Teacher: Cortney Cooper Date: 4/16-5/4/12 (due to assemblies during this class period) Grade Level: 9-10 Subject:

Digestive and Urinary System I. WVCSOs Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. (HS.03) Objectives 1. During class, the students will be able to label the different parts of the digestive system on a worksheet and will do so with an 85% success rate. 2. During class, the students will be able to explain the pathway of food through the digestive system with 80% of the class doing so correctly. 3. During class, the students will take a pretest and posttest on the chapter, 100% of the class with improve their scores from pretest to posttest. 4. During class, the students will be able to identify the different parts that make up the urinary system on a worksheet with an 80% success rate. 1st Century Themes Health Literacy 21st Century Skills Life and Career Skills Materials Worksheets, Paper, Pencils, Computer, Video, Scissors, Glue, Colored Pencils, Tape Technology Components Computer, PowerPoint, IPads, DVD Player, VCR Teaching Methods & Learning Activities Class Starter/Finisher Activities At the beginning at each class I will write a bell-ringer question on the board for the students to answer before class begins, this will get the students ready for class. At the end of the class I will write a ticket-out-of-class question on the board for the students to answer before the leave the class. Lesson Focus 1. Pre-test 2. PowerPoint on the Digestive System 3. Vocabulary Words (Lessons 1 & 3) 4. Read Lessons (Lessons 1 & 3) 5. Lesson Quizzes 6. Kids Health Video on Digestive System 7. Label Picture of Digestive System

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8. Color, Cut, & Paste Digestive System -the student will first color all the different parts of the digestive system according to the colors that I have given each one pancreas = yellow gallbladder = green liver = brown esophagus = blue stomach = red small intestine = orange large intestine = purple anus = white -next the students will cut out the different parts and paste them in the correct spot on their person -the students will then label each of the different parts once they have them glued -on the back of the paper the students are to write the role each part takes in the digestive system. -the pictures will then be displayed in the hallway 9. Discovery Health Video on Digestive Disorders 10. Give each student a digestive disorder to research and tell the class about. 11. Watch video on Digestive and Excretory System 12. PowerPoint of Urinary System 13. Short video from Kids Health on urinary system 14. Jeopardy Review for test utilizing dry-erase boards for each student to show their answer 15. DVD Review for test utilizing dry-erase boards for each student to show their answer 16. PowerPoint test questions review 17. Chapter 17 Test VIII. Modifications Modifications will be assessed after first lesson. Modifications made: 1. Students have a difficult time falling along so I have to constantly change my teaching style. 2. Use differentiated instruction, several students are special education. Use a variety of different methods to teach lessons.

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Assessment Lesson Objective(s) 1 2 3 4 Assessment Method-Tier 1 Worksheet Observation Worksheet Worksheet Individual Assessment Tiers 2 & 3

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Appendices http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm www.pecentral.org Reflection a. If you could teach this lesson again, what would you keep the same and why? _____________________________________________________________________ _____________________________________________________________________ b. What would you change and why? _____________________________________________________________________ _____________________________________________________________________ c. Which group of students did well in this lesson? _____________________________________________________________________ _____________________________________________________________________ d. How do you know? _____________________________________________________________________ _____________________________________________________________________ e. What do you plan to do differently for them in the next lesson? _____________________________________________________________________ _____________________________________________________________________ f. Which group of students did not do well in this lesson? _____________________________________________________________________ _____________________________________________________________________ g. How do you know? _____________________________________________________________________ _____________________________________________________________________ h. What do you plan to do differently for them in the next lesson? _____________________________________________________________________ _____________________________________________________________________

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