Science Lesson Kit · Teacher Resource
Finger & Muscle Model: How Do Pulling Structures Move Joints? — 5E Lesson Plan
Life Science · 55 minutes
Grade 5
5E lesson flow
01
Engage
7 min
Teacher Does
Ask students to bend and straighten one finger slowly while observing where the joints change angle.
Students Do
Observe motion and identify rigid and flexible regions.
Ask
- Which parts stay rigid?
- Where does the angle change?
Look For
Bones as rigid supports and joints as movement locations.
02
Explore
17 min
Teacher Does
Guide students to assemble a three-segment finger model with two pulling strings routed on opposite sides.
Students Do
Build, pull one string at a time, record the resulting motion, and troubleshoot string paths.
Ask
- What motion happens from each pull?
Look For
Consistent flexion/extension evidence and safe handling.
03
Explain
10 min
Teacher Does
Connect model parts to bone, joint, tendon, muscle contraction, flexion, and extension.
Students Do
Label the model and explain the force path.
Ask
- Which part transmits the pull? Which part supplies the pull in a real body?
Look For
Tendon transmits force; muscle contraction supplies pull.
04
Elaborate
13 min
Teacher Does
Present a new thumb model with a changed string route.
Students Do
Predict motion, test the route, and revise the model if the movement does not match the goal.
Ask
- What would you change about the string path?
Look For
Model-based design reasoning rather than random rebuilding.
05
Evaluate
8 min
Teacher Does
Ask students to explain one accurate feature and one limitation.
Students Do
Write a claim supported by model evidence.
Ask
- What does this model help explain, and what real detail does it leave out?
Look For
Useful-but-limited model evaluation.
Student goal
I can use a finger model to explain how pulling structures move bones at joints and identify model limitations.
Learning objectives
- Use a physical model to connect bones, joints, tendons, and muscle pulling to finger movement.
- Collect evidence from model tests showing that pulling on different sides produces different joint motion.
- Evaluate which parts of the model represent real structures well and which parts are simplified.
Materials
- Cardboard or craft-foam finger segments
- Paper fasteners or flexible tape hinges
- String or smooth cord
- Drinking straws or small guide loops
- Tape
- Scissors
- Recording sheet
Before class
- Build and test one model before class.
- Pre-cut materials if needed.
- Use smooth cord that slides through guides without cutting fingers.
- Avoid tight loops around fingers or wrists.
- Clarify that strings are tendon-like, not muscles.
- Open Teach Mode.
Prior knowledge
- Bones support the body.
- Muscles help the body move.
Vocabulary
- joint
- A place where two or more bones meet and movement can occur.
- tendon
- Strong connective tissue that connects muscle to bone.
- muscle
- Body tissue that can contract and pull.
- contract
- To shorten and produce a pulling force.
- bone
- A hard body structure that supports and helps move the body.
- flexion
- Bending a joint so the angle becomes smaller.
- extension
- Straightening a joint so the angle becomes larger.
- model
- A representation used to explain or test how a system works.
Differentiation
- Provide pre-punched finger segments.
- Use a labeled model diagram before assembly.
- Allow paired building with separate builder/recorder roles.
- Use the frame: Pulling ___ caused ___, which represents ___.
- For extension, ask students to design a two-finger model that can grip a lightweight object.
Assessment
- Check model construction and safe pull paths.
- Check structure-function labels.
- Check flexion/extension evidence.
- Check that students distinguish muscle action from tendon transmission.
- Check model limitation explanations.
Exit ticket
Explain how a muscle-tendon-bone-joint system can bend a finger using the words contract, tendon, and joint.
Extension
Modify the model to move a second finger or thumb and explain which new simplifications the model introduces.