Service-Learning Unit Plan

Transcription

1 Title: I Like To Move It! Understanding the Muscular/Skeletal System Grade Level: 3rd Subject: Science Course: Duration: Semester Authors: Tiffani Ingram, LaTina Robinson Stage 1 Big idea and desired outcome Big Idea: Being physically active is important to our health both as children and as we age. Desired Outcome: Students will understand their personal responsibility and capacity towards self and others through the exploration of physical activity. Essential Questions (1-2, complex, provocative, ambiguous) How does understanding the healthy movement of joints help to promote and protect the muscular/skeletal system? How would you use information about muscular/skeletal systems to develop a program that addresses a genuine community need? -Reading: Identifying cause/effect, Summarizing main points after reading, Locating and choosing appropriate reference materials Knowledge and Skills -Math: Data Collection and Analysis (graphs) -Writing: Create a written and/or visual product. - Science: Develop an understanding of the form and functions of the skeletal, joint and muscle systems of the human body. 21st Century Skills:

2 -Communication Skills: When presenting information, distinguishing between relevant and irrelevant information. -Think/Problem Solving: Identifying key problems or questions, evaluating results, developing strategies to address problems. Vocabulary: Conceptual vocabulary: systems, patterns, disease Factual vocabulary: joints (hinge, ball and socket, gliding), skeleton, support, protection, locomotion, therapy -Health Goal 4: The learner will apply knowledge and behavior self management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. (4.06, 4.07) -Health Goal 7: The learner will demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. (7.04) NCSCOS Goals/Objectives -Health Goal 8: The learner will exhibit a physically active lifestyle. (8.01,8.02,8.03) -Science Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of the form and functions of the skeletal and muscle systems of the human body. (4.01, 4.02, 4.03, 4.04, 4.05) -Social Studies Goal 2: The learner will analyze the multiple roles that individuals perform in families, workplaces, and communities. (2.01) -Math Goal 4: The learner will understand and use data and simple probability concepts. (4.01) -Language Arts Goal 4: The learner will apply strategies

3 and skills to create oral, written, and visual texts. (4.02, 4.03, 4.05, 4.07, 4.09, 4.10) Stage 2 -Students will keep independent science reflection journals to record observations and notes that are monitored weekly by the teacher. -Students will complete vocabulary assessments on both conceptual and factual terms learned throughout the unit. Assessments: Formative and Summative Student Products and Performances -Students will conduct an exercise survey of themselves and of seniors in a nursing home and use the data to compose 4 different types of graphs. Have students discuss and compare data to determine the ability to exercise among various ages. -Students will complete a sort matching the body part to corresponding bodily actions. -Students will create an exercise video (or another service project, depending upon the needs discovered and the students' response to those needs) as a class that provides exercise ideas and identifies parts of the muscular/skeletal system. Stage 3 Pre-service Academic Learning Activities Investigation Academic Instructional Procedures and Activities Lesson 1 introduces the concepts and essential questions addressed in the unit. (Refer to the NCDPI science curriculum unit human body/goal 4) Investigation: Students will investigate the concept of the muscular/skeleton

4 Planning and Preparation system and the effect of exercise on the joints through discussions and presentations. Students will explore movement and how it relates to the muscles in the body by participating in various exercises. Students will explore the important issues of arthritis and obesity and how it affects their community during teacher directed language arts lessons. Students will complete an exercise survey (community needs assessment) of themselves and of senior citizens at a local nursing home. Preparation: See Lesson 1 for detailed preparation activities for the students. In addition, provide a letter to the seniors about the project and about the characteristics of 3rd graders. After learning about the genuine community needs, students will brainstorm ways to address those needs. One possible service activity would be for students to serve as exercise instructors to elderly residents in a local nursing home. Students would visit the facility three times during the school year. Service Activities Another possible service activity would be for students to record an exercise video for the senior citizens to use at the nursing home with the belief that seniors would be excited to watch and participate with young children. Another possible service activity would be for students to raise funds to purchase a Wii system for the nursing home facility and then train the seniors regarding how to use it. Post Service Option: If you are unable to arrange a nursing home partnership in the community, use this service opportunity to instruct your own school community. (i.e. another grade level or school at large) Students will plan a celebration for the seniors during

5 Closing/Demonstr ation Activities which they can demonstrate the product they created or provided. Students will write and send a thank you letter to the seniors and to the nursing home staff regarding what they learned. -Students will keep independent science reflection journals to record observations and notes that are monitored weekly by the teacher. Reflection Activities (share, process, generalize, analyze, evaluate) -Students will reflect through classroom discussion before and after key visits and communications with senior citizens and nursing home staff. During these reflections they will discuss the positive and/or negative aspects of their experiences and lessons learned or taught during their interactions. Materials Needed A partnership with a nearby nursing home or senior citizen apartment complex. Transportation Classroom supplies (see Lesson Plans) Possibly video camera and editing software Appropriate reading selections Journals

6 Big Idea: Being physically active is important to our health. Desired Outcome: Students will understand their personal responsibility towards self and others through the exploration of physical activity. EQ: 1. What is the purpose of the muscular/skeletal system in the human body? 2. How would you use information about muscular/skeletal systems to develop a program that addresses a community need? Lesson 1 NCSCOS: Social Studies Goal 1: The learner will characterize qualities of good citizenship by identifying people who made a difference in the community and other social environments. o 1.01: Identify and demonstrate characteristics of responsible citizenship and explain how citizen participation can impact changes within a community. Materials: pictures, post it notes, chart paper Vocabulary: service learning, community, character education Guiding Question: How can I use what I am learning to make a difference in my community? Activating Strategy: Find and Show pictures of various community problems that address community renewal, education, health, nutrition, energy, safety, or security. (Example: pictures of homelessness, poverty, poor eating choices, bullying, pollution, etc.) Students work in groups to jot down on post it notes any words that come to their minds. Post the comments on a piece of chart paper and have a brief discussion about what the students noticed. Explore and Explain: In the opening activity we looked at problems people face in the community. How could you address these problems? 1. Teacher will write the word service in the center of a web. He/she will explain that service is an action done to help someone else. Teacher will brainstorm ways the students can help others and list them on the web. 2. Teacher then explains that the students will be participating in a service learning project. The students will study the muscular/skeletal system in the human body. As they study this unit, they will also think of ways they can help or provide a service to someone in their community. 3. Explain to the students the benefits of participating in service learning.

7 a. Helps them understand what they are learning better. The service learning project will give the student a chance to use what they are learning in real life situations. b. Helps make learning interesting. As a student, you will be very involved in this learning process. You will be asked to share ideas and to participate with others. c. Helps develop your character. As a person, you need to demonstrate good character. Good character is a set of qualities that make someone interesting in a positive way. As you participate in this service learning project you can develop your character. You can show others that you are caring, compassionate, and respectful. You will also have the opportunity to demonstrate your leadership skills. d. Service learning will help you to understand that you can make a difference. 4. Explain to students that they will perform a needs assessment for their community. This needs assessment will relate to the unit of study. Before conducting the unit needs assessment, provide scenarios for student practice. Explore: Give different scenarios for students to provide solutions: (see below) Playground It is time for recess. Your teacher takes you to the school playground. You and your friends are so excited that you start to run. You accidentally fall and feel a sharp pain. You look down and see that your leg has been cut by a small piece of broken glass. After receiving a band aid, you sit on a bench and look around the playground. You notice pieces of paper, cups, old gum wrappers, and more glass. What can you do? Physical Fitness It s Saturday morning. You turn on the TV to watch your favorite cartoon. Soon you hear children outside riding their bikes and playing. You think about going outside but you quickly change your mind. My legs hurt when I ride my bike, you whisper. Then you look down and notice your shirt and pants are getting tighter every day. What can you do? Academic Your teacher says, Take out your pencils and write your name. As you are writing your classmate Chris has his head on the desk. For the last two weeks, Chris has not been prepared for school. Last week, he was out of paper. His homework is often crumpled because he does not have a notebook or book bag. Today he cannot find a pencil. Chris is a smart child and a good student. What can you do? Elaborate-Extending or Refining: Now that students have had the opportunity to develop solutions to possible community problems, link this to the service learning unit by conducting a survey.

8 1. Have students create an exercise survey. Example: How often do you exercise? Can you do the following exercise (s): Jumping Jacks, pushups? What factors encourage you to exercise? What factors discourage you from exercising? Record age range of person completing the survey. Students should complete the survey. Then they should have the nursing home residents complete it. 2. Plan a trip to a local nursing home. Remember to bring the surveys. Summarizing Activity: Before the visit: a. Teacher: Speak with the volunteer coordinator at the nursing home to explain the service learning idea. Ask if students can survey the participants. Discuss logistics. Think about the following: Do you want students to visit room to room? Do you want nursing home participants in a centrally located room? Do you want students paired with a particular nursing home participant each time or can it be random selection? How long will the visit occur? Do you want your students to bring a gift for the participants? Such as hand-made cards or pictures? b. Pre-reflection questions: Why is physical activity important to our health? How can we help someone who has limited body movement? c. Describe a nursing home to the students: the purpose of it, what they may see, hear, etc. d. Brainstorm with students possible challenges they may face prior to arrival. Try to include students in the planning process as much as possible. During the visit: a. Meet the participants. b. Have a getting to know you activity led by one of the students. Or at least prepare students on how to introduce themselves or starting conversations. c. Students should survey each participant. d. Present a gift or token of appreciation for their time. After the visit: a. Reflect on what you learned. Review the data and organize it into four different graphs. b. Decide on a plan for how students could meet the genuine needs discovered through the survey. c. Discuss what you are studying and how it will connect to the service learning project. 1. Do you feel service learning is important? Explain. 2. How will service learning benefit you and your community? 3. Do you feel like you can make a difference in the genuine needs that have been identified?

9 Appendix Background Knowledge for the Teacher: Service-Learning is a teaching and learning tool that connects school based curriculum with community needs. The definitions above are written in kid friendly terms. High quality servicelearning can be better understood by going to and exploring the free resources available. Character Ed - purposely teaching attitudes, beliefs, and behaviors to students to help them understand good values. Service learning provides opportunities for students to demonstrate positive values and/or skills. When teaching this unit you may see students exhibiting leadership, caring, compassion, empathy, respect, determination, creativity, etc. Service Learning Terms-Kid friendly terms Service learning- Connecting what students learn in school with concerns they may have or opportunities they may see in their world. Community- Places or people you select to help improve relationships, provide a service, or solve a problem. Your community can be on campus or offsite. Good character - is a set of qualities that make someone interesting in a positive way.

10 Big Idea: Being physically active is important to our health. Desired Outcome: Students will understand their personal responsibility towards self and others through the exploration of physical activity. EQ: 1. What is the purpose of the muscular/skeletal system in the human body? 2. How would you use information about muscular/skeletal systems to develop a program that addresses a community need? Lesson 2 NCSCOS: Science 4.05 Observe and describe how muscles cause the body to move. Materials: jump rope, hula hoops, balancing object, measuring tape, cones, student science/service reflection journals, post it notes, and chart paper. Prepare a sheet of chart paper with the following listed: jumping jacks, sit ups, toe touches, pushups, squats, windmills, arm circles, leg lifts, walking, running, stretches, single leg hops, jump rope, skipping, high knees Vocabulary: Skeleton, muscles, joints, bones Guiding question: What makes the body move? Activating Strategy: Give each student a copy of the exercise survey to complete individually. Ask students to complete page one only. Data collection: After completing the lesson students will compute the number of students who believe they can perform each exercise listed. Students will record the number of students for each exercise on a large chart paper. Keep this paper for later use. Example: Name of Exercise Number of Students Jumping jacks 18 Sit ups 14 Toe touch 20 Push ups 14 Explore and Explain: Students will travel through 4 exploration stations to explore the use of muscles in daily activities. (Note: Teacher may select suggested outdoor activities found at the end of this lesson). Students will reflect on each exercise performed with the reflection question below.

11 Science/service reflection Journals: Students will answer the following question at the completion of each station: What muscles did you use for activity? (Example: What muscles did I use for activity 1?) Suggested Exploration Stations (Teacher needs to determine how long students stay at the stations. Provide equal amounts of time.) 1. Toe Touch: Students will raise arms. Bend and touch toes 10 times. 2. Squats: Students will bend their knees as low as they can go as they return to the upright position; repeating this actions 10 times. 3. Jumping Jacks: Students will do jumping jacks for a maximum of one minute. 4. Flamingo: Students will stand on one foot. Optional Exploration Activity for OUTDOOR use or large space: 1. Jumping rope: Students will jump for a maximum of one minute per person depending on size of group. 2. The Balancing Act : Students will walk from one given location to another while balancing a steady object on their heads. 3. Frog hops: Students will start behind a marked line to measure the distance of a jump (similar to the long jump/use cone for a designated starting point and an additional cone to mark distance jumped. Use measuring tape to determine distance of jump.) 4. Hula hoop: Students will hula hoop for a maximum of one minute per person depending on size of group. Class Discussion: Why were you able to complete these activities? What did you feel? How do you think a senior citizen would feel while trying to complete these activities? Explain to students that there are many different ways by which our body can move. Movements include stretching, bending, twisting, turning, shaking, or swaying. Our next activity will help to demonstrate how our body can move. Elaborate-Extending or Refining: Students will complete a sort matching the body part to corresponding bodily actions. See appendix 1: Movement Sort at the end of this lesson. Invite a trainer from the YMCA (or a physical therapist from the nursing home) to talk about various ways their organization assists with being physically active for the elderly. Explain to the trainer your service learning project. Ask the trainer to give ideas of how the students can help design exercises appropriate for the elderly. Prior to this presentation the teacher/students will: A. Prepare interview questions with your students. B. Decide how many questions will be asked and by which students. C. Teach and practice listening skills. After the presentation students will: A. Discuss how you can use the information shared by the YMCA trainer to help you design appropriate exercises for the participants in the nursing home. B. Write your ideas in your science/service reflection journal.

12 Summarizing Activity: Students will individually reflect on what they learned during the lesson. On a post it note write down one thing you learned today. Write down one question you would like answered. Students post their comments on the parking lot. How to create a Parking Lot: The teacher should write the words Parking Lot at the top of a piece of chart paper. Students will post comments and questions on the parking lot by using post it notes. Refer to parking lot as the lesson continues to monitor and adjust instruction. Big Idea: Being physically active is important to our health. Desired Outcome: Students will understand their personal responsibility towards self and others through the exploration of physical activity. EQ: 1. What is the purpose of the muscular/skeletal system in the human body? 2. How would you use information about muscular/skeletal systems to develop a program that addresses a community need? Lesson 3 NCSCOS: Science 4.01 Identify the skeleton as a system of the human body Describe several functions of bones: support, protection, and locomotion. Materials: skeleton diagram (transparency and student copies), overhead, large butcher paper, crayons/markers Vocabulary: skeleton, bones, torso, skull, backbone, vertebrae, spinal column, support, protect Guiding Question: What do bones do for your body? Activating Strategy: Teacher will lead the students in a game of Simon says my bones. Teacher will call out a movement for the students to perform that directly relate to different bones of the body. Ex: Simon says my bones can do jump and jacks. As students are completing each action called, have them call out the parts of the body that aid them in completing the action. The teacher will then call out the final action to students (Simon says pretend you have no bones). As students complete this final action, have them think for a minute on the movement perform in this action.

13 The teacher will then have students to imagine building a house. Ask students: What does a house need to stand (a foundation). Teacher will connect the concept of a house and its foundation to the bones as a foundation for the body. Explore and Explain Discuss the Skeleton as a system of the human body. (It is the framework that supports and protects the body. It also works with our muscles to move our body. We have 206 bones in the adult skeleton.) Discuss that the skeletal system is one of many systems in the human body. Identify the four main parts of the skeleton. Discuss how bones give the body shape. Use the transparency of skeletal system (appendix 2) to label the major bones in the body. Discuss how bones change as you age. (Refer to NCDPI for lessons that support this content) Elaborate-Extending or Refining: Divide class into 4-5 groups. Give students a piece of large white butcher paper. Have one student from the group lay down on the paper as the students trace the outline of their body. Students will then draw and label the major bones of the body on their large diagram. The diagram will be used throughout the next series of lessons; as students will add both the joints and muscle representations to complete their body. Summarizing Activity: Have students trace their hand (fingers spread apart) in their science service reflection journals. On their hand they will answer this question: What do bones do for your body? After answering the question, students select one person to give a high five. This person becomes their partner. Partners both share their answers.

14 Big Idea: Being physically active is important to our health. Desired Outcome: Students will understand their personal responsibility towards self and others through the exploration of physical activity. EQ: 1. What is the purpose of the muscular/skeletal system in the human body? 2. How would you use information about muscular/skeletal systems to develop a program that addresses a community need? Lesson 4 NCSCOS: Science 4.03 Describe the functions of different types of joints Hinge Ball and Socket Gliding 4.04 Describe how different kinds of joints allow movement and compare this to the movement of mechanical devices Materials: Pre-made index cards labeled with the following: Front: Back: Vocabulary: movable joints, immovable joints, hinge, ball and socket, gliding, flexibility Guiding Question: How do joints allow the body to move? Activating Strategy: Students will turn and talk to a partner on the question: How does a door open and close? Have them to discuss their ideas with each other and present these ideas to the class. Teacher will connect the concept of a door opening and closing to movement of the joints in the body. Explore and Explain Discuss that Joints are needed to provide flexible connections between bones. Discuss two categories of joints; immovable joints and movable joints.

15 o Immovable joints are places where bones fit together too tightly to move. Movable joints are places where bones can move easily. o These types of joints are: gliding joints: allow some movement in all directions and can be found in the hand and wrist ball-and-socket joints: allow bones to move back and forth, in a circle, and side to side hinge joints: allow bones to move back and forth in one direction. (Refer to NCDPI for lessons that support this content) Discuss what happens to joints as you age. Elaborate-Extending or Refining: (Use pre-made index cards here. Place them with the body parts side face up) Students will play the game How do my body parts connect. The teacher will lay the index cards around the room in a circle body part side faced up. The teacher will play music as students walk from card to card. The students will continue to walk in a circular pattern until the music stops. When the music stops, the student will look at the body part displayed on the front of the card. The student will either choose gliding joints, ball-and-socket joints, or hinge joints to correspond to the body part seen. Once students have identified the joint, the teacher will call out 1, 2, 3 as students check to see if their responses were correct on 3. Continue this game for several rounds. Depending on the service activity chosen by the students, at this point they should develop it further. If they have decided to develop an exercise sequence for the elderly at a local nursing home, they will work together in teams to begin to prepare an exercise sequence to present during their 3 visits to the nursing home (in addition to their initial visit to survey). This sequence of exercises would include 3 warm up exercises, 5 drill exercises, and 3 cool down exercises that would be appropriate for elderly age participants. Students will research appropriate exercises for their sequence by using the results from interviews with the YMCA trainer and/or the nursing home's physical therapist, the internet and/or FitTv.com exercise video clips as a model of how exercise instructors present. Have them record these exercises in their science service reflection journals. Teams will then present their final products to their class for feedback as they explain why these exercises were chosen. The class will then select the best exercises to use to fit their warm up, drill, and cool down sequence. Note: -Students will use the pre-service exercise survey as a guide for choosing appropriate exercises for the sequence. -Students will be reflecting on the appropriateness of the exercises chosen after each visit to the home after receiving feedback from the participants at the close of each session/visit. They will keep a record of this in their science service reflection journals. -Students will use this learning sequence to complete an assessment product at the end of the unit plan. They will create an exercise video as a class that displays the sequence presented for distribution to the nursing home visited or other nursing homes in their community at the close of their unit.

16 Summarizing Activity: Students will be asked to imagine that they have the joints of a senior citizen. Have students use the content learned from the lesson to provide reasoning for what would happen in this case. Students would write an analogy using the stem If I had inflexible joints I would be like a because. to address the importance of joints in our bodies. Have them record this analogy in their science service reflection journals. Big Idea: Being physically active is important to our health. Desired Outcome: Students will understand their personal responsibility towards self and others through the exploration of physical activity. EQ: 1. What is the purpose of the muscular/skeletal system in the human body? 2. How would you use information about muscular/skeletal systems to develop a program that addresses a community need? Lesson 5 NCSCOS: Science 4.05 Observe and describe how muscles cause the body to move. Materials: rubber band, elastic, balloons, silly putty, Venn diagram Vocabulary: skeletal muscles, cardiac muscles, smooth muscles, tendon, biceps, triceps, involuntary muscles, voluntary muscles, and arties. Guiding Question: How do muscles cause by body to move? Activating Strategy: Students will be given 4 items that stretch to examine: rubber band, elastic, balloons, and silly putty. Place students in groups of 4-5 as they explore these items. Have students to talk about the word stretch in relation to these items. Have them discuss their thoughts with their group and then together as a class. Teacher will connect these items used to the concept of muscles and how they cause the body to move. Explore and Explain Discuss the parts of the arm that cause it to move and how bones cannot move alone and that they need a muscle to help them. Discuss that the muscles that are attached to and move the bones.

17 o Skeletal muscles: attached to bones by a tough cord called a tendon and pull bones to move them. o Cardiac muscle: contracts, it squeezes blood out of your heart through the arteries o Smooth muscles: make up the internal organs and are not attached to the bones. Smooth muscles are in the stomach and intestines. Discuss involuntary muscles: an involuntary muscle causes movements you cannot control and voluntary muscles: voluntary muscles cause movements you can control. Discuss the names of the muscles in the upper arm o Biceps and Triceps (Refer to NCDPI for lessons that support this content) Elaborate-Extending or Refining: Students will complete a Venn diagram to compare bones (learned in previous lesson) and muscles. Students will use this information to write a short paragraph that tells how bones and muscles are alike and how they are different. Students will visit the Millis Health Center as an extension to the content taught from lessons 3-5 and the NCDPI unit plan. The Millis Health program entitled: DYNAMIC DUO is a program designed to explore the relationship between the skeletal and muscular systems. Kids utilize their own bones and muscles during a Boney Hokey Pokey competition. The program concludes with a round of computerized Dynamic Duo Game Show Jeopardy using our Wireless Student Response System. Summarizing Activity: Students will get into pairs and use the rally robin strategy to call out facts learned in the lesson about the muscles. The teacher would then call on random pairs of students to talk about one thing learned in the lesson and ask them to give a brief overview of this concept (whole group).