WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 04/22/2013
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
PERFORMANCE TASK:
• Etymology worksheets
• Color plates
• Graphic organizer
• Heart dissection lab
• Blood pressure lab
• Observation of open heart surgery @ AGH
• "Pumps your blood" sing along
• Review worksheets
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: Partnering, note taking,
cooperative education,
summarizing
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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