Indirect Lesson Plan 2

Jessica Williams
Central Focus: Classify objects by texture.

Subject: Kindergarten Science

Common Core/Essential Standard Objective:

K.P.2.1 Classify objects by observable physical

properties (including size, color, shape, texture,
weight and flexibility).

Date submitted: 12 November, 2015

Date taught: n/a

Daily Lesson Objective:

Today is an introductory lesson on how to classify objects. Today we will focus on texture.
21st Century Skills: Life Skills and Communicating
Academic Language Demand (Language Function and
Effectively
Vocabulary):
Prior Knowledge: Students know how to classify objects based on their size.

Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

Description of Activities and Setting

First, I would ask my students to come to the carpet. I would say Students,
we have been talking about ways to classify objects. What is one way we have
discussed?(CFU) Yes, thats correct, we have learned we can classify
objects based off of how big or small they are, which refers to their size.
Next, I would have them close their eyes and think about what a rabbit feels
like, then a bird. I would ask them to imagine what a kitten would feel like
and a fish. This is opening up the door to texture without directly saying it.
Next I would have my students line up and we would take a field trip outside.
I would give each students a camera that they will use during their
experimentation to take pictures. I would give each of the students a sheet to
record on. I want them to find 4 objects outside and take a picture of it and
write down what it feels like. After they did this I would have them sit down
outside with me in a group and we do a little discussion about what they
enjoyed about this little exercise. When we go back inside I will have the
students upload their pictures to my computer and I will print them out and
have them glue them to their recording sheet they wrote on outside.
I will now have the kids turn and talk to people closest to them and share what
objects they found and how each object felt. Then I would call on individual
students to share one of their objects and explain how it felt. I would then ask
the students which of their five senses (taste, smell, sight, hearing, or touch)
they used to do this activity. (CFU) Next I would explain that using touch can
help us feel things and describe what the object feels like. So students, the
point of this little activity was to show you how you can classify objects based
off of how they feel. This is called texture.
Next, I would have my students do an activity to help reinforce what texture is
and a few examples of different textures. I would have construction paper and
every students would get a piece and trace their hand and cut it out. Next in
the middle of the hand write the definition of texture: how something feels.
Then label each of the fingers with: soft, smooth rough, hard, and bumpy. I
would have cotton balls for them to glue on for soft, a little square of
sandpaper for rough, macaroni for hard, waxed paper for smooth, and a few
beans for bumpy. As they work on this we would do it one texture at a time. I

Time

5. Evaluate
Assessment Methods of
all objectives/skills

would pick one of the five objects and ask the students to decide which finger
to glue it on based off the texture. After we finished, I would let them dry and
hang them up on a board in the classroom labeled: A Handy Way to Figure out
Textures.
For the formative assessment, it will be the questions I asked the students
while we were doing the project such as telling me which texture the object
matched. Summative assessment would include having the students at the end
write their favorite type of texture and why it is that texture.

6. Assessment Results of
all objectives/skills
Targeted Students Modifications/Accommodations:
For ADHD students I would reduce them to only
having to find 2 objects to limit distraction. I would
have them sit at the front of our discussion outside after
they find their objects. I would also have them sit close
to me when we re-enter the classroom to make the hand
texture projects so in case they get off task I can easily
reinforce their attention.

Student/Small Group Modifications/Accommodations

Materials/Technology: Cameras, construction paper, scissors, beans, macaroni, sandpaper squares, cotton balls, pencils,
and recording sheets, and glue.
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______