TWS 5: Instructional Design: Integrated Unit

This unit will consist of five different lessons. My unit was on the Five Senses.
This is a standard that is taught in Kindergarten. Four out of the five lessons were
about the five senses and the other lesson was on bullying. We had to incorporate
an introductory lesson, a lesson related to EEDA, a lesson related to SSCA, a lesson
of my choice, and a closing lesson for the unit. The students had a lot of fun with
this unit and they loved the hands on activities that were included in the unit. I will
list the standards below and the assessment plan for the unit. I will also have a
short paragraph of the resources and instructional strategies I used during my unit.

**Science Standards for Unit:

Standard K-1: The student will demonstrate an understanding of scientific inquiry,
including the process, skills, and the mathematical thinking necessary to conduct
simple scientific investigation.
Indicators:
K-1.1: Identify observed objects or events by using our senses.
K-1.2: Use tools (including magnifiers and eyedroppers) safely, accurately, and
appropriately when gathering specific data.
Standard K-3: The student will demonstrate an understanding of the distinct
structures of the human body and the different functions they serve.
Indicators:
K-3.1: Identify the distinct structures in the human body that are for walking,
holding, touching, seeing, and smelling, hearing, talking, and tasting.
K-3.2: Identify the functions of the sensory organs (including the eyes, nose, ears,
tongue, and skin).

**ELA Standards for Unit:

RL.K.1: With prompting and support, ask and answer questions about key details in
a text.
RL.K.3: With prompting and support, identify characters, settings, and major
events in a story.
W.K.2 (Writing): 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.

SL.K.1 (Speaking and Listening): Participate in collaborative conversations with

diverse partners about kindergarten topics and texts with peers and adults in small
and large groups.
SL.K.2 (Speaking and Listening): Confirm understanding of a text read aloud or
information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not
understood.
SL.K.3 (Speaking and Listening): Ask and answer questions in order to seek
help, get information, or clarify something that is not understood.
SL.K.5 (Speaking and Listening): Add drawings or other visual displays to
descriptions as desired to provide additional detail.
L.K.2 (Language): Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.

Assessment Plan
All assessments for this unit will be varied and appropriate. All lessons will
begin with a pre-assessment. A pre-assessment is given to provide the teacher with
more information on how to plan for future lessons. Formative assessments will
include things such as class discussion, questions for each read aloud, and various
sheets that go along with the unit. Formative assessments really help the teacher to
understand the students thinking and it provides the teacher with more information
on how to further assist the student. At the end of the unit, the students will have a
summative assessment where they have to add the body part that they do with
each sense. It will say what do I use to.. and then at the bottom it will have the
body parts and they have to put the sense in the blank beside it. Other assessments
will be included within the unit.

Resources for Unit:

I used a number of different resources for this unit. The main resource that
was used was a packet that I purchased off of Teachers Pay Teachers. It is a website
where other teachers sell their units, activities, etc. I also used various books from
Mrs. Hope and the library.

Instructional Strategies:
For this science unit, I will use a variety of instructional strategies. By
necessity, some of this unit will be presented in the form of direct instruction. I will
model strategies in front of the students and ask the students to listen and watch as
I model. About half of the instruction will be done in whole group and the other half
will be done in small groups and/or individually. I will also be including some indirect
instruction as well. Some of the strategies will include problem solving and writing
to inform. I will be making charts and the students will be telling me the information
that is needed to fill them in. The students will also be making a flipbook for the five

senses that they will be able to take home at the end of the unit. This unit will also
involve instructional strategies that are student centered. The students will be given
a variety of different skills that they will have to master by the end my unit. The
students will be learning all about their senses and how they work and what they
are used for. The scientific method will be introduced with this unit. I also plan on
using interactive instruction by having the students do Think, Pair, Share during the
read alouds, discussion, and cooperative learning. The instructional skills that I will
be using are: explaining, demonstrating, and questioning.

Lesson One of Unit: Introductory

Introducing the Five Senses
Teacher Candidate: Keri Trull
Subject/Grade Level: Science and ELA/Kindergarten
3/2/15
School: Ninety-Six Primary School

Lesson: 1
Date of Lesson:

Learning Objective: In this lesson, students will be able to label an anchor chart
with the different senses. The students will also be asked to identify what body parts
are used to see, hear, smell, taste, and touch.
Curriculum Standards Addressed:
Standard K-3: The student will demonstrate an understanding of the distinct
structures of the human body and the different functions they serve.
Indicator K-3.2: Identify the functions of the sensory organs (including the eyes,
nose, ears, tongue, and skin).
Developmental Appropriateness or Cross-curricular connection:
The learning objective is developmental appropriate because this is a standard that
the students learn about in Kindergarten. The cross-curricular connection is that I
will be doing a picture walk of the big book called My Five Senses by Aliki and I will
be asking the students questions throughout the big book.
Assessment(s) of the Objective:
Instructional Objective(s) Criteria:
When given a picture walk of the book
and anchor chart, students will be able
to label the chart with the different
senses and will be asked to identify what
body parts are used to see, hear, smell,
taste, and touch.

Assessments of the Objective:

-Before the lesson, I will ask the students
what they know about the five senses.
Then I will go through a picture walk with
the big book My Five Senses.
-During the lesson, I will call on students

to come up and place the labels by the

arrow that is pointing to the body part of
the sense.
-After the lesson, I will ask the students
questions about the five senses and
what parts of our body we use with our
senses. (Focusing on the sense of sight)
Materials:
My Five Senses by Aliki
Markers
Anchor chart
Senses labels
Velcro
Prior Knowledge:
Social: Students should be able to sit quietly in their spots on the carpet while I am
reading the book My Five Senses.
Cognitive: Students should be able to retain the information they learn about the
Five Senses.
Physical: Students should be able to sit in their spots while other students are
being called on to put the labels on the chart. They should raise their hand if they
have a question.
Emotional: Students should be able to receive constructive criticism from the
teacher and others. Students should also respect other classmates and the teacher
before, during, and after the lesson.
Procedures:
1. Today we will be discussing the five senses and what parts of the body we
use for the senses.
2. To begin this lesson, I will ask the students what they know about the five
senses.
3. After a few students have answered, I will then go on a picture walk of the
book My Five Senses with the students.
4. After the picture walk, I will call on students to come up and place the labels
on the anchor chart.
5. After all the labels have been placed on the chart, I will then get the students
attention so that I can ask them questions about the five senses and I will
focus in on the sense of sight.
6. I will ask the students different questions that relate to the sense of sight.
7. Then I will ask the students which body parts are used for each sense.
Accommodations:

For the students that have trouble staying on task, I will call on them to answer
questions. For the students that arent sure of the answer, I will give them extra
time to answer. For the students that call out, I will give them a warning and after
that warning I will either move their clip down or ask them to sit on their locker.
References:
My Five Senses book (Mrs. Hopes big book)
Anchor chart
Teachers Pay Teachers.com

Lesson Two of Unit: Candidate Choice

Do you hear what I hear?
Teacher Candidate: Keri Trull
Subject/Grade Level: Science and ELA/Kindergarten
Lesson: 3/10/15, 8:35 am
School: Ninety-Six Primary School

Lesson: 2
Date/Time of

Learning Objective: In this lesson, students will be able to predict five different
sounds when the jars are shaken by using their ears and their sense of hearing.
Curriculum Standards Addressed:
Standard K-3: The student will demonstrate an understanding of the distinct
structures of the human body and the different functions they serve.
Indicator K-3.2: Identify the functions of the sensory organs (including the eyes,
nose, ears, tongue, and skin).
Developmental Appropriateness or Cross-curricular connection:
The learning objective is developmental appropriate because this is a standard that
the students learn about in Kindergarten. The cross-curricular connection is that I
will read a book about hearing just to get the students engaged with the lesson.
Assessment(s) of the Objective:
Instructional Objective(s) Criteria:
When given a book about Hearing, the

Assessments of the Objective:

-Before the lesson, I will read the story

students will be able to predict five

different sounds when the jars are
shaken by using their ears and their
sense of hearing.

about hearing and ask the students

different questions.
-During the lesson, I will shake each jar
and give the students a few minutes to
write down what they think is in the jar. I
will remind them that we are using our
sense of hearing to be able to know what
sounds we hear in each jar.
-After the lesson, I will open each jar and
let the students look and see if they got
each one right on their sheet.

Materials:
Do you hear what I hear sheet?
Clipboard
Pencil
Promethean board
Jars
Black construction paper
Marbles
Water
Sand
Paperclips
Rice
Book about Hearing
Prior Knowledge:
Social: Students should be able to sit quietly in their spots on the carpet while I am
reading the book about Hearing.
Cognitive: Students should be able to remember what we discussed about the five
senses last week to help them answer the questions for this lesson.
Physical: Students should be able to sit in their spots while they are filling out the
sheet for what they hear in each jar. They should raise their hand if they have a
question.
Emotional: Students should be able to receive constructive criticism from the
teacher and others. Students should also respect other classmates and the teacher
before, during, and after the lesson.
Procedures:
1. Today we will be doing an activity that will require you to use your sense of
hearing and your ears to be able to guess the sound of each item in these
five jars.

2. To begin this lesson, I will read a book about the sense of Hearing.
3. After I finish reading the book, I will ask the students to tell me some things
they hear every day and what body part is used to hear different things.
4. Then I will explain the sheet to the students so that they wont be confused.
5. I will also explain what a Hypothesis is and tell the students that it is a guess
and that its ok if the guess is wrong.
6. Then I will write the words (marbles, water, sand, paperclips, and rice) on the
Promethean board so that the students can see the words to write in each
blank on their sheet and I will explain each word so that the students will
know what they need to write if they hear that certain object.
7. I will shake each jar and give the students time to write down what they think
they heard by using the words on the board.
8. I will remind them that we are using our sense of hearing to be able to know
what sounds we hear in each jar.
9. After I have gone through and shook each jar, I will give the students a
minute to talk with a partner about their guesses and then I will call them
back together as a class.
10.After this, I will open each jar and let the students look and see if they got
each one right on their sheet.
11.I will explain to the students that if they didnt guess the right objects that it
is fine because that is what a predication/guess is.

Accommodations:
For the students that have trouble staying on task, I will call on them to answer
questions. For the students that arent sure of the answer, I will give them extra
time to answer. For the students that call out, I will give them a warning and after
that warning I will either move their clip down or ask them to sit on their locker.
References:
Hearing book
Sheet from Teachers Pay Teachers.com

Lesson Three of Unit: EEDA

Feeling Bags
Teacher Candidate: Keri Trull
Lesson: 3
Subject/Grade Level: Science and ELA/Kindergarten
Date/Time of Lesson:
3/13/15, 12:35pm
School: Ninety-Six Primary School
Learning Objective: In this lesson, students will be able to predict the way four
different items feel by using their hands and their sense of touch.
Curriculum Standards Addressed:
Standard K-3: The student will demonstrate an understanding of the distinct
structures of the human body and the different functions they serve.
Indicator K-3.2: Identify the functions of the sensory organs (including the eyes,
nose, ears, tongue, and skin).
EEDA: Students will work in cooperative learning groups for this lesson. I will
explain everything in whole group but the students will come to my table one group
at a time to touch each of the items in the four bags and to complete their sheets.
Then I will call everyone back to the carpet to discuss how they could tell the
difference in each item and how some of the items could have felt the same.
Developmental Appropriateness or Cross-curricular connection:
The learning objective is developmental appropriate because this is a standard that
the students learn about in Kindergarten. The cross-curricular connection is that I

will read a book called Exploring Our Senses: Touching just to get the students
engaged with the lesson.
Assessment(s) of the Objective:
Instructional Objective(s) Criteria:
When given a read aloud, the students
will be able to predict the way four
different items feel in a bag without
being able to see the items, This will be
done by using their fingers/hands and
their sense of touch.

Assessments of the Objective:

-Before the lesson, I will read Exploring
Our Senses: Touching and ask the
students different questions about how
we might be able to tell the difference in
how different items feel.
-During the lesson, I will let the students
at my table reach in the bags and feel
the items and then write down on their
sheet what they think is in the bag and
how it feels.
-After the lesson, we will discuss which
items were in each bag and then discuss
how they could tell the difference in
each item and how some of the items
could have felt the same.

Materials:
Exploring Our Senses: Touching
Feeling Bags sheet
Clipboard
Pencil
White board
Markers
Bags
Cotton balls (soft)
Sand paper (rough)
Ice pack (cold)
Wood block (hard)
Prior Knowledge:
Social: Students should be able to sit quietly in their spots on the carpet while I am
reading Exploring Our Senses: Touching.
Cognitive: Students should be able to remember what we discussed about the five
senses last week to help them answer the questions for this lesson.

Physical: Students should be able to sit in their spots while they are filling out the
sheet for each item that they taste on their plates. They should raise their hand if
they have a question.
Emotional: Students should be able to receive constructive criticism from the
teacher and others. Students should also respect other classmates and the teacher
before, during, and after the lesson.
Procedures:
1. Today we will be doing an activity that will require you to use your sense of
tasting and your mouth to be able to guess the taste of each food on your
plate.
2. To begin this lesson, I will read Exploring Our Senses: Touching.
3. After I finish reading the book, I will ask the students to tell me some things
they can feel or touch every day and what body part is used to touch/feel
different things.
4. Then I will explain the sheet to the students so that they wont be confused.
5. I will also explain what a Hypothesis is and tell the students that it is a guess
and that its ok if the guess is wrong.
6. I will call one group of students to go to Mrs. Sargents table for math and the
other group will come to my table. The rest of the students will go to centers.
Once the students have been at my table and at Mrs. Sargents table I will
then call the students that are in centers to come to my table and the other
group will go to Mrs. Sargents table.
7. I will remind them that we are using our sense of touch to be able to know
what each item feels like.
8. After the students have rotated around to my table and Mrs. Sargents table i
will have the students clean up their centers and go back to the carpet.
9. I will then call on students to tell me about the different items they felt and
how some of those items could have felt the same.
10.I will explain to the students that if they didnt guess the right objects that it
is fine because that is what a predication/guess is.
Accommodations:
For the students that have trouble staying on task, I will call on them to answer
questions. For the students that arent sure of the answer, I will give them extra
time to answer. For the students that call out, I will give them a warning and after
that warning I will either move their clip down or ask them to sit on their locker. For
the students that are having a hard time sitting still, I will allow them to sit at the
back table or I will allow them to help me take up the materials.
References:
Exploring Our Senses: Touching book
Sheet from Teachers Pay Teachers.com

Lesson Four for Unit: SSCA

The Three Billy Goats Gruff: Bullying
Teacher Candidate: Keri Trull
Subject/Grade: ELA/Kindergarten
Lesson: 3/17/15
School: Ninety-Six Primary

Lesson #: 4
Date and Time of

Learning Objective: In this lesson, students will be able to answer key details and
questions like who, what, when, where and why about the story The Three Billy
Goats Gruff. The students will also use comprehension to retell the story using small
props. We will discuss the importance of bullying and why we shouldnt do it.
Curriculum Standards Addressed:
Common Core Standards:

CCSS.RL.K.1: With prompting and support, ask and answer questions about key
details in a text.
CCSS.RL.K.2: With prompting and support, retell familiar stories, including key
details.
CCSS.RL.K.3: With prompting and support, identify characters, settings, and major
events in a story.
South Carolina Health Education Standards:
Standard 1: The student will comprehend concepts related to health promotion to
enhance health.
Indicator: M-1.1.1: Identify good character traits (for example, honesty, respect
for self, respect for others, dependability).
SSCA: Anti-bullying
Cross Curricular Connections:
This lesson will be integrated with health education because we will be talking
about bullies and how they may have different traits than people who arent bullies.
Assessment(s) of the Objectives:
Instructional Objective(s) Criteria:
When given a literacy text, students will
be able to answer questions about the
text and use comprehension to retell the
story and learn that bullying is not
acceptable.

Assessments of the Objective:

Before the lesson, I will ask the students
what they think a bully is and I will write
those words or phrases on the board.
During the lesson, I will stop at various
points in the story to ask the students
some questions. I will tell them to be
thinking really hard about whats
happening in the story because we will
be retelling it afterwards.
After the lesson, we will discuss who the
bully was in the story. We will also
answer key detail questions about the
story and then retell the story using
props.

Materials:
The Three Billy Goats Gruff big book
White board
Markers
Props (Wood blocks for bridge and green construction paper for grass)
Little goat mask
Middle goat mask

Big goat mask

Troll mask

Prior Knowledge:
Social: Students should be able to sit quietly in their spots on the carpet while I am
reading Three Billy Goats Gruff and while we are discussing what a bully is.
Cognitive: Students should be able to use prior knowledge to recall what they
already may know about bullying and the effects it can have on others.
Physical: Students should be able to sit on the carpet during our beginning
discussion and during the read aloud. Students should raise their hands when they
have questions or comments. Students should be able to sit quietly in their spots
while I choose four other students to retell the story.
Emotional: Students should be able to receive constructive criticism from the
teacher and others. Students should also respect other classmates and the teacher
before, during, and after the lesson.
Procedures:
1. Today we will be doing an activity where we will discuss bullying and different
traits of bullying.
2. I will first introduce the book by asking the students what they think a bully is
and some of the traits that they have.
3. I will write the words that the students come up with on the board.
4. I will then read The Three Billy Goats Gruff.
5. I will stop and ask the students questions during the story about the
characters, setting, and major events to help them be able to answer the key
detail questions that I will ask after reading the story.
6. I will remind the students to pay close attention to all the details because
they will be retelling the story afterwards.
7. After the story, I will ask the students questions about key details about who,
what, when, where, and why to help the students understand the story better.
8. Then we will move on to retelling the story with small props. They will have to
listen closely to the story to understand how to reenact it.
9. I will be the narrator and the students will only say the part that each Billy
goat and the troll said in the story.
10.After I have given each student a chance to come up and retell the story, I
will wrap up the lesson by discussing what a bully is and the things we can do
to prevent bullying in their school.
**Key Detail Questions:
Who is the bully of the story?
What happens when the big goat stands up to the troll?
When does the story take place (what time of day)?
Where does the story take place?
Why are the goats trying to get across the bridge?
Accommodations:

For the students that have trouble staying on task, I will call on them to answer
questions. For the students that arent sure of the answer, I will give them extra
time to answer. For the students that call out, I will give them a warning and after
that warning I will either move their clip down or ask them to sit on their locker. For
the students that are having a hard time sitting still, I will allow them to sit at the
back table or I will allow them to help me take up the materials.
References:
The Billy Goats Gruff big book
Masks picture from online to see how to make the masks

Lesson Five for Unit: Closing

Closing Lesson for the Five Senses
Teacher Candidate: Keri Trull

Lesson: 5

Subject/Grade: Science and ELA/Kindergarten

Lesson: 3/18/15, 10:20 am
School: Ninety-Six Primary

Date and Time of

Learning Objective: In this lesson, students will be able to analyze a picture that
goes with a poem to recall information they already know about their five senses.
Students will also be able to classify pictures of different things into categories of
the five senses (sight, hear, smell, taste, and touch).
Curriculum Standards Addressed:
Common Core Standards:
CCSS.SL.K.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and large groups.
CCSS.SL.K.2: Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details
and requesting clarification if something is not understood.
SC Standard K-3: The student will demonstrate an understanding of the distinct
structures of the human body and the different functions they serve.
SC Indicator K-3.2: Identify the functions of the sensory organs (including the
eyes, nose, ears, tongue, and skin).
Cross Curricular Connections:
This lesson will be integrated with English Language Arts by using a poem with a
picture to help the students have a better of the five senses and how we use each
one.
Assessment(s) of the Objective:
Instructional Objective(s) Criteria:
When given a poem, students will be
able analyze a picture that goes with a
poem to recall information they already
know about their five senses.

Assessments of the Objective:

-Before the lesson, I will show the
students the picture that goes with the
poem. I will have the poem. I will ask the
students questions about what they see
in the pictures and what different senses
may be used in the picture. Then I will
read the poem and ask the students
what are some other things they can
see, smell, feel, hear, and taste.
-During the lesson, I will put headings in
the pocket chart (sight, hear, smell,
touch, and taste) and the students will
be given pictures of different items that
they have to classify into categories of
the five senses.

-After the lesson, the students will be

given a sheet where they have to look at
the pictures that are sorted under each
sense and draw a picture of one item
from each category (sense).
Materials:
My Five Senses big book Picnic Day pg. 32-33
Pocket chart
Five headings (sight, hear, smell, touch, taste)
Pictures of different items for pocket chart activity
My Five Senses sheet for drawing one item in each box for each sense
Pencils
Crayons
Clipboards
Prior Knowledge:
Social: Students should be able to sit quietly in their spots on the carpet while they
are analyzing the picture from the poem and while listening to the poem.
Cognitive: Students should be able to use prior knowledge to recall what they
already may know about the five senses.
Physical: Students should be able to sit on the carpet before, during, and after the
lesson. Students should raise their hands when they have questions or comments.
Emotional: Students should be able to receive constructive criticism from the
teacher and others. Students should also respect other classmates and the teacher
before, during, and after the lesson.
Procedures:
1. Today we will be doing an activity on the five senses. We will be discussing
different things about the five senses including looking at a picture and
analyzing it, doing a picture sort with different pictures from each sense, and
a five senses sheet where you will draw a picture of one item from the sorting
activity in each category.
2. I will first tell the students that they have to raise their hand when I ask them
a question and if they dont or if they yell out then I will move their clip down.
3. I will also tell the students that after the sorting activity we will be getting up
and going to our workstation spot to do another activity and they have to
move as quiet as a mouse.
4. I will show the class the picture from the poem (with the words of the poem
covered up) and I will ask the students questions about what they see in the
pictures and what different senses may be used in the picture.
5. Once we have had a good discussion about it, I will read the poem to the
class.

6. After the poem, I will go back and read each line from the poem and see if the
students can tell me some other things that they can see, smell, feel, hear,
and taste based on the picture.
7. Then I will put headings in the pocket chart (sight, hear, smell, touch, and
taste) and the students will be given pictures of different items that they
have to classify into categories of the five senses.
8. I will ask questions based on which category the students place their pictures
in.
9. After the sorting activity, I will explain the worksheet that the students are
going to be completing.
10.After I have explained the sheet, I will remind the students that they have to
walk quiet as a mouse to their station where their journals are.
11.I will also tell the students they can receive a Bee Buck if they do the right
thing in their station while they are working on their sheet.
12.Once the students have completed their sheets I will call them back to the
carpet and then I will call on certain students that are sitting quietly to come
up and show/share what they drew in each box for each sense.
13.Then we will review what we discussed in the lesson for the day.
Accommodations:
For the students that have trouble staying on task, I will call on them to answer
questions. For the students that arent sure of the answer, I will give them extra
time to answer. For the students that call out, I will give them a warning and after
that warning I will either move their clip down or ask them to sit on their locker. For
the students that are having a hard time sitting still, I will allow them to sit at the
back table or I will allow them to help me take up the materials.
References:
My Five Senses big book
Picnic Poem pgs. 32-33 (in big book)
TeachersPayTeachers.com