Subject: Muscular System

Lesson Title: Sliding filament theory

Content Standard(s):
Arizona Science Standard
S3, C5, PO1 Describe the levels of organization of living things from cells, through tissues, organs, organ systems,
organisms, populations, and communities to ecosystems.
Next Generations Science Standards
LS1.A: Structure and Function
HS-LS1-1: Systems of specialized cells within organisms help them perform the essential functions of life.

Language Objective:

Students will be able to identify the different structures involved in the sliding filament theory and describe their
B
unctions in
writing as well as verbally.

Terminal Objective:

The students will demonstrate their understanding of the sliding filament theory by creating a demonstration
where they show the steps
involved in the process.

Anticipatory Set: Students will consider the question How do muscles contract? Describe in words or
pictures what you think may happen at the cellular level when your muscle contracts. Be prepared to share your
ideas with the class.

Blooms
Level
Knowledge
Application

SubObjective

Time

SWBAT Identify 4
the different
structures
involved in the 8
mins.
sliding filament
theory.
15

Teaching Strategy

Active Student Participation/

Check for Understanding

Class discussion of bell work.

work.
Power point -lecture

Students share their ideas from bell

Walk around monitor students

Students will complete note taker

Small group activity- putting

Intermittent closure-Have students
puzzle pieces
show understanding by thumbs
up/down/sideways.
together
Students rate their level of
understanding by thumbs
up/down/sideways.

Comprehensio
Application
Analysis

SWBAT explain 8
the function of
each element
15
of the sliding
filament theory

Power Point Lecture

Student complete note taker

Walk around monitor students

Small group activity- putting

puzzle pieces together and
manipulate them and describe the
movement and function of each
element.

Intermittent closure- Teacher

surveys each students graphic
organizer to insure it is complete
and accurate

Students complete graphic

organizer individually then check
with a partner to see if they are in
agreement.
This is to be used as a study guide

Comprehensio
Application
Analysis

SWBAT
Day 2
describe the
8
chemical
processesmins.
that
take place in
20min
the sliding
filament theory

Power Point Lecture

Student complete note taker

Walk around monitor students

Small group activity- Using the

puzzle pieces students will get
additional pieces that represent the
chemicals in the sliding filament
process.

Intermittent closure- Monitor

students sharing out to insure
each student participates and
understand the process.
Presentation rubric will be
presented and reviewed with the
class.

Student will manipulate pieces to

demonstrate what happened during
muscle contraction.
Each group is asked to share out a
different step in the sliding filament
process. Each student will be asked
to share one fact about their groups
step.

Comprehensio
Synthesis

Closure:

The students
25
will
demonstrate
their
understanding
of the sliding
filament theory
by creating a
demonstration
where they
show the steps
involved in the
process.

Teacher will monitor and score

each team using a rubric.

The class will be divided into 3

groups with approximately 8-9
students in each group.
Students will be given props such
as ropes for muscle fibers,
Styrofoam balls as chemicals etc.
Each student will be assigned a
role. The groups will act out a
series of muscle contractions.
If time allows student will switch
roles and demonstrate again.

Teacher will monitor and score each team using a rubric. Students not participating in the current presentation
will use the rubric to score their classmates presentation.

Materials Needed:
Sliding Filament puzzle pieces
Power point presentation
Student Note-taker
Graphic Organizer
Presentation Rubric
Props for acting out muscle contraction skit- Styrofoam balls, rope, construction paper, markers, yarn, etc.