The lesson builder through UDL CAST has been the most detailed lesson
template I have seen thus far. Although I am a first year teacher, I have seen
various templates through my pedagogy courses and in textbooks. However, none
as detailed as this one. In addition, it allows you to plan everything for the
unit/lesson from guided practice, independent practice, formal and informal assessments,
etc. It also helps us to sit down and plan how how to incorporate technology
within the lesson. As mentioned in part 1 of this assignment, I do plan to as
our principal and/or my district to see if we can adopt this style of lesson
planning. It will help us as teachers to plan accordingly in order to make our
lesson fun, interactive, and educational.
Lesson Overview
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Title:
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Energy of the Human Body
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Author:
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Joseph Cantu
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Subject:
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Science
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Grade Level(s):
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9-12
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Duration:
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2 Class Periods
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Subject Area:
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Anatomy and
Physiology
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Unit Description
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This will be the introductory lesson to the Anatomy and Physiology
course. The students will be able to explore the energy needs of the human
body and analyze the chemical reactions of those energy needs.
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Lesson Description for Day
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In this lesson
students will be introduced to the different types of energy that the human
body needs. They will then be broken up into groups/stations and will break
each energy need into a balanced chemical reaction state.
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Standards
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§130.206. Anatomy
and Physiology
(4) The
student evaluates the energy needs of the human body and the processes
through which these needs are fulfilled. The student is expected to:
(A) analyze
the chemical reactions that provide energy for the body;
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Goals
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Unit Goals:
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1. Students will be able to
determine the energy needs of the human body. 2. Students will be able to take each energy need and break it down into its balance chemical reaction state. 3. Students will be able to apply the lesson in order to research human diseases that lack a certain energy need. |
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Lesson Goals:
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1.
Students will identify the definition of energy.
2.
Students will be able to make a connection between energy and the human body.
3.
Students will be able to break down each energy need to its chemical reaction
state.
4. Students will be able to
balance the chemical reaction state of the energy need.
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Methods
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Anticipatory Set:
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1. Inform the students of the
objectives and goals they will obtain at the end of this unit. 2. Introduce the E-Book to the students as an engagement exercise to the lesson. 3. Brainstorm for a couple of minutes as to what energy really is by taking suggestions from the students. Take each suggestion and write it down on the dry erase board for some type of poster paper. 4. Create a formal definition of energy for Anatomy and Physiology. |
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Introduce and Model New Knowledge:
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1. Introduce the different types of
energy the human body needs as well as their functions by providing a power
point lesson.
2. Explore each type
of energy and break it down into its balanced chemical reaction state.
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Provide Guided Practice:
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The students will be separated into different
stations, according to the number of types of energy we will be studying
throughout this unit. Each station will be in charge of identifying the
energy, its purpose to the human body, and its chemical reaction components.
After each station is complete, they will present what they learned to the
others in the class.
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Provide Independent Practice
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Students
will have a matching worksheet that will have the balanced chemical reaction
state on one side and the name of the energy on the other side. Individually,
they must match each name to its respective balanced chemical reaction state.
In addition, after completion, the student will create a half size poster of
any type of energy with the following (1) its name, (2) its function, (3) how
it relates to real life, (3) and its balanced chemical reaction state. The
following will be provided to them:
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Wrap-Up:
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Students who are complete with their
independent practice will be allowed to share their work with the class. In
addition, as a class, we will vote on the best ones and hang them in the
classroom.
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Assessment
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Formative/Ongoing Assessment:
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As
a teacher, I will make sure to do the following:
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Summative/End Of Lesson Assessment:
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The
students will have a project as their end of lesson assessment. They will
pick a disease from a list that I will provide. They must create a
documentary of the disease. However, they must have the following
The
student's grade will reflect on time/effort placed onto the project as well
as its presentation.
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Materials
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Web Sites:
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Video & Audio Resources:
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Speakers
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Video Cameras
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Other Resources:
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PowerPoint Software
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Internet
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Teacher personal computer
and projector
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Assignment Rubric
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