Incredible final project
- 1. Disability Activity Incredible Final Project MJ Lunzman& Kendra TitzeELRN 750Date: 3/20/12 Grade: 7th-10th grade Incredible Final Project Summary:Our Incredible Final Project is designed so students will learn about a disability and understand what it is like to have a particular disability, blindness. The project provides a variety of elements of the meaningful learning framework. Within the project, the set induction, allows for active learning as they are completing an activity while being blindfolded. Medical professionals use this type of activity so people will understand what it is like to have a disability (authentic). Once the students begin working in groups (cooperative) to research a disability using various resources and then create an activity for the other students to experience the feeling of that disability (constructive). The students will also decide what kind of technology they will use to present their project to the class(intentional). Content Standard:**9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws. **9-12.CT.1.1. Incorporate knowledge and enhanced usage skills to create a product. **9-12.CP.1.1 collaborate with external peers, experts, and others by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. ISTE Standard: ***1.Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ***1a.Students apply existing knowledge to generate new ideas, products, or processes. Time: 6 days Day 1 Form groups, group assignments, & begin research disability Day 2 Continue research and planning for activities &presentations Day 3 In the computer lab to create presentation using the suggested websites given below Day 4 Finish up presentations and any final details of activities planned Days 5& 6 Present disability activity and presentations to the class
- 2. Student Outcome: ***The students will know how to research, observe, and compile information ***The students will know how to create a presentation using technology ***The students will learn to work with others Materials: ***15 chairs ***15 blindfolds ***bowl of cooked pasta ***Pan & spoon ***Sand paper ***Steel wool ***Can of cat food ***15 gushers ***radio with music ***Computers with internet ***Groups will have different materials depending on what they choose to do for their activity Websites: If you want to create a poster, you can register at and use: www.glogster.com http://www.wallwisher.com http://popplet.com If you want to create a podcast, you can register at and use: http://www.podomatic.com/login http://audioboo.fm/ http://www.podbean.com/ If you want to create a story book, you can register at and use: http://storybird.com/ http://www.storyjumper.com/ http://www.kerpoof.com/ http://www.doink.com/ If you want to create a concept map, you can register at and use: http://popplet.com/ https://bubbl.us/ http://www.gliffy.com/ If you want to create an online presentation, you can register at and use:
- 3. http://prezi.com/ http://www.slideshare.net/ http://voicethread.com/#home Objective: The students will be able to describe and understand what it is like to have a disability and the effects of the obstacles and complications within our society. Set Induction: ***Have everyone sit in a circle on chairs. Review with them the reason of why you are going over this lab and what you will be having the students participate in. **Students will place blind folds over their eyes. **Begin reading the story below (read in a very slow calm voice) and tell them to think about the story. I want you to relax and think about how you feel as we participate in this activity. You will be asked to feel or smell things at various times during the story. Nothing will be done that will harm you. **You are a 14 year old child that lives with your parents and two sisters. You are lying in your nice and warm bed covered in your fleece blanket (Have the students put their hands into a bowl of cooked pasta). Your alarm clock sounds and wakes you up with soft music on your radio. (Bang pots and pans 5 times) As you wake up you roll over and sit up on the edge of the bed. **As you sit on your bed you hear your mother calling your name (Very loud call, “John get up and get ready” repeat 3 times). Then you walk into the bathroom and turn on your shower. You set the water so it will be nice and warm when you get in. As you get in the shower you feel the water softly touching you. (Rub sand paper on the student’s hands and arms). Then you feel the warm water covering you. (Hand each student a wet wipe wrapped around and ice cube that has been in the freezer). You are done showering and grab your warm towel and start drying off. You wrap yourself in your towel (Hand them a small piece of steel wool or cold metal). **After your shower you smell that your mother is making your favorite breakfast. You run down stairs and sit at the table. Your mother tells you that she has made your favorite food and you will be having scrambled eggs, pancakes and bacon. As you sit at the table you can smell the breakfast that your mother has made. (Have each of the students smell a can of cat food). You pick up your fork and start eating your breakfast. (Give each student a “Gusher” that is on a toothpick and ask them to eat it). **After breakfast you put on your coat, shoes and grab your back pack. The bus is waiting in front of your house. You go out and get on the bus with your sisters and several other classmates. As you walk past, your classmates are greeting you and you say “Hello” and give “high fives”. (Play LOUD music and gently push the student).
- 4. **This is an example of how a student might feel if he or she has a sensory processing problem. The things that each of us takes for granted everyday are interpreted differently by a person with a sensory processing problem. The sounds, smells, tastes, and touches are not interpreted the same and can cause a lot of frustration, fear and discomfort for a student. **Group discussion will follow about what the students thought of the activity and how they think would be living with this disorder. Activity& Assignment:**The students, in groups of three, will be responsible to research a disability and to create an activity to simulate and present the disability to the students so the students will understand and feel what it is like to have that disability. The presentation & activities should be a minimum of 30 minutes but no longer than a class period.Technology should be used to present the material. **An example ofa disability and activity one group presented was, what it was like to be blind. The group had the students be blind folded and had the students make a peanut butter and jelly sandwich, pour some juice from a pitcher into a cup, and then had the students eat their sandwich they made. If the student needed a napkin, juice, cup, etc. they were responsible to work with the other students that were blind folded ( at their table) to locate the napkin on the table and so on.The group also had the students, with a partner, take turns leading each other around the school, go up and down stairs, etc. Once the students had a chance to try these activities on their own without any help; the group then discussed and demonstrated ways to make the process much easier such as when pouring juice in the cup, the student should put their thumb in the cup as they are pour so they can feel how full the cup is instead of guessing how full it is, over flowing and spilling their drink. Another technique they used was instead of having the student that could see hold the arm of the student that was blind folded to guide them around; they demonstrated having the student that was blind folded hold on to the arm of the student that could see. This made it much easier for the student that was blind to navigate with their partner. Once everything was done the group lead a class discussion of the activities, information presented and what they feel life would be like for them with this disability. Each group went over and above what was expected of them. They all did a wonderful job. Assessment: ***There are two parts to the assessment… ***Lab Report Rubric The presentation contains correct information (information, materials, activity, etc) 25/25 The presentation includes photos of the disability and findings 20/20
- 5. The presentation is well-designed graphically using a suggested website 15/15 The presentation is free of grammatical and spelling errors 10/10 Total 70/70 ***Group Assessment The teacher and the students will be able to evaluate themselves and each other using the question provided. On a scale from 1-30, 1 being the least and 30 being the best, How well did the student work within their group and each other? The student’s assessment will be averaged together and then combined with the teacher’s assessment. Total 30/30 Final Total 100/100 Evaluation: There will be a group discussion after all the presentations and activities are done to find out, overall, what the students liked about the activities, what they disliked, and what would they do differently next time. Class participation is important here.