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honoriartist


honoria in ciberspazio

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Week 2 Advanced Skeleton Game
pinhole camera
honoriartist
The lesson learned from Skeleton Game 1 was that it got students into the textbook to find and apply anatomical information immediately thus hitting Bloom's Taxonomy levels for understanding and applying.  I'm aligning a lot of my game trials directly to what I call in my class "Leveling Up" which is a recasting of Bloom's Taxonomy.

Skeleton Game 2 builds on Skeleton Game 1.
Peck's Atlas of Anatomy Game
Materials: textbook, blank index cards, tape, roll of blank paper such as brown painter's paper

Goal:  To collectively draw as proportionally accurate life-size skeleton as possible with each person drawing one bone at a time or 2 or 3 students drawing one bone each simultaneously.

Groups:  I used the same groups as week one so they can build teamwork and trust.

Instructions:
Tape 6 foot lengths of paper to the wall.
Hand out stacks of blank index cards to each group.
Hopefully by week 2 more students have brought the textbook.
Students write names of individual bones from the page 3 list on index cards, one bone per card.
Instruct student to choose only bones that are visible from the front and back.
Students organize the cards to have only visible front bones or back bones in each stack.
Emerging leaders give cards to students in an order to draw.
Students decide if 1, 2 or 3 students per team will be drawing simultaneously and if they want an assigned eraser master.
Emerging team leadership comes up with a plan to make the most accurate and complete skeleton drawing bone by bone.
I used a 15 minute time limit which seemed to be about the right amount of time.  15 or 20 minutes makes everyone hurry and not think too much but gives an organized team ways to reference the text and create an efficient system.

Judging the proportions:
You can then use the head measures at the back of the book to judge the accuracy.  You can also have a student stand next to the skeleton and gauge between real human and drawn skeleton and the skeletons on pages 6-8. Find where the major points correspond such as the great trochanter of the femur and the highest point of the cranium to the chin, and where the clavicle joins the manubrium, as well as relationship of patella to inner or outer ankles.

Finally we put the cards face down and students drew one card, with a piece of tape each student had to attach the bone named to the bone drawn. 

Winning team got one point.  If you missed naming your bone you lost one point.

Reflections:

I'm finding that using the textbook as a game piece in the first few classes facilitates a habit of seeing the textbook as a handy resource for winning.  Yay!

Letting student teams self organize builds interaction skills and allows everyone to gain participation points.

Changing up parts of the game each week gives students a feeling of continuity PLUS adventure.  Students build expertise within the group.

The skeleton games are relatively easy to come up with compared to a muscle game.  I hope for inspiration quickly!  If you know of any game patterns that can apply to learning muscles please send them.

I think a quiz will be at the end of week 3. After 3 weeks of skeleton games a good quiz may be to have students draw the proportional skeleton 1/4 size using the textbook and the real skeleton as references.  Students will then be required to label the most important bones for proportion and the bony landmarks you can see on the model.

The rest of the 4-hour class time is spent drawing from the live model.  While drawing students are encouraged to use x-ray vision to see the skeletal structure inside the model.  Skinny models are best for this part of the term.


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