Bridgewater College Teacher Education Program Lesson Plan

Name: Abigail Ratliff

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Science/Kindergarten Pretest/Post test - Five Senses Five Senses Lesson 1 and 8

Virginia SOL/National Standard:

The student will investigate and understand that humans have senses that allow them
to seek, find, take in, and react or respond to information in order to learn about their
surroundings. Key concepts include
a) the five senses and corresponding sensing organs; and
b) sensory descriptors used to describe common objects and
phenomena.
Essential Knowledge:
In order to meet this standard, it is expected that students will
identify and describe the five senses: taste, touch, smell, hearing, and
sight.
match each sensing organ (eye, ear, nose, tongue, and skin) with its
associated sense.
match sensory descriptors with the senses (taste: sweet, sour, bitter,
salty; touch: rough, smooth, hard, soft, cold, warm, hot; hearing:
loud, soft, high, low; sight: bright, dull, color, black, white; smell:
strong, faint, bad, and good.)

Measurable Lesson Objective(s)/Learning Intention:

SWBAT match the eyes, ears, tongue, nose, and skin/hand to related objects and situations.
SWBAT identify objects by bright or dull, loud or soft, sweet or salty, good or bad, soft or hard.

Student-Centered Success Criteria:

I can match the eyes, ears, tongue, nose, and skin/hand to related objects and situations.
I can identify objects by bright or dull, loud or soft, sweet or salty, good or bad, soft or hard.

Assessment (Formative and/or Summative):

1. I will ask students to match the five senses body parts with related items.
2. I will ask students to identify whether an object is bright or dull, loud or soft, sweet or salty, good or bad, soft or
hard.
Materials/Technologies/Resources Needed:

(18) body part assessment sheets

(18) pencils or crayons for students
(5) pictures of items on assessment sheet (hamburger, skunk, trumpet, teddy bear, and flower.)
(5) pictures for sensory descriptor comparison identification
Books
Puzzles
Pattern blocks

Access /Review Prior Knowledge

Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:
Today I am going to divide you all up Sit on carpet and listen to teacher.
into groups. Some of you will be in the 1 minute
reading corner. Some of you will be on
the carpet putting together puzzles or
playing with pattern blocks. And some
of you will be at my table with me! You
will all have a turn to be at my table.
When you get to my table, we are going
to have these dividers up.

Pretest:
We are taking a test, but it is just to
see how much you know about part of
our science lessons. You may not know
what the answers are, so I just want you
to do your best.

Post-test:
We have learned a lot about the five
senses over the last few days. Try to
think about what we have learned while
we are taking the test.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:

Teaching Process & Modeling (Content is Teaching Process & Modeling (Content is Teaching Process & Teaching
presented, accessed, or built): presented, accessed, or built): Modeling (Content is Process &
presented, accessed, or Modeling
Part 1: Part 1: built): (Content is
presented,
Divide students into groups of 6 Respond to teachers prompts by accessed, or
and ask one group of 6 to come drawing lines between the pictures of If any students built):
on to teachers table. body parts and relevant items. seem to be just 30 minutes
total (3- 10
 Put up the dividers, give each answering to be minute
student a matching sheet. answering, I will rotations)
Instruct students to wait to fill try to pull them Part 1: 5
in any lines until they have for independent minutes
heard the teacher give them the assessment at
go-ahead. some point later
Guide students through this in the day if
process by holding up each possible.
picture and describing a
scenario.
(Hold up picture of
hamburger) Imagine For any students
you just ate a juicy and who struggle with
delicious hamburger! It anxiety, pull them
was so tasty. Think aside later in the
about which body part day to do an
on this side (point to left individual
side of a blank copy of assessment. Try to
assessment) would help make it seem less
you know that the formal and
hamburger tastes juicy. frightening.
When you have decided
which body part you
think goes with the
hamburger, then draw a
line between the
hamburger and the
body part.
(Hold up picture of a
trumpet.) Imagine that
you hear this horn
playing very loudly
during a song. Think
about which body part
on this side (point to left
side of a blank copy of
assessment) would help
you know that the horn
sounds loud. When you
have decided which
body part you think
goes with the horn,
then draw a line
between the horn and
that body part.
(Hold up picture of a
flower.) Imagine that
 you see this beautiful
flower in a garden.
Think about which body
part (point to left side of
a blank copy of
assessment) would help
you see the beautiful
flower. When you have
decided which body
part you think goes with
the flower, then draw a
line between the flower
and that body part.
(Hold up picture of a
skunk.) Imagine that
this skunk smells very
bad. Think about which
body part (point to left
side of a blank copy of
assessment) would help
you know that the
skunk smells very bad.
When you have decided
which body part you
think goes with the
skunk, then draw a line
between the skunk and
that body part.
(Hold up picture of a
teddy bear.) Imagine
that you are cuddling
with this teddy bear. He
feels so nice and soft.
Think about which body
part (point to left side of
a blank copy of
assessment) would help
you know that the teddy
bear is soft. When you
have decided which
body part you think
goes with the teddy
bear, then draw a line
 between the teddy bear
and that body part.
When stating the situations
above, I will watch and wait for
students to draw their lines
before moving on to the next Part 2: 5
part. Part 2: minutes

Non-verbally answer teachers

Part 2:
prompts.
After students complete this
sheet, take up the assessments.
Then give students a few other
situations and will ask them to
respond in non-verbal ways.
Sometimes when we
see things, we either say
they look bright or they
look dull. If you think
the sunshine is bright
when you look at it, give
me one finger.
(demonstrate holding
up pointer finger.) If you
think the sunshine is
dull when you look at it,
hold up two fingers
(model this).
Sometimes we say that
things smell good or
bad. If you think that a
skunk smells good, give
me a thumbs up
(demonstrate). If you
think that a skunk
smells bad, give me a
thumbs down
(demonstrate).
Sometimes we say that
things sound loud or
soft. If you think that
 the school bell sounds
loud, give me a thumbs
up (demonstrate). If you
think that the school
bells sounds soft, give
me a thumbs down
(demonstrate).
Sometimes we say that
things feel soft or hard.
If you think that a pillow
feels hard, give me a
thumbs up
(demonstrate). If you
think that a pillow feels
soft, give me a thumbs
down (demonstrate).
Sometimes we say that
things taste sweet or
salty. If you think that
chocolate tastes sweet,
give me a thumbs up
(demonstrate). If you
think that chocolate
tastes salty, give me a
thumbs down
(demonstrate).

Once part 1 and part 2 are complete,

clap three times to alert students that
they will be rotating.
The group who was at the
reading corner will now come to
the teacher table to be
assessed.
The group who was playing with
puzzles and pattern blocks will
now go to the reading corner.
And the group which was just
assessed will now go to the
puzzles and pattern blocks.