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Revision of Olympic Motion (C) from Tue, 01/26/2010 - 04:04

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 7
  Time:
  Last Updated: 02-11-2010
     
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NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/7/Focus on Life Science
1.0 All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept: a. Students know cells function similarly in all living organisms. b. Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. c. Students know the nucleus is the repository for genetic information in plant and animal cells. d. Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. e. Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. f. Students know that as multicellular organisms develop, their cells differentiate.
 
BRIEF DESCRIPTION
Students will learn about motion and their body at two different levels: cellular and muscular. Students will examine human blood to identify its basic components and will conduct a test to determine their reflex reaction time. Students will also create a flow chart to show the role of cells in muscle contraction.
 
PROCEDURES
 
Goal(s):
Students will learn about motion and their body at two different levels: cellular and muscular. Students will examine human blood to identify its basic components and will conduct a test to determine their reflex reaction time. Students will also create a flow chart to show the role of cells in muscle contraction.
 
Specific Objectives:
Students will be able to:
1. Ask scientific questions.
2. Examine human blood to identify four basic components.
3. Conduct a test to determine how fast their reflex is.
4. Analyze results of a test to make conclusions.
5. Create a flow chart to show how the role of cells in muscle contraction.
 
Required Materials:
The NBC Learn Video: Olympic Motion, one microscope for each group in class, one prepared slide of human blood for each group in the class, one ruler for each group in the class, paper and pencils.
 
Anticipatory Set (Lead-in):
Hold up a piece of paper. Tear it. Ask students if the paper can repair itself? Ask students if the paper would be stronger than before if you taped it back together. Ask students to think about their muscles. Ask what makes muscles so amazing? Discuss answers. Tell students that muscles are able to heal themselves and they can be stronger than before the injury. Tell students that muscles help us move but there are all types of movement going on in our body. Ask students to think of other things that are moving in our body. Discuss answers. Tell students they are going to see a video about motion and our bodies. View the NBC Learn Video: Olympic Motion.
 
Lesson Plan Procedure:
1. Tell students to think about movement. There are two types of movement that involves the human body: the kind that we can see without any microscope and the kind that we need a microscope to see.
2. Review with students the Olympic champions who were given as an example in the video. One was very good at speed, (Celski, U.S. speed skating team) one had incredible strength, (Julie Chu, U.S. hockey team), one was very agile (Rachael Flatt, U.S. figure skating team), and one had excellent control (John Shuster, U.S. curling team).
3. Tell students that all the athletes used motion in what they did. They are able to coordinate their muscles and nerves to do amazing things with their bodies. Explain to students that they are going to do two activities to learn about two different aspects of their body’s movement.
4. Ask students if they remember from the video how cells are involved with movement. Discuss answers.
5. Tell students that blood contains the following components: red blood cells, white blood cells, platelets, and plasma. Each part of the blood has a job to do. Red blood cells are responsible for carrying oxygen to the body. White blood cells help to fight infection. Platelets help your blood to clot (when you get a cut). Plasma consists of water and many substances that your body needs such as proteins and salts.
6. Prior to the lesson, have prepared slides of human blood ready to give to students (order them rather than prepare them yourself).
7. Tell class to work in groups of 4-5 students. Provide one microscope to each group of students.
8. Tell students to take turns as they examine the blood. They should look for the four major components: plasma, red blood cells, white blood cells, and platelets.
9. After examining the slides under a microscope, have students draw exactly what they see. Students should label each component and include a brief description of what its role is.
10. Encourage students to share their drawings with others in the class to see if they see similar pictures.
11. Next, tell students that they are going to do a test to see how quick they are. Like the athletes, they must be fast, agile, and have good control for this activity.
12. Ask students to work in their same groups. Give each group a 12” ruler. In each group, have one person hold the ruler near the end (highest number) and have another person (student #2) put his or her hand at the bottom of the ruler; ready to grab the ruler when it drops. Note: They should not be touching the ruler.
13. The first person should give a warning of 5 seconds before they drop the ruler. Student #2 should catch the ruler as fast as they can after it is dropped. Tell student #2 not to let go and to keep their fingers right where they caught it so that the group can record the exact spot (inches or centimeters) where the ruler was caught. Each person in the group should do this test three times to get an average score.
14. Tell students to work with the other groups to answer these questions: Who was the fastest in the room? Who was faster, the boys or the girls? On the average, did the scores improve with practice? What about age? Who was faster, the older or the younger students in the classroom?
 
Closure (Reflect Anticipatory Set):
Review with students the types of movement that are associated with their body. Discuss movement that they can see and movement that they can’t see without the aid of special equipment. Ask students to think about the importance of the unseen motion in their body and how it affects the motion that we can see. Tell students that it is the coordination of muscles and nerves that help the Olympic athletes do what they do so well.
 
Assessments & notes
 
Plan for Independent Practice:
Tell students that they are going to review the information in the video as well as do additional research to create a detailed flow chart of how individual cells work together, with other components of the blood, to cause a muscle to contract. Remind students that the flow chart should clearly show that we need all of the molecular parts (the movement we can’t easily see without special equipment) to work together in order for a single muscle to contract. Students should be specific about labeling each part of the flow chart including the specific muscle that is contracting.
 
Assessment Based on Objectives:
1. Create a checklist to notate students’ questions and participation in group activities.
2. Create a rubric to assess student’s drawings of the components of blood.
3. Begin the next lesson with the quiz, “Olympic Motion”. (See attached quiz)
 
Possible Connections to Other Subjects:
Math: Graph the results of the reflex trials. Describe the pattern that results.
Language Arts: Create a story about the components of the blood and the roles that each play in the body. Give each component a special name and have them interact with one another. Include dialogue.
Health: Ask a sports medicine doctor or specialist to visit the class. Have students prepare questions they would like to ask the doctor before he/she comes to visit.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Tue, 01/26/2010 - 03:51


Title:

Olympic Motion (C)

Grade Level:

7

Subject:

Science

Author:

nbclearn

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

human, body, motion, movement, cell, cellular, molecule, molecular, muscle, motor, fiber, filament, actin, myosins, blood, flow, contraction, tissue, damage, repair, strength, strengthen, brain, nerve, energy,

Brief Description:

Students will learn about motion and their body at two different levels: cellular and muscular. Students will examine human blood to identify its basic components and will conduct a test to determine their reflex reaction time. Students will also create a flow chart to show the role of cells in muscle contraction.

California State Standards Addressed:

Science/7/Focus on Life Science)1.0

Related Links:

Link 1:
Link 2:
Link 3:

Goal(s):

Students will learn about motion and their body at two different levels: cellular and muscular. Students will examine human blood to identify its basic components and will conduct a test to determine their reflex reaction time. Students will also create a flow chart to show the role of cells in muscle contraction.

Specific Objectives:

Students will be able to:
1. Ask scientific questions.
2. Examine human blood to identify four basic components.
3. Conduct a test to determine how fast their reflex is.
4. Analyze results of a test to make conclusions.
5. Create a flow chart to show how the role of cells in muscle contraction.


Required Materials:

The NBC Learn Video: Olympic Motion, one microscope for each group in class, one prepared slide of human blood for each group in the class, one ruler for each group in the class, paper and pencils.

Anticipatory Set (Lead-in):

Hold up a piece of paper. Tear it. Ask students if the paper can repair itself? Ask students if the paper would be stronger than before if you taped it back together. Ask students to think about their muscles. Ask what makes muscles so amazing? Discuss answers. Tell students that muscles are able to heal themselves and they can be stronger than before the injury. Tell students that muscles help us move but there are all types of movement going on in our body. Ask students to think of other things that are moving in our body. Discuss answers. Tell students they are going to see a video about motion and our bodies. View the NBC Learn Video: Olympic Motion.

Lesson Plan Procedure:

1. Tell students to think about movement. There are two types of movement that involves the human body: the kind that we can see without any microscope and the kind that we need a microscope to see.
2. Review with students the Olympic champions who were given as an example in the video. One was very good at speed, (Celski, U.S. speed skating team) one had incredible strength, (Julie Chu, U.S. hockey team), one was very agile (Rachael Flatt, U.S. figure skating team), and one had excellent control (John Shuster, U.S. curling team).
3. Tell students that all the athletes used motion in what they did. They are able to coordinate their muscles and nerves to do amazing things with their bodies. Explain to students that they are going to do two activities to learn about two different aspects of their body’s movement.
4. Ask students if they remember from the video how cells are involved with movement. Discuss answers.
5. Tell students that blood contains the following components: red blood cells, white blood cells, platelets, and plasma. Each part of the blood has a job to do. Red blood cells are responsible for carrying oxygen to the body. White blood cells help to fight infection. Platelets help your blood to clot (when you get a cut). Plasma consists of water and many substances that your body needs such as proteins and salts.
6. Prior to the lesson, have prepared slides of human blood ready to give to students (order them rather than prepare them yourself).
7. Tell class to work in groups of 4-5 students. Provide one microscope to each group of students.
8. Tell students to take turns as they examine the blood. They should look for the four major components: plasma, red blood cells, white blood cells, and platelets.
9. After examining the slides under a microscope, have students draw exactly what they see. Students should label each component and include a brief description of what its role is.
10. Encourage students to share their drawings with others in the class to see if they see similar pictures.
11. Next, tell students that they are going to do a test to see how quick they are. Like the athletes, they must be fast, agile, and have good control for this activity.
12. Ask students to work in their same groups. Give each group a 12” ruler. In each group, have one person hold the ruler near the end (highest number) and have another person (student #2) put his or her hand at the bottom of the ruler; ready to grab the ruler when it drops. Note: They should not be touching the ruler.
13. The first person should give a warning of 5 seconds before they drop the ruler. Student #2 should catch the ruler as fast as they can after it is dropped. Tell student #2 not to let go and to keep their fingers right where they caught it so that the group can record the exact spot (inches or centimeters) where the ruler was caught. Each person in the group should do this test three times to get an average score.
14. Tell students to work with the other groups to answer these questions: Who was the fastest in the room? Who was faster, the boys or the girls? On the average, did the scores improve with practice? What about age? Who was faster, the older or the younger students in the classroom?


Closure (Reflect Anticipatory Set):

Review with students the types of movement that are associated with their body. Discuss movement that they can see and movement that they can’t see without the aid of special equipment. Ask students to think about the importance of the unseen motion in their body and how it affects the motion that we can see. Tell students that it is the coordination of muscles and nerves that help the Olympic athletes do what they do so well.

Plan for Independent Practice:

Tell students that they are going to review the information in the video as well as do additional research to create a detailed flow chart of how individual cells work together, with other components of the blood, to cause a muscle to contract. Remind students that the flow chart should clearly show that we need all of the molecular parts (the movement we can’t easily see without special equipment) to work together in order for a single muscle to contract. Students should be specific about labeling each part of the flow chart including the specific muscle that is contracting.

Assessment Based on Objectives:

1. Create a checklist to notate students’ questions and participation in group activities.
2. Create a rubric to assess student’s drawings of the components of blood.
3. Begin the next lesson with the quiz, “Olympic Motion”. (See attached quiz)


Possible Connections to Other Subjects:

Math: Graph the results of the reflex trials. Describe the pattern that results.
Language Arts: Create a story about the components of the blood and the roles that each play in the body. Give each component a special name and have them interact with one another. Include dialogue.
Health: Ask a sports medicine doctor or specialist to visit the class. Have students prepare questions they would like to ask the doctor before he/she comes to visit.


Adaptations and Extensions:



Additional Notes:

N/A


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