Nick News

Special Edition #33:


A World of Difference

Health & Physical Education Awareness Activity Grades 3-6


Objectives
Students will become aware of the daily courage exhibited by mentally disabled individuals and demonstrate behaviors that communicate care, respect and consideration of those with disabilities or handicapping conditions.


Standards
McRel Physical Education Standard #5:
Understands social and personal responsibility associated with participation in physical activity.
McRel Health Standard #4:
Knows how to maintain mental and emotional health.


Materials
Videotape: Nick News Special Edition #33 - A World of Difference
TV and VCR for classroom use
Writing supplies (paper, pens, and pencils)
Chalkboard and Chalk (or white board and markers)
Poster board, glue sticks, scissors and markers
Magazines and/or newspapers to use as source images
Computer with Internet access for students
Library resources for research


Web Resources
Special Olypmics Web Site
2003 World Games in Dublin, Ireland



Pre-Viewing Discussion Points

  • As we look around the classroom, we can see that we are alike and different in many ways. Letís think about words that describe how we are alike and different. List these in two columns on the chalk or white board.
  • Write the word disability on the board, and ask the class if they understand what this word means. Allow students to discuss types of disabilities, and how they feel when they see or meet someone with a disability.
  • Introduce the episode to the students by saying that this special edition of Nick News focusing on young people who have physical and mental disabilities, and their feelings about themselves and their world. These youngsters are participating in a sporting event called Special Olympics, which encourages competition and success.
As you watch the Nick News program, look for words to describe these special athletes and their accomplishments as the student reporters are doing at the Global Youth Summit.


Viewing Activities & Discussion Points

ACT 1:

View Act I in its entirety (stop at the "weíll be right back" slide), and discuss the following:

  • Letís talk about some of the works that Linda Ellerbee used at the beginning of the segment, and to be certain that we understand their meaning. Write the following words on the board. Take time to discuss each one:

    • SPIRIT
    • RESPECT
    • TOLERANCE
    • ACCEPTANCE
    • FRIENDSHIP
  • Are we always respectful, tolerant, etc. of others?
  • What lessons can we learn from the young people in this special edition?
  • What are the Special Olympics, and how did it get started? What is the goal of this program? (These athletes can be successful)
Replay this segment at the beginning of Act I to discuss these points.

ACT 2:

  • In this segment, Linda Ellerbee states that "What we donít understand, we often fear". Do you agree with that?
  • If you see or meet someone with a disability, does it sometimes frighten you a little? Why do you think you feel this way? Letís watch the second segment, and see how the kids with mental disabilities feel.
View Act 2 in its entirety (stop at the "weíll be right back" slide), and discuss the following:
  • In this segment, we can see some of the feelingsof kids with mental disabilities. What are some of these feelings?
  • Linda Ellerbee asks the question, "How should we deal with someone with a handicap? Should the person be stared at, or ignored?"
  • How would you feel if someone stared at you? What did the kids in the segment say about this? What can we learn from their comments?
Rewind the tape to review the comments made by the kids in theinterview.
  • Linda Ellerbee also asks the question in the segment, "Should mentally disabled kids go to school along with kidswithout mental disabilities?"
  • What did the kids in the segment say about this? Replay this segment.
  • Do you agree or disagree with their comments?
ACT 3:

  • In this segment, Linda Ellerbee says that "When you judgesomeone, you donít judge them, you define yourself". Do you think this is true?
  • Listen to this final segment for clues from the kids as to what do we need to do to understand each other better.
View Act 3 in its entirety, and discuss the following:
  • What were some of the comments made by the kids as tohow we can better understand each other? (Replay and pause the tape to emphasize the comments).
  • Some of the comments made were:
    • We all want to be accepted for who we are
    • Donít prejudge
    • We all have feelings
    • Get to know the person
    • Treat everyone equally
    • Be polite
    • Treat the disabled person as if he/she were normal
    • Open your eyes to the feelings of others
    • Get to know the person with mental disabilities


Activity

In the Nick News Special Edition - A World of Difference, we can conclude that mentally and physically disabled individuals are indeed special. We need to understand that people with disabilities have feelings, and we must accept and respect them as they are. Using the web resources, magazines and a variety of library materials for research, the student will create a dual fold poster with the following elements:

1. The student will write and illustrate an acrostic poem using the word SPECIAL to describe the feelings and courage we learned about in the Nick News Special "A World of Difference".

2. The student will write at least a three paragraph report on one of the Special Olympics athletic events.


Points Outcome Measure:

  • 4-5: The student shows a great deal of interest in the subject, and participates in the class discussions. The student uses the websites, library materials, and magazines, and constructs a dual fold poster with the following elements:
    • An illustrated acrostic poem poster using the word SPECIAL and
    • Three paragraph report on one of the Special Olympic athletic events. This poster is colorful and inviting, and the information on the report is written in complete sentences. The project is presented orally to the class and is displayed in the classroom.
  • 2-3: The student shows a limited amount of interest in the subject, and participates occasionally in the class discussions. The student uses the websites, library materials, and magazines, and constructs a dual fold poster with the following elements:
    • An illustrated acrostic poem poster using the word SPECIAL
    • A three paragraph report on one of the Special Olympic athletic events. This poster is colorful and inviting, but does not show detail and depth, and the report may not be written in complete sentences. The student may have offered less than the required number of elements required for the poster project. The project is presented orally to the class and is displayed in the classroom.
  • 0-1: The student shows little or no interest in the subject, and does not participate in the class discussions. The student does not use the websites, and does not prepare a dual fold poster project. There is no poster to be presented orally to the class and nothing to display in the classroom.