California Career and Technical Education Standards

• HSMT.FS.11.0 Demonstration and Application
• HSMT.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• HSMT.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.

California Academic Content Standards (Reinforced)

• ELA.8.R.VCD.1.3 Use word meanings within the appropriate context and show ability to verify thos...5
• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2

• Construct a marionette - Hooks / Set

  Before the class begins set up the following materials on the desks (one set of material for 2-4 students depending on the class size).   Sock monkeys or similar flexible dolls, string, tape, scissors.

  Students enter the classroom and pick-up their class binders.   They will then look onto the board for their board work for the day.   The following will be written on the board.  

  • You have 15 minutes
  • Use the materials on your desk to assemble a working marionette (puppet).   You must be able to use the strings to control the dolls arms and legs.   The legs must be able to flex and extend.   The arms must be able to flex, extend, abduct and adduct.  
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  • Answer the following questions in your journal 1) Does where you attach the strings influence the movement of the limb?   How?   2) What anatomical structures do the strings represent?
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  At the end of 15 minutes have volunteers demonstrate their puppets and explain their answers to the questions.   Discuss how your muscles are like the strings on the puppet. Explain that learning the muscles can be daunting – (long names, “foreign language”, having to memorize location, function and name).   Explain that if they think of themselves as a puppet as we learn the muscles it will help them to visualize, reason and understand the muscles.

  ** note -- I do this because I have lots of dolls around since I have three kids. Before I had the dolls, I would just have the students tape strings to their partner or to a skeleton.  If you choose this option just give them a list of movements: flex elbow, extend knee, extend hip, flex wrist, etc and have them attach the string to the part of the body that they think will result in the desired motion.
• Muscle Table and Labeling Activity - Group Work

  Pass out Muscle Table.   Pass out the book/packet the Muscular System.   Instruct students to work in pairs and use the packet to fill out the table.   Allow 20-30 minutes for this activity.   At the end of the time put up a blank overhead of the table and fill in appropriate information.   While going over the table you will have students figure out where that muscle might be – have them use the puppet analogy – i.e. If the function of Gastrocnemius is to plantarflex the foot, where would you have to attach the string to make your foot plantarflex.   Students can use strings and tape them onto themselves and pull the strings to visualize this.   When students have figured out that the muscle must be on the back of the leg, then you label the muscle diagram with the appropriate muscle name.

  • Muscle Table [ Download ] Blank muscle table for students to fill-in.
  • Muscle Table Key [ Download ] Instructor's key for the muscle table.
• You are the puppet (this should take you to the end of the first class period) - Closure

  Once you have finished labeling and going over the muscle table, do a short informal assessment to make sure that they understand the concepts (they will not have the muscles and functions memorized yet!).  Go around the room and ask individual students questions to make sure that they understand the CONCEPTS.  For example: Where would a muslce that extends the knee be located?(have them use the puppet analogy again). What is the function of Biceps Brachii?  (If they cannot remember ask them where it is--if they know that tell them to visualize that muscle contracting--what would it do)
• Day 2 Opening Activity - Hooks / Set

  Students again get their class binders and do the following activity for the introductory activity.  Place the picture provided on the overhead.  Choose 2-3 muscles and outline and number them.  Ask the students to identify the name and function of the muslces.  They should be using thier notes from the previous day if they do not remember it.  Call students to the board to fill in the information at the end of the alotted time.  Explain to the students that we do not look like the muslce diagram that we labeled yesterday. When an athlete comes into the training room, you need to be able to identify the muscle by surface anatomy.  This leads into the activity for the day.
• Superficial Muscle Identification Project - Projects

  In this project, students will identfy the muslces that they labeled on a diagram on the previous day on a picture of a real person.  You will need at least one magazine for every 2 students, scissors, glue and paper (I use 11x14).  You can assign students to bring in the magazines as a homework assignment or you can provide the magazines for them. This activity takes a little time, since they need to go through the magazines and find pictures that are good examples of the muscles. 

   

  ** note if you do not have the time for this activity, you can find pictures and outline the muscles yourself.  Then you have the students identify the outlined muslce's name and function.  Less time, easier to grade, but I don't think the students get as much out of it.

  • Superficial muscle ident project.doc [ Download ] This is the handout to pass out to the students with the directions for the Superficial Muscle Identification Project.
  • Muscle Identification Rubric [ Download ] This is the grading rubric for the Superficial Muscle Identification Rubric.