Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Grade Level: 7

Overview:

According to the LIMBS International website, “It is estimated that

somewhere between 3 million and 11.2 million amputees worldwide

are in need of a prostheses with approximately 80% of those living in

low-income countries. These individuals are usually forced to exist as

dependents with little hope of a productive role in their society. The highest demand for lower-extremity prostheses

exists in areas where extensive walking is a routine part of each day. Unfortunately, these areas are generally located

within the poorest of countries, where technology is the least advanced and resources most scarce. Many of these

areas are plagued by war, poor medical care, landmines, natural disasters, and other daunting obstacles. Due to these

factors, there continues to be a significant unmet need for prosthetic devices that specifically meet the

technological, economical, and social requirements of developing nations. Many local clinics are dependent upon

donations of used prosthetic components, or imported prosthetic components from humanitarian organizations.”

Understanding this need for used prostheses, students will create a innovative and effective pamphlet to promote

awareness for donations to LIMBS International.

In this lesson, students will:

Understand the difference between a pamphlet and a brochure

Identify the characteristics of a pamphlet

Research and complete a country profile worksheet for one of the LIMBS International countries

Create a hand drawn map of the specific country, locating the specific clinic, hospital or center using

latitude and longitude

Research the needs of LIMBS for used prostheses

Reflect on their learning using journal entries

Create, share and evaluate a pamphlet informing the public in the state of Texas of the need for low-cost, high-quality prosthetics in the developing world and who LIMBS is meeting that need

Students learn that:

LIMBS helps amputees in developing countries

Pamphlets are a tool for informing the public

Needs for people transcend national borders

Vocabulary

Pamphlet

Brochure

Prosthetics

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Students will be able to:

Locate exact points on a map using latitude and longitude

Research a country profile

Compare various developing countries using the country profiles and chart

Create an effective pamphlet

Evaluate what is necessary for an effective pamphlet

STEM Content Tie-In: Students will make predictions and use Venn Diagrams/charts to illustrate relationships.

Levels of Thinking:

Analysis, Evaluation and Synthesis

Compare and contrast the LIMBS International Profile countries

Compare and contrast pamphlets and brochures

Compile research in a graphic organizer

Summarize research in a well-designed, innovative, creative and effective pamphlet

Peer evaluation of pamphlets

Reflections of learning

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 1: Introduction

1. Have students examine pictures of prosthesis and predict what they would be used for.

2. Introduce the students to the concept of being an amputee and what you would need to walk or work.

3. Share the data about the world-wide need for prosthetics.

4. Divide the students into their teams and have them brainstorm solutions for this need. Post solutions on the board.

5. Introduce the LIMBS International website (note: students will have time later to actually explore the website).

6. Introduce the project using a sample pamphlet.

7. Have students select teams and locations.

8. Have students reflect on their learning in their journals.

Student Activity:

1. Students will examine pictures of prostheses and predict/brainstorm who would use them and why.

2. In student teams, students will brainstorm ways to increase donations

3. Students will be divided into 6 student teams: one for each of the clinics, center or hospital. (Teams can be divided

by student self-selection, teacher- directed or random selection.)

4. Students will be introduced to the LIMBS International website. Purpose: students to understand the mission and

work of LIMBS

5. Teams select their country and clinic, center or hospital

Journal Reflection Activity:

Students will complete their first journal reflection by responding to the prompt: “A new thing I learned today is …”

Materials:

LIMBS International Website:

www.limbs.org

Pictures of prostheses

Pictures of amputees

Sample pamphlet and rubric

Journals

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 2: Introduction

1. Print out a Venn Diagram for each team and explain this is a math tools used to graphically organize and compare

different relationships.

2. Students will discover the characteristics of a pamphlet.

3. Make predictions, draw conclusions and make generalizations about what is read.

4. Give each group a brochure to examine.

5. Talk about the fact that a characteristic is something that identifies or distinguishes one thing from another.

6. As a class, list the characteristics of the brochure. (This is practice and also serves as a comparison of the two.)

7. Collect brochures.

8. Ask the class to predict the comparison of the brochure and a pamphlet. These predictions access their prior

knowledge of the two. (Math tie-in with charts and predictions)

9. Distribute an assortment of pamphlets to each group. Try to supply a variety of subjects and formats. There should

be enough for each student to have his or her own.

10. Connect the idea that the students will be looking for or discovering characteristics of the Ask students, “What did

we discover?”

Materials:

http://www.eduplace.com/

graphicorganizer/pdf/venn.pdf -

One Venn diagram per team

Sample pamphlets (at least one

per individual/Team)

Sample brochures (at least one per

individual/team)

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Characteristics of a Pamphlet: Example List

Content:

Contains researched information on a specific topic of real-life interest

Written for a specific audience

Purpose is to provide new information or give the reader a new awareness of previous information

Explains or interprets the real-life issue in an organized form

Idea is developed from beginning to end

Appropriate tone for audience

Introduction captures reader’s interest

Ending uses a strategy effective for the purpose

Language explains and reflects the purpose

Format, how to organize the information:

Text organizers such as table of contents, titles, subtitles, headings, sources list

Textual clues/transitions/verbal clues (words and phrases that move the text along)

Graphics such as table, charts, graphs

Titles, headings, boldface words, bullets, labels

Photographs, drawings, illustrations

Multi-page booklet

Sources cited

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

The difference between a pamphlet and a brochure is that:

Pamphlets are usually non-commercial, and present an argument to persuade the reader to one point of

view instead of another,

Pamphlets are usually unbound booklets of 4-10 pages while pamphlets don't need to or often don't have

the money available to do this.

Brochures present a product or service for sale, and include travel brochures put out by government

departments.

They are often presented on glossy paper with color photographs, while pamphlets don't need to or often

don't have the money available to do this.

Brochures are succinct in composition and are eye-catching

Available in bi-fold, tri-fold, accordion or “Z-fold” and “C-fold” styles, brochures are often made from

multiple folded sheets of high-quality, glossy paper with writing on each of the panels.

Student Activity:

1. Students will examine brochures and pamphlets for their characteristics

2. Students should complete the Venn diagram to illustrate the relationships between pamphlets and brochures.

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 3: Introduction—Identifying the Purpose and Audience in a Pamphlet

1. Explain that the objective of this lesson is to identify why the pamphlet was written (purpose) and who would be

interested in reading it (audience). In order to identify these elements, it is unnecessary to read every word in the

pamphlet since the student only needs the main ideas of the pamphlet to establish the purpose/audience of this

writing.

2. Demonstrate how students can skim/scan the pamphlet to look for specific information.

3. Distribute the pamphlets and the Student Handout. Ask students to work in pairs and using their highlighters

highlights the answers to the questions on the handout. After highlighting, students are to answer the questions on the

handout.

4. Print off the exit tickets and have students complete and hand in before leaving the classroom.

Student Activity:

1. Students will examine and analyze the pamphlets for types of audiences

2. Students will complete the student handouts.

3. Students will complete the exit tickets.

Materials:

Sample pamphlets

Highlighters

Student Handout

Exit tickets

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 4: Introduction

1. Print out the Country Profile organizer for each team

2. Introduce and explain how to complete the Country Profile Organizer

3. Explain the purpose of the organizers: to recognize how these countries are not able to meet the economic and

physical needs of their people

Student Activity:

1. Students will use research materials to complete the Country Profile and Map Organizer including the evaluation

question at the end.

2. Students will create a hand drawn map of the country with the location of the clinic, center or hospital using latitude

and longitude.

Materials:

Country Profile and Map Graphic

Organizer

Computers or research materials

Atlas or access to online resources

Construction paper and map pencils

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 5: Introduction

1. Print out a Venn Diagram for each team and explain this is a math tools used to graphically organize and compare

different relationships

2. Pair teams and have them complete the Venn Diagrams

3. Set expectations for the collaboration groups and monitor the groups in their work and encourage when necessary

4. Have a reporter from each group share with the class their findings

5. Create a class-wide Venn diagram on the board and discuss findings gearing the discussion to ability of these

countries to provide for their citizens especially the amputees.

6. Using information based on Texas and the number of clinics available for amputees, create a class map of the clinic

locations and compare contrast the ability of their country to provide for their needs as opposed to Texas.

7. Provide information for students to look at the change over time of the number of amputees and again compare to

their country in the 21st century

8. Consider what factors in the Texas economy allow for so many clinics as verses the number in their chosen country

9. Have students reflect on their learning

Student Activity:

1. Students should complete the Venn diagram to illustrate the relationships between two LIMBS countries.

2. Set expectations for the collaboration groups and monitor the groups in their work and encourage when necessary

3. Student Reporters (1 per team) share learning from the Venn diagram with the class

4. Student- led creation of a class-wide Venn diagram on the classroom board and have a class discussion about their

findings with respect to serving the needs of the amputees.

Journal Reflection Activity:

Students will complete their second journal reflection by responding to the prompt: “The most important

thing I learned today is …”

Materials:

Student County Organizers

Student Maps

Journals

http://www.eduplace.com/

graphicorganizer/pdf/venn.pdf -

One Venn diagram per team

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 6: Introduction

1. Set up the LIMBS International website so students can explore on their own or as a class.

2. Make sure and show the students the blog entries, media materials and patient profiles. Focus on who is the

audience and what information will they need to encourage them to make a donation.

Student Activity:

1. Students will explore the LIMBS International website and take notes and quotes over what they believe are

important pieces of information. Students will work individually or in pairs and then compare information with their

other teammates.

Materials:

Computers and website

Note book paper

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 7: Introduction

1. Introduce pamphlet project and rubric

2. Remind students of the characteristics of a pamphlet

3. Print one rubric per team

4. Set expectations for the collaboration groups and monitor the groups in their work and encourage when necessary

5. Have students reflect on their learning

Student Activity:

1. Student teams will plan and design their pamphlet

2. Student teams will create their pamphlet

Journal Reflection Activity:

1. Students will complete their fourth journal reflection by responding to the prompt: “Working with my team today

was …”

Materials:

Sample pamphlet

Pamphlet rubric

Construction or copy paper

Pencils or markers

Images or ability to print images

Journals

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Day 8: Introduction

During a Gallery Walk, students explore multiple texts or images that are placed around the room. Teachers often use

this strategy as a way to have students share their work with peers, examine multiple historical documents, or respond

to a collection of quotations. Because this strategy requires students to physically move around the room, it can be

especially engaging to kinesthetic learners.

1. Organize pamphlets around the classroom

2. Pamphlets should be displayed “gallery-style” - in a way that allows students to disperse themselves around the

room, with several students clustering around a particular text. Pamphlets can be hung on walls or placed on tables.

The most important factor is that the texts are spread far enough apart to reduce significant crowding.

3. Instruct students on how to walk through the gallery

4. Students will travel in their teams and the teacher will announce when groups should move to the next piece in the

exhibit. One direction that should be emphasized is that students are supposed to disperse themselves around the

room. When too many students cluster around one text, it not only makes it difficult for students to view the text, but

it also increases the likelihood of off-task behavior.

5. Students will walk around the room three times: the first is allowing them to generally look at all of the pamphlets,

the second gives the teams time to complete the “Sticky-note Activity” and the third is a review of the results of the

sticky note.

Student Activity—Sticky-Note:

1. Using the Pamphlet Rubric, teams will score their peer’s work. Students will reflect on, make a judgment about and

score their peer’s work in relation to the rubric. They will write the score from the rubric on the sticky note with a brief

statement why.

Extensions:

Invite a amputee to come as a speaker

Dedicate part of a class period to having several of the students act as amputees and discuss the struggles

Journal Reflection Activity:

1. Students will complete their final journal reflection by responding to the prompt: “The most important thing I

learned in this unit is …” or “From the Gallery Walk, I learned …”

Materials:

Completed pamphlets

Sticky notes

Pamphlet rubric

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

EXIT SLIPS (write name on back)

The purpose of my pamphlet will be to_________________________________________.

A possible audience for my pamphlet could be ___________________________.

EXIT SLIPS (write name on back)

The purpose of my pamphlet will be to_________________________________________.

A possible audience for my pamphlet could be ___________________________.

EXIT SLIPS (write name on back)

The purpose of my pamphlet will be to_________________________________________.

A possible audience for my pamphlet could be ___________________________

EXIT SLIPS (write name on back)

The purpose of my pamphlet will be to_________________________________________.

A possible audience for my pamphlet could be ___________________________.

EXIT SLIPS (write name on back)

The purpose of my pamphlet will be to_________________________________________.

A possible audience for my pamphlet could be ___________________________.

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Prosthetics Awareness Pamphlet Rubric

Categories Advanced (5) Proficient (4) Basic (3) Below Basic (2)

Attractiveness and Organization

The pamphlet has exceptionally attractive formatting and well-organized information.

The pamphlet has attractive formatting and well-organized information.

The pamphlet has well-organized information.

The pamphlet formatting and organization are confusing to the Reader.

Content- Accuracy of Ideas

The pamphlet has all of the necessary information to persuade people to donate to LIMBS and then some. It is ad-dressed to the correct audience.

The pamphlet has all of the necessary information to persuade people to donate to LIMBS. It is ad-dressed to the correct audience.

The pamphlet Some of the necessary information to persuade people to donate to LIMBS. It is ad-dressed to the correct audience.

The pamphlet has none necessary information to persuade people to donate to LIMBS and it is not addressed to the correct audience.

Writing-Mechanics

All of the writing is done in complete sentences. Capitalization and punctuation are correct throughout the pamphlet.

Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct throughout the pamphlet.

Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the pamphlet.

Little to no attention was paid to spelling, grammar, or sentence structure

Graphics/Pictures The graphics go well with the text and there is a good mix of text and graphics.

The graphics go well with the text but there are so many they distract from the text.

The graphics go well with the text but there are too few.

The graphics do not go with the text or appear to be randomly chosen.

Sources There are many citations from a variety of sources accurately listed on the pamphlet.

There are some citations from a variety of sources accurately listed on the pamphlet.

There are a few citations accurately listed on the pamphlet.

Incomplete citations are listed on the pamphlet.

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International

Country Profile Map and Graphic Organizer

Team Members:

Country Name:

Map: On a separate sheet of paper draw a hand drawn map of your country (no tracing) and locate your clinic with

latitude and longitude as well as the capital and three main cities.

Transnational/current issues:

After completing the chart think about how well your country could meet the needs of the amputees in your country.

Write a well-thought paragraph on the back of this paper about your conclusions and be sure and include support for

your opinion.

Learning for LIMBS Grade 7.3 — Social Studies © LIMBS International