Molloy College

Division of Education

Student: Alissa Fernstrom Professor: Dr. Schroeder

Course: EDU 346 02 Date: November 21, 2017
Grade: K Topic: The Five Senses Content Area: Science

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a lesson on the five senses, students will complete a science station experiment, in which
they identify different objects using their senses and complete an exit ticket, correctly matching
every sense to its body part.

NYS-NGLS / +NYS STANDARDS AND INDICATORS

NGSS Disciplinary Core Idea: 4-LS1-2: From Molecules to Organisms: Structures and
Processes
• Use a model to describe that animals receive different types of information through their
senses, process the information in their brain, and respond to the information in different ways.

Indicator: This will be evident when students use their senses to participate in the
“Detective Sense” experiment.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards (Literary and Informational Text)
Craft and Structure
KR4
Identify specific words that express feelings and senses.

Indicator: This will be evident when students learn about and discuss descriptive words
for each sense.

INSTRUCTIONAL RESOURCES

“Detective Sense” Struggling Worksheet Five Senses Powerpoint

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
“Detective Sense” Average Worksheet Brown paper bags
“Detective Sense” Advanced Worksheet Plastic containers
Five Senses Youtube Video Jellybeans
Sight Station Worksheet Comb
Exit Ticket Teddy Bear
Play-doh Apple Slice
Orange Slice Lemon Slice
Rock Water
Rice Colored Pencils
Detective Badges

MOTIVATION (Engaging the learner(s)*)

Students will be given detective badges and asked to write their name, age, and draw a picture of
themselves on the badge.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. (Motivation) Students will be given detective badges and asked to write their name, age, and
draw a picture of themselves on the badge. (Does anyone know what a detective is? What do
they do?) (5 minutes)
2. Teacher will explicitly teach about the five senses, the body parts that correspond to the
senses, and different descriptive words that go along with them. (What is a sense? Can
anyone name any of the senses? What is sight? Taste? Smell? Touch? Hearing? What are
some words that can be helpful when using one of your senses?) (15 minutes)
3. Students will participate in the “Detective Sense” experiment and use their five senses to
identify different objects. (What is in the bag? What is different between the two pictures?
How do you know? What descriptive words can you use to describe this?) (15 minutes)
4. To close, the teacher will review the experiment and the students will complete an exit ticket.
(What were the objects at the touch station? The hearing station? The smell station? The taste
station? The sight station?) (5 minutes)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
Indicator: This will be evident when the teacher is explicitly teaching about the
five senses.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Cooperative Learning
Indicator: This will be evident when students work in groups to complete the
“Detective Sense” experiment.

ADAPTATIONS (Exceptionality*)

• The student who profiles with grapho-motor challenges will be provided with pencil grips
during small writing assignments.
• The student who struggles to work in small groups will be encouraged to select his/her own
peer group.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: These students will be provided with a word bank and asked to draw a
picture of the answers on their worksheet during the experiment.

Average Students: These students will be provided with a word bank and asked to write the
answers on their worksheet during the experiment.

Advanced Students: These students will not be provided with a word bank and will be asked to
write their answers on their worksheet during the experiment.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

• Students will be assessed continuously throughout the lesson through questioning by the
teacher.
• Students will complete and exit ticket on which they correctly match every sense to its body
part.

INDEPENDENT PRACTICE

Students will write about their bedroom, using each of the five senses to describe it.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Direct Teacher Intervention: The teacher and the student, together, will use each of the five
senses to describe the classroom.

Academic Enrichment: Students will imagine a sixth sense they would like to have and draw a
picture and write about how they would use this sense.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

New York State Department of Education. Next Generation Learning Standards for English
Language Arts and Literacy. Retrieved from
http://www.nysed.gov/common/nysed/files/
nys-next-generation-ela-standards.pdf

New York State Department of Education. Next Generation Learning Standards for
Science. Retrieved from https://www.nextgenscience.org/pe/4-ls1-2-molecules-
organisms-structures-and-processes

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language