WHAT IS SO SPECIAL ABOUT MY EYES?

ARE TWO EYES BETTER THAN ONE?

THE ANATOMY OF THE EYE

PUPIL DILATION

OPTICAL ILLUSIONS

EYE SAFETY

HEALTHY VISION CARE RESOURCES

 

HEALTHY VISION SEEING IS BELIEVING ELEMENTARY Curriculum and Instruction

Division of Mathematics, Science and Advanced Academic Programs    

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman , Chair Dr. Lawrence S. Feldman, Vice Chair Dr. Dorothy Bendross-Mindingall Mr. Carlos L. Curbelo Mr. Renier Diaz de la Portilla Dr. Wilbert “Tee” Holloway Dr. Martin Karp Dr. Marta Pérez Ms. Raquel A. Regalado Ms. Hope Wilcox Student Advisor

Mr. Alberto M. Carvalho Superintendent of Schools

Ms. Milagros R. Fornell Associate Superintendent Curriculum and Instruction

Dr. Maria P. de Armas Assistant Superintendent Curriculum and Instruction, K-12 Core

Mrs. Beatriz Zarraluqui Administrative Director Division of Mathematics, Science, and Advanced Academic Programs

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Dear Teachers, According to the National Eye Institute (NEI), May is Healthy Vision month, an observance devoted to the promotion of improving visual health. Eye health and safety is very important. The elementary students of Miami-Dade County Public Schools will be able to learn preventive health practices that can lead to healthy lifestyle choices. This information can be utilized through the Healthy Vision Care Resources located at the end of the packet. These interactive resources can be used to teach children how to protect their eyes from injury and possible blindness. Activities have been created for two separate age groups: primary and intermediate. These activities will give students opportunities to not only reflect on their personal vision health, but also be able to observe, gather, assemble, and synthesize information about the importance of healthy vision. The Division of Mathematics, Science, and Advanced Academic Programs is providing you with a packet that contains activities to use with your students during the month of May to educate students about vision care. A list of websites is included to provide additional resources to complement or supplement classroom activities.

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PRIMARY

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VISIONS OF HEALTH: SEEING IS BELIEVING  

The Eyes and the Great Brain Connection! Adapted from the National Eye Institute

Activity 1: What Is So Special About My Eyes? Next Generation Sunshine State Standard Benchmark: SC.K.N.1.1: Collaborate with a partner to collect information. SC.K.L.14.1 Recognize the five senses and related body parts. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. • •

Allow 15 minutes for students to work in pairs. Allow 5 minutes for classroom discussion.

Materials: • • •

paper pencils colored pencils, or crayons.

 

Procedure: 1. Divide the classroom into pairs. 2. Ask students to examine their partner’s eyes and to draw a large picture of one eye, putting in as many details as they can. 3. Have them notice the color and texture of the eye, and use crayons to lightly color the drawing. 4. Students can compare the similarities and differences in the color, shape, and texture of each other’s eyes. 5. Circulate through the room during this activity and stimulate discussion.

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Activity 2: Are Two Eyes Better Than One? •

Ideal for all ages. Allow 15–20 minutes.

Next Generation Sunshine State Standard Benchmark: SC.2.N.1.2 Compare the observations made by different groups using the same tools. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. Guiding the Activity: • • •

Explain to the students that when we look at an object with both eyes, each eye sends a set of signals to the brain. The brain combines the signals to form one image. Ask the students, “Why do you think that we need two eyes?” Discuss the answers. Tell the students that one eye is not a replacement for the other but rather our eyes work together to help us see better.

Materials:  • • •

3 paper cups 3 pennies 1 blindfold

 

 

 

Procedure: 1. Distribute 3 paper cups and 3 pennies to each team. 2. Ask students, “Do you think you could direct your partner’s hand to drop a penny into each cup with your partner’s eyes closed”? 3. Place the three cups on a table with one student sitting in front of the cups. Have the other student sit about 4 feet away. 4. Give the student sitting in front of the cups a penny to hold and ask them to put the blindfold on.

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5. Using only verbal commands (such as ‘to your right/left” or “forward/backward”), ask the other student to direct the students hand so that the student’s hand is above the cup that is closest to them. When they think the students hand is above the cup, say ‘Now,” and have the student drop the penny. 6. Do the same for the second and third cups. 7. Now have the student giving the directions cover one eye. Repeat the activity. 8. Did more pennies drop in the cup when you used both eyes to give the directions or when you used only one eye? (Students will probably say that they misjudged the distance of the cups when they used only one eye.)

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INTERMEDIATE

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INTRODUCTION The following three lessons are adapted from VISION, part of a nationwide public education program to mark the 25th anniversary of the National Eye Institute. This series is part of the Federal government’s National Institutes of Health. The lesson plans are designed to be flexible. You may select a few activities for one classroom session, or use the entire supplement for several classes on vision.

The National Eye Institute’s mission is to improve the prevention, diagnosis, and treatment of eye diseases. Today, the Institute supports more than 80 percent of all eye research conducted in the United States.

To the Teacher To arrange for a visit from a vision researcher or eye care professional, contact the public affairs department of your local university, state association of ophthalmology or optometry, medical association, or hospital.

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The Eyes and the Great Brain Connection! Adapted from the National Eye Institute

Activity 1:

The Anatomy of the Eye

Next Generation Sunshine State Standard Benchmark: SC.3.N.1.5: Recognize that scientists question, discuss, and check each others' evidence and explanations. SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. •

Allow 15–20 minutes.

Procedure: 1. Distribute Handout: The Anatomy of the Eye (see page 10 for handout and page 16 for answer key). 2. Ask students to work in pairs to discuss the vocabulary and work collaboratively to complete the handout. 3. Review and discuss the definitions with the students.

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Activity 1:

The Anatomy of the Eye - Handout

 

Choroid (KOR-oyd)- A layer of blood vessels that feeds the retina. Cornea (KOR-nee-uh)The clear outer part of the eye’s focusing system located at the front of the eye. Eyelid- The skin-covered structure that protects the front of the eye; limits light entering the eye; spreads tears over cornea. Fovea (FOH-vee-uh)-The center of the macula; gives the sharpest vision. Iris- The colored part of the eye; regulates the amount of light entering the eye. Lens -The clear part of the eye behind the iris that helps to focus light on the retina. Allows the eye to focus on both far and near objects. Macula (MAK-yoo-luh)-The small sensitive area of retina that gives central vision; contains the fovea. Optic nerve The bundle of over one million nerve fibers that carries visual messages from the retina to the brain. Pupil The opening at the center of the iris. The iris adjusts the size of the pupil and controls the amount of light that can enter the eye. Retina (RET-in-nuh)The light-sensitive tissue lining the back of the eyeball; sends electrical impulses to the brain. Sclera (SKLEH-ruh)The tough, white outer coat of the eye. Vitreous Humor (VIT-ree-us) The clear gel filling the inside the eye. Page 11 of 21   

Activity 2: Pupil Dilation Next Generation Sunshine State Standard Benchmark: • SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. • SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. • SC.4.P.10.2: Investigate and describe that energy has the ability to cause motion or create change • SC.4.N.1.4: Attempt reasonable answers to scientific questions and cite evidence in support • Allow 10 minutes. Procedure: 1. Divide the classroom into pairs. 2. Ask students to observe their partner’s pupils automatically get larger and smaller as the classroom lights are turned off for 10 seconds, and then turned back on. 3. Have the students discuss why their pupils change.

Explain that the black spot in the middle of the iris—the pupil—is really a hole through which light enters the eye. The iris is a muscle that expands and contracts to control the amount of light that enters the eye.

   

When the light is bright, the iris closes the pupil until the right amount of light gets in. When the light is dim, the iris opens the pupil to let in more light. All of this happens automatically. You do not have to tell your eye to do it

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Activity 3: Optical Illusions Next Generation Sunshine State Standard Benchmark: SC.3.N.1.6: Infer based on observation SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.   

•

Allow 15 minutes.

Procedure: 1. Distribute Handout: Optical Illusions (see page 13). 2. Review the handout with the class.

Sometimes your eyes play tricks on you. The pictures on this page are called “optical illusions.” Optical means vision. An illusion is something that isn’t what it seems to be. An optical illusion is something that plays tricks on your vision. Optical illusions teach us about how the eye and brain work together to create vision. In our everyday three-dimensional (3-D) world, our brain gets clues about depth, shading, lighting, and position to help us interpret what our eyes see. But when we look at two-dimensional (2-D) images that lack some of these clues, the brain can be fooled. What do you see below?

The word TEACH reflects as the word LEARN. Page 13 of 21   

Activity 3: Optical Illusions Can you figure out these optical illusions?

 

2. Which frog has a bigger mouth? Are you sure? Measure to find out.

1. Is this a picture of a vase? Or two faces looking at each other? Do you see both?

   

 

4. Are the up and down lines straight or bent? Use a ruler to check.

3. Is the hat taller than it is wide?

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Activity 4: Scramble •

Allow 15–20 minutes.

Procedure: 1. Distribute Handout: Scramble. (Answer Key pages 16) 2. Have students work in pairs to discuss possible answers.

Unscramble the parts of the eye listed below. Hint: The location of each is shown on the diagram.  

 

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Activity 5: Word Search •

Allow 15–20 minutes.

Procedure: 3. Distribute Handout: Word Search. (Answer Key pages 17) 4. Have students work in pairs to discuss possible answers.

   

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Answer Keys Activity 1:

The Anatomy of the Eye - Answer Key

Activity 4: Handout: Scramble - Answer Key 1. dyelie = eyelid 2. siir = iris 3. lpuip = pupil 4. onarce = cornea 5. rsleca = sclera 6. nesl = lens 7. aclamu = macula 8. stivorue mhuro = vitreous humor 9. ovafe = fovea 10. pocit verne = optic nerve 11. drohcio = choroid 12. tranie = retina   Page 17 of 21   

 

Activity 5: Handout: Word Search - Answer Key

   

History Tells Us that Abraham Lincoln was farsighted and had a “lazy eye.” His first pair of eyeglasses cost about 38 cents.

 

How much do you think a pair of eyeglasses costs today? Research you answer.

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Eye Safety Eye injury is the leading cause of blindness in children in the United States. Each year millions of eye injuries occur. These usually happen at home and school, often during sports and hobby activities. However, 90 percent of these injuries could be prevented.

How Your Eyes Are Protected Your eyes lie in bony sockets that protect them from getting hit. Eyebrows help keep light from getting in your eyes. Eyelids close to keep things from getting in your eyes.

 

Eyelashes grow along the outside of the eyelids; they also keep things from getting in your eyes. Tears help keep the eyes moist. Tears also help to wash away things that can irritate your eyes.

What to Do If…? First Aid Tips If something gets into your eye, such as sand or dust, do not rub your eye. Wash your eye with water to get the object out. If your eye gets hit by a ball or a fist, put cold cloths on your eye for 15 minutes. This will make the swelling go down and the eye won’t hurt so much. You should also go to the doctor. If an object, such as a stick or a pencil, gets stuck in your eye, do not pull it out. Put a loose bandage on your eye. This is very serious. You need to go to the doctor right away. If a chemical, such as cleaning fluid or battery acid, splashes in your eyes, wash out your eyes with water for at least 10 minutes. You need to go to the doctor right away.

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Healthy Vision Care Resources National Eye Institute http://www.nei.nih.gov/health/  (Eye Health Information: A-Z Diseases and Disorders)

Prevent Blindness America http://www.preventblindness.org/ (Vision Screening and Vision Learning Center)

American Academy of Ophthalmology http://www.aao.org/ (Click on for Patients and Public for vision related resources)

American Optometric Association http://www.aoa.org/ (Eye and Vision problems and Caring for your vision)

Education World Eye Activities for the Classroom http://www.educationworld.com/a_lesson/lesson078.shtml

National Eye Institute/See All You Can See http://isee.nei.nih.gov/ (Parts of the eye and eye safety) Prevent Blindness America Safe Eye Quiz http://www.optima-hyper.com/eyetests/kidsquiz/KIDSAFE.htm

Optical Research Associates http://www.opticalres.com/kidoptx_f.html (What is light; what are lenses; what are lasers)

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Federal and State Laws The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by law: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment. Revised 9/2008 Page 21 of 21