BYU-Idaho Preschool Lesson Plan

PHASE #2
Lesson Plan #22
Lab 3
5 Senses
Date:
Monday, March 14th 2016
Supervisor: Amy Saunders
Lead Teacher: Mary Catherine Tingle
Children and Learning/Development Goals:
1.
Katherine
a.
Goal: Social skills.
b.
This lesson plan will help Katherine develop her goal as she
interacts with other in the dramatic play area as they children
pretend that they are in a post office.
2.
Kaybri
a.
Goal: Fine motor.
b.
This lesson plan will help Kaybri develop her goal as she uses
fine motor skills to paint with a spray bottle.
3.
Carleigh
a.
Goal: Use big girl voice/no baby talk
b.
This lesson plan will help Carleigh develop her goal as she
interacts with other children at the sensory table and talks about
how the water marbles feel.
4.
Simon
a.
Goals: Letter recognition
b.
This lesson plan will help Simon develop his goal as we use
experiment with bamboo letters.
5.
Kyler
a.
Goal: Be less shy around adults
b.
This lesson plan will help Kyler develop his goal as he interacts
with teachers at gathering time and small focus.
6.
Aaron
a.
Goal: Fine motor
b.
This lesson plan will help Aaron develop his goal as he uses fine
motor skills to paint with a spray bottle.
Preassessment and Findings:
What

do we use our nose for?

Brynlie: To wipe it.
Kinzlee: We touch it.
Katherine: Wipe.

Jayda: Sneeze.

Todd: Blowing

Kassidy: Pick it with our

finger.
1

Reise: Skeletons.
Brock: Smelling.
Aaron: To walk.
Brooklyn: To smell.
Carleigh: I dont know.

What

do we use our eyes for?

Brynlie: For closing them.
Kinzlee: We touch them.
Jayda: To look.
Todd: To look.
Kassidy: For checking.
Harper: Looking.

What

do we use our ears for?

Brynlie: Hearing.
Kassidy: Pick icky stuff out.
Katherine: To listen.
Jayda: Listening.
Todd: To hear.
Simon: Listening.
Reise: Hearing ghosts.
Brock: To hear.
Avery R.: Earrings.

Harper: Hearing.

What

do we use our mouth for?

Brynlie: Talking.
Katherine: Talk.
Jayda: To eat.
Todd: To eat.
Kassidy: To use toothpicks.
Aaron: Biting.
Brooklyn: Talk and laugh.
Carleigh: Talk.
Simon: Talking.
Reise: Eating food.
Brock: Talking.

What

do we use our hands for?

Brynlie: Holding hands.
Katherine: To hold hands.
Jayda: To eat.
Todd: To grab things.
Kassidy: For scrubbing.
Avery R.: Scratching.
Harper: Grabbing.

From the pre-assessment I learned that for the most part, the children
understood things that they could do with their nose, eyes, ears, mouth, and
hands - but they mainly gave me specific answers about what they could do
with them instead of addressing their senses. From this I decided that the
areas I want to work with them on were tasting and smelling.
Ideas to be Emphasized:
1. We have five senses: smelling, seeing, hearing, tasting, and touching.
2. We use our nose to smell.
3. We use our mouths to taste.
Preschool Concepts or Skills:
1. Body parts
2. Wh- questions
3. Colors

Assignments:
Sandra Self-Selected

Mauri Floater/Runner/Snack

Mauri Small/Focus Groups

Amy Booth/ Photographer

Amy Outdoor play

Bridgette Greeter/Walkie (Lead Teacher)

Bridgette Snack

Sandra Data Collector

Special instructions for the day: Talk with the children during self
selected and small focus activities about the senses that they are using.

SELF-SELECTED ACTIVITIES 8:20 - 9:50 a.m.

Literacy Activity: Whered it go? (during closing circle)
Books: My Five Senses by Aliki (W25), Little Red Riding Hood by David McPhail
(D9), If You Give a Mouse a Cookie by Laura Joffe Numeroff (N5), If You Give a
Mouse a Muffin by Laura Joffe Numeroff (N4)
Materials, Special SetActivity Name
Description/Activity Objective
up
*Creative Art: Activity Description: The art tables
Butcher paper, spray
Kool-Aid
will be covered in white butcher paper. bottles RR1
Paints
There will be pieces of construction
Light colored
(#6)
paper set out as well. Spray bottles
construction paper
will be set out for the children to use
WR
and will be filled with different Kool-Aid Kool-Aid - IWP
flavors to paint with. Children will use
Smocks Laundry

*Manipulative
s: Making
Music
(#5)

*Math:
Bamboo
Letters
(#4)

*Science:
Color Touch
Boards
(#4)

*Sensory
Table: Water
Marbles
(#5)

their sense of smell to identify what

the different colored paints smell
like.
Child Objective: Children will develop
their fine motor skills as they paint
with spray bottles.

Room

Activity Description: Children will

explore their sense of hearing as they
make music with different instruments.
Bongos, rhythm sticks, chimes,
tambourines, and egg shakers will be
set out on the table near the piano for
the children play with. Teachers will
encourage the children to be soft with
the instruments.
Child Objective: Children will develop
their gross motor skills as they
manipulate musical instruments.
Activity Description: Bamboo letters
will be set out on the table for children.
They will use their sense of sight to
match and build the letters.
Child Objective: Children will develop
cognitive skills as they match letters.

Bongos, rhythm sticks,

chimes, tambourines,
egg shakers WR
cabinets

Activity Description: Color touch

boards will be set out on the science
table. Teachers can model for the
children how to use their sense of
touch to make color changes on the
boards. If the children just came from
outside and their hands are cold the
boards may not work teachers should
help children run their hands under
warm water to help warm them up.
Child Objective: Children will develop
cognitive skills as they make the
connection that when they touch the
board with their hands, it changes
colors.
Activity Description: The sensory
table will be filled with water, water
marbles, and sensory tools. The
children will use their sense of touch as
they experiment with the water

Color touch boards

RR1

Bamboo letters RR2

#47

Water marbles,
sensory tools (cups,
scoops, funnels, etc.)
RR2

marbles.
Child Objective: Children will develop
fine motor skills as they work with the
water marbles.
*Blocks:
Foam Blocks
(#6)

Activity Description: Foam blocks

will be set out with the regular wooden
blocks in the block area. Children will
use their sense of touch as they work
with blocks of different textures.
Child Objective: Children will develop
fine motor skills as they build
structures with the blocks.

Foam blocks RR2 #27

*Dramatic
Play:
Post Office
(#5)

Activity Description: The dramatic

play area will be set up with mailboxes,
envelopes, papers, and pencils. The
children will get to write letters to their
friends and send them in the mail.
They will use their sense of hearing as
they verbally communicate with each
other in the dramatic play area.
Child Objective: Children will develop
social skills as they interact with other
children.

Mailboxes (2),
envelopes RR2
Papers WR
Pencils Classroom

Description: Water color paint, paint

brushes, and containers of water will
be set out for children along with paper
for the children to paint on. They will
develop fine motor skills as they
manipulate the paintbrushes.
Description: Simple puzzles with big
pieces will be set out for the children.
The will develop cognitive skills as they
focus on putting the puzzles together.

Water color paints,

paint brushes,
containers RR1

Alternatives:
Creative Art:
Water Color
Paint

2nd: Puzzles

Puzzles - Classroom

ROTATING SNACK
9:00-9:50 a.m.
Granola Bars and Juice
OUTDOOR PLAY
9:10-9:50 a.m.
Playground
Gross Motor:
Description: If there is snow on the

Location: South
Tunnel - GG

Through the
Tunnel

ground, the tunnel will be set out for

the children on the sidewalk. If there is
now snow and they ground and it is not
too muddy, the tunnel will be set out in
the grass for the children to crawl
through.
Child Objective: Children will develop
gross motor skills as they use their
arms and legs to crawl through the
tunnel.

*2nd: Kool-Aid
Paints (#4)

Activity Description: Spray bottles

Spray bottles, butcher
will be set out for the children to use
paper, tape RR1
and will be filled with different Kool-Aid
flavors to paint with. If there is snow on Kool-Aid - IWP
the ground, the children can paint the
snow. If there is no snow, then teachers
can tape butcher paper to the side
walk and children can paint on that.
Children will use their sense of smell to
identify what the different colored
paints smell like.
Child Objective: Children will develop
their fine motor skills as they paint
with spray bottles.

3rd: Golfing

Description: Golf set will be set out

for the children to play and experiment
with outside.
Child Objective: Children will develop
gross motor skills as they swing the
golf clubs.

Golf set GG

CLEAN UP
9:50-9:55 a.m.
Its clean up time at preschool, its time for girls and boys
To stop what theyre doing, and put away their toys.
*Sing twice.
GATHERING TIME
9:55-10:10 a.m. or 2:55-3:10 p.m.
Transition
Where is Thumbkin? Y1
Activity Name
Description

Materials

1. What do we
do with these?

2. We use our
nose to smell.

3. We use our
mouth to taste.

I will have pictures of a nose, mouth,

ears, eyes, and hands on popsicle
sticks. I will hold them up one at a time
and ask the children what we do with
each one. After I allow them to guide
the discussion I will begin to explain to
them
We have five senses and our senses
use our nose, mouth, ears, eyes, and
hands! Our five senses are smelling
(hold up nose) everyone sniff with me!,
tasting (hold up mouth) pretend to
taste something yummy!, hearing
(hold up ears) everyone be really quiet
what do you hear?, seeing (hold up
eyes) look around the room do you
see something red, blue, etc.?, and
touching (hold up hands) everyone
touch the carpet what does it feel
like?
We use our nose to smell. What are
some things that you like to smell?
What are some things that you dont
like to smell?
I have some things and I want you to
tell me if you think they smell good or
stinky! Place items in a good
smelling pile and a stinky pile.
We use our mouth to taste. What are
some things that you like to taste?
What are some things that you dont
like to taste?
I have some things and I want you to
tell me if they taste sweet, salty, or
sour! Place in three separate piles.

Pictures on popsicle
sticks - IWP

Pictures (flowers,
cookies, candles, trash,
a skunk, etc.) - IWP

Food (fruit, cookies,

pretzels, crackers,
lemons, gummy
worms) - IWP

SMALL FOCUS GROUP

10:10-10:25 a.m.

Group #1
Katherine
Kaybri
Carleigh
Simon

Group #2
Aaron
Brock
Harper
Avery K.

Group #3
Jayda
Brooklyn
Avery R.
Kinzlee

Group #4
Kassidy
Todd
Reise
Kaycee

Kyler
Your Activity
Transition to Small
Focus Groups

Description & Objective

I will give each child a picture of a red or
yellow mouth or a blue or green nose.
Each color will go with a different teacher
for small focus.

We use our nose to Description: Each child will get to smell

smell.
cups that have different items in them.
Children and teachers will discuss what
the different items smell like. After
smelling and discussing, teachers will read
a book to the children in their groups.
After reading the book, teachers can
discuss the five senses with the children
and have them draw a picture of
themselves either smelling, tasting,
seeing, hearing, or touching something.
Objective: Children will develop cognitive
skills as they connect different smells to
different items.

We use our mouth

to taste.

Description: Children will be given

different kinds of food (bite sized pieces)
to taste. They will discuss with their
teachers what each item tastes like (salty,
sweet, sour). After tasting and discussing,
teachers will read a book with the children
in their groups. After reading the book,
teachers can discuss the five senses with
the children and have them draw a picture
of themselves either tasting, smelling,
seeing, hearing, or touching something.
Child Objective: Children will develop
cognitive skills as they connect different
tastes to different foods.

Brynlie
Materials
Picture of red
mouth, yellow
mouth, blue
nose, and green
nose -IWP
Plastic cups,
vanilla, vinegar,
cinnamon, KoolAid Kitchen
My Five Senses
by Aliki (W25)
Little Red Riding
Hood by David
McPhail (D9
Paper WR
Colored pencils,
markers,
crayons Classroom
Pretzel, Cheezit, fruit, cookie,
lemon, gummy
worm IWP
Plastic cups,
napkins
Kitchen
If You Give a
Mouse a Cookie
by Laura Joffe
Numeroff (N5)
If You Give a
Mouse a Muffin
by Laura Joffe
Numeroff (N4)
Paper WR

Colored pencils,
markers,
crayons Classroom
CLOSING CIRCLE
10:25-10:40 a.m.
Transition
Simon Says (1 Body Parts) Y18
Description
Activity Name
Review
Use a puppet to review with children what they
learned at small focus. When you were sitting at
the tables, raise your hand if you got to smell
different things. Raise your hand if you got to taste
different things. What kind of things did you smell?
What kind of things did you taste?
What do we do
Okay, now that we have gotten to taste and smell
with these?
different things I want you to tell me what these
things do again! Hold up the pictures of nose,
mouth, eyes, ears, and hands and ask the children
what each one does.
Tarzan action
https://www.youtube.com/watch?v=Mp1Hrp_JwqQ
song
Teachers and children will sing the song and act out
the actions. The song continues to get faster and
faster each time.
Tarzan was climbing up the vine, Jane and the
monkey came down. Swinging swinging from side
to side, until they hit the ground. Then Tarzan said,
Im hungry. Jane said, Me too! The monkey
said, Eee eee! They all sat and ate the food.
Chomp, chomp. Mmm good. Chomp, chomp. Mmm
good. Chomp, chomp. Mmm good. Chomp, chomp.
Story/book
I will read My Five Senses with the children and talk
about our five senses.
Music

Phonemic
Awareness

5 Senses Tune of Where is Thumbkin?

Five senses, five senses.
We have them, we have them.
Seeing, smelling, tasting,
Hearing, touching/feeling.
Five senses; we have them.
We will play Bippity Boppity Bumble Bee
Teacher: Bippity Boppity Bumble Bee, Will You Say
Your Name for Me?

Materials
Boy or girl
puppet WR

Pictures
IWP

Song
IWP

My Five
Senses by
Aliki (W25)
Lyrics IWP

Bumble
Bee finger
puppet WR

The child responds, Jennifer.

Teacher Lets all say it. And the class says her
name out loud, while clapping once for each
syllable.
Teacher: Lets all whisper it. And the class
whispers her name, while quiet-clapping the
syllables again, once per syllable.
Teacher and class: Bippity Boppity Bumble Bee,
Thank You For Saying Your Name For Me!
Repeat with another student and his/her name.
Rhyming Basket I will place objects in a basket/container and let
each child choose one. We will name each object
that the children have. Then I will say something
like, Who has something that rhymes with cat?
Then a child will hold up an object that rhymes, like
a hat. Teachers will help assist children with this.
I Had a Tiny
Turtle

Sound Monster

Whered it go?

All of the children and teachers will stand up and

sing the song as they act out the motions. We will
sing at least twice.
I had a tiny turtle his name was Tiny Tim, I put him
in the bath tub to see if he could swim. He drank
up all the water, he ate up all the soap, and now
my tiny turtle has bubbles in his throat! Bubble
bubble bubble bubble bubble bubble bubble bubble
bubble bubble bubble, POP!
I will have a monster (made out of a small plastic
flip-lid trashcan) that only eats words that start
with certain sounds. The children will be given
different pictures and if their picture starts with the
sound that the monster eats, they can put their
picture in his mouth.
I will have big colored letters taped on the felt
board. I will have the children turn around and I will
hide a picture of a nose or a mouth behind one one
of the letters. Then the children will turn around
and take turns (I will do this when there are 3-4
children left) guessing which letter it is behind.

WORDS TO SONGS & FINGERPLAYS:

Basket/co
ntainer
R1
What
Rhymes
bag - WR
Lyrics IWP

Monster
- IWP

Colored
letters,
pictures of
a nose
and mouth
- IWP

5 Senses Tune of Where is Thumbkin?

Five senses, five senses.
We have them, we have them.
Seeing, smelling, tasting,
Hearing, touching/feeling.
Five senses; we have them.
Tarzan Action Song
Tarzan was climbing up the vine, Jane and the monkey came down. Swinging
swinging from side to side, until they hit the ground. Then Tarzan said, Im
hungry. Jane said, Me too! The monkey said, Eee eee! They all sat and
ate the food. Chomp, chomp. Mmm good. Chomp, chomp. Mmm good.
Chomp, chomp. Mmm good. Chomp, chomp.
I Had a Tiny Turtle
I had a tiny turtle
His name was Tiny Tim,
I put him in the bath tub
To see if he could swim.
He drank up all the water,
He ate up all the soap,
And now my tiny turtle
Has bubbles in his throat!
Bubble bubble bubble
Bubble bubble bubble
Bubble bubble bubble
Bubble bubble, POP!
RESOURCES:
Pinterest
https://www.youtube.com/watch?v=Mp1Hrp_JwqQ