Unit Plan Template€¦ · Web viewStudents will complete “My Five Senses Matching”...

Intel® Teach ProgramEssentials Course

Unit Plan Unit Plan

Unit AuthorFirst and Last Name Jessica BlakeSchool City, State WVSU, West VirginiaUnit OverviewUnit TitleExploring Your Five SensesUnit SummaryDay 1

A KWL chart will be started and students will make an entry in their science journal drawing what they may know about their senses.

I will read the book My Five Senses by Aliki followed by a class discussion of how we learn. Students will complete a graph about the five senses indicating which sense/senses they might use to learn about the pictured objects explaining why they chose those senses.

Students will be given a letter to take home to their parents, introducing them to the unit topic and giving them a blog address created for extended learning exercises of our five senses. http://myfivesensesblake.blogspot.com/

Day 2 “Brain and Senses” As a whole class we will go through the interactive introduction to our

brain. Our brain and central nervous system control everything we do, say, see, hear, smell, and feel! http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsenses/brain/

Students will complete an online Treasure Hunt discovering information about their five senses using the following two links: http://library.thinkquest.org/3750/ and http://microbemagic.ucc.ie/explore_body/five_senses.html.

Students will write in their five sense journal about their sense of smell and sense of touch.

Day 3 Students will complete “My Five Senses Matching” Worksheet, followed by a Student Self-

Assessment. I will read the book Forest Friends’ Five Senses by Christina Garelli followed by a class

discussion, comparing animal senses to human senses. Students will watch a movie, made on Movie Maker by me, called “Super Sense-ative.” A

movie about amazing animal senses. Students will write in their five senses journals about animal senses.

Day 4

© 2000-2007 Intel Corporation. All Rights Reserved. of 18

http://microbemagic.ucc.ie/explore_body/five_senses.html

http://library.thinkquest.org/3750/

http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsenses/brain/


http://myfivesensesblake.blogspot.com/


The class will take a Listening/Seeing Walk: Take the children outside and have them listen and watch their surroundings. While on the walk I will ask students about what they are hearing and seeing and write them down for us to discuss when we get back to the classroom. Once we are back inside the class will reflect on what they heard and seen outside.

The class will gather at the reading carpet and we will play an interactive game about our five senses to reinforce how each sense is used. (Interactive PowerPoint I have created)

Students will write in their five senses journals about their sense of sound and sense of sight.

Day 5 Students will be creating a Math Rainbow (example is attached) to find different ways to make

the number 10 using colors. The rainbow will be projected on the SmartBoard. We will review the math problems as a class and students will fill in their own rainbow of addition.

I will read Sense Suspense: A Guessing Game For The Five Senses by Bruce McMillian. As I’m reading the story I will pause and allow students to guess which sense is being described.

Students will write in their five senses journals about their sense of taste.

Day 6 Students will create a chart using Kidspiration (example provided under assessment tools) and

print out their final product to later discuss with the class. Students will complete “My Five Senses Chart” by cutting and pasting what item belongs under

each sense.

Day 7 Students will complete the “Potato Head” assessment. Then students will share with the class their Kidspiration chart by describing why they choose

the images they did to be put into their charts. We will return to the KWL chart filling in the remaining portion. Students will write something they learned about their senses in their five senses journal.

Subject AreaScience/TechnologyGrade Level KindergartenApproximate Time Needed 30 minutes for 7 days

Unit FoundationTargeted Content Standards and Benchmarks



WV 21st Content Learning Skills21C.O.PK-2.1.TT.1 Student uses keyboard and mouse to enter name and User ID, types sentences and follows on-screen prompts to successfully operate computers. Student uses printers, audiotapes, and other technologies. Student names common technologies (e.g., CD player, DVD player, video camera, cell phone).21C.O.PK-2.1.LS.2 Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information.21C.O.PK-2.1.LS.3 Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral, written or multimedia communication.21C.O.PK-2.1.TT.6 Student, working in a teacher–led whole group project, enters simple data into a spreadsheet and creates graphs electronically (i.e., use of chart wizard).21C.O.PK-2.2.LS.2 Student identifies parts of a system and explains how those parts interact with one another.21C.O.PK-2.3.LS.3 Student understands the defined learning goal and uses age-appropriate instructional rubrics and tools to assess his/her performance in meeting the goal within the timeline established by the teacher.

WV ScienceSC.O.K.1.1 ask questions about themselves and their world.SC.O.K.1.4 explore and describe objects and events using the five senses to develop observational skills and make predictions based on personal observation.SC.O.K.1.7 collect and record information in a variety of ways (e.g., drawings, weather calendar, or graphs).SC.O.K.2.1 using the five senses, identify living and non-living things.SC.O.K.2.6 identify colors.SC.O.K.3.4 work in groups, listen to and be tolerant of different viewpoints.

WV MathM.K.OA.4 for any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. (CCSS Math.K.OA.4)M.K.MD.3 classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (CCSS Math.K.MD.3)M.K.G.1 describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. (CCSS Math.K.G.1)

WV Reading/Language ArtsELA.K.R.C1.5 with prompting and support, identify the main topic and retell key details of an informational text. (CCSS RI.K.2)ELA.K.W.C9.2 use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CCSS W.K.2)ELA.K.W.C11.2 with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS W.K.8)ELA.K.SL.C13.1 participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.•follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). •continue a conversation through multiple exchanges.ELA.K.SL.C14.2 add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS SL.K.5) ELA.K.SL.C14.3 speak audibly and express thoughts, feelings, and ideas clearly. * (CCSS SL.K.6)



WV Social StudiesSS.K.C.1 develop an understanding of citizenship and patriotism through a variety of experiences (e.g., appropriate behavior, sharing, taking turns, volunteering, being honest and demonstrating responsibility for materials and personal belongings).

ACEI Standards1.0Development, Learning, and Motivation2.2 Science3.3 Development of critical thinking and problem solving3.4 Active engagement in learning4.0 Assessment

ISTE Standards1 Facilitate and Inspire Student Learning and Creativity2 Design and Develop Digital Age Learning Experiences and Assessments

Student Objectives/Learning OutcomesStudents will be able to name the five senses.Students will be able to name a body part used for each sense.Students will be able to describe how the five senses work together.Students will be able to classify objects using only one sense.



Students will be able to summarize data on a graph.

Essential Question How do you learn about the world around you?

Unit Questions

•How do the senses help you?•Which sense do you think is most important?•Why do you think that sense would be better?•Why do you think it is important to use all of the five senses?

Content Questions

•What are the five senses? •What can we do with our senses?•What part of our body do we use for the sense of sight? Hearing? Touch? Smell? Taste? •How does it look? Feel? Smell? Sound? Taste?•Can you feel color? Smell it? Hear it?•Which sense would you use?

Assessment PlanAssessment Timeline



Before project work begins Students work on projects and complete tasks

After project work is completed

KWL Chart

Science Journal Predictions

Five Senses Matching/Student Self-Assessment

Observations of student journals.

Interactive PowerPoint

Math Rainbow

My Five Senses Chart

“Potato Head” Assessment

Kidspiration Web Presentation (with rubric)

Return to KWL Chart

Collect Five Senses Science Journal for final review graded with a rubric.

Assessment SummaryA K-W-L chart will be used to have students brainstorm and contribute what they know about the senses and what they would like to find out about the subject. The chart will be used at the beginning of the unit and throughout as students make new discoveries. Students will also use science journals to illustrate /dictate their understandings and discoveries using their senses. During the unit, students will make predictions about the senses and check their predictions recording both processes on pre and post graphs. Teacher observation and questions will be used throughout the unit to probe for understanding and to provide feedback when necessary. Students will discuss their observations and record information about their senses in their science journals. After the unit work, students will complete an assessment worksheet where they will make connections about what they have learned about the five senses. Students will also complete a Kidspiration web on the five senses to share with their classmates.

Unit DetailsPrerequisite SkillsStudents should know the location of their body parts.Students should be able to make distinct observations of their surroundings.Students should have basic computer skills.

Materials and Resources Required For UnitTechnology – Hardware (Click boxes of all equipment needed)



Camera Computer(s) Digital Camera DVD Player Internet Connection

Laser Disk Printer Projection System Scanner Television

VCR Video Camera Video Conferencing Equip. Other SmartBoard

Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other Kidspiration

Printed Materials

Math Rainbow ExampleMy Five Senses Matching Worksheet“My Five Senses Matching” Student Self-AssessmentScience Journal “Five Senses” Rubric“My Five Senses Chart” and Assessment Rubric“Potato Head” Assessment and RubricSummative Assessment Rubric for Kidspiration PresentationLetter to Parents about Classroom Blog

Supplies

KWL Chart On Poster BoardScience JournalsCrayonsPencilsNumber LinesScissorsGlue

Internet Resources

“Come To Your Senses” http://library.thinkquest.org/3750/ “The Brain and Senses”


“Sid The Science Kid” http://pbskids.org/sid/isense.html “My Five Senses”

http://www.kviekids.org/games/discover_science/my_five_senses.htm “Microbe Magic”


Other Resources

Brandenberg, Aliki. My Five Senses. New York: HarperCollins, 1989. Print.

Garelli, Christina. Forest Friends’ Five Senses. New York: Random House Inc., 2001. Print.

McMillian, Bruce. Sense Suspense: A Guessing Game For The Five Senses. New York: Scholastic Inc., 1994. Print.

Assessment Tools:



http://www.kviekids.org/games/discover_science/my_five_senses.htm

http://pbskids.org/sid/isense.html



http://library.thinkquest.org/3750/


Name:_____________________________________ Date:________________

Five Senses Rubric for Sense Journal1 pts 2 pts 3 pts

Sense of Smell 1Was unable to identify what we smell with, or

an example of something we can smell.

2Correctly identified either what we smell

with, or gave an example of something

we can smell.

3Correctly identified what we smell with, and gave

an example of something we can smell.

Sense of Touch 1Was unable to identify what we touch with, or an example of touch.

2Correctly identified either what we touch


we can touch.

3Correctly identified what we touch with, and gave

an example of something we can touch.

Sense of Taste 1Was unable to identify what we taste with, or

an example of something we can taste.

2Correctly identified either what we taste


we can taste.

3Correctly identified what we taste with, and gave

an example of something we can taste.

Sense of Hearing 1Was unable to identify

what we hear with, or an example of something

we can hear.

2Correctly identified either what we hear


we can hear.

3Correctly identified what we hear with, and gave

an example of something we can hear.

Sense of Sight 1Was unable to identify what we see with, or an example of something

we can see.

2Correctly identified

either what we see with, or gave an example of something we can see.

3Correctly identified what we see with, and gave an

example of something we can see.

Sense Story 1Was unable to create sense story, or write

about a sense.

2Correctly created sense

story, or was able to write about a sense in more then 1 sentence.

3Correctly created sense story, and was able to

write about a sense in 2 or more sentences.

Knowledge of Senses 1Has poor understanding

of senses. Unable to recall 0-1 senses

2Has fair understanding

of senses. Able to recall and discuss 2-3 senses.

3Has good understanding of senses. Able to recall and discuss 4-5 senses.

Comments:



Summative Assessment RubricFive Senses Unit

Name:_____________________________________________

Student was able to communicate knowledge that we taste with our

mouth.

Student was able to communicate knowledge that we hear with our

ears.

Student was able to communicate knowledge that we see with our

eyes.

Student was able to communicate knowledge that we touch with our

hands.

Student was able to communicate knowledge that we smell with our

nose.

Student was actively engaged in learning process.

Comments:

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.


Unit Plan Template€¦ · Web viewStudents will complete “My Five Senses Matching”...

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