Alix Cooper

Section ABC
001160091

Lesson Plan #2
Grade/Subject: 1 Science

SPECIFIC
OUTCOME
S FROM
ALBERTA
PROGRAM
OF
STUDIES

Unit: Five Senses

Lesson Duration: 30 mins

LEARNING OBJECTIVES
Overarching Question: What are the five
senses, and how do people and animals use
them every day?
GLO: Use the senses to make general and
specific observations, and communicate
observations orally and by producing
captioned pictures.

Formative &
Summative
ASSESSMENTS (How
will you know they
met learning
objectives?)
(Observations, Key
Questions, Products/
Performances)

Students will:
1

Students will describe the sense of touch.

Teacher will listen to

student responses as
they discuss touch.
(Formative)

Students will identify objects based on different

textures described.

Teacher will observe

student interaction
throughout full class
activity: Sensory bags.
(Formative)

Students will describe a time when touch could

keep them safe.

Teacher will watch as

students complete
their final assignment
on touch. (Summative)

LEARNING RESOURCES CONSULTED

Resource #1: Senses- Grade one- Edmonton Public Schools
Resource #2: Master ##5 (Edited by teacher) - Edmonton Public Schools Senses grade one
Resource #3: I touch- Patrick George

MATERIALS/ EQUIPMENT/ SET UP

Students will have access to:

- Their names in Braille
- A brown paper bag with 5 differently textured objects inside
- Master #5 modified to better fit the lesson by teacher- Edmonton Public Schools Senses
grade one
- Master #5 Textures page to cut out
- Scissors
- Glue
Teacher will have previously:
- Created a Touch bag for each student and self, containing 6 different things
- Changed Master #5 to better suit the class activity
- Created cut out words with pictures for students to glue onto worksheet
PROCEDURE
Introduction (_10_min.):
Attention Grabber: Ask students to raise their hands if they remember talking about braille last class (They all
should). Briefly explain that braille is how people who are blind are able to read. Ask the students if they remember
discussing that they would be able to see what their name would feel like in braille. Tell them that in order to do
this, they must use their sense of touch.
Assessment of Prior Knowledge: Students will have had previous lessons about Sound, Smell, Sight, and Living
without sight. Students will have previously written their names in braille during the last lesson.
Connection to Curriculum: This lesson is connected to the five senses unit in grade one science.
Expectations for Learning and Behaviour: Students will sit in desks and listen while teacher is talking. They will
raise their hand to answer any questions and only talk to their neighbour if necessary. When doing activity, students
are encouraged to talk to their friends if they need help before asking the teacher. They are encouraged to be
excited when finding the objects described in the bag.
Transition to Body: Hand each student their name in braille. Ask them to close their eyes while they feel their name.
Do they think that they would be able to learn how to read like that? Ask students what parts of their body they can
touch with, is it only their hands? Ask students for some words that describe the way things feel, write them on the
board. If students are hesitant to respond, teacher should start off with a word like wet.

Body of Lesson

After discussing some words with the students, and having

them written on the board, teacher will ask the students what
other parts of their body (other than hands) can they touch
with?
Teacher should then explain that we can use our
sense of touch wherever we have skin!
(Teacher then asks: Do we have skin on our
hands? Do we have skin on our toes? What
about our face? We can touch with all these
places!)
Teacher asks students to raise their hand if they have
ever gone outside when it is windy.
Do they feel the wind on their face?
Teacher asks students who has ever been to the
beach and taken their shoes off.
Do they feel the hot sand in between their
toes?
Teacher then explains that our skin is our largest organ! The
top layer of our skin protects us and is called the epidermis.
In some places that are used all the time, the skin is
thick! (Where do students think that might be? Soles
of feet)
Some places the skin is really really thin! (Where
might that be? Eyelids, skin around eyes)
Teacher tells students that all over our body, there are things
that are called receptors! There are millions and millions of
them, and each one has a very important job- to keep us
safe!
There are receptors for hot, cold, pressure, and pain.
Ask students if they have ever fallen down and hurt
themselves, explain that when they felt hurt their
receptors were sending a signal to the brain and that
tells you what to do next.
Teacher then asks the students to raise their hand if they
have ever been cold during the winter.
This is a different type of receptor used for cold,
there is one used for hot too.
Tell students that now there is going to be a very special
activity for them to do where they get to be detectives!
Explain that they are going to be able to use their
sense of touch to identify objects
Students are allowed to stand up in their area for
this, but are not allowed to walk around. This
should be clearly established and enforced. If a
student is up wandering around, they will be given
the option to keep doing the activity with everyone
else or to sit down and watch. This will keep all
students safe and in an orderly fashion.

Assessment Methods

Teacher will observe

student interaction
throughout discussion.
(Formative)

Teacher will watch to see

whether students seem
engaged and attentive
(Formative)

Teacher will watch to see

whether students seem
engaged and attentive
(Formative)

Teacher will observe

students and look for
behaviour. If a student is
running around the room,
they will be asked to sit
down in their chairs
(Formative)

Teacher will then hand out pre- made sensory bags to each
student.
Teacher explains to the student that she will put her hand in her
bag, explain what they should be feeling for, and then they may
put their hands in their bags and try to feel what has been
described by the clues given by the teacher.
Students should raise their hand once they think they

have discovered the mystery object described. They

should only take the object out when the teacher says it
is okay (Most/ all students hands are up)
Teacher puts her hand in the master bag and feels for the feather.
She then uses describing words only (Taken from the ones
brainstormed by the class earlier) to tell the students what to take
out of the bag.
Soft
Light
Tickles
Sharp end

Long
Teacher then puts hand in bag to touch a Popcicle stick. She
then uses describing words only (Taken from the ones
brainstormed by the class earlier) to tell the students what to take
out of the bag.
Long
Flat
Rough Edges
Hard
Teacher then puts hand in bag to touch Red Leaf. She then uses
describing words only (Taken from the ones brainstormed by the
class earlier) to tell the students what to take out of the bag.
Rough
Scratchy
Thin
Holey
Teacher then puts hand in bag to touch A piece of clay. She then
uses describing words only (Taken from the ones brainstormed
by the class earlier) to tell the students what to take out of the
bag.
Squishy
Cylindrical
Teacher then puts hand in bag to touch the Yarn. She then uses
describing words only (Taken from the ones brainstormed by the
class earlier) to tell the students what to take out of the bag.
Soft
Small
With String
Teacher then puts hand in bag to touch the Tape. She then uses
describing words only (Taken from the ones brainstormed by the
class earlier) to tell the students what to take out of the bag.
Smooth
Flat
Square

Teacher will watch for

students raising their hands
and participating in the
activity (Formative)

Teacher will observe what

students pull out of the bag
to ensure they understand the
different texture words that
were described. (Formative)

Teacher then asks students to put all the objects back in their
bags and sit back down at their desks
Ask students what are some things that they shouldnt
touch? Why?
Students can be probed for answers by asking
questions like Should we touch the top of the stove
when its on? No because it is too hot! Should we
go outside in the winter with our bathing suits on?
No because it is too cold.
Student should be able to answer that we shouldnt
touch things that are too sharp or too hot or too cold
because it puts us in danger
Teacher then explains that our sense of touch keeps us safe
because it tells us what is good and what can hurt us! It is
good if we go into a nice cold swimming pool in the
summer, but we shouldnt be going into a cold swimming
pool in the winter because we will get too cold!
Teacher should then explain the assignment to the students
They have a paper with a hand on it (Master #5) that
says TEXTURES I LIKE TO TOUCH above it.
The teacher has previously created a sheet for
students to cut out with describing words for
different textures including Rough, smooth, cool,
warm, wet, too hot, too cold, etc.
Students will be asked to cut out all the words and
put the ones that they like to touch in the hand, and

put the ones that they dont like to touch outside of

the hand.
Teacher needs to make sure to have gone over each
describing word with the students before they do this
activity.
Teacher will walk around during this activity in case
students need help. Students will be encouraged to try
sounding out difficult words, or asking a friend for help
before asking the teacher.

Teacher will observe class

participation (Formative)

Teacher will collect the

students activity upon
completion to verify that
students understand their
texture words and what
keeps them safe.
(Summative)

Closure ( _5_min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning: Teacher will use sensory bag activity for formative assessment as well as
using the worksheet students finished during class for summative assessment to see whether or not students
understand the descriptive texture words.
Feedback From Students: Teacher will formatively assess the students throughout the lesson to check whether or not
they are enjoying the lesson. If students seem interested and engaged, they are enjoying it.
Feedback To Students: Thank students for being such great detectives and solving the mystery of what was in the
different bags!
Transition To Next Lesson: Explain that the next day in science, students will be using their sense of taste to try
different foods!
Sponge Activity

If students are finished writing gluing the textures to the correct places, they can colour the
Touch portion in their senses activity book or read quietly on the carpet.