Bones and Muscles

1. Unit Goals (long rangehow does this unit fit with year-long goals?) Students will learn where muscles are located in the body. Students will demonstrate knowledge on how limbs move. Students will be able to label muscles by names. Students will know which section of the body the muscles belong to. Students will pick a muscle and bones to research and describe which exercises are used to increase strength in both. Students will demonstrate knowledge in abduction and adduction as well as flexion and extension of muscles. Students will demonstrate which bones are connected to the muscles. 2. Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks) The state does not require students to have this knowledge in middle school P.E. but in our district students participating in a P.E. alternative Multi Fitness, students are required to have the knowledge of muscles and actions of muscles as well as location.

Goal2.1: Demonstrateunderstandingofmovementconcepts,principles,strategies and tactics as they apply to the learning and performance of physical activities. Objective(s): By the end of grade 8, students will: 6-8.PE.2.1.1 6-8.PE.2.1.2 6-8.PE.2.1.3 Identify and apply the critical elements, strategies, and tactics of higher level movements in wall/net, invasion, field/striking, target, dance, outdoor activities, fitness, etc., (e.g., transition from offense to defense, leave no trace, shortest distance, angles of interception, fluid sequential movement, etc.). Identify principles of practice and biomechanics that enhance movement performance (e.g., describe basic principles of training and how they improve fitness, describe why extending the elbow in striking skills is important, etc.). Apply external feedback to guide and improve performance (e.g., use videos to refine skills, verbal feedback to improve performance, etc.).

3. Characteristics of the students for whom this unit is intended (needs in the cognitive, affective, physical, and social areas) Students in Multi Fit P.E. range from very active and athletic to very little activity and the non-athletic type. Students take this class by choice if they do not choose to take Multi Fit

they will be put into a regular middle school P.E. class. Students reasons for joining Multi Fit range from wanting to get into better shape, maintain fitness for sports or lifestyle, and simply not wanting to participate in a traditional P.E. setting. Students like every class has different body types, sizes and fitness levels.

4. Students Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills. This unit is going to require very little prior knowledge on muscles and bones. The unit will be an introductory to both. If the students understand where parts of the body are then they will be able to complete this unit. Internet search skills are going to be a benefit for when the students begin their final project. Students can also use other technology (apps, etc.) to complete the project.

5. Classroom Layout and grouping of students: Students learning will take place in the gym or the library. Students will be in their role call spots or assigned library seat for the presentation of information. For the introduction of each lesson students will not be in groups but for the final project students can be in groups of three or less. Information will be presented by website. The students will use this as a self guided lesson where they will be given time to go through each lesson for one day. A bulletin board in the gym that will have a new muscle and bone each week that is presented to the students throughout the year. I pads are available in the library for students use and will be utilized on library days.

6. Introductory procedures (How will you introduce the unit and the goals?)

Introduction to the material will be presented through the classroom. Students will be guided towards the bulletin board with the muscle and bone information. The following day students will meet in the library for a self-guided lesson that will take them through the lesson for the day. The bones muscles lesson will take one day in the library and any additional time required will be done in the students own time. 7. Materials and media Computers- Computers are going to be used for this course because technology and the ability to use technology for education has taken over. Students can learn at their own pace for the lesson and will enjoy the opportunity to be able to work with the computer during the unit. Internet access- A very important piece to the lesson. The students will access the internet and the information from there as well.

Projector- The projector will be used to help the students understand the website and introduce the procedure of going through each page on the site. Printer- This will be available for students to print off any needed material if they do not have that access at home. Bulletin Board- The bulletin board will be used for the entire year. Students will be given a new bone and muscle each week that will be presented on the board. Construction Paper- Construction paper will add a visual aspect to the bulletin board so it does not look bland.

8. Visuals (although this is part of the materials and media, I want this to be a specific part of your plan). Identify at least EIGHT static graphic visuals (NOT links to video clips or websites, please) that you will be creating and use, their purpose, and design. Project 1 Text- I have decided to use an image that I created using text as a creative way to engage my students. I split the image and spread it out through the website. Two words are used in the introduction and one is a header word to draw students. One is an example for an assignment. Project 2 Keys to Exercise- I chose to use this image for a step by step process on how to properly exercise. I feel that this is a great and easy way for students to gain knowledge through images and text combined. Project 3 Home page- This image was used to help create the introduciont to the unit. It will be a simple guide for the students to follow and know how the lessons will be aligned Project 4 Bones of the arm- This image will be a quick and simple guide for students to look at and learn where in the arm the bones are. The students will use this for their assignment and final project. Project 5 Muscle Movement- This image was created for the students to have an example of the muscles can move. They will use this as a guide to further explore what the muscles do for the limbs. Project 6 Quad- This is a color-coordinated image that allows for four muscles to be viewed with the corresponding text in the same color. This is an image that will help keep the students engaged and yet informational. Project 7 Muscle Functions- This is a chart that will help organize only a few muscles and how they function. What is it that they do? I think this image will be a great way for students to get information in a bunch and not have to look at a lot of examples. Project 8 Project Steps- This image is designed to have a simple guide for students to view the project steps. There will be an instructional paper that will go along with it to help with the understanding for the students.

9. Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit) Students will develop a presentation on one muscle and bones it connects to or a muscle group. Students will include movement of the muscle. Student will create a power point for the assignment and present it to class as a forth quarter project for the fitness class. Students will

go through each lesson and complete assignments. Students will be given a rubric that they will follow and at the end of the unit students will teach 6th graders for the Weekly assignments will also be given to measure students understanding.

10. Relate assessment instruments to the outcomes stated in the goals. Students will learn where muscles are located in the body., observation, project Students will demonstrate knowledge on how move limbs and flex. Project, observation, discussion Students will pick muscles and bones of the arms/torso or legs to research and describe which exercises are used to increase strength in muscle. Project, assignment Students will demonstrate knowledge in abduction and adduction of muscles. assignment, project Students will demonstrate knowledge through presentation to younger students on both bones and muscles and exercises that will maintain and improve both. * Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html