Alexa Acchione and Alyssa Carmona 1

Date: December 1, 2014

Grade/Class/Subject: 1st Grade/Science/Senses
Unit/Theme: Living and Nonliving Things: Senses
PA Standards (Content Standards):
Life Science The Characteristics of Organisms:
Humans and other organisms have senses that help them detect internal and external cues.
Content Objective(s):
SWBAT draw conclusions about what each sense enables them to do individually, in
partners, and in small groups.
SWBAT identify how their senses help them to learn.
Language Objective(s):
SWBAT describe how they use each of their senses in their everyday lives.
Can-do descriptors:
Level 1 (Entering) Level 3 (Developing)
Listening Follow modeled, one- Follow modeled multi-
step oral directions (e.g. step oral directions (e.g.
Open your book.) Open your book and
Identify pictures of turn to page ___.)
everyday objects that Sequence pictures of
their senses help them to stories
learn more about as read aloud (e.g.,
stated beginning,
orally (e.g., in books) middle, and end)
Point to real-life objects Match senses with
reflective of content- corresponding functions
related vocabulary or oral based on oral
statements (e.g., Point descriptions
to your eye.) Classify objects according
Mimic gestures or to the senses that help
movement associated students to learn more
with about them
statements (e.g., This is
my nose.)
Speaking Repeat simple words, Retell simple stories
phrases, and memorized about how they use their
chunks of language senses in their everyday
Identify and name lives
everyday Explain grouping
objects that they can of senses (e.g., sight v.
observe with their senses touch)

Reading Identify symbols, icons Make text-to-self

(e.g. a picture of an ear connections with
 Alexa Acchione and Alyssa Carmona 2

represents the sense of prompting

hearing)
Connect print to visuals
(e.g. picture of a mouth
matched with the word
taste)
Match real-life familiar
objects to labels
Follow directions using
diagrams or pictures
Writing Copy written language
Use first language (L1,
when L1 is a medium of
instruction) to help form
words in English
Communicate through
drawings
Label familiar objects or
pictures
Select titles to match a
series of pictures (e.g.
match the word taste
with words like sweet,
sour, etc.)
Sort illustrated content
words into categories
Match phrases and
sentences to pictures
Form simple sentences
using word/phrase banks
Participate in interactive
journal writing
Give content-based
information using visuals
or graphics

Key Vocabulary Supplementary Materials

Senses Science Textbook
Sight Video
Eyes https://www.youtube.com/watch?v=MtwV9Mi_aNk
See Individual Student Whiteboards
Hear(ing) Dry Erase Markers
Ears My Five Senses by Margaret Miller
Listen Look, Listen, Touch, and Smell: Learning About Your
Touch Five Senses by Pamela Hill Nettleton
Hands Pictures for Kinesthetic Matching Activity
Feel Student Worksheets for Independent Writing
Smell Activity
Nose Art Supplies (crayons, colored pencils, markers)
Taste Rubrics for Writing Activity
Tongue/mouth
Eat
* The key vocabulary words will be
listed on the classroom chalkboard
where all of the students can see
them.

SIOP Features
Preparation Scaffolding Grouping Options
 Alexa Acchione and Alyssa Carmona 3

__X__ Adaptation of Content __X__ Modeling __X__ Whole class

__X__ Links to Background __X__ Guided practice __X__ Small groups
_____ Links to Past Learning __X__ Independent practice __X__ Partners
__X__ Strategies __X__ Comprehensible input __X__ Independent
incorporated
Application Assessment
Integration of Processes __X__ Hands-on __X__ Individual
__X__ Reading __X__ Meaningful _____ Group
__X__ Writing __X__ Linked to objectives __X__ Written
__X__ Speaking __X__ Promotes engagement _____ Oral
__X__ Listening

Lesson Sequence SIOP

Criteria/
Strategies
Pre:
1. The teacher will explain the content objectives (SWBAT draw conclusions 1,11
about what each sense enables them to do individually, in partners, and
in small groups. and SWBAT identify how their senses help them to learn.)
to the students. These objectives will be written on the classroom chalkboard
for all of the students to see.
2. The teacher will explain the language objective (SWBAT describe how 2,11
they use each of their senses in their everyday lives.) to the students.
This objective will be written on the classroom chalkboard for all of the
students to see.
3. The teacher will ask the students to think about what they already know 6, 7, 15,
about their five senses. The students will then think-pair-square-share. 16, 17, 30
While:
1. The teacher will play The Five Senses Song video 4, 6, 9, 23
(https://www.youtube.com/watch?v=MtwV9Mi_aNk) for the class.
2. The teacher will ask the students to use their individual whiteboards to 4, 5, 6,
show something new that they learned from the video. After three to five 13, 18,
minutes, the teacher will ask the students to hold up their whiteboards, 20, 29, 30
and will provide feedback.
a. Level 1: Students will draw a picture showing something new that
they learned.
b. Level 3: Students will write (using words) something new that they
learned. If students have trouble, they can also draw a
corresponding picture.
3. The students will be split into reading groups. 4, 5, 6, 9,
a. Level 1: Teacher will do a read-aloud of My Five Senses by Margaret 10, 12,
Miller, following the BDA structure. The teacher will also speak
 Alexa Acchione and Alyssa Carmona 4

using a slower rate, enunciate, emphasize key vocabulary words, 13, 16,
and use gestures. 17, 23, 30
b. Level 3: These students, along with the rest of the class, will be split
up into heterogeneous guided reading groups of 3 to 6 students.
Together, the students in each of these groups will read pages A2
to A9 of their textbook.
4. The class will join back together, and the teacher will then ask the 9, 10, 12,
students to volunteer answers about what each of their senses do, and 15, 16,
how they think their senses can help them to learn. As the students 18, 22,
volunteer their answers, the teacher will jot down their ideas on the 23, 24, 29
board. For example, if a student says, Your eyes help you to see! the
teacher will write this on the classroom chalkboard. In addition, the
teacher will be sure to provide feedback to the students (i.e. Yes, that is
right! You can taste ice cream with your mouth!). While doing this, the
teacher should also be sure to adjust her speech according to the
students proficiency level, doing things like enunciating and emphasizing
certain words, using gestures, etc. Also, the teacher will provide a
sufficient amount of wait time for student responses, in order to ensure
that the students do not feel rushed when answering.
5. Next, the teacher will draw a chart on the chalkboard with five columns, 6, 9, 10,
labeling each with one of the five senses (sight, hearing, taste, smell, 11, 12,
touch). She will also draw a picture of the body part associated with each 14, 16,
sense (i.e. an eye along with the word sight). Each student will then be 18, 21,
asked to provide one example of something that they observe in their 22, 23,
everyday lives with one of the five senses listed. The teacher will then 24, 29
write the word in the corresponding column, as well as draw a visual
representation of what the student says (i.e. If a student says, I smell a
flower, the teacher will write the word flower and draw a picture of
one in the column labeled smell). When the teacher explains the
activity, he/she should do so by using a slower rate, gesturing and using
body language, and modeling for the students. He/she should also help
the students to understand the activity by doing a couple examples on
his/her own by using think-alouds. Throughout the activity, the teacher
will also provide ample wait time, as well as feedback for the students.
6. The teacher will do a read-aloud with the whole class of Look, Listen,
Touch, and Smell: Learning about Your Five Senses by Pamela Hill 4, 5, 6, 9,
Nettleton, following the BDA structure. Throughout the read-aloud, the 10, 12,13,
teacher will be sure to vary his/her rate of speech, pitch, tone, volume, 16, 23, 24
etc. The teacher should also enunciate, emphasize key vocabulary words,
paraphrase, and use gestures throughout. Each student should be able to
see the illustrations clearly.
7. Next, the entire class will engage in a kinesthetic matching activity. Each 4, 5, 6, 9,
student will be given a sheet of paper with either a picture that 16, 17,
represents a sense (i.e. a picture of an eye), the word that represents the
 Alexa Acchione and Alyssa Carmona 5

sense (i.e. the word sight), or the noun related to a sense (i.e. the word 20, 21,
eyes). Students will then need to figure out which other students they 27, 30
are paired with based on the paper that they receive.
Post:
1. At the end of the lesson, the teacher will review the content and language 1, 2, 9,
objectives (which are still written on the classroom chalkboard for all 10, 12,
students to see) with the students. He/she will also review key vocabulary 16, 27,
and concepts with the students, emphasizing how their senses help them 28, 30
to learn. The teacher will review key vocabulary and concepts by asking
the students various questions about what the learned (i.e. Which body
part helps you to hear things?). In doing so, the teacher should use 5, 6, 9,
appropriate speech (i.e. enunciation), model, and use gestures. 14, 16,
2. In an independent writing activity, the students will describe something 21, 22,
that each of their senses enables them to do. First the teacher will explain 23, 24,
the activity to the students. Before the students are expected to 27, 28,
complete the activity on their own, the teacher will model a few 29, 30
examples on his/her own for the students. Then he/she will carry out a
few more examples, this time with the students, providing sufficient wait
time, as well as feedback.
a. Level 1: Students will be given a sheet with a three-column chart.
The first column will list the name of a sense, along with a picture
that represents that sense. The last column will contain a pre-
made sentence structure (containing one blank) for each sense.
Students will need to fill in one noun for each sentence (i.e. My
eyes help me see __________.). The noun that should be an
object that they can observe with that sense. In the middle
column, which will be blank, the students will draw a
corresponding picture to represent the sentence.
b. Level 3: Students will be given a sheet with a three-column chart.
The first column will list the name of a sense. The last column will
contain a pre-made sentence structure (containing three blanks)
for each sense. Students will need to fill in two nouns and one
verb for each sentence (i.e. My _________ help me __________
__________.). The first noun should be the body part associated
with the sense, while the second noun should be an object that
they can observe with that sense. Finally, the verb should be one
that is associated with that particular sense. In the middle column,
which will be blank, the students will draw a corresponding 13, 14,
picture to represent the sentence. 16, 22,
3. As the students complete this activity, the teacher will walk around the 26, 29, 30
room in order to assist any students that need further help or
 Alexa Acchione and Alyssa Carmona 6

explanation. After the completion of this activity, the teacher will assess
the students based on the corresponding rubric.

SUPPLEMENTARY MATERIALS
 Alexa Acchione and Alyssa Carmona 7

Science Textbook (Scanned Textbook Chapter):

Alexa Acchione and Alyssa Carmona 8
Alexa Acchione and Alyssa Carmona 9
Alexa Acchione and Alyssa Carmona 10
Alexa Acchione and Alyssa Carmona 11
Alexa Acchione and Alyssa Carmona 12
Alexa Acchione and Alyssa Carmona 13
Alexa Acchione and Alyssa Carmona 14
 Alexa Acchione and Alyssa Carmona 15

Video:

https://www.youtube.com/watch?v=MtwV9Mi_aNk

Individual Student Whiteboards and Dry Erase Markers:

My Five Senses by Margaret Miller:

Alexa Acchione and Alyssa Carmona 16
Alexa Acchione and Alyssa Carmona 17
Alexa Acchione and Alyssa Carmona 18
Alexa Acchione and Alyssa Carmona 19
Alexa Acchione and Alyssa Carmona 20
 Alexa Acchione and Alyssa Carmona 21

Look, Listen, Touch, and Smell: Learning About Your Five Senses by Pamela Hill Nettleton:
Alexa Acchione and Alyssa Carmona 22
Alexa Acchione and Alyssa Carmona 23
Alexa Acchione and Alyssa Carmona 24
Alexa Acchione and Alyssa Carmona 25
 Alexa Acchione and Alyssa Carmona 26

Pictures for Kinesthetic Matching Activity (these will be cut out and laminated):
SIGHT
EYES
 Alexa Acchione and Alyssa Carmona 27

SMELL HEARING
EARS
NOSE
 Alexa Acchione and Alyssa Carmona 28

MOUTH
TASTE
HANDS
TOUCH
 Alexa Acchione and Alyssa Carmona 29

Student Worksheets for Independent Writing Activity (Assessment):

Level 1:

My eyes help
SIGHT
me see
__________.

My ears help
HEARING
me hear
__________.

My nose
SMELL
helps me
smell
__________.
My mouth
TASTE
helps me
taste
__________.
TOUCH My hands
help me feel
__________.
 Alexa Acchione and Alyssa Carmona 30

Level 3:

My _________
help me
SIGHT
__________
__________.
My _________
help me
HEARING
__________
__________.
My _________
helps me
SMELL
__________
__________.
My _________
helps me
TASTE
__________
__________.
My _________
help me
TOUCH
__________
__________.
 Alexa Acchione and Alyssa Carmona 31

Art Supplies (crayons, colored pencils, markers):

Rubric Level 1

Possible Scores 2 1 0 Score

Grading Sections Received
Content The students The students The students
Objective #1: completion of this completion of this completion of this
SWBAT draw activity shows that activity shows that activity shows that
conclusions they clearly and they partially met they did not meet
about what each fully met this this content this content
sense enables content objective. objective. objective.
them to do
individually, in
partners, and in ___/2
small groups.

Content The students The students The students

Objective #2: completion of this completion of this completion of this
SWBAT identify activity shows that activity shows that activity shows that
how their senses they clearly and they partially met they did not meet
help them to fully met this this content this content
learn. content objective. objective. objective.

___/2
Language The students The students The students
Objective: completion of this completion of this completion of this
SWBAT describe activity shows that activity shows that activity shows that
how they use they clearly and they partially met they did not meet
each of their fully met this this language this language
objective. objective.
 Alexa Acchione and Alyssa Carmona 32

senses in their language

everyday lives. objective. ___/2
Noun Completion The student filled The student filled in The student filled
(object observed in at least 4/5 of at least 2/5 of in 0/5 of these
with sense) these noun spaces these noun spaces noun spaces
correctly. correctly. correctly. ___/2
Picture The student drew The student drew The student did
Completion pictures, and they pictures, but they not draw any
did correspond to did not correspond pictures.
the words. to the words.
___/2

TOTAL SCORE ___/10

Rubric Level 3

Possible Scores 2 1 0 Score Received

Grading Sections
Content The students The students The students
Objective #1: completion of completion of completion of
SWBAT draw this activity this activity this activity
conclusions shows that they shows that they shows that they
about what each clearly and fully partially met this did not meet
sense enables met this content content this content
them to do objective. objective. objective.
individually, in
partners, and in ___/2
small groups.
Content The students The students The students
Objective #2: completion of completion of completion of
SWBAT identify this activity this activity this activity
how their senses shows that they shows that they shows that they
help them to clearly and fully partially met this did not meet
learn. met this content content this content
objective. objective. objective.
___/2
Language The students The students The students
Objective: completion of completion of completion of
SWBAT describe this activity this activity this activity
how they use shows that they shows that they shows that they
each of their clearly and fully partially met this did not meet
senses in their met this language this language
everyday lives. objective. objective.
 Alexa Acchione and Alyssa Carmona 33

language ___/2
objective.
Noun The student The student The student
Completion filled in at least filled in at least filled in 0/5 of
(body part 4/5 of these 2/5 of these these noun
associated with noun spaces noun spaces spaces correctly.
sense) correctly. correctly. ___/1
Noun The student The student The student
Completion filled in at least filled in at least filled in 0/5 of
(object 4/5 of these 2/5 of these these noun
observed with noun spaces noun spaces spaces correctly.
sense) correctly. correctly. ___/1
Verb The student The student The student
Completion filled in at least filled in at least filled in 0/5 of
4/5 of the verb 2/5 of the verb the verb spaces
spaces correctly. spaces correctly. correctly.
___/1
Picture The student The student The student did
Completion drew pictures, drew pictures, not draw any
and they did but they did not pictures.
correspond to correspond to
the words. the words. ___/1

TOTAL SCORE ___/10

*Please note: Partial points may be given if the students work falls between two of the point
categories. For instance, a student that fills in 3/5 of the noun spaces correctly may receive 1.5
out of 2 points for that grading section.