Grade: 8th

 Teens with Disabilities

FL.H.HL.3-5.1.2

...knows how personal health behaviors influence individual well-being.

FL.H.HL.3-5.1.3

...knows the indicators of physical, mental, emotional, and social health during childhood.

FL.H.HL.3-5.1.4

...understands how the family influences personal health.

FL.H.HL.3-5.1.6

...knows the most common health problems of children.

FL.H.HL.3-5.1.7

...knows why health problems should be detected and treated early.

FL.H.HL.3-5.1.8

...knows how childhood injuries and illnesses can be prevented and treated.

FL.H.HL.6-8.1.1

...knows how body systems work together and influence each other.

FL.H.HL.6-8.1.3

...knows how physical, mental, emotional, and social health interrelate during adolescence.

FL.H.HL.9-12.1.2

...understands the potential impact of common risk behaviors on the quality of life.

FL.H.HL.K-2.1.1

...knows names of body parts.

FL.SS.A.2.3.3

...understands important technological developments and how they influenced human society.

FL.T.S.6-8.3

The student designs, conceptualizes, and interprets formal and informal productions

Disabilities and the Importance of Teens' Independence

Introduces the lives of teens who face such physical challenges as spina bifida, quadriplegia, cerebral palsy, Down syndrome, and juvenile arthritis. The touching presentation reveals what it's like to live with a disability, showing how those with inhibiting conditions are supported by friends and family while presenting the powerful and inspirational ways they overcome their challenges.

K W L Worksheet for Student Reflections

Work sheet for Student Reflections

Powerpoint Presentation Rubric

Rubric for grading powerpoint presentation

Research Paper and Board Presentation Rubric

Rubric for Research Paper and Board Presentation

PEER EVALUATION WORKSHEET

Peer Evaluation worksheet

STUDY SHEET RUBRIC

Rubric for study sheet

The teacher will show the film "Disabilities and the Inportance of Teens' Independence" to the class. The film introduces the lives of teens who face physical challenges such as spina bifida, quadriplegia, cerebral palsy, Down Syndrome, and juvenille arthritis. This touching presentation reveals what it is like to live with a disability as a teen, showing how those with inhibiting conditons are supported by their family and friends while presenting the  powerful inspirational ways that they overcome their challenges. This lesson will focus particularly on the disabilites that the teens in the video have to deal with. The students will conduct various types of research on five disabilities that was mentioned in the film, Spina Bifida, Cerebral Palsy, Quadripegia, Down Syndrome, and Juvenille Arthritis, in order to increase their knowledge on the disabilities and understand the challenges that these teens are faced with everyday.

The students will be asked the following questions.

1. What is a disability?

2. How many teens do you think is living with a disability today?

3. What is Spina Bifida and what are some of the challenges a teenager may be faced with if they are diagnosed with it?

4. What is Quadriplegia and what are some of the challenges a teenager may be faced with if they are diagnosed with it?

5. What is Cerebral Palsy and what are some of the challenges a teenager may be faced with if they are diagnosed with it?

6. What is Down Syndrome and what are some of the challenges a teenager may be faced with if they are diagnosed with it?

7. What is Juvenille Arthritis and what are some of the challenges a teenager may be faced with if they are diagnosed with it?

Students will be placed into Collaborative Groups of four. The students will count themselves off (1,2,3,4,5,6), starting with the first student in row one seat one and continue counting by going down row one, then up row two, down row three and so forth. There will be six groups each containing four students. Each group will be assigned a specific question. Group one will be assigned questions one and two, group two will be assigned question three, group three will be assigned question four, group four will be assigned question five, group five will be assigned question six and group six will be assigned question seven.

• Group one is to research and create a one page study sheet on "What is a disability and how many teenagers are living with a disability?"
• Group two is to research and prepare a presentation board on Spina Bifida and what challenges teenagers are faced with if they have the disability.
• Group three is to research and prepare a Power point presentation with at least ten slides on Quadriplegia and the challenges that teenagers are faced with if they have the disabliity.
• Group four is to research and prepare a three page research paper on Cerebral Palsy and the challenges that teenagers are faced with if they have the disability.
• Group five is to research and prepare a Power point presentation with at least ten slides in Down Syndrome and the challenges that teenagers are faced with if they have the disability.
• Group six is to research and prepare a presentation board on Juvenille Arthritis and the challenges that teenagers are faced with if they have the disability.

The bridge will take place before and during the film, "Disablilities and the Importance of Teen's Independence" is  being shown. Before the film the teacher will question the students to determine their prior knowledge in order to connect their knowledge with what they might learn during the film. The teacher will ask students, what is a spina bifida?, what are the challenges that a teenager may be faced with, that has spinal bifida? What is Quadriplegia and its challenges?, what is Cerebral Palsy and its challenges? what is Down Syndrome and its challenges? and what is Juvenille Arthritis and its challenges? The students will supply answers that will create a list on the board on what challenges they think teenagers with diasbilities can encoutner. The teacher will then pause the film at the beginning of each segment to discuss and question children on the material they are about to view. There are four segments; Meeting Teens with Disabilities, Challenges, Support from Family and Friends and Adventures and Possibilities. Teacher will have the class participate is class discussion before their are separted into groups during the film.

The questions that will be asked during the lesson:

1. (Group 1): What is a disability?

2. (Group1): How many teens do you think is living with a disability today?

3. (Group 2): What is Spinal Bifida and what are some of the challenges a teenager with the disability will have to encounter?

4. (Group 3): What is Quadriplegia and what are some of the challenges a teenager with the disability will have to encounter?

5. (Group 4): What is Cerebral Palsy and what are some of the challenges a teenaager with the disability will have to encounter?

6. (Group 5): What is Down Syndrome and what are some of the challenges a teenager with the disability will have to encounter?

7. (Group 6): What is Juvenille Arthritis and what are some of the challenges a teenager with the disability will have to encounter?

8. What are some of the challenges that a teenager without a disability have to face?

9. What causes a child to be born with Spina Bifida?

10. What are the symptoms of Spina Bifida?

11. How and can Spina Bifida be treatment?

12. How do you care for a child with Spina Bifida?

13. What causes a child to have Quadriplegia?

14. What are the symptoms of Quadriplegia?

15. How soon can you tell that a child has Quadriplegia?

16. How do you care for a child with Quadriplegia?

17. How many forms of Cerebral Palsy are there?

18. What causes Cerebral Palsy?

19. By what age after birth is a child likely to show symptoms of cerebral palsy?

20. What causes a child to be born with Down Syndrome?

21. Can it be treated or how do you treat it?

22.What are the symptoms of Juvenile Arthritis?

23. Are there different types of Juvenile Arthritis?

Each group will be given fifiteen minutes to present their findings to the class.The students will be given an opportunity to question their other classmates about their exhibits.

• Group one will create a one page study sheet on "What is a disability and how many teenagers are living with a disability?", with the works cited page attached and a third page with blank double spaced lines for students to write their notes during other exhibits. They will make a copy for evey student in the class.
• Group two will prepare a presentation on a three fold board consisting of researched information (at least 45 sentences of cited researched information)on Spina Bifida, a variety of pictures of teenagers with Spina Bifida, and but not limited to quotes or life stories of teenagers with Spina Bifida.
• Group three will present their findings in a ten slide minimum presentation with at least 1 graphic per page and at least five of those pictures being teenagers with Quadriplegia.
• Group four will construct a three page research paper doubled typed font size twelve, in addition to their works cited page on Cerebral Palsy and the challenges a teenager may be faced with.
• Group five will present a their findings in a ten slide minimum presenation with at least 1 graphic per page and at least five of those being teenagers that suffer from Cerebral Palsy.
• Group six will prepare a presentation on a three fold board consisting of researched information (ar least 45 sentence of cited researched information) on Juvenile Arthritis and the challenges teenagers are faced with.

 The students will complete the KWL Worksheet by filling in their information the columns labled What I know, What I want to Learn and What I have Learned. Each student will then take their information form their KWL worksheet and create a fifteen sentences reflection paper that answers the questions; What did i know before i watch "Disabilities and the Importance of Teens' Independence", What did I want to know after watching the film?, What did I learn after i completed my research?, What did i learn from the exhibits that i saw?.

The students will also give their reflection on a survey form about collaborative grouping with their classmates.

 Attached are the rubric that will be used in grading the students' exhibits.

Attachments

• GRADING_RUBRIC_FOR_P...NT_PRESENTATIONS.doc
• Board_Presentation_Rubric.doc
• Research_Paper_Rubric.doc
• PEER_EVALUATION_SHEET.pdf
• STUDY_SHEET_RUBRIC.doc