WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Grischow/Matcuk Date 10/08/2012 Edline was updated this week: Length of Lesson 15 periodsContent Area Human Anatomy & Physiology My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC: Etymology; Integumentary 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: Acne, arrector pili, basal cell carcinoma, carotene, chicken pox, decubitis, debridement, dermis, eczema, epidermis, first-degree burn, genital herpes, hair, hypodermis, impetigo, keratinization, malignant melanoma, melanin, nail, psoriasis, ringworm, rubella, rubeola, sebaceous gland, second-degree burn, shingles, stratum, squamous cell carcinoma, sweat gland, third-degree burn, venous thrombosis, vitamin D, warts 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 • Content Review Questions • Modeling • Burns Worksheet • Diseases of the Skin • Integumentary System Study Guide • Integumentary System Test 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 types of tissues found in the skin and the functions they serve • Class discussion followed by notes Projector Power Point Lap top DVD Worksheets Lab Equipment Models CONTENT AREA READING: Chapter 5 The Integumentary System Scaffolding used: #1. Provide Visual Support #2 . Build on Prior Knowledge Others: Describe usage: • Verbally quiz students on the types of tissues found in the epidermis, dermis and hypodermis and have then observe, draw and label a cross section of several skin types. • Students will apply their knowledge of the skin layers to determine the degree of burns and how to calculate the extent of burns using the rule of 9's. • Students will identify the causes and effects of different skin disease. Other techniques used: • Modeling • Verbal quizzing MINI LESSON: 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 • Burns Worksheet • Diseases of the Skin • Integumentary System Study Guide • Integumentary System Test • Warm-ups, which include a reflection of what was learned that day. • • • • • • Modeling Verbal quizzing Checkpoint Review Skin Lab Diseases of the Skin Burns