6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Jennifer Lakin Lesson Title: Investigating Parts of the Eye

Date: 04/09/2019 Grade Level: Pre-School Circle one: ECE
Standard(s)/Guideline(s): Identify and describe the function of body parts. With modeling and support, remember and use information for a variety of
purposes. Solve problems by planning and carrying out a sequence of actions. Sort and classify objects by one or more attributes (e.g., size, number).
Recognize, duplicate and extend simple patterns using attributes such as color, shape or size. Identify the diversity in human characteristics and how
people are similar and different. Develop, initiate, and carry out simple plans to obtain a goal. Use imagination and creativity to interact with objects and
materials. Use creative and flexible thinking to solve problems.
Pre-assessment of current knowledge: Prior to this lesson, we will assess the students and their motor, cognitive, and social-emotional skills via a checklist to
see what skills the students know. We will also ask the students to draw us a picture of eyes to see what they perceive to be the eye and what they know about the
parts of the eyes.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional Identify Evidence: (What will you collect or record as data Academic Language:
Objective(s): The student will be to demonstrate students have met your objective(s) and
able to... skill?) Eye, Pupil, Eyebrow, Eyelid, Eyelashes, Iris, Sclera, Vein

The student will be able to name
different parts of the eye that are
visible to them when looking at
each other’s eyes.
The student will be able to
complete the “Parts of the Eye
Puzzle.”
The student will be able to explore
different materials to build an eye.
Part 2: Students will be able to use
their imagination to create eyes
how they see them and how they
think they should look.
One Assessed Developmental
Skill:
The students will be able to place
the pieces of the eyes in the
correct order with 80% accuracy.
The student will be able to use
I will create a checklist that includes the student’s names
and the different parts of the eye. I will put a check mark for
each correct piece of the eye the student is able to place
onto the puzzle.
I will take pictures as the student works on their puzzles to
see the process they went through to get to the correct
pieces. I will make notes of any important conversations
during the process and if they are able to use the new
vocabulary introduced.
We will collect each students’ artwork/collages to see what
materials they used and how they decided to use them to
create eyes how they see fit.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will collect all the data and note how many students were
able to complete the puzzle at different levels of completion.
For the first time working through this investigation, I hope
that 75% of the class will be able to complete the felt puzzle
completely. As we continue to learn more about the eye, I
will aim for every student to be able to accurately complete
Procedural steps:
1. After the student’s finish their breakfast, they are
instructed to pick a book to read until everyone is
finished eating before circle time. During this time, I
will read the book Our Eye Can See by Joni Wheeler-
Toppen to the students I will work with later on during
center time. This will introduce the idea of the eye
and what it can do to the students.
2. During the book read, I will ask the students
questions like: Where are your eyes? What do your
eyes do? What color are your eyes?
3. After circle time, in small groups of 2 or 3, students
will come to my center.
4. I will ask the students questions about their eyes like:
What do you do with your eyes? Where are your
eyes? What are the parts of your eyes? What color
are your eyes? What do you wonder about your
eyes? Although some have been asked these
questions earlier during the book read, this will
remind them and get them thinking throughout the
activity.
5. Once we have went through the questions, I will
show the students the diagram of the eye.
6. I will show them the different parts of the eye and ask
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Early Childhood Education
Learning Experience Plan

different materials and their
imagination to create visuals while
incorporating eyes.
Safety Considerations:
I will want to make sure that the
students are correctly using the felt
pieces and not sticking them to
one another.
I will want to ensure students know
how to use the glue-stick properly
and the collage materials safely.
I will need to make sure the
students understand eye safety
and do not try to experiment by
touching their own eyes or their
classmates’ eyes.
the puzzle and be able to tell what parts of the eye the
pupil, iris, eyebrow, and eyelid are.
I will collect the student’s artwork to display on the art wall
of the classroom.
them what they think the name of each part is.
7. We will then fill out the diagram with the names of
each part together. As we do so, I will help guide
them in knowing the purpose of each part.
8. Once we have filled out the diagram, I will introduce
the students to the eye puzzle that has been created.
9. The students will work on completing the eye puzzle
in small groups of 3 or 4, which includes them placing
the eyebrows, eyeball, sclera, eyelid, veins, pupil,
and iris in the correct spots and the correct order.
They will have different manipulatives of different
textures they can choose for each piece of the eye,
allowing them the freedom to experiment with
different materials.
10. While they are working on putting the puzzle
together, I will ask them different questions about the
eye and ask them what they wonder about the eye to
keep them engaged and curious about the eye.
11. I will ask them what each part of the eye is as they
are placing it on the puzzle.
12. Once the students complete the puzzles, I will ask
them if they have any further questions. We will
continue discussion about the eye through their
further questions.
13. The students will then have the chance to create
different eyes from their imagination: we will prompt
them to draw pictures and create collages that
incorporate eyes along with other various materials of
their choice. They will have markers, crayons, and
collage material provided for them.
14. Once they have investigated the eye through the eye
center, they will move to a different center and I will
repeat the process with another small group of
students.

Authentic Materials: (Describe authentic real life, hands-on

materials.)

Map of the parts of the eye, cardboard puzzle bases, felt

puzzle pieces, cloth puzzle pieces, yarn puzzle pieces,
buttons – eyebrows, eyeball, pupil, iris, eyelashes, sclera,
and veins. Our Eye Can See by Joni Wheeler-Toppen book.
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Early Childhood Education
Learning Experience Plan

Collage Materials- googly eyes (small, large, black,

multicolor), Pompons, Confetti, Stickers (Words and Eyes),
Pearls, Paper Eyes, Magazine Photos, Tissue Paper, Yarn,
Burlap, Felt Crayons, Glue, Markers.

Adult Roles:

The adults will initially introduce the students to the eye and
help guide them. Once the initial conversation is completed,
the adults will be there for support and additional guidance
when needed. They will supervise the students during their
art activity to ensure their safety.

Resources & References:

https://eschooltoday.com/science/the-five-senses/the-sense-of-sight.html
Reflection: (What have you learned about your students? How will this inform future instruction?)

Through implementing this lesson, I learned quite a bit of information from my students. Prior to this lesson, I knew that the students

were capable and enjoyed listening to stories read to him or her and would often answer questions regarding the book that were both predicting

what would come next, what they had just heard, and further investigating what they read. This is why I decided to use an introduction book for the

students to get them engaged and interested in the top of sight and eyes. I chose a book that was informational in nature, even though they did not

have much exposure to this format of book. I chose to sit down with small groups of students, rather than as a whole class to give time for each

student to make observations, ask questions, and have discussions. I was able to learn that the students were able to look at a picture of how the

eye we see and ask questions about the photo before we were able to read the page. Through this discussion, they were able to capture the basic

idea that light hits the object we are looking at, light bounces off the object, and then it hits the lens in your eye. They continued on through the book

to learn more about the rods and cones that assist in how we see. The info-graphics in the book were really intriguing to them and prompted them to
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Early Childhood Education
Learning Experience Plan

ask questions rather than me guiding them through how we see. Seeing at how responsive they were to these graphics, I would make sure to

include more informational books and info-graphic photos throughout the classroom, learning centers, and in the book selection.

The first three instructional objectives I chose for this lesson were chosen because I felt that through investigation and inquiry the students

would be able to reach these goals since they are able to answer questions, make predictions, and use critical thinking skills in many of their

activities. They have also shown curiosity and initiative when new items are introduced into the classroom, so I knew that they would apply their

initiative and curiosity to a new concept introduced to them. The students in the classroom really enjoy hands-on activity that keeps them engaged

and interested, so I made sure to include activities that allowed them to be hands-on and active through the learning process. They really enjoyed

being able to work on building the eye with the different pieces of material. With the class setup, we had a larger group than initially planned. Within

the group, 3-4 students worked on each eye puzzle. With their engagement level and interest level, the next time I would either have smaller groups

or have more eye puzzles available for each student so that they are able to work on them either individually or as a group.

I included an art activity in this lesson to allow the students to explore what eyes and the parts of the eye meant to them. It is important to

allow students to explore and investigate new ideas they have learned through engaging ways. This allows them to work out their thoughts and use

their creative and critical thinking skills. The students in the classroom have shown their love for exploring art and creating their own creations

throughout my time in the classroom. Children in their pre-school years are beginning to demonstrate increasing self-control and are able to work

side by side in small groups. Their ability to work independently is steadily increasing, which is why I started out the lesson with group work and

then allowed them to branch off and work independently for the last part of the lesson. They are also able to show more control over their wrists,

hands, and fingers. This allows them to begin working with smaller manipulatives and materials.

At this age, art is used to represent their feelings, their ideas, and what has made an impression on them rather than everything they have

seen or what they know. I provided an art experience that allowed them to express themselves and incorporated materials that allowed them to

incorporate eyes if they felt like doing so. This allows us to not only see their fine motor skills, creative thinking, but also allows us to see what in the
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Early Childhood Education
Learning Experience Plan

lesson made an impression on them. Many of the students decided to use the manipulatives to create eyes in both concrete and abstract ways.

Many used stickers and magazine cut-outs as well as the other materials to create a face where as others used materials like pompons, confetti,

and yarn to create what they felt was eyes, while others explored the materials and ideas in different ways. I offered different materials for them to

explore different ideas through different textures, allowing them to have new experiences and think about how they are wanting to create. Each of

the materials could be used in a variety of ways and they would be able to make into different sizes or shapes if they decided they wanted it that

way.

The objective for this lesson was for them to be able to use their imagination to create eyes how they see them and how they think they

should look. The variety of the student’s creations and interpretation of eyes in their creations show that each of the students were able to meet the

creative objective set out in this lesson. I made sure that each student was able to participate by using a variety of materials for the collage that

each student could handle- including smaller materials and larger materials to help with any difference in the students’ motor skills. I also made sure

to offer easy to use glue-sticks and guidance when needed. I was there to assist students with anything they may not be able to complete on their

own yet- like using scissors to cut things to the size and shape they preferred. The students have materials that were easy to manipulate and

assistance when needed to allow them to focus on their creativity and investigation of sight and eyes.