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Lesson Plan Template

EDU 240 Social Contexts II Lesson Plan Template Teacher Candidate: Eileen Lynch____________________________ Date: __4/26/12_____________ Unit Title: _The five Senses_____________ Subject: Health____________ Grade Level: 2nd_____ Essential Question(s): What are the five senses? What parts of the body deal with each sense? How are the senses applied to everyday life? (*****You may not use every box every day during field experience.) Lesson Title/Number Lesson Question (s) The Five Senses What are the five senses? What parts of the body deal with each sense? How are the senses applied to everyday life? Recall information from experiences or gather information from provided sources to answer a question. Grade 2: Writing Standards: Research to build and present knowledge : 8 Lesson Objectives (Blooms Taxonomy) ---------------------1. Students will be able to 1. Name the five senses. 2. Identify which body part is used for each sense. 3. Apply each sense to everyday activities. Acceptable Evidence *Could be collected for accountability/auditing purposes. ----------------------------------------------------------------------------------Evidence that students have achieved objective(s): (1, 2) Students will complete five senses matching ditto. (3) Students will get together in small groups and will be assigned one sense. They will then create a poster for that sense in the small group.

State Standards and Performance Indicators

Bell Ringer and Prior Knowledge Tap This can be together or separate. Also may be called: set induction, anticipatory

The teacher will ask the students if they know any of the five senses. The students will write all the senses they know on a wipe board and will hold it up when they are done. ______________________________________________________

set, introduction/review _______________ Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities *Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

*The teacher willThe students will

1. The teacher will ask the students if they know any of the five senses. The students will write all the senses they know on a wipe board and will hold it up when they are done. 2. The teacher will flicker the lights and ask the students what sense they used to notice that activity. Then he/she will ask them what part of the body they used in order to see the lights flicker. He/She will have them point to that part of the body. 3. The teacher will have the students close their eyes. Then he/she will make a noise. He/She will ask the students what sense they used to notice that activity. After, the teacher will ask them, by using what part of the body enabled them to hear the activity. He/She will have them point to that body part. 4. The teacher will pass out a snack. Each student will be allowed to eat the snack. The teacher will ask them if they liked it or if they did not like it. He/She will ask the students how they knew and what sense they used in order to know. The teacher will ask what part of the body they used to taste the snack and will have them point to that part of the body. 5. The teacher will place a flower under their nose and take a deep breath in through their nose. He/She will exaggerate if they like the smell of it or not, but without saying the word smell. They will than ask the class what sense they had just demonstrated. The teacher will ask the class to point to the body part that they used for that sense. After, the teacher will pass around the flower for each student to get a smell. 6. The teacher will pass out a small piece of felt to each student. He/She will ask the students how the texture feels. The teacher will ask them what sense they used in order to come up with their opinion. The teacher will ask them what part of the body they used and have them point to that part of the body. 7. The teacher will pass out a ditto to each student that consists of five photos of each body part. An ear, nose, eyes, mouth and hands. There will be a word box on the sheet that states all five senses. Each student will write the sense underneath the correct matching body part. After the students have completed the ditto, the teacher will go over it explaining the correct answers to each one. 8. The students will be placed into five groups. Each group will be assigned one of the five senses. They will be provided with a large blank poster as well as coloring utensils. The students will collaborate and think of different times in their life when they used that sense. After coming up with many examples they will draw out the memory they had and label underneath what it was. When the posters are complete they will be shown to the class and hung up for display around the room.

Technology Integration Include type and purpose UDL Accommodations Include at least 1 strategy from each of the three UDL Principles. Checks for Understanding Label: directions, procedures, routines, and content (formative) Assessment Type and purpose (sometimes called evaluation) Formative: The students will complete a matching ditto so the teacher knows that they have a correct understanding of what body part is used for each sense. Summative: The class will split into five separate groups. Each group will be assigned a different sense. The group will complete a poster of different times in their life where they have used that sense. It will then be shown to the class and displayed in the classroom for all to see. Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance. The students will develop an understanding of the five senses. They will become fluent in how to use these senses and apply them to everyday activities.

The teacher will walk around making sure the students are completing the tasks correctly. The teacher may also demonstrate examples using her senses, which the students will then answer on their wipe boards.

Closure Accommodations and/or Interactions with Support Staff Materials

The posters that the students have created will be displayed in the classroom. If a student does not understand the material the teacher will find time to help the child one on one. If the students do not finish on time the teacher will extend the time, either that day or to the following day. Wipe Board, dry erase markers, eraser, posters, coloring utensils, light switch, snack, flower, felt, and the ditto.

Duration Planning & Implementation Two days.