![]() ![]() ![]() When finished, ask students to fill out the L column of their KWL chart to record what they learned. Are you misrepresenting the evidence or are you making any assumptions?Ĭontinue through the slideshow to help students understand how vision works.What is the evidence for (or against) this thought?.Use the following questions to start the discussion: Lead into a discussion about vision using the Rods and Cones Slideshow. Ask students to fill out the parts of the eye using the diagram in the slideshow.Īsk students to share what they recorded in the K and W columns of the chart. This can be used later as a quiz if needed. Provide students with the Eye Anatomy Printable. Ask students to fill out the K and W columns of the KWL chart. After the slide show, ask students to graph and analyze their responses.Īt the end of the activity, use the discussion questions to analyze students’ experiences. Ask students to record the number of answers they got right in the lab notebook. After each round, go back and discuss the correct answers. Ask students to record which circle they think is on top and record it in the table in the Rods and Cones Lab Notebook. Slides 36-45: Students will rotate 90 degrees or point the clock hand at 3 p.m.įor each slide, give students three seconds to observe each one.Slides 25-34: students will rotate 60 degrees or point the clock hand at 2 p.m.Slides 14- 23 Students will rotate 30 degrees or imagine that their belly button has a clock hand coming out and point it at 1 p.m.Slides 3-12: have the students focus directly on the center of the video screen used for the slideshow.Students will be positioned facing the screen in the 12 o’clock position (they will change their position several times during the activity). To start, have students imagine they are sitting at the center of a clock. Use the Rods and Cones Slide Show to lead students through the activity. Print each student a Rods and Cones Lab Notebook. ![]() Gather materials for the rods and cones mapping activity. ![]()
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