Unit: __Science Topic D: Senses____ Lesson #: ___S1__________

Date: Nov 14/2017

Outcome of Lesson: (Blooms or I can statement)

1. I can identify each of the senses, and explain how we use our senses in interpreting the world. (Outcome D-1)
Time Hook:
Blooms: How do we know what is going on in the world around us? What do you know about your senses? What are the
senses? How many senses are there?

Learning Opportunities:

Time Learning Opportunity Connection to outcome

25 Popcorn activity to introduce 5 senses. I can identify each of the senses, and
min explain how we use our senses in
Ask students to close their eyes. Start the popcorn popper at the back of the room. Ask
interpreting the world.
students what their senses are telling them. What do they hear? What do they smell?
Students use their senses to
Let students open their eyes. Give some popcorn to each student. Ask students to tell
describe the sound, smell,
what they see, then what they feel, then what they taste.
sight, feel, and taste of
Ask students which senses they used to sense the popcorn. Point to vocabulary words as popcorn.
they answer.

Introduce vocabulary: see, hear, smell, taste, feel, eyes, ears, nose, tongue, skin, predict,
test, result (Word wall)

How do I check for understanding? Materials Needed

Ask different students questions about the senses. Ask students for choral response to identify the Popcorn
senses associated with different sensory organs. Popcorn popper
Oil
What will I accept as evidence of understanding? Salt
Group response. Vocabulary printed on cardstock for
word wall.
How am I differentiating the learning opportunity?
Students are experiencing the use of their senses.
Page 1
Unit: __Science Topic D: Senses____ Lesson #: ___S1__________

Date: Nov 14/2017

Visual representations of the vocabulary words give students a reminder about how the words are
spelled and what the senses and sensory organs are.
Verbal response is used to assess understanding.

TRANSITION:

At the teachers direction, students will line up at the door to go to music class. The teacher will put whiteboards, markers, and erasers at each
students table space while students are at music.
After music class students will go back to their tables.
Time Learning Opportunity Connection to outcome
5 Review Vocabulary Words: see, hear, smell, taste, feel, eyes, ears, nose, tongue, skin, I can identify each of the senses, and
min predict, test, result explain how we use our senses in
interpreting the world.
5 Practice writing words on individual whiteboards.
min Students practice writing the 5
One student from each table will gather and put away the whiteboards while another
senses and show which organs
student from each table gathers and puts away the markers and erasers. The students
each sense is associated with.
still at the table will distribute 5 labels to each student at the table.

Each student should make 5 labels with each sense written on one label.
20
min The teacher will distribute pictures, glue sticks and yarn as each student finishes writing
their labels.

Glue labels to pictures of self from previous days art class. Glue yarn from each label to
the sensory organ associated with that sense.

How do I check for understanding? Materials Needed

Observation as students write their words and label their art projects. Paper strips to write 5 senses
Ask questions of students as they work. Art projects: Torn shape picture of self
What will I accept as evidence of understanding? Yarn
Art project is correctly labeled and labels are connected to the appropriate sensory organ. Glue Sticks
Verbal responses to questions about which sensory organ is associated with different senses.
Page 2
Unit: __Science Topic D: Senses____ Lesson #: ___S1__________

Date: Nov 14/2017

How am I differentiating the learning opportunity?

Students can give a verbal response if their art project is not correct or not finished.
Students practice writing on whiteboards before making labels for their art project.

TRANSITION:

Students will put their art projects on the back table and clean up their workspace when done. Students done early can read a book on the
carpet or begin getting ready to go home if there is not much time left.
Students struggling with writing the 5 senses can get help from an elbow partner or teacher for spelling.
Accommodations If a lot of students struggle with the labels the teacher can spell the words letter-by-letter on the whiteboard as
students put each letter on their label.
Cooperative Learning
Strategies used

Movement Breaks Students will move as they put whiteboards away and distribute labels.

Modes of Learning Group discussion - Verbal instructions and response

(Differentiation) Artwork
Printing
Higher Order How do we know what is going on in the world around us?
Question(s) What do you know about your senses?
What are the senses?
How many senses are there?

Reflection and Revisions:

Page 3