KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Morgan and Tatiana Date: ___

Cooperating Teacher: Coop. Initials

Group Size: Allotted Time __50 minutes_ Grade Level 3rd grade__

Subject or Topic: ___Sight _______________ Section

STANDARD: (PA Common Core):

3.1.3.A9. - Use simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than relying only on
their senses to gather information.

3.1.3.A9. - Use data/evidence to construct explanations and understand that scientists

develop explanations based on their evidence and compare them with their current
scientific knowledge.

I. Performance Objectives (Learning Outcomes)

A. The third grade students will be able to apply different vocabulary
words for sight by completing some sentences using the words in their
science notebooks.
B. The third grade students will be able to explain how their vision can be
impaired by using the glasses to read the story provided and stack the
blocks, then answer questions provided into their science notebook.

II. Instructional Materials

A. BrianPop video on the eye
(https://www.brainpop.com/health/bodysystems/eyes/)
B. Goggles (2-3 pairs)
C. Blindfold
D. Vaseline
E. Blocks
F. Chart paper for discussions
G. RAN Chart
H. Frayer Model
I. Powerpoint for vocabulary

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
 A. Prerequisite Skills
a. See with their eyes
b. Colors
c. Good scientists use the five senses to observe and classify things in the
world.
B. Key Vocabulary
a. Bright - giving out or reflecting a lot of light; shining
b. Dark - the absence of light in a place
c. Dim - not shining brightly or clearly
d. Color blind - unable to distinguish certain colors, or any colors at all
e. Pupil - the black spot on the eye that determines how much light is let
into the eye
f. Retina - a layer of the back of the eyeball containing cells that are
sensitive to light and that trigger nerve impulses that pass via the optic
nerve to the brain, where a visual image is formed
g. Cornea - outermost part of the eye that collects all of the light and
pulls it into your eye and focuses it through a small hole
h. Iris - the color part of the eye
i. Lens - which focuses light onto the back of the eyeball; and can
change its shape depending on what you're focusing on
j. Nearsighted - unable to see things clearly unless they are relatively
close to the eyes
k. Farsighted - unable to see things clearly, especially if they are
relatively close to the eyes
C. Big Idea - Crazy Eyes
D. New Content
a. Vision
A. Images enter our eyes then go to our brain through our optic
nerve
B. The dark hole at the center of the eye is the pupil. The pupil
changes size to control the amount of light that the lens focuses
on the retina. It enlarges in weak light to let more light in, and
it shrinks in bright light.
C. It allows you to see colors
1. Bright and dark
b. Impairments
A. It can be dim lighting
B. You can be color blind/blind
C. You may need glasses to see better
c. Scientists - ask questions about the eyes
A. (ex. Why are some people color blind?)

IV. Implementation

A. Introduction –
 1. Review with students that they see with the eyes, and ask them "What
can you see with your eyes in the classroom?" Ask students to tell a
partner what they see in the classroom. Give students 2 minutes to
discuss. Remind students that good scientists use their senses to
observe things in the world.
2. Hand out the RAN chart and have the students complete the first row of the
chart "What I Think I Know".
3. Set a purpose for showing the "Eye" video on BrainPop. Show the
video to the class, discussing connections to today's topic of the eye.
Ask students to discuss in pairs, "How are our eyes able to see stuff?
What collects all of the light and enters it into your eye?" Discuss
answers in a whole group. Record on the board.
4. Tell students that today they will be able to do what good scientists do
and use observations to analyze and explain how vision becomes
impaired.

B. Development –
1. Hand out copies of the Frayer Model to the students.
2. Go over the directions for the model: "The center circle is for the word that
you are defining, so write that there. The first block is your definition in your
own words. Write out characteristics or facts in that block. Write down some
examples in the example block, and non-examples in that block."
3. Divide up the vocabulary terms between groups of students and have them
complete the Frayer Model on the assigned terms.
4. Go over as a whole class the definitions of the vocabulary terms and allow
time for the students to write them into their journals.
5. Review rules for working with the impairment goggles:
a. Absolutely no touching or pulling the goggles while in use
b. Use special care when handling the goggles so they don't break
c. Make sure to put them on properly, and not touch the lenses.
6. Give time for each student time to use the different goggles and complete the
tasks (20 minutes). Monitor students working with the different goggles.
7. Tell the students on the count of three that we will discuss what they
explored as a group. Count to three for attention of the class. On chart paper
labeled "Vision", discuss with the class that as good scientists, they have
made some observations about vision. Record on chart.
8. Lead the students to see that they can read and build blocks fine, but when
their vision is impaired it becomes more difficult.
9. Have the students complete the rest of the RAN chart at their seats. Monitor
students by asking each groups to share their thoughts. Ask the group why
they may have had misconceptions.
10. Tell the students that on the count of three, we will share our thoughts as a
whole.
11. Have students share what they wrote on their chart. Jot down some notes on
chart paper labeled "Discoveries".
12. Model for the students using a coffee filter the difference in near-
 sighted and far-sighted, and how the cornea is flat resulting in far-
sightedness and the cornea is dense resulting in near-sightedness.
13. Ask students in partners to think of some questions they still have about
vision. Have the students then write one question they have in their journals.

C. Closure –
1. Review what has been learned about vision and about the eye.
a. Share different opinions about the goggle activity, and show a
picture of the eye. Have the students pick out the different parts of
the eye. Follow up with "How do you know?" when they label each
part.
2. Have students complete their sentences with the vocabulary words
in their journals and draw a picture to go with it.
3. Assignment - Tell students to come up with one picture that shows
an impairment of vision (a drawing).

D. Accommodations / Differentiation -
1. For the vocabulary sentences, the students can either use one word
in a sentence, or multiple words in one sentence. However, there
must be at least 3 sentences.

E. Assessment/Evaluation plan
1. Formative
- Student journals will be completed to demonstrate
understanding of the different vocabulary words for sight. An
observation checklist will be used to document learning. This
will recorded on a checklist with a check or x.
- Students will demonstrate what good scientists do by answering
the questions on the board into their science notebook based on
the simulated activity completed with the glasses.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective

answers to questions recorded after lesson is taught.)

Please note:
  Do not try to fit your lesson plan into the spaces on this format sheet. Scan this
form or retype it. Adjust the spacing to match the needs of your individual
lessons.
 After the cooperating teacher has approved and initialed the plan, any
recommendations or revisions should remain on the plan.

VI. Resources (APA Format)

 Ardley, N. (1992). The Science Book of the Senses. Florida: Harcourt Brace
Jovanovich
 BrainPop video https://www.brainpop.com/health/bodysystems/eyes/

RAN Chart
Frayer Model

Powerpoint for Vocabulary Words