# Responding to Events 2

4 teachers like this lesson
Print Lesson

## Objective

Students will be able to use resources to create a model joint that is structurally correct and will function.

#### Big Idea

Run. Kick. Throw. Dance. It's all in a days work for a joint.

## Teachers' Lounge

In this lesson, we will be using resources to investigate the structure and function of a joint and creating a working model.

## Ready...Set...Engage

3 minutes

Learning Goal:  Use resources to create a joint that is structurally correct and functional.

Opening question: How does a joint work?

Students come in the room, get ready (get their stuff), get set (get settled in their seats), and engage in writing the learning goal and answering the essential question on the board. Once the students have completed writing their answer, I ask them to share their ideas with their partner.

Follow the links to learn more about the beginning of class strategies and ROCK STAR scientist tickets.

## Hook

5 minutes

For the hook today, I try to get students to understand the importance of joints in the body.  I ask them to stand up and then pretend that they don't have any joints.  Then I state that a mountain lion has just walked into the room and they need to react...but they don't have any joints.  It's pretty funny to see what happens because the kids realize that they can't move and use all sorts of different facial expressions trying to move.

Once the kids are seated, I ask them about the purpose of the joints and see what connections they can make between the experience they just had and the knowledge they gathered yesterday.  I introduce the object of the day which is to understand the joint and create a working model.

## Focus

5 minutes

The purpose of this section is to give students the skills to gather the right information they need to make their models. I let them know that we are going to be making a structure-function chart in their notebooks.  For this chart I give them the name of the part and the material we are using to create it.  Their initial job is simply to use the resources to find details to describe the structure and function of the parts.

 Part Structure Function Material Reasoning Bone Toilet paper roll Muscle Tissue paper Tendon Rubber band Ligament Paperclips

I show them how to make their table and describe the information that goes in the structure function columns.  Then I display my thinking about the connection between structure and function by using other parts like the stomach and the spinal cord.

## Independent

10 minutes

First students use some independent time to complete their notes.  In my class we have a reading on joints in our textbook, but you could use a reading from cK-12 like this one on Skeletal System Joints or a different reading.  The important information needed in the reading is that it contains the information that the students will need to fill in their table.

I walk around the room ensuring that the students are completing the task.  I like to use a strategy called "praise, prompt, leave" when I'm spot checking.  In this strategy, the teacher points out something the student is doing well, gives a scaffolded cue for the next step, and then walks away.

 Name Structure Function Material Reasoning Bone Toilet paper roll Muscle Tissue paper Tendon Rubber band Ligament Paperclips

## Collaborative

20 minutes

Once students have the information they need, I show them the supplies they have at their table to create their model.

• Toilet paper roll
• Tissue paper
• paper clips
• rubber band (cut in half)
• Tape
• Scissors

I remind students their job today is to create a model of a joint that can move to respond to an event.  I put this success criteria checklist on the board.

____ We showed the bone, muscle, tendon, and ligament.

____ Our joint works!  I can move the muscle to move the bone.

____ We labelled our parts.

I then let them get to work, walking around the room, using praise, prompt, leave to keep the students challenged and engaged.  If students finish early, I give them an additional challenge like, "How would the body move this bone back?"

## Independent

5 minutes

The purpose of this section is for students to think about the materials we used and the connection between structure and function.

Once the models have been made, I demonstrate a few, pointing out some things that I liked about the way they were created.  Then I ask the students to return to their structure/function charts.

 Name Structure Function Material Reasoning Bone Toilet paper roll Muscle Tissue paper Tendon Rubber band Ligament Paperclips

I remind them that we aren't quite done yet because we haven't explained why those materials were used over other materials.  For examples, why did I choose a toilet paper roll over clay?  What does a toilet paper roll have in common with a bone?  I ask them to explain the reasoning behind each choice.  Again, I walk around to help cue thinking.  This is a task that advanced students find easy, but special ed students find very difficult.  It is important to locate the students that need support so that they don't give up.

## Closure

2 minutes

My closing question today is how do joints let you respond to events.  I have the students answer these on post-its and stick them to the door on the way out.  This is an important check because it is the only way I have to tell today that students have understood the main idea.

Read more about the critical procedures used in a successful closure here and in my reflection.