ED 338 LESSON PLANNING FORM

Ivelisse Gonzalez Lozano

Lesson Plan 3-Science
Miss Amanda Jasinski-Cooperating Teacher
Grace Christian Academy
Taught: November 20, 2017
Videotaped

The Learner(s)
Discuss your learners’ context
 What is their general level of development (developmentally appropriate; knowledge of child
development & learning)?
o Per Miss Jasinski: Students are at the beginning stages of kindergarten, so they are
gaining the skills & knowledge for the framework of skills they will need for up-
coming grades, such as gaining number sense and identifying letters and sounding
out words.

 What are their interests (knowledge of strengths, needs, interests) and lived experiences, (indi-
vidually and culturally appropriate; knowledge of students & community)
o Per Miss Jasinski: Students have a broad range of interests from superheros to di-
nosaurs to Shopkins. The class as a whole especially enjoys hands-on activities.
For lived experiences, the students come from a variety of homes as well as socio-
economic statuses. There are some students who have had previous class experi-
ence, whereas for some students, this is their first time in school.

Rationale
Given your answers to the above, describe your rationale for teaching this lesson in this way to
these students. (How does the information you gathered about the preferences, development and past
learning inform the way you plan to teach this lesson)

The five sense are important in our everyday life because they work together to let our brain know what is
going on around us. We use at least one of our senses every moment of everyday and they are on duty even
when we are asleep. They help keep us safe by warning us of any danger.

Outcomes/ Goals

Standards
What relevant content and anchor standards connect to this learning experience? (Cite information
from the Early Learning Standards, Common Core Standards or Next Generation Science Stand-
ards.)

Next Generation Science Standards: Kindergarten

SC.K.L.14.1 Recognize the five senses and related body parts.

Learning Objective
What will students be able to do as a result of this learning experience? Frame your response in an
"I can" statement (kid-friendly language – found on Moodle).

Students will be able to identify all five senses.

Students will be able to identify the body parts related to each of the five senses.

Kid Friendly Objective:

I can state what my five sense: see, hear, touch, smell, taste.

Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to students?
Describe formative and summative assessment strategies. Provide examples of how you will keep
track of students' learning (chart, conversational notes, rubric for analyzing student work, etc.)

Students will show understanding by using the correct sense to identify an object. Evaluation will
be based on participation and appropriate guesses during activities.

Students will also complete an activity sheet where they will cut and paste the five senses to their
corresponding body part. I will leave this with Miss Jasinski (or give to them next time I come in)

Academic Language Demands (see additional handouts on Moodle,week 3 student resources folder)
What are the academic language demands of this lesson? From the edTPA "Making Good
Choices" handbook:

"Language demands include the oral, visual, and written language that students need to understand
and use in order to complete learning tasks successfully within your learning segment. Academic
language demands are so embedded in instructional activities that you may take many for granted,
especially when you are a subject-matter expert. It is therefore important to examine learning tasks
and consider what language your students need to:

 Understand (What will they need to read, listen to, think about?);
 Communicate (What will they need to speak about, write about, connect to?); and
 Perform (What will they need to sing, play, demonstrate, express, read, create and
expectations for acceptable forms?).

These language demands include

 a language function (linked with verbs in objectives),
 important vocabulary and/or
 symbols, syntax and/or discourse.
The focus should be on new or partially mastered language demands that are central to the planned
learning tasks."

Sight
Objects within the sensory station
Accommodations / Strategies for Differentiation
What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.

If a student cannot identify and object have them describe it using varying words.

Materials/ Resources
What materials and resources will your students and you need for this lesson?

 Objects that will go into the five sensory bins in the sensory stations.

Procedures w/Instructional strategies (Task Analysis, Scaffolding, Behavior Reflections, Paraphrase, Mod-
eling, Effective Praise, Telling, Explaining, Questioning, and Turn &Talk/Pair Share...) (anticipated duration)

 Introduction
How will you engage the students in the important and essential ideas at the beginning of
the learning experience? What open-ended questions might you ask to activate their curi-
osity and wonder? What connections can you make to their interests and strengths?

I will stand in front of the room and start whistling and waving my arms around. Once students are
paying attention I will ask them what they saw/heard me doing. I will then ask how they know I
was making that movement/sound.

I will tell them that we use our senses every day to identify sights, sounds, smells, tastes, and tex-
tures around us. Then I will ask students the following questions:

 If you pet a kitten, how does it feel?

 If you bite into an ice cream cone, what does it taste like?
 What do we hear every day at the end of the school day?
 If someone is cooking, what might you smell?
 If you close your eyes, turn to the right, and open them, what do you see?
 Each day we use all five sense: sight, smell, taste, hearing, and touch to explore the world.

I will explain that that seeing, hearing, smelling, tasting, touching, and feeling are the five senses.
Tell children that people use their senses to learn about the world.

 Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and expecta-
tions of the learning experience? (Modeling, scaffolding, questioning, reviewing norms for
group work, co-constructing a rubric for self assessment, other?)

Using a simple drawing on the board, I will:

1. Draw a stick figure without eyes, ears, mouth, nose, or hands.
2. I will as the student to think about the important features that the person is missing.
3. I will prompt them to suggest that the figure needs eyes, ears, nose, mouth, and hands.
4. I will draw each body part on the board as students mention them.
Ask students to identify how each sense is experienced. Sight = eyes, Smell = nose, Taste = tongue
(mouth), Hearing = ears, Touch = hands (feet)

 Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson?
What will you do to support and probe their thinking as they engage with ideas?

I will explain that we will be going to a sensory center, and explicitly explain my expectations at
this center. I will have some students repeat my instructions/expectations.

Sensory Centers
Organize a sensory center for each of the five senses.

 Sight: I will have a tray/container with 5-10 items on it. (Items might include a leaf, cotton
ball, rock, crayon, and rubber band). I will let students study the tray and then tell me what
they see.

 Sound: I will fill 12 or more small boxes with small items such as paper clips, rice, peb-
bles, pennies, and marbles. Could listen carefully and identify the sound.

 Touch: I will put a variety of items in a box for children to feel (rocks, leaves, toy car,
etc.). Then have them identify and describe the texture of each object.

 Smell: I will fill brown envelopes with items such as cinnamon, potpourri, vinegar, per-
fume, and garlic. I will encourage students to identify and describe the smells without look-
ing into the envelopes.

 Taste: I will have different snacks for students to taste and identify what they are.

Questions to ask:
Why do you think that?
So are you saying…?
Does anyone have a different idea about this?
Can anyone add on to what ___is saying/suggesting?
Can you think of another example?

 Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for shar-
ing, and how do you anticipate that you will connect their individual or group work with
the learning objectives and assessment methods?

Explain to students that they have just used all five senses to learn more about their world.
I will ask a few students to share what their experience was at the different centers.
Also, I will ask someone to reiterate the importance of knowing our five senses.

 Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the
next time that students will engage with the ideas as well as to the next moment of the day?
We will clean up one table at a time. We will meet at the carpet and students will follow the pro-
cedure Miss Jasinski has taught them when they are waiting at the carpet.

 Consideration
How can you flexibly adapt your plan if you run out of time or if things go more quickly
than you anticipate?

If time runs out, I will skip the drawing on the board.

If there is extra time, I could allow the students to re-experience the sensory station.