Vision Problems, Part 2: Vision Testing

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title: Introduction to Health Science Career Pathways

  Course Number: 8709350

  Career Cluster: Health Science

  CIP Number: 148709350M

  Course Type: Orientation/Exploratory

  CTE Standard(s) or benchmarks:

  02.05 Perform lab activities related to careers being explored for example blood glucose testing, blood typing, and vision testing.

  02.01 Define and use proper terminology associated with the Diagnostic Services career pathway.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Vision Problems.” See CPALMS resource ID# 214710. This is the second lesson in the unit. The first lesson is "Vision Problems, Part 1" - CPALMS resource ID #214716.

• Career Connection

  
  

  This lesson introduces career tasks relating to vision and eyesight. Students can use this information to evaluate their interests in vision-related careers.

• Learning Objectives

  
  

  Students will be able to:

  • describe and perform aspects of vision testing, including distance vision, color vision, peripheral vision, and dominant eye testing.
  • summarize vision-related diagnostic tools and/or career tasks, using appropriate diagnostic terminology.

• Prior Knowledge

  
  

  Students should be familiar with:

  • the concept that many health care careers specialize in one organ or body system.
  • the concept that diagnostic tests can be manual or integrate technology and are used to evaluate the health of a patient.
  • the parts of the eye and how the eye works.
  • the five Medical Career Pathways and the goal or theme of each pathway.

• Guiding Questions

  
  
  • How do vision professionals evaluate the eye for distance vision, color vision, peripheral vision, and dominant eye function?
  • Why are these skills important in your daily life?
  • What vocabulary is used in vision-related diagnostic testing?

• Procedure

  
  
  1. Introduction: The teacher will read the “Vision Problems” Case Study aloud to establish the setting for this activity. The teacher will lead a brief discussion about the case study to include these questions:
     • What are some of the symptoms that Jose is experiencing?
     • How might this affect Jose’s performance at school?
     • What do you know about the 3 vision careers - optician, optometrist, and/or ophthalmologist?
     • ABC Vision & Eye Center offers a lot of services to their patients. How might that be beneficial to the patients? (Possible answer: If a major problem is found during an examination, higher-level care is available at the same location.)
       
       
  2. The teacher will ask students what they know about vision testing and common problems with vision. (Possible answers include: using eye charts to see if vision is “20/20”, technology that measures the eye, pupil response, etc.)
     
     
  3. The teacher will pass out the Vision Testing Worksheet (see attachments) and will go over the aspect of vision being tested at each station. Modeling of procedures at each station is recommended. See the Vision Testing Station Directions in attachments for teacher information and printing of the station directions.
     
     
  4. Students will rotate through the stations to explore distance vision (with a Snellen eye chart), color vision/blindness (with digital Ishihara and Tritan tests), peripheral vision angle finder, and Porta dominant eye test.
     
     
  5. Students will record vision results and answer related questions on the worksheet.
     • Note: The follow-up question for the stations requires students to write a paragraph that incorporates relevant vocabulary and summarizes what they learned about vision-related diagnostic tools and/or careers. This part can be assigned as homework if time is limited.
     • Vocabulary terms are italicized in the directions for the stations. Sample vocabulary includes Snellen Eye Chart, color blindness, Ishihara test, Tritan test, depth perception, dominant eye, Porta test, macula, central vision, peripheral vision, Amsler grid, and legally blind.
       
       
  6. To bring the lesson to a close, the teacher will direct students to return to their seats to have a brief closing discussion. Discussion topics include:
  • • What did you learn about vision testing?
    • Why are these activities and related careers in the Diagnostic Career Pathway?
    • How might technology impact accuracy of vision testing?

• Teacher Notes

  
  
  • Note: The teacher may want to review the structure of the eye prior to this lesson or incorporate this lesson into a unit on vision, the senses, and/or the nervous system.
    
    
  • This lesson is designed for students to work in groups of 2-3 students. The teacher should set up student groups in advance.
    
    
  • The Vision Testing Worksheet should be copied one per person.
    
    
  • Stations will need to be set up in advance including printing of station directions, Snellen Eye Charts (search internet for a printable Snellen eye chart), Amsler grid (search internet for a printable Amsler grid), and peripheral vision angle finder (Image created by A. Finneran; copyrights given to CPALMS).
    
    
  • Computers/internet access will be required for virtual Ishihara and Tritan tests. (Students can perform an internet search to find each one OR the teacher can find them and provide the links to students.)
    
    
  • Estimated Timing for this lesson: 10 minutes for the warm-up case study/discussion, 30-35 minutes for the vision testing introduction, activities and worksheet, and 5-10 minutes for the follow-up discussion. Optional: This lesson could be extended to two days to allow more time for each station, to allow time for students to write their summary paragraph in class, and/or to complete the extension activity.
    
    
  • The teacher should circulate as students are working to guide discussion and monitor behavior. Use the Guiding Questions (above) to focus discussion.

• Optional

  
  

  Formative Assessment Ideas:

  • Informally assess student progress towards the learning goals as the teacher circulates to assist/guide student discussion.
    
    
  • Answers on the worksheet may also be used to evaluate mastery.
    
    

  Extension Ideas:

  • Students could research and create a poster, brochure, or presentation about color blindness, hyperopia (far-sightedness), myopia (near-sightedness), contact lenses, glasses, Lasik eye surgery, adaptive glasses for red-green color blindness, conditions/diseases that reduce peripheral vision, etc.
    
    
  • As follow-up or an extension activity, the teacher could demonstrate what people with different kinds of color blindness see. Search online for a “color blindness simulator” and project the images for students.