Planned Lessons for a Flipped Classroom - Anatomy & Physiology
Sample Lesson Plans for the Skeletal System are provided below:
*Introduction to the Skeletal System
Objectives:
1. Pre-assess knowledge on the skeletal system.
2. Identify struggling areas and note them for future practice.
Students take a Pre-Assessment to discover what they already know about the skeletal system. They are given a blank skeleton and asked to name all of the bones that they can. Together, we go over the answers and they check their answers to pre-assess their knowledge. Afterward, the students work to answer multiple choice questions pertaining to the skeletal system and we once again go over the answers together. Finally, the students work in partners to complete a crossword puzzle which contains clues about bones of the human body.
As a "flipped" assignment, students would be asked to go home and view the following video. It provides a brief introduction of the bones of the skeletal system. Although we will go over these bones in much more detail, this serves as a preview of what is to come.
http://youtu.be/8SNZFJM2BhA
*Axial Skeleton - Skull Bones
Objectives for this unit:
1. Distinguish between the axial and appendicular skeletons.
2. Name the bones of the skull, and state the important features of each bone.
3. Describe the structure and function of the hyoid bone.
4. Name the bones of the vertebral column and the thoracic cage. Be able to label diagrams of them.
5. Describe a typical vertebra, the atlas and axis, and the sacrum and coccyx.
6. Name the three types of ribs and the three parts of the sternum.
At home, students watch the following video to introduce them to the bones of the axial skeleton. The unit will be divided into mastering first the axial skeleton, followed by the appendicular skeleton.
http://youtu.be/nbmkEKPvKPg
In class, students will receive diagrams of the skull to begin the axial skeleton. Using their textbooks, computers, and table partners, they will do their best at filling in the diagrams without any prior instruction on the bones of the skull.
At home, students will watch the following video to learn the bones of the skull and check their answers from class. This will be a video that they should come back to often for study purposes.
http://youtu.be/BcdEwPkfyvs
Day two pertaining to the skull will consist of students working within stations to practice the bones of the skull. Stations will consist of the following:
Station 1 = On the computers doing practice on-line quizzes.
Station 2 = Using the skeleton models and skulls to practice identifying with partners.
Station 3 = Blank skull diagrams to practice writing the names and quizzing themselves on the locations.
At home, students will watch another video that covers the bones of the skull in a different format.
http://youtu.be/Nc5IRj3OJhE
For day three, students will have another chance to practice the bones of the skull and prepare for their upcoming quiz. Students will once again work in stations. At home, they should be reviewing the previous videos to ensure they have the information. (This is a point of differentiation for students. If students feel they have mastered the bones of the skull by day three, they may opt out of the additional study day and instead take the quiz early. If they quiz early, they may begin the next set of videos at home.)
Students will be quizzed the next day. They will need to identify the bones of the skull in class.
Lessons that would follow throughout the skeletal system would be set up in a similar format. Students would first identify the bones of the specific region on their own using textbooks, computers, and lab partners. Afterward, they would view an introductory video that reviews those particular bones and allows them to check their answers. In class, they would practice the new bones in stations and ask questions if need be. Videos could be reviewed for study purposes and additional videos will be posted to assist with mastering the locations and names of the bones. Finally, students would be quizzed in class over the bones and labeling diagrams. If at any time the student feels that the material is moving too slow, they may opt to be quizzed early and move on to the bone unit.
*Introduction to the Skeletal System
Objectives:
1. Pre-assess knowledge on the skeletal system.
2. Identify struggling areas and note them for future practice.
Students take a Pre-Assessment to discover what they already know about the skeletal system. They are given a blank skeleton and asked to name all of the bones that they can. Together, we go over the answers and they check their answers to pre-assess their knowledge. Afterward, the students work to answer multiple choice questions pertaining to the skeletal system and we once again go over the answers together. Finally, the students work in partners to complete a crossword puzzle which contains clues about bones of the human body.
As a "flipped" assignment, students would be asked to go home and view the following video. It provides a brief introduction of the bones of the skeletal system. Although we will go over these bones in much more detail, this serves as a preview of what is to come.
http://youtu.be/8SNZFJM2BhA
*Axial Skeleton - Skull Bones
Objectives for this unit:
1. Distinguish between the axial and appendicular skeletons.
2. Name the bones of the skull, and state the important features of each bone.
3. Describe the structure and function of the hyoid bone.
4. Name the bones of the vertebral column and the thoracic cage. Be able to label diagrams of them.
5. Describe a typical vertebra, the atlas and axis, and the sacrum and coccyx.
6. Name the three types of ribs and the three parts of the sternum.
At home, students watch the following video to introduce them to the bones of the axial skeleton. The unit will be divided into mastering first the axial skeleton, followed by the appendicular skeleton.
http://youtu.be/nbmkEKPvKPg
In class, students will receive diagrams of the skull to begin the axial skeleton. Using their textbooks, computers, and table partners, they will do their best at filling in the diagrams without any prior instruction on the bones of the skull.
At home, students will watch the following video to learn the bones of the skull and check their answers from class. This will be a video that they should come back to often for study purposes.
http://youtu.be/BcdEwPkfyvs
Day two pertaining to the skull will consist of students working within stations to practice the bones of the skull. Stations will consist of the following:
Station 1 = On the computers doing practice on-line quizzes.
Station 2 = Using the skeleton models and skulls to practice identifying with partners.
Station 3 = Blank skull diagrams to practice writing the names and quizzing themselves on the locations.
At home, students will watch another video that covers the bones of the skull in a different format.
http://youtu.be/Nc5IRj3OJhE
For day three, students will have another chance to practice the bones of the skull and prepare for their upcoming quiz. Students will once again work in stations. At home, they should be reviewing the previous videos to ensure they have the information. (This is a point of differentiation for students. If students feel they have mastered the bones of the skull by day three, they may opt out of the additional study day and instead take the quiz early. If they quiz early, they may begin the next set of videos at home.)
Students will be quizzed the next day. They will need to identify the bones of the skull in class.
Lessons that would follow throughout the skeletal system would be set up in a similar format. Students would first identify the bones of the specific region on their own using textbooks, computers, and lab partners. Afterward, they would view an introductory video that reviews those particular bones and allows them to check their answers. In class, they would practice the new bones in stations and ask questions if need be. Videos could be reviewed for study purposes and additional videos will be posted to assist with mastering the locations and names of the bones. Finally, students would be quizzed in class over the bones and labeling diagrams. If at any time the student feels that the material is moving too slow, they may opt to be quizzed early and move on to the bone unit.