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Skeletal muscle is VOLUNTARY, because it operates under conscious control. The skeletal muscles have three main functions: 1. Movement of the skeleton: Muscles ...
Typology: Summaries
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Activity Summary: In this lesson students will acquire a basic understanding of the skin (Dermal System) and the Muscular System, including their functions and importance to health. Students will use this foundation to develop their understanding of muscle and skin health in their own body.
Background Information for the Teacher: The Muscular System Muscle makes up most of everything underneath the skin. This is the tissue that makes up the heart, body organs, and skeletal muscles. Muscle accounts for about half of the body’s weight.
As humans, our sense of well-being and ease in our bodies is determined in large measure by our “sense” of our muscles. For instance, we may say we feel “stiff”, “achy”, or “tense” in our shoulders or back when we play or work those muscles too much. We think of our muscles as being “in shape” or “out of shape.”
When our muscles are soft and pliable we feel relaxed and at ease throughout our whole body. Our muscle tone and pliability has a lot to do with our overall outlook on life.
There are three kinds of muscle :
1. Smooth – Found in the hollow walls of the body organs (colon, small intestine, rectum, etc.), the blood vessels, and the respiratory passageways. 2. Cardiac - These are the muscles of the heart. 3. Skeletal - These are the muscles that attach to bones and produce movement at the joints. Skeletal muscles attach on the rough places, protrusions, and hollows on the bones that students learned about in Grade 3: The Skeletal System.
There are about 600 skeletal muscles in the body. Skeletal muscles alone make up about 40% of body weight. Muscles usually act in pairs or groups to accomplish movement.
The muscles in your face are attached to the skin. These are the facial muscles that put a smile on your face when you are laughing, or wrinkle your brow when you are puzzled.
Muscles come in many shapes, sizes, and thicknesses. The smallest muscles are in the middle ear. The largest muscle is the gluteus maximus that forms the buttock. Another unusual muscle is the diaphragm. This muscle is attached along the edge and inside of the ribcage. The diaphragm is the primary muscle for breathing.
Muscular action is categorized as voluntary (operates under conscious control) or involuntary (operates automatically, without conscious decision or direction.)
The skeletal muscles have three main functions:
1. Movement of the skeleton: Muscles are attached to two bones that make up a joint. When the muscles contract, the joint moves. Muscles act in pairs or groups. (For example, when the biceps muscle on the front of the
The skin is the largest organ of the body. It grows faster than any other organ, and renews itself throughout life. The surface cells of the skin, the epidermis, are repeatedly shed and replaced throughout your lifetime. It is estimated that a 70-year-old has replaced her skin more than 850 times. Skin is amazingly adaptable, able to change shape, size, thickness, and sensitivity depending on our body’s needs. Skin is thinnest on the eyelids and thickest on the soles of the feet and palms of the hands.
The skin is a very busy place. Skin contains an astounding array of:
Skin also acts a storehouse for fat and glycogen (glucose). The thickest skin on our bodies (on our hands and feet) develops wrinkles and ridges even before we’re born! The prints of these An amazing thing to know is that an area of skin the size of a quarter contains about three million cells, one hundred sweat glands, fifty nerve endings, three feet of blood vessels, and almost as many lymph vessels. The thickest skin on our bodies, our hands and feet, develop wrinkles and ridges even before birth. The prints of these swirls are unique to every person.
Skin has two layers: the epidermis on the surface and the dermis underneath:
Skin has five key functions that are very important to our health:
1. Protection against infection - Skin serves as a necessary barrier to prevent pathogen, bacteria and toxins entering our body and making us ill. 2. Protection against dehydration – Maintaining adequate water in our bodies is essential to life. 3. Regulation of body temperature – Prevention of the loss of too much body heat and protection from cold maintains the body’s core temperature
4. Communication of Sensory Information – Temperature, touch, pressure and pain all send important signals to the brain and spinal cord. These signals help us process and integrate our sensory experiences. 5. Metabolism of Vitamin D – Sunlight makes vitamin D in the skin. And vitamin D is essential to the body for absorbing calcium needed for bone growth.
Vocabulary:
Muscular System - The body tissue that makes up the heart, body organs, and skeletal muscles. Contraction – The shortening of skeletal muscle that allows movement to happen. Elasticity – The quality that allows muscle to return to its normal length after being stretched or contracted. Epidermis – The surface layer of the skin. Dermis – The skin layer under the epidermis. Flexion - A muscle movement that brings two bones closer together. Skeletal Muscle - The type of muscle that is attached to bone. Skeletal muscle makes our bodies move. Smooth Muscle – The type of muscle that makes up the hollow organs of the body such as the stomach, intestines, etc. Cardiac Muscle –The type of muscle found in the heart. Nerves – Special tissue that carries sensory and motor information throughout the body. Lymph Vessels – A system of tubes (like the veins but smaller) that collect and carry lymph in the body.
Engage: (5 minutes)
Ask the students if they can name the types of muscles that are voluntary and involuntary. (There are three.) This most likely will be a new concept for the students. Try to get them to come up with the last category in the chart (types.)
1. Skeletal - Ask students to think about where these muscles attach to bones, and to consider that when all the bones are put together we are looking at the skeleton (skeletal muscles.) These are the muscles that attach to bones and produce movement at the joints. Skeletal muscles attach on the rough places, protrusions, and hollows on the bones that students learned about in Grade 3:The Skeletal System. 2. Cardiac – Ask students what kind of muscle makes up the heart muscle. Explain that another word associated with the heart is cardiac, so cardiac muscles are the muscles of the heart. 3. Smooth – Use the charts from the Kit (optional) for the Cardiovascular, Digestive, and Urinary Systems. Ask the students to examine the pictures of the stomach, intestines, and urinary tract and to explain what they think the surface of the muscle is like. Try to get them to come up with the word smooth. These smooth muscles are found in the hollow walls of the body organs (colon, small intestine, rectum, etc.), the blood vessels, and the respiratory passageways.
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.
¾ Interesting information about muscles to share with the students:
Evaluate: Continuous Observation Have students fill in a chart like the one above. (See Figure 2) They must name the three kinds of muscles, give examples of each, and determine whether it is voluntary or involuntary.
Optional Enrichment Activity: Cardboard and Clay Muscle Chart Have students work in teams of three or four to “build” a cardboard and pliable clay muscle chart.
Engage: (10 minutes) Have the students analyze an experience with posture and support in their own bodies. Have each student take a piece of paper and draw a line across the top of the paper. Divide the paper into four columns, with the line dividing the second and third columns being darker. Label the first and third columns “Description,” and second and fourth columns “Observation.”
Explain: Show how the posture is maintained. As you bend the whole body over it stays connected; it doesn’t fall apart. Explain that muscles hold the body together as you move. Next, consider what would happen if you didn’t have muscles. When you bent over or bent a joint, the skeleton would not move and would probably fall apart. Ask: “From this, what can we conclude?” (That muscles help us move and maintain posture/support.) Reinforce the notion that the muscles of the back, shoulder, chest, neck and abdomen are some of the muscles involved in posture.
Use the Muscle Chart (optional--from Kit, or if available) to show the muscles of back, neck and abdomen. Use a skeleton model (optional--from Kit, or if available) to show students the bony structure under the muscles. In particular, point out the vertebrae of the spine, which includes very small muscles that extend from one vertebra to the next. These tiny muscles allow the spine to bend and turn to the left or right. Note: since these muscles are located under the large muscles of the back, they are difficult to touch.
Extend: Have students experience in their own bodies the support of the back muscles as well as the mobility of the spine:
(NOTE: It may be beneficial to have the students think back to just the bones of the skeleton. Ask: “If the skeleton were in pieces and we put it back together, could it stand and move on its own? If we wanted the skeleton to bend over, what would happen? What does the skeleton need to move? What does the skeleton need for posture and support?”)
Evaluate: 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). Use the Muscle Child graphic diagram. (See Figure 3)
Writing Activity: Have students write a short paragraph on one or both of the following topics…
Optional Enrichment Activity: Today I Feel... Journal
moving/rubbing back and forth.) “What does that do?” (It creates heat.) “So what can we say our muscles do for us?” (They create heat.)
Explain Ask: “How does your body feel after you play soccer or basketball for a while? Tired? Out of breath? What else?” (Try to draw out the response that the body will feel WARM.) “What causes this?”
Help students understand the following concepts:
Extend: Write a short story about being a muscle. Pretend you are a muscle. What is around you? How often do you work? What happens when you move a lot? What happens when you don’t move very often? (You may have students do this individually or you may choose to do this activity as a large group.)
Evaluate: Use the Extend section as an assessment.
Engage: Bring an egg (hardboiled or raw) to class, a glass of water, and mud. This activity will demonstrate some of the functions of the skin. Ask: “What does the shell do for the egg inside?” (The shell protects the egg.)
Wearing gloves,drop the clean egg into the mud. Ask : “Is anything getting inside the egg? Take it out and wash it off in the clean water. Is the egg still the same? What if we put the egg in the trashcan? A lot of trash and garbage cans contain harmful bacteria. When we take the egg out and clean the dirt off, is it still safe to eat what’s inside?”
Ask: “The shell of the egg is like what part of our bodies?” (The skin.) “How is it the same?” (It protects the inside from bacteria, infection and any foreign material that might harm it.)
Ask: “If we left the egg in the water overnight would any of the water get inside? If we left the egg in the sun would the egg dry out?” ( The protective “skin” of the egg, the shell, would keep water from getting inside the egg, and would also help regulate the “temperature” of the egg for quite a while, although
certainly over time the inside of the egg would be affected by the sun’s heat. This is very much like what the skin does for our body.)
Ask: “So why do we have skin? What does our skin do for us?” (It protects us from bacteria/infection, keeps water and other material from getting inside our body and regulates the temperature of the body, protecting our tissues and organs from drying out—dehydration.)
Explore: (15 - 20 minutes)
1. Ask: “What other jobs does your skin do?” (Allows us to sense pain, itching, touch and temperature.) “How does your skin know how to do what it does and how does it gather information to regulate temperature, pressure, sensation and pain?” (Nerve receptors in your dermis—located one layer below the epidermis, which is the outer layer— tell you how things feel whenever you touch something. Working with your nervous system, these receptors tell your brain about what you’re touching.)
Ask: “How many times has your surface skin been replaced since you were born?” Have students calculate this for themselves by multiplying their age times 12.
Layer #2: The Dermis – The layer which lies immediately beneath the epidermis. Most of the glands , nerve endings , hair follicles , pressure and touch receptors are located here. Use the Skin Chart (from kit if available) to show these parts of the dermis. As you discuss each of the following components with the students and ask questions for each one to have the students draw conclusions about the function of the following structures and what they each do for our health:
Quick activity: Have five volunteers line up. The first person is the skin, the middle three are nerves, and the last person is the brain. Tell the first person you are a bee and you’ve just stung him. Have the first person whisper “ouch” to the second person. Have the students play “telephone” with the second, third and fourth students each saying “ouch” just a little bit louder. The fifth person, who is the brain, gets to say a loud “ouch.”
That is how a nerve works in your skin. The skin has receptors that receive information which is passed along a nerves “chain” until it reaches the brain.
substance that is slightly sticky, making your fingers more dexterous.)
Layer #3: Subcutaneous Fat: Ask: “What does this fat layer do?” (It insulates the body.) “How is that important for our health?” (It helps your body stay warm and absorb shocks, as well as holding your skin to the tissues beneath it.)
Hold a quarter up in front of the class and ask the students to tell what it is. Gather the students around you and place the quarter on your lower arm. With this demonstration, tell the students that an area of skin only about the size of a quarter contains about three million cells , 100 sweat glands , 50 nerve endings , three feet of blood vessels , and almost as many lymph vessels.
Extend: Divide students into groups of three or four. (You may also have students do this individually if want to use this as an assessment.) Give each group/individual a large piece of tag board. Set out yarn, noodles, construction paper, string, wire, small beads or buttons, markers, crayons, and a variety of other art construction materials.
Give the groups the task of creating a three-dimensional model of the two layers of skin, the nerve receptors, hair follicles, blood vessels, fat, oil and sweat glands. They can use any of the construction materials and art materials to create their model.
They must create a KEY in the corner of the chart, showing how each skin feature is represented. Display the charts after the activity. To ensure all students participate tell them at the end of the activity they will be grading the
Evaluate:
Additional Sources: www.kidshealth.org
www.sciencenetlinks.com
Grade Level Expectations: Science: Strand 7: Scientific Inquiry
Strand 8: Impact of Science, Technology and Human Activity
A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done. b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (assess locally)
Frameworks: Health and Physical Education Functions and interrelations of systems I. Body Systems What all students should know:
III. Risk Assessment and Reduction What all students should know:
IV. Efficiency of Human Movement and Performance What all students should know: