Anatomy and Physiology · SHS3 Biomedical Science

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.4 - Demonstrate an understanding of how joints and muscles use energy to contribute to the movement of the human body.

By the end of the lesson, learners can:

Identify at least five joints in the human body and state the type of movement each allows.
Explain the roles of bones, joints, and skeletal muscles in producing locomotion.
Describe how skeletal muscles work in antagonistic pairs to produce movement at a joint, using the elbow as an example.
Explain how ATP (molecular energy) is generated and used by muscle cells to power contraction.
Build a working model of a joint and its associated muscles using local materials and demonstrate the movement it produces.

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Curriculum details

Strand: Human Body Systems (Strand 2)
Sub-strand: Anatomy and Physiology (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate an understanding of the interconnectedness of the body systems in energy generation and use (digestive, circulatory and musculoskeletal systems). 3.2.1.LO.1 Describe the role of enzymes digestion and explain how water and oxygen is transported the cardiovascular and respiratory systems.
Indicator: 3.2.1.LI.4 - Demonstrate an understanding of how joints and muscles use energy to contribute to the movement of the human body.
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 90

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Learners working in groups identify, at least, five joints in the body and discuss the role of a joint in locomotion.
Project-Based Learning: Groups then build a joint and associated representative skeletal muscle using local materials to demonstrate to the class how movement occurs at the joint. Learners also show how muscles use molecular energy (ATP) for movement using library resources or Internet.
- Textbooks
- Map of enzymes and
- Pictures
-
Teaching and Learning Resources:
- Anatomical diagrams of the digestive system
- Pictures or charts showing enzyme action
- substrates * Online resources etc. * Anatomical models
- Videos
- Projector
- White boards
- Models
Assessment (3.2.1.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.