More Than Just a Goal One World Ambassador: Lukas Canan Learning Activity #1: Epidemiology of Autism

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Elijah Shields
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More Than Just a Goal One World Ambassador: Lukas Canan Learning Activity #1: Epidemiology of Autism Focus Areas: Science/Biology/Health Grades: 10th 12 th Objectives: (LW Learner Will) 1.

1 More Than Just a Goal One World Ambassador: Lukas Canan Learning Activity #1: Epidemiology of Autism Focus Areas: Science/Biology/Health Grades: 10th 12 th Objectives: (LW Learner Will) 1. LW identify four basic questions that can be used to investigate diseases/disorders 2. LW define epidemiology-related vocabulary 3. LW create a short, team presentation on one of the question areas related to Autism 4. LW synthesize information from the four question areas and write a brief summary on Autism. Duration: minutes Preparation: Gather the appropriate materials: o Printed copies of the internet-based articles. o Lined paper o Pencil/Pen Make copies of the handout: Epidemiology Questions (EQ) Create groups; see Step 2 for ideas! Assign groups one of the four areas of investigation: Etiology, Biology, Diagnosis, or Treatment. Reflection Prompt: Lukas says, My mom says my brother has recovered from autism. My mom says some children with an autistic disorder never learn to talk or play team sports. She also told me that treatment for autism varies widely.

2 Procedure: Step 1: Getting Started Ask students what comes to mind when they hear the term disability. Write the names of disabilities on the board. If no one identifies Autism, include it as your own contribution to this list. Ask students if anyone knows or can guess the disability from this list that is the most often diagnosed disability in children under four years in America. (Answer=Autism) Step 2: Reading with Purpose Introduce Lukas Canan (using the Student Ambassador Profile) and his One World Reflection. Read Lukas reflection More Than Just a Goal. Have students read silently and then spend a few minutes discussing what they read in pairs or small groups. Step 3: Introduce the Topic Introduce the term epidemiology and ask students to make an educated guess about its definition. Hints may be given, such as, defining the prefix (epi-) and suffix (-ology). Ask students to think about the job of an epidemiologist. What kinds of questions do you think this person tries to answer? Divide students into groups of equal numbers. Instruct This should be written on a board for students: In any disease or disorder there are four basic questions that can be investigated to improve our understanding: o What causes it? (Etiology) o What is it? (Biology) o How do you know if someone has it? (Diagnosis) o How do we make it better? (Treatment) Assign groups to one of the four questions and handout the associated article(s) available in Additional Resources. Allow minutes for students to read the assigned article(s) individually and write a definition for Epidemiology on their EQ worksheet.

3 Step 4: Researching the Four Areas of Epidemiological Inquiry Groups will be completing a jigsaw poster presentation activity. Each group will get one piece of poster paper and some colored markers or pencils. Each group will create a poster presentation on their question relating to Autism. Give the groups approximately minutes to complete their posters. Define quality criteria for the group, citing the following requirements for posters and their presentation: o Title (Which of the four areas of questioning?) o Defining Question (Ex. Etiology: What causes it?) o Answers to the Defining Question, taken from the reading o Possible insights onto how this area of questioning relates to the other three areas Each group will then lead a five (5) minute presentation based on their question and reference their reading/research from the assigned article. Presentations should be delivered in the following order: Etiology, Biology, Diagnosis, and Treatment. Have students post their posters in a visible place and keep them posted for the individual written response. Individual students will complete their EQ worksheet while other groups present. Step 4: Individual Written Response Give each student a piece of paper to complete the writing prompt. Write the prompt on the board: Describe Autism from the four perspectives of epidemiology. Allow students minutes to complete the writing prompt. Checking for Understanding: There are opportunities for both formative and summative assessment throughout this learning activity. To assess student understanding: Step 1 Students demonstrate knowledge of disabilities and learn about the prevalence of Autism in American-born children. Step 2 Students demonstrate understanding of the Reflection by participating in small group discussion. Step 3 Students learn about the role of an epidemiologist in studying disease and the four areas of questioning.

4 Step 4 Students demonstrate understanding of reading assignments by collaborating in small groups to create a poster on one of the four areas of inquiry, as related to Autism, and presenting to the class. Students will also individually summarize other groups presentations, using their handout worksheet. Step 5 Students write a synthesis piece (length may be determined by individual teachers and time allotment), covering each of the four areas of investigation, as relating to Autism. Global Action Activity: Plan a World Autism Day Event at your school. Start by interviewing your school's Special Education Department Chair and/or a Special Education teacher to assist you in beginning one of these projects. Possible questions to ask include: 1. How many students with Autism attend this school? 2. Does the number of students with Autism at our school seem to be increasing, decreasing or staying approximately the same over the past several years? 3. What are some of the biggest challenges that students with Autism face in school? 4. Who teaches these students at this school? 5. What successes have you seen in educating students with Autism? 6. What challenges does our school face in educating students with Autism? Follow-up activities include: Inviting families with members who have Autism to speak about their experience of living with Autism. Pairing general education students with students with Autism for a day, lunch period, or other school activity.

5 Fundraising for Autism research and support groups: o Autism Speaks: o Do Something.org: o ehow s How to Participate in an Autism Fundraising Walk Extension Activities: Learn more about the prevalence and treatments for Autism in other countries. Here are some ideas: Read the opening remarks from the inaugural World Autism Day and view videos from April 2, 2009: Contact the World Health Organization and write to one of the Program Managers to inquire more about resources for persons with Autism in other countries, outside the U.S.: Dr Shekhar Saxena Programme Manager Mental Health and Substance Abuse, WHO Telephone: saxenas@who.int Dr Taghi Yasamy Medical Officer Mental Health and Substance Abuse, WHO Telephone: yasamym@who.int

6 Additional Resources: Articles (Etiology -p.6): (Biology): (Diagnosis): (Treatment): Related OWEd Resources: Lukas Reflection: More Than Just a Goal Unit Resource 1: Previewing the Experience Unit Resource 2: Understanding the Experience Unit Resource 3: Reviewing the Experience Unit Resource 4: Culture Cube Unit Resource 5: Reflection Response Epidemiology Questions Handout Summative Writing Sample Rubric

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