Kim DeStefano

Professor Moroney

EDU 521

Grade: 1st Grade

April 22,2015
Topic: Lets Explore Our Senses

Science

Instructional Objectives
After reading The Five Senses by Aliki and specifically discussing the senses of taste and
smell with the class, students will be able to draw and label a diagram of the organs associated
with these senses and to write taste and smell sentences on their iPads or smart notebooks.

Standards and Indicators

CCSS ELA Literacy W1.3
Students ask and answer questions concerning the lesson to enable the teacher to ascertain
students comprehension of the lesson and to clarify points which have not been understood.

Indicator:

This will be evident when the teacher and students formulate questions and answers
concerning the lesson.

ELA Literacy SL 1.5

Students will add drawings or other visual displays to descriptions, as appropriate, to clarify
ideas, thought and feelings.
Indicator:

This will be evident when students participate in group Popcorn Chart and label their
Five Senses Diagram.

ISTE Standards
1. Critical Thinking Problem

2
3

.Creativity and Innovation

Communication and Collaboration

Motivation
The teacher will show a poster of the Five Senses on the smartboard. The teacher will remind
students that they learned about the sense of sight the previous day and that they will now learn
about two additional senses. The teacher will tell the students that they will draw and label the
senses at the end of the lesson while using their iPads or smart notebooks. The teacher will give
the students a hintnamely, that the organs involved with these senses are both found on the
face. Teacher will show a brain pop video on the five senses.

Materials

Markers
Posters
Popcorn Plates
Worksheets
Book
Pens/Pencils
iPad
Brain pop video
Learning Strategies

Direct Instruction This will be evident when the teacher reads a book and discusses the
five senses from the smart board.
Group Discussion This will be evident when the class discusses what the popcorn
smells and tastes like. They will describe the popcorn in their iPad.

Cooperative Learning This will be evident when the students work together to discuss
characteristics of popcorn.
Independent Work This will be evident when the students complete the smell and taste
pages in their iPad.

Adaptations

For the student (Emma) who gets easily frustrated with herself but enjoys group
activities, she can become the leader in group activities and discussions. Each group will
have an iPad and she will be the controller of it.
For the student who is disorganized, she can be reminded of the steps in the teachers
instruction to help her keep on task. The teacher will go around and check their iPads to
make sure they are up to date with everything.
For the student who has trouble with spelling but has neat handwriting, she can
participate in chart group work by writing the answers assisted by the teacher with
spelling.

Differentiation of Instruction
The teacher understands that students have different learning styles. For the visual learner, work
will be done on a graph displayed in the front of the room. For the auditory leaner, the teacher
will read a book. The interpersonal learners will have the opportunity to work and have
discussions in a group. Differentiation may also be Students who require extra time will be
grouped together to work at a slower pace while students who work quickly would be permitted
to write/draw additional foods they taste and smell for their My Five Senses Book.
Emma, who has delayed progress in reading, writing and comprehension, and is lower
performing in reading than his peers, will require a combination of all three teaching methods. In
addition, because of his more limited attention span and below-grade reading level, reading
materials and additional assistance tailored to Emmas strengths and interests, specifically, sports
and physical activities, would be provided. This may help limit the amount of reminders that the
teacher must give to Emma to keep him on task. That the subject matter is tailored to Emmas
strengths may generate more interest by him in reading and limit his own discouragement.

Developmental Procedures
Students will listen and discuss the book about senses. Questions will be asked
concerning the parts of the body that are used for the enjoyment of senses focusing on the
parts that are used for taste and smell. Questions will be asked concerning the things that
the students enjoy tasting and smelling. Questions will be asked concerning the things
that the students dont enjoy tasting and smelling. The students will be asked why they
like and dislike such things. (Which parts of your bodies do you use for your senses?
Which ones do you use to smell things? Which ones do you use to taste things? What do
you like to smell? What do you like to taste? Why? Why not?)
Students will complete sentences on their iPad about how they use their senses and what
they use their senses for, i.e., I use my tongue to taste. I use my nose to smell.
Students will be asked questions that show the relationship between the senses. (What
happens when your nose is stuffed? Does that affect how well you smell? Does it affect
the taste of foods?)
The students will watch the teacher make popcorn. Working in cooperative groups, the
students will taste and smell the popcorn. Students will discuss with one another how the
popcorn tastes and smells on their iPad. (What does it taste like? What does it smell
like?) Students will write the students answers on poster boards in front of class. (What
other foods do we taste and smell?)
The teacher will quickly prepare a Popcorn Chart focusing on the senses of taste and
smell, but touching upon the other senses using smart board.
Tastes
Smells
Looks
Sounds
Feels
Salty
Sweet
Bumpy
Crunchy
Warm
Buttery
Buttery
Yellow
Loud
Greasy
For a conclusion, students will be brought together as a class to discuss information about
the sense of smell and taste. (What did we learn about these senses? Whats fun about
these senses?
Assessment
Students will draw and label body parts on body diagram using their iPads to use as a
book cover for the My Five Senses book, with 60% accuracy. Students will add smell
and taste pages to the book. Students will complete the sentences I use my ____ to
smell and I use my ____ to taste. Students will have to write or draw two things that
they taste and smell on the respective pages with 100% accuracy.

Independent Practice
Following the lesson on the senses of smell and taste, students will draw/write more
examples of food in their My Five Senses books. Students will share their sense books
the following day.
Follow up: Academic Intervention and Academic Enrichment
Academic Intervention

For students like Emma who do not reach the objective, they will be given one
on one assistance from the teacher who will use diagrams to show body parts and
matching senses. Students will complete a matching column worksheet for
reinforcement. And, as noted, because Emma excels at and enjoys physical
activities, the additional assistance would be geared towards those areas where
Emma has demonstrated interest, specifically, sports and physical activities.
Academic Enrichment

For students who reach the objective, they will interview other students and
family members to ask them about their favorite foods to taste and smell. Students
will record the questions and answers in their My Five Senses book. Students
will share answers the following day. Students will use their iPads to research
more about the senses. They will work on puzzles working with a partner on their
iPads or smart notebooks.

Labeling a Diagram : The Five Senses

Teacher Name: Kim DeStefano
Student Name:

CATEGORY

________________________________________

Information
Gathering

Accurate information
taken from several
sources in a
systematic manner.

Accurate information
taken from a couple
of sources in a
systematic manner.

Accurate information
taken from a couple
of sources but not
systematically.

Information taken
from only one source
and/or information
not accurate.

Plan

Plan is neat with

clear measurements
and labeling for all
components.

Plan is neat with

clear measurements
and labeling for most
components.

Plan provides clear

measurements and
labeling for most
components.

Plan does not show

measurements
clearly or is
otherwise
inadequately labeled.

Journal/Log Content

Journal provides a
complete record of
planning,
construction, testing,
modifications,
reasons for
modifications, and
some reflection
about the strategies
used and the results.

Journal provides a
complete record of
planning,
construction, testing,
modifications, and
reasons for
modifications.

Journal provides
quite a bit of detail
about planning,
construction, testing,
modifications, and
reasons for
modifications.

Journal provides
very little detail about
several aspects of
the planning,
construction, and
testing process.

References
Aliki (2000). My Five Senses. New York, New York: Harper Collins.
(2011). Fun in First Grade. Retrieved October 13, 2014, from website: Fun-infirst.blogspot.com
(2011). Five Senses Science Unit. Retrieved October October 19, 2014, from First Grade
Factory website: firstgradefactory.blogspot.com