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 |

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|It is the teacher’s goal to have students achieve 100% accuracy. |

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|Accommodation Strategies for students with special needs: |

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|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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