GCU College of Education LESSON PLAN TEMPLATE

03/2014

Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan Title

Emily FitzgeraldGrades 6th-9th

February 11, 2019

ScienceThe Nose Knows

I. PLANNINGLesson summary and focus:

Students will read a procedural text about elephants and their powerful sense of smell and their preference for scents of foods that they are typically exposed to. Students will then perform an experiment that requires them to smell different scents and determine their preferences. Students will use the experiment to identify what the text explains.

Classroom and student factors:

This lesson will be conducted in the self-contained special education classroom. There are 10 students in the class, all with an autism diagnosis, and each with varying skill levels and communication abilities.Since all students are on the autism spectrum, their levels of independence are varying. Many students require several prompts to complete tasks and assignments

National / State Learning Standards:

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS. ELA-LITERACY.RI.7.3

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-LITERACY.RST.6-8.3

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. CCSS.ELA-LITERACY.RST.6-8.6

Specific learning target(s) / objectives:Students will be able read and comprehend a procedural text. Students will understand that a procedural text tells the reader to how to make or do something. Students will also follow multi-step directions during the experiment and share their findings.

Teaching notes:This lesson will address students’ ability to follow the multiple directions given during an experiment. Modifications can be made on the spot based on student understanding of the procedures as observed by the teacher.Since students are all on the autism spectrum, their levels of independence are varying. Many students require several prompts from classroom staff to complete tasks and assignments.

*See below for copies of chart and end of lesson assessmentAgenda:Introduce the lesson to the students by reviewing students’ prior knowledge of the five senses.

Students will receive a copy of Scholastic News Edition 3 September 2018 to read the article “The Nose Knows”

Experiment will be set up on the group table in which different items will be placed in numbered paper bags. Students will smell each bag and try to identify the

Formative assessment:Students will be assessed on their accuracy of writing data on the chart provided to identify good/bad scents during the ‘sniff test’ experiment of this lesson. Students will also be assessed based on their ability to follow directions throughout this lesson.The number of prompts given to each student will be monitored to assess the levels of independence needed to complete the lesson.

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scent.

As students complete the experiment, students will record their preferences on a chart.

Classroom discussion will be led by the teacher to talk with students about the different smells. At this step, students will be asked to use descriptive words to describe the scents.

Student preferences will be tallied to determine the best and worst smelling item. Students will be asked to describe each scent to guess what it is. Students will describe why they did or didn’t like the scent.

Items that are in the bags will be revealed.

Conclude the lesson by connecting the students’ preferences to the article that was previously read about elephants and which of the five senses was used throughout the experiment.

Students will complete an assessment of what they learned to asks questions about the senses they used to complete the experiment.

Academic Language:

Key vocabulary: 5 Senses (Sight, Hearing, Taste, Touch, Smell)Descriptive WordsScentSenseExperiment Preference

Function: Students will use their knowledge of their sense of smell and relate it to the article to help identify the key vocabulary words and how they are utilized in the experiment.

Form: Students will identify and understand the key vocabulary terms by following the directions during the experiment.

Instructional Materials, Equipment and Technology:

Pencils, small paper bags, Items to put in the paper bags (pickles, apple slices, chocolate chip cookies, coffee grounds, feta cheese), Scholastic News Edition 3 September 2018, chart for tallying scent preferences, copies of assessment

Grouping: Students will participate in the lesson as a group at the classroom’s group table. Whole group discussion and participation will occur at the beginning and conclusion of the lesson.Students will complete the experiment individually as well as the concluding assessment.

II. INSTRUCTION

A. Opening

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Prior knowledge connection:

Students will apply their prior knowledge of their five senses by identifying the main body part responsible for each scent.

Anticipatory set:

Students will be able to read and understand the article about an experiment conducted by scientists on elephants. Students will use this concept to incorporate their knowledge of senses and how their sense of smell was used to determine their preferences for certain smells. Students will use descriptive words (i.e. sweet, bitter, yucky, etc.) to describe why the scents were good or bad.

B. Learning and Teaching Activities (Teaching and Guided Practice):I Do Students Do Differentiation

Teacher will introduce the lesson by discussing the five senses and point to each of the main body parts used for each sense.

Teacher will advise students that they will focus on the sense of smell for today’s lesson. Ask students to identify the primary sense for today’s lesson and experiment.

Teacher will pass out copies of Scholastic News Edition 3 September 2018 to each student.

Teacher will read aloud the article “The Nose Knows.”

Teacher will set up experiment by placing numbered paper bags with the different items on the group table.

Teacher will pass out copies of the “good/bad?” chart and ask each student individually to close their eyes and smell what is in each bag. Students will be instructed to record if they though the scent was ‘good’ or ‘bad’ on their chart.

Teacher will tally students’ responses from their charts to determine which was the most preferred and most disliked scent in the bags.

Teacher will call on students to describe each scent.

Teacher will reveal the items in each bag and discuss the students’ preferences and dislikes.

Conclude the lesson by connecting the class experiment to the experiment discussed in the article and to their sense of smell.

Students will listen to teacher and recall their knowledge of their five senses and the main body art used for each sense. Students will respond to prompts from the teacher about their five senses.

Students will identify that their sense of smell will be used to complete today’s lesson.

Students will receive copies of Scholastic News Edition 3 September 2018 and open the ages to the article “The Nose Knows”.

Students will listen and follow along in the text as the article is read aloud.

Students will receive copies of their own “good/bad” chart and smell each numbered bag individually and record whether they thought the smell was good or bad.

Students will hand in completed charts to teacher.

Students will be called on to describe each scent in the bag and tell why they did or did not like it.

Students will guess what each scent in each bag was. Students will learn what items were in each bag.

Students will listen to explanation of how this experiment is connected to the article.

Students will receive copies of the end of lesson assessment to complete individually.

Students will hand in their assessments to the teacher.

The body parts associated to the five senses will be identified as they are discussed at the introduction of the lesson.

The article will be displayed via the Scholastic News website on the computer that is connected to the classroom SmartBoard to help students see the article in a larger format with larger pictures.

Students with higher skill levels in their reading abilities will be given the opportunity to read sections of the article aloud for the group if they choose to.

Students will be guided throughout the entire lesson and experiment with help of the teacher and classroom aides.

The chart will be adjusted for students with lower skill levels. Instead of marking an ‘X’ under the ‘Good’ or ‘Bad’ columns, a YES and NO written in each column so that students can circle their choice as to whether they thought the scent was good or bad. The two students I am thinking of for this differentiation will most likely just mark an ‘X’ in all the spaces of the column.*A copy of the differentiated chart is provided below.

Students will be provided picture supports on the end of lesson assessment to help them accurately answer the questions.

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Teacher will pass out the end of lesson assessment for students to complete individually.

Teacher will collect assessments from students to check for understanding.

III. ASSESSMENT

Summative Assessment:

Students will be assessed based on their ability to follow directions and accurately complete the end of lesson assessment correctly and independently.

Differentiation:The article will be read aloud to students and students will follow along. An alternative chart will be provided to students for the experiment portion of the lesson. Teacher will read the assessment questions aloud and picture supports will be provided on the summative assessment to assist students to accurately identify the correct responses.Students will be assessed n their ability to follow directions and their need for additional prompts throughout the lesson.

Closure: Students will be able to understand and identify key vocabulary terms. Students will use their knowledge of descriptive words and adjectives to describe different scents. Students will make connections between their experiment and the experiment they read about in the article. Students will understand how their sense of smell can help them observe and determine their preferences.

Homework: This lesson will be completed during classroom time. No homework will be assigned.

The Scholastic News article “The Nose Knows” can be found online at https://sn3.scholastic.com/. A login and password are required to access this issue/article online. I have attached screenshots of the front cover of the issue and the article for reference.

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The below is an attached copy of the chart with directions that students will use and complete during the experiment.

Experiment

Directions: Close your eyes and smell each bag #1-5. Decide if you liked it or did not like it. If you liked it write an ‘X’ in the good column, if you did NOT like it, write an ‘X’ in the Bad column.

Scent # Good Bad1234

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5

Differentiated chart for students as mentioned above:

Directions: Close your eyes and smell each bag #1-5. Decide if you liked it or did not like it. If you liked it circle ‘Yes’ if you did NOT like it circle ‘No’

Scent # Like it?1 Yes No2 Yes No3 Yes No4 Yes No5 Yes No

The final attached screenshot is a copy of the End of Lesson Assessment that students will complete independently.

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