Lessons - Special Olympics

“Disabilities
are yet another
manifestation
of global
diversity. Let
us always be
committed
to the
fundamental
principles of
dignity and
equality for all
human beings.”
Kofi A. Annan,
Secretary-General,
United Nations
Activity 4:
Be a Fan!
Additional Notes:
• Guide students through the planning phase and assign age-appropriate tasks.
For example, identify the project steps as a group, write each one on a sentence
strip and ask students to sequence them. Ask students for their ideas on how
to promote your project (e.g., posters in the school hallway, a note sent home
to parents) and help students create a list of the materials they will need for
various aspects of the project. Support student involvement and responsibility
for the project by continuing to involve the group in generating ideas during
the implementation and evaluation processes. (Additional information about
service-learning can be found in the Service-Learning Instructional Planning
Guide.)
• Engage students in reflection before, during, and after the service experience
to help them connect it with their personal development. What did you learn?
What is the best thing about working together? What surprised you? Have
we accomplished our goals? How did the experience make you feel? How
could this project be made better? What is the hardest part of this project for
you? How have we helped others? Are there other ways that we can continue
to help? What have you learned from your partners in the project? Younger
students can answer these questions verbally within large or small group
discussions, while older students can respond to selected questions throughout
the project in reflection journals. (For more information, refer to pages 42-44
of the Service-Learning Instructional Planning Guide.)
• Tailor the demonstration of learning and an appropriate celebration to the
individual project. (For more information, refer to pages 45-47 of the Service-
Learning Instructional Planning Guide.)
71