Callie Lycar

Section A
November 9th, 2015

Mini Unit
Curriculum & Instruction: 1-23
Evaluation: 24-44
Psychology: 45-48
Technology: 49-50
3501 - Curriculum & Instruction
1) Lesson Overview (explain overarching inquiry question) &
Rationale (1-2 pages) (10%)
What are your overarching question/outcome(s)?
1. Identify each of the senses, and explain how we use our senses in
interpreting the world.
- Are the students able to correctly identify and express how when
use our senses to interact with the world?
2. Describe ways to take care of our sensory organs, in particular, our
eyes and ears
- Do the students recognize that the eye is the sensory organ for
sight and how to protect it?
3. Recognize the limitations of our senses, and identify situations where
our senses can mislead us e.g. optical illusions.
- Can students identify and describe situations where the eyes
sense of sight can be limited or effected?
Why did you choose to approach the lessons in the way you did?
First lesson I want to do an overarching assessment on the students
understanding on the five senses. I will start with a story that talks about the
five senses to open up class discussion to formatively assess students prior
knowledge. During discussion I will label a body on the board with the five
senses as the students call them out. This allows for interactive visual
learning instead of just audible learning. Actively writing as they say the
words help students solidify the spelling of the word in their mind as well as
giving me the chance to model proper spelling.

Callie Lycar
Section A
November 9th, 2015

After an open discussion I would like to reinforce their understanding of

the senses with a catchy jingle/tune to help them remember all five senses.
Bringing technology into each lesson can be difficult but being able to work
on the Smart Board and then bring in YouTube provide a variety of
technology for the classroom that is not to over-stimulating or could be easily
replaced by a white board if not working properly. Hopefully the music will
get the students excited to learn and after the video is played I plan on
handing out the students 5 senses work booklets. The work booklets will act
as the students learning journal and students will continuously work through
them throughout the unit. Activity work booklets give students the chance to
practice recording their information. Teachers, parents and students will be
able to view the students progress throughout the unit. Using work booklets
as a journal to follow progress of student Teachers, parents and students will
be able to view the students progress throughout the unit as well.
For the second lesson I want to go into further depths into the sense of
sight and talk about the parts of the eye. I think it would be important to
spend a lesson highlighting each of the senses as we work our way through
the unit. I will ask the students what they already know about the eye to
assess more specific prior knowledge that they might have on the topic so I
can connect to their previous knowledge and scaffold their learning further..
Next I would want to show the students what happens when their sense of
sight is tested. The Shade Game on the Smart note book tests the students
sight by hiding a majority of a picture with a shade and has the students try
to guess what is being covered. After a couple guesses I will uncover the
shade a show the students if they were right or not. This relates to SLOs 1
and 2, students realize abilities the eyes have as well as apply how the sense
of sight helps and protects us in our daily lives.
With my third lesson I would expand off of the previous lesson on sight
and teach optical illusions and situations that limit ones sight. I would want
to be able to scaffold off of my previous lesson so that the students can

Callie Lycar
Section A
November 9th, 2015

make an easier association between their sense, the sense of sight and
optical illusions. I will ask the students what they remember from the
previous lesson giving the students the opportunity to think about the topic
alone before being assisted by the teacher to strengthen their own thinking
and learning process. I will show several examples of optical illusions so
students understand the variety of them. Then I will turn off the lights and
ask the students if that affected their ability to see at all. This question will
get the students thinking about effects that could be placed on our sense of
sight. I will ask the students what they would do if it is too dark. (Turn on a
light) then ask what do we do if its too bright for us? (Put on sunglasses) this
touches on the specific learning outcome 4 and 7, realize sights limitations
and safety precautions. Next I would lead into differences with our senses
such as blindness and color blindness. Asking the students again what they
already know will help guide me in giving my lesson. I will show the students
a color blind test on the smart board to give them a firsthand experience of
understanding. Again finishing my lesson I would have the students work in
their work booklets to help establish a sense of routine.
To close of each class the students will perform a body break where I
ask them to stand up and get their wiggle and giggles out then I will ask
them a series of questions and they have to point to the answer on their own
body. What body part helps us see? What body part helps us hear? What
sense do we use when we use our nose? A couple interactive questions just
to get them moving, almost like Simon says. My intention with this activity is
to give the students the chance to formatively demonstrate their
understanding of the topic as well as gives the students the chance to
stretch their bodies and their minds.

What will students learn in your lessons?

Callie Lycar
Section A
November 9th, 2015

I would hope that my students will learn what their five senses are and
how they use their senses to interact with the rest of the world. They will be
able to stand up and identify which body part is associated with which sense.
I will focus first on the sense of sight so I hope that the students learn the
basic parts of the eyeball and be able to identify them. Also they would learn
how optical illusions can trick them and how some individuals senses to not
work the same as others (blindness or colorblindness). Students will also
understand how to take care of their sense of sight such as wearing
sunglasses and to not looking directly into bright lights.

2) Teaching Strategies & Classroom Climate Rationale (1-2 pages)

(10%)
a. List the teaching strategies your plan to use and why you
are using them. Can be in chart form.
b. In what specific ways will you engage the students during
these lessons?
Strategy & Specific way of Engaging Reason why
Assessment of Prior Knowledge: - Best to understand what the
student may already know to
help guide you in your teaching
I will directly ask the students to tell
- If we can make connections to
me what they already know about
prior knowledge better chance at
the topic
scaffolding a students learning
(make connections for student to
real life situations)
Interactive discussion:
- Formatively assess students prior
knowledge with me in a high
Ask the students questions about
teacher status position, I will
the topic and actively write their
have full student attention and
answers on the board so they can
can direct peer powered
visualize their thoughts.
knowledge to fuel student
Together they will answer questions
feedback (students will
or label diagrams through class
participate during discussion and
discussion.
use descriptive feedback to help
each other answer questions on
the board )
Hands on Activities:
- Students will experience tricks of
the eye or eye demanding
material
Students will receive concrete textile
- Students can actively participate
and manipulatives that help

Callie Lycar
Section A
November 9th, 2015

reinforce their understanding on the

5 senses. Students will be given I
Spy books and optical illusions and
asked to view the pages in a variety
of situations to understand what the
eye is capable of.
Read to Them:
Students will sit in the reading
center and I will read to them
directly.
After the story the class will discuss
relationships with the story and
their environment.

in outside classroom activities

that can branch their knowledge
to situations that exists outside of
a lesson

Personal Work Booklets:

At the beginning of the unit I will

hand out work booklets for the
students to return to daily to
complete activities

Body Breaks:
I will ask the students to stand up
beside their chairs at the end of the
lessons and ask them to stretch
their wiggles and giggles out.
Through a Simon says style game I
will ask the students to point to
their own body part that is related
to their senses.
As the students point to their body
part I will formatively assess if the
students are pointing to the
appropriate area.

Reading to the students as much

as possible will reinforce good
behavior with the Daily 5 exercise
Adapt the content of the book to
our classroom to scaffold learning
Beneficial to model positive
reading habits within a classroom

Students will get into a routine of

completing a hands on
assignment that is related to
each topic in the unit
Students, teachers, and parents
will be able to see students
progress throughout the course
Act as a students journal of
learning to help teachers
formatively assess progress
Give students the chance to
stretch their body and their
minds
Can formatively assess the
knowledge of the students as
they point to their senses

Callie Lycar
Section A
November 9th, 2015

3) Teaching Resources Rationale (10%) (1 page)

a. Provide a list of and the purpose behind your selection of
teaching resources for each lesson. Can be in chart form.
Resource
Purpose
Smart Notebook: 5
- To be able to provide a fun interactive way to
teach students about the body functions of the 5
Senses Lesson
senses.
Smart Notebook:
- Be able to use an interactive board to get a prior
understanding of the students knowledge of the
Face w/ the 5
five senses
senses
Smart Notebook:
- Be able to use an interactive board to get gain
students interest in learning as well as facilitate
Eye ball diagram
peer powered discussion in order to label the
and Shade Game
diagram of the eye
(5) I Spy Books
- As an activity for the sense of sight students will
look through the books and use sight to identify
objects
Google: Optical
- Examples for an activity for the sense of sight,
have students color in what they see in the
Illusions examples
image, assess if students color in different images
Sight Picture Book - Use as an introduction source when discussing
sight and the sense of seeing.
- Gives students the time to start thinking about
seeing before I start the class discussion
YouTube Videos
- Provide a catchy tune to help the students
remember the five senses.
Peers from ABC
- Got together with groups, split and shared
resources for the unit.
- Provided tons of feedback and suggestions for
current lesson plans
- Used social media to ask and answer questions
LearnAlberta.ca
- Provided an overview of expectations and well as
an preparation package of knowledge a teacher
should be equipped with
Senses Binder: Mrs. - Provided all the basic assignments and work
booklets for the students.
Leavitt
- Provided a list of Grade 1 science SLOs for the

Callie Lycar
Section A
November 9th, 2015

senses unit

4) Lesson Plans x3
Grade/Subject:

Unit:

Topic:

1/Science

Senses

Introduction to the 5 senses

General
Learning
Outcomes:

Length of
Lesson:
25 min.

Students will:
I-9: Use the senses to make general and specific
observations, and communicate observations
orally and by producing captioned pictures.
I-I0:

Specific
Learning
Outcomes:
Learning
Objectives:
Materials
Needed:

Preparation:

Describe the role of the human senses and the

senses of other living things, in enabling
perception and action.
1: Identify each of the senses, and explain how we use our
senses in interpreting the world.
Students will:
Identify all 5 senses and recognize how our senses help us
interpret the world
Smart Board Connection to YouTube
Picture Book on the 5 senses You cant taste a pickle with
your ear
My 5 Senses workbook

Load up YouTube clip and Smartboard Activity prior to the

beginning of class/lesson
Facts/intro to senses:
Did you know that you depend on your senses every day?
Without them you wouldn't know what is going on in your
environment. Senses are important because they make you
aware and signal changes so you can interact and learn about
your environment. Touch, sight, smell, taste, and hearing are
related to certain body parts and can be discussed separately,
however they are used in an integral manner (in combination
with each other).
The sensory organs are at the front-line of a complex communication
network. Messages race along nerves to the spinal cord and on to
the brain. Instantly, the brain interprets

Callie Lycar
Section A
November 9th, 2015
Procedure

Introduction (10
Mins.)

Transition: Have students assemble in the

reading area.
Attention Grabber: Read (You cant taste
a pickle with your ear) picture book that
talks about the 5 senses. Have students
return to their seats.
Assessment of Prior Knowledge: Ask
students what the 5 senses they recognized
in the story? What are all the 5 senses?
1: Complete Smart Board drawing of 5
senses together and discuss how they
connect to the body
Learning Activities:
1: Play YouTube Clip:

Body (10 Mins.)

https://www.youtube.com/watch?
v=_QUBJ69443I
2: Introduce new work booklets: My 5
Senses
3: Introduce and have students work on the
first 2 pages of their work booklets
Transition: Give Students time to color

Assessments
a) Did students listen to
instruction?
b) Did students assembly
quick and quietly
while respecting
others space?
c) Do students actively
participate during
discussion?

a) Are students paying

attention to video?
b) Are students working
on appropriate pages
in their work
booklets?

and personalize their Senses work

booklet
Closure (2 Mins)

1: Have students stand up and actively point

out all their senses together as a class. Ask
students to stand beside their chairs, have
them point (towards their own body) to the
body part that they use to see, hear, smell,
taste, and touch. Give Students time to

Observational:
a) Are students properly
identifying the right
senses with the right
body part?
b)

color and personalize their Senses work

booklet
2: Have students clean up their work areas
Sponge Activity

Students can color the cover and

personalize their 5 Senses work
booklet

Resources:
Curriculum Lab website:
http://www.uleth.ca/education/resources/curriculum-laboratory/greatsites/digital- resources/lesson-plan-database#
Youtube:
https://www.youtube.com/watch?v=_QUBJ69443I
Smart Notebook File:
The 5 senses

Callie Lycar
Section A
November 9th, 2015
Lesson Reflections:
What went well:

What can be improved upon:

Describe how students met your lesson objectives:

Grade/Subject:

Unit:

Topic:

1/Science

Senses

Sight

General
Learning
Outcomes:

Length of
Lesson:
25 min.

Learning
Objectives:

Students will:
I-9: Use the senses to make general and specific
observations, and communicate observations
orally and by producing captioned pictures.
I-I0: Describe the role of the human senses and the
senses of other living things, in enabling
perception and action.
1: Identify each of the senses, and explain how we use our
senses in interpreting the world.
2: Identify ways that our senses contribute to our safety and
quality of life
7: Describe ways to take care of our sensory organs, in
particular, our eyes and ears
Students will: illustrate the characteristics of their sense of
sight and identify parts of the eye

Materials
Needed:

Specific
Learning
Outcomes:

Picture book Sight

Smart Board Activity
- Diagram of the eye to label with the students
- Shade game
Students 5 senses work Booklets

Callie Lycar
Section A
November 9th, 2015
Preparation:

From the moment you wake up in the morning to the

time you go to sleep at night, your eyes are acting like a
video camera. Everything you look at is then sent to your
brain for processing and storage much like a video
cassette. This is a very simplified explanation, but as you
read on, you will discover why the sense of sight is
actually considered the most complex of the five senses.
How Your Eyes Work
Take a moment to locate an object around you. Do you
know how you are able to see it? Would you believe that
what you are actually seeing are beams of light bouncing
off of the object and into your eyes? It is hard to believe,
but it is true. The light rays enter the eye through the
cornea, which is a thick, transparent protective layer on
the surface of your eye. Then the light rays pass through
the pupil (the dark circle in the center of your eye) and
into the lens.
When light rays pass through your pupil, the muscle
called the iris (colored ring) makes the size of the pupil
change depending on the amount of light that's available.
You may have noticed this with your own eye if you have
looked at it closely in a mirror. If there is too much light,
your pupil will shrink to limit the number of light rays that
enter. Likewise, if there is very little light available, the
pupil will enlarge to let in as many light rays as it can.
Just behind the pupil is the lens and it focuses the image
through a jelly-like substance called the vitreous humor
onto the back surface of the eyeball, called
the retina.
The retina, which is the size of your thumbnail, is filled
with approximately 150 million light-sensitive cells called
rods and cones. Rods identify shapes and work best in
dim light. Cones on the other hand, identify color and
work best in bright light. Both of these types of cells then
send the information to the brain by way of the optic
nerve. The amazing thing is, when they send the image
to the brain, the image is upside down! It is the brain's
job to turn the image right side up and then tell you what
you are looking at. The brain does this in a specific place

Callie Lycar
Section A
November 9th, 2015

called the visual cortex.

Procedure

Body (10 Mins.)

Transition: Ask students to gather at the

reading center
Attention Grabber: Read (Sight) picture
book that discusses the sense of sight. Have
students return to their seats.
Assessment of Prior Knowledge: Ask
students what they know about our sense of
sight?
What do they know about the eyeball?
1: Complete Smart Board eyeball diagram
activity with the class
Learning Activities:
1: Smart Board Activity: Shade Game
Have the students guess what image is
hidden behind the shade, have them raise
their hand and be called on before they
answer
2: Complete Sight Hands-On activity with
class
Give students a couple of minutes to look
over I Spy books. Have students cover one
eye, use a magnifying glass, wear 3D
glasses and look at the books again. Does it
affect your ability to see and search for the
objects
3: Have students complete sight pages in
the 5 senses work booklets.

Closure (2 Mins)

1: Have students stand up and actively point

out all their senses together as a class. Ask
students to stand beside their chairs, have

Introduction (10
Mins.)

Assessments
a) Did students listen to
instruction?
b) Did students assembly
quick and quietly
while respecting
others space?
c) Do students actively
participate during
discussion?

a) Are students paying

attention to the
activity?
b) Are students working
on appropriate pages
in their work
booklets?

Observational:
a) Are students
properly identifying

Callie Lycar
Section A
November 9th, 2015
them point (towards their own body) to the
body part that they use to see, hear, smell,
taste, and touch. Give Students time to

the right senses with

the right body part?

color and personalize their Senses work

booklet
2: Have students clean up their work areas
Sponge Activity

Students can color the cover and

personalize their 5 Senses work
booklet

Resources:
Smart Note Book File:
The Eye
Curriculum Lab website:
http://www.uleth.ca/education/resources/curriculum-laboratory/greatsites/digital- resources/lesson-plan-database#
Youtube:
https://www.youtube.com/watch?v=9Rf0f2-6c4I
Lesson Reflections:
What went well:

What can be improved upon:

Describe how students met your lesson objectives:

Grade/Subject:

Unit:

Topic:

1/Science

Senses

Sight 2: Optical Illusions

General
Learning
Outcomes:

Length of
Lesson:
25 min.

Students will:
I-9: Use the senses to make general and specific
observations, and communicate observations
orally and by producing captioned pictures.
I-I0: Describe the role of the human senses and the
senses of other living things, in enabling

Callie Lycar
Section A
November 9th, 2015
perception and action.
Specific
Learning
Outcomes:

Learning
Objectives:
Materials
Needed:

1: Identify each of the senses, and explain how we use our

senses in interpreting the world.
2: Identify ways that our senses contribute to our safety and
quality of life
3: Apply particular senses to identify and describe objects or
materials provided and describe living things and
environments. Students meeting this expectation will be to
describe characteristics, such as color, shape, size, texture,
smell and sound.
4: Recognize the limitations of our senses, and identify
situations where our senses can mislead us e.g. optical
illusions.
7: Describe ways to take care of our sensory organs, in
particular, our eyes and ears
Students will: illustrate the characteristics of their sense of
sight to identify parts of the eye as well as analyze situations
where their sense of sight may be limited
Picture book Optical Illusions
Smart Board Activity
- Examples of optical illusions
- Color blindness test and examples
Work booklets sight pages

Preparation:

Optical Illusions: an experience of seeming to see something

that does not exist or that is other than it appears. Something
that deceives the eye by appearing to be other than it is.

Color Blind: unable to distinguish certain colors, or (rarely

in humans) any colors at all. There are different causes of
colour blindness. For the vast majority of people with deficient
colour vision the condition is genetic and has been inherited
from their mother, although some people become colour blind
as a result of other diseases such as diabetes and multiple
sclerosis or they acquire the condition over time due to the
aging process, medication etc.
Most colour blind people are able to see things as clearly as
other people but they unable to fully see red, green or blue
light. There are different types of colour blindness and there
are extremely rare cases where people are unable to see any
colour at all.
The most common form of colour blindness is known as

Callie Lycar
Section A
November 9th, 2015
red/green colour blindness and most colour blind people suffer
from this. Although known as red/green colour blindness this
does not mean sufferers mix up red and green, it means they
mix up all colours which have some red or green as part of the
whole colour. For example, a red/green colour blind person will
confuse a blue and a purple because they cant see the red
element of the colour purple. See the example of pink, purple
and blue pen cases below to understand this effect.

Procedure

Introduction (10
Mins.)

Assessment of Prior Knowledge:

What do you all remember from
yesterday about our sense of sight?
Do any of you know of any situations
where our sight can trick us or be
limited? (Dark/Optical illusions)
Do any of you know what an optical
illusion is?
What are some other situations where
someones sight can be limited?
(Blind/Colorblind)

Assessments
a) Did students recall
any facts from
yesterday?
b) Do students actively
participate during
discussion?

Optical Illusions: an experience of

seeming to see something that does not
exist or that is other than it appears.
Something that deceives the eye by
appearing to be other than it is.

Body (10 Mins.)

Learning Activities:
1: Smart Board Activity: Optical illusions.
Have several examples of optical illusions on
the smart board to go through with the
students.

a) Are students paying

attention to the
activity?
b) Are students working
on appropriate pages

Callie Lycar
Section A
November 9th, 2015
Turn the lights off in the classroom and ask
the students how that effects the ability to
see the board
Transition: Ask students if they know what
it means to be color blind?
2: Show an example of an illusion/ test that
checks colorblindness.
3: Have students complete sight pages in
the 5 senses work booklets.

Closure (2 Mins)

1: Have students stand up and actively point

out all their senses together as a class. Ask
students to stand beside their chairs, have
them point (towards their own body) to the
body part that they use to see, hear, smell,
taste, and touch. Give Students time to

in their work
booklets?

Observational:
b) Are students
properly identifying
the right senses with
the right body part?

color and personalize their Senses work

booklet
2: Have students clean up their work areas
Sponge Activity

Students can color the cover and

personalize their 5 Senses work
booklet

Resources:
Curriculum Lab website:
http://www.uleth.ca/education/resources/curriculum-laboratory/greatsites/digital- resources/lesson-plan-database#
Smart Note Book File:
Optical illusions
Lesson Reflections:
What went well:

What can be improved upon:

Describe how students met your lesson objectives:

Callie Lycar
Section A
November 9th, 2015

Rationale: C&I A
Scaffolding Lesson Plans
Lesson 1: Introduction to the 5 senses
Description
Lesson
Overview:

Connections to Overarching
Questions/Sub-Questions:

Lesson Outcome:
1: Identify each of the senses,
and explain how we use our
senses in interpreting the world.
Students will: Identify all 5
senses and recognize how our
senses help us interpret the
world

Instructio
nal
Processes

Lesson Description:

Introduction to the 5 senses

through the use of picture
books, songs, class discussions
and student work booklets

Are the students able to

correctly identify and express
how when use our senses to
interact with the world?
Can students identify all 5
senses and recognize how our
senses help us interpret the
world?
Did you know that you depend
on your senses every day?
What body parts are the five
senses connected to?
During body Break: Ask students
to stand beside their chairs, have
them point (towards their own
body) to the body part that they
use to see, hear, smell, taste,
and touch?

Connection to Student Engagement

and Learning
Description of what teacher
is doing:
Asking questions while at the
front the classroom and
listening to students answers,
Writing down their correct
answers as they present them
so students can visually see
their answer on the board
Using technology I will label a

Understand students prior

knowledge through discussion
Solidify their answers by writing
them in the board
Model proper spelling
Have students work together to
complete diagram of 5 senses on
the board
Promote peer learning
environments
Have students complete work
book activity to practice

Callie Lycar
Section A
November 9th, 2015

diagram on the body with the 5

senses as the students and I
discuss them
I will then have students work in
their work booklets to
participate in a hands on
activity to help cement their
understanding of the 5 senses

recording their information

Use work booklets as a journal to
follow progress of student
Body breaks give the mind a
moment to relax while helping
memory through repetitive
actions

After students work in their 5

senses booklet I will ask them to
stand up and complete a body
break activity with me. I will ask
the students to point to their
own body parts that are
associated with the 5 senses
Description of what students are doing:
Collectively listening to a story
and then answering questions
during a class discussion
Student will then have time to
work in their 5 senses work
booklets on their own at their
desks
Students will finish working for
the day and complete a body
break activity where they get to
identify which body parts of
theirs are relate to which sense
Sequence of key questions:
Can students identify all 5
senses and recognize how our
senses help us interpret the
world?
Did you know that you depend
on your senses every day?
What body parts are the five

Students will be actively

engaged throughout the lesson
through various strategies,
reading, writing, group
discussion, and hands-on
activities. Each strategy is
focused on the lessons
overarching question.

Callie Lycar
Section A
November 9th, 2015

senses connected to?

During body Break: Ask
students to stand beside their
chairs, have them point
(towards their own body) to the
body part that they use to see,
hear, smell, taste, and touch?
Evidence of Lesson
Components (opening,
closing, content, timeline)
-

Opening: I will formatively

assess the students prior
knowledge through class
discussion
- Body: I will formatively
assess the work booklets that
the students complete as an
on-going learning of their five
senses
- Closing: I will formatively
assess the students during
their body break
Timeline: The students work
booklets will be an ongoing
assignment they return to
several times throughout the
unit and can be collected at the
end to gather an overall
formative assessment of the
students learning. I will try to
include time for a body break at
the end of every lesson so the
students can get use to
demonstrating their knowledge

Rationale: C&I A
Scaffolding Lesson Plans
Lesson 2: Sight
Description

Connections to Overarching

Callie Lycar
Section A
November 9th, 2015

Questions/Sub-Questions:
Lesson
Overview:

Lesson Outcome:

1: Identify each of the senses,

and explain how we use our
senses in interpreting the world.

Do the students recognize that

the eye is the sensory organ for
sight and how to protect it?

Can students illustrate the

characteristics of their sense of
sight and identify parts of the
eye?
What do they know about our
sense of sight?
What do they know about the
eyeball?
During the Shade Game they are
asked to identify a series of
picture with only 10% of them
uncovered. Repetitive action
shows students the importance
and skills that their eyes have at
identifying objects

2: Identify ways that our senses

contribute to our safety and
quality of life
7: Describe ways to take care of
our sensory organs, in
particular, our eyes and ears

Students will: illustrate the

characteristics of their sense of
sight and identify parts of the
eye

Lesson Description:
I will start with a story related to
the sense of sight
Students will complete an open
discussion with me about their
knowledge of the sense of sight.
We will discuss the proper ways
to protect ones eyes
Students will fill out a diagram
of the eye with teachers help on
the Smart Board
Students will complete the
Shade Game on the Smart Board
with teachers assistance
Students will then complete the
sight pages in their work
booklets
Instructio
nal

Connection to Student Engagement

and Learning

Callie Lycar
Section A
November 9th, 2015

Processes

Description of what teacher

is doing:
Reading a picture story to start
class
Asking students with full teacher
status to label parts of the eye
they know

Explain the parts of the eye and

what they are used for as
students identify them

Facilitate the Shade Game and

help students have fun

Assess work skills during work

booklet activity

Description of what students

are doing:

Listening to the story

Actively participating in class
discussion of the sense of sight
Labeling parts of the eye that
they recognize
Participating in the Shade Game
Continue working in their sight
section of their work booklets
Sequence of key questions:
-

Can students illustrate the

characteristics of their sense
of sight and identify parts of
the eye?
What do they know about our
sense of sight?
What do they know about the
eyeball?
During the Shade Game they
are asked to identify a series

Reading to the class model

proper reading habits
Understand students prior
knowledge through discussion
Solidify their answers by writing
them in the board
Model proper spelling
Have students work together to
complete diagram of the eye
Have students work together to
play the Shade Game
Promote peer learning
environments
Have students complete work
book activity to practice
recording their information
Use work booklets as a journal to
follow progress of student
Students will be actively
engaged throughout the lesson
through various strategies,
reading, writing, group
discussion, and hands-on
activities. Each strategy is
focused on the lessons
overarching question.

Callie Lycar
Section A
November 9th, 2015

of picture with only 10% of

them uncovered. Repetitive
action shows students the
importance and skills that
their eyes have at identifying
objects
Evidence of Lesson
Components (opening,
closing, content, timeline):
-

Opening: Students had to

build off of knowledge from
the previous lesson
- Body: Students got to learn
more about one sense in
particular and gain a deeper
understanding of the
workings of an eye
- Conclusion: students are
able to solidify their learning
with hands-on activities in
their work booklets
Timeline: Students gain a
deeper understanding of the
sense of sight and the eye, this
will help them correctly
complete their summative
assessment piece

Rationale: C&I A
Scaffolding Lesson Plans
Lesson 3:
Description
Lesson
Overview:

Connections to Overarching
Questions/Sub-Questions:

Lesson Outcome:

1: Identify each of the senses,

and explain how we use our
senses in interpreting the world.
2: Identify ways that our senses

Can students identify and

describe situations where the
eyes sense of sight can be
limited or effected?
Can the students illustrate the

Callie Lycar
Section A
November 9th, 2015

contribute to our safety and

quality of life
3: Apply particular senses to
identify and describe objects or
materials provided and describe living things and environments.
Students meeting this
expectation will be to describe characteristics, such as color,
shape, size, texture, smell and
sound.
4: Recognize the limitations of
our senses, and identify
situations where our senses can
mislead us e.g. optical illusions.
7: Describe ways to take care of
our sensory organs, in
particular, our eyes and ears
Students will: illustrate the
characteristics of their sense of
sight to identify parts of the eye
as well as analyze situations
where their sense of sight may
be limited
Lesson Description:
I will start with ready an
interactive book on optical
illusions
Students will return to their
seats and participate I a class
discussion on prior knowledge
and the current topic
As a class we will look over
several examples of optical
illusions
As a class we will talk about
other situations where our

characteristics of their sense of

sight to identify parts of the eye
as well as analyze situations
where their sense of sight may
be limited?
What do you all remember from
yesterday about our sense of
sight?
Do any of you know of any
situations where our sight can
trick us or be limited?
(Dark/Optical illusions)
Do any of you know what an
optical illusion is?
What are some other situations
where someones sight can be
limited? (Blind/Colorblind)

Callie Lycar
Section A
November 9th, 2015

sense of sight might differ

Students will complete
interactive (ISpy) activities at
their desks
Students will complete Optical
illusion pages in their work
booklets
Students will finish working for
the day and complete a body
break activity where they get to
identify which body parts of
theirs are relate to which sense
Instructio
nal
Processes

Connection to Student Engagement

and Learning
Description of what teacher
is doing:
Directing the picture book
Facilitating class discussion on
prior and current
understandings
Teaching students about optical
illusions, colorblindness, and
blindness
Facilitating students working on
activities (ISpy) and in their
work booklets
Facilitate body break activity
where Students get to identify
which body parts of theirs are
relate to which sense

Description of what students are doing:

Listening to story
Participating in class discussion
Actively working

Understand students prior

knowledge through discussion
Solidify their answers by writing
them in the board
Model proper spelling
Viewing examples of illusions
gives students hand on
experience with tricks of the
senses
Promote peer learning
environments
Have students complete work
book activity to practice
recording their information
Use work booklets as a journal to
follow progress of student
Body breaks give the mind a
moment to relax while helping
memory through repetitive
actions
Students will be actively
engaged throughout the lesson
through various strategies,
reading, writing, group
discussion, and hands-on
activities. Each strategy is
focused on the lessons

Callie Lycar
Section A
November 9th, 2015

Participating in body break

Sequence of key questions:

Can the students illustrate the
characteristics of their sense of
sight to identify parts of the eye
as well as analyze situations
where their sense of sight may
be limited?
What do you all remember from
yesterday about our sense of
sight?
Do any of you know of any
situations where our sight can
trick us or be limited?
(Dark/Optical illusions)
Do any of you know what an
optical illusion is?
What are some other situations
where someones sight can be
limited? (Blind/Colorblind)
Evidence of Lesson
Components (opening,
closing, content, timeline)
-

Opening: Students had to

build off of knowledge from
the previous lesson
Body: Students got to learn
more about one sense in
particular and gain a deeper
understanding of the
workings of an eye and
situations where ones sense
can be misleading or limited
Conclusion: students are
able to solidify their learning

overarching question.

Callie Lycar
Section A
November 9th, 2015

with hands-on activities and

in their work booklets
Timeline: Students gain a
deeper understanding of the
sense of sight and the eye as
well as situations that limit or
effect ones sight this will help
them correctly complete their
summative assessment piece

Callie Lycar
Section A
November 9th, 2015

3504 - Evaluation of Student Learning

I found Grade 1 challenging to not make a very wordy summative hand out.
So I thought that at the beginning of my unit I would send this letter home
with students so that they and their guardians where aware of the classes
assignments and expectations.
Hello Parents and Students,
For this unit we will be discussing the use and purpose of our Five Senses.
Together using our senses of sight, touch, hearing, taste, and smell we will
explore the world around us. Throughout the next couple of weeks students
will be able to show that they can:
Recognize with body part is related to which sense.
Demonstrate safe ways to take care of the sense organs.
Describe ways in which our senses may be limited or effected.
To wrap up our unit in a couple of weeks the students will create a
summative collage that represents their understanding of all the five senses
and sensory organs. Through this topic, students learn to sharpen the use of
their senses and describe as accurately as possible the information that their
senses provide.
Simple activities in the home can be a great impact on a childs learning
please continue to build these experiences after school. For example:
Sight Play I Spy
Touch Place items in a pillow case reach in a guess which one your feeling
Smell Guess what is for supper
Taste Identify and sort tastes in sweet, sour, bitter, and salty
Hearing Close your eyes and identify household sounds
Together throughout this unit of the Five Senses we will explore all of our
senses, learn lots and have lots of fun.
Sincerely,
Miss Lycar

Callie Lycar
Section A
November 9th, 2015

The following is the preparation portion of my Summative piece lesson plan

and is written in student language. I can refer back to this to make sure my
instructions are clear and simple:
Teacher Instruction for Summative Assignment: Ok class, today we are
going to complete our final assignment for our 5 senses unit. For the past
several weeks we have been learning all about our 5 senses and today we
are going to create 5 separate collages, one for each of our sense. Can
anyone tell me what a collage is?
We are going to use the handouts that I have and each page is labeled with
a sense on the top and a couple of lines for a sentence at the bottom of the
page. I would like each of you to pick and cut out 5 pictures from our stack of
magazines and glue them to the page with the appropriate sense. You guys
can choose the body part that relates to the sense or you can chose an item,
like sunscreen or ice-cream, that relates to the sense. Once you have your 5
pictures on your paper I would like you to pick your favorite picture, circle it
with a color and tell my why you chose it to be your favorite. Remember
though your pictures have to relate to the sense that your gluing them to.
We are going to work at our tables but I would like each student to be
working on their own collage.
When I say go I want the Green, (yellow, red, or blue) table to come and grab
a handout. Go!

Callie Lycar
Section A
November 9th, 2015

Handout below:

Show
What
You
Know
The Five Senses
Name:
_____________

Callie Lycar
Section A
November 9th, 2015

Rubric
3
Excellent!

Senses

Taste

Hearing

Touch

Smell

Sight

2
Great Job!

- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense

- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense

- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture

- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 5 pictures
- Favorite picture is
circled
- Explain why you
chose that picture
- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense

- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense

- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture

Instructions:
For each page/ sense please:
-

1
More Time/Support!

Cut and paste Five pictures related to sense

Circle your favorite picture

Callie Lycar
Section A
November 9th, 2015

Tell me how your picture relates to the sense

Taste
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the
sense

___________________
___________________
___________________

Callie Lycar
Section A
November 9th, 2015

Hearing
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the
sense

___________________
___________________
___________________

Callie Lycar
Section A
November 9th, 2015

Touch
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the sense

___________________
___________________
___________________

Callie Lycar
Section A
November 9th, 2015

Sight
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the
sense

___________________
___________________
___________________

Callie Lycar
Section A
November 9th, 2015

Smell
*Cut and paste 5 pictures related to the sense
*Circle your favorite picture
*Tell me how your picture relates to the sense

___________________
___________________
___________________
Rationale: Assessment A
Scaffolding Lesson Plans

Callie Lycar
Section A
November 9th, 2015

Lesson 1: Introduction to the 5 senses

Lesson
Overvie
w:

Description

How does your lesson

scaffold to your
performance task?

What core
assessment
concepts inform
your design
choice?

Lesson
Outcome:

1: Identify each of
the senses, and
explain how we
use our senses in
interpreting the
world.

Students will:
Identify all 5
senses and
recognize how our
senses help us
interpret the world

Primary step in
knowledge towards the
5 senses
Be able to assess prior
knowledge and
establish where we
need to progress
Build foundational
knowledge to help
students complete their
summative task

Lesson
Description:
Introduction to the
5 senses through
the use of picture
books, songs,
class discussions
and student work
booklets

I want to be
able to access
students prior
knowledge
through
questions,
discussions, and
feedback know
what stage of
understanding
the students are
coming from
Class discussion
will be
important to
formatively
assess where
students
learning begins
to judge the end
progress
I will hold off of
summative
assessments at
this point as I
would not be
able to perform
a valid or
reliable
assessment of
the students
understanding

Callie Lycar
Section A
November 9th, 2015

Instructi
onal
Processe
s

What formative
assessment techniques will
you be using? What
information will you be
collecting? How will you
use that information?
Description of
what teacher is
doing:

Asking questions
while at the front
the classroom and
listening to
students answers,

Writing down
students correct
answers as they
present them so
students can
visually see their
answer on the
board

Using technology I
will label a
diagram on the
body with the 5
senses as the
students and I
discuss them

I will then have

students work in
their work
booklets to
participate in a
hands on activity
to help cement
their
understanding of
the 5 senses

How does your use

of formative
assessment reflect
key assessment
concepts?

Asking the students

what they already know
about the sense helps
me understand their
current level of
comprehension.
Using feedback from
class discussion I will
be better at bring in
new information and
skills that can easily
scaffold off of their
previous knowledge
Working with the
students at the front of
the classroom I will be
able to have better
teacher status with the
whole class. I will fairly
call on as many
students as possible to
answer questions
Writing students
answers on the board as
they say them solidifies
their contribution to the
class, as well models
proper language for the
students
The students work
booklets will be used
throughout the entirety
of the unit. I will be able
to look through them as
the students completes
the required pages as
formatively assess their
learning from the
quality of their work

Prior knowledge
is extremely
important be
have a ground
base for the
students
summative
assessment
piece.
For the first
lesson getting
to ask the
students
questions and
having them
participate in
class discussion
help instill an
open and
sharing
classroom
environment
Lessons key
assessments
concept is
formative
feedback from
the students
and I have them
present this
feedback to me
in a variety of
ways; class
discussion,
personal work in
work booklets,
and physically
showing me
their

Callie Lycar
Section A
November 9th, 2015

After students
work in their 5
senses booklet I
will ask them to
stand up and
complete a body
break activity with
me. I will ask the
students to point
to their own body
parts that are
associated with
the 5 senses

Description of
what students
are doing:

Listening to a
story and then
answering
questions during a
class discussion

Student will then

have time to work
in their 5 senses
work booklets on
their own at their
desks
Students will
finish working for
the day and
complete a body
break activity
where they get to
identify which
body parts of
theirs are relate to
which sense

Having the students

stand up and actively
participate in
representing their
understanding of the 5
sense I will be able to
formatively assess FOR
current understanding. I
will be able to physically
see which students are
or are not
understanding todays
lesson and I will know
how much to recap for
the beginning of the
next lesson.
Students will be able to
express their
understanding of the 5
senses to me right away
They can feel like an
active part of the class
providing answers
during a class
discussion
Students will be able to
show their
understanding of the 5
senses through hands
on activities in their
work booklets
Students will actively
participate in a body
break that helps
demonstrate their
knowledge of which
body parts of theirs are
relate to which sense

understanding
through a body
break activity.
This lesson sets
a very good
foundation for
where the
students are at
with their
understanding

Callie Lycar
Section A
November 9th, 2015

Sequence of key
questions:

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Can students identify all

5 senses and recognize
how our senses help us
interpret the world?
Did you know that you
depend on your senses
every day?
What body parts are the
five senses connected
to?
Ask students to stand
beside their chairs,
have them point
(towards their own
body) to the body part
that they use to see,
hear, smell, taste, and
touch?
Opening: I will
formatively assess the
students prior
knowledge through
class discussion
Body: I will formatively
assess the work
booklets that the
students complete as
an on-going learning of
their five senses
Closing: I will
formatively assess the
students during their
body break
Timeline: The students
work booklets will be an
ongoing assignment
they return to several
times throughout the
unit and can be
collected at the end to
gather an overall
formative assessment
of the students learning.
I will try to include time
for a body break at the
end of every lesson so

Callie Lycar
Section A
November 9th, 2015

the students can get

use to demonstrating
their knowledge
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 2: Sight

Lesson
Overvie
w:

Description

How does your lesson

scaffold to your
performance task?

What core
assessment
concepts inform
your design choice?

Lesson Outcome:

1: Identify each of
the senses, and
explain how we use
our senses in
interpreting the
world.
2: Identify ways that
our senses
contribute to our
safety and quality of
life
The

Students will:
illustrate the
characteristics of
their sense of sight
and identify parts of
the eye
Lesson
Description:
I will start with a
story related to the
sense of sight

To build off of lesson

# 1 I will ask the
students what they
remember about the
previous class
I will then be more
specific and ask
students what they
know about our
sense of sight
I will focus on the
sense of sight and
the workings of the
eye
Students will be able
to complete the
summative section
on the sense of sight

Students will have to

recall information
that they learned
from the previous
lesson and build off
of that to learn more
about their sense of
sight

Class discussion
to understand
prior knowledge
provides me with
more formative
assessments
Through class
discussion I can
learn what
information was
easily attainable
for students and
what needs to be
covered again
Using the Smart
Board activity to
label a diagram
of the eye I am
able to take
students learning
one step further.
This activity
through class
discussion can be
formatively
assessed by the
teacher to gain
feedback and
understanding of
students current
learning level

Callie Lycar
Section A
November 9th, 2015

Students will
complete an open
discussion with me
about their
knowledge of the
sense of sight. We
will discuss the
proper ways to
protect ones eyes

Students will
become more
familiar with the
sense of sight an all
the components of
the eye so they are
able to complete the
sight section for
their final
summative piece

Students will fill out

a diagram of the eye
with teachers help
on the Smart Board
Students will
complete the Shade
Game on the Smart
Board with teachers
assistance
Students will then
complete the sight
pages in their work
booklets
Instructi
onal
Processe
s

Description of
what teacher is
doing:

What formative
assessment techniques
will you be using?
What information will
you be collecting? How
will you use that
information?

How does your use

of formative
assessment reflect
key assessment
concepts?

Reading a picture
story to start class
Asking students with
full teacher status to
label parts of the
eye they know
Explain the parts of

Asking the students

what they already
know about the
sense helps me
understand their
current level of
comprehension.
Using feedback from
class discussion I
will be better at
bring in new
information and

Prior knowledge
is extremely
important be
have a ground
base for the
students
summative
assessment
piece.
Scaffolding off of
previous lesson
in order to

Callie Lycar
Section A
November 9th, 2015

the eye and what

they are used for as
students identify
them

Facilitate the Shade

Game and help
students have fun
Assess work skills
during work booklet
activity

Description of
what students are
doing:

Listening to the
story
Actively
participating in class
discussion of the
sense of sight

Labeling parts of the

eye that they
recognize

skills that can easily

scaffold off of their
previous knowledge Working with the
students at the front
of the classroom I
will be able to have
better teacher
status with the
whole class. I will
fairly call on as
many students as
possible to answer
questions and work
with them while they
work together to
label parts of the
eye
Formatively asking
Students to recall
information that
they learned from
the previous lesson
and build off of that
to learn more about
their sense of sight
Students will work
more in their work
booklets and I will
be able to take
those in as a
formative piece of
their learning

Participating in the
Shade Game
Continue working in
their sight section of
their work booklets
Sequence of key
questions:

Can students
illustrate the
characteristics of
their sense of sight

continue the
learning process
Lessons key
assessments
concept is
formative
feedback from
the students and
I have them
present this
feedback to me
in a variety of
ways; class
discussion,
personal work in
work booklets,
and physically
showing me their
understanding
through a body
break activity.
This lesson sets a
very good
foundation for
where the
students are at
with their
understanding

Callie Lycar
Section A
November 9th, 2015

Evidence of
Lesson
Components
(opening, closing,
content, timeline)

and identify parts of

the eye?
Do students know
ways to take care of
their eyes?
What do they know
about our sense of
sight?
What do they know
about the eyeball?
During the Shade
Game they are
asked to identify a
series of picture with
only 10% of them
uncovered.
Repetitive action
shows students the
importance and
skills that their eyes
have at identifying
objects
Opening: Students
had to build off of
knowledge from the
previous lesson
Body: Students got
to learn more about
one sense in
particular and gain a
deeper
understanding of the
workings of an eye
Conclusion: students
are able to solidify
their learning with
hands-on activities
in their work
booklets
Timeline: Students
gain a deeper
understanding of the
sense of sight and
the eye, this will

Callie Lycar
Section A
November 9th, 2015

help them correctly

complete their
summative
assessment piece
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 3: Sight 2: Optical Illusions

Lesson
Overvie
w:

Description

How does your lesson

scaffold to your
performance task?

What core
assessment
concepts inform
your design
choice?

Lesson Outcome:

1: Identify each of
the senses, and
explain how we use
our senses in
interpreting the
world.

2: Identify ways that

our senses
contribute to our
safety and quality of
life
3: Apply particular
senses to identify
and describe
objects or materials
provided and
describe living
things and
environments.
Students meeting
this expectation will
be to describe
characteristics, such
as color, shape,
size, texture, smell

Scaffolds off of
lessons 1&2 building
off of knowledge of
the 5 senses and
more specific sight
Students will have a
basic understanding
of the eye and sense
of sight, this lesson
will go into ways that
our senses can be
tricked. I thought it
would be important to
do this lesson right
after students learnt
about the eye to help
solidify understanding
or correct
misunderstandings
Students will be able
to complete sight
section in their
summative
assessment piece

Through class
discussion I can
learn what
information was
easily attainable
for students and
what needs to
be covered
again
Formative
assessment on
current
understanding
level
Using the Smart
Board activity I
can show
students several
examples of
optical illusions
and how our
sense of sight
can be tricked
so I know
students have
all received first
hand
experiences

Callie Lycar
Section A
November 9th, 2015

and sound.
4: Recognize the
limitations of our
senses, and identify
situations where our
senses can mislead
us e.g. optical
illusions.
7: Describe ways to
take care of our
sensory organs, in
particular, our eyes
and ears
Students will:
illustrate the
characteristics of
their sense of sight
to identify parts of
the eye as well as
analyze situations
where their sense of
sight may be limited
Lesson
Description:
I will start with
ready an interactive
book on optical
illusions
Students will return
to their seats and
participate I a class
discussion on prior
knowledge and the
current topic
As a class we will
look over several
examples of optical
illusions

Callie Lycar
Section A
November 9th, 2015

As a class we will
talk about other
situations where our
sense of sight might
differ
Students will
complete interactive
(ISpy) activities at
their desks
Students will
complete Optical
illusion pages in
their work booklets
Students will finish
working for the day
and complete a
body break activity
where they get to
identify which body
parts of theirs are
relate to which
sense
Instructi
onal
Processe
s

Description of
what teacher is
doing:

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?

How does your use

of formative
assessment reflect
key assessment
concepts?

Directing the picture

book
Facilitating class
discussion on prior
and current
understandings
Teaching students
about optical

Asking the students

what they already
know about the sense
helps me understand
their current level of
comprehension.
Using feedback from
class discussion I will
be better at bring in
new information and
skills that can easily
scaffold off of their
previous knowledge

My formative
assessments up
until know will
be focused on
students
understanding
of their overall 5
senses and
more particular
the eye
I will continue
individual focus
on each sense

Callie Lycar
Section A
November 9th, 2015

illusions,
colorblindness, and
blindness

Working with the

students at the front
of the classroom I will
be able to have better
teacher status with
the whole class.

Can the students

illustrate the
characteristics of their
sense of sight to
identify parts of the
eye as well as analyze
situations where their
sense of sight may be
limited or effected?
What do you all
remember from
yesterday about our
sense of sight?
Do any of you know of
any situations where
our sight can trick us
or be limited?

Facilitating students
working on activities
(ISpy) and in their
work booklets
Facilitate body break
activity where
Students get to
identify which body
parts of theirs are
relate to which
sense
Description of
what students are
doing:
Listening to story
Participating in class
discussion
Actively working
Participating in body
break
Sequence of key
questions:

throughout the
unit with an
overarching
body break
activity at the
end to remind
students that all
the five sense
work together

Callie Lycar
Section A
November 9th, 2015

Evidence of
Lesson
Components
(opening, closing,
content, timeline)

(Dark/Optical
illusions)
- Do any of you know
what an optical
illusion is?
- What are some other
situations where
someones sight can
be limited?
(Blind/Colorblind)
- Opening: Students
had to build off of
knowledge from the
previous lesson
- Body: Students got to
learn more about one
sense in particular
and gain a deeper
understanding of the
workings of an eye
and situations where
ones sense can be
misleading or limited
- Conclusion: students
are able to solidify
their learning with
hands-on activities
and in their work
booklets
Timeline: Students gain a
deeper understanding of
the sense of sight and
the eye as well as
situations that limit or
effect ones sight this will
help them correctly
complete their
summative assessment
piece

Callie Lycar
Section A
November 9th, 2015

Education 3502 Psychological foundations for Teachers

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans

Lesson
Overvie
w:

Description

Connections to Learning Theories

& Demonstration of Attention to a
Classroom Structure and Climate

Lesson Outcome:

Vygotsky: learning starts at a

young age and teachers area
valuable tool that helps guide
learning. Speech serves as a
developmental tool in societies, I
want to foster full class discussions
(when appropriate too) as much as
possible so that students can learn
the value of peer powered
knowledge at an early age.
Teacher involvement effects the
cognitive development of
students, important to foster open
minded classrooms. Use activities
Vygotsky recommends such as
planned play time (hands-on
activities that give students time

1: Identify each of the senses,

and explain how we use our
senses in interpreting the
world.
2: Identify ways that our
senses contribute to our
safety and quality of life
3: Apply particular senses to
identify and describe objects
or materials provided and
describe living things and
environments. Students
meeting this expectation will
be to describe
characteristics, such as color,

Callie Lycar
Section A
November 9th, 2015

shape, size, texture, smell

and sound.
4: Recognize the limitations
of our senses, and identify
situations where our senses
can mislead us e.g. optical
illusions.

to explore the topic), Journals

(students work booklets), and cooperative and collaborative
learning.

Metacognition: Scaffolding;
gaining an understanding of
students prior knowledge in order
7: Describe ways to take care to connect understood material
of our sensory organs, in
with new, more detailed material.
particular, our eyes and ears
Working with previous lesson on
the sense of sight this lesson
Students will: illustrate the
details certain aspects of the
characteristics of their sense
of sight to identify parts of the sense of sight. Teaching for
Transfer; using activities I Spy,
eye as well as analyze
illusion examples students can
situations where their sense
connect classroom lessons to
of sight may be limited
outside school images. Low-road
transfer of understanding between
the sense of sight, the parts of an
eye, and situations where sight is
Lesson Description:
effected
I will start with ready an
interactive book on optical
illusions
Students will return to their
seats and participate I a class
discussion on prior knowledge
and the current topic
As a class we will look over
several examples of optical
illusions
As a class we will talk about
other situations where our
sense of sight might differ
Students will complete
interactive (ISpy) activities at
their desks
Students will complete Optical

Sensory Memory: Grade 1

students are still young and
impressionable. They put
information together based on
sensory input and pre-existing
knowledge. Writing down students
answers on the board helps
students visualize the spelling
associated with the word they
were thinking.

Callie Lycar
Section A
November 9th, 2015

illusion pages in their work

booklets
Students will finish working
for the day and complete a
body break activity where
they get to identify which
body parts of theirs are relate
to which sense
Instructi
onal
Processe
s

Description of what
teacher is doing:

Multi-strategy Learning:
Throughout each lesson I have the
students participate in a variety of
Directing the picture book
learning strategies; listening,
Facilitating class discussion on reading, writing, group discussion,
cutting and pasting their own work
prior and current
and body breaks. I realize that not
understandings
each student is going to learn from
Teaching students about
class discussions so I have
optical illusions,
included several ways to interpret
colorblindness, and blindness the lesson.
Facilitating students working
Routines: Students will get use to
on activities (ISpy) and in
routines of class discussion to
their work booklets
open up a topic as well as working
Facilitate body break activity
where Students get to identify
which body parts of theirs are
relate to which sense

in their work booklets and finishing

the class with a quick body breaks.
Routines help de-escalates student
anxiety if they know what to
expect out of a day in the
classroom

Description of what
students are doing:

Physical Development: body

breaks give the students the
chance to be active and give their
minds a break. Incorporating
active learning at a young age to
promote healthier, active
lifestyles.

Listening to story
Participating in class
discussion
Actively working
Participating in body break

Callie Lycar
Section A
November 9th, 2015

Sequence of key
questions:
-

Can the students illustrate

the characteristics of their
sense of sight to identify
parts of the eye as well as
analyze situations where
their sense of sight may be
limited?
What do you all remember
from yesterday about our
sense of sight?
Do any of you know of any
situations where our sight
can trick us or be limited?
(Dark/Optical illusions)
Do any of you know what
an optical illusion is?
What are some other
situations where
someones sight can be
limited? (Blind/Colorblind)

Evidence of Lesson
Components (opening,
closing, content, timeline)
-

Opening: Students had to

build off of knowledge from
the previous lesson
- Body: Students got to
learn more about one
sense in particular and
gain a deeper
understanding of the
workings of an eye and
situations where ones
sense can be misleading or
limited
- Conclusion: students are
able to solidify their
learning with hands-on
activities and in their work
booklets
Timeline: Students gain a

Piaget: According to Piaget

students around Grade 1 are
starting to enter the concrete
operational stage and replace logic
with intuition. Guided questions
throughout the lesson will act as
prompts for students to make their
own connections with the sense of
sight.

Special considerations: I know

my placement classroom has a
student with high anxiety, hence
why routine for my lessons is so
important. Regardless though each
classroom that I teach in I will
make sure to attend to any special
needs or learning considerations
my students may have. Attaining
to considerations or student
learning styles helps fulfil Maslows
hierarchy of needs. Tailoring a
classrooms learning styles to
include learning from all students
promotes self-importance and selfesteem, creates a sense of love
and belonging while promoting
psychological growth in a safe
environment all factors which are

Callie Lycar
Section A
November 9th, 2015

deeper understanding of the

sense of sight and the eye as
well as situations that limit or
effect ones sight this will help
them correctly complete their
summative assessment piece

critical to a student development.

3508 Education Technology

Rationale: Communications Technology A

Scaffolding Lesson Plans
Lesson (at least one):
Description

Describe how communication

technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using
technology.

Callie Lycar
Section A
November 9th, 2015

Lesson
Overview:

Lesson Outcome:

Identify each of the senses, and

explain how we use our senses
in interpreting the world.

Lesson Description:

With the use of picture books,

YouTube, and Smart Notebook I
will establish a ground level of
understand on the 5 sense for
the students
Instructio
nal
Processes

Using YouTube I will pay a cute

song for the students that is
captivating and repetitive on the
5 senses.
Using Smart Board students will
have to interactively be involved
in the lesson
I will write down student answers
and they call them out so that
they can visualize their thoughts
and answers

Describe any potential downsides

to using this technology.
Description of what teacher
is doing:

Interactive Smart Board

Activities

Description of what students

are doing:

Responding to prompts and

questions from Teacher

Sequence of key questions:

-

Are the students able to

correctly identify and express
how when use our senses to
interact with the world?
Do the students understand
how to take care of sensory

I rely on the Smart Board for a

majority of my technology use in
the classroom, a downside would
be if the smart board or internet
as not properly responding. I
would have to quickly adjust my
plans
Students may be bored with the
technology especially if the
teacher does not run it smoothly
I will practice my lessons before I
present them to the students to
ensure everything w
orks
With teacher at the front of the
class students all have the
opportunity to be involved and
participate
With interactive smart board
games I consider if the learning
level is appropriate
Will students be upset if they all
do not get a chance to answer
Smart Board questions
With Grade 1 I am not placing a
lot of words on the screen I am
sticking to the 10-20-30 rule in

Callie Lycar
Section A
November 9th, 2015

organs?
-

Can students identify and

describe many objects by
properly describing the
objects characteristics?

Evidence of Lesson
Components (opening,
closing, content, timeline)

At the start of most lesson I

hope to find a quick interactive
song or video that can help me
start discussion or can show a
creative way of learning

hopes to keep students attention

Videos on YouTube can take time
to buffer which can cause a
disturbance in the class
Advertisements will have to be
muted or closed depending if
content is appropriate
Intro: start with a picture book to
open class discussion
Body: use interactive smartboard
to complete a picture of the 5
sense
- Listen to a YouTube song
- Have students work in work
booklets
Conclusion: have students
perform a body break to
formatively show teacher that
they know the parts of their
bodies that associate with their
senses