Lesson Plan Template
Name ____________________ Content Area __Science____ Grade LevelKINDERGARTEN
Duration of Time __35 MIN__ Subject/Lesson Topic ___Our Five Senses_____
I. Lesson Overview:Brief description of the lesson and what you are planning on doing and why. Specifically, name the teaching method(s) and strategies used in the lesson.
Students will be able to name the five senses and the body parts that are connected to each. The teaching and learning methods that will be used will be a demonstration where the teacher will help students identify each sense and body part. The teacher will then help the students demonstrate how the body parts are connected to these senses.
II. Big Ideas and Essential Questions:Core Concepts, principles, theories, and the processes that are the focal point of instruction and assessment.
This lesson will equip students with observation and demonstration skills as learning progresses. The essential questions include:
What are the senses?What are the five senses?What is the importance of the five senses to us?Can you list the body parts associated with the five senses?Can we use all the five senses at the same time?
III. Instructional Objectives/Learning Targets:The objective(s) need to be aligned with the standard(s). What will the student be able to do at the completion of this lesson?
The student will be able to…
Identify things in the XXXXXXXXXXX by XXXXX XXX five senses..Describe XXX terms that used XXXXXXXXXX XXX lessonXXXXXXXX the body XXXXX associated XXXX the XXXX sensesXXXX XXX XXXX senses XXX XXXXX importance XX XX
XX.Grade XXXXX XXXXXX Core and/or XX XXXXX Standards:XXX XXX XXXXXXXXX XXXX XXX XXX XXXXXXXXXXX of the XXXXXXXX (refer XX pdesas.XXX or corestandards.XXX).
X.2.4.X. XXXXXXXX objects in the XXXXX using XXX XXXX XXXXXX
3.X.X. X.1.Recognize observational descriptors XXXX XXXX of the five XXXXXX (e.g., see-color XXX XXXX-texture)
X.X.X. X.X.XXX observations XX XXXXXXX a XXXXXXXXXXX vocabulary
X.Vocabulary:Keywords and XXXXXXXXXXX XXXXXXXX XXXX XXXX to XXXX for this lesson.
SensesXXXXXXXXXXXXTouchXXXXXTaste
XX.XXXXXXXXX/XXXXXXXXX:XXXX all XX XXX materials XXXXXX for the lesson.
WhiteboardXXXXXXXXXX XXXXXXXXXXX XXXXXX worksheet
Images Not Shown
LaptopProjector XX project thefive XXXXXX video on the XXXXXXXXXX
XXX.Classroom arrangement:XXXXXXXX XXX XXXXXXX.
Students XXXX first sit in XXXXXX of XXXX around one table. XXXXXXXX, they will XXXXXXXX the five senses XXX the body parts with XXXXX XXXX are XXXXXXXXXX. The teacher XXXX walk around to see the XXXXXXXX that XXXX group is making XXX XXXXX XXXX more.XXXXXXXX will then XXX in groups of two XXX identify XXXX part of XXX body that XXX XXX sense XX XXXXX it is XXXXXXXXX to. XXXX XXXX then have a XXXXXXXXXX on how important
XXXX XXXX XX XXX what would XXXXXX in the event of XXXXXX such XX XXXXXXX. Students XXXX be encouraged to XXXXXXX how the XXXXXXX XX XXX part XX XXX body XXXXXXXXXX XXXX XXX XXXX XXXXXX will affect the XXXXXXXXXXXX of the rest.
XXXX. Instructional Process:XXXXX down XXXX XXXX XXXXXXX (X - intro, B. XXXXXXXXXXXXX XXXXXXXXXX, X. closure). XXX sections XXX be bullet-pointed XXXX complete XXXXXXXXX that givedetailed XXXXXXXX teaching the lesson so XXXX XXXXXXX else could XXXX it up XXX teach it XXXX XX XXXX.
X.Introduction/XXXXXXXXXXXX Set:XXXXX XXXXXXXXXX XXX academic XXXXXXXXXXXX. XXXX will you do XX engage students, XXXXXXX their XXXXXXXXX, XXX XXXXXXXX XXXXX brains XXX XXXXXXXX?
Students XXXX be informed XXXX the XXXXXX XXXX XX about XXX XXXX senses.The XXXXXXX will XXX the students if they have an idea of what XXX five senses are.XXXXXXXX XXXX XX XXXXXXXX XX sit XXXXXX XXX XXXXXX the XXXXXXX’s directions for the lessonXX XXXXXXX XXXXXXX curiosity and XXXXXXXXX, XXX XXXXXXX XXXX play XXX five senses video XXX ask the student to listen and try XX sing XXXXX. To encourage XXXX, XXX teacher XXXX write XXX XXXXXX XX the song in the XXXXX at one part of the whiteboard for XXXXXXXX XX XXXX XXXXX.
X.Developmental XXXXXXXXXX:XXXXXXX a XXXX-XX-step XXXXXXXXXXX of XXXXXXXXXX/XXXXXXXXX
you XXXX implement to help XXXXXXXX XXXX objectives.
XXXXXXXX will XXXXXXXXXXX in XXXXXXXXXXX XXXXX XXX XXXX senses in groupsXXXXXXXX will XX allowed one after XXX other XX say what they XXXX XXXXX the XXXX XXXXXX as XXXXXXXXXXXStudents will XXXXX the five XXXXXX to the associative body XXXX in the worksheetStudents XXXX write XXXX the spellings of XXX five XXXXXX XXX body XXXXX in XXXXX classwork books
C.XXXXXXX:XXX XXXX you wrap XX the XXXXXX and assess XXXXXXXX’ learning.
To XXXX XX XXX lesson, students will XXXX read out XXXXX XXX XXXXXX as XXXXXX XX the XXXXXXXXXX XX XXXX point out to the body XXXX associated XXXX itXXXX will XXXX XXXX XXX XX XXXX senses XXXX from XXX XXXXX XX they XXXXX the XXXXXXXXXX body XXXX.
IX.Management Plan:How XXXX you modify this XXXXXX XX necessary? Provide examples in XXXXXXXX X XXX B.
A.Universal XXXXXX for XXXXXXXX:Explain multiple XXXXX for XXXXXXXXXXXXXX of XXX
material, teacher expression, and XXXXXXX engagement.
XXXXXXXX XXXXXXXXX will XX XXXXXXXXX XXXXXXX audiovisuals which include XXX ‘My XXXX XXXXXX XXXXX’ XXX the five senses XXXXXXXXX.XXXXXXX engagement XXXX XX XXXXXXX singing along, group XXXXXXXXXXX XXX XXXXXXXX XXXXXX to body XXXXX in the XXXXXXXXX
B.Two Classroom Management XXXXXX Present:XXXX twopossibleclassroom
management issues. XXX XXXX issue, XXXXXXXXXX XXXXXXXXX XXXXXXXXXXXXXXX
XXX issue XXXXXX andone XXXXXXXX XXXXXXXX XX the issue XXXXXXX to escalate.
Issue X:Disorder
Proactive Solutions:
The XXXXXXX XXXX explain XXX XXXXXXXXXX XX calmness and order in the classroom
The XXXXXXX XXXX XXXXXXXX the students and arrange them in XXXXXX XX XXXX numbers XX different XXXXXXXXX XX the XXXXX
-
Reactive XXXXXXXXX:
-
XXX XXXXXXX XXXX reward XXXXXXXX XXX have XXXXXXXXXX their sitting XXXXXXXXX and order so that XXX others who may XX XXXXXXXX can XX motivated XX adhere XX XXX XXXXXXXXXXX and order XXXXX set.
-
The teacher XXX reduce XXX XXXXXX of XXXXXX in a group XXX add more XXXXX XXX XXXXXX XX XXXX a more XXXXXXXXXX number per XXXXX. XXX example, a XXXXX XX XXX XXXXXXXX will be more XXXXXXX.
-
Proactive Solutions:
-
The teacher XXXX XXXXXXXX time XXX each activity XXXXX to the lesson
-
XXX order XX XXXXXXXXXX and time allocated will be strictly adhered XX by the use XX a XXXX clock.
-
Reactive XXXXXXXXX:
-
XXX XXXXXXX will XXXXXXXX XXXX XXXX XXX XXXXXXXXXX that XXXXXXXX are more active with XXX XXXXXX for XXXXX XXXX seem XX have poor engagement from XXX start.
-
The XXXXXXX will give XXXXXXXX XXXXX XXXXX XX teach XXXX how to manage XXXX while in class.
X.Formative/Summative XXXXXXXXXX:XXX will you know that you XXX XXX XXXXXXXXXX
and that students understand the XXXXXX? Provide an XXXXXXX XX a XXXXXXXXX and
XXXXXXXXX assessment.
A.Formative:XXXXX XXXXXXXXXX the XXXXXX XX XXXXXXXXX how XXXXXXXX are
XXXXXXXXXXX through a XXXXXXX XXXXXXXX XXXX/objective.
XXXXXXXX will XX XXXXXX XX XXXXXX XXX XXXXX XXX words XXXX XXX teacher will mentionXXXXXXXX will also XXXX XXXX in question XXX XXXXXX XXXXXXXX guided XX their XXXXXXXXXXXXXXX will draw parts of XXX body in XXXXX class assignment XXXXX and state the XXXXXX XX which XXXX are XXXXXXXXX to.
B.XXXXXXXXX:XXXXX XX the end XX XXX XXXX XX determine a XXXXXXX’s
mastery XX a topic after XXXXXXXXXXX. (If not XXXXXXXXXX XXX XXXX lesson – XXXX you
“XXXX” XX XX at the end XX the XXXX).
XXXXXXXX will be given a XXXXXXX to XXXX XX XXX submit to the next XXXXX. XXXX XXXX XX required XX XXXX the five XXXXXX in a chart paper and XXXXX XXXX XXXXXX in XXX environment XXXX which XXXX XXX XXXXXXXX with. For XXXXXXX, XXX sweet smell XX roses can XX XXXXXXXXXX XX the XXXXX XX smell.
Images Not Shown
Students will be XXXXX a XXXX and color end of the lesson assignment. This will XXXXXXX them to draw the XXXXX of the body associated with XXX five senses XXX color XXXX in their XXXXXXXXXX XXXXX than submit to XXX XXXXXXX.
C.XXXXXXXXX barriers XX access XXXXXXXXXXX XXX learning:What XXXXXX in the
way of a XXXXXXX XXXXX able XX learn XXXXXXXXXXX?
Emotional XXXXXXXXX XXX to XXXXXX XXXX as bullying and domestic XXXXXXXX may XXXXX in XXX XXX of a XXXXXXX XXXXXXXX effectively XXXXX they XXX XXX XX able to concentrate.XXXXXXXXX constraints are a XXXXXX to effective learning. This is XXXXXXX XX a XXXXX XXXXX from XXXX XXXXXXX the XXXXXXXXX materials such XX books, XXXX may not XXXXXXXX class XXXXXXXXXXX XXX also feel bad for themselves.A negative attitude XXXXXXX XXX XXXXXXX is a XXXXXX cause of ineffective XXXXXXXX for a student. Some XXXXXXXX may in XXX XXX or another be XXX strict XX XXXXXXXX in terms XX XXXXXX XXXX a correct XXXXXXXXXX XX XXXXXXXXXXX. For this reason, some students may develop negativity towards the XXXXXXX XXX XXX up XXXXXXXXX XXX XXXXXXX taught by the teacher.X XXXXX this, XXXXXXXX should take a XXXXXXXX initiative of developing XXXXX relationships XX understand students XXX the issues XXXX XXXXX XX making XXXX uncomfortable in class.
">