STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
Tier 1 Extension _x__
Tier 2 Integration ____
Tier 3 Problem Solving ____
Title: ____Bones, Joints, and Models___________________________ Grade__________________________
Assessed
STEM
Standards
Content
Science (Next
in the
Lesson
Each force acts on one particular object and has both strength and a direction. (3-PS2-1)
Generation
Science
The patterns of an object’s motion in various situations can be observed and measured. (3-
Standard)
PS2-2)
Technology
(International
Standards for
Technology in
Educ.)
Engineering
Develop models to describe phenomena. (MS-PS1-1, MS-PS1-4)
X
Generation
Define a simple design problem reflecting a need or a want that includes specified criteria for
X
Science
success and constraints on materials, time, or cost. (3-5-ETS1)
(Next
Standard)
Mathematics
(Common Core
State Standard)
Literacy
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to
(extension)
locate an answer to a question quickly or to solve a problem efficiently. (5-PS11)
W.5.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic. (5-PS1-2),(5-PS1-3),( 5-PS1-4)
W.5.8 Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
Essential Learning Objectives:
Understand that:

Bones, muscles and joints work together to perform movement.

Every time you move something, you are using a force.
Know:
Be able to:

Humerus

Follow the steps of the design process.

Radius

Construct a model that throws or kicks

Ulna

Femur

Patella

Tibia

Fibula
Acceptable Evidence:
What would you have to observe to believe that the students have mastered the objective? What product or activity would
provide proof that the students can use this knowledge and these skills to show that they understand?
Acceptable Evidence (rubrics to be written):
Students will be able to:

Accurately represent and label bones and joints on a model.

Construct a model that successfully demonstrates the task.

Complete the process known as the engineering design process.

Explain how the model compares to the bones and joints in a human arm or leg.
The Lesson/Unit Focus:
The Challenge:
What is the sentence or question that sums up the specific learning challenge students will undertake?
Given minimal supplies, design and build a model (with labels) that can demonstrate the movement of an arm throwing or
a leg kicking and be able to explain how the model compares to the bones and joints in a human arm or leg.
Summative Assessment Criteria and Scoring Guide:
(Criteria match the “acceptable evidence” listed
above.): What is the language that best describes the expected evidence that meets the learning expectation (3-Meeting)?
What language describes evidence that surpasses the expectations (4)? What language describes evidence that has not met
the expectations (1-Basic, 2-Approaching)?
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
Criteria
1-Basic
2-Approaching
A model of a
throwing arm or
A model of a
kicking leg is
Construction and
throwing arm or
constructed around a
demonstration of
kicking leg is
joint. The model
model
constructed and is
cannot successfully
lacking a joint.
demonstrate the
action of
throwing/kicking.
3-Meeting
A model of a
throwing arm or
kicking leg is
constructed around a
joint and successfully
demonstrates the
action of
throwing/kicking.
4-Surpassing
A model of a
throwing arm or
kicking leg is
constructed around a
joint and successfully
demonstrates the
action of
throwing/kicking 3
different ball sizes.
Group notes illustrate
the design process
Group notes illustrate
The group was not
Design process
able to share notes
illustrating the use of
the design process.
the design process
Group notes illustrate
was followed: state,
the design process
ask, brainstorm, plan,
was followed: state,
create. Notes also
ask, brainstorm, plan,
suggest there was no
create, test.
testing of the model.
was followed: state,
ask, brainstorm, plan,
create, test.
Additionally, notes
indicate that
improvements were
made to the model
following tests.
These rubrics would be used if this lesson was also integrating (tier 2) literacy or science.
Every member of the
group is able to
Every member of the
explain how the
group is able to
model works and can
Explanation of model
Half of the members
Every member of the
explain how the
compare it to the
and comparison to
of the group are able
group is able to
model works and can
respective bones and
human bones and
to explain how the
explain how the
compare it to the
joints of the human
joints
model works.
model works.
respective bones and
body. Every group
joints of the human
member can
body.
contribute a unique
perspective on the
comparison.
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
The major bones
Representation and
labeling of bones and
joints
Labels of the major
(humerus, radius, ulna,
bones represented by
femur, patella, tibia,
the model are missing
fibula) represented by
or incorrect. Labeling
the model will be
of joints is missing or
accurately labeled.
incorrect.
Labeling of joints is
missing or incorrect.
The major bones
The major bones
(humerus, radius, ulna,
(humerus, radius, ulna,
femur, patella, tibia,
femur, patella, tibia,
fibula) and joints
fibula) and joints
represented by the
represented by the
model are accurately
model are accurately
labeled. Additionally,
labeled.
some muscles are
labeled.
Planning for Implementation:
Pre-Assessment:
What pre-assessment questions and/or probes will offer insight into what students already know about the unit content and
what background knowledge will be needed? Describe pre-assessment.
In pairs, participants will act out throwing and kicking, observe the action that takes place in each other’s movement of arms,
legs, and joints and take notes to identify the bone and joints involved.
What is a model? (show a visual model of a joint)
Lesson Plan
What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives be
met and acceptable evidence be generated? Describe the sequence of events.
Group members will follow the design process and take notes regarding their progress:

The group members will agree on a statement that summarizes the design problem.

Group members will ask questions to help illuminate what needs to be known and understood in order to proceed
with the design (bones, joints, materials, group process, individual tasks and contributions)

Group members will gather the answers to the questions just asked so they have all the information needed.

The group will imagine various options and brainstorm ideas.

The group will make a plan.

A model will be created.

The model will be tested.

Based on testing, improvements to the model will be made.

Group members will label the model and each will work on providing a thorough explanation and a unique
perspective.
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
Formative Assessment:
What is the learning that will need to be “checked” during the lesson to be sure students have a secure understanding of
important content. Describe assessment.
Bones and Joints: Invite pairs of group members to check each other on their accuracy regarding the names of the bones
and joints to be labeled on the model.
Design process: Let each group self-assess themselves using the design rubric. (Thumbs up: Where are you in the process?)
Student Engagement
What can be planned to help make this unit relevant to all students?

Discussion of participant experience using bones, muscles and joints to throw and kick.

Review of LeBron Asks what muscles do we use when shooting a basket?: http://www.khanacademy.org/science/lebronasks/v/lebron-asks---what-muscles-do-we-use-when-shooting-a-basket
What supports will be offered so all students will be successful?

Assisting students think about designs (using design cycle).

Sharing information sources that provide bone and joint names and locations.

Constructing student groups with attention paid to good group dynamics.
What are ways to validate and recognize STEM capable learning?

Recognize team work, observational skills, translation of understanding to a model, creativity

Allow students to share their completed work or their partially completed work as they attempt completion

Recognize different ways of attaining results
STEM Careers
What career paths can be connected?
Medical fields, illustrators, athletes, architects, engineers, artists, building prosthetics, physics, nuclear engineering, teaching
physics
What career resources can be shared?
Prosthetics & Orthotics Awareness : Biomedical Engineering You Tube Video
http://www.aps.org/programs/education/undergrad/faculty/video-teach.cfm
http://www.nationalstemcentre.org.uk/elibrary/collection/185/institute-of-physics-careers-clips
http://www.youtube.com/watch?v=3bnMBhO0LnU
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
Time and Materials:
How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will
enhance learning?
Craft sticks
Pipe cleaners
Rubber bands
Paint stirrers
Bottle caps
String
Paper towel tubes
Various sizes and weights of balls
Resources:
What resources are available? What resources are needed? What resources will enhance learning?
Muscle Names: http://www.wisc-online.com/Objects/ViewObject.aspx?ID=MEA204
Bone Names: http://hes.ucfsd.org/gclaypo/skelweb/skel03.html
http://download.autodesk.com/global/docs/maya2013/en_us/index.html?url=files/CSS_Joints_and_bones.htm,topicNumber=d30
e277286 Creating a bone and joint connection
http://www.heart.org/idc/groups/heart-public/@wcm/@fc/documents/downloadable/ucm_306500.pdf (Moveable Joints
Charades)
http://www.ehow.com/how_12119660_make-model-bone-joint.html (Creating a bone and joint)
Possibilities for Further STEM Connections:
What additional extensions (Tier 1), integrations (Tier 2) or problems to solve (Tier 3) could be possible?
Tier 1 Bones, Models and Technology: Construct the model using modeling software
Tier 1 Bones and More Science: Explore Newton’s First Law of Motion with the models.
Reflections (after implementation):
Student Self-Reflection (suggested questions)
1.
I used the following practices (engineering, math) and cross-cutting concepts…
2.
I contributed in the following way(s)…
3.
I learned the following new information….
4.
Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas…
Author(s)________STEM TQ Facilitators__________________ School/District___________________
Date _____July 15, 2014_____________
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
BUILDING A MODEL (Representing a Human Joint)
Students will build a model that can demonstrate the movement of an arm throwing or a leg kicking and be able to explain
how the model compares to the bones and joints in a human are or leg. Finally, they will manipulate their model so that it
pushes (throws) a small object at a target (from a specific distance).
Materials
With the materials provided to your group, you are to construct an “arm” that will allow you to first, raise a weight a distance
of 10 cm from a flat surface. Then you will use the arm to project a small object at the target you have been given.

Wood sticks or rulers

Brads or fasteners

Rubber bands or string

Spring scales,

Pictures for targets

Small cups

Small weights

Projectiles such as ping pong balls or marshmallows

Tape
Design
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STEM TEACHER QUALITY
Planning Outline: Bones, Joint, and Models
Design Space
Communicate Results
What was an “Ah, Ha” moment for you? How successful was your model?
How did you have
to alter your creation to improve it?
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