UBD Lesson Plan Template – Stage 1 Desired Results
Grade/Subject:
Title:
12th Grade Human Anatomy & Physiology
Anatomical & Physiological Aspects of the Human Body
Teacher(s):
Length of Time Unit:
Date the Unit
was reviewed:
Summary of the
Unit:
Kasey Reed
2-3 weeks, or depending on the school scheduling format
This unit will teach students the first five standards of human anatomy and
physiology. The unit is centered on the anatomical structures of the human
body. The unit discusses each system as they relate to the functions they
provide.
Standards
Number
SAP1
SAP2
SAP3
SAP4
SAP5
Title of Content Standard
Students will analyze anatomical structures in relationship to their
physiological functions.
Students will analyze the interdependence of the integumentary, skeletal, and
muscular systems as these relate to the protection, support, and movement of
the human body.
Students will assess the integration and coordination of body functions and
their dependence on the endocrine and nervous systems to regulate
physiological activities.
Students will analyze the physical, chemical, and biological properties of
process systems as these relate to transportation, absorption, and excretion,
including the cardiovascular, respiratory, digestive, excretory, and immune
systems.
Students will analyze the role of the reproductive system as it pertains to the
growth of humans.
Understandings:
Essential Questions:
Students will understand or know how to……
[Learning outcomes]
Unit concepts that reside at the heart of the
subject. Ex. What was the position of the
characters in this story?
 What do the terms anatomy and
physiology mean and how are they
related?
 What are the major characteristics of
life?
 What are the different levels of
organization of the human body?
 What are the major organ systems and
what are the organs associated with
each?
 How is chemistry important in living
things?
 How do molecules make our bodies
move and function in everyday life?
 How do cells differ from one another?
 What tissues make up the human body?
 What are the layers of the skin?
 How are bones classified according to
their shapes and what are examples of
each group?
 How do muscles contract?
 What are the general functions of the
nervous system?
 How are hormones important to the
endocrine system?
 What are the organs in the
cardiovascular and lymphatic systems?
 How does the digestive system break
down food?
 What are the functions of the organs in
the urinary system?
 What are the functions of both the male
and female reproductive systems?
Students will understand that…
 certain physiological functions depend on
anatomical structure
 each bodily system functions together to
make one organism (the human body)
 bodily systems carry out and maintain
certain functions
 the integumentary, skeletal, and muscular
systems relate to the protection, support,
and movement of the human body
 the endocrine and nervous systems
regulate physiological activities
 the cardiovascular, respiratory, digestive,
and excretory systems relate to
transportation, absorption, and excretion of
human properties
 the reproductive system pertains to the
growth and development of human


How does the body work together to
carry out the important functions in life?
How do living things function?
Knowledge:
Skills:
Students will need to know:
Students will need to do:
Students will need to know…
1. The structure of the integumentary system
to its functional role in protecting the body
and maintaining homeostasis.
2. The interactions among hormones, senses,
and nerves which make possible the
coordination of the functions of the body.
3. The effects of aging on body systems.
4. The conditions that change normal body
functions and how the body responds.
Students will need to:
1. Apply correct terminology when
explaining the orientation of body parts
and regions.
2. Explain the role of homeostasis and its
mechanisms as these relate to the body
as a whole.
3. Describe how structure and function are
related in terms of cell and tissue types.
4. Explain how the skeletal structures
provide support and protection for
tissues, and function together with the
muscular system to make movements
possible.
5. Describe how the body perceives
internal and external stimuli and
responds to maintain a stable internal
environment.
6. Describe the chemical and physical
mechanisms or digestion, transportation,
and absorption within the body to
change food to energy.
7. Analyze and explain the relationships
between the respiratory and
cardiovascular systems.
8. Explain how functions of the
reproductive organs are regulated.
9. Describe the stages of embryology.
10. Describe the stages of development
from birth to adulthood.
UBD Lesson Plan – Stage 2 - Evidence of Learning
Performance Task
Title of Content Standard:
GOAL
To examine and teach the skeletal system of the human body.
ROLE
Each student will become archeologists who are in search for skeletal
remains of a human body that was lost long ago in Africa. One part of
the class will search for bones in the appendicular skeletal system
while the other part of the class searches for the bones located in the
axial skeletal system. The class will then combine to put these parts of
the skeletal system into one complete skeleton.
AUDIENCE
12th grade Human Anatomy students
SITUATION
Students, through imagination and creativity, will leave their normal
classroom and explore certain areas of Africa. Each student will take
on the role of investigators and archeologists. A body has been
missing for nearly 80 years in the Sahara desert and it is up to the
students to find the complete remains of their skeletal system. Once
they have found the complete skeletal system they must put the
skeleton together as an entire system.
PRODUCT, PERFORMANCE AND PURPOSE
This particular project will be completed over a one-week span. The
class will be divided into two different groups. There will be six
members in each group. Four members of the group are the actual
archeologists searching for lost bones; the other two members will
serve as reporters, giving a detailed, play-by-play report of each bone
found, using their imagination to be creative to come up with where
each bone was found and how the group went about retrieving it.
Group A will be archeologists searching for the axial skeleton
components while Group B will search for the appendicular skeleton
components. The students will use a webquest, a web based inquiry,
to search for different parts of the skeletal system. Once the students
have found the entire list of bones for their particular part of the
skeletal system, they will cut them out or draw them, etc. It is the
group’s job to be creative. The students have until Friday to complete
their individual assignments. Once both groups have completed this
part of the task, they will come together to compile the completed life
size skeleton. On this Friday, the students will come in dressed as
they are archeologists (hat, vest, boots, etc) or news reporters. They
will put together the long lost skeletal remains. They will use our
bulletin board as the “investigation table”, to display their wonderful
finds. Once the students have a completed skeletal system their
mission will be complete. Their skeleton must be formed together, with
each bone in the appropriate place.
STANDARDS AND CRITERIA
SAP2- Students will analyze the skeletal system as it relates to the
protection, support, and movement of the human body. The students
are learning the entire unit of the skeletal system. Students are
learning to work together as a group by using creativity, logic, and
grouping skills. Students will be able to recognize bones and be able
to place them where they need to be in the skeletal system.
Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
Worksheet A- Completing the Axial Skeletal System
Worksheet B- Completing the Appendicular Skeletal System
Test- Over the complete skeletal system; labeling the entire skeleton
Self-Assessment
Student Self-Assessment and Reflection
Students will grade each other on how well they worked in a group. At
the end of the assignment they will write me a reflection paper on their
experience. They will give me feedback, either positive or negative, on
how they felt about the project.
Rubric for Performance-Based Assessment
RUBRIC FOR THE PERFORMANCE TASK
List Criterion
Overall
Knowledge of
Skeletal
System
Creativity
(For Friday’s
Dress
Particiaption)
Technology
Beginning
0-3 points
Not all bones
were located
and they
were not
placed in the
correct
position on
the
completed
skeleton.
The student
did not
partake in the
dress-up
activity at
all. There
was no
costume or
dress up.
Developing
4-6 points
Only 90% of
the bones were
located and
not all of the
bones were
placed in the
correct
position on the
skeleton.
Accomplished
7-8 points
All of the bones
were located
and placed in
the correct
position on the
skeleton model.
The student
wore a partial
outfit, with
several pieces
of the outfit
missingalmost as if
they just threw
something
together in the
morning.
The student was
well prepared.
The student met
the requirement
of dressing up.
The student
looked the part
of the character
they portrayed.
The students
The students
The students
Exemplary
9-10 points
All of the
bones were
located and
placed neatly
in the correct
position on the
skeleton; the
completed
skeleton is
very organized
The student
went well
beyond the
expectations
of this
activity. They
completely
dressed the
part of the
character they
portrayed,
acting the part
as well.
The students
Score
Use
were
absolutely
clueless on
how to use
the web and
technology
to complete
their project
had limited
knowledge on
how to use the
web and
technology to
complete the
project.
used the web
and technology
effectively
when creating
their project.
Group Work
The student
did not work
together with
his/her group
at all. The
student
caused
problems and
could not
work well
with others.
The student
was part of the
group but
relied mainly
on his/her
teammates to
pick up the
responsibility
of their work.
The student
worked well
with others,
doing the things
required without
being asked.
went well
beyond their
technology
use. They not
only used the
web and
technology to
create their
project, but
they used even
the smallest
applications to
make an
outstanding
project.
The student
kept his/her
group
together.
They were the
team leader
and pulled
everything and
everyone
together. The
student
listened to
suggestion and
work
cooperatively
with all group
members.
UBD Lesson Plan- Stage 3-WHERETO
Learning Plan (Stage 3)
Where, Why, & What
Goals:
Students will gain knowledge of the skeletal system.
Students will be able to explain the functions of the skeletal system.
Students will analyze the skeletal system as it relates to protection, support, and movement of the human
body.
Students will be able to understand essential questions and ideas within the unit:
1) How are bones classified according to their shapes and what are examples of each?
2) How is the skeletal system broken down?
3) What are the bones of the axial skeletal system and appendicular skeletal system?
4) What are the bones of the skull?
5) How are the three sections of bones in the hands and feet broken down?
6) How is the skeletal system important in our human body?
7) What are the main functions of our skeletal systems?
8) How does the skeletal system enable us to function?
Students will be given a schedule of the requirements of the unit. (See Calendar)
Expectations:
To understand these goals, students will read the chapter, participate in group activities,
and listen to oral lecture for content; complete a webquest for the technology of the
class, and ultimately, and the students will use a graphic organizer to engage their
minds in the content area.
Relevance and Value:
To use information accurately and creatively:
The students use oral instruction, chapter readings, graphic organizers, interactive lessons and
research from electronic sources and webquests to compile a complete knowledge of the skeletal
system.
Diagnosis:
Prerequisite skills
 Knowledge of other body systems
 Prior instruction of basic skeletal system terms
 A somewhat understanding of the skeletal system and how the body functions
 Be able to understand the chapter and successfully completed the end of chapter review
Evaluate what students know about the compiling a skeletal system from a variety of missing bones.
(Logical Entry Point)
Evaluate what students know about information found on the internet to see if they can follow instruction
and complete a project within a group. ((Aesthetic & Narrative Entry Points)
Evaluate their current knowledge of the content material by class discussions the interactive boards.
(Foundational & Experiential Entry Points)
Hook & Hold
Begin by asking “What makes our body’s move and function?” We will discuss the main parts of the skeletal
system orally and see visual aspects of the system. We will start with the basic elements of the skeletal
system. The students will start with two graphic organizers. The students will be given copies of the graphic
organizer that they must complete on their own. The first graphic organizer will be for a lower order of
learning with the second organizer being for a higher order of learning. The students will complete these at
their desk and then they will come to the interactive board and complete the organizer. This will allow the
students to touch and move the objects that are needed to move. (Aesthetic, Narrative, Logical, &
Experiential Entry Points)
-The first graphic organizer will be that of a lower order of learning. This is a very simple organizer based on
the skeletal system. The students should be able to identify which objects relate to the skeletal system.
There are several different images located on the page; some objects relate to the skeletal system and others
do not. The students should be able to decide correctly which images belong to the correct category.
(Aesthetic, Narrative, Logical, & Foundational Entry Points)
-The next graphic organizer will be that of a higher order of learning. This is a more complex organizer based
on the skeletal system. Here the students will be required to know the structure and descriptions of four of the
major bones in the skull. The bones that students will have to describe include the parietal bone, temporal
bone, occipital bone, and frontal bone. (Aesthetic, Narrative, Logical, & Foundational Entry Points)
- After students complete these graphic organizers on their own, we will use the interactive board to allow
students to come up and complete the assignment. This allows all students to be engaged in the activity.
-Interactive Lessons include: labeling, dragging items to the correct location, and matching. (All Entry Points)
- Then have the students label an entire skeleton with all of the main bones. (Aesthetic, Logical, Foundational,
& Experiential Entry Points)
Explore & Equip
Read the chapter discussing the skeletal system. (Narrative Entry Point)
Students should take individual notes on the chapter. (Narrative Entry Point)
Lecture and discussion through a visual learning opportunity (Narrative & Aesthetic Entry Points)
Students will use graphic organizers to engage their minds about the content of the system. (Aesthetic,
Narrative, Logical, & Foundational Entry Points)
Interactive/smartboard activities including labeling, stating, and hands on touching (Aesthetic, Narrative,
Logical, Foundational, and Experiential Entry Points)
Students will use the interactive boards to re-create the graphic organizers. (Aesthetic, Logical, Foundational,
Experiential Entry Points)
Practice labeling skelteons as a class (Logical & Foundational Entry Points)
Introduce learning content in Graphic Organizers, PowerPoint presentation/Interactive board presentation for
the foundations and principles of the skeletal system(Aesthetic & Narrative Entry Points)
Components:
Break down parts of the skeletal system: Axial & Appendicular
Discuss functions of the skeletal system as a whole
Labeling bones
View Video “How Bones Move: Bone Song” (Aesthetic Entry Point)
Introduce worksheet to help with labeling and knowledge of the bones.
Students can also view the websites and webquests on the topic of Anatomy/Skeletal System. (Aesthetic,
Narrative, Experiential Entry Point)
http://teacherweb.com/WQ/HighSchool/SkeletalSystem
http://www.mnsu.edu/emuseum/biology/humananatomy/skeletal/skeletalsystem.html
http://anatowiki.wetpaint.com/page/Axial+skeleton?t=anon
http://www.bio.psu.edu/people/faculty/strauss/anatomy/skel/skeletal.htm
Rethinking , Reflection, & Revision
Students will use two different graphic organizers to get a grasp on certain aspects of this chapter.
Students will examine other articles or journals for content. They will create a summary over what they have
found.
Students will write daily in their anatomy journal based on journal topic for that day.
Students will fill out worksheets to review the different bones of the skeletal system.
Students will research information about one disease that affects the skeletal system and present it to the class
in some way.
Daily, students will come up to the class skeleton and practice reviewing each bone and the function it
provides.
In groups of 6, students will complete a webquest.
Students who finish early can do an additional enrichment activity.
Evaluation & Self-Evaluation
Students will reflect daily on how well they think they are learning. They will tell me at least two things that
they have learned during the day. (Student Evaluation)
After completing the review worksheets, students will grade each other’s work.
Students will grade their own graphic organizers by going back through the book, correcting any mistakes.
Students will complete a webquest over the bones in the skeletal system. (Teacher Evaluation)
In journals and in class discussion students evaluate the questions:
What are the major parts of the skeletal system?
How is the skeletal system important for everyday function?
How does the skeletal system allow the body to move?
What were your strengths when learning about the skeletal system (what was the easiest part to learn)?
What were your weaknesses when learning about the skeletal system (what was the most difficult part to
learn)?
Tailor to student needs
Slow readers:
Verbally explain the steps in completing the graphic organizers.
Given extended time on assignments and shortened reading assignments.
Receive oral instructions and pair them up with a peer that can help them.
Work with them more one on one when looking at the skeletal system.
Scavenger hunt activity/completing a skeleton can be done in groups.
When working on things that need to be read, such as the webquest, break the class into groups.
Hearing impaired:
Receive teacher notes and written instructions of all assignments and discussion items.
Make sure I use visual cues as to what I am wanting.
Make sure I face the class when communicating, so that the students can read my lips.
Attention deficit disorder:
Have their assignments broken down into smaller assignments.
Have a reward system, rewarding them if they stay on task, completing their work on time.
Try to keep them on task.
Decrease the amount of distraction.
Have the child’s desk closer to mine.
Slow Learners:
These students will have extra time to complete the assignment. Some assignments will be modified to these
students depending on their ability. Most of these learners will work with the special education co-teachers as a
group.
Advanced Learners:
These students will be given extra work for when they finish other assignments. These learners will have
“challenge worksheets” to complete. These worksheets are more difficult than normal worksheets. Also, once
a week, these students will research a topic of their choice and write a paper discussing their findings.
Organize learning
See course planning calendar.
We will begin the unit by reading the chapter on the skeletal system. Students will take notes as they read.
Students will complete a WebQuest based on the skeletal system.
Students will complete graphic organizers to introduce the content of the chapter.
We will discuss this chapter by means of an interactive lesson using the graphic organizers. The interactive
lesson will have informative information based on content and it will also consist of interactive activities that
will engage, hook, and hold the students.
Labeling worksheets will be given to each student to keep the student in practice of labeling the bones of the
human skeleton.
Quizzes will be given, just like the labeling worksheets, to review the skeletal system and keep those thoughts
coming back for easy recognition.
The chapter test will encompass everything that the students have learned during the course of the unit. This
test will be one form of assessment.
Unit Plan Schedule for November 2008
Mon
s
Tue
Wed
Thu
Fri
3
Start Unit
Plan
4
Read/Discuss
Chapter
5
Read/Discuss
Chapter
10
Graphic
Organizer
1
Interactive
Lesson
11
Graphic
Organizer 1
Due
Interactive
Lesson
12
Correct
Graphic
Organizer 1
Interactive
Lesson
13
WebQuest
Due
Graphic
Organizer 2
14
Labeling
Worksheets
Graphic
Organizer 2
Due
17
Interactive
Lesson
Plan
18
Interactive
Lesson Plan
with Graphic
Organizers
19
Interactive
Lesson Plan
with Graphic
Organizers
20
Labeling
Practice
21
Labeling
QUIZ
Assign
WebQuest
6
Interactive
WebQuest
Time
7
Interactive
Correct
Graphic
Organizer
2
24
Label on
Skeleton
HW:
Worksheet
31
HW:
Worksheet
HW Due
25
Label on
Skeleton
HW Due
26
Review
Bones
Lesson
Lesson
27
Chapter/Unit
Review
28
Unit/Chapter
TEST