Lesson Plan Template
Pre-Planning:
OBJECTIVE
What will your students be able to do?
Standard:
SC.K.N.1.2 Make observations of the natural
world and know that they are descriptors
collected using the five senses.
SWBAT use their 5 senses to make
observations and collect data.
PREREQUISITE SKILLS
What will your students need to know to
master the grade-level objective?
They will need to know how to make
observations. We do this informally in class from
time to time, but I will be explicitly teaching how to
make an observation to make sure they are
confident when entering the lesson.
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Lesson Plan Template
Revised April 13, 2017
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
This is connected to my achievement goal
because I want my students to be able to have
the foundation they need to engage in science
throughout their schooling experience. This is a
way that I can give my students the equitable
opportunities that are crucial to their success.
They won’t be able to compete with students that
have a strong foundation in science if they are not
engaging in science material until middle school.
Bass, Contant, and Carin (2008) state that,
“Science experiences from the earliest grades are
essential for helping students learn to think and
understand” (p. 7).
DIAGNOSTIC
How will you assess students’ mastery of
these foundational skills?
After I explicitly teach observations, I will give
students first time to turn and talk with their
partners about observations. I will then use my
equity sticks to pull students names and call on
them.
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Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?

I will know they have made progress towards the objective based on the observations they
draw and/or write about from the lesson. I will assess their mastery at the end of the lesson.

KEY POINTS
What three to five key points will you emphasize?

 You can use your five senses to learn about everything around you.
 Everyone can be a scientist!
 Our senses help us understand better.
 Everyone might have slightly different observations when using their senses and that’s
ok.

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Lesson Plan Template
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Lesson Cycle
OPENING (9 min.) MATERIALS
How will you communicate what is about to
happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to
previous lessons?
How will you engage students and capture their
interest?
At table spots: start out with video to engage https://www.youtube.com/watch?
students https://www.youtube.com/watch? v=q1xNuU7gaAQ
v=q1xNuU7gaAQ

Then rotate to rug spots: Tell students we are

about the learn more about our 5 senses! Ask
students what they already know about the 5
senses. Also ask what the senses are and for
them to give you an example. Give students time
to turn and talk with a partner to make sure they
are more comfortable sharing. Post the sentence
stem, “The 5 senses are __, __, __, __, __” After
the students have time to talk with their partner,
then use equity sticks to pull student names to
have them share with the class.

INTRODUCTION OF NEW MATERIAL (5 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in
information?
How will you vary your approach to make
information accessible to all students?
Which potential misunderstandings will you
anticipate?
Why will students be engaged/interested?

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Lesson Plan Template
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Lesson Cycle
Post anchor chart on easel for all students to see
at rug spots. Leave the blanks empty and have
students help you fill them in. For example:
I see with my ___. Ask students, what do you see
with?
I hear with my ___. Ask students, what do you
hear with?
I smell with my ___. Ask students, what do you
smell with?
I touch with my ___. Ask students, what do you
touch with?
I taste with my ___. Ask students, what do you
taste with?

This anchor chart with visuals will allow the anchor chart
content to be more accessible to all students. The
sentence stems will also help them if they are still
developing their language skills, which most
kindergarten students are.

Then tell students they are going to get a chance

to be scientists! Using our 5 senses helps us learn
about the world around us! We will be practicing
making observations. Tell students that when you
make observations, you are noticing what is
around you and your 5 senses will help with this.
GUIDED PRACTICE (__ min.) MATERIALS
How will you clearly state and model behavioral
expectations?
How will you ensure that all students have
multiple opportunities to practice?
How will you scaffold practice exercises from easy
to hard?
How will you monitor and correct student
performance?
Why will students be engaged/interested?

Johns Hopkins University School of Education

Lesson Plan Template
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Lesson Cycle
Students will get to explore first with the teacher, Apples (sliced in quarters)
then during independent work they will explore on Chart that looks similar to this:
their own.

Have apples set up at the front of the room.

Students will observe what they notice about the
apples. Example: color, hard, shiny, no smell on
the outside

Then, pass out one apple to each student at their

table spots. They will get to start to observe at
their table groups about their apple. All apples are
different, so observations will very. Teacher will
monitor to make sure there are no
misconceptions. Teacher will also positively
narrate the observations she is hearing. Example:
I heard ___ make the observation that the apple is
red.

Post “I notice, I wonder chart” and start taking

notes as you hear different observations. Before
transitioning to the independent practice, ask
scholars some things they notice, and what they
wonder.
INDEPENDENT PRACTICE (__ min.) MATERIALS
How will you clearly state and model behavioral
expectations?
In what ways will students attempt to demonstrate
independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Students will have their own apples deliverable to
complete at their table spot about their apple.
Teacher will first project it on the document
camera to go through each step so students know
what the expectations are for completing the
deliverable. Students will work at a voice level 1
(whisper). If they have a question, they will first
ask someone at their table. If they are still unsure,
they will raise their hand for the teacher’s
assistance. Students will also draw their
observations on the back of this sheet.
Also, remind students to be sure they don’t eat
the whole apple before they are able to complete
the rest of the observations.

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Lesson Plan Template
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Lesson Cycle
CLOSING (__ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the
significance of what they learned?
How will you provide all students with
opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Once students complete the independent Anchor chart from introduction to reference and
practice, have them come back to their rug spots completed independent work
with their apple deliverable to close out the
lesson. Review the anchor chart then have them
reference their apple deliverable. Pull student
names to have them explain the answers they
filled in for their independent work. Then, urge
students to elaborate on why they wrote and/or
drew what they did. Bass, Contant, and Carin
(2008) state that, “It is not enough just to have
knowledge. In developing understanding, learners
must be able to access their knowledge and use it
in new learning and problem solving” (p. 93). This
will be the time that the teacher is evaluating to
see if the students made progress towards the
objective.

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 6
 References

Bass, J. E., Contant, T. L., & Carin, A. A. (2008). Teaching science as inquiry (11th ed.).

Boston, MA: Pearson.

Next Generation Science Standards. (n.d.). Retrieved from

https://www.nextgenscience.org/search-standards
Primary Press. (n.d.). 5 Senses & 5 Little Ducks. Retrieved December 9, 2017, from

http://plantspress.blogspot.com/2013/09/5-senses-and-5-little-ducks.html?m=1
The Dr. Binocs Show. (April 29, 2015). The Five Senses. Retrieved December 9, 2017 from

https://www.youtube.com/watch?v=q1xNuU7gaAQ
The Mailbox. (n.d.). Writing About Apples. Retrieved December 9, 2017 from

https://www.themailbox.com/magazines/apple-pattern-writing-to-describe-apples-using-the-

five-senses/writing-about-apples

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 7