Lesson Plan 2

Student Teachers Name: Erika Hipple

Grade Level: SXI Early childhood
Topic: Sensory
School: Wing Lake- Foxhills Campus
District: Bloomfield Hills Public Schools
Lesson Plan Title: Lets Make a Sheep!
Duration: Approx. 30 minutes
GLCES/Benchmarks/Michigan Content Standards/Rationale
EGLCEs- Participation Level

G.TR.e4.P.EG05a- Demonstrate finding targeted areas/objects.

L.OR.P.EB.III.2.e.1a- Identify observable characteristics and/or body parts of animals.
W.GN.e4.P.EG01a- Create personal work (e.g., drawings, emergent writing).

I decided to teach this lesson because it uses sensory items to explore and construct a piece of the students own
work. The students will explore various items (hot/cold, hard/soft, etc.)
The content of this lesson is relevant to the students because it has them using their senses to locate and
identify different objects. The students have been previously exposed to and enjoy the sensory tables.
Objectives

Students will be able to find an object in the sensory table by locating the appropriate requested item
in the sensory table and removing the requested item. (I.e. Where is the cotton ball?)
Students will be able to identify body parts of the sheep by placing them where they belong on the
cotton ball sheep. (I.e. place the felt ears on the head, felt legs on the bottom of the body, red yarn on
the face.)
Students will be able to create a personal piece of work by using items from the sensory table to
construct a sheep. (I.e. Cotton for wool, felt for ears and legs, yarn for mouth, buttons for eyes.)

Materials Needed

Sheep outline on paper

Glue
Cotton balls
Black felt
Red yarn
Black buttons

Teacher Procedure/Development

Introduction
As an introduction for the lesson, students will be shown the farm animal PowerPoint to get them engaged and
thinking about farm animals.
Method and Procedures
1. Students will be shown the farm animal PowerPoint, and the focus will be spent on the sheep slide exposing
students to the picture of the board maker sheep and listening to the sounds sheep makes.
2. After watching the short PowerPoint, students will be exposed to different items in the sensory table and
they will be given time to explore these items. (Materials that will be used to construct the sheep art will be in
the sensory table.)
3. Students will spend time exploring the individual materials; all materials all non-edible, if enter mouth are
not harmful. Students that require assistance to explore sensory items will receive it according to their
individual accommodations.
4. Once students have explored the items in the sensory table, the items will be brought to the work table
where students will compose sheep art with the help of their individual accommodations.
5. Using glue, the various items will be attached to the sheep template.

Teaching strategies/best practices used:

How will student learning be facilitated?
-Student learning will be facilitated through a varied approach; each student has their own accommodations to
ensure that they will be able to participate in the lesson.
What resources will you utilize?
-Promethean board to show farm animal PowerPoint
-Various YouTube/PBS Kids/Sesame Street clips of farm animals (If needed for student engagement)
How will you implement varying perspectives?
-Throughout the entire lesson (at the sensory table and in construction of the student work) each student will be
given individual accommodations to ensure that they will all be able to participate in the lesson.
Accommodation/Adaptations

John Doe- Because Davier is blind, he will have an adult with him to navigate the sensory table and in
construction of sheep art. Davier will spread glue on his sheep template with assistance and place
materials in the requested area with hand over hand direction.

Practice
Guided practice. Students have many opportunities in the classroom to explore different materials with

their senses in the sensory table and during instructional times. This lesson is just one small part of the
large farm animal unit that the students are working through; many of the lessons use previous
information that was acquired in order to understand what they are presently doing.
Independent practice. By exploring the sensory table in the past, students have learned that they do not
only use their sight to explore objects, they can use the sense of touch, taste, smell and sound also.

Check for understanding

How will you give feedback and monitor learning?
Student feedback will be given verbally and immediately throughout the lesson to reinforce the selection of
correct and appropriate responses. Student actions will also be charted throughout the lesson in order to track
students individual goals and objectives.
Closure
Once students have completed their sheep animal art, we will have a short song circle to bring the lesson to
closure.

Outcomes/Assessment/Evaluation
Students performance will be evaluated and charted during the lesson and proper verbal feedback will be
given. Students will be given appropriate wait time when they are asked a question and verbal/physical
prompts will be used when necessary. In the carting process, each students individual efforts and success will
be documented in order to identify areas of success and areas of weakness to determine where additional
instruction is necessary.
Through this lesson, students identification of different sensory materials and appropriate placement of
materials on sheep template will be reinforced through verbal feedback. What students have learned in this
lesson and previous lessons will be used to build on their knowledge of farm animals and will be revisited in
future lessons in this unit.
Teacher Reflection
Looking back on the teaching of this lesson, students were able to meet the set objectives, however they did
not both verbal and physical prompts in order to be successful. I think that having the art materials as a part of
the sensory table helped greatly for the lesson to be successful. By the time the students sat down to construct
their art project, they already spent time exploring the materials therefore they were ready for something new.
When spreading the glue, all of the students needed assistance; most was minimal hand over hand assistance.
After the glue was spread and it was time to place the materials on the sheep template, all of the student
struggled with finding the appropriate spot that the material belonged. If I were to teach this lesson again, I
would spend time describing and exploring the different parts of the animals body before asking them to
construct something.
Student teacher competencies met:

1. Provides a learning environment that engages students creative and critical thinking. (Competency 4)
Students had to think critically about the different parts of the sheep and be creative in creating their
personal work.
2. Understands and integrates varying perspectives to enhance students awareness, respect and
appreciation of diverse populations (Competency 7.)
Students have individual accommodations to ensure that they can learn and participate regardless of
their disability.