WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Grischow/Matcuk Date 9/10/2012 Edline was updated this week: Length of Lesson 19 periodsContent Area Human Anatomy & Physiology My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC: Etymology; Histology: Tissues, Glands and Membranes 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. • Structure is related to function at all biological levels of organization 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 • Biological levels of organization from smallest to largest include: atoms, molecules, organelles, cells, tissues, organs, organ systems, multicellular organisms, populations, and communities. • The pattern of form following function is reflected at all biological levels of organization.. VOCABULARY: Edema, connective tissue, epithelial tissue, extracellular matrix, gland, inflammatory response, mucous membrane, muscle tissue, nervous tissue, serous membrane, tissue, tissue repair, squamous, simple, stratified, pseudostratified, columnar, cuboidal, transitional, adipose, chondrocyte, neoplasm, malignant, benignl 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. • 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: • Etymology worksheets • Color plates • Chapter Packet • Video WS • Modeling • Microviewer lab on epithelial tissue FORMATIVE ASSESSMENTS: #1. Summarizing Main Ideas #2. Open Ended Questions #3. Exit Tickets Others: • Content Review questions 1-8 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 body and the functions they serve • Class discussion followed by notes Projector Power Point Lap top DVD Worksheets Lab Equipment Models CONTENT AREA READING: Chapter 4 Tissues, Glands & Membranes Scaffolding used: #1. Provide Visual Support #2 . Build on Prior Knowledge Others: Describe usage: • Verbally quiz students on the types of epithelial tissue and have then observe, draw and label tissue types. Other techniques used: • Modeling • Verbal quizzing MINI LESSON: • Modeling • Verbal quizzing • Microviewer lab on epithelial tissue 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.