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Muscular System—
The Inner Athlete
Teacher’s Guide
33119
A DIVISION OF
FILMS MEDIA GROUP
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of Muscular System: The Inner Athlete.
The contents in this guide will allow you to prepare your students before using the program and present followup activities to reinforce the program’s key learning points.
This program looks at the many roles played by muscle and skin in our everyday lives. The three different types
of muscles are identified in conjunction with a discussion of the various types of muscle contraction and movement. The role of muscles in maintaining posture and homeostasis is also discussed, as well as the important
roles played by skin, hair, nails, and glands.
LEARNING OBJECTIVES
After viewing the program, students will be able to:
● Discuss muscles and the roles they play in their everyday life.
● Name and describe the three types of muscles and provide examples of each.
● Differentiate between voluntary and involuntary muscles.
● Demonstrate knowledge of the types of muscle movements our body can perform.
● Understand the function of the skin.
● Identify and describe the layers of the skin.
● Describe how the skin, nails, hair, and glands function to protect us from our harsh environment.
● Explain why exercise is a vital component of maintaining the health of the muscular system.
● Compare the ways in which muscles get energy when we exercise.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Science Education Standards from the National Academy of Sciences,
Project 2061 Benchmarks for Science Literacy by the American Association for the Advancement of Science, and
the National Health Education Standards: Achieving Health Literacy by the Joint Committee on National Health
Education Standards. The content has been aligned with the following educational standards and benchmarks
from these organizations.
● Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
● Comprehend concepts related to health promotion and disease prevention.
● Understand personal and community health.
● Understand form and function.
● Understand systems, order, and organization.
● Understand matter, energy, and organization in living systems.
● Understand that in many physical, biological, and social systems, changes in one direction tend to produce
opposing (but somewhat delayed) influences, leading to repetitive cycles of behavior.
● Understand that a system usually has some properties that are different from those of its parts, but appear
because of the interaction of those parts.
● Understand that a system can include processes as well as things.
● Understand that thinking about things as systems means looking for how every part relates to others. The
output from one part of a system (which can include material, energy, or information) can become the input
to other parts. Such feedback can serve to control what goes on in the system as a whole.
● Understand how things work and that designing solutions to problems of almost any kind can be facilitated by
systems analysis. In defining a system, it is important to specify its boundaries and subsystems, indicate its
relation to other systems, and identify what its input and its output are expected to be.
● Understand that any system is usually connected to other systems, both internally and externally. Thus a
system may be thought of as containing subsystems and as being a subsystem of a larger system.
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● Understand that organs and organ systems are composed of cells and help to provide all cells with basic
needs.
● Understand that the amount of food energy (calories) a person requires varies with body weight, age, sex,
activity level, and natural body efficiency. Regular exercise is important to maintain a healthy heart/lung
system, good muscle tone, and bone strength.
Reprinted with permission from National Science Education Standards © 1999 by the National Academy of Sciences, courtesy of the National
Academies Press, Washington, D.C.
From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American
Association for the Advancement of Science. Used by permission of Oxford University Press, Inc. Please note: judgments about the alignment
of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the
opinion or endorsement of the AAAS or Oxford University Press, Inc.
This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health Education Standards:
Achieving Health Literacy can be obtained through the American School Health Association, Association for the Advancement of Health
Education or the American Cancer Society. Reprinted with permission.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National Standards for the
English Language Arts from the National Council of Teachers of English.
● Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
● Use a variety of technological and information resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
● Conduct research on issues and interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people)
to communicate their discoveries.
● Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their
prior experience, their interactions with other readers and writers, their knowledge of word meaning and of
other texts.
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright
1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National Education
Technology Standards from the National Education Technology Standards Project.
● Use technology to locate, evaluate, and collect information from a variety of sources.
● Practice responsible use of technology systems, information, and software.
● Are proficient in the use of technology.
● Use technology resources for solving problems and making informed decisions.
The National Education Technology Standards, reprinted with permission from the International Society of Technology Education.
PROGRAM OVERVIEW
The muscular system comprises one of our bodies’ major systems. It is responsible for providing motion,
maintaining posture, and generating heat necessary for maintaining normal body temperature. This program
examines the types of muscles and their jobs. Accessory structures such as tendons and ligaments and their
roles in the muscular system are also reviewed. The program examines how body movement occurs and how
the type of movement depends on the mobility of the joint and the location of the muscle in relationship to the
joint.
Finally, our skin, hair, sweat glands, and nails are all part of the integumentary system. Our muscles work in
conjunction with the integumentary system to maintain a constant temperature, which is vital to maintaining the
body’s internal balance. The program reflects on this system’s job of protecting our internal organs and systems
from harsh external conditions.
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MAIN TOPICS
Topic 1: What is the Muscular System?
This section provides an overview of the muscular system and its functions. The three types of muscles are
described: skeletal, cardiac, and smooth. The difference between voluntary and involuntary movement and how
the skeletal muscles are responsible for voluntary movement is discussed. The various types of muscle movements are also included in this section.
Topic 2: Muscle Contractions
This section explains the types of muscle contractions and how messages are sent from the brain via nerve
impulses to cause muscle contractions. Muscle fatigue is defined during a discussion of the effects of oxygen on
muscle tissue.
Topic 3: Cardiac and Smooth Muscle Tissue
This section describes cardiac and smooth muscle tissue and the structures associated with each. An explanation
of the role of involuntary muscle tissue is provided.
Topic 4: Integumentary System
This section describes the role of the skin, hair, nails, and glands in protecting the body from the external environment. It also mentions the skin and muscles’ role in maintaining the internal balance of the body, a process
called homeostasis.
FAST FACTS
● The muscular system is responsible for producing motion, maintaining posture, and generating heat
necessary for maintaining normal body temperature.
● There are three types of muscles: skeletal muscles, cardiac muscles, and smooth muscles.
● Skeletal muscles produce voluntary movement, while cardiac and smooth muscles produce involuntary
movement.
● Muscle makes up 40% to 50% of our body’s mass.
● Most of the muscle in the body is skeletal muscle—it is attached to the skeleton and other connective tissues.
● Body movement occurs when muscles contract across joints.
● Flexion, extension, abduction, adduction and rotation, and circumduction are all different forms of movement.
● Muscle fatigue can occur if we exercise our muscles strenuously over a long period of time without taking a
break.
● Muscles get energy when we exercise by using oxygen and sugar.
● The by-product that occurs when muscles use sugar to obtain energy is lactic acid.
● The heart typically beats continuously and rhythmically 72 times per minute when a person is at rest.
● Your muscles, hair, sweat glands, skin, and nails work together to maintain a constant temperature of 98.6
degrees F.
● Your skin protects the body from injury, heat and cold, chemical damage, ultraviolet radiation, and bacteria.
● As skin cells die new ones replace them, which allows the epidermis to replace itself every 35 to 45 days.
VOCABULARY TERMS
abduction: The moving of a limb away from the midline of the body; the opposite of adduction.
adduction: The moving of a limb toward the body midline; the opposite of abduction.
cardiac muscles: The muscles responsible for causing the heart to pump; they form the heart wall, which under
normal conditions, contracts and relaxes rapidly.
circumduction: A movement that is a combination of flexion, extension, abduction, and adduction (commonly
seen in ball and socket joints such as the shoulder).
contractibility: Allows muscle cells to shorten when an adequate stimulus is received.
cuticle: The thick nail fold located near the nail root.
dermis: The inner layer of skin that contains the hair roots, blood vessels, glands, and nerve endings.
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epidermis: The tough, protective outer portion of the skin.
extension: A movement that increases the angle of the joint and brings two bones or parts of the body further
apart (e.g., straightening the knee or elbow); the opposite of flexion.
flexion: A movement that decreases the angle of the joint and brings two bones closer together (e.g., bending
the knee or elbow); the opposite of extension.
homeostasis: The tendency of a system to maintain internal stability, owing to the coordinated response of its
parts to any situation or stimulus tending to disturb its normal condition or function.
homeotherm: A warm-blooded animal.
insertion: The location where tendon attaches to a moveable bone.
integumentary system: The body system whose primary function is to protect your internal organs and
systems from harsh external conditions. It is made up of the skin, hair, nails, and glands.
irritability: A functional property that allows muscle cells to receive and respond to a stimulus.
isometric: A minimal shortening of the muscle; tension on the muscle increases greatly, where muscles are
pitted against an immovable object.
isotonic: When the muscle shortens and pulls on another structure, such as a bone, to produce movement.
lactic acid: By-product produced when muscles use sugar to get energy.
muscle fatigue: A condition that can occur if a muscle is exercised strenuously over a long period of time
without taking a break.
muscular system: The system of the body responsible for producing motion, maintaining posture, and
generating heat in order to maintain normal body temperature.
neuromuscular junction: The connection between the nerve ending and the muscle fiber.
origin: The location where tendon attaches to a stationary bone.
rotation: The movement of a bone around its longitudinal axis as in moving the head from side to side.
skeletal muscles: The muscles responsible for most voluntary movement.
smooth muscles: The muscles that work automatically to keep bodily systems operating. These muscles line all
of our internal structures like the uterus, bladder, and blood vessels.
tendon: Tough, cordlike tissue that attaches muscle to bone.
voluntary muscles: Muscles that can be controlled at will, for example, the muscles of the arms and legs.
PRE-PROGRAM DISCUSSION QUESTIONS
1. How do our muscles help us in our daily lives?
2. Is it necessary to control all of our muscles? Which muscles can we control? Which muscles can’t we control?
3. How do you think your muscles get energy to perform work?
4. How do you keep yourself fit? Why is exercise important?
5. What role does your skin play in protecting your body?
POST-PROGRAM DISCUSSION QUESTIONS
1. What makes our skeletal and muscular systems so dependent upon each other?
2. How does muscle strength prevent injury to bones and joints?
3. How does exercise help you? When can it be dangerous?
4. How does a disease like muscular dystrophy affect the body’s ability to send and receive signals to muscle
fibers?
5. How does our skin change throughout our lifetime from infancy to old age? How does this change affect the
skin’s function?
GROUP ACTIVITIES
Invite a Guest Speaker
Invite a physical therapist or sports trainer to talk to the class about the use of exercise in rehabilitating injuries.
Ideas for discussion may include common types of injuries affecting joints, ligaments, tendons, and associated
muscles; specific exercises to strengthen areas of common injury, and ways to prevent injuries.
How Your Muscles Move
Working in small groups, demonstrate the difference between various types of body movements including
flexion, extension, abduction, and adduction. Use various parts of the body to demonstrate these movements.
Body parts may include hands, arms, legs, and stomach.
Pros and Cons of Steroids
Divide the class into two teams to debate the use of steroids. Points should include the ethical and safety issues
involved in steroid use. When is it appropriate to use steroids? How much is too much? Should professional
athletes be allowed to use steroids?
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INDIVIDUAL STUDENT PROJECTS
Design an Exercise Program
Choose a profile of a potential client. As the personal trainer, design an exercise program for your client. Your
program should include client goals, types of exercise, equipment or machines used, and repetitions or number
of minutes spent on that exercise. The program should be designed for a month, showing the training the client
should accomplish each week. The program should include both aerobic and strength-building exercises.
Skin Deep
Design a poster showing a cross-sectional view of the skin’s layers. Label the structures beneath the surface,
including hair follicles, nerves, blood vessels, sweat glands, and oil glands.
INTERNET ACTIVITIES
Muscular System Scavenger Hunt
Working in pairs, each partner should develop a list of ten questions about the muscular system. The questions
may include trivia facts or questions related to the topics of voluntary and involuntary muscle movement, types
of muscles, types of contractions, and muscle fatigue. At least three Internet sites should be identified. Then
trade questions with your partner, providing him or her with a list of links where answers to the questions may
be found.
When the Muscular System Fails
Use the Internet to research muscular dystrophy. Write a one-page paper which explains the different forms of
this disease, its symptoms, medication used to treat symptoms, age at onset, possible effects on other body
symptoms, and other pertinent facts.
ASSESSMENT QUESTIONS
Q: What is the muscular system responsible for?
A: The muscular system is responsible for providing motion, maintaining posture, and generating heat necessary for maintaining normal body temperature.
Feedback: Muscle makes up 40% to 50% of our body’s mass.
Q: Name the three types of muscles and their basic functions.
A: Skeletal muscles are responsible for most voluntary movement. Cardiac muscles cause the heart to pump.
Smooth muscles work automatically to keep bodily systems operating.
Feedback: Skeletal muscle is attached to bones and provides voluntary movement. Smooth muscle is involuntary muscle that lines all of our internal structures like the uterus, bladder, and blood vessels. Cardiac muscle
lines the heart. It is also an involuntary muscle and automatic.
Q: ___________ and ________________ are the two properties of muscles.
(a) Lactic acid, contractibility
(b Fatigue, irritability
(c) Irritability, contractibility
(d) Isometric, isotonic
A: (c)
Feedback: Irritability allows your muscle cells to receive and respond to a stimulus. Contractibility allows
muscle cells to shorten when an adequate stimulus is received. Muscles are contracted when stimulated by
messages sent from the brain through motor nerves to individual muscle fibers.
Q: How does body movement happen?
A: Body movement occurs when muscles contract across joints.
Feedback: The type of movement depends on the mobility of the joint and the location of the muscle in relationship to the joint.
Q: Running is an example of which form of exercise?
(a) Isometric
(b) Aerobic
(c) Weight training
(d) Isotonic
A: (b)
Feedback: Aerobic exercise is an endurance exercise that involves slow twitch muscle fibers. These fibers use a
lot of oxygen for energy over a prolonged period of time.
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Q: Power lifting is an example of isotonic exercise. (True or False)
A: False
Feedback: Power lifting is an example of isometric exercise. Isometric exercise is used to build the strength of a
muscle over a shorter period of time.
Q: Name and describe two ways muscles get energy when we exercise.
A: Muscles get energy by using oxygen to make a chemical called ATP. Muscles can also use sugar to get energy
when a great deal of oxygen is used up very quickly.
Feedback: When muscle uses sugar to get energy, a byproduct called lactic acid is produced. This lactic acid
builds up in the muscle, and often causes feelings of soreness.
Q: Why is the skin so important?
A: The skin is important because it protects the body from external factors like cuts and bruises, heat and cold,
chemical damage, ultraviolet radiation, and bacteria.
Feedback: The skin also helps synthesize vitamin D and regulate body temperature through perspiration.
Q: The two main types of skin glands are __________ and __________ glands.
A: sebaceous, sweat
Feedback: Sebaceous, or oil, glands secrete an oily substance to keep skin soft and prevent brittle hair. Sweat
glands allow perspiration, which helps the body maintain a constant temperature.
Q: The integumentary system does not include ______.
(a) the skin
(b) hair
(c) glands
(d) nerves
A: (d)
Feedback: The primary function of the integumentary system is to protect your internal organs and systems
from harsh external conditions.
ADDITIONAL RESOURCES
Human Anatomy Online
www.innerbody.com
Body Systems
http://sln.fi.edu/biosci/systems/systems.html
MedlinePlus®
www.nlm.nih.gov/medlineplus (search on “muscles”)
PhysOrg.com
www.physorg.com (search on “muscles”)
OTHER PRODUCTS
The Skeletal and Muscular Systems (DVD/VHS)
This program deconstructs the human skeletal and muscular systems, two interdependent assemblies that
endow the body with structure and movement. Beginning with an introductory overview, the video identifies the
body’s bones by dividing the skeleton into its axial and appendicular components, analyzes bone composition,
describes the process of bone repair, and categorizes bone and joint types. The program then shifts focus to the
skeletal muscular system—a detailed study of muscle cells, fibers, bundles, and connective tissue. The ATPfueled process of muscle contraction is addressed as well. A viewable/printable instructor’s guide is available
online. A Films for the Humanities & Sciences Production. A part of the series The Human Body: How It Works.
(20 minutes) © 2009
Order #: 39510, www.films.com, 1-800-257-5126
The Anatomy of Movement (DVD/VHS)
Gunther von Hagens, the world’s leading expert in human dissection, reveals the kinetic framework of the body
in this program—as well as the neural expressway that enables the structure to move. Von Hagens’ dissection
shows how the skeleton operates like a system of levers, giving viewers a detailed look at the shape, composition, and mobility of bones, muscles, ligaments, tendons, and cartilage. Special attention is also given to the
brain and spinal cord, both of which von Hagens carefully exposes and removes. The cortex, corpus callosum,
basal ganglion, and other brain parts are identified, along with the flexibility and protection provided by the
spinal column. Viewer discretion is advised. Contains clinically explicit language and demonstrations. A part of
the series Anatomy for Beginners. (50 minutes) © 2005
Order #: 36297, www.films.com, 1-800-257-5126
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Muscles (DVD/VHS)
In this program, the diverse nature of muscle tissue is examined, from its gross structure to its detailed
microstructure, where chemical energy is harnessed to produce movement. As muscle forms the basis for much
of a person’s body shape, we explore the ways in which this shape can be changed by the activities we perform.
The program provides a complete introduction to the following topics: Location and uses of smooth, skeletal,
and cardiac muscles; Muscle structure and function; Aerobic and anaerobic respiration; Relationship between
muscle mass and body shape; Neuromuscular disease; Physical fitness. A viewable/printable instructor’s guide is
available online. (20 minutes)
Order #: 5983, www.films.com, 1-800-257-5126
Integumentary, Nervous, and Musculoskeletal Systems (CD-ROM, Windows/Mac)
This multimedia CD-ROM highlights the inner workings of the body’s integumentary, nervous, and musculoskeletal systems. Engaging graphics and interactive exercises help students master the parts and functions
of each system. The program also illustrates how all of these systems are linked with each other. Correlates to
National Science Education Standards and National Health Education Standards. A viewable/printable instructor’s guide is available online. A Cambridge Educational Production. © 2004
Order #: 32695, www.cambridgeeducational.com, 1-800-468-4227
Systems of the Body Poster Set
Simply indispensable in the classroom, this series of ten posters vividly depicts and describes the human body’s
major systems. Each poster features inset illustrations providing highly detailed looks at key organs and system
components, along with “neat-to-know” supplementary facts. Set includes: Circulatory System, Respiratory
System, Digestive System, Urinary System, Endocrine System, Reproductive System, Lymphatic System,
Integumentary System, Nervous System, Musculoskeletal System. Correlates to National Science Education
Standards and National Health Education Standards. A Cambridge Educational Product. Ten 18" x 28" posters.
© 2004
Order #: 37009, www.cambridgeeducational.com, 1-800-468-4227
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