Science Unit Final

Making Observations Across the Curriculum
Unit Author
First and Last Name Authors E-mail Address Course Name(s) Course Number(s) Course Section(s) 'nstructor(s) Name(s)
Unit Overview Unit Plan Title Unit Introduction
Caran Mullins Caran.mullins@mail.saintleo.edu Science in Elementary School E !-""# $AE%& r. Ledbetter
(bser)ations
*his unit is about ma+in, obser)ations. Students -ill learn ho- to ma+e and use obser)ations in multi.le content areas. *hey -ill learn to do this throu,h usin, their senses and then recordin, -hat they ha)e obser)ed. *here is a science lesson that co)ers each o/ the li/e0 .hysical0 and earth science domains. *hese lessons are interacti)e and use ,uided disco)ery teachin, methods to .ro)ide hands-on learnin, e1.eriences. *he science com.onent in this unit is lar,e is es.ecially e)ident in the readin, and -ritin, lessons. 'n these lessons0 students -ill directly a..ly their scientist s+ills by usin, the scienti/ic .rocess to ma+e conclusions and -rite about them. *he math lessons use obser)ational s+ills such as /indin, .atterns and classi/yin, by attributes. *he art acti)ities in this unit .ro)ide o..ortunities to a..ly $ardners Multi.le 'ntelli,ences to the learnin, .rocess so that all students can be e)aluated on their stren,ths.
Subject Area(s) (List all sub2ects that a..ly)
Science0 Math0 3ritin,0 4eadin,0 Art

Grade Level 5Clic+ bo1(es) o/ all ,rade le)el(s) that your !nit tar,ets6
7-8 9-# ESL $i/ted and *alented
"-: ;-&8 4esource (ther<
Targeted State Frameworks/Content Standards/Benchmarks SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.
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SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's surface. SC.1.N.1.2- Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. K.OA.A.3. Decomposes numbers less than or equal to 10 in more than one way. K.CC.B4. Understand the relationship between numbers and quantities; connect counting to cardinality. RF.K.2a. Recognize and produce rhyming words. LACC.2.W.1.2- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. LACC.1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. VA..1.H.3- Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
Student Objectives/Learning Outcomes
From memory, students will be able to describe the properties of a rock with 85% accuracy. From memory, the students will sort and draw the objects that sink and the objects that float together with 80% accuracy. From memory, students will connect body parts and observations to each of the five senses with 80% accuracy. From memory, students will organize buttons by identifying their attributes with 85% accuracy.
Using their senses, students will be able to count and sort picture cards in multiple ways with 85% accuracy. From usng their senses, students will be able to identify quantity and write its numeric value with 85% accuracy. From memory, students will be able to identify rhyming words and create a rhyme with 85% accuracy. From the text, the students will observe the different parts of a flower and the role they play in germination and pollination of a plant, with 80% accuracy. Using the text to make observations, students will write sentences to demonstrate understanding of the text with 80% accuracy. Using their hands, students will mix paint to observe the changes when colors combine with 85% accuracy. From memory, students will be able to connect body parts to each of the five senses with 85% accuracy. Using their senses, students will draw a picture of something in nature that they observe with 85% accuracy.
Procedures- (Science Lessons are broken into two da s because o! "# $inute science block%)
Monday (Day 1) 4eadin, @loc+< *he Class Aet Lesson Math< @enchmar+ test /rom a .re)ious unit Science< Fi)e Senses Lesson Tuesday (Day 2) 4eadin,< Mouse Aaint @oo+ and Art Acti)ity Math< Sortin, Cereal Lesson Science< Fi)e Senses Lesson Cont. Wednesday (Day )! "hort day Science< Art acti)ity- Fi)e senses cut-outs Thursday (Day #) 4eadin, @loc+< Aarts o/ a Flo-er Lesson Science< 4oc+ Aro.erties Lesson $riday (Day %) Science< 4oc+ Aro.erties Lesson cont. Math< Sortin, -ith *en-Frames Lesson
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Monday (Day &) 4eadin, @loc+< 4hymin, 3ith (bser)ations Lesson Science< (bser)in, in Nature Art Acti)ity Tuesday (Day ') Math< Countin, 3ith Cardinality Lesson Science< Sin+ or Float Lesson Wednesday (Day () Science< Sin+ or Float Lesson cont.
&aterials and 'esources
*echnolo,y B >ard-are (Clic+ bo1es o/ all eCui.ment needed) Camera Laser is+ Com.uter(s) Arinter i,ital Camera Aro2ection System D Alayer Scanner 'nternet Connection *ele)ision *echnolo,y B So/t-are (Clic+ bo1es o/ all so/t-are needed.) atabaseES.readsheet 'ma,e Arocessin, es+to. Aublishin, 'nternet 3eb @ro-ser E-mail So/t-are Multimedia Encyclo.edia on C -4(M
Acco$$odations !or (i!!erentiated Instruction
DC4 Dideo Camera Dideo Con/erencin, ECui.. (ther< Smart @oard
3eb Aa,e e)elo.ment 3ord Arocessin, (ther<
4esource Student
For these students ' -ill .ro)ide -ord ban+s0 assi,n /e-er Cuestions and sim.li/ied ,ra.hic or,aniFers. *he art acti)ities ha)e been de)elo.ed -ith these students in mind by ta+in, into account all o/ $ardners multi.le intelli,ences. Some o/ these students -ll ha)e .ara.ro/essionals -ith them at all times to assist them in their -or+. *hese students -ill be .ositioned in the classroom so that ' ha)e easy access to their des+s. *hey -ill also be ,rou.ed -ith hi,her students throu,hout the unit to .ro)ide e1tra su..ort. For these students ' -ill .ro)ide -ord ban+s -ith .icture re/erences0 use )isuals and ,estures -hen teachin, and ,i)in, directions0 use .icture seCuences and sim.le ,ra.hic or,aniFers -ith sim.li/ied instructions. ' -ill e)aluate these studens on content only0 there -ill be no ,rade /or lan,ua,e s+ills and these students -ill not be deducted /or these ty.es o/ errors. 3hen bene/icial0 ' -ill use their nati)e lan,ua,e as a resource to .ro)ide enhanced learnin, e1.eriences.
Non-Nati)e En,lish S.ea+er
$i/ted Student
*hese students -ill be assi,ned more challen,in, Cuestions. For these students0 ' -ill /ocus on 3ebbs de.th o/ +no-led,e0 le)el " and le)el G Cuestionin,. ' -ill .ro)ide many o..ortunities /or hand-on0 minds-on learnin, -here students are reCuired to use .roblem sol)in, s+ills. *hese students -ill be e1.ected to articulate their thou,ht .rocesses in their -ritin, assi,nments.
Unit Fact Sheet:

Interesting water properties: Water is sticky, causing water drops to combine when they meet. Water exerts pressure. Water has mass. Water can dissolve some materials. Water can act as a filter.
Why objects float: Some objects have a density that is less than the density of water. The objects are buoyed up by the denser water and float. Some objects float by utilizing the surface tension of water. Other objects float because their shape allows them to displace an amount of water equal to their weight. A block of wood will float on water, but a lump of iron exactly the same size will sink.
Rock properties: 1. 2. 3. 4. Rock properties determine the origin of a specific rock and the type of rock it is. Texture is a property that assists in determining how a rock is formed. Rocks are mixtures of minerals. Scientists classify rocks into Igneous, Metamorphic and sedimentary based on how they are formed. 5. Forces on the Earths surface continuously change one type of rock into another type. 6. Rocks have several purposes: a. Rocks become the soil that nourishes plants. b. We can skip them across ponds for entertainment. c. Rocks are used as raw manufacturing material. d. The minerals in rocks are used for fertilizer. 7. Type of rocks: a. Igneous- formed from the heating and cooling of melted material in the earth. From the Latin word meaning coming from fire. b. Sedimentary- formed from particles that were previously from another type of rock, from chemical reactions that occur in the ocean, and from organic matter. c. Metamorphic- formed when rocks are heated or pressed together for a long period of time. They are formed from igneous or sedimentary rocks. The name comes from a Greek word meaning change.
Senses Facts The eyes work like a camera. They take in light from the thing we are looking at and take a picture of it on the back of the eye. Nerves in the eye take a message about the picture to the brain. The brain tells us what we see. When we breathe, air goes into our nose through the nostrils. Nerves take the messages to the brain. Taste buds help use taste different things. Taste buds on different parts of the tongue can taste different things. Nerve endings on the skin send messages to the brain to tell us when things are hot, cold, sticky, rough, etc. The senses are part of the nervous system and help us make decisions about things all around us.
Our senses tell us: 1. What is in the environment? 2. How much is out there. 3. Is there more or less of it than before. 4. Where is it? 5. Is it changing in time or place?
Interesting facts: After eating too much, your hearing is less sharp. Your nose can remember 50,000 scents Even small noises can cause the pupils to dilate. That is why surgeons are so bothered by even small noises. When the pupils dilate they lose their focus. Only about 1/3 of humans have 20/20 vision.
Science Lessons
Unit Application: This lesson requires students to use observational skills to identify the many different properties of rocks. Students will have learned their five senses at this point in the unit, and will be aware that they can feel the rocks and examine the rocks with their sight. Students will also be able to explore their rocks properties with tools such as magnifying glasses and nails to test for hardness. Lesson Title: Identifying Rock Properties Grade & Sub ect: !st Grade Science As You Begin: Students understand that rocks are a part of the Earths environment, but have limited knowledge that there are different types of rocks. I will activate prior knowledge by showing the students rocks from my personal rock collection and let them make connections between the rocks they see in their own environments. What are rocks used for? Where do we see rocks? Method: Direct Instruction "u#ber of Students: !$
Diverse Learners: E ! " # $his students can label ob%ects and is progressing into writing sentences. &e does well with picture representations of words. &e also works well with his table team. 'ifted! "( $his student gets bored easily but really en%oys helping other students that are struggling. ESE! number of students ) *$I+,$SS! number of students ) Vocabulary: -roperties! .haracteristics of rocks &ardness( what your rock can scratch and what scratches your rock $e/ture( how you can describe the surface of your rock .olor
State Standard/s: S .!.".#.! $ecogni%e that water, rocks, soil, and living organisms are found on "arth&s surface.
Objective/s: 0rom memory, students will be able to describe the properties of a rock with 123 accuracy.
Assessing Student Understanding: 'ormative(

1. Students will answer questions during brain pop video about rock properties to assess understanding of content. 2. Numbered heads together- used to assess students understanding of their chosen rocks properties.
Modi ied Assess!ent/s "#LL$ gi ted$ #S# and %&'(: "LL, "S", and $T)( *ill label their rock picture with at least three rock properties. +ifted( *ill come up with another way to test their rocks properties.
Summative(
1. Students will create a page for our classs rock collection book that includes a picture of the rock and a description of the rock properties.
Materials )eeded: ,y personal rock collection 4 rock for each student found outside "1 ,agnifying glasses "1 5ails "1 4ssessment worksheets Smart 6oard 6rain -op 7ideo Safety .onsiderations! 5ails can be dangerous to use in a first grade class. $herefore, when a student wants to test their rocks hardness they will come to a specific station that will be monitored by a teacher or class volunteer. Se*uence o Lesson/Lesson +rocedures:
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Modi ications/Acco!!odations: 4 student in the class that has difficulty paying attention and engaging in class lessons will be brought up to pick a rock and describe it to the class.
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,ttention +etter(
1. Show students my rock collection. ach rock is from a different country. !iscuss how rocks can be found all over the world. "hat are rocks used for# $%ouses& roads& animal shelter& etc.'
2. Select a few students to come to the front a pick out a rock from my collection. (he class must come up with properties of the rocks chosen. )reate a list on the smart board. *. +odel how to observe and name properties. (ell students we will be creating a class rock collection like mine. ,. (oday we will be collecting rocks from our school property and bring them back to the classroom to make observations.
#ssential ,uestions: *hat can be found on the earths surface.ow can we use properties to describe rocks-
When using cooperative learning strategies, high and low students are paired together. ,y gifted student is paired with my E because she provides e/tra support when I cannot.
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-. "atch .rain /op video on rocks that describes rock properties. $)olor& hardness& luster'. a. Numbered heads together0 Students answer questions provided by the teacher about what the brain pop e1plains about rock properties. $2ormative 3ssessment' b. (eacher will model property terms $shiny& dull& bumpy& smooth& big& small& etc.' 4. )lass travels outside the classroom to find a rock for the class rock collection. Students have a specific amount of time to get their rock. 5. "hen we go back to the room students will share their rock with their teammate and will have to provide one property of their rock. !670 %ow would you describe your rock# $8evel 1' %ow would you compare your rock to your partners# $8evel 2' %ow are rocks related to our environment# $8evel *' 9. Students will use magnifiers& nails to test hardness& and their hands& to make observations about their rocks properties. :. Students will record these observations in their science ;ournals.
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,y E will search for a rock with me so that I can provide e/tra modeling of rock properties. /01( .ow would you describe your rock- 2Level !3 .ow would you compare your rock to your partners- 2Level 43 .ow are rocks related to our environment-
E , ESE, and *$I student will label their rock picture with the properties they saw. $hey will need to label at least three properties. 'ifted! $hese students will have to think of other ways to determine rock properties in addition to the ones we talked about in class.
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1<. Students will get a page to our rock collection book and draw a picture of their rock and write three sentences describing their rock using the properties we came up with on the smart board. (ell students that their rock page will be used to play a game tomorrow called =)an >ou 2ind +y ?ock.@ $Summative 3ssessment' 11. Students will clean up their materials and bring their rock page to me to be put on the bulletin board. 12. (ell students that they will need to find a rock at home and bring it to school tomorrow to conduct tests on& compare to the rocks we found at school& and add to our rock collection.
5,fter modeling and practice with determining rock properties, we will begin to discuss the different types of rocks 2igneous, metamorphic, and sedimentary3 and decide what types of rocks are in our class rock collection. ;;; abel formative assessment practices within your lesson se<uence.;;; &ec-nology: T%&'(%R: Smart board will be used to watch brain pop video and make a class list of rock properties. $he numbered heads together cooperative strategy re<uires a spinner game that is used on the smart board. ST)D%"TS: Students will come up to the smart board to write their rock properties. &ssisti*e Technology! 5one
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Unit Application: Students will use what they have learned about making observations to determine whether ob6ects sink or float when placed in water. Students have learned about their five senses and have practiced using these as tools to observe. Students will have to use their sight to observe what happens to the different ob6ects and then record their data to share with the class. Lesson Title: Sink or +loat Grade & Sub ect: !st Grade Science As You Begin: Students have learned about properties and how they can observe them. $hey have learned about color, te/ture, shape, and si=e. Students are now ready to learn that some ob%ects float and some ob%ects sink. >sing their prior knowledge of what they already know about properties and how to observe, the students will be able to sort ob%ects by whether they float or sink. Diverse Learners: E ! " # $his student can label ob%ects and is progressing into writing sentences. &e does well with picture representations of words. &e also works well with his table team. 'ifted! "( $his student gets bored easily but really en%oys helping other students that are struggling. ESE! number of students ) *$I+,$SS! number of students ) Vocabulary: Sink( to go beneath the surface or to the bottom of the water 0loat( to rest on the surface of the water -roperties( something about an ob%ect that you can observe with your senses Method: Guided Disco*ery "u#ber of Students: !$
State Standard/s:
"C)1)*)1)1 4aise Cuestions about the natural -orld0 in)esti,ate them in teams throu,h /ree e1.loration0 and ,enerate a..ro.riate e1.lanations based on those e1.lorations.
Objective/s: 0rom memory, the students will sort and draw the ob%ects that sink and the ob%ects that float together with 1)3
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"C)1)+)()1 Sort ob2ects by obser)able .ro.erties0 such as siFe0 sha.e0 color0 tem.erature (hot or cold)0 -ei,ht (hea)y or li,ht)0 te1ture0 and -hether ob2ects sin+ or /loat.
accuracy.
Assessing Student Understanding: 'ormative( 7umbered heads together and think8 pair8share to assess student understanding. ) will also monitor their guided discovery and use this information to grade their final score. Summative( 9ased on the students findings they will use a worksheet a list the ob6ects that float and the ob6ects that sink from the guided discovery activity. "See rubric attac-ed( Materials )eeded:
Acorn sCuash Aenny Containers o/ -ater Ne-s.a.er Float or Sin+ chart Dariety o/ ob2ects /or e1.lorin, sin+in, and /loatin,
Modi ied Assess!ent/s "#LL$ gi ted$ #S# and %&'(: E , ESE, ? *$I( $hese students can draw pictures of the ob%ects instead of listing when sorting and listing ob%ects that float or sink.
Safety .onsiderations! Water needs to be cleaned up immediately if spilled to prevent students from slipping. Se*uence o Lesson/Lesson +rocedures: #ngage:
1. 3ctivate prior knowledge by asking students what they do when they go to the pool. "hat do they use or see people using to be safe in the water# "hat do life ;ackets and floaties help us do# 8. 3ho can remember some characteristics that -e used to sort the solids in our last lessonI (siFe0 te1ture0 sha.e0 ability to /loat or sin+) ". *ell students that they are ,oin, to e1.lore one .ro.erty o/ solids- ability to /loat or sin+. ,. 3sk students what it means to sink and what it means to float. %ave them share with their partner. 8isten to misconceptions and come up with definitions as a class.
Modi ications/Acco!!odations: E ( show pictures of kids playing in the pool with floaties and at the beach with life%ackets. E ! 9raw pictures as well as write definitions on board.
When using cooperative learning strategies, high and low students are paired together. ,y gifted student is
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"rite them on the smart board. -. Show students a penny and a squash. 3sk them whether they think each item will float or sink. %ave students share with their partner. 4. !rop each item into the water $one at a time'. %ave students describe what happened with their partners. +odel by marking the column on the chart that applies to each item. $loat or "ink, Ob-ect $loat "ink
paired with my E because she provides e/tra support when I cannot.
Acorn SCuash 7ey
5. !iscuss with students why they think one floated or sunk. "ere they right or wrong# "hy did they predict what they did and what do they think now# DOK 2 9. (ell students that they are going to learn about why ob;ects float or sink and e1plore different ob;ects on their own.
#ssential ,uestion: *hat happens when ob6ects are placed in water#.plore:

:. )over students desks with newspaper and give each group a container full of water. 1<. /ass out float or sink charts and ten ob;ects to each group. 11. (ell students that they will now sort the ob;ects into two groups with their team. 6b;ects they predict will float and ob;ects they predict will sink. Af a teammate disagrees with the group that student can make an individual prediction. Students will record their predictions by making an B with a blue crayon. 12. (eams will then place each ob;ect& one at a time& in the container and observe whether it sinks or floats. 1*. 3fter observing& students will record what happened by making an B with a red crayon.
+or#ati*e &ssess#ent
E ( -ut pictures ne/t to each ob%ect on recording sheet so student can find ob%ects on their own.
%,plain: @>se cooperative learning and group discussion formatA

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"B. 6ring the students back to group discussion. 4sk students what happens when ob%ects are placed in water? @ECA "2. Was anyone surprised by what they observed? If so, what ob%ect was it and why do you think it was deceiving? D-. / "D. Which ob%ects floated? *ecord findings on smart board. @think(pair(shareA D-. ! "E. Which ob%ects sunk? *ecord on smart board. @think(pair(shareA D-. !
+or#ati*e &ssess#ent
G). 4sk gifted student to answer
@ElaborationA ESE, *$I! *emind students that people use life %ackets and floaties to help float. Show "F. What are a few things that the ob%ects that sunk have in common? pictures if necessary. &ave gifted @numbered heads togetherA D-. / partners share first and let these G). 9oes si=e effect whether an ob%ect floats? What about the shape? D-. / students process the information before sharing.
"1. What are a few things that the ob%ects that float have in common? @numbered heads togetherA D-. / G". 9id anyone notice how the weight of an ob%ect affected what happened? D-. / 22. Show students a short brain pop video to provide content knowledge. http0CCwww.brainpop;r.comCscienceCforcesCsinkorfloatCpreview .weml
Su##ati*e &ssess#ent
%laborate:
GH. 4sk students to think about an ob%ect that sunk. What could you do to make that ob%ect float? @>se numbered heads strategy to share answersA D-. 0 GB. 4sk students to think about an ob%ect that floated. What could you do to make that ob%ect sink? @>se numbered heads strategy to share answersA D-. 0
%*aluation:
G2. >sing a worksheet, students will take their data and sort and list the ob%ects that float and the ob%ects that sink and paste the worksheet into their lab book.
'losing:
GD. .lean up materials. GE. 4sk students why it could be important for us to be aware that some ob%ects float and some ob%ects sink. @Summari=e findingsA
&ec-nology: T%&'(%R: Smart board will be used to watch brain pop video and to fill in chart. $he numbered heads together cooperative strategy re<uires a spinner game that is used on the smart board.
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ST)D%"TS: Students will watch brain pop video on smart board. Unit Application: This will be the first science lesson of the unit. Students will use their five senses to practice observational skills that we will perfect throughout the unit. Through guided discovery, students will have to observe what they feel, smell, see, hear, and taste. Students will make observations with their classmates and record their data. Lesson Title: Life Sciences1 +i*e senses Grade & Sub ect: +irst grade1 science Method: Guided Disco*ery "u#ber of Students: !$
As You Begin: Students are able to use their five senses, but do not think about what they are doing. In this lesson we will explore the five senses and learn why they are important. Students have done discovery lessons and are able to make observations and record data. Diverse Learners: ELL: 1 The student can label objects and progress using dictation to others to reading the dictated sentences. He does well with picture representations of words. He also works well with his table team. Gifted: 1- This student gets bored easily but really enjoys helping other students that are struggling. The student will be asked to list different ways to group the rocks and infer or predict where the rocks might be found on the earth. ESE: number of students 0 RTI/MTSS: number of students 0 Vocabulary: Touch- what we can observe with our skin Smell- what we can observe with our nose Sight- what we can observe with our eyes Taste- what we can observe with our mouth Hear- what we can observe with our ears. State Standard/s: SC.1.N.1.2 Using the five senses as tools, make careful Objective/s: From memory, students will connect body parts and observations to each of the five senses with
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observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.
80% accuracy.
Assessing Student Understanding: Formative: Students will record data they observe at each station during the lesson. Summative: Students will compete a worksheet at the end of the lesson that assesses their understanding of the senses. Materials )eeded: Plastic candy jar Colored M&Ms Sight worksheet 4 small Petri dishes Lemon extract Cocoa powder Vinegar Cinnamon Blindfolds (4) Smell worksheet Sound machine Sound worksheet Cloth bags (4) Feathers Cotton balls Velcro Silly putty Touch worksheet Strawberries (1 container) Lemons (5) Pretzel Rods (1 bag) Taste worksheet Se*uence o Lesson/Lesson +rocedures:
The students will gather on the carpet by rows.
Modi ied Assess!ent/s "#LL$ gi ted$ #S# and %&'(: ELL, ESE, and RTI: Students will match pictures to the correct sense that you would use. Gifted: These students will have to apply the senses to observing an object in the worksheet.
Modi ications/Acco!!odations:
I will show students a jar of m&ms and tell students to estimate how many candies they think are in the jar.
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Allow for wait time and then ask several students what they predict. Record predictions on chart paper. Ask one student to come up and count the m&ms. Record the correct number on the chart paper. Ask students to remember the five senses we learned about yesterday when we read our science books. Think-pair-share Ask: Which sense did you use to estimate how many candies were in the jar? DOK 1 Bring up chart we did yesterday with the five senses, pictures for each sense, and word definition. We have five senses that we use. We use our senses to see (point to eyes), touch (wiggle fingers), smell (point to nose), taste (point to mouth), and hear (point to ears). Ask: Would smell have helped us estimate the number of candies? DOK 1 Ask: Would taste? Would sound? What about touch? Why or why not? DOK 1 Tell students that today we will explore the other four senses of smell, taste, touch, and sound. Have students get into their science teams and assign stations to each group. Explain that directions are at each station. Students will need to record their observations using the worksheets provided at each station.
ELL- Point to each body part to help this student remember and understand. ELL: This students worksheet will have pictures.
Explore: The timer will be set for seven minutes. Once the seven minutes go off the children will rotate centers. This process will be repeated until every group has been to each center. Station: Smell Two children will be placed in front of a Petri dish with lemon extract while two other children will be placed in front of a Petri dish with cocoa powder. The two groups of children will be asked to explain what they smell. The students will record what they smell on the worksheet. The teacher or helper will then switch the Petri dishes and ask the two groups to guess the other smell. The teacher will then use vinegar and cinnamon to repeat this process. Station: Sound The teacher will cover the written descriptions of the
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sounds on the sound machine prior to this activity, so the children will not be able to see what button they are pressing. Each child will select one button to press. After each button is pressed, the children will fill out the chart on the sound worksheet. The children will write the sound they hear in the second column and draw a picture of the sound in the third column. After the children draw their pictures they will color them. Station: Touch Each child will select one bag to start with. The child will reach their hand into the bag and write what they feel on the touch worksheet. After the children indicate what they feel on the worksheet, they will switch bags until every child has received the four bags. The first bag will have feathers, the second bag with have cotton balls, the third bag will have sand paper, and the fourth bag will have silly putty. Station: Taste At the learning center the children will have one of the three items on a paper plate placed in front of them. The CT will ask the children to select one item and try it.. The children will then be asked to record if the item is sweet, sour, or salty on the taste worksheet. The children will taste each item and record their observations. The students will be asked to gather back on the carpet. (1 minute) Explain:
Which sense was the hardest to describe? Why? DOK 1 Which sense was the easiest to describe? Why? DOK 1 After exploring your senses, which sense do you think you use the most and why? Least? DOK 2 At the smell station, did certain smells remind you of how something tastes? (cinnamon, vinegar, lemons) DOK 1 How do the senses connect to one another? DOK 2 (smell and taste) How did using only one sense at a time effect the way you observed the objects? DOK 2
There will be a teacher or helper at each station to help students.
ELL- This student will only draw the picture. Gifted: These students will write full sentences describing the sound.
ELL: This student will draw pictures of what he feels. He can label if he is able to.
ELL: I will provide a list of the different tastes in Spanish and their English Equivalent and he will write down the English word.
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How did it limit your observations? DOK 2 How did it benefit your observations? DOK 2 Watch brain pop video on the five senses to provide content knowledge. http://www.brainpopjr.com/health/bodies/senses/ Why is it important for us to use all of our senses? DOK 2 What do our senses help us do? DOK 2 (Observe, describe, notice the things around us, keep us safe) Have students refer to the touch worksheet. Ask how many students were able to correctly name every object in the bags (Most will not). If you were allowed to add another sense to observe the objects in the bag, which sense would you choose? DOK 3 On a graph on the smart board, have students come up and select which sense they think would be most helpful to correctly guess the objects in the bag. Students will complete a worksheet and then turn it in to me at the front of the room.
ELL: Hold up the cinnamon, vinegar, and lemons for ELL to see.
Elaborate:
Evaluate:
Closing: Students will be designated to a specific station to clean up materials. Once they are finished they will line up to go to art Technology: TEACHER: Smart board, Brain pop jr. STUDENTS: Smart board to record their choice for elaboration. Assistive Technology: None
8&
:ath Lessons
88
Unit Application: Students will use their observational skills to sort cereal by identifying attributes. Students will have to explain why they have chosen to sort the cereal in the way that they did by describing the different characeristics of the cereal that they noticed by making observations. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
Sorting ereal; :ath

SS.:ath. ontent.1.:/.9.< lassify ob6ects into given categories= count the numbers of ob6ects in each category and sort the categories by count. 0b6ective( 'rom memory, students will organi%e cereal by identifying their attributes with >?@ accuracy. /istribute the plastic containers and folded construction paper to the students. A Tell students( 0pen the plastic tubs. Look at what is inside without taking the ob6ects out of the tub. /iscuss what you notice about the ob6ects with a partner. A ,llow students time to observe the ob6ects and discuss with partners. Listen to partner discussions. Students may observe that the ob6ect 2cereal3 smells good, are round, are square, or come in a variety of colors.
Lesson 'ntroduction
Lesson Su!!ary
Students sort ob6ects based on one characteristic. They learn the term BattributeC and give examples of attributes of ob6ects. Students explain their reasoning for sorting ob6ects into groups. Students learn to use more than one attribute to sort ob6ects.

Materials used in t-e lesson listed and attac-ed i appropriate
Dlastic bags ereal for each student Daper plates +luesticks
8"
Assess!ent"s( 3detailed e.planations relating bac/ to t-e objectives and content4 Attac- 2or/s-eets or tests and any assess!ent instru!ent t-at !ay be used4
'ormative( The students will make observations about the cereal using their senses and then sort the cereal into group of their choosing. ) will walk around and ask each group their rationale for how they chose to sort the cereal. Summative( Students will apply what they have learned about observing and categori%ing ob6ects by sorting shapes and;or colors on to a cut and paste worksheet.
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N ame0
+a t h0 Sor t ing
( h er e ar e m any dif f er ent w ay s t o s or t ob ; ec t s . )u t & s or t & an d p as t e t he c olor f ul s hap es b elow D
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8:
Unit Application: Students will use their senses to determine which pictures belong together. 'or example, pictures of ob6ects that the students could smell would be grouped together and then placed in a ten frame. Then the students will take their data from their observations and put it into a bar graph. Students are able to practice their observational skills while learning number concepts. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
Sorting Senses with Ten 'rames; :ath

Standard !.0,.,.<. /ecomposes numbers less than or equal to !E in more than one way. Fsing their senses, students will be able to count and sort picture cards in multiple ways with >?@ accuracy. A Seat the children where they can all see the materials. AShow students one of the !E 'rames. The five senses are the way that we learn about our world. 0ur five senses are taste, touch, smell, sight, and hearing. .ere is a Ten8frame= it is called a ten8 frame because it has ten squares. This ten8frame has a picture of a nose. )t is the ten8frame for smell. *e will put pictures on this !E frame that we can smell. A +ive each child a ten8frame and a set of pictures. Tell students that we will practice together and first we will put some pictures on our Ten8frame about smell. "xplain to the students that they do not have to fill the whole ten8frame. .elp the children place pictures in their Ten8frame that show something they can smell. A ,fter each child has placed pictures on his;her Ten8 frame, engage the students in a number discussion. 'or example, how many pictures did arlos find that he can smell- Thats right, he found three picturesG Students will work in groups to determine which pictures can be identified through the use of each of their five senses. The students will sort the pictures into the correct ten frame. Then the students will turn their finished ten8frames into a number that represents each frame. 'or example, if they had five pictures in their BsightC ten frame, then they would record the number five. Students will use their numbers to create a graph for their assessment.
Lesson 'ntroduction
Lesson Su!!ary
89
Materials used in t-e lesson listed and attac-ed i appropriate Assess!ent"s( 3detailed e.planations relating bac/ to t-e objectives and content4 Attac- 2or/s-eets or tests and any assess!ent instru!ent t-at !ay be used4
? ten frames for each student 2!EE3 4E picture cards for each group to share
'ormative( Students will place their pictures in the ten8frames with a partner and ) will walk around the room and look at the ten8frames being created. *e will discuss their work when they have finished the lesson activity. Summative( Students will take their data and make a bar graph of which sense they could use to determine each picture. The students use different colors to draw in each bar of the graph that represents the number of pictures in each ten8frame.
8H
Title of 9ar +raph( HHHHHHHHHHHHHHHHHHHHHH > I # ? J < 4 ! HHHH HHHH HHHH HHHH HHHH 7ame of Sense
Unit Application:
8#
Students will use their sense of touch to count the number of invisible dots on each card. Then the students will transfer the dots into an abstract number. Students will practice using their observational skills by learning the importance of being precise in their observations. They will have to be careful to count the correct amount of dots on each card. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
ounting and ardinality; :ath

1. .9J. Fnderstand the relationship between numbers and quantities= connect counting to cardinality. 'rom usng their senses, students will be able to identify quantity and write its numeric value with >?@ accuracy. ) will tell students that today we will be working on counting ob6ects and putting them in number form. ) will model on the smart board how to turn the quantity of an item into a numeric value. *hen called, individual students will come up to the board and practice this skill. Then students will be released to complete an assessment that will determine if they have mastered the skill. Students will learn how a quantity of ob6ects can be represented by a written number. 'irst ) will model the skill, then students will come up to the smart board and exercise the skill in whole group with my guidance. 0nce the instruction portion of the lesson is complete, students will use Binvisible dot cardsC to use their sense of touch to determine the amount of dots on each card. Students will then match the number on the card to the correct numeric value on their worksheet. *orksheets for each student 24E3 )nvisible dot cards Smart board
Lesson 'ntroduction
Lesson Su!!ary
8;
'ormative( Students will come up to the smart board to practice turning a concrete quantity into a numeric value. ) will assess student understanding by the amount of students that are able to answer correctly. The students that are at their seats will use white boards to record and show their answers. Summative( Fsing invisible dot cards, students will use their sense of touch to determine the amount of dots on each card. Then the student will match the number on dot card to the worksheet and write the number.
"%
Name__________________________________________
Number Hunt
Directions: Use your sense of touch to count the invisible dots on the color-coded card and then write the number in the matching color box on the worksheet.
Red
Blue
Green
Yellow
Orange
Purple
Pink
Black
White
"&
$eading
"8
Unit Application: Students will use their observational skills to find the rhyming words in a story. Students will apply their knowledge to search and find the rhyming words on nursery rhyme task cards. Students will have to use their senses of sight and hearing to carefully observe each rhyme to determine the rhyming words. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 3 1o!pletely 2ritten out$ not just nu!bers
reating $hymes; $eading

$'.1.4a. $ecogni%e and produce rhyming words. 'rom memory, students will be able to observe and identify rhyming words and create a rhyme with >?@ accuracy. ) will introduce the word rhyme and what it means. Then ) will give examples of rhyming words to give students background knowledge before we read the story. The students will come up with words that rhyme and we will list them as a class. Then we will discuss what senses we are using. *e will read Green Eggs and Ham in whole group to expose students to rhyming words and identify them in text. ,fter explicitly teaching what it means when words rhyme, students will practice identifying rhyming words in the story. Then students will have to identify rhyming words on nursery rhyme task cards and create their own rhyme. Green Eggs and Ham book Smart board 7ursery rhyme cards 'ormative( Students will identify the rhyming words from the story that we read in whole group and come up with a list of rhyming words on the smart board. Summative( Students will identify the rhyming words in a nursery rhyme task card they are given.
Lesson 'ntroduction
Lesson Su!!ary
""
)dentify $hyming *ords $ubric( Doints !E )dentifies ircles rhyming both words rhyming words ? E ircles ircles only one no rhyming rhyming word words
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*riting
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Unit Application: Students will make observations about the parts of a flower to determine how a seed grows into a plant. )n order for students to successfully complete the assessment, students will have to understand how to observe the pictures in the story to determine the different parts and life cycle of a flower. This lesson provides an opportunity for students to transfer science skills into decoding text through the use of visual aids. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
Darts of a 'lower; *riting ,ctivity

L, .4.*.!.48 *rite informative;explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 'rom the text, the students will observe the different parts of a flower and the role they play in germination and pollination of a plant, with >E@ accuracy.
Lesson 'ntroduction
The teacher will engage the students by using the 18 *8L graphic organi%er to brainstorm what they already know about how a seed grows into a plant. 7ow ) would like you to turn and talk to your shoulder partner and talk to each other and come up with some questions we still have about plants. +ive the students 4 minutes and then call the class back and list the questions the partners have come up with on the K*K part of the chart. The teacher should be walking around and listening to the students as they work to generate their questions. 7ow ) am going to read a book to you about plants and it is titled 'rom Seed to Dlant. Teacher will now read the text, From Seed to Plant, and identify vocabulary words to reinforce the parts of a plant and also to provide new information about seeds and plants. The teacher will also discuss the diagrams and labels from the book and how they relate to the germination and pollination processes. *e will go back to our 1*L chart and see if we have answered any of our questions. Teacher and students will review the questions from the K*K part
Lesson Su!!ary
"9
of the 1*L chart. +uided Dractice( Today we are going to have two opportunities to review some of the information we learned when we read from a Seed to a Dlant. ) have my *ho, *hat, *hen, *here, *hy and .ow question cards. ) am going to pass these out to !E people in the class. ) am also going to give each of those !E people a sticky note. ) would like each person who receives a card to write down a question about seeds or plants that they would like someone in the class to answer. ) will now pass out the question cards. Today we are going to be writing a paragraph about the life cycle of plants. *e are going to take all of the information we have been learning about plants and you are going to use that in your explanation. ) want you to use the vocabulary words that we have listed on our chart in your writing. These are words we have been using when we are talking about seeds and plants. 9efore we begin writing ) want you to know how your paragraph will be graded. 2.ere the teacher will pro6ect and review Life ycle of a Dlant $ubric with the class. The teacher will pro6ect an image of the graphic organi%er and walk through it with the students. Materials used in t-e lesson listed and attac-ed i appropriate Boo/s S!art board 5rap-ic organi6er 2or/s-eets 7and2riting paper
"H
'ormative( Students will be assessed while doing the 1*L chart to see what they know and what they have learned so far in the lcsson. Summative( Students will write a paragraph on a sheet of handwriting paper. They will be graded on the spelling of words, punctuation at the end of sentences and whether their sentenes begin with a capital letter. Students write and will be assessed using the attached Life ycle of a Dlant $ubric.
$ubric L Life ycle of , Dlant

"#
8 'n or!ation
:a6ority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and accurate reading comprehension. Sound, logical flow of text to convey relevant content, good use of transition words
9
/emonstrates a basic understanding of the content and extends beyond that to offer some new insights and understanding of the novel. :ost statements logically related to topic. Some transitions words used
:
The work is merely a basic summary of the plot. There is no evidence of new thought, inventiveness, or insight. Somewhat purposeful flow to ideas and statements but many ideas and statements are unrelated to content, few transition words used M8!4 misspelled words Several 2I8M3 grammatical, or sentence errors. :ost of the assignment completed as directed.
;
The work is a minimal summary. There is no evidence of new thought. onfusing, irrelevant, distracting text, lacks organi%ational structure :ore than !4 words misspelled hronic 2more than M3 grammatical, and sentence errors. ,ssignment not completed as directed
7o2 ideas co!!unicated
Spelling 1onventions 2+rammar, Dunctuation, .andwriting legible3 <ollo2s Directions
E8J misspelled words Droper use of grammar. Sentence structure is varied and creative. ,ssignment completed as directed
?8I misspelled words , few 2<8?3 grammatical, or sentence errors. 7early all of the assignment completed as directed
";
+raphic 0rgani%er
Title of Daragraph( Topic Sentence( 'act N!(
Transition word and 'act N4(
'act N<(
Transition word and 'act NJ( 'act N?(
oncluding Sentence(
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Unit Application: Students will learn how observations can be used when learning about animals. )n the story, the characters model how to make observations and the students will have a group discussion on what it means to observe things. *e will talk about the importance of observing the different things in our environment and discuss ways that we could observe a pet. )n addition, students will have to observe the different ways that mice grow and change and write about their findings in paragraph form. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
The lass Det; *riting

L, .!.*.!.4
*rite informative;explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Fsing the text to make observations, students will write sentences to demonstrate understanding of the text with >E@ accuracy. Today we are going to learn about how mice grow and change. *hen we read the story we are going to make observations about the ways that the mice change. .ook8 :y dad has this mouseO 2+o into a story about trying to catch a mouse in the garage. *hat do you think the mouse needs to survive- .ow many of you have seen a mouse or had a mouse as a pet-
Lesson 'ntroduction
Lesson Su!!ary
0pen and read the story with the class. Talk about what an expository text is and relate to making observations. ,sk students to relate the story to the story they read last week, which was fiction. :ake predictions in the story. .ow do you think food is related to growing*hat are the students in the story doing 2observing the mice.3 *hat is the mouse doing to grow*hat is another observation you made about how mice grow and change,fter the story, students will write about the observations they made about how mice grow and change from the text.
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) will model the first sentence on the board. B'irst, the miceO.C The students will do the next two sentences on their own. The students will have to write three sentences using the first, next, last format to practice organi%ing their thoughts on paper. Story books Daper Dencils Smart board Students will write three sentences using first, next, and last format that supplies observational information about how mice grow and change from the text.
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*riting Task $ubric riteria

Three complete sentences beginning with first, last, and next. Fses facts that can be found in the text. +rammar and punctuation
<
< complete sentences < facts from story "ach sentence has a period and starts with a capital.
4
4 complete sentences 4 facts from story Some sentences have periods and start with a capital.
!
! complete sentence ! fact from story 'ew sentences have periods and start with a capital.
E
7o complete sentences 7o facts from story Studentg made no effort to capitali%e or place punctuation where necessary.
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Unit Application: Students will discover how paint colors change when they are mixed together. Students will practice their observational skills by watching how the colors change and discussing what happened. Students will create their own art to make a personal connection to how their observations can affect their work. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
:ixing Daint; ,rt

P,..!...<8 onnections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Fsing their hands, students will mix paint to observe the changes when colors combine with >?@ accuracy.
Lesson 'ntroduction
$ead the book :ouse Daint to students. :ake note of how the mice in the story mix colors and make new colors. ,sk students to predict the new colors the mice will make. *hen the book is finished, divide children into groups of three like the < mice in the story. Tell the students they now get to be the mice in the story as you make KpuddlesK of yellow, blue and red paint on the large pieces of white paper. Tell the students they now get to be the mice in the story as you make KpuddlesK of yellow, blue and red paint on the large pieces of white paper. "xplain that their two fingers are mouse feet and they should KdanceK in the puddles like the mice in the story. The students are to observe, using their five senses, what happens with the colors mix together. "mphasi%e that they need 07LQ two fingers to dance. 'inger paint Daper plates *ater Daper towels
Lesson Su!!ary
G:
Students will mix paint together and observe what happens to the colors when different ones mixed.
G9
olor :ixing $ubric

riteria :ixed paint together /ifferent colors are visible < Fsed all three colors of paint :ixed paint so that lots of new colors formed Fsed observational )dentified all skills to write the colors in their colors they created work. 4 0nly used two colors of paint :ixed paint so that some new colors formed )dentified most colors in their work ! 0nly used on color of paint 7o new colors formed )dentified few colors in their work
GH
Unit Application: Students will create their own person cut8out by decorating their work with colored pencils. Then the students will have to label each body part that matches the sense by gluing the correct sense in the matching box. Students will practice thinking about their five senses and how they relate to making observations by determining which part of their body is capable of observing by a unique sense. Lesson &itle and Area Sunshine State Standards, 9enchmarks, and lesson ob6ectives 8 ompletely written out, not 6ust numbers
'ive Senses :atch; ,rt

P,.!...<.!( )dentify connections between visual art and other content areas. 'rom memory, students will be able to connect body parts to each of the five senses with >?@ accuracy.
Lesson )ntroduction
Lesson Summary
:aterials used in the lesson listed and attached if appropriate
9efore doing the guided discovery senses lesson, we will discuss and learn which parts of are body are capable of using each sense. *e will learn the BSenses songC and sing it together while touching eah body part that we are singing about. ) will read a book about the five senses to the class. Throughout the book we will continue to point to the body part that we need to use each sense. Students will talk about how each sense is used in their daily life. *e will make a chart of the ways the senses are used to help students organi%e their thoughts. Then students will color and decorate a cut8out of a person. Fsing labels with the words, Bhearing,C Bsmelling,C Btasting,C Bseeing,C and Btouching,C students will color and paste the labels on the body parts that they belong. The 'ive Senses book 4E people cut8outs ? rayons packs +lue sticks
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,ssessment2s3 Ldetailed explanations relating back to the ob6ectives and content. ,ttach worksheets or tests and any assessment instrument that may be used.
Students will color and decorate their person cut8out. Then the students will have to label each part of the body with the sense that matches. 'or example, the student will label the cut8outs ears with Bhearing.C
,rt $ubric
riteria Fsed different colors *as able to glue the labels in the right place Dut facial features on their cut8out J Fsed many different colors +lued all labels inside the lines /rew all facial features on cut8out < Fsed some colors 4 Fsed few colors ! Fsed one color
+lued <8J +lued !84 +lued no labels inside labels inside labels inside the lines the lines the lines /rew most label features on cut8out /rew few facial features on cut8out /rew no facial features on cut8out
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Unit Application: Students will observe nature in the class garden to create a drawing or painting of what they see. Students will practice using all of their senses to get an idea of the mood they want their picture to have. Students will be graded on their ability to accurately observe their surrounding environment. Lesson &itle and Area Suns-ine State Standards$ Benc-!ar/s$ and lesson objectives 0 1o!pletely 2ritten out$ not just nu!bers
0bserving in 7ature; ,rt

P,.!...<.!( )dentify connections between visual art and other content areas. Fsing their senses, students will draw a picture of something in nature that they observe with >?@ accuracy. Students will be told to get their science 6ournals and line up at the door. *e will walk to the class garden and everyone will sit down on the ground. The students will be told that they are going to use their five senses to draw what they see in the garden. *e will review what our five senses are by singing our senses song. Students will sit outside during an entire science block to observe the garden and draw their observations. ,t the end of the lesson we will go back inside and discuss the different things that they observed during that time. Students will share their work and make comparisons to their peers artwork. olored pencils Science 6ournals
Lesson 'ntroduction
Lesson Su!!ary
Students will draw their observations from the garden in their science 6ournals. The drawings must be clear. )f the student has difficulty drawing, they may label their observations.
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:&
hildrens 9ooks
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References Butschkow, R. (2003). Something Is Not Quite Right. New York: Kane/ Miller. Cole, J., & Degen, B. (1999). The magic school bus explores the senses. New York: Scholastic Press. Eastman, P. D. (1960). Are you my mother?. New York: Beginner Books :. Jordan, H. J., & Krupinski, L. (1992). How a seed grows (Rev. ed.). New York: HarperTrophy. My five senses (Rev. ed.). (1989). New York, NY: HarperCollins. Nettleton, P. H., & Shipe, B. (2004). Look, listen, taste, touch, and smell: learning about your five senses. Minneapolis, Minn.: Picture Window Books. Rissman, R. (2010). Tasting. Chicago, Ill.: Heinemann Library. Rissman, R. (2010). Touching. Chicago, Ill.: Heinemann Library. Rosinsky, N. M., & John, M. (2003). Rocks: hard, soft, smooth, and rough. Minneapolis, Minn.: Picture Window Books. Showers, P. (1991). The listening walk (New ed.). New York: HarperCollins.
:"
Songs and Doems
:G
&-e <ive Senses Song: *ith our eyes we... 2SeeG3 *ith our ears we.. 2.earG3 *ith our fingers we can.. 2TouchG3 *ith our nose we... 2SmellG3 *ith our mouth we... 2TasteG3 ) am an eye. Qes, an eye is what ) am. Sometimes ) need some glasses To see the best ) can. *ith our eyes we see, with our ears we hear *ith our fingers we can touch. *ith our nose we smell, with our mouth we taste. 7ow thank you very much. ) am an ear. )f )&m working, you can hear. *ith our eyes we see, with our ears we hear, *ith our fingers we can touch. *ith our nose we smell, with our mouth we taste. 7ow thank you very much. Qou know me. )&m a finger that lets you touch. ) can tell if it&s hot or cold, or if it&s smooth or rough. *ith our eyes we see, with our ears we hear, *ith our fingers we can touch. *ith our nose we smell, with our mouth we taste. 7ow thank you very much. ) am a nose. 0n an elephant, )&m a trunk. *ith me, you&ll smell the difference 9etween a flower and a skunk. *ith our eyes we see, with our ears we hear, *ith our fingers we can touch. *ith our nose we smell, with our mouth we taste. 7ow thank you very much. ) am a mouth. )&m the one that lets you taste *ith me, you&ll en6oy your dinner, So it won&t go to waste. *ith our eyes we see, with our ears we hear, *ith our fingers we can touch. *ith our nose we smell, with our mouth we taste. 7ow thank you very much. Taken from the 9arney Show
::
<ingers &ell +oe!: *hat can your fingers See for you*hether a surface 'eels old or new)s it bumpy, lumpy, Slippery, slickDrickly, scratchy.ard as brickSpongy, roughSofter than doughTouch itG See if your fingers know. 9y Fnknown A +ic/le 's Long , pickle is long ,nd an orange is round, 9ut ) wonder sometimes... )s there shape to a sound like a whisper or a whistle or a laugh *hat shapes would you think of for sounds like these9y( Pivian +ouled )oise ) like noise. The whoop of a boy, the thud of a hoof, The rattle of rain on a galvani%ed roof, The hubbub of traffic, the roar of a train, The throb of machinery numbing the brain, The switching of wires in an overhead tram, The rush of the wind, a door on the slam, The boom of the thunder, the crash of the waves, The din of a river that races and raves, The crack of a rifle, the clank of a pail, The strident tattoo of a swift slapping sail. 'rom any old sound that the silence destroys ,rises a gamut of soul8stirring 6oys. ) like noise 9y( Ressie Dope
:9
*ebsite $esources
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http(;;www.mrsoshouse.com;pbl;observe;indexobserve.htm This website provides hands8on opportunities to practice making observations in a variety of contexts. The website is appropriate for younger and older students and can be tailored to meet the individual needs in the class. http(;;kidshealth.org;kid;closet;experiments;experimentHmain.html This website provides examples and experiments to do online using the five senses. The activities teach observation skills through fun and engaging experiments using our body parts as tools. http(;;www.pbs.org;parents;catinthehat;activityHexploringHourHsenses.ht ml This website provides activities to observe the world around us. Some of these activitgies can be done on the internet and some of them can be done physically in the classroom. This website integrates math, science, reading, and writing content into numerous ways to practice observational skills. Students learn to observe shapes, colors, weather, and animals through various educational activities
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Science Unit Final

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Science Unit Final

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Making Observations Across the Curriculum

Caran Mullins Caran.mullins@mail.saintleo.edu Science in Elementary School E !-""# $AE%& r. Ledbetter

Science0 Math0 3ritin,0 4eadin,0 Art

7-8 9-# ESL $i/ted and *alented

"-: ;-&8 4esource (ther<

Student Objectives/Learning Outcomes

&aterials and 'esources

DC4 Dideo Camera Dideo Con/erencin, ECui.. (ther< Smart @oard

3eb Aa,e e)elo.ment 3ord Arocessin, (ther<

Non-Nati)e En,lish S.ea+er

Unit Fact Sheet:

Assessing Student Understanding: 'ormative(

paired with my E because she provides e/tra support when I cannot.

Acorn SCuash 7ey

#ssential ,uestion: *hat happens when ob6ects are placed in water#.plore:

%,plain: @>se cooperative learning and group discussion formatA

G). 4sk gifted student to answer

There will be a teacher or helper at each station to help students.

Sorting ereal; :ath

Materials used in t-e lesson listed and attac-ed i appropriate

Dlastic bags ereal for each student Daper plates +luesticks

Sorting Senses with Ten 'rames; :ath

ounting and ardinality; :ath

Materials used in t-e lesson listed and attac-ed i appropriate

reating $hymes; $eading

Darts of a 'lower; *riting ,ctivity

$ubric L Life ycle of , Dlant

7o2 ideas co!!unicated

Spelling 1onventions 2+rammar, Dunctuation, .andwriting legible3 <ollo2s Directions

Transition word and 'act N4(

Transition word and 'act NJ( 'act N?(

The lass Det; *riting

*riting Task $ubric riteria

:ixing Daint; ,rt

Materials used in t-e lesson listed and attac-ed i appropriate

olor :ixing $ubric

'ive Senses :atch; ,rt

:aterials used in the lesson listed and attached if appropriate

0bserving in 7ature; ,rt

Songs and Doems

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