ACCESS Science Concept Planner 1 (Jennifer Lakin & Natalie Kallas)

CONCEPT 1 CONCEPT 2

“How do I describe what I see?” “What does what we see tell us?”

Sense of Sight

CONCEPT 3 CONCEPT 4

Parts of the Eye: External Parts of the Eye: Internal

(What they see, color comparison, physical characteristics.)

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS STANDARDS: Integrated Science Concept Planner 2
REFERENCE MATERIALS: Used to identify & inform the topic

Books: Eye: How it Works by David Macaulay, Having an Eye Test by Victoria Parker, Whose Eye am I? by Shelley Rother,
Seeing by Martha Rustad, Optics of the Human Eye by David Atchison, Vision Facts: Questions about the Human Eye by Jason
Yang & Charles Pidgeon

Websites: eschooltoday.com, askabiologist.asu.edu, udel.edu, theschoolrun.com

FIELD WORK:

Explore the school building, explore the park/playground, visit an optometrist office, visit the Booneshoft Museum.

EXPERTS:

Optician, Optometrist, School Nurse.

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS Science Concept Planner 3
Experience* Recognizing colors through exploring
manipulatives Experience* Use Magnifying Glass to explore different Experience* Recognizing Signs
manipulatives of various sizes, shapes, and material.
Standard: Explores relationships between words and
Standard: Explores relationships between words and
meaning, speak audibly and express thoughts, feelings and Standard: Demonstrates understanding of coordination, meaning, describes familiar people, places, things, and
ideas clearly. spatial awareness, identifies less/more. experiences

Developmental Domain: Cognitive, Motor, Language &

Developmental Domain: Cognitive, Motor Developmental Domain: Cognitive, Language and Literacy
Literacy

Experience* Scavenger Hunt through the school and

Experience* Work on Puzzle (Various difficulty levels
playground
CONCEPT CONCEPT available)
Standard: Shares findings, ideas, and explanations
through variety of methods. Uses creativity and flexible How do I describe what I What does what we see Standard: Participates in activities requiring close-
thinking to solve problems. Explore objects, materials, up vision,
see? tell us?
and events in the environment.
Developmental Domain: Motor and Cognitive
Developmental Domain: Cognitive, Motor, Social****

Experience* Drawing/Painting the Eye and Eye Parts SCIENCE TOPIC Experience* Recognizing Pictures of People they know

Standard: Uses drawings and visuals to support language, Sense of Sight Standard: Explores relationships between words and
Identify/describe the function of body parts, determines meaning, make careful observations, describe familiar
meanings of words, identifies, describes, creates shapes Reference materials people, places, thing and experiences.
are used to
Developmental Domain: Fine Motor, Language CONCEPT identify/inform the CONCEPT Developmental Domain: Cognitive, Emotional, Language
topic.

Experience* Read The Eye Book by Dr. Seuss Experience* Explore the physical model of the internal
eye with discussion led by teacher
Standard: Uses words acquired through conversations and
Parts of the Eye: External
CONCEPT 3 CONCEPT 3
shared reading, observes closely. Identify real-life (what they can see, color Standard: Engage in simple investigations, speak audibly
connections between words and their use. Actively
comparison, physical Parts of the Eye: Internal and express thoughts, feelings, and ideas clearly.
engage in group reading with purpose and understanding.
attributes) Developmental Domain: Cognitive, Motor, Social,
Developmental Domain: Cognitive, Language & Literacy Language & Literacy

Experience* Use cut-outs to complete eye Experience* Create model of internal eye with play Experience* Coloring picture of the internal eye parts
dough
Standard: Identify/describe the function of body parts, Standard: Identify/describe the function of body parts,
determines meanings of words, identifies, describes, Standard: Coordinate the use of hands, fingers, and engage in simple investigations, describe, compare, sort,
creates shapes wrists to manipulate objects and perform tasks requiring classify, and order
precise movements.
Developmental Domain: Motor, Cognitive Developmental Domain: Cognitive, Motor
Developmental Domain: Fine motor
CONCEPT 3
Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
CONCEPT 3
 ACCESS: Investigative Learning Centers Form 4
Investigation: Sense of Sight Learning Centers:_____________Date: ______
LEARNING CENTER
DRAMATIC PLAY: Play glasses, Optometrist Dress-Up Outfit & Eye Chart
ART: Painting/Drawing Eyes (Set out examples)
WRITING: Label external eye part picture
SCIENCE & DISCOVERY: Explore model of the eye
MATH: Math scavenger hunt activity
BLOCKS: Have a center with shape puzzles where the shapes are colored
and labeled as recognizable signs.
SENSORY TABLE: Water table with eyeball manipulatives.
READING/CLASSROOM LIBRARY: “The Doctor with an Eye for Eyes: The
Story of Patricia Bath” and “Eyes, Nose, Fingers, and Toes”
STANDARDS ADDRESSED
Use simple tools to extend investigation (Cognitive). Compare own characteristics to those
of others (Social-Emotional). Use language to communicate in a variety of ways with
others to share observations, ideas, and experiences; problem-solve, reason, predict, and
seek new information (Language & Literacy).
Identify patterns and relationships (Cognitive). Share findings, ideas, and explanations
through a variety of methods (Cognitive). Identify the diversity in human characteristics
and how people are similar and different (Social-Emotional).
Identify patterns and relationships (Cognitive). Use language to communicate in a variety
of ways with others to share observations, ideas, and experiences; problem-solve, reason,
predict, and seek new information (Language & Literacy).
Identify patterns and relationships (Cognitive). Use language to communicate in a variety
of ways with others to share observations, ideas, and experiences; problem-solve, reason,
predict, and seek new information (Language & Literacy).
Use simple tools to extend investigation (Cognitive). Use language to communicate in a
variety of ways with others to share observations, ideas, and experiences; problem-solve,
reason, predict, and seek new information (Language & Literacy).
Make predictions (Cognitive). Use language to communicate in a variety of ways with
others to share observations, ideas, and experiences; problem-solve, reason, predict, and
seek new information (Language & Literacy).
Make inferences, generalizations, and explanations based on evidence (Cognitive). Use
language to communicate in a variety of ways with others to share observations, ideas,
and experiences; problem-solve, reason, predict, and seek new information (Language &
Literacy).
Compare own characteristics to those of others (Social-Emotional). Asks for meaning of
words (Language and Literacy). Use language to communicate in a variety of ways with
others to share observations, ideas, and experiences; problem-solve, reason, predict, and
seek new information (Language & Literacy). Identify real-life connections between words
and their use (Language & Literacy). Demonstrates an understanding that print carries

COMPUTERS: Virtual reality experience
LISTENING CENTER: Audio books available – “The Eye Book” by Dr. Seuss, I
spy books
SONGS/MUSIC/MOVEMENT: Eyes, Eyes, Eyes Song & Dance
POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Head, Shoulders, Knees,
and Toes Song (How do eyes help with the whole song?)
meaning. (Language & Literacy).
Manage the expression of feelings, thoughts, impulses, and behaviors with minimal
guidance from adults (Social-Emotional). Use language to communicate in a variety of
ways with others to share observations, ideas, and experiences; problem-solve, reason,
predict, and seek new information (Language & Literacy). Use language to communicate
in a variety of ways with others to share observations, ideas, and experiences; problem-
solve, reason, predict, and seek new information (Language & Literacy).
Demonstrate understanding of increasingly complex concepts and longer sentences
(Language and Literacy). Use language to communicate in a variety of ways with others to
share observations, ideas, and experiences; problem-solve, reason, predict, and seek new
information (Language & Literacy).
Compare own characteristics to those of others (Social-Emotional). Show confidence in
own abilities and accomplish routine and familiar tasks independently (Social-Emotional).
Use language to communicate in a variety of ways with others to share observations,
ideas, and experiences; problem-solve, reason, predict, and seek new information
(Language & Literacy).
Recreate complex ideas, events/situations with personal adaptations (Cognitive).
Compare own characteristics to those of others (Social-Emotional). Use language to
communicate in a variety of ways with others to share observations, ideas, and
experiences; problem-solve, reason, predict, and seek new information (Language &
Literacy).