Common Eye Problems Presentation Lesson Plan
Technology Integration Unit/Lesson Plan Template (modified from MTS Lesson Plan Template)
Lesson title: Common Eye Problems
Name: Calleen Tokashiki
Subject area: Science
Grade level: 7th
Time frame: 2 weeks
Brief lesson/unit Summary/Description
Students choose a topic from a list of common eye problems to Create a Keynote presentation that shows a common vision problem. The objective is for students to apply their understanding of light, the eye, and lenses.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
Science
7. 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:
g. Students know how to relate the structures of the eye and ear to their functions.
7.7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
b. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.
d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).
e. Communicate the steps and results from an investigation in written reports and oral presentations.
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
2. Communication and Collaboration—Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency—Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making—Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
Students will understand (lesson/unit objectives):
By creating a digital presentation, students will be able to :
a. Describes what the problem is and how a person gets this problem
b. Identify the part or parts of the eye that this problem affects.
c. Identify how damage to structures affects function
Essential Questions to guide this unit/lesson and focus teaching and learning:
Rubric: Vision Problem Presentation (See link below)
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
Lesson title: Common Eye Problems
Name: Calleen Tokashiki
Subject area: Science
Grade level: 7th
Time frame: 2 weeks
Brief lesson/unit Summary/Description
Students choose a topic from a list of common eye problems to Create a Keynote presentation that shows a common vision problem. The objective is for students to apply their understanding of light, the eye, and lenses.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
Science
7. 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:
g. Students know how to relate the structures of the eye and ear to their functions.
7.7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
b. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.
d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).
e. Communicate the steps and results from an investigation in written reports and oral presentations.
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
2. Communication and Collaboration—Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency—Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making—Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
Students will understand (lesson/unit objectives):
By creating a digital presentation, students will be able to :
a. Describes what the problem is and how a person gets this problem
b. Identify the part or parts of the eye that this problem affects.
c. Identify how damage to structures affects function
Essential Questions to guide this unit/lesson and focus teaching and learning:
- What is the eye problem you are presenting?
- How does a person get this problem?
- What parts of the eye are affected?
- How is it treated? Can it be treated?
- Where did you get the information
- Computer though it could be done on an iPad
- Keynote or PowerPoint
- Access to Internet to research information
- Access to printer to print off information to synthesize
- How to search for information on a topic
- How to use multiple sources to verify information
- How to take multiple sources to synthesize information into your own words
- How to find good quality images that fit the needs of your presentation
- How to cite sources of images and information
- How to properly format information and images for viewing ease and aesthetics
Rubric: Vision Problem Presentation (See link below)
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
- Students will work in pairs to balance learning difficulties and manage tasks.
vision_problem_presentation.pdf |