Teacher Candidate: Abriana Hammen, Brianna Sweeney

Cooperating Teacher: Dr. Varano

Group Size: 16
Allotted Time: 30 minutes
Subject or Topic: Sight

Date: 2/25/2016
Coop. Initials:
Grade Level: 1st Grade
Section: T/Th 9:30

According to PA Standards:
- 3.1.1.C4: The students will be using their sight, touch, taste, smell, and hear to get through
various activities throughout the unit.
- 3.1.PK.A9: Ask questions about objects, organisms, and events. Participate in simple
investigations to answer a question or to test a prediction. Use the five senses and simple
equipment to gather data.

I. Objectives:
First grade students will explore the sense of sight by participating in two different inquiry sheets
and gathering and recording data.

II. Materials:
A.
B.
C.
D.
E.
F.
G.
H.

1 Pencil
1 Glue Stick
1 Paperclip
1 Pair of Scissors
1 Pen
1 Sharpie
1 Carton
5 sets of 3 Colorblindness Test Cards

III. Subject Matter/Content:

A. Prerequisite Skills
1. Basic understanding of sight sense
B. Key Vocabulary
1. Pupil- the dark circular opening in the center of the iris of the eye
2. Dilation- expansion of pupils
3. Colorblind- unable to distinguish certain colors, or (rarely in humans) any colors
at all
C. Big Idea: The Five Senses: Sight
D. New Content: Memory with sight using activity

IV. Implementation:
A. Introduction:
1. The teacher will open up the lesson with a reading of the book Brown Bear,
Brown Bear, What Do You See? Following the reading, the class will make a
chart of the things they saw in the book. (Interactive Reading)
B. Development:
1. Have students give examples of things they saw in the book to write down on the
chart.
2. Then move onto the hands on activity.
3. Break the students into groups of four.
4. Fill a carton with items (ONLY ONE OF EACH ITEM). Only add about 6-10
items.
5. Once completed, pass around the carton so that each student is able to look at the
contents inside.
6. Matthew is blind, so to help him with this project, give him the opportunity to sit
with the carton for a little longer to feel each item also have another student
describe the contents to Matt.
7. After each student has looked/felt what was inside the box, take the box away.
8. Without the students seeing, take one item from the box and hide it.
9. Then, open the box and pass it around for the students to look inside it again.
10. Once each student has looked inside/felt inside. Take the box away again.
11. Have the students fill out the Missing Item worksheet. (See attached)
12. The next activity will be the human eye and pupil dilation.
13. Break the students up into groups of two.
14. Make sure the students are sitting directly in front of each other.
15. Talk to the students about pupil dilation: what is it, what a pupil is, what dilation
means.
16. There may be a few questions like does it hurt? Just answer as you normally
would.
17. Tell the pairs of students to look at each other pupils.
18. Then warn the students not to be alarmed and that you are going to turn the lights
out.
19. Turn the lights out and tell the students to focus on their partners pupils when the
lights turn back on.
20. Turn the lights on and the students should be able to observe pupil dilation.
21. For Matthew, you can sit with him or have two students sit with him and describe
what everything looks like.
22. The final activity will be colorblind test cards.
23. There are five sets of three cards.
24. Give each table a set of cards. (See attached)
25. Explain to students what it means to be colorblind.
26. The first test card will show shapes and the students will be able to see all shapes.
27. Present the next cards and have students fill out the What Shape Do You See?
worksheet.

28. Explain to students why they saw and didnt see things (if that is the case, if not it
is good to explain which shape a colorblind person would not be able to see).
C. Closure: Tomorrow we are going to do fun activities with our sight, Hearing!
Summarization of all the material learned. Students will have an understanding of the
human eye and pupil dilation, and also be able to understand colorblindness and how
to distinguish it.
Accommodations/Differentiation:
If we had a student that was blind, we would have him/her feel everything inside the
carton and then feel all of the items when one is removed to find the missing item.
Evaluation of Students
- Inquiry worksheet will be given which will require students to draw
what they think the missing item is and what it actually is.
- Inquiry worksheet will be given, the students will have to circle the
shape or shapes that they think the colorblind cards show.

Formative: Inquiry sheet to assess if student is able to identify the shapes in the colorblind cards
(see attached). Missing Item Inquiry sheet (see attached)

There is no Summative for this lesson.

V. Reflective Response:
A. Report on Students Performance in Terms of Objectives

Remediation Plan: (What will you do to help?)

B. Personal Reflection
- Was I able to grab the students attention with my introduction?
- Was I able to explain content material effectively?
- How could this lesson be improved?

VI. Resources
"Five Senses Teaching Theme Activities & Lesson Plan Ideas." Little Giraffes Teaching Ideas A
to Z Teacher Stuff. A to Z Teacher Stuff. Web. 15 Feb. 2016.
Martin, Bill, and Eric Carle. Brown Bear, Brown Bear, What Do You See? New York: H. Holt,
1992. Print.

Name: _______________
Date: ________________

Missing Item
Draw what you think the missing item is
What you think the
missing item is:

What the missing item

is:

Name: ______________
Date: _______________

What Shape Do You See?

Card #1:
- Circle the shape(s) that you see.

Card #2:
- Circle the shape(s) that you see.

Card #3:
- Circle the shape(s) that you see.

Card #1:

Card # 2:

Card #3: