WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Jeff Vranka Date Mar31-Apr02 Length of Lesson 12 daysContent Area Zoology Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:Class Fish / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Apply appropriate instruments for a specific purpose and describe the information the instrument can provide.
Describe and compare structural and functional similarities and differences that characterize diverse living things.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
•Describe ways technology (e.g., microscope, telescope, micrometer, hydraulics, barometer) extends and enhances human abilities for specific purposes.
•Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics).
•Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics).
•Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics).
Identify the levels of organization from cell to organism and describe how specific structures (parts), which underlie larger systems, enable the system to function as a whole. / ESSENTIAL QUESTIONS:
How is structure related to function at all biological levels of organization?
How does life result from chemical structure and function?
How do organisms maintain a biological balance between their internal and external environments?
How do different organisms obtain and use energy to survive in their environment?
How do organisms interact and depend on each other and their environment for survival?

VOCABULARY:

Swim bladder

Placcoid scales

Caudel fin

Dorsal fin

Pectoral fin

Gill slits

Salinity

Lateral line

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
-compare and contrast the physical and behavioral characteristics of members of the phylum Chordata with Squalus acanthias (spiny dogfish shark) being the representative example.
-identify exteranal anatomy of Squalus acanthias (spiny dogfish) specimens.
-study the nomenclature of external structures.
-identify external and internal structures of the perch as a member of the class Osteichthyes.
-compare and contrast the physical characteristics of the perch to the spiny dogfish shark.
-identify the circulatory system, viscera, and pelvic region structures of Squalus acanthias from the list in the RB.
-identify the brain and nervous system structures of Squalus acanthias from the list in the RB.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Daily question & answer between instructor & student
•Complete various labs as instructed by teacher.
•Dissection/identification of internal & external structures of preserved spiny dogfish shark specimens.
Compare anatomy of perch to that of spiny dogfish shark. / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others: Basic understanding of prior & current knowledge of material. Proper use of materials presented.
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: Students are required to take notes, work through independent pre-lab practices, group lab activities, and finally independent self-tests.
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage: Zoology deals with the comparative anatomy of the animal phyla, along with how each phyla is more complex the the previous discussed; therefore, the use of prior knowledge is a key.
Other techniques used:
•Lecture/Discussion
•Etymology
•Demonstrations of lab practices.
•Use physical specimens throughtout discussion.
MINI LESSON: / MATERIALS AND RESOURCES:
LCD Projector
PowerPoint
Lap top/classroom computer
DVD
Lab equipment
Zoology Color Plate Book
Resource Book
Numerous specimens used for identification purposes
Overhead video camera for microscope.
Overhead video/still frame camera.
Compound light microscopes.
Dissection microscopes.
CONTENT AREA READING:
Related articles. / INTERVENTIONS:
A+
Test Corrections
Tutoring during prep periods &/or after school
College Access
Group work
SIP plans (when needed) / ASSIGNMENTS:
•Preserved spiny dogfish shark dissection.
•Lab Practical: spiny dogfish shark external & internal structures.
•Comparative anatomy lab practicals with perch and spiny dogfish shark.