Name: Olivia Noboa Date: Time: 11:10-11:35

September 18, 2018

Big Idea/Topic: Five Senses- Touch and Taste Grade/ Subject: Kindergarten/ Science
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/1563
Lesson Structure:
Lesson 10: Cooperative and One-on-One – Technology
Standards: (CCSS/NGSSS)
SC.K.L.14.1: Recognize five senses and related body parts.
Instructional outcomes/objectives(s):
Students will name touch and taste as two of the five senses.
Students will summarize and illustrate their learning by using the app called Show Me.
Language Objective(s):
Students will share what they learned and how their senses help them every day.
Key Vocabulary Instructional
Materials/Resources/Technology
Touch: to put your hand, fingers, skin etc., on someone or something
Taste: the sweet, sour, bitter, or salty quality of a thing that you can sense  Senses Facts - Science for Kids. (n.d.).
when it is in your mouth: the flavor that you can taste when you eat or drink Retrieved from
something http://www.scienceforkidsclub.com/senses.
Texture: the way that something feels when you touch it html
Taste buds: one of many small spots on your tongue that give you the  iPad (ShowMe)
ability to taste things  KWL chart
 Markers
 Scissors
 Glue sticks
 Pencils

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy

Remember: Students will list two of the five senses and share the related
body part. KWL
Understand: Students will explain the importance of our senses and how we
use our sense of taste and touch.
Apply: Students will use the information they have used during the unit to
demonstrate their knowledge using the ShowMe app.
Create: Students will construct a video recording over their illustration to
summarize their learning.

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Use sentence frames:
Go over expectations and carpet rules. Have students repeat carpet In the last two weeks, I learned…
rules. Check that students are sitting in their appropriate place on I learned… about taste.
the carpet. 4-5 During the … activity, I learned…
*Remind students you will only be calling on students raising their min.
hand. Give students additional wait time.
Complete the L section on the KWL chart. Reread what the
students stated during “Know” and “Want to Know” section.
Allow students to turn-and-talk (process):
What did you learn during the last two weeks about taste and
touch?

Instructional Steps: B: Review vocabulary with students.

1. Explain the task to the students: Provide sentence starters:
5 min. I learned ______.
Students will be demonstrating their knowledge using Show Me Taste is _______.
Interactive Whiteboard (product). I realized I don’t like ________.
Read the entire criterion that must be included in their submission.

Give a brief example of how the app works.

2. Tell students you will be calling students one by one to B: Allow student to respond in short responses.
complete their Show Me activity.

Show Me task:
 Students must draw a picture related to taste and touch.
 Students must record themselves explaining their drawing
and two facts about each sense (taste and touch). 10-15
min.
State two facts you have learned during the last two weeks.
 Students must state the body part related to taste and
touch in their voiceover.

The other students will complete review worksheets related to taste

and touch attached after the lesson.

Read directions to students for worksheets and circulate room

while student draws illustration on iPad.
3. Review vocabulary/content with students. 4-5 B: Use visual aids and gestures.
 Taste buds min.
 Tongue
 Touch
 Taste

Closures Pacing ESOL Support

Content/Procedural Closure: Our senses allow us to be aware of B: N/A
our environment around us. Our tongue helps us taste foods that 1 min.
are bitter, sweet, salty, and sour. Our hands and skins allow us to
touch everything. Everything has a texture, like smooth, soft, hard,
and rough.

Procedural Closure: Please quietly go back to your seat. I am

going to line up the table that looks the most ready for specials.
You should be waiting quietly in your chair.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx  Ensure students are sitting in assigned seats on
Independent: N/A the carpet.
Supported: N/A  Monitor voice levels of students in the room.
 Use positive praise and reinforcements, as
Participatory: N/A
needed.
Allow student(s) to utilize the Take a Break table.
 Assessment of Student Learning:
Objective 1: Use checklist to grade students’ illustration and voice over on
Show Me.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

I should have had them talk more about what they learned by asking open-ended question instead of having them answer
questions with one correct answer. Ideally, I would have modeled how to complete this activity, but I did not have time, so I
verbally explained it to students. This may have caused confusion.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Since I did this one-on-one, I was able to give my complete attention to each student. I clarified some misunderstandings (if
they were present) and it was a perfect time to do so. I did not pace this well though; it took longer than I expected, so I have to
finish the rest of the class tomorrow (even though science is not taught on Wednesday). This was a fantastic way for students to
demonstrate their knowledge—they were engaged and loved using the iPads because they generally only use iPads for reading
centers. I will include more use of technology in my future lessons.
Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson.
Show what YOU know about the content supplemental to lesson. )

Information from http://www.scienceforkidsclub.com/senses.html:

“Taste is a combination of senses and uses the sensory cells on the tongue called taste buds. Taste also uses
part of the sense of smell. You might remember the last time that you had a cold and your nose was stuffed
up. It affected the taste of anything that you ate.” About 80% of food we taste is based on the sense of
smell.

ShowMe Checklist

ShowMe Checklist Completed

Write a checkmark in the box next to each item the student has completed.

1. Student drew a picture related to taste and touch.

2. Student explained their drawing by recording himself or herself.

3. Student stated two facts about each sense (touch and taste).

4. Student stated the body part related to taste and touch in their voiceover.

5. Student used key vocabulary; for example, texture, flavor, and/or taste buds.

Name: __________________________________________