Name Grischow/Matcuk Date 9/03/2012 Length of Lesson 19 periodsContent Area Human Anatomy & Physiology
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LESSON TOPIC:Introduction to etymology;
Introduction to the Human Body
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.
• Through a variety of mechanisms organisms seek to maintain a biological balance between their internal and external environments.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Course Requirements and expectations of the students
• Safety rules of the classroom and in the lab
• 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: Anatomical position, anatomy, anterior, deep, distal, dorsal, etiology, etymology, frontal plane, homeostasis, inferior, lateral, medial, mesentery, negative feedback. physiology, positive feedback, posterior, proximal, sagittal plane, serous membrane, superficial, superior, tissue, transverse plane, ventral
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.
PERFORMANCE TASK:
• Etymology worksheets
• Color plates
• Labs
• Modeling
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others:

• Study Guide
INSTRUCTIONAL
PROCEDURES:
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others:
Describe usage: Discussion of safety rules and course requirements and expectations.
Define anatomy and physiology; define and explain homeostasis; describe the 7 levels of organization & give the major characteristics of each.
Scaffolding used:
#1. Provide Visual Support
#2 . Build on Prior Knowledge
Others:
Describe usage: Verbally quiz students on the anatomical terms and planes, model the terms and planes and then have the students apply this knowledge to locations of body parts in relation to other body parts.
Other techniques used:
• Modeling
• Verbal quizzing
MINI LESSON:
• Modeling
• Verbal quizzing
MATERIALS AND
RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Models
CONTENT AREA
READING:
Chapter 1 Introduction to the Human Body.
INTERVENTIONS:
• 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
ASSIGNMENTS:
• Tests
• Quizzes
• Labs
• Notebook Check
• Worksheets
• Color plates
• Warm-ups, which include a reflection of what was learned that day.