Lesson Plan Science

My Body
Duration : 60 minutes
Materials and Preparation :
Chart paper the size of each student

Your Body worksheet
My Body Parts Song
Learning Objectives :
Students will be able to identify some common body parts.
Lesson Summary :
Introduction (10 minutes)
Tell the students you are going to listen to a song to help them review their body parts. Play the My
Body Parts Song and repeat if needed.
Explicit Instruction/Teacher Modeling (10 minutes)
Review body parts with the students. Go over parts that you feel weren't gone over in the body
part song. Introduce the body tracing activity to the students.
Guided Practice/Interactive Modeling (15 minutes)
Have a student trace you on a piece of paper and help you label your body parts. Display you
outline and review each body part (head , arms, legs, chest, hands and feet) with the students.
Independent Working Time (20 minutes)
Have students work in pairs and trace each other. Once they have traced each other, have them
label their bodies.
Review and Closing (5 minutes)
Have students complete the Your Body worksheet. Collect the worksheet once they're done
working. Display students' work on the walls of the classroom.
Extensions of learning :
Differentiation
Enrichment: Have advanced students use the backs of their worksheets to write descriptions for
what each body part does.
Support: Give struggling students one-on-one assistance with identifying the different body parts.
Identifying Living and Nonliving Things
2 Hula hoops
Set of toy animals (1 per class)
Nonliving objects
Students will be able to classify objects as living and nonliving. Students will be able to identify
what living things need to survive.
Lesson Summary :
Ask the class if they are living or nonliving. Ask students if their pets at home are living or nonliving.
Ask students to identify what they need to survive. Write "food," "water," "shelter," and "air" on the
board. Explain to students that today they will be learning about living and nonliving things.
Play students the video about Living and Nonliving Things. Ask any comprehension questions
following the video.
Read students the story What's Alive. Then, sing the following song together (tune of Frere
Jacques):
It is living!
It is living!
I know why!
I know why!
It eats and breathes and grows,
It eats and breathes and grows,
It's alive!
It's alive!
Now, place two hula hoops on the ground and present the class with various living and nonliving
objects. Have each student come to the hula hoops and place objects in the hula hoop in either
the living or the nonliving category. For example, give students a banana, a truck, and a plant and
ask which one is alive. Continue until every student has had a chance.
Have each student go around the room and find a nonliving object.
Differentiation
Enrichment: Have students in need of enrichment draw objects on a paper that are living.
Support: Read additional books about living and nonliving things to students who are struggling
with the concept.
Is it Living?
Rock
Small pet, if available, or a picture of a living animal
Science journals
Is It Living? chart handout
Students will be able to compare and contrast living and nonliving things.
Lesson Summary :
Place a rock and the small animal on a table in the front of your class. If you don't have a live
animal, you can use a plant or a picture of an animal to represent the living creature. Tell the
students that they are going to explore what makes something living today. Explain to the students
that there are two objects on the table. One is living, and one is not living. Ask the students to tell
you which one is living and which one is not living. Write the names of the two items on the board
and write "living" and "nonliving" under the appropriate item. Explain that you're going to read a
story to the students and that afterward, they're going to make a chart of nonliving and living
things.
Ask the students what they have learned about living things. Start a list on the whiteboard of
characteristics that make something living. Ask the students to volunteer to give answers for
characteristics of living things, and write the answers on the board.
Tell the students that now we are going to use our list to determine whether something is living or
not. Hand out copies of the Is It Living?. Show a picture of a tree to the class and ask them to look
at the chart to determine whether the tree is living. Go through the chart and answer all of the
questions. Ask a volunteer to tell the class whether they think the tree is living.
Tell the students that now they will work with a partner to identify more things as living or nonliving
using their charts. The students should paste the chart with their responses into their journals.
After students have filled out their charts, go through each of the images and ask volunteers to
tell the class whether they thought the image was living or nonliving and why. Review the elements
that make something living vs. not living. Walk around the room and provide support where
needed.
Differentiation
Enrichment: For students who need a more challenging extension or who finish early, the teacher
can have them pick their own living or nonliving objects and continue to fill out the chart. The
student would draw a picture of this object in the “living” or “nonliving” category.
Support: Children may struggle with the picture sort. For children who need more support, you
can help them with the first image by helping them answer the questions in the chart.
How Plants Grow
Plant Life Cycle worksheet (1 per student)
Plant Survival worksheet (1 per student)
Seeds (about 3 per student)
Pots (or plastic cups, 1 per student)
Soil
Water
Students will be able to identify what plants need to survive and grow their own plant.
Lesson Summary :
Show students a plant. Ask them where they think the plant came from. Review the steps of how
a seed is planted. Show students the worksheet called Plant Life Cycle and review the proper
steps.
Read students any story about planted the plant. As you read, go through why some seeds didn't
grow, examples of this include the weather being too cold or there not being enough water
provided. Now, discuss what elements plants need to survive.
Give students a copy of Plant Survival. Have each student complete the worksheet. Walk around
to make sure students are able to identify what plants need to stay alive.
Now, students will have the chance to grow their own plant. Give each student a pot, soil, seeds,
and water. Explain to them that first they must put soil in the pot. Then, give each student three
seeds to place in the dirt. Have them cover the seeds with soil. Ask students what the plant needs
to grow. Have students water the plant and place it near a window.
Ask students what their favorite part of today's lesson was. Have each student name three things
a plant needs to survive.
Differentiation
Enrichment: Have students draw the steps of how a plant grows on paper and explain it to you.
Support: Pair students with a partner for the worksheet if they are in need of help.
From Seeds to Plants
How Do Potatoes Grow worksheet
Plant Survival worksheet
Snack sized sandwich bags (fill with soil, 1 per student)
Half pint sized milk cartons (empty, 1 per student)
Pencils
Newspaper
Lima bean seeds (1 per student)
1 ounce cups filled with water (1 per student)
Live plant
Students will be able to identify the process of growth and development from a seed to a plant.
Lesson Summary :
Ask the students to come together as a group. Ask students to identify where plants come from
and what plants need to grow. In one hand, show students a live plant, and in the other hand,
show students a few seeds. Tell students that today they will be learning how seeds grow and
develop into plants with the help of soil, water, sunshine, and carbon dioxide.
Inform students that all plants start off as a seed and that all seeds have life in them, and they
need energy and food to form a plant. Inform the students that a seed will not grow if they hold it
on their heads or place it on the table. Tell your students that the main items needed to trigger a
seed to grow are soil, water, sunshine, and carbon dioxide. Inform your students that today they
will start their own class projects, and in about 6 days they should have their own plants.
Provide each student with a sheet of newspaper to line their desks. Give each student a Lima
bean seed, a snack sized sandwich bag containing soil, a clean and dry half pint milk carton, and
a 1 ounce cup of water. From the front of the classroom, demonstrate how to pour the soil from
the bag into the half pint milk carton. Have students dig a well in the soil to place the Lima bean
seed there. Have the students cover the soil over and then water the seed with an ounce of water.
Instruct the students to place their potted seeds in the window sill where they can get direct
sunlight. Inform the students that each morning they will water their seeds until they see growth.
Label the students' seeds so they can take them home at the end of the class project.
Give each student the How Do Potatoes Grow worksheet and Plant Survival worksheet. Read the
instructions for both worksheets. Provide the students with scissors, glue, and pencils.
Ask the students where plants come from, and have your students describe the process of seed
formation. Take responses by raised hands.
Differentiation
Enrichment: Give the students blank pieces of paper and instruct them to depict the process of
growing a seed to a plant by drawing it.
Support: Give the students partners to assist them with planting their seeds.
Sprouting Seeds
Materials and Preparation
I Found a Seed story
Clear plastic cups (1 per child)
Lima Bean seeds (2 per student)
Soil (1 large container)
Water (1 liter)
2 Large spoons
A permanent marker
Seeds, Fruits & Plants worksheet (1 per student)
Students will be able to list what seeds need. Students will be able demonstrate with their bodies
how a seed grows. Students will be able plant a seed.
Lesson Summary :
To begin the lesson, have your students gather around you to listen to a story. Ask for a volunteer
to help you. Read the I Found a Seed story, using the name of your student volunteer in the blank
spots. After you finish, ask your students some questions about the story, about the main idea
and details. Great questions include: Why didn't the seed grow at first? What are the things that
a plant needs to grow?
Once you finish discussing the story with your class, write the word "seed" on the whiteboard, and
draw a picture of a seed. Present a few facts about seeds. Good examples include: Seeds come
from the flowers, fruit, or cones of plants. Seeds grow into plants and trees. Seeds need water,
sun, and soil to grow. Draw and label a sun, soil, and water on the whiteboard.
Ask the class some questions about the things a plant needs to grow. For example: Where do
plants get water from? What does the sun do for plants? Why is soil important?. Share that water
can come from rain, rivers, ponds, or people. Explain that the sun keeps plants warm, and that
soil gives plants the nutrients they need to grow.
Instruct one child to pretend to be a seed by curling into a ball. Choose four students to "act out"
the process of how a seed grows. Have one child curl up into a ball to play the seed. The other
three children should act out being the soil, water, and sun that helps the plant grow. As the
students role play, have the student seed "grow" tall. Invite the whole class to act out a seed
growing into a plant.
Ask your class to return to their desks. Once they're seated, give each student two beans and a
plastic cup. Carry the container of soil to each student and allow them to scoop soil into their cup.
Tell them to dig a hole in their soil, place the beans in, and cover it with soil. Carry the container
of water and allow each child to scoop a few spoonfuls of water onto the soil. Write the students'
names on their cups using a permanent marker, and place them near a window.
Pass out a copy of the Seeds, Fruits & Plants worksheet to each student to complete. As students
finish, ask them to write or draw the four things that plants need to live.
End the lesson with discussion questions about how plants grow. For example: If you wanted to
grow a tree from a seed in your garden what would you need? Where could the water come from?
Give your students various scenarios where a seed did not grow and ask them which essential
thing was missing. For example: The girl put her seed on the table. She watered it and gave it
sunlight but it did not grow. What went wrong?
Differentiation
Enrichment: Instruct advanced students to write or draw the steps of planting a seed on a sheet
of paper. Have them write or draw what they did first, next, and last.
Support: Task struggling students with monitoring the plants by the window. Encourage them to
water plants as necessary, and talk about what the plants get from the soil, water, and sunlight
they receive.
I Found a Seed Story
One day a child named _________ was walking in (his/her)

back yard and (he/she) saw a seed on the ground. (He/She)
picked the seed up and looked at it. The seed looked small, but
_________ knew the seed could grow into a big tree.
_________ shouted at the seed, “Grow seed, grow into a
plant!”
The seed did not grow. Then _________ remembered that

seeds needed four things to grow. They need water, warmth,
soil and light.
So _________ quickly dug a hole in the ground and buried

the seed in the soil. (He/She) knew the soil and sun would keep
the seed warm and (he/she) made sure to water the seed with
a hose.
A few days later _________ saw the plant starting to grow

out of the soil. After a few weeks, all of _________’s family
came to see the tree (he/she) had grown.
Feel the Sensation: Touch
Materials and Preparation
Sense of Touch Song
Whiteboard
Dry erase marker
Small foil rectangle (1 per student)
Small smooth paper rectangle (1 per student)
Cotton balls (1 per student)
Glue
Animal Texture worksheet
Guessing bag
Soft items (teddy bear or sock)
Hard items (a rock or ball)
Students will be able to identify which part of the body is used for the sense of touch. Students
will be able to discuss different textures they feel. Students will be able to match textures to animal
coverings.
Lesson Summary :
Play song about Touch Song. Ask your students what they think the lesson will be about.
Ask your students what they know about their sense of touch. Write correct facts on the
whiteboard. Explain facts about the sense of touch. For example: Our sense of touch helps us
learn about our world by feeling and learning the size, texture, and shape of things. You can feel
with the skin all over the body. We can tell the difference between hard and soft, smooth and
rough, hot and cold, wet and dry, and feel pain because of our sense of touch. Write the main
points on the board.
Place various hard and soft items into the guessing bag. Choose students to come to the front
and touch one object in the bag. Instruct students to describe to the class what they feel.
Encourage the use of descriptive words associated with touch.
Hand an Animal Texture worksheet to each student, and tell them to write their names. Give each
student glue, a cotton ball, a piece of smooth paper, and a small piece of foil. Ask them how each
piece feels when they rub it. For example: The cotton is soft, the paper is smooth, and the foil is
rough. Name each animal on the worksheet and state how it would feel when touched. For
example: The rabbit is soft, the frog is smooth, and the shark is rough. Tell the students to glue
the foil, paper, and cotton to the matching texture of the animals.
Ask students review questions about the sense of touch. For example: What do you use to feel?
What types of textures can you feel?
Differentiation
Enrichment: Let the advanced students write the descriptive word under each animal to describe
the texture. For example: Write the word soft under the rabbit.
Support: Call these students to place their hands in a mystery bag to get a better understanding
of the sense of touch.
Animals and Offspring
Image of a duck and a duckling, chicken and a chick, a whale and a calf, a cow and a calf
Magnets
Baby Animals Match-Up worksheet
Students will be able to identify animals and their offspring by their images and names.
Lesson Summary :
Call your students together as a group, and ask them to identify the names of a baby cow, baby
cat, and baby dog. Inform them that cows have calves, cats have kittens, and dogs have puppies.
Explain to your students that animals have babies that they take care of. Tell your students that
today they are going to learn about animals and their babies.
Tell students that animals take care of their babies just like parents or guardians take care of their
children. Show students images of a duck and duckling, a chicken and a chick, a cow and a calf,
and a whale and its calf. Pair the images together. Play the animal sounds to the students and
direct them to imitate the sounds that the animals make.
Attach the images of the animals to the whiteboard randomly with magnets. Ask a student to come
up and find a matching pair. Allow each student to have a turn.
Give each student a Baby Animals Match-Up worksheet. Read the instructions to the students.
Give the students time to complete the worksheet. Collect the worksheets to grade.
Ask students to identify the the mother of a chick, a kitten, a puppy, a calf, and a bunny. Take
responses by raised hands.
Differentiation
Enrichment: Give students a blank sheet of paper, and instruct them to draw as many animal
baby pairs as they can remember.
Support: Have students identify baby pairs and verbally describe them.
The Life Cycle of a Butterfly
Pictures of real eggs, caterpillars, chrysalises, and butterflies
Life Cycle of a Butterfly poster
Life Cycle of a Butterfly worksheet
Students will be able to identify the sequence of a butterfly’s life cycle.
Lesson Summary :
Ask students about a butterfly and what they already know about the life cycle of a butterfly.
Introduced students the key words such as butterfly, caterpillar, chrysalis, and egg. Include a
picture and a simple definition for each word. Have students sharing their thought or story about
the butterfly
Show pictures of real eggs, caterpillars, chrysalises, and butterflies to your students. Ask students
to identify each. Read any book about the butterfly. During the reading, make quick pauses to
check for understanding about the concepts in the book. Have the students share with the class
about any connection they might have between the book and their previous experiences in life.
After the read aloud, model to the class how to retell important details from the book. Discuss with
the class what information is really important to remember and what other details are not needed
in this lesson.
Pass out the Life Cycle of a Butterfly worksheet and have students complete it independently.
Check the correctness of the students' worksheets. Review the life stages of a butterfly as you do
this.
Differentiation
Enrichment: Give students the Draw the Life Cycle of a Butterfly worksheet to complete during
independent working time.
Support: Give students the Color the Life Cycle: Butterfly worksheet to complete during
independent working time.
Sink or Float
Small plastic tubs/container
Water
Objects that will both sink and float in water (corks, metal rings, paper scraps, feathers, buttons,
and marbles)
Paper towels
Sink or Float? worksheet
Buoyancy worksheet
Preparation
Create work stations for groups to test the buoyancy of objects. These stations should be fairly
waterproof, with plenty of towels or paper towels around to clean up spills. There should be a
tub/container filled with water and various objects that both sink and float at each station.
Key Terms: sink, float
Students will learn which objects sink or float.
Lesson Summary :
Gather students in a group and tell them that they will be learning about sinking and floating.
Show them a tub/container filled with water and the objects that will be tested. Define sink as the
action of an object when it becomes submerged in a liquid. Define float as the action of an object
when it sits on the surface of a liquid.
Have students guess which objects will sink and which will float. Tell students that lighter objects
are more likely to stay on the surface of the water and heavier objects are more likely to sink to
the bottom of the tub. Drop a couple objects into the water to show students how you would like
them to place the objects. Showing them what you are looking for to determine whether the object
floats or sinks. Make a "float" and a "sink" pile and put your objects in their corresponding pile.
Split your class into groups, one for each work station. Have students test one object at a time,
placing them into their own "float" and "sink" piles as they finish. As groups finish, go around and
check their "sink" and "float" piles for correctness. Ask students to clean up any spills that may
have happened, then to return to their seats.
Hand out the Sink or Float? and Buoyancy worksheets. Read out the definition of buoyancy from
the Buoyancy worksheet. Ask students if they have any questions. Have students turn in their
worksheets when done.
Differentiation
Enrichment: Advanced students can test more objects or complete extra worksheets.
Support: Pair struggling students with students who have a strong understanding of the concepts
presented. Offer additional help with worksheets.
Gather students into a group. Review students' "float" and "sink" piles as well as their worksheets
to assess their levels of understanding. Ask students if they were surprised by any of their results.
Parts of a Tree
White paper
Crayons
Whiteboard
How to Draw a Tree visual guide
All About Trees worksheet
Key Terms: root, soil, branch, leaf trunk
Students will be able to identify and label the parts of a tree.
Lesson Summary :
Gather your students and bring them outside the class. Show them the trees around the school.
Describe to your students all about tree. Tell your students to pay close attention to the different
parts of a tree mentioned. Ask your students to remember the image of tree for the next activity.
Gather your students in class and sharing their experiences just now. Pausing to note the leaves,
branches, and fruit in the story. Allow time for your students to make personal connections to the
story. After reading the story, help your students summarize why a tree is nice. Go back to the
pages describing the leaves. Ask your students to share what they know about leaves. Repeat
this process with the pages that describe branches, the trunk, and fruit on a tree.
Hand out the All About Trees worksheet provided with this plan. Tell your students to sit in a circle
with the worksheet on the floor in front of them. Tell your students that they will be labeling the
tree with the words found in the word bank at the top of the page. Go through the word bank with
your students to make sure they understand the words.
Tell your students to put a finger on the words as you call them out in order. Tell your students to
put a finger on the words as you call them out in a different order. Tell your students to use two
fingers to point at the word and part of tree that you are describing. Proceed with the following
descriptions: “They are green but change colors in the fall. They go under the soil. Some trees
have these things that you can eat. This part grows up out of the ground and holds up the whole
tree. These things grow out of the trunk in different directions”. Dismiss your students to work at
their tables. Encourage them to help one another.
Hand out sheets of white paper. Tell your students to use crayons to draw their own trees. Instruct
your students to use the All About Trees worksheet as a guide to help them create and include
all of the tree parts. On the whiteboard, model how to draw a simple tree. As your students finish
their drawings, ask them to name and describe the parts of the trees that they drew.
Invite your students to share and compare their tree drawings. Ask your students to name some
ways in which a tree is nice.
Differentiation
Enrichment: Have advanced students label their tree drawings.
Support: Struggling students may need help getting started on their tree drawings. Assist them
using the How to Draw a Tree visual guide.
Mixing Colors
Red, yellow, and blue paint (1 bottle of each per class)
Sandwich bags/plastics (1 per student)
Mix It Up! by Herve Tullet
Small bucket of different colored buttons
Empty egg cartons (1 per student)
Venn diagram handout
Crayon boxes (1 per student)
The Color Green worksheet
Students will be able to identify the basic colors. Students will be able to make predictions and
observations. Students will be able to take part in experiments. Students will be able to sort colors
into categories.
Lesson Summary :
Tell your students that today they will be conducting experiments using colors. Have each student
take turns going around the room and identifying the color of one object in the room, such as a
clock or a book. Ask each student to tell you his favorite color.
Read Mix It Up! by Herve Tullet.
Have students take turns participating throughout the book. For instance, when the book asks for
students to touch the blue paint and rub the yellow blob of paint, have a student come up, rub it,
and make a prediction as to what color they think yellow and blue will make. Next, tell the class
that they will have the chance to mix real paint.
Seat each student at a table with one empty sandwich bag/plastic in front of him. Have them
select the colors they wish to mix. Ask them to predict what color they think their paint choices
will create. Walk around the class, and help your students squirt two primary colors into the bag
and seal it tightly.
Invite students to squish the paint around the bag until it is thoroughly mixed. Ask students to
identify the color that is created. Then, give each student a Venn diagram and a crayon box. Have
the class put the two primary colors in the outer circles of the diagram and put the color they
created in the middle. Instruct your students to color the circles in.
To conclude the lesson, give each student an egg carton that has different colors painted in each
hole. Give students a handful of buttons and ask them to sort the buttons into the right color hole.
Differentiation
Enrichment: Give students various fingerpaint colors and have them mix them on paper. Ask them
to identify the colors that they came up with.
Support: Have students use food coloring to mix colors into water to see what can be created.
Give your students The Color Green worksheet to practice with one particular secondary color.
Fruit and Veggie Mix-Up!
Play food (such as plastic carrots, bananas, etc.)
Paper bag
2 pieces of large paper
Chart paper
Marker
What Belongs in a Lunchbox worksheet
Spot the Veggies worksheet
Count and Classify worksheet
Fruit Bowl Mixup worksheet
Salad Bowl Mixup worksheet
Scissors
Glue
White Paper
Crayons
Music player
Students will be able to classify different kinds of food, grouping similar foods together. Students
will be able to justify why they grouped some foods together and other foods separately. Students
will be able to use the skill of categorizing objects.
Lesson Summary :
Have the students sit in a circle. Explain that a category is a group that has objects or things that
are alike in some way. Different objects can be placed into different groups. Display the What
Belongs in a Lunchbox worksheet. Ask students to share responses. Place two large pieces of
paper on the floor in the center of the circle to show the creation of different categories.
Take out some play food from a paper bag and ask the students to first name the types of food.
Tell the students that the word similar means that two things are alike or the same in some way.
Next, ask the students which foods are alike and which foods fit in the same category. Have
students to describe how the foods they chose are similar.
Display the Spot the Veggies worksheet on a whiteboard, putting a circle around each fruit and a
square around each vegetable. Explain how fruits and vegetables are different. Next, use the
fruits and vegetables to create a separate graphic organizer where you draw circles and place
the fruits and vegetables in similar categories. Explain your thinking as you write and draw.
Display the Count and Classify worksheet on a whiteboard. Invite the students to count and
classify the foods into different categories. Ask the students to think of other kinds of foods. Ask
the students name the foods, begin a list of foods on a piece of chart paper. Ask students to think
of other foods that are not on the page. Write each food word and draw the corresponding food
item.
Next, tell the students that they are going to do a food mix up activity. Cut the words/pictures apart
and give one word to each student. Tell the students that they are going to play a game like
musical chairs. Tell the students that when the music stops, they need to find a food that is similar
to the food they have. Proceed by playing the music. When the music stops, have students share
how the foods are similar and different.
Show your students the two Mix up worksheets. Explain that they will need to cut out the foods
and sort the foods that belong together in the bowl. Distribute the worksheets, along with scissors
and glue.
Draw two different fruits and vegetables on the whiteboard and say the name of these foods. Ask
the students if they belong together or not. Continue with one or two other examples. Ask the
students to justify their answers.
Differentiation
Enrichment: Challenge the students to create their own “bowl” of meat. Give students a piece of
white paper and crayons. Have them draw different types of meat that would fit in the bowl.
Support: Have the students complete worksheet. Work with students individually to help them
identify characteristics of the objects that would make them belong in certain categories.
Can You Taste the Four Types of Tastes?
Duration : 1 hour 10 minutes
Glue sticks
Scissors
Sense of Taste worksheet
Taste worksheet
A Tasty Experiment worksheet
Notebook paper
Colored pencils
Potatoes
Apples
Students will learn about the sense of taste. Students will be able to identify the four major tastes.
Lesson Summary :
Tell your students that they will be learning about their sense of taste today. Go around the class
and ask your students about the taste of the food they ate for breakfast. Have them explain using
descriptive words.
Tell your students to think about the food they plan on eating for lunch. Ask your students to name
the food and describe if the taste of that food will be sweet, sour, salty or bitter. Go around the
class and ask your students about the name and taste of their food. Ask your students why none
of them mentioned their food having a bitter taste, if that is true.
Ask your students to complete the Sense of Taste worksheet with a partner. Ask your students to
cut and paste the appropriate picture for each taste.
Ask your students to complete the Taste worksheet. Ask your students to draw and color
something that they would taste such as milk, orange, chocolate or anything. Have them to
describe their drawing.
Ask your students to gather on the floor. Get a slice of potato and apple for each student. Conduct
the experiment with your students from the A Taste Experiment worksheet. Ask them to record
their answers on the worksheet.
Differentiation
Enrichment: Tell your students that there are some healthy foods that are sweet even though we
are generally told that sweets are bad for us. Ask your students to name and draw five healthy
foods that are sweet. Tell your students to color their pictures. Students should include sweet
fruits and vegetables.
Support: Say a name of a random food item. Ask your students to close their eyes and imagine
the taste. Ask your students if the food is sour, salty, sweet, or bitter. Repeat this for 10-15 food
items.
What's that Smell?
Sense of Smell worksheet
Smell worksheet
Colored pencils
Notebook paper
Flower
Dirty socks
Pen
Juice
Students will be able to describe their sense of smell. Students will be able to identify various
smells.
Lesson Summary :
Tell your students that they will be learning about their sense of smell today. Ask your students to
imagine their favorite food. Go around the class and ask your students to describe the smell of
their favorite food.
Ask your students to tell you some smells that they are familiar with. Write the smells on the
whiteboard. Go over the smells and ask your students to identify them as either a good smell or
a bad smell.
Ask your students to complete the Sense of Smell worksheet with a partner. Go over the
worksheet as a class.
Ask your students to complete the Smell worksheet. Tell your students to draw and color an object
that they smell in the garden.
Ask your students to think of one thing they can do every day to make sure they smell nice. Then,
ask your students to write a smell for four objects. A few examples of objects could include flower,
marker, socks, and pizza. Have your students use descriptive words, such as sweet, bitter,
yucky, or rich.
Differentiation
Enrichment: Ask your students to write and draw five things they smell in their bedrooms. Have
them write the smell next to each object.
Support: Ask your students to smell and describe four objects. You can ask the student to smell
a flower, dirty socks, pen, and juice.
Name That Noise: Can You Hear?
Storybook
Sense of Hearing worksheet
Hear worksheet
Colored pencils
White paper
Permanent marker
Blank cards ( to draw various animals and objects that make noise - 1 per student)
Students will be able to describe their sense of sound. Students will gain an appreciation for their
sense of sound.
Lesson Summary :
Lip read a paragraph from any storybook. Ask your students what they heard. Read the paragraph
out loud this time and ask your students what they heard. After your students tell you what they
heard, explain to them that our sense of sound lets us hear things that we would not be able to
hear clearly otherwise.
Ask your students to come up with sounds they hear everyday. Have them make the sound both
silently and then out loud. List the sounds on the whiteboard. Discuss what life would be like
without those sounds. For example: How would we know that a car is coming without sound?
Ask your students to complete the Sense of Hearing worksheet.
Ask your students to complete the Hear worksheet. Have them draw and color something they
hear at the zoo on their Hear worksheets.
Create a card for each student. Put the names of different animals and objects that have a sound
on cards. Ask each student to draw a card and make the sound of that animal or object. You can
include examples such as a cow, tiger, lion, cat, dog, car engine, bell and drum on the cards.
Differentiation
Enrichment: Ask your students to list and draw ten sounds that they hear on the playground.
Support: Ask your students to pair up with a partner. Direct the first student to make a sound and
the second student to guess it. Tell them to switch roles after every sound. For example, if the
first student makes the sound in the first turn, then the second student should make it in the
second turn.
Can You See?
Magnifying glass
Colored pencils
Mirror
Sense of Sight worksheet
What Do You See? worksheet
See worksheet
Objects in the classroom
Notebook papers
Students will be able to identify their sense of sight. Students will be able to describe the purpose
of sight.
Lesson Summary :
Tell your students that they will be learning about their sense of sight today. Ask your students if
they know what the word sight means.
Tell your students that we have been given five senses, one of which is sight. Inform your students
that sight means to be able to see. Ask your students to name some objects that they see on a
daily basis. Go around the class, and have each student tell you one thing they see. Write the
objects that the students tell you on the whiteboard.
Ask your students to complete the Sense Of Sight worksheet with a partner. Go over the
worksheet as a class.
Ask your students to complete the What Do You See? worksheet. Tell your students that they
need to draw an object that they see in the box. Inform your students that a magnifying glass lets
us see things close up. Gather your students and have them see something in the classroom
using a magnifying glass. Ask your students to draw what they saw in the magnifying glass on
the worksheet. Ask your students to color their pictures.
Place a mirror in the class. Ask each student to come and look in the mirror one at a time. Tell
your students to draw what they saw in the mirror on the See worksheet.
Differentiation
Enrichment: Ask your students to close their eyes. Tell them to imagine being at the park. Ask
them to open their eyes and write five objects that they saw at the park. Tell them to draw and
color a picture for each object.
Support: Gather students at the back table. Place a few items from the classroom on the table.
Ask them to identify the objects they see.
What is That: Can You Touch?
Basket with various classroom objects
Blank cards (5 per pair)
Colored pencils
Sandwich bags
Notebook paper
Sense of touch worksheet
Touch worksheet
Students will be able to describe their sense of touch. Students will be able to identify various
objects based on their sense of touch.
Lesson Summary :
Tell your students that they will be learning about their sense of touch today. Have students touch
the objects around.
Put various objects from the classroom in a basket. Go around the class and ask your students
to pull out an object. Ask your students to close their eyes when they pull out the object. Ask your
students to touch the object and say the name of the object based on their touch. Then, ask your
students to complete the Sense of touch worksheet.
Direct your students to get a partner. Give each pair five blank cards. Ask them to draw and color
something hot when they touch it on the front of the card. Ask your students to tell their partner to
draw the opposite of hot on the back of the card. Instruct your students to do this for soft-hard,
dirty-clean and bumpy-smooth. Have them put their cards in a sandwich bag.
Ask your students to complete the Touch worksheet. Instruct them to draw something that they
would touch at the beach on the Touch worksheet.
Ask your students to share the items they drew on their cards during guided practice with the
class.
Differentiation
Enrichment: Ask your students to walk around the class and touch ten objects. Ask your students
to write down the object and the feeling they feel after touching it. An example could be hard for
chair.
Support: Take out the basket of objects from guided practice. Have students touch each object
and identify the feeling. Explain the feeling of each object that they don't understand.
Seeds Seeds Seeds
Paper towels
Water
Sandwich bags
Bean seeds
Permanent marker
White paper
Stapler
Colored pencils
Tape
Students will be able to follow basic instructions and make predictions for short experiments.
Lesson Summary :
Review the concept of plants. Explain that a seed can be thought of as a baby plant. If it has
water, sunlight, and soil, a seed can grow into a tree, flower, fruit, or vegetable. Let students know
that today's lesson will involve an experiment on seeds. Each student will need to make a a guess
on how the experiment will turn out.
Model the main activity for your students. Wet a paper towel. Place the towel into a sandwich bag.
Drop five bean seeds into the bag and seal it.
Ask for volunteers to recount the actions that you took. Write down the most accurate statements
on the whiteboard. Students can refer to what you've written down if they forget any of the steps
of the experiment.
Have students create their own seed bags. As they finish, visit each student and write down her
name on her bag with the marker. Have students return to their seats and assemble their
observation logs (fold four pieces of white paper in half, then staple them together at the folds to
make a booklet). Have them decorate the front cover of their observation logs with pictures of
seeds or plants. They should also make sure to write their names and " Bean Observation Log"
on the covers. On the first page, have them each draw their seeds and write a sentence or two
describing them.
Have students hang their seed bags behind classroom windows. Label and hang up your own as
well. Ask students to return to their seats. Have them use their observation logs to record their
hypothesis or guess for how long it will take for the seeds to sprout.
Differentiation
Enrichment: Have advanced students make more detailed observations in their logs. Instead of
writing 1-2 sentences describing their seeds, they can write 3-4. For the hypothesis portion, they
can also write down how they think the beans will look once they sprout.
Support: Reduce the workload for struggling students. Make the drawing portions of the
assignment optional for them to give them more time to complete the writing portions.
Let's Eat Healthy!
Various healthy and unhealthy food cutouts from magazines (total 20-30 pieces)
Apple cutouts on red paper
Orange cutouts on orange paper
Grape cutouts on purple paper
Banana cutouts on yellow paper
Tissue paper (red, orange, purple and yellow)
Glue sticks
Various colors paint
Celery stalks (1 per student)
A4 white paper (1 per student)
Various plastic food toys
Create a Healthy Lunch! Worksheet
Students will be able to identify healthy and unhealthy foods.
Lesson Summary :
Tell students that today they will be discussing healthy and unhealthy foods. Assess prior
knowledge by asking the class who ate something healthy today. Show students various plastic
healthy and unhealthy foods and invite them to come up one by one and identify if they think the
food they selected is healthy or unhealthy.
Make two columns on a whiteboard. Column should be labeled "healthy" and "unhealthy”. Put a
smiley face next to the word healthy and a sad face next to the word unhealthy to help students
understand the chart. Then, call students up one by one to select magazine cutouts of different
foods and decide whether they are healthy or unhealthy. Discuss with the class why they think
that is correct or incorrect. Then, help students tape them to the right side of the chart. Continue
until each student had a turn or until you have used all of the pictures.
Call students over to select a fruit that they would like to use to create a healthy foods craft. Give
them the choice of either an apple, a banana, an orange or grapes. Have students identify the
color of the fruit they chose and to find the correct corresponding color tissue paper.
Ask the students to tear the strips of tissue paper into small squares. Invite students to glue the
squares onto the fruit cutout that they selected.
Give students a sheet of blank white paper. Ask students if they think celery is healthy or
unhealthy. Give the students paint and allow them to use celery stalks to paint a picture.
Differentiation
Enrichment: Give students the Create a Healthy Lunch! worksheet to complete.
Support: To review healthy foods, place various fruits and vegetables on the table. Have students
sort them by color. Explain that all of these items are healthy foods.
A Rainy Day Experiment
Clear jars (1 per student)
Blue food coloring (enough for 5 droplets per student)
Shaving cream
Water dropper (1 per student)
Types of Clouds worksheet
Counting Clouds worksheet
Students will be able to understand why rain falls from clouds. Students will be able to follow multi-
step directions. Students will be able to make predictions.
Lesson Summary :
Tell students that today they will be learning about the weather. Invite students to step outside
and observe the weather. Ask questions for example: Is it sunny or cloudy today? What do the
clouds look like?. Have students make predictions about whether or not it will rain today. Ask them
to identify what the sky looks like on a rainy day. Then, tell students that they will have the chance
to observe a rainy day in class today.
Model the experiment for the class. First, fill your jar almost to the top with water. You can place
a heavy figurine/toy inside the jar to create the illusion that the person will get rained on. Then,
ask students what they think clouds are. Explain that clouds are tiny water droplets that come
together in the sky.
Tell your students that there are various types of clouds such as cumulus, stratus, and cirrus.
Show your students the Types of Clouds worksheet to give examples of what these clouds look
like. Read the descriptions to your students.
After this discussion, fill the top of your jar with shaving cream. Explain that these represent
clouds. Then, tell the students that when the water is too heavy for the clouds to hold, it begins to
rain. Drop about 5 droplets of blue food coloring on top of the clouds, and watch what happens!
Tell your students that they will now have a chance to create their own rainy day. Give each
student the materials that they need to complete the experiment on their own.
Give your students time to complete the experiment. Have students work with a partner to discuss
what happened. Tell each group to discuss things they can do on a rainy day.
Invite students to share the process of the experiment with you. Ask them questions, for
example: What was the shaving cream? What did the blue food coloring represent?. Then, give
them the Counting Clouds worksheet to complete in class.
Differentiation
Enrichment: Have students make predictions about what causes thunder and lightning. Observe
their predictions to plan for future lessons.
Support: Have students work with a partner if they are unable to complete this activity
independently. Have them draw pictures of what they saw outside. Label their pictures for them.
What is Recycling?
Poster paper
Pencils
Markers or colored pencils
What is Recyclable? worksheet
Recycle Match-Up worksheet
Learning Objectives
Students will be able to determine solutions for encouraging recycling in their community.
Lesson Summary :
Ask students what they know about recycling.
Talk about different ways people can recycle. Ask students what they recycle at home and at
school. Explain that objects can go into three categories: trash (when you need to get rid of
them), compost (objects that can be broken down and used in the soil) and recycling (object that
can be broken down and made into new items. Generally glass, plastic, and paper).
Pass out the What is Recyclable? Worksheet. Read through the worksheet together as a class.
Allow students to color the worksheet. Have student cut out the "symbol" on the worksheet and
glue them on the correct objects. Have a class discussion on ways to help people become aware
of recycling and how to recycle appropriately. These ideas may include educating people, putting
up posters and making recycling more convenient.
Pass out the Recycle Match-Up worksheet and allow students to complete it. Have students
partner up and make an awareness poster about recycling. When students are done with their
posters, encourage them to hang them up around the school or in their community.
Have students share their posters with the rest of the class.
Differentiation
Enrichment: Students may make more than one poster using a different idea for each poster
created.
Support: Students may need guidance in what direction to create their poster. Give these students
two options to choose from to use on their poster, such as recycling helps save the earth, or
recycling paper in the classroom.

Lesson Plan Science

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My Body

Materials and Preparation :

Chart paper the size of each student

Students will be able to identify some common body parts.

Introduction (10 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (15 minutes)

Independent Working Time (20 minutes)

Review and Closing (5 minutes)

Materials and Preparation :

Set of toy animals (1 per class)

Explicit Instruction/Teacher Modeling (10 minutes)

Independent Working Time (15 minutes)

Review and Closing (10 minutes)

Materials and Preparation :

Small pet, if available, or a picture of a living animal

Is It Living? chart handout

Introduction (10 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Independent Working Time (15 minutes)

Materials and Preparation :

Plant Life Cycle worksheet (1 per student)

Plant Survival worksheet (1 per student)

Seeds (about 3 per student)

Pots (or plastic cups, 1 per student)

Introduction (15 minutes)

Explicit Instruction/Teacher Modeling (15 minutes)

Guided Practice/Interactive Modeling (5 minutes)

Review and Closing (5 minutes)

Materials and Preparation :

How Do Potatoes Grow worksheet

Plant Survival worksheet

Snack sized sandwich bags (fill with soil, 1 per student)

Half pint sized milk cartons (empty, 1 per student)

Lima bean seeds (1 per student)

1 ounce cups filled with water (1 per student)

Introduction (10 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Review and Closing (10 minutes)

Materials and Preparation

I Found a Seed story

Clear plastic cups (1 per child)

Lima Bean seeds (2 per student)

Soil (1 large container)

Seeds, Fruits & Plants worksheet (1 per student)

Explicit Instruction/Teacher Modeling (15 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Review and Closing (10 minutes)

One day a child named _________ was walking in (his/her)

The seed did not grow. Then _________ remembered that

So _________ quickly dug a hole in the ground and buried

A few days later _________ saw the plant starting to grow

Materials and Preparation

Sense of Touch Song

Dry erase marker

Small foil rectangle (1 per student)

Small smooth paper rectangle (1 per student)

Cotton balls (1 per student)

Animal Texture worksheet