WebQuest
What's in a pig's foot? - Musculoskeletal System Dissection Laboratory
Teacher Page
New York State Learning Standards - Science
Standard 1:
Students will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.
- Key
Idea 1: The central purpose of scientific inquiry is to develop
explanations of natural phenomena in a continuing and creative process.
- Performance
Indicator 1.1: Elaborate on basic scientific and personal explanations
of natural phenomena, and develop extended visual models and
mathematical formulations to represent their thinking.
Standard 4: Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science.
- Key Idea 1: Living things are both similar to and different from eachother and nonliving things.
- Performance
Indicator 1.2: describe and explain the structures and functions of the
human body at different organizational levels (e.g., systems, tissues,
cells, organelles).
Objectives
By the end of this lesson students will be able to (with 80% accuracy):
1. Describe, in detail, the function and structure of the skin, fascia, articular cartilage, tendons and ligaments in a pigs foot.
2. Contrast and compare the structures of the musculoskeletal system in a pig foot and a human hand.
3. Predict how a change in one of the components of the musculoskeltal systme (i.e. due to disease) may affect its function.
1. Describe, in detail, the function and structure of the skin, fascia, articular cartilage, tendons and ligaments in a pigs foot.
2. Contrast and compare the structures of the musculoskeletal system in a pig foot and a human hand.
3. Predict how a change in one of the components of the musculoskeltal systme (i.e. due to disease) may affect its function.
Classroom Management Tip
- Place students in groups to ensure they will work together productively and maturely.
- Ensure
that students have an adequate amount of background experience in
dissection so that they will be able to get as much out of this
laboratory as possible. - In
order to keep the volume in the classroom down, before the laboratory
remind the students that the only people who need to hear them speak are
their lab partners so their voices do not need to travel further than
the lab bench.
Differentiation
Learning Strategies
Place
the English Language Learners (ELL) in a laboratory group with
students who are organized, reliable hard-workers. This student will
also be given a modified handout with pictures to make the task easier
to understand.
The hyperactivity of the student with ADHD will be acomodated for by the hands-on procedure of this laboratory. This student will be placed in a group with other students who are organized and focused so that they will help to keep this student on track.
This assignment incorporates technology (using the
computer to type up the laboratory report), art (creating the concept
map) and literacy (writing the laboratory report).
the English Language Learners (ELL) in a laboratory group with
students who are organized, reliable hard-workers. This student will
also be given a modified handout with pictures to make the task easier
to understand.
The hyperactivity of the student with ADHD will be acomodated for by the hands-on procedure of this laboratory. This student will be placed in a group with other students who are organized and focused so that they will help to keep this student on track.
This assignment incorporates technology (using the
computer to type up the laboratory report), art (creating the concept
map) and literacy (writing the laboratory report).
Learning Strategies
- Concept Map: The students create a concept map of the musculoskeletal system.
- Think-Pair-Share:
Following the laboratory, the students are asked to think about what
they learned and what they most enjoyed during this laboratory. The
share this with the person sitting next to them and then share their
thoughts with the class in the form of a discusion.
Reference Page
McMaster University (2009). Kinesiology 1A03/1Y03 Anatomy and Physiology Laboratory Manual. Lab #4 p. 9-12.
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