PHYSICAL THERAPY Essential Question: How Is the Body Like ... L18.pdf · Lesson Overview In this continued experience on physical therapy, the Young Professionals will experience

Health Sciences Module: Physical Therapy Pathways to Prosperity Network

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PHYSICAL THERAPY

Essential Question: How Is the Body Like a Machine?

Learning Targets:

Students will:

Practice collaboration skills to guide peers through an obstacle course.

Use the design cycle to build models using the principles of biomechanics.

Lesson Overview

In this continued experience on physical therapy, the Young Professionals will experience some

of the work of a PT through challenging their patients to do a PT obstacle course. They will also

have a chance to express what they’ve learned about levers through a creative graffiti

vocabulary protocol. As an extension, they will complete a design challenge to build a Robo-arm

based on principles of biomechanics.


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Lesson Agenda Opening (10 min)

Superhuman Biomechanics

Work Time PT Obstacle Course (30 min)

Graffiti Vocabulary (25 min)

Closure (5 min) Four Corners: PT and Me

Materials

Young Allied Health Professional student packet

Technology to project video

Video to project: https://science360.gov/obj/video/c98fd76a-8fa2-42e9-80d0-

67142b8e1f51/science-summer-olympics-biomechanics-usain-bolt

Colored pencils

Materials for obstacle course (will vary)

FACILITATION NOTES

Physical Therapy Obstacle Course. This obstacle course will vary based on the materials

available (ask a P.E. teacher), setting, facilitator comfort, and individual class. Consider the

following stations: crab walk, hopping dot to dot on a single foot, walking backwards on a 2x4 or

curb, hula hoop jump, crossing the monkey bars, dribbling a ball from cone to cone with the non

dominant hand, tape maze, etc. Increase challenge by emphasizing the non-dominant hand or

foot, adding blindfolds to tasks, etc. Add common yoga poses (downward dog, warrior one/two,

eagle pose, tree pose) to incorporate balance and strength.

Vocabulary Graffiti Model. This strategy will help the young professionals associate a word

with its concept—they will comprehend a word better when they get to see it. This is a fun way

for them to show their creativity and express how they visualize the meaning of a word. This

strategy can be used in any subject. Consider showing an example of a good graffiti vocabulary

page. You can find many using an internet search.

https://science360.gov/obj/video/c98fd76a-8fa2-42e9-80d0-67142b8e1f51/science-summer-olympics-biomechanics-usain-bolt



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EXTENTIONS

Design Squad Design Challenge. Watch the Design Squad clip

http://pbskids.org/designsquad/parentseducators/guides/mission_robo_arm.html and then issue

the Robo-arm Challenge. Note: additional materials needed: http://www-

tc.pbskids.org/designsquad/pdf/parentseducators/DSN_NASA_MissionSolarSystem_RoboArm.

pdf. If you choose this activity, show the two-minute Billy Nye clip on the prosthetic arm below.

Optional Videos:

1. Bill Nye. Consider watching Bill Nye the Science Guy: Simple Machines (22 minutes).

o Daily Motion has the full episode (http://www.dailymotion.com/video/x3cvmov).

o Focus on HS application of the lever with the clip, which highlights the prosthetic

arm: 12:46-14:45.

2. You Can Be Me- A Career in Physical Therapy (APTA).

https://www.youtube.com/watch?v=r35FQT3u0J4&nohtml5=False (9:49). Reflects the

diversity in the PT field and the lens of Society.

Curiosity Machine Biomechanics Challenges. This site has several design challenges that

could serve as extensions or individual projects, all with low cost or repurposed materials. The

http://pbskids.org/designsquad/parentseducators/guides/mission_robo_arm.html

http://www-tc.pbskids.org/designsquad/pdf/parentseducators/DSN_NASA_MissionSolarSystem_RoboArm.pdf



https://www.youtube.com/watch?v=r35FQT3u0J4&nohtml5=False


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site guides young people through the design cycle and allows students to upload completed

projects:

https://www.curiositymachine.org/challenges/?theme=Biomechanics&page=1#challenges.

IN ADVANCE

□ Review the Graffiti Vocabulary and Gallery Walk protocols.

□ Review the Four Corners protocol in the closure. Prepare the labels for the corners:

Strongly Agree, Agree, Disagree, Strongly Disagree.

Vocabulary

Content Tier II

biomechanics, fulcrum, effort, load,

resistance force, applied force, mechanical

advantage, external, internal

categorize, range, effort, obstacle

Opening (10 min)


As we learned in the previous lesson, the human body is made up of levers that can help us do

the work of simple machines. Biomechanics helps us to investigate how the body can perform

both simple and complex tasks. Some bodies are designed to complete near superhuman feats!

Let’s take a closer look at the biomechanics of the fastest man in the world, and how the design

of the levers in his body allows him to achieve speeds no other human has reached.

1. Project the video explaining the biomechanics of Jamaican sprinter, Usain Bolt, the fastest

100-meter sprinter in the world: https://science360.gov/obj/video/c98fd76a-8fa2-42e9-80d0-

67142b8e1f51/science-summer-olympics-biomechanics-usain-bolt.

2. Unpack the word biomechanics—the machine functioning of life.

3. Ask:

o How is Bolt’s body engineered to be a great sprinter?

o What is happening mechanically during the stance and flight phases of running?

4. Pause the video as needed to be sure students understand the content.

https://www.curiositymachine.org/challenges/?theme=Biomechanics&page=1#challenges




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Work Time

Physical Therapy Obstacle Course (30 min)

Physical therapists use their knowledge of biomechanics to develop targeted exercises

that will help patients rehabilitate injuries. For children and youth, some PT’s use obstacle

courses as a way to practice. We are now going to explore a physical obstacle course

where half the team will take on the role of PT’s running the stations, and half will take

on the roles of patients.

The directions for this obstacle course will vary depending on the stations, materials

you have available, the setting (indoor/outdoor/gym/classroom), and the culture and

climate within each class. See facilitator notes and documents for examples of activities

and ways to ensure the activities connect to the work of the physical therapist. Consider

the general guidelines:

o The boundaries of each station are clearly defined.

o Create a clear flow for patients to follow from one station to the next.

o Think of timing! Stations should take more or less the same amount of time.

o Transitions: How will students know to move from one station to another?

o Ideally one or two YPs will function as the PT’s for each station, guiding the

patients through the activities at that station.

o Ensure the station card has clear instructions and sentence starters for the

young PT’s.

o Remind everyone to have fun and be safe.

Graffiti Vocabulary (25 min)

1. Project the exemplar image. 2. Direct the young professionals to return to the <Lever Vocabulary>. 3. Tell them that they will be illustrating a lever vocabulary word of their choice.

4. Ask the young professionals to draw out their chosen vocabulary word in bubble letters,

or another creative font, on a blank piece of paper.

5. Explain to the young professionals that they will describe the word using their own

words and then draw pictures to represent the word.

6. Distribute colored pencils.

7. Tell the young professionals that they should fill up the paper and leave no white

spaces.

8. Invite them to display their work on top of their desk.

Invite the YPs to

revisit the

collaboration t-chart

from the

collaboration

lessons. As a PT,

they should work to

challenge and

encourage their

patients. As an

extension, have

partners design their

own PT obstacle

challenges and

repeat the obstacle

course with their new

activities. Debrief the

event emphasizing

collaboration.


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9. Tell the young professionals that they will be following the Gallery Walk protocol to view

each other’s work.

10. Invite them to walk around the room in silence and take a look at the graffiti.

Peer Critique of Graffiti Vocabulary

1. Remind the young professionals to provide feedback that is helpful, kind, and specific (it

leads to next steps for improvement).

2. Invite them to exchange their graffiti vocabulary with another student.

3. Distribute the <Graffiti Vocabulary Rubric>.

4. Provide a few minutes for the young professionals to provide feedback on one another’s

vocabulary graffiti.

Closure (5 min)

Four Corners: PT for You and Me

As a physical therapist, you get to learn about a specific branch of science, or biomechanics,

which literally means “how the body is a machine.” Biomechanics is the field of science in which

biology and physics meet. Physical therapists then get to apply that knowledge to patient

assessment and recovery of function and mobility after an injury. What aspects of this career

might you like the most? You will look at this career through your lenses to think about not only

physical therapy, but also transferrable skills.

1. Post labels for 4 corners: Strongly Agree, Agree, Disagree, and Strongly Disagree.

2. Explain after the question/statement is shared that they answer it by choosing a corner.

3. I enjoy the… (of the physical therapist career).

o Science: Learning the science of biomechanics.

o Application: Applying biomechanics to thinking about how the body works.

o Assessment: Assessing patients.

o Rehabilitation: Teaching patients the right exercises to help them recover.

Statements SELF:

o I enjoy learning about physics and how it can be applied to the human body.

Physical therapists use the science of biomechanics, which applies knowledge of

physics to how the body works like a machine, in order to help heal their patients.


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o I am patient and know that results take time and consistent effort. The role of the

PT is to always be patient and encouraging throughout the recovery process if a patient

ever becomes frustrated.

o I enjoy physical fitness and teaching others how to exercise well. PT’s must teach

patients the right exercises to help them recover.

SECURITY:

o An annual salary of $79,551 would support the lifestyle I want. This is the median

annual salary for the career of PT.

o I am interested in attending 3 years of training after college to achieve my PT

licensure. Most PT programs require a bachelor’s degree and typically last 3 years.

SOCIETY:

o I enjoy helping people recover from injuries or loss. PT’s work directly with patients

every day in supporting their journey to recovery.

o I am interested in joining an allied health career that promotes physical health.

PT’s are an important role in promoting physical health in society.

Extension

Robo-arm Design Squad Challenge

The Robo-arm activity is an ideal opportunity for the YPs to explore engineering concepts and

biomechanics. Plan on the activity taking a class period. Highly recommended.

Watch the Design Squad clip http://pbskids.org/designsquad/parentseducators/guides/mission_robo_arm.html and then issue the Robo-arm Challenge. Note: additional materials needed: http://www-tc.pbskids.org/designsquad/pdf/parentseducators/DSN_NASA_MissionSolarSystem_RoboArm.pdf.

http://pbskids.org/designsquad/parentseducators/guides/mission_robo_arm.html





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Name:

Date:

PHYSICAL THERAPY: How Is the Body Like a Machine?

Today’s Learning Objectives:

I can:

Practice collaboration skills to guide peers through an obstacle course.

Use the design cycle to build models using the principles of biomechanics.

Today, I will experience some of the work of a PT through challenging my patients to do a PT

obstacle course. I will also have a chance to express what I’ve learned about levers through a

creative graffiti vocabulary protocol. As an extension, I will complete a design challenge to build

a Robo-arm based on principles of biomechanics.

Today’s Activities:


PT Obstacle Course

Graffiti Vocabulary

Four Corners: PT and Me


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Lever Vocabulary Vocabulary

Word Prediction of Meaning Definition (and picture)

Lever

A solid beam or rod that rests or pivots

on a fulcrum.

Fulcrum

The point on which a lever rests, is

supported, or on which it pivots.

Effort

The applied force a person puts into the lever.

Load

The weight or mass that is supported by

the lever.

Resistance

Force

The force that must be overcome to do

the work.

Mechanical

Advantage

The number of times a machine

multiplies the effort (applied force).


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Graffiti

Vocabulary

Rubric

CRITERIA Got It! Keep Working!

Definition of

Term

∙ Term is clearly defined.

∙ Graffiti Poster represents the

term in some way.

∙ The facts/features indicate

understanding of the term.

∙ Definition is incomplete or could be clearer.

Consult Google or a dictionary!

∙ Poster needs additional facts/features that show

understanding of the term. How can you get the

meaning across?

Images

∙ Term is drawn artistically.

∙ The entire page is visually

interesting.

∙ Artists added three images

to support the definition of

the term or provide

illustrated examples.

∙ The term needs some added creative touches.

It is a little plain so bring out the creativity (and

your mental spray can).

∙ The poster needs additional illustrated

information/examples. Think of images or

examples that support the main term. How can

you connect the term to real-life?

Spatial

Use

∙ Most white space is used.

∙ Any showing white space

looks thoughtful and

intentional

∙ Lots of white space. Keep adding patterns,

colors, and additional images until it looks like

the side of a NYC subway train!


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PEER FEEDBACK: Graffiti Vocabulary Directions. Using words from the rubric, give one piece of positive feedback (a star) and one

piece of constructive feedback (a stair). Remember to be specific, helpful, and kind.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Facilitator Documents: Physical Therapist Obstacle Course: Example Station Cards

Crabwalk There, Bearwalk Back

1. The patient should crabwalk from point A to point

B, using correct form. Bottom off the ground!

2. Next, patients will return. They will bearwalk from

point B to point A.

Your role as a PT:

Provide encouraging words and suggestions on form.

Allow them to rest if needed.

Phrases to use: “Nice form”, “Keep going”, “Try to

keep your bum off the ground”, “Keep your knees

slightly bent”, etc.

Newspaper Walk

1. Patient must move from point A to point B.

2. Give them three sheets of folder newspaper.

3. As the patient moves forward, they must place the

newspaper beneath every step they take.

Your role as a PT:

Provide encouragement.

Phrases to use: “Great strategy”, “Be sure to keep

your feet on the newspaper at all times”, “Keep

going”, etc.

If the patient seems to do this activity easily, ask if

they want a challenge. If they agree, you can take

away one newspaper.


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