UNC SES LESSON PLAN FORM – Optional format

You may use this format or any format from SES 440/442

Content Area/Skill Theme__​Partner Activities with blindfold (introduction to VI unit)

Class Skill Level ____​pre-control to control

Length of Lesson _____​30-45 minutes (30 for kinder)_​________ School: Tozer

Class Size: 20-25 Lesson Number 2 of 3

Equipment: Blindfolds (12), poly spots, scarves, cones, bowling pins

Facility: Main gym

NASPE Standards:
Kinder:
Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
(S4.E1.K)
Acknowledges that some physical activities are challenging/difficult (S5.E2.K)

1st:
Travels demonstrating low, middle and high levels. (S2.E2.1a)
Travels demonstrating a variety of relationships with objects (e.g., over, under, around,
through). (S2.E2.1b)
Follows teacher directions for safe participation and proper use of equipment without teacher
reminders. (S4.E6.1)
Recognizes that challenge in physical activity can lead to success (S5.E2. 1.)

2nd:
Accepts responsibility for class protocols with behavior and performance actions. (S4.E2.2)
Works safely with physical education equipment. (S4.E6.2b)
Compares physical activities that bring confidence and challenge (S5. E2.2)

Colorado Standards:
Kinder:
1.2.2.a ​Move specified body parts in response to a variety of sensory cues such as auditory or
visual.
3.5.1.c Participate as a leader and follower.

3.5.2.a Start and stop on an auditory and visual signal.

4.6.1.b Participate in activity without colliding into other students, objects, and surroundings.
1st:
3.5.1.c. ​Identify and demonstrate the attributes of being an effective partner or group member in
physical activity.
4.6.1.b ​Demonstrate the ability to follow verbal and nonverbal instruction.

2nd:
2.4.1.e. ​Identify feelings resulting from challenges, successes, and failures in physical activity.
3.5.1.b. ​Participate in a variety of group settings without distracting behavior.
3.5.1.c. ​Encourage others by using verbal and nonverbal communication.

District Standards:
*See the Colorado standards listed above.

Teacher Objectives:
TTWBAT communicate with students by using their names when giving feedback, redirecting
them or calling on them to make a comment or ask a question
TTWBAT give instructions while being clear and concise to eliminate student confusion.

Student Objectives:
Affective: ESWBAT use verbal and nonverbal communication with their peers to ensure they are
safe while completing all activities.
Cognitive: ESWBAT understand the importance of using an introduction and asking if someone
would like assistance.
Psychomotor: ESWBAT demonstrate proper guided assistance to their peers by being in the
front and make sure they are holding the elbow or the shoulder.

Planned Lesson Activities

“Today's challenge is to learn how to help someone who may not be able to see or have full
vision”
**Student option, if they do not feel comfortable to wear or use a blindfold they do not have to. If
at any point they do not want to wear the blindfold anymore they may remove it.
Approx. Student Activities Performance Goal Orientation Organizational
Time (Anticipated Cues of Task Arrangement
Progression of Tasks) (Informing, (including Grouping
Extension, & Task Presentation
Refinement, method)
Application,
Intro, Closure,
Assessment) and
modifications
10 minutes Attendance Brain exercises: Introduction: Students will enter
Tap forehead the gym and find
Kinder: (balance, “A visual personal space on a
Brain exercises coordination, impairment is square
crossing the when someone
1st and 2nd: midline) has a hard time Attendance will be
Cyclops tag Rub ears seeing of when taken and they will
Students will close or Tap opposite they cannot see be introduced to the
cover one eye with knees (balance, at all.” visual impairment
their hand. coordination, “There are many unit by the
Their partner will be crossing the different causes whiteboard on the
trying to tag them, ALL midline) and it affects west wall
STUDENTS WILL BE Tap opposite everyone
WALKING. toes (balance, differently. “ Brain exercises:
Once tagged students coordination, (damage to the Used to get students
switch roles, before crossing the eyes, or the brain ready to learn and
they switch the student midline) (occipital or calm for class
who was tagged must back of the
do five jumping jacks brain), infections Cyclops tag-
so their partner has or diseases) students will be in
enough time to move partners, boy girl
away from them. partners. On GO
they will go back to
SAFETY: all students back so I can change
will move with caution partners or add
and keep their eyes up people if needed)
to look out for other
and to see where they
are going.

Information about Intro:

visual impairments What is a visual
impairment
Videos?? How can you
 Erik whienmayer become visually
Swimming impaired?
Track It is different for
everyone
Blind baseball Braille/other
Tandem bike objects
Goalball Using your other
senses

7-8 minutes Safety with blindfolds Communication: Informing: Students will be

Communication with State name and Students will seated over by the
partners your location learn how to whiteboard on the
communicate west wall
Ask if they “Hello _____
would like a this is Ms. Lipe
guide standing in front
of you”
Ask if they
would like to Students will
hold shoulder or understand how
elbow to ask someone
if they would
SAFETY: like assistance
The person with walking
leading must “Would you like
always be in to grab my
front shoulder or
elbow so I can
“Why is it help you get to
important that the next place?”
we introduce Students will be
ourselves?” able to explain
to their peers
“Why is it where they are
important that going, what they
we ask if they are doing and if
want help, rather there are any
than just helping obstacles in their
without asking?” way
“I will be taking
you over to the
stage”
 “We are going to
stop so we do
not run into our
other
classmates” ETC
Safety:
“If you are the
leader you are
always in front”

3-4 minutes Role play how to #1 will begin by Informing Students will begin
communicate/ being visually Application by the whiteboard
introduce yourself impaired, #2 will Students will on the west wall and
guide them to demonstrate the will be instructed to
Role play how to guide personal space. topics listed find personal space
someone Students will above in terms (find a square)
practice of
introducing communication. They will be
themselves, They will find counted off by 1s
asking their partners and and 2s
partners if they communicate
would like to be their name,
guided by their location, where
shoulder or their they are going
elbow. and any other
Once this round details that
is complete they pertain while
will return to the moving in the
board, switch gym.
roles and repeat.

10-12 min Partner sherpa walk Students must Application/ Cones will be set up
introduce refinement- on the black lines on
themselves Round 1: the west and east
Students will switch students will walls, there will be a
roles after every round, Guide by the take turns second cone about
so all students get the elbow or guiding each 5-6 feet away
opportunity to try each shoulder other from cone towards the center of
activity a to cone b the gym.
Students will Round 2: student This is the course
communicate will take turns students will use for
SAFETY: students where they are guiding each the partner sherpa
 have the choice to wear leading their other from cone walk
blindfolds or not, if at partner and tell a around cone b
anytime they do not them when they back to cone a
feel safe they may are turning, if Round 3: Round 3: students
remove the blindfold. there are objects students will will grab extra
Students may also in the way or if now have cones cones, poly spots,
choose to close their they need to and other bowling pins to
eyes or not close them stop. obstacles set up make an obstacle
at all depending on in between cone course that they will
their personal abilities a and cone b, guide each other
and comfort level. students must through.
guide each other
through the Round 4: students
obstacles will guide their
without partner around the
touch/knocking gym to pick up food
them down cards, they will them
(focus on guide them back to
specific the correct hula
communication) hoop or bin to place
Round 4: items the food down.
will now be
spread out on the
floor (food cards
and food
objects) students
will guide their
partners to these
objects and they
will be placed in
the appropriate
food category
(fruits,
vegetables,
dairy, grains and
protein)

7 minutes Kinder: Students will Application Students will be

again be put into spread in general
partners. #1 will Refinement: space, their partner
be VI first and Students will be will guide them to
 be guided by #2, working in the center circle
then students partners and
will switch roles. communicating Students must use
where they need communication
to be and skills to ensure they
assisting other are keeping their
where specific partners safe
bodies parts are
located. Students need to use
manners when
If the class is communicating
ready, all
students will act If the class is ready
as if they are and all students will
visually be visually impaired,
impaired to they will be around
perform the the center circle.
activity

3 min Assessment Students This it will be done

When working with my evaluating as students line up,
partner i was able to difficulty level they already know
introduce myself and of activities and their plagnet
offer assistance being numbers,
No 1-2 blindfolded. They will be called
Sometimes 3-4 by number groups
All of the time 5-6 starting at 1-5, 6-10,
11-15, 16-20, 21-25

2 min Students clean up Closure NA All students will

equipment and line up help to clean up
by the door equipment.

When they have

finished, they will
line up at the door
for a review of the
content from the day

“Someone tell me all

of the senses”
“Who can tell me
 how we introduce
ourselves to
someone who has a
visual impairment”

Erik whienmayer ​https://www.youtube.com/watch?v=EGZPTtmydkE

Beginning-1:02​https://www.youtube.com/watch?v=EGZPTtmydkE
1:47-1:58

Swimming ​https://www.youtube.com/watch?v=uw6z3j-kG9M
5:05-5:35

track ​https://www.youtube.com/watch?v=sxBMUlS6LF4
2:39- 3:03