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Lesson
Title/Focus
Date
November 1, 2012
Subject/Gra
de Level
Time
Duratio
n
35 minutes
Unit
D. The Senses
Teacher
Jami Wiebe
. 19Usethesensestomakegeneralandspecificobservations,andcommunicate
observationsorallyandbyproducingcaptionedpictures.
. 110Describetheroleofthehumansensesandthesensesofotherlivingthings,in
enablingperceptionandaction.
Specific
Learning
Outcomes:
2.Identifywaysthatoursensescontributetooursafetyandqualityoflife.
3.Applyparticularsensestoidentifyanddescribeobjectsormaterialsprovidedandto
describelivingthingsandenvironments.Studentsmeetingthisexpectationwillbeableto
describecharacteristics,suchascolour,shape,size,texture,smellandsound.
5.Recognizethatotherlivingthingshavesenses,andidentifywaysthatvariousanimals
usetheirsenses;e.g.,sensingdanger,findingfood,recognizingtheirownyoung,
recognizingapotentialmate.
LEARNING OBJECTIVES
Students will:
1. Identify ways our hearing keeps us safe
2. Describe what objects are according to sound.
3. Recognize hearing capabilities of other living things.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Make sure students are staying on task during group discussion/ a variety
of students are answering the questions.
Are students shaking the cups and trying to predict what objects are in
them.
Walk around and ensure students are answering questions about animals
that have extremely good hearing capabilities.
Can students identify ways hearing keeps us safe? #1
(knowledge)
Can students make prediction of what objects are based on how
they sound? #2(Comprehension)
Can students name animals with good hearing abilities, and why
they need to be able to hear so well? #3 (Application)
Participating in group discussions#1
Writing down their predictions of what objects are based on
sound, followed by recording what object actually was. #2
Students make fake ears, and describe how they help animals
hear. #3
Program of studies
Adapted from a template created by Dr. K. Roscoe
Worksheets
Pencils
Plastic cups
Objects that go in plastic cups:
- Screws, smarties, rolled up paper,
marble, sand.
PROCEDURE
Introduction
Attention Grabber
Clap hands to get attention to start lesson.
Assessment of Prior In a group discussion on the carpet ask students the following
Knowledge
questions:
- What do we use our ears for?
- Why do you think it is so important that we can hear?
- What are some dangerous situations we can avoid
because of our ability to hear? Example: Crossing the
street and hearing the cars.
Expectations for
Students should have background knowledge about the use of
Learning and
our ears and hearing. Students should be actively engaged and
Behaviour
able to identify how hearing contributes to our safety.
Transition to Body
Assemble students into pairs using sticks and direct their
attention to the 5 cups set up at each station.
Body
Learning Activity
Shake and Tell
#1
-Prior to class there will be five cups with lids on them, which
contain different objects set up at different tables.
- Students will be assembled into pairs and asked to rotate
around the tables.
- Each pair will go to each stationS and shake the cup. They will
be expected to predict what is in each cup and write it down on
the worksheet provided as they go along.
-Once students have made their way to each station, the
objects will be revealed to them, and they will be asked to
record it into their worksheet.
Assessments/
Differentiation:
Learning Activity
#2
Time
5 min
Time
15
minutes
12
minutes
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson