Lesson Plan:Multi-sensory Observing
Created in collaboration with Tracey Kline, Lynn Public Schools, Lynn, MA
Grades 6-8, CCSS.ELA-LITERACY.W.8.10
STANDARD
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LEARNING/ CONTENT/ LANGUAGE OBJECTIVE:
Students will be able to record observational science field notes in writing using multi-sensory observation skills.
LANGUAGE DEMAND:
Essential / Academic Vocabulary: observe/observation, multi-sensory, field journal + sensory vocabulary list
LESSON STRUCTURE
Lesson Beginning / Frame the Learning
(Clear entry routine, Do-Now, Activator, etc.; Frame the lesson by sharing and explaining lesson objective, agenda, and goals)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
Do Now: Guess the Sound video. Have students write the numbers 1-20 in their notebook. As they watch the video, “Guess the Sound,” they should write down a, b, c, or d before it tells them the answer.
- Link to Video: https://www.youtube.com/watch?v=wVyQ_8-k8Co
- Video in lesson slides provided in Lesson Resources below
Review the objectives with the students.
Do Now Word Bank & Sentence Starters
- Provide word bank and sentence starters for students who need it.
Resource: WIDA can-do descriptors
Lesson Middle
(I do- teacher directed; We do- practice with the teacher; You do- partner/small group application with teacher support)
* Revisit language objective and agenda; formative assessment- check for understanding (intervention and extension opportunities available)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
I do: Watch video, “Field Journals.” Have students think about: What is a field journal? What are the four things to include in a field journal? Stop to explain as needed.
- Link to video: https://youtu.be/93aMXg3GbdA
- Video in lesson slides provided in Lesson Resources below.
We do: After the video, discuss students’ thoughts on: What is a field journal? What are the four things to include in a field journal?
We do: Pass out the Sensory Vocabulary List. Allow students a few minutes to read over the list. Then have students underline all of the words they recognize. Then have students circle 5-10 more words they would like to practice using in their observations.
- Sensory vocabulary list provided in Lesson Resources below.
I do: Pass out two copies of the observer journal to each student. Review the directions for the Observation journal activity.
Student Directions:
- We will go outside as a class and stand/sit in one area near each other.
- Complete the 1 Observer journal together.
- Practice sharing observations for each of the categories using the Sensory Vocabulary List.
- Write notes
- Make 1-2 drawings in two categories of your choice.
- Then you will complete the 2nd Observer journal by yourself.
- Observer Journal Handout provide in Lesson Resources below.
We do: As a class, fill out the top information on one of the observer journals. Then head outside to complete.
- Resource Link: Google Maps to find latitude and longitude: https://eclipsesoundscapes.org/location-reporting-format/
We do: Go outside as a class and stand/sit in one area near each other. Practice an observation using the observer journal all together. Have students share their observations regarding each of the categories. Encourage students to use the Sensory Vocabulary List. After several notes have been taken per category, have students make two drawings in two categories.
Reduce Vocabulary List Load:
Highlight specific words on the Sensory Vocabulary handout for students who may need extra support. By highlighting a smaller set of words, it allows students to focus their attention.
- Consider focusing on words that might already be in their vocabulary and cognates of their native language.
Resource: WIDA can-do descriptors
Lesson End
(You do- independent application; Summarize learning; Clear exit routine)
* Formative assessment-exit ticket, check for understanding, etc.
You do: While still outside, have students individually complete a second observer journal. Students can use the Sensory Vocabulary List.
FORMATIVE ASSESSMENT
How am I measuring success? (Connection to your Content/ Language objective)
The teacher can measure student success by collecting field journal graphic organizers.
LESSON RESOURCES
- LINK TO Multi-sensory Observing LESSON PLAN (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/or edit the above lesson plan to best meet your needs.
- LINK TO Multi-sensory Observing SLIDES (Google Slides): When you open this link you will be prompted to make a copy of the Google slides. This will allow you to edit either of these slide options to best meet the needs of your classroom.
- LINK TO Sensory Vocabulary HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
- LINK TO Observer Field Journal HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
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