Science Learning Community: Science and Engineering Lesson Plans
Protect Those Eyes
Danielle Macholl
July 18, 2014
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Grades 6-8 (Physical/Life Science) Light and Vision
Time Frame
Approximately 8, 50 minute class periods/blocks
Objectives: Upon completion of this unit, students will be able to:
•
•
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Explain the important parts and functions of protective eyewear.
Explain how the eyes can be damaged and why it is important to protect the eyes.
Explain why engineers have chosen certain features and materials for protective eyewear.
Next Generation Science Standards
MS-LS1- Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for
8.
immediate behavior or storage as memories.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into
MSaccount relevant scientific principles and potential impacts on people and the natural environment that may limit possible
ETS1-1.
solutions.
MSEvaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints
ETS1-2. of the problem.
MSAnalyze data from tests to determine similarities and differences among several design solutions to identify the best
ETS1-3. characteristics of each that can be combined into a new solution to better meet the criteria for success.
MSDevelop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that
ETS1-4. an optimal design can be achieved.
Standards for Technological Literacy
Standard 9: Students will develop an understanding of engineering design.
F. Design involves a set of steps, which can be performed in different sequences and repeated as needed. Each design problem is
unique and may require different procedures or demand that the steps be performed in a different sequence. In addition, engineers
and designers also have their preferences and problem-solving styles and may choose to approach the design process in different
ways.
G. Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open
forum. In this process, no person is allowed to criticize anyone else’s ideas regardless of how inane they may seem. After all of the
ideas are recorded, the group selects the best ones, and then further develops them.
H. Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions. Historically, this process has
entered on creating and testing physical models. Models are especially important for the design of large items, such as cars,
spacecraft, and airplanes because it is cheaper to analyze a model before the final products and systems are actually made.
Evaluation is used to determine how well the designs meet the established criteria and to provide direction for refinement. Evaluation
procedures range from visually inspecting to actually operating and testing products and systems.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
Common Core State Standards in English and Language Arts
WHST.6- Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
8.8
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (MS-LS1-8)
WHST.68.9
Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)
Prior Learning
We will have been working on a Light and Vision unit. Students will have some prior knowledge of the eye and light from previous
grades, plus what we’ve already discussed in our unit. Many students probably already wear glasses and/or protective eyewear
when doing some activities or know someone who does, and we can draw on that as we move forward.
Materials
1.
2.
3.
Interactive Science textbook: Chapter 4, Lesson 4
Supplemental reading materials that include eye function information
Final assessment rubric for the Engineering Design Report (teacher will need to create)
4.
Each group needs:
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plastic sheeting, 9 x 4-in (~23 x 10-cm) piece (much thinner than Plexiglas; available at hardware stores)
cardboard or poster board, 9 x 6- in (~23 x 15-cm) piece
white paper (for design and template)
Protective Eyewear - Design Brainstorming Worksheet, one per person
Engineering Design Report Template, one per person
5.
For the entire class to share:
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colored plastic saran wrap
colored and bendable plastic drinking straws
popsicle sticks
clear tape
felt and rubber pieces
string and yarn
markers
scissors
ruler
(optional) rubber bands, colored paper, play dough or modeling clay
(optional, for extension activity) items for testing stations,, such as: fan; grass clippings; small, clean spray bottle and water;
towel; flashlight
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
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Science Learning Community: Science and Engineering Lesson Plans
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
•
•
•
Explain the important parts and functions of protective eyewear.
Explain how the eyes can be damaged and why it is important to protect the eyes.
Explain why engineers have chosen certain features and materials for protective eyewear.
Pre-Assessment
Class Brainstorm: As a class, have the students engage in open discussion. Remind students that in brainstorming, no
idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas
and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board. Ask
students to list activities that require eye protection, conditions/objects/situations that can damage the eyes, and
specific eyewear features that protect wearers from each potential hazard.
This process provides a good indication of how well the students understand the risks to the eyes and the various
ways in which the parts of the eyes may be damaged. Obvious hazards include cutting or stabbing from sharp
objects such as branches, but UV rays and glare, for example, are a little more subtle in their contact with or impact
on the eyes.
Procedures
Time
Instructional Strategies/Learning Tasks
Purpose
Day 1
Class discussion and brainstorming following a similar structure as this:
To introduce
students to the
engineering
problem and
give them an
overview of
where we are
headed over
the next
several days.
Have any of you ever had an eye injury? Have you ever been poked in the
eye? How did that feel? Did it take a lot of force to hurt your eye or just
something tapping it?
What happens if someone claps in front of your eyes? (You automatically
close them.) Closing your eyes is your body's reflex to protect your eyes
because they are so vulnerable and important. Your eyelids also protect your
eyes from objects or substances that might injure them. But sometimes our
natural reflexes and our eyelids are not enough.
What might damage your eyes if it came in contact with them? (At their
desks, have students write on pieces of paper five things that could damage
a person's eyes. Ask the class to volunteer some of their answers. Make a list
on the board. Possible answers: Sharp objects, chemicals, small objects, bugs,
bright light, etc.)
Can you think of any sports or activities in which you would want to wear eye
protection? (Again, have students write down five things and make a
combined class list on the board. Possible answers: Sports: snowboarding,
mountain biking, swimming, dirt biking; activities/hobbies: chemistry set,
paintballing, woodworking, mowing the lawn, welding.)
Okay, lets pick mountain biking (or choose any sport or activity) and think of
all the risks to our eyes. What are some things that you might encounter while
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Science Learning Community: Science and Engineering Lesson Plans
mountain biking that could damage or irritate your eyes? (Suggest that
students imagine riding their bikes down a mountainside or on an off-road
trail and think of what they might come across. Providing a specific context
helps them brainstorm more ideas. Possible answers: Harsh wind can cause
tearing and blurred vision, trail dirt and dust can irritate eyes and make
them water or itch, small rocks and sand can be kicked up, low branches and
vegetation can hang over the trail, bugs and plant matter in the air, UV rays
from the sun, bright sunlight or glare from the sun, sweat dripping in your
eyes, crashing and hitting your face. Write all the ideas on the board and
ask students how each of these conditions might affect their eyes. Encourage
students to name specific eye parts and the function[s] that could be
damaged.)
Now, can you name any design features of protective eyewear that prevent
our eyes from being hurt by each of these things? (Make another list on the
board. Possible answers: Lenses that fit the shape of your face or wrap
around the sides of your eyes, UV/polarized protective coating, color
shaded lens, lens material that is scratch-resistant, shatter-proof and anti-fog,
etc. Go through each item and have students name or explain how safety
glasses could protect their eyes from these hazards. These become the design
features; write them on the board, too.)
Okay, what are some other features that would be helpful in protective
eyewear when mountain biking? (Possible answers: Light-weight so they do
not weigh down the head, ergonomic design that fits well while wearing a
helmet, strap around the head or spring force from the arms on the side of
the head to keep them snug, ability to be cleaned, etc.)
All of these ideas are great! Over the next several days, we are going to
split up into groups and choose a sport or activity for which you want to work
as biomedical engineers to design protective eyewear. Before we do that,
we need to learn more about the eye and its functions. We’ll start there
tomorrow.
Days 2 & 3
Students will investigate and learn the parts, functions, and general
information about the eye by using Chapter 4, Lesson 4 in their text book as
well as supplemental materials given to them by the teacher. They will need
to share their learnings with the class before we move forward to the
engineering design process. They will also become familiar with the
vocabulary terms specific to the engineering problem in this activity.
Vocabulary terms:
biomedical A person who blends traditional engineering techniques with the
engineer: biological sciences and medicine to improve the quality of human
health and life. Biomedical engineers design artificial body
parts, medical devices, diagnostic tools, and medical treatment
methods.
nose bridge: A part of eyewear that supports the glasses on the nose. It may
be continuous or have a few pads.
polarized: Lenses that block glare in bright conditions, especially light
reflecting from snow, water or car windows.
prototype: A first attempt or early design of a new product or creation.
May be revised many times.
temple:
A part of eyewear that wraps over the ear to hold the glasses to
the face. Also called arm.
For students to
learn and
understand the
parts,
functions, and
general
information
about the eye.
They will also
become
familiar with
specific
vocabulary for
the
engineering
problem.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
UV rays:
Day 4
Ultraviolet (UV) light from the sun is not visible, but can damage
eyes and skin (cause "sunburn").
Introduce the design process using the Middle School Boston Model.
To help
students gain
understanding
of this specific
design process
that they will
need to use
when
designing their
protective
eyewear
product.
Retrieved from:
http://www.eie.org/sites/default/files/resource/file/engineeringeveryhwereedpposterpdf.pdf
on July 18, 2014.
Create student groups (teacher assigned or student chosen---teacher needs to
decide how they want to do this)
Begin brainstorming process if time. Use Protective Eyewear – Design
Brainstorming Worksheet for this portion of the process.
Day 5, 6, &
7
Students will work in groups to complete the engineering design process and
create their final product of protective eyewear.
By the end of day 7, students need to have a completed final product, along
with a completed Engineering Design Report. They should also have a plan
for their presentation. Presentations will take place on Day 8.
Day 8
Final group presentations and class discussion..
For students to
demonstrate
their
understanding
of the
engineering
design process.
For students to
communicate
their design:
best features,
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Science Learning Community: Science and Engineering Lesson Plans
Extension
Activities
Possible Extension Activities:
Create an Eyewear Testing Zone: Set up testing stations. Example tests:
Squirting water from a small spray bottle to see if it reaches the eyes, tossing
a little grass at the glasses to see if it gets in on the sides or tops, blowing a
fan towards the glasses to see if the wind reaches the eyes and makes them
tear, and shining a flashlight at the glasses to see how well they dim the light.
what they
would do
differently next
time, etc.
Specific Eye Injuries: After the students explain or present their protective
eyewear designs, pick a couple of the possible injuries that might occur in
their sports or activities and ask them which parts of the eye would be hurt,
and what functions of the eye would be hindered. Have students explain how
engineers could design to specifically offer protection from injury.
Reverse Engineering: Assign students to bring from home examples of
protective eyewear for "show and tell" to the class. Have students point out
the parts, materials and features that make the designs uniquely suitable for
specific activities. Have other classmates contribute their ideas on the logic
behind the engineering designs.
Formative Assessment
DESIGN WORKSHEET: Have students complete the Protective Eyewear - Design Brainstorming Worksheet, as they
brainstorm for their protective eyewear designs. They demonstrate their understanding by listing the eye hazards
and indicating which design features protect the eyes from these risks. They prepare to create a prototype by
sketching their design and identifying the parts and materials.
IN CLASS TEACHER OBSERVATION: Teacher will observe and interact with groups as they are working to check for
understanding of concepts and the design process. Pose questions, take questions, etc.
Closure:
Students will present the protective eyewear that their group designed to the entire class. They can use their
Engineering Design Report to guide their presentation. They should have their eyewear on hand for a visual aid
while presenting. After the presentations, a more in depth class discussion can take place if needed.
Summative Assessment
ENGINEERING DESIGN REPORT: Have students complete the Engineering Design Report Template to help them
summarize and describe the best features of their final product and what they would improve if they were to redesign the eyewear. If time permits, have teams present their designs to the class. Teacher will need to create an
assessment rubric that suits his/her needs for final student assessment.
References
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_biomed/cub_biomed_lesson
07_activity1.xml
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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