attached to the skeleton. Some students will be able to appreciate how muscles use glucose and oxygen in order to function and some of the things that...
Bones, Muscles, and Joints. These activities will help your students understand what bones, muscles, and joints are and how they work together to keep us moving!
Where do you have joints in your body? How do joints move? What would happen if you didn’t have joints? 4
The purpose of this unit study on bones and muscles is to help students learn and understand the function and purpose of the bones and ... http://www. discoveryeducation.com/teachers/free-lesson-plans/muscles-in-motion.cfm .... Students will practice
Chapter 6: Bones and Skeletal System 3. ... Page 5 of 6 Chapter 22: The Digestive System 12. Describe the composition and functions of saliva,
City of Bones Book One of the ... of her evaporating life coursing through his veins like fire. ... handing out free tablets of herbal ecstasy, his parachute pants
Chapter 6: Skeletal System: Bones and Bone Tissue . I. Functions . A. List and describe the five major functions of the skeletal system: 1
Download 1 Jun 2013 ... specimen of tibia and fibula united in their proximal shafts was studied. The bony bridge between the leg bones was associated with a callus in ...
Download 1 Jun 2013 ... specimen of tibia and fibula united in their proximal shafts was studied. The bony bridge between the leg bones was associated with a callus in ...
Download Journal of Biomechanics 37 (2004) 1189–1196 ... a Department of Mechanical Engineering, Biomechanical Engineering Division, Stanford University, Clark ...
Download Journal of Biomechanics 37 (2004) 425–436. Evaluation of the influence of muscle deactivation on other muscles and joints during gait motion. Taku Komura a,.
10/15/2015 7 Disorders of the Skeletal System •Arthritis –A group of disorders evidenced by inflammation of a joint, pain and stiffness during movement
Fire In My Bones Benson Idahosa.pdf Free Download Here Download Fire in His Bones, Benson Idahosa, Harrison House ... http://kocebu.com/v4/24852.pdf
The Anatomy and Physiology – Locating Common Bones lesson is designed to teach young people about the location and function of a basic set of animal bones. In the interactive lesson, participants will learn ... Review the lesson plan, make any photoc
Fire In His Bones By Benson Idahosa.pdf Free Download Here Download Fire in His Bones, Benson Idahosa, Harrison House ... http://kocebu.com/v4/24852.pdf
COSTCOST AND AND AND MANAGEMENT MANAGEMENT ACCOUNTINGACCOUNTING MODULE 1 PAPER 2 ... • Cost Ledgers ... Cost Accounting and Cost Accountancy
Import and Export Opportunities and Challenges, and Transit System Jib Raj Koirala
study material executive programme costcost and and and management management accountingaccounting module 1 paper 2 icsi house, 22, institutional area, lodi road, new
Download 84 / Journal of Marketing, September 2010. R&D in case modifications to the product design need to be made to increase the new product's market potential. Because of these interdependencies, R&D–marketing coop- eration is important
Page 1 of 2 Contents xi CHAPTER6 Polynomials and Polynomial Functions CHAPTER STUDY GUIDE 322 6.1 Using Properties of Exponents 323 6.2 Evaluating and Graphing
Download Reimer, C. and Kues, M. and Roztocki, P. and Grazioso, F. and Johnston,. T. and Morandotti, R. and Wetzel, B. and Little, B.E. and Chu, S.T. and. Moss, D.J. and ...
death in days w/o water (100 hr rule). • Humans can not acclimate to lack of water . – with heat acclimation, ↓ sweat threshold. – training, ↑ sweat for a given Tcore. – natives, are more “efficient sweaters”—genetics or adaptation? Fluid and salt co
Opening and Closing Formal and Informal Emails and Letters Brainstorm one standard/ neutral opening greeting, opening line, closing line and closing
Download Reimer, C. and Kues, M. and Roztocki, P. and Grazioso, F. and Johnston,. T. and Morandotti, R. and Wetzel, B. and Little, B.E. and Chu, S.T. and. Moss, D.J. and ...
Download 18 Feb 2004 ... ison group, a recommended design for gifted education (Robinson, Zigler, & ..... journals for counselors or psychologists such as The Journal of ...
Key Stage 3 | LeSSon pLan 1 - MUSCLeS and boneS
Muscles and Bones Lesson aim To familiarise students with the function of the skeleton and how muscles attached to the skeleton allow us to move.
Lesson objectives Students will be expected to: • • • •
Work effectively within a group. Discuss within a group. Communicate effectively with others. Understand that our skeleton provides support, protection and a framework of levers onto which muscles can be attached. • Understand that muscles work in pairs in order to allow the range of movement we are capable of. • Appreciate the wide variety of different healthcare science roles involved in the care of our joints.
Lesson Outcomes By the end of this lesson: All students will be able to appreciate the functions of the skeleton and that muscles can only contract. Most students will be able to appreciate how muscles work in antagonistic pairs and how they are attached to the skeleton. Some students will be able to appreciate how muscles use glucose and oxygen in order to function and some of the things that may go wrong with skeletal or muscular function.
Curriculum links KS3 Science Sc1; 2i Sc2; 1c,e 2e,j QCA Scheme of Work for Science The work in this lesson plan relates to Unit 9b: Fit and Healthy
Suggested age group suitability Year 8&9
Time required One hour.
1
3
Key Stage 3 | LeSSon pLan 1 - MUSCLeS and boneS
Pre-Lesson preparation required If possible, arrange tables so that students can work in separate pairs. Students should have access to one Elbow Kit per pair. The Elbow Kits will need to be made up prior to the lesson and instructions on how to do this are provided in the Technician Notes at the end of this lesson plan.
Materials and equipment required For the students (per pair) • • • • • • • •
1 Elbow Kit 1 retort stand, boss and clamp 1 set of slot masses 1 copy of Student Resource Sheet 1.1 – Build Your Own Elbow Joint 2 copies (1 per student) of: Student Resource Sheet 1.2 – Torn Ligament Patient Journey Student Resource Sheet 1.3 – Joints Student Resource Sheet 1.4 – Who’s Who in Joint Care?
For the teacher • Model skeleton • Some genuine bones • Student Resource Sheet 1.5 – Fascinating Facts. This can be kept for reference and to provide a source of fascinating facts for the lesson or can be directly distributed to students.
Prior knowledge required Students should be aware that human beings and other larger creatures have internal skeletons called endoskeletons. Insects have external skeletons called exoskeletons.
Introduction of lesson and explanation of aims and objectives. Arrange students into pairs. (4 minutes)
Intro. Activity:
Ask students in pairs to spend 1 minute thinking about why we have a skeleton then ask for responses. The three key answers they should provide are:
• For supporting soft tissue
• Protection of vital organs (brain, lungs etc.)
• Provides a framework of levers for muscles to attach to.
If there is an anatomical skeleton available you can ask students to indicate on the skeleton where an example of a bone or bones acting in each particular capacity might be found. You can also point out to students that blood cells are manufactured in the bone marrow (at a rate of about 2 million per second). (5 minutes)
Class Activity:
Briefly explain to students that they are now going to build their own joint and muscle assembly. Hand out copies of Student Resource Sheet 1.1 – Build Your Own Elbow Joint and go through the instructions with the students.
The instructions will take them through assembly of the joint and muscle structure. They will then be required to put the joint under a small load and to cut some of the ‘ligaments’ to see what happens.
During this process they will be asked to record their observations and to write down how they might treat this kind of joint injury. Once they have completed this part of the activity, distribute Student Resource Sheet 1.2 – The Torn Ligament Patient Journey and discuss the differences and similarities between their ideas and the process outlined on this sheet.
As part of the activity ask them to consider how a radiographer might position the arm to get the best possible image of the injury. If facilities allow they could place the damaged joint on an overhead projector to see the image produced. They also need to take into account that the patient may be in pain and find it difficult to move the injured limb.
Get students to begin the activity. (40 minutes)
Class Instruction: Explain that bones are incredibly strong, but do get broken from time to time. It is possible that some students may have experienced a broken bone and could share their experience. (8 minutes) Closing:
Summarise key points.
• T hat there are different types of joint and that not all joints in the body allow a wide range of movement
• That synovial joints allow the widest range of motion
• That muscles work in antagonistic pairs and are attached to bones by tendons
End. (3 minutes)
3
Key Stage 3 | LeSSon pLan 1 - MUSCLeS and boneS
Extension/Homework Ask students to investigate what other types of joint there might be within the human body and how they work. They could also be asked to consider how the function of the joint relates to the job it does. For example, would it be useful to have our heads connected to our bodies with a ball and socket joint? If students complete their work an interesting challenge to set them is to ask them to sit on a chair with their feet flat on the floor and their right hand laying palm down on their right thigh so that their arm is bent at a right angle. Then ask them to adjust their position so that their hand is laying on their thigh, but palm upwards. The catch is that they must do this without turning their wrist. This is very difficult to do unless you know the trick. It will certainly get students thinking about the nature of their elbow joint. The solution is to do the following: 1. Move your hand and forearm horizontally towards the left until it touches your stomach. 2. Swing your hand and forearm upwards, pivoting at the elbow until your hand and forearm are vertical. You should now be in a position which looks like you are just about to deliver a karate chop. 3. Bring your hand and forearm down to the knee. Your palm should now be at 90 degrees to your thigh. 4. Repeat the movements described in steps 1 to 3 and you should find your hand is now resting on your knee – with the palm facing upwards!
Differentiation Adapt discussion sessions to suit ability and age group. Provide extra support during group activity for those students who require it.
Risk assessment It is the responsibility of the supervising teacher to carry out all risk assessments with regard to this activity and to make sure that any such risk assessment complies with the requirements of the particular institution in which it is being conducted.
4
Key Stage 3 | Lesson plan 1 - MUSCLEs and bones
Technician Notes - Assembling the Elbow Kits The Elbow Kits are designed to be a permanent resource which can be used repeatedly with different groups. They are easily constructed and each kit will require the following materials: • • • • • • • • • • • • •
Two pieces of 15 mm dowel, each approximately 25 cm long One 3 cm length of 15 mm dowel One 12 cm length of 10 mm dowel One 2 cm length of 6 mm dowel Two 1cm lengths of 10 mm diameter flexible PVC tubing Four small screw eyes Three 20 mm countersink screws 3 cm length of 21.5 mm diameter plastic water pipe Junior hacksaw Two or three thick elastic bands Four medium sized cable ties Two long balloons String
The following tools will be needed to build the kits • • • • • • •
PVA wood glue Epoxy glue Sand paper Bradawl Electric drill with 6 mm, 3mm, 2mm bits and countersink Craft knife Square/rectangular section file
Step 1 Take the 12 cm length of 10 mm dowel and drill a 3mm hole 1cm from one end. Then use the 2 mm drill bit to drill two further holes as in the diagram below. Counter sink one end of the 2mm holes. On the opposite side of the dowel use the file to make two grooves approximately 3 mm deep. These grooves are for passing the cable tie ends through so make sure that the cable ties you intend to use will fit comfortably.
6cm 4cm
2mm holes
3mm hole
1cm 5cm
10cm
5
Key Stage 3 | LeSSon pLan 1 - MUSCLeS and boneS
Step 2 Line the 10 mm dowel up with one of the lengths of 15 mm dowel as shown in the diagram below. Use a narrow brush to paint some PVA glue onto the 15 mm dowel. Be careful not to block the grooves where the cable ties will pass through. Then screw the two parts together. This part will be your ‘forearm’. 15mm dowel
3cm 3mm hole
10mm dowel
Step 3
cut
Use the junior hacksaw to cut a 100° section out of the 21.5 mm pipe as shown in the diagram opposite. Place one half on the elbow end of the forearm and use a pencil to mark where to drill a screw hole for the pipe section. This pipe section will form the socket of the elbow joint. It is important that when the screw fixing it to the forearm is tightened it does not press against the 10 mm dowel and bend.
discard this section 100°
Drill a 3 mm hole at the point you have marked in the pipe. Then carefully add a small counter sink. Use the bradawl to mark a start point for the screw as it goes into the 15 mm dowel. Sand the outer surface of the pipe.
cut
Mix up some epoxy glue and dab a generous amount on the end of the fore arm where the socket needs to be placed. Place the socket in position and fix it with a screw. Leave this to set. 15mm dowel epoxy glue
10mm dowel
Step 4 Drill a 6 mm hole in the centre of the 3cm length of 15 mm dowel. Be careful not to let the drill go all the way through. Drill another 6 mm diameter hole in the centre of the end of the remaining length of 15 mm dowel. Now use the 6 mm dowel as a peg to fix the two parts together. Check that the holes are deep enough so that the parts fir together snugly. When you are happy with the fit remove the peg, paint it with PVA glue and put the parts together again.
15mm dowel
6mm dowel
Leave them to set.
6
Key Stage 3 | Lesson plan 1 - MUSCLEs and bones
Step 5 Make sure all the parts have set, then use the bradawl to make starter holes as shown below. Screw the three screw eyes into these holes. These screw eyes will form the fixing points for muscle tendons. The fourth screw eye can be screwed into the ‘hand’ end of the forearm to provide a fixing point for the slot masses. screw eye 20cm
2cm
Step 6 The kit is now ready for use. Before you hand it to pupils you will need to add the following parts: • • • • •
Two long balloons Four small to medium cable ties Two or three thick elastic bands 60 cm of string Two 1 cm lengths of 10 mm diameter flexible PVC tubing – use the craft knife to slit them lengthways.
Final assembly instructions are given in Student Resource Sheet 1.1 – Build Your Own Elbow Joint. The completed and assembled kit should look something like the photo below.
