Muscle LESSON PLAN

Name: Dustin Templin

Title of Lesson: An Introduction to Muscle Contraction

Date of Lesson: Week 4 Tuesday

Length of Lesson: 50 minutes

Description of the class: 10th grade science

Name of Course: Science-Biology

Grade Level: 9

Source of Lesson: Internet Website:           

            http://www.accessexcellence.org/RC/VL/GG/muscle_Contract.html

            http://www.blackwellpublishing.com/matthews/myosin.html

            http://www.sci.sdsu.edu/movies/actin_myosin.html

                       

TEKS addressed:

(19) Knowledge and skills.

(3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

            (E)  evaluate models according to their adequacy in representing biological objects or events

(5)  Science concepts. The student knows how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to:

(A)  compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function;

(B)  identify cell differentiation in the development of organisms; and

(C)  sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.

(10)  Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to

            (A)  interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

            (B)  compare the interrelationships of organ systems to each other and to the body as a whole

(11)  Science concepts. The student knows that organisms maintain homeostasis. The student is expected to

            (B)  investigate and identify how organisms, including humans, respond to external stimuli

            (C)  analyze the importance of nutrition, environmental conditions, and physical exercise on health

(12)  Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to

            (A)  analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;

           

 

 

 

The Lesson:

I. Overview

This is a lesson that will introduce muscle contraction to the class. This is mostly a lecture formatted lesson with an internet animation to aid in student’s understanding

II. Performance or Learner outcomes

Students will be able to:

-Describe the process of muscle contraction and filament sliding.

-Identify the role and actin, myosin, acetyl choline, and calcium in muscle contraction.

-Understand the sliding model of contraction as well as a few key vocabulary words

-Understand why breathing increases during exercise.

III. Resources, materials and supplies needed

Internet access and a projection screen.

IV. Supplementary materials, handouts

Textbook

Tennis Ball

Vocabulary list

 

Five-E Organization

Teacher Does              Probing Questions            Student Does     

Engage:

Call on a student and throw them a tennis ball.

 

What process happened in order for “Joe” to catch the tennis ball?

 

See it, brain had to react, touch it, coordination, etc.

*His muscles had to move the skeleton in order to catch the ball.

                                               

Explain:

Lecture on muscle contraction.

Discuss the release of ACh from an axon terminal. That this binds ACh receptors that trigger an action potential.

Contraction occurs in actin-myosin cross-bridges with the help of ATP.

Explain that these are included in a sarcomere (the fundamental unit) as well as the location of the H zone, I band, Z line, and A band.

 

 

 

Where does the axon come from?

 

What would happen if there was a faulty ACh receptor?

 

 

Where do we find sarcomeres?

A nerve connecting to the brain.

 

No action potential=no contraction.

 

 

In muscle tissue.

Explore:

Show animations and review everything that was just covered.

 

 

 

What is the role of ATP?

Which area disappears with contraction?

Which area shrinks with contraction?

Which band never moves?

 

Energy

 

H zone

 

I band, Z line

 

 

A band

                                               

 

Extend / Elaborate:

Elaborate upon muscle contraction. Answer any questions and review models

 

 

Why is muscle contraction important?

 

Why are our muscles in pairs?

 

Would our skeleton be able to move without it?

 

What happens when we lift weights?

 

Evaluate:

A quiz is given at the end of the unit that covers these basic ideas. Also, the vocabulary sheets can be collected.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Muscle Contraction

 

Acetylcholine

            Role in contraction:

 

            Released from:

 

Actin

            Size:

            Role in contraction:

 

 

Myosin

            Size:

            Role in contraction:

 

ATP

            Stands for:

            Role in contraction:

 

 

Draw a picture of a sarcomere and label the H zone, I band, A band, and Z line:

 

 

 

           

                       

 

 

 

 

 

 

 

Which area disappears with contraction?

 

 

Which area shrinks with contraction?

 

 

Which band never moves?

 

 

 

Why are muscles in pairs?

 

 

 

Can muscles extend?