Learning Plan (Stage 3)



UBD Lesson Plan Template – Stage 1 Desired Results

|Grade/Subject: |12th Grade Human Anatomy & Physiology |

|Title: |Anatomical & Physiological Aspects of the Human Body |

|Teacher(s): |Kasey Reed |

|Length of Time - Unit: |2-3 weeks, or depending on the school scheduling format |

|Date the Unit was | |

|reviewed: | |

|Summary of the Unit: |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 |Title of Content Standard |

|SAP1 |Students will analyze anatomical structures in relationship to their physiological functions. |

|SAP2 |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. |

|SAP3 |Students will assess the integration and coordination of body functions and their dependence on the |

| |endocrine and nervous systems to regulate physiological activities. |

|SAP4 |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. |

|SAP5 |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…… | |Unit concepts that reside at the heart of the subject. Ex. What was|

|[Learning outcomes] | |the position of the characters in this story? |

| | |What do the terms anatomy and physiology mean and how are they |

|Students will understand that… | |related? |

|certain physiological functions depend on anatomical structure | |What are the major characteristics of life? |

|each bodily system functions together to make one organism (the human | |What are the different levels of organization of the human body? |

|body) | |What are the major organ systems and what are the organs associated|

|bodily systems carry out and maintain certain functions | |with each? |

|the integumentary, skeletal, and muscular systems relate to the | |How is chemistry important in living things? |

|protection, support, and movement of the human body | |How do molecules make our bodies move and function in everyday |

|the endocrine and nervous systems regulate physiological activities | |life? |

|the cardiovascular, respiratory, digestive, and excretory systems | |How do cells differ from one another? |

|relate to transportation, absorption, and excretion of human | |What tissues make up the human body? |

|properties | |What are the layers of the skin? |

|the reproductive system pertains to the growth and development of | |How are bones classified according to their shapes and what are |

|human | |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? |

| | |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… | |Students will need to: |

|The structure of the integumentary system to its functional role in | |Apply correct terminology when explaining the orientation of body |

|protecting the body and maintaining homeostasis. | |parts and regions. |

|The interactions among hormones, senses, and nerves which make | |Explain the role of homeostasis and its mechanisms as these relate |

|possible the coordination of the functions of the body. | |to the body as a whole. |

|The effects of aging on body systems. | |Describe how structure and function are related in terms of cell |

|The conditions that change normal body functions and how the body | |and tissue types. |

|responds. | |Explain how the skeletal structures provide support and protection |

| | |for tissues, and function together with the muscular system to make|

| | |movements possible. |

| | |Describe how the body perceives internal and external stimuli and |

| | |responds to maintain a stable internal environment. |

| | |Describe the chemical and physical mechanisms or digestion, |

| | |transportation, and absorption within the body to change food to |

| | |energy. |

| | |Analyze and explain the relationships between the respiratory and |

| | |cardiovascular systems. |

| | |Explain how functions of the reproductive organs are regulated. |

| | |Describe the stages of embryology. |

| | |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

| |Beginning |Developing |Accomplished |Exemplary |Score |

|List Criterion |0-3 points |4-6 points |7-8 points |9-10 points | |

| |Not all bones were |Only 90% of the bones |All of the bones were |All of the bones were | |

|Overall Knowledge of |located and they |were located and not |located and placed in |located and placed | |

|Skeletal System |were not placed in |all of the bones were |the correct position on |neatly in the correct | |

| |the correct position|placed in the correct |the skeleton model. |position on the | |

| |on the completed |position on the | |skeleton; the | |

| |skeleton. |skeleton. | |completed skeleton is | |

| | | | |very organized | |

|Creativity (For |The student did not |The student wore a |The student was well |The student went well | |

|Friday’s Dress |partake in the |partial outfit, with |prepared. The student |beyond the | |

|Particiaption) |dress-up activity at|several pieces of the |met the requirement of |expectations of this | |

| |all. There was no |outfit missing- almost|dressing up. The |activity. They | |

| |costume or dress up.|as if they just threw |student looked the part |completely dressed the| |

| | |something together in |of the character they |part of the character | |

| | |the morning. |portrayed. |they portrayed, acting| |

| | | | |the part as well. | |

|Technology Use |The students were |The students had |The students used the |The students went well| |

| |absolutely clueless |limited knowledge on |web and technology |beyond their | |

| |on how to use the |how to use the web and|effectively when |technology use. They | |

| |web and technology |technology to complete|creating their project. |not only used the web | |

| |to complete their |the project. | |and technology to | |

| |project | | |create their project, | |

| | | | |but they used even the| |

| | | | |smallest applications | |

| | | | |to make an outstanding| |

| | | | |project. | |

|Group Work |The student did not |The student was part |The student worked well |The student kept | |

| |work together with |of the group but |with others, doing the |his/her group | |

| |his/her group at |relied mainly on |things required without |together. They were | |

| |all. The student |his/her teammates to |being asked. |the team leader and | |

| |caused problems and |pick up the | |pulled everything and | |

| |could not work well |responsibility of | |everyone together. | |

| |with others. |their work. | |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) |

| |

| |

| |

| |

|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. [pic] |

| |

|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 | |Tue | |Wed | |Thu | |Fri |

| | | | | | | | | | |

| |3 | |4 | |5 | |6 | |7 |

| |Start Unit Plan | |Read/Discuss | |Read/Discuss | |Assign WebQuest | |WebQuest |

| | | |Chapter | |Chapter | | | |Time |

| | | | | | | | | | |

| |10 | |11 | |12 | |13 | |14 |

| |Graphic Organizer 1| |Graphic Organizer 1 Due| |Correct Graphic | |WebQuest Due | |Labeling Worksheets |

| |Interactive Lesson | |Interactive | |Organizer 1 | |Graphic Organizer 2 | |Graphic Organizer 2 Due|

| | | |Lesson | |Interactive | | | | |

| | | | | |Lesson | | | | |

| | | | | | | | | | |

| |17 | |18 | |19 | |20 | |21 |

| |Interactive Lesson | |Interactive Lesson Plan| |Interactive Lesson Plan| |Labeling Practice | |Labeling |

| |Plan | |with Graphic Organizers| |with Graphic Organizers| | | |QUIZ |

| | | | | | | |Interactive | | |

| |Correct Graphic | |HW: Worksheet | | | |Lesson | |Interactive Lesson |

| |Organizer 2 | | | |HW Due | | | | |

| | | | | | | | | | |

| | | | | | | | | | |

| | | | | | | | | | |

| | | | | | | | | | |

| |24 | |25 | |26 | |27 | |28 |

| |Label on Skeleton | |Label on Skeleton | |Review Bones | |Chapter/Unit | |Unit/Chapter |

| |HW: | |HW Due | | | |Review | |TEST |

| |Worksheet | | | | | | | | |

| | | | | | | | | | |

| |31 | | | | | | | | |

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