Biomechanics Basics

Grade Level

10th Grade

Duration

45 minutes

Class Size

30 Students

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Unit Overview: Biomechanics in Motion

This is Lesson 1 of 5 in the unit "Biomechanics in Motion," designed to introduce students to the interdisciplinary study of mechanics and biology, focusing on the application of physics principles to human and animal movement.

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Learning Objectives

By the end of this lesson, students will be able to:

• Define biomechanics and understand its significance in analyzing motion and forces in living organisms.
• Identify and explain key biomechanical vocabulary: force, motion, equilibrium.
• Demonstrate understanding of the relationship between physical forces and biological movement through classroom discussion and vocabulary activities.

Common Core State Standards Alignment:

Though Common Core State Standards (CCSS) mainly cover English Language Arts and Math, this lesson integrates CCSS guidelines in literacy and scientific practices consistent with Next Generation Science Standards (NGSS) and Common Core ELA standards for science literacy:

• CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases in a scientific context.
• CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form.
• NGSS HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. (Biomechanics indirectly connects here via energy transfer in movement.)

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Materials

• PowerPoint Presentation with key vocabulary and biomechanical examples
• Vocabulary handouts with definitions and illustrations
• Projector and screen
• Whiteboard and markers
• Index cards for exit tickets
• Dyslexia-friendly font handouts (OpenDyslexic or similar, large print, high contrast)

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Success Criteria

• Students can accurately define key biomechanics terms and use them in context.
• Students actively participate in vocabulary and discussion activities.
• Students demonstrate comprehension by completing a brief exit ticket using new vocabulary.
• Advanced learners can extend vocabulary usage into simple biomechanical scenarios.

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Lesson Procedure

1. Introduction & Engagement (5 minutes)

• Begin with a provocative question: “How do athletes use science to improve their movements?” Invite quick think-pair-share with a neighbor.
• Briefly define biomechanics using age-appropriate language: "Biomechanics is the science of movement and how forces affect living things."
• State the lesson goal: "Today, we'll learn some important words that help us understand biomechanics."

2. Direct Instruction: Vocabulary PowerPoint (15 minutes)

• Display slides introducing:
  • Force: A push or pull that can change motion.
  • Motion: The change in an object's position over time.
  • Equilibrium: A state where all forces acting on an object are balanced.
• Each term appears with a definition, visuals (animations or images showing force applied in sports), and example sentences.
• Use dyslexia-friendly font, high color contrast for text/background, and consistent layout to support reading ease.
• After each term, ask quick check-in questions (e.g., “Can someone give me an example of force in sports?”).

3. Guided Practice: Vocabulary Matching (10 minutes)

• Distribute vocabulary handouts with definitions and images separate from words.
• In pairs, students match the vocabulary terms to the correct definitions and images using color-coded pens or highlights for differentiation.
• Circulate and support ELL or students requiring accommodation by providing one-on-one explanations or simplified definitions as needed.

4. Class Discussion & Application (5 minutes)

• Facilitate a whole-class discussion:
  • How do these terms relate to everyday movement?
  • Ask for examples of force and motion in sports or daily activities.
• Use whiteboard to record student examples under each vocabulary word, reinforcing learning visually and auditorily.

5. Exit Ticket: Quick Write (5 minutes)

• On index cards, students write one definition in their own words and give an example of one vocabulary word in action.
• Collect exit tickets for formative assessment.
• For students with writing challenges, allow oral responses or the use of speech-to-text tools.

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Differentiation Strategies

• English Language Learners (ELLs): Use visuals paired with audio explanations, simplified language, sentence starters for discussions, and bilingual glossaries if available.
• Students with Dyslexia: Provide printed handouts in dyslexia-friendly fonts and color schemes, use text-to-speech tools, allow extra time for tasks, and orally review key concepts.
• Advanced Learners: Challenge with extension activity (see below), encourage creation of biomechanical concept maps connecting vocabulary to real-world examples.

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Extension Activity for Advanced Learners

• Research and present a brief summary of a famous athlete whose performance can be explained with biomechanics principles (e.g., sprinter’s acceleration explained by force and motion). Include at least 3 vocabulary terms in their presentation.

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Assessment

• Formative assessment via exit tickets assessing vocabulary understanding and application.
• Informal assessment during pair activities and class discussions, noting participation and comprehension.

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Reflection for Teachers

• Observe how effectively students connect vocabulary to real-world contexts.
• Note any students who require additional scaffolding for concept mastery.
• Review exit tickets to inform lesson pacing and next lesson focus on biomechanical calculations and models.

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This structured and engaging introduction ensures students of various learning needs are supported while firmly embedding foundational vocabulary and concepts essential for deeper biomechanical analysis in the next lessons.