EDUC. 540 Learning Module
Student:
Sierra Garber
sierra.garber@sckans.edu
1820 Warren Ave. Box #72
Winfield, KS 67156
Day Telephone:
574-538-8673
Evening Telephone:
574-538-8673
Assignment Title:
Week 9 Lesson Plans
Date of Submission:
Saturday March 8th
Assignment Due Date:
Sunday March 9th @ Midnight
Course:
EDUC. 540 Learning Module:
Course Instructor:
Vickie Cummings
Faculty Mentor:
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Student’s Signature: Sierra Garber
Week 9 Lesson Plan 5
Grade Level:

College Freshman
Theme:

Athletic Training (Introduction)
Subject:

Math (goniometry)
Objectives:

The student will be able to:
o Identify the normative range of motion (ROM) values for each upper extremity
joint
o Identify the appropriate planes and axes for each of the following motions:
 Flexion/extension
 Abduction/adduction
 Rotation
o Compare:
 Active and passive ROM
 Hypomobility and hypermobility
 Reliability and validity
o Explain the importance of:
 Testing positions
 Palpating bony landmarks
 Recording starting and ending positions
o Perform and explain a goniometric evaluation of upper extremity joints
Kagan Structure:

Showdown
o Since Kagan’s Showdown structure is considered a good social skills structure, I
plan to use it as a review/practice game for students to learn the normative range
of motion values and how to properly measure joint ranges of motion at specific
joints. Students will be split into teams of four and the teacher will select a
showdown captain. Teams will have a set of question cards. The showdown
captain will draw one card at a time, read the question to his teammates, and
provide think time. Each student will write down their answers and when all
students are ready the showdown captain will call “Showdown.” At this time
teammates will show and discuss their answers, while the showdown captain
leads the checking. If the answers are incorrect the teammates will use their social
skills to tutor each other on the correct answer. So for example, one of the
question cards may read, “What is the normative range of motion for the elbow?
And what are the bony landmarks you would use to line up the goniometer when
taking the measurement?” Once everyone in the team wrote down their answer
they would all share and correct each other if needed.
Key Vocabulary:






Goniometry
Planes and axes
Range of motion
End-feel
Reliability
Validity
Materials:



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Textbook
o Norkin , C. C., & White, D. J. (2009). Measurement of joint motion: A guide to
goniometry. (4th ed.). Philadelphia, PA: F.A. Davis Company
Goniometer
Clickers
Interactive Jeopardy review game (technology)
Motivation:

I would motivate students to learn through use of teamwork and lab work that would
require use of strong social skills and keep students engaged.
Practice/Application:

I would incorporate lab time for students to practice taking goniometric measurements of
the upper extremity joints. This would entail students practicing and applying proper
positioning of the body part, bony landmarks used when lining up the goniometer to take
the measurement, and comparing their actual joint range of motion to the normative joint
range of motion (involves doing some math to figure out the difference in ROM).
Review/Assessment:

I would set up a jeopardy review game on the computer and have it projected as a game
board so the whole class could see. The class would be split into teams of 3-4 people and
each team would have a clicker to submit their answers. There would be categories such
as, normative ROM, planes and axes, upper extremity goniometer placements, testing
positions. The teams would get practice using social skills when making decisions in their
groups by listening, helping, and communicating effectively with team members to form
the correct answer.
Extension:


I could extend this lesson by having students learn how to take goniometric
measurements of the lower extremity joints.
I could extend this lesson by having students learn and research the effects age, gender,
and other factors have on joint range of motion and goniometric measurements.
Reference Page:

Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing.

Norkin, C. C., & White, D. J. (2009). Measurement of joint motion: A guide to
goniometry. (4th ed.). Philadelphia, PA: F.A. Davis Company
Week 9 Lesson Plan 6
Grade Level:

College Freshman
Theme:

Athletic Training (Introduction)
Subject:

Art (Taping, Bracing, Padding)
Objectives:

The student will be able to:
o Understand the principles of preventative and protective taping
o Describe the differences between taping and bracing
o Choose the appropriate taping, bracing, padding, or wrap to protect the
injured body part
o Make/apply the taping, bracing, padding, or wrap to the injured body part
Kagan Structure:

Rally Robin
o Considering Rally Robin is a good knowledge building structure, I plan to
use it as an activity for students to demonstrate their artistic skills they
have learned to utilize when an athlete becomes injured and needs
protective or preventative taping, padding, or bracing. During Rally Robin
students will be in groups of two while the teacher poses a
problem/scenario to which there are multiple possible responses/solutions
and provides think time. The students then take turns explaining and
demonstrating their solutions to the problem/scenario. For example, the
teacher may pose the scenario of an athlete that is having arch problems.
One student may choose to create a metatarsal arch pad to help prevent
arch problems, while the other student may choose to perform an arch
taping. Both these solutions are acceptable and will work. This structure
allows students to learn from each other and build off each other’s
knowledge.
Key Vocabulary:




Preventative
Padding
Bracing
Taping



Anchors
Figure eights
Heel locks
Materials:





Textbook
o Cummings, N. H., Stanley-Green, S., & Higgs, P. (2009). Perspectives in
athletic training. St. Louis, Missouri: Mosby, Inc
Tape (athletic tape, elasticon, powerflex, Kinesiotape)
Pre-wrap
Padding (Thick, thin, firm, soft)
Braces (ankle, knee, shoulder, orthoplast braces)
Motivation:

I would motivate students to learn by utilizing lab times and demonstrations on
how to craft certain tape jobs, braces, and padding’s. I would also have a guest
speaker come in and discuss all the different options available as protective and
preventative measures for injured athletes.
Practice/Application:

I would incorporate lab time for students to practice taping, bracing, and making
pads for injured athletes. I would also conduct mock evaluations for the students
to be given a scenario and use their knowledge on taping, bracing, and padding to
decide which protective/preventative measure they would take to help the injured
athlete. This makes them use their knowledge building skills to make decisions.
Review/Assessment:

I would have students in small groups (2-3) and have a circuit type of assessment
where students went around to different tables and there were different scenarios
presented. The students would have a set amount of time for each scenario where
they would discuss their opinions and reasoning behind the
protective/preventative solution they chose. This is a good assessment of students
and aids in their knowledge building skills.
Extension:


I could extend this lesson by having the students learn about protective equipment
(i.e. football shoulder pads, helmets)
I could extend this lesson by having students learn about ace bandage wraps and
compression sleeves (i.e. use for shin splits, hip flexor strain, groin strain)
Reference Page:


Cummings, N. H., Stanley-Green, S., & Higgs, P. (2009). Perspectives in athletic
training. St. Louis, Missouri: Mosby, Inc.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca:
Kagan Publishing.