Five Senses Lp3

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 1.6.3.E (Speaking and Listening): Participate in small and large group discussions and presentations. • Participate in everyday conversation. • Present oral readings. • Deliver short reports 1.6.3.F (Speaking and Listening): Use media for learning purposes. • Show or explain what was learned (e.g., audiotape, computer download). Lesson Objective(s) (Stated in observable and measurable terms) Using student-created Glog, the student will work in a small group to visually and orally show 3 characteristics of one of the five senses with 80% accuaracy as outlined on rubric. Assessment Plan (What will be done to determine if lesson objectives have been met?) Student Glog Creation Student rubric Materials: Animoto on 5 senses; 4 student computers with glogster accounts; projector; 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: Time will likely not permit for enrichment activities, but if they do students can visit the “What can I do now that I’m through” chart

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: Sing song learned yesterday on five senses and show students Animoto to review five senses.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Explain that students will have the opportunity to share their new knowledge of their “expert sense.” Review requirements according to rubric Allow time for students to finish their glog (approx 15 min.) Have students return to their seats Guided Practice/Independent Practice/Assessment Activities Guided View and explain the glog that we created in class yesterday Point out how you met the requirements outlined Independent Pull colored linking cube to see which group will present first Allow time for students’ presentation of glog Continue pulling colors and allowing group to present until all groups have had a turn Assessment Student Presentations and rubric Closure: Show students how to access Glogs independently so they can share their work with family at home Ask students to share what they’ve learned about the 5 senses.