SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Jasmine Porter
Science
Pre- Kindergarten
35-40 minutes
There are many different ways to explore matter.
The tools you need to explore matter are already on
your body.
You can guess about what will happen or what the
object is before you explore the matter.

How do we explore matter?

What do we use to explore matter?
What tools do we need?
How do we make accurate guesses before we explore?
3.2PK.A.6- Participate in simple investigations of matter
to answer a question or to test a prediction.

Objective

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

The student will be able to individually identify what

object they are exploring using their senses 8/10 times.
Evaluating: the student will use the five senses to
evaluate which object would make the most sense.
Level 2: students will use their knowledge of the five
senses to decide how best to explore an object.
During the activity, I will be observing and documenting
when the students guess the object correctly using
their senses
Before the lesson, I will ask students to name the five
senses and the organ each sense is attached to.
After the activity, I will have a class discussion where I
will be looking for words that describe their use of the
senses and words like I thought it was this- showing
predictions in their thought process
Empowered learner: Students leverage technology to
take an active role in choosing, achieving and
demonstrating competency in their learning goals,
informed by the learning sciences.
Learning and innovation skills- students will use their
critical thinking skills to decide what the object is based
on their senses

CK

Accommodation
s, Modifications

Jalil will need the computer with a mouse to make it

easier to click on the object he wants. It is hard to use
the fine motor skills with muscular dystrophy. He will
also need assistance moving from station to station
depending on how long they spend at each station.
Muscular dystrophy makes it difficult to begin
movement after prolonged periods of sitting still.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

3.2PK.A.6- Participate in simple investigations of matter

to answer a question or to test a prediction.
Students will be learning how to use the five senses to make
predictions about objects using their senses and
rationalization skills

Introduction

Activating Prior Knowledge

have you ever not known what something was and tried
to figure out what it was?
Hook/Lead-In/Anticipatory Set
You Cant Taste a Pickle With Your Ear- Harriet Ziefert
Big Idea Statement
There are many different ways to explore matter.
The tools you need to explore matter are already on
your body.
You can guess about what will happen or what the object
is before you explore the matter.
Essential Questions Statement
How do we explore matter?
What do we use to explore matter?
What tools do we need?
How do we make accurate guesses before we explore?
Objective Statement
The student will be able to individually identify what
object they are exploring using their senses 8/10 times.
Transition
To prepare students for lesson, I will do the if you hear
me ex: if you can hear me touch your nose, then we
will go to the carpet once they are quiet
Key Vocabulary
Touch
Hearing
Taste
Sight
Smell

Explicit
Instructions

CK

Lesson
Procedure

PreAssessment of Students
I will askstudents if they know the five senses and what
organ is involved when using them.
Modeling of the Concept
Before we begin the lesson, ask the pretest question and
see what the students think their five senses are.
Have a picture when the students guess correctly to put
up on the board of each of the senses and the organ
used for them,
After students correctly guess all 5 senses, I will show
them the different stations that are already set up on
each of the tables.
I will explain to them how they will go from station to
station and use one of their five senses at a station.
One station will be used for touch where the students
will stick their hand into a bag and try to guess what
they are touching. Another station will be used for
hearing. That station will be animal sounds and the
student has to guess which animal it is. The third station
will be for smell and there will be cotton pads that have
scents on them and the students have to guess. The
fourth station will be used for taste. Students will be
blindfolded while their group member feeds them a
food, the student will then guess what it is. The last
station will be sight. Since students use this all the time,
they will have the opportunity to test their sight with an
eye chart.
After I explain all of the stations, I will break up the
students into six small groups to explore the stations.
Guiding the Practice
I will use a timer so students have the same amount of
time at each station.
During the station time, I will be walking around the
classroom and observing, looking for sensory words like
it feels like and I hear etc.
I will also be asking students if they have questions
about their station
Providing the Independent Practice
The last station is a computer game with Sid the Science
Kid called I sense where the students will try to guess
the object Sid is describing using his senses. This will
expand the students knowledge on how to describe the
objects they experience using the sensory words. It will
also allow them to make predictions and check them
with what Sid describes.
Transition
After every student has had an opportunity to visit each
station, I will have them come back over to the carpet
by skipping carefully.

Reading
Materials
Technology
Equipment
Supplies

You Cant Taste a Pickle with Your Ear by Harriet Ziefert

Cards with the different senses written on them and a
picture of the organ used for the sense
Computers or ipads for games (with mouse for Jalil)
Headphones and sound recordings for the animals in the
listening station
Cards with pictures of the animals with numbers next to
them for checking
Different foods to taste (remembering allergies in the
classroom)
Cotton pads with different scents on them for smelling
Eye chart with an eye cover
Blindfolds for the tasting station
Bags with different, safe objects for touch exploration
Evaluation of
Formal Evaluation
the
Observing and documenting when students predict what
Learning/Master
they are smelling, tasting, or hearing correctly
y of the
Informal Evaluation
Concept
Walking around the classroom and asking students
about their experiments in the stations and what they
think it will be and what it is in reality.
Closure

Teacher
Self-reflection

Summary & Review of the Learning

After the stations, I will call students back to the carpet
and we will discuss the results of the stations. I will ask
them if they liked the activity or if there was something
that I could change
Homework/Assignments
Find 5 things thing at home: one thing for each sense
hearing, seeing, touching, tasting, and smelling and tell
me about them tomorrow in class
N/A