Signature Assignment: UBD Lesson Plan. Unit Overview

Transcription

1 Unit Title: Our Five Senses Teacher: Grade Level: Kindergarten Dates: Monday, December 10-12, 2012 Resources used in planning: Signature Assignment: UBD Lesson Plan Unit Overview 1 Purpose: This unit will include the exploration and examination of our five senses sight, smell, and taste, hear and touch. By the end of the unit, students will be able to identify their five senses, understand the function and purpose of each sense and share their knowledge of the five senses. 1. Set of books including: My Five Senses, You See with Your Eyes, Knowing about Noses, Tasting, Hearing Things and You Touch with Your Fingers 2. Website: Five Senses Teaching Theme Ideas and 5 Senses Activities at Little Giraffes (Five sense teaching theme ideas and 5 senses activities at Little Giraffes, 2010) 3. Website: Squidoo (How to teach the 5 senses to kids, 2012) GLOs: (General Learner Outcomes (GLOs) Rubrics) Self-Directed Learner: The ability to be responsible for one's own learning I sat on the carpet and listened to the story. Community Contributor: The understanding that it is essential for human beings to work together My group worked together. Complex Thinker: The ability to be involved in complex thinking and problem solving I know what my senses are. Quality Producer: The ability to recognize and produce quality performance and quality products I wrote my name on my paper and I wrote neatly. Effective Communicator: the ability to communicate effectively Mrs. Provenza, I do not understand. Standards and Benchmarks: HCPS III Science Benchmarks: SC.K.1.1: Use the senses to make observations (Standards-Based Report Cards, 2012)

2 2 Content: To teach this lesson I will use the backward design approach: stage 1 desired results, stage 2 assessment evidence and stage 3 learning plan. These stages include the 6E method of instruction. The Big Ideas for this unit are: we use our five senses to help us navigate our way in our surroundings. We use our eyes to see, we use our nose to smell, we use our ears to hear, we use our mouth (tongue) to taste and we use our fingers and hands to touch. The content knowledge I need, to teach this unit, includes the following vocabulary: senses, sight, smell, taste, hear and touch. I have to be able to link the five senses and explain their relationship. To be a facilitator of learning, I have to be able to answer questions and help students understand the connection of our five senses to real life applications. Unit Outline: The interrelation of this lesson is: we use each of our senses all the time, sometimes alone and sometimes in combination with another. The students will work together to explore their senses. The students will discuss when they use their senses. The progression of the lesson will start with students talking about their senses, to exploring the different ways we use our senses, to understanding why we have senses and their importance. Student Learning Outcomes: Lesson Plan Day 1 Assessment Plan: By the end of this lesson day, students will: Be familiar with the terminology: senses, sight, smell, taste, hear and touch Know they use their eyes to see, nose to smell, mouth (tongue) to taste, ears to hear and hands and fingers to touch Resources Used in Teaching This Lesson: Set of short books including: My Five Senses You See with Your Eyes Knowing about Noses Tasting Hearing Things You Touch with Your Fingers Students will be assessed on their knowledge by teacher observation. Students will share their prior knowledge regarding the five senses. Other Materials: No other materials will be used for lesson plan day 1.

3 3 Procedures: a. Introduction: Students will be asked to gather at the carpet to start their science lesson. Inquiry will begin with the following questions: do you know what part of your body you hear with? see with? smell with? taste with? and feel with? (How to teach the 5 senses to kids, 2012). Students will be asked to give examples of each. Students will be asked if they know what we call all of these things sight, smell, taste, hear and touch. Tell students they will learn about the five senses over the next three days. Inform students, for lesson day 1, they will hear stories about their senses and then they will discuss each. b. Developing: Read You See with Your Eyes and discuss. Have students give examples from the book. Read Knowing about Noses and discuss. Have students give examples from the book. Read Tasting and discuss. Have students give examples from the book. Read Hearing Things and discuss. Have students give examples from the book. Read You Touch with Your Fingers and discuss. Have students give examples from the book. Read My Five Senses and discuss. Have students list the five senses. c. Conclusion: Lesson plan day 1 students were introduced to their five senses. They learned terminology and inquired about all five senses. Adaptations, Extensions, and Accommodations How will you adapt or extend the lesson for students at different levels? This lesson can be extended, for students at different levels, by having students make observations about the five senses. What accommodations are planned for students with special needs? ** Students with special needs will be included in all aspects of the curriculum. Students who have a hard time hearing and/or seeing will be asked to sit at the front of the group. Students with behavioral issues will also sit in the front and encouraged to participate. For good behavior, students will be rewarded with a sticker.

4 4 Student Learning Outcomes: Lesson Plan Day 2 Assessment Plan: By the end of this lesson day, students will: Be able to provide specific examples of sight, smell, taste, hear and touch Resources Used in Teaching This Lesson: Tray with 5 objects: pencil, glue, crayon, scissor, paperclip Solid containers with different food items (pear, apple, peppermint, garlic, onions) Small plates with sample size M&Ms, pretzel, pickle, dark chocolate chips Five shoeboxes with filling: cotton, marbles, play dough, Brillo Pad, porous rock (Five sense teaching theme ideas and 5 senses activities at Little Giraffes, 2010) Procedures: Students will be assessed on their knowledge by teacher observation. Other Materials: Activity worksheets to match the activity stations. **If available, a teaching aid or volunteer would be helpful to expedite the activities. a. Introduction: Students will be asked to gather at the carpet to start their science lesson. Inquiry will begin with the following questions: who remembers what we talked about yesterday? Who can tell me the 5 senses? Who can give an example of each sense? Inform students they will participate in 5 group activities. For each activity, the students will take turns exploring the materials. The students will discuss what they see, smell, taste, hear and touch. Students will be asked to remember the rules of the classroom and to remain respectful, resourceful and responsible. b. Developing: Sight: Students will work in groups for this activity. Each group will have a tray with 5 objects. Each student will take turns removing one of the objects while the other students guess which object is missing. Smell: Students will work in groups for this activity. Each group will have 5 solid containers, labeled 1, 2, 3, 4, 5. The containers will have small holes poked in the top (so they cannot see inside). Each group will have an activity sheet, numbered one through five. Each number will have a picture of the items inside the container. The students will take turns smelling the tops of

5 each container and writing the number to match the item in the container. 5 Taste: Students will work from their desk for this activity. Each student will get one plate with four different foods. Each student will have an activity sheet with four blocks labeled: sweet, salty, sour and bitter. The students will have an opportunity to taste each food and then identify if the food is sweet, salty, sour or bitter. The activity will be completed as a class so those who are unable to read the words will be able to mark their activity sheets accordingly. Hear: Students will work together as a class. The students will remain at their desk and the groups from earlier will take turns coming to the front of the room. The students, at their seats, will face the back wall while the students in the group, stand at the front of the room. One student will say the name of the school, and then the students who are at their desks will have to guess which student said the name of the school. Each group will have an opportunity to come to the front of the room. Touch: Students will work in groups for this activity. Each group will have five labeled shoeboxes, which have been taped together with a hole cut out at one end and a flap of material stapled on the inside, to hide the item. Each group will have an activity sheet, numbered one through five. Each number will have a picture to represent the items in the box. Taking turns, the students will stick their hands in the box and match the item in the box, to the item on their activity sheet. c. Conclusion: Lesson plan day 2, students had an opportunity to explore their senses. They participated in group and class activities that allowed them to explore the uniqueness of their senses. Adaptations, Extensions, and Accommodations How will you adapt or extend the lesson for students at different levels? This lesson can be extended for students at different levels by overlapping the curriculum with other subjects, such as math. Students could graph their likes and dislikes at each of the stations. What accommodations are planned for students with special needs? ** Students with special needs will be included in all aspects of the curriculum. Students who have a hard time hearing and/or seeing will have a partner to work with. The teacher will assist these students as needed. Students with behavioral issues will be put in groups with students are self-directed learners. The teacher will assist these students as needed and will offer reminders if there is a behavioral problem.

6 6 Student Learning Outcomes: Lesson Plan Day 3 Assessment Plan: By the end of this lesson day students will: Be able to identify their senses, match their senses on an assessment worksheet, give examples of each and give one reason why each sense is important. Resources Used in Teaching This Lesson: Assessments worksheet ** The assessment sheet will be numbered one through five. Each number will have a picture of an eye, nose, mouth, ear or hand. There will be 10 items lined on the right side of the paper. The students will have to draw a line from the item on the right side of the paper to match the sense on the left side. Procedures: To close out the lesson, students will be assessed on their knowledge in two ways: discussion and assessment worksheet. Other Materials: Students will need a red, orange, blue, green and purple crayon. To clearly identify their answers, students will use one color crayon for each sense. a. Introduction: Students will be asked to clear their desks and take out their crayons. The instructions will be to write their name and class number at the top of the paper. Students will be asked to match the senses to the items on the worksheet, using a specific color crayon. Once the students have completed the worksheet, they will come to the carpet to discuss what they learned about senses. b. Developing: Students will discuss, as a class the activity from the day before. They will each have an opportunity to share something they learned from one of the activities. Students will be asked to give one example why senses are important and how they help us live our lives. c. Conclusion: Lesson plan day 3, students were assessed on their conceptual understanding of senses. They had two different opportunities to demonstrate their knowledge.

7 7 Adaptations, Extensions, and Accommodations How will you adapt or extend the lesson for students at different levels? This lesson can be extended for students at different levels, by identifying the body part and explaining what the function is for each, in essay form. What accommodations are planned for students with special needs? ** Students with special needs will be included in all aspects of the curriculum. Students who have a hard time hearing and/or seeing will be asked to sit at the front of the group. Students, with behavioral issues, will also sit in the front and be encouraged to participate. For good behavior, students will be rewarded with a sticker. While taking the written assessment, the teacher will offer assistance to these students as needed. Strengths of Plans: Analysis Possible Modifications: This unit plan is efficient because students have an opportunity to inquire and explore on their own. They can make observations and explain their ideas with the group. The activities, for the students, are engaging and interactive activities that students will enjoy participating in. At the end of the lessons, students have an opportunity to elaborate on what they have learned. The assessments for the activity are reflective of the learning. The assessment is age appropriate for this grade level. Reflections: This lesson could be modified by either simplifying the curriculum, or increasing the level of difficulty based on the student population. Strength: The lesson plan is well thought out and organized. It follows the instructions and rubric standards set forth by the instructor. The lesson plan could be implemented in any kindergarten class in the United States. Weaknesses: There was a lot of information and materials needed to formulate this lesson. Although I feel students would appreciate and learn from the activities, they are time consuming. It may not be possible to have all three lessons consecutively.

8 8 Performance Tasks Rubric ME (Meets with Excellence) With accuracy: Student is able to identify all five senses and give an example of each. Example Response to Learning Activity: My five senses are seeing, smelling, tasting, hearing and touching. I use seeing to read a book. I using smelling to smell a flower. I use taste when I eat my food. I use hearing to listen to my teacher. I use touch to hold my pencil. DP (Developing Proficiency) With few significant errors: Student is able to identify at least three senses and give an example of each. Example Response to Learning Activity: I can list some senses: seeing, smelling, and tasting. I can see the book. I can smell the food and I can taste the food. MP (Meets with Proficiency) With no significant errors: Student is able to identify at least four senses and give an example of each. Example Response to Learning Activity: I can list some senses: seeing, smelling, tasting and hearing. I can see the book. I can smell the flower, I can taste the food and I can hear music. NY (Not Yet) With significant errors: Student is unable to identify no more than two senses (or none) and give an example of each (or none). Example Response to Learning Activity: I do not know what a sense is. I do not know any examples. References Cited Five sense teaching theme ideas and 5 senses activities at Little Giraffes. (2010). Retrieved from Our Five Senses Teaching Theme: General learner outcomes (GLOs) rubrics. (n.d.). Retrieved 2012, from Hawaii Department of Education: How to teach the 5 senses to kids. (2012). Retrieved from Squidoo: http// Standards-based report cards. (2012). Retrieved from Hawaii Department of Education: