Standards and Backwards Mapping

     

M5U1A2

STANDARDS AND BACKWARDS MAPPING

LESSON TITLE: Enable 3D Mechanical Hand Project

TIME SEGMENT: Week One- Project-Based

SUBJECT: Integrated-Math/Science/Technology/Engineering

GRADE LEVEL: Middle School-California Common Core State Standards

This Standard MS-ETS1-1 was selected because I have a genuine interest in projects that assist patients that on Medicaid in Louisiana. The poor patients that can’t afford medical are given walkers and wheel chairs. A project would benefit these patients because they will be able to work and stay productive in the workforce. This would also reduce the risk of Obesity in the United States if prostheses were available at no expense or at an affordable rate.

MS-ETSI-1. Defines the criteria and constraints of a design problem with sufficient precision to:

1. Ensure a successful solution; 
2. Take into account relevant scientific principles;
3. Potential impacts on people;
4. The natural environment that may limit possible solutions.

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

The BIG IDEA

HOW CAN WE LEARN ABOUT PROSTHESES AND THEN CREATE A MECHANICAL DEVICE OF A CHILD BORN WITH NO  FINGERS ON ONE HAND?

MEASURABLE OBJECTIVES TO BE ADDRESSED AND ASSESSMENTS

1. Research human limbs knowledge, and anatomy and physiology.
   Formative assessment-Vertebrate limb comparison reading summary.
2. Understand the factors that can affect limb structure and function.
   Formative assessment-Vertebrate limb jigsaw teaching activity and assessment.
3. Consider the history of human prosthetic use.
   Formative assessment-Chicken wing dissection lab report.
   TEACHING STRATEGIES AND ACTIVITIES
   Introduction-Presentation on:

1. How Enable devices work and why are they being used?
2. Introduction to vertebrae limbs.
3. Science lab; dissection of chicken wings.

TEACHER/STUDENT INPUT

I Do It-Accurately describe the anatomy and physiology of vertebrate limbs, including the human hand.

We Do It-Whole class discussion.

You Do It-Document materials in a journal learning log.

REVIEW

At an evening community event students will share their presentations with other students, faculty and families. Each group will share an online video of “How eNable devices work, and why they are used?” They will also ensure recipients that the 3D printed and constructed device gets to the recipient.

DISCUSSION TOPICS

Class discussion on how Prostheses can help adults when they lose a limb?

MATERIALS AND RESOURCES FOR LESSON

As part of the project launch, students have a Skype conversation with a volunteer or recipient, in order to better understand the significance of the work that students are about to undertake.

Community Resources-

1. eNABLE contacts, building guides and videos.
2. Family presentation onsite
3. Tech Department personnel.
4. Chicken wing dissection kits
5. Materials for grabber construction
6. Materials for Enable hand construction-see guides.
7. Human anatomy and physiology, Prostheses research and Grabber creation document.