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Olympic Motion

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 7
  Time: 60 minutes
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
Rated 5.0/5.0
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/7/Focus on Life Science
5.0 The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept: a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system. c. Students know how bones and muscles work together to provide a structural framework for movement. d. Students know how the reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy. e. Students know the function of the umbilicus and placenta during pregnancy. f. Students know the structures and processes by which flowering plants generate pollen, ovules, seeds, and fruit. g. Students know how to relate the structures of the eye and ear to their functions.
 
BRIEF DESCRIPTION
Students will investigate how long it takes to master solving a maze puzzle. Solving these puzzles puts demands on mental perception skills along with eye-hand coordination skills. Such skills, just like muscular skills, can be improved with training and practice. Students will also illustrate and label the human body’s muscular system.
 
PROCEDURES
 
Goal(s):
Students will investigate how long it takes to master solving a maze puzzle. Solving these puzzles puts demands on mental perception skills along with eye-hand coordination skills. Such skills, just like muscular skills, can be improved with training and practice. Students will also illustrate and label the human body’s muscular system.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Explore the relationship between muscles and motion.
  3. Investigate the role of practice in developing mental perception skills and eye-hand coordination skills.
  4. Illustrate and label the muscles in the body.
 
Required Materials:
The NBC Learn Video: Olympic Motion, access to a computer that is connected to a LCD projector, white board or screen to view the computer, construction paper, markers, color pencils, puzzles (see Student Activity Sheet)
 
Anticipatory Set (Lead-in):
Use your computer and projector to show the following website to the entire class. Ask for volunteers to come up and try to solve this “snowmaze”.

http://www.thekidzpage.com/learninggames/mazes/snowmaze.html

If students solve it quickly, click the start over button and try it again. Ask students if they think that this is a type of skill that they could faster at the more they do it. Tell students that they are going to be able to do other activities today to explore the ways that athletes in the Winter Olympics train their minds and their muscles to become champions. View the NBC Learn Video: Olympic Motion.
 
Lesson Plan Procedure:
See attached Student Activity Sheet for procedure.
 
Closure (Reflect Anticipatory Set):
Ask students to volunteer to share the results of their puzzle activity with the class. Discuss results. Tell students that you will obtain a few more maze puzzles to keep in the classroom that are similar to the one that they worked on today. They can continue to practice this type of activity to see how fast they can eventually do the puzzles. Ask students how this activity relates to the video they saw at the beginning of the lesson. Using the video and the class activities as a background, ask students to think about what muscles do best for us. As part of this summary discussion, if students do not mention these aspects you might include them: muscles are great at turning fuel into motion, they are long-lasting, they are self-healing, and they grow stronger with practice.
 
Assessments & notes
 
Plan for Independent Practice:
Tell students that they are going to be working in groups of four to create a detailed illustration, using markers or colored pencils, of the body’s muscular system. Each group must divide responsibilities so that two students draw the front view and two students are draw the back view. Remind students to label the muscles. Write the Internet links included with this lesson on the board as resources for the students to use. If the Internet is not available, make books available that have drawings, pictures, and diagrams in them of the various muscle groups in the body. After all groups have completed their illustrations, ask the class to discuss the challenges of this assignment. Which part of the muscular system was most difficult to illustrate? Why? Which part of the muscular system was the easiest to illustrate? Why?
 
Assessment Based on Objectives:
  1. Create a checklist to note the type of questions that students ask and to mark observations of their participation in the puzzle activity.
  2. Create a rubric to assess the illustrations of the body’s muscular system.
  3. Begin the next day’s lesson with the quiz, “Olympic Motion”.
 
Possible Connections to Other Subjects:
Art: Ask students to draw and create their own mazes. After they complete the maze, they can switch with another student to complete the other student’s maze.

Health: Invite a sports medicine doctor to come and speak to the class about common injuries that athletes have. Encourage students to prepare questions to ask the doctor.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Fri, 02/05/2010 - 04:57


Title:

Olympic Motion

Grade Level:

7

Subject:

Science

Author:

NBCLearn

Time:

60 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

muscles, muscle memory, motion, olympics

Brief Description:

Students will investigate how long it takes to master solving a maze puzzle. Solving these puzzles puts demands on mental perception skills along with eye-hand coordination skills. Such skills, just like muscular skills, can be improved with training and practice. Students will also illustrate and label the human body’s muscular system.

California State Standards Addressed:

Science/7/Focus on Life Science)5.0

Related Links:

Link 1:
Link 2:
Link 3:

Goal(s):

Students will investigate how long it takes to master solving a maze puzzle. Solving these puzzles puts demands on mental perception skills along with eye-hand coordination skills. Such skills, just like muscular skills, can be improved with training and practice. Students will also illustrate and label the human body’s muscular system.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Explore the relationship between muscles and motion.
  3. Investigate the role of practice in developing mental perception skills and eye-hand coordination skills.
  4. Illustrate and label the muscles in the body.

Required Materials:

The NBC Learn Video: Olympic Motion, access to a computer that is connected to a LCD projector, white board or screen to view the computer, construction paper, markers, color pencils, puzzles (see Student Activity Sheet)

Anticipatory Set (Lead-in):

Use your computer and projector to show the following website to the entire class. Ask for volunteers to come up and try to solve this “snowmaze”.

http://www.thekidzpage.com/learninggames/mazes/snowmaze.html

If students solve it quickly, click the start over button and try it again. Ask students if they think that this is a type of skill that they could faster at the more they do it. Tell students that they are going to be able to do other activities today to explore the ways that athletes in the Winter Olympics train their minds and their muscles to become champions. View the NBC Learn Video: Olympic Motion.


Lesson Plan Procedure:

See attached Student Activity Sheet for procedure.

Closure (Reflect Anticipatory Set):

Ask students to volunteer to share the results of their puzzle activity with the class. Discuss results. Tell students that you will obtain a few more maze puzzles to keep in the classroom that are similar to the one that they worked on today. They can continue to practice this type of activity to see how fast they can eventually do the puzzles. Ask students how this activity relates to the video they saw at the beginning of the lesson. Using the video and the class activities as a background, ask students to think about what muscles do best for us. As part of this summary discussion, if students do not mention these aspects you might include them: muscles are great at turning fuel into motion, they are long-lasting, they are self-healing, and they grow stronger with practice.

Plan for Independent Practice:

Tell students that they are going to be working in groups of four to create a detailed illustration, using markers or colored pencils, of the body’s muscular system. Each group must divide responsibilities so that two students draw the front view and two students are draw the back view. Remind students to label the muscles. Write the Internet links included with this lesson on the board as resources for the students to use. If the Internet is not available, make books available that have drawings, pictures, and diagrams in them of the various muscle groups in the body. After all groups have completed their illustrations, ask the class to discuss the challenges of this assignment. Which part of the muscular system was most difficult to illustrate? Why? Which part of the muscular system was the easiest to illustrate? Why?

Assessment Based on Objectives:

  1. Create a checklist to note the type of questions that students ask and to mark observations of their participation in the puzzle activity.
  2. Create a rubric to assess the illustrations of the body’s muscular system.
  3. Begin the next day’s lesson with the quiz, “Olympic Motion”.

Possible Connections to Other Subjects:

Art: Ask students to draw and create their own mazes. After they complete the maze, they can switch with another student to complete the other student’s maze.

Health: Invite a sports medicine doctor to come and speak to the class about common injuries that athletes have. Encourage students to prepare questions to ask the doctor.


Adaptations and Extensions:



Additional Notes:

N/A


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