S2 Topic 9

Eye Structure

Level: S2

Topic: Unit 11 Sensing the Environment – Eye Structure (Section 11.2 of Unit 11)

Introduction:

This set of ELA materials is developed for academically more able students The two ELAs
are designed to develop the new concept ‘accommodation of the eye’, through the medium of
English. They aim to help students learn the vocabulary and develop the English writing
skills to (i) label the main parts of the eye and (ii) describe the process of accommodation
with respect to change of brightness and distance of an object.

The two ELAs are

ELA1 Eye structure – the main parts of the eye
ELA2 Eye structure – the accommodation of the eye

Each ELA is designed for a single period. ELA1 and ELA2 may or may not be conducted in a
double lesson. When they are conducted separately in two single lessons, the vocabulary
terms – such as pupil, lens, retina, etc. – should be revised at the start of the second lesson.
The ELA materials of this teaching package consist of lesson plans, PowerPoint slides,
worksheets and a set of Bingo cards.

Acknowledgement
This set of materials was produced jointly by the teachers of Tang Shiu Kin Victoria
Government Secondary School and the ELA research team.

S2 Topic 9: Eye Structure 1

ELA1 Lesson Plan – Eye structure – Main parts of the eye

Description: This ELA covers Section 11.2, Unit 11 of the CDC Science syllabus. The
students will learn the English names of the main parts of the eye using
illustrations similar to those found in their Chinese textbooks. To raise
students’ interest and consolidate their learning, a Bingo game is used.

Content After completing the activity, students should be able to:

Objectives: • identify the main parts of the eye - cornea, iris, pupil, lens, optic
nerve, retina

Language After completing the activity, students should be able to:

Objectives:  understand and use the English terms related to this topic (e.g., eye
structure, pupil, eyelid, eyelashes, iris, white protective coat, sclera,
optic nerve, cornea, side view, lens, retina, blind spot, optic nerve);
 name in English the main parts of the eye - cornea, iris, pupil, lens,
optic nerve and retina.
 Understand the instructions for playing the Bingo game.

Activities: 1. Vocabulary Building – whole-class activity with individual work

(15 min)
2. Bingo Game – whole-class activity (20 min)
3. Summary – whole-class activity (5 min)

Materials:  1 worksheet (WS1: Eye Structure)

 1 set of Bingo cards
 1 set of PowerPoint slides (Set 1: S2 Eye structure_ Bingo Game)

Steps

Vocabulary Building (15 min)

1. The teacher should start by stating the learning objective of the lesson and telling students
that it includes a Bingo game.

2. The teacher asks students to complete Part A of Worksheet 1 (WS1). In doing so, students
use the textbook to look up the names of parts of the eye in English.

3. The teacher then checks the answers with the aid of Slide 1 of PowerPoint Set1 and
practises the pronunciation of the terms with the students.

S2 Topic 9: Eye Structure 2

4. In Part B, students are asked to close the textbook and complete the fill-in-the-blanks
exercise using English.

5. The teacher again checks the answers with the aid of Slide 2 of PowerPoint Set1 and
practises the pronunciation of the terms with the students

Refer to Teacher’s note (TN1)

6. In Part C, students are asked to use English to name the parts of the eye that they have
come across in Parts A and B. The teacher should remind students that these parts belong
to the external structure of the eye.

Refer to Teacher’s note (TN2)

7. In checking the answers with the aid of Slide 3 of PowerPoint Set1, the teacher should
practise the pronunciation of the terms with the students.

Bingo Game (20 min)

Refer to Teacher’s note (TN3)

8. Each student is given a Bingo card.

9. The teacher should explain the game to students using the example on Slide 4 of
PowerPoint Set 1.

10. The the teacher starts playing the game. After the chosen PowerPoint slide is displayed,
students should be allowed to have about 5 seconds to work out whether the
corresponding diagram or label is on their Bingo card. The teacher should also allow
students to ask questions, if they have any queries.

11. When displaying the third slide, the teacher could remind students to check whether they
have scored a point.

Refer to Teacher’s note (TN4)

12. The game should be stopped once a student successfully gets all cells crossed.

Refer to Teacher’s note (TN5)

Summary (5 min)

13. Summarize the lesson using Q&A. For example, point at one part of the eye and ask
students to name it and spell the name (check their spelling and pronunciation).
Alternatively, read the name of one part of the eye and ask students to identify it in a
diagram.

S2 Topic 9: Eye Structure 3

 Teacher’s notes

TN 1: Before checking the answers, challenge students to see if they can identify and label
the parts that are given in Part A but not in Part B. This alerts students to the parts of
the eye which are external features.

TN 2: The interactive diagram found at

http://www.exploratorium.edu/learning_studio/cow_eye/eye_diagram.html or
http://www.purchon.com/biology/eye.htm can be used for showing the answers.

TN 3: Students may play the Bingo game in groups or individually. To play individually,
each student is given a Bingo card. Each card has a 3x3 grid, each cell of which
contains either a diagram of the eye with one part of it highlighted or the name of a
part of the eye. Teachers will display on the board a name of one part of an eye or a
diagram of an eye with one part highlighted each time. Then, students try to match it
with those on their cards. (Remark: A correct match means a name matches with a
diagram, but not two identical names or diagrams. For example, “Lens” and the

diagram is a correct match.) Once a match is found, students cross out the
matched cell. In this game, the students who can cross out a row, a column or a
diagonal of cells gains one point. The ones who get all the cells crossed out first or the
ones with the highest score are the winners. Teachers may give prizes for the winners
as encouragement.

TN4: Teachers may ask neighbouring students to cross-check each others’ results.

TN 5: Teachers are suggested to set up the Bingo game carefully so that the outcomes of the
game are very much under his or her control. (Remark: Slide 5 of PowerPoint Set 1
provides an example in which the student(s) holding Card 1 will be the winner(s).)

S2 Topic 9: Eye Structure 4

WS1: Eye Structure Class:___ Name : _____________ ( )

A. Write the English names of the following parts.

eye

B. Fill in the blanks

Side view of the eye

C. Name the parts labelled with numbers in the figure below.

1._____________________
2.____________________
3._____________________
4._____________________
5._____________________
6._____________________
7._____________________
8._____________________
The cross‐sectional view (橫切面) of the eye

S2 Topic 9: Eye Structure 5

WS1: Eye Structure Class:___ Name : _____________ ( )
A. Write the English names of the following parts.
Teacher version
pupil

eyelid

eyelashes

iris

white protective coat

(sclera) eye

B. Fill in the blanks

eyelid optic nerve

eyelashes

iris
cornea

white protective coat

(sclera)

Side view
eyeof the eye

C. Name the parts labelled with numbers in the figure below.

cornea
1._____________________
iris
2.____________________
pupil
3._____________________
lens
4._____________________
retina
5._____________________
blind spot
6._____________________
optic nerve
7._____________________
white protective coat
8._____________________
The cross‐sectional view (橫切面) of the eye
(sclera)
S2 Topic 9: Eye Structure 6
Bingo cards

Master Card

retina lens iris

cornea sclera blind

spot

pupil optic
nerve

S2 Topic 9: Eye Structure 7

Card 1

lens

sclera

retina optic
nerve

S2 Topic 9: Eye Structure 8

Card 2

cornea

retina iris

blind
spot

S2 Topic 9: Eye Structure 9

Card 3

optic sclera
nerve

cornea

lens

S2 Topic 9: Eye Structure 10

Card 4

retina optic
nerve

sclera

lens pupil

S2 Topic 9: Eye Structure 11

Card 5

retina

sclera

blind optic
spot nerve

S2 Topic 9: Eye Structure 12

PowerPoint slides Set 1 – Eye structure Bingo Game

S2 Topic 9: Eye Structure 13

ELA2 Lesson Plan – Eye structure – Accommodation of the eye

Description: This ELA covers Section 11.2, Unit 11 of the CDC Science syllabus. The
students have learned the English names of the main parts of the eye. The
teacher helps students develop understanding of the process of accommodation,
using English. A worksheet is provided to enhance students’ writing skills. The
worksheet includes a series of writing tasks, with the earlier ones involving
filling in the blanks (with words or short phrases) and the latter ones requiring
students to write their answers in complete sentences.

Content After completing the activity, students should be able to:

Objectives: • relate the main parts of the eye to our sense of vision.

Language After completing the activity, students should be able to:

Objectives:  understand and use the English terms related to accommodation of the eye
(e.g., adjust, bright light, dim light, bright object,
 describe the accommodation of the eye to different degrees of brightness
and to different distances of objects from the eye, e.g.,
- Our eyes adjust to look at different objects, far or near, bright or dim.
- The iris controls the size of the pupil in looking at bright or dim objects.
- When we look at a bright object, our pupils become smaller. Less light
will enter our eyes.
- When we look at a dim object, our pupils become larger. More light will
enter our eyes.
- The thickness of the lens changes for looking at far or near objects.
- When we look at a distant object, our lenses become thinner. The light
from the object will be focused onto the retina.
- When we look at a near object, our lenses become thicker. The light
from the object will be focused onto the retina.
- When Peter looks at a star in the sky, his pupils become larger and his
lenses become thinner.
- When Peter looks at a lamp, his pupils become smaller and his lenses
become thicker.
- When we look at near objects, our lenses become thicker. So, the thicker
lenses focus the light from the objects onto the retina.
- When we look at objects in dim light, our pupils become larger. So,
more light will enter our eyes.

S2 Topic 9: Eye Structure 14

Activities: 1. Writing practice on the accommodation of the eye – whole – class activity
with individual work (30 min)
2. Short quiz –individual work (10 min)

Materials:  1 worksheet (WS2: How can our eyes adjust in different conditions)
 1 short quiz
Steps:

Writing practice on the accommodation of the eye – class activity with individual work
(30 min)
Refer to Teacher’s note (TN1)
1. The teacher should distribute worksheet WS2.
2. The teacher discusses with students the accommodation of the eye to different degrees of
brightness.

Refer to Teacher’s note (TN2)

3. Students should be asked to complete the first two sentences of WS2. They should be
encouraged to follow the sentence pattern of the first sentence in putting down the answer
for the second question.
4. The teacher then checks the answers, asking some students to write their answers on the
blackboard and to read them out. The teacher then checks and corrects students’
pronunciation.
5. The teacher discusses with students the accommodation of the eye to objects at different
distances.

Refer to Teacher’s note (TN3)

6. Students should then be asked to complete the next two sentences of WS2 and
encouraged to follow the sentence pattern of the third sentence in putting down the
answer for the fourth question.
7. The teacher then checks the answers, asking some students to write their answers on the
blackboard and to read them out. The teacher should check and correct students’
pronunciation.

Refer to Teacher’s note (TN4)

8. The teacher should explain to the whole class the question that follows. Ask students what
the differences between a star and a lamp are in terms of brightness and distance. Give
hints to students to make use of the sentence pattern learned previously in writing their
answers.

S2 Topic 9: Eye Structure 15

Short quiz –individual work (10 min)

9. Distribute the Question and Answer Sheet of the quiz.

10. After 5 min, check answers and collect students’ work.

Teacher’s notes
TN1: Teachers may use an on-line interactive quiz
(http://www.kscience.co.uk/animations/eye_drag.htm) to review with students the
names of the main parts of the eye.

TN2: Teachers may explain the accommodation of the eye to different degrees of brightness
with the aid of on-line interactive animations (e.g.
http://www.kscience.co.uk/animations/eye.htm).

TN3: Teachers may explain the accommodation of the eye to objects at different distances with
the aid of on-line interactive animations (e.g. http://www.kscience.co.uk/animations/eye.htm).

TN4: The teacher will go through the questions with the class one by one. However, the more
able students may work out the first four questions by themselves without needing the
help of the teacher. These students should be encouraged to work on the remainder of
the worksheet.

S2 Topic 9: Eye Structure 16

 Class:____ Name:_________ _( )

WS2: How can our eyes adjust to different conditions?

Complete the sentences
Our eyes adjust to look at different objects, far or near, bright or dim. The _______________
controls the size of the ______________ in looking at bright or dim objects.
Light from
bright object
When we look at a __________ object, our ______________
become smaller. Less light will enter our eyes.

Light from
dim object
_________________________________________________

_________________________________________________

The thickness of the _____________ changes for looking at far or near objects.

Light from
distant

When we look at a __________ object, our __________

become thinner. The light from the object will be focused
onto the ________.

Light from
near object

______________________________________________

______________________________________________
Question:

1. Describe how Peter’s eyes adjust to look at the object in Fig. a and Fig. b.
star lamp

Fig. a Peter looks at a star at night Fig. b Peter looks at a lamp which is turned on
In Fig. a,

In Fig. b,

S2 Topic 9: Eye Structure 17

 Class:____Name:__________( ) Teacher version
WS2: How can our eyes adjust in different conditions?
Complete the sentences
Iris
Our eyes adjust to look at different objects, far or near, bright or dim. The _______________
pupil
controls the size of the ______________ in looking at bright or dim objects.
Light from
bright object
bright
When we look at a __________ pupils
object, our ______________
become smaller. Less light will enter our eyes.

Light from
dim object When we look at a dim object, our pupils become larger. More
_________________________________________________

light will enter our eyes.

_________________________________________________

lens
The thickness of the _____________ changes for looking at far or near objects.

lenses
distant object, our __________
When we look at a __________
Light from become thinner. The light from the object will be focused
distant
retina
onto the ________.

When we look at a near object, our lenses become thicker. The

______________________________________________
Light from
near object
light from the object will be focused onto the retina.
______________________________________________
Question:

1. Describe how Peter’s eyes adjust to look at the object in Fig. a and Fig. b.
star lamp

Fig. a Peter looks at a star at night

Fig. b Peter looks at a lamp which is turned on
In Fig. a when Peter looks at a star, his pupils become larger and his lenses become thinner.

In Fig. b when Peter looks at a lamp, his pupils become smaller and his lenses become thicker.

S2 Topic 9: Eye Structure 18

 Class:_____ Name:_________________ ( )
Quiz - How can our eyes adjust to different conditions?

Answer the following questions in full sentences.

1. When we look at near objects, what changes occur in our eyes ?

(2 marks)

2. What changes occur in our eyes when we are looking at objects in dim light?

(2 marks)
-------------------------------------------------------------------------------------------------------------
Class:____Name:_________________ ( )
Quiz - How can our eyes adjust to different conditions?

Answer the following questions in full sentences.

1. When we look at near objects, what changes occur in our eyes ?

(2 marks)
2. What changes occur in our eyes when we are looking at objects in dim light?

(2 marks)

S2 Topic 9: Eye Structure 19

 Class:____Name:_________________ ( )

Quiz - How can our eyes adjust to different conditions? (Suggested Answers)

Answer the following questions in full sentences.

1. When we look at near objects, what changes occur in our eyes ?

When we look at near objects, our lenses become thicker.

So, the thicker lenses focus the light from the objects onto the retina.

(2 marks)

2. What changes occur in our eyes when we are looking at objects in dim light?
When we look at objects in dim light, our pupils become larger. So, more light will enter our

eyes.

(2 marks)

S2 Topic 9: Eye Structure 20