Tyler DeBrock

College of Education
Ashford University
Component

Descriptor__________________________________________

Subject:

Secondary Physical Education

Topic:

Exercise Physiology

National/State/District Standard:

21.912.HL.1Essential Concept and/or Skill: Demonstrate

functional health literacy skills to obtain, interpret, understand
and use basic health concepts to enhance personal, family, and
community health.

National/State/District Benchmark:

Explain the impact of personal health behaviors on the

functioning of body systems.
Contribute to personal/family quality of life through proper
prevention/management of health crises, i.e., injury,
depression, chronic illness.
Explain how personal choices impact health maintenance and
disease prevention.

Strategy:

Using a PowerPoint presentation, and involving the students

by having them come write on the smartboard or on the
board to label the different muscles.
http://www.shapesense.com/images/blank-

white
muscle-anatomy.jpg

Show a diagram with the correct answers and functions on it.

https://classconnection.s3.amazonaws.com/311/flashcards/1406311/jpg/muscu
lar_system1334592960017.jpg
Also show talk about and show images of damaged muscles
due to health problems.
http://www.healthguidance.org/hgimages/16553Muscle.jpg
Objective:

Statement that includes:

SWBAT explain how different muscles in the body work.
SWBAT understand why different motions affect different
muscles.
SWBAT determine the difference between healthy muscle
and torn muscle.
SWBAT correctly label the major skeletal muscles in the
body.

Materials:

Projector, Smartboard, markers, whiteboard or writeable wall,

Use of a computer.

Accommodations:

Any IEPs for this activity can be appropriately met by having

an aid or T.A. in the classroom to help go through the
information with them. Students with IEPs

would not need to

word bank for labeling.

be separated for this section. Include a

Anticipatory Set:

Have students get dressed in school approved P.E. uniforms.

Line the students up in 3 lines, pick volunteers as leaders of the
lines. Go through some basic stretches such as toe-touches,
hurdle stretches, arm circles, jog 2 laps (outside weather
permitting)

Procedures:

Specific actions by teacher to proceed through lesson. This

section may include additional sub components such as:
After stretches have students all gather around by the white
board or smart board.
Pull up a diagram of the human body showing the muscles.
The first link posted in strategy.
Have students try to guess the correct names of the muscles
and match the functions to them.
Go over the correct answers and tell them all the names
and functions properly. The second link posted in strategy.
This will be presented with the teacher standing at the front
by the white board or smartboard. First by calling on
students to come up and label on the board. Then by
pointing out the corrections yourself as the teacher.
Talk about what happens when muscles are injured, give
tell them that the way muscles grow is by micro-tearing and
regenerating.
Show images of what tears look like from third link posted
in strategy.
Quiz the students by giving them all a blank human body
diagram and having them fill in the different muscles. On
the paper will be a list of functions they will have to match
to the proper muscle. Also include three pictures of muscles
without tearing and one picture with tearing and they must
circle the area on the muscle of the one that has tearing.
Showing they can find it.
Grade the quiz by trading papers within the class so that
they get to hear the answers one last time before the lesson
is over.

Closure:

This activity is designed for the students to show what they

know about the muscle using the technology in the
then for the teacher to correct any mistakes and
any confusion the students have then proceed to
the muscles again one final time for review. Then

classroom.
clear up
go over all of
give them the

Quiz. Grade the quiz in class so that they can see what they did
wrong.

Evaluation:
score
labeling
functions.

Evaluation of their learning would come from quizzing the

students at the end of the lesson and requiring that they
at least a 70% to determine their knowledge over
muscles on the body along with knowing their

This lesson is designed in mind from my high school, Bureau Valley High School district #340. We had
350 students when I was enrolled. Some smartboard access. And easy projector access. This lesson is for
High School 11-12th grade teaching them about exercise physiology. The technology support used in this
lesson was the projector or smartboard, along with the diagrams to go with it to help teach the lesson.