Are our eyes playing tricks on us? Or is what we're seeing real?
Our first unit in sixth grade will be based on the driving question, "Can I Believe My Eyes?" Students will be utilizing three-dimensional learning from the NGSS, and will spend a lot of the unit asking and answering their own questions about what their eyes can believe through modeling and investigations. As students uncover new information about how light behaves, their models will change...and so will their thinking!
Our Driving Question Board is up and running...and students asked all kinds of questions about light, colors, and seeing. What do we need to see? Does the color of my eyes affect what I see? Why when I look at an optical illusion is my head thinking something other than what I know is really there? Does my location in the room affect what I see?
Our culminating game on Friday had students stumped and really thinking about what they could and couldn't see. Students played a game determining the factors that affected what they could and couldn't see. Not one student could find the red balloon they were prompted to find. I wonder why...hmmmmmm...
How will this game of finding objects help students develop a model of what they can and cannot see?
Only time will tell!
Our first unit in sixth grade will be based on the driving question, "Can I Believe My Eyes?" Students will be utilizing three-dimensional learning from the NGSS, and will spend a lot of the unit asking and answering their own questions about what their eyes can believe through modeling and investigations. As students uncover new information about how light behaves, their models will change...and so will their thinking!
Our Driving Question Board is up and running...and students asked all kinds of questions about light, colors, and seeing. What do we need to see? Does the color of my eyes affect what I see? Why when I look at an optical illusion is my head thinking something other than what I know is really there? Does my location in the room affect what I see?
Our culminating game on Friday had students stumped and really thinking about what they could and couldn't see. Students played a game determining the factors that affected what they could and couldn't see. Not one student could find the red balloon they were prompted to find. I wonder why...hmmmmmm...
How will this game of finding objects help students develop a model of what they can and cannot see?
Only time will tell!
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