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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