California Career and Technical Education Standards

• ANR.D.D6.5 Apply quality assurance practices to the proper administration of medicines and ...
• ANR.FS.11.0 Demonstration and Application
• ANR.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...

California Academic Content Standards (Reinforced)

• ELA.8.R.VCD.1.3 Use word meanings within the appropriate context and show ability to verify thos...5
• ELA.9-10.LS.C.1.1 Formulate judgments about the ideas under discussion and support those judgments...
• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3

• Material Required - Other

  Safety glasses for each student, PowerPoint, Babel video, 6 beef femur or humerus bones, sledge hammer, bat, claw hammer, meat saw and outside area to conduct activity.
• Pre-Setup work - Other

  Teacher needs to do the following prior to the day of the lesson: Secure bones and equipment, Make sure the PowerPoint and video are working and ready to view. Write the break types individually on separate sheets of paper, fold and place in a container for students to draw from. Match the equipment with each break type as follows to be able to give to each group once their break type is chosen: comminuted - sledge hammer, greenstick - claw hammer, simple(hairline) - meat saw, oblique - bat

  ONE DAY BEFORE LESSON -  Teacher must review safety procedures regarding clothing requirements for the activity. (See attachment below)

  DAY OF ACTIVITY - Review Safety procedures for activity or print one out for each student to review together. (See attachment below). 

  • Activity Safety Procedures [ Download ] Safety Procedures for day before activity and day of activity
• Anticipatory Set - Hooks / Set

  Students are shown Babel video. Teacher says, "The ability to treat animals early who have been afflicted with a bone break increases the animals ability to survive and/or live a normal and comfortable life. Thus the importance of understanding how a break occurs and evaluating the type of break an animal has received is the first step in that process."(3 minutes)

  • Babel - the elephant with a broken leg -BBC Animals.flv [ Watch Video ] [ Download Original Video ] Babel has a broken leg that healed incomplete.
• Lesson - Lecture

  Teacher: "To really understand the four types of breaks and the trauma that causes those breaks, one has to first understand the composition of bone primarily the long bones. PowerPoint is set for viewing. Students are asked to pull out a lined piece of paper. Write their name in the top right hand corner of the paper and the date underneath their name. On the top line in the center they are to write the title " Long bone parts and description"
  Powerpoint begins and on slide two teacher tells students to draw the long bone seen on the slide onto their lined piece of paper. The length of the bone should be equal to half a sheet of paper. They are also to include the names of each part as seen on the PowerPoint. Students are then asked to write the definitions for each part of the long bone underneath the proper name found on their bone diagram paper. The definitions will be listed on the PowerPoint and said out loud by the teacher through out the lecture. At the intermission page of the powerpoint Teacher does popcorn questions by randomly calling on students to answer: Where is bone marrow found?, What is the name of the end of a long bone?, and what is the difference between spongy and compact bone? Teacher then says,"It is key to understand that a long bone is vulnerable to breaks because of its location and function. Long bones in the limbs are moving the most, more exposed to the environment and more likely to receive trauma. The four types of break we will explore that occur on long bones are: (run powerpoint) READ OUT LOUD simple (hairline) fracture = The bone is broken in more than one place but the fragments stay in alignment caused by too much pressure on one side of the bone. greenstick fracture = the bone cracks but does not break all the way through caused by the bending as if one was bending a twig until it broke.oblique break = A slanted fracture of the shaft along the bones axis caused by a twisting motion or a sharp, angled object.comminuted break = A bone is broken, splintered or crushed into multiple pieces.
  The second to last page of PowerPoint is a quiz where they are given a group of broken bones labeled A-D. or every bone labeled A-D they are to identify which break is represented using the notes from the PowerPoint. Teacher uses the last page of the PowerPoint to go over quiz answers. (26 minutes)

  • Tale of Four Traumas PowerPoint [ Download ] Lecture PowerPoint with questions activity
• Activity - Lab / Shop

  Students will be assigned to one of four groups.  Teacher will review safety procedures for the outside activity.(See attachment of safety procedures in Pre-Setup Work) The students will bring their notes and be taken outside to open area for the activity. Each student is given a pair of safety glasses. Teacher will have a representative from each group draw a slip of paper out of a jar that will have their targeted break for the activity written on it (either oblique, greenstick, simple(hairline) or comminuted. Each group will also choose a beef femur or humerus bone. Once each group has their break and bone the teacher will pass out the equipment they will use for the activity(done prior to the day of lesson. See pre-setup work section). The teacher explains that each group will be responsible for causing that break to happen on the given femur or humerus bone using the piece of equipment assigned to them. (20 minutes)
• Closure - Closure

  Students are escorted to the classroom with their broken bone, equipment and safety glasses and notes. The bones are placed on a table in front of the classroom in order from left to right group one being on the far right. Teacher will ask group to state their break type and explain how that break is typically caused. (this is based on the lecture material given) Teacher will then ask group one how they determined how to make the right break and have them answer. Teacher will then ask group one what were the issues that arose while trying to perform the action that would cause their specific break.Teacher will determine if the break the group caused is correct and explain why or why not. This process is repeated for each group. (10 minutes)