Introduction to the Muscle System

1. Introduction to the Muscle System 7th Grade Health Mr. Pence NAMS

2. Muscular System Functions • Produces Movement • Maintains Posture • Stabilizes Joints • Generates Heat • Circulation of Blood • Control of Internal Organs

3. The Muscular System • Two ways of controlling muscles • Involuntary • Voluntary • Three types of muscles • Cardiac (involuntary) • Smooth (involuntary) • Skeletal (voluntary)

4. The Muscular System • Muscles are made up of cells. • The Muscular System includes about 600 muscles. • Every movement you make involves muscles. • Muscles make up over 40 percent of your weight. • Muscle weighs more than fat.

5. The Muscular System

6. Muscular System • One type of muscle works throughout your entire life and never gets tired. • Any idea which one?

7. Muscular System

8. Cardiac Muscle

9. The Muscular System • Some muscles are designed to move without you telling them to: • Any ideas what type and where they are located?

10. Muscular System

11. Smooth Muscle

12. Muscular System • Only one type of muscle can be voluntarily controlled. • Muscles flex when nerves communicate messages from the brain to the muscle. • Without muscles we would not be able to move, sit up, or communicate. • This type of muscle holds together the skeletal system. • Any ideas what the type is, and an example?

13. Muscular System

14. Skeletal Muscle

15. Skeletal Muscle • Each skeletal muscle has a partner that works against it in the opposite direction. • Muscles cannot push they only can pull. • When muscles are working, or flexing they are shortening. • In order for a muscle to relax it’s partner that works against it must flex.

16. The Muscular System Cardiac Muscle Skeletal Muscle Smooth Muscle

17. Pop Quiz • The muscular system has how many kinds of muscles? • 3 • Muscles are made of? • Cells • How does a muscle change when it works/flexes? • It gets Shorter • Are the muscles that move your bones the same type as in your heart? • No • What are the two kinds of ways that muscles are controlled? • Involuntary and Voluntary

18. National Health Standards

19. National Health Standards • HEALTH PROMOTION AND DISEASE PREVENTIONStudents will comprehend concepts related to health promotion and disease prevention • HEALTH INFORMATION, PRODUCTS AND SERVICESStudents will demonstrate the ability to access valid health information and health-promoting products and services • REDUCING HEALTH RISKSStudents will demonstrate the ability to practice health-enhancing behaviors and reduce health risks • INFLUENCES ON HEALTHStudents will analyze the influence of culture, media, technology, and other factors on health • USING COMMUNICATION SKILLS TO PROMOTE HEALTHStudents will demonstrate the ability to use interpersonal communication skills to enhance health • SETTING GOALS FOR GOOD HEALTHStudents will demonstrate the ability to use goal-setting and decision-making skills to enhance health • HEALTH ADVOCACYStudents will demonstrate the ability to advocate for personal, family, and community health

20. HEALTH PROMOTION AND DISEASE PREVENTION Students will comprehend concepts related to health promotion and disease prevention • Explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death. • Describe the interrelationship of mental, emotional, social, and physical health during adolescence. • Explain how health is influenced by the interaction of body systems. • Describe how family and peers influence the health of adolescents. • Analyze how environment and personal health are interrelated. • Describe ways to reduce risks related to adolescent health problems. • Explain how appropriate health care can prevent premature death and disability. • Describe how lifestyle, pathogens, family history, and other risk factors are related to the cause or prevention of disease and other health problems.

21. HEALTH INFORMATION, PRODUCTS AND SERVICES Students will demonstrate the ability to access valid health information and health-promoting products and services • Analyze the validity of health information, products, and services. • Demonstrate the ability to utilize resources from home, school, and community that provide valid health information. • Analyze how media influences the selection of health information and products. • Demonstrate the ability to locate health products and services. • Compare the costs and validity of health products. • Describe situations requiring professional health services.

22. REDUCING HEALTH RISKS Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks • Explain the importance of assuming responsibility for personal health behaviors. • Analyze a personal health assessment to determine health strengths and risks. • Distinguish between safe and risky or harmful behaviors in relationships. • Demonstrate strategies to improve or maintain personal and family health. • Develop injury prevention and management strategies for personal and family health. • Demonstrate ways to avoid and reduce threatening situations. • Demonstrate strategies to manage stress.

23. INFLUENCES ON HEALTH Students will analyze the influence of culture, media, technology, and other factors on health • Describe the influence of cultural beliefs on health behaviors and the use of health services. • Analyze how messages from media and other sources influence health behaviors. • Analyze the influence of technology on personal and family health. • Analyze how information from peers influences health.

24. USING COMMUNICATION SKILLS TO PROMOTE HEALTH Students will demonstrate the ability to use interpersonal communication skills to enhance health • Demonstrate effective verbal and non-verbal communication skills to enhance health. • Describe how the behavior of family and peers affects interpersonal communication. • Demonstrate healthy ways to express needs, wants and feelings. • Demonstrate ways to communicate care, consideration, and respect of self and others. • Demonstrate communication skills to build and maintain healthy relationships. • Demonstrate refusal and negotiation skills to enhance health. • Analyze the possible causes of conflict among; youth in schools and communities. • Demonstrate strategies to manage conflict in healthy ways.

25. SETTING GOALS FOR GOOD HEALTH Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health • Demonstrate the ability to apply a decision- making process to health issues and problems individually and collaboratively. • Analyze how health-related decisions are influenced by individuals, family, and community values. • Predict how decisions regarding health behaviors have consequences for self and others. • Apply strategies and skills needed to attain personal health goals. • Describe how personal health goals are influenced by changing information, abilities, priorities, and responsibilities. • Develop a plan that addresses personal strengths, needs, and health risks.

26. HEALTH ADVOCACY Students will demonstrate the ability to advocate for personal, family, and community health • Analyze various communication methods to accurately express health information and ideas. • Express information and opinions about health issues. • Identify barriers to effective communication of information, ideas, feelings, and opinions about health issues. • Demonstrate the ability to influence and support others in making positive health choices. • Demonstrate the ability to work cooperatively when advocating for healthy individuals, families, and schools.