USF Elementary Education Lesson Plan Template (F 2014)

Randall
Grade Level Being
Subject/Content: Science
Taught: K

Name: Laura
Group
Size: 15

Date of Lesson: Nov. 5 &

12, 2014

Lesson Content
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: theyd never get through them
all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and our
objective, will students understand
when they finish this lesson?)
Objectives- What are you teaching?
(Student-centered: What will students
know and be able to do after this
lesson? Include the ABCDs of
objectives: action, behavior,
condition, and degree of mastery, i.e.,
"C: Given a sentence written in the
past or present tense, A: the student B:
will be able to re-write the sentence in
future tense D: with no errors in tense
or tense contradiction (i.e., I will see
her yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit within

SC.K.P.8.1: Sort objects by observable properties, such as, shape, color, temperature (hot or cold),
weight (heavy or light), and texture.
SC.K.P.9.1: Recognize that the shape of materials such as paper and clay can be changed by cutting,
tearing, crumpling, smashing, or rolling.

What can you observe about objects?

S.W.B.A.T Sort objects by their physical properties of their materials

Given a set of objects the student will be able to sort the objects using the 5 senses with no errors in the
categories they chose.

These objectives are important for the students to learn because it helps them become familiar
with objectives in their community they may not know.
The overall unit is about observing object using the 5 senses. This is an important strategy for
students to learn and learning about properties of matter helps to complete the unit.
I want science to be fun and exciting! Getting students involved in the learning helps them to

USF Elementary Education Lesson Plan Template (F 2014)

Randall
Grade Level Being
Subject/Content: Science
Taught: K
a larger plan?
Why are you teaching it this
way?
Why is it important for students
to learn this concept?
Evaluation Plan- How will you
know students have mastered your
objectives?
Address the following:
What formative evidence will you
use to document student learning
during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach this
material?
What background knowledge is
necessary for a student to
successfully meet these objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?

Name: Laura
Group
Size: 15

Date of Lesson: Nov. 5 &

12, 2014

remember the material.

Students need to learn how their 5 sense can be used for different objects in their community.

Formative:
Pre-assessment Students will complete an assignment about the 5 senses in their science
notebooks.
Temperature Class completed T-chart and temperature assignment in science notebooks
Sorting Exercise Students will work in table groups and sort objects by materials
Summative:
5 Sense Unit Test Students will work independently to complete a unit test on the 5 senses
Class Discussion Students will talk about what they learned about the lesson. Each student
will participate in the discussion by adding a thought or expanding on a classmates.
The teacher should know what different properties of matter are and how to sort objects. The teacher
should also how to sort and describe different objects using the 5 senses.
Students will be asked to list the 5 senses and what part of the body they need to use them. The
teacher will also look through their science notebooks to ensure they understand the content
taught previously.
The entire heterozygous class
The students have a good idea of the 5 senses, but need to be engaged in the observation to
understand how to use them.
The students are eager to learn and will be ready for the activity. When they are able to use their
hands to build knowledge they grasp the concepts and are able to explain their thinking.
Misconceptions students may have are the senses can get mixed up. They also can think that material
can be sorted by only texture.
Lesson Implementation

USF Elementary Education Lesson Plan Template (F 2014)

Randall
Grade Level Being
Subject/Content: Science
Taught: K
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they

Name: Laura
Group
Size: 15

Date of Lesson: Nov. 5 &

12, 2014

Modeling/Demonstration
Small Group Work
5 Es
Class Discussion

Time

Who is
responsible?

Explain what is happening.

Day 1

12:45

Teacher

12:50

Student

1:10

Teacher/Stu
dent

1:20

Teacher

12:45

Teacher

Introduce Inquiry! Explain that this inquiry involves observing.

Remind students that they can use their senses to observe objects (show
metal object, the hole puncher, explain object is made of metal/How
can you describe this object?). Possible answer: shiny, hard, smooth
Based off of pre-assessment, students will start lesson by just observing
an object with their sense of sight. This will lead into a discussion
about the texture of the object. Then The students will get to feel their
objects and see if they made an accurate observation.
Send students back to their tables where the materials are already set
up. Students will take the time sorting these objects with their groups.
Once each group is done, the students will take this time to sketch and
label their objects into their science notebooks.
Have students move to carpet and talk about how they sorted different
objects.
H.O.T. Describe one of the objects you sorted and your thinking process.
Allow students to lead the discussion. Prompt them to ask each other
question.
Read through Observing Objects page 20-22

Teacher/Stu

After looking through the students notebooks on sorting materials, I noticed

that many still had some difficulty determining how to sort objects. I plan to
refocus Day 2 to meet the students needs. Particularly their texture needs.

12:50

USF Elementary Education Lesson Plan Template (F 2014)

Randall
Grade Level Being
Subject/Content: Science
Taught: K
supporting students learning?
What model of co-teaching are
you using?

Name: Laura
Group
Size: 15

Date of Lesson: Nov. 5 &

12, 2014

dent
Day 2

1:25

Student/Tea
cher

Review the 5 senses: sight, smell, hearing, taste, touch.

o Talk about how scientist use their senses to look at objects and
make observations
o Review the different objects and ways weve observed objects
Tell students about the days activity
o Students will be split into a random assignment group (5 groups
total) and sent to a center. Each center will have the students
working for 5-7mins on an activity that is based on the senses
o Teacher will be rotating to each center and working closely with
those students who need assistance.
Sight: Students will use their sense of sight to sort
objects by color, shape, and size.
Smell: Students will smell different scents used in
cooking. They will work together as a group to
determine the scent and also talk about what other
senses could be used. This will be a group center!
Students will only smell two liquids and talk about what
it smells like
Hearing: Students will listen to a song about the 5
senses. Then they will discuss what objects they know
by hearing them. Pulling deeper discussions out of the
students will help them connect to the lesson. The
teacher will ask the students to think about how objects
at home can be observed using the 5 senses.
Taste: Students will sort candy by taste! Each student
will get a little bag with different pieces of candy. They
have to taste the candy and then use the picture of the

USF Elementary Education Lesson Plan Template (F 2014)

Randall
Grade Level Being
Subject/Content: Science
Taught: K

Name: Laura
Group
Size: 15

Date of Lesson: Nov. 5 &

12, 2014

candy to sort it.

Touch: Students will be making texture handprints.
They are going to use their hand to trace an outline.
Then they are going to glue different objects based on
how they feel to the hand and write what each object
feels like (science vocab words) This center is being
changed to have my CT work with the students. The
students will look at objects and spend time touching
them then finding the category they belong to. After
they have spent time with the object they will make the
texture hand.
Students will return to their seats and share their experiences. At least
on student from each group will talk about a center. Then we will
discuss how we could use our observation skills in the community and
with our STEM fair projects.
a student struggles with the content?
Have the student look back through their science notebook to review the differences senses and ways
theyve observed objects.
a student masters the content quickly?
Have the student move on to the next center
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The students are able to work with common objects that they are familiar with. As an added bonus,
every student in the class has mentioned that they love candy and they are able to see how something
they love fits into learning.

What will you do if

What will you do if
Meeting your students needs as
people and as learners

If applicable, how does this lesson connect to/reflect the local community?
Students are able to relate what they are learning back to the community.
How will you differentiate instruction for students who need additional challenge during this

USF Elementary Education Lesson Plan Template (F 2014)

Randall
Grade Level Being
Subject/Content: Science
Taught: K

Name: Laura
Group
Size: 15

Date of Lesson: Nov. 5 &

12, 2014

lesson (enrichment)?
Those students who need additional challenge will be asked to think of classroom and community
objects that can be sorted by the senses. For instance if they finish a center early, then they will add to
their notebooks.
How will you differentiate instruction for students who need additional language support?
N/A for the students in my classroom
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Day 1
DM: placed in a group with students who work together. This allows him the chance to play leader and
gives him more responsibility in the lesson
MJM: Working with SW to keep her on task and focused
Day 2
Based off of day one, no students need accommodations. However, DM, DB, MJM, LP, RJ, and SM
will be watched and split equally in the groups. They will also have frequent stop bys from the teacher
to ensure they are meeting the lesson objectives. RJ will be placed at the hearing center last. This will
allow the teacher to play the song twice for him to observe his reaction to auditory learning.
Materials
Day 1
(What materials will you use? Why
Index Cards
did you choose these materials?
Metal Button, hole puncher, plastic cup, wooden blocks, cloth square, plastic card, sticky-note
Include any resources you used.
pad, sock, plastic mini-table
This can also include people!)
Day 2
Texture Hands: Construction paper, glue, pasta, cotton balls, sandpaper, clear tape, mini rocks
Taste Center: M&Ms, sour patch kids, red hots, dark chocolate, sour patch watermelon,
cinnamon hard candy, sour skittles, sixlets, life savers hard candy
Sight Center: Assorted shapes
Hearing Center: USB with the 5 Senses song
Smell Center: Vanilla extract, red wine vinegar, cotton balls