Exploring Our Sight

Overview

This 60-minute lesson on the topic of "sight" is designed specifically for Year K students with complex disabilities in a special school setting following the Victorian Curriculum Foundation (Kindergarten) Science standards. The lesson embraces hands-on learning, sensory exploration, and interactive games supportive of diverse learning needs, including dyslexia-friendly resources and scaffolded differentiation. Extension activities and success criteria aligned with the curriculum support both emerging and more advanced learners.

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Curriculum Links

Victorian Curriculum - Science - Foundation Level
Content Description:

• AC9SFH01: Explore the ways people make and use observations and questions to learn about the natural world
• AC9SFI02: Engage in investigations safely and make observations using their senses
• AC9SFI03: Represent observations in provided templates and identify patterns with guidance

These codes reflect learning objectives that focus on sensory exploration, making observations, and representing information, essential for understanding sight【2:AC9SFH01.md】【14:AC9SFI02.md】【16:AC9SFI03.md】.

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Learning Objectives (WALT)

• WALT 1: Use our eyes to explore and learn about the world around us.
• WALT 2: Use our sense of sight to observe and describe what we see safely.
• WALT 3: Represent what we see through drawing, matching, or choosing pictures.

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Success Criteria

• I can use my eyes to look closely at different objects.
• I can tell or show what I see with my eyes.
• I can safely participate in activities using my sense of sight.
• I can use pictures, drawings, or matching games to show what I observed.

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Lesson Breakdown

1. Introduction and Sensory Warm-Up (10 minutes)

• Activity: "Magic Eyes" song and simple eye stretching exercises to engage and prepare students for using sight.
• Use flashcards with large, clear images (dyslexia-friendly fonts, high contrast colours).
• Discuss WALT and Success Criteria in simple language, supported by visual icons.

2. Hands-On Exploration: "What Can We See?" (20 minutes)

• Activity: Provide a variety of textured and coloured objects (e.g., soft toys, shiny balls, coloured blocks).
• Guide students to look carefully at these items, describing shapes, colours, and sizes. Use prompts like "Is it big or small? What colour is it?"
• Differentiation:
  • Use tactile objects for students with visual impairments.
  • For students with stronger verbal skills, encourage describing objects using eye gaze or simple sentences.
  • Offer sensory glasses or magnifying glasses for advanced learners to explore focus and detail.
• Use digital tablets or cameras for students to take pictures of objects (if accessible).

3. Interactive Game: "I Spy With My Little Eye" (15 minutes)

• Adapted game using classroom items displayed clearly in defined areas.
• Use a tactile or picture board with objects for choices in communication.
• Students guess objects based on descriptive clues.
• Differentiation:
  • Non-verbal students use eye gaze or choice boards to participate.
  • Students requiring extra support receive additional one-on-one prompts and can respond with yes/no cards.
  • Advanced learners can take turns giving clues.

4. Drawing and Matching Activity (10 minutes)

• Students either:
  • Trace or colour images representing objects they saw,
  • Match object cards to corresponding pictures on a board.
• Provide dyslexia-friendly, symbol-supported worksheets or tactile matching cards.
• Differentiation:
  • Use hand-over-hand assistance if needed.
  • For advanced learners, prompt them to label pictures verbally or with simple words (e.g., "red ball").

5. Review and Reflect (5 minutes)

• Recap WALT and success criteria using visual symbols.
• Celebrate achievements with stickers or positive affirmations.
• Ask simple questions like "What did you see?" allowing multiple communication methods (verbal, gesture, eye gaze).

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Differentiation Strategies

• Use multi-sensory approaches (visual, tactile, verbal) to cater for overlapping abilities and needs.
• Provide break options and quiet spaces to manage behavioural needs.
• Use assistive communication devices or picture exchange communication systems (PECS) for non-verbal students.
• Small group or one-on-one adult support to scaffold understanding and engagement.

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Extension Activities for Advanced Learners

• Explore shadows and light with torches, experimenting with changes in shapes and sizes.
• Use simple storyboards or video clips about how sight helps people and animals.
• Introduce basic scientific vocabulary such as “light”, “shadow”, “see”, “look”, supported with visual aids.

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Resources Needed

• Variety of colourful and tactile objects
• Flashcards and picture boards (dyslexia-friendly)
• Magnifying glasses or sensory glasses
• Digital tablets or cameras (optional)
• Worksheets with symbol support
• Torch for shadow exploration (extension)
• Communication aids (choice boards, PECS)

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This lesson plan ensures students with complex disabilities can meaningfully explore the concept of sight following the Victorian Curriculum's Foundation Science standards, utilising hands-on experiences, sensory engagement, and interactive games tailored for special schools.

If you need more detailed adaptations or printable materials, I’m happy to help!