Dodds University of Richmond Lesson Plan Form

Name: __Travis Dodds___________________________ Date: ________10/1/13_______ Grade Level/Subject: ___9th Grade Biology__________________ Number of Students: _26____ Introduction Lesson topic Human anatomy and body systems. Length of Lesson 90 minutes VA Standards of Learning BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include d) human health issues, human anatomy, and body systems; Context This is the fifth class in a 6 class series on life function of Archaea, Bacteria, and Eukarya. The students will have just finished homeostasis and the differences in structure between animals and other kingdoms. This lesson will focus on human anatomy and the body systems, with the following lesson focusing on human health issues. Global Themes This lesson provides an introduction to human anatomy. It presents the major systems of the body, their function, and their homeostatic role. Content Objectives Students will: Distinguish major organs and roles of the human body systems. Describe in his/her own words the role of each system in maintaining homeostasis. Assessment Aligned to Objectives Formative Distinguish major organs and roles of the human body systems. o The teacher will check in with students as they are working on their graphic organizers. As the organizer is being discussed as a class, the teacher will assess the stud ents understanding and move on from there. If the class struggles the teacher will spend more time on the current topic. Describe in his/her own words the role of each system in maintaining homeostasis. o The teacher will check in with lab groups as they fill out this column of their graphic organizer. As the homeostasis column is being discussed, the teacher will assess the students understanding and move on or spend more time depending on student response. Summative Quiz on Systems Test on unit Materials/Technology and Advanced Preparation Anatomy Text Overhead projector and screen Graphic organizer for class Filled in graphic organizer for reference Graphic organizer transparency for overhead Overhead pens Attendance roster

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Teaching and Learning Sequence TIME TEACHER ACTIONS Introduction/Anticipatory Set 10 The teacher leads a warm-up minutes activity reviewing the previous lessons main themes of homeostasis and structure of living organisms. The teacher leads a brief discussion on what organs the students already know and what they do. STUDENT ACTIONS The student recalls the definition of homeostasis and some examples. The student recalls and makes connections between structure and function in organelles. The student identifies organs and organ systems he/she is already familiar with and which he/she is not. The student follows along with the teachers explanation of the graphic organizer. The student understands the expectations for the graphic organizer and fills out his/her own respectively. The student works to fill out the designated columns of the graphic organizer using his/her textbook.

Lesson Development 2 minutes The teacher hands out and begins explaining graphic organizer for body systems 8 minutes The teacher lectures on the first system, Respiratory, and fills out the graphic organizer via the overhead projector. The teacher sets and models expectations. The teacher instructs students to, on 20 their own, fill out the organs and minutes major functions columns on the graphic organizer. The teacher also instructs the students to use pencil incase changes need to be made. The teacher asks students to provide 15 their answers for the graphic minutes organizer. Students come up one at a time to fill in their designated square. The teacher then lectures on each section of the graphic organizer and adds any missing information. The teacher instructs students to 15 work with their lab groups to discuss minutes the possible homeostatic roles of the systems and to fill out the last column of the organizer. 10 The teacher asks groups to give their minutes answers for the homeostatic role column and lectures on said roles.

The student provides their answers to the selected squares and checks his/her answers to the answers displayed on the overhead.

The student uses his/her knowledge of the body systems and notes to formulate possible homeostatic roles. The student discusses his/her ideas with lab partners. The student, in his/her group, gives the homeostatic role of the designated system in his/her own words. The student adjusts his/her graphic organizer to reflect what the teacher has written on the overhead.

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Closure 10 minutes

The teacher wraps up the homeostatic roles discussion and asks true/false questions relating to the material learned throughout the class period. The teacher assesses the students understanding by class participation and assigns homework.

Students answer questions by either raising their hands to agree with the statements or raising a fist to disagree with the statements. The student checks to make sure the homework is written down and asks any relevant questions.

Homework (If applicable) The homework will be to list three medical conditions seen in the media (tv, magazine, internet, etc) and write down which system is most impacted through this condition. References Shier, D. Butler, J. Lewis, R. (2003). Holes essentials of human anatomy and physiology. New York: McGraw Hill Appended Materials Lesson Organizer Body System Graphic Organizer Curriculum Framework

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Lesson Organizer Prior Knowledge and NEW Instructional Content Previously students have discussed homeostasis structures in animals, including: Definition of homeostasis Role of homeostasis How homeostasis is maintained Animal structure and how it compares to other kingdoms

Opening Activity Overhead projector and screen already set up in front of room Homework written on board before students come to class Have students pull out their notes Ask students the definition of homeostasis, what it means in their own words, how it is maintained, and examples (regulation of stable internal environment, maintained in several ways including temperature control [sweating, shivering], regulating fluid balance [drinking, urinating] etc Ask students to name an organ (do 7 or 8) and point out where it is in the body. If no one volunteers, name an organ and asks who can identify where it is located or what it does. (brain, heart, lungs, stomach, intestines, kidney, bones, skin, etc) Dont go into deep discussion of the organs, just get the students thinking about the organs they know and dont know Lecture: Human anatomy and body systems Hand out graphic organizer Instruct students to use pencil when writing as we may need to make changes Display blank graphic organizer on overhead projector Ask students what they know about the respiratory system Ask students what the major organs are Write in lungs, trachea, bronchioles, Ask students what the respiratory system does, or what is its major purpose Write in gas exchange (CO2 and O2) Ask students if they understand what is expected in the organizer If they understand have them finish the rest on their own using their textbooks, ignoring the homeostatic role column for now If they do not understand, do the cardiovascular system with them Ask students what they know about the cardiovascular system Ask what the major organs are Write in heart, vessels Ask students what the cardiovascular system does Write in transportation of glasses, liquid transport Instruct students to fill in the rest of the chart on their own using their textbooks, ignoring the homeostatic role column for now Go around class and check in with students Ask students about their findings After about 20 minutes, go over the rest of the chart, excluding homeostatic role, with students Ask for student input on answers, check answers to already filled in chart For each system, point out where the organs are

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When finished going over chart, ask what questions students have so far Ask students what a homeostatic role is (how it contributes to homeostasis) Instruct students to get in designated lab groups Have them discuss homeostatic roles of the systems and fill in their charts Go around to groups and question students about findings Ask students about their discussions After about 15 minutes have students return to their desks Go over homeostatic roles of systems Ask students for answers for the chart, consult filled in chart for correctness Closure Instruct students to raise open hand for true or to raise fist for false Ask true/false questions base on content learned in class today - t/f: the heart is part of the cardiovascular system (t) - t/f: the digestive system is involved in disposal of liquid waste (f) - etc If students appear to understand, point out homework as a reminder If students appear to struggle, suggest reviewing the notes in addition to the homework

Instructional Modifications to ASSIST Students

Main Events of Instruction Anticipatory set: Overview of organs and their importance Lecture: Body systems organizer Student input and responses Last column of systems organizer in lab groups Student input and responses Closure: True/false summarizing questions

Instructional Modifications to CHALLENGE Students

June 2013

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Essential Understandings Essential Knowledge and Skills
The concepts developed in this standard include the following: The organisms that live on Earth today share many structural and metabolic features, including cellular organization, common molecular mechanisms for energy transformation, utilization and maintenance of homeostasis, common genetic code , and mechanisms for the transmission of traits from one generation to the next. The diversity that is evident in the natural world can be studied in the local environment in the context of variations on a common theme. Understanding normal body functioning assists in understanding situations when functioning is impaired. Like other or ganisms, human beings are composed of groups of cells (tissues, organs, and organ systems) that are specialized to provide the human organism with the basic requirements for life: obtaining food and deriving energy from it, maintaining homeostasis, coordin ating body functions, and reproducing. Organ systems function and interact to maintain a stable internal environment that can resist disturbance from within or without (homeostasis). For the body to use food for energy, the food must first be digested into molecules that are absorbed and transported to cells, where the food is used for energy and for repair and growth. To burn food for the release of energy, oxygen must be supplied to cells and carbon dioxide removed. The respiratory system responds to chan ging demands by increasing or decreasing breathing rate in order to maintain homeostasis.

BIO.4 The student will investigate and understand lif e functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems; e) how viruses compare with organisms; and

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f) evidence supporting the germ theory of infectious disease.