PK-3 Lesson Plan Format 

 
Mentor Teacher’s Initials: B.B 
 
Name: Nauras Faiyazuddin                                       
Grade Level: Kindergarten                   
Group Size: 4 children
 
Subject/Lesson Topic: science

Activity: Sniff Test

Goals: Examine the observable properties of manufactured and natural objects (number; size;
shape; position of objects in space; and relations among objects and changes in the functioning,
position, or characteristics of objects) using their multisensory abilities.
Objectives (TLW): The children will listen to another Japanese story from the Japanese
Children’s Favorite Stories Book One: 50th Anniversary Edition by Florence Sakade; that focuses
on natural objects using their multisensory abilities. After the story, the children will participate
in an activity that will have the children examine and match containers/vials of unique smells to
pictures of the source of the scent. The activity matches the Japanese story’s story about weird
and cool smells.
1. Be able to use scientific inquiry skills
2. Demonstrates knowledge of the characteristics of living things
3. Demonstrates knowledge of the physical properties of objects and materials
4. Demonstrates positive approaches to learning
a. Attends and engages
b. Solves problems
c. Shows curiosity and motivation
d. Shows flexibility and inventiveness in thinking

Standards/GLEs:
- Standard 1: Develop the ability to carry out the scientific inquiry process (ask
questions, predict, make observations, explain observations, and draw conclusions).
- Standard 2: Acquire scientific knowledge related to physical science (properties of
objects and materials).
- Standard 3: Acquire scientific knowledge related to life science (properties of living
things)
Contextual Factors:
The school I am placed at has a community that is broken down into several contextual
factors. The school is located near a neighborhood in Prairieville, Baton Rouge. The school
system is based in an urban landscape outside of its semi-rural atmosphere. The school is based
in Ascension Parish and serves a total of 925 students. The school staff strongly supports the
education of all the grade levels in this elementary school even during the COVID-19. There are
currently 50 full time teachers and there is a 16:1 student to teacher ratio. The teachers are
actively looking for the best ways to teach students both online and in person. The school does
seem to be in high economic status because the school system does not have a high rate of
poverty. This is noticeable because all of the children are able to bring their own supplies and
provide extra if needed. But 25% of the children are eligible for free lunch and 5% are eligible
for reduced lunch. By gender there are 476 male students and 449 female students. The children
in Mrs. Beck’s classroom are 4-5-year old’s and there are many female and male students.
Particularly, there are 13 female students and 8 males. Technically in Mrs. Beck’s classroom
there are 62% females and 38% males. My placement teacher helps the 4-year-old children more
since they are younger and cry at more times than the older children. My teacher modifies the
length of activities so that the children do not get bored easily. Culturally, Prairieville elementary
is 70% white with some Asian and Black children making up the rest of the population.
Specifically, the school is 16% Black children, 3% Hispanic, and 1% Asian. Because of this,
there are not a lot of cultural differences to discuss. In Mrs. Beck’s class alone, it is 95% white
and 5% black. All of the children are competitive, and she uses “cardinal cash” to make the
children behave properly to receive gifts. The classroom itself is large. There are sections for
children to sit on the carpet and near tables because of covid. There is ample space for the
children to play in their centers and when learning as a whole class. Because there are no
disabled children or special education students, my teacher does not need to make any
adjustments to the classroom environment.

Teacher Materials/Resources:
- Japanese story book
o Title: Japanese Children's Favorite Stories Book One: 50th Anniversary
Edition
o Author: Florence Sakade

- Set of 14 small vials with:

o A flower
o Perfume
o Lemon
o Orange
o Garlic
o Coffee
o Vanilla extract
- Blindfold

Student Materials/Resources: 
- Not needed

Technology Integration:
- Not needed

Family/Community Connection or Extension:

- Family Letter

Dear parents,
 My name is Nauras Faiyazuddin, and I am an intern from LSU. I was placed in
Prairieville elementary, and I will be working with Mrs. Beck by helping her with anything she
needs. I will also be helping your child with anything they need help within the classroom, as
well as observing them for my internship. Occasionally, I will be teaching them fun lessons I
have created on my own in order to gain experience as a future teacher. I am excited to have
been picked to intern for Mrs. Beck, since all her students are such a great kindergarten class. I
cannot wait to work with your child and help them with any setbacks or to encourage them when
they perform well academically as well as behavior wise. In today’s lesson, I was able to read to
the children a story about natural objects they can see around them and how to use their
multisensory abilities to the fullest. The story comes from the Japanese Children's Favorite
Stories Book One: 50th Anniversary Edition that we have been reading from this fall school
year. After, the children participated in an activity that involved them examining the observable
properties of objects and how they smell. The children got to form a circle and have one child go
into the center blindfolded in order to find the matching vial and identify what he or she was
smelling. This fun science experience goes hand in hand with the new Japanese story they read
about objects and their different smells. This activity is a great and fun way to have your child at
home practice picking out scents and remembering how things smell. This activity can easily be
done at home as well and I encourage you to ask your child what smells can they guess and find
around their home! This lesson plan helps to bridge the gap between home and school learning.
If there are any questions or concerns, I can be contacted at my LSU email and would be happy
to answer. Thank you for letting your child be observed. Go Cardinals!
Warm regards,
Nauras Faiyazuddin
[email protected]

Pre-Assessment:
The data I plan to use for instruction that meets the children’s abilities in this lesson
activity is developing a checklist/chart that checks to see if the children have met the objectives
and these include questions like: “Were they able to use scientific inquiry skills?” “Able to
demonstrate knowledge of the characteristics of living things?” “Able to demonstrate knowledge
of the physical properties of objects and materials?” “Able to demonstrate positive approaches to
learning?” “Were the children Attending and engaging?” “Able to solve problems?” “Shows
curiosity and motivation?” “Shows flexibility and inventiveness in thinking?”

Lesson Procedure and Activities:

 
Introduction:
I will first introduce myself and then talk about the new story we are going to read from
the same Japanese children’s story book. This story will focus on the observable properties of
manufactured and natural objects and their smells. They will be told that after the story they
will be participating in an activity that will have them participate in a blindfold and matching
 smells game.
 
Activities: 
- Objective 1: Have the children for a circle.
- Objective 2: Then choose one child to be blindfolded in the center of the circle.
- Objective 3: Next, distribute one set of vials among the children in the outer circle.
- Objective 4: Then, the blindfold child is given one vial from the second set and must
move around the circle, using his or her sense of smell to find the matching vial and
identify what he or she is smelling.
- Objective 4: Repeat these 6 more times but switch out the child in the middle.
- Objective 5: Once all the vials have been matched, have the children all discuss their
favorite scents and which ones they thought were the hardest to guess.

The Closure: 
I will summarize the experience by having the children tell me how they felt about the
activity and then recording their post question checklist answers like: “Were they able to use
scientific inquiry skills?” “Able to demonstrate knowledge of the characteristics of living
things?” “Able to demonstrate knowledge of the physical properties of objects and materials?”
“Able to demonstrate positive approaches to learning?” “Were the children Attending and
engaging?” “Able to solve problems?” “Shows curiosity and motivation?” “Shows flexibility
and inventiveness in thinking?”

Differentiation: 
I will organize and manage instruction to meet the needs of each student by focusing on
the children who always have extra energy on them. This activity helps them to focus but also let
loose and participate in a fun scientific lesson. These children tend to have some behavior issues
for being excited often so I wanted to pick the kids who would be able to let off some steam and
return to their academic learning time with that energy put to good use. There are no special
needs children in my classroom and for this lesson no varying abilities were needed to keep in
check of. Culturally, the Japanese story addressed how as we grow up, we will smell many
smells that are good and bad, so the story helps to build experiences and understanding of the
natural world around us.

Formative Assessment/Evaluation:
I will determine if the objectives were met by comparing the same questions asked in the
pre assessment to the same questions developed in the post assessment to compare if the children
learned something new from the lesson activity or not.

Pre-Checklist
Were Able to Able to Able to Were the Able to Shows Shows
they demonstrate demonstrat demonstrat children solve curiosity flexibility
able to knowledge of e e positive Attendin problems and and
use the knowledge approaches g and ? motivation inventivenes
scientifi characteristic of the to engaging ? s in
c s of living physical learning? ? thinking?
inquiry things? properties
skills? of objects
and
materials?

Post-Checklist
Were Able to Able to Able to Were the Able to Shows Shows
they demonstrate demonstrat demonstrat children solve curiosity flexibility
able to knowledge of e e positive Attendin problems and and
use the knowledge approaches g and ? motivation inventivenes
scientifi characteristic of the to engaging ? s in
c s of living physical learning? ? thinking?
inquiry things? properties
skills? of objects
and
materials?