The Arizona STEM Acceleration Project
Bone Models
Bone Models
An 7th grade STEM lesson (6-8 gifted)
DoRan
Date 1/23/24
Notes for teachers
Students were struggling with the idea that the outside of the bone is hard, but the inside is a soft a soft and porous center, and then a core where bone marrow is made.
These models while messy were quite the hit with my middle schoolers, they were able to identify the parts of a bone, and see how some breaks are more severe than others.
List of Materials
Standards
7.L1U1.10 Develop and use a model to explain how cells, tissues, and organ systems maintain life (animals).
7.L1U1.11 species and populations living and interacting in complex ecosystems. Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in which different groups of large number of cells work together to form systems of tissues and organs (e.g. circulatory, respiratory, nervous, musculoskeletal), that are specialized for particular functions. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (Boundary: At this grade level, only a few major cell structures should be introduced.) 4 (p. 144) Organisms respond to stimuli from their environment and actively maintain their internal environment through homeostasis. 4 (p. 143) Plant species have adaptations to obtain the water, light, minerals and space they need to grow and reproduce in particular locations characterized by climatic, geological and hydrological conditions. 2 (p. 27) Construct an explanation for how organisms maintain internal stability and evaluate the effect of the external factors on organisms’ internal stability.
Standards
National Technology Education Standards (ITEA):
Design:
Standard 8: Students will develop an understanding of the attributes of design. Standard 9: Students will develop an understanding of engineering design.
Objectives: Students will create a model of a bone, and be able to explain how the bone model helps them understand how a bone breaks and how we heal them.
Today students will gain a better understanding of bone structure, fractures, and the healing process by creating a styrofoam model of a bone, simulating a fracture, and proposing innovative solutions for bone healing. The students will also explore the concept of the bone marrow represented by a pipe cleaner.
Agenda
Introduction: 10 min
Day One: Making the model
Day Two: breaking the model and drawing xray
Day Three: Creating a solution to heal the break or fracture.
Day One- 45 min after introduction
Day Two- 45 min
Day Three- 45 min
Intro/Driving Question/Opening
"How can we creatively explore and understand the anatomy of bones, simulate fractures, and innovate solutions for bone healing to gain insights into the fascinating world of orthopedics and medical advancements?"
Hands-on Activity Instructions making the bone
Instructions:
Bone Model Preparation:
Drilling Process:
Bone Marrow Representation:
Gluing Process:
Paper Mache Technique:
Drying Period:
Analysis and Discussion:
Breaking the Bone Day 2
Have the students “snap” their bones. When dry this should be rather easy. I always remind them to break them carefully, think about if it was really a bone, and remind them they have to draw the x ray.
X-ray Drawing:
Innovative Healing Solutions:
(for the drawing I found black paper and white colored pencils or chalk worked the best.)
Day 3
Presentation:
Peer Evaluation:
In this example a student came up with an idea to use 3d printed bone material to make clips to hold the bone together, since they are made of calcium they say it “should” reabsorb into the bone giving it an ability to heal faster.
Assessment
Bone Model Project Rubric and Presentation Rubric- see the next few slides.
Bone Model Project Rubric
Criteria: Bone Model Creation
Accurate Bone Model
- Excellent (4): The styrofoam model is highly accurate, representing the chosen bone's shape and features with precision.
- Good (3): The styrofoam model is accurate, capturing the key features of the chosen bone.
- Satisfactory (2): The styrofoam model somewhat resembles the chosen bone but lacks detail.
- Needs Improvement (1): The styrofoam model does not accurately represent the chosen bone.
Bone Marrow Representation
- Excellent (4): The pipe cleaner is expertly integrated to represent the bone marrow, enhancing the realism of the model.
- Good (3): The pipe cleaner is well-incorporated, effectively representing the bone marrow.
- Satisfactory (2): The pipe cleaner is somewhat integrated, with room for improvement in representation.
- Needs Improvement (1): The pipe cleaner is poorly integrated, hindering the representation of bone marrow.
Fracture Simulation
- Excellent (4): The simulated fracture is strategically and realistically placed, demonstrating a deep understanding of common fracture locations.
- Good (3): The simulated fracture is well-planned and accurately placed, reflecting an understanding of fractures.
- Satisfactory (2): The simulated fracture is somewhat realistic but may lack precision in its placement.
- Needs Improvement (1): The simulated fracture is poorly executed and lacks realism.
Paper Mache Technique
- Excellent (4): The paper mache layer is skillfully applied, creating a thin, realistic layer that closely resembles bone tissue.
- Good (3): The paper mache layer is well-applied, resulting in a recognizable layer resembling bone tissue.
- Satisfactory (2): The paper mache layer is somewhat messy but achieves a basic resemblance to bone tissue.
- Needs Improvement (1): The paper mache layer is messy and lacks a convincing resemblance to bone tissue.
Criteria: X-ray Drawing and Analysis
X-ray Drawing
- Excellent (4): The X-ray drawing is highly detailed, accurately portraying the simulated fracture and bone structure.
- Good (3): The X-ray drawing is detailed, clearly illustrating the simulated fracture and bone structure.
- Satisfactory (2): The X-ray drawing is somewhat detailed, with room for improvement in accuracy.
- Needs Improvement (1): The X-ray drawing lacks detail and does not effectively illustrate the simulated fracture.
Analysis of Fracture
- Excellent (4): The analysis of the simulated fracture is thorough, demonstrating a deep understanding of its severity and impact on bone function.
- Good (3): The analysis of the simulated fracture is well-explained, considering its severity and impact on bone function.
- Satisfactory (2): The analysis of the simulated fracture is somewhat explained, with room for improvement in depth.
- Needs Improvement (1): The analysis of the simulated fracture is lacking in detail and understanding.
Presentation Rubric
Criteria: Presentation Skills
Clarity and Organization
- Excellent (4): The presentation is exceptionally clear, well-organized, and easy to follow.
- Good (3): The presentation is clear, organized, and easily understandable.
- Satisfactory (2): The presentation is somewhat clear and organized, with moments of confusion.
- Needs Improvement (1): The presentation lacks clarity and organization, making it difficult to follow.
Engagement and Enthusiasm
- Excellent (4): The presenter(s) demonstrate high levels of engagement and enthusiasm, keeping the audience captivated.
- Good (3): The presenter(s) show enthusiasm, maintaining audience interest throughout.
- Satisfactory (2): The presenter(s) display moderate enthusiasm, with occasional lapses in engagement.
- Needs Improvement (1): The presenter(s) lack enthusiasm, resulting in a disengaged audience.
Visuals and Props
- Excellent (4): Visual aids and props are highly effective, enhancing the overall presentation.
- Good (3): Visual aids and props are effective, supporting key points in the presentation.
- Satisfactory (2): Visual aids and props are somewhat effective but may not enhance key points consistently.
- Needs Improvement (1): Visual aids and props are ineffective and do not contribute significantly to the presentation.
Time Management
- Excellent (4): The presentation is well-paced, utilizing time effectively and covering all key points.
- Good (3): The presentation is adequately paced, with minor deviations from the allotted time.
- Satisfactory (2): The presentation is somewhat rushed or slow, with noticeable deviations from the allotted time.
- Needs Improvement (1): The presentation is poorly paced, significantly deviating from the allotted time.
Differentiation
Remediation
Extension/Enrichment