Lesson Plan Format

Name: Stefanie Draper Topic: The five senses: Hearing Grade: K

I. 1. NEW MEXICO ACADEMIC CONTENT STANDARD(S) I.I.I.1: Use observation and questioning skills in the science inquiry (e.g., What happens when something is pushed or pulled !. I.I.I.": #sk and answer questions about surroundings and share $indings with classmates. I.I.I.%: &ecord observations and data with pictures, numbers, and'or symbols. I.I.III.1: (bserve and describe the relative si)es and characteristics o$ ob*ects (e.g., bigger, brighter, louder, smellier!. II.II.III.1: Use the senses (e.g., sight, hearing, smell, taste, touch! to observe surroundings, and describe the observations. 2. !"#$T%&#'S(: +ow ,tudents Will -eet (b*ective(s! .isten to di$$erent sounds with their eyes closed and participate during the discussions and reviews o$ the sense o$ taste. &ecord predictions on recording log by cutting and pasting pictures. &ecord data $rom their e/ploration in a recording log and will take turns e/plaining why they made their predictions to the class.

(b*ective(s! Understand that the sense o$ hearing comes $rom the ears. #ble to hypothesi)e, or make a prediction, about what item they may hear in the egg. #ble to record data on the recording log and e/plain their decisions.

). L#SS N S*++,-.: St/dents 0ill learn a1o/t their sense of hearing 12 first listening to recorded so/nds and pla2ing Hearing !ingo. St/dents 0ill then 1rea3 into gro/ps and each gro/p 0ill receive fo/r n/m1ered plastic eggs 0ith a m2ster2 item inside. The2 0ill c/t o/t and match pict/res of the o14ects to 0hich n/m1ered egg the2 1elieve has that o14ect. The2 0ill record their data on st/dent recording logs and present their predictions 0ith the class. 5. -#S *-$#S: Lesson plan notes6 78 large plastic eggs la1eled from 7956 a set of fo/r different items per gro/p 'paper clip6 mar1le6 cotton6 and a small 1ell(6 a cop2 of the st/dent recording log per st/dent6 scissors6 gl/e6 a set of pict/res of the o14ects for each st/dent6 color tiles6 and Hearing !ingo cards.

:. P- $#D*-#S: 0eacher actions ,tudent actions &eadiness (1ngagement! ,tudents will listen and participate 0eacher will review the $ive senses in a review o$ the $ive senses. and their respective organs with the ,tudents will discuss in their students. groups $irst and then share their What are some words we can use to responses with the class about what describe sounds words can be used to describe sounds. 0eacher will write the words $rom ,tudents will complete the 2W their brainstorm on the board. portion o$ the 2W. orally and as a 0eacher will write what the students class. say $or the 2W.. ,tudents will play +earing 3ingo: 0eacher will pass out +earing 3ingo match up the recorded sounds with cards and color tiles $or markers. pictures on their cards. 0eacher will play the recorded sounds $or the game. 4ocus (1/plore, 1/plain, 1laborate! 1/plore: 0eacher will give each group a set o$ 5 eggs and each student a recording log. 0eacher will give instructions $or the activity and will walk around the classroom to ensure each student is engaged and participating. 1/plain: 0eacher will draw 5 columns on the board, one $or each egg'item, and ask $or predictions $rom each group $or each numbered egg. 0eacher will check with each student as to which items they guessed correctly. Why did you think egg 6777 was the 777777 ,tudents will shake each egg, one at a time, and listen with *ust their ears and with their eyes closed. ,tudents will then pick which ob*ect they think is inside the egg and cut out the matching picture and glue it on their recording log with the corresponding numbered egg. ,tudents will report their predictions to the class. In their groups, students will open the eggs to see i$ their hypotheses were correct. ,tudents will e/plain the reasons $or their choices.

1laborate: 0eacher will discuss the very basics about how the ears and how they receive sound (http:''en.wikipedia.org'wiki'+earin g7(sense!!. &eview and add descriptive words that can be used to describe sounds. 0eacher will show students one saved picture showing the basic parts o$ the ear. What do we call people who can8t hear What do you think it would be like i$ you couldn8t hear ;losure 0eacher will quickly review the $ive senses and their respective organs. (http:''www.youtube.com'watch v<lv3=W-v(>(k! #ssessment (1valuate! What organ o$ the body is associated with the sense o$ hearing 0he student recording log will be one $orm o$ assessment. 0eacher will write what the students say during the 2W. on the board a$ter the students have written their responses. ,tudents8 descriptions o$ their reasoning behind their predictions. ;riteria $or #ssessment ;ompleteness o$ the student recording log. +ow well the . portion o$ the 2W. matches the in$ormation in the lesson.

0he students will listen to the teacher discuss ears and hearing. ,tudents will participate in the review and suggest more words that can be used to describe sounds. ,tudents will use 0hink9:air9,hare to answer the questions.

0he students will listen and help match up the senses to their organs. 0he students will sing along with the song.

,tudents will answer the question. ,tudents will complete the . portion o$ the 2W. in their recording log to evaluate their own learning.

0he number o$ items written or discussed during the . portion o$ the 2W.. ,tudents can evaluate their learning by looking at how their predictions

I$ the students make a prediction or not using the cut and paste. +ow well the student e/plains their reasoning regarding their predictions.

match the items inside the eggs.

8. #N-%$H+#NT ;hallenge students to close their eyes and sit quietly at home or outside and use their ears to see what sounds they can hear. While listening they can try to guess what is making the sounds they hear.

;or3s $ited http:''lessons.ato)teacherstu$$.com'"??'eggs9$illed9with9sound9$ive9senses'

Lesson Plan Format

Name: Stefanie Draper Topic: The five senses: Taste Grade: K

II. 1. NEW MEXICO ACADEMIC CONTENT STANDARD(S) I.I.I.1: Use observation and questioning skills in the science inquiry (e.g., What happens when something is pushed or pulled !. I.I.I.": #sk and answer questions about surroundings and share $indings with classmates. I.I.I.%: &ecord observations and data with pictures, numbers, and'or symbols. I.I.III.1: (bserve and describe the relative si)es and characteristics o$ ob*ects (e.g., bigger, brighter, louder, smellier!. II.II.III.1: Use the senses (e.g., sight, hearing, smell, taste, touch! to observe surroundings, and describe the observations.

2.

!"#$T%&#'S(:

(b*ective(s! Understand that the sense o$ taste comes $rom the tongue.

+ow ,tudents Will -eet (b*ective(s! 0aste di$$erent $oods with their eyes closed and participate during the discussions and reviews o$ the sense o$ taste. Use descriptive words to describe how each .isten and participate when the class discusses $ood tastes. descriptive words and uses the discussed words when asked about the taste o$ the $oods. .earn how to create and interpret a graph at the :articipate when the class creates two graphs basic level. and when the class discusses the results.

). L#SS N S*++,-.: St/dents 0ill learn a1o/t their sense of taste 12 closing their e2es and tasting different foods. The2 0ill record their o1servations and report to the class. ,s a class6 0e 0ill create t0o graphs a1o/t 0hich apple each st/dent prefers and 0hich apple is the s0eetest. 5. -#S *-$#S: Lesson plans6 a piece of so/r cand2 and a piece of s0eet cand2 for each st/dent6 and apple slice for each st/dent from three different t2pes of apples 'red6 2ello06 and green(6 large sheet of graph paper6 mar3ers6 cop2 of recording sheet for each st/dent6 Promethean 1oard.

:. P- $#D*-#S: 0eacher actions &eadiness (1ngagement! 0eacher will review the $ive senses and their respective organs with the students. 0eacher will give each student two candies: one is sweet and one is sour. What are some words we can use to describe the taste o$ the $irst candy 0he second 0eacher will write the words $rom their brainstorm on the board. 0eacher will write what the students say $or the 2W.. ,tudent actions 0he students will close their eyes and will try the $irst candy and then brainstorm words to describe the taste. 0hey will repeat the procedure $or the second candy. 4or the brainstorming, the students will discuss in their groups $irst and then share their responses with the class. ,tudents will complete the 2W portion o$ the 2W. orally and as a class.

4ocus (1/plore, 1/plain, 1laborate! 1/plore: 0eacher will provide a recording log and a slice o$ three di$$erent types o$ apples to each student. 0eacher will give instructions and will walk around the class and help $acilitate the e/ploration. 1/plain: 0eacher will put the piece o$ graph paper on the board with the units on each a/is already written, but without labels or a title. 0eacher will model and then ask each student to report out his'her results. 0he teacher will $acilitate a discussion about what the graphs show. ,tudents will try each color apple one at a time and record how each apple tastes on their recording log. 0hey will record i$ the apples taste sour, sweet, or in the middle. #t the end they will record which apple they liked the best. ,tudent will be asked what label would be appropriate $or each a/is a$ter the units are e/plained. 1ach student will use their recording log to report out the results o$ their e/ploration to the class. 0hey will also share which apple they pre$erred. #s each student shares, each student will come to the board and color in another unit on the graph to re$lect their results.

1laborate: 0eacher will discuss the very basics about how the tongue has taste buds (http:''en.wikipedia.org'wiki'0aste!. &eview and add descriptive words that can be used to describe tastes. 0eacher will discuss the basic tastes that our tongue can sense: salty, sour, bitter, sweet, and umami (http:''en.wikipedia.org'wiki'0aste!. 0eacher will show students two saved pictures: one on which parts o$ the tongue tastes which $lavorings, and one showing taste buds on the tongue.

0he students will discuss what the graphs show and will discuss an appropriate title $or each graph. 0he students will listen to the teacher discuss taste buds and what our basic tastes are. ,tudents will participate in the review and suggest more words that can be used to describe tastes.

;losure 0eacher will quickly review the $ive senses and their respective organs. (http:''www.youtube.com'watch v<lv3=W-v(>(k! What have we learned about our senses today #ssessment (1valuate! What organ o$ the body is associated with the sense o$ taste What are the sensors on the tongue that sense taste called 0eacher will write what the students say during the 2W. on the board a$ter the students have written their responses. 0eacher will give each group ? pictures o$ di$$erent $oods and will ask what type o$ taste they would e/pect $rom that $ood. +ow does our body know that the $ood is (sweet, sour, bitter, etc.! :articipation while creating and interpreting the graph.

0he students will listen and help match up the senses to their organs. 0he students will sing along with the song. ,tudent will participate in a short review discussion about what they learned in the lesson. ,tudents will discuss in their groups and answer questions. ,tudents will complete the . portion o$ the 2W. in their recording log. ,tudents will review the ? pictures o$ $ood in their group and discuss what type o$ taste each picture represents. 0he students will hold up each picture and report their thoughts to the class.

;riteria $or #ssessment What part o$ our body is connected with our sense o$ taste 0he amount o$ participation displayed while creating and interpreting the graphs o$ the apples. 0he taste and descriptive words applied to their $ood pictures.

,tudents will evaluate their own learning by looking at how they apply the concepts o$ taste to the pictures o$ other $oods. 0he number o$ items written down or discussed during the . portion o$ the 2W..

8. #N-%$H+#NT ;hallenge students to close their eyes while they eat $ood and try to decide what ma*or taste sensations they can identi$y.