SIOP Lesson Plan Template 4

Date: July 11, 2017 Grade/Class/Subject: kindergarten

Unit/Theme:5 senses
Standards: Differentiate between the
five senses and related body parts.

Content Objective(s): Students will be able to name the five sense by pointing to the
body part that connects with a sense.

Language Objective(s): Students will be able to listen and sing a 5 senses song as a
class. (Name which body part corresponds to a sense)

Higher order questions: Which of the five senses is the most important? Why?
What location a way we can use all five senses?

Differentiated higher order questions: What sense is most important to you?

Where could we use all five senses?

Key Vocabulary Supplementary Materials

ears, eyes, nose, tongue, fingers, body 5 senses book by Aliki
part, sight/seeing, hearing, 5 senses song
smell/smelling, taste/tasting, paper
touch/touching markers

SIOP FEATURES

Preparation Scaffolding Group Options

Adaptation of content Modeling X Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading X Hands-on Individual
Writing Meaningful Group
X Speaking X Linked to objectives Written
X Listening X Promotes engagement Oral

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Lesson Sequence:
Step 1: Using a sheet of chart paper or the whiteboard, introduce the vocabulary
and pictures for the lesson: ears, eyes, nose, tongue, fingers, body part,
sight/seeing, hearing, smell/smelling, taste/tasting, touch/touching. As you go
along, have students point to their body parts also have visuals so students can
see as well as touch.

Step 2:
Background: Ask students what they know about the five sense and if they
know the five sense. See if any of the students can name any of the five senses
and what we use them for or what each sense does.
Step 3: Watch a brain pop jr. video on the five senses
Step 4: Teach students the following "Senses Song" to the tune of "Head,
Shoulders, Knees and Toes":

See (point to eyes)

Hear (point to ears)
Smell (point to nose)
Taste (point to tongue)
And touch (wiggle fingers in the air)

See (point to eyes)

Hear (point to ears)
Smell (point to nose)
Taste (point to tongue)
And touch (wiggle fingers in the air)

We use our eyes (point to eyes),

ears (point to ears),
nose (point to nose),
tongue (point to tongue),
and our fingers (wiggle fingers in the air)
To
See (point to eyes)
Hear (point to ears)
Smell (point to nose)
Taste (point to tongue)
And touch (wiggle fingers in the air)

Step 5: Next, we will read the book 5 senses by Aliki.

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 SIOP Lesson Plan Template 4
Step 6: After reading discuss the five senses and ask questions:

Name the five senses

Point to the body part that correlates with each sense

How do our five senses help us?

What sense do you use the most?

Differentiation: For EL students, there will be visuals and hand movements to

help learn the vocabulary.

Assessment: Exit ticket with a picture that represent and then they must
match it to the sense

Food-taste/ music-hearing / touch-dog or cat/ smell-flowers/ sight- anything.

Or the card will have a picture of a body part and they must match it to the
right sense (nose=smell eyes=sight tongue= taster ears=hearing hands=touch)

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 SIOP Lesson Plan Template 4

Date: July 12, 2017 Grade/Class/Subject: kindergarten

Unit/Theme:5 senses
Standards: Differentiate between the
five senses and related body parts.

Content Objective(s): Today we will understand our sense of smell by using hands on
learning materials and by making a Five Senses Journal about their senses.

Language Objective(s): Today we will compare and contrast two smells by smelling
them then writing in our five senses journal.

Higher order questions: Why and how do humans use our sense of smell?
Do animals have a sense of smell like humans do?

Differentiated higher order questions: How do we use our sense of smell?

Do animals use smell the same as humans?

Key Vocabulary Supplementary Materials

ears, eyes, nose, tongue, fingers, body
part, sight/seeing, hearing,
smell/smelling, taste/tasting,
touch/touching
Five senses journal, pencils, crayons,
strongly scented items for scent
activity, such as cloves, peanut butter,
cotton ball soaked in perfume,
chocolate

SIOP FEATURES

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 SIOP Lesson Plan Template 4

Preparation Scaffolding Group Options

X Adaptation of content X Modeling X Whole class
Links to background X Guided practice X Small groups
X Links to past learning X Independent practice Partners
X Strategies incorporated Comprehensible input X Independent

Integration of Processes Application Assessment

Reading X Hands-on Individual
X Writing Meaningful X Group
X Speaking X Linked to objectives Written
X Listening X Promotes engagement X Oral

Lesson Sequence:
Step 1: Read aloud a book about smell. Sniff, Sniff a book about smelling.

Step 2: Ask students, "Which body part do we use to smell?" Brainstorm the
things they can smell and record their responses on the Smell chart paper and
print or draw picture to go with their responses so they know what the words
represent. Post chart paper in the classroom for students to see and refer to. We
are going to sing our five senses song we learned yesterday to review the five
senses.

Step 3: Introduce students to the Five Senses Journal. Give each student a journal
and explain how each page works. Each page has one of the five senses written at
the top along with an image or visual to help students know what each page is. I
will explain to the class that these are our five senses journal and that where are
going to write, draw and glue things in our senses journal to help us learn about
our five senses. The first page is our smell page to go with our first lesson on
smell/smelling.

Step 4: Begin the Smell Activity.

1. Break students into groups of four to explore the smells in the containers.
(chocolate, perfume, spices, peanut butter, candles of different scents,
coffee, flowers, fruit, etc.)
Students will be split into groups by mixed ability grouping and language

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 SIOP Lesson Plan Template 4
proficiency.
2. Have students guess what items are in the containers based only on the
smell.
3. Have students record the things they can smell by drawing and writing (at
any level this can include pictures or words) in their Five Senses Journal.
4. Encourage students to add items they can smell that were not included in
the exploration. They can include items generated in the discussion or
books we have read.

Step 5: When most groups are finished with the activity, gather students together
in a circle and have each student share one item he/she drew or wrote about that
can be smelled and show their book to the class.
Differentiation: For EL students there will be visuals, and mixed ability grouping to
better help their understanding in small groups. Have pencil grips to help students
who cant hold a pencil correctly. Have the words in dotted lines so the students
can trace the words so they can learn the path of movement and how to form
letters.

Assessment:

Date: July 13, 2017 Grade/Class/Subject: kindergarten

Unit/Theme:5 senses
Standards: Differentiate between the
five senses and related body parts.

Content Objective(s): The students will learn that we have taste buds that help us taste
different things by tasting and trying different foods.

Language Objective(s): The students will use and agree or disagree on what taste describing
words, such as salty, sour, sweet, bitter should be used for different foods that we try.

Higher order questions:

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 SIOP Lesson Plan Template 4
Why do you think it is important that we be able to taste?
Would you have a favorite food if you couldn't taste?

Differentiated higher order questions:

Why do we taste food?
Could you have a favorite food if you could not taste?

Key Vocabulary Supplementary Materials

tongue, taste/tasting, sweet, sour, salty, Taste graphic organizer
bitter Food for each of the tastes (lemon, pretzels,
chocolate, and grapefruit)
Five senses journal
Pencils/crayons
Glue
scissors
SIOP FEATURES

Preparation Scaffolding Group Options

Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

Lesson Sequence:
1. Tell your students that they will be learning about their sense of taste today. Go around the class and ask
your students about the taste of the food they ate for breakfast. Have them explain using descriptive words.
2. Tell your students to think about the food they plan on eating for lunch. Ask your students to name the food
and describe if the taste of that food will be sweet, sour, salty, or bitter. Go around the class and ask your
students about the name and taste of their food. Ask your students why none of them mentioned their food
having a bitter taste, if that is true.
3. Ask your students to complete the Sense of Taste graphic organizer with a partner.
Ask your students to cut and paste the appropriate picture for each taste. Go over the worksheet as a class to

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 SIOP Lesson Plan Template 4
check for understanding.

Have students work in groups of four to explore the sense of taste with the sour (lemon),
salty (pretzel), and sweet (chocolate), bitter (grapefruit)). Each student will get to try a
little of each taste sour, sweet, bitter, salty. The groups will talk and compare each of the
foods. Students will once again be broken into groups by mixed ability levels so the
groups will have a mixture of different academic levels, language levels and learning
styles to best help everyone with their learning needs.

Have students record the things they can taste by drawing and writing (at any level) in
their Five Senses Journal.
Encourage students to add items they can taste that were not included in the
exploration. They can include items generated in the discussion or things they have
eaten today or yesterday.

When groups are finished with the activity, gather students together in a circle and have
each student share one item he/she drew or wrote about that can be tasted.

Differentiation: I will have sentence starters for their journals to help students writing.
My favorite food is
I did not like.
The _______ is bitter/sweet/sour/salty.
Students may also draw pictures.
There will be typed out phrases and pictures for the EL students or any student to paste
in their journal.
Have words and sentences that the students can use to trace to work on path of
movement and letter formation.
For the graphic organizer for the ELs will have an example in each box so they know what

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 SIOP Lesson Plan Template 4

kind of food taste goes in the right square.

Unit/Theme:5 senses Standards: Differentiate between the

five senses and related body parts.

Content Objective(s):

Language Objective(s):

Key Vocabulary Supplementary Materials

Hearing, ears, sound, deaf

SIOP FEATURES

Preparation Scaffolding Group Options

Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

Lesson Sequence:

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 SIOP Lesson Plan Template 4

Differentiation:

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 SIOP Lesson Plan Template 4

Date: July 11, 2017 Grade/Class/Subject: kindergarten

Unit/Theme:5 senses
Standards: Differentiate between the
five senses and related body parts.

Content Objective(s):

Language Objective(s):

Key Vocabulary Supplementary Materials

Senses, sight, touch, feel, seeing

SIOP FEATURES

Preparation Scaffolding Group Options

Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

Lesson Sequence:

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 SIOP Lesson Plan Template 4

Reflections:

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