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Learning for LIMBS Grade 6.1 — Math © LIMBS International

Grade Level: 6

Overview:

The mission of LIMBS International is to transform the lives of amputees

throughout the developing world by restoring their ability to walk. Through

the research of Dr. Roger Gonzales and his students, LIMBS designs, creates

and tests new prosthetic devices.

A cornerstone of the LIMBS structure is sustainability. Whether it is in the

university classroom, in existing clinics or in elementary and secondary schools,

LIMBS International is working through existing organizations as they complete

their regular tasks to take the LIMBS prosthetic from design to changing the

life of amputees. Both the design of the LIMBS prosthetic knee and the

distribution of the knee are built on a sustainable model for the developing

world.

The LIMBS prosthetics is constructed of materials

regionally available. The design is so clever that a patient

in the poorest parts of the world can be taught to

maintain the prosthetic with materials available at a

hardware store. The patients receive their prosthetic at

partner clinics which are already in place in these regions.

Partnering with existing clinics and organizations makes

the distribution process also sustainable. Finally, the

component of Learning for LIMBS brings elementary and

secondary schools into this important work. These

students participate in service learning opportunities as

their curriculum topics are contextualized in the work of

LIMBS International. All Learning for LIMBS lessons are

aligned with the mandated curriculum and aligned with required assessments. Learning for LIMBS students are

empowered to take action to support the work of LIMBS International. By studying the locations of the LIMBS clinics,

students will be able to appreciate the importance of the sustainable model used as the structure of LIMBS

International and Learning for LIMBS.

In this lesson students will use a coordinate grid to located points on maps of Bolivia and Bangladesh. LIMBS

International works with partner clinics in both of these countries. Through looking at these two clinics, students will

appreciate the unique work of LIMBS International.

Vocabulary

coordinate graph

coordinate pairs

interval

origin

Quadrant I

scale

x-axis

y-axis

LIMBS

International and

Learning for LIMBS

Sustainability

Model


In this lesson students will:

Learn about LIMBS and understand the mission they have to help people

Find, compare and contrast maps of different countries where LIMBS partner clinics are located

Use a coordinate graph to find coordinate points

Use coordinate points to locate towns and features on a map

Learn that knowing how to reading a map is important

Students will learn:

People are different and have different disabilities but LIMBS is there trying to help them

Coordinate graphs can be used to find locations on a map

Coordinate points represent specific locations on a map

Scale and intervals used are important in creating a map

Students will be able to:

Find LIMBS partner clinic locations on a world map

Plot coordinate points on a coordinate graph map

Find specific locations on a coordinate graph map

Levels of Thinking:

Comprehension (explain, retell)

Application (show, practice)

Analysis (compare and contrast)

Synthesis (create, design, discuss)

Evaluation (support)


STEM Content Tie-In: Applying coordinate geometry to real-world problems

Level(s) of Thinking: Application

Use information

Use methods, concepts, theories in new situations

Solve problems using required skills or knowledge Practice:

The following practice is for students to plot and identify non-negative coordinate points using real world situations.

The scale or interval on the coordinate grid is shown in the hundreds, but the point is located in the middle of coor-

dinate points. Thus requiring the student to both correctly interpret the interval and correctly compute the middle

value between the missing 350 and given 700.

Which ordered pair appears to be located 350 units to the right and 700 units up from point W?

A (1,050, 875)

B (700, 1,050)

C (875, 1,050)

D (1,225, 700)


Day 1

Introduction:

Teacher ask: “What is so great about sustainability?”

Have students in pairs create a Venn diagram in response to this scenario “A skittle candy and a marble were dropped

into the same glass of water. With your partner, create a Venn diagram to what would happen.”

Create a class Venn diagram with the teacher recording as follows:

Group 1 lists one item and tells where it should be placed

All groups mark that item off their individual diagrams if they had listed it.

Group 2 lists a difference item and tells where it should be placed

The process continues until all teams have shared or until no new items appear on any team’s list.

1. Discuss how this activity could be an analogy for sustainability.

2. Introduce the work of LIMBS International through the sustainability graphic organizer.

3. Have the students rank the importance of each component in the uniquely sustainable model of LIMBS

International.

4. Talk about the importance of the partner clinics.

5. Discuss the financial impact if LIMBS had to operate clinics in developing countries rather than partner with

existing clinics.

6. Student pairs locate the LIMBS partner clinics on the world map.

Student Activity: Student pairs locate the LIMBS partner clinics on a world map

Student groups find and record on the class poster the mean, median, mode and range of the data as shown on the

LIMBS-O-Meter

Have student write statements on post-it notes which can be supported by the data on the class record chart and

the data shown on the LIMB-O-Meter

Share and post the statements on a daily basis

Materials:

Markers – 1 per pair of students

LIMB-o-meter poster (Attached)

Patient profiles http://www.limbs.org/patient-profiles.php

Post-it notes

Venn diagram

http://www.limbs.org/patient-profiles.php


Day 2:

Introduction:

Discuss LIMBS and the countries where they are located

Show world map of LIMBS clinics

Question students for prior knowledge of maps and graphing

What types of maps and graphs have you seen or used before?

What do you know about coordinate graph?

What is an interval?

What is a scale?

Student Activity:

The students will choose a country where LIMBS is located.

The student will then make their appropriate Quadrant I coordinate graph on the paper of the country they

chose.

Students will use the scale and interval the teacher gives them to make their graphs

Students will have all the same scale and interval to make the work uniform

Students will be given 5 coordinate pairs to graph appropriately on their map

Homework:

Students will be given a list of places from their country that their coordinate point represents. Students are to match

the correct place with the corresponding coordinate point on their map. Students will write in the correct answer next

to the coordinate point. The students can be given a fully filled copy of their country to match or use the internet to

research and complete their coordinate graph map.

Materials:

A LIMBS world map of partner clinics (See attached)

Blank copy of Bangladesh and Bolivia (See attached)

Rulers

Pencils


Student Activity Day 3:

Students will be given another copy of their country - fully filled this time.

Students will be given 5 names of places on their coordinate graph map. They are to find these places on their map and

write the corresponding coordinate pairs.

Students will choose another country where LIMBS is located and follow the same procedure to make both coordinate

graph maps.

Discuss with students what they learned about LIMBS and the countries they are located.

Have the students list new things they found or interesting facts about the country they chose and discuss how

graphing and mapping work together.


LIMBS Graphic Organizer

LIMBS International and

Learning for LIMBS

Sustainable Model

vocabulary - amazon web services · student groups find and record on the class poster the mean,...

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