WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Grischow/Matcuk Date 05/03/2013 Edline was updated this week: Length of Lesson 20 periodsContent Area Human Anatomy & Physiology My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC: Heart 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 functions 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 Cells have organized structures and systems necessary to support chemical reactions needed to maintain the living condition. 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 • Chemical reactions and processes necessary for life are carried out in cytoplasm or organelles within a eukaryotic cell’s protoplasm.. 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? • How does life result from cellular structure and function? VOCABULARY: Atrium, atrioventricular node, baroreceptor, bicuspid (mitral) valve, cardiac output, diastole, pulmonary semilunar valve, aortic semilunar valve, sinoatrial node, systole, tricuspid valve, ventricle, pulmonary circulation, systemic circulation, pericardium, pericardial cavity, serous pericardium, parietal pericardium, visceral pericardium (epicardium), myocardium, endocardium, coronary sulcus, superior vena cava, inferior vena cava, pulmonary veins, pulmonary arteries, coronary arteries, thrombus, myocardial infarction, interventricular septum, interatrial septum, chordae tendinae, papillary muscles, intercalated disks, gap junctions, atrioventricular bundle (bundle of His), Purkinje fibers, lubb-dubb, murmur, cardiac output, stroke volume, heart rate 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. • Pose questions and provide evidence-based explanations about understanding and observations of biological phenomena and processes.. STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: #1. Summarizing Main Ideas #2. Open Ended Questions #3. Exit Tickets Others: Graphic Organizers PERFORMANCE TASK: • Etymology worksheets • Color plates • Graphic organizer • Heart dissection lab • Blood pressure lab • "Pumps your blood" sing along • Review worksheets STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: MATERIALS AND RESOURCES: Active Engagements used: #1. Higher Level Thinking Skills #2. Compare Contrast Others: Partnering, note taking, cooperative education, summarizing • • • • • • • Describe usage: • Compare the structures and functions of the veins and arteries. • Explain the structure and function of the conduction system of the heart. • Analyze how disruptions in the conduction sytem of the heart can affect the heart. • Describe the flow of blood through the heart and name each of the chambers and structures theough which the blood passes. Projector Power Point Lap top DVD Worksheets Lab Equipment Models CONTENT AREA READING: Chapters 12 Color Plates INTERVENTIONS: ASSIGNMENTS: • 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 • Tests • Quizzes • Labs • Notebook Check • Worksheets • Warm-ups, which include a reflection of what was learned that day. • Lab Practicum - Heart Dissection Scaffolding used: #1. Provide Visual Support #2 . Build on Prior Knowledge Others: Describe usage: • Apply etymology to build vocabulary and to determine the meaning of new words based on the word parts; • Learn the pathway of blood through the heart, lungs and body. Other techniques used: • Modeling • Verbal quizzing • Warm-up – clearly defined objective • Lecture/Discussion • Etymology • Oral and written response activities • Use models of the heart to examine the flow of blood through the heart. MINI LESSON: • Sheep Heart Dissection • Use model to demonstrate flow of blood through the heart • Use of stethoscope sphygmomanometer • Video: The Circulatory System • Science World: Learning From Bears • Observation of open heart surgery @ AGH