Lesson Cycle - Erin Halley

Micro-Teach 2
June 18, 2019

1st Grade Science/Health

Lesson Title/Topic: My Five Senses
Concept: The Five Senses: Sight, Smell, Hearing, Taste, & Touch

Standards/Rationale: 112.12.b.3.B; 115.3.b.4.A Identify and demonstrate use of the five

senses; make predictions based on observable patterns.

Learning Target: (Language Objective: Assessment:

Students will be able to identify the five Completed “My Five Senses” activity in
senses and ” orally and in writing. Content Science Notebook.
Objectives: Students will draw or write
their observations about the five senses in
their Science Notebooks. (Written on board
for ELL learners, with key words
underlined.) The student will draw, list or
write sentences in Science notebooks about
the five senses, with 80% accuracy.

Materials: Air popper for popcorn, popcorn kernels, snack bags of popcorn, toolbox, 5 senses
cards, poster board, 5 sensory bins with relevant items to each of the 5 senses, “My Five Senses”
activity materials (cut out ahead of time), glue sticks, Curious George “5 Senses” video (https://
knct.pbslearningmedia.org/resource/cg9-sci-5senses/curious-george-five-senses/), My Five
Senses by Aliki and Our Senses by Adrienne Betz, Mystery Object Box, Magnifying glass.

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Prior to the start of the Lesson Cycle, the
teacher will pre-teach the concepts of the 5
senses to ELL students using TPR with
flash cards and visuals for the following
terms: eyes, ears, mouth, hand, and nose.
After TPR is complete, the teacher will
assess their understanding by playing a
game of “Simon Says.” Additionally, the
teacher will preview the 5 Senses Display
with the ELL students, giving them a
chance to interact with the terms: sight,
hearing, touch, smell, and hearing. They
will have the opportunity to see the visual
supports before the lesson begins.
ELL students will act out words as modeled
by the teacher. ELL students will play
“Simon Says” with teacher in a pre-teach
activity. ELL students will also preview the
5 Senses Display and see the visual
representation of the lesson’s key
vocabulary words. Listen to the popcorn
popping. Smell the popcorn popping.
Observe the popcorn. Touch the popcorn.
Taste the popcorn.

Focus/Mental Set: (Prep popcorn air

popper ahead of time.) Say: “Today we are
going to practice paying close attention to
the world around us. I want everyone to
close your eyes.” (Start the air popper,
allowing the popcorn to start popping.) Say:
Listen closely! Do you hear something?
Use your noses. Do you smell anything?
Ok, you can open your eyes. What do you
see? That’s right! Popcorn! (Pass out the
pre-filled bags of popcorn.) Open your bags
of popcorn. What does it feel like? Take a
bite. What does it taste like? Sweet? Salty? 



Last year in Kindergarten, you learned the
names of the five senses. Today, we are
going to talk about the 5 senses and use
sensory bins to group objects as they relate
to the five senses.
Teacher Input: Share with various partners using Stand Up,
The five senses are the five main tools that Hand Up, Pair Up.
all people use to take in information about
the world around us. Show students
toolbox. Just like you may have a toolbox at
your house that has a hammer, nails, a
measuring tape, and a screwdriver, our 5
Senses are tools!

The five senses are sight, smell, hearing,

taste, and touch. We see with our eyes, we
smell with our noses, we listen with our
ears, we taste with our tongue, and we
touch with our skin.

Let’s start with the sense or tool of Taste.

Take out Taste card from toolbox and put it
on the My Five Senses display on the board
as a visual support for ELL students.)

Say: If something tastes sweet, it is sweet

like banana or cake; salty means like a
cracker or pretzel; bitter (strong and sharp)
like dark chocolate or arugula; sour (tart)
like lemon or Sour Patch Kids candy.
We use our tongue and mouth to taste and
experience flavors. Ask, Can you name STAND UP HAND UP PAIR UP. Discuss
something that tastes sweet, sour, salty, or with a partner a food that they ate today and
bitter? Turn to the person next to you and describe how it tasted.
tell them one food you’ve eaten today and
describe how it tasted.

The next sense or tool we are going to

learn about is Hearing. (Take out the
Hearing card and put it on the My Five
Senses display on the board, as a visual
support for ELL students.) Ask students
listen quietly for 30 seconds. Say: Did you
hear anything? What did you hear? 
 STAND UP HAND UP PAIR UP Discuss
We use our ears to hear everything from with a partner something that they heard
loud sirens to birds chirping to someone while we were listening/being quiet.
whispering. Say: Turn to your neighbor and
describe a sound you heard while we were
quiet. Tell them what made the sound, if
Next let’s talk about our next tool or sense, Touch the table and own shirt sleeve.
Touch: (Take out the Touch card/visual Compare the two different surfaces.
support and put it on the My Five Senses
display on the board for ELL students.)
Have children touch the table and then
touch their own shirt sleeve. (Teacher will
demonstrate, as a support for ELL students.)
Ask, “Can you describe how the table feels?
Your shirt sleeve? Do they feel the same or
different? How?” We use the surface of our
skin to feel things—there are several
opposites when it comes to touch: smooth/ STAND UP HAND UP PAIR UP Share
rough; hot/cold; sticky/wet. with a partner about what you can see as
you look around the room.
Now let’s talk about Sight. (Take the Sight
card out of the toolbox and put it on the My
Five Senses Display as a visual support for
ELL students.) I want everyone to look
around for a few seconds and then turn to a
different partner than you had last time and
describe what you see as you look around.
Say: We use our eyes to see so many things
—our pet’s movements,words on a page,
facial expressions, colors in the sunset, and
so many more!

Our last tool or sense to discuss is Smell.

(Take out the Smell card and put it on the
My Five Senses display on the board as a
visual support for ELL students). We use
our noses to smell things all the time.
Sometimes, a smell can remind of of
something that happened a long time ago, it STAND UP HAND UP PAIR UP
can keep us from eating or drinking Describe a familiar smell and what it makes
something that has gone bad (like milk - you think about.
yuck!) or it can alert us to danger, like
smoke.

Smell: Have children name a familiar smell.

Ask, Can you describe the smell? What
does the smell make you think about? For
example, I might say that the smell of
cookies baking reminds me of Saturdays at
home with my mom when I was growing
Guided Practice:
Briefly explain Inside Outside Circle. Have Students will recall and share the 5 senses
students go around and alternate A and B and examples of each with partners in
sharing one of the 5 senses and one Inside Outside Circle. ELL students will be
example. Provide ELL students with 5 refer to their 5 Senses Study Guide as
Senses Study Guide with visuals (eyes, needed during the Inside Outside Circle.
ears, etc.) of the 5 senses and the correlating
word (sight, hearing, etc.).
The students will share their observations
The teacher will preview the “My Five about the sample “My Five Senses” items
Senses” activity with the students (that that the teacher presents.
students will use in their Five Sensory
Stations). Using an ELMO, the teacher will
first model how to glue the paper into the
notebook, and how to lift the flap to draw,
list, or write observations about a sample
item from one of the stations for the
students. For the second sample, the teacher
will ask or student input. The teacher
records students’ descriptive word list on
the board.
Independent Practice:
The teacher will assign student groups and The students will rotate through the stations
explain the stations (Taste, Touch, Hearing, in groups through all Five Sensory Stations
Sight, and Smell). encouraging students to (Taste, Hearing, Touch, Sight, and Smell).
engage with several items at each station They will use their “My Five Senses”
and record their observations in their activity in their Science Journals to record
Science Journal as explained. Everyone drawings, lists, or sentences about the items
should have their prepared Science Journal related to each of the five senses. Beginning
pages and will be instructed when to move ELL students will be encouraged to draw
from station to station (3 minutes at each their observations or write in their first
station) to complete their”My Five Senses” language, if necessary.
activity. Directions will also be written on
the board. Teacher will check for
understanding with ELL students before,
during and after the independent practice.
Closure: Have students remain at their final
station. Briefly explain “Think-Pair-Share.”
Ask: How can you use what we learned
today in your everyday life? You have 3
minutes to discuss this in your group and
come up with one example that you will
share with the class. They will choose one
spokesperson to share briefly with the class.
Options:
Enrichment: Give students several
activities to choose from: 1. Read My Five
Senses and/or Our Senses and write a short
response entry in their Science journals. 2.
Play “Mystery Objects” game with partner.
Students take turns with the Mystery Box.
Without looking inside, Student A feels an
object in the box and guesses what is
inside. Student A then pulls the object out
of the box to see if they were right. The
Student B takes a turn, and so on. 3. Closer
Look: Students use a magnifying glass to
examine objects from the 5 Senses Sensory
Bins and choose 1-3 objects to draw in
their journals.
Modifications/Correctives:
Groups will do Think Pair Share at their
final station. They will discuss ways that
they can use the lesson’s information in
daily life. Groups’ selected spokespeople
will share briefly with the class.
Reteach: “Curious George: 5 Senses” video
clip. Before showing the clip, tell students
that Curious George is taking care his friend
Allie’s garden. One day deer begin eating
the flowers. George’s friend Bill helps him
think of ways to keep the deer away from
the garden. They use all five of the senses
to find ways to keep the deer out, but most
of their ideas don’t work. In the end,
George comes up with a solution when he
remembers that the deer didn’t like the taste
of oatmeal with cinnamon on top. Let’s
watch and see what happens. Ask
comprehension questions after students
watch the 2-minute clip.
Use student IEPs as directed.
Student with Autism Spectrum Disorder:
Check with parents prior to day of lesson
and ask about food aversion to popcorn.
Allow student to bring/eat a preferred snack
from home, if he doesn’t like popcorn.
Refer student to their daily planner of class
activities. Let them know that there will be
stations and a journal activity today and
remind them that they will be with their
student buddy during that time. Remind
student that he can access his fidget item as
needed. Give student a 5 minute
“processing break” in Calm Corner at the
end of Direct Teach. Be nearby to prompt
student during Inside-Outside circle, as
needed. Check for understanding of the
directions for the stations and journal
activity. Pre-glue materials into students’
science journal. Encourage student to draw
their observations, if they prefer that to
writing.

Student with ADHD: Refer student to

daily planner of class activities. Allow
student to stand or use foot bands on chair.
Check for understanding of directions. Give
student a movement break at the end of
Direct Teach.

Student with food allergies: Check with

parents prior to day of lesson to see if child
is allergic to popcorn. Allow student to
bring/eat preferred snack from home, if
allergic.

Essential Vocabulary for ELL Students: 


Senses
Taste
Mouth
Sight
Eyes
Smell
Nose
Touch
Hand
Hearing
Ears

Red text: ELL Comprehension Strategies 


Blue text: ELL Instructional Strategies


References: