Lesson 7 of 8
Objective: Students experience that insects see differently than humans by using bug goggles to look at their friends and recording what they see in their science journal.
I ask students to sit on the meeting place rug to listen to a book about insect eyes or, “compound eyes”. I teach a lesson about the eyes because that is a main identifying characteristic to an insect. The words “compound eyes” is also in the song that I taught students in a previous lesson.
I say, “Boys and girls, we have eyes called ‘simple eyes’. Insects have a different kind of eye. Let’s listen to some parts of this book to learn more about the eyes of an insect.”
I read part of the book aloud, making sure that I stop and clarify any hard to understand concepts. This book was chosen for kindergarten because it is put into simple terms that young students can understand.
Trying to explain how a compound eye works to small children without being able to show them a visual makes it difficult for most to comprehend. Since small children only have the experience of their own vision, giving them pictures to look at will help them to grasp the concept more clearly of what a compound eye does.
After reading the book, I ask students to find a buddy. I pass out a pair of insect goggles per couple and a worksheet per student.
I say, “Students, you are going to draw a picture of what you see with your own simple eyes. I want you to look carefully at your partner, and draw them, exactly how you see them in the first box on your paper. Then, you are going to put on your insect goggles. The goggles have many lenses, just like they talked about in the book. These are going to make it so that you see, like an insect sees. Then, you are going to look at your partner again, and draw what you see when you have the goggles on in the other box.”
I give students several minutes to work on this. There are many giggles and laughs because it is fun for them. Doing this fun activity still gives them a sense of what an insect can see with their many lenses.
I remind students that when scientists are drawing what they see, that they use all of the appropriate details.
To close the lesson I pass out science journals and ask the students to glue their worksheet with the pictures they drew onto their next blank page.
I model this in my own science journal projected on the board with the use of the document camera. Modeling is helpful to all students, but especially for those with disabilities or ELL students. ELL students and/or students with special needs benefit from having differentiation in instructions. If they hear it and see it at the same time, their success rates go up.
Students naturally begin comparing the pictures that they drew with others. It strikes up great conversation and the students want to use the bug glasses all of the time. They ask for them at recess time so that they can experience other things like "bugs".