SCIENCE- LESSON PLAN

Tuesday
Date December 3rd Lesson Title Senses (continue with the focus on taste) Grade Level 1
2019
Time in Lesson 45 minutes Subject Science Lesson 4

DESIRED RESULTS
Learner Outcomes from the Program of Studies
What SPECIFIC outcomes will be addressed in this lesson?

Topic D: Senses
1. Identify each of the senses and explain how we use our senses in interpreting the world.
2. Apply particular senses to identify and describe objects or materials provided and to describe living things and environments.
Students meeting this expectation will be able to describe characteristics, such as colour, shape, size, texture, smell and sound
Main objective in simple language Assessment Strategies
How will students have changed in what they understand/know/are able to What will I seek as evidence of learning? How will I employ formative
do/appreciate as a result of this lesson? assessment? How will I use prior assessments in this lesson?

By the end of this lesson students will be able to identify 5 different types of The students will be assessed based on appropriate assignment of the
food/ fruit with their correct tastes. taste to the food.
Resources Personalization/Differentiation
What materials/resources/technology will be required? How will I attend to the needs of ALL learners in this lesson?

Hand-outs in the Appendix, picture of the tongue, 5 different types of This lesson allows hands-on activity by tasting the food and record
food/ fruit: lime (sour), potato chips (salty), white chocolate (sweet), their tastes.
dark chocolate (bitter), and parmesan cheese (umami), white paper
with the tongue on it.
Note: the teacher confirms if the students are allergic or have any
reaction eating these food.

SEQUENCE
Introduction
How will I ENGAGE (Hook) students in the lesson; ACTIVATE prior knowledge; and LINK this lesson connect to prior lessons?

The teacher will start by reviewing what the students learned last time about taste and different taste zone on the tongue.
Adapted from Wiggins, Grant & J. McTighe (1998)
 Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

Approx.
What is the TEACHER doing? What are the STUDENTS doing?
time
 Note: the teacher set up 5 different jars labelled 1 to 5 at each table.  The students review what they learned 10
The students are required to bring their own spoon. last time by answering the questions. minutes
 The teacher starts by asking the students the following questions:
1. What sense did we learn last class?
2. What are on our tongue that helps us taste the food?
3. How many tastes can our tongue sense? Where are they on our
tongue?
The teacher will have an unlabelled tongue for the students to fill
in.
 The teacher says that today we will do an experiment and you will be  The students listen and follow the 25
food detectors. The teacher shows the students 5 tables with 5 instruction to do the tasting experiment. minutes
different jars of food that are labeled 1 to 5. The students will be  The students record how the food tastes
divided into 5 groups. Each group will start at the table with the in their hand-outs.
number matched with their group number (i.e. group 1 starts at table
1, group 5 starts at table 5). Each student in the group will use their
own spoon to scoop out a small amount of the food and tastes it.
Then the students record how the food tastes like in their hand-outs
(Appendix) and their prediction of what the jar may contain. When
the teacher sees that all members of the groups are done tasting the
food, she will blow the whistle to signal the rotation among tables
(i.e. now group 1 moves to table 2, group 5 moves to table 1). Again,
the students taste the food and record how the food tastes. This is
done until all 5 jars are tasted by all 5 groups.
 After the students finish the tasting experience, the teacher asks  The students share their experiences and 10
them to go back and sit in front of the smart board. The teacher asks their prediction with the class. minutes
the students to share their experiences how the food tastes and their
prediction.
 The teacher refers back to the tongue picture and asks the students
to identify which part of the tongue tastes which food.
 The teacher reveals what it is in each jar.
 The teacher prepares in advance a white hard paper with the picture  The students tell the teacher the word
of the tongue and the word “taste” is written on it. When the students they use to describe different tastes.
Adapted from Wiggins, Grant & J. McTighe (1998)
 share what the food tastes like, the teacher will write that words on
the paper just like we did for “touch”.

Conclusion
How will I ensure students leave understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

The teacher can summarize the lesson by asking the students to share the food that they draw and how they taste.
PRE-SERVICE TEACHER SELF-REFLECTION
In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What needs refinement? What might you do differently next time?

These additional questions can help guide your response to the two self– reflection questions above:

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring
accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)
 Taste experiment- Name: ______________
Circle how each of the following food taste and how you like it.
How does it taste? How do you like it?

Salty Sweet Sour

Umami Bitter
1. Lime

Salty Sweet Sour

Umami Bitter
2. Potato chips

Salty Sweet Sour

Umami Bitter
3. Rice and soy sauce

Salty Sweet Sour

Umami Bitter
4. White chocolate

Salty Sweet Sour

Umami Bitter
5. Dark chocolate

My favorite one is __________________.

Adapted from Wiggins, Grant & J. McTighe (1998)

 SCIENCE- LESSON PLAN

Thursday
Review and assessment of human senses: touch, smell, sight and
Date December 12th Lesson Title Grade Level 1
taste.
2019
Time in Lesson 45 minutes Subject Science Lesson 5

DESIRED RESULTS
Learner Outcomes from the Program of Studies
What SPECIFIC outcomes will be addressed in this lesson?

Topic D: Senses
3. Identify each of the senses and explain how we use our senses in interpreting the world.
4. Apply particular senses to identify and describe objects or materials provided and to describe living things and environments.
Students meeting this expectation will be able to describe characteristics, such as colour, shape, size, texture, smell and sound

Main objective in simple language Assessment Strategies

How will students have changed in what they understand/know/are able to What will I seek as evidence of learning? How will I employ formative
do/appreciate as a result of this lesson? assessment? How will I use prior assessments in this lesson?

By the end of this lesson students will be able to know how human senses The students will be assessed based on the following:
work. 1. Being able to identify how many senses human have
2. Being able to match the right sense to the right body parts
3. Being able to match the object with the sense used to identify
4. Being able to demonstrate how we use the sense of sight,
smell, taste and touch orally
The criteria for assessment are in Appendix B.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will I attend to the needs of ALL learners in this lesson?

Appendix A (activity hand-outs), Appendix B (Assessment Criteria),
scissors, glue, pencils, colored pencils and erasers.
The activity hand-outs use both written words and pictures to help
ELLs students and provide visual aids.
The majority of the students will be able to cut and glue the pictures
in the boxes. However, one student may need help with cutting out
the pictures.

Adapted from Wiggins, Grant & J. McTighe (1998)

 The students will be assessed based on both their worksheets and
conversation with the teacher to accommodate for ELLs and students
with difficulties writing down their words.

SEQUENCE
Introduction
How will I ENGAGE (Hook) students in the lesson; ACTIVATE prior knowledge; and LINK this lesson connect to prior lessons?

The teacher will start by asking the students to sit in front of the smart board and ask the students to share what they have learned about
senses in both human and animals.
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

Approx.
What is the TEACHER doing? What are the STUDENTS doing?
time
Note: the teacher goes through the students’ writing journals
regarding what they want to know about senses in human and
animals and make a list of all the questions. The teacher will try to
find the answers for these questions.
 The teacher will review what they have learned about senses in  The students share what they have 10
human and animals by asking the students to share. learned about senses. minutes
 The teacher explains the activity that they will do. The teacher says  The students listen to the teacher’s
that each student will have 2 pieces of papers. For each paper, there instruction
are some pictures at the bottom of the page that the students are
required to cut out and glue in the appropriate boxes about human
senses.
 The teacher also says that while the students are working on their
worksheets, the teacher will come and have a conversation with
them about what they have learned about human and animal senses.
The teacher will use the assessment questions in Appendix B. The
teacher will type the students’ answer.
 The teacher asks the students to go back to their table groups, and
the teacher’s assistants will help hand out the worksheets.
 The teacher tries to let the students do this activity independently for  The students work on their worksheets 30
assessment. and have conversation with the teacher minutes
about senses.
Adapted from Wiggins, Grant & J. McTighe (1998)
  The teacher goes to each student and asks questions in the Appendix
B and types out their answers.
 The teacher asks the students to clean up.  The students clean up. 5
 If the teacher has time and the students all finish the activities, she minutes
will ask the students to sit in front of the smartboard and goes
through the curious questions that they have about senses in their
writing journals. The teacher also notes that there are many
questions that the students came up with, however, we don’t have
enough time to go through every question as we have many other fun
activities to do. However, as we move on, and if the question relates
to the topic being discussed in class, the teacher will help answer the
curious questions.

Conclusion
How will I ensure students leave understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

The teacher can summarize the lesson by sharing how the student do on their activity.
PRE-SERVICE TEACHER SELF-REFLECTION
In your self- reflection of your lesson, please consider the following questions:

3. What went well in your lesson? What were the strengths of the lesson?
4. What needs refinement? What might you do differently next time?

These additional questions can help guide your response to the two self– reflection questions above:

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring
accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

Adapted from Wiggins, Grant & J. McTighe (1998)

 Appendix A (Summative Assessment)
MY SENSES
Name:__ ____________________Date:_______________
Cut and glue the pictures in the boxes

Adapted from Wiggins, Grant & J. McTighe (1998)

Things I taste Things I touch

Things I see Things I smell

Adapted from Wiggins, Grant & J. McTighe (1998)

Appendix B
Questions to ask students during oral assessment:
Can you share with me what you have learned about human senses? The teacher can use
the following questions to guide the students:
1. How many senses do human have?
2. Which parts of our body help us smell, taste, see and touch?
3. How can we taste things?
4. How many different tastes can our tongue taste?
5. Can you give me an example of something that tastes sour/ sweet/ salty/ bitter/
umami?
6. How do we see thing?
7. Can all people see things? If not, what are the special cases?
8. How do we smell things?
9. What do you think about taste and smell senses?
10. How do we touch or feel things?
Besides human, who else do you think also has senses?
Can you share any fun facts about senses in animals that you have learned?
Student’s name:
Date:
Student’ s response:

Teacher’s note:

Adapted from Wiggins, Grant & J. McTighe (1998)

An example of the oral assessment done with the students whose names were
removed from the documentation:
Student’s name: Student A
Student’s response:
Human has 5 senses. The taste buds on the tongue helps us taste food. There are 5 different
tastes that our tongue can taste: lemon for sour, candy for sweet, salt for salty, chicken for
umami and dark chocolate for bitter. Not every person can see because there are blind and
color-blind people.
Teacher’s note:
He can correctly label the senses to the body parts and sort the things into the senses used to
identify. His response to teacher’s questions is appropriate and correct. He shows good and
through understanding about human senses. Please continue with your good work!

Student’s name: Student B

Student’s response:
The eyes help us see, nose helps me smell, hands to touch. Orange is sweet, green apple sour.
Teacher’s note:
She was able to tell three senses that human have and two tastes that human can taste (sweet
and sour). She has difficulties labelling body parts with the senses (1 out of 5) and knowing
taste buds help us taste things. When sorting the objects into the senses, she can correctly
identify things that she tastes, see and smell with some pictures missing. However, she placed
rainbow in “Things I touch” which is not appropriate. She should develop her understanding
about human senses, different tastes that our tongue can taste, and food or fruit that tastes
salty, bitter or umami.
She should also develop her understanding that people have difficulty with the sense of sight
such as being blind or color blind.

Adapted from Wiggins, Grant & J. McTighe (1998)