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THE HUMAN BODY: SYSTEMS AT WORK
MUSCULAR SYSTEM:
THE INNER ATHLETE
Teacher’s Guide
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 follow-up 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 at 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.
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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.
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Copyright © 2004 Cambridge Educational®
■ 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.
■ 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.
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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.
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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.
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 role 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 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.
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
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■ 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 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 this 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 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.
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.
irritability: A functional property that allows muscle cells to receive and respond to a stimulus.
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.
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: Byproduct 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.
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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. This
type of muscle lines all of our internal structures like the uterus, bladder, and blood vessels.
tendons: 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
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What makes our skeletal and muscular systems so dependent upon each other?
How does muscle strength prevent injury to bones and joints?
How does exercise help you? When can it be dangerous?
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. For information, visit:
www.questacon.edu.au/html/assets/pdf/The_Muscular_System.pdf
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. Sites that may prove helpful
include:
www.ninds.nih.gov/health_and_medical/disorders/md.htm
www.kidshealth.org/kid/health_problems/bone/muscular_dystrophy.html
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
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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.
Q: Power lifting is an example of isotonic exercise. (True of 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.
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ADDITIONAL RESOURCES
WEB SITES
A Look Inside the Human Body
http://users.tpg.com.au/users/amcgann/body/
Human Anatomy Online
www.innerbody.com/default.htm
Body Systems
http://sln.fi.edu/biosci/systems/systems.html
Kid’s Health: How the Body Works
http://kidshealth.org/misc_pages/bodyworks/bodyworks.html
BOOKS
Exploring the Way Life Works: The Science of Biology by Mahlon B. Hoagland, Bert Dodson,
Judith Hauck. Jones & Bartlett Pub. 2001. ISBN: 076371688X
The Muscular System by Amy Adams. Greenwood Publishing Group, 2004. ISBN: 0313324034
The Skeleton and Muscular System by Carol Ballard. Raintree/Steck Vaughn, 1997.
ISBN: 0817248056
The Muscular System by Katherine White. Rosen Publishing Group, 2001. ISBN: I0823933407
OTHER PRODUCTS
Integumentary, Nervous, and Musculoskeletal Systems, CD-ROM, Cambridge Educational
This program helps students understand that the human organism has systems dedicated to specific body functions. After completing Part 3 of the CD-ROM Series, students will understand the
function of the nervous and musculoskeletal systems of the human body. In addition, they will be
introduced to how these systems interact with one another, and how each system is important
to the overall health of a person. (Windows/Macintosh)
Order # 32698, www.cambridgeeducational.com, 1-800-468-4227
Systems of the Body Poster Set, Cambridge Educational
Simply indispensable in the classroom, this set 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
Item #: 33021, www.cambridgeeducational.com, 1-800-468-4227
Our Flexible Frame—The Skeletal and Muscular Systems, VHS, Ward’s Natural Science
Animated graphics illustrate the essential functions of the skeletal system. The different kinds of
muscles are also explained as well as their functions.
Order #: 193 V 0007, http://wardsci.com/category.asp?c=1106, 1-800-962-2660
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Bones and Muscles, VHS, Visual Learning Company
Concepts and terminology discussed include tissue, organs, bones, bone structure, calcium, cartilage, marrow, ball and socket joint, pivot joint, hinge joint, gliding joint, muscle fibers, skeletal
muscle, smooth muscle, and cardiac muscle. ISBN: 1-59234-061-X
Order #: VLC052VHS, 1-800-453-8481, www.visuallearningco.com
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For information on other programs
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Toll Free: 1 800/468-4227
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