1. Topic-
A Sense of Order- How the Five Senses Relate to Our World
 
2. Content-
Classifying the senses of sight, hearing, smell, taste and touch/Key vocabulary words: classify, characteristics, items, describe, sort, represent, similar, Braille
 
3. Goals: Aims/Outcomes-
1.Learn to classify senses-Science
2.Improve reading and writing, skills using vocabulary bank.
3. Learn about the life of Helen Keller and her sense of order.
4. Develop math processing skills through graphing.
 
4. Objectives-
1. TLW be able list the five senses and their function.
2. TLW describe the importance of each sense and discuss how not having them can impact one's life and place limitations on their quality of life. (Learn about Helen Keller's life)
3. TLW match the pictures correctly with the senses to which they belong.
4. TLW understand the five senses.
5. TLW be asked 6 questions (before and after lesson) to assess knowledge of the senses and be introduced to 8 new vocabulary words and their meaning.

 
5. Materials and Aids-
1. Social Studies, Math, and Science Journals
2. Helen Keller Short Story
3. 24 index cards labeled with the senses: See, Hear, Smell, Taste and Touch
4. 6 sets of sense picture cards that are laminated:
 
6. Procedures/Methods-

A. Introduction-

1. Students are given index cards labeled with the five senses and picture cards with pictures that represent the five senses.
2. The students will sort the picture cards to gain an understanding of the five senses and classifying. Students graph results of senses survey.
3. Students read the story of Helen Keller, discuss reflective questions and record answers in social studies journal.
The lesson is 1-1.5 hour in duration.
 

B. Development-

1. Have students tell you what each bag is for. Tell the class you want them to classify the items. State: "Classifying is putting things with similar characteristics together that go together. That is what the plastic bags are for."
2.Choose students to tell you which item goes in which bag.
3. When done, take the items out of the each bag, and ask if the item and the bag go together.
 

C. Practice-

1. Discussion questions were posted for the students to discuss after reading about Helen Keller.
2. Students record the results from their discussion in their social studies journal. They may use pictures, words or both to record answers.
3. The questions were: 1. Name the senses that Helen Keller lived without? 2. What effect did this have on her as a child and young adult? 3. Because she was unable to hear, speak or see, did she just give up on accomplishing anything in her life? Discuss. 4. Did she still have feelings even though she couldn't speak and tell you what they were? 5. How might her life have been different if she had of been born now?
 

D. Independent Practice-

1. Divide the class of 24 exceptional learners into 6 groups, with 4 students per group.
2. Disperse ELL, GT, LD, ED, multiage, and multi-gender students within the 6 groups.
3. Students to sort picture cards by putting them by the index card with the sense they represent.
 

E. Accommodations (Differentiated Instruction)-

1.Students will be placed in mixed ability groups so that advanced students may assist the struggling students.
2. Students can use computer to read story on Helen Keller.
 

F. Checking for understanding-

1. TLW be asked 6 questions (before and after lesson) to assess knowledge of the senses and be introduced to 8 new vocabulary words and their meaning.
2. An additional teacher-guided assessment was administered after story on Helen Keller.
3. Formative assessment during the lesson.
 

G. Closure-

1. Ask students what they learned about classifying. Discuss with the class why classifying is a good system of organization to keep things in order. Introduce and write on the board the new words from the vocabulary bank with their definitions and have the students write the information in their journals. Check to see if picture cards are under the correct sense. Ask the students to draw their own pictures that match the five senses in their science journals. Have the students to write a paragraph of 3-6 sentences to reflect on the experiment just completed. Discuss with students about the life of Helen Keller and answer the five reflection questions posted at the end of the story. Students record information in their social studies journals. Help students construct bar graph to plot results of senses survey.
2. The performance assessments for this lesson is effective because the task of understanding why classification of data or objects helps with organization in science experiments and our lives is presented informally with some structure (formality) that is explicit in nature to evaluate student comprehension and cognitive skills through teacher observation and reflection. This lesson takes into account the diversity of the 24 students in the classroom.
 
7. Evaluation-
The performance assessments for this lesson is effective because the task of understanding why classification of data or objects helps with organization in science experiments and our lives is presented informally with some structure (formality) that is explicit in nature to evaluate student comprehension and cognitive skills through teacher observation and reflection.
 
8. Teacher Reflection-
This lesson plan takes into account the diversity of the 24 students in the classroom. These lessons were very interactive, with 100% student engagement in learning.
 

This Lesson Plan is available at (www.teacherjet.com)