Making a Muscle

Concept or conceptual understanding: This activity will reinforce the use of metric system measurements to describe muscle size and shape via modeling joints.  Students will trace a second step in biological organization from cells to tissues.  The idea of structure and function in muscle will be explored by using models to illustrate musculoskeletal interactions on joints resulting in movement.       

Real world connections (Relevancy):  All organisms respond to stimuli.  One common and universal response to both positive and negative stimuli is locomotion.  Understanding the underlying organization of an organism and the generation of movement will allow students to better understand and evaluate both the stimuli and the response.

AZ standards: Science Standards Articulated by Grade Level- High School

S1C1PO4.  Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).

S1C2PO5.  Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. 

S4C5PO5.   Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.

Incorporation of inquiry: Through thoughtful analysis of their own movement students will design models of joints.  By using measurement techniques students will apply concrete information to describe their models.  Students will explore the connection between cells, muscle and behavior.

Behavior objectives:

Observe joint movement and model the behavior.

Use tools to make and record measurements to describe the model.

Consider the structure of muscle and discuss the connection between levels of organization and organism behavior.

Using a kinesthetic group activity and student models, explain how muscles move joints.

Prior knowledge necessary:

Students will participate in class discussions about the levels of biological organization, and musculoskeletal interactions.  Previous lectures will describe the metric system and using tools for measurement

Identify possible student preconceptions:

Muscles are not made up of cells.  Muscles use special, hard to describe behavior to create movement.  You can’t measure and describe irregularly shaped objects.

Materials:

large rubber bands

small rubber bands

balloons

wooden dowels

popsicle sticks

measurement tools

Worksheet for recording measurements

Safety:

Students should not shoot rubber bands classmates.  Dowels should not be used for dueling.

Lesson Description:

Begin the lesson by reviewing the levels of organization in an organism.

Ask the students “Do muscles have cells?”

Discuss the idea of cells working together in tissues.

Have the students get up and participate in an activity where they are the working muscle.

Return to discussion about how a joint works

Students are now given a joint system to model.  (Pick 4-6) (45min-hour)

When students are finished building their model they will take measurements following a sheet.  They will repeat this for each model joint.

Students will compare measurements.

Discuss accuracy and precision.

Leslie will describe research and using better tools to take accurate and precise measurements

Assessment:

The assessments are mostly formative for this lesson – Students will be observed as they create a joint model and measure the available models.  Completion of the measurement sheets and discussion of the range of student responses will be noted.