This lesson plan aims to teach grade 12 students about the sliding filament theory of muscle contraction. Students will learn about the different phases of the sliding filament theory through a lecture, video, and class activity where students act out the phases. They will also learn about the three types of muscle contractions and be assessed through a worksheet and presentation. Understanding this theory is an important building block for learning how the body moves and the physiological principles underlying human performance.
This lesson plan aims to teach grade 12 students about the sliding filament theory of muscle contraction. Students will learn about the different phases of the sliding filament theory through a lecture, video, and class activity where students act out the phases. They will also learn about the three types of muscle contractions and be assessed through a worksheet and presentation. Understanding this theory is an important building block for learning how the body moves and the physiological principles underlying human performance.
This lesson plan aims to teach grade 12 students about the sliding filament theory of muscle contraction. Students will learn about the different phases of the sliding filament theory through a lecture, video, and class activity where students act out the phases. They will also learn about the three types of muscle contractions and be assessed through a worksheet and presentation. Understanding this theory is an important building block for learning how the body moves and the physiological principles underlying human performance.
This lesson plan aims to teach grade 12 students about the sliding filament theory of muscle contraction. Students will learn about the different phases of the sliding filament theory through a lecture, video, and class activity where students act out the phases. They will also learn about the three types of muscle contractions and be assessed through a worksheet and presentation. Understanding this theory is an important building block for learning how the body moves and the physiological principles underlying human performance.
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Title: How do muscles move?
Subject/Course: PSE4U (Exercise Science)
Time: 75 minutes Strand: Biological Basis of Movement Grades: 12 Lesson Description Students will be learning about the Sliding Filament Theory. This is the way that human muscles contract and lead to locomotion of the body. Stage 1: Desired Results Fundamental Concepts/Skills Apply how the sliding filament theory works and how all muscles in our bodies move using this theory. Can the students relate this physiological principle to human performance? Big Ideas/Essential Question
How do our muscles move?
Ontario Curricular Overall Expectation
-
Describe the structure and function of the body and of physiological principles relating to human performance.
Ontario Curricular Specific Expectation
-
Use correct anatomical terminology when describing human performance.
Describe muscle contraction, demonstrating their understanding of sliding filament theory, the use of adenosine triphosphate (ATP) and calcium, excitation/coupling contraction theory, and concentric, eccentric, and static contractions.
Lesson Goals
Students will learn all the different phases of the sliding filament theory Students will observe this mechanism of human movement in three types of muscle in the body (skeletal, smooth, and cardiac) Students will also learn the differences between concentric, eccentric, and static contractions
Key concepts and/or skills to be
learned/applied:
Background Knowledge:
Students must be able to explain all the
different phases of the sliding filament theory Students must understand the 3 different types of contractions
Understanding of ATP as it Is the basic form
of energy in the human body
Stage 2: Planning learning experience and instruction
Student Groupings Instructional Strategies Whole group Teacher-led discussion Individual work Individual work sheet Large group discussion
Materials Computer with projector White board Work sheets with phases of sliding filament theory in the wrong order Props for group activity (broom, garbage bag, clothes pins, and plungers) Accommodations
Students who do not want to partake in the class activity do not have to, only those who volunteer will take part. Students who need extra time for their worksheet may take it home and complete it as homework.
Stage 3: Learning experience and instruction
Motivational Hook ( 5 MINS.): Pose the question to the class how do our muscles move? Most should have a good guess as this is a grade 12 elective class that they decided to take. Open ( 10 MINS): Discuss with the class how not only humans use this as their form of locomotion but many other creatures on earth do as well. Explain how the sliding filament, although very small, when millions contract at once we can see incredible amounts of forced produced Elude to the idea of steroids and how they affect the contractility of a muscle Add some of the new vocabulary discussed in the hook and opening to the word wall of the new terms the students have seen (Actin, myosin, tropomyosin, skeletal muscle, smooth muscle, cardiac muscle, etc) Body (50 MINS):
Begin to lecture on all the different phases of the sliding filament theory (20-25 minutes). Be thorough in the explanation as these students have never seen this material before. Include video at the end to summarize for the students. Also show the students where exactly the sliding filament theory occurs in a muscle. Ask 4 students to volunteer to rein act all the different phases of the sliding filament theory. With the help of their peers they will properly rein act each phase of the sliding filament theory by being creative with the given props (broom, garbage bag, clothes pins, and plungers). After some preparation time the group of students will present their production of the sliding filament to the class and teacher. (15 minutes) Students will now be given a work sheet to try and recall again all the different phases of the sliding filament Speak briefly about the different types of contractions (3 main kinds) and what is happening at the microscopic level during these contractions.
Close ( 10 MINS):
Ask students how they think that some people are stronger than others and how do they think our muscles can produce more force?
Elude to how energy systems are linked to muscle contractility and how bodies are shaped due to their training regime Finally mention how we will start to look at muscle fiber types (type I. type IIa and type IIx) o If students are not done worksheet it will be homework
Extension Activity: what if students finish early?
If students finish the activity and/or worksheet early they can have a look in their textbooks or online for the use of steroids and the physiological repercussions that it has on the human body and on the sliding filament theory. Have them write down what they believe to be the major implications and be ready to lead a discussion at the start of the next class regarding these substances.
Link to Future Lessons
Steroid use and abuse
Muscle fiber type and abilities of these muscles Energy system uses in regards to human performance What effect training has on skeletal muscle and human performance (in sport and day to day living)
Assessment
Marks for creativity and use of the props in the class presentation but also accuracy of the specific phases that were taught during the lesson Direct results from the students work sheets to see if they understood all the phases of the sliding filament theory.
Rationale This lesson covers a very important building block for the entire course with the sliding filament theory. As the strand of this section of the course is entitled Biological Basis of Movement, it is necessary for the students to understand how it is that we as humans move. It is very important that the students do not refer to specific muscles or bones in the body with generalizations like the arm or the leg so by making it mandatory to use the correct terminology we are accomplishing one of the specific expectations set out in the curriculum. The other specific expectation that is achieved in this lesson is that of teaching the students about muscle contractility via the sliding filament theory. Through students background knowledge of the different types of muscle contractions and the use of ATP, they will be able to understand how the basic unit of the muscle functions. This knowledge is conveyed in a multitude of formats. It is conveyed through lecture, video, performance, and a work sheet. It will be stressed how important it is to understand the general idea of how the structure works and not just rote memorizing all the different steps. The purpose of having the students learn the steps is to know where the muscles utilize energy and make practical sense of it when we start to apply it to human performance. When we relate this information to human performance we ultimately achieve the overall expectation of the course that says students will be able to describe the structure and function of the body and of physiological principles relating to human performance. Although they will not obtain all of the skills from this lesson to 100% achieve this expectation, it is a very important building block to help them through the rest of the semester and the course.
