Unit B: Movement
Overview
Students extend their understanding of living things as they learn more about how the human body is organized
in order to function as a whole. Students study terminology scientists’ use associated with the muscular system
and how they work together to move the human body. Learn the microscopic and gross anatomy of the
muscular system, as well as the steps that cause the contractions that lead to movement. Students will also
explore the connection between muscular tissues and the other body systems. Students should be able to
develop foundational anatomy and physiology knowledge in order to make relevant learning connections for
this course.
Standards Addressed
During Unit
Highlighted Nature of
Science Standards
SC.912.L.14.16
SC.912.N.3.5
SC.912.L.14.17
SC.912.L.14.20
(H)SC.912.L.14.19
(H)SC.912.L.18.8
Fundamental Skills:

Familiarity with components of muscular system

Use of models to demonstrate how the human body works

Science laboratory safety practices
Coherence
Prior Learning Helpful to be Successful:
 Cells have characteristic structures and functions that make them distinctive.
 Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.
 Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.
 Most multicellular organisms are composed of organ systems whose structures reflect their particular function.
 All living things are composed of four basic categories of macromolecules and share the same basic needs for life.
 Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).
 Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes.
 The unique chemical properties of carbon and water make life on Earth possible.
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the
creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit B: Movement
Essential Question(s): What are the major parts of the muscular system?
Standards:
SC.912.L.14.20 Identify the major muscles of the human on a model or diagram.
SC.912.L.14.16 Describe the anatomy and histology, including ultrastructure, of muscle tissue.
SC.912.L.14.17 List the steps involved in the sliding filament of muscle contraction.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The microscopic and macroscopic structures found in the human muscular system allow movement. These specialized tissues interact to provide support, movement, and
homeostasis for humans in varying ways.
Know
Declarative knowledge: Facts, vocabulary, information.
1.
2.
3.
Major muscles of the axial and appendicular skeleton.
The identification and classification of different types muscle tissues.
The steps of the sliding filament theory.
Do
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
1.
2.
3.
4.
5.
Identify and classify muscles and muscle groups of the axial and appendicular
skeletons on models.
Use models to demonstrate different movements/actions.
Explain the differences in the histology and anatomy of different muscle
tissues and how they apply to the physiology of the muscle as a whole.
Explain and demonstrate how muscles contract
Identify barriers to contraction or reasons muscle fatigue occurs.
Performance Task: Crash course videos with questions-students complete inquiry based worksheets as they watch crash course videos,
GooseChase Scavenger Hunt-using the app "goosechase" as a review or an inquiry based learning activity, Sliding Filament Vine-students
create a vine (6 second video) showing the sliding filament theory using modeling clay or any available material, Sarcomere Model - students
create a model of a sarcomere using classroom supplies such as pipe cleaners, PlayDough, etc and explain how the muscle fibers work during a
contraction, Chicken Wing Dissection-students dissect a chicken wing to understand the function of the muscular system, How Your Muscles
Work Lab - students examine the effects of temperature and fatigue on muscles of the hand, Muscle Labeling-no word bank-Students label
muscles using their memory
Unit B: Movement
Concept: Identify the major muscles of the human on a model or diagram.
Sample Scale
Sample Performance Tasks



Diagnose disease
Experimental design on muscle fatigue to test the effects of lactic acid
Explain the reason for Rigor Mortis
Score 3.5
In addition to 3.0, in-depth inferences and applications that go beyond what was
taught, I can:

Describe what can happen if parts of the muscular system are working
improperly

Describe homeostatic imbalances of the muscular system and how
physiology is affected

Describe diseases of the muscular system

Generate hypothesis on muscle fatigue
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
Score 3.0
I can:





3D model of Muscles
Match muscle on a model usnig post its
Make a Vine summarizing the sliding filament theory
Design a kahoot
Create a typogram



Design a quizlet
Create a square puzzle of the vacbulary
Identify a slide of skeletal muscl
Score 4.0





Score 2.5
Score 2.0
Explain how muscle contractions occur using the sliding filament theory
Classify major muscles of the human body
Explain the histology of muscle tissue
Explain the anatomy of muscle tissue
Differentiate skeletal, smooth and cardiac muscle
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:




Identity parts of the muscle involved in contraction
Explain the components of muscle tissue
Identify major muscles of the human body
Understand the vocabulary of the unit
Score 1.5
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
Score 1.0
With help, a partial understanding of some of the simpler details and processes
and some of the more complex ideas and processes.
Key Learning: Learn the microscopic and gross anatomy of your muscular system, as well as the steps that cause the contractions that lead to movement. You
will also explore the connection between muscular tissues and the other body systems.
Concept: Major Muscles:
Driving Questions:
SC.912.L.14.20
What are the major muscles of the human body?
Identify the major muscles of the human on a model or diagram.
SC.912.N.3.5
Sample Formative Assessment Task:
1-Identify the muscles on the following
diagram
Student Investigations:
Describe the function of models in science, and identify the wide
HASPI Muscular System
range of models used in science.
http://www.haspi.org/uploads/6/5/2/9/65290
513/09a_muscular_system.pdf
Vocabulary
Axial muscles, appendicular muscles, pectoralis major/minor,
rectus abdominus, transverse abdominus, external/internal
obliques, deltoid, trapezius, biceps brachii, triceps brachii,
latissimus dorsi, quadriceps femoris, hamstrings, gluteus
maximus, gastrocnemius, origin, insertion
Password : haspi
Actions: rotation, circumduction, protraction, retraction,
elevation, depression, flexion, extension, supination, pronation,
abduction, adduction
Student Text:
Hole’s A&P 10th ed.
Marieb Essentials of Human A&P Lab Manual
See Text Publisher Site for extensive online resources.
In Grasslands, Longer Spring Growing Season
Offsets Higher Summer Temperatures:
2-Use post it notes to Identify the major
muscles on the human body on your partner
Resources
Student Misconceptions:
Muscle names-Anatomy Arcade
http://www.anatomyarcade.com/games/PAM/PAM.html
“Different Muscle for different Jobs”
http://app.discoveryeducation.com/search?Ntt=muscles
Deeper Learning:
Indiana University Virtual Lab Muscles
http://www.indiana.edu/~anat215/virtuallab/
Key Learning: Learn the microscopic and gross anatomy of your muscular system, as well as the steps that cause the contractions that lead to movement. You
will also explore the connection between muscular tissues and the other body systems.
Concept: Muscle Tissue/Cellular Energy:
SC.912.L.14.16
Describe the anatomy and histology, including ultrastructure, of
muscle tissue.
(H)SC.912.L.18.8
Identify the reactants, products, and basic functions of aerobic
and anaerobic cellular respiration.
Vocabulary
skeletal muscle, cardiac muscle, smooth muscle, striations,
intercalated discs,
Driving Questions:
Sample Formative Assessment Task:
What are the characteristics of the three different types Select the correct order for the ultrastructure
of muscle tissue found in the human body?
of muscle tissue, from smallest to largest
(Honors): What is the difference between anaerobic
and aerobic respiration?
Student Investigations:
a. Myofibril, muscle fiber, muscle, fascicle
b. Myofibril, fascicle, muscle fiber, muscle
c. Fascicle, muscle fiber, myofibril,
muscle
d. Myofibril, muscle fiber, fascicle, muscle
Can a Genetic Disease be Cured?
http://sciencecases.lib.buffalo.edu/cs/collection
/detail.asp?case_id=377&id=377
Cellular Respiration: These animations show cell
respiration as a big picture, and then go
aerobic, anaerobic, glycogen, glucose, lactic acid fermentation,
alcoholic fermentation, muscle fatigue
through the steps of cellular respiration:
glycolysis, the Krebs cycle, and electron
transport. Each animation is short and to the
point.
Student Text:
Hole’s A&P 10th ed.
Marieb Essentials of Human A&P Lab Manual
See Text Publisher Site for extensive online resources.
Resources
Student Misconceptions:
Deeper Learning:
Discovery Education “Pushing the Limits- strength”
http://app.discoveryeducation.com/search?Ntt=pushing+t
he+limits
Khan Academy- Type 1 and Type 2 muscle fibers
https://www.khanacademy.org/science/healthandmedicine/musculoskeletal%20system/Introduction%20
A Metabolic Storm
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?
case_id=680&id=680
A rigorous investigation
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?
case_id=254&id=254
to%20muscles/v/type-1-and-2-muscle-fibers
BBC Science- Human Body and Mind- Muscle game
http://www.bbc.co.uk/science/humanbody/body/index_in
teractivebody.shtml
Cellular respiration virtual lab
http://www.phschool.com/science/biology_place/labbench/
lab5/intro.html
Key Learning: Learn the microscopic and gross anatomy of your muscular system, as well as the steps that cause the contractions that lead to movement. You
will also explore the connection between muscular tissues and the other body systems.
Concept: Major Muscles:
SC.912.L.14.17
List the steps involved in the sliding filament of muscle
contraction.
Driving Questions:
Before the Myosin can attach to the binding
sites on Actin, what molecule must bind to
Troponin?
(Honors): What is the difference between fast twitch and
What are the steps involved in the sliding filament
theory?
slow twitch muscles?
(H) SC.912.L.14.19
Explain the physiology of skeletal muscle.
Student Investigations:
HASPI Muscle Contraction
Vocabulary
http://www.haspi.org/uploads/6/5/2/9/65290
513/09b_muscle_contractions.pdf
muscle fascicles, muscle fibers, myofibrils, sarcomeres, H-zone, Password : haspi
A-band, I-band, myofilaments, actin, myosin, ATP, tropomyosin,
troponin, resting potential, action potential, ions, acetylcholine, Case Study: Muscle Weakness
http://www.mhhe.com/biosci/ap/ap_casestudies/c
sarcoplasmic reticulum, cross-bridge
fast twitch muscles, slow twitch muscles, muscle fatigue
Sample Formative Assessment Task:
ases/ap_case07.html
Moving Muscle Filaments: Strengthen your
understanding of how muscle filaments
function as this physiologist flexes his
knowledge.
a.
b.
c.
d.
Tropomyosin
Calcium
Acetylcholine
ATP
What is the structure labeled #8?
a.
b.
c.
d.
Actin
Z line
Sarcomere
Myosin
Resources
Student Text:
Hole’s A&P 10th ed.
Marieb Essentials of Human A&P Lab Manual
See Text Publisher Site for extensive online resources.
Student Misconceptions:
Bozeman Biology: Sliding Filament Theory
https://www.youtube.com/watch?v=mejCXr7p37U
Khan Academy- troponin and tropomyosin
https://www.khanacademy.org/science/healthandmedicine/musculoskeletal%20system/Introduction%20to%20musc
les/v/myosin-and-actin
Deeper Learning Opportunities:
POGIL -Muscle Contraction
Case Study: Duchene Muscular Dystrophy
http://www.mhhe.com/biosci/ap/ap_casestudies/cases/a
p_case08.html