WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 01/14/2013
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:
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..
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
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??
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
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others:
PERFORMANCE TASK:
• Etymology worksheets
• Color plates & question sheets
• Etymology Quiz
• Checkpoint understanding worksheet
• Head/face muscle quiz
• Cat dissection - skinning the cat
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others:
•
•
•
•
•
•
•
Describe usage:
• ID & Explain the muscle
movements of the face and neck.
• ID & Explain the muscle
movements of the ventral and
dorsal trunk.
Projector
Power Point
Lap top
DVD
Worksheets
Lab Equipment
Models
CONTENT AREA
READING:
Chapter 7 The Muscular
System
Scaffolding used:
#1. Provide Visual Support
#2 . Build on Prior Knowledge
Others:
Describe usage:
• Verbally quiz students on
facial muscles on class model.
• Have students identify how a
facial muscle was named based
on shape, orientation, location,
size, number of origins and
action.
• Verbally quiz students on
trunk muscles on class model.
• Have students identify how a
trunk muscle was named based
on shape, orientation, location,
size, number of origins and
action.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
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
• Color plates
• Warm-ups, which include a
reflection of what was
learned that day.
• Color plates 51 (top 1/2),
55, 56 & 69
• Trunk Muscles
Checkpoint
• Verbal quizzing
• Demonstration of movements
• Cat Dissection