WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 11/19/2012
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:
Etymology;
Skeletal 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.
• New cells arise from the division of pre-existing cells.
• 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: Appendicular skeleton, articulation, axial
skeleton, callus, cancellous bone, cartilage, compact bone,
endochondral ossification, intramembranous ossification,
foramen, girdle, osteon, lamellae, ligaments, matrix,
ossification, paranasal sinus, synovial fluid, tendons,
trabecula, long bones, short bones, flat bones, irregular
bones, epiphysis, diaphysis, articular cartilage, growth plate,
periosteum, endosteum, osteocytes, osteoblasts, oteoclasts
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
PERFORMANCE TASK:
• Lab practicums
• Color plates
• Lab 9 Pectoral girdle & Upper appendages
• Pectoral girdle and Upper Appendages Checkpoint
• Pectoral Girdle and Upper Appendages Lab Practicum
• Pectoral Girdle and Upper Appendages Quiz
• Lab 9 Pelvic girdle & Lower appendages
•
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others:
•
•
•
•
•
•
•
Describe usage:
• Have students discuss the
general features of the bones of
the skull and the functions they
serve
• Class discussion followed by
notes
• Have students discuss the
general features of the bones of
the pectoral girdle and the upper
appendages and the functions
they serve
• Class discussion followed by
notes
• Class discussion followed by
notes
• Have students discuss the
general features of the bones of
the pelvic girdle and the lower
appendages and the functions
they serve
• Class discussion followed by
notes
Scaffolding used:
#1. Provide Visual Support
#2 . Build on Prior Knowledge
Others:
Describe usage:
• Verbally quiz students on the
names of bones and the
classification of bones as to
whether its part of the axial or
appendicular skeletons, the type
of bone (long, short, flat or
irregular), and whether it is
compact or cancellous bone or a
combination or the two.
• Verbally quiz students on the
names of bones of the pectoral
Projector
Power Point
Lap top
DVD
Worksheets
Lab Equipment
Models
CONTENT AREA
READING:
Chapter 6 The Skeletal
System: Bones and Joints
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
• Lab 9 Pectoral girdle &
Upper appendages
• Pectoral girdle and Upper
Appendages Checkpoint
• Pectoral Girdle and Upper
Appendages Lab Practicum
• Pectoral Girdle and Upper
Appendages Quiz
• Lab 9 Pelvic girdle &
Lower appendages
• Warm-ups, which include a
reflection of what was
learned that day.
girdle and the upper appendages
and related bone markings.
• Verbally quiz students on the
names of bones of the pelvic
girdle and the lower appendages
and related bone markings.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
• Verbal quizzing