PROSEDURES OF CONDUCTING THE ACTIVITIES TO NORMAL CHILDREN AND GROUPS OF CHILDREN WITH VISUAL IMAPIRMENT

NORMAL CHILDREN Procedures: 1. Each of the children is given photocopies of the lyric on a piece of paper and also prepared using an overhead projector. 2. The lyric of the song will be shown on the screen line by line and verse by verse. This will lead to the plenty of opportunity for discussion and explanation of vocabulary and concepts among the pupils and the teacher. 3. The children will be asked to relate the process involved to situations in everyday life. Much of the discussion should relate to pupils previous experiences in science. 4. Visual demonstration to illustrate the concepts using diagrams will also be prearranged. 5. All children listen to the song. 6. Children will be required to sing along to the song, verse by verse, if necessary. Most of them should be able to follow the words and start to join in after two or three plays. 7. They may need to improvise action. For example using hand jives and so on. This is because physical movement is a good aid to memory. 8. Once the song has been discussed and learned, the children will be distributed a worksheet of the continuation of the activity. They will be asked to complete the worksheets as the worksheet work as a verbal and visual aid that link the ideas from the song to written comprehension. 9. The activities end and all children must hand in the worksheet to be marked.

CHILDREN WITH VISUAL IMPAIRMENT Procedures: 1. Each of the visually impaired children is given photocopies of the lyric on a piece of paper and also prepared using an overhead projector. Those who are partially sighted will be given lyric that is available in large print. While, the totally blind children will be provided with lyric in a Braille format. 2. The lyric of the song will be also shown on the screen line by line and verse by verse for the use of partially sighted children who sit in the front rows. The teacher will do most of the talking which include discussion and explanation of vocabulary and concepts involved in the process of water cycle. This is because these children react effectively to clear and accurate verbal description. The children may chip in when needed. 3. The children will then be asked to relate the process involved to situations in everyday life. Much of the discussion should relate to pupils previous experiences in science. 4. Visual demonstration to illustrate the concepts using diagrams will also be prearranged for the usage of partially sighted children. 5. All children listen to the song. The music must be clear for all children to hear. 6. Children will be acquired to sing along to the song, verse by verse, if necessary. Most of them should be able to follow the words and start to join in after two or three plays. 7. They may also need to improvise action. For example using hand jives and so on. This is because physical movement is a good aid to memory. 8. Once the song has been discussed and learned, the children will be distributed a worksheet of the continuation of the activity. They will be asked to complete the worksheets as the worksheet work as a verbal and visual aid that link the ideas from the song to written comprehension. 9. For the partially sighted, the worksheet come in an enlarged form while for the fully blind children will be given Braille format question. The teacher may need read out the question and help the children in completing the activity.

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The activities end and all children must hand in the worksheet to be marked.