SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Tessa Swiger

Subject Science

Grade Level Kindergarten

Date/Duration 1 class period

RATIONALE Our sense of touch helps us feel the world around us. We can use our sense of touch to
describe different textures.

Standard - 3.2.K.A1

Identify and classify objects by observable properties of matter. Compare

different kinds of materials and discuss their uses.

Standard - CC.1.2.K.J

Use words and phrases acquired through conversations, reading, and being
read to, and responding to texts.

Standard - AL.1.K.B1

Demonstrate a willingness to participate in an increasing variety of diverse

experiences.

Standard - AL.4.K.A1

Relate knowledge learned from one experience to a similar experience in a

new setting.

INTRODUCTION Activating Prior Knowledge

Students will answer questions of what is something that is slimy, dry, hard, smooth,
spikey, soft, and other descriptive words. Can you think of any other descriptive
words? Is there another name for these words? The teacher will write different
descriptive words on the board.

Hook/Lead-In/Anticipatory Set

The class will then read as whole the book Slimy, Spikey, Smooth by Jane Brokett.
Students will discuss concepts in the book and if they have ever felt any of these items.
What is texture?

EXPLICIT INSTRUCTION Big Idea Statement

Our sense of touch can help us determine textures.
 Essential Question Statement
Why can we feel through our skin?
Do all parts of the body have the same feel?
What words can we use to describe items that we can touch?

Objective Statement (Audience, Behavior, Condition, Degree)

Students will categorize items they feel into a graphic organizer, correctly
classifying at least 75% of the objects.

Vocabulary

Touch
Skin
Texture
Variety of descriptive words-soft, hard, smooth, slimy, spikey, moist, dry

Transition
Students will get into their science groups, and each be given a box that is
covered over, but there is a hole to put their hand in. Students will take turns
reaching in and feeling the objects in the box as well as describing what they feel.

LESSON PROCEDURE Pre-Assessment of Students

Students will use their words they defined earlier to describe the items in the
box. Students will then take turns pulling items out of the box that are soft, hard,
etc. and will place them on a graphic organizer.

Modeling of the Concept

After, students will share with the class what items they found that were
corresponding to each descriptor. Then, students will be divided into groups.
Each group will get two to three describing words on a piece of paper. The
students in a large group will define the words their group has. Out of the
possible words, they could have the following:

Rough
Solid
Hard
Liquid
Moist
Lumpy
Dry
Fluffy
Shiny

Guiding the Practice

Once the students have their words, they will be instructed that they are going on
a sensory walk. The class will go outside to the play ground area. Once there, the
groups will work together to find the items that match that description.
 Providing Independent Practice
Students will work within their groups to find the items that correspond with the
words they have. Once found, students will bring their items to the teacher, who
will then take pictures of the items.

Transition
Students will then come back inside, review the pictures and categorize the
pictures into groups based on what different groups found. With time remaining
students can create a college on the wall of the pictures of the items that were
found outside.
Students will complete a short reflection of their walk and what words they had.

READING MATERIALS, Slimy, Spikey, Smooth by Jane Brokett

TECHNOLOGY, AND Camera
SUPPLIES Descriptive Words
Graphic Organizer with textures
Sensory boxes with various items-cotton ball, key, straws, Kleenex, rock, eraser,
feather, and a toy car.

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY Pictures of the items the groups have gathered, record of how the groups divided
OF THE CONCEPT up the items in the sensory box, and a reflection of their sensory walk.

Informal Evaluation
Participation checklist, behavior charts, observation of interactions with peers

CLOSURE Summary and Review of the Learning

Students will share their short reflection and give one descriptive word they
learned today.

Homework/Assignments
Go home and find items with the same descriptors that they found in class.
 MYSTERY SENSORY BOX
Name_____________________
Place items in the boxes that go with the appropriate texture. Can some overlap?

SOFT HARD SMOOTH ROUGH