GRADE 9: Life science 4 Movement UNIT 9L.4 4 hours About this unit This unit is the fourth of six units on life science for Grade 9. This unit is designed to guide your planning and teaching of lessons on life science. It provides a link between the standards for science and your lesson plans. The teaching and learning activities should help you to plan the content and pace of lessons. Adapt the ideas to meet your students needs. For extension or consolidation activities, look at the scheme of work for Grade 10 and Grade 5. You can also supplement the activities with appropriate tasks and exercises from your school s textbooks and other resources. Introduce the unit to students by summarising what they will learn and how this builds on earlier work. Review the unit at the end, drawing out the main learning points, links to other work and real world applications. Previous learning To meet the expectations of this unit, students should already be able to describe the skeleton s role in movement, support and protection. Expectations By the end of the unit, students describe how skeletal joints and muscles enable locomotion. Students who progress further know how a lever can make work easier, and describe applications of this. Resources The main resources needed for this unit are: human skeleton or model skeleton dumbbell chicken leg or similar thick card or wood, split fasteners or nails, thick rubber bands Internet access Key vocabulary and technical terms Students should understand, use and spell correctly: skeleton, skull, backbone, ribs, pelvis, vertebrae tendon, ligament, synovial fluid, synovial membrane, cartilage biceps, triceps, contract, relax, antagonistic muscles joint, connective tissue, ball and socket, osteoarthritis, rheumatoid arthritis 1 Qatar science scheme of work Grade 9 Unit 9L.4 Life science 4 Education Institute 2005
Standards for the unit Unit 9L.4 4 hours SUPPORTING STANDARDS Including Grade 5 standards CORE STANDARDS Grade 9 standards EXTENSION STANDARDS Including Grade 9 standards Types of joints 9.9.1 Describe the structure of a joint and the types of joints in the human skeleton. Antagonistic muscle action 5.4.1 Recognise the main distinguishing features of the vertebrate groups (fish, amphibian, reptile, bird, mammal) and know how vertebrates differ from invertebrates. 9.9.2 Describe how the contraction and relaxation of muscles enables locomotion. 9.19.1 Know how a simple machine such as a lever can make work easier and that it has many applications. 2 Qatar science scheme of work Grade 9 Unit 9L.4 Life science 4 Education Institute 2005
Activities Unit 9L.4 Objectives Possible teaching activities Notes School resources Types of joints Describe the structure of a joint and the types of joints in the human skeleton. Review the work students did in Grade 5 on the function of the skeleton. Ask students whether they can think of three functions of the skeleton. Take feedback and describe the skeleton s role in movement, support and protection. Show students a human skeleton (or model) and ask them to identify some of the major parts (e.g. skull, backbone, ribs, pelvis, arm and leg bones). Discuss which parts of the skeleton protect which organs and the importance of the backbone. Ask students how they think the different bones of the skeleton are joined together and stay in place. They may be familiar with the idea that ligaments join bones together through experience of sports injuries. Distinguish ligaments from tendons, which attach muscles to bones. Let students discuss the difference between a sprain (ligament damage) and a strain (tendon or muscle damage). Students do not need to know the names of individual bones of the human skeleton. Use this column to note your own school s resources, e.g. textbooks, worksheets. Show students a cross-section diagram or model of a synovial joint. Introduce the terms cartilage, synovial fluid and synovial membrane, and discuss their functions (synovial means like egg white ). Provide students with a cross-section diagram of a joint to label and annotate with the function of each part. Let students dissect the knee joint of a chicken leg (or similar) to observe how strong ligaments are and how smooth cartilage is. Discuss what happens when joints are damaged by disease and distinguish between osteoarthritis, which usually affects knee and hip joints where cartilage is damaged, and rheumatoid arthritis, which affects hands and feet and is caused by inflammation of the synovial membrane. Use a human skeleton (or model) to demonstrate to students how the skeleton articulates and that there are three different types of joints, which allow bones to move in different ways. Ask students to draw simple diagrams and describe the movement of a ball and socket, hinge, pivot and gliding joint. Also describe joints that are not synovial (e.g. fixed joints held together by connective tissue and spine joints where vertebrae are connected by pads of cartilage). Ask students to list a number of examples of where each type of joint is found on a human skeleton. Enquiry skill 9.3.1 Extension activity Encourage students to use the Internet or reference material to find out about hip replacements and the materials used to make artificial joints. ICT opportunity: Use of the Internet. Useful information can be found at www.arthritis.org/ conditions/surgerycenter/surgerycenterflash/ totalhip.html 3 Qatar science scheme of work Grade 9 Unit 9L.4 Life science 4 Education Institute 2005
Objectives Possible teaching activities Notes School resources Antagonistic muscle action Describe how the contraction and relaxation of muscles enables locomotion. Ask students to bend their right arm with a clenched fist and feel the biceps muscle at the front of the upper arm contracting. Now ask them to straighten their arm as much as they can and feel the triceps muscle at the back of the upper arm contract. Ask a volunteer to hold a dumbbell and bend their arm upward, making the biceps muscle work, then hold their arm out bent and straighten the arm under load to feel the triceps working. Ask students why it takes two muscles to bend and straighten the arm and not just one. Discuss how bending and straightening requires a pair of muscles working on opposite sides of the joint and introduce the terms contract, relax and antagonistic muscles. Ask students to label two diagrams showing the biceps and triceps muscles as the arm bends and straightens. Extend this work on muscles and ask students where else in the body there are antagonistic muscles. Focus on the muscles of the leg and ask students to describe which muscles contract and relax in order for them to take a step forward. Provide students with materials to make a model arm a forearm and upper arm made of thick card or wood and split fasteners or small nails to attach two rubber bands to represent the biceps and triceps. Ask students to work in pairs and bend and straighten their model arm, explaining, in turn, which muscles bend and contract for each action. Ask students to evaluate how close their model is to the actual working of a human arm (the rubber bands do not contract and relax in the same way as muscles). Link this work on muscles to the Grade 9 Physical processes Standard 19.1 on levers and ask students to explain how the forearm acts like a lever and where the pivot is. Students are introduced to the names of muscles in the arm as an example but do not need to know the names of any other muscles. This activity also relates to Standard 9.19.1. 4 Qatar science scheme of work Grade 9 Unit 9L.4 Life science 4 Education Institute 2005
Assessment Unit 9L.4 Examples of assessment tasks and questions Notes School resources Assessment Set up activities that allow students to demonstrate what they have learned in this unit. The activities can be provided informally or formally during and at the end of the unit, or for homework. They can be selected from the teaching activities or can be new experiences. Choose tasks and questions from the examples to incorporate in the activities. Match the type of joint with the part of the body: Type of joint Fixed Hinge Ball and socket Pivot Gliding Part of body Wrist Skull Elbow Hip Neck a. Why do we need joints in our skeleton? b. Which part of our skeleton moves so that we can breathe? c. Which part of our skeleton moves so that we can chew food? The diagram on the right shows part of the arm. d. Parts A and B are attached to bones. What name is given to parts of the body like parts A and B? e. Part A contracts. In which direction does the lower arm move? f. What happens to Part B when Part A contracts? Adapted from QCA Year 9 science test, 1998 The diagram on the right shows the elbow joint. a. Tissue X covers the ends of the bones at the joint. Give the name of tissue X. b. Osteoarthritis is a very painful condition. In the joints of people with osteoarthritis small pieces of tissue X break off. Suggest two effects this could have on the joint. c. Explain why ligaments at the elbow need to stretch. Adapted from QCA Year 9 science test extension paper, 1998 5 Qatar science scheme of work Grade 9 Unit 9L.4 Life science 4 Education Institute 2005
6 Qatar science scheme of work Grade 9 Unit 9L.4 Life science 4 Education Institute 2005