The research leading to these results has received funding from the European Community’s Seventh Framework Programme [FP7/2007-2013]
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Document History
Issue Date / Version / Changes Made /
Reason for this issue
26/04/2010 / 1.0
12/05/2010 / 2.0

DISABILITY

A. Introduction

This module is Biology, the human body.The module is constructed for lower secondary school age13 – 16

With our bodies we can, when it works in every way, perform the most amazing things. We can see birds high in the sky, we can recognize the fly buzzing in the room next door, we can climb, run and jump and pick up little things from the ground with our fingers. We can think of sharp ideas, invent fantastic stories, sing and make music. We breathe, the heart beats, we smell, feel and taste. But sometimes there is a part that does not work perfectly, and sometimes not at all.

This is a unit i n biology for lower secondary school. It is about the human bodywhen uit does not work perfectly and what aids there are. The idea is that the students gain knowledge about human body how it works and when it does not work and why this can happen. They will also learn about aids how they work and how they are developed and manufactured.

Comment. All images are examples to give an idea of how we are thinking.

B. The science content

The content is interdisciplinary but most focus is on Biology. It is about motion - muscles, skeleton and nervous system. It is possible to expand so that the theme, in principle covers all organ systems. To perform a movement requires at the cellular level, oxygen and glucose and so on. It thus requires respiratory, circulatory, digestive systems etc. in a multicellular organism. The content is also about power and strength. Momentum and levers.

Important ideasthat students often find difficult are(ref.-)

An event in the body can be explained on different levels from individual to molecular level

Organ systems do not work independently of each other.

A multicellular organisms have more or less developed organ systems which enables that the cells get the compounds they need for metabolism and get rid of waste products.

C. The industry context

As regards the cooperation with companies / businesses, the aim is to increase students’ interest in science and technology through business contacts so that they understand what scientists and engineers are working with. There are two levels. One is to get in touch with the outcome of the work performed by scientists and engineers. The other is to have contact with people who actually develop knowledge and technology. It is probably easier to find local businesses of the first kind. However we can work with both. We believe that a study visit should be included in our modules. At the local company questions are raised that can be answered by searching information on the Internet and write and communicate with businesses and maybe there will be an opportunity to come to visit.

Local medical centres help disabled people to find proper help and aids.

SVERIGES PROVNINGS- OCH FORSKNINGSINSTITUT

DLF Disabled living foundation

Disable aids

Staffordshire

D. List of Student Activities

  1. To discuss body ideals
  2. To discuss what disability is
  3. Aids for disabled
  4. Technology
  5. Adam
  6. Grandma Lisa
  7. Feel your muscles working
  1. Concept cartoons
  2. Cardio work
  1. Static exercise
  1. Construction task
  2. Driving a wheel chair

E. The teaching lines (approaches)
Introduction of the topic
Activity 1 and 2.

Activity 3

Describes ways of integration into science curriculums and possible approaches of using activities in teaching (teaching lines) - can be more than one since Student Activities are flexible teaching resources

F. Student Activities

Lists descriptions of Student Activities; each Student Activity includesTeacher Notes and Student Worksheets:

  1. What is a perfect human being?

Do you know anyone who is perfect?
If we are discussing a perfect person we will easily enter the beauty ideals. It is not the purpose. But I think that it is OK that the students take this up first and then their notions of ideals are challenged.

  1. When are you disabled?
    Think about and discuss which of the persons in the pictures who has a disability.

Comment: These are just examples to illustrate the idea

  1. Aids for disabled

In the pictures you see a number of facilities for the disabled. What are they and how do they work?

Comment: These are just examples to illustrate the idea

A medical centre is local and gives you information about how disabled people can be helped etc. There are companies that work with testing tools and those that develop and manufacture tools. If you make a study visit to a local medical centre, you can then continue to learn, ask questions, find information and then contact the company that develops and manufactures these devices.

What different tools are available? Photograph. How does this tool work? In what ways can they help a person to do what? Open the tap, bottle.....

What does it mean not be able to walk? To be powerless in your hands?

How can you compensate?

This is to discuss.

  1. Tedchnology

The two women both have a function disorder. Discusswhat problem they have and in what way technology is helpful


  1. Adam

Adam is a young man who is wheelchair bound. He has a spinal cord injury since birth and cannot move from the waist down. He wants to play basketball, or participate in wheelchair races or doing well at school and at home, or ....
What problems must be solved? You are in a project to develop a functional wheelchair for Adam.

  1. Grandma Lisa

Grandma Lisa has had severe rheumatoid arthritis and has lost much power in her hands. This means that she has difficulty performing a variety of everyday tasks like opening jars and letters, and lifting the pan from the stove. Make an analysis of her situation and suggest measures.

There are companies that develop and manufacture wheel chairs and other means. How do these developers work? What do they need to know about?

How does it work when you lift one leg?

  1. Feel your muscles working

Try to feel in your body which muscles work when you move different parts of your body squat and then stand up,

bend your arm stretch it out

-

-

What movement do you do when your delta muscle works?

Biceps

Triceps

Look at the picture of muscles, choose one muscle at a time and make a movement so that you activate that particular muscle. What muscle to you use to move back?

  1. Concept cartoon .....

A picture of lower secondary pupils talking about ther blood cells

About muscle strength

Pulse

-

-

Who is right? Plan an investigation that proves who is right or wrong

To be developed

  1. Cardio workout

The woman on the picture seems to be in good shape. Apparently she has not become this fit by running which is a common way if you can move your legs. Can you think of exercises which will help you to perform cardio workout?

Plan an investigation in which you collect data so that you tell something about cardio workout.

What is cardio work? What happens in your body when performing cardio workout?

Hypothesis: I think you should.... exercises

To consider: what to compare, how to measure, fair tests

  1. Construction tasks

Construct a model showing how a muscle works. Explain the strength and agility.
Construct a device that helps Lisa's grandmother to.…

  1. Can you drive a wheel chair?

ACTIVITY TITLE

TEACHER NOTES
Discipline/Subject(s)
Student Level
Duration
Learning Cycle Stage (can also be complete cycle)
see ‘Guide to developing Teaching Materials 2.1.What is Learning Cycle?’
Learning Objectives
Type of Inquiry
see ‘Guide to developing Teaching Materials 1.4.Type of inquiry activities’
Inquiry-based Skills
see ‘Guide to developing Teaching Materials 1.3.Inquiry-based skills’
Applied Technology (if any)
Materials
Discussion Guide
introduces method, steps and leading questions of the activity to help students
Suggested Timeline
outlines a typical schedule for discussion, investigations, and data analysis
Hints and Tips
Assessment
provides student assessment items and answers
Question: maybe this will be too much?

ACTIVITY TITLE

STUDENT WORKSHEET
Introduction
states a driving question and outlines objectives
Thinking about the question
if needed provides information about the science and industry addressed
Materials (if any)
if needed provides list of materials
Safety
If needed lists warnings and cautions concerning the investigation
Investigation
If needed provides guidance on how to carry out the investigation
Hints
If needed specifies helpful hints
Analysis
If needed suggests analysis that can help interpret data
Further investigation
If needed provides suggestions for a next possible investigation or additional, deeper investigations
Assessment
Student assessment should be embedded in the materials?
The same question as for Teacher notes appears, maybe providing assessment is too much work for us?

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