[NFB-Science] Integrating Braille with our Apollo 11 Project

[Anna Givens]

You can always move things around and extend lessons.

You can have the students learn the parts of the models by going over them and learning and then quizzing or reviewing by having each student name one or two parts and having them braille it out and stick it on there. Then it won’t much matter if it’s cluttered because the point of the exercise would not be reading the labels when they’re on, rather it’s just to have them practice braille and engage the students in participating in the learning the parts.

Since this year we’re using the inTact Sketchpad, use this for tactiles and model making.

Anna E Givens

Sent from my iPhone

> On Feb 14, 2019, at 12:26 AM, Tina Hansen via NFB-Science <nfb-science at nfbnet.org> wrote:
> 
> Some of you know that I'm working with a small team on a project around the
> anniversary of Apollo 11 for my state's BELL program.
> 
> 
> 
> We hope to recount the story and do 3 experiments: one comparing the size of
> the earth to the moon with balls, another showing craters  on the moon with
> rocks and moon sand, and another where the students drop or catch objects in
> their hands to see how they fall in our gravity. We also hope to show a
> short video where the astronauts on one of the missions drop objects in
> lunar gravity so the students see what happened in the gravity of the moon.
> 
> 
> 
> My team and I are looking for ideas on how to integrate Braille into our
> lesson creatively. We don't want to just have the students read our
> narrative round-robbin, since that would make it too much like school.
> Besides, I wouldn't be surprised if they do that at other times during the
> program.
> 
> 
> 
> We also don't want to give them a handout to take home, because chances are
> good that they'll throw it away when they walk out the door.
> 
> 
> 
> I'd hate to just give them a worksheet, since that also would be too much
> like school. These students get worksheets all the time, and we want to keep
> the lesson fun and engaging.
> 
> 
> 
> Our age range is 4-12, but we don't know the exact age, nor do we know how
> many students we'll have. We do know that our program is scheduled for
> August 5-16, and it's a day-only program, so the students will live either
> at home or somewhere in the host city, but they won't be in a dormitory
> setting.
> 
> 
> 
> One expert gave me an idea that could work. We have a 3-d model of the
> rocket used to launch the mission, and we're looking for models of the
> command and lunar modules.
> 
> 
> 
> We thought we'd use the Pen Friend or some other audio labeler unit to
> identify the parts on the model itself. However, if we do Braille labels on
> the model, we'll have a clutter problem. An expert suggested that if one of
> our team members were able to get a good photo of the rocket or other
> modules, we could draw it tactually, then use a key to notate and identify
> important parts. The key would be on swell  form paper, or even on regular
> Braille paper, but the alphabetical or numerical notations would be on the
> tactile drawing. This works, since our theme this year is tactile graphics.
> 
> 
> 
> We thought about simply passing around the Louis Braille coin, but I'm not
> sure that's good enough.
> 
> 
> 
> One other idea for integrating Braille into the lesson would be to have them
> write out answers to questions we ask them, but I'm not sure we'll be able
> to do that with the time we have. We have up to 20 minutes for each of the
> experiments, 5 minutes for an opening, 15 minutes for them to look at
> models, and 10 minutes for the story. We'll tell the story in short pieces,
> with one of our experiments or our time to look at props between story
> segments. We only have an hour and a half maximum for the whole thing.
> 
> 
> 
> We also recognize that writing out answers may work for older students, but
> would be more difficult with really young students. While I'm not ruling it
> out, I do recognize that younger students may struggle with it.
> 
> 
> 
> Do any of you have other creative ideas of other ways to get Braille into
> this lesson that don't involve round-robbin reading or handouts? Thanks.
> 
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