Name: Carly Swanson Date: 9/7/18 Time: 9:50-10:10

Big Idea/Topic: 5 Senses Grade/ Subject: Kindergarten/Science

Lesson Structure: Hands on Activity, Small Group
Standards: (CCSS/NGSSS)
SC.K.L.14.1 Recognize the five senses and related body parts.
Instructional outcomes/objectives(s):
Students will:
• name touch as one of the five senses
• identify that the fingers and skin correspond to the sense of touch
• determine a hidden object by its feel
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will:
• orally state that touch is one of the five senses and we use our fingers and skin to touch.
• match hidden items with visible items by objects feel
Key Vocabulary Instructional
Fingers- each of the four slender jointed parts attached to either hand (or five, if the thumb Materials/Resources/Technolo
is included) gy
Skin- the outer layer of tissue on our body https://www.youtube.com/watc
Touch- come into contact with an object h?v=No_ADOZ1jl4 (maybe)
Texture- how something feels Balloons, pasta, beads,
Soft- easy to mold, cut, compress, or fold; not hard or firm to the touch. construction paper, popsicle
Hard- solid, firm, and resistant to pressure; not easily broken, bent, or pierced. sticks, buttons
Smooth- having an even and regular surface; free from lumps https://share.nearpod.com/gRF
Rough- having an uneven or irregular surface; not smooth or level. ARXfVUP

H.O.T.S. Graphic Organizer/Thinking

Bloom’s Taxonomy Map:
KNOWLEDGE: Students will state that touch is one of our 5 senses and we use our fingers 5 column chart
and skin to touch.
COMPREHENSION: Students will describe the characteristics of hidden objects.
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate prior For each level EL at each
knowledge, motivate students to learn? instructional step.
 How will the lesson develop or proceed? What steps will you follow?
What are the students expected to do?
 Highlight differentiated strategies.
 Underline Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B:
Today you get to do the fun activity if you didn’t get to do it yesterday. We are I:
going to put our texture knowledge to the test. Dismiss students to centers. 2 min A:
Instructional Steps: B: Point to what feels the same.
2 groups will be at teacher tables I:
Ms. Swanson: Zenon, Angel, Hugo, Paisley, Aubrey A:
Sub: Leilani, Damian, Gilbert, Landon
Teacher tables will have 5 balloons (labeled 1-5) each containing one of the
following: pasta, beads, construction paper, popsicle sticks, buttons.
Tell students that each of the objects inside the balloons have different
textures. As you touch the balloons think about its texture.
Each student will get a balloon to feel for 15 seconds and make a guess to what 15 min
is inside the balloon. Describe how the object inside the balloon feels.
Once each student has felt all 5 balloons then the items not in balloons will be
taken out.
Students must select the item that matches what they think is in their balloon
and glue it under the correct number.
The same process will go on for each item.
At the end of the small group I will show the correct answers.
1 group will be working on their touch booklet.
Claudia, Dylan, Cynthia, Ayleen
1 group will be using the iPads on a nearpod for enrichment.
Madi, Lucy, Drake, Jayden, Olivia
After 15 min is over students will clean up their station and head to the carpet.
 Closures Pacing ESOL Support
Content/Procedural Closure: B:
Before getting lunch boxes and lining up students will say one texture they I:
experienced today. (smooth mouse, pointy pasta, rough circle) 3 min A:
Procedural Closure:
Send students to get lunch boxes.
Assessment of Student Learning: Mrs. Derstine Approval?
(congruent with instructional objectives)
Objective 1: students oral response and antidotal records
Objective 2: paper identifying items
Post Lesson Analysis
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
Done over the phone with Dr. Parks
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
Done over the phone with Dr. Parks
Content Summary
• The sense of touch is not highly developed in students of this age.
• A description of how something feels is relative making this a difficult task for some students.