Unit Plan Template - Birgit Self
Lesson Plan – Dissecting a Chicken Leg
|Author Identification |
|Name: Birgit Self |
|Course Number: EDUC 5131 |
|Date: 2/28/09 |
|Instructor: Dr. Carol Thomas |
|Lesson Overview |
|Grade Level: 3rd |
|Subject Area: Science |
|Lesson Title: Dissecting a Chicken Leg and Comparing It’s Similarities to the Human Leg |
|Time Frame of Lesson: 1 hour |
|Purpose: Students learn the elements of the skeletal system and how they interrelate |
|Lesson Goal(s): |
|Dissecting a chicken leg and thigh to learn about muscular and skeletal systems. Our own leg is very much like that of a chicken, including |
|the femur (thigh bone), knee (hinge joint), fibula and tibia (smaller bones of the shin), cartilage, and ligaments that are all part of our |
|skeletal system. We also have a similar muscle structure, tendons, fat and skin. We will be exploring each of these similar characteristics.|
|Student Objectives (in behavioral/measurable terms): |
|This lesson explains the muscle and skeletal system of a chicken and how it relates to the human leg. These systems are crucial for students |
|to learn about and to retain this knowledge because this subject matter will be covered in later biology and science classes throughout |
|elementary, middle, high school, and college. |
| |
|The students will be able to identify the parts of the chicken leg by name with 100% accuracy. |
|The students will be able to compare and contrast the similarities and differences of a chicken leg compared to the human leg. |
|This lesson is “hands-on” and the students practice by doing, which according to the “Learning Pyramid” developed by the National Training |
|Laboratories, carries an average retention rate of 75%. |
|TEKS Standards Addressed (code and description): |
|§112.5. Science, Grade 3. |
|(a) Introduction. |
|(4) A system is a collection of cycles, structures, and processes that interact. Students should |
|understand a whole in terms of its components and how these components relate to each other |
|and to the whole. |
| |
|5) Investigations are used to learn about the natural world. Students should understand that |
|certain types of questions can be answered by investigations, and that methods, models, and |
|conclusions built from these investigations change as new observations are made. Models of |
|objects and events are tools for understanding the natural world and can show how systems |
|work. They have limitations and based on new discoveries are constantly being modified to |
|more closely reflect the natural world |
| |
|(b) Knowledge and skills. |
| |
|(4) Scientific processes. The student knows how to use a variety of tools and methods to |
|conduct science inquiry. The student is expected to: |
|(A) observe and identify simple systems |
|(B) observe a simple system and describe the role of various parts |
| |
|source: tea.state.tx.us/teks/ |
|Other Considerations |
|Procedures (step-by-step implementation of lesson): |
|Many animals have skeletal systems that are very similar to ours. Our leg is very much like that of a chicken leg including: |
|Femur (thigh bone) |
|Knee (hinge joint) |
|Fibula and tibia (smaller bones of the shin) |
|Cartilage |
|Ligaments |
| |
|These are all part of our skeletal system. Beyond that, we also have similar muscle structure, tendons, fat, and skin. We will be exploring |
|each of these similar characteristics. |
| |
|Place the chicken leg, skin side up, on the wax paper. Notice the texture of the skin. Note the follicles where feathers grew. |
| |
|Turn the chicken over. The part of the chicken we call the meat is actually the muscle. Notice the yellow jelly-like substance, which is |
|fat. Pull off some of the fat and observe the difference in the consistency of muscle and fat. Locate the end of the bone that may be seen |
|at the either end of the leg. The cartilage is the white tissue that surrounds the end of the bone to protect it. The purpose of the |
|cartilage is to keep bones from touching each other. It stops the wearing down of bone that would occur if the bones were in constant contact|
|with each other (show photo #1) |
| |
|Return the chicken leg to the skin up position. Pull the skin of the thigh back to show the underside of the skin. Locate the blood vessels |
|of the skin. (photo #2) |
| |
|Remove the remainder of the skin. Review the other tissue that is now visible (fat, muscle, cartilage, and bone). (see photo #2) |
| |
|Pick up the leg and bend the joint. Notice it is a hinge joint because it only moves in one direction. (photo #1) |
| |
|Using your plastic knives and forks, carefully cut away some of the muscle to expose tendons (white areas of muscle) that connect the muscle |
|to the bone. Tendons are part of the muscular system. Tendons are near the ends of the bones. Ligaments are more difficult to locate. |
|Ligaments attach the bones to other bones. Look around the joint and try to locate ligaments. Also expose the cartilage for viewing. The |
|cartilage surrounds the bone where it would be touching another bone. Cartilage is the protective cushion between bones. |
| |
|Carefully cut away the muscle, fat, tendons, and practice identifying the different parts of the muscular system. |
| |
|(This next part is optional for student – Teacher will demonstrate) |
| |
|Carefully break the hinge joint. Notice both parts of the hinge joint and how they fit together. Note the amount of cartilage protecting |
|each part of the joint. |
| |
|Cartilage is between bones |
|Ligaments hold bone to bone |
|Tendons hold muscle to bone (see photo #5) |
| |
|Carefully break the largest bone. Do not crush the bone. Observe the red jelly-like tissue inside the bone. This is the bone marrow. Marrow|
|produces red blood cells and platelets for use throughout our body. Red blood cells carry food and oxygen to all cells in our body. |
|Platelets allow blood to clot rather than continue free flowing. Poke the marrow with the point of your plastic knife to feel the consistency |
|of the marrow. Also note how brittle the one is and how easily it can be broken. Your own bones can break this easily too. (photo # 6) |
| |
|The skeletal system holds muscles in place and in return the muscular system moves the skeletal system. The skeletal system makes red blood |
|cells and platelets, and in return the circulatory system feeds the cells of the skeletal system. The skeletal system protects the lungs with|
|ribs and in exchange, the respiratory system supplies oxygen to keep the cells of the skeletal system alive. The skeletal system protects the|
|spinal column and brain, and in exchange, the nervous system keeps the entire body running correctly. |
| |
|Because muscles are so important to any animal, the are incredibly complex. They are efficient at turning fuel into motion, they are long |
|lasting, they are self-healing, and they are able to grow stronger with practice. They do everything from allowing you to walk to keep your |
|blood flowing! |
| |
|Anticipatory Set: Teach the students about the skeletal system, the muscle system, and to learn the following terms and to be able to |
|identify the parts on a dissected chicken leg: cartilage, ligament, tendon, fat, skin, muscle, blood vessel, bone, and joint. |
| |
|Instructional Strategy: |
|Instruct students on the different leg parts, showing them a PowerPoint presentation, which contains pictures of the dissection process and |
|labels different chicken leg parts (cartilage, ligament, tendon, fat, skin, muscle, blood vessel, bone, and joint). |
| |
|Demonstrate the dissection by having the students gather around teacher’s desk and teacher performs the dissection. Teacher explains the |
|process and parts while demonstrating, talking, explaining, and informing. |
| |
|Answer any questions the students may have. |
| |
|Modeling: |
|Demonstrate dissection of the chicken leg. |
| |
|Guided Practice: |
|The students perform the dissection in groups of two with teacher assistance when necessary. The plastic knives and forks are safer for the |
|students to use, but teacher may need to assist with a sharp steel knife in cutting to the bone. |
| |
|Check for Understanding: |
|Ask the students questions about the parts of the chicken leg. Randomly call on the students to check for understanding. Assess the |
|student’s knowledge of the lesson by giving them the “Check for Understanding” quiz to match vocabulary words and the correct definition. |
| |
|Independent / Further Practice: |
|Let the students continue to dissect further if they would like and if time allows. |
| |
|Allow a few students to “teach the class” this lesson. Let students come to the front of the classroom and give a teaching demonstration |
|themselves of the dissection process for the class. Students who give this type demonstration, are teaching others, are displaying immediate |
|use of learning, and are at the 90% average retention rate for learning according to the “Learning Pyramid”. |
| |
|For students who like to draw, the teacher should encourage them to draw illustrations of what they learned and observed. (This helps solidify|
|the lesson for visual learners as well as bringing fine arts as an interdisciplinary unit into this lesson plan.) |
| |
|Closure: Summarize the lesson and have the students discuss what they learned. |
|Materials & Equipment: |
|Raw chicken leg quarter – one for each two student team |
|Plastic knives and forks – one set per student |
|Latex gloves for each student |
|Copies of activity instructions – one per student |
|Wax paper, about 2 ft. x 2 ft. – one per team |
|Technology Requirements: |
|PowerPoint presentation presented by the teacher to the class containing pictures of the dissection process and labeling different chicken leg|
|parts. |
|PowerPoint presentation will also be part of the handout that each student receives. |
|PowerPoint presentation will be available on the teacher’s web site for reference. |
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|Assessment (should relate to objectives): The following quiz will be given to the students upon completion of the chicken leg dissection |
|lesson to check for understanding: |
| |
|Dissecting a Chicken Leg |
|Check for Understanding |
| |
|Match the vocabulary word to the correct definition: |
| |
|_____cartilage A). Fibers that contract and relax to effect body movement |
|_____ligament B). An elastic tube through which blood circulates |
|_____tendon C). A tough, semi-rigid, calcified part of the skeleton |
|_____fat D). connects two bones together |
|_____skin E). protective covering |
|_____muscle F). It covers the surface of joints, allowing bones to slide over one another, |
|thus reducing friction and preventing damage. Keeps bones from |
|touching one another. |
|_____blood |
|vessel G). connects muscle to bone |
|_____ bone H). A point of connection between two movable parts |
|_____ joint I). is important in energy metabolism, heat insulation, and cushioning. |
|A yellow jelly-like substance |
| |
|It is the teacher’s goal to have students achieve 100% accuracy. |
| |
|Accommodation Strategies for students with special needs: |
| |
|Being paired in teams will accommodate students with special needs. Special needs students will be paired with peers who are strong leaders |
|and are sensitive to classmates with special needs. The teacher shall closely monitor this team to assure the special needs student is being |
|included and is actively engaged in learning the lesson. |
| |
|All IEP modifications will be implemented including needed specialized assistance for identified sensory disorders. |
|The ABCD’s of Writing Instructional Objectives |
| |
|A = Audience = 3rd Grade Students |
|B = Behavior = Given the parts of a chicken leg, the learner will demonstrate an understanding of those parts (cartilage, ligament, tendon, |
|fat, skin, muscle, blood vessel, bone, and joint), by pointing to them and/or completing a “check for understanding quiz” with 100% accuracy. |
|C = Conditions = The learning will answer questions presented by the teacher with 100% accuracy. |
|D = Degree = Criteria used to measure competency = The Check for Understanding Quiz and being able to point out the different chicken leg |
|parts. |
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