Lesson summary. The structure and function of skeletal muscles. Muscle structure. Overview of human muscles Abstract on biology muscle structure

8th grade
Lesson topic: “Types of muscles, their structure”
Lesson objectives:
to form students’ knowledge about the structure and properties of muscle tissue; reveal the features of the structure and functions of skeletal muscles; form an idea of ​​the main muscle groups of the human body.
develop logical thinking, memory, ability to generalize, analyze;
the role of physical exercise on the musculoskeletal system and the condition of the body as a whole, careful attitude towards one’s health.
Means of education:
presentation
drawing “structure of skeletal muscle”, transversely striated, transversely striated cardiac and smooth muscles
table "Human Muscles"

Lesson type: combined
Methods and forms: individual, independent work with a textbook, verbal, demonstration-visual

During the classes
I. Org. moment:
Report the topic of the lesson and tasks.
Slide 1
Today the topic of our lesson is “Muscles. Types of muscles, their structure and significance."

We will work according to the following plan:
Slide 2
But before we move on to studying a new topic, let's review our homework.

II. Testing students' knowledge
Slide 3
Finish the statement:

 1. Violation of bone integrity - ... (fracture).
 2. If a limb is fractured, they put... (a splint) on it.
 3. Fractures are of two types -…(open and closed)
 4. A fracture in which displacement of bones, damage to blood vessels, muscles and skin is possible is called - ... (open)
 5. The exit of the articular head from the articular cavity is called - ... (dislocation)
 6. Damage to a joint as a result of awkward movements or bruises with damage to the ligaments is called - ... (sprain).

Self-test.
Slide 4 (scoring the score sheet)
Slide 5
2. Lotto (printed sheets on the board)
1. PMP for sprains.
Signs: severe pain, swelling, accompanied by hemorrhage.
Apply ice or a cloth dampened with cold water. Apply a tight fixing bandage.
2. PMP for joint dislocation.
Signs: the articular head comes out of the articular cavity. Severe pain and swelling.
Provide complete rest to the joint. To reduce pain, apply ice and immediately take to a medical facility.
The hand should be suspended on a scarf or bandage, and a splint should be applied to the leg.
3. PMP for open fractures:
Signs: Damaged bones, muscles, skin and blood vessels.
First, stop the bleeding with a pressure bandage and protect the wound from contamination with a sterile napkin, immobilize the damaged part and apply a splint, board, thick cardboard, immobilize it in two joints, or fix the damaged leg to the healthy leg, arm to the body with a wide bandage. Place a soft cloth between the splint and the body.
For example: if the bones of the forearm are fractured, the splint should fit both the shoulder and the hand.
4. PMP for spinal injuries:
It’s better not to touch it at all until the doctor arrives. As a last resort, carefully place it face down on a hard surface. Soft cushions are placed under the head and shoulders.
5. PMP for a rib fracture:
No splint is applied. The victim is asked to exhale deeply and then breathe shallowly and bandage the chest tightly.
6. PMP for skull injuries.
The victim should be placed on his back, his head slightly raised to avoid intracranial hemorrhages, and a doctor should be called immediately.
(if the student gives a complete answer, he receives three points, for an addition he receives 1 point)
III. Explanation of a new topic

1. Activation of students' knowledge.

What is the musculoskeletal system represented by?

Skeleton and muscles

What types of tissues form the human musculoskeletal system?

 Connective
 Muscular

Tissues forming the human musculoskeletal system

Connective Muscular

Bones cartilage tendons ligaments muscles

Slide 6
Why did the muscles get this name?

The name “muscle” comes from the word “musculus” - mouse, this is due to the fact that anatomists noticed how muscles under the skin, contracting, move, reminiscent of the movement of a mouse.

What is the name of a muscle tissue cell?
Myocyte

Guys, how many muscles do you think are in the human body?

There are 600 muscles in the human body, they are diverse in structure, shape, properties and functions.
Slide 7
What types of muscle tissue are there?

 Transversely striated skeletal
 Transversely striated cardiac (myocardium)
 Smooth
Slide 8
How do striated and smooth muscle tissues differ in structure?
What properties do they have?

Smooth muscles:

They do not have visible striations, the rod-shaped nucleus is located in the center, the cells are small, spindle-shaped.
They line the walls of hollow internal organs - the esophagus, stomach, intestines, blood vessels, trachea, bronchi, bladder, etc.).
The contraction of the fibers of this tissue occurs slowly, smoothly and periodically; it is not subject to human will.
Transversely striated skeletal muscles:
They have transverse striations, muscle fibers are collected in bundles. Protein threads pass through the fibers, thanks to which muscles are able to contract. They move the skeleton. Their function is regulated by consciousness.
Cardiac muscle:

It has a transverse striation; in certain places they seem to intertwine and grow together, thanks to which the muscles are able to contract quickly. Its contraction does not depend on the will of a person; the heart has the property of automaticity, i.e. contracts due to impulses arising within itself.

Where are these tissues located in the human body?
Slide 9
What structure does skeletal muscle have?
Slide 10.
Striated skeletal muscles are composed of striated fibers. Fibers form muscle bundles, and muscle bundles form muscles. On the outside, the muscles are covered with fascia, a connective tissue sheath that passes into tendons. Fascia performs a protective function.
Tendons, formed by dense connective tissue, are attached to the bones by their muscles. The tendons themselves are passive and do not take part in the contraction.
Slide 11
Guys, what else is in the muscles?

Many blood vessels and nerves.

Blood vessels provide muscles with nutrients and oxygen, and through them metabolic products are removed, i.e. harmful substances of vital activity.

The nerve endings carry excitation to the muscles in the form of a nerve impulse (weak electrical current) and the muscle cells - myocytes - contract.

Now, guys, let's try to give a definition: What is a muscle?

A muscle is an organ consisting of muscle tissue, dense connective tissue, blood vessels and nerves, and performs the function of contraction.
Slide 12 “What parts are secreted in a muscle?”
The muscle is divided into a head (caput) - the initial part, a belly (venter) - the middle part and a tail (cauda) - the final part.
Slide 13

Based on their location, muscles are divided into: muscles of the head and neck, trunk and limbs.
Slide 14 (head muscles)

Chewing - the strongest muscles, when contracted, move the lower jaw and are involved in grinding food and performing speech acts.

(Attached at one end to the lower jaw, and at the other to the bones of the skull.)

Mimic - give the face a certain expression - facial expressions. Through facial expressions a person expresses joy, resentment, anger, etc.
(One end is attached to the bones of the skull, and the other end is attached to the skin)

The orbicularis oris muscles move the lips, and the orbicularis oculi muscles move the eyes, blink, squint and squint.
(Not connected to bones, attached to skin)

Neck muscles - keep the head in balance and participate in the movements of the head and neck.
Slide 15
Muscles of the trunk
1. Chest muscles
Pectoralis major - moves the arms, shoulders,
Intercostal muscles and diaphragm - are involved in the breathing process

Diaphragm - translated from Greek as “partition”. This tendon-muscular septum separates the thoracic cavity from the abdominal cavity. When you inhale it goes down, when you exhale it goes up.
2. Abdominal muscles - abdominal press - contracting, participate in flexion of the spine, in breathing movements, and in the work of internal organs. In addition, they perform a protective function, protecting the abdominal organs.

3. Back muscles
Slide 16 back muscles
(arranged in several layers)
 Subcutaneous muscles - move the arms
 Trapezius is involved in the movement of the head and chest
 Latissimus muscle of the back and arms, in the movement of the spine, in turns
him right and left.
Slide 17 muscles of the upper limb

They are divided into muscles of the shoulder girdle and arms. The shoulder girdle contains many well-developed muscles. When they contract, the shoulder blades and humerus bones move. Since the arms do a lot of work, large muscles are located here. The arm muscles are involved in lifting, flexing and extending the arms. Arms can be considered strong when all the muscles of the arms and shoulders are well developed. And there are thirty of them on each side, not counting the muscles of the fingers.
Page 93 independent work read and tell the penultimate and last paragraph.
1. Deltoid muscle - raises the arm
(The name deltoid muscle comes from the similarity of the triangular shape of the muscle with the letter of the Greek alphabet Δ (delta).
2. Biceps muscle (biceps) - flexes the arm
3. Triceps muscle (triceps) - extends the arm
4. Flexors of the hand and fingers
5. Extensors of the hand
Slide 18 muscles of the lower limb
They are divided into the muscles of the pelvic girdle, thigh, lower leg and foot. Among the muscles of the pelvic girdle, the gluteus maximus, medius, and minimus muscles are well developed. The gluteus maximus muscle helps us walk, climb, maintain an upright body position, and straightens the hip while running and climbing.
The sartorius muscle runs through the thigh. This muscle is the longest. When contracting, it flexes the hip. This muscle got its name due to the peculiarities of the work of ancient tailors - then they sat on the floor with their legs crossed, which involved the sartorius and gluteal muscles, rotating the thigh outward.
On the anterior wall of the thigh is the quadriceps femoris muscle - an extensor in the knee joint and a femoral flexor in the hip joint.
On the back of the thigh is the biceps muscle - the flexor of the leg.
On the shin there is the triceps gastrocnemius muscle, which provides walking, running and movement of the foot.
Slide 19. The importance of muscles

The passive part of our body - the skeleton - is set into motion by the muscles - the active part of the musculoskeletal system of our body. They:
 Orientation of the body in space;
 Regulate balance;
 Give the body shape;
 Provide vertical position of the human body in space;
 The diaphragm separates the thoracic and abdominal cavities;
 Intercostal muscles and the diaphragm are involved in the breathing process;
 Provides movement of the body;
Slide 20

“After all, in order to draw with a full cup
Work, happiness, pleasure,
The pledge of our life
Movement appears!

And the proof of this is the next slide.
Slide 21 “developed and weak muscles”

This is what the muscles of a person who leads an active lifestyle and does physical exercise look like.
And this is the muscles of a person who leads a passive lifestyle. Fat accumulates between muscle fibers. Without physical activity, muscles weaken and can atrophy. Body weight increases, blood pressure rises, and all organs are put under stress.

This means: you need to move more, play sports. After all, movement is the same natural need of the body as air, water and food. Not only muscle strength, but also the elasticity of ligaments, bone strength, metabolic activity, the condition of the heart, blood vessels, lungs, etc. depend on everyday physical activity. Physical exercise is useful not only for the prevention, but also for the treatment of diseases.
This must always be remembered.

IY. Consolidation.
1. Slide 22 “name the muscles”
2. Slide 23 “write down the names of the parts of the biceps muscle and bones”
3. Independent work workbook page 16 task 2

4. Biological dictation: “Which statements are true?” (control by key)

1. The muscle tissue that makes up skeletal muscles is called smooth no
2. The muscles that give the face a certain expression are called facial muscles.
3. The work of the heart muscle depends on the will of the person no
4. Muscles are attached to bones with the help of tendons yes
5. When you inhale, the diaphragm rises, and when you exhale, it lowers. No
6. Contraction of smooth muscles is subject to human will. No
Answer:
No - 1,3,5,6
Yes-2, 4
Slide 25 “homework”

Lesson Objective: give an idea of ​​the structure and function of a muscle, the connection of its activity with nervous excitation; reveal the physiological mechanism of muscle fiber contraction and the reflex principle of movement coordination.

Equipment. Demonstration material: human skeleton; joint model; opened joint; burnt and decalcified bones; a piece of boiled meat; cutting bones; tables: “Skeletal muscles”, “Human brain”; two boards, a bandage, a school ruler.

Lesson Plan

Conducting a lesson
Before starting to study muscles, it is necessary to test students' knowledge of the material from the last two lessons. To save time, the knowledge test can be conducted as a compact survey.

Five people receive assignments. One is preparing an answer about the composition of bones. He has calcined and decalcified bones at his disposal. The second student draws a diagram of the external structure of a bone on half the board. On the other half of the board, the third student draws a diagram of the structure of a joint. It should reveal the functions of bones. The fourth student will have to point out several joints on the skeleton that perform various movements, and the fifth will be asked to apply a splint to his friend's forearm. While everyone is preparing to answer, another called student talks about first aid measures for dislocations and fractures.

The teacher additionally asks each person who answers any of the following questions: why is it not recommended to ride foals? Give examples of the strength of the tubular shape of plant stems. Explain why the strength of a joint decreases if the joint capsule is punctured. Use your knowledge of physics when answering. Can an experienced anatomist judge from the bones of a deceased person whether he was an athlete, a loader, or a person leading a sedentary lifestyle? Why does a person most often end up with a broken fibula when they fall?

Moving on to new material, the teacher draws students' attention to the fact that movement in the joints is produced by muscles; according to the table “Skeletal Muscles” shows how contraction of the biceps muscle causes flexion at the elbow joint, and contraction of the triceps muscle extends it. The teacher then demonstrates to the student how the biceps muscle thickens as it contracts. Students conclude that a muscle tends to tense and contract. Students are tasked with figuring out how a muscle contracts. To do this, they must first become familiar with its external and internal structure. The teacher characterizes the external structure of the muscle and shows a piece of heavily boiled meat. Then, using the textbook drawings, students figure out the internal structure of the muscle, which can be seen under a light microscope.

The teacher reminds about the structure and properties of striated muscle tissue that makes up skeletal muscles.

Students establish the connection between nervous excitation and muscle contraction from experiments carried out while studying the introductory topic. They conclude: the muscles contract in response to the excitation coming into them along the nerve fibers.

The teacher tells the following about the process of muscle fiber contraction: muscle fibers visible under a magnifying glass consist of contractile elements - myofibrils, which are visible only under high magnification of a light microscope. When excited, they either become shorter and thicker, or tense without changing in length. In both cases, the muscle performs work to move or hold a load.

Using an electron microscope, it was possible to establish that myofibrils contain thinner fibers - protofibrils. They contain threads of two proteins - myosin and actin *.

Rice. 13. Scheme of muscle fiber contraction at the subcellular level.

A. A section of muscle fiber at rest. B. The same area during contraction. 1 - support membranes; 2- thin protein threads; 3 - thick protein threads

All protofibrils are divided along their length into sections blocked by supporting membranes (Fig. 13 A). Thicker myosin filaments are located in the middle part of the region. From the supporting membranes there are thinner filaments of actin, which in the resting state of the muscle only reach the beginning of the myosin filaments. Several actin filaments surround the myosin filament (Fig. 13 B). Under the influence of nerve impulses, thin threads enter into a temporary connection with thick ones and slide towards the middle of the area. At the same time, they pull the supporting membranes, and the entire region of protofibrils contracts. When all sections are shortened, the total length of the fibers and muscle decreases by almost half (Fig. 13 B). When relaxed, actin filaments slide in the opposite direction.

The teacher may not require memorizing the names of proteins, but give an idea only about the principle of the muscle mechanism. After this, the teacher proceeds to talk about the nervous regulation of muscle activity: any muscle movements in the body are reflexive in nature, because they are always reactions to irritation of receptors with the participation of the nervous system. But these receptors can be very diverse. A muscle reflex can begin with irritation of visual, auditory, and tactile receptors. But very often muscle reflexes occur in response to irritation of receptors located in the muscles and tendons themselves. The teacher talks about muscle-articular receptors and highlights their role in the implementation of complex chain reflexes, such as walking, jumping, running.

To move on to clarifying the issue of coordination of movements, the teacher asks to indicate examples of movements in which two muscles of opposite action are either relaxed or tense, or one is contracted and the other is relaxed. As a rule, students give examples of different states of the biceps and triceps muscles of the arm with the arm lowered, bent, and extended with a load. The teacher explains what causes such coordination in the work of muscles, using the concept of inhibition already known to students. When performing a movement, some muscles contract strongly, others weaker, and others are inhibited. All this is regulated by nerve impulses coming from the central nervous system in response to irritation of receptors that “inform” the brain about the state of the muscle.

Very briefly, the teacher reports that all voluntary human movements occur only with the participation of the cerebral cortex; gives examples of the impossibility of movements during hemorrhage in certain areas of the cerebral cortex and shows on the table “Human Brain” the motor area of ​​the cortex, where the centers of all voluntary movements are located.

In order to consolidate the material, students recall the definition of a reflex and give examples of unconditioned and conditioned muscle reflexes.

Homework: textbook article “Muscles and their functions” in the section “Main muscle groups of the human body.”

* A story about the theory of muscle contraction is given at the request of the teacher and is not required for memorization.

Grade: 8 Date: 12/9/15

Topic: Muscles. Types of muscles.

The purpose of the lesson: find out the features of the human muscular system associated with vertical position and labor.

Lesson objectives:

Reveal the principle of the location of muscles in relation to joints; show that muscles together with bones form levers

Give a basic concept of the physiology of muscle contraction and fatigue

Continue to develop the ability to compare, analyze, and highlight the main thing. Cultivate a caring attitude towards your health

Forms of organizing educational activities:

combined lesson using a competency-oriented approach.

Equipment:

multimedia complex, presentation “structure and functions of muscle tissue”, videos.

Lesson plan:

Psychologist mood for lesson

biological warm-up

Learning new material

Consolidation

Brainstorm

Homework

During the classes.

Psychological mood (Wishes) 1-2 min

Checking the material covered 10 min

Biological warm-up (Work with cards) 5 minutes

Rib cage

Spine

Skeleton of the upper limbs

Brain section of the skull

Upper limb belt

Skeleton of the lower limbs

Facial part of the skull

Lower limb belt

The department is the core, the support for the entire skeleton

Section of the skeleton that includes the zygomatic and new bones

Section of the skeleton that performs protective functions in relation to the brain

Section of the skeleton that includes the radius and humerus

Section of the skeleton that contains the pelvic bones

The section is a support for the skeleton of the upper limbs

Section of the skeleton that contains the femurs

Section of the skeleton that includes the ribs and sternum

Answers: 1 – 2; 2-7; 3-4; 4-3; 5-8; 6-5; 7-6; 8-1.

Work on issues (Slide) 5 minutes

The teacher asks the class the following questions:

Why is the fibula most often broken when a person falls?

Why do they put a splint on two sections located next to the damaged one?

Why do they put a soft lining under the tire?

Why are the bones of older people more susceptible to fractures?

What properties of bones provide their strength and comparative lightness?

During excavations in the mound, a skeleton was discovered. How to determine the sex of a person from skeletal remains?

Learning new material 18 min

1. Insert the missing words into the text. (work with literature.) 6 min

1 group. Functionally, muscles are divided into arbitrary And involuntary. free muscles are made up of striated muscle tissue and contract at the will of a person (voluntarily). These are the muscles of the head, torso, limbs, tongue, larynx, etc. Involuntary muscles are made up of smooth muscle tissue and are located in the walls of internal organs, blood vessels, and skin. Abbreviations for these muscles do not depend on the will of a person (the contraction is involuntary)

2nd group. If skeletal muscles conduct excitation with big speed and shrink fast, then smooth muscle contraction occurs more slowly and excitement is transmitted more slowly

muscle video

1 group. Give a general description of “Muscle structure”. Pupils work with literature. 6 min

Includes muscle fibers, which are usually located parallel each other and are combined into bundles. Individual muscle bundles and the entire muscle have thin connective tissue shell, and muscle groups or individual muscles are covered with a denser membrane - fascia. Muscles end tendons, with the help of which they are attached to the bones, and are equipped circulatory vessels and nerves.

2.group. Give a general description of "MUSCLE FORMS"

The simplest is fusiform muscle shape: a thickened middle part is distinguished - abdomen and two end, of which the top one is usually the beginning ( fixed point muscles), and the lower one - attachment(movable point of the muscle).. The movable end can attach to the bones Not only at one point, but also at two (biceps), three (triceps) or more points. Muscles never contract alone, they always act groups.

videos: 1 muscle, 1 muscle 2.

2. Work in groups. (students present their work, defend the project) 6 min

Students of group 1 work on excitability and contractility.

Students of the second group work on extensibility and elasticity.

physical minute. 1-2

IV. Brainstorm. 10 min

The teacher called the student to the blackboard, but before he stood up, he leaned forward over the desk, and only then straightened up and went to the blackboard. Can a person stand up without leaning forward?

V. Reflection. On the lesson information card, mark with a “heart” the part of the lesson that you liked most. 1 min

VI. Homework. Prepare a project of the eye muscles and their functions. Compare smooth muscles with striated muscles. 2 minutes

Brainstorm.

What muscles are used to express emotions?

What are the main properties of muscle tissue

During excavations in the mound, a skeleton was found, can an experienced anatomist decide from the bones of the skeleton whether he was an athlete, a loader, or a person leading a sedentary lifestyle?

It has been noticed that a person falls in different ways: when he stumbles, he falls forward, and when he slips, he falls backward. How to explain this phenomenon?

The teacher called the student to the blackboard, but before he stood up, he leaned forward over the desk, and only then straightened up and went to the blackboard. Can a person stand up without leaning forward? (if they don’t answer some questions, this will be a problem to solve in the next lesson)

Homework assignment: pp.116-122.

There are 3 types of muscles in our body (see Fig. 1):

1. Striated (skeletal)

2. Smooth muscles

3. Cardiac muscle (myocardium) - formed by striated cardiac muscle tissue

Smooth muscles form the walls of internal organs (respiratory tract, digestive tract), blood vessels. Located at the base of the hairs, their contraction causes goosebumps and leads to the raising of the hairs.

Skeletal muscles are primarily attached to the bones of the skeleton. Such a muscle consists of many interconnected muscle fibers, between which lie layers of connective tissue. Muscle fibers are collected in bundles of the first order. The bundles are surrounded by a connective tissue membrane (see Fig. 2). First-order bundles are combined into second-order bundles, and so on.

Rice. 2.

The entire muscle is covered on the outside with a thin connective tissue membrane - fascia.

Muscles do a lot of work and are characterized by the presence of a large number of blood vessels through which blood and nutrients are delivered to them (see Fig. 3). In addition to them, there are also lymphatic vessels and nerve fiber receptors.

Rice. 3.

The muscle is divided into a head, abdomen and tail (see Fig. 4). The number of heads can be varied (biceps - biceps muscle, triceps - triceps muscle).

Rice. 4.

The striated muscle is subject to human consciousness. And it contracts many times faster than smooth muscle.

The shape and size of a muscle depends on the work it performs.

Thus, long muscles are located on the limbs (see Fig. 5).

Rice. 5.

The short muscles are located between small bones (vertebrae) (see Fig. 6).

Rice. 6.

The broad muscles are located on the torso (see Fig. 7).

Rice. 7.

Circular muscles (sphincters) are located around the various openings (see Fig. 8).

Rice. 8.

Muscles are attached to bones by tendons that form the head and tail of the muscle. In this case, the tail of the muscle must be thrown over the joint to ensure mobility of the limb.

By contracting, the muscle brings those points of the bone to which it is attached closer to each other. When relaxed, the muscle does not produce work, so for normal operation of the joint, at least 2 muscles are needed that will work in opposite directions. Such muscles are called antagonists.

Muscles that work in the same direction are called synergists. This is how the abdominal muscles work.

Homework

1. Kolesov D.V., Mash R.D., Belyaev I.N. Biology. 8. - M.: Bustard. - P. 68, tasks and question 1, 2, 3.

2. By what principle is the length of a muscle determined?

3. Describe the structure and location of smooth muscles.

4. Prepare a short presentation comparing the 3 existing muscle types.

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