<html><head><meta http-equiv="content-type" content="text/html; charset=utf-8"></head><body dir="auto">I just did a brief braille presentation for my son second grade class. I wrote their name in braille, I wrote the alphabet in braille, and I put a secret message on the back of the card in braille. I described the alphabet, I described how their name would be spelled at the top, and I left the secret code in the back to them toFigureOut. At least three kidsin his class figured out the code in less than five minutes. If the code is relevant to the Apollo mission, it will be memorable to them. I have many more ideas so if you would like to connect with me off-line, please do so. Thanks.<br><br><div id="AppleMailSignature" dir="ltr">Sent from my iPhone</div><div dir="ltr"><br>On Feb 14, 2019, at 3:16 PM, Noel Runyan via TAGS <<a href="mailto:tags@nfbnet.org">tags@nfbnet.org</a>> wrote:<br><br></div><blockquote type="cite"><div dir="ltr">
<font size="3">Tina,<br>
You might want to consider marking the models with small clear dots,
under which are smart pen labels that can be read with a pen. The
clear spots can be easily discovered by feel, without over cluttering up
the models.<br>
There are a couple of demonstrations that can help simulate the effect of
lower lunar gravity. If you drop something like a ping pong ball
through a piece of PVC tubing with the right inside diameter, the trapped
air slows down the falling of the ball, so it simulates lower
gravity.<br>
Another drop simulator that is fun can be made with strong rare earth
magnets and a copper pipe. A strong cylindrical magnet will ooze
slowly down through a copper pipe, because of the bucking fields
generated in the copper walls by the induced electrical curren.
Alternatively, you can use ring magnets on the outside of a copper tube,
making it easier to follow by touch, as it drops slowly. <br>
Feel free to contact me off-list, if you want further clarification or if
I can help with your cool project.<br>
By the way, if you were planning to use the solar eclipse tactile
graphics that NASA supplied, I have some ideas for how those materials
could be improved substantially.<br>
Cordially,<br>
Noel<br>
-<br>
Noel H. Runyan<br>
Email: <a href="mailto:Noel@PersonalDataSystems.com">Noel@PersonalDataSystems.com</a><br>
Phone: 1-408-866-7564<br>
Smail: 638 Sobrato Lane, Campbell, CA, 95008, USA<br>
-<br>
At 09:26 PM 2/13/2019, Tina Hansen via TAGS wrote:<br>
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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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
We thought about simply passing around the Louis Braille coin, but I’m
not sure that’s good enough.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
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