LONG FORM LESSON PLAN TEMPLATE

Name: Cassy Wroblewski

3/11/2014
Content Area(s) Science-Senses

Rationale/Context
(What do I know about the
students in this class that will
help me plan the lesson?)

Date:

Grade(s): K 5

1. Why did you choose the objectives you did? In other words,
what about your observation of the students current level
made you decide that this was the direction to go next.
The five senses is something that the students work on
throughout the year. When I talked to my CT about the
different science lessons I could be doing she said that
senses is something that would be great to do. The five
senses is always something to re-discuss to keep them
continually thinking about it and how they are always using
their senses. During this time of year there is a St. Patricks
theme to things so I also wanted to do an activity that
would somewhat incorporate that which is why the objects
are in Pots of Gold
2. Why did you decide to use these instructional strategies,
this material, this grouping strategy? In other words, why
teach this lesson this way?
I decided to do modeling because I always think that it is
important to model things for your students. It is great for
the students to be able visually see what a teacher is
talking about. By modeling I am able to get the students to
better understand what it is Im talking about. I also like the
scaffolding because it is a gradual release of responsibility.
First they are just watching what I am doing to learn and
then they gradually are coming up with things on their own.
I also will be doing questioning so that it keeps the students
continually thinking about the senses they are using and
how they are describing the objects. The more questions I
ask during the minilesson and group, the more they will be
doing their own thinking and learning.
3. Why did you decide to assess learning in the way you did?
What evidence will this assessment strategy give you about
the level of student learning?
I decided to do turn and talks because it gives me
immediate
feedback on the children who
understand vs. the children who need more support. If
there are children who may need more support, I will make
note of that and make sure that they get more support
during my small group center. I also have the work sheet
because it will give me evidence of their thinking. I will also
be able to take the worksheets to give me feedback on what

Lesson Domain(s)
Learning Goal(s)/
Standard(s)

Instructional
Objectives
(observable behaviors)

the student knows about their senses and whether or not

they will need continued help on this subject or more
clarification of a certain sense.
Cognitive
WMELS
Asks simple scientific questions and draws conclusions
based on previous experience
Explores and formulates conclusions based on observation
and past experiences.

Assessment

(Criteria/Look Fors)

Content
( Concepts & Academic
Language Focus)

Questions

The students will know what their Five Senses are.

The students will describe what the object feels, smells,
sounds, taste, or looks like.
The students will tell me what senses they are using to
describe an object.

The students will tell me what their Five Senses are during
our group time
The students will turn and talk to their partners about what
they hear, feel and smell during our minilesson
The students will correctly state which senses they are
using to describe the objects
The students will write down one or two words (on their
worksheet) that describe the object in each Pot of Gold
The students will color in the correct sense (on their
worksheet) that they used to describe the objects in each
Pot of Gold

Senses
Feel, touch
Smell
Sound, hear
Taste
Sight, see, look
Describe
Descriptive words

What does it feel like?

What does it smell like?
What does it sound like?
What does it taste like?
What senses are you using?
Why are you using that sense?
Can you use more than one sense to describe the object?

Instructional
Strategies
(May include but are not limited to:
Task Analysis, Scaffolding, Behavior
Reflections, Paraphrase, Modeling,
Effective Praise, Telling, Explaining,
Questioning, Turn &Talk/Pair Share.)

Materials

Instruction Procedures
(w/Time - Total &
Specific)
Introduction
Demonstration
Participation
Practice

Modeling
Scaffolding
Questioning
Turn and talk

Boxes Pot of Gold

My Cheerleading Bear
Gummy Bears
Necklace
Skittles
Coins
Feathers
Noodles
Senses worksheet
Crayons/their baskets
Introduction (1 min):
I will start by reminding them that they have worked on
senses before and ask them what the five senses are. Then
tell them that we are going to be working on using our
senses today.
Demonstration/Participation(10mins):
I will talk to them about how we use our sense of sight all
the time. I will then get into the other senses by describing
my cheerleading bear. I will then give each child a skittle. I
will ask them different questions for them to think about to
themselves and then I will have them turn and talk with
their partner about the questions I asked. When they are
done with their turn and talk I will have them eat the skittle
for the taste sense and then turn and talk with their
partners about the taste. After that is finished I will explain
what will happen at my center.
Practice (each group will get 10-15 mins. with me at my
center):
There will be 4 boxes labeled one through four that contain
an item in them. The students will have a worksheet that
corresponds with the boxes. The students will use their
touch, smell, sound, and taste(for one only) senses to make
one or two simple descriptions about the object. They will
write down these descriptions in the box on the worksheet
that correlates with the box itself. Then they will use a
crayon to color the senses that they used to come up with
those descriptive words. I will have to students talk to each
other about what each objects could be.

Closure
(Summarize the lessons
learning)

Student
Accommodations
(Support for students who are
challenged to understand the
content or have an advanced
understanding)

At the end the students will come back to the carpet and we will
go over our five senses again as I reveal what the objects in the
boxes were.
For students who may not understand, I will help them to
come up with descriptive words and help them to decide
what senses they are using. I will do some remodeling for
them also.
For students who are advanced, I will ask them to try to use
all of their senses to describe the object in the boxes
instead of only using one or two senses.

Self-Reflection
(How well did my lesson
support students
understanding relative to the
objectives? What worked, did
not work? What adjustments
might be made in the future?)

This is a lesson that started off really great. Once the students
split up into groups, the first group that I worked with took a very
long time to get through each container with the kids. I also
noticed that I did not get the answers that I was looking for with
the question that I was asking. I had to adjust my questions and
make them more specific so that I could get the students to give
me the descriptive words that I was looking for.