TEKS 7.9 A

TEKS 10 A & B, 11CMuscular System

TAKS Objective 2 – The student will demonstrate an understanding of living systems and the environment.

TEKS Science Concepts 10 A & BThe student knows that, at all level of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to:

(A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

(B) compare the interrelationships of organ systems to each other and to the body as a whole;

11 CThe student knows that organisms maintain homeostasis. The student is expected to:

(C) analyze the importance of nutrition, environmental conditions, and physical exercise on health

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TEKS 7.9 A

For Teacher’s Eyes OnlyTeacher Background: There are twelve major organ systems in the human body (i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous, digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In this TEKS, we will introduce students to the common structures of each system and their basic functions. A brief description of these systems follows:

Muscular system – Without the muscular system, our skeletal system would not have the ability to move. The muscular system has three primary functions in the body, produce motion for movement, providing stabilization and generating body heat. Muscles are categorized into three different types, cardiac, smooth, and skeletal. Cardiac meaning pertaining to the heart is the muscle actually found in the heart. The digestive system is the primary location of smooth muscle, which uses involuntary motion like peristalsis. The majority of the muscle found in our body is skeletal muscle. Bones are found attached to these muscles and are used to manipulate and move the body.

Student Prior KnowledgeStudents should be familiar with the components associated with body systems TEKS 6.10 (C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations and the functions of these systems.

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TEKS 7.9 A

5 E’s

ENGAGETennis Ball Muscle Activity – Oxygen Depletion

Upon completion of this activity students will experience oxygen depletion to their muscles. This activity will also result in lactic acid build-up in the arm muscles and provide opportunity to make connections between the muscular, circulatory and respiratory systems.

1. Each pair of students is given a tennis ball.

2. Partner A holds the ball in his or her hand. Either hand is OK.

3. Partner B monitors the time for two minutes.

4. When Partner A says begin, Partner B squeezes the tennis ball with his or her hand as many times as possible and counts the number of times he or she can squeeze the ball until the end of two minutes.

EXPLOREExploration 1“Multitalented Muscles” Web Search

Question and Discussion

Visit the following website and answer the following questions.

http://www.kidshealth.org/kid/body/muscles_SW.html

After visiting this website, students should be able to answer questions such as,

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Muscle Up!

TEKS 7.9 A

What are the three different types of muscles?

Where can you find smooth muscle, cardiac muscle and skeletal muscle?

What is the difference between involuntary and voluntary muscles?

Which type of muscle is most abundant in the body?

When students return the classroom, project and play the muscle video within the website link

http://www.kidshealth.org/kid/body/muscles_SW.html

Go to “Game Closet” icon click. Once you enter the “Game Closet” find and click on “How the Body Works”. Click on “Muscular System video”

Exploration 2

Chicken Wing Dissection

The major function of the muscular system is to support our body in movement. Through observations and class discussion, students will make deduction about certain principles of muscle function. First, students should observe that skeletal muscles usually produce movements by pulling on bones across joints. The bones serve as levers and the joints serve as fulcrums. Second, muscles usually lie next to the bones they move. Lastly, muscles usually act in groups. Additionally, students will have the ability to examine ligaments, tendons and bone cross sections.

EXPLAIN1. What are some functions of the Muscular System?

Contract and relax to move the body.

Stores energy

Protects internal organs

2. What are the two main categories of muscles?

3. What are the three types of muscles?

4. Muscle that contract under conscious control are _________.

5. ______ attaches muscle to bone.

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TEKS 7.9 A

6. What is the functional unit of a muscle?

ELABORATEUniverse Within

Have students watch the short video clip in The Universe Within of Mike Powell’s coordination of muscles, bones, heart and circulatory system that makes him the world’s greatest long jumper. Have student complete the film guide for discussion after viewing this section of the film.

Muscle Builders!

Using various materials, students will build a model that simulates muscle contractions and relaxations. The teacher will need to discuss that muscles in the body cooperate in a group effort, like in the chicken wing. This model depicts one muscle working in isolation.

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TEKS 7.9 A

EVALUATE1. Using the text, information from the website, and class notes, the learner

will demonstrate an understanding of the structures and functions of the muscular system by creating labeled drawings and providing a 100-word summary of the overall function of the muscular system. A minimum score of 70% on the rubric is required.

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Revise and Resubmit 70-89 90-100

Less than 70% of the items that need to be identified have labels OR it is not clear which label goes with which item.

Most items (70-89%) that need to be identified have labels. It is clear which label goes with which structure.

90-100% of the items that need to be identified have a label. It is clear which label goes with which structure.

There are several erasures, smudged lines or stray marks on the paper, which detract from the drawing. Overall, the quality of the drawing is poor.

There are a few erasures, smudged lines or stray marks on the paper, which detract from the drawing OR color is not used carefully. Overall, the quality of the drawing is good.

Lines are clear and not smudged. There are almost no erasures or stray marks on the paper. Color is used carefully to enhance the drawing. Stippling is used instead of shading. Overall, the quality of the drawing is excellent.

This rubric was created from the following website: http://rubistar.4teachers.org/index.php

TEKS 7.9 A

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TEKS 7.9 A

Muscle DissectionOverview:

You will make observations about the muscles, ligaments, tendons and bones that make up the wing of a bird.

Materials:

Chicken WingGlovesSafety GogglesScissorsScalpel

Procedure:

1. Use the provided diagrams to help you locate the following structures:

Shoulder joint Humerus Elbow join Radius Ulna

2. Rinse

your chicken wing under running water. Dry thoroughly.

3. Observe and examine how the wing looks and feels.

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TEKS 7.9 A

4. Using the scissors, cut down the middle of the skin, starting at the top end of the upper wing. Try not to cut the muscles below the skin. Do this by piercing the skin and then slipping the scissor between the skin layers and the muscle. Cut until you reach the shoulder joint.

5. Cut down the sides of the skin to make a T-shaped cut. Start at the first cut and cut away in both directions. Peel the skin and cut to loosen it.

Fat:

6. Yellowish clumps found under the skin is fat tissue made of fat cells. Remove this tissue.

Muscles:

7. Find two muscles in the wing that bend and straighten the elbow joint. Each muscle pulls on the lower wing bones in one direction (the flexor bends the joint). Since the flexor cannot lengthen by itself to push the bone back to straighten the joint, another muscle pulls the bone in the opposite direction (extensor)

8. Hold the wing down at the shoulder and alternately pull on each muscle. Observe what happens.

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TEKS 7.9 A

Tendons:

9. Tendons are shiny white tissues at the ends of the muscles that attach muscles to bones. Find as many tendons as you can on the chicken wing.

10. Pull on a tendon to see how it helps the chicken move its wing.

Joints and Ligaments:

11. Two bones come together at a joint. Bend and straighten the elbow joint and observe how the bones fit together.

12. Ligaments connect bones to other bones at joints. They look like a shiny white covering of the joints surfaces.

13. Closely examine the elbow joint between the upper wing and the lower wing and identify the ligaments.

Cartilage:

14. Between the bones is another shiny white material that is slippery. This is cartilage which helps the bones move without grinding against one another.

Wing:

15. Move the wing again. Explore how the muscles, tendons, ligaments and cartilage play roles in the wings movement.

16. Finally, remove one of the bones and break in half. Observe the external and internal components of the bone.

17. Complete the observation table. When you have finished observing the wing, throw the chicken remains away. Wash all equipment in hot, soapy water.

18. Wash your hands with hot water and soap.

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TEKS 7.9 A

Observation Table

Tissue Description (color, texture, etc.) Tissue it attaches to

Skin

Muscle

Tendon

Ligament

Cartilage

Bone

Questions:

1. Which joint in the human body is similar to the joint you studied?

2. Do muscles work alone? Explain your answer.

3. What types of tissue actually moves the chicken wing?

4. Why are tendons important to the muscle’s ability to make the body move?

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TEKS 7.9 A

5. What tissue of the chicken wing is commonly referred to as the “meat”?

6. Do you think this wing is from the left side or the right side of the chicken’s body? Explain your answer.

Lab Modified from K12 Chicken Wing Anatomy Lab: http://v7.k12.com/curriculum/subjects/sample_lessons/life_science/mediaFiles/

MS_LFSCI06_10_a03_chicken_wing_lab.pdf

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TEKS 7.9 A

“Multitalented Muscle” Web Search

Overview:

After visiting the website listed below, you should be able to answer the following questions concerning the muscular systems.

Visit the following website and answer the following questions.

http://www.kidshealth.org/kid/body/muscles_SW.html

1. What are the three different types of muscles?

2. Where can you find smooth muscle, cardiac muscle and skeletal muscle?

3. What is the difference between involuntary and voluntary muscles?

4. Describe the process that occurs that allows one to throw up.

5. How does the body allow a person to urinate?

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TEKS 7.9 A

6. Which muscles help women give birth?

7. Which type of muscle is most abundant in the body?

8. Are your muscles the same shape and size? Why?

9. What is the function of a tendon?

10. What do striated muscles look like?

11. List three major muscles and provide their functions.

12. Which muscle is the strongest? Why?

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TEKS 7.9 A

The Universe Within

Bones, Muscles, and Nerves

1. Who holds the world record for the long jump?

2. What is the world record for the long jump?

3. To build a jumper, start with _____ bones.

4. What are the bones like inside?

5. What are the bones like outside?

6. How often is the skeleton rebuilt?

7. What is bone when it if first built?

8. ______ people have bones that are brittle.

9. After age ____ the bone eating cells get the upper hand over the bone building cells.

10. How long has the jumper been training?

11. The jumper’s muscles are made of muscle fibers surrounded by a network of ____________ and blood _____________.

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TEKS 7.9 A

12. The two muscle fibers are called ________ and myosin.

13. The heart and blood vessels keep the body alive with ___________.

14. A piece of heart muscle (cardiac muscle) will beat with/without (circle one) any connection to the nervous system.

15. The SA and AV node of the heart cause it to beat about ______ beats per minute.

16. _______% of all oxygen keeps the heart pumping

17. _______% of the body’s blood supply goes to the brain.

18. The cochlea of the inner ear is the size of a _________.

19. The more points of contact between a nerve and a muscle cell, the more _______ the muscle will work.

20. Muscles, bone, heart, and mind work together to produce a _____________.

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TEKS 7.9 A

Muscle BuildersOverview:

Students will be creating a working muscle model. This model will be looking at a single muscle working in isolation. Remember that in our bodies muscles work in coordinated groups.

Materials:

Two rulersOne oblong balloonMasking tapeString

Procedure:

1. Securely hinge the rulers together at the short ends using the masking tape.

2. Blow into the balloon just a little bit and tie it shut.

3. Use string to tie one end of the balloon to one ruler and the other end to the other ruler.

4. Open and close the rulers to simulate the way muscles contract and relax.

Questions:

1. What type of joint would the taped ends of the rulers represent in your body?

2. In which position does the model simulate your biceps, long and lean when your arm is stretched out to your side?

3. In which position does the model simulate your biceps, rounder and fuller, like when you strike a muscle pose?

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