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Name: Char Skenandore Regular Domains:

Lesson # 4 Observed DDP

Aesthetic: appreciation of the arts and enjoyment of sensory experiences Cognitive: physical knowledge and representational knowledge Language: expressive language Social: socialization rules and turn taking

Activity Name: The Five Senses - TASTE WMELS Goals: Scientific Thinking - C. EL. 1: Uses senses to take in, experience, integrate, and regulate responses to the environment. Exploration and Discovery - A. EL. 1 Uses multi-sensory abilities to process information. Mathematical Thinking - B. EL. 2 Understands number operations and relationships. Social Competence - C.EL. 3 Demonstrates understanding of rules and social expectations. Objectives: The students will use their senses to observe and describe the red, green, and yellow apples. The students will determine which apple taste they liked the best and represent that on the group chart. The students will count how many students liked each colored apple. The students will identify which apples students liked the most, and the least. The students will demonstrate following rules and turn-taking abilities.

Student Assessment: I will use a checklist for five students to assess their ability to: *name a sense they use to make an observation *record the observation/description *identify which apple was liked the most/least *to follow the rules and take turns *count one-to-one correspondence Content: People use their five senses to make observations about the world around us. The five senses are see, hear, smell, touch and taste. Descriptive words: i.e. hard, smooth, juicy, sweet, sour, colors, shapes Rote counting from 1 through 10, or higher. Vocabulary words most and least. Apple slices from red, green, and yellow apples- enough for each student to get one of each apple Red, green, and yellow colored paper apple shapes 2 pieces of chart paper: one blank one, one with 3 columns labeled red, green, and yellow apple Markers in black, red, yellow, and green CD with theme song, Five Senses Just for Me CD player Hand sanitizer/napkins/wipes and paper plates

Materials:

Instructional Strategies: Sensory Engagement, Paraphrase, Reflections, Modeling, Effective Praise, Do-It Signals, Questions, Behavior Reflection Procedures:

Introduction (5 minutes) in large group on carpet area: Good morning, friends. For the last couple of weeks we have been learning about our five senses. What are the 5 senses? (Take student answers.) What part of our body do we (xxx) with? Take student answers and paraphrase their responses. Great job remembering all five senses. To get our brains thinking about the different senses, lets sing our theme song. Play Five Senses Just For Me song. Demonstration and Participation (30 minutes): Today we are going to do another activity that involves using a couple different senses at the same time. We are going to make some observations about these (show apples). What are these things? Which senses can we use to make observations about these? Take a few responses and list onto chart paper along with a simple drawing of the body part responsible for that sense. Before we start, I just need to explain what and how we will do the activity, so can everyone put on their listening ears? Oooh, I think I am going to see a lot of great listeners today. Explain that we will be passing things down the rows and that everyone will get a chance to hold each thing. Then, model and explain how to take, observe, and pass things from one person to another. Explain that we only touch one and thats the one you will eat because we dont want to get germs on other peoples food. Remind students that they will be using their senses to make observations and sometimes they will share their thoughts with the class so they need to speak loudly so all can hear, and other times they will need to be respectful listeners when someone else is sharing. The first item we will observe is this whole apple. I want you to watch and listen to what I do and say as I make my observation so that you will know how to make your own observation. (Model how to make observations with a think-aloud.) Now, its your turn to make

observations like a scientist does. Pass out 3 apples to the students so they can make observations.) Ask, What do you observe and what sense are you using to do that? (Paraphrase and write observation under the sense on the chart. After all students got to feel an apple, collect all 3.) Ask, What other sense do you think we can use to find out more about these apples? (Taste) How do you think the red apple will taste? (Take a few predictions) Well, lets find out. Each person will get one red slice to try. Remember to touch just the one you will be eating. Also, think about how it tastes. (Pass out one plate to each row. Ask a few students, How would you describe the taste? and write the responses in red on the chart under taste.) Now, we will taste a different apple the yellow one. Its called a Yellow Delicious apple. How do you think this one will taste? (Take a few predictions. Pass out one plate to each row.) Ask a few students, How would you describe the taste? and write the responses in yellow on the chart under taste.) How do your observations compare to your guesses before you tasted the apples? Now, we are going to taste our last kind of apple the green Granny Smith apple. How do you think this one will taste, compared to the two you already tried? (Take a few predictions. Pass out one plate to each row.) Ask a few students, How would you describe the taste? and write the responses in green on the chart under taste.) How do your observations compare to your guesses before you tasted the apples? Okay. Now that we had a chance to taste all 3 kinds of apples, I want you to think about the different tastes and decide which apple was your favorite. (Give students about 15 seconds to think and decide.) Now, I am going to call each of you up here and you will pick out a paper apple that represents the one that tasted the best to you. One you pick the colored apple you liked the best, you will put it on the chart under that colored apple. We are going to see how many people liked each kind of apple. Do you think we will all like the same kind the best? Why? (Call up 2 students at a time to place their apples on the chart.)

Once all students have put their apple up, ask, Which apple do you think most people liked the best? Which one do you think the least amount of people liked the best? (Ask students what most and least mean. If they dont know, explain.) Ask, What do you think we can do to find out for sure which has the most and the least? (Ask for suggestions and why they think so. Count is the answer). Yes, we can count each color to see how many there are. Lets first count the red apples. Everyone count with me. One, two (Use pointer to point to each apple as we count together.) There were XX people who liked red apples the best. (Write total under the column.) Now lets count the yellow apples Repeat process with both yellow and green apples. Now that we counted how many of each apple, which one did most people like the best? How do you know? Which one did the least amount of people like the best? How do you know? Conclusion (3 minutes): So, how did you like the apple tasting activity today? If you liked it a lot, show me thumbs up; if you kind of liked it show me thumbs to the side, and if you didnt like it at all, show me thumbs down. Okay, thanks for letting me know. Well, today, I saw a lot of my friends acting like scientists when they were using all of their different senses to make observations about the different apples. I heard a lot of great counting, too. We counted how many people liked the red, yellow, and green apples, and found out that people liked the (XXX) apple the most and the least favorite was the (XXX) apple. Remember, we use our senses to learn about different things and find out what we like or dont like. Now, we are going to move into our center time. I am going to be watching for students who are being good listeners. So, lets put on our listening ears on again and wait to hear your name called and then you can move into your center.

Questions:

What are the 5 senses? What part of our body do we (xxx) with? What do you observe and what sense are you using to do that?

What other sense do you think we can use to find out more about these apples? How do you think the red apple will taste? How would you describe the taste? How do your observations compare to your guesses before you tasted the apples? What do you think we can do to find out for sure which has the most and the least? Why do you think that?

Adaptations: For Spanish Dominent Speaking students, use Spanish to help clarify concepts or directions. For inexperienced readers, draw pictures next to the words. (see = eyes, hear = ear, taste = mouth, touch = hand, smell = nose)

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