Day 1- Math Day 2- Science Day 3- Science Day 4- Guided Day 5- Writing

lesson lesson #1 Lesson #2 Reading Lesson Lesson

Lesson Weight Our 5 Senses Our 5 senses continued Order Ideas
Objectives -After completing - After completing - After completing the -After working in -After this
the activity, the centers, students centers, students will centers, students lesson, students
students will be will be able to be able to identify the will be able to will be able to
able to compare identify the differences between sequence pictures use pictures to
the weight differences between the 5 senses. relating to the text communicate
between objects. the 5 senses. - After completing the in the correct their main idea.
- After completing centers, students will order. -After the
-After completing the centers, students be able to hypothesize lesson, students
the activity, will be able to a conclusion. -After working in will understand
students will be hypothesize a - During the lesson, centers, students the need for
able to identify if conclusion. students will use their will be able to detail in their
an object is lighter - During the lesson, senses to make answer questions pictures to
or heavier than the students will use observations about about the sequence accurately
other. their senses to make materials and the of the story. portray their
observations about environment. thoughts.
materials and the
-After completing environment.
the lesson,
students will be
able to identify if
an objects weight
difference can be
estimated or if a
scale needs to be
used.

Standards K.M.1: Make -.PS.1 Plan and -.PS.1 Plan and -K.RF.1 K.W.3.2 Use
direct conduct an conduct an Understand and words and
comparisons of investigation using investigation using all apply knowledge pictures to
the length, all senses to describe senses to describe and of print concepts, develop a main
capacity, weight, and classify different classify different kinds phonics, phonemic idea and provide
and temperature kinds of objects by of objects by their awareness, some
of objects, and their composition composition and vocabulary, and information
recognize which and physical physical properties. fluency and about a topic.
object is shorter, properties. Explain Explain these choices comprehension as
longer, taller, these choices to to others and generate a foundation for
lighter, heavier, others and generate questions about the developing reading
warmer, cooler, or questions about the objects. skills.
holds more. objects. -K.RL.2.1 With
-SEPS.3 Constructing support, ask and
-SEPS.3 and performing answer questions
Constructing and investigations about main topics
performing and key details in a
investigations text heard or read.
-K.RN.2.1 With
support, ask and
answer questions
about important
elements of a text
(e.g., events,
topics, concepts).

Materials 1. Scale
1. “My 5 1.
2.
Skittles
Tongue
Because of an
Acorn
1. Light
2. Mystery Senses” bulb
diagram 7. Rain
Bag book
3. Coins 8. Float 2. examp
3. Erasers,
2. Orange 4. Marshmallo le
pencils, 3. flower, ws picture
 glue,
scissors.
4. strawberrie 5.
6.
Rice
dice
9. The
Snowma
3. Paper
s,
n 4. Crayo
4. Paper 5. coffee, 10. I got a n
flashcar
ds 6. glue, new toy! 5. Pencil
11. Pictures
7. scissors, from “I
5. Smart
board 8. marker, got a
9. pencil new
toy”.
10., feather, Worksheets for
11. Crayon students to glue “I
got a new toy”
12., pictures on
playdough
13. toy car
Body/ Anticipatory set: Anticipatory set: Anticipatory set: The Anticipatory set: I Anticipatory set:
Activities pull items out of Read “My 5 Senses” students will close will tell the I will use a
the Mystery Bag and discuss with the their eyes as I walk students a story out lightbulb to
and have students students all 5 senses around shaking a of order and they introduce the
hypothesize why I that the have. skittle bag and setting will have to concept of an
am grouping them a skittle on their desk. explain what was idea. We will
in a certain Mini lesson: Explain They will use their funny about my focus on the fact
manner. to students what a hearing and tasting story. Students will that each
hypothesis is. Inform sense to identify the understand why students has
Mini lesson: students that they do object that they are not the order of a story ideas that are
There are some not always have to allowed to look at. is important to valuable and that
items close be correct and they understand the need to be
enough in weight need to be tested. Mini lesson: I will main idea. communicated
that a scale needs review what a clearly.
to be used. Just Centers: The hypothesis is. I will go Mini Lesson: The
like a teeter totter, students will explore over the different order of events is Mini Lesson: I
the item that goes centers focusing on sections of taste buds vital because if the will share with
down on the scale three senses: sight, that we have on our story is mixed up, the students that
is heavier. smelling and tongue. it may not portray they can show
touching. The the same message. their ideas
students will Activity: The students through pictures.
Activity: Students hypothesize what will work at two Guided reading If they show
explore classroom objects are at each centers focused on groups will focus their ideas
objects to get station using only haring and tasting. The on the fact that through pictures,
acquainted with the sense that they students will pictures and they need to
the scales and are instructed to. hypothesize which sentence structure accurately draw
understand that taste buds would be can help them infer objects based on
item that goes Closure: I will pop used for which foods what the text is size and color.
down on the scale popcorn and have at the taste center. The saying. They also need
is the heavier students identify all students will shake to add detail to
item. 5 senses that they are bottle and hypothesize Centers: better portray the
using. They will what is in them at the 1. The thought in their
Closure: Students listen to it pop, smell hearing center. students head.
will explain why it as its popping, see will
the item that goes it change form Closure: I will bring create a Activity:
down on a scale is kernels to popcorn, an object from each skit and Students will
heavier. They will touch it when I pass station up to the front identify a draw their
look at a some out, and taste it of the room. I will ask beginnin favorite science
slideshow when its finished. for volunteers to come g, middle “sense” center
containing items up and guess the and and try to
of very different objects. I wil have then ending to portray their idea
sizes and share with sense they the skit. in a way that
understand that used and how they 2. Students other students
you do not have to knew they used that will hear could guess it if
use a scale for sense. the book they looked at
 objects that are “I got a their picture.
obviously heavier new Students will
or lighter than the toy!”. need to draw
other. Then clearly and
they will articulately for
cut out this to happen.
pictures There will be
from the conferences
story and going on during
glue this to ensure
them in that students are
order on getting their
a ideas across
workshe accurately.
et.
Closure:
The Guided Students that had
reading groups will draw detailed
read either and accurate
“Because of An pictures would
Acorn” or “Rain”. share their
They will explore drawing with the
the text and realize class. The class
how the pictures would try to
correspond with figure out the
the text and can idea that the
help them figure student was
out the words they trying to portray.
do not know. They
will also focus on
the sentence
structure to see if
they can find a
pattern that will
make reading
easier for them.
Assessmen Formative: I will Formative: I will Formative: I will Formative: Formative: I
t walk around watch the students as watch the students in watching students used the students
during they work around the centers and ensure that in the guided conference to
independent time different stations. I they are understanding reading groups to gauge where
to see if students will make sure that how to make an see if they are they were at with
are using and they are grasping the educated hypothesis. I using pictures or the concept of
understanding concept of using the will also make sure patterns to help “Idea”.
their scale information they that they are them read. Summative: I
correctly. have to hypothesize. understanding the Summative: I can will look at the
Summative: I will different senses by look at student students pictures
Summative: I will look at the student listening to them in the sequencing after they have
look at the recording sheets and closure activity. worksheets completed them
students see if the students completed during to see the
worksheets to see made hypotheses Summative: I will look center time. amount of detail
if they had circled that were reasonable. at the student response and accuracy
the correct item sheets to see if they that is ni their
thtat weighed had hypothesized photos.
more. correctly.

Safety Students will walk Students will be I will be walking Students will be Students will be
to and from the instructed to walk around to make sure instructed to walk walking to and
carpet and will be from station to students are walking from station to from
released table by station. from station to station. station. conferences.
table.
I will ensure that I students will be Students will be
am the only one instructed not to use using their scissors
 touching the popcorn the materials in a wisely when
Students will be machine. harmful manner. cutting their
instructed to only worksheets.
use the materials Students will be
in the scales and instructed not use the
not on each materials in a
others. harmful manner.