RebeccaCarreon

TLS314
Callaway
March14,2017
CurriculumAnalysis

CurriculumMaterials:

Lesson:

IntroductiontoSenses.Mymentorteachercameupwiththislessonmanyyearsagoafter

shereadsomewherethatNativeAmericansinventedpopcornbythrowingkernelsintothefire.

Shethencreatedalessoninvolvinganuncoveredpotandpopcornkernels.Thestudents

investigaterawkernels,watchthepopcornpop,anddescribethephenomenonusingthecontext

ofdifferentsenses.

Book:

TheSensesfromNationalGeographicSocietythebooktalksaboutthedifferentsenses,

theircorrespondingsenseorgans,howtheycanbeusedintheworldaroundyou,andhowother

organismsusetheirsenses.

Worksheet(attatched):

MyFiveSensesandPOPCORN!aclozepassageworksheet.

ExperimentMaterials:

PopcornKernels
ElectricSkillet
PaperPlates
Pot
Oil

LearningGoals:
GradeLevel:Kindergarten
DrivingQuestion:Whatareyoursenses?

IdealResponse:Youhavefivesenses:smell,touch,hearing,seeing,andtaste.Thesesenses

havecorrespondingbodyparts:seeing:eyes,smell:nose,touch:skin,hearing:ears,andtaste:

tongue.Eachbodypartsendsamessagetothebrainandinterpretswhatweareseeing,hearing,

tasting,smelling,andtouching.Weusedifferentsensestohelpuslearnabouttheworldaround

us.

DisciplinaryCoreIdeasandCrossCuttingConcepts/AZStateScienceStandards:

Coreideas:

LS1.DInformationProcessing
o Howweuseoursensestolearnabouttheenvironment,whatinformation

doeseachsensehelpusgatherandinterpret.
LS2.AInterdependentRelationshipsinEcosystems
o Howoursensesdirectustofulfillourneedslikehunger.Howoursenses

helpkeepussafe.

CrossCuttingConcepts:

Patterns
o Observationofsimilaritiesanddifferencesinhowweuseoursensesand

whereweusethem.
o observingdifferentpatternsrelatingtosenses,thecorrespondingbody

parts,andtheiruses.

AZScienceStandards:

Strand1,Concept1,PO2.Askquestionsbasedonexperienceswithobjects,

organisms,andeventsintheenvironment.
Strand1,Concept2,PO1.Demonstratesafebehaviorandappropriate

procedures(e.g.,useofinstruments,materials,organisms)inallscienceinquiry.
 Strand1,Concept4,PO1.Communicateobservationswithpictographs,

pictures,models,and/orwords.
Strand4,Concept1,PO3.Identifythefivesensesandtheirrelatedbodyparts:
o sighteyes
o hearingears
o smellnose
o tastetongue
o touchskin

Knowings:

Studentswillknowtoaskquestionstoexpandtheirknowledge.(S1C1PO2)
Studentswillknowthattherearefivesenseswithcorrespondingbodyparts.(S4C1PO3)
Studentswillknowthatthesenseshelpyoulearnabouttheenvironmentyouarein.
Studentswillknowthatdifferentenvironmentsmayrequiretheuseofdifferentsenses.
Studentswillknowthatanobservationjournalisusedtocollectandshowdatatoanswer

questions.(S1C1PO3)

Doings:

Studentswillbeabletonamethefivesensesandtheircorrespondingbodyparts.

(S4C1PO3)
Studentswillbeabletoidentifydifferentusesforsensesintheenvironment.
Studentswillbeabletocommunicatetheanswerstotheirquestionsusingtheir

observationjournals.(S1C1PO3)

Practices:

Askingquestions:studentswillaskquestionsaboutthesenses,theircorrespondingbody

partsandhowtheywork.
Obtaining,evaluating,andcommunicatinginformation:studentswillconductthe

experiment,evaluatetheresults,andcommunicatetheirfindingsintheirobservation

journalandclassroomdiscussion.

LanguageGoals:
 Studentswillverballynamedifferentsenses.

Studentswillwritetheirfindingsinanobservationjournal.
Studentswillassociatespeechwithpicturesposted.
ELLAccommodations:
Firstlanguagesupportforvocabularywordswillbeprovided(whenapplicable).
Usegraphicorganizers.
Providesufficientwaittime.
Clarifykeyconcepts(paraphrase,define,connecttopriorknowledge).

EPETable:
Experiences Sensesusedintheplayground.
Sensesusedinthecafeteria.
Sensesusedintheclassroom.
Sensesusedinthecar.
Sensesusedathome.
Sensesusedinthegrocerystoreetc.
Patterns Seeingdifferentcolorsindifferent

places.
Hearingdifferentthings.
Smellingsame/differentthings.
Tastingsame/differentthings.
Touchingsameordifferentthings.
Explanations Thoughweusethesamesensesin

differentplaces,thethingswesmell,

hear,taste,see,andtouchmaybe

differentandcorrespondwiththe

placewhereweinteractedwiththem.
Eachsenseorgansendsamessageto

ourbraintohelpusunderstandwhat

weareseeing,smelling,tasting,

touching,orhearing.
StudentsScienceToolkits:

SinceweareanELLclassroomweimplementmanyoftheSIOPpractices.Thislessonin

particularinvolvesintroducingnewvocabularylikekernelbeforethelesson.Therearealso

manyvisualsandhandsonexploration.Ourclassnormistohavegraphicorganizersand

connectionstofundsofknowledgeinthediscussionpriortothelesson.

LanguageSupportinScience:

Languageispresentinallaspectsofthislesson.Thestudentswillbeheavilyinvolvedin

speakingandreadingduringourwholeclassdiscussionaboutwhattheyknowabouttheirsenses

andpopcorn.Theywillbereadingtheteachershandgestures,newvocabulary,andideas

writteninthegraphicorganizer.Afterthepopcornexperiencetheywillbefillinginacloze

passageworksheetwheretheywilltranslatewhatwediscussedandobservedintoawritten

answer.ELLswillbesupportedheavilyinthediscussionswherepictureswillbeconnectedto

vocabularyandvisuals.Duringthepopcornexplorationahandsonaspectwillbeincludedwith

thenewvocabularysotheyareabletoconnectthenewwordtosomethingtangible.

Modifications:

Sincethiswasalessonnottakenfromateachersmanual,thereweremodificationsmade

asweplanned.ThebiggestadjustmentIwouldmakeistochangetheworksheet.Whileitis

simpleandveryshortitlacks,thevisualaidsneededforELLstobesuccessful.Currentlythe

worksheetonlyhaspopcornforpictures,Iwouldaddthecorrespondingsensepicturestohelp

ELLsconnectthewordtothesensetheworksheetisreferringto.Iwouldalsoaddearsofcorn

aspartofthehandsonmaterialstoenhancethesensorialexperiencesincetheyaresodifferent

fromthekernelanditwouldalsomakeexplainingakerneleasier.
Summary:
Thislessonisagreatskeletontostartwithandcanbemodifiedandchangeddepending

ontheneedsofyourclass.Thelessonisstraightforwardandmakesuseofsomethingsocommon

thateveryoneintheclasswouldhavetheopportunitytosharesomethingaboutit.thegreatest

strengthofthislessonisitsadaptability,itcanbemadesimplerifneededandmorecomplicated.

Anotherstrengthisitsuseofhandsonmaterials.Itsaveryexperiencebasedlessonandthe

explanationsrelyheavilyonthehandsonaspect.Withoutthetangiblematerials,itwouldbe

verydifficulttograspsomeoftheconcepts,especiallyinrelationtosenses.TheonlyweaknessI

sawistheworksheet,butasImentionedinthemodifications,thatiseasilyfixed.Overall,the

lessonsupportsallstudentsincludingEnglishLanguageLearnersinlanguageandscience,

providesanexcitingopportunitytolearnaboutsensesthroughwatchingpopcornpop,andbest

ofall,yougettoexerciseyoursenseoftasteandenjoyitattheend.