Dakota State University

College of Education
Name: Jacob Tvedt
Grade Level: 4th Grade
School: Chester Area Elementary
Date: Friday October 12, 2018
Time: 10:20-11:20

Reflection from prior lesson:

 Created a model to show what happens inside an eye. Students discovered what happened
with the picture and it was upside down. The picture created wonder in why the picture is
upside down and why we don’t see things upside down.

Lesson Goal(s) / Standards:

 4-LS1-1 Construct an argument that plants, and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction.
 4-LS2-2 Use a model to describe that animals receive different types of information
through their senses, process the information in their brain, and respond to the
information in different ways.
 4-PS4-2 Develop a model to describe that light reflecting from objects and entering the
eye allows objects to be seen.

Lesson Objectives:
 After reading about upside down pictures in the eye, students will be able to state one fact
about why a picture appears upside down in the eye.
 I can tell why a picture appears upside down in the eye.

Materials Needed:
 TV/Projector
 iPad

Contextual Factors/ Learner Characteristics:

The Chester Area fourth grade classroom has twenty students. The class consists of eight girls
and twelve boys. All fourth-grade students are Caucasian. The seating arrangement is in pods,
this works best for group work and discussion. Rules in the classroom are intended to make it a
safe environment. The main one in the classroom is be respectful, if someone makes a mistake, it
is okay. The overlaying rules of the school go to the classroom. These rules or expectations are
called the Flyer 5. They include: Be Respectful, Be Enthusiastic, Be A Worker, Be Kind, and
Expect Excellence. Students in the 4th grade classroom are dependent for their own work. They
are responsible for bringing their homework to and from home, and getting their homework done
in time. Students also have their own school iPads that they can take home. Responsibility comes
with the iPads, and students are asked to have it charged for the next day. Anything that is not
done by the student, will be done during the school day. The student owes time for not getting
their work done. Recess or a favorite subject will be taken away until they get their work done.
The class schedule is the same every day and includes six specials: Music, Art, Guidance,
Computer, Physical Education, and Library. Students know the amount of time for each subject
and are allowed other opportunities during the day to get their homework done. The end of the
day has a homework time of fifteen minutes, students can finish any homework they have to
there is nothing to take home. Academic skill varies on the subject. The range for math in the
class is 1st grade through 5th grade. There is a total of five students on IEPs – three students in
math (both are pulled from the class and one has an aid in the classroom), four students in
reading (one student is pulled), and two of the students are on one for behavior. Four students go
to Title for math and two students go to Title for reading.

A. The Lesson

1. Introduction (5 minutes)
 Yesterday we made a model to show what happens inside an eye. On our retina we saw a
picture, but what was wrong with the picture? It was upside down. Today we are going to
find out why in the world that picture was upside down.
 Learning target: I can tell why a picture appears upside down in the eye.
2. Content Delivery (15 minutes)
 We are first going to start by reading about the question: why does a lens make an image
appear upside-down? I am going to read to you. The lenses in your eyes are known as
“convex” lenses: they’re curved outward. As light rays enter the far edges of a convex
lens, the light rays are bent inwards. In other words, light rays entering the top of the lens
bend down toward the bottom of the retina, and light rays coming in from the bottom of
the lens bend toward the top of the retina. This is why the image looks upside-down!
(You might wonder: Why don’t we see everything upside-down? That is a question
which puzzled scientists…
 Why is it that we don’t see everything upside-down? We are going to watch this video to
help us out. https://www.youtube.com/watch?v=cFVbLnXWn6A The answer is not in
our eyes, but in our brains! Our brains learn to make sense of the picture in our eyes,
whether it’s right-side-up or upside-down.

3. Closure (5 minutes)
 Today we finally learned objects are upside down in the retina. It is not our eyes, but our
brains that make sense of pictures. For your exit ticket, write one take away thing you
learned about on Flipgrid.
B. Assessments Used
 Exit ticket – Flipgrid

C. Differentiated Instruction
 Below average students – students can work with a partner. Students can say or write
down their responses to the Flipgrid questions instead of posting.
 Average students – students will be asked to create the upside picture by themselves.
Student should create a Flipgrid video response to the question.
 Above average students – students can work with the below average students to help
them out. Students should create a video and respond to other classmates

D. Resources
 Mystery Science