LESSON PLAN by Rachel Brown
Lesson: 5 senses
Age or Grade Intended
Length 30 minutes
2nd
Academic Standard(s):
2.1.3
Describe, both in writing and verbally, objects as accurately as possible and compare
observations with those of other people.
Performance Objectives: Given a variety of items, students will use their senses to describe those objects,
listing at least 3 observations per object.
Assessment: Students will be assessed by having at least 3 observations about each object.
Advanced Preparation by Teacher:
Several shoe boxes with holes cut into the side large enough for hands to fit in are needed.
In each box, the teacher will put an object that a student will be able to use their sense of touch, hearing,
and smell.
Objects for taste and sight will also be needed, but not placed in boxes.
Provide a worksheet that students can write their responses on.
Procedure:
Introduction/Motivation: (Engage)
When I was little, I played a really fun and creepy game at a Halloween party. Everyone had to close their
eyes and feel a different object. I remember that the people at the party tried to trick all the kids into
thinking that we were touching really gross things, like brains and eyeballs. But I wasn’t tricked. I used my
observation and descriptive skills to try to figure out what the items were. It was a lot of fun.
Step-by-Step Plan: (Explore)
“Today you will all get the chance to use your senses and try to describe a mystery object. This will
be a chance for you to use the adjectives that we have been working on lately. (Who can give me an
example of an adjective?) (Blooms: Knowledge)
There will be 5 different stations located around the room. These stations are sight, sound, hearing, touch,
and taste. You will get a chance to visit each station. At the station, you will follow the directions written
at each station. You will take your paper to each station and write as many adjectives you can think of
using the sense for the station you are at. (What is an adjective that you might use at the sound station?,
Sight station?( Blooms: Knowledge) At some stations, you might be asked to make a prediction about the
item. A prediction is a guess you make based on something you know from your schema. When you hear
me ring the bell, make sure you clean up your station and leave it the way you found it. On the second
ring, you may WALK to the next station. (Gardner: Bodily Kinesthetic)
Once students have gone to each station and filled out their chart they will come back together as a class.
I will go through each object and students will get the chance to verbally share their findings and
compare/contrast them with their classmates. (Gardner: Verbal/Linguistic)
Closure: (Engage)
Did you hear any new descriptive words that you didn’t write on your paper? Scientists have to learn to
use very specific descriptive words to describe their experiments and results. (Why might this be
important? Blooms: Application)
Adaptations/Enrichment:
Adaptation: With the students in my classroom, there should not be any adaptations needed for this
activity.
Enrichment: Have students write a “what am I poem” that describes the item without using the name of it
and ends with the phrase “what am I?”
Self-Reflection:
Did I allow for enough time for this activity?
Are my directions clear enough?
Will classroom management be a difficulty during this lesson?
Name:
Station 1: Sight
Add Adjectives about the item at this station
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Station 2: Sound
Add Adjectives about what you hear at this station
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Make a prediction. What do you think this item is?__________________________________________
Station 3: Touch
Add Adjectives about what you feel at this station
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Make a prediction. What do you think this item is?__________________________________________
Station 4: Taste
Add Adjectives about what you taste at this station
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Station 5: Smell
Add Adjectives about what you smell at this station
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Make a prediction. What do you think this item is?__________________________________________