Megan Parton

Professor Moroney

EDU 521

April 22, 2015

Lesson Plan- The five Senses

The Sense of Sight
Instructive Objective
After going on an eyes opened nature walk, the students will pick out 3 leaves and be
able to describe the shapes, sizes and colors of the leaves, they will use their iPads to take
pictures of the leaves and describe them in a diagram.
Standards and Indicators
Standard: ELA Literacy S.L. 1.3
Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
Indicator:
This will be evident when the teacher speaks orally to the class and students will
complete the assignments.
Standard: ELA Literacy S.L 1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts and feelings.
Indicator:
This will be evident when a student complete their ideas or in a chart after the lesson is
complete.
ISTE Standards
1. Critical thinking, Problem Solving, and Decision Making
2. Creativity and Innovation
3. Communication and Collaboration
Motivation
Today we will be going on a scavenger hunt. The children will go out in the playground
and find the leaves that are assigned in the classwork. The children will look for different

shapes, sizes and colors of the leaves. After they find the leaves, the children will use their smart
notebooks or iPad to describe and take pictures of what they found.

Materials

Students will use their eyes for looking

Leaves
Pen and Paper (to describe the different leaves they found)
Smart Notebook
iPad

Group Discussion
Direct Instruction
Independent Work

Strategies

Adaptations

For the student (Emma) who is easily irritated with himself but enjoys group activities, he
can become the leader in group activities and discussions.
For the student who is not organized, he can be reminded of the steps in the teachers
instructions to help him keep on task.
For the student who has good handwriting but difficult time spelling, he can participate in
group work by writing the answers assisted by the teacher with spelling.
Emma will use her iPad to draw a diagram as well as take pictures of the leaves that she
found.
Differentiation of Instruction

Emma, who is a visual learner, will work on a graph displayed in the front of the room.
She will use her iPad for the graph.
Emma will work in a group at a slower pace that way she will not be frustrated with her
work. For the other students, they will work in other groups but at a faster pace or a pace
that best suits their needs.
Emma will be the leader of the group discussions. Since Emma has good handwriting,
she will be the one who presents to the classroom about her findings with the different
leaves.
Students will work hands on with the different activities (Kinesthetic learning)

Development Procedures
o Activity 1- Nature Walk- Scavenger Hunt
o Key Questions- What is the different shapes, sizes and colors of the leaves you
found? They will indicate them on their iPads
o Activity 2- Art Project on their iPad
o Key Questions- After taking pictures of the leaves, the students will create a
diagram on their iPad describing the different leaves.

Assessment
With the 3 leaves that the children found, the children will examine each of the
leaves and point out the different shapes, sizes and colors of them. (Use iPad for
descriptions and diagrams)
Independent Practices
Following the lesson, students will go home and play I Spy with their parents.
They will go around their house and describe the objects that they find and they will
make a diagram on their iPad and bring them in the next day to class.
Follow-up
Academic Intervention
For Emma, under the direct intervention, the teacher will use the 3 leaves they
found and reinforce what they found. In a simpler way, describe the different leaves they
found. The students will use their iPads for the diagrams and descriptions of the leaves. If
needed, the teacher will work one on one with Emma for her to better understand the
activity and make sure that she enjoys it and isnt frustrated.
Academic Enrichment
The students will examine the 3 leaves more closely and point out other things
that they found and point out other objects they might have found while on their
scavenger hunt.

Collaborative Work Skills : The 5 Senses

Teacher Name: Megan Parton
Student Name:

CATEGORY

________________________________________

Problem-solving Actively looks for

and suggests
solutions to
problems.

Refines solutions
Does not suggest or
suggested by others. refine solutions, but
is willing to try out
solutions suggested
by others.

Does not try to solve

problems or help
others solve
problems. Lets
others do the work.

Preparedness

Brings needed
materials to class
and is always ready
to work.

Almost always
brings needed
materials to class
and is ready to work.

Almost always brings

needed materials but
sometimes needs to
settle down and get
to work

Often forgets
needed materials or
is rarely ready to get
to work.

Working with
Others

Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.

Usually listens to,

shares, with, and
supports the efforts
of others. Does not
cause \"waves\" in
the group.

Often listens to,

shares with, and
supports the efforts
of others, but
sometimes is not a
good team member.

Rarely listens to,

shares with, and
supports the efforts
of others. Often is
not a good team
player.

References
Kindergarten: Holding Hands and Sticking Together: The Five Senses: Sense of Sight. (n.d.).
Retrieved April 22, 2015, from http://ckisloski.blogspot.com/2013/05/the-five-senses-senseof-sight.html

The Five Senses- Lesson 2: Sight. (n.d.) Retrieved April 22, 2015, from
http://www.sedl.org/scimath/pasopartners/senses/lesson2.html
Sense of Sight Lesson Plan for Kindergarten. (n.d.). Retrieved April 29, 2015, from
http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/12937-sense-of-sightlesson/