WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 04/01/2013
Edline was updated this week:
Length of Lesson 57 periodsContent Area Human Anatomy & Physiology
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
Nervous System - Special Senses
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:
Action potential, cerebellum, cerebrum, diencephalon,
ganglion, medulla oblongata, meninges, neuroglia, neuron,
neurotransmitter, synapse, afferent, efferent, CNS, PNS,
somatic, autonomic, sympathetic, parasympathetic, axon,
dendrite, myelin, acetylcholine, acetylcholinesterase, saltatory
conduction, depolarization, repolarization, reticular
formation, cerebrospinal fluid, ventricles, dura mater,
arachnoid, pia mater, subarachnoid space, choroid plexus,
cranial nerves, spinal nerves, encephalitis, tetanus, cerebral
vascular accident, plexus. ciliary body, cochlea, cornea,
cupula, endolymph, iris, labyrinth, macula, perilymph, pupil,
retina, sclera, taste bud, tunic, mechanoreceptors,
chemoreceptors, photoreceptors, thermoreceptors,
nociceptors, special senses, general senses, rods, cones
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 98, 99 & 100
• Eyewitness Video - Sight
• Clinical Focus: Eye and Ear Disorders
• Lab: The Ear & Hearing & Balance, Taste, Smell & Touch
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:
• Describe the structure of the
ear and the function of its
components.
• Describe the location and
general function of the outer,
middle and inner ear.
• Compare and contrast the 3
compartments and their
functions of the ear.
• Relate and apply how the eye
and ear work together and with
other systems of the body to
maintain balance.
Projector
Power Point
Lap top
DVD
Worksheets
Lab Equipment
Models
CONTENT AREA
READING:
Chapter 9 The Senses
Color Plates 98, 99 &
100
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.
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;
• Review nervous tissue of the
eye and ear and their functions.
• Learn eye and ear parts and
their functions and how they
interact with each other.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
• Verbal quizzing
• Hearing tests
• Balance tests
• Taste tests
• Touch tests