‭Clarification Performance‬

‭Joints activity‬

‭Understanding Goals:‬
‭●‬ H ‭ ow can I use a model to provide mechanistic accounts of movement in the human‬
‭body?‬
‭●‬ ‭How can I construct, use, and present an oral and written argument or‬
‭counter-arguments based on data and evidence regarding homeostasis?‬

‭Purpose:‬
‭-‬ ‭Students will identify one type of joint, its structure and function.‬
‭-‬ ‭Relate the joint’s function to a specific hike activity explaining how it moves in‬
‭the sport.‬

‭Class 1 and 2‬
‭ roup research of the type of joint, its structure and movement. Identify the hike‬
G
‭activity and show the movement of the joint.‬

‭Product:‬
‭1.‬ S ‭ lides presentation consisting of 2 slides, summarized and clear information‬
‭stating the type of joint, how it is its structure, and its function and movement.‬
‭2.‬ ‭Make a model of the joint that should show the movement of the joint and‬
‭should support atypical stresses.‬

‭Homework:‬‭bring the materials needed to build the‬‭model.‬

‭Classes 3 and 4‬
‭ oing the model of a joint.‬
D
‭Think of an activity where your joint will be used during the hike to the Amazonas. The‬
‭model should show the parts of the joint and how it is connected. The joint should‬
‭show the movement and it support atypical stress.‬
‭Class 5‬
‭Present the model to the class.‬

‭RUBRIC‬

‭CATEGORY‬
‭25‬ ‭17‬ ‭8‬ ‭0‬
‭ tructure‬
S ‭ tructure‬
S ‭ tructure‬
S ‭ atal flaws in‬
F
‭functions‬ ‭functions well,‬ ‭functions pretty‬ ‭function with‬
‭Function‬ ‭extraordinarily‬ ‭holding up under‬ ‭well, but‬ ‭complete failure‬
‭well, holding up‬ ‭typical stresses.‬ ‭deteriorates‬ ‭under typical‬
‭under atypical‬ ‭under typical‬ ‭stresses.‬
‭stresses.‬ ‭stresses.‬
‭25‬ ‭17‬ ‭8‬ ‭0‬
‭Great care is‬ ‭ onstruction was‬
C ‭Construction‬ ‭ onstruction‬
C
‭taken in the‬ ‭careful and‬ ‭accurately‬ ‭appears careless‬
‭construction‬ ‭accurate for the‬ ‭followed the‬ ‭or haphazard.‬
‭Construction‬ ‭process so that‬ ‭most part, but 1-2‬ ‭plans, but 3-4‬ ‭Many details‬
-‭ Care Taken‬ ‭the structure is‬ ‭details could‬ ‭details could‬ ‭need refinement‬
‭neat, attractive‬ ‭have been refined‬ ‭have been refined‬ ‭for a strong or‬
‭and follows‬ ‭for a more‬ ‭for a more‬ ‭attractive‬
‭plans accurately.‬ ‭attractive‬ ‭attractive‬ ‭product.‬
‭product.‬ ‭product.‬
‭ 0‬
5 ‭35‬ ‭20‬ ‭‬
5
‭Explanations‬ ‭Explanations‬ ‭Explanations‬ ‭Explanations do‬
‭indicate a clear‬ ‭indicate an‬ ‭indicate relatively‬ ‭not illustrate‬
‭and accurate‬ ‭accurate‬ ‭accurate‬ ‭much‬
‭understanding‬ ‭understanding of‬ ‭understanding of‬ ‭understanding of‬
‭of scientific‬ ‭scientific‬ ‭scientific‬ ‭scientific‬
‭principles‬ ‭principles‬ ‭principles‬ ‭principles‬
‭ cientific‬
S
‭underlying the‬ ‭underlying the‬ ‭underlying the‬ ‭underlying the‬
‭Knowledge‬
‭relationship‬ ‭relationship‬ ‭relationship‬ ‭relationship‬
‭between the‬ ‭between the‬ ‭between the‬ ‭between the‬
‭joint’s‬ ‭joint’s movements‬ ‭joint’s movements‬ ‭joint’s movements‬
‭movements‬ ‭during the activity‬ ‭during the activity‬ ‭during the activity‬
‭during the‬ ‭in the hike.‬ ‭in the hike.‬ ‭in the hike.‬
‭activity in the‬
‭hike.‬