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Students will understand that muscle groups work in pairs contracting and relaxing causing bones to move in opposite ways. They will also Discover and learn various exercises Ior different parts oI the body.
Students will understand that muscle groups work in pairs contracting and relaxing causing bones to move in opposite ways. They will also Discover and learn various exercises Ior different parts oI the body.
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Students will understand that muscle groups work in pairs contracting and relaxing causing bones to move in opposite ways. They will also Discover and learn various exercises Ior different parts oI the body.
Авторское право:
Attribution Non-Commercial (BY-NC)
Доступные форматы
Скачайте в формате PDF, TXT или читайте онлайн в Scribd
LENGTH OF LESSON: One class period Ior introduction, lesson, directions 1 week Ior students to complete movie project
GRADE LEVEL: 6-8
SUB1ECT AREA: Science: Human Body & Health
OB1ECTIVES: Students will understand the Iollowing: 1. Muscle groups work in pairs contracting and relaxing causing bones to move in opposite ways. 2. Discover and learn various exercises Ior diIIerent parts oI the body. 3. Expand understanding oI muscle strength.
PRE-TEACHING PROCEDURE: 1. Ask your students to Ilex their arms by bending their lower arms up Irom the elbow engaging their biceps. Then have them extend their arms by lowering their hand down engaging their triceps. Make sure students understand the terms flex and extend. 2. Ask your students iI they know which muscles they used to perIorm each action. II they are unIamiliar with the terms biceps (Ilex) and triceps (extend), introduce the terms now. 3. Divide class into groups oI two. Each group will choose an antagonistic muscle group Irom options provided by teacher. 4. Provide groups with project criteria and rubric. (See below)
PRO1ECT CRITERIA-All to be included in video. 1. Groups create a hypothesis stating which muscle group will be stronger when perIorming exercises until exhaustion. 2. Names oI major muscles and bones are included. 3. Students teach how to properly perIorm each exercise. 4. Students will repeat the chosen exercise Ior each opposing muscle group until she or he reaches exhaustion. Each student records the number oI repetitions completed Ior each exercise. II weights are used, the same weight must be used Ior each muscle group. 5. Results must be shown. 6. Conclusion explained based on results obtained. State whether hypothesis was supported or disproven. DISCUSSION QUESTIONS TO USE WITH CLASS AFTER VIDEOS ARE SHOWN: 1. Conclusion: Discuss whether the exercises results agreed with the groups` hypotheses. 2. Sources oI error: Did the experiments appear to be valid? 3. Ask students what makes one muscle stronger than another.
RUBRIC
Category 10.9 8.7 6.5 4.0 Hypothesis Hypothesis is clearly stated as an 'II, then, because statement. Hypothesis is testable. Hypothesis is not clearly stated as an 'II, then, because statement. Hypothesis is testable. Hypothesis is not clearly stated as an 'II, then, because statement. Hypothesis is not testable. Hypothesis is poorly stated, does not link to test or does not exist. Exercises Exercise demonstration is explained and targeted at muscles and bones identiIied. Exercise is appropriate to test hypothesis. Exercise demonstration is poorly explained or exercise is not appropriate to test hypothesis. Exercise demonstration is poorly explained and exercise is not appropriate to test hypothesis. Poorly meets criteria in project criteria. Identification Muscles and bones in exercises are correctly identiIied. One muscle or bone is not correctly identiIied or is leIt out entirely. Two or more muscles or bones are not correctly identiIied or are leIt out entirely. More than two mistakes are made. Graph Graph includes title and axes are labeled. Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. Graph includes title and axes are labeled. Neat and relatively attractive. A bit diIIicult to read. Graph is neat but plain. Results are diIIicult to read. No graph is included or graph is poorly constructed. Conclusion States whether hypothesis was supported or disproven by results. Sources oI error are discussed. States whether hypothesis was supported or disproven by results. Sources oI error are not discussed. Does not tie results into hypothesis being supported or disproven. Sources oI error are not discussed. Poor conclusion, results discussion and explanation oI sources oI error. Sequencing of Information Video Iollows sequencing oI project criteria. Most inIormation Iollows sequencing oI project criteria. One element is missing or out oI place. Some inIormation Iollows sequencing oI project criteria. More than one element is missing or out oI place. There no clear plan Ior the organization oI inIormation. Sound Sound quality is great. Easy to hear throughout video. Limited background noise. I heard some but not all. A bit too much background noise. Are you whispering? Did you say something? Length 2.5 min - 3.0 min 5-10 sec. too short or too long 11-20 sec. too short or too long 21 sec. or more too short or too long