LESSON PLAN

DESCRIPTION: This is an aternative activity to the sense of touch lesson previously posted. The students will explore objects on their desk by using their hands to feel their size and texture. The students will discuss vocabulary pertaining to touch. Next they will match the objects they explored on the desk to those on a bag. They will only use the sense of touch to match the items. BEGIN EXPLORING!

Student Learning Map

Subject: Science                                                     Topic: Senses/Matching by Touch

Key Learning: Children will practice using the sense of touch to match sets of materials or objects that differ in texture and/or shape.

Unit Essential Question: How can you use the sense of touch to match sets of materials or objects that differ in texture and/or shape?

Concept: Feeling	Concept: Classifying
Lesson Essential Questions: How do the different materials or objects feel?	Lesson Essential Questions: How would you categorize these materials or objects?
Vocabulary: smooth, bumpy, velvety, hard, cold, soft, dry, rough, straight, foamy, fluffy, bendy, rounded, flat, etc.	Vocabulary: smooth, bumpy, velvety, hard, cold, soft, dry, rough, straight, foamy, fluffy, bendy, rounded, flat, etc.

Acquisition Lesson Plan

Plan for the concept, topic, or skill-not for the day                                                                                                         Topic: Senses/Matching by Touch

Essential Question: How can you use the sense of touch to match sets of materials or objects that differ in texture and/or shape?

What do students need to learn to be able to answer the Essential Question? Assessment Prompt: First, place the materials or objects on the table. Allow the children to openly explore and/or discuss what they see and feel. Scaffold the children’s thinking as they engage in conversations with their peers. Assessment Prompt: Next, explain the game to the children by first choosing a partner and performing a demonstration. After the children become familiar with what they will be doing, place the children into groups to perform the activity on their own. While they are playing the game be sure to scaffold children’s thinking as necessary. Assessment Prompt: After playing the game, have the children put all of the items that are the same in one pile on the table. For example: I would place the foam pumpkin and the foam square in the same pile. I would also place the puff ball and the felt star in the same pile.

Activating Strategy: First, to hook the children’s attention I will have a number of manipulative devises for the children to explore. There will be several different textures for the children to feel, and the children will be free to discuss what they see/feel with their peers. Also, during the game the children have to keep their eyes closed while looking for the matching objects. The new experience will be intriguing for some children. ------------------------------------------------------------------------------------------------------------- Key vocabulary to preview: smooth, bumpy, velvety, hard, cold, soft, dry, rough, straight, foamy, fluffy, bendy, rounded, flat, etc.

Teaching Strategies: *Remember to continue to scaffold the children as they are engaged in the different activities and discussions with their peers. Graphic Organizer: With this activity there is no graphic organizer.

Instruction: (Note to self) Again, as the children are performing each of the activities, walk around the classroom and ask them several questions about what they are thinking (metacognition).   AP#1: First, place the materials or objects on the table. Allow the children to openly explore and/or discuss what they see and feel. Scaffold the children’s thinking as they engage in conversations with their peers. AP #2: Next, explain the game to the children by first choosing a partner and performing a demonstration. After the children become familiar with what they will be doing, place the children into groups to perform the activity on their own. While they are playing the game be sure to scaffold children’s thinking as necessary. AP #3: After playing the game, have the children put all of the items that are the same in one pile on the table. For example: I would place the foam pumpkin and the foam square in the same pile. I would also place the puff ball and the felt star in the same pile. Assignment: With their care givers permission, have the children collect different materials or objects throughout their house. Have them find a friend or a family member to play the game with. Also, during free time allow the children to explore the classroom for different materials or objects to play the game with.

Summarizing Strategy: After completing the different activities, be sure to refer back to the essential question: How can you use the sense of touch to match sets of materials or objects that differ in texture and/or shape? Allow the children wait time to ponder this question once more. Allow the children a sufficient amount of time to discuss the answer with their peers. Regroup and choose a few volunteers to share their answers. Have the children think about why using the sense of touch is especially important to some people-people who are blind. This discussion could go as far as talking about the importance of braille.

SITE: Brittany Salisbury lesson plan