Floresville ISD LoTi Lesson Plan

 

Handicapped Facility - Mary Ann Ezzell- Character Lesson 
 

 

 

Lesson Information
Title of Lesson Handicapped Facility - Mary Ann Ezzell- Character Lesson
Grade Levels 6th, 7th, 8th
Subject Physical Education
Course No course information associated with this lesson.
Authors and Contributors

mezzell 
Lesson Submission Date 3/6/2007 12:28:23 PM
Lesson Approval Date 3/6/2007 1:36:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		1. identify opportunities in the school and community for regular participation in physical activity 2. accept successes and performance limitations of self and others, exhibit appropriate behavior responses, and recognize that improvement is possible with appropriate practice 3. select and use appropriate technology tools to evaluate, monitor, and improve physical development
Targeted TAKS /
Department Objectives 		Objective 1: The student will, within a given context, produce an effective composition for a specific purpose.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		What handiapping conditions have you seen or are familiar with ? Are there limitations for individuals with these conditions? What type of adaptions do they need to use? Should these individuals have the same access to facilities as others? Do we as a society have a responsibility to help them? What about the costs for the different facilities? Is it fair that most people can participate in activities but a smaller amount of people can't or is it 'just the way it is'? How would you feel if you were left out because you were 'different'?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description K- Students will have prior knowledge of certain handicaps C- Students will research these handicapping conditions to understnad them better A- Students will apply what they learn from their research and personal experiences in order to apply that to the final project A- Students will need to analyze the different handicapping conditions to see how they make the individual needs different from others without the handicaps S- Students will have to put all their research together to produce a well organized and usefull facility and to produce a comprehensive plan for their own facility E- Students will have to evaluate their facility and see if it meets the needs of those with handicapping conditions in providing the same opportunities as those who do no have these conditions

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Anchor Activities , Flexible Grouping , Interest Based Investigations ,
Description Anchor: Students will have prior knowledge of some handicapping conditions and their limitations Flexible grouping: After a quick survey of the students in the class, putting at least one person in each group who has first hand knowledge of a handicapped person. Interest Based: Students will be able to concentrate their research on a particular handicapping condition that interests them.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Researching of handicapping conditions and facilities already in use on the internet. Video/digital camera to document what is already available and to interview those who are handicapped. Software to produce a multi-media presentation.
Web Resources

 

Assessment
Assessments

http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=1385427& 
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsMost people have access to some kind of facilites that they could use on a daily basis for exercise and social interaction. The challenge in this lesson is for the students to produce a facility that not only helps those without handicaps, but also addresses the needs of those who are handicapped in some way. The students must remember that it is not only the physical issue involved but also the social and emotional factors as well. They must put themselves in a handicapped persons place and try to imagine what their life would be like in this type of situation.

EBAMStudents will research facilties that provide for individuals with various handicapping conditions. A trip will be scheduled to the new Intrepid Center at Brooke Army Medical Facility. Intense research must be done in order to see what is available and what is still needed in this area. Interviews with handicapped individuals should take place since this will give the students a first hand idea on the needs.

Performance TaskThe students will produce a well organized and planned facility that will serve those with special needs or handicapping conditions. This product should include a multi-media presentation of the facility, along with a written document presenting the research behind the project. The students will present their project to the school board so they can use this for upcoming facility changes to the District.

ResourcesInterviews with handicapped individuals; trip to BAMC Intrepid center; various websites dealing with handicaps and facilities. http://www.defenselink.mil/home/features/2007/intrepid_center2/