Technology Integration Lesson

Lesson Plan Outline

Design For Learning
Instructor: Claire Wilgus
Lesson Title: Smooth vs. Rough
Curriculum Area: Science/ Sensory

Grade Level: Pre-K

Date: 11/10/15
Estimated Time: 25 minutes

Standards Connection:
S.P.1.1 Use senses to gather information, classify objects, observe processes, and describe
materials
S.P.1.1.3 Willingly participate in tasting different foods, smelling various scents, or
touching textures
*Assumed Group IEP Goal: Students will be able to follow directions and participate in group
activities.
Learning Objective: Students will correctly identify an object as smooth or rough at least once
out of two given opportunities.
Kid Friendly Objective:
Okay, Ladybugs, today we are going to feel some different things with our hands. Some of them
will be smooth, and some of them will be rough.
Evaluation of Learning Objective:
The evaluation of the learning objective will be mainly through teacher observation and notation.
During the closing activity, the teacher will ask the student to point to the smooth paper when
given a smooth and a rough piece of paper. If the student does not indicate the correct paper, the
teacher will say this is the rough paper. Feel how bumpy and rough it is. Which one is smooth?
The student will be considered proficient if they correctly point to the smooth paper on at least
once out of two given opportunities.
Engagement:
The teacher will begin the lesson by reading Tiny Creatures by Natalie Marshall and Thats
not my pony by Fiona Watt. The teacher will encourage students to feel the textures in the
book and repeat the words describing the texture.
Okay Ladybugs, today we are going to be learning about how some things feel. Lets look at this
first book together called Tiny Creatures. Read the book aloud to students. On each page, have
students touch the texture, and reinforce the idea by telling them that it is smooth, rough, bumpy,
etc. Lets read one more. This one is called Thats not my pony Read through the book,
having students touch the different textures and repeating back the words to describe the texture.
Great job ladybugs! Now we are going to get to feel some more objects and decide if they are
smooth (do the sign language for smooth) or rough (do the sign language for rough).

Design for Learning:

I.

Teaching:

For the teaching portion of the lesson, the teacher will have a bag with some rough rocks and
some smooth rocks. Each student will stand up one at a time and pick a rock from the bag,
then decide if it is smooth or rough. They will then place it in the correct bowl.
Okay friends, I have a bag with me today that has different rocks in it! Some rocks are rough
(show the sign for rough) and some are smooth (show the sign for smooth). Help me decide
if it is rough or smooth! Model picking out a rock and deciding if it is rough or smooth, then
placing it in the correct bowl. Okay, [Student], stand up! Good standing. Now pick one rock
out of the bag. Good job picking one rock! Now feel that rock that you picked up. Do hand
over hand holding the rock, if necessary. Do you think that this rock is rough (do the sign for
rough) or smooth (do the sign for smooth)? If the student can verbally answer the question,
have them do so before placing it in the corresponding bowl. If they cannot verbally answer,
have them sign it or place it in the bowl that has the matching rocks in it. Good job putting it
in the right bowl, [student]! You said that this rock is smooth. Say smooth. Have the
student imitate the word if they cannot say it on their own. [Student], sit down. Continue with
the activity until every student has had the chance to decide if their rock is rough or smooth.
II.
Opportunity for Practice:
For this portion of the lesson, the teacher will give each student an object to hold and feel.
The students will then be called up one at a time to find the picture of their object on the
board, then move the picture to the rough or smooth side of the board.
Great job deciding if your rock was rough or smooth! There are other things besides rocks
that can be rough or smooth. I have some things here with me! I am going to hand you an
object, and I want you to hold it in your lap and feel it. Is it rough or smooth? Pass out the
objects to each student. Remind them to be thinking about if it is rough or smooth. [Student],
stand up! Good standing. You have the [object]. Look up at the board. Can you find the
picture of the [object]? If the student needs accommodations, bring down two pictures for
them to decide between. Is this a picture of your object or is this one? Youre right! This is
the [object]. Is the [object] smooth (point to the smooth side of the board) or rough (point to
the rough side of the board). Thats right! Drag your picture to that side of the board.
Continue until each student has moved their picture on the Active Board.
III.
Assessment:
The assessment will be done during the closure art activity individually. Students will create
a textured turkey one-on-one with the teacher. The teacher will ask the student to point to the
smooth paper when given two options.
Okay, friend. We are going to make a turkey together! Remember when we said that some
things are rough (do the sign for rough) and some things are smooth (do the sign for
smooth)? I have two different kinds of paper here! This is the body of my turkey. These are
the feathers of my turkey. Which one of these papers is rough? Have student point to which
paper is rough. If they do not get it the first time, have them try again. That paper is smooth.
Which one is rough? Record if the student answered the question correctly and whether it
took one or two trials.
IV.
Closure:

Students will create a turkey using smooth and rough materials. During free play time, the
teacher will call students up one at a time and help them make their textured turkey.
Now lets make that turkey! Lets use this smooth piece for the body. Put glue on the back and
help the student to glue it down onto a colored piece of paper. Great job! Now lets look at
our rough feathers. Put them down where you think they would go! Put glue on the back of
the feathers and assist the student in placing them on the turkey where they should go. Great
job! You may go play.
Differentiation Strategies:

Different amount of assistance based on the individual students needs and goals
Student E will sit on a stool instead of a chair
Students E, V, Cam, L, and T will have narrowed choices during the practice portion (i.e.
I will drag the picture down to the bottom rather than have them find it on their own, then
prompt them as needed to slide the picture to the left or the right)
Students Co, Car, J, and P will be challenged to find the picture of their object during the
practice activity first, then drag the picture to the smooth or rough side of the board
Assistant teachers will be aiding with students who may have trouble holding onto an
object or staying in their chair during group time
Student V will be able to respond using the signs for smooth and rough

Materials and Resources:

Thats Not My Pony by Fiona Watt

Tiny Creatures by Natalie Marshall
Draw string bag
Smooth and rough rocks
Smooth items: apple, plastic,
Rough items: sandpaper, burlap, orange,
ActiveBoard presentation
Laminated, smooth brown paper for the body of the turkey
Sand paper cut into the shape of feathers

Lesson Reflection:
Today I had the opportunity to teach this lesson to the Ladybug class at Mitchells Place.
Overall, I think the lesson went smoothly, but there are definitely areas that I will work on for my
next lesson. Firstly, I think this lesson went well in that I was able to adapt to the needs of the
students as I went along, and the adaptations for different students were implemented well. As I
began this lesson, it became very clear that although I made my lesson as basic as I knew how,
the content was still beyond the abilities of the students in the class. I quickly realized that the

lesson should more be modeled to students following directions and getting to use their sense of
touch. The students were familiar with the technology aspect of my lesson because I formatted it
in the same way that they do their morning attendance, so they did really well during that portion
of the lesson. I felt that I did a good job of meeting the individual needs of each student during
my lesson as well, because most of the activities included calling the students up individually. I
was able to adapt the little activities to each student that came up to the front in the way that I
worded the question, how many options I presented to them, and I could create more of a
challenge if they needed it.
Some areas that I feel that I could improve upon for future lessons are giving directions
and closing the lesson. I tend to be a talker when it comes to giving directions to students, but
this does not work well for preschool students and students on the autism spectrum. A few
minutes into the lesson, I had to very consciously work to limit my words, especially when
speaking directly to a few specific students. I actively thought about how I could give directions
using two or three words instead of a full sentence that students would be unable to understand.
If I could do this lesson over, I would have gone through and thought about ways to say things in
as few words as possible. I also felt that I did not close my lesson well. Because I was unable to
do the assessment portion of my lesson, I came to the end of the practice activity and pretty
much just stopped. If I were to do this lesson again, I would have thought of an alternative
closing to the lesson, even if it were just going over what we learned, so that students felt that
there was a distinct ending to the activity.
Technology Reflection:
For this lesson, I was able to integrate a technology element that helped to meet the
standard and enhanced the lesson overall. I created a SMART Notebook activity that had

students sort objects into rough and smooth categories. I had pictures of objects that I had in
a bag for the students to feel, and one at a time, I called students up to feel their object. By
having the students look for the picture of their item, it gave me an opportunity as the teacher to
challenge students that needed it, as they had to translate their concrete object into finding the
more abstract picture of the object up on the board. I was also able to make accommodations for
those students who did not need that extra challenge, as I was able to bring down two pictures
and help them to decide which of the two pictures was their item. I could adapt this to be as
challenging as necessary for each student. I formatted this technology piece after an activity the
Ladybug class does every morning. The students are asked to slide their picture to the side that
says school every day to show that they are here, and this activity took that same format of
finding a picture and sliding it up to where it needed to go. Another helpful element of the
technology was that I was able to put it on checked mode, meaning that the picture would have
a red X on it if it was in the wrong spot, and a green check if it was moved to the correct place.
This visual helped students to figure out where to put their picture if they did not get it correct
the first time. Overall, adding this technology element into the lesson helped to meet the
preschool standard of being able to classify objects and gave students another way to interact
with the material being taught.