Download UTeach Dallas 5E Lesson Plan Template

UTeach Dallas 5E Lesson Plan Template
Title: Human Muscular System
Author: Cecilia Bentley
Team Members: Cecilia Bentley, An Huang
Date and Time of Lesson: March 30, 2012 at 2:27
Grade Level:
7th grade
Lesson Source: Lots of Lessons.com
http://users.manchester.edu/Student/Rsevans/Webpage/Lesson%20Plan%20%20Muscular%20System.pdf
Texas Essential Knowledge and Skills (Process and Concept TEKS):
(12) Organisms and environments. The student knows that living systems at all levels of
organization demonstrate the complementary nature of structure and function. The
student is expected to:
(A) investigate and explain how internal structures of organisms have adaptations that
allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
(B) identify the main functions of the systems of the human organism, including the
circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive,
integumentary, nervous, and endocrine systems;
(b) Knowledge and skills.
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions and knows the contributions
of relevant scientists. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by
using empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student;
(B) use models to represent aspects of the natural world such as human body systems
and plant and animal cells;
(C) identify advantages and limitations of models such as size, scale, properties, and
materials; and
© 2010 The University of Texas at Dallas
UTeach Dallas 5E Lesson Plan Template
(D) relate the impact of research on scientific thought and society, including the history
of science and contributions of scientists as related to the content.
English Language Proficiency Standard (learning strategies, listening, speaking,
reading or writing):
(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety
of modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts
and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in speaking. In order for the ELL to meet
grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. The student is expected to:
(D) speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency;
(G) express opinions, ideas, and feelings ranging from communicating single words and
short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics;
Student Sentence Stem:
One type of muscle is…
One function of smooth muscle is…
An example of a skeletal muscle is…
A location where smooth muscle can be found is…
Concepts Statement:
There are three types of muscles, skeletal, cardiac, and smooth, but of these,
only skeletal is voluntary, the others are involuntary muscles meaning that we have no
conscious control over the movements of these muscles. Skeletal muscles are found
around the skeleton and they control the movement of limbs. Cardiac muscle is found in
the heart and it pumps blood through the body. Smooth muscle is found throughout the
body including in the digestive system, the respiratory system, and in blood vessels, and
this type of muscle is used to move things through the body such as blood, food, and
wastes.
Objectives:
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UTeach Dallas 5E Lesson Plan Template
Students will be able to identify the differences between the three types of muscle
Students will be able to decide if a certain muscle is skeletal, smooth, or cardiac
Students will be able to categorize muscles based on their structure and function
Students will be able to compare and contrast involuntary and voluntary muscles
Students will be able to list the functions of muscles.
Appropriateness of Lesson to the Grade Level:
This lesson is appropriate for seventh grade students because it provides a
hands-on activity that illustrates the different types of muscles and their function.
Materials List:
Tape (Duct/masking/painters)
Clothes pins (with springs)
Icing
Ziplock bags with a corner cut off
Paperplates
Microscopes (if possible)
Skeletal, Cardiac, and Smooth muscle slides (if possible)
Advanced Preparations:
Set up six stations, two will have a line of tape on the ground, two will have a pile of
clothespins, and the last two stations will have some ziplock bags (with a corner cut off)
filled with icing.
Safety: No running from station to station
Be careful not to pinch fingers with clothespins
ENGAGEMENT
What the Teacher Will Do
There will be some warm up
questions on the board for the
students to answer on a
notecard
Probing/Eliciting
Questions
1. Can you control all of
the muscles in your
body?
2. Are all muscles the
same?
3. What do muscles do?
4. Draw a picture of a
muscle.
Time: __7__ Minutes
Student Responses
and Misconceptions
[Yes/No]
[Muscles move
things/muscles make you
strong]
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UTeach Dallas 5E Lesson Plan Template
When all students have finished
answering these questions,
start a discussion about the
questions. Have students raise
their hand to show if they
answered yes or no, ask one or
two students from each group
why they chose yes or no.
Ask for volunteers to draw their
picture of a muscle on the
board (or call on a student).
EXPLORATION
What the Teacher Will Do
Number students into six
groups and instruct each group
to start at a specific station.
“There are two of each station,
only do each station once.
There will be directions at each
station”
Give each group five minutes at
each station to follow the
instructions and answer some
questions on their student
sheets.
When all groups have visited all
of the stations have students
return to their seats and give
them a few minutes to finish
writing if necessary.
EXPLANATION
What the Teacher Will Do
Ask students what they did at
each station, starting with
station one. After asking these
questions, say, “this type of
muscle is called smooth
muscle,” then put a picture of
smooth muscle under a
microscope on the screen.
What did you say that
muscles do? Why did you
write that?
Who else drew this same
muscle? Did anyone draw
anything different? What
did you draw?
Probing/Eliciting
Questions
What do you think this
has to do with muscles?
What muscles are you
using right now?
Probing/Eliciting
Questions
What did you do at station
one? How did you get the
toothpaste out of the
tube? Can muscles do
that too? Where do they
do that and why? What
this type of muscle is
called?
Time: __20__ Minutes
Student Responses
and Misconceptions
[Nothing/it illustrates how
muscles work]
[My arm/my heart/ my
fingers]
Time: __5__ Minutes
Student Responses
and Misconceptions
[Squeezed toothpaste out
of a tube]
[squeezed and pushed
downward]
[Moves food/blood
through the body]
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UTeach Dallas 5E Lesson Plan Template
“Smooth muscle can be found
in the digestive system, the
respiratory system, the blood
vessels, and several other
places.”
Station two.
After asking questions say,
“This type of muscle is called
skeletal muscle,” and show a
picture of skeletal muscle on
the screen. “This type of
muscle surrounds your bones.
Why?”
Station 3.
After asking questions say,
“This type of muscle is called
cardiac muscle, and it’s found
in the heart,” and show a
picture of cardiac muscle.
ELABORATION
What the Teacher Will Do
Ask students to connect different
body systems
[No]
What do you think smooth
muscle does? Are you
able to control smooth
muscle?
What did you do at station
two? Did your results
change the second time?
Why do you think they
changed? Did you notice
anything else while
squeezing the clothes
pins? What this type of
muscle is called?
Does skeletal muscle look
different than smooth
muscle?
Why do you think they
look different?
What do you think
skeletal muscle does?
What did you do at station
3? What muscles were
you using? Was there a
muscle you were using
that you couldn’t control?
[Yes/No]
[My hand started to hurt]
[Skeletal]
[Yes, it looks stripped]
[Skeletal muscles move
bones]
[Legs/ heart]
[heart]
[Pumps blood]
What do you think cardiac
muscle does?
Probing/Eliciting
Questions
If the cardiac muscle
pumps blood then what
other body system is it
related to?
What about Smooth?
Skeletal?
Go in detail on skeletal muscles
and how they function in relation
“How do muscles move
to the skeletal system:
the bone in this video?”
http://www.youtube.com/watch?v=
K6cqikk4LpA&feature=related
Time: __10__ Minutes
Student Responses
and Misconceptions
[One contracts while the
other expands]
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UTeach Dallas 5E Lesson Plan Template
EVALUATION
What the Teacher Will Do
On the back of their notecard,
have students list the three
types of muscles, whether or
not those muscles are voluntary
or involuntary, what that type of
muscle does, give an example
of each type of muscle, and
draw a picture of what that type
of muscle looks like
Probing/Eliciting
Questions
1.List the three types of
muscles
2.Are those muscles are
voluntary or involuntary?
3.What does each type of
muscle do?
4.Give an example of
each type of muscle
5.Draw a picture of what
that type of muscle looks
like.
Time: __5__ Minutes
Student Responses
and Misconceptions
Include copies of one page evaluation and handouts if used.
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UTeach Dallas 5E Lesson Plan Template
Name:______________________
Date:______________________
Muscular System Stations
Station one – Toothpaste tubes
1. Taking turns with the Toothpaste tubes, squeeze a small amount onto a paper
plate.
2. What else might you have to do to get toothpaste out of a tube instead of just
squeezing it?
3. What muscle in your body can do this?
Station two – Clothes Pins
1. Pick up clothes pin with the hand you write with and start squeezing the clothes
pin as fast as possible for sixty seconds, counting how many times you are able to
squeeze the clothes pin.
2. How many times were you able to squeeze the clothes pin?
3. Rest your hand for one minute and try the experiment again. How many times
could you squeeze the clothes pin this time?
4. Did your results change? Why do you think they did or did not change?
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UTeach Dallas 5E Lesson Plan Template
Station three – Jumping Lines
1. Feel your heart for 15 seconds. Notice the rhythm. Start jumping back and forth
over the duct tape line on the floor for 45 seconds.
2. Feel your heart again for 15 seconds. What do you notice? Record your results.
3. Why is it so important that the heart does not get tired?
4. Is the heart is the strongest muscle in the human body? Explain your reasoning.
Muscle
Type
Smooth Muscle
Cardiac Muscle
Skeletal Muscle
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UTeach Dallas 5E Lesson Plan Template
Where in
the body?
What does
it do?
Draw a
Picture
KEY
Pretest
1. Can you control all of the muscles in your body?
No; some muscles are involuntary and those cannot be consciously
controlled.
2. Are all muscles the same?
No; there are three types of muscles: cardiac, smooth, and skeletal
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UTeach Dallas 5E Lesson Plan Template
3. What do muscles do?
Muscles can control the movement of limbs, control
4. Draw a picture of a muscle.
Will share and discuss pictures
Post test
1. List the three types of muscles
Skeletal, Cardiac, Smooth
2. Are those muscles are voluntary or involuntary?
Skeletal muscles are voluntary while cardiac and smooth muscles are
involuntary
3. What does each type of muscle do?
Skeletal muscles control the movement of limbs, cardiac muscles are
found in the heart (pumps blood), and smooth muscles move blood and
food through the body (blood vessels and digestive system)
4. Give an example of each type of muscle
Skeletal – bicep/triceps/deltoid
Cardiac – heart
Smooth – digestive system (stomach/intestine/esophagus), blood
vessels,
respiratory tract
5. Draw a picture of what that type of muscle looks like.
Pictures will vary
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