Sensory Discovery Lesson I

SPY
This introduction to the playground, focuses on getting acquainted with nature,
gathering observations of plant and animal life. The class will be divided into small
groups and led on a discovery walk in the park. The children will use their science
tools or five senses to observe several areas of the field and garden. Content focus
will be utilizing the five senses to collect information, cycles in nature and promote
respect of nature.

Learning Goal:
Identify and describe objects using the senses: smell, sight, texture,
sound
Time frame 9: 00 am 10:00 pm
9:00 9:15 Begin by reading the book Fall Leaves fall
9:15- 9:30
Explain the hand out of what items to look for when the students go outside
Talk about the senses, ASK
What do you SEE
What do you FEEL
What do you SMELL
What do you HEAR
9:30- 10:00 am
At the playground show them examples of bark rubbings

What to Bring

a first aid kit

a cell phone
a plastic sandwich bag (collection
bag) that stays closed easily one for each child

crayons and paper for rubbings

a magnifying glass
crayons
paper

Method

Students can use a magnifying glass to get a closer look at anything that interests them. Have them not just
look at the bark of a tree, but smell it and feel it. Sit for a few moments in silence, listen to the natural sounds
around you, and try to describe or identify them. Hands on activities such as making tree rubbings or collecting
fall leaves will also interest younger children.

Saving Your Finds

When they get home, suggest that they save their finds by gluing their finds to a piece of heavy cardboard as a
collage or make other fun nature crafts with them.

Safety Precautions
Safety Precautions to take during nature walks:

Make sure that children know to

stay away from poisonous mushrooms, berries, or plants.

Instruct children to stay next to you

or with the group at all times.

Keep an eye out for sharp objects,

such as thorns or broken glass, and make sure to steer children clear of them.
Warn children about the dangers of
touching animals.

-----------------------------------------------------------------------------------------------------------------------------------------Songs after recess:

10:45- 11:15
37 Hot potato (use the bean bag)
20 Farmer in the Dell
9 Skip to my Lou

Assignment #3
Lesson Deconstruction, Value: 40%
Expectations:
To critically think about activities appropriate for your practicum grade
level;
To identify one lesson or activity (NOT an entire unit or culminating task)
to
be completed in one lesson (30-90 minutes depending on the grade) from an
Internet source, to support science learning for your practicum grade;
To alter the lesson or activity to assist your students in developing
scientific
inquiry / experimentation skills or technological problem-solving skills;
To share knowledge with colleagues.
In this assignment, you will analyze and modify one science and technology
lesson,
activity appropriate for your practicum grade. This lesson or activity must
be one
that will allow your students to develop skills of science and
technology
specific to the unit of study.
Please include the following (in this order):
Cover Page: Your name, the name of the original activity, brief summary of
the original activity, source of the original activity, intended audience of the
original activity and the intended audience of the modified activity.
12 page written explanation of how you changed the lesson or activity to
assist your students in the development of science and technology skills.
Appendix A: Original Lesson Plan.
Appendix B: Modified Lesson Plan. Your modified lesson plan needs to
include a section listing the key specific expectation* you are addressing as
well as any supporting expectations you are addressing. Keep this list
focused and include the number and page references for all expectations you
are addressing and developing. Your modified lesson plan also needs to
include a section specifying safety considerations necessary to the activity.
The final and key piece of this assignment will be the in-class
presentations.
You will have up to 25 minutes (plan to use 20-25 minutes) to teach
some of
your lesson to 4-6 of your colleagues; they will become your
classroom. The
5
materials needed for the lesson must be present. The end of your
presentation should explain how you changed the lesson and why.

*For this assignment, your key expectation will be found in Section 2

Developing
Investigation and Communication Skills. Your key expectation may begin with
use
scientific inquiry / experimentation skills (see page 12)or use
technological
problem-solving skills (see page 16) For this assignment, your key
expectation
SHOULD NOT begin with use scientific inquiry / research skills (see page
15).
Other expectations from Section 2 may also serve as the key expectation but
the
ones that begin with follow established safety procedures, use
appropriate
science and technology vocabulary and use a variety of forms should
be
supporting ones only. While other expectations may be addressed in the
lesson, the
key skills expectation must be the focus.

Along with a knowledge foundation, the study of science and technology offers
students varied opportunities to learn and master skills that are relevant to their
everyday world.
In the specific expectations, reference is made to the following three skill areas:
scientific inquiry/experimentation skills scientific inquiry/research skills
technological problem-solving skills
Skill continua are provided on the following pages for these skill areas. The continua
present an ordered series of descriptive statements that mark out students
development along the road to mastery of these specific skills. The continua provide
teachers with a way of looking at what students can do so that they can plan for
further development of their students skills. In general terms, the skills involved in
scientific inquiry and technological problem solving are the following: initiating and
planning (e.g., asking questions, clarifying problems, planning procedures)
performing and recording (e.g., following procedures, accessing information,
recording observations and findings) analysing and interpreting (e.g., organizing
data, reflecting on the effectiveness of actions performed, drawing conclusions)
communicating (e.g., using appropriate vocabulary, communicating findings in a
variety of ways)
The Scientific Inquiry/Experimentation Skill Continuum Although there is no single
scientific method, there are scientific methodologies practices that are followed
when investigating questions in a scientific manner.
In scientific inquiry, students engage in activities that allow them to develop
knowledge and understanding of scientific ideas in much the same way as scientists

would. Like scientists, students must also develop skills in the two major
components of scientific inquiry experimentation and research.
The Scientific Inquiry/Research Skill Continuum Research includes both primary
research, which is done through first-hand, direct observation of objects and
processes, and secondary research, which is done by reviewing the work and the
findings of others.
CONTINUUM FOR SCIENTIFIC INQUIRY/RESEARCH SKILLS*
Beginning Exploring Emerging Competent Proficient
Initiating and Planning
The student:
asks questions that demonstrate curiosity about the world around him or her
asks questions that could lead to investigations, and chooses one that will be the
basis for an investigation
asks questions that could lead to investigations, and formulates a specific question
that will be the basis for an investigation
asks questions that arise from practical problems and issues, and formulates a
specific question that will be the basis for an investigation
uses a teacher-prepared organizational system for gathering and organizing
information