Woodland Hills High School Lesson Plan s12

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

Name Grischow/Matcuk Date 06/01/2015 Length of Lesson 20 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: Digestive System (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 functions 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 • Cells have organized structures and systems necessary to support chemical reactions needed to maintain the living condition.

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 • How does life result from cellular structure and function? • Chemical reactions and processes necessary for life are carried out in cytoplasm or organelles within a eukaryotic cell’s protoplasm.. VOCABULARY: Bile, chyme, colon, defecation, deglutition, STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): duodenum, jejunum, ilium, esophagus, intramural plexus, lacteal, mastication, mucosa, parietal Students will be able to: peritoneum, peristaltic waves, pharynx, visceral • Apply word analysis skills (e.g.: syllabication, root words, peritoneum. canines, premolars, molars, deciduous prefixes, suffixes, inflectional endings) to read and unlock teeth, dentin, enamel, pulp, uvula, salivary glands, meaning of words. pharynx, cardiac sphincter, pyloric sphincter, rugae, • Use the knowledge of language, including word origins and pepsinogen, pepsin, liver, pancreas, cecum morphology to unlock meaning of specialized vocabulary across disciplines. • Develop an increasingly sophisticated working vocabulary 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. • Pose questions and provide evidence-based explanations about understanding and observations of biological phenomena and processes..

STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Summarizing Main Ideas • Etymology worksheets #2. Open Ended Questions • Color plates #3. Exit Tickets • Graphic organizer Others: Graphic Organizers • Review worksheets • Cat dissection - Digestive system • Organ Trail Presentations

STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: • Student portfolios • Tests Active Engagements used: • Projector • Extended time for • Quizzes #1. Higher Level Thinking Skills • Power Point homework and tests, if IEP, • Labs #2. Compare & Contrast • Lap top Service agreement or special • Notebook Check Others: Partnering, note taking, • DVD circumstances • Worksheets cooperative education, • Worksheets • Alternative assignments, if • Warm-ups, which include a summarizing • Lab Equipment IEP, Service agreement or reflection of what was • Models special circumstances learned that day. Describe usage: • Tutoring • Lab Practicum - Cat • Compare the structures and • College Access Digestive System Dissection functions of the digestive system CONTENT AREA • Supplemental websites • Organ Trail Presentations organs READING:

Chapters 16 Scaffolding used: Color Plates #1. Provide Visual Support #2 . Build on Prior Knowledge Others:

Describe usage: • Apply etymology to build vocabulary and to determine the meaning of new words based on the word parts; • Learn the pathway of food through the digestive system.

Other techniques used: • Modeling • Verbal quizzing • Warm-up – clearly defined objective • Lecture/Discussion • Etymology • Oral and written response activities • Use models of the digestive system to explore the abdominopelvic cavity

MINI LESSON: • Use model to demonstrate flow of food through the digestive system • Video: The Digestive System • Jeopardy review games