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Eye to Eye: How Animals See The World
Last updated Monday, July 8, 2024
Author: Steve Jenkins
Date of Publication: 2014
ISBN: 0547959079
Grade Level: 3rd (GLCs: Click here for grade level guidelines.)
Date(s) Used: Jul. 2024
Synopsis:
In this eye-popping work of picture book nonfiction, the author explains how for most animals, eyes are the most important source of information about the world in a biological sense.
The simplest eyes - clusters of light-sensitive cells - appeared more than one billion years ago, and provided a big survival advantage to the first creatures that had them. Since then, animals have evolved an amazing variety of eyes, along with often surprising ways to use them.
| Note to readers: |
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Show the kids the cover of the book and discuss some things they notice about the eyes on the cover of the book and what they may know about the different kinds of eyes animals have including our own. See if the kids notice the differences in eye color, shape or maybe size.
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From the cover, can anyone name the animal of that eye?
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| Discussion topics for before reading: |
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What is the most interesting animal’s eye you have ever seen?
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Think about the eyes of a human and compare them to the eyes of a chameleon (or another animal you know these kids may be familiar with. Such as a pet, dog, cat, bird etc.)
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Why do you think animals have different kinds of eyes?
#Can you think of some other animals that have interesting eyes?
Vocabulary
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Retina: The light-sensitive inner lining of the eyeball. The retina is where receptor cells-rods and
cones-are found. It converts light into nerve impulses that are interpreted by the brain.
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Cone: a visual receptor cell in the retina that is sensitive to bright light and to color.
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Bioluminescent: Describes living organism that can produce their own light.
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Pupil: The opening through which light enters the eye. In many animals, the size of this opening
changes to adjust o different light levels.
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Photoreceptors: specialized cells for detecting light.
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Infrared: the invisible electromagnetic radiation next to and longer in wavelength than those of the
visible red end of the spectrum.
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Ultraviolet: beyond the violet end of the spectrum of visible light and have a wavelength between
that iof visible light and x-rays.
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| Discussion topics for during/after reading: |
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What did you notice about the different locations of animals’ eyes?
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Why do some animals have really large eyes?
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Why do some animals have eyes that extend from their heads?
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How could an animal benefit from having eyes on top of its head?
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Based on their eyes, is there an animal you want to learn more about?
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If you could have eyes like any other kind of animal, which animal’s eyes would you choose and
why?
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| Craft ideas: |
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Pick one - three of the eyes from the book to copy. Which eyes were the most amazing. Which
eyes were unique? Which eyes were the more interesting? Ask them to duplicate the eyes in a
drawing. Ask, why did you choose these eyes to focus on? How does this animal use its eyes?
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Use the different moveable eyes to create a fictional animal. Have the kids name the animal as
well to introduce to the world. List this animals’ characteristics and its uniqueness.
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| Special activities: |
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Do a show and tell about the eyes the kids have drawn and discuss why they chose that animal’s
eyes
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There are more vocabulary words in the back of the book, choose a few to see if the kids
understand them from reading the book.
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*Note: These craft ideas are just suggestions.
You can use them, but you don't have to use them.
You can expand upon them, or add your own twist.
Remember, though, that the focus of your time should
not be on the development and execution of a craft;
the focus should be on the read-aloud and the
enjoyment of the book!
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