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KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candiate: Sarah Klick and Patricia Lattanzio Date: February 23, 2014 Cooperating Teacher: Group Size: Four Coop. Initials Allotted Time One hour Grade Level 3rd Grade

Subject or Topic: Five Senses

Section

STANDARD: 10.1.3.B: Identify and know the location and function of the major body organs and systems. circulatory respiratory muscular skeletal digestive I. Performance Objectives (Learning Outcomes): The third grade students will state what the five senses are by discussing them in groups. The third grade students will vote on which of the five senses is the most important by placing a tally mark on the board. The third grade students will label the parts of the eye by completing a worksheet. II. Instructional Materials Smartboard Blank parts of the eye worksheet (http://kidshealth.org/kid/htbw/_bfs_EYESactivity.html?tracking=K_RelatedArticle) Crayons/Markers/Colored Pencils Strips of paper with parts of the eye Parts of the eye Presentation (http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsenses/e ye/) Color Bind Video (http://kidshealth.org/kid/talk/qa/color_blind.html?tracking=K_RelatedArticle) Flag Activity (http://kidshealth.org/kid/closet/experiments/experiment_flag.html?tracking=K_Related Article)

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills 1. Basic understanding of tally marks 2. How to use a smartboard 3. Knowledge of the five senses B. Key Vocabulary 1. Sclera: the white of the eye; the tough, opaque outer coating. Six tiny muscles are connected to it, which control the eyes movement 2. Cornea: transparent coating which covers the iris and the pupil at the front of the eye. The cornea, together with the lens, refracts- thats changes the direction of- the light and helps the eye to focus. 3. Iris: the colored part of the eye, tiny muscles inside the iris control the amount of light which can enter the eye by opening and closing the hole in its center. This hole is called the pupil. 4. Pupil: Light enters the eye through the pupil. The size of the pupil is controlled by the iris. When it is very bright and there is lots of light, the pupil is small. When it is dark, the pupil grows bigger to allow more light into the eye. 5. Lens: the purpose of the lens is to focus light onto the retina at the back of the eye. Because the lens refracts light, the image which hits the retina is upside down. 6. Retina: contains millions of photoreceptors- thats sensors which convert light into electric impulses which are sent along the optic nerve to the brain. There are two types of photoreceptors, rods and cones 7. Rods: allows us to see in low light 8. Cones: which allows us to see color and works best in brighter light 9. Optic Nerve: sends signals representing color, light and dark, from the eye to the brain, which then interprets what we see. Where the optic nerve leaves the retina there are no sensory receptor cells, meaning we have a blind spot in our eye. 10. Color Blindness: the inability to see certain colors in the usual way and to distinguish certain colors C. Big Idea: Parts of the eye/ color blindness D. Content IV. Implementation A. Introduction 1. Students sit in groups of four. 2. Ask students if they can name the five senses and writes them on the board (sight, hearing, touch, smell, and taste). 3. Ask students to vote for which sense they believe is the most important sense they had and tallies the votes on the board. 4. Ask students why they believe the sense they voted for is the most important and discuss in their groups.

5. Explain that students will be learning more about the sense of sight, and the parts of the eye. B. Development 1. Show the presentation on the smartboard (http://www.childrensuniversity.manchester.ac.uk/interactives/scienc e/brainandsenses/eye/) 2. Have students come up to the smartboard and interact with presentation 3. Run through the different parts of the eye with students on the board and explain what each is. Sclera Cornea Iris Pupil Lens Retina Optic nerve 4. Hands out worksheet with different parts of the eye. Have students sit in groups of four to color and label the parts of the eye. Explain that each part of the eye should be colored a differently because it is easier to remember by color association. (http://kidshealth.org/kid/htbw/_bfs_EYESactivity.html?tracking=K _RelatedArticle) 5. Explain that each student is responsible for two parts of the eye. They are the reporter for those parts of the eye and must be able to explain them to their group members. 6. Hand out strips of paper with parts of the eye on them, whichever parts each student gets, they are responsible for presenting to the class. 7. After all parts are assigned, have students get into new groups with other students who have the same parts. 8. Students sit in their new groups for a few minutes to discuss them so they can become the experts. 9. Students switch back to their original groups and explain their parts to their group members. 10. Once everyone has a chance to explain the parts in their groups, call attention to the class. 11. Review all the parts of the eye with students. 12. Bring students attention back to the board where the senses and the votes for the senses are listed. 13. Remind students of particular senses that students thought were most important and some of the reasons why students thought so. 14. Show color blind video on the smartboard (http://kidshealth.org/kid/talk/qa/color_blind.html?tracking=K_Relat edArticle)

15. Color Blindness Flag activity on smartboard (http://kidshealth.org/kid/closet/experiments/experiment_flag.html?tr acking=K_RelatedArticle)

C. Closure 1. Remind students that every sense is important, if we take away one sense, all of the others are affected in some way. 2. Draw students attention back to the board with a blank picture of the eye and reviews the different parts of the eye with students again. 3. Review the concept of color blindness

D. Accommodations/Differentiation 1. Vision Impaired: the student will sit in the front of the room when working on the board and smartboard. Directions can be read allowed to student if needed.

E. Assessment/Evaluation Plan 1. Formative a) Collect The Eye worksheet b) Checklist for participation on labeling the eye on the board 2. Summative a) There is no summative for this lesson V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan B. Personal Reflection 1. Was my introduction clear? 2. How can this lesson be improved? 3. Was my information clear? VI. Resources Activity: Eyes. (n.d.). KidsHealth - the Web's most visited site about children's health. Retrieved February 24, 2014, from http://kidshealth.org/kid/htbw/_bfs_EYESactivity.html?tracking=K_RelatedArticle Chudler, E. (2011, August 1). Senses Experiment: The Red, White, and Blue. KidsHealth - the Web's most visited site about children's health. Retrieved February 24, 2014, from

http://kidshealth.org/kid/closet/experiments/experiment_flag.html?tracking=K_Re latedArticle Dowshen, S. (2010, November 1). What It's Like to Be Color Blind. KidsHealth the Web's most visited site about children's health. Retrieved February 24, 2014, from http://kidshealth.org/kid/talk/qa/color_blind.html?tracking=K_RelatedArticle

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