WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Grischow/Matcuk Date 11/17/2014 Length of Lesson 20 periodsContent Area Human Anatomy & Physiology Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
Etymology;
Skeletal System / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
• Effective use of vocabulary builds social and academic knowledge.
• Explain how affixes and root words can be used to determine the meaning of new vocabulary or content terminology.
• New cells arise from the division of pre-existing cells.
• Structure is related to function at all biological levels of organization.
• Eukaryotic cells can differentiate and organize making it possible for multicellularity.
• Through a variety of mechanisms organisms seek to maintain a biological balance between their internal and external environments.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• How changes in word parts affect meaning;
• How to decipher the meaning of medical terminolgy by analyzing both the phonetic and the morphological parts of words
• Cell differentiation occurs many times during development of a multicellular organism giving rise to a diversity of cell types.
• Organs work together as a system to perform common functions.
• The pattern of form following function is reflected at all biological levels of organization.. / ESSENTIAL QUESTIONS:
• How can the knowledge of language help us to communicate and understand?
• How can affixes and root words be used to determine the meaning of new vocabulary or content terminology?
• Organisms share common characteristics of life.
• How is structure related to function at all biological levels of organization??

VOCABULARY: Appendicular skeleton, articulation, axial skeleton, callus, cancellous bone, cartilage, compact bone, endochondral ossification, intramembranous ossification, foramen, girdle, osteon, lamellae, ligaments, matrix, ossification, paranasal sinus, synovial fluid, tendons, trabecula, long bones, short bones, flat bones, irregular bones, epiphysis, diaphysis, articular cartilage, growth plate, periosteum, endosteum, osteocytes, osteoblasts, oteoclasts

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
• Apply word analysis skills (e.g.: syllabication, root words, prefixes, suffixes, inflectional endings) to read and unlock meaning of words.
• Use the knowledge of language, including word origins and morphology to unlock meaning of specialized vocabulary across disciplines.
• Develop an increasingly sophisticated working vocabulary including specialized vocabulary from academic content areas.
• Identify and describe various ways models are used to explain, interpret, and predict, biological phenomena/systems.
• Cite examples of how structure is related to function at all biological levels of organization.
• Compare and contrast the structural and functional similarities and differences among living things.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
• Lab practicums
• Color plates
• Lab 9: Pectoral Girdle/Upper Limb
• Pectoral Girdle/Arm Checkpoint
• Pectoral Girdle/Arm Lab Practicum
• Pectoral Girdle/Arm Quiz
• Lab 9: Pelvic Girdle/Lower Limb
• Pelvic Girdle/Leg Checkpoint
• Pelvic Girdle/Leg Lab Practicum
• Pelvic Girdle/Leg Quiz / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage:
• Have students discuss the general features of the bones of the skull and the functions they serve
• Class discussion followed by notes
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
• Verbally quiz students on the names of bones and the classification of bones as to whether its part of the axial or appendicular skeletons, the type of bone (long, short, flat or irregular), and whether it is compact or cancellous bone or a combination or the two.
• Verbally quiz students on the names of bones of the skull and the related bone markings.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
• Verbal quizzing
• Video: Bones / MATERIALS AND RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Models
CONTENT AREA READING:
Chapter 6 The Skeletal System: Bones and Joints / INTERVENTIONS:
• Student portfolios
• Extended time for homework and tests, if IEP, Service agreement or special circumstances
• Alternative assignments, if IEP, Service agreement or special circumstances
• Tutoring
• College Access
• Supplemental websites / ASSIGNMENTS:
• Tests
• Quizzes
• Labs
• Notebook Check
• Worksheets
• Color plates
• Lab 9: Pectoral Girdle/Upper Limb
• Pectoral Girdle/Arm Checkpoint
• Pectoral Girdle/Arm Lab Practicum
• Pectoral Girdle/Arm Quiz
• Lab 9: Pelvic Girdle/Lower Limb
• Pelvic Girdle/Leg Checkpoint
• Pelvic Girdle/Leg Lab Practicum
• Pelvic Girdle/Leg Quiz
• Warm-ups, which include a reflection of what was learned that day.