1. Topic-
|
|
|
2. Content-
|
| smell, hear, taste, touch/feel, sight, prediction/guess |
| |
|
3. Goals: Aims/Outcomes-
|
1. Write predictions/guesses.
2. Share/discuss predictions.
3. Use senses and prior knowledge. |
| |
|
|
4. Objectives-
|
1. To read a book about the 5 senses.
2. To identify the "mystery smells".
3. To discuss predictions of the smells. |
| |
|
5. Materials and Aids-
|
Five "mystery smells" (cotton balls
in containers that have the scents
of cinnamon, baby powder, pickle
juice, vanilla, and maple syrup).
Guessing Worksheet or notebook.
"My Five Senses" by Aliki. (1991) |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Access prior knowledge of the 5 senses.
2. Read the book "The 5 Senses" by Aliki.
3. Discuss and point out the body parts and the sense for each. |
| |
|
|
B. Development-
1. Model how to carefully sniff each "Mystery Smell".
2. Show the worksheet and sample prediction.
|
| |
|
|
C. Practice-
1. Pass around each "Mystery Smell" and encourage each to write
down what they think the smell could be.
2. Monitor each child writes their guess before passing around the
other smells.
|
| |
|
|
D. Independent Practice-
| Have students continue to make predictions on the following "Mystery
Smells". |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Help ELL students to write the sounds of each prediction/guess.
2. Encourage the importance of the "prediction" and not emphasis on
spelling.
|
| |
|
|
F. Checking for understanding-
1. After the 5 "Mystery Smells" are recorded by the students, review
their guesses and go over what the true smells are.
2. Have some students share what they thought each smell was.
|
| |
|
|
G. Closure-
1. Review the 5 senses and the body parts that go with each sense.
2. Ask the students to share some other "good smells" and "bad smells". |
| |
|
7. Evaluation-
|
Students are not evaluated for the correct answers but for completing
a prediction for each.
|
| |
|