Name of teaching material
Internal Organ Models on an Apron self-made product
Japanese Page URL
*The description appears by hovering the cursor over the image.
| Target | Children and students in elementary, middle and high schools |
|---|---|
| Disability category | mentally challenged developmental disabilities |
| Teaching units / Applicable scenes | science physical education |
| Specific purposes |
Models of internal organs (such as the heart, lungs, stomach, small intestine, large intestine and liver) attached to an apron with hook-and-loop fastener at their corresponding positions facilitate children and students to: • Feel familiar about their own body, investigate what interest them, and deepen knowledge and understanding, • Share what they found and thought from what they know and experienced (such as it resembles something) by expressing them in words or/and gesture, and • Show the body part that is in bad shape, think reasons for the bad conditions based on what they learned about their body and predict the consequences. |
| Considerations for disability characteristics |
· Students are positioned in a semicircle so that everyone can see the white board and what is going on in front of it. · Each student is to pick an internal organ of his or her interest and is encouraged to freely feel it and express what he or she found or/and came in his or her mind. The teacher(s) watches the students and supplements necessary information and/or expression when necessary. · The teacher transmits what an individual student found to the entire class again by using expressions that are easy to understand and adding information. For actions that can be experienced (such as measuring the intestine by winding it around his waist and seeing that the heart is separated into four chambers by removing the outer coat), the teacher encourages other students to do the same and express their impressions. |
| Expected effects and results |
As an example, the following reactions were observed in our class: 1) A student started to wind the small intestine model around her waist to see how many times it winds around her. Students’ expression changed from mere “long” to a more concrete form, such as “as long as it winds XX–times around a person.” 2) A student mentioned that he wanted to see how many people can hold the intestine model together, and the students checked it. A student said, “It looks like thick noodle,” and pretended eating noodle. Some copied the action, and more followed. 3) A student who has difficulty expressing by herself was asked how long it was. She stretched her arms to check the length, and mentioned, “l-o-n-g.” 4) A student picked the heart model and found that the outer coat can be removed and there are four chambers underneath the coat. All students saw and checked it. |
| How to use |
· Models of internal organs (such as the heart, lungs, stomach, small intestine, large intestine and liver) are prepared using cloth of mutually different colors. They are attached to an apron with hook-and-loop fastener at their corresponding positions. · A teacher wears the apron, asks students to freely pick one of them and encourages him or her to notice or find out something. Note: When a female teacher wears the apron, she does not fasten the waist belt but pulls the bottom of the apron forward to prevent male students from accidentally touching her breast. · The picked internal organs are posted on a white board, and their names are checked. |
| Related teaching materials and information | |
| Useful for other students |
- Informant School for the Mentally Challenged at Otsuka , University of Tsukuba
- Keywords body structure, internal organs
- Translator Yuko Makuuchi
- Created 2023-05-30 20:41:45
- Updated 2023-12-07 13:03:07