What? I Can't Believe My Eyes! Caren McCarter/Lynne Smith-Mills

What? I Cant Believe My Eyes!
http://whaticantbelievemyeyes.weebly.com
Lesson #1 ~ Eye-Openers!
Lesson #2 ~ Tricks or Truths?
Lesson #3 ~ Do My Eyes Deceive Me?
Lesson #4 ~ The Final Reveal!
Unit Blurb

Caren McCarter and Lynne Smith-Mills
Have you ever stopped and stared at a picture and it looked as if

it was spinning, flashing, or maybe even floating? Have you ever
looked at a set of lines and wondered if they were really straight?
If your answer is yes, then come join us for a mind - boggling
experience. In this AIG camp session, you will discover how the
eyes and brain can play tricks on you. To gain a new
PERSPECTIVE on these mind-blowing games, come explore how
optical illusions and 3D images work and are used in your world!
UNIT ESSENTIAL QUESTIONS

How does our optical perspective affect our outlook?

SPED 6402 Spring 2015
East Carolina University
CONTENT RESEARCH PAPER

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East Carolina University
Abstract
How does our brain decode visual information? How do light, colors, and patterns that we see everyday
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trick our brain and affect how we learn? The research presented will explain how the eyes and brain work
and interact together. The definition of optical illusions and the types of illusions will be explained.
Examples will be provided for each type of illusion. From our expert that was interviewed, the real world
connection of optical illusions and the value of these illusions will be discussed. Through this research,
we have concluded that optical illusions play a significant role in architecture, engineering, artwork, and
advertising.
Keywords: optical illusions, perspective, literal illusions, cognitive illusions and physiological
illusions
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Have you ever looked at something and then had to do a double take?
Or have you wondered why objects seem to move and swirl when you look at
them? Maybe you thought you were looking at one thing, but it really turned
out to be something else. Your eyes and brain were probably experiencing an
optical illusion. Your eyes and your brain work together to help you to see
and process information. When the eyes view, they pass information to the
brain, and the brain will then process the information. The brain will go
through the processes of classification, comparison, and decision - making.
The way the brain interprets the information is known as perception.
According to Martinez-Conde and Macknik (2013):
Visual illusions are the dissociation between the physical reality and
the subjective perception of an object or event. When we experience a
visual illusion, we may see something that is not there or fail to see
something that is there. Because there can be disconnection between
perceptions and reality, visual illusions demonstrate the ways in which
the brain can fail to re-create the physical world (The Neuroscience of
Illusion, para 3).
Optical illusions are image perceptions that do not show the true picture of
reality.
Optical illusions have been studied in history and date back to as early as
450BC. According to Nakate (2011), Epicharmus, a Greek dramatist and
philosopher and Protagorus, a Greek Philosopher, started the study and
created an interest in optical illusions.
Later in history, Aristotle, Plato,
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Mueller, and Oppel followed and provided insight into optical illusions.
Epicharmus
and
Protagorus
Epicharmus believed
had
different
views
of
optical
illusions.
the senses were not working together to interpret
information appropriately. Protagorus on the other hand, did not agree with
this thinking. He thought the senses were all working together correctly, and
the cause for illusions was due to the environment. Then around 350 B.C.,
Aristotle, a Greek philosopher and scientist, believed that both Epicharmus
and Protagorus were correct. Aristotles theory was the senses worked fine,
but could misinterpret information. Other philosophers such as Plato, clarified
all the previous ideas and explained that the brain and the eyes must work
together to determine what is real and what is an illusion. It was not until
1826, Johannes Mueller, a psychologist, wrote several books explaining a
visual distortion or visual illusion. He is credited for the term visual illusions
or distortions. After Muellers works, J.J. Oppel, created a set of line illusions
known as the Mueller-Lyer Illusions (Nakate, 2011).
The eyes and brain, and their interaction, causes the trick of illusion.
The interaction between the two can cause us to see correctly or perceive
incorrectly. The parts of the eye include the cornea, lens, pupil, retina, and
iris. Light travels through all these parts for vision to occur (Simon, 1998).
Light rays reflect from the object through the cornea, the pupil, and arrive at
the retina. The retina acts as a screen to project the picture. The retina
contains the rods and the cones. These are light sensitive cells. They
determine shading, outline, color, and detail. The rods and cones cover the
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entire retina except for an area known as the blind spot. This area cant see
anything, but it is what is responsible for misinformation going to the brain.
Once the information moves from the retina, it travels along the optic nerve
to send the message or the picture to the brain. When the brain receives the
information, it tries to process it correctly. Most of the time our eyes and
brain work together to interpret the information and we see what is truly
there. When the eyes and brain do not work together, we see things
differently. This is the illusion or misperception (Brandreth, DiSpezio, Joyce,
Kay, & Paraquin, 2003).
Patane (2011) noted that optical illusions are categorized based on the
characteristics of the object, shape, or design. One type of illusion is known
as the literal illusion. Literal illusions occur when the brain perceives a
different image from what is actually there. The viewer will see a different
illusion rather than the actual objects in the picture. The second type of
illusion is known as the cognitive illusion. This illusion distorts the knowledge
a viewer may have. The viewer may think he sees one thing based on past
experiences or knowledge. This type of illusion is divided into smaller groups:
ambiguous illusions, distorting illusions, paradox illusions and fictional
illusions. Examples of the ambiguous illusion include the Necker Cube and
the Rubin Vase. These illusions have alternating views. They appear different
when viewed from different angles or positions. The distortion illusions are
created when lines, size, or shape are manipulated. The Caf Wall illusion
and the Mueller-Lyer illusions are examples. The paradox illusions are
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illusions that seem unrealistic and illogical. The Penrose Triangle and
impossible staircases are examples of this type of illusion. The last type of
cognitive illusion is known as the fictional illusion. These illusions can be
caused by hallucinations that are stimulated from possible alcohol or drug
use. The illusion may include movement or objects that do not exist.
The third category of illusions is known as physiological illusions. The
eyes and brain receive too much stimulation causing this type of illusion. The
Hermann Grid illusion is one of the most famous examples in this category.
Visual Illusions are used in many ways. Optical Art uses patterns or
geometric shapes with color to create interest. Optical illusions have been
used in the entertainment industry and technology for many years. Movies,
videogames, and television use illusions to entertain. In technology, optical
microscopes use visible light to magnify and make objects look bigger. Some
jobs depend on optical illusions. Pilots need to be skilled with using flight
simulators, and running computers using virtual reality to fly planes.
Architects and interior designers use optical illusion computer programs to
make designs appear three-dimensional. These programs help buyers better
visualize the products. Landscape contractors use illusions to make gardens
look more innovative or larger. Painters can make rooms look wider or
smaller by using various shades of paint colors (Simon, 1998).
According to our expert, David Madigan, art teacher at D.H. Conley
High School, artist M.C. Escher used various types of light and dark shading
in his artwork to create perspective. He used architecture, perspective,
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symmetry, and impossible spaces to create realistic designs that challenged
the eye and the brain. Mr. Madigan also referred to artist, Julian Beevers
works as another example of how 3D illusions have become valuable to the
corporate world and businesses. His 3D pavement drawing illusions have
become known worldwide (personal communication, January 21, 2015).
In conclusion, our research has provided the definition, explanation of
optical illusions, and the use of these illusions in everyday life. The types of
illusions are described and these illusions have value in art, advertising,
architecture, movies, and other connections to daily living.
References
Brandreth, G., DiSpezio, M., Joyce, K., Kay, K., & Paraquin, C. (2003). Optical illusions. New York:
Main Street: A Division of Sterling Publishing, Inc.
Marinez-Conde, S. & Macknik, S. (2013, September 12). The neuroscience of illusion how tricking the
eye reveals the inner workings of the brain. Scientific American. Retrieved from
http://www.scientificamerican.com/article/the-neuroscience-of-illusion/
Nakate, S. (2011, June 9). History of optical illusions. Retrieved from
http://www.buzzle.com/articles/history-of-optical-illusions.html
Patane, D. (2011, June 8). Types of optical illusions. Retrieved from
http://www.buzzle.com/articles/types-of-illusions.html
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Simon, S. (1998). Now you see it, now you don't: The amazing world of optical illusions. (revised ed.).
New York, NY: Beech Tree.
Expert Information-Bio
David Madigan is our expert for the optical illusions topic. He is an art teacher at
DH Conley High School in Pitt County. He teaches AP Art History, Art I, II, III and IV. Mr.
Madigan has been teaching art for 11 years at the high school level, grades 9-12. He
began his teaching career in Edgecombe County, and later transferred to Pitt County.
He has shared his knowledge and love of art not only in the classroom, but also in
various summer programs through the art museum in Nash County.
Mr. Madigan is a veteran art teacher, and has great knowledge and teaching
experience with how artists use optical illusions in their artwork. He teaches his students
about the importance of perspective in art design, and how famous artists use
perspective in their work. He shared how other professions benefit from an
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understanding of optical illusions. His knowledge and useful contributions were
extremely helpful with our research and understanding of how optical illusions are made
and work.
Mr. Madigan has an Associates Degree in Art (College Transfer) from Nash
Community College, and a BFA in Art Education from East Carolina University with a
concentration in ceramics and a minor in art history. He is also a National Board
Certified Teacher and is currently Teacher of the Year for DH Conley High School.
David Madigans contact information:

DH Conley High School, Worthington Road, Winterville
756-3443;madigand@pitt.k12.nc.us
Annotated Bibliography
Brandreth, G., DiSpezio, M., Joyce, K., Kay, K., & Paraquin, C. (2003). Optical illusions. New York: Main Street:
A Division of Sterling Publishing, Inc.
This book includes many examples of astounding optical illusions. These illusions will challenge and test
visual thinking skills. This source includes and illustrates all the many categories of optical illusions. This
book is kid friendly and will provide many examples of optical illusions.
Kay, K. (2007). Optical Illusions. New York: Main Street: A Division of Sterling Publishing, Inc.
This book contains excellent examples of optical illusions using different perspectives, and everyday
objects. This resource will be a valuable teaching tool for students.
Kistler, M. (2002) Dare to draw in 3D gadgets and gizmos. Scholastic. Inc.
This book contains step-by-step instructions and tips to follow to draw 3D robots, spaceships and other
gadgets and gizmos. This book offers drawing strategies and techniques for kids to expand their
knowledge of 3D art.
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Seckel, A. (2014). The ultimate book of optical illusions. London, England: Dorling Kindersley
This book contains some of the best and most intriguing optical illusions ever created. The illusions in
this book have been grouped into four main categories of optical illusion. Your eyes will tell you one
thing and your brain will tell you another.
Simon, S. (1998). Now you see it, now you don't the amazing world of optical illusions. New York, NY: Beech
Tree.
This classic book on optical illusions explores dozens of visual riddles about distance, depth, brightness,
contrast, and color. It is newly designed and filled with more than eighty illustrations.
Wick, W. (1998). Walter wick's optical tricks. New York: Scholastic. Inc.
This book presents a series of optical illusions and explains what is seen. It challenges the brain to
interpret impossible objects, a phantom image, magical mirrors and other amazing illusions.
Xtreme Illusions. (2012). National Geographic Kids. Washington, DC: National Geographic Society.
This book contains a mind-bending collection of visual puzzles. Xtreme Illusions features every kind of
visual trick and deceptive image presented in a unique style. The views are instantly engaging.
http://www.optics4kids.org/
This fantastic website was created by The Optical Society (OSA). This website provides Quality
information and inspiring interactions that power achievements in the science of light. The Kid section
offers activities, celebrities and information about optics.
http://slodive.com/inspiration/optical-illusions-for-kids/
This website offers 25 brilliant optical illusions for kids. These optical illusions for kids help them in
increasing concentration power and sharpen their focus. The website will motivate and engage gifted
learners.
http://www.eyedidntknowthat.info/for-kids/optical-illusions/
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This website offers materials for children, parents, teachers and eye care professionals to use to teach and
learn more about eye care basics and the importance of eye health and regular comprehensive eye exams.
The information includes fact sheets, games, quizzes, lesson plans and free downloadable materials.
http://www.kidskonnect.com/
On this website, students will learn how to make optical illusion or enjoy others examples of optical
illusions. This site offers many opportunities to understand and identify optical illusions.
http://www.visualillusion.net/Intro/Page02.php
This website is a direct link to the revision of the book written by Michael Luckieshs, Visual Illusions,
published in 1922. It is a report on the applied science of optical illusions or visual illusions as they were
called then. Matthew Luckiesh was the Director of Applied Science, NELA Research Laboratories,
National Lamp Works of General Electric Co. This book explains the process of vision and optical
illusions in a easy format.
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CONNECTION TO THE THEME
What is Perspective?
The operational definition of perspective that we have developed fits appropriately with
the unit topic of optical illusions and 3D. Our definition of perspective is how one views a
subject or an object, and how our eyes and brain interact to understand what is being seen. This
leads us to comprehend what is actually there. Perspective is how you see things according to
your own world. Perspective has a Latin root meaning look through or perceive. Most of the
meanings associated with perspective have to do with looking or viewing something. The eyes
and brain can be tricked when perspective is used correctly.
When we view vision as a science, our eyes take in information and send it to the brain.
The brain is supposed to interpret this information correctly, but sometimes it gets confused and
does not see what is actually there. When this happens, the brain will decide what is sees based
on prior knowledge and experiences. This decision is known as perspective, or point of view.
This decision may allow the viewer to see something that is there or may not be there.
Perspective can include feelings, emotions or general outlook. Optical illusions take advantage of
the senses, and the viewer will have to make a decision about what is truly being seen.
Perspective for each person can be different.
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Connecting to the Concept - Perspective
The concept of Perspective is depicted quite easily in our topic of Optical Illusions and
3D. Our definition of Perspective is how one views a subject or an object, and how our eyes and
brain interact to understand what is being seen. This leads to comprehending what is actually
there. As we began our research on optical illusions, we quickly learned that illusions come in
many variations. How a person sees these illusions is based on the perspective that he or she
takes when observing these various illusions.
When thinking about the topic and definition of perspective, the students will need to
develop their own idea and definition for what they think perspective is. We feel this is important
because students need to have an understanding that perspective is not always the same for each
person. We all look and think about things differently, and this is important when observing
illusions. Some people can quickly see the various types of illusions, while others may need to
really look from different sides and angles to actually see the trick of the illusion. This will
lead into our unit that is based on how one sees and interprets an object or subject. One observer
may see and understand an illusion with one perspective, while another observer may see the
illusion a different way.
In our unit, students will learn to use perspective in everyday life, and they will develop
background knowledge of how the eyes and brain interact to understand illusions based on
perspective. Each day, students will get to explore different types of illusions, and continuously
develop a deeper understanding of perspective. Our guest speaker will devote one day to how
perspective is used in art, and how perspective plays such an important role in developing
designs in many career fields. The students will get to explore how perspective is used in
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creating illusions and artistic designs. The students will create their own optical illusions and 3D
designs showing an understanding of perspective.
Each day, the students will be given a point to ponder to challenge their higher-level
thinking skills. This will help guide the students to formulate their own definition of perspective.
The intent of exploring optical illusions is to understand that things may not always be as they
seem. It is important for the audience to understand that the eyes and the brain collaborate
together to see a picture, but at times there is a misconnection. This is when perspective steps in
and is relied upon. Perspective can have a direct influence on what a person views. The overall
goal is for students to recognize that what they see is formulated by their own unique
perspective.
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TECHNOLOGY INTEGRATION
Technology Integration Plans
Lynne Smith-Mills & Caren McCarter
In constructing our unit plans, we looked at many types of technology that could be used
within our unit to emphasize learning and rigor throughout the lessons. We want the students to
be involved as much as possible in the lessons through inquiry learning. Our daily technology
equipment will consist of a projector, laptop, iPods and/or iPads (depending upon availability),
and Chromebooks. These tools will be utilized daily by the students to not only acquire
knowledge about optical illusions, but also to explore various types of optical illusions, and
create their own presentations about illusions to integrate all information learned throughout the
week.
Students will be set up in Google Classroom, and given a passcode depending on which
session they are enrolled. This is located on Google Drive. This user-friendly tool is accessible to
all Pitt County students because they have Google accounts. The Google Classroom tool is a fast
and easy way for students to stream and post thoughts and turn in assignments. The students will
use Google Classroom so they can stream ideas, questions, and point to ponder thoughts not
only with us, but other classmates as well. We plan to let students use Google Classroom to
stream discussion questions, and investigate links to illusion webpages. They will also use this as
their exit ticket assessment instead of paper/pencil.
Another tool we will be using is Google Slideshow, and it is also accessible through
Google Drive. We will be using this to create some of our presentation materials, and embed
YouTube videos, TedEd videos, links to illusion examples, and websites. We will share this with
our students through our website and their Google classroom account so they can access their
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information at home, and later after camp has ended. Also, during the camp week, students will
be able to pull up any information presented to them in for reference when they are creating their
own final technology projects. Google Slide will allow students to showcase their new
knowledge. This program contains interesting formats to give presentations more flare. Our guest
speaker will be using Google Slide to share slides of artwork and teach more about perspective.
We also plan to use YouTube videos and Ted Ed videos to help explain our content. The
kid-friendly videos will show and demonstrate examples of optical illusions and how illusions
are created. The information will also include explanations of the history of optical illusions, and
how the eyes and brain work together to view images. Videos are a good learning tool to keep
kids interested, however, we feel that videos should not take the place of good teaching,
discussions, and student investigation.
Another piece of technology we are planning to implement is the QR Code, Quick
Response Code. QR Codes accesses information quickly. Once the app has been downloaded
onto a mobile device, QR codes can be used in many ways to teach, reinforce, and review. By
scanning a barcode with a mobile device, it is linked to websites, videos, questions, and other
sources. We are planning on linking our codes to various examples of optical illusions so that the
students can use either iPods and/or iPads (depending upon availability) to scan the codes and
view types of illusions. QR Codes are an interesting way to get kids interacting and
investigating. They will be motivated to hunt and define different examples of illusions.
Two other pieces of technology we are choosing to use are apps called BIG, and Kahoot!
These apps are great for initializing discussion and receiving quick response answers from the
students. Kahoot! has a game element that can be used for quizzing, collaboration, and
presentation of content. BIG is a neat app that allows students to input an answer, shake the
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device, and it will flash the answer. Answers can quickly be displayed on Big for quick fun
checks. Kahoot! is also a game that is downloaded and questions are put into the game. Students
use a technology device such as a Chrome book, and they are given a code to join the game.
Once they have joined, they choose a multiple-choice answer to a question shown on the
projector screen or Smart Board. They can see who answered correctly and who is in the lead
with the most points. Both of these pieces will be used as fun and interactive assessment tools to
get the kids involved rather than just sitting and using traditional paper/pencil. The Final Reveal
will allow the students the opportunity to display the acquired knowledge from the week at
camp. Google Slide will be the final tool that students will use to create their presentations. Users
upload pictures, and then are prompted to select different backgrounds, graphics, and music to
create individualized slide shows. The students will take the pictures throughout the week of
camp to illustrate the types of illusions found in the real-world. They will also add text to
describe these illusions and explain all they have learned about the history of illusions, how the
eyes and brain work, and other information acquired throughout their time at camp. Students will
also take pictures of the completed Optical Illusion Castle created with the net shapes and
include in the slide show.
Rationale of Technology
A huge part of teaching gifted students is giving them guidance, but letting them
investigate and learn on their own. As the teachers, we need to facilitate and direct learning. The
students need to be allowed to reach the highest level of thinking through creating, discussing,
and giving input as to how and why they are learning and understanding. We feel the technology
we have chosen to use will not only provide rigor in our lessons, but also allow students the
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opportunity to design their final technology projects, adding their own creativity. Gifted students,
and all students, enjoy learning in fun and exciting ways. The technology that we will be using
through out the camp sessions will provide opportunity to present information beyond the
traditional lecture technique and taking notes or responding with paper and pencil. We think the
students will remain motivated and engaged with these interactive tools. Our unit will allow the
students to be involved. They will watch videos, express thoughts and respond to questions
posed in Google classroom, inquire about illusions through use of QR codes, and play games to
assess rather than taking a test. Students will also assume the role of an architect. They will be
given 3D shapes and challenged to create their own 3D castle design. When completed, they will
take pictures to be included in the slideshow.
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CONTENT OUTLINE
Content Outline - Caren McCarter & Lynne Smith-Mills
I. Optical Illusions
A. Definitions of optical illusions
1. According to Martinez- Conde, visual illusions are the dissociation between the
physical reality and the subjective perception of an object or event.
2. Optical illusions occur due to the arrangement of colors, light, and angles
3. Illusions are image perceptions that do not show true reality
B. History of Optical Illusions
1. Epicharus, a Greek Philosopher and dramatist, believed that all the senses
were not working together to interpret information correctly
2. Protagorus, a Greek Philosopher, thought that the senses were working
together correctly, but the environment was responsible for optical illusions
3. Aristotle, Greek Philosopher and scientist, thought they were both correct
men were on the right track
4. Plato, Greek Philosopher, clarified that the brain and eyes must work together
to see correctly
5. Mueller, a psychologist, studied and described illusions
6. Oppel, a teacher, created a set of line illusions
C. Perspective
1. Latin root meaning look through or perceive
2. How one sees things according to his/her own world, or point of view
3. Perspective includes feelings, emotions, or general outlook
II. How the Eyes and Brain interact to see
A. Parts of the eye
1. Cornea-the transparent front part of the eye that covers the iris, pupil, and
anterior chamber
2. Lens-focuses light coming into the eye
3. Iris-colored part of the eye that regulates amount of light coming into the
eye
4. Pupil-the black dot in the center of the iris and light enters here
5. Retina-tissue where the eye creates an image of the visual world-like film in a
camera
a. Rods-light sensitive cells inside retina
b. Cones-light sensitive cells that work with the rods to determine shading,
outline, color, and details of an image
B. How the process of vision works
1. Light rays reflect an object through all parts of the eye
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2. Retina acts as a screen to project the image
C. How optical illusions occur
1. The eyes and brain and their interaction cause illusions
a. Brain receives information from the eyes and tries to process it
b. When eyes and brain do not work together, this causes
misperceptions
2. Rods and cones cover entire retina except for an area known as the blind
spot
3. Blind spot area cannot see anything; this is responsible for misinformation
that goes to the brain
III. Types of Optical illusions
A. Literal Illusions-brain perceives a different image from what is actually there due
to optical nerve sending messages to the brain
B. Cognitive Illusions-distorts knowledge that a viewer may have, and the viewer
may think he sees one thing based on past experiences or knowledge
1. Ambiguous illusions-alternating views
a. Necker Cube
b. Rubin Vase
2. Distorting Illusions-created when lines, size, or shape are manipulated
a. The Caf Wall
b. Mueller-Lyer Illusion
3. Paradox Illusions-images that seem unrealistic and/or illogical
a. The Penrose Triangle
b. Impossible Staircase
4. Fictional Illusions-stimulated from possible alcohol or drug use, may
include movement or objects that do not exist
C. Physiological illusions-eyes and brain receive too much information
IV. Use of optical illusions and real-world connections
A. Careers
1. Architects use Computer Aided Design/Drafting (CAD) to create 3-D images
for structures
2. Artists use perspectives in paintings to create optical illusions
3. Entertainment industries employ designers, artists and computer experts to
create special effects
a. Movies and television
b. Videogames
B. Oculus Rift is a virtual reality headset that allows players to experience video
games in 3D and virtual worlds.
B. Art
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1. M.C. Escher-artist who uses types of light and dark shading in artwork to
create perspective
2. Julian Beever-artist who uses perspective and distortions to create 3D
imagery sidewalk chalk drawings which are commissioned for commercial
work and business
C. Industry
1. Architecture and engineering
a. Allows designers, builders, and buyers to better visualize a 3D model
prior to construction
b. Helps create aesthetically pleasing structures
2. Landscaping
a. Allows landscape designers to visualize a 3D garden/yard model prior to
construction and plant installment
b. Helps create aesthetically pleasing outdoor living environments
3. Painting
a. Use of paint color and shading to create and achieve illusion of depth
b. Combines decorative techniques and optical illusion to create new
perceived space
D. Expert Outline Information
1. Atmospheric Perspective adding darks and lights to a flat object to give the
appearance of form
2. Linear Perspective - how lines and space create a visual illusion
3. Anamorphic Perspective - how an artist distorts projection or perspective
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Unit Goal One:
Through active engagement, students will explain how the eyes and brain interact to
perceive optical illusions, and students will be able to identify and recognize optical
illusions.
Unit Goal Two:
Students will demonstrate an understanding of how optical illusions work by creating 3D
and optical illusions
Big Ideas:
PERSPECTIVEThis unit will emphasize the effects of optical illusions an demonstrate
that misinterpretations can occur between the eyes and brain.
LESSON #1
Eye Openers!
I. DEFINE OBJECTIVES AND CONTENT
The students will be able to explain the history of optical illusions.
LESSON
The students will understand and describe how the eyes and brain
OBJECTIVE
interact to cause optical illusions.
Slide 5
Vision is the art of seeing what is invisible to others. ~ Jonathan
POINT TO
Swift
PONDER
Slide 4
ESSENTIAL
Which influences your perspective moreyour eyes or your brain?
QUESTION
Slide 3
CONTENT
I. Optical Illusions
Outline the contentB. Definitions of optical illusions
you will teach in
1. According to Martinez- Conde, visual illusions are the
this lesson.
dissociation between the
physical reality and the subjective perception of an object
or event.
2. Optical illusions occur due to the arrangement of colors,
light, and angles
3. Illusions are image perceptions that do not show true
reality
B. History of Optical Illusions
1. Epicharus, a Greek Philosopher and dramatist, believed
that all the senses
were not working together to interpret information
correctly
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2. Protagorus, a Greek Philosopher, thought that the
senses were working
together correctly, but the environment was responsible
for optical illusions
3. Aristotle, Greek Philosopher and scientist, thought they
were both correct
men were on the right track
4. Plato, Greek Philosopher, clarified that the brain and
eyes must work together to see correctly
5. Mueller, a psychologist, studied and described illusions
6. Oppel, a teacher, created a set of line illusions
C. Perspective
1. Latin root meaning look through or perceive
2. How one sees things according to his/her own world, or
point of view
3. Perspective includes feelings, emotions, or general
outlook
II. How the Eyes and Brain interact to see
B. Parts of the eye
1. Cornea-the transparent front part of the eye that covers
the iris, pupil, and
anterior chamber
2. Lens-focuses light coming into the eye
3. Iris-colored part of the eye that regulates amount of light
coming into the
eye
4. Pupil-the black dot in the center of the iris and light
enters here
5. Retina-tissue where the eye creates an image of the
visual world-like film in a
camera
a. Rods-light sensitive cells inside retina
b. Cones-light sensitive cells that work with the rods to
determine shading,
outline, color, and details of an image
B. How the process of vision works
1. Light rays reflect an object through all parts of the eye
2. Retina acts as a screen to project the image
C. How optical illusions occur
1. The eyes and brain and their interaction cause illusions
Page 25 of 47

a. Brain receives information from the eyes and tries to
process it
b. When eyes and brain do not work together, this
causes
misperceptions
2. Rods and cones cover entire retina except for an area
known as the blind
spot
3. Blind spot area cannot see anything; this is responsible
for misinformation
that goes to the brain
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
II. PRE-PLANNING
The students will recall and state the history of optical illusions.
This will include definitions of optical illusions, important figures
instrumental in introducing and explaining optical illusions to the
world. The definition of perspective will be introduced and
illustrated. The students will be able to understand the parts of the
eye, how the process of vision works, and how optical illusions
occur between the eyes and the brain. Essential questions will be
answered by completing this lesson.
The students will be able to define perspective and optical
illusions. The students will be able to summarize the history of
optical illusions. The students will be able to explain the parts of
the eye, how the process of vision works, and how optical illusions
occur between the eyes and the brain.
Page 26 of 47

III. PLANNING
HOOK
TIME: 5 minutes
Describe how you What Color is this dress? Debate of 2015
will grab students http://magazines.scholastic.com/news/2015/03/What-Color-Is-Thisattention at the
Dress
beginning of the
http://www.wired.com/2015/02/science-one-agrees-color-dress/
lesson.
Teacher will display picture of the Blue/Black Dress Debate.
BE CREATIVE.
Teacher will ask which colors each student sees. Students will
move to right side of the room for one choice and the left side for
the other choice. Discussion will follow and then scientific
explanation will be given to explain this process.
Slide 2
INSTRUCTION
TIME: 60 minutes
Explain Step-byStudents will view How Optical Illusions Trick Your Brain by
step what you will Nathan Jacobs on TedED http://ed.ted.com/lessons/how-opticaldo in this lesson.
illusions-trick-your-brain-nathan-s-jacobs#review. (10min) Slide 6
Be explicit about
(This video gives an overview of the optical illusion process.)
ties to Points to
Students will be given a foldable brochure to take notes and write
Ponder, Essential down relevant information during each session. The brochure will
Question, and
be taken home at the end of the week. The definition of optical
Interactions here. illusion and perspective will be discussed. Examples of optical
Include ALL
illusions will be shown following the content of the history of optical
support and
illusions, which will be presented through Google Slide. The
teaching materials important people of this topic will be described and their
with your unit.
contributions to the subject. Students will view examples of optical
illusions from BrainBashers (Magic Circles) and Michael Bach
(Magic Eyes). The students will explore other optical illusions from
these websites with a partner using iPad/iPod. They will have to
opportunity to share their favorite illusions with the class. This
portion of the lesson will answer: What are the historical facts
behind optical illusions? Slides 7 - 9
Next, the students will view A Journey Through the Human Eye,
How We See by Bausch & Lomb. (3min)
www.youtube.com/watch?v=gvozcv8pS3c
This video will give direct information to answer how the eyes and
brain interact to cause optical illusions? Slide 10
Parts of the eye will be explained and how they interact to cause
sight. Physiology of the Eye (3min)
https://www.youtube.com/watch?v=_5dEO-LRV-g
Slides 11, 12 (Flashlights will be used so the students can
investigate how the pupils dilate to regulate light.) (5min)
Next, optical illusions will be explained and examples given. Slide
13
Students will begin the 3D hand art activity, to illustrate optical
illusions. This project will be completed by the end of the camp
Page 27 of 47

week. How to Draw your Hand in 3D (1:30 min)
https://www.youtube.com/watch?v=YNEXzvnD7mI
Slide 14
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 5 min. Students will be given oral instruction on the use of

BIG Response app. 1. Click on BIG app. 2. go to keyboard and
type your answer. 3. Select font. 4. Shake devise to allow the
answer to flash on the screen.
Exit Ticket on Perspective and Optical Illusions.
Students will answer the followings using the BIG Response app:
1.Name one historical person that influenced the study of optical
illusions.
2.True or FalseThe eyes and brain must work together for an
optical illusion to occur?
3. Which influences your perspective moreyour eyes or your
brain?
Students will receive a ticket that will be used for a drawing the next
day for their outstanding work and participation. Slide 15
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Lesson #1: Instructional Materials
laptop
projector
Google Slide presentation (Slides numbers are listed in the instructional outline)
Brochure (for each student)
BROCHURE Link: https://www.dropbox.com/s/at0oksw17z2evgu/Ecu
%20brochure%20-%203.docx?dl=0
Drawing paper
rulers
pencils
markers
ipads/ipods
Page 28 of 47

mini flashlights
Day 1 ~ Eye Openers! Google Slide show link:

https://docs.google.com/presentation/d/1G9E5DAhDr5yRcHnlPjRHbwkNI0iQELRi
C4ErNeAjipM/ed?usp=sharing
Lesson #1 Assessment Material
Exit ticket questions on Slide 15
Page 29 of 47

Ipad/ipod LESSON #2
Tricks or Truths?
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?

The students will analyze and classify the types of optical illusions.
Slide 5
Optical illusions can change your PERSPECTIVE.
Slide 3
How does your PERSPECTIVE affect your view of images?
Slide 4
III. Types of Optical illusions
A. Literal Illusions-brain perceives a different image from what
is actually there
B. Cognitive Illusions-distorts knowledge that a viewer may
have, and the viewer may think he sees one thing based on past
experiences or knowledge
1. Ambiguous illusions-alternating views
a. Necker Cube
b. Rubin Vase
2. Distorting Illusions-created when lines, size, or shape are
manipulated
a. The Caf Wall
b. Mueller-Lyer Illusion
3. Paradox Illusions-images that seem unrealistic and/or
illogical
a. The Penrose Triangle
b. Impossible Staircase
4. Fictional Illusions-stimulated from possible alcohol or
drug use, may include movement or objects that do not exist
C. Physiological illusions-eyes and brain receive too much
information
II. PRE-PLANNING
The students will be able to describe the 3 major types of illusions.
The students will identify optical illusions after each type has been
defined and they have viewed examples of each type. Upon
completion, the students will be able to answer the essential
questions. They will also be able to describe how their perspective
changes when viewing images.
Page 30 of 47

What will students
be able to DO as a
result of this
lesson?
The students will be able to identify the types of optical illusions

they see in the real world. They will be able to discuss and explain
how different points of view can occur when objects are viewed.
Page 31 of 47

III. PLANNING
HOOK
Describe how
you will grab
students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 10 minutes
The students will be given a bag of materials and asked to make an
Arrow Optical Illusion. The materials will be prepared and instruction
supplied. (Directions for this activity are linked in Slide 2)
This activity will help the students understand that optical illusions are
made when our brain tries to make sense of the information our eyes
send to it. Examples in Part 1 will be discussed and then the pipe
cleaner activity will be completed
http://www.mrsec.psu.edu/education/nanoactivities/vision/optical_illusions/make_your_own_optical_illusions.pd
f
INSTRUCTION
Explain Stepby-step what
you will do in
this lesson. Be
explicit about
ties to Points to
Ponder,
Essential
Question, and
Interactions
here. Include
ALL support
and teaching
materials with
your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
Slide 2
This will lead into the content being presented in Lesson #2 Tricks
or Truths?
TIME: 50 min. Upon arrival, students will be given the materials to
complete the Hook Activity (Arrow Optical Illusion). This activity will
lead directly into the lesson discussion and information for the lesson.
The brochure for note taking will be redistributed. Literal illusions,
cognitive illusions, and physiological illusions will be defined and
examples of each will be given through Google Slides. Each slide will
contain the definition of the type of illusion and links to examples will
be used to illustrate each type. Slides 6-11
To further engage the students, they will complete a Scavenger QR
Code activity. Twelve QR codes will be posted in the room and the
students will choose six to investigate. They will determine and
record the answer on the activity sheet; to the question that
corresponds to the QR code selected. Slide 12 Responses will be
shared. Slide 13 The final activity for the day will be to Capture the
Illusions. Students will use devices to take pictures of sights around
campus that appear to be optical illusions. These pictures will be
used in their Google Slide presentations at the end of the week
during The Final Reveal. They will email the pictures to their Google
drive for storage.
Slide 14
TIME: 10 min.
The Exit ticket for this lesson will be to answer the essential
questions using Google Classroom. Instructions to log into site will be
given and students will respond and send to teacher.
1. Why would you recommend a company use an optical illusion to
sell their product? (Think about your STRIDE marketing unit)
Page 32 of 47

content? Be
specific and
include actual
assessment
with unit
materials.
laptop
projector
Per student for Arrow optical illusion:
2 long pipe cleaners of equal length and color
2 long pipe cleaners of equal length but different colors (1 purple,
1gree)
scissors
paper
glue
12 QR codes with links to Optical Illusion examples (See below)
Answer sheets for QR code activity
pencils
markers
ipads/ipods
Chromebooks
Hand 3D Art from Day 1
Day 2 ~ Tricks or Truths?

QR Codes ~ Optical Illusions
Optical Illusion #1
https://drive.google.com/a/lenoir.k12.nc.us/file/d/0B4lusVyeDElmM3paYnR5TkY5
NTg/view
Optical Illusion #2
Page 33 of 47

https://www.dropbox.com/s/ojg1brlmxn6ir9u/rotating-facemask.mp4?dl=0
Optical Illusion #3
https://www.dropbox.com/s/h46nhs9p511wex8/anbiguous%20face%202.png?
dl=0
Optical Illusion #4
https://drive.google.com/a/lenoir.k12.nc.us/file/d/0B4lusVyeDElmY1lUZElzNURB
QWs/view
Optical Illusion #5
https://drive.google.com/a/lenoir.k12.nc.us/file/d/0B4lusVyeDElmTXR6Y1g1THZk
TTQ/view
Optical Illusion #6
https://www.dropbox.com/s/f2h5k4rfxgd9ikp/Optical%20Illusion%20%236.jpeg?
dl=0
Optical Illusion #7
https://www.dropbox.com/s/i053vx25s4n6xbd/escher-style-optical-illusion-6.gif?
dl=0
Optical Illusion #8
https://www.dropbox.com/s/rotdfe1x3e78r7f/room_oneReverseMasked.mp4?dl=0
Optical Illusion #9
https://www.dropbox.com/s/3c4ysqlrt06th7o/Optical%20Illusion%20%233.jpg?
dl=0
Optical Illusion #10
https://www.dropbox.com/s/e928vohzpq1ji9t/optical%20illusion%205.jpg?dl=0
https://drive.google.com/a/lenoir.k12.nc.us/file/d/0B4lusVyeDElmMHdBclM1R3A
wNnM/view
https://www.dropbox.com/s/k6nrr7gt2x7vzca/2015-03-19%2016.14.52.jpg?dl=0
Page 34 of 47

Answer sheet for QR Code Activity Choose 6

______________________________________________________________________
Optical Illusions
1. What is wrong with the cubes?
______________________________________
What type of illusion is this example?
______________________________________
2.What type of optical illusion is the rotating face?
__________________________________
3. What do you see in Optical Illusion 3#?
__________________________________________
What type of optical illusion? __________________
4. Is one key bigger than the other? Can you explain?
___________________________________
5. Which pair of notes is unlike the other six pairs?
____________________________________________
6. Which side of the picture is higher, the right or the left?
_________________________________________________
7. What type of optical illusion is shown by this picture?
__________________________________________________
Page 35 of 47

8. Why does the picture on the wall appear to be moving?

_____________________________________________________
9. Why is illusion impossible? ____________________________
10. How many legs does the elephant have?
_______________
11. What do you see in this picture?
_____________________________________________________
12. What do you see? ___________________________________
______________________________________________________________________
Day 2 ~ Tricks or Truths Google Slide Show link:

https://docs.google.com/presentation/d/1PYsqP5qsu8KE3woezVjdy69XImTYX_xVmHQrAj-Kes/edit?usp=sharing
Lesson #2: Assessment Material

Ipads/ipods
Page 36 of 47

LESSON #3
Do My Eyes Deceive Me?

LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.

Students will be able to create visual illusions.
Slide 5
We dont see things as they are, we see them as we are.
~Anais Nin
Slide 3
(Students will respond with thoughts in Google Classroom)
How are optical illusions used to persuade and influence people?
Slide 4
B. Art
1. M.C. Escher-artist who uses types of light and dark
shading in artwork to create perspective
2. Julian Beever-artist who uses perspective and
distortions to create 3D imagery sidewalk chalk drawings which
are commissioned for commercial work and business
C. Industry
1. Architecture and engineering
a. Allows designers, builders, and buyers to better
visualize a 3D model prior to construction
b. Helps create aesthetically pleasing structures
2. Landscaping
a. Allows landscape designers to visualize a 3D
garden/yard model prior to construction and plant installment
b. Helps create aesthetically pleasing outdoor living
environments
3. Painting
a. Use of paint color and shading to create and achieve
illusion of depth
b. Combines decorative techniques and optical illusion
to create new perceived space
D. Expert Outline Information
1. Atmospheric Perspective adding darks and lights to a
flat object to give the appearance of form
2. Linear Perspective - how lines and space create a visual
illusion
3. Anamorphic Perspective - how an artist distorts
projection or perspective
Page 37 of 47

II. PRE-PLANNING
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students

be able to DO as a
result of this
lesson?
Students will learn how optical illusions influence our daily lives, by
seeing and creating examples like an architect/artist/designer
would.
From our expert, students will understand the following:
how artists use perspective to create depth, how
architects/designers use perspective to create 3-D visuals when
planning ideas, and how artists use anamorphic perspective to
add mystery and hidden symbols in their work.
Students will:
Be able to recognize and create visual illusions using atmospheric
perspective.
Be able to recognize and create visual illusions using linear
perspective.
Be able to recognize and create visual illusions using anamorphic
perspective.
Page 38 of 47

III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 5 min.
Students will view the Apple Perspective video on You Tube.
www.youtube.com/watch?v=TJ1SDXbij8Y
Following video, perspective will be demonstrated. The students
will participate in the Hallway Perspective activity. One student will
walk 10 feet away to the middle of the hallway and stop. The other
students will discuss how the change in distance affects the
appearance of that student. (Perspective) The student will then
walk 10 more feet away and student will discuss how this again
changes the perspective. This will provide a concrete example how
the perspective changes as the distances of an object change.
Slide 2
INSTRUCTION
TIME: 60 min
Explain Step-byAfter introduction of Mr. David Madigan, Art Teacher from DH
step what you will Conley, he will begin facilitating the Perspective lesson and the use
do in this lesson.
of optical illusions. He will discuss three key questions when
Be explicit about
creating perspective in art. The first problem is using value in art
ties to Points to
(referred to as atmospheric perspective); adding darks and lights to
Ponder, Essential a flat object to give the appearance of form. He will give examples
Question, and
and the students will use their sketchbooks to draw examples. The
Interactions here. second problem is using lines in art. He will discuss how lines and
Include ALL
space create a visual illusion. Again he will show examples, and the
support and
students will continue to use their sketchbooks to create examples.
teaching materials The final problem is demonstrating how artist distort projection or
with your unit.
perspective (referred to as anamorphic perspective). Examples will
be given and students will try it out.
Slides 7-17
Students will continue to take photos and add to their collection of
pictures to use in the Final Reveal project. Again, they will email the
pictures to their Google drive to be used as resources/example in
The Final Reveal.
ASSESSMENT
TIME: 5 min.
(Performance
The Exit ticket for this lesson will be to answer the essential
Task) What will
questions using Google Classroom. Instructions to log into site
the students DO
have been given and students will respond and send to teacher.
to demonstrate
that they have
1. As an artist, how would you use one of your sketches created
mastered the
today to persuade consumers to buy your artwork?
content? Be
Slide 18
specific and
include actual
assessment with
Page 39 of 47

unit materials.
laptop
projector
document camera (Ladybug)
Drawing paper
rulers
pencils
markers
ipads/ipods
Chromebooks
3D Hand Art
Materials List For Expert:

Each Student will need the following materials
3-4 pieces of white card stock paper.
Regular Wooden pencil(s)
Several colored markers
Ruler
Scissors
Camera (iPod/iPad) to take pics of the anamorphic perspective project.
Google slide show link:

https://docs.google.com/a/pitt.k12.nc.us/presentation/d/1m93TItxQa645DXKZKEdx4skVg2O0QjxP5aT8QAN2G0/edit?usp=sharing
Page 40 of 47

Lesson #3 Assessment Material
Chromebooks
LESSON #4
The Final Reveal
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
teach in this
lesson.

Students will demonstrate an understanding of optical illusions and
how they work by creating a 3D building design using 3D shapes
and create a Google Slide presentation.
Slide 5
Perspective What you see depends not only on what you look
at, but also, on where you look from. ~ James Deacon
Slide 3
How do optical illusions influence our daily lives?

Slide 4
A. Careers
1. Architects use Computer Aided Design/Drafting (CAD) to
create 3-D images for structures
2. Artists use perspectives in paintings to create optical
illusions
3. Entertainment industries employ designers, artists and
computer experts to create special effects
A. Movies and television
B. Videogames
B. Oculus Rift is a virtual reality headset that allows players
to experience video games in 3D and virtual worlds.
Page 41 of 47

What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
II. PRE-PLANNING
As a result of this lesson, students will be able to describe how
optical illusions and perspective are used in real world careers and
situations. They will be able to describe the uses of optical
illusions and how they connect to the real world.
Students will be able to create a presentation to demonstrate

acquired knowledge of the materials presented such as how the
eyes and brain works, the history of optical illusions, Perspective,
and how daily illusions persuade people.
Page 42 of 47

III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 6 min
Students will view the YouTube video, Mobius Animation 5 (1min)
https://youte.be/Eb-Fi8GI6PE
The students will brainstorm the following question: Where would
you use or find a Mobius strip? Possible answers: video games,
rollercoaster designs, and special effects in movies. Following
discussion, students will be given the materials to create a Mobius
strip design. (5min)
Slide 2
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 15
Students will think -pair share titles video games, movies and
virtual reality devices that use optical illusions and 3D imagery.
http://mathforum.org/workshops/sum98/participants/sanders/
Using the information and examples provided in the website above,
students will explore how optical illusions are connected to real
world careers in architecture, entertainment and the art world.
Examples of how architects design buildings incorporating 3D
shapes and perspectives will be given.
Slide 6
ACTIVITY:
Student will assume the role of an architect. Students will be given
3D shapes (cube, cone, cylinder, prism) and challenged to create
their own 3D castle design.
Slide 7
As a wrap up to the weeks content, students will view Why Do We
See Illusions, Ted Ed video. (10 min)
http://ed.ted.com/lessons/why-do-we-see-illusions-mark-changizi
As a whole class, students will discuss the questions that follow the
TEDEd video.
Student will view student examples of optical illusions as a review.
Slide 8
Students will complete the session by preparing a Google Slide
presentation that will persuade an audience that optical illusions
serve a purpose other than just for fun. A checklist will be provided
to ensure that the students understand what content should be
included in the presentation.
Students will then share their projects with the group.
Slide 10
Page 43 of 47

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 15 min
Following instructions on Kahoot!, (Can You Believe Your Eyes?)
https://play.kahoot.it/#/k/9553d595-4787-46639cc4-c15ed5f37c9f Students will play the game to

demonstrate their understanding of Optical Illusions. (Google >
Kahoot!it.com>access code>enter screen name >play)
Slide 9

laptop
projector
strips of paper
tape
scissors
3D shapes/nets
pencils
markers
iPads/iPods
Chromebooks
Hand 3D Art from Day 1
Google Slide Checklist for students
Page 44 of 47

Project Checklist for the Final Reveal
_____________________________________________________________
The Final Reveal!

Do I have a title?
Is my name on the title slide?
Do I have a heading on each slide?
Have I covered information from each day?
Have I loaded my pictures from the week?
Do my pictures match the topic I am describing?
Did I check my grammar and spelling?
Have I used creative ideas in my presentation?
Have I correctively shown my newly acquired
information about optical illusions?
My final slide should relate back to the camp topic of
PERSPECTIVE!
Are my slides in logical order?
Do they make sense?
__________________________________________________________
Day 4 Final Reveal Google Slide Show link:

https://docs.google.com/prese http://ed.ted.com/lessons/why-do-we-see-illusions-markchangizi /d/12R6ZJW-o4JghmJ060wPbrzS1WlxvMZWrUTvvp9uVuNo/edit?usp=sharing
Lesson #4: Assessment Materials
Page 45 of 47

Chromebooks
Ipad/iPod
Page 46 of 47

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