USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,

SC.K.L.14.1
Recognize the five senses and related body parts.
SC.K.N.1.2
Make observations of the natural world and know that they are descriptors collected
using the five senses.

EQ: How does a scientist use his/her sense of smell?

SWBAT.
-understand what the sense of smell is.
-distinguish between different types of smells.
-know what body parts allows them to smell.

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

"C: Given a sentence written

in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence

I am teaching this topic because students need to be able to understand how they use
their sense of smell. It is a task they do every day, so they need to be able to know how
it works and what they use to be able to smell. This lesson also helps connect to the
other senses the students have been learning from the previous week.

Formative assessment- The students will complete a T chart by drawing one or more
items that smells good and one more item that smells bad. Students will then draw the
body part they use for their senses in their science notebooks
Summative assessment- Students will use their thumbs up and thumbs down if they
understand the information and if they agree with their classmates response.

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

will you collect, either

during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

I will need to be able to know what sense of smell is, what body part allows people to
smell, and concrete examples of different types of smells.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Students will need to know their body parts (where their nose is and what it does) and
have experiences with different types of smells.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions

I will pre assess the students in this lesson by asking Which part of your body helps
you smell? With the responses I receive, I will be able to determine how much prior
knowledge the students have.

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K
might students have about
this content?

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

Students might have misconceptions about what body part they use
for the sense of smell. For example, students might think they use
their mouth when they smell because it smells or tastes bad/good.
They might also have misconception about good versus bad smells.
They might think a bad smell is good and vice versa.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the

I do- introducing the concept of sense of smell to students

We do- students will create the visual picture definition of sense of smell and we will
discuss examples of smells we have encountered.
You do- students will draw the body part they use for smell and create a T chart of a
good smell/bad smell in their science notebook

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K
lesson for you.)

2 min

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

Evaluation).
Teacher

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

15
min

Teacher/st
udent

Start the lesson with going over the science rubric with the
students.
Begin the lesson with reminding the students about the big
question: Todays question is how do scientists use their sense of
smell?
Refer back to the read aloud book that was read earlier in the day
about the 5 senses. Refer back to part about smell and reread that
section. Ask students what the girl is doing in the picture.
Ask students what they use to be able to smell and then have a
student come up and draw a nose.

20
min

Student

Have students share some things they are able to smell every day.
What are some thing you smell with your nose?
There are various types of smells (refer back to what happened
yesterday with taste: there are different types of taste like sour,
bitter, or sweet), some can be good and some smells can be bad, do
you know any types of good smells? Bad smells? Have students
draw a good smell on the anchor chart and then have another set of
students draw different types bad odors on the anchor chart.

Student

Have students transition from the class rug to their desks to take out
their science notebooks. I will model to the students how to create a

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

T chart in their notebooks: folding the paper in half and drawing a

happy face (good smells) on the left side and a sad face (bad
smells) on the right side.

5 min

Teacher/St
udent

I will then instruct students to draw one good smell and one bad
smell.
While students do this, my CT and I will walk around to guide
students. I will have a student go up to the elmo to show what they
drew for good smell and another student go up to show what they
drew for bad smell.
To close the lesson, I will ask the students to draw what they use to
smell on the back of their t chart. My CT and I will walk around to
assess their understanding of smell by what they draw (it should be
a nose) Once students are done, I will then ask a student to go up to
the elmo to show what they drew. Ask the class to put the thumbs
up if they had they drew the same body part and if they didnt, have
them edit and revise and draw a nose since that is how we use our
sense of smell.
I will ask students to put their notebooks away and code for science
rubric.

What will you do if

a student struggles with the content?

My CT and I will be walking around to see if students understand the material, if they

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

struggle with knowing the body part or figuring out good/bad smells, we will help guide
them to an answer. Also, I will have students who have a grasp on the concept go up to
show what they drew, and it will help struggling students get ideas.

What will you do if

a student masters the content quickly?

Students who finish quickly will be instructed to come up with more ideas for their
individual good/bad smell T chart. They will also be instructed to attempt to label their
pictures by phonemically spelling the word out as much.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

Students will be thinking about things they do at home or on a regular basis and they
will be connecting sense of smell with their personal lives.
If applicable, how does this lesson connect to/reflect the local community?

This lesson connects with the local community because students will
be using their background knowledge to think about smells. They
might think of a place at their local park where the flowers smell really
good or that one time the playground at school had an unpleasant
smell.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16

Students who need additional challenge will be instructed to draw more than one
drawings for good/bad smells if they finish early.
How will you differentiate instruction for students who need additional
language support?

For my ELL student, I will make sure there are visuals throughout the lesson and I
myself use visual cues. For example, having the happy face for good smell and sad face
for bad smell, pointing to my nose constantly, and a drawing/picture as a definition for
smell (the nose). I will also try to communicate to him in his native language to assess
his understanding.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Students with accommodations will have a para sitting with them throughout the whole
lesson to help guide them and help the learning process. One para will be E and J, and
another para will be L and E. I will also be walking around to check for students
individual understanding when they are working in their science notebook.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Anchor chart
Science notebook
Elmo
The Human Body book (to refer back to smell)

USF Elementary Education Lesson Plan Template (S 2014)

Sena____________
Grade Level Being Taught: Subject/Content: Science
K

Name: ________Selena
Group
Size: 13

Date of Lesson: 09/29/16