1.

Context and Learning Environment for this Lesson: Interns Name: Aubrey Henneke School: William Allen White Host/Mentor Teacher: Kelly Wagaman Subject: Science: Eyes Grade Level(s): 3rd grade Tentative Date to be Taught: 4/11 Time:12:40-1:5.0 1. The setting -

There are 268 children in the building at William Allen White with 53.73% males and 46.27% females. 86.84% of students are economically disadvantaged, while 13.06% are not economically disadvantaged. 48.88% of students are Hispanic, 34.33% are White, 5.97% are African American, and 10.82% are other ethnicities. Ms. Wagamans class has a total of 18 students. There are 10 boys and 8 girls. Some students do have off-task behavior issues. I have a total of four students in my group. There are two boys, two girls, and one girl who is an ELL. 1.2. Materials Materials List: Permanent Markers o 6 black o other assorted colors (blue, green, brown) 6 white Ping pong balls 6 post-test assessments Pencils Clear tape 6 practice eye-diagram Notes sheets 3D eye model Cow eye Scalpel Disposable gloves Lots of pipe cleaners, already cut (red and blue) 6 Advanced eye structure worksheets for closure Lesson Goals, Outcomes, Objectives: - Describe what you expect students to achieve, including:

2.

Eye Structures and Functions 2.1. Instructional Objectives The students will sit and watch the teacher dissect a cow eye. (Low Psychomotor) Using the eye-diagram notes sheet, the students will identify the eye structures. (Middle Affective) Using a white Ping-Pong ball, permanent markers, pipe-cleaners, and a zip lock bag the students will create and point out structures on an eyeball with an optic nerve, pupil, iris, veins, and sclera. (High Cognitive)

Pre/Post-Test objectivesOn part A, the students will identify structure names on the eye diagram using the word bank and get six out of six correct. (Low Affective) On part B, the students will match the correct definition to the eye structures and get six out of six correct. (Low Cognitive) On part C, the students will circle one number on the scale. (Low affective) 2.2. Relevant Local District Outcomes, State (KSDE.org) and/or National Standards: STANDARD 1: SCIENCE AS INQUIRY Grades 3-4 SCIENCE AS INQUIRY The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry. Benchmark 1: The student will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others. 3. Assessment: How will you determine the extent to which students have achieved? 3.1. Assessment/Evaluation I will know students have achieved the lesson objectives when they : I will know the students have met the objective when they have sat and watched the teacher dissect the cow eye. I will know the students have met the objective when they have identified eye structures on the eye diagram sheet. I will know the students have met the objective when they have created and pointed out structures on an eyeball with an optic nerve, pupil, iris, veins, and sclera using a ping pong ball, permanent markers, pipe cleaners, and clear tape. Pre/Post Test objectives: I will know the students have met the objective when they have identified structure names on the eye diagram using the word bank and gotten six out of six correct. I will know the students have met the objective when they have matched the correct definition to the eye structures and gotten six out of six correct. I will know the students have met the objective when they have circled one number on the scale.

3.2 Criteria for Mastery and/or Rubric for judging/scoring student success list points needed (4 out of 5, etc.) or essential actions or products that must be part of their performance of each objective. Ping-Pong Eyeball Rubric Category Labeling 4 The student has all structures labeled clearly and correctly. The student drawn/ attached all structures to the ball. The student followed procedures and steps modeled by the teacher all of the time. 3 The student has at least 5 structures labeled clearly and correctly. The student has drawn/ attached at least 5 structures to the ball. The student followed procedures and steps modeled by the teacher most of the time. 2 The student has at least 3 structures labeled clearly and correctly. The student has drawn/ attached at least 3 structures to the ball. The student followed procedures and steps modeled by the teacher some of the time. 1 The student has at least 1 structure labeled clearly and correctly. The student has drawn/ attached at least 1 structure to the ball. The student followed procedures and steps modeled by the teacher every now and then. 0 The student did not participate

Structure

The student did not participate.

Behavior

The student did not follow procedures and steps modeled by the teacher.

4. Adaptations: - Describe materials and/or strategies youll use to gear the lesson up and down to engage students with special needs, including . . . 1. Gearing down for students who may struggle with the lesson, (e.g., ELL, etc.) might include: I will read the test out loud for students with low-reading levels I will have a couple Ping-Pong Eyeballs already Stenciled out for students who have fine-motor disabilities.

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Gearing up for higher achieving students who may need alternate challenges such as: I will have an extra activity prepared with a more complex eye diagram. The student will be encouraged to take the extra structures/definitions and label the structure on the complex diagram. Student will be asked to add to their Ping-Pong Eyeball using their complex eye diagram.

5. Integration: - Explain your creative use of interdisciplinary learning experiences within or across subject areas: Visual Arts

Standard 1: Understanding and Applying Media, Techniques, and Processes Basic Benchmark 3: The student experiments with various media, techniques, and processes to develop manipulative skills. Indicator 3.The student correctly follows the steps of a process. Through the Ping-Pong Eyeball activity, the student will be practicing following the step of a process as I model drawing on each part of the eye. 6. References/Resources Used: - List in formal APA bibliographical style; websites in URL format. Ballard, C. (2003, 2009). Eyes. Chicago, IL: Heinemann Library an imprint of Capstone Global Library, LLC. Johnson, J. (2004). Senses. Boston, Massachusetts: Kingfisher. http://faculty.washington.edu/chudler/fillin3.html http://www.thealy.com/JCHS/drag_diag/eye.htm Plans Approved for Teaching (for those professors or mentor teachers requiring prior approval BEFORE you teach the lesson) a. Host or Mentor Classroom Teacher ________________________________ Date: _________ b. University Professor _________________________________________ Date: __________ 7. Instructional Design - Teaching Plan 7.1. Introduction - Describe things youll do to get the lesson off to an engaging start, including): a. Anticipatory Set Has anyone ever cut up an eyeball before? Today, we are going to do just that. Lets find out what a cow eye looks like from the inside out! The teacher will dissect a cow eye and show the student various parts within they eye that are similar to a human eye. b. Communication of ObjectivesToday, we are going to explore what parts are in our eyes, and how they work to help us see. First, we will take a look at a real cow eye. Next, we will talk about what each part does and find the part on an eye diagram. For our activity, we will make our eyeballs, and find the parts on them. Last, we will take our assessment again to see how much you have learned since Tuesday!

*7.2. Input Using the 3D eye structure and books, I will describe what each part of the eye is, where it is at, and what its function is.

The outside of the eye is made u of two pieces, the sclera and cornea. o Sclera ! The sclera is the tough outer layer of the eye. ! It helps to protect the eye. ! The sclera is the white part of the eye, and it not found at the very front. ! The sclera has veins in it to carry oxygen and nutrients to the eye. o Cornea ! The front part that covers the pupil and iris is called the cornea. ! The cornea is a see through part of the sclera that lets light into the interior of the eye. ! There are no veins on the cornea, or we would see lots of red lines in our vision. ! The cornea is the very first thing that light hits on our eyes, allowing us to see. The part of the eye you are most used to looking at has two parts. The pupil and Iris. o Iris ! The iris is the outside part that has color and helps control the amount of light that goes into the eye. ! The iris is actually a muscle that open and closes around the pupil, just like what we saw in the Bill Nye video. ! Lets take a poll. What color of eyes do you have? o Pupil ! The pupil is the black circle you can see inside the iris. ! The pupil is actually a hole in the iris where light goes through the eye. ! Think about what you can see when you turn off the light at night. When you first shut off the lights, it is hard to see. But when you have been sitting in the dark for a while, you can see more and more. This is because the iris has opened up to allow more light to get into your pupil. Lens o Behind the pupil, you each have a lens in your eye. o You cannot see the lens from the outside. o The lens is a jelly like disc that bends light entering the eye. o The lens actually flips everything you see upside down, and then your brain has to turn it right side up again. Optic Nerve o In order for us to understand what we see, and to turn everything right-side up again, something has to carry information from our eyes to our brain. This messenger is the optic nerve. o The optic nerve is a messenger nerve that carries the information form the retina to the brain. o Without the optic nerve, we would not be able to understand any of the things we see.

*7.3. Modeling I will model how to create the Ping-Pong eyeball in a step-by-step process 1. Using a black marker, color in a small black circle on your ball, opposite of the holes. a. You have just created a pupil 2. Using a color of your choice, color a larger circle around the pupil. a. You have just colored in your iris. 3. Using a red marker, create veins on the sides of your eyeball to show veins in the sclera. a. Now, you can see what part of the eye makes up your sclera 4. Using clear scotch tape, place a small piece of tape over the pupil and iris. a. This clear covering represents the cornea. 5. Using the pipe cleaners, poke pipe cleaners into the ends of your ball where there are holes. a. You have just made an optic nerve, so now your eyes are in full function. I will model how to draw arrows to label the structures on the eyeball using pencil.

*7.4. Guided Practice NOTE: Insert at those points where they are most likely to occur additional examples of teacher input and/or modeling that you consider essential to students progress in achieving the lessons objectives.: As I dissect the eye, I will model looking for the eye structures that we are going over. I will be very observant, and point out how each structure is important and/or different. As I go through the input, I will ask students where each structure is on their eyeball diagram. I will ask about what it would look like on a real eye, as opposed to a paper eye. For example, after discussing the pupil, I will ask students where the pupil is on their chart. I will then ask what is different about our chart vs. our pictures and observations. As each student makes their Ping-Pong eyeball, I will ask him or her questions about how each structure works. For example, I may ask whey the sclera has veins, what the iris does, and what the optic nerve does. *7.5. Checks for Understanding I will often ask what part of the eye they are creating. I will often ask what the eye structure does. o Why does the pupil change sizes? o What does the optic nerve do? o How are the sclera and cornea different? How are they similar?

7.6. Independent Practice/Assignment -

After creating their eyeballs, I will ask students to label each structure using pencil and arrows on their eyeballs. I will give them a word bank to look off of for spelling and recall. 7.7. Closure, Wrap-up - Explain how youll engage students in reflecting and summarizing what they have practiced and achieved during the lesson: I will provide the students will a geared-up eyeball diagram with more structures on it, so that they may take it home. I will provide a web-link to an eye diagram on the sheet for them to refer to. I will administer the post-test assessment.

Micro II Reflection

Aubrey Henneke

A. Describe at least 2 things that went well during the lesson. The students loved the cow eye! As and attention grabber, it was an automatic hook. I was able to refer back to the dissection during the lecture to help describe the purpose of each part of the eye. I borrowed an eye structure from Flint Hills Eyecare and used it to teach the parts of the eye. The pieced came apart so that I could identify what each part did. The lens actually popped out, and when you looked through it, the plastic lens flipped everything upside down like a real lens. As we talked about each piece, I was able to pass around the part of the eye we were discussing, so that each student could examine it individually as they were taking notes. The model looked very similar to the Ping-Pong ball eyes that we created during the activity, so it served as a wonderful reference tool even after the lecture. B. Describe one thing that went differently than expected (if applicable). The cow eye was terribly difficult to cut. It took twice as long as expected just to open up to get into the eye. Next time, I would check ahead to make sure I have a fresh cow eye to dissect as opposed to a preserved one. C. Briefly describe evidence of the degree to which students achieved the objectives of your lesson. This might include a summary of student assessment data or work sample.
The$students$will$sit$and$watch$the$teacher$dissect$a$cow$eye.$(Low$Psychomotor)$ o After$modeling$how$they$should$sit$in$the$desks,$all$students$stayed$in$their$ seats$and$watched$me$dissect$the$eye.$$Every$now$and$then,$Student$1$got$ out$of$her$chair$to$get$a$closer$look,$but$she$was$easily$redirected$to$return$ to$her$seat$and$did$so$every$time.$$ Using$the$eyeCdiagram$notes$sheet,$the$students$will$identify$the$eye$structures.$ (Middle$Affective)$ o As$seen$by$the$notes$sheets,$all$students$followed$along$during$lecture$and$ correctly$identified$each$eye$structure.$ Using$a$white$PingCPong$ball,$permanent$markers,$pipeCcleaners,$and$a$zip$lock$bag$ the$students$will$create$and$point$out$structures$on$an$eyeball$with$an$optic$nerve,$ pupil,$iris,$veins,$and$sclera.$$(High$Cognitive)$ o As$seen$via$PingCPong$Eyeball$Rubrics:$ ! Student$1$scored$12$out$of$12$on$the$rubric$because$they$labeled$all$ structures$correctly$and$had$perfect$scores$for$structure$and$ behavior.$ ! Student$2$scored$9$out$of$12$on$the$rubric$because$they$labeled$at$ least$four$structures$incorrectly$and$had$perfect$scores$for$structure$ and$behavior.$$ ! Student$3$scored$10$out$of$12$on$the$rubric$because$they$labeled$at$ least$two$structures$incorrectly$and$had$perfect$scores$for$structure$ and$behavior.$

Micro II Reflection
!

Aubrey Henneke

Student$4$scored$10$out$of$12$on$the$rubric$because$they$labeled$at$ least$two$structures$incorrectly.\$and$had$perfect$scores$for$ structure$and$behavior.$ On$part$A,$the$students$will$identify$structure$names$on$the$eye$diagram$using$the$ word$bank$and$get$six$out$of$six$correct.$(Low$Affective)$ o Student$1$scored$4$out$of$6.$ o Student$2$scored$4$out$of$6.$ o Student$3$scored$6$out$of$6.$ o Student$4$scored$3$out$of$6.$$ On$part$B,$the$students$will$match$the$correct$definition$to$the$eye$structures$and$ get$six$out$of$six$correct.$(Low$Cognitive)$ o Student$1$scored$3$out$of$6.$$ o Student$2$scored$1$out$of$6.$$ o Student$3$scored$1$out$of$6.$ o Student$4$scored$4$out$of$6.$ On$part$C,$the$students$will$circle$one$number$on$the$scale.$(Low$affective) o All$students$circled$one$number$on$the$scale.$$

D. Based on the extent to which the students achieved the lessons objectives, describe any changes youd consider if you were to teach this lesson again. I would have reworded the entire matching section to make it more kid friendly and easier to read. I would have had a word bank available from the beginning of the Ping-Pong eyeball identification activity. I would use a fresh cow eye instead of a preserved one. E. Also related to the degree of success students achieved, describe what you would do if you had the opportunity to plan and teach a follow-up lesson to the same group of students. I would teach them about perception and how we see (the visual path of light.) I would incorporate optical illusions. F. As a result of your work in planning, teaching, and reflecting on this lesson, plus your mentor teacher and/or university professors coaching and assessment, what have you learned about yourself as a teacher-to-be? Planning this lesson was almost as fun as teaching it. I loved getting to dissect something and having students so eager to learn. This lesson was my favorite all year, and it was a wonderful reassurance that I am on the perfect path for my life. I wanted to go back the next day and do a follow up lesson. I learned that when you are truly interested in a subject, the students would be too. I learned that I want to keep doing this, and that every single bit of hard work that goes into planning a good lesson pays off in the end when the students are excited to learn and work hard. I also learned that a power point is not

Micro II Reflection

Aubrey Henneke

absolutely necessary for every lesson. This lesson was my favorite, and it was the one lesson I have done without any technology. I use manipulative and concrete examples, which truly seemed to work best and keep the students interest.