Developmental Lesson Plan

Unit Lesson #2
Teacher Candidate: Nikkole Brown
Mentor Teacher: Mrs. Hallick

Date: January 28, 2022 Group Size: 20 Allotted Time: one hour Grade Level: 1st grade

Subject or Topic: Day 2 of Unit on “Exploring the five senses and more-section about
seeing/eyes.”

Common Core/PA Standard(s):

Standard - 10.1.1.B1
Identify and describe functions of basic body parts and organs.

Decision making and responsible behavior

Standard - 16.3.1.C1
Actively engage in creating an environment that encourages healthy relationships.

Learning Targets/Objectives:
The first grade students will be able to interpret basic functions of the eye by constructing an
informational booklet.

Assessment Approaches: Evidence:

1.Observational-during blind fold experience. 1. Observe students-during blind fold experience.

2.Observational- during “turn and 2. Observations during the eye model discussions
talk”-(formative) and “turn and talk.” (formative)

3. “About Eyes” foldable booklet (formative) 3. “About Eyes” booklets (formative

assessment-completed individually)
About Eyes Booklet

Subject Matter/Content:

Prerequisites:
● Basic use of writing words with a pencil
● Basic understanding with following directions
● No issues with being blindfolded (if so, that student will be a leader two times)
Content
● Identify 3 basic parts of the eye
○ Pupil
 ○ Iris
○ optic nerve
● braille
● visual impairment
● blindness
● develop empathy and understanding for individuals with vision impairments

Introduce the following terms:

○ Pupil-the small, dark opening in the center of the eye. Light passes through the pupil
into the eye. (kids.wordsmyth.com)

○ Iris-the colored circle around the pupil of the eye (kids.wordsmyth.com)

○ optic nerve-nerve that connects the eyes to the brain.

○ blind-not able to see; having no sight. (kids.wordsmyth.com)

○ visual impairment-damage or weak sight (kids.wordsmyth.com)

○ braille-a writing and printing system for blind persons, in which raised dots are
grouped into different patterns to represent characters, which are read by touch.
(kids.wordsmyth.com)

Introduction/Activating/Launch Strategies:

Introduction (approximately 10 min.)

● The teacher will ask the students to raise their hands if they have ever heard of the word,
“Braille.” If anyone has, the teacher will ask that student to share with the class what braille
is. Teacher will provide an answer if students are not familiar with the term.

● Braille is a writing and printing system for people who are blind. It is raised dots that are
grouped into different patterns to represent letters or words, which are read by touch.

● Next, the teacher will show the students the following book and inform them that the book
will be passed around. Teacher will say, “Please try and close your eyes while you touch the
braille letters to see if you can read the book.”

Picture from: Amazon.com

 ● While the book is being passed around the teacher will ask the entire class the following
question: “Can anyone tell me what it means to be visually impaired?” (allow for
responses and confirm or say, “Good thinking.”)

● Teacher states visual impairment is damaged or weak eyesight.

● Teacher will also state if someone has extreme eye damage they are referred to as being blind.

Development/Teaching Approaches

Game Time (approx. 20 minutes)

Students will participate in an activity that will practice leadership and following direction skills. In
addition, students will develop empathy for people who are visually impaired and identify other
senses that are used with limited sight.

● Blind fold experience

Students will be given a partner and a blind fold
(Teacher will make sure that all students are willing and able to use a blind fold)

● Before beginning the teacher will ask the students to think about what other senses they may
be using besides sight.

● Students will be allowed to go one row at a time to follow the classroom path. (sticker path
created before the lesson)

● Students will lead their partner around a path in the room (one student will be blindfolded and
the other student will guide them with instructions on how and where to walk)

● When all of the students have gone, the teacher will have the opposite team member have a try
with being blindfolded and lead.

Questions
● After all of the students have completed a short blind folded experience, the teacher will bring
the class back to full class instruction and ask the students the following questions:
1. What other senses did you use when you were blindfolded? (teacher allows for student
responses by picking a few students to share)

2. How would you feel if you were not able to see at all? (allow for responses)

3. Would it be nice to make fun of someone who is blind or vision impaired? (no)

4. Why would someone be blind? (born that way, accident, or other medical issues)
Video about parts of eye and discussion (approx 10 minutes)

Teacher will play this video about the basic parts of the eye
How Our Eyes Work? - Senses for Kids (2.06 minutes long)

EYE MODEL (approx-10 minutes)

After the video is played for the entire class the teacher will display the oversized eyeball that was
made previously.

Teacher holds up the model eye and informs the class that the video talked about some of the parts of
the eye.

Today, we will learn about three basic eye parts:

iris, pupil, and optic nerve

Volunteers/Discussion Time

#1 *Students will be asked to “turn and talk” to their partners about the iris part of the eye and
discuss what they know and have learned from the video. (teacher allows discussion time and makes
observations)

Teacher will ask for a volunteer to come up and point to the iris part of the display model.
(teacher makes any corrections, if needed)
*The student volunteer will be asked if they would like to share any information about the iris and
then return to their seat.

#2 *Students will be asked to “turn and talk” to their partners about the pupil part of the eye and
discuss what they know and have learned from the video. (teacher allows discussion time and makes
observations)

Teacher will ask for a volunteer to come up and point to the pupil part of the display model.
(teacher makes any corrections, if needed)
*The student will be asked if they would like to share any information about the pupil and then have
them return to their seat.

#3 *Students will be asked to “turn and talk” to their partners about the optic nerve part of the eye
and discuss what they know and have learned from the video. (teacher allows discussion time and
makes observations)

Teacher will ask for a volunteer to come up and point to the optic nerve part of the display model.
(teacher makes any corrections, if needed)
*The student will be asked if they would like to share any information about the optic nerve and then
have them return to their seat.

Review
The teacher will point to the eye model and talk about the three basic parts of the eye by reviewing
the terminology and functioning.

Iris, pupil, and optic nerve

Iris-colored part that helps by letting light into the eye

Pupil-black part of the eye that changes in size depending on the amount of light the eyes need.
Optic nerve-sends messages to the brain

Individual Work with teacher guidance (approx 10 minutes)

Students will be instructed with completing a “About Eyes” booklet.

About Eyes Booklet

The teacher will guide students by holding up the model example and providing step-by-step
instructions.

Students will complete the booklets individually and time will be allocated between each instructional
step.

Closure/Summarizing Strategies:

Summary (approximately 3 min.)

● Thank you all for working so hard today.
● Please clean up and put your “About Eyes” booklets on the back table.
● Tomorrow we will be learning some interesting things about the sense of hearing.

Accommodations/Differentiation:

Several students in the class are part of the title 1 program and/or struggle academically. In order to
differentiate: The following students: AG, EB, KK, RW, MK, ZB, DM will be assisted by allowing
them to have more time with their “About Eyes” foldable and the exit ticket, if needed.

*Student,CT has autism and will be allowed more time to complete the “About Eyes” foldable and
exit ticket, if needed.
Materials/Resources:
APA
Materials

● 20 pencils
● 20 blindfolds
● several stickers (est. 20) to create walking path
● one large styrofoam eye model
● 20 foldable “About Eyes” booklets About Eyes Booklet
● YouTube video How Our Eyes Work? - Senses for Kids
● Enlarged picture of the human eye for model

from iStock photo.com (free photo)

Resources

Grange, E. (2018). DK Braille: Lego Duplo: Farm. DK Children Publishing.

Smile and Learn. (February, 2020). How Our Eyes Work? - Senses for Kids. YouTube.
https://www.youtube.com/watch?v=9OS-9pG1lT0&t=3s

Nemours Foundation (1995-2022). KidsHealth. https://kidshealth.org/en/kids/visual-impaired.html

Wordsmyth Organization. (2020-current). Kids Wordsmyth. Kids Wordsmyth-Children’s

Dictionary.https://kids.wordsmyth.net/we/?ent=nutrients

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

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

Personal Reflection Questions

● Were the students engaged from the beginning to the end of the lesson?
● Did all or most of the students complete the “About Eyes” foldable correctly?
● Did most or all of the students answer all of the questions correctly on the exit ticket?

Additional reflection/thoughts