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Daily Lesson Plan
Presented by: Bonnie Zobel
Subject: Biology
Topic: How skeletal muscles work
Grade: 11-12 or AP
Allocated Time: lesson planned for a 1 hr class
Student Population: 30 students
State Standards:
3.3.12.A- Explain the relationship between structure and function at all levels of organization
3.3.12.B- Analyze the chemical and structural basis of living organisms
Goal for Understanding: By learning how skeletal muscles work and contract, students can
further understand how their bodies work.
Instructional Objective: Students will be able to explain to someone how muscles contract and
understand the terms myosin, actin, the different zones, and how ATP, calcium, and sodium
come into play.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
Students will label a diagram
with skeletal muscle
components.
Students will keep this
worksheet in their notebooks.
Teacher labeled diagram in
order for students to compare.
Students will take notes on
lecture on muscle movement.
Students will need these notes
in order to do the assignment.
Just make sure enough time is
given for students to complete
the notes.
Students will either create a
comic strip, write a short
story, compose a song, or
create a play to describe
skeletal muscle action.
Students have to share with
the class the final project.
This is more of a Friday
assignment to be due Monday.
Use a rubric to grade (yes or
no questions). So many yes’s
are equivalent to a grade.
Teaching to the Objective
Estimated
Teaching to the Objective:
Time:
Introduction/Motivation/Prior Knowledge
Students have already been exposed to muscle locations in the human
body, and different types of muscles.
Differentiation:
Required for each
section
5-10 min
Review some of the muscle locations by pointing to a muscle on a student
and asking what it is called.
Then review the differences between skeletal and cardiac muscle.
(voluntary/involuntary) (striated/smooth)
Ask students what is the powerhouse of the cell? ATP- adenosine
triphosphate and tell them that this is a vital link to how muscles work.
Also ask them why striated muscle is “striated”? It has filaments. They
will be able to explain different parts of these filaments and the different
filaments by the end of the class.
Developmental Activities
15 min
5 min
Have students write down new vocabulary words including:
1.)myosin- makes up the thick filaments of a muscle and have heads to
help with contraction
2.)actin- makes up the thin filaments of muscle and look like two strands
of pearls twisted around each other, contain binding sites for myosin heads
3.)muscle fiber- another name for muscle cell due to its elongated shape
4.)fascicle- a small bundle of 10-100 muscle fibers
5.)sarcoplasm- the cytoplasm of a muscle fiber
6.)myofibril- a threadlike structure that extends along the length of a
muscle fiber, consisting mainly of thick and thin filaments
7.)sacromere- the basic functional contractile unit of a myofibril
8.)A band- the darker middle area of the sarcomere which extends the
entire length of the thick filaments
9.)tropomyosin- one of the two regulatory proteins that make up part of
the thin filament; covers the myosin-binding sites on actin
10.)troponin- one of the two regulatory proteins that make up part of the
thin filament; binds to calcium ions and moves tropomyosin away from
the myosin-binding sites on actin
11.)crossbridge- this forms when the myosin heads attach to actin during
muscle contraction
12.)tendon- a cord of dense regular connective tissue composed of parallel
bundles of collagen fibers that attaches muscle to bone
Show picture of skeletal muscle cell
(using picture from
http://staff.fcps.net/cverdecc/Adv%20A&P/Notes/Muscle%20Unit/Musc
le%20Anatomy/anatomy_review.htm)
Using the word bank, have students use book, new vocab and prior
Provide students
who need more
time hard copies
of these words.
Require them to
copy the words
but give them
extra time and if
necessary the
paper to take
home to finish.
For students who
may have a hard
time seeing the
screen, hand out a
copy of the picture
for a closer visual
reference
knowledge of cells to label the cell with you, this allows them to see the
somewhat big picture of how skeletal muscles work because the cell is the
biggest component to the actions.
Explain to students before going into too many details that contracting a
muscle is like pulling a rope. Have a volunteer come to the front of the
class and perform the following activity:
5 min
1. Grab the rope with both hands, arms extended.
2. Loosen your grip with one hand, let's say the left hand, and maintain
your grip with the right.
3. With your right hand holding the rope, change your right arm's shape
to shorten its reach and pull the rope toward you.
4. Grab the rope with your extended left hand and release your right
hand's grip.
5. Change your left arm's shape to shorten it and pull the rope, returning
your right arm to its original extended position so it can grab the
rope.
6. Repeat steps 2 through 5, alternating arms, until you finish.
(from: http://health.howstuffworks.com/muscle2.htm)
Then use powerpoint slides to demonstrate the process and different
actions and timing of muscle contraction. Set up slides in the following
order (use these types of terms but find pictures for each slide):
25 min
1. Nerve Impulse: Action potentials arrive at synaptic end bulb -- the axon terminal.
(Whole structure = motor unit.)
1a. Calcium ions diffuse into synaptic bulb through voltage-gated calcium channels. 2. Acetylcholine released by vesicles through exocytosis into synaptic cleft,
3. and then it binds to ACh receptors on the sarcolemma. 4. Na+ ion enters through these ion channels (and K+ leaves).
5. Na+ entrance sets up an action potential on the sarcolemma. The sarcolemma is
depolarized.
Muscle fiber is excited.
6. The action potential travels to the T-tubules
Give every student
a copy of the
slides with plenty
of room to take
notes, on the
slides use pictures,
words,
movies…whatever
is best for
reaching students.
Also, mix in a
slide to let them
take a breather
(stand up and
stretch their
muscles)
7. where the terminal cisternae release Ca2+ into the sarcoplasm.
8. Ca2+ binds to the troponin, causing a shift of the tropomyosin.
9. The myosin binding sites (on the actin) are exposed .
10. - 13. Power stroke follows.
(10.) ATP molecule which is bound to the myosin head is
hydrolyzed to ADP + Pi. It (ADP) remains for the moment on the myosin
head. The energy released by this process causes the myosin head to swivel.
(Actually, it straightens out.)
(11). Activated myosin head will now bind to the actin, forming a
cross bridge. This formation is a spontaneous reaction.
(12.) In the process, the ADP + Pi is released and the head flexes (to
a bent, lower energy position), causing the thin filament to be pulled along
the myosin.
(13.) Myosin head remains bound until a new ATP molecule binds to
it.
(13. cont'd.) The next (new) ATP causes the head to be released from
the actin, thus allowing the head to repositioned for another power stroke.
Sliding filament theory = shortening of the sarcomere in an "all-or-none" pattern. Refer
to rope climbing analogy. REMEMBER THAT ONLY THE SARCOMERE
SHORTENS, NOT THE PROTEIN FIBERS.
14. Stimulus stops.
15. ACh is destroyed by AchEsterase or diffuses throughout the synaptic cleft.
Membrane is no longer permeable to Na+. ACh also diffuses away.
16. Ca2+ transported (active, ATP used) back into the sarcoplasmic reticulum.
17. Low [Ca2+] in sarcoplasm causes Ca2+ to leave the troponin.
18. The tropomyosin shifts around to cover the myosin binding sites. The sarcomere will
lengthen as the filaments slide back to their original position.
(from:
http://kcfac.kilgore.cc.tx.us/mobleypageap1/unit%203/18_steps_muscle_contraction.htm)
Closure
5-10 min
Ask students if they have any questions and explain to them that you
understand it is a lot of information and is somewhat difficult to digest.
We will review again tomorrow.
Ask them a few easy questions like:
What is the difference between actin and myosin?
What is the difference between troponin and tryptomyosin?
What ions are vital in the process?
What molecule is essential?
Show the video linked if time permits:
http://www.youtube.com/watch?v=ren_IQPOhJc&feature=related
Follow-Up: Make sure students have copied the vocabulary words, and are all given a copy of
the powerpoint slides with room for notes. Also, if time does not permit for the video, assign it
for homework for a student review. Tell students for homework they also must bring in one
question about skeletal muscle contraction.
Materials: Transparency of muscle picture with blank spots for labeling, a list of vocabulary
words with definitions for students to copy (one class set), a rope, a powerpoint of the 18 steps, a
link to the video, a computer and way to project the powerpoint onto a board for visual.
Resources and References:
http://staff.fcps.net/cverdecc/Adv%20A&P/Notes/Muscle%20Unit/Muscle%20Anatomy/anatom
y_review.htm -great pictures of skeletal muscle
http://www.youtube.com/watch?v=ren_IQPOhJc&feature=related - good review video
http://health.howstuffworks.com/muscle2.htm - good information about muscle contraction,
along with interactive video and pictures
http://quizlet.com/1049341/biol-121-chp-10-vocab-muscle-tissue-flash-cards/ - vocabulary
words
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/M/Muscles.html - good information
http://kcfac.kilgore.cc.tx.us/mobleypageap1/unit%203/18_steps_muscle_contraction.htm- steps
in the process
http://people.eku.edu/ritchisong/301notes3.htm great website with tons of extra information
Technology:
Computer, overhead projector