Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
PA 3.2.4.B (Inquiry and Design): Describe objects in the world using the five senses.
• Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough).
• Use observations to develop a descriptive vocabulary.

Assessment Anchor: S4.A.3.3 Identify and make observations about patterns that regularly occur and reoccur in nature.
Reference: 3.1.4.C, 3.2.4.B

Lesson Objective(s)
(Stated in observable and measurable terms)
After teacher-directives are given, the student will work in a small group and create a Glog visually depicting 3 characteristics of one of the five
senses with 80% accuracy as outlined on rubric.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Informal observation and conferencing with student groups
Completed glog assignment (likely won’t be finished in this lesson due to time restraints)

Materials:
Teacher computer with glogster account; 4 Student computers with glogster accounts; basket with 20 linking cubes in basket (5 of each color);
matching color cards with a sense pictured on it; 4 baskets with cooperative learning roles in each; 4 “Learn About the Senses: Life Science”
cds; projector; visual timer; rubric

Inclusion Techniques for Students with Special Needs:

Use of cooperative grouping; teacher and peer assistance; verbal prompts, encouragement and praise; re-directives given as necessary

Enrichment Techniques:
Student can visit the “What do I do now that I’m through chart” that will have additional exploration activities using the senses.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
All students—Use of multiple modalities: visual, kinesthetic, tactile, auditory
Lower—any technique mentioned above in inclusion techniques
Higher—visit “What can I do now that I’m through” chart for additional activities (including webquests, stories, journaling, listening center, etc.)

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Review the five senses through learning and singing a song to the tune of Frère Jacques:
Five Sense
Five Sense
Help us Learn
Help us Learn
Seeing, Hearing, Smelling
Tasting and Touching
Five Senses
Help us Learn

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
• Explain that yesterday we learned what our five senses were and each body part that we use for each sense
• Restate that we do not use all five senses for every object we explore

• Ask students to name each sense and body part; list them

• Continue by explaining that students are going to become experts on one of the five senses and create a glog to show their friends
what they have learned

Guided Practice/Independent Practice/Assessment Activities

Guided
For modeling purposes and because there are only four student computers in the classroom, we will do the sense of sight together. Model each
step as you explain.
1. Each student will pull a linking cube from the basket without looking
2. Pair up with partners with the same color cube and link them together
3. Find the computer with that same color card on top of it
4. Look inside the card to see what sense you will becoming an expert on
5. Inside of the basket on top of your computer, pull another tag; this is your job for this activity (Students are familiar with these jobs)

o Computer Captain: You are in charge of operating the computer (including mouse, typing, placing any necessary materials
into the computer, etc.)
o Advice Seeker: You are the only one allowed to ask questions of the teacher during activity time. However, you must first
make sure that no one in your group already knows the answer.

o Materials Manager: You are responsible for ensuring that your group has all the needed materials to begin and complete the
assigned task. It is also your responsibility to check that all materials have been put away neatly.

o Ready Reader and Speller: You are in charge of reading the directions of the acivity and assignments. You are also the
person your group members should ask if they are stuck with reading or spelling a word.

o C.O.P. (Caring about Our Progress): You’re job is the toughest, but one of the most important! You are responsible for
making sure that everyone in your group is staying focused and working on the assignment.
6. Have materials manager get the “Learn About the Senses: Life Science” cd; Computer Captain will put it in and select on the sense
you are becoming an expert on
7. View the information on your sense
8. Discuss in your group what you’ve learned about the sense and would like to share with your classmates; explain requirements and
show rubric
9. Create glog with teacher assistance

Independent
Orally walk students through steps 1-7 above; students complete steps 8 and 9 on their own (have a visual timer displayed so students know
how much time they have left)

Assessment
Informal observation and conferencing with student groups
Completed glog assignment (likely won’t be finished in this lesson due to time restraints)

Closure:
Stop students where they are and ask them to save their glog. Remind them that they will have time to work on it again tomorrow.
Sing song learned at the beginning of class to review senses and restate that we will learn more detailed information about 4 of those senses
tomorrow with student presentations.