Lesson Plan for August 15-19th
Anatomy and Physiology
Karen Niles, RN
LAFS.910.L.3.6
LAFS.910.SL.2.4
LAFS.910.L.3.6
LAFS.910.SL.2.4
LAFS.910.W.3.8
LAFS.910.RI.1.1
LAFS.910.W.3.8
MAFS.912.G-GMD.2.4
Monday
Essential Question: What path does food follow through the digestive system?
Objectives: Students will diagram the path food takes through the digestive system.
Vocabulary: GI system, GI, oral cavity, esophagus, stomach, colon, small intestine, large intestine, food bolus, stool, chyme, salivary amylase, mastication, mechanical digestion, chemical digestion, stool, anus, defecation
Bellwork: Students will copy down the “note to self” ( course reminders/announcements from teacher to students)
Agenda: 1. Bellwork 2. Open-book vocabulary and main idea assessment/review from last week’s lessons( handout provided by teacher). 3. Direct instruction on GI, notetaking by students
Ticket out- item # 2 from Agenda
ELL Accommodations- per student request, students may use translation dictionaries to help complete assignment
Tuesday
Vocabulary
• Mucosa, Villi, Alimentary canal, Peristalsis, Rugae, Flatulence, Nutrient absorption, Ptyalin, Rectum, homeostatsis
Bellwork (vocabulary)
Essential question- What processes and structures help the GI system process food?
Objective: Students will compare and contrast sample assessment answers (actual student answers from yesterday’s assignment) for quality, completion, thoughtfulness, and attention to detail.
Agenda- 1. Bellwork, with a focus on homeostasis (short class discussion) 2. review of pathway of food through GI system- students will modify their notes from yesterday 3. Compare and contrast sample assessment answers. 4. Go to computer lab to print out syllabus (as a class).
Ticket out- Students will be given the option to take home their assignment from yesterday to improve the quality and thoughtfulness of their answers. Students may also chose to keep their assignments the way they are and get a grade accordingly.
ELL accommodations- Teacher is allowing students more time to complete their assignments (they may take them home to correct using whatever resources they have at home.)
Wednesday
Vocabulary (same words from Tuesday)
Bellwork- Writing prompt on homeostasis and the GI system
Objective- Students will utilize text and small group setting to answer questions and clarify confusing note items. Then they will present findings to the class. Students will successfully connect to Schoology and locate the course syllabus.
Agenda: Bellwork, direct instruction/Cornell notes on new vocabulary and vocabulary from earlier in the week. Students will get together to formulate three questions they have about the new material, read through the texts (or other source of information like devices) to get answers, then present the new information to the class.
Ticket out- Presenters to offer new information on lecture topic they found in the text. Listeners will modify their Cornell notes based on the new information presented by student groups.
Thursday
Lake Minneola High School
Common Board Configuration
Teacher Name: Niles Week: 2
Subject / Health Sciences 1 (Anatomy and Physiology)Learning Goal / GI System / Bell work
Objective / Students will relate the GI system and blood glucose level to homeostasis / Agenda / 1. Bellwork
2. Review bellwork with slides
3. “working in healthcare discussion”- important abbreviations (PO, NPO)
Essential Question / How does the GI system and blood glucose levels help the human body maintain homeostasis?
Vocabulary / Pancreas, insulin, glucagon, Diabetes Mellitus, blood glucose, PO, NPO
Accommodations / Students will be allowed to use a dictionary of choice for translation / Ticket Out / What field of healthcare most interests you? If not, what work industry are you interested in?
Homework / none
Lake Minneola High School
Common Board Configuration
Teacher Name: Niles Week: 2
Friday
Health Science 1 (Anatomy and Physiology)Learning Goal / GI System / Bell work
Objective / Students will each speak for a minute on a major organ of the digestive track, working in at least one of the vocabulary words written down in the students’ notes. / Agenda / 1. Bell work
2. Review bell work with slides
3. Group research and presentations on the following: Liver, gall bladder, pharynx, large intestine, small intestine, pancreas, Appendix
Essential Question / How do each of the structures of the GI system help to digest and process the food we eat?
Vocabulary / Bile, duodenum, jejunum, ileum, jaundice, peristalsis, villi, flatulence, gut bacteria, -it is, ostomy, gingiva
Accommodations / Students will be allowed to use a dictionary of choice for translation / Ticket Out / Write down something you learned from each of the groups.
Homework / none