Download SKELETAL AND MUSCULAR SYSTEMS ©2003 SchoolMedia, Inc.

SKELETAL AND MUSCULAR SYSTEMS 2003 SchoolMedia, Inc.
Learning Objectives
1)
2)
3)
4)
5)
6)
7)
Understand that the body’s skeletal and muscular systems
work together to produce support and movement.
Know that the individual bones in the body connect to form
one structure called the skeleton
Realize that bone is living tissue; in fact, it is a type of
connective tissue. Connective tissue contains both living cells
and nonliving materials. Bone tissue consists of various types
of bone cells; minerals (Calcium and Phosphorous), which
make it very hard; and protein.
Identify and describe the functions of bones. Bones provide
shape, giving the human body its characteristic features:
fingers, arms, legs, etc. Bones provide support, giving people
the sturdy structure they need to perform basic and
complicated activities (e.g., the spine holds people upright).
Bones protect the soft organs from damaging forces. For
example, the skull acts as a helmet for the brain, and the
sternum and ribs protect the heart and lungs. Bones also
produce blood cells and store minerals and other materials.
Diagram and describe how a bone is put together. A tough
membrane lines the outside of the bone (the periosteum);
blood vessels and nerves enter and exit the bone through this
membrane. Underneath, is a layer of dense bone called
compact bone. Though it is very dense, compact bone does
have tiny canals that run through it that allow the vessels and
nerves to contact the bone cells within. Spongy bone is found
below the compact bone. Spongy bone has many spaces,
which make it light; however, it is very strong and provides a
lot of support. The spaces in bone contain red and yellow
bone marrow. Red marrow produces red blood cells, and
yellow marrow stores fat for energy.
Know about bone development. Long bones begin as soft
connective tissue, which is replaced by cartilage. As the body
develops (baby to adult), the cartilage is replaced by hard bone.
A bone grows using a growth plate, a thin disk of cartilage
located between the head and the shaft of the bone. During
growth, a new layer of bone replaces each new layer of
cartilage; this causes the bone to lengthen. Growth plates
function until the person reaches his adult height.
Know how joints inhibit or allow movement. In an
immovable joint, bones are attached in a way that allows for
little or no movement (e.g., the bones of the skull). Most joints
in the body are moveable; there are over 200 movable/semi
movable joints in the body. There are many types of movable
joints: Hinge joints work like the hinge of a door (e.g., the
elbow and knee allow the arm and leg to be bent and
straightened). Ball and socket joints operate like a joystick
allowing the arms and legs to move in a circular motion. The
8)
9)
10)
a)
b)
c)
11)
a)
100% Educational Videos™ is a SchoolMedia, Inc. company
hips and shoulders are ball and socket joints. Gliding joints
allow one bone to slide over another; the bones of the wrist
are gliding joints. A pivot joint allows one bone to rotate
around another. The neck has a pivot joint that allows the
head to turn. Movable joints are covered with cartilage; this
gives the bones a smooth, slick, cushioned surface on which to
move. Movable joints are held together by strong elastic bands
of connective tissue called ligaments.
Understand that muscles produce movement. There are over
600 muscles in the body that provide a variety of functions,
including walking, eating, and breathing.
Describe the two classes of muscles: A person has conscious
control over voluntary muscles. Involuntary muscles
operate on their own, without direction by the person.
Identify and describe the three types of muscles.
Skeletal: These voluntary muscles provide the force that
moves bones around their joints. Tendons, which are made
up of connective tissue and are located at each end of a
muscle, attach skeletal muscles to the bones and allow them
to pull on the skeletal frame. Because muscles can only pull
on the skeleton, they must work in pairs (a flexor and an
extensor). For example, the biceps muscle (flexor) pulls on
the forearm from one side to bring it closer to the body; and
the triceps muscle (extensor) pulls on the forearm from
another side to bring it away from the body. Note that one of
the muscles contracts, the other muscle in the pair extends.
Smooth muscle: Unlike skeletal muscles, are classified as
involuntary. They are found in many internal organs and
other parts of the body including the stomach, intestines, and
blood vessels. Smooth muscle action is responsible for many
activities, including the movement of food through the
stomach and the intestines.
Cardiac muscle: Cardiac muscle, which is found in the walls
of the heart, is involuntary. It does not get tired; in fact, it
contracts and relaxes repeatedly throughout a person’s life.
Each contraction and relaxation results in a heartbeat.
Understand how the keep the muscle and skeletal systems
healthy. There are many injuries/problems people encounter
throughout their lives including bone fractures, sprains,
dislocations, and osteoporosis. However, there are ways people
can protect themselves:
Eating right: A balanced diet helps to keep bones and
muscles in good condition. Dairy products like milk, cheese,
and yogurt are excellent sources of phosphorous and calcium,
which help to build strong bones and prevent osteoporosis.
Protein form foods like meat and beans help to build strong
muscles.
TEACHER’S GUIDE
b)
c)
d)
Warming up: It is important to warm up before exercising;
this prevents dislocations, sprains, and muscle injuries by
making the joints and muscles more flexible.
Exercise: There are many ways to exercise: jogging, walking,
lifting weights, etc. Exercising forces bones to support the
body’s weight; this causes them to gain density and strength.
Exercise also helps muscle to grow and gain strength.
Protection: Wearing the proper protection, like helmets,
kneepads, and chest protectors, when performing potentially
dangerous activities can help to prevent fractures and other
serious injuries.
Suggested Activities
1)
Exercise discussion: After watching the video, ask the class
why they are required to take P.E. Give them some time to
talk about it. They should soon realize that P.E. is more than
just a diversion from the reading, writing, science, and
arithmetic they encounter in the classroom. P.E. gives students
an opportunity to exercise and keep their bones and muscles
healthy; it also teaches them how to be active throughout their
lives. Next, ask the class why some children do not get
involved with sports. Maybe they are afraid they will strike out
or they won’t be able to score the goal. The students should
realize that there is more to exercise than team sports. Have
the class suggest other physical activities that people can
perform to stay healthy.
2)
Muscle research: Give a muscle chart from a grade level
textbook or from a website to each student. Have them choose
a muscle from the chart and do some research on it (websites,
encyclopedias, and anatomy books are good resources). They
should write a paragraph answering the following questions
about their muscle choices: To what bones does the muscle
attach? What kind of joint does the muscle move? What kind
of movement does the joint provide? What part of the body
does it move? What is the direction of movement? The
students may include a drawing.
| 4921 Robert J. Mathews Pkwy, Suite 2 | Tel (800) 483-3383 • Fax (888) 478-1426 | www.schoolvideos.com