Name
Bones in space
Topic
Biology
Learning time
420 minutes
Designed time
420 minutes
Number of students
25
Description
What happens to bones in a reduced gravity environment? Students simulate the effects of reduced gravity on bone tissue and make hypotheses about the causes
Aims
Student collaborate to refine and evaluate scientific questions. Student collaborate with each other for collecting and explaing data appropriate to a particular scientific question
Outcomes
  • Knowledge learn the characteristics of the bone tissue
  • Analysis analize how homeostasis of a biology tissue is influenced by changes in the environment and analyze the effects of decreased bone mass (osteoporosis)
  • Comprehension understand what is the link between structue and function of bones
  • Synthesis synthesize which assumptions can explain the phenomenon
  • Evaluation evaluate why healthy bones are important in space and on Earth
No outcomes are set
Editor
angelacolli50
ENGAGE
60 minutes)
  • Read
    10
    25
    2
    Why do astronauts exercise in orbit? Watch the two video https://www.youtube.com/watch?v=87YxeKTv8Y8 and http://www.asc-csa.gc.ca/eng/astronauts/living-in-space/physical-activity-in-space.asp (ARED: Advanced Resistive Exercise Device)
  • Discuss
    20
    25
    0
    Discuss: What are the astronauts doing? Why? What is microgravity? How can affect bones' health?
  • Collaborate
    30
    25
    0
    make a map with the ideas of all students
Notes:
Resources attached: 0
EXPLORE the structure and function of bones
90 minutes)
  • Investigate
    50
    25
    2
    At home Explore the structure and function of bones use your text book read https://depts.washington.edu/bonebio/ASBMRed/structure.ht look: https://www.khanacademy.org/science/health-and-medicine/human-anatomy-and-physiology/skeletal-system/v/skeletal-structure-and-function
  • Practice
    10
    25
    1
    at home do the exercise http://www.wiley.com/college/apcentral/anatomydrill/t06/at0603_2.htm
  • Investigate
    30
    1
    you can also look at http://depts.washington.edu/bonebio/bonAbout/bonAbout.html
Notes:
Those activities can be done at home.
Resources attached: 0
EXPLORE
60 minutes)
  • Collaborate
    60
    4
    0
    in groups (4-5 students) Laboratory: look slides of bone tissue with microscope: each group writes a report-The students use what they have learned at home
Notes:
Students already know how to use the microscope ;they can use what they learned at home. Teacher observes groups working and helps them, if necessary. The classis is "flippped"
Resources attached: 0
EXPLAIN
60 minutes)
  • Discuss
    15
    25
    0
    What is osteoporosis? (all class) use mindmap to collect ideas
  • Investigate
    30
    4
    0
    Activity : Bag of Bone simulate a bone that has lost some of its mass: a bag will represent a bone,and the cereal inside the bone will represent the calcium and the cells https://www.nasa.gov/pdf/663094main_Bag_of_Bones_Activity.pdf
  • Collaborate
    15
    25
    0
    review the maps produced previously and produce a summary
Notes:
Resources attached: 0
ELABORATE
60 minutes)
  • Discuss
    20
    25
    0
    How do you think we can prevent bone loss?
  • Collaborate
    40
    4
    2
    In groups students prepare a power point presentation with advice for astronauts and for people to prevent osteoporosis students can use prezi
Notes:
Students are used to working in groups: the groups (5 students each) have already been formed. The students and the teacher do as in the Collaborative work - Towards a healthy city (look at resources)
Resources attached: 0
EVALUATE
90 minutes)
  • Practice
    30
    4
    2
    every group shows the presentation to the all class
  • Collaborate
    30
    25
    2
    students construct a final presentation of the all class by choosing the best slides of each group
  • Read
    30
    25
    1
    Students evaluate their work with a Peer Evaluation Form (at home)
Notes:
Students evaluate their work with a Peer Evaluation Form http://www.lapresenter.com/coopevalpacket.pdf Teacher uses a Grading Rubric to evaluate power point presentation http://txla.org/sites/tla/files/groups/YART/docs/2015SPOTHigh-Fehlbaum_AcademicProgram_PowerPointRubric.pdf Teacher uses a grading rubric to evaluate student's work. For a summative assessment the teacher can assess whether all of the outcomes have been achieved by all students with tests and/ or open questions
Resources attached: 0