Alicia Armstrong

EDU 4500
11/2/13
5 Senses Unit: Touch
Grade Level: Kindergarten
Subject Area: Science
I. Content

A.) Standards:
S.IP.00.11 - Make purposeful observation of the natural world using
appropriate senses.
S.IA.00.14 Develop strategies for information gathering (ask an expert,
use a book, make observations, conduct simple investigation, and watch a
video.)
S.RS.00.11 Demonstrate scientific concepts through various
illustrations, performances, models, exhibits and activities.

B.) Enduring Understandings & Essential Questions:
Why is it important to be able to touch things?
What would happen if we had no sense of touch?
What are safe things to touch?
What are unsafe things to touch?
How does the sense of touch make us better at predicting?
As scientists, what are other ways you can use the sense of touch?
What words can we use to describe the way things feel?
Who can name some of these words?

C.) Objectives (SWBAT):
Students will be able to identify the sense of touch and describe the
meaning. Students will build on forming hypotheses and using evidence
to defend their findings. Students will be able to display their findings
through drawings or words.

II. Assessment

A.) Formative Assessment:
As a class we will create an anchor touch based on the sense of touch.
Student will come up with a variety of descriptive words that describe how
different things feel. They will also come up with word symbols to
represent the different words if they cant actually write the word. We will
use this anchor chart as a resource to look back it when we make out
predictions. During the investigation students will discuss their
predictions and why. I will observe students drawings (predictions) and
ask why they think its that particular item. We will then compare students
predictions before revealing the actual items in the socks. After the items
are revealed students will explain why their predictions were right and
wrong. They will also state ways to describe the actual items. At the end
of the investigation we will add facts to the anchor chart and keep it up in
the classroom for a reference piece.

B.) Summative Assessment:
Students will be asked to create their own touch mystery bag at home.
They will have to find an item at home and create 3 questions that
describe how that item feels. (i.e. This object feels fuzzy, smooth, glassy,
rough.) I will also send home a word bank of touch words so the children
can choose from a variety and see how these words are spelled. The
following week each student will have a day to share their mystery item.
They will read their 3 clues to the class and the class will have to form a
hypothesis on what they think the item is. After the item is revealed, we
will discuss other words we can use to describe that item.

III. Instruction

A.) Anticipatory Set:
Discuss with the students how weve been talking about the 5 senses and
how they are each important in different ways. Boys and girls today we
are going to focus on the sense of touch. Being able to touch things is so
important and we use this sense every day. We are going to be scientists
today and use our brains to investigate different ways to touch. Are you
ready? Lets go!

B.) Instructional Activities:
1. Have all students gather at the circle time rug and discuss how we will
be focusing on the sense of touch. Before we begin the lesson remind
that the students that we have been talking about the 5 senses but,
now we are going to really focus on each one. They will then listen to
the story, My 5 Senses, by Aliki on the Ipad and this will help them
review for whats to come. Ask them what we use to touch things and
name some words we use to describe the things we touch. Next work
with students to create an anchor chart based on the sense of touch.
Ask them what words we use to describe the way things feel. Create
class word symbols to help students describe and show their findings.
2. The students will then sit in a large circle and receive a paper with 6
sock pictures on it. I will then place 6 actual socks in the center of the
circle and explain to the students that each one of these socks has a
mystery object inside of it. Each student will have the opportunity to
feel inside the sock and touch the object inside. The only sense they
are allowed to use is the sense of touch. They cannot look inside the
sock, smell inside the sock, and shake the sock to make noise, or taste
what is inside of the sock.
3. After each student feels what is inside of the sock, they will record their
prediction onto their chart. They will be responsible for drawing a
picture of their prediction in each sock labeled 1-6 and be prepared to
tell why they made that guess.
4. Begin passing the socks around the circle and remind students that
this is a silent investigation so, we cannot share answers with each
other until everyone has made their predictions. I will also remind that
that a prediction or hypothesis is a good guess. Its ok if you do not
guess right but, use what you know to help you make that guess.
5. After every student has made their predictions I will call on different
students to state their guess and why they think that is the item. I will
encourage them to use touch words and check for understanding when
they show me their drawings.
6. After we discuss our predictions, I will show the students what items
were actually inside of each sock. We will then describe each item
together and create a chart using these describing words and pictures
for each item.

With special attention to:
i.) Differentiation:
All students will work together at the carpet area. This way it is
easier for everyone to hear and see, as well as allowing the
teacher to constantly observe for understanding. Student can
work with others to help make predictions and share thoughts.
Students can draw pictures of items, write the item, or do both.
For students who cant write out the word yet they can draw a
picture of use the word symbols from the anchor chart.
Students who are right on target can write out the descriptive
word or use a picture as well, and high level students can write
the word or a short sentence describing the item.
ii.) Higher Level Cognition:
This lesson not only focuses on what the sense of touch is but,
also why do we have this sense. Its important for these early
learners to know that we use the 5 senses everyday and theres
a reason why we have them. Having students participate in this
group experiment channels their critical thinking skills in many
ways. They have to make predictions which activate prior
knowledge and guess what the item is based on the sense
itself. It builds off past vocabulary and opens the doors for new
describing words. Asking questions such as, Why do we need
to touch things?, or How do we know what is safe to touch and
what isnt safe to touch? These are all higher order thinking
questions that push these students to think outside the box.
iii.) Technology:
Students will listen and look at the book My 5 Senses, by Aliki
on the Ipad.

C.) Gradual Release Techniques:
I will focus on the I do, We do, You do method for this lesson. The
students will first watch as I model how to make a prediction and the
correct way to fill in their chart. While we begin passing the socks around
I will support them with questions and help them form their predictions. As
they continue to work through all 6 mystery socks, they themselves will
have to create their own predictions and be prepared to share at the end
of the activity. I will continue to monitor and observe while they work
independently. Lastly, I will assess their predictions and how well they
followed instruction.
D.) Closure:
At the end of lesson I will ask students what sense we discussed today
and in what ways do we use the sense of touch. As a class we will then
revisit the anchor chart as scientists. I will list a variety of different items
such as, a teddy bear, snowball, rock, porcupine, bunny rabbit, stove, and
fire. The students will have to name off descriptive words for each of
these items and tell if they are safe to touch or unsafe to touch.
E.) Materials & Resources:
6 Socks
6 Items to go in the socks
Individual sock charts
Chart Paper
Ipad

IV. Reflection:
Through this lesson I feel the students grasped the concept of touch but,
need to expand on different ways to describe how something feels. They
need more real life experience with this sense so I am going to set up feel
stations around the room. Students will have the opportunity to actually touch
all sorts of materials and create a feel book. This way they are using the
sense of touch and using a wider range of vocabulary. We will then continue
on with the 5 senses unit focusing next on taste. I feel as though this lesson
was authentic in learning the sense of touch but, we need to dig deeper and
continue with this throughout the week.