TEACHER: Powell / DATE: / 12/6/10-12/10/10 / SUBJECT: / Anatomy & Physiology / GRADE: / 10-12th
MS FRAMEWORKS COMPETENCY/UNIT GOAL:
k. Identify and discuss the structures and functions of the organs of the digestive system and discuss their relationships to the interaction among the human body systems. (DOK 2)
· Major organs of the digestive system (e.g., alimentary canal and accessory structures)
· Roles of organs in the mechanical and chemical digestion of food and nutrient absorption
· Contents of the alimentary canal and how they are mixed moved
· Enzymes and gland secretions as related to the absorption of digestion products
l. Research common disorders or diseases of the digestive system and identify a diagnosis, based upon a given set of symptoms, for a specific disorder. (DOK 3) / WEBB’S DOK LEVEL: DOK 2 & 3
ATTACH UNIT/FORMAL ASSESSMENT:
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
DAILY
OBJECTIVE
W/DOK:
MUST
BE
MEASUREABLE / GLN from ppt. TSW learn the anatomy and physiology of 4 accesory organs of the digestive system.
GLN from ppt. TSW name the permanent and deciduous teeth.
Using writing materials TSW copy 100% of class notes ppt. given during the class lecture / GLN from ppt. TSW learn the physiological processes of the stomach, small intestine, large intestine.
Given worksheet TSW use textbook to complete worksheet with 70% accuracy.
Using writing materials TSW copy 100% of class notes ppt. given during the class lecture / Given quiz TSW complete work with 70% accuracy.
Using writing materials TSW copy 100% of class notes ppt. given during the class lecture. / Given textbook the student will complete chapter summary with 70% accuracy.
Using writing materials TSW copy 100% of class notes ppt. given during the class lecture / Given chapter test TSW complete with 70% accuracy.
BELL
RINGER: / Use textbook to define the cause of heartburn.
______
Instructional
strategy used:
# 4 / How many deciduous teeth are there in childeren.
______
Instructional
strategy used:
# 4 / What is the purpose of the gallbladder?
______
Instructional
strategy used:
# 4 / Explain the process of how bile enters into the small intestine.
______
Instructional
strategy used:
# 4 / What is the largest gland of the digestive system.
______
Instructional
strategy used:
# 4
SET:
1. Est. Obj.
2. Restate Obj.
3. Involve
Learner / Discuss how many students remember losing baby teeth & how many have ever had abdominal surgery?
______
Instructional
strategy used:
# 6 / Discuss the process of enzymes of the pancreas and how they relate in the process of digestion.
______
Instructional
strategy used:
# 6 / Ask questions that are relative to the quiz and answer any questions relating to topics of discussion from previous class meetings.
______
Instructional
strategy used:
# 6 / Use Circle map and have students identify their knowledge of the digestive system.
______
Instructional
strategy used:
# 6 / Divide students into quick study groups before administering chapter 14 test.
______
Instructional
strategy used:
# 6
T2O:
1. Explanations
2. Directions
3. Activities
4. Questioning
5. Responding / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology
TSW:
Copy notes from ppt.
T-Read pg. 479-481 and answer (4-10)
______
Instructional
strategy used:
# 2,9,4 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology
Pass Out Worksheet and from lab book
TSW:
Copy notes from ppt.
Complete chapter worksheet using textbook
______
Instructional
strategy used:
# 2,9,4 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology
Administer chp. 14 quiz
Assign notes from class notebook for chapter test on friday.
TSW:
Copy notes from ppt.
Complete chapter 14 Quiz
______
Instructional
strategy used:
#2,9,4 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology
Assign Chapter Summary to be completed during class.
TSW:
Copy notes from ppt.
Complete chapter 14 summary during class.
______
Instructional
strategy used:
#2,9,4 / TTW:
Review material the student covered in class during the previous class meeting.
Provide notes that will be given using Microsoft PowerPoint Presentation technology
Provide students with materials for drawing exercise
Administer Chp. 14 test
TSW:
Copy notes from ppt.
Complete chapter 14 Test
______
Instructional
strategy used:
#2,9,4
DIFFERENTIATED INSTRUCTION
LEVEL 1
LEVEL 2
LEVEL 3
CLOSURE:
1. SUMMRAIZE
2. INVOLVE
LEARNER
3. CHECK UNDERSTANDING / Q & A
______
Instructional
strategy used:
# 9,3 / Q & A
______
Instructional
strategy used:
# 9,3 / Q & A
______
Instructional
strategy used:
# 9,3 / Q & A
______
Instructional
strategy used:
# 9,3 / Q & A
______
Instructional
strategy used:
# 9,3
Evidence
of
learning: / Q & A / Q & A
Worksheet / Q & A
Quiz / Q & A
Chapter Summary / Q & A
Chapter Test
ASSESSMENT
OR
HOMEWORK: / Instructional
strategy used:
# / Instructional
strategy used:
# / Instructional
Strategy used:
# / Instructional
Strategy used:
# / Instructional
Strategy used:
#
ADJUSTMENTS
MADE:
Marzano’s Essential 9 High Leverage LARRY BELL’S 12 MOST POWERFUL WORDS:
Instructional Strategies:
www.middleweb.com/MWLresources/marzchat1.html jc-schools.net/12powerfulwords/12powerfulwords.ppt (if you need a refresher) (for the power point)
1. Identifying similarities and differences trace: follow, outline, show me the steps, go over, from beginning
2. Summarizing and note taking to end, think back through time
3. Reinforcing effort and providing recognition analyze: take apart, break into parts & explain, break it down,
4. Homework and practice explain parts, tell the good & bad
5. Nonlinguistic representations infer: guess in an educated way, read between the lines, guess from
6. Cooperative learning the context, what do you think it means, what do you know
7. Setting objectives and providing feedback that’s not written there
8. Generating and testing hypotheses evaluate: judge, give me your opinion, give it a grade
9. Cues, questions, and, advanced organizers formulate: come up with, develop, build, show process, create
describe: tell me about it, give me the details, in your own words,
tell in detail, tell me who, what, when, where, how, & why
support: give reasons, defend your answer, back it up
explain: tell me more stuff, what does it mean, tell me all about it
summarize: tell me the important stuff, narrow down, what’s
the point, put it in your own words, give me
the important stuff
compare: show likeness, same, all the ways they are the same
contrast: show differences, all the ways they are different
predict: what happens next, what do you think will happen,
tell future, look into your crystal ball