Unit 5 UNIT COVER PAGE School District: Bremen Dist. 228 Department: Science Course: Anatomy Unit Title: Muscular System Grade Levels: 11-12 Topic Areas: Time Frame: 3-4 Weeks Date Created: 2/13/06 Date Modified: Unit Designer(s): Terry Stephens Link to State Standards 11A 12A 12B 12D Know and apply the concepts, principles and processes of scientific inquiry. Know and apply concepts that explain how living things function, adapt and change. Know and apply concepts that explain how living things interact with each other and with their environment. Know and apply concepts that describe force and motion and the principles that explain them. Summary of Unit 3 muscle types: names of muscles, origin, insertion, actions, locations Movements of the body Fast vs. slow/twitch muscle fibers/muscle fatigue/tone/peristalsis Physiology of muscular contraction (Honors) Physics of muscular contraction. (Honors) Resources Key Words Skeletal muscle Smooth muscle Cardiac muscle Striation Endomysium Permysim Fascicle Epimysium Tendon Apdneurosis Voluntary Involuntary Sarcolemma Hyofibrils I band A band Z Disc H Zone M Line Actin Myosin Muscle Twitch Tentanus Muscle Fatigue Oxygen debt Isotonic contraction Isometric contraction Muscle tone Endurance Flexion Extension hyperextension Rotation Abduction Adduction Circumduction Dori flexion Plantar flexion Inversion Eversion Pronation Supination Opposition Prime movers Antagonist Synergist Fixator 1
STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that stimulated muscles can only contract muscles work in pairs there are three types of muscle tissues (2 involuntary, 1 voluntary the muscular system includes more than just the skeletal muscles) Essential Questions How is joint movement related to contraction specific muscles? How might muscular strength help us to avoid injuries? How is the movement of a joint like a first class, second class, third class lever? How will my knowledge of the muscular system change my lifestyle habits in a beneficial way? What would it be like to have multiple sclerosis, ALS, myasthenia gravis, muscular dystrophy, polio, Bell s Palsey? How is the development of the muscular system different in a person who is very strong from a person who has exceptional muscular endurance and how would a body-builder develop both? Knowledge and Skills Students will know muscle types smooth, cardiac, skeletal every muscle has an origin and an insertion prime movers, antagonists, etc. strength vs. endurance (bulk vs. tone and definition) name, location and action of major muscles physics of muscle contraction (honors) Students will be able to design a balanced exercise program for strength development including all major muscle groups and document what exercises specifically benefit particular muscles. Students will be familiar with physiology of muscle contraction fast and slow twitch fibers movements (flex, extend, etc.) muscle fatigue muscle tone peristalsis 2
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand? Required Assessments (brief description) Develop a workout routine for a specific body part (perspective). Other Assessments (brief description) 3
Learning Activities PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? W How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? H How will you hook students at the beginning of the unit? E What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? E How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? T How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? O How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? 4
Essential Questions at Topic Level Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities). Explanation Interpretation How is the movement of a joint like a first class lever? a second class lever? a third class lever? How is joint movement related to contraction specific muscles? Application How might muscular strength help us to avoid injuries? (Topic Area) Muscular System Empathy What would it be like to have: multiple sclerosis, ALS, myasthenia gravis, muscular dystrophy, polio, Bell s Palsey? Self-Knowledge How will my knowledge of the muscular system change my lifestyles habits in a beneficial way? Perspective How is the development of the muscular system different in a person who is very strong from a person who has exceptional muscular endurance and how would a body builder develop both? 5
Student Performance Task Unit: Muscular System Task: Perspective Course: Reg/Hon Anatomy Time Frame: 3-4 days Overarching Understanding: Students will understand that the application of chemical and biological knowledge will foster a greater understanding of physiology. Enduring Understanding: Students will understand that muscles work in pairs. Essential Question: How is the development of the muscular system different in a person who is very strong from a person who has exceptional muscular endurance, and how would a body builder develop both? Vignette: You are the coach of a body builder who needs to bulk up for his next competition. There is one particular body part that he needs to focus on (for example quadriceps, pectorals, anterior/posterior, arm, back, chest, abdominals, etc). As the coach, it is your responsibility to design a thorough workout program for this selected body part. The routine must contain at least 5 different exercises for your assigned body part. Standard: You will be graded on the following scale: Rubric 6
Performance Task Blueprint (regular & honors) Unit: Muscular System Type: Perspective Topic Area: Time Frame: 3-4 days Goal To instruct a body builder in how to build bulk and definition in a specific body part (e.g. quadriceps, pectorals, anterior/posterior, arm, back, chest, abdominals, etc.) Role Coach of a body builder Audience Body Builder Situation You must design a thorough workout routine for a specific body part (selected by the teacher). Product or Performance A very specific weightlifting routine with at least 5 different exercises for the assigned body part Standards Rubric 7
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