Technology Integration Lesson Plan Template

(with Constructivism Elements)

Teacher: Mrs. Shailja Goswami School: All Saints High School

Subject Area(s): Science Grade Level/ Class: I

Lesson Title/Topic: Five Senses Estimated Duration: 45 mins

Lesson Goals/ The five senses inspired lesson will get students excited about using their skills as they go on a classroom
Objectives: scavenger hunt!

What will students experience and

be able to do as a result of this
lesson or project?

Curriculum Addressed: To make students understand the uses of their five senses in day-to-day life

What specific curriculum learning

outcomes will be addressed in this
lesson or project?
Technology Addressed: Mobile & Computers (for online Class)

What technology skills and/or goals

will be addressed in this lesson or
project?

Technology Required: Recorder & Microsoft Word for activity (for Online Class)

What software programs and

hardware are needed for this
lesson or project?

Material at their home (for online class)

Other Materials/ For eg.: Demonstrate going around in their house identifying two to three items that make noises
Resources: (instruments, bells, music, etc.) or to get something which taste sweet (Sugar, Jaggery ect.)

What other materials will be

needed to carry out the lesson
objectives? What resources will be
needed including books, web
page links and/or outside speakers,
etc.?
STUDENT ENGAGEMENT Students join the teacher in the beginning of the lesson. After asking students to close their eyes, then clap
your hands a few times. Ask the class to think about which of their five senses they just used. Say, “Right!
What the student does that is You used your hearing when you listened to my clap. What are the other senses you have?” Engage the
students in a brief discussion about the five senses (smell, sight, touch, taste, hear).
consistent with this model:
Shows interest in the topic by
asking questions, such as:
● "Why did this happen?"
● "What do I already know
about this?"
● "What can I find out about
this?"

STUDENT EXPLORATION ● Thinks freely, but within the limits of the activity.
What the student does that is ● Uses inquiry and material to explore and investigate; to satisfy his/her curiosity about
consistent with this model: the chosen concept/topic.
● Uses inquiry to explore and ● Experiments with alternatives and discusses with parent and teacher.
investigate; to satisfy his/her
curiosity about the chosen
concept/topic.
● Thinks freely, but within the
limits of the activity.
● Tests predictions and
hypotheses.
● Forms new predictions and
hypotheses.
● Experiments with alternatives
and discusses then with
others.
● Records observations and
ideas.
● Suspends judgements.
EXPLANATION Listens to and tries to comprehend explanations the teacher offers.
What the student does that is Asks mother to provide some material related to study and tries to comprehend the explanation given
consistent with this model: by the teacher. ( material means somethings to taste, to touch his/her mother and in turn told mother to
touch them to feel and ask for some hard and soft objects to feel, to close their eyes and concentrate on
● Uses various informational
what I was saying [to hear]). Looks in the book and read a sentence or two [to see]. Ran and all of them
resources, group discussions, brought a bottle of perfume or deo [to smell]. I gave them all examples which were available in their
and teacher interaction to houses.
derive definitions and
explanations of the chosen
concept.
● Explains possible solutions or
answers to others'
explanations.
● Listens critically to others'
explanations.
● Questions others'
explanations.
● Listens to and tries to
comprehend explanations
the teacher offers.
● Refers to previous activities.

● Uses recorded observations in

explanations.
 Makes connections of the concept/topic to real world situations.
ELABORATION Everything they were told to do was of the real world.

What the student does that is

consistent with this model:
● Makes connections and
sees relationships of the
concept/topic in other
content areas.
● Forms expanded
understanding of original
concepts/topics.
● Makes connections of
concept/topic to real world
situations.

Answers open-ended questions by using observations, evidence, and previously accepted

explanations. Also demonstrates an understanding or knowledge of the concept or skill.
EVALUATION
Evaluates his or her own progress and knowledge. Uses alternative assessments to
What the student does that is demonstrate their understanding of the concept/topic.
consistent with this model
● Answers open-ended
questions by using
observations, evidence, and
previously accepted
explanations.
 ● Demonstrates an
understanding or
knowledge of the concept
or skill.
● Evaluates his or her own
progress and knowledge.
● Uses alternative assessments
to demonstrate their
understanding of the
concept/topic.

Teacher Self-Assessment: The lesson really worked very well because the children were able to test all the topics at the same time
they were taught and were able to understand the topic thoroughly.
How well did the lesson work
overall? What were the strengths of
the lesson? What were the
weaknesses of the lesson? How
can I improve the lesson for next
time?