Download Unit V - Bremen High School District 228

Unit 5
UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Muscular System
Anatomy
Course:
Grade Levels:
11-12
Topic Areas:
Time Frame:
3-4 Weeks
Unit Designer(s):
Date Created:
2/13/06
Date Modified:
Terry Stephens
Link to State Standards
11A
12A
12B
12D
Know and apply the concepts, principles and processes of scientific inquiry.
Know and apply concepts that explain how living things function, adapt and change.
Know and apply concepts that explain how living things interact with each other and with their
environment.
Know and apply concepts that describe force and motion and the principles that explain them.
Summary of Unit
3 muscle types: names of muscles, origin, insertion, actions, locations
Movements of the body
Fast vs. slow/twitch muscle fibers/muscle fatigue/tone/peristalsis
Physiology of muscular contraction (Honors)
Physics of muscular contraction. (Honors)
Resources
Key Words
Skeletal muscle
Smooth muscle
Cardiac muscle
Striation
Endomysium
Permysim
Fascicle
Epimysium
Tendon
Apdneurosis
Voluntary
Involuntary
Sarcolemma
Hyofibrils
I band
A band
Z Disc
H Zone
M Line
Actin
Myosin
Muscle Twitch
Tentanus
Muscle Fatigue
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
Oxygen debt
Isotonic contraction
Isometric contraction
Muscle tone
Endurance
Flexion
Extension
hyperextension
Rotation
Abduction
Adduction
Circumduction
Dori flexion
Plantar flexion
Inversion
Eversion
Pronation
Supination
Opposition
Prime movers
Antagonist
Synergist
Fixator
1
STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
stimulated muscles can only contract
muscles work in pairs
there are three types of muscle tissues (2 involuntary, 1 voluntary—the “muscular
system” includes more than just the skeletal muscles)
Essential Questions
How is joint movement related to contraction specific muscles?
How might muscular strength help us to avoid injuries?
How is the movement of a joint like a first class, second class, third class lever?
How will my knowledge of the muscular system change my lifestyle habits in a beneficial way?
What would it be like to have multiple sclerosis, ALS, myasthenia gravis, muscular dystrophy, polio,
Bell’s Palsey?
How is the development of the muscular system different in a person who is very strong from a
person who has exceptional muscular endurance and how would a body-builder develop both?
Knowledge and Skills
Students will know
muscle types—smooth, cardiac, skeletal
every muscle has an origin and an insertion
prime movers, antagonists, etc.
strength vs. endurance (bulk vs. tone and definition)
name, location and action of major muscles
physics of muscle contraction (honors)
Students will be able to
design a balanced exercise program for strength development including all major muscle
groups and document what exercises specifically benefit particular muscles.
Students will be familiar with
physiology of muscle contraction
fast and slow twitch fibers
movements (flex, extend, etc.)
muscle fatigue
muscle tone
peristalsis
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
2
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Develop a workout routine for a specific body part (perspective).
Other Assessments (brief description)
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
3
PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they
are headed there, and how they will be evaluated?
H
How will you hook students at the beginning of the unit?
E
What events will help students experience and explore the big idea and questions in the
unit? How will you equip them with needed skills and knowledge?
R
How will you cause students to reflect and rethink? How will you guide them in
rehearsing, revising, and refining their work?
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge,
and understanding throughout the unit?
T
How will you tailor and otherwise personalize the learning plan to optimize the
engagement and effectiveness of ALL students, without compromising the goals of the
unit?
O
How will you organize and sequence the learning activities to optimize the engagement
and achievement of ALL students?
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
4
Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the
topic of your three-circle audit (curricular priorities).
Explanation
How is joint movement
related to contraction
specific muscles?
Interpretation
How is the movement of a
joint like a
first class lever?
a second class lever?
a third class lever?
Application
How might muscular strength
help us to avoid injuries?
(Topic Area)
Muscular System
Perspective
Empathy
What would it be like to have:
multiple sclerosis, ALS,
myasthenia gravis, muscular
dystrophy, polio, Bell’s Palsey?
Self-Knowledge
How will my knowledge of the
muscular system change my
lifestyles habits in a
beneficial way?
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
How is the development of
the muscular system
different in a person who is
very strong from a person
who has exceptional muscular
endurance and how would a
body builder develop both?
5
Student Performance Task
Unit: Muscular System
Task: Perspective
Course: Reg/Hon Anatomy
Time Frame: 3-4 days
Overarching Understanding:
 Students will understand that the application of chemical and biological
knowledge will foster a greater understanding of physiology.
Enduring Understanding:

Students will understand that muscles work in pairs.
Essential Question:
 How is the development of the muscular system different in a person who is
very strong from a person who has exceptional muscular endurance, and how
would a body builder develop both?
Vignette:
You are the coach of a body builder who needs to bulk up for his next
competition. There is one particular body part that he needs to focus on (for
example quadriceps, pectorals, anterior/posterior, arm, back, chest, abdominals,
etc). As the coach, it is your responsibility to design a thorough workout program
for this selected body part. The routine must contain at least 5 different
exercises for your assigned body part.
Standard:
You will be graded on the following scale:
 Rubric
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
6
Performance Task Blueprint (regular & honors)
Unit:
Muscular System
Topic Area:
Type: Perspective
Time Frame: 3-4 days
Goal
To instruct a body builder in how to build bulk and definition in a
specific body part (e.g. quadriceps, pectorals, anterior/posterior, arm,
back, chest, abdominals, etc.)
Role
Coach of a body builder
Audience
Body Builder
Situation
You must design a thorough workout routine for a specific body part
(selected by the teacher).
Product or
Performance
A very specific weightlifting routine with at least 5 different exercises for
the assigned body part
Standards
Rubric
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
7
Z:\Anatomy-Physiology\UbD Units\Muscular Unit 5\UbD Unit 5.doc
8