Viterbo University

Essential Element Lesson Plan

Name: Jodie Haney Date: Spring Semester (April) Materials and Resources:
Textbook, zombie handouts, powerpoint
Spanish, Math, and English Teachers (Zac,
Mary, and Laura)
Lesson Title: Unit 10.2
Zombie Creation
Grade Level: 11-12
th
grade regular Anatomy
and Physiology
Time Frame: 2 days

Curriculum Standards
F.12.8 Using the science themes, infer changes
in ecosystems prompted by the introduction
of new species, environmental conditions,
chemicals, and air, water, or earth pollution
F.12.12 Trace how the sensory and nervous
systems of various organisms react to the
internal and external environment and
transmit survival or learning stimuli to cause
changes in behavior or responses
Focus Question/Big Idea/Goal

How do I get students to deliver scientific
knowledge to the masses through a public
service announcement in a way that
everyone can understand using science
themes and information on body systems?
Rationale/Theoretical Reasoning

Group work stimulates more growth and
understanding of the content material
(Duplass 2006)
(Dewey)





Lesson Objective: objectives must be measurable TWS will(learning behavior from
Blooms verbs, DOK and Multiple source synthesis)


TSW formulate ideas on how the body changes, what the effect of those changes are,
and how the various body systems function once a person has been bitten and become
a zombie.










Academic Language: What is the key language demanded? What academic language
will you teach or develop? What is the key vocabulary and or symbols? What
opportunities will you provide for student to practice content language/ vocabulary and
develop fluency?

Terminology of anatomy and body systems
Physiology terms
Zombie terminology





Assessment /Evaluation:
Formative: How will student demonstrate understanding of lesson objective(s)? How
will you monitor and or give feedback? How will feedback promote student
understanding?


A group discussion among 3-4 students that discusses information about how each
system becomes zombified, and the findings are presented to the class. The student
groups will each be given a body system to discuss and present. Feedback will be given
during the presentation of information, and I will use a roster to check students off for
understanding.


Summative: What evidence will you collect and how will it document student
learning/mastery of lesson objective(s)?


The students will do a public service announcement, their choice of either radio or
video, aimed at the general public about zombies (from creation to treatment). This will
be conducted in groups of 2-3.







Instruction:
Set Motivation/Anticipatory Set:
Show a clip of a zombie movie or show (Walking Dead, World War Z, or Dawn of the
Dead), particularly where a person is becoming a zombie.



Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on students prior knowledge, strengths and weakness.

1. Show the clip highlighting the transformation
2. Briefly review body systems (anatomically and physiologically)
3. Briefly review the zombification process (discussed last class)
4. As a class, discuss and identify 4-5 body systems most effected
5. Divide into groups based on teacher assignment, explain activity, assign one of
the previously established body systems
6. Student group discussion of what happens to the assigned system
7. Presentation of the student groups to the class on findings
8. Class discussion of overall findings
9. Last thoughts/questions



Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.

1. What are reasons why some systems are more affected than others by
zombification? question asked before the narrowing of systems (4)

2. Can animals become zombies? Does the process or outcome differ? How do you
know this? After reviewing zombification (3) or after class discussion of
findings (8)

3. What sets zombies apart from humans physiologically? After review of body
systems as a transition into zombies (2)


Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.

Review the main topics of the class (each system with findings) and explain what is to
come in the next class period.



Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?

Give full notes of systems and terms
Create the groups strategically
Immediate feedback both in content and behavior
Utilize various deliver methods for the information




Management/Safety Issues: Are there any management and/or safety issues that need
to be considered when teaching this lesson?

Projector and screen
Powerpoint
Poster board
Markers