Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

The Five Senses- Introduction #1

Date

October 30, 2012

Subject/Gra
de Level

Grade 1 Science

Time
Duratio
n

35 minutes

Unit

D. Senses

Teacher

Jami Wiebe

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learnin
g
Outcom
es:
Specific
Learnin
g
Outcom
es:

. 19Usethesensestomakegeneralandspecificobservations,and
communicateobservationsorallyandbyproducingcaptioned
pictures.
1.Identifyeachofthesenses,andexplainhowweuseoursensesin
interpretingtheworld.
LEARNING OBJECTIVES

Students will:
1. Identify each of the senses
2. Explain how we use senses in interpreting the world

ASSESSMENTS
Observations:

Key Questions:

Products/Perfor
mances:

Observe if students are watching the video

Make sure all students are getting involved in the discussion.
Assessing to ensure students are following along in the book and can
correlate the book to their five sense
Walking around while students are doing their coloring sheet. Check to see if
they are coloring the correct organs.
Can students identify the five senses? #1 (Knowledge)
Can students explain how we use those senses to interpret our
world? #1 (Comprehension)
Answering questions and providing examples during the book
reading #1
Coloring sheet #1
Being an active participant in the powerpoint #2

LEARNING RESOURCES CONSULTED

Program of Studies
Coaldale Public Library

MATERIALS AND EQUIPMENT

Senses at the Seashore
smartboard
Coloring equipment example crayons,
markers, pencil crayons.

PROCEDURE
Introduction
Attention
Grabber
Assessment of
Prior Knowledge

5 senses sing along video on youtube

http://www.youtube.com/watch?
v=Ipb0sEwpWjo&feature=rellist&playnext=1&list=PLWCRJCLBMRPCN8IFNY6KCASLK481-V-C
Move kids to the carpeted area:
Ask students the following questions to assess there prior knowledge:
- Ask students what the five senses are?
- Ask what body parts we use to hear, smell, see, touch, and feel?

Adapted from a template created by Dr. K. Roscoe

Ti
me
2
min
7
min

Lesson Plan Template ED 3501 (Version C)

- Ask how we can use senses (hear, smell, see, touch, and feel) in
our everyday life?
Explain that without out senses we wouldnt know what is going on in our
environment, Discuss that without vision we wouldnt even know what red
looked like, or if we were deaf we wouldnt know what music sounded like.
Expectations for Expect students to have some background knowledge about the 5 senses,
Learning and
and how they are beneficial in everyday life. Students should be actively
Behaviour
engaged in discussion, and eager to answer questions.
Transition to
Turn students attention to the book Senses at the Seashore and indicate
Body
that we are reading this book because it take place by the sea on a warm
day, and we can all use a break from this cold weather. Pay attention to
how their five senses helps them experience the sea shore.
Body
Ti
me
Learning
Reading: Senses at the Seashore- Shelley Rotner:
Activity #1
- Kids are siting on the carpeted area and teacher is on the chair.
- Ask the students what are some things they expect the kids in the
10
book will experience at the seashore
- Begin reading book stopping on the occasional page to ask students, mi
n
What sense are they using on this page?

Assessments/
Differentiation:

Learning
Activity #2

Assessments/
Differentiation

Learning
Activity #3

Assessments/
Differentiation

Assessment of
Learning:

What body parts they use to experience that sense?

How they think those senses makes the people in the book feel?
Students should be able to answer the questions above, and as the book
progresses more students should be able to answer the questions. If
students are actively engaged, and are eager to answer questions it can be
assumed they are grasping the concepts.
Coloring Worksheet Activity:
-Ask students to go back to their desk
- Ask students to write their name on the page
- Ask students to color the organ they use to hear and ask what is
something they hear in the classroom
-Ask students to color the organ they use to see and ask what are
somethings they see aroung the classroom
- Ask students to color the organ they use to touch and ask what are
somethings they touch around the classroom
-Ask students to color the organ they use to taste ask what are
somethings they taste with their tongue.
-Ask students to color the organ they use to smell and ask what are
somethings they smell around the classroom.
Assess whether students are coloring in the correct organ
Assess whether students can identify what they experience by using that
organ.
Smart Board Activity
Students are still seated at their desks.
Goes through how senses help us interpret our world.
Draw names for students to come up and complete smart board activities
on the board.
Other students can help the selected person while they are moving and
manipulating objects on the smart board.
Ensure that the students not physically going up to the smart board are
helping the selected person. Continue to ask the rest of the class if they
think the selected person is correct or what could have been done
differently.
Closure
Students are still at their desk:
Ask students what the five senses are? they can say them as a class,

Adapted from a template created by Dr. K. Roscoe

10
mi
n

5
mi
n

Ti
me
1
mi

Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

Lesson Plan Template ED 3501 (Version C)

while pointing to the organ they use to do so
n
Ask what we use our senses for?
Observing how they did on the coloring sheet as well as discussion
questions. Will be able to gauge how much they learned by if they can list
the five senses at the end of the lesson, and can point to the correct organ
used to experience that sense.
Tell students how they did on their senses, and ask them to try to
remember them all for next time because we are going to be talking about
them more in the future.
Tell students next time that we are going to be working on the sense of
smelling next class, and there are lots of fun activities to come!

Adapted from a template created by Dr. K. Roscoe