WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Grischow/Matcuk
Date 10/01/2012
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
• Skin Checkpoint Review
• Skin Lab 9
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others:
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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
• Warm-ups, which include a
reflection of what was
learned that day.
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Modeling
Verbal quizzing
Checkpoint Review
Skin Lab
Diseases of the Skin
Burns