![Picture](/uploads/2/4/9/5/24951052/6670762.jpg)
Goal: Students will use their five senses to identify different surfaces and increase sensory development
Objectives:
- SWBAT identify the difference between rough and smooth surfaces by recording their findings with an “X” on a recording sheet provided
- SWBAT identify whether the object is hard or soft and record their findings
- SWBAT record at least 3 of their results by identifying hard and soft objects
- SWBAT record at least 3 of their results by identifying rough and smooth surfaces based
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Sensory Lesson | |
File Size: | 86 kb |
File Type: | doc |
Date of Lesson: April 6, 2010 Length of lesson: 20-25min
Curriculum Area: Science Lesson Content Area: Sense of Touch
Title of Lesson (identify concepts taught: Rough, smooth, soft or hard, what could it be?
Age/Grade level: Ages 4-5/Pre-K
Differentiation of activity is to be provided throughout the lesson plan to ensure that children’s individual learning needs are met.
1. Learning Objectives
(a) Learning outcomes of previous lesson related to this topic:
The focus is to allow the child to distinguish different surface areas. By using the sense of touch the child can familiarize with rough and smooth surfaces, along with hard and soft objects.
(c) Method of assessment used in this lesson (example attached)
A table will be made to determine children’s observations.
(d) Differentiation (of expected outcomes)
To accommodate this lesson is to help in touching, holding, and feeling the selected objects. The child should be given more time to feel and explore the objects. Rather then the child dictating whether the object is soft and smooth, the child will need assistance distinguishing the differences. The child will have difficulty verbalizing the difference between rough and smooth surfaces, so it is important to use repetition and a lot of examples so the child will understand. Also it will be helpful to model and show different ways to differentiate smooth and rough surfaces.
4. Materials
Paper bags, floral foam, Hawaiian lace, soft felt paper, sand paper, pom-poms, small rocks/pebbles, scrubbing sponges, brillow pads, old t-shirt, scissors, permanent marker and paper
5. Lesson Process
(a) Introduction (approximate time) /Links to prior knowledge
To introduce the lesson a book will be read explaining the sense of touch and how we touch with our hands and fingers. The book have pictures showing different surface areas, and help students to practice using different words to describe surfaces like rough or smooth. During the reading of the book children will be asked questions about different things in the classroom and the role is say whether it is soft or hard, rough or smooth. The children will be given different examples that allow children to feel the difference between rough and smooth, soft and hard. (5-10min)
(b) Learning procedures relating to objectives (approximate times)
1. A book will be read titled You Touch with your Fingers by Melvin and Gilda Berger to the children showing the difference between rough, smooth, hard and soft.
(5-10min
2. Two children will be allowed in the center at the time; this will allow better observation and focus on the children. Different objects with paper bags will demonstrate rough, smooth, hard and soft surfaces. Each child will be given one object at a time and they will have to dictate whether the object feel soft or hard and if it rough or smooth. There are 8 objects in total. (10-15min)
3. Each child will hold, touch and feels each object and record on the paper what they felt. The table will have columns for rough, smooth, hard and soft. The child will put an X to what the object feels like. If the object feels rough they will put an X on the rough column. (10-15min)
4. After each child finishes feeling and touching all 8 objects they will be asked which objects they liked feeling the best. Make sure that children also can use different places to touch and feel things. (2-5min).
(c) Conclusion (approximate time)/Checking for understanding
To conclude this lesson each child will be asked what they learned. Ask children about other objects in the classroom, like the table, floor or carpet and have them tell you what the surface feels like. Emphasize the importance of touch and how we use our hands to feel things all the time. This will encourage them to feel different surfaces and build on their vocabulary.
6. “If time”/ extensions
To expand the lesson the children can be blindfolded and be tested on different surfaces. This will have to be supervised and monitored. Other activities could be to expand the children vocabulary on how to describe different surface areas like using words like silky or bumpy. The children could also explore their other four senses. A lesson could be taught about sense of hearing, seeing and smelling. This could overlap on to how we use our five sense to know what it is, and explain the importance of each sense.
7. References (sources used in creating lesson plan)
“You Touch with your Fingers” by: Melvin and Gilda Berger
Curriculum Area: Science Lesson Content Area: Sense of Touch
Title of Lesson (identify concepts taught: Rough, smooth, soft or hard, what could it be?
Age/Grade level: Ages 4-5/Pre-K
Differentiation of activity is to be provided throughout the lesson plan to ensure that children’s individual learning needs are met.
1. Learning Objectives
- SWBAT identify the difference between rough and smooth surfaces by recording their findings with an “X” on a recording sheet provided
- SWBAT identify whether the object is hard or soft and record their findings
- SWBAT record at least 3 of their results by identifying hard and soft objects
- SWBAT record at least 3 of their results by identifying rough and smooth surfaces based on the activity
(a) Learning outcomes of previous lesson related to this topic:
- Did the student identify the different between rough and smooth surfaces?
- Did the student record at last 3 of their results?
- Did the student identify whether the object hard or soft?
- Did the student record at least 3 items by identifying if the object is rough and smooth?
The focus is to allow the child to distinguish different surface areas. By using the sense of touch the child can familiarize with rough and smooth surfaces, along with hard and soft objects.
(c) Method of assessment used in this lesson (example attached)
A table will be made to determine children’s observations.
(d) Differentiation (of expected outcomes)
To accommodate this lesson is to help in touching, holding, and feeling the selected objects. The child should be given more time to feel and explore the objects. Rather then the child dictating whether the object is soft and smooth, the child will need assistance distinguishing the differences. The child will have difficulty verbalizing the difference between rough and smooth surfaces, so it is important to use repetition and a lot of examples so the child will understand. Also it will be helpful to model and show different ways to differentiate smooth and rough surfaces.
4. Materials
Paper bags, floral foam, Hawaiian lace, soft felt paper, sand paper, pom-poms, small rocks/pebbles, scrubbing sponges, brillow pads, old t-shirt, scissors, permanent marker and paper
5. Lesson Process
(a) Introduction (approximate time) /Links to prior knowledge
To introduce the lesson a book will be read explaining the sense of touch and how we touch with our hands and fingers. The book have pictures showing different surface areas, and help students to practice using different words to describe surfaces like rough or smooth. During the reading of the book children will be asked questions about different things in the classroom and the role is say whether it is soft or hard, rough or smooth. The children will be given different examples that allow children to feel the difference between rough and smooth, soft and hard. (5-10min)
(b) Learning procedures relating to objectives (approximate times)
1. A book will be read titled You Touch with your Fingers by Melvin and Gilda Berger to the children showing the difference between rough, smooth, hard and soft.
(5-10min
2. Two children will be allowed in the center at the time; this will allow better observation and focus on the children. Different objects with paper bags will demonstrate rough, smooth, hard and soft surfaces. Each child will be given one object at a time and they will have to dictate whether the object feel soft or hard and if it rough or smooth. There are 8 objects in total. (10-15min)
3. Each child will hold, touch and feels each object and record on the paper what they felt. The table will have columns for rough, smooth, hard and soft. The child will put an X to what the object feels like. If the object feels rough they will put an X on the rough column. (10-15min)
4. After each child finishes feeling and touching all 8 objects they will be asked which objects they liked feeling the best. Make sure that children also can use different places to touch and feel things. (2-5min).
(c) Conclusion (approximate time)/Checking for understanding
To conclude this lesson each child will be asked what they learned. Ask children about other objects in the classroom, like the table, floor or carpet and have them tell you what the surface feels like. Emphasize the importance of touch and how we use our hands to feel things all the time. This will encourage them to feel different surfaces and build on their vocabulary.
6. “If time”/ extensions
To expand the lesson the children can be blindfolded and be tested on different surfaces. This will have to be supervised and monitored. Other activities could be to expand the children vocabulary on how to describe different surface areas like using words like silky or bumpy. The children could also explore their other four senses. A lesson could be taught about sense of hearing, seeing and smelling. This could overlap on to how we use our five sense to know what it is, and explain the importance of each sense.
7. References (sources used in creating lesson plan)
“You Touch with your Fingers” by: Melvin and Gilda Berger