Lesson Title Sight and braille activ- Date Tuesday, Nov.

20th
ity

Subject/Grade Grade one/ Science Time Duration 60 mins

Level
Unit Senses Teacher Ms. Etherington

General Learning GLO 1, 6

Outcomes
Specific Learning SLO 1 - students will identify each of the senses, and explain how we
Outcomes use our senses in interpreting our world
SLO 6 - students will describe ways people adapt to limited sensory
abilities or to the loss of a particular sense

Main Inquiry Ques- • Can you identify the 5 senses?

tions • How did you feel as a visually impaired person?
• How can people adapt to a loss of sight? A loss of hearing?

Formative Assess- Through observation and discussion students will be assessed on their
ment ability to identify the 5 senses and how people adapt to a loss or limi-
tation of their sense of sight or hearing.

Materials • Smart board - lyrics for the five senses song

• Braille guide and worksheet
• Youtube video - introduction to American sign language

Introduction - _5_ Mins

Attention Grabber As a review of the senses, students will listen to the ‘5 senses’ song
sung and played on the ukulele by the teacher and they will sing along
with the accompanied hand signals.
Assessment of Students will be assessed on their ability to identify the 5 senses and
Prior Knowledge recognized the body part associated with the sense.
Expectations of Students will be sitting in their carpet spots, quietly, with their hands
Learning Behavior to themselves while they are listening and singing along to the song.

Transition to Body Students will be asked to find a nearby elbow partner and sit beside
them. They will be their partner for the ‘blind walk’ experiment.

Body - _50_ Mins

Learning Activity ‘Blind walk’ classroom sight experiment:
#1
1. Both partners will have the chance to be the ‘leader’ and the ‘fol-
lower’
2. The ‘follower’ will close their eyes and the ‘leader’ will hold their
partner by the arm and slowly lead them around the classroom. The
‘follower’ can hold their hands out in front of them to guide them as
well.
3. The teacher will signal the students when it is time to switch the
‘leader’ and ‘follower.’
Guiding questions:
• Were you more aware of sounds?
• How did you feel as a visually impaired person?
• Was it harder to be the leader or the visually impaired person?

Learning Activity Braille writing activity:

#2
Letters in the braille alphabet are made up of raised dots. A visually
impaired person can read by feeling these dots with their finger.
• Students will look at the braille alphabet and then write their names
in the braille practice chart
• Students will be told to only put 1 letter in each box

Teacher Notes: As- • Students that are scared to walk around with their eyes closed can
sessments/ occasionally peek and look where they are.
Differentiation • If there is time left over, students will watch a short video about
how to say ‘hello,’ ‘goodbye,’ and ‘my name is__’ in American sign
language and go through the alphabet.
link: https://safeshare.tv/x/ss5bf2457a45819#
https://www.youtube.com/watch?v=jWCk3WqtVi4

Closure - _2_ Mins

 Consolidation of Students will be asked to try out the sign language they learned at
Learning home with their family. “Try to say, hello, my name is, and goodbye in
sign language”

5 Senses Song
LYRICS C F G C

Chorus

I have 5 senses,
I count those,
I use eyes, ears, skin…..tongue and nose....
I have 5 senses,
I count those,
I use eyes, ears, skin…..tongue and nose....
My eyes can see,
My ears can hear,
My skin can touch...
So, so much,
My tongue can taste,
My nose can smell
My 5 senses work really well!

I have 2 ears,
I have 1 nose,
I have 2 eyes,
I open and close...
I have one tongue,
For tasting tastes,
And my skin's covering, almost everyplace!

Repeat Chorus

I have 5 senses,
I count those….
You can write your name in braille