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2Backwards Design Unit Plan Frame

Title of Unit Using Our Senses Grade Level 1/2

Entry Subject: Science

Integrated Subject(s) ELA, Arts. Ed

Time Frame 4-5 weeks

Developed By: Jasmine Runge School: Thomson Community School

Identify Desired Results (Stage 1)

Broad Areas of LearningHow are the BAL incorporated into this unit?

Cross Curricular CompetenciesHow will this unit promote the CCCs?

Lifelong Learners: Constructing and apply science to naturally build

positive disposition towards learning Bring curiosity about the natural and constructed

world. Discover and explore personal interests Sharing learning experiences with others, in a variety

of contexts.

Self, Community and Place: Strengthen their understanding of personal identity as

they explore connections between their won understanding of the natural and constructed world, including perspectives of; scientific and Indigenous

Strengthen their understanding of community as the explore how science can inform individual and community decision making

Interact experimentally with place-based local knowledge to deepen their connection and relationship with nature

Engaged Citizens: Explore connection between science, technology,

society, and the environment, experiencing opportunities to contribute positively to the environmental, economic, and social substantiality of local and global communities

Reflect and act on personal responsibilities to understand and respect their place in the natural and constructed world

Make personal decisions that contribute to living in harmony with their and the natural world

Developing Thinking: Construct knowledge to make sense of the world around them Develop an understanding by building and reflecting on their

observations and what they know, and others know Thinking contextually, creatively and critically students

depend their understanding of the natural and constructed world

Developing Identity and Interdependence: Learners to be aware of the natural environment, social and

cultural expectations and possibilities for individual and group accomplishments

Interdependence assumes the possession of a positive self-concept and ability to live in harmony with others in the natural and constructed world

Examine the interdependence among living things within local, national, and global environments and to consider the impact of individual decisions on those environments

Developing Literacies: Multi-faced literacies and provide a variety of ways; various

language systems and media to interoperates the world and express understandings of it

Involve the evolution of interrelated knowledge, skills, and strategies facilitating an individual ability to participate fully and equitably in a variety of roles and context- school, home, local and global communities

Collect, analyze and represent ideas and understanding the natural and constructed world

Developing Social Responsibility: Contribute positively to their social, physical, cultural, and

educational environments The ability to participate with others in accomplishing shared

or common goals Competency is achieved by using moral reasoning

processes, engaging in communitarian thinking and dialogue, and taking social action

Examine the impact of scientific understanding and technological innovations on society

Curriculum Explore the required goals and outcomes for grade/subject, including Treaty Outcomes Jot down ideas as you explore Choose specific outcomes after you identify Big Idea, draw concept map and design essential questions to drive

the unit of studyScience: SE1.1 (Lesson 1) (Lesson 2) (lesson 3) (Lesson 4) (Lesson 5) (Lesson 6) (Lesson 7) (Lesson 8) (Lesson 9) (Lesson 10) (Lesson 11) (Lesson 12) (Lesson 13) (Lesson 14) (Lesson 21) (Lesson 23) Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals. SE1.2 (Lesson 2) (Lesson 4) (Lesson 5) (Lesson 7) (Lesson 9) (Lesson 10) (Lesson 12) (Lesson 13) (Lesson 14) (Lesson 15) (Lesson 16) (Lesson 17) (Lesson 18) (Lesson 19) (Lesson 20) (Lesson 21) (Lesson 22) (Lesson 23) Explore how humans and animals use their senses to interact with their environment.

ELA: CR1.1 (Lesson 1) (Lesson 17) (Lesson 18)Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

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https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumOutcomeContent?id=27&oc=108473



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identity (e.g., All About Me) community (e.g., Friends and Family) social responsibility (e.g., Conservation) and relate to own feelings, ideas, and experiences.

CC 1.1 (Lesson 2) (Lesson 3) (Lesson 4) (Lesson 5) (Lesson 6) (Lesson 9) (Lesson 12)Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on:

identity (e.g., Feelings) community (e.g., Neighbourhood) social responsibility (e.g., Plants and Trees).

CC1.2 (Lesson 7) (Lesson 8)Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings).CR2.1 (Lesson 1) (Lesson 17) (Lesson 18)Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

identity (e.g., Just Watch Me) community (e.g., People and Places) social responsibility (e.g., Friendship) and make connections to prior learning and experiences

CC2.1(Lesson 2) (Lesson 3) (Lesson 4) (Lesson 5) (Lesson 6) (Lesson 9) (Lesson 12)Compose and create a range of visual, multimedia, oral, and written texts that explore:

identity (e.g., My Family and Friends) community (e.g., Our Community) social responsibility (e.g., TV Ads for Children) and make connections to own life.

CC2.2 (Lesson 7) (Lesson 8)Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.

Arts Ed.:CP 1.8 (Lesson10) (Lesson 11)Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).

CP 2.8 (Lesson 10) (Lesson 11)Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).

Big Idea: Enduring UnderstandingsWhat do you want students to understand and be able to use several years from now?

Understanding the 5 Sense

Key UnderstandingsWhat Understandings about the big ideas are desired? What outcomes/I can statements will lead to these understandings? What misunderstanding are predictable?

Essential Questions for deeper understandingWhat provocative questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

I can share what the 5 senses are I can tell you what body part that sense goes with I can show you where that senses is on my body I can say the word eye in Cree I can tell what sense the eyes have I can see different shapes, colours, sizes and other

objects with my eyes I can find different shapes, colours, sizes and other

objects in my environment and others I can say the word eye in Cree I can tell what sense the eyes have I can see different shapes, colours, sizes and other


objects in my environment and others I can say the word eye in Cree I can tell what sense the eyes have I can see different shapes, colours, sizes and other


objects in my environment and others I can show you where hearing is found on my body I can tell you what hear/ears is in Cree I can tell you what artificial sound is I can tell you what natural sound is I can tell the difference between artificial and natural

sound is

What are senses? What are the 5 senses? What body parts make up the 5 senses? Where are the senses on your body? What is the Cree word for eyes? What sense belongs with the eyes? Can you tell me different shapes you see? Can you tell me different colours you see? Can you identify shapes, colours, sizes and other objects

within your environment and others? What is the Cree word for eyes? What sense belongs with the eyes? Can you tell me different shapes you see? Can you tell me different colours you see? Can you identify shapes, colours, sizes and other objects

within your environment and others? What is the Cree word for eyes? What sense belongs with the eyes? Can you tell me different shapes you see? Can you tell me different colours you see? Can you identify shapes, colours, sizes and other objects

within your environment and others? Where is hearing on your body? What is hear/ears in Cree? What is artificial sound? What is natural sound? What is the difference between artificial and natural sound? Can you sort sounds into the 2 divisions? What is artificial sound? What is natural sound?

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I can sort items into the 2 divisions I can what artificial sound is I can share what natural sound is I can tell you where hearing is found on the body I can tell you what hear/ears is in Cree I can tell you the importance of hearing I can say what the purpose of hearing is I can say Taste/tongue in Cree I can define the different tastes such as bitter,

sweet, salty, and sour I can share my results with others I can say Taste/tongue in Cree I can define the different tastes such as bitter,

sweet, salty, and sour I can share my results with others I can smell I can show you where smelling is on my body I can identify different scents I can say smell in Cree I can Show you where touch is I can tell you what touch is I can say the types of textures I can share what soft feels like I can share what smooth feels like I can piece together different textures to share I can Show you where touch is I can tell you what touch is I can say the types of textures I can share what rough feels like I can share what hard feels like I can share what bumpy feels like I can piece together different textures to share I can share what sight is I can share what hearing is I can share what taste is I can share what smell is I can share what touch is I can identify my pickle I can sort items based on what sense they belong to I can sort what touch is I can sort what smell is I can sort what sight is I can sort what smell is I can sort what taste is I can sort items based on what sense they belong to I can sort what touch is I can sort what smell is I can sort what sight is I can sort what smell is I can sort what taste is I can imagine the 5 senses of what it would be like in

different places both realistic and imaginary I can share how to protect my 5 senses I can share how my 5 senses protect me I can learn my name in sign language I can start to understand different variations of

hearing aids, such as being deaf or hard of hearing I can share with a partner my name in sign language I can learn my name in sign language I can start to understand different variations of

hearing aids, such as being deaf or hard of hearing I can share with a partner my name in sign language I can learn what it means to be blind and with

struggling sight I can learn what aids for seeing are I can learn braille I can put the braille letters to my name I can make connections and give examples to what

Where is hearing found on our body? What is hearing/ears in Cree? What is the purpose of hearing? What is the importance of listening? Do you know what taste/tongue is in Cree? What are the different tastes? What does bitter taste like? What does sour taste like? What does sweet taste like? What does sour taste like? Can you share with others your thoughts? Do you know what taste/tongue is in Cree? What are the different tastes? What does bitter taste like? What does sour taste like? What does sweet taste like? What does sour taste like? Can you share with others your thoughts? do you know where smell is on your body? Do you know what a sense of smell is? Do you know what smell is in Cree? Can you identify different smells? Where is touch located? What is touch? What is a texture? What are different types of textures? Can you piece together different items according to their

texture? What does soft feel like? What does smooth feel like? What does bumpy feel like? What does hard feel like? What does rough feel like? Do I know what sight is and where its located? Do I know what smell is and where its located? Do I know what taste is and where its located? Do I know what touch is and where its located? Do I know where hearing is and where its located Can I identify my pickle? Do you know the 5 senses? Do you know how to sort objects based on the sense they

match? Where is hearing on your body? What is hear/ears in Cree? What is artificial sound? What is natural sound? What is the difference between artificial and natural sound? Can you sort sounds into the 2 divisions? Can you imagine the 5 senses and what they would be like in

realistic and imaginary places? How do we protect our 5 senses? How do our 5 sense protect us? What is a hearing aid? What is sign language? How do people who can’t hear communicate? What is a hearing aid? What is sign language? How do people who can’t hear communicate? What does it mean to be blind? What does it mean to struggle to see? What are aids for people who are blind? What are aids for people who struggle to see? Do animals share the same senses as us? Do animals have super senses? What are some super senses? Can you identify an animal’s super sense? What senses does that super sense belong to? What does your name feel like? What are the signs for yours and other names? Can you finish your super senses sheet? What are the 5 senses? What 5 senses can you think of that relate to Valentine’s

day? What are the 5 senses? What 5 senses can you think of that relate to Valentine’s

day?

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it means to be blind to struggling to see I can share animals’ super senses I can identify what sense the super senses belongs

to (eye, nose, tongue, skin, ears) I can sign my name and learn others I can feel my name I can finish my super senses sheet I can investigate the 5 senses and relate them to

Valentine’s day I can draw and color I can investigate the 5 senses and relate them to

Valentine’s day I can draw and color

KnowledgeStudents will know…

SkillsStudents will be able to…

What the 5 senses are Where the 5 senses are located on the body What the 5 senses are in Cree Different things associated with sight

Size Shape Color

What it means to blind Glasses Braille

Different things associated with hearing Natural sounds Artificial sounds

What it means to be deaf Sign language Hearing aid

Touch and its different textures Soft Smooth Rough Hard Bumpy

Different smells Different kinds of tastes and where they are found on

your tongue Sour Sweet Salty Bitter

How to sort items according to the sense How to keep our senses safe How our senses keep us safe

Sort items according to the sense they belong to Show where the different senses are located on the body Share what the 5 senses are Share things they see according to shape colour, and size Organize items between artificial and natural sound Organize items according to the texture they are Identify different smells Organize food according to the taste they have Learn how the senses protect us Learn how to keep their senses safe Aids with sight Aids with hearing

Assessment Evidence (Stage 2)

Performance Task Description

Regina Public Assessment PlanBE: Beginning to meet expectationPR: Progressing to meet expectationME: meeting expectationET: Establishing expectation (they know it and are ready to extend information)

Other Assessment Evidence

Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the outcomes? Identify both formative (for, as) and Summative (of) assessments you will use throughout the unit

For outcome

Indicate which outcomes you will gain evidence for and connect to specific assessment strategy.

Student Self-Assessment

How will students reflect upon or self-assess their learning?

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Pre- Assessment Asking questions to see what

they know

Formative Assessment Worksheets Anecdotal notes

Summative Assessment Worksheets Seesaw

SE 1.1 Anecdotal notes Worksheets Seesaw assessment

SE 1.2 Anecdotal notes Worksheets Seesaw assessment

Self- Assessment Having the students arise their hand with their

thumb to let me know if they know it or not Thumbs up: they got it Thumbs middle: they kind of have it Thumbs down: we need to try again to

understand Giving me 5. Showing with their fingers on a

scale of 1 through 5 how much they know or understand

1. They have no clue what’s happening 3. They somewhat get it 5. They got it and are ready for more

Learning Plan (Stage 3) Where are your students headed? Where have they been?

How will you make sure the students know where they are going?

What teacher resources will you need to support your knowledge in this unit?

My co-op Janine EA’s Different websites for information on what are being

taught to the class Children’s books Whiteboards Nutritionist Dianne Library

What student resources will you use in the learning experiences to meet the outcomes?

Various worksheets Library Kitchen Children’s books

What community resources will you engage (guest speakers, elders, field trips)

Elder Sharon kitchen

How will you integrate Treaty Outcomes and Indicators? Did not use Treaty outcomes in this unit

Differentiated Learning: Adaptive Dimension in Practice

What adaptations will you make in:

A. Content (Resources): The “WHAT” Various activities: hand on, worksheets, physical

activity Including the students in what is best for them

B. Process (Instruction): The “HOW” Offer students more time to work on the activities Offer multi ways to do the activity: drawing, writing Asking questions throughout Building on prior knowledge Whole group activities Small group activities Partner projects Individual assignments

C. Product (Assessment): The “Show What You Know” Offering assistance in the writing portions Allowing additional time for activities

D. Learning Environment: The “WHERE” Working in other areas of the classroom At the back table On the floor Story corner

What management/engagement strategies will you use?What procedures need to be in place?

Waiting Grade 1’s and 2’s Kiddos Dial it in Timer Count down Time out Setting an expectation

What displays, artifacts and bulletin boards will you include in the unit?

Bulletin board of the student’s hands for textures Sharing with other students the work they have done Sharing this sign language names

How will you hook or engage students at the beginning of the unit? (motivational set)

Welcoming them for the day Asking them how they are feeling Asking questions about the day’s topic for prior knowledge Posing questions for deeper thinking and helping class with

discussion

Learning Plan: Lesson FramesWhat events will help students experience and explore the Big Ideas (enduring understandings) and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?

Lesson 1: Essential Question(s) Introduce the topic of the 5 senses Writing the vocabulary words with pictures on paper for a visual for the kids to see as going through it have them point to the body parts. Then a game where they are pointing to their body parts (maybe using the Cree words). Finish by reading them the book My

Differentiated Instruction/Adaptive Dimension Using visual information in

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five Senses by Aliki

Outcomes and indicators SE 1.1 Investigate characteristics of the five traditional external senses (i.e., sight,

sound, smell, touch, and taste) in humans and animals.

(a) Identify each of the senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.

CR 1.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

identity (e.g., All About Me) community (e.g., Friends and Family) social responsibility (e.g., Conservation) and relate to own feelings, ideas,

and experiences.(c) Relate aspects of stories and characters from various texts to personal feelings and experiences.(d) Show awareness of the experiences and ideas of other persons encountered through texts.

CR 2.1Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

identity (e.g., Just Watch Me) community (e.g., People and Places) social responsibility (e.g., Friendship) and make connections to prior

learning and experiences.

(c) Connect situations portrayed in texts (including First Nations and Métis texts) to personal experiences and prior learning.

Instructional Strategies/Process/Learning Tasks/Experiences Bring kids to story corner Introduce topic Bring up vocab words and matching images Have students come up to match them on the board with marker Bring up poster with all the matching senses and words Sensory game Read them the My Five Senses book Using verbal, visual, auditory, and tactile instructional strategies

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Pre assessment/ formative assessment (discussion and demonstration)

words and pictures Using auditory teaching Using tactile teaching Group and individual work

Resources/Materials https://www.scholastic.com/

teachers/lesson-plans/teaching-content/making-sense-our-senses/

Matching cards Sensory poster My Five Senses by Aliki (book)

Management/Engagement/Procedures Grade ½’s Kiddo’s Listening with our whole body,

heart and mind Looking at the board

Lesson 2: Introduction to Sight (Miskisik [miss-key-sick])Talking to the students about what sight is. Asking them if they remember what body part we use for sight and teaching them what the word eyes is in Cree. Talk with them how with sight we can see different colours, shapes, and sizes all of which make up objects. Hand out the little booklet for our I Spy game. Students will go throughout the school and depending on weather outside. Here they will fill out their booklets answering questions. Finish with bring them back to the classroom and asking what kinds of things they saw throughout the school.

Outcomes and indicators

SE1.1Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals.


(b) Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre).

SE1.2Explore how humans and animals use their senses to interact with their environment.

(c)Record observations of various environments (e.g., classroom, gymnasium, school yard, library, and cafeteria)(i)Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).

Differentiated Instruction/Adaptive Dimension For those who can’t write they

could just draw their picture Keeping the activity just in the

classroom

Resources/Materials https://

www.adabofgluewilldo.com/five-senses/

I Spy work booklet Demonstration sheets Approval to other rooms Pencils Coloring materials

Management/Engagement/Procedures

Grade ½’s Kiddo’s Listening with our whole body,


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https://www.adabofgluewilldo.com/five-senses/



https://www.scholastic.com/teachers/lesson-plans/teaching-content/making-sense-our-senses/



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CC1.1Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on:


(a) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility.

CC2.1Compose and create a range of visual, multimedia, oral, and written texts that explore:

identity (e.g., My Family and Friends) community (e.g., Our Community) social responsibility (e.g., TV Ads for Children) and make connections to own life.

(a) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues and make connections to own life.

Instructional Strategies/Process/Learning Tasks/Experiences Go over what body part goes with the sense of sight Teach them sight/ eyes in Cree Use demonstration cards and talk about shapes, colours and sizes (asking

questions) Hand out I Spy booklet Explain activity Take them to the library Bring back to the classroom to fill out and colour booklet Hand booklet in to finish

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Pre-assessment/ formative assessment (discussion and demonstration and

booklet completion)

Lesson 3: Continuation of Sight (Miskisik [miss-key-sick])The students continue on with what they have been doing from the day before. Today only staying in the classroom, but are encouraged to use alternative seating while working on the assignment

Outcomes and indicators SE1.1Investigate characteristics of the five traditional external senses (i.e., sight,


(a)Identify each of the senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.

(b)Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre).


(c)Record observations of various environments (e.g., classroom, gymnasium, school yard, library, and cafeteria)



(b) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility.

CC2.1Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., My Family and Friends) community (e.g., Our Community) social responsibility (e.g., TV Ads for Children) and make connections to own

life.(b) Use words, symbols, and other forms, including appropriate technology, to

express understanding of topics, themes, and issues and make connections to own life.

Instructional Strategies/Process/Learning Tasks/Experiences



classroom Having differentiated seating



I Spy work booklet Demonstration sheets Approval to other rooms Pencils Coloring materials Alternative seating



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Refresh on what body part sight is Refresh on what sight/eyes is in Cree Hand out I Spy Booklets Tell them they can sit throughout the classroom Back to the classroom to colour and finish up Hand booklet in to finish

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Pre-assessment/ formative assessment (discussion and demonstration and of

booklet completion)

Lesson 4: Continuation of Sight (Miskisik [miss-key-sick])Continuing on from the past two days still working in the booklet



(a)Identify each of the senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.(b)Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre).


(c)Record observations of various environments (e.g., classroom, gymnasium, school yard, library, and cafeteria)



(c) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility.


life.

(c) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues and make connections to own life.

Instructional Strategies/Process/Learning Tasks/Experiences Refresh on what body part sight is Refresh on what sight/eyes is in Cree Hand out I Spy Booklets Take them to the kitchen Take them past the gym Back to the classroom to colour and finish up Hand booklet in to finish


booklet completion)



classroom



I Spy work booklet Demonstration sheets Approval to other rooms Pencils Coloring materials



Lesson 5: Introduction to Hearing (Nitohta [Nit-toe-tah])Students will be learning about the difference between artificial and natural sounds and also being reminded of where we hear on our bodies and how to say hear/ears in Cree. We will listen to sounds and identify and then do with worksheet glue on pictures to where they think the items belong


SE1.1 Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals.


Differentiated Instruction/Adaptive Dimension Having them write the words and

draw the pictures instead of gluing

Just playing sounds and having them mark where it could go

Resources/Materials Glue Pencil Worksheet demonstration cards squares sheet sound effects

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(d) Discriminate among various natural and artificial sounds that humans can hear.

(j) Communicate questions, ideas, and intentions while conducting explorations of the human senses.

SE 1.2 Explore how humans and animals use their senses to interact with their environment.

(i)Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).

CC1.2 Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings).

CC2.2Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Ask them if they remember where hearing is found on our bodies and what part

that is Teaching them hear/ears in Cree Tell them what artificial and natural sounds are and the difference Play sounds for them to guess to as whole class Hand out worksheet and square cards Have them complete worksheet


worksheet completion)

https:// www.teacherspayteachers.com/Product/Natural-and-Artificial-Sounds-1704238

https://www.youtube.com/watch? v=sGkh1W5cbH4

https://www.youtube.com/watch? v=153xbn1k2H8

https://www.youtube.com/watch? v=RigyRr5B_gY

https://www.youtube.com/watch? v=nZFFjn9nOwU


heart and mind Looking at the board timer

Lesson 6: Continuation of Hearing (Nitohta [Nit-toe-tah])Watching a video on the importance of listening and then talking about the purpose of it and the danger

Outcomes and indicators SE1.1 Investigate characteristics of the five traditional external senses (i.e.,

sight, sound, smell, touch, and taste) in humans and animals.


(d)Discriminate among various natural and artificial sounds that humans can hear.

(e)Explain the purposes (e.g., detecting danger, navigation, and communication) of hearing in animals and humans.

(j)Communicate questions, ideas, and intentions while conducting explorations of the human senses.



Instructional Strategies/Process/Learning Tasks/Experiences Asking the what they remember about sound from last time Asking about artificial al and natural sound and some examples Reminding them what sound is in Cree

Differentiated Instruction/Adaptive Dimension Have them write on a sheet for

self-evaluation instead of raising a hand

Resources/Materials Projector Video https://www.youtube.com/

watch?v=HH0rQiwKtSs hearing demonstration cards


heart and mind Looking at the board timer

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https://www.youtube.com/watch?v=HH0rQiwKtSs

https://www.youtube.com/watch?v=HH0rQiwKtSs

https://www.youtube.com/watch?v=nZFFjn9nOwU

https://www.youtube.com/watch?v=nZFFjn9nOwU

https://www.youtube.com/watch?v=RigyRr5B_gY

https://www.youtube.com/watch?v=RigyRr5B_gY

https://www.youtube.com/watch?v=153xbn1k2H8

https://www.youtube.com/watch?v=153xbn1k2H8

https://www.youtube.com/watch?v=sGkh1W5cbH4

https://www.youtube.com/watch?v=sGkh1W5cbH4

https://www.teacherspayteachers.com/Product/Natural-and-Artificial-Sounds-1704238



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Talk about the importance of listening Play the video for them Ask them the good and bad things that happened when he listened and when he

didn’t The danger of not listening Reward of listening

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Pre-assessment/formative assessment (seeing who is adding to group discussion

and paying attention Self-assessment (putting up fingers to show how well they think they know it)

Lesson 7: Introduction to Taste (Miton [Me-toon])Introduce the sense of taste and the four different types of tastes that people consume; sour, sweet, bitter, and salty. Explain to the kids what those types may taste like, using examples. Students will try the food then mark on their chart what taste they think it is and then as a class guess what food it is and tell them where it goes on the chart and ask them why they picked what they did.

Outcomes and indicators SE1.1 Investigate characteristics of the five traditional external senses (i.e., sight,




(h)Categorize foods as sweet, sour, salty, or bitter, and compare results with others.

(j)Communicate questions, ideas, and intentions while conducting explorations of the human senses

SE 1.2 Explore how humans and animals use their senses to interact with their environment.(i)Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).



Instructional Strategies/Process/Learning Tasks/Experiences Ask students what they know about taste If they remember where they find taste on their body Tell them what taste is in Cree (Miton [Me-toon]) Let them know we have 4 different tastes; bitter, sweet, sour, salty and show them

the picture of the tongue Talk and explain bitter and what it tastes like and give examples Talk and explain sour and what it tastes like and give examples Talk and explain sweet and what it tastes like and give examples Talk and explain salty and what it tastes like and give examples Tell them that we are going to be doing a taste test experiment Take tell them that we are going to be trying different foods and your going to have

to check which box they think it goes in (show them the sheet while doing this) Take them to kitchen Hand out the sheets and pencils Do experiment only with 4 foods Tell them we are going to do more foods tomorrow Take back the sheets Take them back to the room and done



Differentiated Instruction/Adaptive Dimension Using different foods Working with a partner Giving just verbal recognition of

what category they think the food goes in

Resources/Materials Worksheet Answer key Toothpicks Little cups Lemons Coffee beans Dark chocolate Chia seeds Mango Olives Pretzels Apple cider vinegar



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Lesson 8: Continuation to Taste (Miton [Me-toon])Food experience. Have different kinds of food cut up and have the kids not see it. then have them taste it blindly and guess what the fruit is and what type of taste is has, either being; sour, sweet, bitter, or salty. Continuing on from last lesson and doing the second half of the foods.





(h)Categorize foods as sweet, sour, salty, or bitter, and compare results with others.

(j)Communicate questions, ideas, and intentions while conducting explorations of the human senses



Instructional Strategies/Process/Learning Tasks/Experiences Remined them of what taste is in Cree (Miton [Me-toon]) Ask them if they remember the 4 types of tastes; bitter, sweet, sour, salty Show them the tongue picture Tell them we are going to be doing the food experience again Remind them of how the worksheet is done Take them to the kitchen Hand out the worksheets and pencils Explain activity again to them Start food experience Asking questions though out and discussing Tell them that’s it for taste Take back worksheets and pencils Go back to room Have them say taste in Cree again (Miton [Me-toon]) and done



Differentiated Instruction/Adaptive Dimension Using different foods Working with a partner Giving just verbal recognition of

what category they think the food goes in

Resources/Materials work sheet Answer key Toothpicks Little cups Lemons Coffee beans Dark chocolate Chia seeds Mango Olives Pretzels Apple cider vinegar Pencils



Lesson 9: smell (Miskiwan [miss-key-wahn])Investigating different smells and identifying what it is



(a)Identify each of the senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.


(c)provide examples of their favourite and least favourite sounds, smells, tastes, colours, and textures

Differentiated Instruction/Adaptive Dimension Writing the words Drawing a picture using a check mark different groups

Resources/Materials Worksheet Labels for containers Cree word Smell containers Cinnamon Landry detergent Pickles Basil groups



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CC1.1Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on: identity (e.g., Feelings) community (e.g., Neighbourhood) social responsibility (e.g., Plants and Trees).

(d) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility.


life.

(d) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues and make connections to own life.

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Ask them where smell is on their body and what body part we use to smell (have

them point to it) Ask them some of their favorite scents and some they don’t like Tell them about the acidity They’ll be in groups and be going around to the 4 different stations smelling the

containers and guessing what’s in them, filling out the worksheet Do activity Bring together to go over and ask what they liked and what they didn’t like

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (who filled out the worksheet and correct answers on

worksheet and who participated in discussion)

Lesson 10: Introduction to Touch (Sa- min-na)Talk to them about touch and how we use this every single day and the importance of it. bringing the idea that there are different textures that help us identify things, such as hard, soft, rough, hard, smooth using many different materials. They will be given a hand and will have to cut it out and then glue on different materials that match the textures we cover that day and glue it to the finger that matches its description.


sound, smell, touch, and taste) in humans and animals.(a)Identify each of the senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.

(b)Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre)

(c)Provide examples of their favourite and least favourite sounds, smells, tastes, colours, and texture

(f)Investigate the sensitivity of different parts of the body to the touch of various materials (e.g., sandpaper, metal, cloth, satin, leaves, and wood)


SE 1.2 Explore how humans and animals use their senses to interact with their environment.(i)Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell

Differentiated Instruction/Adaptive Dimension Just drawing Just writing out Using different materials

Resources/Materials Hand worksheet Demonstration sheets Different materials for the hand

matching, hard, soft, smooth, rough, and bumpy

Glue scissors



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(g) Assess the ability of humans and other animals to distinguish among various smells SE 1.2 Explore how humans and animals use their senses to interact with their

environment.(i)Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).

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help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).

CP 1.8 Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).(b)Identify and explore many different textures, shapes, and forms in own surroundings and in art works.

CP 2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).(f)Classify different kinds of textures using own words (e.g., rough, smooth, soft) and apply observations to own work.

Instructional Strategies/Process/Learning Tasks/Experiences Introducing the idea of different textures Tell them what touch is in Cree Explain how touch isn’t just our hands Explain what touch is and how it’s a sensation Tell them well be doing an activity to look at the different textures of soft, smooth,

rough, bumpy, and hard Tell them they’ll pick a hand and then glue on items that they think match those

words Let them pick their materials and start working on the first 2 types of textures

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative and summative assessment (gluing the correct textures onto the write

names on the hand and seeing if they payed attention in the mini lesson as to what each texture may be like)

Lesson 11: Continuation of Touch (sa-min-na)Talk to them about touch and how we use this every single day and the importance of it. bringing the idea that there are different textures that help us identify things, such as hard, soft, rough, hard, smooth using many different materials. They will be given a hand and will have to cut it out and then glue on different materials that match the textures we cover that day and glue it to the finger that matches its description.



(b)Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre)

(c)Provide examples of their favourite and least favourite sounds, smells, tastes, colours, and texture

(f)Investigate the sensitivity of different parts of the body to the touch of various materials (e.g., sandpaper, metal, cloth, satin, leaves, and wood)


CP 1.8 Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).(b)Identify and explore many different textures, shapes, and forms in own surroundings and in art works.

CP 2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).(f)Classify different kinds of textures using own words (e.g., rough, smooth, soft) and apply observations to own work.

Instructional Strategies/Process/Learning Tasks/Experiences Remind them of what touch is in Cree Ask them what the idea of the sensation of touch is Go over what they did yesterday and some examples of things they used for the

first 2 types of textures Tell them that today we are doing the same but finishing our hands and completing

the last 3 types of textures.

Differentiated Instruction/Adaptive Dimension

Just drawing Just writing out Using different materials

Resources/Materials Hand worksheet Demonstration sheets Different materials for the hand

matching, hard, soft, smooth, rough, and bumpy

Glue scissors



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Let them work on their hands and to hand them in

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative and summative assessment (gluing the correct textures onto the write

names on the hand and seeing if they payed attention in the mini lesson as to what each texture may be like)

Lesson 12: Conclusion to 5 senses pt. 1 Reading the book and enjoying pickles





(c) Provide examples of their favourite and least favourite sounds, smells, tastes, colours, and textures.

(d) Discriminate among various natural and artificial sounds that humans can hear.

(e) Explain the purposes (e.g., detecting danger, navigation, and communication) of hearing in animals and humans.

(f) Investigate the sensitivity of different parts of the body to the touch of various materials (e.g., sandpaper, metal, cloth, satin, leaves, and wood).

(g) Assess the ability of humans and other animals to distinguish among various smells.

(h) Categorize foods as sweet, sour, salty, or bitter, and compare results with others.


(a)Pose questions that lead to exploration and investigation of human and animal senses.(b)Record observations about specific objects (e.g., apple, pencil, shirt, and tree) in their environment using all of their senses as appropriate.

CC1.1 Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on:


(e) Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility.

CC2.1Compose and create a range of visual, multimedia, oral, and written texts that explore:

identity (e.g., My Family and Friends) community (e.g., Our Community) social responsibility (e.g., TV Ads for Children) and make connections to

own life.(e) Use words, symbols, and other forms, including appropriate technology, to

express understanding of topics, themes, and issues and make connections to own life.

Instructional Strategies/Process/Learning Tasks/Experiences Read the book Give them pickles Talk about the sound of the pickle Talk about the taste of the pickle Table about the texture of the pickle Table about the smell of the pickle

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (who can answer the questions on the pickle related to the

5 senses)

Differentiated Instruction/Adaptive Dimension Only writing for worksheet Only drawing on the worksheet

Resources/Materials Worksheet Pickles I can hear pickles book



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Lesson 13: Assessment to 5 Sense pt. 1On the iPads the kids will log on to their seesaw account and complete the 5 senses sorting assessment



(b)Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre).(i)Sort objects and materials according to characteristics (e.g., colour, shape, texture, odour, sweetness, and loudness) related to one or more senses.


(a)Pose questions that lead to exploration and investigation of human and animal senses.

Instructional Strategies/Process/Learning Tasks/Experiences Explain the stations 1 is playing the sense game roll the dice and the player who says a obkect with that

sense first wins the round 2 is filling out the worksheet 3 is completing the seesaw assessment independently Do the stations Done

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Summative Assessment (Having them complete the activity on seesaw to see

what they know)

Differentiated Instruction/Adaptive Dimension Having them do a hands-on

sorting

Resources/Materials Scanning Code iPad or device Seesaw app Worksheet Dice game



Lesson 14: Assessment to 5 Sense pt. 1 take 2 On the iPads the kids will log on to their seesaw account and complete the 5 senses sorting assessment



(b)Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre).(i)Sort objects and materials according to characteristics (e.g., colour, shape, texture, odour, sweetness, and loudness) related to one or more senses.


(a)Pose questions that lead to exploration and investigation of human and animal senses.

Instructional Strategies/Process/Learning Tasks/Experiences Remind them of the 3 stations Complete the stations Done

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Summative Assessment (Having them complete the activity on seesaw to see

what they know)

Differentiated Instruction/Adaptive Dimension Having them do a hands-on

sorting

Resources/Materials Scanning Code iPad or device Seesaw app Worksheet Dice game



Lesson 15: imaginationWe will read a book and then we will explore different environments closing our eyes and imagining what we might see, touch, taste, smell, and hear

Outcomes and indicators SE 1.2 Explore how humans and animals use their senses to interact with their

environment.(d)Imagine, and compare with others, possible sensations that students would likely experience in other environments based on representations (e.g., stories,

Differentiated Instruction/Adaptive Dimension Writing what they imagine on

paper Acting out what they are

imagining Drawing what they are

imagining

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pictures, and videos) of those environments.

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Read them the book Clos our eyes and find imaginary places As them what they see, smell, taste, hear, and touch

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (making mental notes as to who participated and could

mention items)

Resources/Materials Book



Lesson 16: Safety Go over how to keep our 5 senses safe and then match items that would be examples of how to keep them safe


environment(e)Explain and follow given safety procedures and rules when using the senses to observe (e.g., explain the danger to health of tasting unknown materials and the reasons for wafting odours towards the nose rather than smelling directly).(i) Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).(j)Discuss dangers associated with using the senses to examine the environment (e.g., eating some foods may cause allergic reactions, breathing in certain odours may cause illness, sharp edges can cut skin, extremely loud sounds can damage hearing, and looking at the sun can cause eye problems).

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to story corner Tell how we are going to talk about how we can keep our senses safe so that they

can keep us safe Talk about examples Do demonstration done

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (Who is participating and with me)

Differentiated Instruction/Adaptive Dimension Drawing pictures to show Writing to show

Resources/Materials Demonstration sheets



Lesson 17: Hearing hard of and deafRead them a book and introduce sign language to them. Asking what they know about being deaf or hard of hearing and what some aids are to compensate for that


environment(f)Assess the function of aids (e.g., glasses, hearing aids, raised Braille alphabet, sign language, and guide dogs) that support peoples' differing abilities to sense their environment.



and experiences.(a)View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.(d)Show awareness of the experiences and ideas of other persons encountered through texts.



learning and experiences.(a)View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experience

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to story corner Ask them what they know about deaf people and hard of hearing

Differentiated Instruction/Adaptive Dimension Drawing pictures to show Writing to show Whole group instead of partner

work

Resources/Materials Story book Sign language master sheet Sign language cards Sign language name tags



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Read them the book Learn all the letters of sign language

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (making mental notes as to who participated and who is

able to learn and share their sign language name)

Lesson 18: Hearing- Hard of and Deaf continued Ask them what they remember about the day before and have them learn their name in sign language ad share





and experiences.(a)View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.(d)Show awareness of the experiences and ideas of other persons encountered through texts.



learning and experiences.(a)View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experience

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to story corner Ask what they remember about yesterday’s lesson Tell them that today we are going to learn our name and other names in sign

language Partner them up They work Bring back to story corner Pinch together and share with others their sign language name



Differentiated Instruction/Adaptive Dimension Drawing pictures to show Writing to show Whole group instead of partner

work

Resources/Materials Story book Sign language master sheet Sign language cards Sign language name tags



Lesson 19: sight bind or hard of sightAsking what it meaning to be blind and hard of sight and what some aids are to help those people and making our names in braille



CR 1.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., All About Me) community (e.g., Friends and Family) social responsibility (e.g., Conservation) and relate to own feelings, ideas, and

experiences.(a)View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.(d)Show awareness of the experiences and ideas of other persons encountered through texts.

CR 2.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., Just Watch Me)

Differentiated Instruction/Adaptive Dimension Guide those through it marking

where they need to color

Resources/Materials Story book Name tags Braille alphabet



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community (e.g., People and Places) social responsibility (e.g., Friendship) and make connections to prior learning

and experiences.(a)View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experiences

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Introduce the idea of sight aids Talk to them about being blind or hard of sight Read the book Send to desks Make braille name cards



Lesson 20: Super SensesTalk about senses and how animals have special adaptations when it comes to senses and how depending on the animal, they have super senses that help them survive in the wild.


environment.(k)Describe different sense organs and/or adaptations that enable various animals to accomplish their daily tasks (e.g., bats use echolocation to find prey, cat's pupils dilate to see in low light, bees can sense ultraviolet light, scorpions can have up to 12 eyes, elephants can hear extremely low sounds, and hawks have excellent vision).

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Ask them what they know about animals and super senses Go over some examples together Send to their desks Watch video Hand out sheets Have them draw and animal using their super sense Hand in

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (who remembers the senses we discussed and filling out

the worksheet realistically)

Differentiated Instruction/Adaptive Dimension Just drawing Explaining to me verbally

Resources/Materials Worksheet Video https://www.youtube.com/

watch?v=Hq9pywA6vJE Colors pencils



Lesson 21: Wrap up of sensesGoing over feeling our name in Braille, learning each other’s names in sign language and finishing up on our super senses sheet


sound, smell, touch, and taste) in humans and animals. SE1.2 Explore how humans and animals use their senses to interact with their

environment.

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Tell them how today is going to be a little bit of everything and some finish up stuff

for science because we are going to be finished the 5 senses this week and after the break starting on social

Send back to the desk hand out super senses sheet for those who are not done hand out the braille cards for those who are 5 mins to finish them up we all feel our names in braille hand out other people’s sign language names and learn someone else’s name in

sign language and then switch

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (looking at who is participating in learning of their braille

names and other sign language names and the completion of the super senses worksheet)

Differentiated Instruction/Adaptive Dimension Working throughout the room Giving help to those who need

assistance

Resources/Materials Braille name cards Sign language name cards Super senses work sheet



Lesson 22: wrap up of senses- valentines editionRead a valentine’s story to them and introduce the idea connecting the 5 senses and things that are valentines related


Differentiated Instruction/Adaptive Dimension Alternative seating Just drawing

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https://www.youtube.com/watch?v=Hq9pywA6vJE

https://www.youtube.com/watch?v=Hq9pywA6vJE

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SE1.2 Explore how humans and animals use their senses to interact with their environment.

Instructional Strategies/Process/Learning Tasks/Experiences Bring them to the story corner Read a valentine’s daybook Ask questions throughout the book on the 5 senses Explain the heart 5 senses activity Give it to them Work on activity Hand in to continue tomorrow

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (self-evaluation and observing who is participating) Summative assessment (completion and accuracy with the 5 senses and

Valentine’s day)

Resources/Materials Pencils Coloring supply’s Heart sheets Scissors

Management/Engagement/ Procedures Grade ½’s Kiddo’s Listening with our whole body,


Lesson 23: Wrap up of senses- valentines editionFinishing up on our valentine’s day 5 senses activity and playing Miss. Runge says


sound, smell, touch, and taste) in humans and animals. SE1.2 Explore how humans and animals use their senses to interact with their

environment.

Instructional Strategies/Process/Learning Tasks/Experiences Bring to story corner Miss. Runge says game Continue on with activity

Assessment (formative (for/as), summative (of)), Student reflection and self-evaluation Formative assessment (self-evaluation and observing who is participating) Summative assessment (completion and accuracy with the 5 senses and

Valentine’s day)

Differentiated Instruction/Adaptive Dimension Alternative seating Just drawing

Resources/Materials Pencils Coloring supply’s Heart sheets Scissors



Assess and Reflect (Stage 4)Considerations CommentsCELS & CCC’s: Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world?

I have given many different opportunities within the unit for the students to have different experiences. The students got to investigate the 5 senses in different ways and get into depth on those with a hand on, physical, and writing component. Students have to work on their own, with partners, small groups, and whole class. Students got to investigate different places in the school such as the kitchen, library, gym, and classroom. Completing hands on activities, work sheets, and active activities.

Required Areas of Study: Is there alignment between outcomes, performance assessment (GRASPS) and learning experiences?

The assessments that are used cover summative assessment including a self- assessment rubric, seesaw activity, anecdotal notes, and worksheets. All assessments line up with the science outcomes within the 5 senses strand. All activities cover multiple outcomes both within the science subject and cross curricular.

Student Evaluation: Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes?

There are multiple formative assessments, completion of work and observation of students, there is also summative assessment being a seesaw activity and multiple worksheets/ activities. Students will also be doing some self-assessments as well.

Instructional Approaches: Do I use a variety of teacher directed and student-centered instructional approaches?

Most of the lesson start with a teacher directed introduction, using that as the hook, then the lessons go into the teacher and students, asking the students what is expected, finally the students will work on what is being done, then it goes back to teacher directed. For other lessons it is just student centred, such as them giving presentations, or work periods.

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students?

For students who require further support: Having students work in pairs or groups where they can have support

from other stronger students Allowing drawing rather than just writing Allowing students to ask questions for assistance

For students who need extension/challenge Having them work with weaker students Giving extra work, such as an additional fun activity

Resource Based Learning: Do the students have access to various resources on an ongoing basis from a wide variety of worldviews, perspectives and voices?

Students will experience different perspectives and how different senses work having them and not. Also bringing in the Elder to talk about how they use the 5 senses.

FNM/I Content and Perspectives/Gender Each lesson is structured to not be exclusive to any child’s identity.

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Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each child’s identity?

Differences are encouraged and students are allowed and encouraged to share topics they may have relating to this units’ topics related to where they may come from.

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