WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 04/29/2013
Edline was updated this week:
Length of Lesson 8 periodsContent Area Human Anatomy & Physiology
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:Organ Trail Project
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:
1. Lungs
2. Larynx/Vocal Cords
3. Kidney
4. Liver
5. Pancreas
6. Gall Bladder
7. Stomach
8. Small Intestine
9. Large Intestine
10. Spleen
11. Urinary Bladder
12. Ovaries
13. Uterus
14. Testes
15. Adrenal Glands
16. Hypothalamus
17. Pituitary
18. Thymus
19. Thyroid/Parathyroid
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
PERFORMANCE TASK:
• Etymology worksheets
• Organ Trail Project Rubric
• Create a "Wanted Poster" for the chosen organ
• Write a report on the chosen organ.
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others: Graphic Organizers
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Compare Contrast
Others: Note taking,
summarizing
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Describe usage:
• Compare the structures and
functions of the chosen organ.
• Explain the structure and
function of the chosen organ
• Analyze how disruptions in the
fuinction of the organ can lead to
disease
• Identify the system to which
your organ belongs and describe
how it works with other organ
systems.
Scaffolding used:
#1. Provide Visual Support
#2 . Build on Prior Knowledge
Others:
Projector
Power Point
Lap top
DVD
Worksheets
Lab Equipment
Models
CONTENT AREA
READING:
Chapters in text related
to organ system
"The Human Body"
textbook
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
• Notebook Check
• Warm-ups, which include a
reflection of what was
learned that day.
• Create a "Wanted Poster"
for the chosen organ
• Write a report on the
chosen organ.
Describe usage:
• Apply etymology to build
vocabulary and to determine the
meaning of new words based on
the word parts;
• Learn how the organ functions
in the body to maintain
homeostasis.
Other techniques used:
• Modeling
• Warm-up – clearly defined
objective
• Etymology
• Oral and written response
activities
• Use models class models.
MINI LESSON:
• Organ trail Poster and report