Lesson #1

Introduction to Senses Date November 12, 2013

Subject/Grade Level Science – Grade 1

Time Duration

60 min.

Unit D: Senses Teacher Darrell Hargrove

OUTCOMES FROM ALBERTA PROGRAM OF STUDIESGeneral Learning Outcomes:

Topic D: Senses1–9 Use the senses to make general and specific observations, and communicate observations orally and by producing captioned pictures.1–10 Describe the role of the human senses and the senses of other living things, in enabling perception and action.

Specific Learning Outcomes:

SLE 1: Identify each of the senses, and explain how we use our senses in interpreting the world.

LEARNING OBJECTIVESStudents will:1. Identify each of the 5 senses (SLE 1)2. Distinguish what parts of the body allow for use of the senses (SLE 1)3. Differentiate what senses are used in certain situations (SLE 1)

ASSESSMENTSObservations: Students are filling out the worksheets as activity time permitsKey Questions: 1. What are the 5 senses? (1)

2. What parts of the body do we use to activate each sense? (2)Products/Performances:

Students work is all complete in there Science duo-tangs and handed in at the end of class

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Education.alberta.ca Topic D: Senses Grade 1 – Edmonton Public Schools

Microwave Popcorn Worksheets Science duo-tangs

PROCEDUREPrior to lesson Setup microwave in the classroom

Have enough popcorn on hand for all students to tasteEnsure there are no popcorn allergies

Introduction TimeAttention Grabber Make popcorn in the microwave

Asking key questions while it is being made:- What does it smell like?- What do you see happening?- What does it taste like? Is it sour? Is it sweet?- What do you hear?- How does it feel?

10 min

Assessment of Prior Knowledge

Ask students what they know about “senses”What are the 5 Senses? (1)- Can they list all 5?- When do they use them?

3 min

Expectations for Learning and Behavior

- Everyone shares and makes sure that everyone has the chance to eat some popcorn during activity

Advance Organizer/Agenda

Handout sheets for lessonInstruct students to place these sheets in order inside their Science duo-tang

2 min

Transition to Body Post an image of the 5 senses on the Smart board- Ask the students if they can guess what each of the symbols stands for- Briefly describe each sense

3 min

Body TimeLearning Activity #1

Fill out the sensational popcorn sheet- Use the answers they used as a group as inspiration to create their own answers- Write out the word in the popcorn kernel and then color the popcorn kernels in using crayons*The words can be written out on the board as a group and written out if this works better for the class

10 min

Teacher Notes: Assessments/ Differentiation

Formative assessment will be done by walking around and carefully paying attention to what the students are writing inside the kernels

Ongoing throughout Learning Activity #1

Learning Activity #2

How do we make Sense?Orally present a list of stimuli that has a specific sense attached to it, asking the kids to put up their hands and try to answer what sense is mostly closely tied to the stimuli.- Sirens on a fire truck (hear)- Lemonade (taste)- A bouquet of flowers (smell)- A kittens soft fur (touch)- Thunder (hear)- Beautiful sunset (sight)- Smoke from a campfire (smell)- A prickly cactus (touch)- Lightning (sight)- Cough medicine (taste)

10 min

Teacher Notes: Assessments/ Differentiation

Assessment happens as students are answering questions. Quick feedback about the specific answers will be offered.

Ongoing throughout Learning Activity #2

Learning Activity #3

My Five SensesWhat parts of the body do we use to activate each sense? (2)- Students will draw the 5 things that they use to activate their senses- Students will also label each drawing with the appropriate sense- There is space on the bottom of the page for the student to show their favorite sense

20 min

Teacher Notes: Assessments/ Differentiation

Walking around the teacher will do formative assessment and looking at the work students are doing as well as talking to them by offering insightful questions about what they are doing.

Ongoing throughout Learning Activity #3

Closure TimeConsolidation of Learning:

Students will hand in their Science duo-tangs at the end of class 1 min

Feedback From Students:

Heads down, fingers up- Students with their heads down on their desk, and show with their hand by raising it above their head with heads still down how they felt about the learning experience from 1 to 5 (5 being I completely understand).

1 min

Feedback To Students

Formative Assessment and feedback is offered throughout lesson N/A

Transition To Next Lesson

Now that we know what are senses are and what they do, we are going to learn how they help us:“Senses make you aware”

1 min.

Sponge Activity/Activities

Students can color the final work of their sense-a-tional or my five senses worksheets.

Reflections from the lesson

Strengths:Setting up expectations right from the start on what is going to be like when I instruct in the classroom was really good. I reinforced a lot of the things in the class that my teacher does early to show that I am no different in the role than she is to the students, and I think this set the tone well for my lesson and will transfer to the rest of my time here as well.

Weaknesses:Some of my transitions were a little sloppy, but I was able to pick up on most of the things going wrong before it became a larger issue. I will have to be careful how I differentiate the learning in the class; there is some very different level learners and approaches that work only for some students. I also need to make sure that I am waiting for all eyes on me when I do the Eyes Up call on the students.

Next time:Use eyes up effectively and wait for all students to be paying attention. Take time and go over the information slowly for all to grasp. Showcase some examples so they know what I am expecting overall. Move around the class more and interact while activity is taking place.