TEKS 10 A & B, 11C
Muscular System
TAKS Objective 2 – The student will demonstrate an understanding of
living systems and the environment.
TEKS Science Concepts 10 A & B
The student knows that, at all level of nature, living systems are found
within other living systems, each with its own boundary and limits. The
student is expected to:
(A) interpret the functions of systems in organisms including
circulatory, digestive, nervous, endocrine, reproductive,
integumentary, skeletal, respiratory, muscular, excretory, and
immune;
(B) compare the interrelationships of organ systems to each other
and to the body as a whole;
11 C
The student knows that organisms maintain homeostasis. The student is
expected to:
(C) analyze the importance of nutrition, environmental conditions, and
physical exercise on health
TAKS Objective 2
page 1
TEKS 7.9 A
For Teacher’s Eyes Only
Teacher Background: There are twelve major organ systems in the human body
(i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous,
digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In
this TEKS, we will introduce students to the common structures of each system
and their basic functions. A brief description of these systems follows:
Muscular system – Without the muscular system, our skeletal system would not
have the ability to move. The muscular system has three primary functions in the
body, produce motion for movement, providing stabilization and generating body
heat. Muscles are categorized into three different types, cardiac, smooth, and
skeletal. Cardiac meaning pertaining to the heart is the muscle actually found in
the heart. The digestive system is the primary location of smooth muscle, which
uses involuntary motion like peristalsis. The majority of the muscle found in our
body is skeletal muscle. Bones are found attached to these muscles and are used
to manipulate and move the body.
Student Prior Knowledge
Students should be familiar with the components associated with body systems
TEKS 6.10 (C) identify how structure complements function at different levels of
organization including organs, organ systems, organisms, and populations and the
functions of these systems.
TAKS Objective 2
page 2
TEKS 7.9 A
Muscle Up!
5 E’s
ENGAGE
Tennis Ball Muscle Activity – Oxygen Depletion
Upon completion of this activity students will experience oxygen depletion to
their muscles. This activity will also result in lactic acid build-up in the arm
muscles and provide opportunity to make connections between the muscular,
circulatory and respiratory systems.
1. Each pair of students is given a tennis ball.
2. Partner A holds the ball in his or her hand. Either hand is OK.
3. Partner B monitors the time for two minutes.
4. When Partner A says begin, Partner B squeezes the tennis ball with his or
her hand as many times as possible and counts the number of times he or
she can squeeze the ball until the end of two minutes.
EXPLORE
Exploration 1
“Multitalented Muscles” Web Search
Question and Discussion
Visit the following website and answer the following questions.
http://www.kidshealth.org/kid/body/muscles_SW.html
TAKS Objective 2
page 3
TEKS 7.9 A
After visiting this website, students should be able to answer questions such as,

What are the three different types of muscles?

Where can you find smooth muscle, cardiac muscle and skeletal muscle?

What is the difference between involuntary and voluntary muscles?

Which type of muscle is most abundant in the body?
When students return the classroom, project and play the muscle video within the
website link
http://www.kidshealth.org/kid/body/muscles_SW.html
Go to “Game Closet” icon click. Once you enter the “Game Closet” find and
click on “How the Body Works”. Click on “Muscular System video”
Exploration 2
Chicken Wing Dissection
The major function of the muscular system is to support our body in movement.
Through observations and class discussion, students will make deduction about
certain principles of muscle function. First, students should observe that skeletal
muscles usually produce movements by pulling on bones across joints. The bones
serve as levers and the joints serve as fulcrums. Second, muscles usually lie next
to the bones they move. Lastly, muscles usually act in groups. Additionally,
students will have the ability to examine ligaments, tendons and bone cross
sections.
EXPLAIN
1. What are some functions of the Muscular System?
Contract and relax to move the body.
Stores energy
Protects internal organs
2. What are the two main categories of muscles?
3. What are the three types of muscles?
4. Muscle that contract under conscious control are _________.
TAKS Objective 2
page 4
TEKS 7.9 A
5. ______ attaches muscle to bone.
6. What is the functional unit of a muscle?
ELABORATE
Universe Within
Have students watch the short video clip in The Universe Within of Mike Powell’s
coordination of muscles, bones, heart and circulatory system that makes him the
world’s greatest long jumper. Have student complete the film guide for
discussion after viewing this section of the film.
Muscle Builders!
Using various materials, students will build a model that simulates muscle
contractions and relaxations. The teacher will need to discuss that muscles in the
body cooperate in a group effort, like in the chicken wing. This model depicts
one muscle working in isolation.
TAKS Objective 2
page 5
TEKS 7.9 A
EVALUATE
1. Using the text, information from the website, and class notes, the learner
will demonstrate an understanding of the structures and functions of the
muscular system by creating labeled drawings and providing a 100-word
summary of the overall function of the muscular system. A minimum
score of 70% on the rubric is required.
Revise and Resubmit
70-89
90-100
Less than 70% of the
items that need to be
identified have labels
OR it is not clear
which label goes with
which item.
Most items (70-89%)
that need to be
identified have labels.
It is clear which label
goes with which
structure.
90-100% of the items that
need to be identified have a
label. It is clear which
label goes with which
structure.
There are several
erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing. Overall, the
quality of the drawing
is poor.
There are a few
erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing OR color is
not used carefully.
Overall, the quality of
the drawing is good.
Lines are clear and not
smudged. There are almost
no erasures or stray marks
on the paper. Color is used
carefully to enhance the
drawing. Stippling is used
instead of shading. Overall,
the quality of the drawing
is excellent.
This rubric was created from the following website:
http://rubistar.4teachers.org/index.php
TAKS Objective 2
page 6
TEKS 7.9 A
TAKS Objective 2
page 7
TEKS 7.9 A
Muscle Dissection
Overview:
You will make observations about the muscles, ligaments, tendons and bones that
make up the wing of a bird.
Materials:
Chicken Wing
Gloves
Safety Goggles
Scissors
Scalpel
Procedure:
1. Use the provided diagrams to help you locate the following structures:





Shoulder joint
Humerus
Elbow join
Radius
Ulna
2. Rinse your chicken wing under running water. Dry thoroughly.
3. Observe and examine how the wing looks and feels.
TAKS Objective 2
page 8
TEKS 7.9 A
4. Using the scissors, cut down the middle of the skin, starting at the top end
of the upper wing. Try not to cut the muscles below the skin. Do this by
piercing the skin and then slipping the scissor between the skin layers and
the muscle. Cut until you reach the shoulder joint.
5. Cut down the sides of the skin to make a T-shaped cut. Start at the first
cut and cut away in both directions. Peel the skin and cut to loosen it.
Fat:
6. Yellowish clumps found under the skin is fat tissue made of fat cells.
Remove this tissue.
Muscles:
7. Find two muscles in the wing that bend and straighten the elbow joint.
Each muscle pulls on the lower wing bones in one direction (the flexor
bends the joint). Since the flexor cannot lengthen by itself to push the
bone back to straighten the joint, another muscle pulls the bone in the
opposite direction (extensor)
8. Hold the wing down at the shoulder and alternately pull on each muscle.
Observe what happens.
TAKS Objective 2
page 9
TEKS 7.9 A
Tendons:
9. Tendons are shiny white tissues at the ends of the muscles that attach
muscles to bones. Find as many tendons as you can on the chicken wing.
10. Pull on a tendon to see how it helps the chicken move its wing.
Joints and Ligaments:
11. Two bones come together at a joint. Bend and straighten the elbow joint
and observe how the bones fit together.
12. Ligaments connect bones to other bones at joints. They look like a shiny
white covering of the joints surfaces.
13. Closely examine the elbow joint between the upper wing and the lower
wing and identify the ligaments.
Cartilage:
14. Between the bones is another shiny white material that is slippery. This is
cartilage which helps the bones move without grinding against one
another.
Wing:
15. Move the wing again. Explore how the muscles, tendons, ligaments and
cartilage play roles in the wings movement.
16. Finally, remove one of the bones and break in half. Observe the external
and internal components of the bone.
17. Complete the observation table. When you have finished observing the
wing, throw the chicken remains away. Wash all equipment in hot, soapy
water.
18. Wash your hands with hot water and soap.
TAKS Objective 2
page 10
TEKS 7.9 A
Observation Table
Tissue
Description (color, texture, etc.)
Tissue it attaches to
Skin
Muscle
Tendon
Ligament
Cartilage
Bone
Questions:
1. Which joint in the human body is similar to the joint you studied?
2. Do muscles work alone? Explain your answer.
3. What types of tissue actually moves the chicken wing?
4. Why are tendons important to the muscle’s ability to make the body
move?
TAKS Objective 2
page 11
TEKS 7.9 A
5. What tissue of the chicken wing is commonly referred to as the “meat”?
6. Do you think this wing is from the left side or the right side of the
chicken’s body? Explain your answer.
Lab Modified from K12 Chicken Wing Anatomy Lab:
http://v7.k12.com/curriculum/subjects/sample_lessons/life_science/mediaFiles/MS_LFSCI06_10_
a03_chicken_wing_lab.pdf
TAKS Objective 2
page 12
TEKS 7.9 A
“Multitalented Muscle” Web Search
Overview:
After visiting the website listed below, you should be able to answer the following
questions concerning the muscular systems.
Visit the following website and answer the following questions.
http://www.kidshealth.org/kid/body/muscles_SW.html
1. What are the three different types of muscles?
2. Where can you find smooth muscle, cardiac muscle and skeletal muscle?
3. What is the difference between involuntary and voluntary muscles?
4. Describe the process that occurs that allows one to throw up.
5. How does the body allow a person to urinate?
TAKS Objective 2
page 13
TEKS 7.9 A
6. Which muscles help women give birth?
7. Which type of muscle is most abundant in the body?
8. Are your muscles the same shape and size? Why?
9. What is the function of a tendon?
10. What do striated muscles look like?
11. List three major muscles and provide their functions.
12. Which muscle is the strongest? Why?
TAKS Objective 2
page 14
TEKS 7.9 A
The Universe Within
Bones, Muscles, and Nerves
1. Who holds the world record for the long jump?
2. What is the world record for the long jump?
3. To build a jumper, start with _____ bones.
4. What are the bones like inside?
5. What are the bones like outside?
6. How often is the skeleton rebuilt?
7. What is bone when it if first built?
8. ______ people have bones that are brittle.
9. After age ____ the bone eating cells get the upper hand over the bone
building cells.
10. How long has the jumper been training?
11. The jumper’s muscles are made of muscle fibers surrounded by a
network of ____________ and blood _____________.
12. The two muscle fibers are called ________ and myosin.
13. The heart and blood vessels keep the body alive with ___________.
TAKS Objective 2
page 15
TEKS 7.9 A
14. A piece of heart muscle (cardiac muscle) will beat with/without (circle
one) any connection to the nervous system.
15. The SA and AV node of the heart cause it to beat about ______ beats
per minute.
16. _______% of all oxygen keeps the heart pumping
17. _______% of the body’s blood supply goes to the brain.
18. The cochlea of the inner ear is the size of a _________.
19. The more points of contact between a nerve and a muscle cell, the
more _______ the muscle will work.
20. Muscles, bone, heart, and mind work together to produce a
_____________.
TAKS Objective 2
page 16
TEKS 7.9 A
Muscle Builders
Overview:
Students will be creating a working muscle model. This model will be looking at
a single muscle working in isolation. Remember that in our bodies muscles work
in coordinated groups.
Materials:
Two rulers
One oblong balloon
Masking tape
String
Procedure:
1. Securely hinge the rulers together at the short ends using the masking tape.
2. Blow into the balloon just a little bit and tie it shut.
3. Use string to tie one end of the balloon to one ruler and the other end to
the other ruler.
4. Open and close the rulers to simulate the way muscles contract and relax.
Questions:
1. What type of joint would the taped ends of the rulers represent in your
body?
2. In which position does the model simulate your biceps, long and lean
when your arm is stretched out to your side?
3. In which position does the model simulate your biceps, rounder and fuller,
like when you strike a muscle pose?
TAKS Objective 2
page 17
TEKS 7.9 A