Teacher of lesson:
Lesson Topic/Subject: Blindness/Social Studies
Grade Level: Kindergarten
Estimated Time: 30 minutes
- Students will experience what it would be like to be without the sense
- Students will be good partners and will safely guide each other on
- Students will identify three things on their blind walk by using their
other senses besides sight.
- Students will discuss what they learned from their blind walk with
the whole class.
- Students will think about what kinds of questions they would like to
ask our blind visitor, who will be coming to talk to the students the following
- eight blind folds
- chart paper and marker
Introduction /Anticipatory Set
- Have students come meet on the carpet and assign everyone a partner.
- Tell the students that they have learned a lot about why their senses
are important to them, now you want them to experience what it might be
like to be without one of their senses. Explain that everyone is going
to have a chance to see what it feels like to be blind.
- Inform the students that they will be going on a blind walk. Tell them
that you are going to pass out blind folds, one to each set of partners,
after you are through giving the directions
- Now, tell the students that one partner will be the guide while the
other partner wears the blindfold. It is very important that the guides
keep their partners safe. They must tell them when steps are coming and
they absolutely cannot allow them to bump into anything.
- Explain to the guides that their job is to lead their blind partners
outside to the playground, where they will choose three things for their
partners to try to identify using their other senses besides their sight.
Ask the students to quickly review what these other senses will be.
- Tell the students that you will blow a whistle after 10 minutes and
then the partners should switch jobs so that everyone has the chance to
- Explain that when the students are blindfolded, you want them to pay
close attention to what is going on around them. What kinds of sounds do
they hear when they are outside. What do different areas of the playground
feel like under their feet.
- Ask the partners to decide who will want to be blind first. Distribute
the blind folds to the appropriate partner.
Sequence of Instruction
- Tell the students to help each other put on their blindfolds. Then
ask the guides to lead their partners carefully to the line. Before leading
the students outside, explain that if they can still see under their blindfold,
they should close their eyes, because you really want them to have a chance
to see how it feels to be blind.
- Allow the students to lead their partners around on the playground
for about 10 minutes. Suggest to them that they take their partners to
all different areas, on the grass, on the blacktop, and on the play equipment.
- Remind the students that the guides need to find three things for their
blind partner to identify.
- After 10 minutes, blow the whistle and ask everyone to switch their
- Allow the students to roam around for 10 more minutes, and then blow
the whistle again, signaling all of the guides to lead their partners into
line. Tell the students to leave their blindfolds on until they get back
to the classroom.
- Group the students at the carpet once again and collect the blindfolds.
Begin a discussion about their blind walk. How did it feel to not be able
to see? What kinds of sounds did they notice outside. Could they tell what
part of the playground they were on by the way the ground felt under their
feet? Were they able to correctly identify the objects their guides gave
them? What senses did they use to identify the objects?
- After exhausting all of the student comments about their blind walk,
explain to them that they are going to have a visitor come and talk to
them tomorrow that is actually blind and uses a seeing eye dog to help
her get around. Tell the students that you are excited that they are going
to learn more about what it is like to be blind by listening to her and
by asking her some good questions.
- Prepare the students for the visit by
asking them if they can think of some questions they would like to ask
the blind woman ahead of time. You can write down the questions as they
think of them on a piece of chart paper.
- After the students are done volunteering
different questions they would like to know more about, read over the list
you have made out loud to the students, and then ask them to try to read
it along with you once again.
EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:
- Students will gain insight on what it
would be like to be without their sense of sight by keeping their blindfolds
on and cooperatively going on a blind walk with a guide for 10 minutes.
- Students will demonstrate that they can
be good guides by safely guiding their blind partners around the playground.
- Students will demonstrate that they can
use their other senses other than sight by identifying three unknown objects
without using their eyes, and then discussing what they discovered with
- Students will express what they learned
on their blind walk by discussing what it felt like to not be able to see
and by discussing what other senses they used.
- Students will become prepared for their
visitor by thinking of several questions that they think they would like
to know more about in order to help them learn what it must be like to
be blind, and how a blind person gets around.
- A lot of prompting might be necessary
when thinking of questions for the blind visitor. Prompt the students to
ask questions that might help them learn how blind people get around on
their own and do daily chores. Also arouse their interests to ask the visitor
about her favorite hobbies so they can discover if blind people enjoy doing
some of the same things they do.
- This activity might be a good one to refer back to and write a short
class story about.
- Explain to students that many blind people donÕt need a person
to guide them because they use a cane which they move back and forth in
front of them. Allow the students to take turns throughout the day trying
to get around the room with their eyes closed using a cane.
- Did this turn out to be a safe lesson? Were the students good guides?
- Was the lesson run efficiently?
- How did the students respond to the lesson?
- Were the students adequately prepared for the visitor?
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Different Unit page
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