Teacher Candidate: Abriana Hammen, Brianna Sweeney

Date: 3/8/2016

Cooperating Teacher: Dr. Varano

Coop. Initials:

Group Size: 16

Grade Level: 1st Grade

Allotted Time: 30 minutes

Subject or Topic: Touch

Section: T/TH 9:30

According to PA Standards:
- 3.2.4.B.2. Use observations to develop a descriptive vocabulary.
- 3.2.4.B.1. Recognize observational descriptors from each of the five senses

I.

Objectives
First grade students will identify textures and expand on description words by feeling
items in texture boxes, recording their observations, and completing an inquiry sheet.

II.

Materials:
A. 5 brown paper bags
B. 1 flower (real or fake)
C. Pinecones
D. Grass
E. Rocks
F. 1 cup of cooked spaghetti
G. Touch sense worksheet (rough or smooth, cold or hot)
H. Inquiry sheet (See attached)

III.

Subject Matter/Content:
A. Prerequisite Skills
1. Basic understanding of touch sense
B. Key Vocabulary:
1. Rough- having an uneven or irregular surface; not smooth or level.

2. Smooth- having an even and regular surface or consistency; free from

perceptible projections, lumps, or indentations.
3. Soft- easy to mold, cut, compress, or fold; not hard or firm to the touch.
4. Hard- solid, firm, and resistant to pressure; not easily broken, bent, or pierced.
5. Slimy- covered by or having the feel or consistency of slime.
C. Big Idea: The Five Senses: Touch
D. New Content:
1. Our skin is the largest sense organ we have.
2. Texture- the feel, appearance, or consistency of a surface or a substance.

IV.

Implementation:
A. Introduction:
1. Start off the lesson by asking students what part of the body they use to feel.
Ask questions like Does your hair feel it when you cut it? What about
your fingernails? Why doesnt it hurt when you cut your fingernails? Can
you feel under your skin? Can you only feel things with your fingers? Ask
these questions to get the kids excited about learning the sense touch.
B. Development:
1. After asking questions and listening to all of the childrens answers. Talk
about how important our touch sense is. Talk about how our skin is the
biggest sense organ we have. Our skin feels everything first. Our skin holds
our bodies together and protects our bodies from everything outside.
2. Ask the children if they can list description words on how things feel to
them.
3. Write the childrens answers on the board (smooth, soft, rough, hard, etc.)
4. Make sure each student gives you at least one answer.
5. Go around the room and call on each student to make sure they give you an
answer.
6. Record their names next to the word they gave for checklist that they are able
to use descriptive words.
7. Inform students that they will be putting their hands into mystery boxes to
try to guess what is inside the box using only their sense of touch.
8. Divide the students into groups on four at their tables.

9. Get out the brown paper bags (there will be 5 of them, one for each table)
10. Fill one bag with a flower, one with a seashell, one with a rock, one with a
pinecone, and the other with 1 cup of uncooked spaghetti.
11. Place one bag at each table.
12. Tell the students to take turns passing the bag around the table for each
student to feel what is inside.
13. After each student at the table has felt the contents of the bag, have one
student from each table get up and pass their bag to the next table.
14. Each table should get each of the 5 bags.
15. During this activity, have the students fill out inquiry sheet on what they think
is in the bag, how it feels, and what is actually in the bag.
16. After all of the students have filled out the inquiry sheet, reveal to the class the
contents of the bags.
17. Discuss with the class what they thought was in the bag and compare to what
was actually in the bag.
18. Make sure you clean up the tables after this activity.
19. Make sure the students wash their hands at the end of the activity.
20. Pass out a worksheet that the students will have to complete.
21. They must circle which object is soft, hard, cold, hot, sticky, fluffy, etc.
22. After discussing the answers collect the worksheet for grading.
C. Closure: To end the lesson, after the kids have cleaned up and are sitting down,
play a loud sudden sound. The kids should get startled. Ask the students what
sense they used at that time.
D. Accommodations/ Differentiation:
1. Accommodation: For Matthew, he will be able to do the hands on activity and
describe what he feels. When it comes time to do the worksheet. The teacher
or another student will sit down with Matthew and give him examples of each
object and ask which one he thinks is soft, hard, smooth, slimy, etc.
E. Assessment/Evaluation Plan:
1. Formative:
a. Paper of recorded observations to make sure the students understand
descriptive words.
b. Worksheet to evaluate the students knowledge of different textures.
2. Summative: There is no Summative for this lesson.

V.

Reflective Response:
A. Report on Students Performance in Terms of Objectives

Remediation Plan: (What will you do to help?)

B. Personal Reflection:
- Was I able to grab the students attention with my introduction?
- Was I able to explain content material effectively?
- How could this lesson be improved?

VI.

Resources
- Touch Sense Worksheet (Attached below)
- https://www.pinterest.com/pin/558376053778360590/
- https://en.islcollective.com/resources/printables/worksheets_doc_docx/senses_sense_of_touch/beginner-prea1-worksheet/42707

Name: ___________
Date: ____________

Descriptive Words Checklist

Student:
Gianna D.
Olivia D.
Danielle D.
Alex D.
Katelyn G.
Jaime G.
Kayla G.
Christal H.
Samantha K.
Ronald M.
Alexandra M.
Hannah O.
Taylor S.
Alexis S.
Brianna S.
Rebecca T.

Word:

Name: __________
Date: ___________

What is in the Bag?

Draw and use descriptive words on what is in
the bags.

Bags What you think Descriptive What is in the

is in the bags:
Words:
bags:
#1
#2
#3
#4
#5