Name Char Skenandore Regular Domains:

Lesson # 3 Observed DDP

Aesthetic: enjoyment of sensory experiences Cognitive: physical knowledge and representational knowledge Language: expressive language

Activity Name: The Five Senses - TOUCH Omnibus Goals: Scientific Thinking: A -- Inquiry, 1- Asks questions and uses senses to observe and explore materials and natural phenomena (p. 112) Language and Literacy: B Speaking, 2 - Uses expanded vocabulary and language for a variety of purposes (p.40). Personal and Social Development: C Approaches to learning, 1 Shows eagerness and curiosity as a learner (p.12). Objectives: The students will learn that touch is one of the five senses. The students will identify the part of the body that aids in touching. The students will use their hands to observe about different objects. The students will learn new words and use them to describe different textures.

Student Assessment: I will ask students to identify the part(s) of the body that allows us to experience touch. I will watch for participation in the sensory experiences. I will ask the students to describe the texture they feel and record their response on post-it notes to add it to their file. Content: Touch is one of the five senses that we use to find out about things around us . Our skin is sensitive and allows us to feel different textures. Descriptive vocabulary words, such as bumpy, smooth, soft, hard, slimy, and squishy. Objects of various textures (i.e. feather, pinecone, sandpaper, marbles, cotton balls, aluminum, sponge, silk, etc.) Chart paper and marker Four category sheets (Bumpy, Smooth, Hard, Soft) with a corresponding picture

Materials:

Instructional Strategies: Sensory Engagement, Invitations, Paraphrase, Effective Praise, Telling/Explaining/Informing, Do-It Signals, Questions Procedures: Introduction (3 minutes):

So this week, we are learning about our five senses (see, hear, taste, touch, smell) and today we are going to talk about touch. What part of our body can we use to touch? What are some things that you touch during the day? How does it feel?

Demonstration and Participation (15 minutes):

Today I brought in some different items that we are going to touch and then we will think of and will use different words to describe how they feel. If you think you want to experiment with the sense of touch by feeling many different things, show me a thumbs up. Great! Before we start, I just want to explain how this is going to work. I will hand out an item to a student so they can observe it by touching it, and then he will pass it around so everyone gets a chance to feel it. Then we will talk about how it felt and how you would describe it. We will follow that process a few times. Then at the end, we will do an activity. Pass out the first item: feathers. Let students feel it and pass it on. As students are feeling it, ask, How do those feel? Paraphrase the answers. What else can you think of that feels the same way? (As students give descriptive words, write them on chart paper.) Pass out the second item: pinecones. As students feel it and pass it on, ask, How do those feel? Paraphrase the answers. What else can you think of that feels the same way? What else can we use to feel this besides our hands? Paraphrase the answers and add descriptive words to chart paper list. Pass out the third item: smooth stones. Ask, How does it feel? What else can you think of that feels the same way? You said besides our hands, we can use ______ to feel. Does that work the same, better or worse than our hands? Why do you think so? Paraphrase the answers and add descriptive words to list. Pass out the fourth item: wood block. Ask, How would you describe the texture of this item? What else do you think feels the same way? What might you use this for? Paraphrase the answers and add descriptive words to list. Pass out the fifth item: sponge. Ask, How would you describe the texture of this item? What else can you think of that feels this way? How would this feel if it fell into a bucket of water? Paraphrase answers and add to list.
Closure (2 minutes):

All of you did a great job using your sense of touch to feel and describe the different objects. You also came up with some great descriptive words, like (refer to chart paper). To give you some more experience feeling different objects, today you will be making a texture collage in one of the centers. There are many different textured materials you can use to make any kind of picture. (Explain directions.)

Now, before you go to the next station, you will close your eyes and pick an item from this bucket, tell me how it feels, and then place it on one of these sheets that represent that texture. The choices are bumpy, smooth, hard or soft. (Have the sheets out so the students can read/see the texture word/picture.)

Questions:

What part of our body helps us to use the sense of touch? - remembering How does it feel? - understanding What else can you think of that feels the same way? - applying Why do you think so? analyzing Does that work the same, better or worse than our hands? - evaluating How would this feel if it fell into a bucket of water? - creating

Adaptations: *Ask students how they would describe an object that is not present, such as a cloud, the grass, a cats fur, mud, etc. *Offer prompts to help students describe the texture of the object they are feeling, i.e. Does it feel soft like the feather or hard like the block? Is it smooth like the fabric or rough like the sandpaper? *If students cannot think of similar textured objects, offer prompts about places you would find similar things, the use for the objects, etc.