During the opener to the lesson, I want students thinking about their eyes. To do this I want to try to connect their prior knowledge to new learning by firs figuring out what they already know. I ask them to make a web with the word eye at the center of it. Students will then draw four branches from the center and label them one through four.
I will then ask them to write at each number a specific thought, idea, or comment that pertains to their eye. For number one I ask the class to write what the function of their eye is. For the second one, I ask them to tell me how their eyes work. The third spot is for explaining me how their eyes are important. The final spot on the chart is for why their eyes are important to them. Each one just needs notes, words, or an idea so that we can discuss their thinking.
Students will then read an article to get information on how our eye works similar to a camera. I have the students read the article to themselves and then model good reading fluency by reading the article a second time after they have finished. We then discuss what was in the article paragraph by paragraph. Afterward, we use this to develop a main idea and create supporting details that support that main idea. These will be added to our science journals.
Students will then compose a drawing of the eye to better understand how the image is flipped upside down. I model this on the white board, and the class will help me to complete the diagram. Once we have completed the diagram we will then look back to our prior knowledge and figure out how our new learning fits in. We will do this through a class discussion.