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Introduction
# has studied the unit 'Global eye'. It brought together a wide range of investigations and ideas from both geography and science. # learnt about how the eye works and ^ has found out how young people are fitted with spectacles in ~ local area and in other parts of the globe, in particular in Africa. This work was linked with work on other aspects of less economically developed countries in order that that # could form a more balanced view of life in these countries.
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Your Eyes
Section 1: Why are eyes important? What is it like not to be able to see?
Children:

^ had some understanding of the impact of sight loss and some of the problems which are linked to it.

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Eye parts
Section 2: What is the eye like?

^ has a simple understanding of the parts of the eye and how they work.

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Investigation
Section 3: How can sight be changed?

^ was able to carry out some simple experiments to analyse the merits of a range of different types of glasses.
^ was able to record ~ findings about the merits of different sorts of glasses on a chart.
^ talked to the class about ~ findings from ~ glasses investigation.

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Recycling
Section 4: What do we recycle at home?

^ has identified a number of examples of items that can be recycled.
^ recognised ~ opportunities for increasing ~ own future recycling.
^ used ICT to create a graph of results for the question 'What do we recycle at home?'.

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Optician
Section 5: What work does an optician do?
Children:

^ knows what an optician does and ^ can explain the process needed to obtain a pair of spectacles.

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Africa
Section 6: What is the African countryside like? How do children in African countries get spectacles?

^ has shown ~ understanding of the nature of a contrasting landscape such as that found in Africa and ^ has been able to compare and contrast it to ~ own locality.
^ was able to explain how people in an African country could obtain spectacles.
^ was involved in establishing a project in ~ school for recycling old spectacles.


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