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Introduction
Standards 
Objectives
Activities
Assessment 
Results
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Vision is the most extraordinary of the human
                     senses.  We often take for granted the importance
                     of the visual system in our everyday life. It is the
                     function of our eyes to convert visible light into
                     electro-chemical impulses to be processed by the
                     brain.  Simply, the eye functions much like that of
                     a camera.  The colored iris acts like a shutter,
                     adjusting to regulate the amount of light entering. 
                     It is the function of the clear cornea and crystalline
                     lens to aim or focus light rays onto a "film-like"
                     tissue termed the retina.  The brain is the
                     Photomat.   It takes the information gathered by
                     the eye and processes this information into an understandable, recognizable picture.

                     All higher organisms are equipped with "visual sensors" to aid in basic life functions.  The
                     human visual system has evolved to include fine detail recognition, rapid detection of motion,
                     advanced color discrimination and single binocular vision to provide information in our three
                     dimensional world

 

                                      Anatomy of the Eye
 
 

      Parts of the Eye

            Cornea -- the clear front window of the eye. The cornea transmits and focuses light into the eye. 

            Iris -- the colored part of the eye. The iris helps regulate the amount of light that enters the eye. 

            Pupil -- the dark center in the middle of the iris. The pupil determines how much light is let into the eye. It changes
            sizes to accommodate for the amount of light that is available. 

            Lens -- the transparent structure inside the eye that focuses light rays onto the retina. 

            Retina -- the nerve layer that lines the back of the eye. The retina senses light and creates impulses that are sent
            through the optic nerve to the brain. 

            Macula -- a small area in the retina that contains special light-sensitive cells. The macula allows us to see fine details
            clearly. 

            Optic Nerve -- the nerve that connects the eye to the brain. The optic nerve carries the impulses formed by the retina
            to the brain, which interprets them as images. 

            Vitreous -- the clear, jelly-like substance that fills the middle of the eye. 
 
 

                                  Copyright © 1996-2000 American Academy of Ophthalmology
 
 
 

Structure and Function in Living Systems

 The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.
As a basis for understanding this concept, students know: 
Plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. 
Organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system. 
 How to relate the structures of the eye and ear to their functions. 

Physical Principles in Living Systems (Physical Science)

 6. Physical principles underlie biological structures and functions.
As a basis for understanding this concept, students know: 
a. visible light is a small band within a very broad electromagnetic spectrum. 
b. for an object to be seen, light emitted by or scattered from it must enter the eye. 
c. light travels in straight lines except when the medium it travels through changes. 
d. how simple lenses are used in a magnifying glass, the eye, camera, telescope, and microscope. 
e. white light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths.
f. light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).
g. the angle of reflection of a light beam is equal to the angle of incidence.
h. how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints). 
i. how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system. 
j. contractions of the heart generate blood pressure, and heart valves prevent backflow of blood in the circulatory system.

Investigation and Experimentation

 7. Scientific progress is made by asking meaningful questions and conducting careful investigations.
As a basis for understanding this concept, and to address the content 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. utilize a variety of print and electronic resources (including the World Wide Web) to collect information as evidence as part of a research project. 
c. communicate the logical connection among hypothesis, 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 verbal presentations. 

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Insert your learning objectives here. For example:
  1. After viewing an animation of continental movement on a laser disk, students will be able to arrange the fit of the continents with continental puzzle pieces.
  2. After analyzing information from an Encarta CD, students will be able to compare the distribution of fossils, rock types and ancient climatic zones on different continents as evidence for plate tectonics by fitting puzzle pieces marked by these special features.
  3. Students will be able to draw a diagram of the earthâs layers.
  4. After collecting information from The Earth CD, students will be able to locate earthquakes, volcanoes and mid ocean ridges as evidence for plate tectonics.
  5. After viewing a laser disc geology chapter, students will be able to pass a true/false quiz on lithospheric plates and layers of the earth.
  6. Students will be able to identify the major geologic events that result from plate motions in a Power Point multimedia presentation.
  7. Students will be able to present their findings on the sixth grade plate tectonics and Earthâs structure standards in a Power Point multimedia presentation to an audience of peers and adults, including the World Geologic Society.
  8. Students will be able to write, edit and revise their findings on the sixth grade plate tectonics and Earthâs structure standards using correct grammar, spelling and punctuation.
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Insert brief summaries of your introductory, enabling, and culminating activities. Insert links to online resources in your text and insert links to activities on your student lesson web site.
Introductory Activity
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 Eye%20Anatomy Enabling Activity(ies)
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Culminating Activity
Students will perform a dissection of an eye and identify and properly label and diagram each part and be able to describe the function.
 

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Assessment
Lesson 1 quiz

This is the quiz for lesson 1, do your best. Choose the correct answer
from the pull down menus. When you have completed and reviewed
your answers, press the 'Turn it in!' button to submit your test and have
it graded.

  First name

  Last name
 
 

   Question
                         Answer
  The cell makes up ...?

  Cells are the  simplest unit capable of independant existence.

  The cell is the basic unit of life.

  The average cell is made up mostly of...?

  Most cells do not contain ...?

  By elemental composition cells are made up mainly of ...?

  Eukaryotes are __________ than prokaryotes.

  The DNA of eukaryotes is trapped in the Nucleus.

  Eukaryote are __ times  larger than prokaryotes.

  Both types of cells have...?
 
 
 
 
 

Insert your grading rubric for the culminating activity or a link to your rubric or test document file.

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Results
After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.
 
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Web Resources & Supplementary Materials

Introductory Activity
List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.

Enabling Activity
List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files.

Culminating Activity
List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.

 
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Last Revised: 00/00/2000 (insert and update last revision date every time you work on this page)