Lesson on the Five Senses- Kindergarten
Standard:
K.1.a. Some properties can be observed with the senses, and others can be discovered by using simple tools or tests.
Key Question for the lesson: What senses can we use to recognize different letters and objects?
Instructional Objective: Students will be able to use their five senses to practice letter recognition and object identification, through the use of various manipulatives.
Materials, Media, Resources, Multi-cultural connections: SMART board, link: http://www.kidzpark.com/contents/flash_card_alphabets.asp, a magnetic letter, a clementine, 8 different cut outs of various items, glue, blank lined pieces of paper, chart paper, and a marker.
Assessment of Prior Knowledge (Readiness/Interest): The class will make a “ball of knowledge” on the five senses. Teacher will ask students if they can name off the senses, along with what body part they use for that sense. Teacher will record answers on the chart paper.
Hook to lesson:
Teacher will go to http://www.kidzpark.com/contents/flash_card_alphabets.asp and display a letter flash card on the SMART board. Teacher will ask the class if they can see what letter it is. Then, the teacher will ask if they can hear what letter it is. Teacher will continue asking about the other senses, thereby showing the students that they use only one of their senses to identify the letter when shown a flash card.
Development of lesson including assessments:
· Teacher will begin the lesson by first going over his/her expectations of students during the lesson (sitting quietly on the mat, raising hand instead of shouting out, ect…) and then draw a “ball of knowledge” on chart paper. Teacher will ask students to explain what our five senses are. Each volunteer can list and explain one of the senses. Teacher will record their answers in the “ball of knowledge.”
· After writing in the “ball of knowledge,” teacher will ask students to face the SMART board and display a letter flash card. Teacher will then ask the class how they know what letter it is. Teacher will go through all the senses and ask if they used any of them. This will help students better understand that they only use seeing to identify letter flash cards.
· Teacher will give expectations of how students should behave during the next part of the less. Then, teacher will instruct students to move to the edge of the mat. Teacher will begin the guessing game. After each guess, students must explain how they knew what each sound/object was, identifying which sense they used:
- Teacher will first pronounce a letter sound and ask students to raise their hands if they know what letter the teacher is thinking of.
- Teacher will then ask students to close their eyes and walk around the room with a magnetic letter. Students will feel what the teacher is passing around and raise their hands if they know what it is.
- Teacher will again ask students to close their eyes and bring around a clementine. Students will smell the fruit and raise their hands to answer what the object is. Then, the student who answers clementine, or orange, must indicate what that object’s name starts with.
· Teacher will then explain how taste is used when learning, but will not be used for this particular lesson.
· Teacher will then place students in groups of two and give instructions on how to complete the following assignment. Students will be reminded to share the workload and not depend on one of the partners to come up with the sentences.
- Teacher will model assignment before handing out papers. Students will have 5 minutes to complete the assignment.
- Each group will receive a cut out of one object. They must identify what the object is and glue their cut out item on their piece of paper. Each group must discuss what two senses they can write about.
- Each student must write one sentence each, describing one sense they used/could have used to identify the object. Students will be encouraged to write more than one sentence each.
Closure: Students will be called back to the mat (with their papers), place their object in a designated bucket, and be instructed to sit with their partner. Each group will show their picture to the class and read the two sentences (or more) to the class. Once each group shares, teacher will quiz the students by asking what the 5 senses are and what body part is used for each sense.
Assessment Strategies:
Teacher will record prior knowledge information on chart paper in the “ball of knowledge” to refer back to for assessment. Teacher will observe and listen to group work and discussion during the activity portion of the lesson. Teacher will collect students’ pieces of work at the end of class. Teacher will listen and take note of how students do on the senses verbal quiz at the end of class.
K.1.a. Some properties can be observed with the senses, and others can be discovered by using simple tools or tests.
Key Question for the lesson: What senses can we use to recognize different letters and objects?
Instructional Objective: Students will be able to use their five senses to practice letter recognition and object identification, through the use of various manipulatives.
Materials, Media, Resources, Multi-cultural connections: SMART board, link: http://www.kidzpark.com/contents/flash_card_alphabets.asp, a magnetic letter, a clementine, 8 different cut outs of various items, glue, blank lined pieces of paper, chart paper, and a marker.
Assessment of Prior Knowledge (Readiness/Interest): The class will make a “ball of knowledge” on the five senses. Teacher will ask students if they can name off the senses, along with what body part they use for that sense. Teacher will record answers on the chart paper.
Hook to lesson:
Teacher will go to http://www.kidzpark.com/contents/flash_card_alphabets.asp and display a letter flash card on the SMART board. Teacher will ask the class if they can see what letter it is. Then, the teacher will ask if they can hear what letter it is. Teacher will continue asking about the other senses, thereby showing the students that they use only one of their senses to identify the letter when shown a flash card.
Development of lesson including assessments:
· Teacher will begin the lesson by first going over his/her expectations of students during the lesson (sitting quietly on the mat, raising hand instead of shouting out, ect…) and then draw a “ball of knowledge” on chart paper. Teacher will ask students to explain what our five senses are. Each volunteer can list and explain one of the senses. Teacher will record their answers in the “ball of knowledge.”
· After writing in the “ball of knowledge,” teacher will ask students to face the SMART board and display a letter flash card. Teacher will then ask the class how they know what letter it is. Teacher will go through all the senses and ask if they used any of them. This will help students better understand that they only use seeing to identify letter flash cards.
· Teacher will give expectations of how students should behave during the next part of the less. Then, teacher will instruct students to move to the edge of the mat. Teacher will begin the guessing game. After each guess, students must explain how they knew what each sound/object was, identifying which sense they used:
- Teacher will first pronounce a letter sound and ask students to raise their hands if they know what letter the teacher is thinking of.
- Teacher will then ask students to close their eyes and walk around the room with a magnetic letter. Students will feel what the teacher is passing around and raise their hands if they know what it is.
- Teacher will again ask students to close their eyes and bring around a clementine. Students will smell the fruit and raise their hands to answer what the object is. Then, the student who answers clementine, or orange, must indicate what that object’s name starts with.
· Teacher will then explain how taste is used when learning, but will not be used for this particular lesson.
· Teacher will then place students in groups of two and give instructions on how to complete the following assignment. Students will be reminded to share the workload and not depend on one of the partners to come up with the sentences.
- Teacher will model assignment before handing out papers. Students will have 5 minutes to complete the assignment.
- Each group will receive a cut out of one object. They must identify what the object is and glue their cut out item on their piece of paper. Each group must discuss what two senses they can write about.
- Each student must write one sentence each, describing one sense they used/could have used to identify the object. Students will be encouraged to write more than one sentence each.
Closure: Students will be called back to the mat (with their papers), place their object in a designated bucket, and be instructed to sit with their partner. Each group will show their picture to the class and read the two sentences (or more) to the class. Once each group shares, teacher will quiz the students by asking what the 5 senses are and what body part is used for each sense.
Assessment Strategies:
Teacher will record prior knowledge information on chart paper in the “ball of knowledge” to refer back to for assessment. Teacher will observe and listen to group work and discussion during the activity portion of the lesson. Teacher will collect students’ pieces of work at the end of class. Teacher will listen and take note of how students do on the senses verbal quiz at the end of class.