Name Grischow/Matcuk Date 9/22/2014 Length of Lesson 19 periodsContent Area Human Anatomy & Physiology
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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.
PERFORMANCE TASK:
• Etymology worksheets
• Color plates
• Video WS
• Modeling
• Microviewer lab on muscle & nerve tissue
• Content Review questions 15-18.
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others:

INSTRUCTIONAL
PROCEDURES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others:
Do Now: Warmup question & answer / anatomy word of the day & definition.
Describe usage:
• Have students discuss the types of tissues found in the body and the functions they serve
• Class discussion followed by notes
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
MATERIALS AND
RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Models
CONTENT AREA
READING:
Chapter 4 Tissues,
Glands & Membranes
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.