RUNNING HEAD: UNIT PLAN

My Five Senses

Brittany Duchmann Dr. Susan Dunkle EDU 500 Curriculum Planning July 16, 2013

Unit Plan: My Five Senses My Five Senses First Grade One Week, Two Days

Unit Plan: My Five Senses Table of Contents

Cover Page Title Page.. Table of Contents..... Introduction to the Unit.... Significance of Importance... General Objectives/ Expectations. Anticipatory Set Engagement.. Assessment... Classroom Management... Reflection. Culturally Responsive Teaching. Appendix. Overall Effectiveness.. References...

Unit Plan: My Five Senses II. Unit Description A. Introduction to the Unit: The Unit on the five senses provides the students with a comprehensive exposure to their five

senses and how we use these senses every day. This unit falls into the science unit of the Human Body. Putting an emphasis that we need our sense because they help us experience and observe the world around us. Through the use of books, journal writing, and hands-on activities, the students will learn that they use their eyes to see, their skin to touch, their noses to smell, their ears to hear, and their tongues to taste. Students will understand the five senses and the associated body parts and recognize how the five senses make it possible for people to interact with others and get around in their daily lives. Students will also understand that each sense can be used alone or in combination with their other senses. Each day we will focus on an individual sense before bringing them all together in a cumulative lesson. Students will be asked to observing, describe and classify objects. Students will use their senses to describe objects and identify common properties. The sense of sight helps us recognize each other and learn about color, motion, and distance. The sense of hearing helps us learn from each other through communication. Sound can produce patterns. The sense of touch helps us learn about our world by feeling it and learning the size, texture, and shape of things. Taste helps us, among other things, to select and enjoy food. There are four familiar tastes. The sense of smell helps us enjoy life and helps us learn about unsafe conditions. B. Significance/ Importance of Unit to Leaner and Society: This unit is important as it helps learners understand how important their five senses are to them when functioning in their daily life. Students need to understand the fact that people need rules to live together and keep our world safe. Our five senses help us be aware of these rules

Unit Plan: My Five Senses and warn us of danger. For example, our eyes help us read rules such as traffic signs and warning labels. Our ears help us hear school fire alarms and police/ ambulance sirens. Our noses help warn us of danger such as smoke or dangerous chemicals. This unit will also give students an authentic, real-life, and hands-on experience with the subject matter. C. General Objectives/ Expectations: 1. Students will be able to identify the five senses and the body parts associated with each. 2. The students will recognize how the five senses help them learn about the world around them. 3. The students will use their sense of touch, sight, hear, smell and taste to distinguish the different objects, sounds, smells and tastes and write them down on their worksheet. D. Anticipatory Set/ Motivation:

To introduce the unit the students I will be reading My Five Senses by Aliki. This will get the students familiar with the five senses and what each sense does. This will then be reinforced by showing a short video entitle My Five Senses This video is only a few minutes in length but it goes through each of the five sense and gives characteristic of each and incorporates all of it into a song. Prior to the lesson, children will be given a homework assignment that introduced this unit topic. The assignment instructed the students to list one characteristic or example of an object they used each of their five senses that used at home or outside. E. Engagement: The students will be engaged in the science unit on their five senses in many ways. Students will be up and out of their seats more during this unit than any other unit we do. Each day will be a different sense, so students will be working in groups at stations daily.

Unit Plan: My Five Senses After the students gather the information needed to meet the daily objectives students will then either share their findings with the class or complete their independent worksheets for the day. The students will be taken on a Five Senses Walk outside and collect different information on what senses they used to observe items throughout our walk. They will be able to connect when interacting with their environment around them with what they are learning in the classroom. Multi-media will also be used on a daily basis to reinforce the daily objectives with using the smart board, videos, and PowerPoint to highlight the key ideas. The smart board will be used with interactive vocabulary, pictures and games for the students to come up and be able to see if their answers are right.

The classroom will be broken down into groups, each group of students will be provided with a clear understanding of what the tasks are. The daily stations will include: Seeing Station: Look at the pictures in the first column. Then look at the pictures in the second column. Are they the same? If not, whats different? Hearing Station: There are different sealed containers. Each container contains a different item. Shake each container. What do you hear? Can you tell what is in each container? Smell Station: There are jars, each with something inside. What do you smell? Does the smell remind you of something? Can you tell what is in each jar? Taste Station: There are samples to taste (you might know what they are). How would you describe the taste of each sample without saying what it is? Is it sweet? Salty? Bitter? Sour? Tangy? Touch Station: There are mystery bags. Close your eyes and put your hand in each bag. What do you feel? What do you think is in each bag?

Unit Plan: My Five Senses F. Assessment: 1. The teacher will summatively assess the students when they are asked to identify the five senses aloud. 2. The teacher will formatively assess the students ability to distinguish the difference between each sense and can correctly answer the corresponding worksheet. G. Classroom Management: Throughout the day students will be expected to follow the classroom rules, which were appointed from the first day of school. By following the rules, each student will remain in a safe, secure and positive working environment. The students will be encouraged to share

their and their groups ideas and findings with the others in classroom without the thought of feeling judged. Students will be asked to remain in their seats and at their stations until the teacher stops everyone and moves you to the next group. This ensures that all students are safe during our experimental stations. Disobeying these rules may risk loosing their privileges to work in groups or loss of free time. III. Reflection & Process Analysis: A. ReflectionWhen creating this unit plan I had troubles with laying out the weekly lesson layout. I wanted to change each lesson when a new idea kept coming into my head. When creating this unit, I wanted to have most of it as hands on learning experiences instead of having day after day of lectures. The duration of the lesson, students will be working in stations on a daily basis, in each of the five senses. I was pleased with book My Five Senses it really was a good book to introduce this unit. I also liked the video that I choose to show to reinforce the information we heard from

Unit Plan: My Five Senses in the book. It liked how it ended up being a song where after the first few lines the students could sing along. It was very catchy and easily understood. I really enjoyed coming up with the different lessons and senses stations. I had so many different ideas for each of the lessons. So it was very hard to decide just one activity to do. Creating the different worksheets was great, I love looking at ideas online and creating my own to put my own spin on it. B. Culturally Responsive Teaching-

Culturally Responsive Teaching is shown throughout the lesson. Having the students get into a group discussion about how important your five senses are. Children are influenced to talk about their own prior knowledge or experiences they may have had with the lesson topic. This allows students from diverse backgrounds to share information with the class. Each child is explained rules about respecting values and idea of their peers. IV. Appendix V. Overall Effectiveness: A. All components of the UNIT are connected to the objectives. Effective unit plans include: Clarifying of Ideas A logical flow Developmental appropriate activities Grade level appropriate activities

Unit Plan: My Five Senses Lesson One: SIGHT I. LESSON DATA:

A. Teachers Name: Brittany Duchmann B. Subject/ Content Area: Science C. Grade Level: First Grade D. Lesson Topic: Sense of Sight E. Duration of Lesson: 40 minutes F. Unit Title: My Five Senses G. Standards

New York State Learning Standards in Elementary Science

Standard 4: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Performance Indicator: 3.1f Objects and/ or materials can be sorted or classified according to their properties. New York State P-12 Common Core Learning Standard Standard Strand: Speaking and Listening for K-5 Grade: 1 Topic: Presentation of Knowledge and Ideas Item Number and Statement: 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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H. Materials: 1. Book Brown Bear Brown Bear, What Do You See? 2. 10 miscellaneous items 3. Bandana 4. Smart Board I. Essential Question(s): 1. What do we use our eyes for? 2. Why are our eyes so important in our daily life? 3. II. How would your life change if you didnt have the sense of sight? INTRUUCTIONAL DATA:

A. Objectives: 1. The students will be able to state orally what our eyes are used for and why they are an important aspect in our daily lives. 2. The students will be able to make an educated guess as to what object is missing during the mystery game activity. 3. The students will be able to identify their partners eye color and place their eye color sheet on the front eye color graph. They will then compare and contrast their eye color with the rest of there classmates. B. Assessment Plan: 1. The teacher will formatively assess the students through listening to the students answers when they respond to why our sense of sight is important in our daily lives.

Unit Plan: My Five Senses 2. The teacher will formatively assess the students individual ability at memorization during the mystery game. Students will be broken down into groups and the teacher will go from group to group to assess students.

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3. The teacher will summative asses the students on their ability to work with a partner to identify their eye color and place their name on the eye color chart in the front of the room.

III.

INSTRUCTIONAL PROCESS:

A. Opening/ Anticipatory Set: 1. Teacher will ask the students to come up to the front of the room on the rug for a read aloud. The teacher will then present the book Brown Bear Brown Bear, What Do You See to the students. They will then be asked what of the five senses are we covering today by looking at the front of the book and hearing the title. 2. The teacher will then ask the students how they came up with their answer and why. 3. What is it called when you dont have the senses of sight? How do you think you would feel if you couldnt see? How do you think your life would change? B. Main Body/ Procedure: 1. The teacher will then read the book to the students; throughout the story the teacher will stop and ask questions. What did you see, What do you think will happen next, What sense are you using to come up with your answers?

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2. The teacher will then have the students go back to their seats and they will be introduced to the next activity. On the smart board the teacher will present the Mystery game and demonstrate what is asked of the students. 3. On the smart board the teacher will have 10 objects, the students will have 30 seconds to memorize the items on there. The teacher will then pull up another slide and the students will have to guess what item is missing. This will be done at least five times so the students get the hang of the task that is asked of them. 4. This game consists of 10 objects that will be placed under a bandana or sheet. You will need at least two people in the group. One group member will be the teacher and the other will be the student and then reverse roles. The student will have 30 seconds to think of all the objects that are on the table. After that the teacher will have the student close their eyes, place the bandana over the items and remove just one item. The teacher will then remove the bandana and have the student guess what object is missing from the table. If they get the one object correct move on to removing two objects and so on. 5. During this partner/ group work the teacher will be circling the room to make sure students are not getting off task and taking turns at each role. C. Closure/ Ending: 1. Teacher will summarize todays lesson by stating the different way we use our eyes and why they are important in every task we complete. 2. The teacher will ask the students if there are any further questions regarding the sense of sight. 3. There will be no homework assignments for todays lesson.

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D. Accommodations/ Adaptations for Diverse Learners: English Language Learners will be given a vocabulary list in advance with important words from the book. Students will visual impairments will be given extra time, and monitored closer. III. PROCESS ANALYSIS:

A. Reflection: This lesson was designed to teach the students about one of their five senses, which is sight. I found it very difficult to come up with different activities to go along with this lesson plan. I wanted to do something fun for first graders, which wasnt too much for them to handle, and they would enjoy learning this sense. I think the book Brown Bear Brown Bear, What Do You See is very repetitive, however for this lesson I think it worked great. It had the students anxious to see what was coming next. I may not have added enough information or activities into this lesson, but I felt that once students are working in their groups/ partners that they would really enjoy it and learn from it. Memorization is great to reinforce and this was in a fun way, which they may have never done, before so I think it worked great. I was going to add homework assignments with it but with the other four senses lessons this one did not need one. I liked creating this lesson because I felt that I had all of the students participating throughout the entire lesson. On the smart board all of the students

Unit Plan: My Five Senses had a chance to answer what they thought was missing, and then in the groups everyone was working on the same thing that the same time. B. Culturally Responsive Teaching: This lesson had Culturally Responsive Teaching throughout. Thankfully we did not have any individuals who were visually impaired, but we did talk about what it would be like if you did not have the sense of sight. This way all of the

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students were aware that not everyone is fortunate enough to have all of their five senses and that some people only have a few of them. IV. OVERALL EFFECTIVENESS: ALL COMPONENTS OF THE LESSON ARE CONNECTED TO THE OBJECTIVES Clarity of Ideas A logical flow Developmentally appropriate activities Grade level appropriate actives

Unit Plan: My Five Senses LESSON 2- HEARING I. LESSON DATA:

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A. Teachers First & Last Name: Brittany Duchmann B. Subject/ Content Area: Science C. Grade Level: Grade 1 D. Lesson Topic: Sense of Hearing E. Duration of Lesson: 40 minutes F. Unit Title: My Five Senses G. Standards:

New York State Learning Standards in Elementary Science

Standard 1: Analysis, Inquiry and Design Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. Performance Indicator: 3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. New York State P-12 Common Core Learning Standard Standard Strand: Speaking and Listening for K-5 Grade: 1 Topic: Comprehension and Collaboration

Unit Plan: My Five Senses Item Number and Statement: 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups. 3. Ask and answer questions about what a speakers says in order to gather additional information or clarify something that is not understood. H. Materials: 1. Movie on Hearing 2. 5 glass vases 3. Food coloring 4. Metal utensil I. Essential Questions: What do we use our ears for? Why are our ears so important in our daily lives? What would it be like if your ears did not work and you could not hear?

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II.

INSTRUCTIONAL DATA:

A. Objectives: 4. The students will be able to discuss what their ears are used for and how it affects their daily life. 5. The students will be able to 6. The students will be able to make an educated guess from using their sense of hearing when asked to state the task the teacher is performing without actually watching B. Assessment Plan:

Unit Plan: My Five Senses 4. The teacher will formatively assess the students ability to identify and discuss characteristics as to why the sense of hearing is so important in our daily lives. 5. The teacher will

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6. The teacher will formatively assess the students through observing them when given directions when asked to make an educated guess as to what task the teacher was performing. III. INSTRUCTIONAL PROCESS:

A. Opening/ Anticipatory Set: 1. Teacher Talk: Good morning ladies and gentleman, today we are going continue to learn about our five senses. Today we are going to focus on our sense of hearing. 2. The teacher will present the video on our sense of hearing using the smart board. This video will point out the essential components we will talk about in our lesson. 3. Teacher Talk: Boys and girls after watching that video, who can tell me why our ears are so important? What do we use our ears for? B. Main Body/ Procedure: 1. The teacher will first point out the importance of our sense of hearing and why it is so important to our daily life. 2. The students will be asked to gather on the rug in the front of the room. The teacher will ask students What they use their ears for, what are some things you use your ears for at home? 3. The teacher will them present an experiment with a water xylophone. At first the teacher isnt going to put any water into the class vase and she will tap it with the metal utensil. Boys and girls, lets make a prediction for if I put any water in the glass

Unit Plan: My Five Senses do you think it will change the sound when I tap it? Very good prediction Mike, can you come up and help me put some water in the glass The students will then listen to see I their prediction was correct. 4. Teacher Talk: Do you think having a different amount of water in the glass will

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make a different sound? Lets find out! Wow, you were right! The sound changes when you add or take away water. 5. The teacher will then have five different vases; the teacher will add water to all of the five vases along with adding a drop of food coloring to each one. (To make it more colorful and fun for the students.) 6. Teacher Talk: Boys and girls do you know what a Xylophone is? Correct, today we are going to make our own xylophone out of our water vases. The teacher will line up the different colored vases and the students are able to come up and make their own musical tune. Since there are 23 students in our class, each student will only have a few moments to play around. As the students are called up the teacher will remind students that you only need to tap the metal utensil to the glass. If you hit it too hard the glass will break and go everywhere. The teacher will monitor closely to make sure students are following the rules. C. Closure/ Ending: 1. The teacher will summarize why our ears are part of our five senses and how important they are in our daily lives. 2. The teacher will ask if the students have any further questions about todays lesson. 3. Teacher Talk: Today there will be no homework assigned, however we do have one more activity to do to test your hearing skills.

Unit Plan: My Five Senses 4. Teacher Talk: I am going to ask all of you to place your heads down on your desk with your eyes closed, I am going to perform a few tasks and you guys are going to be asked to guess what I am doing.

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5. Teacher Talk: What sense are you going to use to guess what I am doing? Yes, your ears are correct! Alright everyone heads down, no peaking because we want to see how well your sense of hearing works. 6. The teacher will then perform one task at a time, after each task the teacher will ask the students to pick up their head and try to guess what she did. 7. Tasks include: open/closing door, turning on the water, zipping up her coat, bouncing a ball, dropping a pencil, and standing still. After each task, the teacher will ask students to guess and then perform the task again so they can hear and see it. 8. Teacher Talk: Great job today, you were able to predict what was going to happen next and use your sense of hearing to see if your predictions were correct or not. D. Accommodations/ Adaptations for Diverse Learners: 1.The teacher will provide all adaptions the students need that have IEPs and for ESL students. 2. The teacher will provide students with visual or learning disabilities additional assistance and clarification to what is being taught.

IV.

PROCESS ANALYSIS:

A. Reflection: This lesson is designed to teach first grader students about one of their senses, which is hearing. I designed this lesson to have students in a group setting so they are able to share

Unit Plan: My Five Senses their predictions and observations together. I felt that this lesson was great for students to

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understand how important their five senses are and to have them think of what sense they are using throughout different tasks. Many times individuals dont even realize how important one sense is until it is really broken down for them. When creating this lesson, I wanted to make it a fun, yet informational lesson. Since the first day we covered all of the senses and why theyre important and characteristics for each. They were able to just use their hearing sense in a completely different way. I liked using the xylophone idea, however if you wanted to have them be able to break into smaller groups I would need to have some parents come in and help for the particular lesson. I feel that I added enough information for the students to understand and meet the needs of the objectives and have fun at the same time. Next time I perform this lesson I would ask parent volunteers to come in order to break down into groups. B. Culturally Responsive Teaching: Culturally Responsive Teacher is shown throughout the lesson. Having students up in front of the class in a circle to discuss their predictions and observations throughout the lesson. They are able to use their prior knowledge and experiences to help them with their prediction. With asking the students what they may use their ears for at home allows students from diverse backgrounds to share information with the class of the different things they may hear at home or in their lives.

V. OVERALL EFFECTIVENESS: ALL COMPONENTS OF THE LESSON ARE CONNECTED TO THE OBJECTIVES

Unit Plan: My Five Senses Clarity of Ideas A logical flow Developmentally appropriate activities Grade level appropriate actives

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Unit Plan: My Five Senses V. LESSON DATA:

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J. Teachers First & Last Name: Brittany Duchmann K. Subject/ Content Area: Science L. Grade Level: First Grade M. Lesson Topic: Sense of Smell N. Duration of Lesson: 40 Minutes O. Unit Title: My Five Senses P. Standards:

New York State Learning Standards in Elementary Science

Standard 4: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Performance Indicator: 3.1c Objects have properties that can be observed, described, and/ or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility; reflectiveness of light. New York State P-12 Common Core Learning Standard Standard Strand: Speaking and Listening for K-5 Grade: 1 Topic: Comprehension and Collaboration Item Number and Statement: 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups.

Unit Plan: My Five Senses Q. Materials: 1. Slices of apples, bananas, watermelon, lemon and oranges 2. Crayons 3. Fruit Slices Chart on the board R. Essential Questions: What body part do we use to smell? Why is it so important to have the sense of smell? What would our lives be like if we could not smell? Do all things smell good or do they smell bad too?

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VI.

INSTRUCTIONAL DATA:

C. Objectives: 1. The students will be able to use their sense of smell to help identify five different fruits and then draw a picture of the fruit. 2. The students will be able to make predictions base on their sense of smell. D. Assessment Plan: 1. The teacher will formatively assess the students ability to use their sense of smell to identify different objects. 2. The teacher will formatively assess the students ability to be creative when making predictions. VII. INSTRUCTIONAL PROCESS:

E. Opening/ Anticipatory Set:

Unit Plan: My Five Senses 1. Today we are going to learn about our noses. What do our noses help us do? Yes,

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they let us smell things! What are some things that you smell? Yes my nose helps me smell cookies baking in the oven, or smoke when theres danger. Our nose lets us know all kinds of important things. 2. One of my favorite smells is an apple pie baking in the oven. Yum! Or the smell of fresh flowers. Do you have some favorite smells? F. Main Body/ Procedure: 1. Today, we are going to put our noses to the test, we are going to try to guess what is each of the fruit containers. 2. The class will be broken down into groups of four; each group will have a set of canisters at the table. 3. Students will not be able to look inside of the canisters; they will only be able to make their prediction based on the smell inside of the container. One by one the students will pass around canisters one- four until everyone has a chance to smell what is inside. 4. Dont forget to keep your thoughts to yourself if you know what it is, wait until everyone has a try. After you discuss your answers if you think it is something different than your partner that is fine! Draw and color the object that you think it is. G. Closure/ Ending: 1. Teacher Talk: Boys and Girls, today you did a fantastic job working in your groups making predictions as to what you thought were in these canisters. Can I have one person from each group share what they thought was in the first canister, the second canister and so on

Unit Plan: My Five Senses 2. What were some of the characteristics of each of the four canisters? Was it the

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sweetness of the apple that gave it away, or the bad smell of the onion that you knew it couldnt be candy. Please raise your hand to give examples. 3. Tomorrow we are moving on to our next sense, lets see what we have in store for tomorrow! H. Accommodations/ Adaptations for Diverse Learners: 1. Seating accommodations made for students with vision or hearing difficulties, additional teacher guidance provided. Students who need more time or would like their own print out of the vocabulary words those will be provided to them prior to the lesson. 2. The teacher will provide all adaptions the students need that have IEPs and for ESL students. 3. The teacher will provide students with visual or learning disabilities additional assistance and clarification to what is being taught. VIII. PROCESS ANALYSIS: C. Reflection: I felt that creating this lesson was difficult, I tried to make them completely different than the cumulative lesson that is being done at the end of the unit but this lesson was very similar to the activity at the end. On the other hand, having an activity close to what the cumulative lesson is like may be helpful, this lesson would be a great introduction to what is coming later in the unit. That way during the last unit the students have an idea as to what is asked of them and they know how to go about the certain activity.

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I had a lot of fun coming up with this lesson; it is a very hands-on lesson, which I really enjoy for first grade students. Being able to smell different items and make predictions is fun. If I could do this lesson over I would add in a group chart for each group to create or have them make a poster on what they thought they smelled and what the item actually was. Also adding a homework assignment for students to bring in one item from home that you can hide in a canister like these, and have students guess what it is. D. Culturally Responsive Teaching:

Culturally Responsive Teaching is shown throughout the lesson. The students will be working in groups of four, making predictions and share their findings. Children are influenced to talk about their own prior knowledge or experiences they have had with the senses topic they may connect what they smell in their homes. This allows students from diverse backgrounds to share information with the class about different things they may smell at home compared to everyone else. Each child is explained rules about respecting values and idea of their peers.

V. OVERALL EFFECTIVENESS: ALL COMPONENTS OF THE LESSON ARE CONNECTED TO THE OBJECTIVES Clarity of Ideas A logical flow Developmentally appropriate activities Grade level appropriate actives

Unit Plan: My Five Senses I. LESSON DATA: S. Teachers First & Last Name: Brittany Duchmann T. Subject/ Content Area: Science U. Grade Level: 1st grade V. Lesson Topic: Sense of Touch W. Duration of Lesson: 40 minutes X. Unit Title: My Five Senses Y. Standards: New York State Learning Standards in Elementary Science Standard 4: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

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Performance Indicator: 3.1c Objects have properties that can be observed, described, and/ or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility; reflectiveness of light.

New York State P-12 Common Core Learning Standard Standard Strand: Speaking and Listening for K-5 Grade: 1 Topic: Comprehension and Collaboration Item Number and Statement: 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups. 3.

Unit Plan: My Five Senses Ask and answer questions about what a speakers says in order to gather additional information or clarify something that is not understood. Z. Materials: 1. Vocabulary of characteristics 2. Video on the sense of touch 3. Smart Board 4. 4 brown paper bags 5. 1 item in each of the bags with different textures

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AA.

Essential Questions:

1. What body part do we use for the sense of touch? 2. Are there any other body parts we can use for the sense of touch? 3. Why is the sense of touch so important in our daily lives? 4. What do you think it would would be like if you didnt have the sense of touch?

IX.

INSTRUCTIONAL DATA:

E. Objectives: 1. The students will be able to distinguish items according to their characteristics with their sense of touch. 2. The students will be able to work in groups to determine what the texture of an object is while on our sense of touch walk. 3. The students will be able to predict what object is inside of a container with only using their sense of touch.

Unit Plan: My Five Senses F. Assessment Plan: 1. The teacher will formatively assess the students ability to orally distinguish the characteristics of different objects. 2. The teacher will formatively assess the students answers on their walk, when they come back the group leader will share their results with the rest of the class. 3. The teacher will formatively assess the students ability to make predictions as to what is inside of the mystery bag with out using any other senses than touch. X. INSTRUCTIONAL PROCESS:

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I. Opening/ Anticipatory Set: 1. Teacher Talk: Boys and Girls today we will be continuing to learn about our five senses, today we will be covering the sense of touch. What body part do you think we use with this sense? 2. The teacher will then show the video to the students, this will introduce the students to what the sense of touch is about and why it is one of our senses. J. Main Body/ Procedure: 1. The teacher will have a few items in the front of the class, a rock, ball, and a piece of silk. The teacher will go over the different characteristics of different items. Then one by one an item will be held up to see what the characteristics would be. The items will be passed around the class so everyone has a chance to answer. This will get the students thinking of the different types of characteristics that are used to classify an item.

Unit Plan: My Five Senses 2. The teacher will ask the students to raise their hands and share their findings, each correct answer will be recorded on the board, we are looking to get at least three characteristics for each item so everyone must give at least one answer.

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3. Coming up with characteristics as a group helps the students get other ideas to what the teacher is asking and is a great modeling tool that students need. This will bring us right to the next activity. 4. Teacher Talk: Boys and Girls you did a great job coming up with characteristics of those items. Now we are going to break into three different groups and go on field trip. (Prior to this lesson I was able to have a parent helper for the day and an aid, which is why I was able to break into three groups). 5. Our Field Trip is only throughout the school, however you may look at items that you see through the windows. On your trip I want everyone to stop the walk, point out an item and give one characteristic of that item. Try to have a wide variety of textures; we all dont want to point out things that are the same! You will be given approximately 10-15 minutes to walk around and collect data, when your return you will need to decide a group leader to share your findings with the class.

K. Closure/ Ending: 1. When the three groups return. They will be asked to all sit together so they could share their answers with the class. The teacher will write each item down to keep a tally to show what items were chosen the most and the least.

Unit Plan: My Five Senses 2. Sharing with the class made others aware of some of the obvious textures they missed. Ex: the floors

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3. Teacher Talk: Boys and girls what did we learn today about the sense of touch? We pass these objects on a daily basis and Im sure that not many of us have every though, oh that brick looks very bumpy yet very shiny. Today we looked at items closer than we normally would and were able to give them different characteristics on how we thought they felt. L. Accommodations/ Adaptations for Diverse Learners: 1.The teacher will provide all adaptions the students need that have IEPs and for ESL students. 2. The teacher will provide students with visual or learning disabilities additional assistance and clarification to what is being taught.

XI.

PROCESS ANALYSIS:

E. Reflection: This lesson was designed for the students to be working in groups and sharing their findings within the group and to the whole class. I felt that working in groups was a better than individual work, this way you were able to listen to the characteristics others gave items. This lesson wasnt that easy to come up with. I tried to create a lesson that was not like the cumulative lesson which had students actually touching objects and guessing what they were based on characteristics. This allowed students to get up and be moving, however this lesson wouldnt of been able to happen if it werent for having an aid in the room or multiple parent assistance. If this

Unit Plan: My Five Senses were a higher-grade level you would be able to have a few people at a time go and look throughout the school but not first graders.

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I really liked creating this lesson; I have so many different ideas for activities I could do with my future class. After I would have an idea and come up with a plan I would think of something else. It was hard to incorporate more than one activity into the short 40-minute lesson. F. Culturally Responsive Teaching: Culturally Responsive Teacher is shown throughout the lesson. The students were at their seats discussing their predictions and observations throughout the first activity. They are able to use their prior knowledge and experiences to help them with their prediction. With asking the students what they may use their sense of touch at home and outside the class, this allows students diverse backgrounds to have different experiences, then they are able to share their information with the class.

V. OVERALL EFFECTIVENESS: ALL COMPONENTS OF THE LESSON ARE CONNECTED TO THE OBJECTIVES Clarity of Ideas A logical flow Developmentally appropriate activities Grade level appropriate actives

Unit Plan: My Five Senses V. LESSON DATA:

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J. Teachers Name: Brittany Duchmann K. Subject/ Content Area: Science L. Grade Level: First Grade M. Lesson Topic: Sight, Smell, Touch, Taste, Hear N. Duration of Lesson: 40 minutes O. Unit Title: My Five Senses P. Standards New York State Learning Standards in Elementary Science Standard 4: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Performance Indicator: 3.1c Objects have properties that can be observed, described, and/ or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility; reflectiveness of light. New York State P-12 Common Core Learning Standard Standard Strand: Speaking and Listening for K-5 Grade: 1 Topic: Comprehension and Collaboration Item Number and Statement: 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups. 3. Ask and answer questions about what a speakers says in order to gather additional information or clarify something that is not understood.

Unit Plan: My Five Senses Q. Materials: 1. 6 brown paper bags with items in them 2. Fruit Loops arranged by color 3. Slices of Lime, cinnamon, flour, sunflower seeds, and chocolate 4. Sliced garlic, onion, vanilla, vinegar

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5. Containers filled with marbles, beans, pennies, rice, cotton balls, and cheerios 6. Smart Board 7. Markers 8. Worksheets for each of the stations 9. My Five Senses Worksheet on the Elmo

R. Essential Question(s): What do we use our eyes, ears, hands, mouth and nose for? How do we use our five senses to learn about the world around us? How do the five senses help us to gather information around us? VI. INTRUUCTIONAL DATA:

B. Objectives: 1. The students will be able to identify their five senses through five different workstations. 2. The students will be able to show their understanding of the directions at each station by completing the corresponding worksheets.

C. Assessment Plan:

Unit Plan: My Five Senses 1. The teacher will formatively assess the students work in groups by walking around to make sure they are on task, following directions and are completing each stations worksheet correctly. 2. The teacher will summative assess the students ability to work in groups to come up with the correct answers for the five stations worksheets.

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VII.

INSTRUCTIONAL PROCESS:

E. Opening/ Anticipatory Set: 1. Teacher Talk: Boys and Girls, today is our last day of the five senses unit. Today will be a fun day to put your five senses to the test. Before we break down into five different groups I would like everyone to come up to the rug to have a quick review. 2. Who can name one of your five senses, who can name the body part that uses that sense. teacher will continue that pattern until all five senses are named. 3. The teacher will then read the safety rules and place them on the board so the students know what I am expecting of them. 3. On the Elmo the teacher will place the My Five Senses worksheet and call students to come up to fill in the blanks. F. Main Body/ Procedure: 1. Today we will be breaking down into five different stations, the hearing station, the sight station, the touch station, taste station, and the smelling station.

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2. At the hearing station their will be six containers with objects inside them, the students cannot see what is in each container. They will be asked to take a worksheet and start with the container #1 shake the container, make a guess as to what is in there, circle their answer on the sheet, and pass the container to the next group member. 3. At the sight station you will be asked to make a necklace out of fruit loops. This necklace must have a pattern. One of the colors needs to have more than three of the same color loops. 4. At the touch station students will be asked to use their sense of touch to guess what is placed in each of the mystery containers. At this station there are six different bags with items in there. You need to try to guess what the item is, then give characteristics of it on the corresponding line. 5. At the taste station students will have a variety of foods that they are going to taste and write down a characteristic that goes along with each sample. Our tongues can taste for four different kinds of flavors: sweet, sour, salty and bitter. At this station you will need to complete the worksheet where you list the item you tried and a characteristics to how you thought it tasted. 6. At the smelling station the students are going to put their noses to work, to try to guess what is inside each cup just by smelling them. Now remember, when you give the cup a sniff, you might know right away whats inside of it, and you might feel like you want to shout out the answer. But that wouldnt be fair to the others in your group that havent smelled it so please keep it to yourself until everyone has a turn then you can discuss what you think is in there. At

Unit Plan: My Five Senses this station you must complete the worksheet by circling items that you feel smell good and on the bottom, draw two things that you think smelled bad from todays lesson. G. Closure/ Ending:

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1. Teacher Talk: Boys and Girls, if you could please stop what you are doing, clean up your station and head back to your seat. Everyone did a great job with following directions and completing the stations work in a timely manor! Who can tell me what the five senses are, what body parts go along with them, why are all of the senses so important in your daily life? 2. Does anyone have any questions or comments about todays stations? 3. HOMEWORK: The students homework is a small five senses booklet. Instead of putting your five senses to the test at school, I would like you to go home and use your five senses and write down what your senses picked up and draw a picture of your findings.

H. Accommodations/ Adaptations for Diverse Learners: Seating accommodations made for students with vision or hearing difficulties, additional teacher guidance provided. Students who need more time or would like their own print out of the vocabulary words those will be provided to them prior to the lesson. VIII. PROCESS ANALYSIS: C. Reflection:

Unit Plan: My Five Senses When I was creating this lesson it was hard to come up with activities that were completely different that the ones that were done in the pervious lessons.

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This lesson as very fun yet some what complicated to design. For each station, I was nervous that I put too much or not enough information to do during the fivesix minutes. I felt it was beneficial that for each station I created a folder with directions and a vocabulary sheet. If students did not pay attention or need to look back at what was asked for each station they are able to re-read those and then ask the teacher additional questions if needed. I had a good time creating this lesson, I though it was a good idea to have a cumulative lesson of all the five senses at the end of the unit, to pull everything together and have the students work on all of them in one lesson. This is a lesson that I will use in my classroom one day. I thought this was a great lesson to teach children and there are so many different ways to teach each of the five senses. D. Culturally Responsive Teaching: Culturally Responsive Teaching is shown throughout the lesson. All of the students are able to work together in different stations and share their findings. Children are influenced to talk about their own prior knowledge or experiences they have had with the senses topic. Students who know an individual who is deaf or blind may share their information they have to their group or the whole class. Sharing that information would be great, many young children are not around people with disabilities to it will open their mind up to what their life is like due to the fact that they dont have all of the five senses like you do. This allows students from diverse

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backgrounds to share information with the class. Each child is explained rules about respecting values and idea of their peers. IX. OVERALL EFFECTIVENESS: ALL COMPONENTS OF THE LESSON ARE CONNECTED TO THE OBJECTIVES Clarity of Ideas A logical flow Developmentally appropriate activities Grade level appropriate actives