naziriportfolio.weebly.com · Web viewThis unit has been designed for my kindergarten class 2007-2008 at Tony Alamo Elementary School. My students consist of: 5 African Americans,

Individual Project: Unit:

Kindergarten: 5 senses

Mina Naziri

CIE 703

Final

Student Population:

This unit has been designed for my kindergarten class 2007-2008 at Tony Alamo Elementary School. My students consist of: 5 African Americans, 3 Asians, 6 Hispanics and 14 Caucasians. Of the Hispanics, one speaks little to no English and have lived in American for 2 years. Four are considered ELLs, however, they are meeting grade level expectations.

Needs analysis:

No prior experience taught this year about the five senses

2 students have an IEP

3 students review Lexica training and are pulled out for 30 minutes each day

1 student has behavior issues

23 students are working at grade level or exceeding grade level expectations

Curricular and instructional goals and objectives:

The overall goal for this unit is to have students understand that there are 5 senses that they use. The students will be able to access the prior knowledge they have about different senses. Students will do a variety of activities through modeling, demonstrating, and observing. Each lesson will give all students the opportunity to demonstrate their knowledge in various formats.

Curriculum axioms:

Our school does not have a health curriculum or materials for us to use when teaching the 5 senses. Therefore, I was the main decision maker when it came to what was going to be taught for this unit plan. It is very important to plan each unit in an outline. When using a outline you are able to see how each procedure works together and will build upon the previous one which Axiom 9 helped me do just that. Axiom 9 also helped me realize where to actually begin with the pre-stages. Since kindergarten is the first grade that most students go to there really isn’t any prior knowledge. The only prior knowledge would be from their own personal experiences and knowledge. Some of my students that are aware of the five senses are able to go through the lessons quickly as opposed to the ones with no prior knowledge.

Instructional strategies:

As a believer of a progressivism critical thinking and problem solving are imperative parts of progressivism. It’s imperative that a progressive classroom can learn by doing and experiencing material by being engaged in meaningful experiences such as cooperative learning and having students explore with manipulatives, journal writing, observing, drawing and other materials as opposed to lecture.

Evaluation:

I had many assignments for students to complete and express their knowledge of the content area in this unit plan. Each assignment was designed for me to evaluate their knowledge of the lesson presented to them. Through out this unit plan they were able to work in small groups, pairs and individually. They were able to discuss their findings/what they learned with their peers and also learn from their peers in the class

Effectiveness

I will use the standard grading kindergarten S-N (satisfactory, non satisfactory) and teacher observation. By doing this I will be able to determine their understanding and plan for intervention.

Unit: Kindergarten Health: 5 senses

Lesson #1: Introduction to the 5 senses

Date: April 14th, 2008

Estimated Time: 25 minutes (part 1)

Lesson Topic/Subject: 5 senses

Grade Level: Kindergarten, 28 students

Objectives: Students will be able to discover their 5 senses on their own.

CEF: (K) 2.2 use and identify the 5 senses

(K) 4.4 use the senses to investigate

Materials: Book: My Five Senses by Aliki

Word tags: see, hear, feel, taste, smell, texture

Collection of various objects that students can sort by shape, size, texture

Chart for relevant words

Laminated picture/diagrams of the ear, eye, nose, tongue, finger (to show feeling)

Counters

Circle Map

Procedures:

Teacher will the students they will begin the new unit by going outside to take a walking trip.

Teacher will ask students to talk to each other about their experiences on the trip to help them remember everything they can about the trip. Students go on a walk for at least 15 minutes. Ask questions during the trip.

Once the class returns have students brainstorm by describing what they experienced, describing their trip. Teacher and students will make a circle map on what the students experienced

If the students don't mention each of the five senses, the teacher will ask questions: Did you smell something? What did you hear? See? What did you feel? When you smelled the cafeteria food, could you taste it? Did you see a dog (some other animal)? How did you know it was a dog? Did you see the mountains? What color is the sky? Did you see any cars? What were they doing? What parts of your bodies did you use to get all this information? Discuss how they learn from seeing, hearing, touching, smelling and tasting.

Student Assessment/Evaluation:

Teacher will observe how students are interacting with each other to determine the need for re-teaching. Students will independently complete a circle map of their walking trip and label each sense.


Lesson #2: Introduction to the 5 senses


Estimated Time: 25 minutes (part 2)



Objectives: Students will be able to discover their 5 senses on their own.



Materials: Book: Word tags: see, hear, feel, taste, smell, texture

Collection of various objects that students can sort by shape, size, texture

Chart for relevant words

Laminated picture/diagrams of the ear, eye, nose, tongue, finger, hand

Counters

My Five Senses by Aliki

Procedures:

Students will go to centers. Each center will be set up with materials for the 5 senses.

At the Art Center students will cut out pictures from magazines that show people using the five senses.

At the Writing Center students complete frame sentences: "I see __________ with my eyes, I hear __________ with my ears," Students supply the words. The teacher writes the words on a chart for students to use for this lesson.

At the Mathematics Center students sort objects by color, size, shape, texture, etc.

After the students are done going to centers Read the book My Five Senses by Aliki to the students. Discuss the book. The students show the class the pictures they cut out of the magazines at the Art Center and why they chose those pictures. How were the people using their senses?


Teacher will observe all the students and their level of interaction during centers. Teacher will determine the need for re-teaching. Assess the students' performance on the sorting task at the Mathematics Center. Assess the students' performance on the writing task at the Writing Center.


Lesson #3: 5 senses (Touch)


Estimated Time: 25 minutes



Objectives: Students will identify various things that we do with our hands.



Materials: chart paper

markers

crayons

brads

copies of “I’m So Handy” hand shaped booklet pages

scissors

masking tape

paper, pencil

various classroom objects

tally charts

construction paper

Procedures

Teacher will talk about the importance of touching and feeling objects.

Teacher will call on students and ask them why they think its important to be able to feel things

Students will make his/her own “I’m So Handy” book.

Students will orally identify the importance of our thumbs in our ability to grasp.

Students will perform activities without the use of his/her thumbs.

The students will use a non-standard form of measurement (their hands) to measure classroom objects.

Assessment/Evaluation:

Teacher will observe all the students during interaction and determine the need for re-teaching. Students will name at least three things that we do with our hands. Students will complete an “I’m So Handy” book. Students will perform activities without the use of his/her thumb. Students will be able to explain why we need thumbs. Teacher will grade touch worksheet (S-N)


Lesson #4: 5 senses (Hear)





Objectives: Students will be able to figure out what is inside an egg using their sense of hear

Students will be able to make guesses and check their answers.



Materials: plastic eggs

objects for inside the eggs

cotton

rice

paper clips

marbles

pennies

permanent marker

worksheet

scissors

glue

pencils

Procedures:

Teacher will fill plastic eggs with various objects.

Teacher will number each egg with a permanent marker.

Explain to the class that they will shake each egg and try to guess what is inside. Show them the drawings of the objects so they have something to relate to.

Students will shake each egg and listen with just their ears. They should not open the eggs.

Students will select which object they think is inside the egg and cut out the matching picture.

Glue the object onto the corresponding numbered egg on the first worksheet.

Continue on until all the eggs have been done.

After all answers have been recorded on the worksheet, the children can open each egg to see what is inside. They can then check their guesses.

Discuss the sense of hearing and how it helped to identify the sounds inside the eggs.

Assessment/Evaluation: Teacher will observe all the students and their level of interaction during centers. Teacher will determine the need for re-teaching. Teacher will grade Hear worksheet S-N.


Lesson #5: 5 senses (Smell)





Objectives: Students use their sense of smell to guess the contents of mystery containers.



Materials: Variety of scented items

lemon

orange peanut butter

chocolate

vinegar

spaghetti sauce

bubble gum

banana yogurt containers Cotton balls Blindfolds

Procedures:

Teacher will explain to students that they will be learning about the sense of smell.

Teacher will call on students and ask them different things that they can smell.

Teacher will place pieces of fruit in a container or put the liquid scents on cotton balls and put these into the containers and cover them.

Teacher will explain to the students how a "bee" works, and then blindfold a child and let her guess what the scent is, smelling-bee style.

Teacher will explain that smells can get very concentrated, so wait a moment after you take the lid off before you let the child take a sniff.

Students complete a circle map of different things they smelled during the activity

Assessment/Evaluation: Teacher will observe all the students and their level of interaction during centers. Teacher will determine the need for re-teaching. Teacher will grade students circle maps with an S-N grading system. Teacher will grade Smell worksheet S-N.


Lesson #6: 5 senses (Sight)

Date: April 21st, 2008




Objectives: Students use their sense of sight to guess.



Materials: two blind folds

Bean bags

Procedures:

One student is blindfolded. The other children sit close together in a circle on the floor.

Spin the blindfolded student around three times, then release.

The students clap hands to signal to the blinded student where they are.

The blinded student finds another child and sits next to the other student

The blinded student feels the child's face, shoulders, arms, hands, legs and clothing. The blinded student tries to relate shape, size, and texture of the mystery child's hair and facial features to those of a student she/he knows.

The blind student tries to identify the child on who he/she is sitting next to.


Teacher will observe how students are interacting with each other to determine the need for re-teaching. Teacher will grade sight worksheet S-N.


Lesson #7: 5 senses (Taste)

Date: April 22nd, 2008




Objectives: Students use their sense of taste to determine their favorite taste and graph it.



Materials: M&M’s

Salted nuts

Sour gummy bears

Procedures:

Teacher will call on students to name different things that they have tasted.

Teacher will explain that they will be tasting different snacks to determine their favorite snack

Teacher will give each students a few M&M’s, salted nuts and sour gummy bears.

Students will have to write down which one they liked the most.

Teacher will graph the class’ findings and discuss the graph.


Teacher will observe how students are interacting with each other to determine the need for re-teaching. Teacher will grade whether the student wrote or drew their favorite snack and participation. Teacher will grade taste worksheet S-N.


Lesson #8: 5 senses (ALL senses)

Date: April 23rd, 2008




Objectives: Students will be able list the five senses. Students will correctly match pictures with the senses to which they belong.



Materials: 20 index cards labeled with the senses: See, Hear, Smell, Taste and Touch 4 sets of sense picture cards that are laminated: carton of milk, a book, brown lunch sack, pencil, sandwich, cookies, crayon box, orange, backpack, notebook.

Procedures:

Have students tell you what each bag is for.

Tell the class you want them to classify the items. State: Classifying is putting things together that go together.

Call on students to tell you which item goes in which bag.

When done, take the items out of the each bag, and ask if the item and the bag go together. Review the senses by having students describe how each item looks, and how it might sound, smell, taste and feel.

Divide the class into groups. Tell the students to sort picture cards by putting them by the index card with the sense they represent.

Assessment/Evaluation:


Teacher will observe how students are interacting with each other to determine the need for re-teaching. Teacher will check to see if picture cards are under correct sense. Teacher will ask students to draw their own pictures that would belong to the senses.

Teacher will grade 5 sense unit test after student completion.

To go with lesson # 3

Name _____________________

Your Sense of Touch

You use your hands to feel things. This is your sense of touch. Look at each picture. Circle the pictures that would feel hard if you touched them. Put and X on the pictures that would feel soft if you touched them.


Name_____________________

Your Sense of Hearing

You use your ears to hear sounds. This is your sense of hearing. Look at each picture. Circle the pictures that make sounds that you can hear.


Name _____________________

Your Sense of Smell

You use nose to smell things. This is your sense of smell. Look at each picture. Circle the pictures that show things u can smell.


Name _____________________

Your Sense of Sight

You use your eyes to see things. This is your sense of sight. Look at each picture. Circle the pictures that you can see but you cannot touch.


Name _____________________

Your Sense of Taste

You use your tongue to taste things. This is your sense of taste. Look at each picture. Color the pictures that would taste sweet if you tasted them. Circle the pictures that would taste salty if you tasted them.

To go with the last lesson in unit

Your Senses (unit test)

Eye Ear Nose

Sense of sight Sense of hearing Sense of smell Tongue Hand

Sense of taste Sense of touch

Look at the pictures in each row.

Draw a picture on the line that shows each sense you would use.

______________

____________

____________

____________

____________

This unit reflects my personal philosophy of progressivism in that it utilized critical thinking and problem solving which are imperative parts of progressivism. I served as a role model and a facilitator of knowledge and guided students to learn and encouraged them to reach their full potential. My students had many hands-on and engaging experiences throughout this unit. They had many opportunities to work with others and learn the material which was taught in a meaningful way as opposed to simply just paper and pencil. My students were able to complete the related activity sheets and were able to assist others in their groups.

I enjoyed developing the health unit. I thought of many ways to reach each learner. It’s imperative that a progressive classroom can learn by doing and experiencing material by being engaged in meaningful experiences such as cooperative learning and having students explore with manipulatives and other materials as opposed to lecture. I teach in district where programs are scripted however, my school does not have a scripted curriculum for health so I was able to give my students meaningful and enjoyable lessons that they can learn and also relate them to real life. McNeil’s Chapter 5, Responding to Social change, helped in my process of making sure the lessons were taught in a meaningful way. I shared this with what McNeil stated about social change “teachers and students find their spaces for curriculum development as they select the events, issues, and problems of the real world to which they will connect to whatever standard” (p.91). I gave my students various opportunities for them to work in groups, help them build their social interaction skills and give them the opportunity to learn from each other.

In a progressive classroom all students should be accepted in the classroom regardless of race, gender, religion or ability. I made sure that I understood the diverse, social and cultural environments and was able to create instructional opportunities for my diverse learns thus provide learning opportunities to meet the needs of all students. I made sure that my ELL students were on task and comprehending each lesson. I went over instructions more than once with them. In my progressive classroom I constantly had my students engaged in stimulating activities in this health unit and must use different strategies to reach each learner.

Assessing and evaluating the students and students work was very interesting. I took one grade for each lesson. Every single one of my students passed with a satisfactory grade. Observations consisted of watching how the groups worked together and listening to their discussions. All of my lessons consisted of hands on activities. The students were having a great time during all of the activities and learned at the same time.

References

McNeil, J.D. (2003). Curriculum: The teacher’s initiative, 3rd ed. Upper Saddle River,

NJ: Merrill Prentice Hall.

Documents

naziriportfolio.weebly.com · Web viewThis unit has been designed for my kindergarten class 2007-2008 at Tony Alamo Elementary School. My students consist of: 5 African Americans,