1. Nicoletta Farina
Italian University Line
A.A. 2008/2009
LINGUA INGLESE 2
Fase B: LESSON PLAN and PROJET WORK
‚THE FIVE HUMAN SENSES AND THE HUMAN
SENSES ORGANS: SENS OF SIGHT AND THE EYE
Our senses allow us to enjoy our food, the sound, of music, the beauty of a
sunny day, the softness of a child’s hair – in short, our lives!
1
2. UNIT 4
SENSE OF SIGHT AND THE EYE
Objectives:
1. Student will label main parts of the eye as a class. Knowledge
Riconoscere le parti principali dell’occhio
2. Student will describe the function of the main parts of the eye.
Descrivere le principali funzioni dell’occhio
3. Student will explore the eye by using the eye model. Application.
Esplorare l’occhio utilizzando un modello.
4. Student will review the eye parts and functions while studyng
the eye model.
Riferire sulle parti dell’occhio e le sue funzioni durante lo studio
del modello.
2
3. Materials:
Eye poster
Flashcards
clipboards
resource book
internet
10 copies of the eye worksheet to label part
Procedures:
Ask students: What allows us to see?
Explain why sight is one of our senses.
Why do we need to see?
Are two eyes better than one? Why?
Tell students to cover one eye.
Ask question again.
Evaluation of student learning:
Did the students participate in labeling the eye as a class?
Did all the students pay attention and label their worksheet?
Did the student understand the functions of the eye parts?
Did In the small groups, did the students remember the eye
parts and functions?
Could they point out the parts on the eye model?
3
4. Steps (bubbl.us)
PART 1
WHEN GOLDILOCKS WENT TO THE HOUSE OF THE BEARS…
WHAT DID HER BLUE EYES SEE?
SYNOPSIS
Figura 1 three chairs, three bowls of porridge
4
on the table
5. Figura 2 she saw the smallest bowl and she finished all of it
Figura 3 Goldilocks went upstairs, saw the smallest bed and she fell asleep
Figura 4 The bears went up to their room and found Goldilocks sleeping on the baby bear's bed
5
6. - SIZES- NUMBERS -
“THE BIG BOWL, THE MEDIUM BOWL, THE SMALL BOWL”
“ A BIG CHAIR, A MEDIUM CHAIR, A SMALL CHAIR”
“A BIG BED, A MEDIUM BED, A SMALL BED”
6
7. The song: http://www.britishcouncil.org/kids-songs-goldilocks-
popup.htm
WHEN GOLDILOCKS WENT TO THE HOUSE OF THE BEARS
When Goldilocks went to the house of the bears
Oh, what did her blue eyes see?
A bowl that was big
A bowl that was small
A bowl that was tiny and that was all
She counted them…1…2…3!
When Goldilocks went to the house of the bears
Oh, what did her blue eyes see?
A chair that was big
A chair that was small
A chair that was tiny and that was all
She counted them…1…2…3!
When Goldilocks went to the house of the bears
Oh, what did her blue eyes see?
A bed that was big
A bed that was small
A bed that was tiny and that was all
She counted them…1…2…3!
----------------------------------------------------------------------------
7
8. PART 2
EYECARE DISCOVERY
ACTIVITY GUIDE
Look into your Eyes
GLOSSARY:
IRIS: this is the colored part of your eye. All irises have the same dark pigment, but
darker colored eyes have more of it than lighter-colored eyes.
PUPIL: a hole in the center of your iris where the light can get into your eye.
CORNEA: a tough, clear covering over the iris and the pupil that helps protect the
eye.
RETINA: detects images focused by the cornea and the lens.
LENS: a clear, flexible structure that makes an image on the eye’s retina.
OPTIC NERVE: the bundle of nerve fibers that carries information from the retina to
the brain.
8
9. ----------------------------------------------------------------------------------------------------------------
EXERCISE YOUR EYES
Eye Writing
Look at a wall and pretend that you’re writing on it with
your eyes. Don’t move your head—only move your eyes.
Start by writing your name, then try composing poetry
or writing out the lyrics to your favorite song. The bigger
the letters, the more you strengthen and stretch the
muscle around the eye.
‘Round the Clock
Imagine that you’re standing (or sitting) in front of a
really big clock. Look at the middle of the clock. Then,
without moving your head, look at any hour mark. Look
back at the center. Then look at another hour mark, and
come back to the center. Repeat for every “hour.” You can
also do this exercise with your eyes closed. Either way
will give the muscles around your eye a workout and
help prevent eyestrain.
9
10. SEEING STUFF
Of all the messages your brain receives from your five
senses, about 80 percent come from your eyes. That’s a
lot of information from two ping-pong-ball-sized orbs
mostly hidden from view!
Because we have two eyes, both facing forward, we can
judge the distance between ourselves and whatever
we’re looking at. Specialized cells called rods and cones
give us the ability to perceive color in bright light, and
see shapes, shadows, and motion in dim light.
The information and activities in this section give you a
chance to explore how your vision works. You’ll discover
how to see in the dark, when you can (and can’t) see
color, what happens when your visual system gets tired
or doesn’t get the information it needs, and how you
can tell a real smile from a fake one.
--------------------------------------------------------------
10
11. Try to find a circle, star, and/or square on the
Demonstration Card
For more games visit:
http://colorvisiontesting.com/online%20test.htm
------------------------------------------------------
11
12. WORKSHEET
Sample Primer Sight Words Worksheet
Name _____________________________ Date ___________________
Pick the word from the word bank that completes each sentence. Each word is used once.
be are must but
four ride want
1.
We stop soon.
2.
I will be six, you will be five.
3.
Jim has cats with him.
4.
I will with Mom.
5.
What do you to be?
12
13. 6.
They good to me.
7.
What do you want to ?
http://www.edhelper.com/dolch_sightwords_primer.htm
----------------------------------------------------------
Acknowledgments
L’e-Portfolio: Dove ero, dove sono, dove sto andando.
L’e-Portfolio è uno strumento digitale che permette una
selezione di artefatti e una serie di schede, mappe, e tabelle che
organizzano i materiali per documentare un progresso o uno
stato nell’acquisizione delle conoscenze e delle competenze.
A conclusione (reflection on action) o durante (reflection in
action) della unità proposta è opportuno stimolare la
riflessione del singolo studente sulle fasi e le tappe che hanno
scandito il percorso di apprendimento in un’ottica
metacognitiva.
13
15. SHEET ABOUT e-PORTFOLIO
La mappa e-Portfolio è stata salvata in bubbl.us come ‚sheet about e-
Portfolio‛ con account - nicoletta farina- (110463).
15
