Georgia Southwestern State University

Lesson Plan Guidelines

Early Childhood Department

Day 1


Section 1 Information that influences lesson content.
Name

Ebonie Hopps
Subject Area

Science
Grade Level

Kindergarten
CCGPS/GPS SKCS1. Students will be aware of the
importance of curiosity, honesty, openness,
and skepticism in science and will exhibit these
traits in their own efforts to understand how
the world works.
a. Raise questions about the world around
you and be willing to seek answers to some of
the questions by making careful observations
(5 senses) and trying things out.

Section 2 A description of the learning objective, means of assessment, plans for
differentiation, and materials necessary for teaching the lesson.
Essential Question or I Can Statement I can state the 5 senses and the body parts used
for them.
Lesson Objective The students will be able to state the 5 senses
and understand what theyre used for, and by
the end of the lesson they will be able to give
an example for each one.
Assessment Students will complete a worksheet that
includes drawing a line to match the words
taste, sight, smell, hear, and touch with the
picture of the body part that is used for each
sense. This could impact future lesson planning
by letting me see that they do or dont
understand what matching is.
Differentiation

Questioning will be used for differentiation.
Questions will be identified in the guided
practice.
Materials Materials include a marker, a smart board, the
book titled Forest Friends Five Senses, and
the worksheet labeled My Five Senses.
Resources Resources include the websites


www.teachervision.fen.com,
www.watchknowlearn.org, and
www.worksheetplace.com. The book Forest
Friends Five Senses was also a resource.


Section 3a. Opening Session

Opening to include the following elements:

Gain attention Gain students attention by clapping
rhythmically and letting them clap back in
return.
State behavior expectations The students are expected to pay attention and
participate.
Prior Knowledge This lesson relates to previous instruction
because the students already know their body
parts, and their teacher had already briefly
discussed the 5 senses with them the previous
day.
Lesson Objective Today we will learn about the 5 senses and
how they apply to everyday life, and we will
know which body parts are used for each of
the 5 senses.




























3b. Work Session
Instruction: (Day 1)
I. Identify your concept. (include auditory and visual learning styles.)
For auditory learning styles, state the five senses to the students. For visual learning styles, write the
five senses on chart paper to label body parts of a stick figure. Leave the chart paper posted on the
board for everyone to see the body parts labeled with the senses.

II. Define your concept. (Include auditory and visual learning styles.)
For auditory learning styles, state what each of the five senses are used for. For visual learning styles,
show pictures of someone using their five senses on the smart board.

III. Explain your concept.


Examples include letting the students know that when we watch television we use both our sense of
sight and our sense of hearing. Since we taste with our tongue, anytime we eat or drink we use this
sense. If we touch something rough or smoothe, we use our sense of feeling.
IV. Provide Examples

To explain my concept, give extra details about the five senses by giving examples of how we use our
senses in everyday life. For instance, inform the students that, unless theres a visual impairment, we
are always using our sense of sight if our eyes are open.








Section 4 - Summarizer


One of the main areas of strength for this lesson was letting the students give their own examples
of using the five senses. This was more than just simple question and answer format. It helped
Guided
Practice
Differentiation Questions
Lower level Bloom: What was our lesson about? (Low student)
Lower Level Bloom: Tell me one thing you learned about __your nose_____. (Low to
Middle student)
Higher Level Bloom: How does the information about _the five senses___ relate to
your life? (Middle to High student)
Higher Level Bloom: Is it important for us to learn about __our bodies and the world
around us_______? Why or why not? (High Student)
During Guided Practice, read the book Forest Friends Five Senses and accept
feedback and questions/comment about the story. For an activity, use the smart board
to pull up a song/video about the five senses. The students will stand and participate
by doing what the song tells them to do. They could sing along if they know the song.

Review Review the lesson by calling on each student to
tell me their 5 senses and then give an example
of how they could use one of their senses.
Include all students by drawing popsicle sticks
with everyones names.
Preview Tomorrow we will study the 5 senses some
more and we can use our sense of taste when I
bring a treat for everyone.
Reflection
(Complete below)
SKCS1. Students will be aware of the
importance of curiosity, honesty, openness,
and skepticism in science and will exhibit these
traits in their own efforts to understand how
the world works.
a. Raise questions about the world around
you and be willing to seek answers to some of
the questions by making careful observations
(5 senses) and trying things out.


them more with thinking and understanding. Another area of strength would be using the stick
figure at the beginning to start their flow of thinking for the subject at hand. If I wanted them to
think of body parts and what we can do with those body parts, this was a great way to start. An
area for improvement would be in the assessment given to them. The word I wrote for my stick
figure was "see". The word on the assessment handout was "sight". A second area for
improvement would be how I only taught them to feel with their hands. Any part of the body can
sense feelings. What I would do differently is make sure that I study smaller details more in
depth for kindergarteners. Two different words for the sense of sight could definitely confuse a
kindergartener. So could only teaching them that the hands are used for the sense of feeling
things.





Day 2


Section 1 Information that influences lesson content.
Subject Area

Science
Grade Level

Kindergarten
CCGPS/GPS SKCS1. Students will be aware of the
importance of curiosity, honesty, openness,
and skepticism in science and will exhibit these
traits in their own efforts to understand how
the world works.
a. Raise questions about the world around
you and be willing to seek answers to some of
the questions by making careful observations
(5 senses) and trying things out.

Section 2 A description of the learning objective, means of assessment, plans for
differentiation, and materials necessary for teaching the lesson.

Essential Question or I Can Statement I can state my five senses and tell why each
one is important.
Lesson Objective The students will be able to state the five
senses, understand what theyre used for, and


give an example for each one.
Assessment Students will complete a worksheet that
includes drawing a line to match the words
taste, sight, smell, hear, and touch with the
picture of the body part that is used for each
sense. This could impact future lesson planning
by letting me see that they do or dont
understand what matching is.
Differentiation

Questioning will be used for differentiation.
Questions will be identified in the guided
practice.
Materials Materials include a marker, a smart board, the
book titled Forest Friends Five Senses, the
worksheet labeled My Five Senses, and candy.
Resources Resources include the websites
www.teachervision.fen.com,
www.watchknowlearn.org, and
www.worksheetplace.com. The book Forest
Friends Five Senses was also a resource.






Section 3a. Opening Session

Opening to include the following elements:

Gain attention Gain students attention by clapping
rhythmically and letting them clap back in
return.
State behavior expectations The students are expected to pay attention and
participate.
Prior Knowledge This lesson relates to previous instruction
because the students already know their body
parts, and their teacher had already briefly
discussed the 5 senses with them.
Lesson Objective Today we will discuss the five senses again by
stating them, discussing what theyre used for,
and giving examples.

















Session 3b: Work Session
Instruction: (Day 2)
I. Identify your concept. (include auditory and visual learning styles.)
For auditory learning styles, state the five senses to the students. For visual learning styles, write
the five senses on chart paper to label body parts of a stick figure. Leave the chart paper posted
on the board for everyone to see the body parts labeled with the senses.

II. Define your concept. (Include auditory and visual learning styles.)


For auditory learning styles, state what each of the five senses are used for. For visual learning
styles, show pictures of someone using their five senses on the smart board.

III. Explain your concept.
To explain my concept, give extra details about the five senses by giving examples of how we use
our senses in everyday life. For instance, inform the students that, unless theres a visual
impairment, we are always using our sense of sight if our eyes are open.

IV. Provide Examples


When we smell something, we use our nose. We use our sense of smell to smell things we like
or things that we dont. Anytime we touch or rub something, we use our sense of feeling.

V. Provide Non-examples
Talking is not considered one of our five senses. Laughing is not considered one of
our five senses. Running is not of our five senses.




Section 4 - Summarizer







Lesson Reflection
Use the prompts below to determine areas of strength and of improvement.
If you were to teach this lesson again, what would you do the same? Why?
Areas of Strength Rationale
Guided
Practice
Differentiation Questions
Lower level Bloom: What was our lesson about? (Low student)
Lower Level Bloom: Tell me one thing you learned about __your nose_____.
(Low to Middle student)
Higher Level Bloom: How does the information about _the five senses___ relate
to your life? (Middle to High student)
Higher Level Bloom: Is it important for us to learn about __our bodies and the
world around us_______? Why or why not? (High Student)
During Guided Practice, read the book Forest Friends Five Senses and accept
feedback and questions/comment about the story. For an activity, use the smart
board to pull up a song/video about the five senses. The students will stand and
participate by doing what the song tells them to do. They could sing along if they
know the song
Independent
Practice
The students will complete a worksheet with a picture of a body. They will label
each sense with the coordinating body part.
Review Review the lesson by calling on each student to
tell me their 5 senses and then give an example
of how they could use one of their senses.
Include all students by drawing popsicle sticks
with everyones names.
Preview Briefly describe the next logical step related to
the learning objective (Tomorrow we
will.) (Delete this information)
Reflection
(see below)




Letting the students give their own examples of
using their five senses.

This was more than just simple question and
answer. It helped them to think and understand.

Using the stick figure at the beginning.

It started their flow of thinking in the direction in
which I wanted them to think.




If you were to teach this lesson again, what would you change? Why?
Areas of Improvement Rationale

There was a flaw in the assessment.

On my stick figure I wrote the word see, but on
the worksheet there was the word sight.
Only teaching them to feel with their hands.


Any part of the body can sense feeling.




For the two areas for improvement, what would you do differently?

I would make sure that I study smaller details
to prevent flaws like the one in my assessment.


I would also make sure I make students aware
that any part of our body can feel something.