Adapted

from Echevarria, Vogt & Short (Revised 2015 S. Laqua)

SIOP Lesson Plan Day 1 Smell

California Preschool Learning Foundations:
Science
1.0 (Physical Science) Properties and Characteristics of Nonliving Objects and Materials
48 Months
o 1.1 Observe, investigate, and identify the characteristics and physical properties of objects and of
solid and nonsolid materials (size, weight, shape, color, texture, and sound).
o 1.4 Compare and contrast objects and events and begin to describe similarities and differences.
60 months
o 1.1 Demonstrate increased ability to observe, investigate, and describe in greater detail the
characteristics and physical properties of objects, and of solid and nonsolid materials (size,
weight, shape, color, texture, and sound).

3.9 (Life Science): Properties and Characteristics of living things

48 Months
o 1.2 Begin to indicate knowledge of body parts and processes (e.g. eating, sleeping, breathing,
walking) in humans and other animals.
-Makes connections between facial parts and senses
60 months
o 1.2 Indicate greater knowledge of body parts and processes in humans and other animals.
Language
1.0 (Listening and Speaking) Language Use and Conventions
48 months
o 1.1 Use language to communicate with others in familiar social situations for a variety of basic
purposes, including describing, requesting, commenting, acknowledging, greeting, and rejecting
60 months
o 1.1 Use language to communicate with others in both familiar and unfamiliar social situations for
a variety of basic and advanced purposes, including reasoning, predicting, problem-solving, and
seeking new information

ELD Standards:
Kindergarten Part 1: Interacting in Meaningful Ways
A. Collaboration:
1. Exchange information and ideas with others through oral collaborative conversations on a range of social
and academic topics
a. (Emerging): Contribute to conversations and express ideas by asking and answering yes-no and
wh-questions and responding using gestures, words and simple phrases.
b. (Expanding) Contribute to class, group, and partner discussions by listening attentively, following
turn-taking rules, and asking and answering questions
c. (Bridging): Contribute to class, group, and partner discussions by listening attentively, following
turn-taking rules, and asking and answering questions.
C. Production
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
a. (Emerging) Retell texts and recount experiences using a selected set of key words.
(Expanding) Retell texts and recount experiences using complete sentences and key words.
(Bridging) Retell texts and recount experiences using increasingly detailed complete sentences and key
words.

b. (Emerging) Use a select number of general academic and domain specific words to add detail (e.g.
adding the word spicy to describe a favorite food, using the word.) while speaking and composing.
(Expanding) Using a growing number of general academic and domain specific words in order to add
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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
detail or to create shades of meaning.
(Bridging) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and
non-literal language to create and effect or to create shades of meaning while speaking and composing.

Theme (Enduring Understanding): My 5 Senses

Lesson Topic (Goal): Students will identify and explore their olfactory sense.

Objectives:
Language:
1.1 (Language) Provided with the smelling jar activity, students will identify, draw, or act out (gesture)
olfactory adjectives (1 describing the smell for each jar) with no more than two teacher prompts as
assessed by teacher observations and anecdotal notes.
Content:
2.1 (cognitive) Provided with the smelling jar activity, students would match the smelling jar scent or item
to the corresponding image with 80% accuracy as measured by the teacher checklist.

2.2 (cognitive) Provided with the Mr. Potato Head 5 Senses Activity book, students will indicate which
body part is used for smelling making connections to the facial part and the sense as observed by the
rubric paired with student work sample.
Learning Strategies:
-Read Aloud Plus
-Learning Centers
-Repeat Reading
-Visual Scaffolding
-Manipulatives
-Leveled Questions
Key Vocabulary: Smell, Nose
Possible descriptive words to describe smell: stinky, gross, smelly, minty, sweet, sour, fruity, burnt, rotten, spicy,
clean, strong, wet, salty, new, old
Materials:
Rebus Song My 5 Senses (Appendix A)
Mr. Potato Head Graphic Organizer (Velcro labels for Senses)
Mr./ Mrs. Potato Head Manipulative
Picture of Noses (animal and people)
Painting with spices (cinnamon, chicken salt, turmeric, nutmeg, vanilla, ginger) jars
Eight Covered Jars for smelling (Chocolate, Mint, Lemon, Cinnamon, Coffee, Black Pepper, Onion,
Perfume)
Jar Labels & Images to Label Jars (Appendix B)
Blindfolds
Farley Follows His Nose by Lynn Johnston
Farley visuals

Graphic Organizers:
Labeling Mr. Potato Head Chart
Smell Map: Word Web with illustrations to describe
Motivation: Exploring Our Classroom with our Nose!
Presentation:
(Whole Group)
1) Sing Five Senses Song
2) Ask students what body part do we use to smell?
a. Place Nose on Mr. Potato Head and label Nose on Mr. Potato Head
b. Add Nose illustration and word to inside of Smelling Map
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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
c. Explain we all have noses that are different sizes and shapes (illustration of noses)
d. Describe: Our sense of smell is in our nose- way up inside our nostrils there is a special area that
can catch a smell floating in the air, and send a message to our brain. Our brain tries to figure out
what the smell is.
3) Read Five Senses Book (Read Aloud Plus): Farley Follows His Nose by Lynn Johnston
a. Pre-reading question: Our main character is Farley. Why might we be reading a book about a dog
related to our sense of smell?
b. Interactive- Predicting what Farley might smell
c. After reading questions: Farley smells some things that were good and bad. What kind of things
did he smell (smelly socks, garbage, food, flower) allow students to describe how they smell and
add to Smell Map
i. (Differentiation) Vary questions allowing students to answer based on their ability level
4) Introduce Interest Centers for today (Universal Design for Learning).
5) Discuss 2 of the smelling jars Eight Covered Jars for smelling (Chocolate, Mint, Lemon, Cinnamon,
Coffee, Black Pepper, Onion, Perfume). As they share what it smells like dictate the descriptions on the
Smell Map.
a. (Differentiation) Vary questions allowing students to answer based on their ability level
Differentiation:
Tier 1: Tier 2: Tier 3:
Students with emerging Students with expanding Students with bridging
English Language English Language English Language
Development Development Development

Content -Visuals Provided from text to

remind students of what Farley
smelled

-May share a personal

connection to the text.
Product -Allow student to share ideas -Waits to be called to -Contributes to group
when raising hand (positive share ideas and comment discussions waiting to
reinforcement) on the read aloud. share ideas.

-Students contribute by -Answers questions using -Answers questions and

answering posed questions with short phrases and key responds using simple
Y/N, gestures, or Thumbs up/ words to add detail. phrases, details, and key
Thumbs down words.
-Responds using simple words
or phrases to prompts provided -Uses synonyms,
antonyms, and non-literal
-Recounts experiences using a language to share ideas.
selected set of key words.
Practice/Application
(Small Group) Throughout the high-interest centers, students will be called to work in small groups with Mrs.
Bechara. Students will be grouped based on their language development. The group sizes will also vary based
on the needs of the class and students. (Content) All students will work on smelling each of the 8 jars and
identify/ describe what they smell.

Differentiation
Re-teaching:

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Tier 1: Tier 2:
Students with emerging English Students with expanding
Language Development English Language
Development
Content -Re-Read the text (Repeat Reading) -Picture Walk (visual
stopping to discuss the way things smell scaffolding) of the Text
adding illustrations (visual scaffolding) discussing the things the
to our smell map author smelled with
illustrations from smell
-Mr. / Mrs. Potato Head Models for each map
student to demonstrate their knowledge
that we use our nose to smell. -Students will work in
small groups of 4 to 6
-Students will work in small groups of 2 students.
to 3 students to smell the 8 jars.
-Students can choose to be
blindfolded or not during
activity.
Process -Allow student to share ideas and make -Waits to be called to
personal connections share ideas.
-Students contribute by answering posed -Answers questions using
questions with Y/N, gestures, or short phrases and key
Thumbs up/ Thumbs down words to add detail.
-Responds using simple words or -Allow students to view
phrases to prompts provided (visual) the jars and feel
(kinesthetic) the items
-Recounts experiences using key words after smelling them
or illustrations.
-View word + illustration
-Add illustrations of terms to describe for key vocabulary words
words next to words on Smell Map.
Tier 3:
Students with bridging
English Language
Development
-Review the Smell Map
-Students will work in
small groups of 6 to 8
(even number) students
-Students can choose to
work as a whole group or
in small groups together
to smell the jars
blindfolded.
-Contributes to group
discussions waiting to
share ideas.
-Answers questions and
responds using simple
phrases, details, and key
words.
-Uses synonyms,
antonyms, and non-literal
language to share ideas.

-Allow students to view (visual) the jars

and feel (kinesthetic) the items after
smelling them

Product -Students will match the jars with the -Students will match the -Students will match the
Assessment corresponding images directly making number jar image with the number jar image with the
connections. illustration after viewing illustration. To check their
what is inside. work they will view what
is inside each jar.
Review:
Students will attend writing center to indicate which body part is used for smelling making connections to the
facial part and the sense as observed by the student work sample (Appendix C). Students needing additional
assistance can utilize the Mr./ Mrs. Potato Head manipulatives to demonstrate their understanding of what we use
to smell by placing the nose on Mr./Mrs. Potato Head or pointing to it.

Assessment (examples of two types- formative and summative):

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
1.1 (Language) Provided with the smelling jar activity, students will identify, draw, or act out
(gesture) olfactory adjectives (1 describing the smell for each jar) with no more than two
teacher prompts as assessed by teacher observations and anecdotal notes.

Student Notes Teacher

Prompt

FORMATIVE 2.1 (cognitive) Provided with the smelling jar activity, students would match the smelling
jar scent or item to the corresponding image with 80% accuracy as measured by the teacher checklist.

Student Student matches jar to scent or item

Name
Jar #1 Jar #2 Jar #3 Jar #4 Jar #5 Jar #6 Jar #7 Jar #8

SUMMATIVE
2.2 (cognitive) Provided with the Mr./Mrs. Potato Head 5 Senses Activity book, students will indicate
which body part is used for smelling making connections to the facial part and the sense as observed by
the rubric paired with student work sample.
4 3 2 1 0

The student draws a The student draws a The student draws The student The
nose on Mr. Potato nose on Mr. Potato a nose on the attempts to draw student
Head in the correct head on the general paper. nose with light does not
area. face (not leaving markings. draw a
room for eyes or nose.
mouth).

The student made the The student identifies The student The student The
connection to using the they smell with their identifies they identifies what they student
nose to smell when nose and provides an smell with their smell but does not does not
providing work to the example when asked nose but does not identify that they identify the
teacher by dictating by teacher prompts provide an smell with their body part
their artwork (shown providing an example. nose. they use to
in an anecdotal note or example. smell.
student writing) by
providing an example
of something they can
smell.

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Interest Centers:
1) (Easel) Painting with spices (Differentiation: Painting with fingers or varied paint brushes based on fine
motor skills)
2) (Art) Sketch Markers & Name writing with scented powder (Jell-O) +glue
3) (Dramatic Play)- Describing what food smells like while cooking
4) (Science) Cont. Guess the Scent bottles
5) (Table Toys) Mr. Potato head manipulatives (I can smell with my nose prompt)
6) (Library) Books about 5 senses/ Smelling
7) (Writing) 5 Senses Activity Book (Differentiated levels 1) drawing only-printed words; 2) tracing letters;
3) Filling in blanks)
8) (Sensory Table) Scented Play-dough
(Note: Blocks- No specific connection today)
Connections to Home:
Students will:
1) Locate images of noses to identify differences (animal, human)
2) Discuss with their family the smell of items in their environment.

SIOP TEMPLATE 2 Revised 2015 Laqua. Template adapted from Echevarria, Vogt & Short. Making Content
Comprehensible for English Learners. 2013. Pearson Education.

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)

Appendix A 5 Senses Song

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)

Appendix B- Image of Jars and corresponding pictures for Smell Jar Activity

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)

Appendix C- Mr. Potato Head, I can smell with my nose Tier 1 Example

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