Course Profile Exercise Science (PSE4U), Grade 12, University Preparation, Public
Unit 1: Anatomy and Physiology
Time: 29 hours
Activity 1 | Activity 2 | Activity 3
Unit Description
Students explore the anatomy and physiology of the human body using correct anatomical terminology and physiological principles to describe human performance. They demonstrate an understanding of the skeletal and muscular systems and joint mechanics related to movement. Students analyse the relationship of the cardiorespiratory and energy systems as they relate to physical activity.
Strand(s): Biological Basis of Movement
|
Activity |
Learning
Expectations Achievement Categories |
Assessment/Evaluation |
|
1 |
BBV.01, C |
- Formative self-and peer assessment of worksheets and glossary of terms on the use of anatomical terminology using an answer key checklist |
|
BB1.01, A |
- Formative self-assessment of worksheets on the parts of the skeletal and muscular systems through checking for completion |
|
|
BB1.02, C |
- Summative evaluation test (e.g., bell-ringer) demonstrating the use of anatomical terminology using a marking scheme |
|
|
2 |
BBV.01, C |
- Formative peer assessment of worksheets on joint movement using an observation checklist |
|
BB1.02, C |
- Summative evaluation of an oral or written assignment on the function of the skeletal and muscular systems and joint mechanics related to human movement using a marking scheme |
|
|
BB1.03, C |
- Formative peer and teacher assessment of an oral presentation describing neuromuscular theories and principles (e.g., sliding filament theory, ATP, concentric, eccentric, and static contraction) using a checklist (used by the peer) and a communication rubric (used by the teacher) |
|
|
3 |
BBV.01, C |
- Formative peer assessment of a visual/graphic organizer describing the relationship between the cardiorespiratory system and the production of energy using a checklist |
|
BB1.04, K/U |
- Formative assessment of a worksheet describing the energy systems and their contribution to muscular contraction and physical activity using a checklist |
|
|
BB1.06, C |
- Summative evaluation of an oral presentation on a researched acute and chronic effect topic (e.g., increased cardiac output, VO2 Max) using a communication rubric |
|
Activity 1 |
Anatomical Terminology |
8 hours |
|
Activity 2 |
Function of Muscular and Skeletal Systems |
10 hours |
|
Activity 3 |
Moving Through the Body: Cardiorespiratory System and Energy Production |
11 hours |
This unit provides students with opportunities to acquire and discuss information related to anatomy and physiology. Due to the nature of these topics, some students may find resource materials upsetting. Teachers should caution and guide students in selecting, sharing, and/or exploring information/media appropriate to the activity. Teachers are encouraged to read/preview resources carefully to ensure information is appropriately presented, accurate, and up-to-date.
Teachers should frame each lesson by identifying the learning expectations and connecting and clarifying the assessment/evaluation strategies to ensure students have clear targets to work towards throughout the unit.
To successfully accomplish the activities in this
unit, students should have:
· knowledge and skills related to topics as identified in the curriculum of previous grades;
· group work skills, e.g., jigsaw, carousel, numbered heads;
· lab skills;
· note-taking skills;
· library/resource centre and Internet research skills;
· the ability to use a variety of assessment tools, e.g., rubric, checklist, for self- and peer assessment;
· debating skills and oral presentation skills.
The unit provides students with opportunities to think, communicate, interact, and apply their knowledge with respect to the use of anatomical terminology and physiological principles when describing human performance. The four-staged approach, i.e., The Experience, The Theory, The Practice, The Extension Application, has been incorporated to help students develop a solid knowledge base and understanding of the theories/concepts/principles, expand their perceptions and perspectives, and connect their learning to things that are relevant, authentic and of interest to them. A wide variety of teaching/learning strategies have been used in conjunction with the stages, i.e., direct instruction, indirect instruction, interactive instruction, and independent instruction, to address the learning needs of all students.
This unit provides students with the opportunity to acquire and discuss information related to anatomy and physiology. Communication skills are formatively assessed throughout the unit when using anatomical terminology and physiological principles to analyse movement. A variety of assessment methods and strategies that address individual needs and different learning styles of students are used, including: pencil-and-paper (test, visual/graphic organizer, glossary of terms), performance tasks (assignments, labs) and personal communication (oral presentation, instructional questions and answers, classroom discussion). The teacher and students use the following assessment tools: observation checklist, answer key checklist, rubric, and marking scheme. Ongoing assessment and evaluation provide students with the opportunity to learn, practise, and demonstrate their knowledge and skills.
Consider the following
accommodations, when appropriate, to address the needs of students.
· Provide a visual outline of lessons on the board, overhead, or handout.
· Provide key visuals or graphic organizers for assignments as an alternative.
· Partner students to work with appropriate people or resources.
· Provide key vocabulary or reference notes.
· Assist students to recall prior knowledge before introducing new information.
· Use appropriate visual materials rather than print material to convey information.
Access the Special Education Companion from the Ministry of Education electronic Curriculum Unit Planner for additional suggestions to ensure the success of exceptional students. Teachers should also refer to the exceptional students’ IEPs to ensure that recommendations are followed.
Anatomy Practice: Interactive Physiology. A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings. – www.adam.com
Baechle, T. R. and R.W. Earle. Essentials of Strength Training and Conditioning. Windsor: Human Kinetics, 2000. ISBN 0-7360-0089-5
Bompa, T.O. and L.J. Cornacchia. Serious
Strength Training. Toronto: Human Kinetics, 1998.
ISBN 0-88011-834-2
Cardiovascular System: Interactive Physiology. A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings. – www.adam.com
Floyd, R.T. and C.W. Thompson. The Manual of Structural Kinesiology, 14th ed. Toronto: McGraw-Hill, 2001. ISBN 0-07-232917-3
Florida State University College of Medicine
– http://www.medlib.med.utah.edu/WebPath/CVHTML/CVIDX.html
Gatorade Sports Science Institute. (GSSI) – http://www.gssiweb.com/
Hosford Web Service. Berrien Springs, Michigan – http://www.ptcentral.com/muscles/
Human Anatomy Online 2000 – http://www.ttuhsc.edu/courses/cbb/ha/index.htm
Human Kinetics, Windsor, Ontario – http://www.humankinetics.com/index.cfm
Innerbody Intellimed My Health Score Phoenix, Arizona – http://innerbody.com/htm/sysselec.html
Kapit, W. and L.M. Elson. The Anatomy Colouring
Book, 3rd ed. Toronto: Benjamin Cummings, 2001.
ISBN 0-8053-5086-1
Loyola University Medical Education Network
– http://www.meddean.luc.edu/lumen/MedEd/grossanatomy/learnem/learnit.htm
MedFacts/TeleVisualCommunications – http://www.medfacts.com/medlib.htm
Murray Jensen General College, University of
Minnesota. Web Anatomy
– http://www.gen.umn.edu/faculty_staff/jensen/1135/webanatomy/
Muscular System: Interactive Physiology.
A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings
– www.adam.com
Nervous System 1: Interactive Physiology.
A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings
– www.adam.com
O.A.C. Physical and Health Education. Core Concept: A Human Performance 1993. The Halton District School Board.
Orthopedic Institute Southern California
– http://anatomy.uams.edu/HTMLpages/anatomyhtml/anatomylinks.html
Respiratory System 1: Interactive Physiology. A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings – www.adam.com
Robertson, T. and S. Glover. Senior physical education, revised edition. Malvern, Australia: Coghill Publishing. ISBN 949168 71 8
Shier, D., J. Butler, and R. Lewis. Hole’s essentials of human anatomy and physiology, 7th ed. U.S.A: McGraw-Hill Higher Education. ISBN 0-07-290775-4
Stephen, S. 1996. The Institute for Sport, Agder
College, Kristiansand, Norway.
– http://home.hia.no/~stephens/exphys.htm
The Franklin Institute Science Museum.
Philadelphia, Pennsylvania.
– http://www.fi.edu/biosci/preview/heartpreview.html
The Physician and Sportsmedicine Online 2002. The
McGraw-Hill Companies.
– http://www.physsportsmed.com/
University of Arkansas for Medical Sciences
Department of Anatomy
– http://anatomy.uams.edu/HTMLpages/anatomyhtml/medcharts.html
University of Michigan. Joint Movements.
– http://www.med.umich.edu/lrc/Hypermuscle/Hyper.html#flex\
University of California at San Diego.2000.
– http://www-neuromus.ucsd.edu/MusIntro/Jump.html
Time: 8 hours
Students use correct anatomical terminology such as anatomical position, anatomical planes, axes, terms of direction and movement, and regions of the body. Students identify skeletal and muscular location.
Strand(s): Biological Basis of Movement
Overall Expectations
BBV.01 - describe the structure and function of the body and of physiological principles relating to human performance.
Specific Expectations
BB1.01 - use correct anatomical terminology when describing human performance;
BB1.02 - describe the various parts of the skeletal and muscular systems, and the ways in which they relate to human performance (e.g., according to their location, structure, function and characteristics).
The teacher should consider the following
preparation for the delivery of this activity:
· provide task-cards for various movements, e.g., hip-flexion, arm-extension or provide a list of movements, e.g., skipping, throwing a ball, picking up a book;
· provide a variety of worksheets, e.g., to use anatomical terms, to colour, to label, to describe movement within plane and prepare lecture notes on anatomical terminology;
· prepare correct answer key sheets for anatomical terminology worksheets;
· provide a list of movements, e.g., stride jumps, nodding yes or no, to describe planes and axes activity and prepare an answer key sheet;
· provide worksheets and prepare lecture notes on the parts of the skeletal and muscular systems;
· provide x-rays, e.g., ankle joint, knee joint, or skeletal model(s), e.g., three-dimensional models, or “skeletal manipulation lab” or worksheet on layperson terms vs. anatomical terminology;
· provide “muscular system lab” or weight room circuit with worksheet identifying muscles being used;
· prepare a written test on anatomical terminology and a provide marking scheme.
To successfully accomplish the activities in this unit, students should have:
· knowledge and skills related to topics as identified in the curriculum of previous grades;
· group work skills, e.g., numbered heads;
· lab skills;
· note-taking skills;
· library/resource centre and Internet research skills;
· ability to use a variety of assessment tools, e.g., rubric, checklist, for self-and peer assessment.
1. Students reflect on using anatomical terminology as it relates to human movement. Create an experience that will encourage students to want to learn more by engaging them in one or more of the following activities.
Students name and identify the muscles that are used within the movement.
a) In groups of four, students use their own words to describe the movement that the teacher or a student performs, e.g., stand with your hands on your shoulders, stand in a stork-stand.
OR
b) Students perform various movements described on task-cards, e.g., hip-flexion, arm-extension.
OR
c) Provide a list of movements, e.g., skipping, throwing, bicep curl, and picking up a book, that students choose to look at and/or perform.
Teacher and students discuss the importance of anatomical terminology, e.g., universal consistency when describing movement.
2. Provide students with information, e.g., lecture, computer-assisted, video, and handouts, on anatomical terminology. Information should include:
· anatomical position, i.e., palms facing forward, feet together, looking forward;
· anatomical planes, e.g., frontal, horizontal, and axes (anteroposterior);
· terms of direction, e.g., superior, inferior;
· terms of movement, e.g., flexion, extension;
· regions of the body, e.g., neck, trunk.
The information presented links to the experiential learnings conducted by the students at the beginning of this activity.
3. As a homework assignment, students complete worksheets on anatomical terminology, e.g., label, colour, match, identify. Provide students with correct answer key sheets.
4. In a numbered-head format put students in groups of four, five, or six and have them number off within the group. Each group receives a list of movements, e.g., stride jumps, cartwheel, nodding yes or no and is asked to describe movement within each plane and axis, e.g., frontal, anteroposterior. Students may perform the movements for understanding. During the activity, ask students by number to respond with the group’s findings, e.g., orally or written. Answers given should lead into a class discussion on the type of movement that is allowed within planes and axes. During the class discussion, students check their findings for correctness.
5. Using a lecture format and providing resources, e.g., visual stimuli, handouts, video, glossaries, textbooks and computer software, students complete worksheets, e.g., diagrams, colouring, and fill in the blanks, on the parts of the skeletal systems, e.g., types and names of bones, bone landmarks. Use visual aids to show correct anatomical names.
6. In pairs, students locate parts and structures of the skeletal system, e.g., axial vs. appendicular, ulna vs. radius, through one of the following activities:
a) Students examine the model of a skeleton or x-rays to complete worksheets,
OR
b) Students complete a “Skeletal Manipulation Lab.”
OR
c) Students complete a worksheet that compares common terms versus anatomical terms, e.g., thigh bone versus femur, skull versus cranium.
7. Using a lecture format and providing resources, e.g., visual stimuli, handouts, video, glossaries, textbooks and computer software, students complete worksheets, e.g., diagrams, colouring, fill in the blanks, on the parts of the muscular systems, e.g., types and names of muscles, muscle groups, muscle location and muscle origin and insertion. Use visual aids to show correct anatomical terminology
8. In groups of two to four, students identify the major muscles and/or muscle groups used during movement through one of the following activities:
a) Students complete a “Muscular System Lab,” e.g., palpating or identifying muscles on self or partner)
OR
b) Students do exercises, e.g., circuit, in a weight room setting and complete provided worksheet to identify the muscle(s) being used
9. Students begin an ongoing “glossary of terms” for all new terminology in this unit.
10. Students write a test, e.g., bell ringer, on the use of anatomical terminology for evaluation by the teacher.
The teacher and students gather evidence of learning expectations outlined for this activity through:
· a formative self- and peer assessment of worksheets and glossary of terms on the use of anatomical terminology using an answer key checklist (BBV.01);
· a formative self-assessment of worksheets on the parts of the skeletal and muscular systems checking for completion (BB1.01, BB1.02);
· a summative evaluation test, e.g., bell-ringer, demonstrating the use of anatomical terminology using a marking scheme (BB1. 01, BB1.02).
Anatomy Practice: Interactive Physiology.
A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings
– www.adam.com
Baechle, T.R. and R.W. Earle. Essentials of Strength Training and Conditioning. Windsor: Human Kinetics, 2000. ISBN 0-7360-0089-5
Bompa, T.O. and L.J. Cornacchia. Serious
Strength Training. Toronto: Human Kinetics. 1998.
ISBN 0-88011-834-2
Floyd, R.T. and C.W. Thompson. The Manual of Structural Kinesiology, 14th ed. Toronto: McGraw-Hill, 2001. ISBN 0-07-232917-3
GateWay Community College, Phoenix, Arizona – http://www.gwc.maricopa.edu/class/bio202/index.htm
Hosford Web Service. Berrien Springs, Michigan – http://www.ptcentral.com/muscles/
Human Anatomy Online 2000 – http://www.ttuhsc.edu/courses/cbb/ha/index.htm
Innerbody Intellimed My Health Score. Phoenix, Arizona – http://innerbody.com/htm/sysselec.html
Kapit, W. and L.M. Elson. The Anatomy Colouring
Book, 3rd ed. Toronto: Benjamin Cummings, 2001.
ISBN 0-8053-5086-1
Loyola University Medical Education Network
– http://www.meddean.luc.edu/lumen/MedEd/grossanatomy/learnem/learnit.htm
Murray Jensen General College, University of
Minnesota. Web Anatomy
– http://www.gen.umn.edu/faculty_staff/jensen/1135/webanatomy/
Muscular System: Interactive Physiology. A.D.A.M.
Software Inc., 1997. Toronto: Benjamin Cummings
– www.adam.com
O.A.C. Physical and Health Education. Core Concept: A Human Performance. The Halton District School Board.
Robertson, T. and S. Glover. Senior physical education, revised edition. Malvern, Australia: Coghill Publishing ISBN 949168718
Shier, D., J. Butler and R. Lewis. Hole’s essentials of human anatomy and physiology, 7th ed. U.S.A: McGraw-Hill Higher Education. ISBN 0-07-290775-4
The Physician and Sportsmedicine Online 2002. The
McGraw-Hill Companies
– http://www.physsportsmed.com/
University of Arkansas for Medical Sciences
Department of Anatomy
– http://anatomy.uams.edu/HTMLpages/anatomyhtml/medcharts.html
University of Michigan. Joint Movements
– http://www.med.umich.edu/lrc/Hypermuscle/Hyper.html#flex\
Time: 10 hours
Students describe the function of the muscular and skeletal systems as they relate to body direction, e.g., adduction, abduction, elevation, depression, and joint movement. Students investigate neuromuscular concepts such as the sliding filament theory, the motor unit and the basic function of the nerve, as they relate to muscular movement. Students explore the relationship between the skeletal and muscular systems of the body as they relate to human movement.
Strand(s): The Biological Basis of Movement
Overall Expectations
BBV.01 - describe the structure and function of the body and of physiological principles relating to human performance.
Specific Expectations
BB1.01 - use correct anatomical terminology when describing human performance;
BB1.02 - describe the various parts of the skeletal and muscular systems, and the ways in which they relate to human performance (e.g., according to their location, structure, function and characteristics);
BB2.02 - describe the biomechanical principles (e.g., stability, the relationship between force and movement, angular motion) and joint mechanics (e.g., types of joints, range of motion);
BB1.03 - describe muscular 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.
The teacher should
consider the following preparations for the delivery of this activity.
· Consult with the library/resource centre staff and/or computer staff and book class time to allow for independent student research.
· Provide a video on joint vulnerability or materials to construct a joint.
· Provide worksheets, e.g., diagram, fill in the blanks, and prepare lecture notes on the function of the skeletal system and joint mechanics.
· Provide a worksheet and various media, e.g., task cards, models, computer software, for joint movement activity.
· Prepare an answer sheet for joint movement activity.
· Provide worksheets and prepare lecture notes on the characteristics of skeletal muscle.
· Provide a worksheet for the “movement lab” and prepare materials, e.g., surgical tubing, dyna-bands for the static lab or book school weight room for the dynamic lab.
· Provide resources and worksheets on the neuromuscular theories and principles activity.
· Prepare a completion checklist and a communication rubric to assess an oral presentation on neuromuscular theory and principles.
· Prepare a marking scheme for the function of the skeletal and muscular systems and joint mechanics assignment.
To successfully
accomplish the activities in this unit, students should have:
· group work skills, e.g., think/pair/share;
· lab skills;
· note-taking skills;
· library/resource centre and Internet research skills;
· the ability to use a variety of assessment tools, e.g., rubric, checklist, for self- and peer assessment;
· oral presentation skills;
· interview skills.
1. Through one of the following experiential activities, students reflect upon the complexity of the skeletal and muscular systems:
a) As a class, students view a video detailing the vulnerability of a body joint, e.g., arthroscopic surgery, sporting injuries.
OR
b) In pairs, using various materials, e.g., interlocking construction blocks, wooden sticks, elastics, students construct a joint.
Following the activity, pairs of students brainstorm to draw conclusions of the complexity, e.g., joint stability, range of motion, and function, of the skeletal and muscular systems related to joint movement. Through class discussion students generate a list of their findings.
2. Referring to the findings from the experiential activity and using a variety of resources, e.g., video, Internet, textbooks, provide information on:
a) the function of the skeletal system, e.g., framework, organ protection, muscle attachment;
b) joint classification, e.g., suture, synovial;
c) joint characteristics, e.g., joint capsule, ligaments, tendons, cartilage;
d) joint articulation, e.g., biaxial, multi-axial.
Students take notes and complete worksheets, e.g., fill in the blank, colouring book, diagrams, charts. Students check for correctness using visual aids that show anatomical terminology.
3. In pairs, students move from station to station looking at various media (e.g., task cards, models, computer software, video, slides) illustrating various joints (e.g., skull, jaw, teeth, elbow, knee) to complete a worksheet that requires the following information:
a) joint classification
b) articulation
c) bones involved
After students have completed all stations, a student from each station and in sequential order, reads out the correct answer posted at each station. Students check each other’s worksheets for correctness.
4. Provide students with a list of acute and chronic injuries, e.g., sprains, pulls, dislocation, tendonitis that occur at various joints during physical activity. In a think/pair/share format, provide students with one sport and one activity, e.g., football and in-line skating. Ask them to individually consider common injuries that could occur in that sport or activity. In pairs, students compare their findings then share with the class. Class discussion could include factors, e.g., gender, equipment, playing surfaces, that influence specific injuries to specific joints.
5. Using a lecture format with the assistance of various aids, e.g., visual stimuli, handouts, video, glossaries, textbooks and computer software, students take notes and complete worksheets (e.g., diagrams, colouring, fill in the blanks) on the characteristics of skeletal muscles:
a) agonist and antagonist, e.g., biceps/triceps, hamstrings/quadriceps;
b) types of contraction, e.g., eccentric, concentric, static;
c) muscle fibre types, e.g., slow twitch, fast twitch;
d) properties of muscle, e.g., contractility, elasticity, irritability;
e) function/role of muscles, e.g., flexor, extensor, abductor, adductor.
6. In pairs, students describe the characteristics and role of muscles during a “dynamic or static movement lab” through one of the following activities:
a) Students perform various exercises, e.g., bicep curl, tricep extension, sit up, lat pull-down, to complete a lab worksheet. Exercises can be performed in a classroom using surgical tubing or in a weight room.
OR
b) Students examine photographs of various exercises, e.g., bicep curl, tricep extension, sit up, lat pull down, to complete a lab worksheet.
The lab worksheet should include information on identifying:
· the exercise, e.g., biceps curl;
· the bones involved, e.g., humerous, scapula;
· the agonist, e.g., biceps brachii;
· the antagonist, e.g., triceps brachii;
· the type of contraction, e.g., concentric;
· the function of the agonist muscle, e.g., elbow flexor.
7. In groups, students use the resources, e.g., software, video, Internet sites, textbooks provided to complete worksheets describing the features of neuromuscular principles and theories, e.g., sliding filament theory, use of adenosine triphosphate, motor unit. Each group presents its findings to the class. Following the oral presentations, using an answer sheet provided by the teacher, students check for correctness.
8. After completing research using resources, e.g., Internet, software programs, textbooks, an interview with someone who has had an athletic injury, students complete an oral and/or written assignment that includes a:
a) picture of a movement skill, e.g., tennis forehand, baseball pitch, football tackle, alpine skiing;
b) description of the movement of the joints involved in the picture;
c) list of bones and muscles involved in the picture;
d) description of the vulnerability of joint(s) involved, e.g., muscle imbalances, male/female differences, joint structure;
e) summary of current medical procedures for treatment, e.g., arthroscopic surgery, ligament reconstruction, joint replacement.
Students submit the assignment to be evaluated by the teacher.
9. Students continue to add new terminology to an ongoing “glossary of terms.”
The teacher and students
gather evidence of learning expectations outlined for this activity through:
· a formative peer assessment of worksheets on joint movement using an observation checklist (BBV.01, BB1.01);
· a formative peer and teacher assessment of an oral presentation describing neuromuscular theories and principles (e.g., sliding filament theory, ATP, concentric, eccentric, and static contraction) using a checklist (used by the peer) and a communication rubric (used by the teacher) (BB1.03);
· a summative evaluation of an oral or written assignment on the function of the skeletal and muscular systems and joint mechanics related to human movement using a marking scheme (BB1.02, BB2.02).
Anatomy Practice: Interactive Physiology.
A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings
– www.adam.com
Baechle, T.R. and R.W. Earle. Essentials of Strength Training and Conditioning. Windsor: Human Kinetics, 2000. ISBN 0-7360-0089-5
Bompa, T.O. and L.J. Cornacchia. Serious
Strength Training. Toronto: Human Kinetics, 1998.
ISBN 0-88011-834-2
Floyd, R.T. and C.W. Thompson. The Manual of Structural Kinesiology, 14th ed. Toronto: McGraw-Hill, 2001. ISBN 0-07-232917-3
GateWay Community College, Phoenix, Arizona – http://www.gwc.maricopa.edu/class/bio202/index.htm
Hosford Web Service. Berrien Springs, Michigan – http://www.ptcentral.com/muscles/
Human Anatomy Online 2000 – http://www.ttuhsc.edu/courses/cbb/ha/index.htm
Innerbody Intellimed. My Health Score. Phoenix, Arizona – http://innerbody.com/htm/sysselec.html
Kapit, W. and L.M. Elson. The Anatomy Colouring
Book, 3rd ed. Toronto: Benjamin Cummings, 2001.
ISBN 0-8053-5086-1
Loyola University Medical Education Network
– http://www.meddean.luc.edu/lumen/MedEd/grossanatomy/learnem/learnit.htm
MedFacts/TeleVisualCommunications – http://www.medfacts.com/medlib.htm
Murray Jensen General College, University of
Minnesota. Web Anatomy
– http://www.gen.umn.edu/faculty_staff/jensen/1135/webanatomy/
Muscular System: Interactive Physiology.
A.D.A.M. Software Inc., 1997. Toronto: Benjamin Cummings
– www.adam.com
O.A.C. Physical and Health Education. Core Concept: A Human Performance. The Halton District School Board.
Robertson, T. and S. Glover. Senior physical education, revised edition. Malvern, Australia: Coghill Publishing. ISBN 949168718
Shier, D., J. Butler, and R. Lewis. Hole’s essentials of human anatomy and physiology, 7th ed. U.S.A: McGraw-Hill Higher Education. ISBN 0-07-290775-4
Stephen, S. 1996. The Institute for Sport, Agder
College, Kristiansand, Norway
– http://home.hia.no/~stephens/exphys.htm
The Physician and Sportsmedicine Online 2002. The
McGraw-Hill Companies
– http://www.physsportsmed.com/
University of Arkansas for Medical Sciences
Department of Anatomy
– http://anatomy.uams.edu/HTMLpages/anatomyhtml/medcharts.html
University of Michigan. Joint Movements
– http://www.med.umich.edu/lrc/Hypermuscle/Hyper.html#flex\
University of California at San Diego
– http://www-neuromus.ucsd.edu/MusIntro/Jump.html
Time: 11 hours
Students demonstrate an understanding of the body’s ability to perform and function during physical activity and sport. They investigate the acute and chronic effects of physical activity. Students also demonstrate an understanding of the relationship between the cardiorespiratory system and the production of energy.
Strand(s): The Biological Basis of Movement
Overall Expectations
BBV.01 - describe the structure and function of the body and of physiological principles relating to human performance.
Specific Expectations
BB1.04 - demonstrate an understanding of the energy systems (e.g., ATP/PC, anaerobic and aerobic systems) and their contribution to muscular contraction and activity (e.g., as in long distance running as compared to sprinting);
BB1.05 - demonstrate an understanding of the relationship between the cardiorespiratory system and the production of energy (e.g., the transporting of nutrients and oxygen to the working muscles);
BB1.06 - describe the acute and chronic effects of physical activity on the body (e.g., increased cardiac output, increased endorphin levels, increased muscular strength and endurance).
The teacher should
consider the following preparation for the delivery of this activity.
· Consult with the library/resource centre staff and/or computer staff to allow for independent student research.
· Prepare activity task cards for experiential learning activity.
· Provide a blank diagram of the heart and prepare lecture notes on the heart and the circulatory system
· Prepare handouts on the function of the heart.
· Provide envelopes with puzzle pieces of various parts of the heart with their functions and definitions and provide a correct puzzle of the heart with matched functions and definitions.
· Prepare lecture notes and worksheets on the functions of the heart.
· Provide “The Roles of the Blood” chart cards and correct chart handout.
· Provide a blank diagram of the respiratory system and prepare lecture notes on the respiratory system.
· Prepare cards and a checklist with terms associated with the transporting of nutrients and oxygen to the muscles.
· Prepare lecture notes on the energy systems.
· Prepare a checklist for the energy systems and contribution to muscular contraction activity.
· Prepare a communication rubric for the oral presentation of acute or chronic effects of physical activity on the body.
To successfully
accomplish the activities in this unit, students should have:
· note-taking skills;
· library/resource centre and Internet research skills;
· lab work skills;
· oral presentation skills;
· group work skills.
1. In groups, students select an activity task card. The tasks could include jogging on the spot, walking, or sitting. The groups perform their tasks for 5 to 10 minutes. Students brainstorm to list some of the physiological symptoms of changes that were experienced during the prescribed physical activity.
Some
symptoms to consider for discussion could include:
a) an increased heart rate or pulse rate
b) increased breathing
c) the general feeling of the body, e.g., perspiration, increase in body temperature
d) the inability to talk
e) the rate of fatigue
Each group creates a mind map based on their physical activity and its effects on the body. Groups share their findings with the class. Lead a class discussion by asking; “which system(s) is/are most affected during physical activity, e.g., cardiorespiratory system?
2. Provide students with a blank diagram of the heart and have them label what they know. Through lecture format, students make notes and correct their diagrams as appropriate information is provided. Lecture information could include:
a) parts of the heart, e.g., chambers, valves
b) properties of blood vessels, e.g., arteries, capillaries, veins
c) the blood pathway through the heart
3. In a think/pair/share format, ask students to think about how the heart functions. In pairs, students brainstorm and list the functions of the heart, e.g., systemic, pulmonary, and coronary circulation. Ask groups to share their findings with the class. Record the information on chart paper. Use this information to lead a teacher-directed lecture related to the roles of each of the three types of circulation. Provide the appropriate handouts.
4. Divide the class into groups of three or four. Give each group an envelope of the various parts of the heart, e.g., atria, ventricles, septum, with its functions and definitions, e.g., systemic circulation, pumping blood to and from the body. Students reconstruct the heart in a puzzle format and match functions with their definitions. Following the activity, ask an individual student from each group to place a piece of the puzzle on the board in the correct position with the matched functions and definitions. Students check their work with the correct model of the heart with the matched functions and definitions posted on the board.
5. Using a lecture format and providing resources, e.g., computer-assisted, video, and handouts, students complete worksheets, e.g., diagrams, fill in the blanks, colouring, and make notes on the functions of the heart. Information should include:
a) pathway of conduction, e.g., SA Node, VA Node
b) cardiac cycle, e.g., systole, diastole
c) stroke volume
d) cardiac output
e) heart rate
6. Place a small test tube of red juice in front of the class to symbolize blood. Ask students to think about the relationship between blood and physical activity. As a class, brainstorm a list of the roles blood plays in the body. On the board, randomly scramble and place cards in a chart format. The cards describe various parts of the blood, its compositions and its roles/functions. Have two students attempt to arrange the cards correctly. Choose a student in the class who has the correct chart and provides classmates with feedback on how many cards they have placed correctly. Select various pairs of students to attempt further correction until the chart is completed. Provide students with the correct chart handout (see chart) and discuss the importance of blood within the cardiorespiratory system.
|
Name |
Composition |
Role/Function |
|
Blood Plasma |
Dissolved Substances Water |
Carries waste materials, nutrients, dissolved oxygen, and hormones |
|
Blood Cells |
Red blood cells |
Contain a protein called haemoglobin, an oxygen and carbon dioxide carrying molecule |
|
White blood cells |
Proactive system; fight infection and bacteria |
|
|
Platelets |
Help stop bleeding by forming blood clots |
7. Provide students with a blank diagram of the respiratory system. Have students label what they know on the diagram, e.g., trachea, bronchioles, alveoli. Through lecture, students can correct their diagrams as appropriate information is provided. Lecture information could include:
a) parts of the respiratory system and their function
b) internal and external respiration
c) inhalation and exhalation
d) gas exchange
e) role of red blood cells
8. In a numbered-heads format, e.g., students number off four in a group, provide each group with cards on terms associated with the transportation of nutrients and oxygen to the muscles, e.g., pulmonary veins, arterioles, bronchi. Ask each group to organize their cards visually on their desks to demonstrate the “path of nutrients and oxygen to the muscles” in order from:
a) inhalation of air to the lungs
b) into the heart
c) to the body, e.g., working muscle, cellular level
d) back to the heart
e) back to the lungs
Students colour or circle each word blue or red according to whether or not the structure is oxygenated (red) or deoxygenated (blue). Set a time limit for each group to complete their visual organizer. Once the organizer is completed, call a number and the student with that number in each group describes the first segment of the “path of nutrients and oxygen to the muscles” listed above. Repeat the process until the entire pathway of nutrients and oxygen is completed. Provide each group with an answer sheet outlining the correct pathway of nutrients and oxygen throughout the body and peers check for correctness.
9. As a class discussion, ask students to give examples of various types of physical activity, e.g., sprint start, 400-metre front crawl, soccer, and marathon running. In pairs, using the list of physical activities students discuss the following:
a) What type of energy is required?
b) How is the energy provided?
c) What limits the energy supply?
Following the class discussion, and in a lecture format, compare the three energy systems, e.g., anaerobic lactic, anaerobic alactic and aerobic. Students should make notes. Information could include the following:
a) range of maximum work times, e.g., 0 – 10 seconds, 10 – 120 seconds, 120 seconds plus
b) oxygen required
c) lactic acid produced
d) energy source, e.g., ATP, fats, carbohydrates
e) muscle fibre recruited, e.g., fast twitch, slow twitch
10. In groups of two to four, using either activity a) or b) below, students describe the energy systems and their contribution to muscular contraction and physical activity on a worksheet. Students should outline the following information.
· the energy system(s) used, e.g., energy source, rate of fatigue, in the physical activity or sport
· the muscle fibre(s) recruited in the physical activity or sport
· the limitations of the energy system(s)
a) Students choose three physical activities and or sports, e.g., aerobic, anaerobic lactic and anaerobic alactic, from a provided list.
OR
b) Students perform an aerobic activity, e.g., three minute step test, two minutes continuous skipping), anaerobic lactic activity, e.g., 100 metre sprint, 30 seconds of vertical jumping, and anaerobic alactic activity, e.g., one vertical jump, shot put.
In both activities, students hand in the worksheet to be assessed.
11. In pairs, students prepare a 5- to 10-minute oral presentation for evaluation, which describes an acute and chronic effect of physical activity on the body, e.g., VO 2 max, increased cardiac output, increased muscular strength and endurance, increased endorphin levels.
Research can be started in class time, in the library or the computer lab and then finished independently.
12. Students continue to add new terminology to an ongoing “glossary of terms.”
The teacher and students gather evidence of learning expectations outlined for this activity through:
· a formative peer assessment of a visual organizer describing the relationship between the cardiorespiratory system and the production of energy using a checklist (BB1.05);
· a formative evaluation of a worksheet describing the energy systems and their contribution to muscular contraction and physical activity using an answer key checklist (BBV.01, BB1.04);
· a summative evaluation of an oral presentation on a researched acute and chronic effect topic, e.g., increased cardiac output, VO2 Max, using a communication rubric (BB1.06).
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