WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Grischow/Matcuk Date 02/16/2015 Length of Lesson 57 periodsContent Area Human Anatomy & Physiology Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
Etymology;
Muscular 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.
• 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: Aerobic respiration, anaerobic respiration, antagonist, insertion, isometric contraction, isotonic contraction, motor unit, muscle twitch, myofibril, myofilament, neuromuscular junction, origin, oxygen debt, sarcomere, sliding filament mechanism, synergist, contractility, excitability, extensibility, elasticity, epimysium, endomysium, perimysium, fascia, resting membrane potential, repolarization, depolarization, action potential, neurotransmitter, recruitement, tetanus, rigor mortis, prime mover, aponeuroses, acetylcholine

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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:
• Etymology worksheets
• Color plates & question sheets
• Etymology Quiz
• Checkpoint understanding worksheet
• Leg Muscle Checkpoint
• Leg Muscle Cat dissection / 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:
• ID & Explain the muscle movements of the leg.
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 trunk muscles on class model.
• Have students identify how an arm muscle was named based on shape, orientation, location, size, number of origins and action.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
• Verbal quizzing
• Demonstration of movements
• Cat Dissection / MATERIALS AND RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Models
• Cat Muscles handout
CONTENT AREA READING:
Chapter 7 The Muscular System / 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
• Warm-ups, which include a reflection of what was learned that day.
• Leg Muscles Checkpoint
• Medical Career Student Presentations