<p> WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template</p><p>Name Grischow/Matcuk Date 10/06/2014 Length of Lesson 15 periodsContent Area Human Anatomy & Physiology Edline was updated this week: My Class website was updated this week: </p><p>STAGE I – DESIRED RESULTS LESSON TOPIC: BIG IDEAS: Etymology; (Content standards, assessment anchors, eligible content) objectives, and skill Integumentary 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. • New cells arise from the division of pre-existing cells. • 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.</p><p>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..</p><p>VOCABULARY: Acne, arrector pili, basal cell carcinoma, STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): carotene, chicken pox, decubitis, debridement, dermis, eczema, epidermis, first-degree burn, genital herpes, Students will be able to: hair, hypodermis, impetigo, keratinization, malignant • Apply word analysis skills (e.g.: syllabication, root words, melanoma, melanin, nail, psoriasis, ringworm, rubella, prefixes, suffixes, inflectional endings) to read and unlock rubeola, sebaceous gland, second-degree burn, meaning of words. shingles, stratum, squamous cell carcinoma, sweat • Use the knowledge of language, including word origins and gland, third-degree burn, venous thrombosis, vitamin morphology to unlock meaning of specialized vocabulary D, warts 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.</p><p>STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Summarizing Main Ideas • Etymology worksheets #2. Open Ended Questions • Color plates #3. Exit Tickets • Content Review Questions Others: • Modeling • Skin Checkpoint Review • Skin Lab 9 </p><p>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 Do Now: Warmup question & • Worksheets • Alternative assignments, if • Color plates answer / anatomy word of the • Lab Equipment IEP, Service agreement or • Warm-ups, which include a day & definition. • Models special circumstances reflection of what was • Tutoring learned that day. Describe usage: • College Access • Have students discuss the types CONTENT AREA • Supplemental websites of tissues found in the skin and READING: the functions they serve • Class discussion followed by Chapter 5 The Integume notes ntary System</p><p>Scaffolding used: #1. Provide Visual Support #2 . Build on Prior Knowledge Others: </p><p>Describe usage: • Verbally quiz students on the types of tissues found in the epidermis, dermis and hypodermis and have then observe, draw and label a cross section of several skin types. • Students will apply their knowledge of the skin layers to determine the degree of burns and how to calculate the extent of burns using the rule of 9's. • Students will identify the causes and effects of different skin disease.</p><p>Other techniques used: • Modeling • Verbal quizzing MINI LESSON: • Modeling • Verbal quizzing • Checkpoint Review • Skin Lab • Diseases of the Skin • Burns</p>