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Eye Doctor

Why do we have eyes? What do we do with them? Why should we take care of our eyes?

  • Directions

    1. Prior to opening this lesson, ask parents to donate old glasses frames with lenses removed. Students can use these as props as they learn more about their vision.
    2. As part of a study of their senses, have students engage with books that focus on vision.
    3. Ask students what they do with their eyes. Post responses on a classroom white board using Crayola® Dry Erase Markers.
    4. Pose the question to students, "How do we take care of our eyes? Post responses.
    5. Invite a local optician to visit with the class and talk about his profession. Ask the doctor to bring in props for children to interact with and learn about their purposes in studying vision. Discuss what the doctor's office looks like.
    6. After the optician's visit, students discuss what they have learned. Ask them what they would expect to see as they entered an eye doctor's office.
    7. Invite students to create their interpretation of an eye doctor's office, including creating a sign, what furniture they would need, magazines in the waiting room, telephones, eye charts, patients waiting to see the doctor, an eye doctor, etc. Use poster board, construction paper and Crayola Washable Markers to create pieces of the office. Use Crayola Glitter Glue to make signs sparkle.
    8. Students create a chart for the receptionist to use when keeping track of the doctor's appointments.
    9. Assign students roles to play as they "open" their eye doctor's office. If possible video-tape their play for future viewing. Students wear their eye glass props while they visit the doctor's office!
  • Standards

    LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing one's own clearly.

    LA: Participate in shared research and writing projects.

    LA: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    SCI: Use observations to describe patterns of what plants and animals (including humans) need to survive.

    SCI: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

    VA: Use visual structures of art to communicate ideas.

  • Adaptations

    Possible classroom resources include: The Eye Book (Bright & Early Books(R)) by Theo LeSieg; Close Your Eyes by Kate Banks; The Patch by Justina Chen Headley

    Invite students to explore other senses. Compare Note similarities and differences between the sense now under study and the sense of vision.

    Extend student knowledge of vision beyond human vision. Have students select an animal that they are familiar with and investigate that organism's vision. Find similarities and differences between human vision and the vision of that animal. For example, cats and cows have a reflective film located on the rear of their eye balls that allow them to see well in the dark. Humans do not have this ability.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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