Sense of Touch Krista Dean

Grade: 2

I. ObjectivesA. Given balloons students will be able to touch and predict what the contents of the balloons are using descriptive words.

o Students will identify different textures and explain why an object may be classified as a certain texture.

o Students will describe the contents in the balloons and the coffee can after touching them.

o Students will explore their senses through hands on experiences working with the balloons and coffee can.

o Students will identify various textures around their classroom by using the sense of touch.

B. Process Skills o Students will explore the 5 senses through activities using touch. o Students will predict what the contents of the coffee can are.o Students will predict what the contents of the balloons are.o Students will justify their predictions by describing textures of objects.o Students will use their hands to touch materials.o Students will formulate ideas of what the contents in the coffee can

and balloon are. o Students will identify textures around the classroom by using their

sense of touch. C. Purpose

o “Today we are going to be practicing scientific inquiry by exploring our senses and investigating textures using our hands!”

D. Assessmentso I will assess student’s schema through questioning at the beginning of

the lesson and by listening to students describe objects in the coffee can throughout the anticipatory set.

o Throughout the lesson I will be observing verbal and nonverbal cues of student understanding.

o While students are working independently on the “room search” I will be circulating the classroom to observe and gauge student understanding.

o If students do not understand the material or need further instruction I will re-teach.

o I will collect student’s hypotheses worksheets from their balloon activity as well as student’s “room search” sheets to assess their understanding of touch and using descriptive words to identify textures and things we feel.

II. Concept InformationA. Concept : Students will be learning about the 5 senses and specifically the

sense of touch. The students will learn how to identify objects by using descriptive words and through hands on experiences. The students will also be reviewing the use of tally marks by tallying the number of objects in a certain category of texture after charting their discoveries.

B. The Teacher should know: o Students’ background knowledge of the topic (the 5 senses and

more specifically, touch) o Students’ background knowledge of tallying o Different learning styles and levels amongst students. o Any allergies to foods/content that the students may be exposed to

or touching throughout the lesson C. Common Core Standard(s):

o Speaking and Listening 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions b. Build on others’ talk in conversations by linking their comments to the remarks of others.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

o Writingo Recall information from experiences or gather

information from provided sources to answer a question.

D. State Standards o SCI.2.4.1 2010 Identify parts of the human body that can be

used as a toolE. National Science Education Standards (NSES)

o Content Standard A: Science as inquiryo Students should develop:

Abilities necessary to do scientific inquiry Understandings about scientific inquiry

III. Safety Concernso Students placing balloons in their mouthso Students breaking balloons with contents in themo Students throwing materials

o Students touching things in the classroom during their “room search” that they are not suppose to.

o Student allergies IV. Materials

o Coffee can with objects o Texture Pictureso Balloons filled with “mystery contents”o Scavenger Hunt Charto Hypotheses Chart for balloon activity o Dry erase boardo Dry erase markero Pencil

V. ManagementA. Grouping

o Students will be working with their table groups made up of diverse achieving students and mixed genders while they are sitting in their desks and throughout their investigation time.

o Students will also be working as a whole group during discussions and investigations.

o Students may work with a partner while investigating textures and making hypothesis about the unknown contents.

B. Special Needs o Students with special needs or who may require additional support

after the initial lesson may buddy up to work with one of their peers during the independent work time.

o Students may be paired with a higher-level learner during independent practice so that the higher learner may provide additional help to their peer.

o Students will be able to refer to the whiteboard throughout the lesson for descriptive words to use when identifying different textures they feel/touch.

C. Behavior Management o Students will be working with their tables and peers throughout

their investigations. Each table will have the opportunity to receive a ticket throughout the group investigation. Students will also be able to receive a ticket independently during the “room search” they complete on their own.

o When students are behaving well and staying engaged in the lesson they will receive a ticket. If students are not cooperating I will re-direct them.

o Students who receive 3 tickets will have the opportunity to exchange their tickets at the end of the lesson for a prize or candy from Miss. Dean.

D. Materials Management o Materials will be in a bucket in the middle of the students’ tables

prior to the lesson. The teacher will instruct the student’s when they are allowed to take materials out of their buckets.

o Students will be instructed not to touch or play with the materials at their desk before the teacher instructs them to do so.

VI. Anticipatory Seto I will begin the lesson by holding up a coffee container filled with

objects of different shapes, sizes and textures. I will then say, “In this container I have some objects with different textures that are different shapes and different sizes. Does anyone think they can guess or predict what is in the container just from touching it?”

o I will then have several students attempt to hold or touch something from within the coffee can and ask them to hypothesize what the object is. I will have the students chosen describe the object to the rest of the class and allow time for the class to hypothesize what object their peer is describing.

o As students describe the objects I will write descriptive words used on the board. I will continue by saying, “Who can quietly raise their hand at their desk and tell me the texture of some things that we touch using a different word than the ones we have up on the board?”

VII. InstructionA. Problem : I will remind students that we learned about their five senses and

the importance of using our senses to experience the things around us. I will then ask students to think of things we use our hands for and say, “Today we are going to focus on your sense of touch, what kinds of things do we need our hands for or why do you think it is important that we are able to touch and feel things?”

o “I have some balloons with mysterious objects and substances inside of them and today I want you to figure out what the objects are by using your sense of touch.”

o First, let’s talk about our five senses. Does anyone remember what our five senses are or how we use them?

o Depending on student’s prior knowledge I will then say, “Our five senses include touch, taste, smell, hearing and seeing and help us to experience the things around us.”

o “Today we are going to be focusing on touch and you have already helped me by using some of these descriptive words to describe objects you felt in the coffee can.”

o “While we do our next activity I am going to pass around a hand that has several different textures on it so you can all have a chance to practice feeling or touching something and then identifying it as rough, smooth, hard, bumpy or soft.”Example:

o I will continue by saying, “now I have some pictures that I am

going to pass out to you and I want you to explain what your object is and what texture you think your object may have using one of these descriptive words when I call on you.”

o So, for example, if I have the word or picture sandpaper, I would describe my object by saying, “I have sandpaper and it is rough.”

o If however, you get an object or substance that is not one of these descriptive words, you will have to come up with another word to describe it and then write it on the board.

o I will then ask students if they have any questions while I pass out the pictures of objects and substances. Once students think that they know what texture their object has I will begin calling on students to share their object with the class. As a class we will then decide if their classification was correct or if another word may be used better to describe the object.

o Once students have described their object or picture to the class they will place their object on the board under their word category. Once students have finished they will have created a table consisting of descriptive words and pictures of things we may touch.

o I will then have the students tally how many objects were in each category by asking individuals to come to the board and show the class using tally marks, how many objects we were able to describe under a certain category.

Example:

ROUGH SMOOTH STICKY

Basketball Soccer Ball GumRock GlueBrick

III I II Tally Marks

B. Hypothesize: I will ask the students, “does anyone remember what a hypothesis is?” (An educated guess) Today we are going to be making hypotheses about what is inside of the coffee can and balloons. During the balloon activity students will be making hypotheses on their worksheets of what is inside their balloon.

C. Experimental Investigators: Then I will say, “Now that we know some ways to describe things we touch, I am going to give your table several balloons with objects or substances in them. Without looking inside of the balloon or sticking your hand inside of it, I want you to touch the balloon and try to hypothesize what is inside of the balloon with your group. Then I want you to write down what you think is inside of your balloons on your worksheet in the middle of your table as well as some words that describe how the object or substance feels.”

o I will then ask the students if they have any questions before allowing them to work in their groups.

o When students have identified all of their balloons and hypothesized what is in each one, I will reveal their contents. I will first ask students what they predicted was inside of each balloon and ask them to verify their answers by using descriptive words.

C. Draw Conclusions: o Next, students will be going on a search around the classroom to

find objects that fit certain categories. Students will be given 4 descriptive words of objects and items they may find in the classroom. Students will be instructed to draw and write out what each item they find is.

Rough Smooth Soft Hard

o Once students have found different objects or items in the classroom I will ask some students to share with the class what they found.

o I will then ask the students again why they think that touch is important to assess student understanding.

o I will collect student’s worksheets from around the classroom and their hypothesizing sheet for assessment.

D. Validity of hypothesis: After completing the balloon activity, students will have the opportunity to see what the contents of their balloons actually were. Once students discover the contents they can verify if their hypotheses were correct or incorrect. I will then ask, “was your hypothesis correct? Why or why not?” I will remind students that if their hypothesis was not correct it is okay because scientists are not always right either.

E. Closure: As a class we will then go through the items they described at the beginning of the class in the coffee can and what the items were. I will ask the students, “Did this fit your hypotheses about what was inside of the coffee can?” I will remind students during this time that if their hypothesis was not correct it is okay because scientists are not always correct when they write their hypotheses either. Students will also be able to discuss during this time what some descriptive words are for identifying textures and review what the importance of touch is.

VIII. Resourceso Standards

http://www.corestandards.org/http://www.nsta.org/publications/nses.aspxhttps://learningconnection.doe.in.gov/Standards/About.aspx?art=11

o Example of textures (hand) http://www.pediastaff.com/blog/pinterest-pin-of-the-week-learning-about-textures-6748

IX. Evaluation1. Were children able to hypothesize? 2. Were children able to collect information?3. Were children able to record results?4. Were children able to reach conclusions?5. Were children able to verbalize findings?6. Were children able to apply knowledge?

X. Self-Evaluation1. Was the lesson Successful?2. What would you do differently?

Materials/Resources: