Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
This lesson directly correlates with a state standard for kindergarten science. This state standard requires students to be
able to describe and classify objects based on composition and physical properties.. This will create a foundation for
students to use when they need to describe objects using senses and then being able to group objects based on those
descriptions made. (CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—Students will know how to classify objects by their composition and physical properties.
B. Objective(s)—(specific terms); After this lesson, students will be able to classify different objects by their
composition and physical properties.
After the group activities, students will be able to write down differences between objects based on their
composition and physical properties.
After this lesson, students
C. Standard(s): K.PS.1: Plan and conduct an investigation using all senses to describe and classify different kinds
of objects by their composition and physical properties. Explain these choices to others and generate questions
about the objects (CAEP K-6 3.c)
II. Management Plan-
a. Time per lesson element:
i. Anticipatory set: 5-7 minutes
ii. Lesson presentation: 25 min
iii. Closure: 5 min
b. use of space: front of room for anticipatory set and closure. Tables for stations.
c. list of materials: matching cards for anticipatory set, objects mentioned for each station,.
d. Describe expectations and procedures: during the anticipatory set, students are expected to be engaged
with the sorting activity. During the beginning of the lesson presentation, students should be quietly
engaged. During the stations, students should be actively engaged. Lastly, during the closure, students
should be respectful of whoever is sharing.
III. Anticipatory Set
• Give students different pictures of animals, houses, plants, etc. I want you all to sort these pictures into groups. I
will do the same and let’s see what we all come up with! Give students 3 minutes (depending on how many
pictures are given) to sort the objects with a group of 3. Okay class, I want each group to share with the class what
their groups consisted of and maybe explain why you grouped them that way. Have each group share. After the
groups are done, show mine. I grouped mine with all the animals in one group, houses in another, and plants in
one group. I did this so that way they were put in a group with a similar object.
IV.Purpose: Today we are going to learn how to group objects based on their physical properties, this is important for
developing a wide range of thinking skills. Knowing how to sort objects will be beneficial when you get into science
classes as you get older.

PLAN FOR INSTRUCTION

V. Adaptations:
 This lesson will be beneficial for students with varying learning styles. For students that learn better by working with
peers, the anticipatory set will give them that opportunity. For students that work best alone, there will be opportunity
for that throughout the stations.
 This lesson incorporates bodily/kinesthetic intelligences for those students who learn best by moving. Moving around
to various stations will be beneficial for them.
 If there are students struggling (exceptional needs students or students that require extra support) I will work one-on-
one with them during the partner activity to increase understanding.
 The second station in my lesson will be changed depending on food allergies within the classroom.
 With different classes, I will adjust these adaptations to meet the needs of students. (CAEP K-6 1.b)

VI.Lesson Presentation (Input/Output)

1
  Today we are going to learn about how to classify objects and different ways that we can observe objects with our
senses. So, in order for us to know how to use our sense, we need to know what the 5 senses are. Does anyone have
any guesses on what they are? Give a chance for some students to name them.
 So first we have touch. This is what we feel. For example, a blanket is soft, or a rock is hard and maybe bumpy. Next
we have sight, and this is what we see. For example, an object might be red, or it might be shiny. These are
characteristics that can only be written down if we can see the object. The third sense is taste and this is how the
object tastes. So, is it bitter, sweet, sour, hot, or cold? This sense is only used when we’re observing food. The fourth
sense is sound, and this is what we hear. An object might crinkle when we squeeze it, it might rattle when it’s
shaked, or it might make noise on its own. The last sense is smell, and this has to deal with how the object smells.
Does it stink, smell good, does it have a strong scent, or no scent?
 Now that we know the 5 senses, we need to know how to use them when classifying different objects. Often times
when we group objects, we group them based on similarities. Using our senses, we can have a group of objects that
are all soft based on how they feel. We can go through and do this based on each sense.
 Today, I will put you into groups of 3-4, and we will classify different objects at each station based on different
senses. Before you begin each station, make a prediction for the object! If the station has to deal with sound, what
do you think the object is going to sound like? If the station is about how an object feels, how do you think the object
will feel before touching it? Do this with each station!
 Station one: sound. have a maraca, set of keys, and wind chimes. Students will describe the sounds that they
hear.
 Station two: smell and taste. Students will first smell a chocolate chip cookie and then they will smell onion. They
will describe the smells of each and compare the two. Students will then get to eat the cookie (not the onion) and
describe the taste.
 Station three: feel and sight. students will look at a basketball, leaf, and a blanket. Students will start by
describing how it looks (i.e. color, shiny, etc.). Students will then feel each object and describe each how it feels
(i.e. soft, bumpy, smooth, etc.).
 At each station there will be a word bank for students to choose from if they need. Students will also
have the option to add their own words to descriptions.
(CAEP K-6 3.d)

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
 When students are done, I will look over their papers to see what words they used to describe objects. If they
used a describing word incorrectly, I will have to assume they don’t have a firm grasp on this concept.
 I will also look around during group stations. If a student is not contributing and just writing down what their
partners do, I will assume they do not understand.
 For students that do not understand, I will work one-on-one with to give an extra push on this idea.

VIII. Review learning outcomes / Closure

a. At the end of the stations, we will come together and share what observations we made at each station.
Students will get the chance to share what words they added to the description on their own. Students
will turn in their worksheets at the end.

PLAN FOR ASSESSMENT

 Students will be assessed based on the worksheet they turn in.
 Students will also be assessed based on their participation during the group activities.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to describe objects at the stations using words in the word bank?
8. Were students able to work with classmates throughout the stations?
9. Are students able to say what the 5 senses are and describe them?