As you tell your observations, write them on the apple section of the Venn-diagram and have the students copy the observations you are writing on their own diagrams. h.Then, hold the orange in your hand. i. Say to the students Watch what I do and Ill tell you what Im thinking as I work. j. Explain the orange in terms of the five senses. Touch the orange and say This orange is rough and bumpy. Look at the orange and say This orange is the color orange and it is round. Smell the orange, taste the orange, and say the orange has no sound. k.As you tell your observations, write them on the orange section of the Venn-diagram and have the students copy the observations you are writing on their own diagram. l. Ask the students what they saw you do and what they heard you say. Ask them what you used to make observations about the apple. (hands, eyes, ears, mouthetc.) 5. Guided Practice: (15 minutes) a. Continue with the Venn-diagram activity. b. Ask students if they see any of the same words on both sides of the diagram. (They are both round, they both taste sweet) If not, have students give some observations (remind them that they must use either their sight, smell, or touch to make these observations. Leave out sound and taste for management and realistic purposes. c. Once you have generated ideas with the class, place those observations into the Same column of the Venn-diagram and have the students do the same on their sheets. d. Discuss with the students your findings. How did you find those observations of differences and similarities? (Using the senses) e. Review the five senses one more time, making sure the students understand them before moving onto the small group Bottoms Up Heads Together activity. f. Now move onto a Bottoms Up Heads Together Collaboration activity. Split the students up into four groups. Place the Sensory Observation Group sheet on the desk of each group. Assign each group a number. Place an item on each desk that students can use their senses to record observations of.

The students will find their group number on the sheet. Students will record observations made of the object using their five senses. If one sense cannot be used, they will write N/A. Students will rotate desks every 5 minutes and have a turn observing together each of the four items. The teacher will say Bottoms up, heads together and the students will repeat this while they move to the next group station. This continues until all components of all charts are completed. g. Collect the observation sheets from the students desk at the end of the activity to collect as formal formative assessment. The teacher can use the students observations to know if the students generally understand how to use their senses to make observation. h. Have some groups share their findings and what sense they used with the whole group.

6. Independent Practice: (15-20 minutes) a. Ask the students to find another object in the room. They may use the kiwi or sensory mixture from earlier in the lesson, or chose another object from the classroom. Let the students know that you have slices of apples, oranges, or kiwi if they wish to taste them available. b.Give each student a sensory web. Explain that each observation should stem from the center circle which is the name of the object they chose. c. Tell the students to independently make as many observations as possible of that object using the information that we learned today. d.Check to make sure that each student receives a 3 on the sensory web rubric. If each student has, move onto the next assessment. If some students received lower and did not understand the material move to the differentiated considerations. e. Give each student a What Is This? Assessment. f. Model questions about the apple you used at the beginning of the lesson. Ask What color is this apple, How does this apple feel, and How does this apple taste? g.Tell students they must come up with three questions about the object they used for their sensory web. Explain that they must use their senses in their questions. 7. Differentiated Consideration If a student completes the sensory web assessment early, provide them with the option to read one of the two books available (My Five Senses by Aliki, The Science Book by Sara Stein), complete another sensory web assessment, or to draw their observations on a blank sheet of paper. For those students who are struggling with the sensory record sheet, offer assistance at lowest level possible. Pair students who are struggling at this point of the instruction with other students who understand the material. If a student is struggle with the sensory web assessment, refer them to the Fabulous Five poster. Ask them to recall what five things we used to make observations. If they still do not understand repeat the modeling instruction. After modeling allow them to attempt the material again. Multiple Intelligences:

o Linguistic: The students will be using a web to show their observations during the Sensory Web assessment. The students will also be writing questions based on their observations. This will be three sentences in question form. o Bodily-kinesthetic: The students will be moving throughout the lesson while they collect materials to make observation s of. o Interpersonal: The students will be doing group work during the guided practice activity of Bottoms Up Heads Together o Naturalistic: Some students may choose to use objects such as a leaf to make observations about. For this the teacher would need to get the leaf before class started. o Spatial: Students will be using visuals throughout the entire lesson. This is used when the teacher is modeling making observation s and when the students are making their own observations. The objects are the focus of the lesson. 8. Closure: (5-8 minutes) a.Remind the students of their objective from earlier. (That they would learn how to use their five senses to make important observations) Remind the students that it is important to know how to make these observations so we can become more aware of the world around us. b. The students ticket-out-the-door will be to have each student write down their favorite object that they observed today and one of the observations of the object on the Ticket out The Door paper. 9. References: None.