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:
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•
•
•
•
•
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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.