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Do you know what you need?

Author: Jay Wentworth
Date Created: 1/31/2004 10:45:39 PM EST

VITAL INFORMATION
Subject(s):
Health, Physical Education, Technology

Topic or Unit of Study:
This is a human body/anatomy unit. The unit would start with the feet and cover the human body from the bottom up. This particular lesson is on the knee.

Grade/Level:
3-6

Objective:
The objective of this lesson is to familiarize the students with the physical structure, function, common problems, injuries and technologies which assist or harm the human knee joint. The students also will help students realize what types of activities can help strengthen, and/or harm the knee.

Summary:
After the lesson the students should be able to identify all main parts and functions of the human knee. They should also be able to describe how specific injuries may occur, and how they can be fixed.

IMPLEMENTATION
Learning Context:
The larger unit considers the human body, and it's functions from the botom up. The kids will start with the feet and the ankles followed by the knee. After this lesson they will proceed to the hip.

Procedure:
1.) The lesson should be begun by having all the students in the class find their knee, and draw a picture of what they believe it looks like inside.
2.) Following this you should ask all the students what the purpose of their knee is.
3.) Following this discussion leave the answers on the board. When the students are prepared go over the basic structure of the knee including the major ligaments, the meniscus, and the bones.
4.) The students should now be counted off by sixes, to form six separate research teams. The children will now become doctors.
5.) Using the hotlist provided each group should be assigned a major ligament(MCL,ACL), the meniscus, or the bones. The last to groups should review common knee injuries, and ways to heal the knee with therapy and/or technology.
6.) Each group should form a short presentation on the function of their part of the knee, and it's location. (a plastic knee model should be provided.)
7.) Give the students around a half an hour to do research. The final two groups can even form a play, or act out common activities which can hurt the knee. How they show this should be up to them.
8.) A recommendation for the technology team is to act out prescribing a brace, or therapy to a patient, but again, this is just a suggestion, let the children decide what they wish to do.
9.) after the presentations conclude have students brainstorm about what risks people take with their knees, and or what their knees go through on a daily basis.
10.) Follow-up: Their are two possible follow up activities to this lesson. First have the students draw a new picture of the inside of their knee, and compare it to their original drawing, were they close? were they very far off? what did they learn?
Follow-up #2: Have the students write a story about someone injuring their knee. Have them include how they injured it, what specific part was injured, and how it was healed.

Differentiated Instruction:
Students with special needs can be easily accommodated for in this lesson. First off, special ed students can use diagrams of knees and pictures to better explain what they have learned. Also, if a child is physically handicapped, this lesson can be easily understood spoken as well as written. A English learner can easily draw and act out things in this lesson. This lesson easily adapts to low English understanding since most web pages can translate, and much is done with acting out, pictures, and diagrams. Due to the active participation and self identification in this lesson I also believe that at-risk learners will enjoy and engage in this activity.

Sample Student Products:
A good sample product would be a drawing of your own knee to show the students, or an example of a self knee injury.

Collaboration:
Students will work collaboratively. Students will work in groups of 4.

Time Allotment:
2 class periods. 40 Min. per class.

Author's Comments & Reflections:
Help the students understand the three dimensional structure. The knee model is VERY important!! This will help show alot of the three dimensional aspects of the knee. Don't give anything away, all can be found easily in student research. If the students are having trouble with their presentation, give them a creative idea.

MATERIALS AND RESOURCES
Instructional Materials:
A handout of a labeled knee would be good to have if web pictures are hard to follow. Provide materials for possible knee "mini-plays".

Links:
 1.  Do you know what you kneed?
Hotlist for the knee links.

Resources:
bulletif students are untrained in either of the above, other students may assist them in learning or they may ask questions.
bulletThe number of computers required is 1 per 4 students.
bulletTechnology resources:
Internet Explorer, Word
bulletMaterials and resources:
Crayons, markers, paper, overheads. Overhead projector, knee model.
bulletStudents Familiarity with Software Tool:
Students should be quite familiar with iexplorer, and word.

Attachments:
 1.  Web evaluation
An evaluation of an important website you kneed!!

STANDARDS & ASSESSMENT
Standards:
USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
• Grade : Grades 3-5

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
 Performance Objective 3: Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
 Performance Objective 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
 Performance Objective 10: Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

MI- Michigan Curriculum Frameworks
• Subject: Technology
• Standard 2: Using Information Technologies Using Information Technologies
All students will use technologies to input, retrieve, organize, manipulate, evaluate, and communicate information.
• Key Idea: Evaluate
• Grade LE - Later Elementary
 Performance Benchmark 4: Evaluate information received through technologies.


Assessment/Rubrics:
Rubrics:
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