Technology Integration Lesson Plan Template

Your name: Justin Lemus

Date: 3/2/17
Lesson Title: Anatomy/digestion system
Grade Level: 7-12
Technology Standard (NETS-S) 1c, 3c, 3d, 5b, 6d
Subject Area/Content Standard: Biology-Anatomy
Technology tool/software: Ipads, Projector, Essential anatomy, Keynote

Brief Overview of Lesson

Give a brief overview of the lesson and why ed tech will enhance it.
In this lesson students will use their ipads with the software Essential Anatomy to analyze
different sections of the human digestion system and present that particular aspect of the
digestion system to the class via Keynote through the ipad and a projection system. Students will
then learn about their own part of the digestion system on their own and learn the rest through
presentation from their classmates. Starting with the mouth through the alimentary canal to
expulsion of waste. In the end student will have worked individually and collaboratively to learn
the whole human digestion system.

Preparation

Prerequisites: What do students need to know prior to this lesson?

Students will need no prior knowledge to this lesson, they will need basic instruction on how to operate
their ipads and navigate the software. Grades 7-12 will be ready to start learn the digestion system from
scratch.

Context: Where does this lesson come in the unit?

This is left to the preference of the individual educator depending on how they wish to begin their
overview of the human body. They may wish to start with bone and muscle function or Segway into bone
and muscle function using what the student have already learned about the digestion system. Starting
with the digestion system can be fun because students use it everyday and in ways they do not often
think about. It can serve as a great way to generate interest in the class.
Vocabulary: What vocabulary will be learned or reinforced in this lesson? How will you make the
vocabulary development part of the lesson?
All of the technical vocabulary for their specific area of the digestion system along with the vocabulary
from the digestion system their classmates will be required learning. Students must bold specific words
and definitions that will be required and tested on at the end of each week. Depending on your class you
may want to limit the number of presentations given before the end of the week vocabulary assessments.
After say three to four weeks (depending on your class) the required vocab should be well assessed for
learning and exam to specific function of the entire system will be given. One to two quiz questions on
these specific functions may also be added as bonus questions on the vocab quizzes each week as
additional preparation and learning for exams.

Materials: What resources are needed to make this lesson successful? What will you need to prepare in
advance?
The students will simply need ipads with Keynote and Essential Anatomy loaded onto them and the class
as a whole will need a projection system preferably hooked to a decent computer. Aside from this
students will need writing utensils paper and handouts specifically tailored to each part of the overall Unit.

Also a video on digestion (some are very descriptive)

Objectives or Learner Outcomes

How will the learning be measured and assessed?

General Goal(s):
The goals are to become fluent in all aspects of the digestive system from vocabulary to the specific
functions of each section of the digestive system and the order in which they work.

Specific Performance-Based Objectives:

Be able to correctly define digestive system vocabulary
Be able to correctly identify digestive system components
Be able to correctly describe the function of each digestive system component
Be able to correctly state the order of functions from start to finish (ingestion, digestion, expulsion)

Anticipatory Set (Lead-In)

An "attention getter" to focus students’ learning? A discussion or activity to activate students’ prior
knowledge?
The educator simply brings in snacks for the entire class or specifies a snack for the class to bring. When
the students have their snack in front of them they will be told they must watch a short video before about
digestion before they may eat their snack (it helps if the snack is tasty). Students will then watch a graphic
in depth video on digestion lasting approx. a half hour and they must not eat their tasty snack till after the
video. After the video students may eat their snack while being instructed to visualize the process they
just witnessed on screen occurring it their own bodies and then try and write a short paragraph trying to
recall as many steps as possible in the digestion process.

Step-By-Step Procedures

Instruction: List procedures for what will happen first, second, and so on to teach what you expect the
students to learn. SDAIE instruction should include some consideration of language development.
1. Attention Getter – General overview to stimulate imagination
2. Assign digestive component
3. Research digestive component and define all vocab words
4. Create presentation following specific guidelines including appropriate visuals and highlighting of
specific vocab terms.
5. Present digestive component to class/ Take specific vocab/functionality notes during presentation
6. Use notes to complete H.w and to be prepared for periodic quizzing and end of unit exam.
SDAIE will include Spanish translation within the software, iPads and internet along with both languages
on quizzes, tests, and worksheets.

Guided Practice (2-3 sentences): What activities will the students engage in to practice the learning?
Include some time when the students are working with partners or in small groups. Be sure to include how
you will check for understanding throughout each stage of your lesson. Write out high level and/or open-
ended questions to ask throughout your lesson.
Students will review their assigned components with a new student or group each week on top of the self-
study they will do in class and at home. This will not only reinforce learning but also give them practice
presenting before they do their main presentation. This is along with their research/presentation and
vocabulary assignments.

Lesson Extension (gifted students): What activities or alternatives will you provide for those who finish
early and want to explore the topic more?
I would allow gifted students give a comprehensive overview of the system along with the individual
presentations depending on how many gifted students that I had but their full overview/presentations
would only reinforce learning for the rest of the class.

Adaptations (For Students With Learning Disabilities):

These adaptations would be highly dependent on and specific to the specific learning disability of each
student but every component of the lesson is adaptable in different ways depending on whether they
would need visual adjustments, verbal adjustments, condensed reading etc. Their IEPS would dictate
the level and nature of the adaptations provided.

Connections (to other subjects)

We will not be going into this type of depth at this level however this acquired knowledge is a great
foundation for higher level biology courses e.g, biochemistry and other sciences like chemistry and
physics just depending on how far they wish to apply their knowledge. It could even be the first step
toward interest in subjects such as bioinformatics or maybe med school. Even aspects of geo science are
intertwined.

Independent Practice

What will you do to have students practice the learning independently?

The same things they will do in groups to reinforce their learning. They will research, define and present.

Closure

Reflect on Anticipatory Set

The Anticipatory set is an activity that will allow students to view an everyday function in their bodies in
ways they have probably never imagined. There is a humorous component and a snack that stimulates
student’s imagination and excites them about science. This lacks in many academic areas but can be
effective in helping students become excited about science and their bodies.

Lesson Evaluation

Insert (copy/paste) Rubistar Rubric Here

• Teacher Name: Mr. Lemus 
•
•
• Student Name:     ________________________________________
CATEGORY 4 3 2 1
Vocabulary/Presentation Uses  Uses  Uses  Uses sev
vocabulary  vocabulary  vocabulary  or more)
appropriate for appropriate for appropriate for words o
the audience.  the audience.  the audience.  phrases 
Extends  Includes 1­2  Does not  are not 
audience  words that  include any  understo
vocabulary by  might be new  vocabulary  the audi
defining words to most of the  that might be 
that might be  audience, but  new to the 
new to most of does not  audience.
the audience. define them.
Vocabulary/Worksheet Fills out  Fills out  Fills out  fails to f
Vocabsheet  connecting  vocabulary and vocabul
during other  ideas and  connecting  connecti
presenters  questions in  ideas in a less  ideas at 
presentation in the margins or  than standard  standard
full sentences  on the back of  fashion.
and adds their  the page and 
own relevant  defines 
connecting  vocabulary but
ideas not to full 
potential.
Content Shows a full  Shows a good  Shows a good  Does no
 understanding  understanding  understanding  to under
of the topic. of the topic. of parts of the  the topic
topic. well.
Collaboration with Peers Almost always Usually listens Often listens  Rarely l
listens to,  to, shares with, to, shares with, to, share
shares with,  and supports  and supports  and supp
and supports  the efforts of  the efforts of  the effor
the efforts of  others in the  others in the  others in
others in the  group. Does  group but  group. O
group. Tries to not  sometimes is  not a go
keep people  cause \"waves\ not a good  team me
working well  " in the group. team member.
together.
Listens to Other  Listens  Listens  Sometimes  Sometim
Presentations intently. Does  intently but  does not  does not
not make  has one  appear to be  appear t
distracting  distracting  listening but is  listening
noises or  noise or  not distracting. has distr
movements. movement. noises o
moveme
Stays on Topic Stays on topic  Stays on topic  Stays on topic  It was h
all (100%) of  most (99­90%) some (89%­ tell wha
the time. of the time. 75%) of the  topic wa
time.
Speaks Clearly Speaks clearly  Speaks clearly  Speaks clearly  Often 
and distinctly  and distinctly  and distinctly  mumble
all (100­95%)  all (100­95%)  most ( 94­ can not 
the time, and  the time, but  85%) of the  understo
 mispronounces mispronounces time.  mispron
no words. one word. Mispronounces more tha
no more than  word.
one word.
Volume Volume is  Volume is  Volume is loud Volume
loud enough to loud enough to enough to be  too soft 
be heard by all be heard by all heard by all  heard by
audience  audience  audience  audience
members  members at  members at  member
throughout the least 90% of  least 80% of 
presentation. the time. the time.