The purpose of the lesson: to create conditions for students to understand the structural features of skeletal muscles, through familiarization with theoretical information, its analysis and subsequent refraction of information when performing tasks of both a theoretical and practical nature.
Independent work. It can be carried out both individually and in group mode.
Information for students.
Information card.
Dear students! After reading the information about the structure and function of muscles in a textbook or given text, complete the tasks.
1. Write down in your notebook a diagram of the structure of a skeletal muscle (instead of dots, insert the parts that form the muscle): Muscle =... + ... + ... + ... + ...
2. Draw a diagram of the structure of a skeletal muscle in your notebook and label all its components, based on task 1 and figure No. 1.
3. Copy the muscle classification into your notebook and fill out the remaining two columns of the table (when filling out, use Figures No. 2-6 and check the function - the action of the muscles on your body).
| Subdivision | View | Location in the body | Muscle name (example) |
| By shape | 1. Spindle-shaped | ||
| 2. Square | |||
| 3.Triangular | |||
| 4. Ribbon-shaped | |||
| 5. Circular | |||
| By number of heads | 1. Double-headed | ||
| 2. Three-headed | |||
| 3. Quadriceps | |||
| By function | 1. Flexor | ||
| 2. Extensor | |||
| 3. Rotator A) to the outside – pronator B) to the inside – instep support |
A) on the hand, on the forearm B) on the arm, on the shoulder |
A) pronator quadratus B) instep support |
|
| 4. Lifter | |||
| 5. Squeezer - sphincter | |||
| 6. Diverter | |||
| 7. Adductor |
4. Write down in your notebook, very briefly, in three points, how the mechanism of skeletal muscle contraction is carried out, having analyzed and systematized the information from the text you read. (Why does skeletal muscle contract? What ensures its contraction?)
5. Write down in four points how the work of the flexors and extensors is expressed, having analyzed and systematized the information from the text you read (how do they work in ordinary and special cases)?
6. Write down point by point what muscle work is, analyzing and systematizing the information you read.
7. Perform a study to study the static and dynamic work of skeletal muscles.
- Take a load in your hand (for example, your briefcase) and hold it at arm's length while simultaneously recording the time you hold the load using a stopwatch (let your friend time it).
- After some time (5 minutes), take the weight in your hand again and begin to lift and lower it and record the time of the exercise in the same way.
- Compare your feelings when doing two types of work and the time it takes to complete them. Based on this comparison, draw a conclusion about the features of performing static and dynamic work with skeletal muscles and write it down.
The structure and function of skeletal muscles.
Skeletal muscles are formed by striated muscle tissue, the muscle fibers of which are collected in bundles. Protein threads pass inside the fibers, thanks to which muscles are able to shorten - contract. Each muscle has blood vessels and nerves. The muscles on the outside, as well as each muscle bundle, are covered with a connective tissue membrane and are attached to the bone using tendons. One end of the muscle, the head, is attached to one bone, the second, the tail, through a joint or joints - to another bone so that when it contracts, the bones move.
Nerves containing sensory and motor neurons approach the skeletal muscles. Sensitive neurons transmit impulses from receptors in the skin, muscles, tendons, and joints to the central nervous system, where they process and, if necessary, transmit a signal to contract a specific muscle. Motor neurons carry impulses (about the need for contraction) from the spinal cord to the muscle, causing the muscle to contract. Thus, muscle contraction in the body occurs reflexively. At the same time, the motor neurons of the spinal cord are influenced by impulses from the brain (about a person’s desire to perform a particular movement), in particular from the cerebral cortex. This makes the movement voluntary. The main property of muscle tissue is contractility. The work of muscles is based on this property. In an excited state, the muscle shortens and thickens - contracts, then relaxes and returns to its previous size. By contracting, muscles move parts of the body, cause the body to move or maintain a certain posture.
Body movement occurs due to muscle contraction. When muscles contract, they do work. When muscles contract, the bones move closer or further away, moving the body or its parts, lifting or holding a load. The muscles that provide movement are divided into flexors and extensors, adductors and abductors, rotating the bone clockwise and counterclockwise.
The same muscle cannot bend and straighten bones in a joint, and the movement of the bones and with them parts of the body is produced by at least two muscles (in fact, there are much more of them). The muscles are not always located where their force is applied.
Amplitude - the range of movements depends on the length of the muscle fibers, and strength - on the cross-sectional area of the muscle bundle. To bend the hand into a fist, the muscles must be of sufficient length. That is why the muscles that flex and extend the fingers are on the forearm, the muscles that lower and raise the shoulder are on the torso, etc. (You can follow these steps and see where the muscles that perform these functions are located.) Muscles that act in the opposite direction are called antagonists, and muscles that act in the same direction are called synergists. They work in harmony.
Flexion at the joint occurs when the flexor muscles contract and the extensor muscles simultaneously relax.
The coordinated activity of the flexor and extensor muscles is possible due to the alternation of excitation and inhibition processes in the spinal cord (somatic part of the nervous system). For example, contraction of the arm flexor muscles is caused by excitation of motor neurons in the spinal cord. At the same time, the extensor muscles relax. This is due to inhibition of motor neurons.
The flexor and extensor muscles of the joint can be in a relaxed state at the same time. Thus, the muscles of the arm hanging freely along the body are in a state of relaxation. When holding a weight or dumbbell in a horizontally extended arm, a simultaneous contraction of the flexor and extensor muscles of the joint is observed.
When contracting, the muscle acts on the bone as a lever and produces mechanical work. Any muscle contraction is associated with energy expenditure. The sources of this energy are the breakdown and oxidation of organic substances (carbohydrates, fats, nucleic acids). Organic substances in muscle fibers undergo chemical transformations that involve oxygen. As a result, fission products are formed, mainly carbon dioxide and water, and energy is released.
The blood flowing through the muscles constantly supplies them with nutrients and oxygen and removes carbon dioxide and other waste products from them.
Long, continuous, monotonous work, as you well know, causes muscle fatigue, that is, it becomes difficult to perform physical work. After rest, fatigue goes away, the muscles are again able to contract and produce work. During rest, the blood removes harmful substances from the cells.
A person’s performance and productivity depend on his ability to organize his working time. The optimal work rhythm and load are determined by a person’s age, physical and professional preparedness.
Work associated with moving a body or load in space is called dynamic, and work associated with maintaining a certain position or load is called static.
With static work, all muscles that usually work as antagonists are involved in action, but with dynamic work, they work in turn: first some, then others. In addition, during static work, the blood supply to the muscles is often difficult, because some vessels are compressed. This does not happen during dynamic operation. Moreover, the movement of muscles accelerates the outflow of blood from them, saturated with carbon dioxide and other decay products.
Muscle fatigue and the influence of the rhythm of contractions and the magnitude of the load on their performance were studied by the Russian physiologist I.M. Sechenov. He found out that when performing physical work, it is very important to select the average values of the rhythm and load. In this case, productivity will be high, and fatigue will set in later.
It is widely believed that the best way to restore performance is complete rest. I.M. Sechenov proved the fallacy of this idea. He compared how performance is restored under conditions of complete passive rest and when changing one type of activity to another, that is, under conditions of active rest. It turned out that fatigue goes away faster and performance is restored earlier with active rest.
Skeletal muscle structure drawing
Work of arm muscles when holding a load
Muscle work during flexion and extension
Muscles that form the human torso
Answers.
Task No. 1.
Muscle = bundles of striated fibers + blood vessels + nerves + connective tissue sheath + tendon.
Task No. 3.
| Subdivision | View | Location in the body | Muscle name (example) |
| By shape | 1. Spindle-shaped | on the front side of the leg | tailoring |
| 2. Square | on the chest | large chest | |
| 3. Triangular | on the head | temporal | |
| 4. Ribbon-shaped | on the head and neck | sternocleidomastoid | |
| 5. Circular | on the head | circular eyes and mouth | |
| By number of heads | 1. Double-headed | on the hand, on the shoulder | biceps brachii |
| 2. Three-headed | on the hand, on the shoulder | triceps brachii | |
| 3. Quadriceps | on the leg, on the thigh | quadriceps femoris | |
| By function | 1. Flexor | on the hand, on the shoulder | biceps brachii |
| 2. Extensor | on the hand, on the shoulder | triceps brachii | |
| 3. Rotator | A) on the hand, on the forearm B) on the arm, on the shoulder |
A) pronator quadratus B) instep support |
|
| 4. Lifter | on the chest | levator ribs, intercostal | |
| 5. Squeezer - sphincter | on the head | circular mouth | |
| 6. Diverter | on the hand, on the shoulder | deltoid | |
| 7. Adductor | on the chest | large chest |
Task No. 4.
The mechanism of skeletal muscle contraction.
- A nerve impulse travels to the muscle along the nerves.
- Under the influence of a nerve impulse, the muscle fiber contracts.
- The mechanism of muscle contraction is thus carried out reflexively.
Task No. 5.
Characteristics of the work of flexors and extensors.
- Flexors and extensors perform the opposite action.
- Flexion occurs due to contraction of the flexor muscles and relaxation of the extensor muscles, and extension, on the contrary, contracts the extensors and relaxes the flexors.
- Flexion and extension of the limbs is carried out in a coordinated manner, thanks to the alternation of processes of excitation and inhibition in the spinal cord.
- At the same time, the following can be done: the flexors and extensors are contracted - holding a dumbbell in a horizontally extended arm: the flexors and extensors are relaxed; the arm hangs freely along the body.
Task No. 6.
Muscle work.
- The muscle acts on the bone like a lever.
- When muscles work, energy is consumed, released during the breakdown and oxidation of organic substances.
- Blood provides a constant supply of nutrients to the mouse.
Task No. 7.
Conclusion. By performing the tasks of holding a load with an outstretched arm and lifting and lowering a load, I found that lifting and lowering a load is easier than holding it with an outstretched arm. Thus, dynamic work is performed more easily, since the muscles are activated alternately, either the biceps or the triceps (since they are antagonists).
Quotations are from the reference list.
Lesson Project
8th grade. Biology
Technological lesson map
Lesson topic
Muscles, their structure and functioning
Goals:
1.Create conditions for mastering material on the topic.
2. Create conditions for the development of attention and thinking.
3. Create conditions for fostering a culture of communication and
desire for a healthy lifestyle.
Tasks:
1.Study the structure of skeletal muscles, method
attachment of muscles to the skeleton; identify the main
muscle functions, introduce the classification
muscles, find out the meaning of physical exercise.
2.Develop the ability to work in a group, with a book, analyze and systematize the material being studied.
3. Foster a sense of mutual assistance, a culture of communication, and the desire for a healthy lifestyle; expand the educational space.
Lesson form
Lesson using ICT, health-saving technologies, CSR.
Lesson type
Lesson of new knowledge
Equipment
Media presentation on the topic, textbook, educational tests, worksheets, educational resources of the media library, sheets - instructions.
Methods
Partially search, reproductive.
Facilities
Conversation, work with a book, laboratory work, work with a disk, test, explanation.
Basic Concepts
Muscle, muscle fibers, myofibrils, filaments of actin and myosin proteins, tendon.
Lesson structure
2. Goal setting.
4. Fixing the material.
5. Laboratory work.
7. Homework.
8. Reflection.
9. Assessment.
Lesson Plan
1.Muscle structure.
2.Muscle functions.
3.Main muscle groups, the importance of physical exercise.
4. Classification of muscles.
Reflection
1. At what stage of the lesson was it easiest and most interesting for you?
2. At what stage of the lesson did you experience difficulty?
3.What type of activity do you think helped you better understand the material you were studying?
4.Did you find out everything you planned at the beginning of the lesson?
5.Did you like the lesson?
Homework
Study the material on pp. 106 – 109, task from the “Think!” section. P.111
* Find out where the word “muscle” came from; find examples of people in which professions who especially need knowledge about the structure and location of muscles.
DURING THE CLASSES
1. Organizational moment. Valeological moment.
2. Goal setting.
3. Studying new material. Physical exercise.
4. Fixing the material.
5. Laboratory work.
6. Test work. Valeological moment.
7. Homework.
8. Reflection.
9. Assessment.
1. Organizational moment.
Valeological moment.
Goal: creating an atmosphere of psychological comfort in the lesson, relieving tension.
The teacher invites the children to imagine that they are leaves swinging on the waves. Children sit comfortably, close their eyes, relax the muscles of their arms and legs. Then the students open their eyes and smile at the person next to them. Children who have calmed down after the break easily join the lesson.
Exit to the topic.
As an epigraph to our lesson, I would like to offer the words of the famous philosopher Tissot: “Movement as such can, in its action, replace any medicine, but all the means in the world are not able to replace the action of movement” (slide 1)
What do you think the lesson will be about?
Movements are constantly surrounding us. What makes a person move?
So, the topic of our lesson is “Muscles, their structure and functioning.”
(slide2)
11. Goal setting
What do you already know about this topic?
What do you want to know? (drawing a plan on the board)
Why do you need to study this material?
Now compare with the plan that I wanted to offer you (slide 3).
Lesson Plan
Muscle structure.
Muscle functions.
Main muscle groups, the importance of exercise.
Muscle classifications.
111. Learning new material
1. Conversation.
Do you know how many muscles are in the human body? How do you think?( 656 and almost all doubles).
Before we move on to the main work on the topic, let's remember what tissue are muscles made of? ( smooth, transversely striped, heart-shaped).
(slide 4)
Where in the body are these types of muscle tissue located? What are their properties?
Today we will talk about skeletal muscles, and we will talk about the rest in more detail in subsequent lessons.
(slide 5)
2. Work in groups
For work, the class is divided into 3 groups. In each group, a speaker (speaking from the group), a secretary (records the material during the group’s work), a time keeper (monitors the time allotted for completing the work stages), and assistants are selected. There are three stages of group work:
a) receiving tasks in groups
b) independent study of the material and discussion in a group
c) defense of the answer by the speaker
We will start working in groups. After receiving an assignment from each group, 1 person comes up to me and, with my help, selects additional material on the computer on the question from the disk.
a) Receiving the task in groups.
Assignment for group 1 - “Muscle structure” (p. 106-107 textbook Sonin N.I., Sapin M.R.)
Worksheet - instructions for group 1
Topic: Muscle structure.
Stages of work:
Distribution of roles.
Independent reading (pages 106 – 107 of the textbook).
Discussion in a group to develop a common answer.
Roles in the group:
Time Keeper………………………………………………………..
Assistants…………………………………………………………………………………………
3. Fill out the diagram
Assignment for group 2 – “Muscle functions” (p. 107-108 textbook Sonin N.I., Sapin M.R.)
Worksheet - instructions for group 2
Topic: Muscle functions.
Stages of work:
Distribution of roles.
Independent reading (pp. 106 – 108 of the textbook).
Roles in the group:
Secretary (writes)……………………………………………………….
Speaker (speaking from the group)………………………………….
Time Keeper……………………………………………………..
Assistants……………………………………………………………………………….
Questions for discussion in the group:
Assignment for group 3 – “Main muscle groups. The importance of physical exercise" (p. 108 textbook Sonin N.I., Sapin M.R.)
Worksheet - instructions for group 3
Topic: Main muscle groups.
Stages of work:
Distribution of roles.
Independent reading (p. 108 of the textbook).
Discussion in a group to develop a common opinion.
Roles in the group:
Secretary (writes)………………………………………………………..
Speaker (speaking from the group)………………………………….
Time Keeper……………………………………………………….
Assistants…………………………………………………………………………………..
Questions for discussion in the group:
Combine all the muscles into a diagram.
The proposed instruction sheets will help you prepare at the proper level for the answer.
b) Independent study of the material and discussion in a group.
We started working in groups.
3. Working with the disk.
Please, from each group, 1 person comes to the computer and, with my help, selects additional material on the computer on the question from the disk.
While watching the disc, children select the necessary material for their group and print it out with the help of the teacher, if they do not have work experience, or independently.
The material that is located on the disk.
Muscles form the active part of the musculoskeletal system. They are attached to the bones of the skeleton, act on bone levers, and set them in motion. Therefore they are also called skeletal muscles. There are about 650 muscles in the human body.
The total mass of skeletal muscles in newborn children averages 22% of body weight; at 17-18 years old it reaches 35-40%. In older and older people, the relative mass of skeletal muscles decreases to 25-30%. In trained athletes, muscles can account for up to 50% of the total body weight.
Skeletal muscles perform the following functions:
I) maintain the position of the body and its parts in space;
2) provide movement of the body (running, walking and other types of movements);
3) move body parts relative to each other;
4) carry out breathing and swallowing movements;
5) participate in the articulation of speech and the formation of facial expressions;
6) generate heat;
7) convert chemical energy into mechanical energy.
The importance of muscle training. It has been established that when any organ is working, more blood enters it than during rest.
The more work the muscle fibers do, the more nutrients and oxygen the blood brings. With regular physical work, physical education and sports, muscle fibers grow faster, thicken and a person becomes stronger. Muscles need systematic training. This is facilitated by regular exercise, skiing, and swimming. Physical exercise has a beneficial effect on the entire body, improves health, makes a person hardened and able to withstand a variety of adverse environmental influences.
c) Defense of the answer by the speaker
When we finish our work, the groups are represented by speakers, and the rest take notes on their worksheets.
Worksheet for group 1
№ 1
1. List what functions muscles perform?
2. Group all identified functions into three main ones.
№ 2
2. Do you need to train your muscles and why?
Worksheet for group 2
№ 1
Find out the general structure of the muscle and label it.
How are muscles attached to the skeleton?
3. Fill out the diagram
muscle ↔ ………………….↔ filaments – myofibrils ↔ filaments of proteins ………………… and myosin
№ 2
1. Combine all the muscles into a diagram.
2. Do you need to train your muscles and why?
Worksheet for group 3
№ 1
Find out the general structure of the muscle and label it.
How are muscles attached to the skeleton?
3. Fill out the diagram
muscle ↔ ………………….↔ filaments – myofibrils ↔ filaments of proteins ………………… and myosin
№ 2
1. What functions do muscles perform?
2. Group all identified functions into three main ones.
c) defense of the answer by the speaker (for the presentation, students use slides 6 – 8 from the presentation for the lesson).
(slide 6) (slide 7) (slide 8)
PHYSICAL MINUTE
We found out what muscle groups exist. Let's warm them up.
We warm up the muscles of the upper limbs (make circular movements with our shoulders; arms in front of the chest, jerks to the sides).
We warm up the muscles of the body. Hands on the belt, bend to the sides.
We stretch the muscles of the lower extremities. We rise on our toes one by one, and now raise your toes.
4. Conversation.
Why do you think we didn’t stretch our neck muscles?
Back to the lesson plan, what haven't we covered yet?
Conclusion. So, there is no single classification of muscles, since each classification is based on different characteristics.
(slide 9)
5. Conversation.
By what criteria can muscles be divided into groups?
Now let's compare with the real ones, To What signs did you guess? Which ones didn’t you guess?
Conclusion. They can be classified by shape, location, functions performed, and structure.
6.Working with slides 10 - 13.
Slides from the media presentation are used as educational material. Slide 10 is displayed in full immediately. Children read it and then answer the teacher’s questions using it. Work similarly with slide 11. Slide 13, first highlight only the illustration and the title, then invite the children, while performing movements, to name the types of muscles and compare them with those that appear on the screen. Name the missing ones.
According to their shape, muscles are divided into: fusiform, biceps, ribbon-shaped, wide, digastric, etc.
(slide 10)
Fusiform, why were they called that? How do you think?
Digastric, why were they called that? How do you think?
According to their structure, muscles are divided into: single-finned, double-finned, multi-finned, etc.
(slide 11)
Which of these muscles do you think is single-finger? Why?
(slide 12) According to location, muscles are divided into: oblique, straight, deep, etc.
Muscle groups can be identified by functions performed. What do you think? To make it easy for you to name them, I suggest you follow these steps.
Bend your elbows and straighten them; what groups can you distinguish?
Raise your arms in front of you, spread them to the sides and return to the starting position. What can these muscles be called?
Make a fist with your hand. What muscles are these? What are the names of the muscles that act in the opposite direction?
Compare and tell me which ones we haven’t named yet?
(slide 13 opens completely)
Valeological moment.
Goal: prevention of eye disease.
1 V. Fastening
7. General conversation.
What are the main functions of muscles?
By what criteria can muscles be classified? (sl. 14)
How is skeletal muscle structured? (sl. 15)
What are the main muscle groups? (sl. 16)
Why is it necessary to train muscles?
V. Laboratory work
Topic: Determining the location of individual muscles.
Open the textbook with. 108-109. you must perform the action, find the muscle performing it on yourself and use the textbook to find its name. Who is faster, but don't forget to raise your hand.
Assignments for laboratory work can be spoken out loud to the teacher or printed on slides so that the children read one by one after completing the proposed action.
Tasks.
Raise your feet on your toes. By feeling your leg, determine the location of the muscle that performs this action. Find it in the textbook in the illustration and determine the name.
Pull your lips out and smile. What muscles are involved in these actions?
You know, according to research by French neurologists, a crying person uses 43 facial muscles, while a laughing person has only 17. Thus, laughing is energetically more beneficial than crying.
Pull your stomach in and exhale. What muscles are responsible for this?
Place your hands on your cheekbones. Open and close your mouth. Movement, what muscles do you feel?
The muscles of mastication are the strongest muscles. They are capable of developing a force of about 70 kg.
Place your left hand on your right shoulder. Bend and straighten your right arm. Which muscle works during flexion (extension)?
V1. Verification work
To check your mastery of the material, I suggest you take a short test. Those who find it difficult can use notes and a textbook. 3 minutes to work (the test is printed and distributed to everyone individually).
Valeological minute.
Goal: relieve stress before the training test.
The teacher invites the children in each group to hold hands, close their eyes and make smooth movements while listening to slow music, saying to themselves: “I can do anything. I know everything".
Test
Muscle tissue can be smooth, cardiac, …………….. From transversely striated muscle tissue, ………………….. muscles are formed. In total, there are about...... in the human body. muscles. Muscles consist of bundles of muscle fibers, and the fibers include filaments of ……… actin proteins and ……. There are conventionally three main muscle groups: head and neck, ………………., …………... Muscles are classified: by location, by shape, by ………., by structure (direction of muscle fibers).
8.Mutual verification.
We're done. Swap jobs and check. A slide to help you.
(slide 18)
“0” errors – 5, “1 – 2” errors – 4, “3-4” errors – 3.
Who didn't make it? What caused the difficulty? How can this be eliminated?
V11. Homework(sl. 19)
The task under the asterisk is optional, for the curious.
Study the material on pp. 106 – 109, task from the “Think!” section. With. 111.
*Find out where the word “muscle” comes from; find examples of people in which professions who especially need knowledge about the structure and location of muscles
Municipal state educational institution
"Secondary school No. 24" p. Boguslavets
Krasnoarmeysky municipal district
Primorsky Krai
Lesson game
Compiled by: biology and chemistry teacher,
highest qualification category
Nemtseva T.A.
Recommendations for use
A game lesson on the topic “Come on, muscles, stand in a row” is held in 8th grade after studying the topic “Muscles. Muscle work." This lesson is general. In this lesson, the teacher tests students' knowledge on this topic. The lesson includes a practical part “Study of muscle strength - electromyography”, 8th grade students have the opportunity to learn how to work on the new digital laboratory equipment Cobra 4. Only visually will students see and understand the work of muscles, in a calm state and during physical activity. A graph of muscle bioelectric potentials is shown on the interactive whiteboard. Generalizing lessons in the form of a game develop students' cognitive interest, and the clarity used in the lesson allows them to more fully assimilate the acquired knowledge and apply it in practice.
Lesson game
“Come on, muscles, stand in a row.”
Goals and objectives of the lesson:
Educational:
To consolidate knowledge about the structure and properties of muscle tissue, the structural features and functions of skeletal muscles, about the main muscle groups of the human body;
Give an idea of the system that controls muscle contractions and the conditions that increase muscle performance;
To consolidate knowledge about the types of muscle work;
The influence of rhythm and load on muscle function;
Learn to work on modern digital laboratory equipment Cobra 4, “Electrophysiology” set.
Educational:
Foster a culture of communication and respect for your health.
To form an understanding of the importance of muscle activity, physical labor and sports for the formation and development of a teenager’s body.
To promote the formation of the ability to work in a group, responsibility for doing one’s part of the work, objective assessment of the activities of group members and self-esteem.
Educational:
Develop communication skills through the ability to work in groups;
To develop cognitive interest in the subject and understanding of the significance of this topic in their future lives, based on interdisciplinary connections and by strengthening the practical orientation of knowledge;
Develop the ability to generalize and apply acquired subject knowledge and skills;
develop the ability to analyze the results of demonstration experiments and establish cause-and-effect relationships and draw conclusions;
To develop attentiveness, the ability to compare, to find similarities and differences in the apparatus of support and movement of humans and mammals.
Patriotic:
To develop pride in domestic scientists in the field of studying the work of muscles I.M. Sechenov is the founder of the science of labor physiology.
Lesson type: generalization and consolidation of knowledge
Forms of lesson organization: game
Teaching methods: ICT, group method, teacher's story, frontal survey, demonstration experiments.
Equipment: interactive whiteboard, projector, multimedia presentation, “Human Torso” model, “Human Skeleton” model, digital laboratory equipment Cobra 4 “Electrophysiology”, dumbbell, cards with tasks for group work, portrait of I.M. Sechenov. Introductory speech by the teacher.
Teacher. How do you understand the phrase: “Life is movement, and movement is life?” (Slide 1) (students express their assumptions)
Whatever a person does - he walks, runs, drives a car, digs, writes - he performs all his actions with the help of skeletal muscles. These muscles are an active part of the musculoskeletal system.
Today in class we will consolidate the knowledge we have acquired on the topic covered. Our lesson will be held in the form of a game. I explain the rules of the game.
The game consists of 4 stages - blitz survey, “Who is faster is stronger”, “Create order”, black box, practical part. Each stage of the game contains tasks of a different nature. The winner will be the team that scores the most points.
Blitz poll - at this stage of the game, each team will be asked questions; whose team answers the most questions correctly will win.
In the “Faster is Stronger” competition, teams will have to sign the names of their muscles. The team that signs the largest muscle name and correctly is considered the winner.
“Get in Order” competition, teams will have to correctly arrange their muscles into groups. Each team will receive a set of muscles and sheets. The first team will need to stick the muscles of the head and muscles of the upper limbs onto the sheet, the second team will need to stick the muscles of the torso and the muscles of the lower limbs.
The practical part will consist of determining muscle strength using digital laboratory equipment Cobra 4, Electrophysiology set.
During the classes
Blitz survey
Teams take turns being asked questions; if a team does not know the answer, then they say “next”; whichever team answers the questions more wins. For a correct answer 1 point, maximum 10 points.
Questions for 1 team
Muscles formed by smooth muscle tissue. (Smooth muscles).
2. Striated muscles located in the skin of the face, around the eyes, nose, mouth. (Mimic).
Connective tissue structures that attach muscles to bones. (Tendons).
Movable connection of bones. (Joint).
A thin connective tissue membrane that covers the outside of each bone. (Periosteum)
Muscles whose contraction causes opposite movements. (Antagogists).
Muscle work associated with holding a certain position or load. (Static).
The longest muscle in humans. (Tailoring)
Flexor muscle. (Double-headed)
Extensor muscle. (Three-headed)
Questions for team 2
Muscles formed by striated muscle tissue. (Skeletal)
A sheath that protects muscle tissue. (Connective tissue).
Muscles located on the sides of the head, four on each side. (Chewable)
Muscles that hold the head in balance. (Neck muscles).
Muscles that express human emotions. (Mimic).
Muscle work associated with lifting weights, walking, running. (Dynamic).
Numerous, thin contractile filaments. (Myofibrils).
A unit of muscle tissue. (Muscle fiber).
Contractile proteins of muscles. (Actin and myosin).
The muscles on which a person sits. (Gluteus maximus).
"Who is faster is stronger"
Teams are dealt cards with human muscles depicted. The team's task is to sign as many muscle names as possible. Time to complete – 3 minutes. (Appendix 1) (slide 2)
"Get things in order"
Before you list the muscles, you need to divide all the muscles into four groups - the muscles of the head, the muscles of the torso, the muscles of the upper extremities and the muscles of the lower extremities. The team that restores order faster and better will be considered the winner. (Appendix 2)
Pay attention to the slide and compare whether you completed the task correctly or not. (Slide 3)
"Black box"
The teams will have to guess what phenomenon they are talking about and name the scientist who studied this phenomenon.
This process is considered as a complex process that affects all levels of activity of the body and manifests itself in the form of a set of changes that are associated with shifts in homeostasis, which regulates the executive and autonomic systems, develops feelings of fatigue, temporarily reducing performance. Depends on the state of the nervous system, the rhythm of work, the magnitude of the load, and muscle fitness. (Fatigue, studied by I.M. Sechenov) (slide 4, slide 5)
Teacher: Well done guys, you completed the assignments. Now let's move on to the practical part. – What happens to the muscles when lifting a load? (they tense up)
- That's right, the muscles begin to tense, and now we will measure muscle strength using the Cobra 4 Electrophysiology set. (Appendix 3)
Selected from a class of 2 people. On one we demonstrate the experiment, the second student sits at the computer and takes measurements - we measure muscle strength before the load and during the load, for this we attach one electrode to the biceps brachii muscle, and the other to the triceps brachii muscle. We demonstrate the readings on an interactive board (graph of muscle activity).
- What happens to muscle activity in a calm state? (students analyze the graph, note that there are no electrical impulses).
Next, the subject picks up a dumbbell and begins to perform the exercises (3-5 times is enough).
The interactive whiteboard shows a graph of muscle activity during exercise.
- What happens to the muscles during work? (the graph indicators have changed dramatically, the lines are becoming more frequent, it is clear that the load on the muscles has begun, the graph indicators have sharp jumps).
Consolidation
Teacher's word: our lesson has come to an end, and it is time to summarize.
The teacher sums up the results and announces the winner.
Reflection
Draw a smiley face in your workbooks - it’s funny, you liked the lesson; sad – didn’t like the lesson; serious – I didn’t understand a lot in the lesson.
Annex 1
Appendix 2
The teams are given 4 colored sheets on which it is written - muscles of the head, muscles of the upper extremities, muscles of the lower extremities, muscles of the torso.
Orbicularis oris muscle
Back extensor muscles
Extensor muscles of the hand and fingers
Biceps femoris
Latissimus dorsi muscle
Masseter muscle
Gluteus maximus muscle
Triceps brachii
Abdominal muscles
Temporalis muscle
Frontal belly of the occipitofrontal bone
Biceps brachii
Pectoralis major muscle
Trapezius muscle
Deltoid
Laughter muscle
Orbicularis oculi muscle
Sartorius
Appendix 3
Practical work
"Electromyography"
Purpose: obtaining an electromyogram (EMG) during contraction and relaxation of the muscles of the upper arm (biceps)
Preparing for work:
1. The study will require at least two people, where one is assigned
electrodes, and the other works on the computer.
2. Attach three electrodes to the biceps, as shown in Figure 1. The distance between the electrodes is 3-5 cm.
3. Connect the colored wires with toothed clamps to the electrodes: yellow to top
electrode on the biceps, red to the electrode at the bottom of the biceps and green to the electrode in the middle.
4. Next, connect the leads from the electrodes to the Cobra4 electrophysiological sensor. Insert the red plug into the connector marked with the “+” sign, the yellow plug into the connector with the sign
“-”, and green - into the connector labeled (Ref).
Completing of the work:
1. Turn on your computer and boot into Windows.
2. Connect “Cobra4 Wireless Manager” - a wireless transmitter to the USB port of the computer.
3. Attach the Cobra4 Wireless-Link wireless receiver to the electrophysiology sensor and turn it on.
4. Launch the Cobra4 Measurements software. The measurement tool will be automatically detected.
5. Select the “EMG” measurement type, double-click on “VoltageU” and select the “Configuration” tab. Make sure the gain is set to minimum.
6. Start recording measurement data by pressing (●).
7. Bend your arm with the dumbbell about 10 times. Between bendings, straighten your arm until it is completely relaxed.
8. Stop the measurement and click “OK” to process the data further.
Rice. 3. Bioelectric potential of the biceps under load, measured on the surface of the skin.
1. Bioelectric potential can be recorded during muscle work.
Big ones. When the muscle is not tense (relaxation phase), large fluctuations are not observed.
2. The experiment shows that there are practically no electrical impulses in a relaxed muscle. Electrical impulses are generated during muscle activity. The strength of activity depends on the number of motor cells involved.
Appendix 4
102870-154940 MUSCLES OF THE HEAD
0HEAD MUSCLES
Appendix 5
00MUSCLES OF THE UPPER LIMB
MUSCLES OF THE UPPER LIMB
Appendix 6
-1905-2540 MUSCLES OF THE TORSO
0MUSCLES OF THE TORSO
Appendix 6
00MUSCLES OF THE LOWER LIMB
MUSCLES OF THE LOWER LIMB
Appendix 7
Rice. 1. Human muscles (front view): 1 - frontal belly of the occipitofrontal muscle; 2 - orbicularis oris muscle; 3 - chin; 4 - sternohyoid; 5 - trapezoidal; 6 - triceps shoulder; 7 - straight abdomen; 8 - external oblique abdomen; 9 - flexor carpi radialis; 10 - tensioning the lata fascia of the thigh; 11 - iliopsoas; 12 - pectinate, 13 - long adductor; 14 - tailoring; 15 - straight thigh; 16 - tender; 17 - internal wide; 18 - abductor thumb; 19 - tendons of the long extensor muscle; 20 - long muscle that extends the fingers; 21 - soleus; 22 - anterior tibial; 23 - calf; 24 - outer wide; 25 - short muscle that extends the thumb; 26 - abductor pollicis longus muscle; 27 - extensor ulnaris; 28 - short radial extensor of the hand; 29 - extensor finger; 30 - long radial extensor carpi; 31 - brachioradial; 32 - triceps shoulder; 33 - front gear; 34 - biceps shoulder; 35 - pectoralis major; 36 - deltoid; 37 - front staircase; 38 - middle staircase; 39 - sternocleidomastoid; 40 - lowering the corner of the mouth; 41 - chewing; 42 - large zygomatic; 43 - temporal. Rice. 2. Human muscles (back view): 1 - occipital belly of the occipitofrontal muscle; 2- trapezoidal; 3 - deltoid; 4 - triceps shoulder; 5 - biceps brachii: 6 - pronator teres; 7 and 23 - brachioradialis; 8 - flexor carpi radialis; 9 - long palmar; 10 - flexor carpi ulnaris; 11 - superficial flexor of the fingers; 12 and 13 - semi-membranous; 13 - semitendinosus; 14 - tender; 15 - biceps femur; 17 - calf; 18 - soleus; 19 - gluteus maximus; 20 - abductor pollicis brevis; 21 - middle gluteal; 22 - external oblique abdomen; 24 - latissimus dorsi; 25 - front gear; 26 - large round; 27 - small round; 28 - cavity; 29 - sternocleidomastoid; 30 - belt head; 31 - chewing; 32 - semispinalis capitis; 33 - temporal
Lesson topic: Muscle structure. Review of human muscles.
Lesson objectives: Review material about the types of muscle tissue and the characteristics of striated muscle tissue; get acquainted with the morphology of muscles, give an idea of the main groups of human muscles. Lesson objectives: a) educational 1. repeat material about the types of muscle tissue; 2. introduce students to the structural features of skeletal muscles, classification of muscles, location of muscles and their functions; b) developing 1. continue to develop skills to work with a microscope; 2.develop logical and analytical thinking in students; 3.continue to develop teamwork skills; c) educational 1. develop children’s cognitive interest in the subject;
Equipment: microscopes, microslides “Muscle tissue”, table “Tissues”, disk of lessons in 8th grade, interactive whiteboard.
Lesson progress: I. Testing knowledge. 1. Individual work with microscopes to identify tissues. (3 students) 2. Conversation on questions (work with the class): 1. What sections make up the appendicular skeleton? 2. What is the adaptation of the upper limbs to work, and the lower limbs to support? 3. 3. What are the similarities and differences in the structure of the forearm and lower leg? 4. In what ways are fixed, semi-movable and movable bone connections made? 5. What functions do articular cartilage, joint capsule, ligaments and joint fluid perform? After completing individual work, it is proposed to show muscle tissue on the table. 1.Which one is striated? 2. What is the feature of the striated muscle? How is it different from smooth? (Consists of long multinuclear fibers, the nuclei of the muscle fiber are usually located under the outer membrane. The middle part of the muscle fiber is occupied by contractile filaments. They are capable of rapid contraction and long-term stay in a contracted or relaxed state.)
II. Learning new material. (Demonstration of a slide with a statement) From the moment of birth to deep old age, we move. I.M. Sechenov wrote: “All the endless variety of external manifestations of brain activity finally comes down to just one phenomenon - muscle movement.” How diverse and complex labor movements are! And remember the acrobatic tricks of gymnasts or the graceful pirouettes of dancers. But all our everyday ordinary movements are not so simple. A simple movement is walking. We take just a step, and dozens of muscles, flexors and extensors, take part in it. Muscles allow the body to change its position in space. Muscle work is impossible without support from bones. But bones are nothing without muscles. Together they determine the nature of movements, postures.
Today in the lesson we will look at the structure of muscles. (Write in notebook)
The name “muscle” comes from the word “Musculis”, which means “mouse”. This is due to the fact that anatomists, observing the contraction of skeletal muscles, noticed that they seemed to run under the skin, like mice. 1. Macroscopic structure of skeletal muscles Slide demonstration “Striated muscles” Skeletal muscles consist of bundles of striated muscle fibers. They contain contractile filaments consisting of various proteins and therefore appear transversely striated. Striated muscles cannot lengthen as much as smooth muscles. But skeletal muscles contract faster than the muscles of internal organs. It is therefore not difficult to explain why a snail or earthworm, lacking striated muscles, moves slowly. The rapid movements of a bee, lizard, eagle, horse, and human are ensured by the speed of contraction of striated muscles. The thickness of muscle fibers varies from person to person. For those who play sports, the muscle fibers are well developed, their mass is large, and therefore the force of contraction is also large. Each muscle bundle is covered with a connective tissue film, and the entire muscle as a whole, consisting of many bundles, has a common shell - fascia. Demonstration of the slide “Structure of striated muscles.” 2. Macroscopic structure of muscles. Demonstration of the slide “General structure of skeletal muscle.” The structure of many muscles is distinguished between the abdomen and tendons. The abdomen consists of many bundles of striated muscle fibers covered with connective tissue membranes. Tendons, which attach muscles to bones, are made of dense connective tissue. They closely grow together with the periosteum and, when the muscles are tense, stimulate the separation of bone substance. That is why in people who work physically and in athletes, the roughness and bumpiness on the bones at the places of muscle attachment are more pronounced. The tendon that is attached to the bones that remain inactive during movement is called the muscle head, and the tendon that is attached to the moving bones is called the tail. Demonstration of slides “Muscle relief” and “Muscle innervation”. Skeletal muscle is well supplied with blood and lymphatic vessels.
Question: Why do you think muscles need blood vessels? Question: Why do muscles need nerves? It is wrong to think that a muscle can contract on its own. It would be difficult to imagine even a single coordinated movement if the muscles were uncontrollable. Nerve impulses “set off” the muscle. On average, 20 impulses per second arrive in one muscle. In each step, for example, up to 300 muscles take part and many impulses coordinate their work.
3.Movements in the joints. There are a total of 656 skeletal muscles in the human body. Almost all muscles are paired. A muscle can pull up, but cannot push away bones, so different muscles perform opposite movements: some flex, others extend, some bring the arm to the body, others abduct, some rotate the bone clockwise, others counterclockwise. Muscles that act in the opposite direction are called antagonists, muscles that act in the same direction are called synergists. It happens that the same muscle groups participate as antagonists in one movement, and as synergists in another. Demonstration of the slide “Muscles are antagonists and synergists.” 3. Classification of muscles. There are several classifications of muscles: 1. muscles differ from each other in size. They are called long, short, wide. The long ones include the muscles of the limbs. The short ones are the head muscles. To the wide ones - the muscles of the trunk. 2. muscles differ from each other in shape. They are called circular, ribbon-shaped, spindle-shaped. The circular muscles include the muscles of the mouth and eyes. The muscles of the trunk can be classified as ribbon-shaped. The fusiform muscles include the muscles of the limbs. 3. muscles differ from each other in location. They are called the muscles of the head, muscles of the torso, muscles of the limbs. 4.General overview of human muscles. Now we will get acquainted with a general overview of the muscles of the human body. A person has many muscles. You won't remember them all, but you should know the main muscle groups. (Working with figures 35, 36 of the textbook) - orbicularis oculi muscle - it opens and closes the eye; - orbicularis oris muscle - opens and closes the mouth, protrudes the lips forward; - chewing muscles - perform chewing movements; - neck muscles - when these muscles contract, the head tilts; - pectoralis major muscle - bends the arm at the elbow; - deltoid muscle - moves the arm to the side; - biceps brachii muscle - flexes the forearm; - triceps brachii muscle - extends the forearm; - flexor muscles of the hand and fingers; - abdominal muscles - involved in breathing, bending the body; - serratus muscle - involved in breathing when inhaling, raises the ribs; - quadriceps femoris muscle - flexes the leg at the hip joint and extends it at the knee; - biceps femoris muscle - extends the leg at the hip joint, bends it at the knee joint - trapezius muscle of the back pulls the scapula towards the spine; - latissimus dorsi muscle - lowers the shoulder down, moves the arms behind the back; - gluteal muscles - move the thigh back; - calf (tibialis) muscle - supports the body in an upright position, is involved in walking, running, and jumping.
Problem question: What muscle do you think is the strongest in the human body? (Answer: One of the strongest muscles is the calf muscle. Every healthy person can “stand on tiptoes”, while holding not only the weight of his body, but also an additional load. The calf muscle can lift a load of up to 130 kg.)
III. Practical work “Muscles of the human body.” The work is carried out in groups. The work is documented in workbooks.
IV. Consolidation. What did we learn in today's lesson? 1. How does a skeletal muscle fiber differ from a smooth muscle cell? 2. What is the structure of muscle fiber? 3. How do antagonistic and synergistic muscles function?
V.Homework. Paragraph 13. Lesson summary.
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