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Notes for Teachers

Context: This lesson takes place over 2 weeks, with much of the time in student-driven research. It begins with a STEM lesson making a model of a prosthetic (1-2 class periods), then into research about prosthetics (a week), and finally an autonomous seminar to present and defend their ideas out prosthetics (1 class period).
Students work in groups of 2-4 to build a model, in partners to research, and independently to present in seminar.
The emphasis is on research and developing ideas and opinions about prosthetics based on their ability to effectively transfer energy.
Students should have a general understanding of the muscle, skeletal, and nervous systems before this lesson as well as understanding energy transfers in the human body regarding electrical impulses of the nervous system and the heat transfers within muscles. If you are teaching older students this lesson could follow an understanding of ATP converting to mechanical energy.

For teacher:

Videos:

Energy Transfer by Generation Genius

Muscle Systems for Kids by Learn Bright

Resources:

Using Socratic Seminar in Middle School: directions and ideas.

Materials per team:

Various clean garbage items of unique shapes and sizes
String
Masking tape
Hot glue and hot glue guns
Cardboard
Popsicle sticks
Prosthetics and Energy Modeling Worksheet

Materials per student:

Prosthetics Research Worksheet

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Arizona Science Standards

Science and Engineering Practices:

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Physical Science :

8.P4U1.3 Construct an explanation on how energy can be transferred from one energy store to another.

8.P4U2.5 Develop a solution to increase efficiency when transferring energy from one source to another.

Arizona ELA Standards

8.W.1 Write arguments to support claims with clear reasons and relevant evidence.

8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

8.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views based on the evidence presented.

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Objectives:

The student will be able to:

Day 1-2 Build a Model

Develop a hypothesis
Design a model
Test and revise model
Reflect and write a conclusion based on the data collected
Explain real life applications

Day 3-7 Research

Research relevant questions regarding the development, design and use of prosthetics using non-fiction information
Identify biases

Day 8 Socratic Seminar

Present information based on research
Forms and share an argument based on research
Ask thoughtful questions
Cite sources
Identify biases

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Agenda (2 weeks)

Day 1-2:

Introduction

Model Design

Model Build

Model Reflections

Day 3-7:

Prosthetics Research

Day 8:

Autonomous Socratic Seminar

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Intro/Driving Question/Opening

Show one or all of these videos to introduce the idea of prosthetics:

Discuss prosthetics, who wears them and who makes them.

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Hands-on Activity Instructions

Day 1-2: (60 minutes)

Explain that the students will be working in teams to design and build a model of a prosthetic limb. Teams will follow the worksheet to choose their limb, research it, design and revise it and then analyze it following the Prosthetics and Energy Modeling Worksheet.
Divide the students into teams of 3-4.
Explain that the students must use only the materials provided and have only 1 class period to design and another to build their model.
Students design and build their model following the worksheet.
Students share and present their models in a gallery walk.

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Hands On Activity Instructions (cont.)

Day 3-7: Research

Divide the class into partners. Have students use the Prosthetics Research Worksheet.

Although students are working together, they should each write their own research with citations so that they can refer to their findings during the seminar.

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Hands On Activity Instructions (cont.)

Day 8: Seminar

Arrange the students in a circle. Make sure each student has their prosthetic research to refer to during the seminar.
In seminar fashion have students share their findings from their research with one another. This is not an opinion or argument phase of the seminar, but just information sharing. Encourage students to take notes while others are sharing. Encourage the discussion to look at how prosthetics increase or decrease the energy transfer of the work of the limb.
The following link can be used to help you prepare the students for the seminar: Using Socratic Seminar in Middle School: directions and ideas.
Ask the students to help you generate questions regarding prosthetics now that they’ve done their research that bring up biases, opinions, or arguments such as: Do prosthetics give increased advantage to competitive athletes? Should medical neve implants to the brain be used to enhance prosthetics? Do you think prosthetics will be superior to natural limbs? Is access to prosthetics fair due to the cost?
Conduct the seminar making sure that students are citing their sources as they share.
After the seminar, have students reflect.

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Assessment

Assessing the Model Build: (35 points)

Use the worksheet to assess the model build.

Design: up to 5 points
Model 1 revision: up to 5 points
Model 2 revision: up to 5 points
Analysis: up to 10 points
Conclusion: up to 10 points

Assessing the Research: (40 points)

Research points: up to 6 points each (1 point for every paraphrased fact written)
Citings: 2 point each

Seminar: (20 points)

Sharing - 3-5 points
Listening - 3-5 points
Inviting a speaker - 3-5 points
Citing evidence - 3-5 points

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Differentiation

Rather than having the students determine the limb to make a model of, assign different teams different limbs or joints depending on their ability level and how complicated the limb/joint is.

Partners or teams write their reflection and conclusions together. Or have students share verbally rather than in writing.

Direct students to specific websites or give them specific articles to read for information.

Remediation

Extension/Enrichment

Students can research and present and/or debate the issues around prosthetics in athletics: Do they give the athlete an unfair or above fair advantage?

Show excerpts from “The Bionic Woman “or “The Six Million Dollar Man.” Discuss if this futuristic show is now a reality.

Add a dollar amount to the materials to implement financial constraints into the model build.

Students can read and reflect on:

The Running Dream , by Wendelin Van Draanen (a young adult book about a teen girl who loses her leg in a car accident and gets a prosthetic leg so that she can run competitively again.)

Have a presenter who is either someone who wears a prosthetic or is a prosthetist. Or visit a place where prosthetics are used.