Developmental Lesson Plan

Teacher Candidate: Kendra Boris Date:

Group Size: 20 Allotted Time 25 minutes Grade Level Kindergarten

Subject or Topic: The Five Senses

Common Core/PA Standard(s):

Standard - ELP.4.S.PK-K.1

Proficiency Level: Emerging

Name the correct sense to the pictured body part as a group.

Learning Targets/Objectives:
The Kindergarten students will be able to identify how many senses we have and what body
part is associated with each sense by being asked to match the sense with the part.

Assessment Approaches: Evidence:

1. Thumbs up and Thumbs down 1. Number of Thumbs
2. Check-list 2. The teacher will utilize a checklist to
3. Exit Ticket ensure students are: using the correct sense at
…. the station, identifying the correct sense, and
working with group members.
3. Students will be able to identify how many
senses we have as well as be able to match the
body part that is associated with each
individual sense. These forms will be
collected.
…
Assessment Scale:

Students will be proficient if they get 3-6 of the questions correct.

Students will be basic if they get 1-3 of the questions correct.
Students will be below basic if they get 0-1 of the questions correct.

Subject Matter/Content:
Prerequisites:
 We have hands, feet, nose, mouth/tongue, eyes.
 Each of these body parts is apart of our body for a reason.
Key Vocabulary:
 5 Senses: gather information from the outside world to help us identify things.
 Identify: establish or indicate something

Content/Facts:
 What the five senses are.
 Eyes are for seeing.
 Able to see the size, color, and shape of items.
 Hands are for touching.
 Know if things are rough or soft.
 Ears are for hearing.
 Can hear loud or soft sounds.
 Tongue is for tasting.
 Can taste bitter or sweet things.
 Nose is for smelling.
 Can smell good and bad things.
Introduction/Activating/Launch Strategies:
 “So boys and girls today I was trying to draw a picture of a person I am having a hard
time remembering certain things I need to include when drawing a person! Do you
think you could help me?”
 Teacher will wait for desired response
 The teacher will bring out a poster with a stick figure on it and the picture will be
missing their eyes, nose, mouth, ears, and hands.
 “So can someone tell me what are some parts that I am missing on this person?”
 Teacher will wait for desired responses and when students give her the correct answer,
she will then draw that part on the stick figure.
 “As you can see boys and girls we had to add eyes, a nose, ears, a mouth, and hands to
our stick figure. We have to remember that these parts are what we use when we use
our 5 senses.”
 “Today boys and girls we are going to be learning more about what we do with our 5
senses.”

Development/Teaching Approaches

 “So kindergarten can anyone tell me what our five senses might be?”
 Teacher will wait for desired response.
 “As you can see we have five senses which are seeing, hearing, touching, smelling, and
tasting. Each one allows us gather information from the world to help us hear sounds,
smell thing, taste things, and feel/touch things.”
 The teacher will bring out an anchor chart of a person and there will be a line draw to
each body part that helps with our senses.
 “So kindergarten our five sense are really important for us to use to help us identify
certain things in the world.”
 The teacher will have the words that are on the line covered up and will uncover as
they are mentioned.
 “What do you like our eyes help us do?”
 Teacher will wait for desired response, and then uncover sight.
 “Our first sense we are learning about is sight, and our sight helps us see things around
us. We can see a bird flying in the air and our eyes allows us to see that happening. Our
eyes also help us see how big things are, the colors of different items, and even the
shape of items!”
 “We use our eyes to see…”
 “Now boys and girls what do you think our ears are used for?
 Teacher will wait for desired response and then will uncover sound.
 “Our second sense is hear, and hearing helps us hear sounds that are around us. When
we are outside we hear birds chirping, and our ears allows us to hear these sounds.
Sounds that might be very loud and sounds that might be quiet. “
 “We use our ears to hear….”
 “Now what do you think our mouth/tongue helps us do?”
 Teacher will wait for desired response, and then will uncover taste.
 “Our third sense boys and girls is taste, and taste helps us figure out all of the food we
like to eat and don’t like to eat. We are able to eat chocolate and taste how sweet it is,
and our tongue helps us to taste all these different types of food. It helps us taste things
that might be sour (like a lemon) or sweet (like candy)
 “We use our tongue to taste……”
 “What do you think our nose helps us do?”
 Teacher will wait for desired response, and then uncover smell.
 “Our fourth sense boys and girls is smell, and our smell helps us smell good and bad
things. When we are in the kitchen we might be able to smell someone making yummy
cookies, and our nose helps us smell all these different types of things. Our nose helps
us smell a bad smell like a skunk, or a good smell like the smell of flowers
 “We use our nose to smell……”
 “Last boys and girls what do you think our hands help us do?”
 Teacher will wait for desired response, and then uncover touch.
 “Our last sense boys and girls is touch, and touch helps us feel smooth things and even
rough things to helps us know what is okay to touch and what isn’t okay to touch. If we
are in the kitchen and touch something hot we know to take our hand away because we
could get hurt, and our hands helps us know what we should and shouldn’t touch.
Touch helps us know things that might be rough (like sand) or soft (like a teddy bear).”
 “We use our hands to touch….”
 “Boys and girls now we are going to watch a quick video to help us learn a little bit
more about our five senses. Let’s all stand up and follow what I am doing.”
 The teacher will put on the song and demonstrate the dance the students should be
doing.
 The teacher will then ask the students to give a thumbs up or down if they are
understanding the concept.
 If all student’s thumbs are up then we will go on, however if any thumbs are down I
will go back and revisit the concept.
 “So now kindergarten it is your turn to practice learning about our 5 senses while
getting a chance to practice hands-on!”
 The teacher will have……
 1 station for sight ( 2 cotton balls that smell like cherries and lemons)
 1 station for touch (will have playdough in one bag and salt in the other bag)
 1 station for hearing (two tubes one filled with pebbles and the other filled with
 1 station for seeing ( a orange and a apple)
 1 station for tasting (picture of a cookie and a picture of popcorn)
 The teacher will split the class into 5 small groups for each sense
 Before activity begins the teacher will establish classroom rules of what is expected
during this activity.
 -How students should be talking
 -How students should be acting
 -Every student should be getting a turn
 -What students should and should not be doing
 Teacher will make students aware that if she sees students to wild then they will have
to stop and go back to their seats.
 “Now boys and girls we have a really fun activity for today we are going to get a
chance to explore with our five senses and we are going to be up and moving. Boys
and girls we need to make sure we are following our classroom rules, because if we are
not then we are going to have to stop and do this from our seats. We will be working in
our small groups. Can someone tell me when we are working what are things that we
should be doing and what are things we should not be doing?”
 Teacher will wait for desired response
 Once the rules are established each student will get a My Five Senses worksheet to
take with them to each group.
 “Boys and girls on your paper you will see that there is a section for each station of our
senses. At each station there will be an activity to go along with that sense.
 -For seeing we have to look at the items and see what color each item is or what shape.
 -For smelling we are going to smell the cotton balls and see what they smell like.
 -For touching we are going to touch the items and feel each item. Is it soft or is it hard?
 -For hearing you are going to listen to what is inside of the tubes and see if you can
figure out what it is.
 For tasting- you are going to look at the picture and talk about what each picture taste
like.
 “On your worksheets you will circle the body part that you used to help you figure out
the items. We can use our hands, ears, nose, mouth, or eyes.”
 The teacher will have students begin at their station and they will get 2 minutes at each
station. When time is almost up the teacher will say to the students.. “Okay boys and
girls now I want you to circle the body part you used at your sense station.”
 The teacher will continue this until all groups get to each station and once each group
has been to each station, students will go back to their seats.
 The teacher will also be using a checklist at this time to ensure students are:
 -Using the correct sense at the station.
 -Identifying the correct sense.
 -Working with group members.
 The teacher will then go over the worksheet, but will instruct the students to point to
 their own body to show what part they used at each station.
 The teacher will also give the students a chance to give what they experienced at each
station during this time.
 “Okay boys and girls so I am going to ask you what body part you used at each station
and I want you to point that part on your own body. For example if I used my nose I
would point to my nose, or if I used my hands I would hold up my hands.
 “For the seeing station what part of our body did we use?”
 Teacher will wait for students to point to that body part…
 Teacher will ask for 1-2 students on what they experienced.
 “For the hearing station what part of our body did we use?”
 Teacher will wait for students to point to that body part.
 Teacher will ask for 1-2 students on what they experienced, as well as tell them what
was inside the tubes.”
 “So for the touching station what part of our body did we use?”
 Teacher will wait for students to point to that body part.
 Teacher will ask for 1-2 students on what they experienced, as well as tell them what
they were feeling.”
 “For the smelling station what part of our body did we use?”
 Teacher will wait for students to point to that body part.
 Teacher will ask for 1-2 students on what they experienced, as well as tell them what
each smell was.
 “For the tasting station what part of our body did we use?”
 Teacher will wait for students to point to that body part…
 Teacher will ask for 1-2 students on what they experienced….
 The teacher will hand out a quick exit ticket to assess the student’s knowledge on the
five senses.
 The teacher will read the questions out loud so the students can answer each question
accurately.
 “Boys and girls I am going to ask you a question and I want you to circle the correct
answer you think. I do not want to see anyone talking, this is to be done on your own.”
 Once the assessment is completed these sheets will be collected.

Closure/Summarizing Strategies:
 “Great job boys and girls you did such a great job today!”
 Now I want you to turn to the person to the person to the person next to you and tell
them 1 thing that you learned today.”
 Teacher will allow students 1 minute to do this.
 The teacher will then go around to each student quickly, having each student telling her
one thing that they learned today. Teacher will then give a student a smelly sticker
when they tell her something they learned
 “Boys and girls I am going to ask each student to tell me something they learned today
and then you will get a very special sticker that you can smell.”

Accommodations/Differentiation:
  E.R and L.V: the students who have poor fine motor skills they will have dots on their
paper writing portions of the lesson.

Materials/Resources:

 A 5 sense anchor chart

 A stick figure anchor chart
 Video
 2 cotton balls that smell like cherries and lemons
 2 bags (one with playdough and one filled with salt)
 2 tubes one filled with pebbles and the other filled with
 an orange
 an apple
 Picture of a cookie and a picture of popcorn)
 20 My Five Sense Worksheet
 20 Exit tickets
 Scratch and Sniff stickers

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
Name: ___________________________________________________

MY FIVE SENSES

Station 1: Touch

Station 2: Hear

Station 3: Smell

Station 4: Seeing

Station 5: Tasting
Name: ___________________________________________________

1. How many senses do we have?

4 3 5

2. Circle the body part you use to touch?

3. Circle the body part you use to smell?

4. Circle the body part you use to hear?

5. Circle the body part you use to see?

6. Circle the body part you use to taste?