Woodland Hills High School Lesson Plan s13

WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template

Name Grischow/Matcuk Date 02/09/2015 Length of Lesson 57 periodsContent Area Human Anatomy & Physiology Edline was updated this week: My Class website was updated this week:

STAGE I – DESIRED RESULTS LESSON TOPIC: BIG IDEAS: Etymology; (Content standards, assessment anchors, eligible content) objectives, and skill Muscular System 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. • Eukaryotic cells can differentiate and organize making it possible for multicellularity. • Through a variety of mechanisms organisms seek to maintain a biological balance between their internal and external environments.

UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: • How can the knowledge of language help us to communicate Students will understand: and understand? • How changes in word parts affect meaning; • How can affixes and root words be used to determine the • How to decipher the meaning of medical terminolgy by analyzing both the phonetic and the morphological parts of words meaning of new vocabulary or content terminology? • Cell differentiation occurs many times during development of a multicellular • Organisms share common characteristics of life. organism giving rise to a diversity of cell types. • How is structure related to function at all biological levels of • Organs work together as a system to perform common functions. organization?? • The pattern of form following function is reflected at all biological levels of organization..

VOCABULARY: Aerobic respiration, anaerobic respiration, STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): antagonist, insertion, isometric contraction, isotonic contraction, motor unit, muscle twitch, myofibril, Students will be able to: myofilament, neuromuscular junction, origin, oxygen • Apply word analysis skills (e.g.: syllabication, root words, debt, sarcomere, sliding filament mechanism, prefixes, suffixes, inflectional endings) to read and unlock synergist, contractility, excitability, extensibility, meaning of words. elasticity, epimysium, endomysium, perimysium, • Use the knowledge of language, including word origins and fascia, resting membrane potential, repolarization, morphology to unlock meaning of specialized vocabulary depolarization, action potential, neurotransmitter, across disciplines. recruitement, tetanus, rigor mortis, prime mover, • Develop an increasingly sophisticated working vocabulary aponeuroses, acetylcholine including specialized vocabulary from academic content areas. • Identify and describe various ways models are used to explain, interpret, and predict, biological phenomena/systems. • 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 FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Summarizing Main Ideas • Etymology worksheets #2. Open Ended Questions • Color plates & question sheets #3. Exit Tickets • Etymology Quiz Others: • Checkpoint understanding worksheet • Arm Muscle Checkpoint Arm Muscle Quiz • Arm Muscle Cat dissection

STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: • Student portfolios • Tests Active Engagements used: • Projector • Extended time for • Quizzes #1. Note-Taking • Power Point homework and tests, if IEP, • Labs #2. Think-Pair-Share • Lap top Service agreement or special • Notebook Check Others: • DVD circumstances • Worksheets • Worksheets • Alternative assignments, if • Color plates Describe usage: • Lab Equipment IEP, Service agreement or • Warm-ups, which include a • ID & Explain the muscle • Models special circumstances reflection of what was movements of the arm. • Cat Muscles handout • Tutoring learned that day. • College Access • Arm Muscles Checkpoint • Supplemental websites • Medical Career Student Presentations Scaffolding used: CONTENT AREA #1. Provide Visual Support READING: #2 . Build on Prior Knowledge Others: Chapter 7 The Muscular System Describe usage: • Verbally quiz students on trunk muscles on class model. • Have students identify how an arm muscle was named based on shape, orientation, location, size, number of origins and action.

Other techniques used: • Modeling • Verbal quizzing

MINI LESSON: • Modeling • Verbal quizzing • Demonstration of movements • Cat Dissection