WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 12/31/2012
Edline was updated this week:
Length of Lesson 7 periodsContent Area Human Anatomy & Physiology
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
Medical Careers
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and
skill focus)
• Information to gain or expand knowledge can be acquired through a
variety of sources.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Research is an inquiry based process.
• Informational sources have unique purposes.
• Validity of information must be established.
• Organization of information facilitates meaning.
VOCABULARY: Personality, skills, education, salary, work
environment, job outlook, any terms related to their topic
ESSENTIAL QUESTIONS:
• How do we use information gained through research to
expand knowledge?
• How can our knowledge and use of the research process
promote lifelong learning?
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
• Develop and refine a research question or thesis
statement.
• Develop search procedures to locate and gather
information from traditional sources (libraries) as well as
electronic databases, data sets and other electronic
reference materials.
• Analyze and evaluate information from sources for
relevance to the research question, topic or thesis.
• Synthesize information gathered from a variety of
sources.
• Evaluate information from a variety of reference sources
for its relevance to the research question, topic or thesis.
• Critically evaluate primary and secondary sources for
validity, perspective, bias, and relationship to topic.
• Document sources of information, including references
and works cited, using an appropriate style (e.g.: MLA,
APA, Chicago).
• Follow the conventional style for the type of document
and use page formats, fonts and spacing that contribute to
the readability and impact of the document.
• Cite all sources properly when quoting, paraphrasing or
summarizing.
STAGE II – ASSESSMENT EVIDENCE
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others:
PERFORMANCE TASK:
• Create a PowerPoint presentation
• Oral presentation
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others:
• Internet
o www.bls.gov
o www.acinet.org
o www.eric.ed.gov/
o www.careerbuilder.com
o www.rileyguide.com
owww.employmentguide.com
o www.doleta.gov
• Personal interview
• Library books
Describe usage:
• Have students describe what
skills are needed in this career
• Have students describe what
personality traits are needed in
this career
• Have studentslist the
education needed for entry level
openings in this career
• Have students list a salary
range that one could expect if
employed in this career
• Have studentsdescribe the
work environment and future
outlook for employment
opportunities
Scaffolding used:
#1. Provide Visual Support
#2 . Graphic Organizers
Others:
Describe usage:
• Verbally quiz students on
chosen topic.
• Have students present their
research and critique other
student presentations.
Other techniques used:
• Rubric
MINI LESSON:
• Ability to answer questions
during oral presentation
• PowerPoint follows rubric
CONTENT AREA
READING:
Topic specific - Medical
careers
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.
• CP 46, 47 and 48
• Medical Career
PowerPoint