Lesson Touch, # 7 Date To be determined

Subject/Grade Time
Grade one science 60 minutes
Level Duration
Unit Senses Teacher Miss. Carmichael

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1-9 Use the senses to make general and specific observations, and communicate
Learning observations orally and by producing captioned picture.
Outcomes:
Specific 3. Apply particular senses to identify and describe objects or materials
Learning provided and to describe living things and environments. Students
Outcomes: meeting this expectation will be able to describe characteristics, such as
colour, shape, size, texture, smell and sound.

LEARNING OBJECTIVES
Students will:
1. Apply the sense of touch to identify objects found in nature based on their touch words
2. Describe the characteristics of objects using descriptive sensory touch words
ASSESSMENTS
Observations: Are students finding the objects in nature based on their touch words
(1)
Can students describe the characteristics of objects using descriptive
sensory touch words (2)
Key Questions: What touch word does your object go with and why? (1)
How does the object feel? (2)
Products/Performance Touch items gathered by students
s:
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Alberta program of studies- science Paper bags (1 per pair)
Ashbrook, P. (2007), Recording sensory words. Touch words (list for each pair)
Science and Children, 45(4), 18-20 Whistle (1)
Felt (1)
Golf ball (1)
Lego piece (1)
Tape (or glue) (1)
Slipper (1)
Sandpaper (1)
Screw (1)
Silk (tie) (1)
Clay (1)
Ear plugs (1)
Cold pack (or zip lock bag with ice) (1)
Ziplock bag (1)

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 Paper bag-touch (introduce next lesson)

Chart (sponge activity)

PROCEDURE
Prior to lesson Have all of the lesson material accessible and ready to go, e.g. touch
objects, paper bags and touch words
Introduction (5 minutes)
Consider: Students sit on carpet at front of class (large class discussion)
Attention Grabber
Assessment of Prior
Knowledge Attention Grabber: Today we are going to do a scavenger hunt, outside,
Expectations for Learning as we learn more about our senses!
and Behaviour
Advance
Organizer/Agenda Assessment of prior knowledge: Ask students to close their eyes and
Transition to Body think back to when they woke up that morning, and to visualize the first
thing they felt with their hands. Tell students not to say what it is, but
to remember how it felt. Then, ask all students to open their eyes.
Choose a few students to tell you not what the object is, but how it feels,
e.g. soft, hard, prickly etc. and record those words on chart paper. Sound
out the words, ask the class to repeat the words, and then re-read all the
words on the chart together as a class (developing vocabulary/reading)

Today we are going to learn more about using descriptive sensory words
to describe how an object feels

Transition to body: Students are already sitting on the carpet. I will have
the bag of hidden touch objects next to me. (some students may notice
the bag and ask, and I will use this to create interest in the lesson-we will
find out soon)
Body (50 minutes)
Consider: Learning Activity 1: How objects feel (large class discussion)-10 mins
Variety of Learning Styles
Hold up an object and ask: What word or words would you use
Questioning throughout
Differentiation for to tell someone how this object feels when you touch it? (e.g.
students soft, hard, bumpy, furry, smooth, rough, slippery, cold, squishy)
Focused formative
assessment
Clarify vocabulary (what does soft mean?)
Pass around different objects to students, one at a time to start-
felt (soft), golf ball (hard), Lego piece (top-bumpy), tape (sticky),
slipper (furry), sandpaper (rough), screw (pointed/sharp), silk tie
(smooth), clay (squishy), ear plugs (squishy), cold pack (cold),
Ziplock bag (slippery). Ask students to feel the object with their
hands or skin and to identify the texture (how it feels)
Choose students to identify the object and describe the texture
(make sure everyone has a turn)
Record information on a chart
Felt Golf Ball Lego Piece

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 Soft Hard Prickly
Bumpy Sharp
When the chart is complete, ask students to chant the words
as a class as you point to them (to practice reading)

Formative Assessment
Observation: Listen to students responses. Are they using the correct
touch word to describe the object

Differentiation
Adaptations for students who need extra help
Students can be given a list of touch words to choose from
Students can be given prompts on how to describe the texture, e.g. is it
soft? Bumpy? Hard?
If a student identifies the incorrect texture, ask, can you show me
another object in the classroom (or outdoors) that has that texture
Extension for students with high ability
Student can describe the object using more than one descriptive sensory
touch word
Student can identify additional textures that can be found in the
classroom

Learning Activity 2: Scavenger hunt-outdoor (pair grouping)-25 mins

Tell students we are going to go outside to find different objects
that match the touch words on the list
Discuss safely and explain boundary (must stay on the grass in
the school ground, must be able to see me at all times, if you
cant see me, then you have gone too far, do not touch any
trash, if unsure do not touch it, do not put anything in your
mouth). When you hear the whistle, stop what you are doing and
quickly walk over to me.
Students will work in groups of two, and each group will get a list
of touch words and a paper bag
Their job is to find an object that matches each touch word and
to put the item into their bag (to get one object for each touch
word). To be shared with the class when we return to the
classroom
Show the touch words on the board. Read them as a class, make
sure students can read and understand the touch words. Ask
students to think about what object they could find outside that
is rough (smooth, sticky, fuzzy, etc.) and choose a few students
to share their answer.

Transition to outdoors:
Ask students to stand next to the nearest person with the same
coloured shoes (that is their partner)
Tell students to put on their jacket and line up at the door with

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 their partner, and once lined up, I will hand out the supplies (give
each pair a list of touch words and a paper bag)
Tell students to quietly read the touch words together and to
think of something outside that might match their touch words.
Tell students as a class we will walk quietly outside and review
the boundaries, then they may go and start their scavenger hunt
Once outside, show boundaries, and ask a few students, what
are the boundaries? (Stay on grass, must see teacher etc.).

Tell student they will have about 15 minutes to find their objects
and when they hear the whistle, they must stop what they are
doing and quickly walk over to me (and I will tell them to line up
at the door to go back inside)
Students will find objects that match their touch words and put
them in the bag

Formative Assessment
As students are gathering their objects, I will walk around, observe
groups, and ask key questions to assess learning (What does squishy feel
like? Can you show me a squishy object? Why do you think that object is
squishy? Why is this object colder than that object?) I will offer
suggestions and provide feedback.
Students are finding objects that match their touch words.

Differentiation
Adaptations for students who need extra help
Students can be provided with an example of an outdoor object for each
touch word
Students can draw or write the objects instead of gathering them
Extension for students with high ability
Students can identify additional touch word(s) and find the matching
object(s)

Transition to indoor: Blow the whistle, students will quickly walk over to
me and I will tell them to line up at the door. When all are in line, quiet,
and looking at me, I will provide instructions: we will walk quietly back to
our class. As soon as you enter the classroom, hang up your jacket, then
go directly to the carpet area and sit quietly next to your partner. Make
sure you bring your bag with you.

Learning Activity # 3: Student sharing (large class discussion)-15 mins

Once students are sitting quietly on the carpet
Tell students to raise their hand if they found one object for all of
their touch words
Ask each group to share 4 objects they found (2 per person), the
touch word it goes with and explain why they chose that pairing.

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 Quickly talk with your partner and decide which 2 objects you
will each share
Invite each group to share
Key questions:
What touch word goes with that object?
Why did you choose that pairing? (describe the characteristic of
the object and touch word)
Did other groups choose a different object for that touch word?
What? Why?
Can objects be describes using more than one touch word? How?

Differentiation
Adaptations for students who need extra help
Teacher will provide prompts to students who are having difficulty
matching the object and touch word, is the object soft? Hard?
Extension for students with high ability
How many ways can you describe the characteristics of this object using
descriptive sensory words and what are the words
Students can describe the characteristics of the object using different
descriptive sensory words that are not on the touch list

Summative Assessment
Assessment rubric (attached below)
Did students correctly gathered one object for each touch word
Did students clearly described the characteristics of 4 objects using
descriptive sensory words (touch words)

Transition to closure: Students are already sitting on the carpet. I will tell
them that it is time to wrap up our lesson.
Closure (5 minutes)
Consider: Pair share: Ask student to turn to their neighbour and identify 3 main
Consolidation of points they learned from this lesson. I will randomly choose students to
Learning
Feedback from share their answer with the class.
Students
Feedback to Students Feedback from students
Transition to Next
Lesson Ask: Did you have fun on the scavenger hunt? What did you like
best?

Feedback to student
Tell students that they did a good job, be specific (e.g. stayed
within the boundaries during the scavenger hunt)

Tell students to leave their outdoor objects on their desk (one partner)- I
will review after class and return to the outdoors

Assessment of learning
At the end of class, I will make anecdotal comments to record

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 observations of student learning (of several students, different students
each lessons and overtime all students) E.g. John found objects quickly,
very engaged, and could tell why the grass was squishy so it could blow
in the wind and not break.

Transition to next lesson: Tomorrow we are going to do senses stations

where we will use our senses to investigate and make observations. Hold
up a paper bag (from touch station). This is one of the activities planned
for tomorrow-can you tell what is in the bag? You will find out in class
tomorrow!

Touch Activity Rubric

Criteria 1 points 2 points 3 points
Items gathered Incomplete- gathered Partially complete- Collected 1 object for
less than 3 objects or gathered 1 object for each touch word. All
object did not match most touch words. or almost all items
touch word most of Most items matched matched the touch
the time the touch word word
Presentation Unclear presentation Included some Clearly stated all
of touch words and essential information touch words and
objects of touch words and explained how each
objects. Some object goes with the
information missing, touch word
confusing or incorrect

Students who finish their scavenger hunt early can complete a chart,
which I will provide, to record their findings. They can choose the
objects and record their findings like scientists.
Sample:
Sponge
My Object Touch Words Information
Activity/Activities
screw Sharp Needs a point to go
Prickly into wood
Pointed

Purpose of lesson
I created this lesson with the goal of having students actively engaged in learning by doing hands
on activities to learn about touch and how to identify and describe objects using descriptive
sensory words. If the weather is bad, I will try to switch the order of my lessons, and if this is not
possible, I will adapt the scavenger hunt to be held indoors.