Topic | Muscles. The Muscular System |
Date | |
Class | 8 grade |
Teaching aims | |
Content objectives | By the end of the lesson students will be able to: define the Muscular System. identify three functions of the Muscular System; movement, posture and support, and heat generation. identify the two kinds of muscle action--voluntary and involuntary--and give an example of each. |
Language objectives | Lexis: Myocytes, Cardiac muscle, smooth muscle, skeletal muscle,striated, to fuse, knot, twine, frown, straw, tendon, wrestler, voluntary, involuntary Functional language: comparing, explaining , discussing, analyzing, sorting the cards, describing |
Assessment | generalize and consolidate knowledge about the function of Muscles. describe the Muscular System |
Cognition | working with definitions and doing research about the topic of “Muscles” |
Culture | understanding that topic of Muscles |
Communication | discussing function of Muscles defining key terms describing difference between blood and lymph |
Content | working with text about “Muscles” and present understanding of the topic |
Materials | Books, A4 papers, colorful pencils, envelop, “Traffic Light”. |
Stage / Aim | Time 40 m | Procedure |
Lead in | 2 min | T: Hello everyone. Please, I want you to sit down. I want you to open the copybooks and write down the date. Today’s lesson is going to focus on “Muscles. The Muscular System» After today’s lesson you will be able to describe the Muscles. The Muscular System. We will start with Explanation and we will finish with Activity. |
Warm up ( to set the context and activate prior knowledge) | 5 min | T: Introduction Show the students a large piece of chicken and/or red meat. Ask: “What is this?” (Meat.) Ask: “Besides meat, what is this in the body?” (Is it bone, fat…?) Write down predictions on scratch paper. Once everyone has an answer, share responses. Ask: “Can we see the bone?” (No.) Ask: “How do we know this isn’t bone?” (Color, hardness.) Ask: “What do we think this is?” (Muscle.) Ask: “What do muscles do for our body?” Why do we need it? Exploration Give students a list of muscles, body organs, and the heart. (See Figure 1) Have the students cut out each word/body part and then group things that are alike together. Come together and share how they grouped things together. Now explain to the students that each part listed is a muscle. Some of these muscles move all the time without us telling them to. Other muscles we can control. We can tell those muscles when to move. Have the students group the muscles, organs, and heart again, this time according to muscles we control and muscles that we can’t control. Have the students share which muscles and organs they put in the “Voluntary” group and which ones they classified as “Involuntary.” Explanation An important function of muscle is movement. Muscle movement can be voluntary or involuntary. Voluntary muscles operate under conscious control. Involuntary muscles operate automatically without conscious decision or direction. These are the muscles that control the internal systems of the body—the digestive, circulatory (heart and blood vessels), and reproductive systems. These muscles work “automatically” to keep us healthy, even when we are asleep. |
Presentation ( to present the Lymphatic system) | 10 min | Expand Ask: “Why are some muscles voluntary and some involuntary? How are voluntary muscles helpful? How are involuntary muscles beneficial to us?” As you record student answers, it might be useful to organize the information on the board in a chart format such as the one below. Fill in the information in bold black print for the students, included in the “Action” column. Have them provide you with “Examples” of the involuntary and voluntary muscles, filling in the chart like the one below. Finally, have students list possible benefits. The red print are where student examples would be placed Muscles are part of locomotion system. Their main function is movement. Muscles consist of cells called myocytes, or muscle fibers. They are long fibers. Myocytes combine and make muscular tissue. There are three types of muscular tissue: smooth, skeletal and cardiac. Skeletal muscles are muscles we move with. We can control them. For example, muscles of legs, hands or head. Skeletal muscles consist of bunch of muscles bound together fibers. Muscle fibers of skeletal muscles are striated. Connective tissue covers the muscle. Muscle binds to bone with tendon. Explanation An important function of muscle is movement. Muscle movement can be voluntary or involuntary. Voluntary muscles operate under conscious control. Involuntary muscles operate automatically without conscious decision or direction. These are the muscles that control the internal systems of the body—the digestive, circulatory (heart and blood vessels), and reproductive systems. These muscles work “automatically” to keep us healthy, even when we are asleep. |
Practice ( to consolidate the material, to check understanding of the topic) | 8 min | T: Now let’s move on to practical activity. I want you to work in 2 groups and solve the task Ss: Students do creative activity. T: Now, I want you to look at the picture on page. When you finished I want you to look at definitions and match them with words on your projects (Attachment 2). ICQ: Do you have to write or stick the names? (Stick). Do you have to imagine definitions or match them? (Match) T: Brilliant! Let’s practice these words together. I want you to repeat these words after me! |
Production (to speak and present the lymphatic system) | 10 min | T: Wrap up: We’ve discovered that an important function of muscle is movement. There are two types of muscle: Voluntary and Involuntary muscles. We can move some muscles on our own, while others move all the time without our conscious intent. We also discovered that there are three types of muscles: Skeletal, Cardiac, and Smooth. Interesting information about muscles to share with the students: Muscles account for about half of a person’s total body weight. Connect to math – have students weigh themselves and determine what that half amounts to for each of them. Muscles come in many shapes, sizes, and thicknesses. There is a very interesting muscle called the diaphragm. This muscle is attached along the edge and inside of the ribcage. The diaphragm is the primary muscle for breathing. While most muscles attach to bones, the muscles in your face are attached to the skin. Facial muscles are the muscles that put a smile on your face when you are laughing, or wrinkle your brow when you are puzzled. |
Reflection (to reflect on what they have studied) | 3 | T: Good job! Thank you. Now, I want you to take stickers and post your tweets about today’s lesson (Attachment 3). |
Conclusion (to finish the lesson and set the homework) | 2 | Have students identify muscle groups on the body that are used mostly for support and posture (muscles of the back, neck and hip) and muscles used mostly for movement (muscles of the arms, legs, hands and feet) using the Muscle Child graphic diagram. (See Figure 3) On the diagram have them identify those muscles used for movement and those used for support using the words movement and support. tional Enrichment Activity: Today I Feel . . . Journal 1. Ask students to create a journal page in their notebook. Divide the page into three columns: Begin entries with the Date, then: “Today I feel . . .” and “My muscles feel . . .” Ask the students to spend five minutes a day doing this exercise. If possible, they should remain quiet and by themselves. Have students close their eyes, then ask: “Today, I feel . . .” and write their response in the second column. Finally have them ask: “My muscles feel . . .” and write their responses in the third column. Class Discussion: Ask students to share what they have learned from keeping this journal for a week. Use their answers to discuss how we feel when our muscles feel good and how we feel when our muscles feel bad. Have students suggest actions they could take to help their muscles feel better. (Possible answers: drink more water, take a walk, stretch, use better posture, get more sleep, eat a piece of fruit instead of junk food.) Next, have students suggest actions they could take to feel better emotionally. (Possible answers: write in their journal, talk to a good friend, draw a picture.) |