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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: Page 2 of 10 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] Page 3 of 10 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] Page 4 of 10 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] Page 5 of 10 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. Page 6 of 10 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? Page 7 of 10 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 Page 8 of 10 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 Page 9 of 10 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 Page 10 of 10