SpEd Flyer

Abstract

“Subtype of Autism: Developmental Verbal Dyspraxia”

Amanda Babin and Morton Gernbascher (Mentor), Psychology

           The purpose of this research is to identify a subtype of autism called Developmental Verbal Dyspraxia (DVD).  DVD is a motor-speech problem, disabling oral-motor movements needed for speaking. The first phase of the project involves a screening interview where we identify DVD and Non-DVD kids.  We also use home videos to validate answers on the screening interview.  The final phase involves home visits where we use several assessments to confirm the child’s diagnosis and examine the connection between manual and oral motor challenges. By identifying DVD as a subtype of Autism, we will eliminate the assumption that all Autistics have the same characteristics. This will allow for more individual consideration of Autistic people and may direct future research on the genetic factors in autism. 

Unit Plan

Unit Plan Template     

Click on any descriptive text and then type your own.

Unit Author
First and Last Name					Vince B. Delantar
School District
School Name					Cebu Normal University
School City, State					Osmeña Boulevard Cebu City Philippines
Unit Overview
Unit Title
Anatomy of Human Sense Organ
Unit Summary
This Lesson will discuss about the functions and importance of the human sense organ. This will introduce to the students what are the parts and how we use our five senses in our daily activities, and in connection with this the teacher will give an activity to the student which is very relevant to the subject lesson which is role playing on “What are the usage of five senses?”.
Subject Area
Science
Grade Level
Grade III Science
Approximate Time Needed
1 hour class period (daily) for 2 weeks
Unit Foundation
Targeted Content Standards and Benchmarks (BEC COMPETENCIES)
References: Let’s Learn Science III; Vince B. Delantar et. Al.                Title:          Anatomy of Human Sense Organ                Materials:    LCD projector, realia
Student Objectives/Learning Outcomes
Given varied activities, the students with 70% accuracy are expected to: a.      Identify the different sense organ b.      Enumerate the functions and importance of human senses c.      Illustrate the anatomy of human sense organ
Curriculum-Framing Questions
		Essential Question		What are the five senses in human body?
		Unit Questions		How do the five senses function?
		Content Questions		What are the organs in our body that are responsible in the five senses?
Assessment Plan
Assessment Timeline
Before project work begins Students work on projects and complete tasks After project work is completed ·    The students will listen to the teacher’s discussion, and will watch the short film to let them observe the importance of the five senses. ·    The teacher will provide a hard copy of the topic discussed. ·    After the discussion, the students are given an art activity. The teacher will facilitate the student while they are doing the activity inside the classroom. ·    Students will be grouped together and will have a short sharing of the activity they have done in the class. ·    Students are asked to perform an activity which will describe the work of the human sense organs. Ex. Role Play, reporting and etc. ·    A test will be administered by the teacher to evaluate the students learning and understanding.
Assessment Summary
Through varied activities, the students will be able to identify the five senses and will learn how the five sense organs function. They will internalize the importance of each organ in doing our daily activities in order for us humans to survive. And after the teacher's discussion the student will also discover some tips on how to take care of their body.
Assessment Rubrics Attendance              - 10% Class Participation    - 15% Group Presentation   -  15% Content Learned       - 50% Behavior                 - 10%
Unit Details
Prerequisite Skills
Will learn the Anatomy and the functions of sense organs
Instructional Procedures
Lesson Discussion Listening/Observation Role-playing Evaluation Test
Accommodations for Differentiated Instruction
	Special Needs Students		Instructional Materials Realia Pictures Short Film Presentation
	Nonnative Speakers		varied activities such as doing art activity, drawings, collage, and the like will be done after the discussion to improve there skill.
	Gifted/Talented Students		Reporting Role-playing Power Point Presentation
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)             LCD projector whiteboard speakers  pictures PRINTED MATERIALS: Teacher's Manual

Flyer

Sample of Traditional Lesson Plan

         Banghay Aralin sa HEKASI VI

I.                     Mga Layunin

Pagkatapos ng mga pagsasanay ang mga mag-aaral ay inaasahang:

a.        Nakapaglahad sa diwa ng kantang magkaisa

b.       Naisagagagwa ang mga pagsasanay nang maayos

c.        Nakapagbibigay ng mga mahalagang ideya tungkol sa paksa

II.                    Paksang Aralin

Paksa:                     Mga Karagdagang Gawain

Sanggunian:          Sanlahi VI ni Ma. Carmina R. Mangubat, et.al, d. 414-415

                                Pilipinas: Bansang Papaunlad ni Liza M. Lemi, d. 265-269

                                Sibika at Kultura VI ni Sylvia Tome, d. 320-336

Kagamitan:            mga istripa ng salita, tsart.

III.                  Pamamaraan

A.       Mga karagdagang Gawain

1.       Musika

Babasahin muna ng guro ang kantang Magkaisa ni Tito Sotto. Pagkatapos basahin, ang mga mag-aaral naman ang babasa. Pagkatapos bumasa, ang guro ay magtatanong ng ilang tanong.

                Ano ba sa tingin ninyo ang ibig ipahiwatig ng kantang ito?

                Bakit kaya naisipan ng may-akda na gumawa ng kantang ito?

                Ano kaya ang ibig sabihin ng unang saknong?

                Naniniwala ba kayo na kailangan na talaga natin ang pagkakaisa?

2.       Sining

                Ang pangangalaga sa ating pambansang kapaligiran ay maaari nating ipakita sa maraming paraan.

                Paano mo ba maipapakita ang iyong pangangalaga sa ating pambansang kapaligiran?

                Paano mo naman ito maipapakita sa pamamagitan ng sining?

                Marami kang maaaring gawin at isa rito ay ang paggawa ng isang myural na magpapakita sa nais ninyonh ipahiwatig. Ano nga ba ang myural? Ito ay isang uri ng sining kung saan ang pagpipinta ay ginagawa sa mga pader at hindi sa papel.

                May nakita nab a kayong myural ditto sa paaralan natin?

                Saan ninyo nakita ang myural na ito?

                Anu-ano ang mga nakita ninyo sa myural na iyon?

                Ano kaya sa tingin ninyo ang ibig ipahiwatig ng myural na iyon? 

3.       Edukasyon sa Pagpapalakas ng katawan

Kayo ba ay may tiwala sa inyong sarili?

Paano mo ito ipinamalas?

Alam natin na bawat isa sa atin ay may angking talento at kahusayan sa mga bagay-bagay. May mga taong likas na magaling sa pagsasayaw, pagkanta, paglalaro ng iba’t ibang laro at iba pa.

Paano mo maipakikita na ikaw ay may tiwala sa sarili sa pamamagitan ng iyong mga talent?

Ang mga mag-aaral ay gagawa ng isang pagsadula kung saan maipakita nila ang kanilang mga angking talent at tiwala sa sarili.

4.       Edukasyong Pantahanan at Pangkabuhayan

Ang panahon natin ngayon ay tinatawag nating Computer Age o ang panahon ng mga Kompyuter at teknolohiya. Sino bas a inyo ang hindi pa nakakahawak o nakakita man lang ng isang computer?

Kaakibat ng computer ay ang internet. Ilan ba sa inyo ang nakasanayan nang gumamit ng kompyuter sa paggawa ng mga proyekto?

Paano ba kayo natutulungan ng internet?

Ano ba ang kadalasang hinahanap ninyo sa internet?

Sa tulong din ng internet ay naibubukas nito ang mga mata natin sa mga suliranin na kinakaharap ng bansa natin.

Anu-ano ba ang ilang pambansang suliranin na kinakaharap n gating bansa ngayon?

Magbigay ng ilang mungkahi kung paano ito malulutasan. Itala rin ang mga posibleng resulta nito.

IV.                  Takdang Aralin

1.       Pagpapahalaga      25

Pangkatang Proyekto

Bumuo ng myural na nagpapakita ng pangangalaga sa pambansang kapaligiran. Isang buong Manila paper.

1.       Kalinisan sa pambansang pamayanan

2.       Sa kabundokan

3.       Sa karagatan

4.       Sa mga antigo at sinaunang bagay, bahay, at simbahan.

2.       Pagpapahalaga      24

Proyekto

Gumawa ng isang bagay mula sa mga lumang bagay.

 HUMAN SENSE ORGAN

                    Aristotle (384 BC - 322 BC) is credited with the traditional classification of the five sense organs: sight, smell, taste, touch, and hearing. As far back as the 1760's, the famous philosopher Immanuel Kant proposed that our knowledge of the outside world depends on our modes of perception. In order to define what is "extrasensory" we need to define what is "sensory". Each of the 5 senses consists of organs with specialized cellular structures that have receptors for specific stimuli. These cells have links to the nervous system and thus to the brain. Sensing is done at primitive levels in the cells and integrated into sensations in the nervous system. Sight is probably the most developed sense in humans, followed closely by hearing.

Sight

The eye is the organ of vision. It has a complex structure consisting of a transparent lens that focuses light on the retina. The retina is covered with two basic types of light-sensitive cells-rods and cones. The cone cells are sensitive to color and are located in the part of the retina called the fovea, where the light is focused by the lens. The rod cells are not sensitive to color, but have greater sensitivity to light than the cone cells. These cells are located around the fovea and are responsible for peripheral vision and night vision. The eye is connected to the brain through the optic nerve. The point of this connection is called the "blind spot" because it is insensitive to light. Experiments have shown that the back of the brain maps the visual input from the eyes.

The brain combines the input of our two eyes into a single three-dimensional image. In addition, even though the image on the retina is upside-down because of the focusing action of the lens, the brain compensates and provides the right-side-up perception. Experiments have been done with subjects fitted with prisms that invert the images. The subjects go through an initial period of great confusion, but subsequently they perceive the images as right side up.

The range of perception of the eye is phenomenal. In the dark, a substance produced by the rod cells increases the sensitivity of the eye so that it is possible to detect very dim light. In strong light, the iris contracts reducing the size of the aperture that admits light into the eye and a protective obscure substance reduces the exposure of the light-sensitive cells. The spectrum of light to which the eye is sensitive varies from the red to the violet. Lower electromagnetic frequencies in the infrared are sensed as heat, but cannot be seen. Higher frequencies in the ultraviolet and beyond cannot be seen either, but can be sensed as tingling of the skin or eyes depending on the frequency. The human eye is not sensitive to the polarization of light, i.e., light that oscillates on a specific plane. Bees, on the other hand, are sensitive to polarized light, and have a visual range that extends into the ultraviolet. Some kinds of snakes have special infrared sensors that enable them to hunt in absolute darkness using only the heat emitted by their prey. Birds have a higher density of light-sensing cells than humans do in their retinas, and therefore, higher visual acuity.

Color blindness or "Daltonism" is a common abnormality in human vision that makes it impossible to differentiate colors accurately. One type of color blindness results in the inability to distinguish red from green. This can be a real handicap for certain types of occupations. To a colorblind person, a person with normal color vision would appear to have extrasensory perception. However, we want to reserve the term "extrasensory perception" for perception that is beyond the range of the normal. Another common misconception is that color blindness can be corrected with contact lenses. This is not the case.

Hearing

The ear is the organ of hearing. The outer ear protrudes away from the head and is shaped like a cup to direct sounds toward the tympanic membrane, which transmits vibrations to the inner ear through a series of small bones in the middle ear called the malleus, incus and stapes. The inner ear, or cochlea, is a spiral-shaped chamber covered internally by nerve fibers that react to the vibrations and transmit impulses to the brain via the auditory nerve. The brain combines the input of our two ears to determine the direction and distance of sounds.

The inner ear has a vestibular system formed by three semicircular canals that are approximately at right angles to each other and which are responsible for the sense of balance and spatial orientation. The inner ear has chambers filled with a viscous fluid and small particles (otoliths) containing calcium carbonate. The movement of these particles over small hair cells in the inner ear sends signals to the brain that are interpreted as motion and acceleration.

The human ear can perceive frequencies from 16 cycles per second, which is a very deep bass, to 28,000 cycles per second, which is a very high pitch. Bats and dolphins can detect frequencies higher than 100,000 cycles per second. The human ear can detect pitch changes as small as 3 hundredths of one percent of the original frequency in some frequency ranges. Some people have "perfect pitch", which is the ability to map a tone precisely on the musical scale without reference to an external standard. It is estimated that less than one in ten thousand people have perfect pitch, but speakers of tonal languages like Vietnamese and Mandarin show remarkably precise absolute pitch in reading out lists of words because pitch is an essential feature in conveying the meaning of words in tone languages. The Eguchi Method teaches perfect pitch to children starting before they are 4 years old. After age 7, the ability to recognize notes does not improve much.

Taste

The receptors for taste, called taste buds, are situated chiefly in the tongue, but they are also located in the roof of the mouth and near the pharynx. They are able to detect four basic tastes: salty, sweet, bitter, and sour. The tongue also can detect a sensation called "umami" from taste receptors sensitive to amino acids. Generally, the taste buds close to the tip of the tongue are sensitive to sweet tastes, whereas those in the back of the tongue are sensitive to bitter tastes. The taste buds on top and on the side of the tongue are sensitive to salty and sour tastes. At the base of each taste bud there is a nerve that sends the sensations to the brain. The sense of taste functions in coordination with the sense of smell. The number of taste buds varies substantially from individual to individual, but greater numbers increase sensitivity. Women, in general, have a greater number of taste buds than men. As in the case of color blindness, some people are insensitive to some tastes.

Smell

The nose is the organ responsible for the sense of smell. The cavity of the nose is lined with mucous membranes that have smell receptors connected to the olfactory nerve. The smells themselves consist of vapors of various substances. The smell receptors interact with the molecules of these vapors and transmit the sensations to the brain. The nose also has a structure called the vomeronasal organ whose function has not been determined, but which is suspected of being sensitive to pheromones that influence the reproductive cycle. The smell receptors are sensitive to seven types of sensations that can be characterized as camphor, musk, flower, mint, ether, acrid, or putrid. The sense of smell is sometimes temporarily lost when a person has a cold. Dogs have a sense of smell that is many times more sensitive than man's.

Touch

The sense of touch is distributed throughout the body. Nerve endings in the skin and other parts of the body transmit sensations to the brain. Some parts of the body have a larger number of nerve endings and, therefore, are more sensitive. Four kinds of touch sensations can be identified: cold, heat, contact, and pain. Hairs on the skin magnify the sensitivity and act as an early warning system for the body. The fingertips and the sexual organs have the greatest concentration of nerve endings. The sexual organs have "erogenous zones" that when stimulated start a series of endocrine reactions and motor responses resulting in orgasm.

Beyond the five sense organs.

In addition to sight, smell, taste, touch, and hearing, humans also have awareness of balance (equilibrioception), pressure, temperature (thermoception), pain (nociception), and motion all of which may involve the coordinated use of multiple sensory organs. The sense of balance is maintained by a complex interaction of visual inputs, the proprioceptive sensors (which are affected by gravity and stretch sensors found in muscles, skin, and joints), the inner ear vestibular system, and the central nervous system. Disturbances occurring in any part of the balance system, or even within the brain's integration of inputs, can cause the feeling of dizziness or unsteadiness.

Kinesthesia is the precise awareness of muscle and joint movement that allows us to coordinate our muscles when we walk, talk, and use our hands. It is the sense of kinesthesia that enables us to touch the tip of our nose with our eyes closed or to know which part of the body we should scratch when we itch.

Synesthesia.

Some people experience a phenomenon called synesthesia in which one type of stimulation evokes the sensation of another. For example, the hearing of a sound may result in the sensation of the visualization of a color, or a shape may be sensed as a smell. Synesthesia is hereditary and it is estimated that it occurs in 1 out of 1000 individuals with variations of type and intensity. The most common forms of synesthesia link numbers or letters with colors.