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Lesson Plan in Science II

Ellien I. Panimdim                                                                              July 04, 2011

Student Teacher                                                                                         Date

Ms. Genalen M. Pepito                                                                        9:35-10:35

Student Teaching Mentor                                                                            Time

I. Objectives:

Given pictures and varied activities, the Grade II pupils with 80% accuracy

are expected to:

a. classify ways in taking care of nose, tongue and skin;

b. give importance in taking care of nose, tongue and skin; and

c. demonstrate the proper ways of taking care of nose, tongue and skin.

II. Subject Matter

Topic: Taking Care of Nose, Tongue and Skin

Concept: Our nose, tongue and skin are very important sense organs. We should

take care of them.

References: 1. Exploring and Protecting Our World by Camelita C. Coronel

et.al pp.30-31;

2. Science and Life by Adoracion G. Ahito, pp. 52-59; and

3. Science Adventures by Lorna A. Aporto, pp.16-20.

Materials:

• pictures
• strips of words
• worksheets

III. Procedure:

A. Motivation

The teacher will start the class through a song. She will introduce the song entitled “My Nose, Skin and Tongue” with the tune of Ten Little Indian Boys.

My Nose, Skin and Tongue

How to take care of your nose?

Use clean cloth to clean your nose.

Cover your nose when there is dust.

Avoid smelling objects too closely.

How to take care of your tongue?

Brush it gently after brushing your teeth.

Avoid eating food that is still too hot.

Keep your tongue clean at all times.

How to take care of your skin?

Wash your hands as often as needed.

Do not stay too long under the sun.

Wear clean clothes everyday.

B. Presentation

There will be a prepare strips of cartolina that contains sentences on how

to take care of our nose, tongue and skin. The teacher will ask the pupils to

classify the sentences according to the ways on how to take care of the said

sense organs.

Taking Care of Nose	Taking Care of Tongue	Taking Care of Skin

• Don't blow hard when you have a cold.
• Use soft, clean cloth or tissue paper to clean your nose.
• Avoid eating food that is still too hot.
• Brush your teeth gently after you brush your teeth.
• Wash your hands as often as needed.
• Wash cuts and wounds to prevent infection.
• Cover your nose when you are in dusty or dirty places.
• Avoid putting any pointed or small object inside your nose.
• Keep your tongue clean at all times.
• Avoid rubbing your skin with rough objects.
• Take a bath daily using soap and water.
• Eat plenty of fresh fruits and vegetables.
• Always wear clean clothes.
• Stay away from people with a cold and cough.
• Use umbrella to protect your skin from too much sunlight.

C. Comparison and Abstraction

1. Is it important to take care our nose, tongue and skin?

2. What are the things that we can get in taking care of the said sense organs?

3. What do you think will happen if you put any objects or small objects

inside your nose?

4. What will happen to your skin if you stay too long under the heat of the sun

without using an umbrella?

D. Application

Draw a happy face on the space before each number if the practice is good

and sad face if it is not.

_____ 1. Taking in foods that are too hot.

_____ 2. Bowing your nose gently when you have colds.

_____ 3. Consulting a doctor when you have a nose problem.

_____ 4. Using mild soap and water to remove dirt from the skin.

_____ 5. Putting pointed objects inside your nose.

IV. Evaluation

A. Circle the best answer.

1. What is one way of caring your nose?

a. using clean handkerchief to clean your nose.

b. smelling objects too closely.

c. putting small objects inside your nose.

d. blowing your nose very hard.

2. What will you use to protect your skin from too much sunlight?

a. sunglasses c. handkerchief

b. umbrella d. tissue paper

3. Which of the following you can describe because you can smell it?

a. voice of a classmate c. odor of a flower

b. color of a dress d. the sweet music

4. The following are the things you should use to clean your nose, except?

a. clean cloth c. soft cloth

b. tissue paper d. dirty handkerchief

5. What is one way of caring your tongue?

a. brushing the tongue regularly as you brush your teeth.

b. eating hot foods or even very cold drinks.

c. eating too much salty foods.

d. washing your mouth once a week.

B. Put a check if the practice is good and mark it wrong if it is not.

_____ 1. Brushing your tongue gently as you brush your teeth.

_____ 2. Rubbing your skin with rough objects.

_____ 3. Washing your mouth regularly.

_____ 4. Inhaling smoke from cigarettes.

_____ 5. Blowing your nose too hard when you have a cold.

V. Assignment

How well do you take care of your nose, tongue and skin? Put a check

under Yes or No.

QUESTION	YES	NO
1. Do you always carry a clean handkerchief?
2. Do you clean your nose with a hair clip?
3. Do you like to inhale smoke from cigarettes?
4. Do you stay close to people who have colds?
5. Do you take a bath every day?
6. Do you eat green leafy vegetables?
7. Do you drink plenty of water?
8. Do you take a very hot soup?
9. Do you clean your tongue with cotton?
10. Do you stay long under the heat of the sun?

Test Construction

I. Encircle the letter of the correct answer.

1.  What is one way of caring your nose?

a. using clean handkerchief to clean your nose.

b. smelling objects too closely.

c. putting small objects inside your nose.

d. blowing your nose very hard.

2.   What will you use to protect your skin from too much sunlight?

a. sunglasses                                        c. handkerchief

b. umbrella                                          d. tissue paper

3.   Which of the following you can describe because you can smell it?

a. voice of a classmate                        c. odor of a flower

b. color of a dress                                d. the sweet music

4.   The following are the things you should use to clean your nose, except?

            a. clean cloth                                       c. soft cloth

            b. tissue paper                                     d. dirty handkerchief

5.   What is one way of caring your tongue?

            a. brushing the tongue regularly as you brush your teeth.

b. eating hot foods or even very cold drinks.

c. eating too much salty foods.

            d. washing your mouth once a week.

6. Which of the following you can describe because you can smell it?

            a. voice of a classmate                                    c. odor of a flower

            b. color of a dress                                            d. the sweet music

7. You can tell that mother is cooking although you cannot see her.

            a. my skin can sense the smell.                        c. my eyes can sense the smell.

            b. my nose can sense the smell.                       d. my ears can sense the smell.

8. What is one way of caring your tongue?

            a. Brushing your tongue regularly as you brush your teeth.

            b. Eating hot foods or even very cold drinks.

            c. Eating too much salty foods.

            d. Washing your mouth once a week.

9. The following are the ways of caring your skin, except?

            a. Wash your hands as often as needed.

            b. Wash cuts and wounds to prevent infection.

            c. Rubbing your skin with rough objects.

            d. Taking a bath daily using soap and water.

10. Which of the following is the organ of smell?

            a. nose                                                             c. eyes

            b. ears                                                              d. tongue

II. Put a check if the practice is good and mark it wrong if it is not.

_____ 1.Brushing your tongue gently as you brush your teeth.

_____ 2.Rubbing your skin with rough objects.

_____ 3.Washing your mouth regularly.

_____ 4.Inhaling smoke from cigarettes.

_____ 5.Blowing your nose too hard when you have a cold.

_____ 6.Taking in foods that are too hot.

_____ 7.Blowing your nose gently when you have colds.

_____ 8.Consulting a doctor when you have a nose problem.

_____ 9.Using mild soap and water to remove dirt from the skin.

_____ 10. Putting pointed objects inside your nose.

Answer Key

I.

     1.    A

     2.    B

     3.    C

     4.    D

     5.    A

     6.    C

     7.    B

     8.    A

     9.    C

    10.   A

II.

     1.                                                                         6.X

     2.    X                                                                     7.X

     3.                                                                         8.     X

     4.    X                                                                     9.    

     5.    X                                                                     10.   

                                                                     This is my vide

Unit Plan in Science  

Unit Author
First and Last Name:  Ellien Panimdim
School District: Lapu-Lapu
School Name: Marigondon Lapu-Lapu City, Cebu
School City, State: Cebu

Unit Overview
Unit Plan Title:		Sense Organs
Curriculum-Framing Questions
	Essential Question	What are the five sense organs?
	Unit Questions	How do the five senses work?
	Content Questions	How to Use the Five Senses in Fiction? What are the functions of the five sense organs?
Unit Summary:
The purpose of this lesson is to teach students about the five senses while also integrating other content areas, such as language arts, social studies, and math. The lesson will satisfy the five senses, as well as other content area standards. This unit will also give students an authentic, real-life, and hands-on experience with the subject matter.

 

Targeted State Frameworks/Content Standards/Benchmarks:

Science I.A.1.a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations). I.B.1.a. Plan and conduct a simple investigation. Ask a question about objects, organisms, and events in the environment that could start an investigation. II.B.3.a Describe the five senses II.B.3.b Investigate using sensory organs associated with each of the senses. II.B.3.c Communicate using sensory descriptors. Language Arts K-R1.7 Continue recalling details in texts read aloud. K-C1.5 Demonstrate the ability to participate in conversations and discussions by responding appropriately. K-C2.5 Begin summarizing conversations and discussions. Math (Data Analysis and Probability) I.C.1 Display information by using object graphs, pictorial graphs, and tables. Social Studies K-5.4 Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models.

Student Objectives/Learning Outcomes:

1.       After listening to a book on the sense of taste, the students will participate in a food sampling activity and will create a chart that depicts the students’ favorite foods from the lesson’s food samples. The students must use sensory taste describing words. Also, the class must use the words less, more, and equal when analyzing the outcome of the taste chart. 2.       After listening to a book on the sense of touch, the students will participate in a touch bag activity as a group and must identify the objects in the bag using the sense of touch by completing a worksheet with 6/8 accuracy. (Discussion and questions within the small groups is encouraged) 3.       After listening to a book on the sense of hearing, the students will participate in a listening lotto game in which the students must listen for the sounds (which include sounds from our environment and the world) that match the pictures on the lotto/bingo card and mark them correctly on the card with 7/9 accuracy. 4.       After listening to a book on the sense of sight, the students will participate in a nature walk. During the nature walk the students must make visual observations and then record their observations through a drawing when they return to the classroom. The drawings must contain objects that were viewed during the nature walk. 5.      After listening to a book on the sense of smell, the students will participate in collage activity in which the students must categorize objects that smell good and bad after cutting them out of a worksheet, coloring them, and placing them in the correct column on a graphic organizer. The collages must be completed with 14/16 accuracy.

Procedures:

•    The teacher will open the lesson with some questions and then begin the book Taste       by Maria Rius, J.M. Parromon, and J.J. Puig. •    Tasting tally activity directions: •    Distribute the first tasting item, placing a small sample on each child's plate. Have      children taste each item at the same time. •    After tasting each item, have children describe it. •    After students taste each item, ask them to raise their hands if they liked that item. Write       the name of the item on the board and draw its picture. Then use tally marks to show       how many children liked it. •   Discuss the results. Ask questions such as: How many children liked carrots? Did more      children like pears or apples? Which food was the favorite? I.                    Sense of Taste A.  “Tasting Tally”        ♥ Students will taste different food samples and make a chart of their            favorites. II.                 Sense of Touch A.  “Touch Detectives”        ♥ Using their sense of touch, the students will place their hands in a brown            bag and feel around to decide what they think it is. The students will            discuss in their cooperative groups to help solve the mystery. III.               Sense of Hearing A.  “Listening Lotto”        ♥ This is a bingo type game in which the students listen for sounds on a tape            and match them to pictures on their game cards. IV.               Sense of Sight A.  “See and Draw Nature Walk”        ♥ Students go on a nature walk to observe with their sense of sight. When            they return, they will draw a picture of what they saw using their sense of            sight. V.                  Sense of Smell A.  “Scent Collage”        ♥ Students cut out pictures from magazines or the teacher can hand out a           worksheet of objects that smell. The students make a collage of pictures           that smell by placing them into categories of objects that smell good and           objects that smells bad.

Approximate Time Needed:

Completed within one chapter over a span of several days.  Activities take about 4-5 meetings.

Prerequisite Skills:

1.    The students will understand the sense of sight and complete a drawing of site observations from a nature walk. 2.    The students will understand the sense of hearing and experience it by participating in a listening lotto game. 3.    The students will understand the sense of touch and experience it by participating in a touch bag activity in which the students will identify objects using the sense of touch. 4.    The students will understand the sense of taste and experience it by actually tasting real samples.  The class will make a chart tallying how many people liked the different samples. The students will use taste describing words, such as salty, sour, sweet, bitter, and etcetera. 5.    The students will understand the sense of smell and complete a collage art activity.

Materials and Resources Required For Unit Books: § Hearing by Rius, Parramon, and Puig § Smell by Rius, Parramon, and Puig § Sight by Rius, Parramon, and Puig § Touch by Rius, Parramon, and Puig § Taste by Rius, Parramon, and Puig

 

Supplies:	Other Materials § Food samples (check for food allergies) § Plates/ utensils/napkins § Drinks § brown paper bags § 8 (safe) objects with various textures. § 21 copies of the touch worksheet § 21 lotto cards § Lotto markers for students § Crayons, markers, etc. § Drawing paper § Worksheets with various objects that smell good and     bad. § Glue, scissors § Graphic organizer for scent lesson
Internet Resources:	http://teachers.net/lessons/posts/3896.html
Others:
Accommodations for Differentiated Instruction
Student Assessment:	The students will be informally assessed throughout the unit through questioning, participation, and discussion. At the end of the unit the students will be assessed on whether or not they know all five senses and which body part is used with each sense. The students will be assessed individually by going with the aid and listing all five senses and the body part used orally. The assistant will use a checklist to assess and record the students’ answers. (A copy of the checklist is attached) Class participation with the chart activity and responses of more, less, and equal. • Observation of the students while tasting and discussing with their peers what it tastes like. • The students must tell what the sample tasted like when they tell the teacher if they liked or disliked it using sensory words (ex: sour, sweet, bitter, and c
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