Students will enhance their understanding of fitness by focusing on the body systems that support physical activity. The system addressed will include the skeletal system, the muscular system, and the respiratory system. The cardiovascular system will be addressed in languages arts class, see unit entitled
Adolescent Obesity and Susceptibility to Disease.
Students will continue to record their notes, questions, diagrams, and information in their journal.
Skeletal System
Often people overlook the importance of exercise for bone health. Bone health is important to prevent fractures, breaks, and eventually osteoporosis. The goal of this section is for students to understand the structure of the skeletal system, why a dense bone is a healthy bone, and what exercise strengthens bones. Students will be asked if the have ever fractured or broken a bone. We will discuss their stories and the commonalities. I will inform the students that when they are born they have 300 bones in their body. When they are young, their bones are made mostly of cartilage, a soft, flexible material. By the age of 25, some bones fuse together resulting in 206 bones. Calcium and exercise with help harden the bones and facilitate this process.11
Students will learn that, "like muscle, bone is a living tissue that responds to exercise by becoming stronger."12 Bones will grow and change with your body. To build stronger bones it is necessary to participate in weight-bearing exercise. Weight bearing exercise supports your weight or lifts weights.13 This type of exercise includes lifting weights, walking, dancing, tennis, and skiing. Weight bearing exercise not only strengthens bones, but also contributes to weight loss and increasing blood flow. A diet rich in calcium is also imperative to building strong and healthy bones.14 While athletics such as swimming and skiing have many health benefits, they will not improve bone health, for they do not require supporting body weight or lifting weights. According to the American Journal of Public Health, 30 year old men who jog at least 9 times a month have an 8% higher bone density than men who do not, which could reduce their risk of fractures and breaks.15
While some students might take on a challenge of trying to learn the names of all the bones in the body, my goal is to introduce the name and location of twenty bones in the body. A blank diagram of the body will be distributed. I will begin by naming the bones that I think students will know, such as the ribs, spine, and skull (cranium), and have them label it on their diagram. Some of the students may know less common ones such as the sternum, vertebra, or pelvis. Finally I will provide the location of the remaining bones: mandible, clavicle, humorous, radius, ulna, carpals, metacarpals, phalanges (in hand), femur, patella, tibia, fibula, tarsals, metatarsals, and the phalanges (in foot).
Once students have identified all the bones all the bones we will play a game of "Simon Says" where students will point to or move a specific bone. Not only does "Simon Says" provide a fun way to practice educational material, but also allows students to be active. Once students have become acclimated with the material, I will have them play "Simon Says" without the help of their notes.
Respiratory System
The goal for this section is for students to understand the structure of the lungs, how the lungs work, and the importance of having healthy lungs. The structure and function of the lungs will first be simulated by creating an artificial lung. Students will work in small groups while I lead them in the development of their lung and explain the process of breathing. Students will be provided materials to make an artificial lung which can be found at http://www.adprima.com/sci-respsystem.htm. (Appendix B)
Groups of four students will be provided with the necessary materials, but will begin by closing their eyes and concentrating on breathing in and out. Students will make an observation and record what is happening to their body in their journal. I will have the students make predictions of what they think is occurring to their body while breathing. We will begin the lung replica by using the straw to represent the nose and mouth. I will explain that air travels into the nose and mouth. Hairs in the nose will protect you from bacteria and dust particles. If these particles travel past the nose they will be trapped in mucus. The breath will then pass to the back of the throat to the larynx and through the trachea. The larynx is used in speaking and the trachea, which is also called the windpipe, is an air tube connecting the mouth to the lungs. This is represented by the base of the straw. Students will feel their own trachea. We will discuss that the trachea feels bumpy and that it is made out of cartilage. The cartilage forms bumpy rings that keep the shape of the trachea.16
Students will then tape the balloon to the bottom of the straw and place it in the modified bottle. This balloon will represent the lungs which is the next step in the respiratory system. Students will breathe in and out once again to observe the chest raising. This will help students understand where the lungs are located.17
The plastic bags affixed to the bottom of the bottles represent the diaphragm. While air does not travel through the diaphragm, it is used to provide the lungs with the necessary space for air to pass. Inhalation causes the muscles to tighten pulling the chest out. The diaphragm also tightens allowing space for the lungs. Air is then able to fill the lungs. Exhalation begins when the diaphragm moves up and the rib muscles relax. Air is forced out of the lungs and out through the nose or mouth. Students will replicate this process with their team's respiratory model.17
Students will then take a closer look at the gas exchange that takes place inside the lungs. As air enters the trachea it splits off into either of the lungs. Inside the lungs are bronchial tubes that branch out into even smaller tubes. I will show an example of a tiny tree branch so students can compare this to the bronchial tubes. The branches lead to the millions of alveoli which are 1/10 of a millimeter. On the most basic level, the alveoli, or air sacs, transfer the air inhaled into the blood. Each individual aveolus has thin walls that lead to the body's blood vessels. Oxygen inhaled is picked up by the blood and carried into the blood stream. Carbon dioxide is exchanged in the air sacs and exhaled travels back through the lungs, trachea, larynx, and then out the nose or mouth. Students will draw diagrams in their journal and describe what occurs. Students will also write a first person narrative as if they were a breath of fresh air passing in and out of the lungs.17
Students will also create a life-size diagram of their respiratory system. Using the overhead projector students will trace their silhouette onto a large white piece of paper then cut it out. Next, students will draw a diagram of the respiratory system on the silhouette, labeling and describing the function of the parts. This project can also be done for another body system, for example black paper with white chalk can be used for the skeletal system.
While one of the unit goals in not about smoking, this is a good time to discuss with students how smoking can effect their ability to participate in physical activities. First students will discuss what they know about the effects of smoking. I will then show the students the list of ingredients that is approved for cigarettes, from the website http://quitsmoking.about.com/cs/nicotineinhaler/a/cigingredients.htm. After what I am sure will be a very interesting discussion I will provide small groups with different reports on how smoking effects physical activity. Students will create a no smoking poster displaying what they have learned from their particular article. The students will report their findings to the class.
Articles about smoking connected to physical activity:
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http://www.actcancer.org/Resources/smoking_and_fitness.pdf
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http://www.clevelandclinic.org/health/health-info/docs/2900/2942.asp?index=10643
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http://www.free-online-health.com/smoking-health.htm
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http://www.thedietchannel.com/Why-Smoking-And-Exercise-Dont-Mix.htm
Upon completion students will work together to create a definition for the respiratory system. Students will draw a diagram of the lungs and label it main parts or fold a piece of paper in half and draw a tree with branches on one side and the alveoli on the other side to present a visual representation between the two.. Early finishers will do research on hiccupping, burping, smoking, and coughing.
Muscular System
Teaching about the muscular system begins with asking the students to do three jumping jacks, turn in place, blink your eyes, and smile. I will ask the students, "What is one thing you need to have in order to be able to do all those things?" The 630 muscles in the body all work together to make these actions possible. The muscular system primary function is the contraction of muscle fibers. Most of the body's movement and 85% of its heat are generated from muscle contraction. Because 40% of our weight is muscle, students will determine how much of their actual weight is muscle. For example, if a students weights 85 pounds they will multiply 85 x 40% (or .40) to determine that 34 pounds of their weight is all muscle.17
The students will then view a power point presentation of clip art images, real life photos, and scientific photos of muscles. I will begin with a little humor by showing students a clip art picture of a body builder. After a number of photos (from the websites listed below) students will complete a tree diagram. This diagram will be used as a graphic organizer for students to focus on key words and guide them on how to organize their information. The first tier of the tree simply states muscle. As a class using the LCD projector we will research the definition of a muscle. We will compile information from a few different sites to create what they think is the most accurate information. My intention is for it to state: Muscles are masses of tough, elastic tissue that pull our bodies and joints allowing us to move. The next tier of the graphic organizer is voluntary and involuntary muscle. Under involuntary reads smooth and cardiac muscle and under voluntary reads skeletal muscle. Students will also have to provide an example for each. Students can work independently or in pairs to research the information needed to complete the graphic organizer using designated internet sites. Once the information is completed students will report their data and once a full explanation is given I will show a picture of the muscle on the LCD projector.
Power Point Websites:
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http://www.musclehelp.com/initiatives/education/musclesedu
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http://www.sport-fitness-advisor.com/muscle-anatomy.html
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www.yorku.ca/earmstro/journey/images/facial.gif
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http://www.mayoclinicproceedings.com/inside.asp?AID=2564&UID=
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www.cytochemistry.net/.../muscle/muscle12.jpg
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images.encarta.msn.com/.../pho/t790/T790539A.jpg
Vocabulary: Your body's major muscles
Students will be provided with a blank diagram of the human body and asked to label the body's major muscles using the clues below:
Frontalis - One of the thirty muscles in your face that help you create expressions, such as smiling and frowning.
Deltoid - Throwing a baseball? You will need you will need this muscle which is located in your shoulder.
Pectorialis - Remember when we saw the picture of the body builder and he had a large chest. This is because he has very defined pectorial muscles, sometimes referred to as "pecs".
Bicep - Showing off your arm muscles? This is your bicep which is defined when you contract the muscle in the arm.
Triceps - On the back of the arm is the tricep muscle, which can also be contracted.
Abdominal - Strong stomach from doing all those sit-ups. Your abdominals, or "abs", are your stomach muscles.
Gluteus Maximus - You are sitting on it. While your rear end stores fat, underneath you can find this muscle.
Quadriceps - Strong legs? Runners often have strong "quads" that can be felt when flexing your legs.
Internet research options:
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http://vilenski.org/science/humanbody/hb_html/muscles.html
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http://www.imcpl.org/kids/guides/health/muscularsystem.html
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http://yucky.discovery.com/flash/body/pg000123.html
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http://www.kidshealth.org/kid/body/muscles_noSW.html
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http://training.seer.cancer.gov/module_anatomy/unit4_3_muscle_types.html
Students are fascinated by the human body and teachers can use their innate interest as a vehicle to teach about a healthier lifestyle. Hopefully, their interest will transpire to their parents, siblings, and families as they will share what they have leaned about the muscular system in a letter to an adult. The letter will be to their parent or guardian about the function of a muscle how exercise builds muscles, and will include a picture.
