KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Sarah Klick and Tricia Lattanzio Date: Cooperating Teacher: Group Size: Allotted Time : One Hour Coop. Initials Grade Level: Third Grade

Subject or Topic: Five Senses

Section

STANDARD: 10.1.3.B: Identify and know the location and function of the major body organs and systems. circulatory respiratory muscular skeletal digestive I. Performance Objectives (Learning Outcomes): The third grade students will label the parts of the nose by completing a worksheet. The third grade students will learn the parts of the nose by watching a BrainPOP video. II. Instructional Materials Smartboard iPads BrainPOP Jr. Smell video (http://www.brainpop.com/health/bodysystems/smell/) Brown paper bags Scented objects (air fresheners, lemons, soap, bananas, cotton balls, oranges, etc) Film containers Plates Cups (not clear) Blindfold III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills 1. How to use a smartboard 2. How to use an iPad 3. Knowledge of the five senses B. Key Vocabulary 1. Olfactory: relating to, or concerned with the sense of smell

2. Odor: the quality of something that stimulates the sense of smell, a sensation resulting from such stimulation 3. Dissolve: to mix or cause to mix with a liquid so that the result is a liquid that is the same throughout 4. Cilia: one of the tiny hair like structures of many cells that make lashing movements 5. Receptor: a cell or group of cells that receives stimuli 6. Nerve: one of the stringy bands of nervous tissue connecting the nervous system with other organs and carrying nerve impulses 7. Olfactory Bulb: either of two small round structures projecting from the lower surface of the brain above the nasal cavity that transmit stimuli from the olfactory nerves to other areas of the brain for processing 8. Concentration: the amount of an ingredient or part in relation to that of others C. Big Idea: Parts of the Nose D. Content IV. Implementation A. Introduction 1. Students sit in groups of four 2. Ask students if they can name the five senses in their groups (sight, hearing, touch, taste, smell) 3. Each student will have a brown paper bag with a scent. 4. The students will open their bag and guess based on the object they have in their bag, which sense they will be learning about that day. 5. Explain that students will be learning about another one of their senses, the nose. B. Development 1. Show the BrainPOP Jr. video on the smartboard (http://www.brainpop.com/health/bodysystems/smell/) 2. After the video, review the concepts mentioned in the video 3. Have students get into groups of four 4. Each student will have a vocabulary sheet 5. As a group, the students will use their iPad to define the vocabulary words using the following websites a) http://www.wordcentral.com/ b) http://www.wordsmyth.net/ c) http://dictionary.kids.net.au/ 6. After students are done, as a class, the students will review the vocabulary to make sure they have it right. 7. Split the class up in half. 8. Explain to the students that they will be doing stations and they will be spending 15 minutes at each of the two stations available. In station 1, the students will receive film containers with small holes

on the top. Each film container will be labeled 1-10. Each member of the group will take turns smelling the contents of the film container. Each student will then record what they thought was in each film container on a sheet of paper. After the students have filled out their sheets of paper, the teacher will then tell the students what was in each film container. In station 2, the students will have a partner. The students will then decide which student will be blindfolded first. The student that is not blindfolded will lift the cup from the plate (without looking) a little bit for the student blindfolded to smell the object underneath. The blindfolded student will then tell the nonblindfolded student to record his or her answers. After the blindfolded student has smelled all of the objects, the partners will switch. After this activity is done, the teacher will tell the students what was in each. After the students have completed their station, they will answer the four questions on the board and hand them into the teacher. Each student will have completed two sets of these four questions (one for each station) What objects did you smell? Were there any objects that smelled odd or different? What was your favorite object to smell? Which object was the most difficult to figure out? 9. After the students have spent the 15 minutes at the station, they will switch. The students that started in station 1 will now be in station 2 and the students that started at station 2 will now be at station 1. C. Closure 1. After students have cleaned up, remind the students that every sense is important, if we take away one sense; all of the others are affected in some way. D. Accommodations/Differentiation 1. Vision Impaired: the student will sit in the front of the room when working on the board and smartboard. Directions can be read allowed to student if needed. E. Assessment/Evaluation Plan 1. Formative a) Collect the vocabulary worksheet b) Collect the questions for each station 2. Summative a) There is no summative for this lesson V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan

B. Personal Reflection 1. Was my introduction clear? 2. How can this lesson be improved? 3. Was my information clear? VI. Resources (Resources did not have authors) http://www.eduplace.com/marketing/expsci/pdf/166010_matterandheat/act_166010_2.pd f http://www.brainpop.com/health/bodysystems/smell/ http://www.wordcentral.com/ http://www.wordsmyth.net/ http://dictionary.kids.net.au/