Lesson

Title/Focu
s

Learning About Braille (2 part lesson)

Grade
Level

Subject

Science

Date

December 8, 2014

Time
Durati 43 minutes
on
Teache
Samantha Farrell
r

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:

Specific Learning
Outcomes:

1-1 Bring focus to investigative activities, based on their

own questions and those of others.
1-9 Use the senses to make general and specific
observations, and communicate observations orally and by
producing captioned pictures.
Reflect and Interpret
Describe what was observed, using pictures and oral
language.
Students will:
Describe ways that people adapt to limited sensory
abilities or to the loss of a particular sense; e.g. color
blindness, inability to see objects at close range.

LEARNING OBJECTIVES
At the end of the lesson students will identify different adaptations visually impaired
rely on.
At the end of the lesson students will create their names using Braille lettering.

ASSESSMENTS
Observations:

Observe students during class discussion to ensure that

they understand the types of aids that visually impaired
people will use.

Key Questions:

Can students identify how we would adapt to not having

our sense of sight?

Products/Performan
ces:

Braille activity and worksheet

LEARNING RESOURCES
CONSULTED

Alberta Program of Studies

Edmonton Public Schools Senses
Grade 1 unit book

MATERIALS AND
EQUIPMENT

Five Senses booklets

PDF scan of Braille activity
Pencils
White Glue
Lentils
Small cups

SMART Board and SMART

board marker

PROCEDURE
Attention Grabber
Agenda

Transition to Body

Learning Activity
#1

Introduction
Use the PAX peace sign to focus the class.
1. Class discussion about rules for taking care
of our eyes.
2. Discuss the Braille alphabet.
3. Students create their names in Braille on
the worksheet.
4. Students glue lentils to raise the Braille dots
of their name.
In our last class we talked about how we take care
of our eyes. Today we are going to learn about
one of the adaptations someone who cant use
their sense of seeing would use to help them
read.
Body
Braille Practice

Time
1 min

1 min
Time
10 mins

1. Pass around the Braille example.

2. Hand out Braille alphabet sheets to the
students.
3. Work as a class to decode the Braille
Practice message.
Learning Activity
#2
Process:

Braille Alphabet

10 mins

1. Have the students write their name in the

boxes above the Braille cells in their
booklets.
2. Students then shade in the corresponding
Braille cells to the letters of their name.

Assessments:
Circulate the room to ensure that students are
shading correctly. Students should be able to
locate the letters of their first and last name in the
Braille alphabet.
Learning Activity
#3
Process:

Create raised Braille cells.

1. Pass out little cups with lentils to each
student.
2. Have student glue a lentil to each shaded
circle.

20 mins

3. Return extra lentils to instructor.

Assessment of
Learning:

Feedback From
Students:

Ensure from class discussion and participation in

the activity that students understand the aids that
visually impaired people will use. Students should
also understand that when one of our senses
stops working we use our other senses to adapt.

Answers to questions.
Discussion.

1 min