WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 12/17/2012
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
Cat Dissection
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
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??
(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.
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
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
• Cat dissection
• Color plates
• Content Review Questions
• Muscle Anatomy Checkpoint
• Etymology Quiz
• Midterm review
• Midterm
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others:
•
•
•
•
•
•
•
Describe usage:
• Have students compare the
types of muscle tissues, including
characteristics and their
functions.
• Small groups work on skinning
the cat.
• Explain the various body
movements, types of muscles and
locations that go into the naming
of muscles.
Scaffolding used:
#1. Provide Visual Support
#2 . Build on Prior Knowledge
Others:
Describe usage:
• Verbally quiz students on
muscle structure and function
and have them differentiate
between the muscle types.
• Have students identify how a
muscle was named based on
shape, orientation, location, size,
number of origins and action.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
• Verbal quizzing
Projector
Power Point
Lap top
DVD
Worksheets
Lab Equipment
Models
CONTENT AREA
READING:
Chapter 7 The Muscular
System
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.
• Chapter 7 Content Review
questions.
• Muscle Anatomy
Checkpoint
• Muscle Anatomy Quiz
• Midterm review
• CP 46, 47 and 48
• Midterm
• Cat dissection
• Demonstration of movements