HIGH SCHOOL LESSON PLAN
TEACHER: Powell / DATE: / 11/5/12-11/9/12 / SUBJECT: / Anatomy & Physiology / GRADE: / 10-12
MS FRAMEWORKS COMPETENCY/UNIT GOAL:
3. Demonstrate an understanding of the structure, functions, and relationships of the body systems.
c. Compare the structure and functions of the skeletal system with its relationship to movement. (DOK 1)
  • Structures which comprise bone
  • Difference between endochondrial and intramembranous ossification
  • Major bones of the axial and appendicular skeleton, noting inherent differences between males and females
  • Types of joints and their movements
/ WEBB’S DOK LEVEL: DOK 1
ATTACH UNIT/FORMAL ASSESSMENT:
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
DAILY
OBJECTIVE
W/DOK:
MUST
BE
MEASUREABLE / GLN from ppt.TSW Identify the major facial bones of the human skull.
Divided into study groups TSW: review diagrams of previous bones of the human skull. / GLN from ppt. TSW identify the 3 regions of the vertebral column.
Given handout TSW label the facial bones of the skull portrayed during the anterior view. / Given worksheet and quiz TSW complete exercises with 70% accuracy.
GLN from ppt. TSW distinguish b/w the shoulder girdle & pelvic girdle of the appendicular skeleton / GLN from ppt. TSW identify 3 major joints and the major bones of the lower appendicular skeleton. / Given handouts and materials TSW construct a template of the human skeleton.
BELL
RINGER: / What begins with a T; ends with a T; and has T in it?
Ans: Teapot
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Instructional
strategy used:
# / List the 4 major sutures of the brain.
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Instructional
strategy used:
# 4 / List 5 facial bones of the human skull.
______
Instructional
strategy used:
# 4 / What bones make up the shoulder girdle?
______
Instructional
strategy used:
# 4 / List the major types of joints.
______
Instructional
strategy used:
# 4
SET:
1. Est. Obj.
2. Restate Obj.
3. Involve
Learner / Discuss how many facial expressions a person can make.
______
Instructional
strategy used:
# 6 / Discuss unique characteristics of bones.
______
Instructional
strategy used:
# 6 / Discuss what regions of the vertebral column might be damaged in certain types of paralysis.
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Instructional
strategy used:
# 6 / Why do they do “spine checks” in middle school?
______
Instructional
strategy used:
# 6 / Discuss Pros & Cons
of the design of the human skeleton.
______
Instructional
strategy used:
# 6
T2O:
1. Explanations
2. Directions
3. Activities
4. Questioning
5. Responding / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology.
Divide students into groups to review skull diagram (lateral view)
TSW:
Copy notes from ppt.
Use study groups to review skull diagrams
______
Instructional
strategy used:
#2,9,6 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology.
Provide students with diagrams and note cards for class assignments.
TSW:
Copy notes from ppt.
Complete note cards by labeling location, type, function, skeleton of bones.
Color handout of skull portraying Lateral, Inferior, & Anterior views.
______
Instructional
strategy used:
# 2,9,4 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology.
Administer Quiz of skull diagrams & notes
Provide worksheet
Divide students into groups
TSW:
Complete Quiz
Copy notes from ppt.
Complete worksheet
Complete T-Reading p. 158-164 (ans: 18-23)
Complete group work exercise by writing an acrostic poem using the term “skeleton”
______
Instructional
strategy used: 2,9,4
# / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology.
Provide worksheet exercise on Osteoporosis
Provide Handout (Joints)
Conduct review of previous chapters (Jeopardy game)ppt.
TSW:
T-Reading p.164-174 (ans: 23-30)
Copy notes from ppt.
______
Instructional
strategy used:
#2,9,4 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology.
TSW:
Complete Handout: Construct a skeleton
Copy notes from ppt.
______
Instructional
strategy used:
#2,9,4
DIFFERENTIATED INSTRUCTION
LEVEL 1
LEVEL 2
LEVEL 3
CLOSURE:
1. SUMMRAIZE
2. INVOLVE
LEARNER
3. CHECK UNDERSTANDING / Q&A
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Instructional
strategy used:
# 9 / Q&A
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Instructional
strategy used:
# 9 / Q&A
______
Instructional
strategy used:
# 9 / Q&A
______
Instructional
strategy used:
# 9 / Q&A
______
Instructional
strategy used:
# 9
Evidence
of
learning: / Questions / Questions / Quiz / Worksheet / Skeleton Exercise
ASSESSMENT
OR
HOMEWORK: / Instructional
strategy used:
# / Instructional
strategy used:
# / Instructional
Strategy used:
# / Instructional
Strategy used:
# / Instructional
Strategy used:
#
ADJUSTMENTS
MADE:

Marzano’s Essential 9 High LeverageLARRY BELL’S 12 MOST POWERFUL WORDS:

Instructional Strategies:

(if you need a refresher) (for the power point)

1. Identifying similarities and differencestrace: follow, outline, show me the steps, go over, from beginning

2. Summarizing and note taking to end, think back through time

3. Reinforcing effort and providing recognitionanalyze: take apart, break into parts & explain, break it down,

4. Homework and practice explain parts, tell the good & bad

5. Nonlinguistic representationsinfer: guess in an educated way, read between the lines, guess from

6. Cooperative learning the context, what do you think it means, what do you know

7. Setting objectives and providing feedback that’s not written there

8. Generating and testing hypothesesevaluate: judge, give me your opinion, give it a grade

9. Cues, questions, and, advanced organizersformulate: come up with, develop, build, show process, create

describe: tell me about it, give me the details, in your own words,

tell in detail, tell me who, what, when, where, how, & why

support: give reasons, defend your answer, back it up

explain: tell me more stuff, what does it mean, tell me all about it

summarize: tell me the important stuff, narrow down, what’s

the point, put it in your own words, give me

the important stuff

compare: show likeness, same, all the ways they are the same

contrast: show differences, all the ways they are different

predict: what happens next, what do you think will happen,

tell future, look into your crystal ball