Vision Empower

Odd One Out:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Prerequisites: balance on one foot, remain balanced while bending over and coming back up and to determine their correct hopping pathway
Play arena:
Number of participants: 1 or more
Skills acquired: physical coordination, balance and orientation, cognitive development, muscle strength, spatial awareness

Note: A bubble wrap hopscotch will provide the necessary sensory experience and will help hear other player’s movement.
Other alternative could be making slightly raised outline border for the players to feel the outline.
GAME OVERVIEW AND BASIC RULES FOR PLAY

Hopscotch game in India is known by many names. In regions where Hindi is the prominent language, the game goes by Kith-Kith, Stapu, and Langdi. In Bengal, it is known as Ekhaat Duhaat or Ekka Dukka. You can find kids in Maharashtra enjoying a game of Langdi Paani. The game is widely popular in South India and is known by the names Kunte Bille (Karnataka), Paandi (Tamil Nadu), Tokkudu Billa (Andra Pradesh and Telangana).

Traditionally, it is played by throwing a small object into numbered spaces (squares) and then hopping through it to recover the object. It can be played by a group of players or alone.

Alternatively, a small object like a rattler can be used which can be pushed by balancing on one foot only. (needs to be played on a smooth surface with slightly raised border for the rattler to slide easily)
(We avoid throwing the object and play the game as mentioned in session 4)
PLAY SESSION PLANS:

SESSION 1: GETTING FAMILIAR – COUNTING (FORWARD AND BACKWARD), SPATIAL UNDERSTANDING

  • Introduce players with the hopscotch squares by taking them one square at a time and allowing them to feel the border.
  • Allow players to explore and understand the location of all the 10 squares by foot. Tell them wherever a square is divided into half, they would be able to rest both their feet at the same time. The numbers are counted as follows: 1, 2-3, 4, 5-6, 7, 8-9, 10
  • Begin the session in the following manner:
  • Square 1 – both feet together
  • Square 2 and 3 – one foot in each square
  • Square 4 – both feet together
  • Square 5 and 6 – one foot in each square and so on until they reach Square 10.
  • Turn back and follow the path in the same manner. Allow children to practice this until they are well familiar with the spaces.

SESSION 2: ODD AND EVEN

  • Make sure children are familiar with the position of all the squares.
  • Ask children if they are familiar with odd-even. Recite the odd before starting the session. Practice telling the odd numbers backward as well. The numbers would be 1, 3, 5, 7, 9 and reverse would be 9, 7, 5, 3, 1
  • Now, ask them to stand only on the odd numbers and skip the even numbers. Turn back and follow the same path again.
  • Once children get comfortable doing in this. Ask them to do the same with even numbers and skip the spaces with odd numbers. Recite the numbers orally before actually moving forward. The numbers would be 2, 4, 6, 8, 10 and reverse would be 10, 8, 6, 4, 2.
  • Help children follow the path with even numbers and trace them backward as well.

SESSION 3: HOP AND REST

  • Inform players that in this session they are going to trace the path by hopping on single squares and rest their foot wherever the squares are divided into two.
  • Practice this several times until they are comfortable doing this without loosing their balance and at the same time, they are able to land on the correct square.

SESSION 4: USING A RATTLER

Once players are comfortable hopping on the squares, they would use a rattler in this session.

The player would push the rattler with one foot and apply a force enough to make sure it reaches the next square.

The player then hops through the squares and push the object again into the next square in chronological order. If the rattle is in the square which is divided into half the player is allowed to rest both the legs in the other half. For example, if the rattle is in number 2, the other half of which is 3, then the player would rest both the legs on 3.

The player continues till 10 and then turns around and retraces their journey hopping through squares until they reach the last square which is number 1.

Variations

The variation can be made in terms of the design of the layout. Another form of design can be by making the first 3 squares as single numbers and then double, followed by 2 singles then double again and finally number 10 as single. Example: 1, 2, 3, 4-5, 6, 7, 8-9, 10

Another variant, the players are expected to complete the sequence within a time limit (usually 2 – 3 minutes).

Game Birthday:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Prerequisites: Number Identification
Number of players: 2 groups of up to 6 children in each
GAME OVERVIEW AND BASIC RULES FOR PLAY

During the different sessions of this market game, children will have fun shopping and selling, while at the same time learning valuable money skills.

It is essential to have braille play money before beginning the sessions. To make play money, cut up braille paper into small rectangles. Then write down the values in Braille: 10, 20, 50, 100, 200, 500 and 2000. Then make some small round coins to represent 1, 2, and 5 rupees. The coins can be represented as small rough circles of braille paper.
PLAY SESSION PLANS:

SESSION 1:

  • Ask the children what they know about money. Why do people need money? What do people use it for? Have they ever handled money?
  • Introduce the play money to them. Distribute randomly among the class. Explain that real money is somewhat similar, but in print.
  • Ask each child what all denominations they got. Explain that these are the denominations available in real life as well.
  • Also talk to the children about their experiences around going shopping. Who did they go with, what did they buy, etc.
  • Now that the children are used to the currency they will be using for play, introduce them to their play area.
  • The play area can be a classroom, a Hall, or and outdoor space, as long as it is set up with stalls that the children can navigate around. Each stall, which could perhaps consist of a desk, could carry a certain type of play merchandise. For example, one desk could be the bookshop, another could be a grocery store, and yet another could be a toy shop. Make sure that there are 4-5 stalls for the children to navigate.
  • Now show the children around the area and make sure that they understand where each stall is located.
  • Gently quiz them about how to get from one stall to another. For example, how might a child go from the grocery shop, from where he has finished buying groceries, to the bookshop to buy books?

SESSION 2:

  • Set up the play area as before. Make sure that all the stalls, furniture, etc are placed exactly as in the previous session.
  • Now, divide the children into 2 equal (or close to equal) groups. Tell them that they are going to play a shopping game. One group will act as the shopkeepers and the other will act as the customers.
  • Distribute equal amounts of money to the children who are the customers.
  • Each shopkeeper can sell a different item, such as books, toys, food items, etc. Have some real items ready at hand that they can pretend to sell.
  • As a class, discuss and decide what each item will cost.
  • The children can now go around and buy whatever they are interested in, and pay for them using the play money. Dealing in money, calculating change, etc are all the children can enjoy.
  • This time, help the children with calculations if they need help.
  • Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 3:

  • In this session, experiment with price tags for each item.
  • The children can help make the tags as a part of the session itself.
  • To make the tags, cut up braille paper into small, rectangular shaped pieces.
  • Discuss with the children about what could be possible prices of the items. It is essential to use realistic prices for the items, as the children may otherwise perhaps misunderstand the real price of items.
  • Now, tape / staple the tags onto the items.
  • Now, play as before, with one group of children pretending to be the shopkeepers and one pretending to be the customers.
  • Let each person figure out the prices from the tags and calculate their budget to see what items they can buy within their budget.
  • Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 4:

  • This time, play the game as before, but have the shopkeepers write up bills for their customers.
  • Have a billing counter, where the shopkeeper examines the price of each item, does the calculations, and writes up the total and gives it to customers as a bill.
  • The customer should look at the bill, double-check the items, and pay the total.
  • Conclude with a discussion of shopping at home, and how children can help in shopping.
  • Some other points of discussion can be the identification of currency by people who are blind and visually impaired, lack of labels in braille, etc.