PEER Teacher Requested Resource
Lesson Plan
Orthopedics: Down to the Bone
Orthopedics: Down to the Bone
Summary:
Students will learn the definition of orthopedics, the structures of the skeletal system and
their functions, the importance of bone remodeling, and Wolff’s law. They will also learn
the different classes of levers in the skeletal system and how to calculate forces involved
with these levers. Also, students will learn about the diagnosis and treatment of fractures
including radiographs, medical treatments, and potential complications. Students will
also take a quick look into the common ground between human and veterinary medicine,
the effects of osteoporosis, and current research involving the skeletal system. In order to
help the students learn about bones in a hands-on environment the lesson includes a bone
density and fractures lab.
Keywords: Biological Systems, Internal Feedback Mechanisms, Homeostasis, Forces on
Objects, Physics and Future Careers
Subject TEKS:
§112.34. Biology, Beginning with School Year 2010-2011 (One Credit)
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40% of instructional time,
conducts laboratory and field investigations using safe, environmentally appropriate,
and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and field investigations;
and
(B) demonstrate an understanding of the use and conservation of
resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses scientific methods and equipment
during laboratory and field investigations. The student is expected to:
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
(A) know the definition of science and understand that it has limitations,
as specified in subsection (b)(2) of this section;
(B) know that hypotheses are tentative and testable statements that must
be capable of being supported or not supported by observational evidence.
Hypotheses of durable explanatory power which have been tested over a wide variety
of conditions are incorporated into theories;
(F) collect and organize qualitative and quantitative data and make
measurements with accuracy and precision using tools such as calculators,
spreadsheet software, data-collecting probes, computers, standard laboratory
glassware, microscopes, various prepared slides, stereoscopes, metric rulers,
electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses,
Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras,
Petri dishes, lab incubators, dissection equipment, meter sticks, and models,
diagrams, or samples of biological specimens or structures;
(G) analyze, evaluate, make inferences, and predict trends from data; and
(H) communicate valid conclusions supported by the data through
methods such as lab reports, labeled drawings, graphic organizers, journals,
summaries, oral reports, and technology-based reports.
(3) Scientific processes. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions within and outside the classroom.
The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and experimental and
observational testing, including examining all sides of scientific evidence of those
scientific explanations, so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted from various
sources such as current events, news reports, published journal articles, and
marketing materials;
(D) evaluate the impact of scientific research on society and the
environment;
(E) evaluate models according to their limitations in representing
biological objects or events
(10) Science concepts. The student knows that biological systems are composed
of multiple levels. The student is expected to:
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
(A) describe the interactions that occur among systems that perform the
functions of regulation, nutrient absorption, reproduction, and defense from injury or
illness in animals;
(C) analyze the levels of organization in biological systems and relate the
levels to each other and to the whole system.
(11) Science concepts. The student knows that biological systems work to achieve
and maintain balance. The student is expected to:
(A) describe the role of internal feedback mechanisms in the maintenance
of homeostasis;
(B) investigate and analyze how organisms, populations, and
communities respond to external factors;
(C) summarize the role of microorganisms in both maintaining and
disrupting the health of both organisms and ecosystems
§112.39. Physics, Beginning with School Year 2010-2011 (One Credit)
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40% of instructional time,
conducts laboratory and field investigations using safe, environmentally appropriate,
and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and field investigations;
and
(B) demonstrate an understanding of the use and conservation of
resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses scientific methods during laboratory
and field investigations. The student is expected to:
(A) know the definition of science and understand that it has limitations,
as specified in subsection (b)(2) of this section;
(B) plan and implement investigative procedures, including asking
questions, formulating testable hypotheses, and selecting equipment and technology;
(C) collect data and make measurements with precision;
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
(D) organize, analyze, evaluate, make inferences, and predict trends from
data; and
(E) communicate valid conclusions.
(J) organize and evaluate data and make inferences from data, including
the use of tables, charts, and graphs;
(K) communicate valid conclusions supported by the data through various
methods such as lab reports, labeled drawings, graphic organizers, journals,
summaries, oral reports, and technology-based reports; and
(L) express and manipulate relationships among physical variables
quantitatively, including the use of graphs, charts, and equations.
(3) Scientific processes. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions within and outside the classroom.
The student is expected to:
(E) research and describe the connections between physics and future
careers
(4) Science concepts. The student knows and applies the laws governing motion
in a variety of situations. The student is expected to:
(D) calculate the effect of forces on objects, including the law of inertia,
the relationship between force and acceleration, and the nature of force pairs
between objects;
(E) develop and interpret free-body force diagrams; and
(F) identify and describe motion relative to different frames of reference.
§111.32. Algebra I (One Credit)
(a) Basic understandings.
(1) Foundation concepts for high school mathematics. As presented in Grades K8, the basic understandings of number, operation, and quantitative reasoning;
patterns, relationships, and algebraic thinking; geometry; measurement; and
probability and statistics are essential foundations for all work in high school
mathematics. Students will continue to build on this foundation as they expand their
understanding through other mathematical experiences.
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
(2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a
critical role in algebra; symbols provide powerful ways to represent mathematical
situations and to express generalizations. Students use symbols in a variety of ways to
study relationships among quantities.
(3) Function concepts. A function is a fundamental mathematical concept; it
expresses a special kind of relationship between two quantities. Students use
functions to determine one quantity from another, to represent and model problem
situations, and to analyze and interpret relationships.
(4) Relationship between equations and functions. Equations and inequalities
arise as a way of asking and answering questions involving functional relationships.
Students work in many situations to set up equations and inequalities and use a
variety of methods to solve them.
(5) Tools for algebraic thinking. Techniques for working with functions and
equations are essential in understanding underlying relationships. Students use a
variety of representations (concrete, pictorial, numerical, symbolic, graphical, and
verbal), tools, and technology (including, but not limited to, calculators with
graphing capabilities, data collection devices, and computers) to model mathematical
situations to solve meaningful problems.
(6) Underlying mathematical processes. Many processes underlie all content
areas in mathematics. As they do mathematics, students continually use problemsolving, language and communication, and reasoning (justification and proof) to
make connections within and outside mathematics. Students also use multiple
representations, technology, applications and modeling, and numerical fluency in
problem-solving contexts.
(b) Knowledge and skills.
(7) Linear functions. The student formulates equations and inequalities based on
linear functions, uses a variety of methods to solve them, and analyzes the solutions in
terms of the situation. The student is expected to:
(A) analyze situations involving linear functions and formulate linear
equations or inequalities to solve problems;
(B) investigate methods for solving linear equations and inequalities
using concrete models, graphs, and the properties of equality, select a method, and
solve the equations and inequalities; and
(C) interpret and determine the reasonableness of solutions to linear
equations and inequalities.
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
§111.39. Algebra I, Adopted 2012 (One Credit)
(c) Knowledge and skills.
(1) Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and
the workplace;
(B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of the
solution;
(C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math, estimation,
and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs, and
language as appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas;
(F) analyze mathematical relationships to connect and communicate
mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
(5) Linear functions, equations, and inequalities. The student applies the
mathematical process standards to solve, with and without technology, linear
equations and evaluate the reasonableness of their solutions. The student is expected
to:
(A) solve linear equations in one variable, including those for which the
application of the distributive property is necessary and for which variables are
included on both sides;
Grade Level: Grades 9-12
Learning Objectives:
The learner will:
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
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Define orthopedics
Describe bone structure
Classify bones
Classify levers
Calculate muscle forces
Classify fractures
Describe fracture treatments
Relate veterinary research to human medical research
Time Required: The power point and lecture are designed to last about 50 minutes. The
bone density and fractures lab needs 30 minutes for classes that have previous
experience finding the mass and volume of objects, calculating density, and graphing
results. Allow for more time if students are not proficient in these skills.
Materials:
 Orthopedics: Down to the Bone PowerPoint
 Bone models are helpful for explaining concepts
 Long bones cut into transverse sections
 Graduated cylinders with an interior diameter that will accommodate the bone
sections
 Balance
 Dissecting gloves
 Determination of Bone Density with Bone Specimens Worksheet
 List ALL materials teacher will need to implement the entire lesson. Include
presentation/demonstrations, activities, and evaluations.
Background/Concepts for Teachers: For this presentation teachers should be familiar
with the concepts of calculating density (mass/volume) and force (mass x acceleration),
explaining torque, algebraic manipulation of single variable equations, electromagnetic
radiation spectrum, and homeostasis.
Vocabulary / Definitions:
Orthopedics-the branch of medicine and surgery that is concerned with the preservation
and restoration of the function of the skeletal system, its joints, and associated structures
like ligaments and tendons
Bone remodeling-the process by which osteoclasts release and osteoblasts store calcium
and phosphorus in bone controlling bone growth and density
Wolff’s Law-greater physical stress placed on a bone at a particular site results in more
bone deposition by osteoblasts at that site
Lever-a simple machine consisting of a bar, a fulcrum, effort, and resistance
Radiograph-the image produced on a film by x-rays or other forms of radiation
Osteoporosis-a bone disease where the bone mineral density is decreased
Presentation/Explanation: The notes section of each slide has extra information to add
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)
to the slides during presentation, sources for pictures, explanations about the material,
and sources for more information about the material. The slides with “Quiz!” and “What
type of lever?” title are interactive slides to keep the students’ attentions and require
them think about the material covered in the previous slides. The answers will display
upon clicking. It is best to keep the students’ attention by adding questions relevant to
their life such as on the “Fractures” slide asking “Who here has broken a bone? What
did the doctor do to decide that it was broken?” This presentation was designed to relate
to the students’ health and animal health therefore any questions along those lines can
help make this presentation more interactive and unique to each class.
Activity/Application: Bone Density and Fractures activity is an adapted version of Bone
Density from the Health and Science Pipeline Initiative website at http://www.haspi.org/.
This adapted activity will allow the students to interact with bones and focus on how the
bone's structure changes and the effects that those changes have on the risk of fracturing
at a specific area of the bone.
Lesson Extensions: The original Bone Density activity will increase the difficulty of the
activity portion by asking the students to use higher math skills and answer harder
conceptual questions. However, this activity needs more time to be devoted towards its
completion than the Bone Density and Fractures activity.
Safety Issues: The bones can possess a unique hazard depending upon how they were
processed. Possible hazards are sharp points on the cut edges of the bones and
foodborne illnesses equivalent to raw meat. Be sure to take proper precautions by having
the students wear gloves and informing them about these hazards.
Resources:
 Activity: Bone Density from the Health and Science Pipeline Initiative website at
http://www.haspi.org/
 Math problem: A helpful video to explain the math problem in a different format
https://www.youtube.com/watch?v=svUdk3-8TAM
Authors:
Yale Chapman, Beverly Crocker, Clarissa Root and Kyra Perry
© Partnership for Environmental Education and Rural Health at
College of Veterinary Medicine & Biomedical Sciences, Texas A&M University
Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP)