Stephanie Walz

Lesson Plan 4–Grade 1– Sight 2

TQS 3 – Demonstrating a professional body of knowledge:
A teacher applies a current and comprehensive repertoire of effective planning,
instruction, and assessment practices to meet the learning needs of every student.
Achievement of this competency is demonstrated by indicators such as: (a)
planning and designing learning activities that: communicate high expectations for all
students; foster student understanding of the link between the activity and the intended
learning outcomes;

I chose this TQS to exemplify because my TA continually stressed the importance of

communicating high expectations for all students in a successful classroom. It’s also
crucial to foster students’ understanding of the intended learning outcome of the lesson. I
attempted to make my learning objectives clear at both the beginning and the end of
every lesson I taught. This is one of the first lessons where I made my learning objectives
abundantly clear and the students seemed to retain the information that I taught them
much better as well.

Stage 1: Desired Results

GLO: Use the senses to make general and specific observations and communicate
observations orally and by producing captioned pictures.

Describe the role of the human senses and the senses of other living things, in enabling
perception and action.

SLO: Identify each of the senses and explain how we use our senses in interpreting the
Learning
world.
Outcome(s)
Identify ways that our senses contribute to our safety and quality of life.

Apply particular senses to identify and describe objects or materials provided and to
describe living things and environments. Students meeting this expectation will be able
to describe characteristics, such as colour, shape, size, texture, smell and sound.

Learning Students will:

Objectives  Obtain knowledge of how the sense of sight operates and be able to explain how
it works in the world.

Stage 2: Assessment Evidence

 ● Class discussion.
Summative Formative
N.A ● Worksheet
Assessment Assessment
● Sight books

Stage 3: Learning Experience

Worksheet
Tech Resources
N. A Whiteboard markers
to Do to Bring
Sight books
Time Sequence and Description Notes
25 min Stage 1
Ask the class: Lecture on sight.

Can anyone help me explain what we use our eyes for? Show picture of a
bear.
What kinds of information do your eyes gather?

Our eyes are used to gather information about an object and its
size, shape and colour to help us decide what we’re looking at.
Hand out
When we look at a picture of a bear for example…what kinds worksheets.
of things do we see? Ie. Brown, big, hairy…

Show picture of a bear.

Our brains know that we’ve seen a bear before so our brain or
our memory, tells us that we’re looking at a bear.

Ask student to sanitize their hands and hand out the first
worksheet.

Boys and girls, please write your names at the top of the page
before you begin.

I will show you some cards with pictures on them and we’re Show cards.
going to be scientists.

For each picture I want you to decide on the colour, size, and
shape of the object on the picture.

I want you to tick the appropriate boxes for that object. You can
tick more than one box for everything except size because an
object can only be one size but it could be more than one color
 or have different shapes.

What is something that you can think of that’s more than one
colour or shape? I.e.. Toy, pizza, cake etc.

Let’s begin…. show the first card and continue through all 6
cards.

Stage 2

Ask students to go to their “using my sight” worksheet.

Explain:
Color everything that’s a square blue, triangles are green, and
circles should be colored red.

Once you’re done colouring, you can place an “X” beside or on

top of all the pictures that are big and a check mark beside or on
all of the pictures that are small.

Now it’s time to put your things away and clean up.

15 min

REFLECTION

I really enjoyed doing this lesson as my nerves are getting better and
better every time, I teach a lesson.   The students tried to get away
with being a little bit disruptive, however I was able to reign them in
and settle them down quite successfully.  One mistake I made was
when I asked the students to bring their workbooks up to the front for
me to look at when they had completed the assignment.  I didn’t take
the Covid restrictions into consideration, so when the students lined
up they were much too close to one another.  In hindsight, I would’ve
walked around the classroom and observed their work while the
students were seated. Other than that, I was quite happy with this
lesson.