Grade Level: 6th, 7th, 8th
http://peer.tamu.edu/scienceteacherresources.asp
Where this lesson can be applied:
Scientific inquiry processes, structure and function of human systems
Lesson Objectives: The students will design an investigation on an orthopedic topic of their choice.
Students will have to follow the steps of the Scientific Method including asking a well-defined question, forming a testable hypothesis, and designing an experiment.
State and National Objectives:
**TAKS Tested Year** / National Science Standard:
6. 2 A-E Scientific Inquiry Processes
6.3A-E Critical Thinking and Problem Solving, use of Models in Science, and Impact of Research on Science and Society / 7.2 A-E Scientific Inquiry Processes
7.3A-E Critical Thinking and Problem Solving, use of Models in Science, and Impact of Research on Science and Society
7.12 A-C Structure and Function of the systems of human organism / 8.2 A-E Scientific Inquiry Processes
8.3A-E Critical Thinking and Problem Solving, use of Models in Science, and Impact of Research on Science and Society / A-Scientific Inquiry
C- Life Science
F-Personal and Social Perspectives
E-Science and Technology
G- History and Nature of Science
Background Information for Teacher:
Bone health is primarily of concern to the elderly, and most middle school students probably know of grandparents who have such problems as osteoporosis, broken hips or shoulders, or arthritis. Childhood bone problems are less common today than they were decades ago. But even today, children get broken bones through accidents or sports (you probably have at least one case in your class each year). Researchers are constantly investigating ways to treat and prevent bone injuries and disorders.
Materials needed:
Science Investigations PowerPoint Presentation
Clinical Studies in Orthopedics PowerPoint Presentation
History of Artificial Joints PowerPoint Presentation
Orthopedics Experiment Design Activity Sheet
Access to library or internet resources
Pre-requisite to Lesson:
· It is necessary that students have a lesson in scientific method or inquiry before this lesson is taught or during the Explain step of the lesson. A PowerPoint on Science Investigations is included in this module.
· The best learning experience would be achieved if the students first complete the lesson on Clinical Trials available at: http://peer.tamu.edu/
· Veterinarian Presentation on Orthopedics[1]
· This lesson is designed to be used with the other lessons in the Orthopedics Module. These lessons introduce the students to the various topics from which they can choose their experiment topic.
Lesson Procedures: Based on 5 E Model[2] – Engage, Explore, Explain, Elaborate, Evaluate
· Engage Step One-Veterinarian Visit (1 class period)
The Veterinarian Visit will excite and engage students to learn about required scientific topics.
This lesson is designed to capitalize on students’ natural interest in animals to help motivate them to learn the required science curriculum.
Questions are asked to involve students and help them relate this lesson to their own lives.
· Engage Step Two- Broken Bone Survey (5 minutes first day, then 10 minutes the second day)
o Poll the students in all of the classes and ask them if they have had any broken bones.
o Compile a large data table on the board or on a large poster in the classroom with data from each class.
o The following day, have the students create their own data table with the information from all of the classes.
o Calculate percent of students who have had broken bones.
o If time permits, calculate percentages from each class and compared to percentages from other classes.
o Discuss the importance or orthopedic treatments in the lives of students.
o The same activity could be used to poll the students about how many of them have a relative or acquaintance that has had an orthopedic issue such as hip replacement, osteoporosis, or arthritis.
· Explain Step- Science Investigation Powerpoint or Review of Scientific Method (1 class period)
o The PowerPoint presentation can be used to familiarize the students with the methods of scientific investigation if they have not yet studied it in class.
· Explore Step 1– History of Artificial Joints PowerPoint (1/2 class period)
o This PowerPoint shows students the history of the development of artificial joints. It is designed to show students the application of the basic steps of the clinical trial process and how the steps take place over many years and are conducted by many different scientists. The scientists observe the results of past experiments and make new hypotheses, do experiments, and make new discoveries.
o This presentation also mentions that animals have similar orthopedic problems as humans and can be good models for the testing of treatments and new procedures.
o As a discussion, students could talk about any people that they know that have had joint replacement surgery. Many have had grandparents or elderly friends that have had joint replacements. Also, discuss with them how damage to their knees and hips as youngsters can eventually lead to deterioration of their joints, which may someday cause them to need artificial joints. Common causes of this type of damage could include sports injuries.
o The teacher may also ask the students to create a time line of the history of the development of artificial joints to help the students visualize the progression of the research.
· Explore Step 2- Orthopedic Experiment Design (2-3 class periods)
o This activity requires students to use their creativity to design an experiment to test a treatment or prevention of a bone injury or disorder.
o Students will first view the short PowerPoint presentation introducing the activity.
o Students should do this activity in small groups.
o The activity is presented in steps on the activity sheet.
o Some suggestions for topics are given, but this would be most beneficial if every group of students had a different topic.
o You could also allow students to design a pre-clinical study using animals.
o For present purposes, students should assume that all equipment, facilities, material, and financial support would be available.
o The ideas and clinical trial designs could be presented as a poster for each group.
· Elaborate Step- Extension to Orthopedic Experiment Design (homework or ½ class period)
o Students are asked to research what current orthopedic research is being done. They are asked to tell the rationale for that research.
· Evaluate Step-
o There is a simple rubric that can be used to evaluate the activity.
Resources for Teacher:
· 5 E model site and other lesson plan formats: http://www.personal.psu.edu/scs15/idweb/lessonplanning.htm
· Information on Bones and Orthopedic Research:
http://www.niams.nih.gov/health_Info/Bone/
http://www.aaos.org/research/research.asp
http://depts.washington.edu/bonebio/index.html
http://depts.washington.edu/bonebio/ASBMRed/diseases.html
http://www.nlm.nih.gov/medlineplus/bonediseases.html
http://www.mdanderson.org/education-and-research/departments-programs-and-labs/programs-centers-institutes/bone-disease-program-of-texas/index.html
http://www.health-nexus.com/bone_diseases.htm
http://tc.engr.wisc.edu/UER/uer01/author1/content.html
http://www.pennhip.org/chd_intro.html
http://www.acvs.org/AnimalOwners/HealthConditions/SmallAnimalTopics/HipDysplasiainDogs/
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Center for Research Resources, National Institutes of Health
2
[1] Veterinarian Visit is highly recommended but not mandatory to use this lesson. A video of the Veterinary Visit is also available in module folder.
[2] See 5E Model link under Resources at end of lesson plan