LESSON PLAN

Student Name: Brittany Garvey

Subject: Anatomy & Physiology
Grade Level: 10th-12th
School: Albemarle High School
Date of Lesson Enactment: 10/9/17
Duration: 1 class

Topic:
Virginia Standards of Learning (SOLs):
BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
a) observations of living organisms are recorded in the lab
h) equipment are used in a safe manner;

Learning Objectives:
Students will KNOW
o The function and location of connective tissue.
o The function, location, and structures of muscle tissue.
Students will UNDERSTAND
o The relationship between tissue type/location/structures and function.
Students will DO
o Identify connective tissues using the compound light microscope
o Distinguish between smooth muscle tissue, striated muscle tissue, and cardiac muscle
tissue.

Materials/Resources:
Connective Tissue Lab Instructions (25 copies)
Compound Light Microscopes (12)
Tissue Slides
o Dense Connective Tissue
o Adipose Tissue
o Hyaline Cartilage
o Elastic Cartilage
o Fibrocartilage
o Blood
o Bone
Connective Tissue Quiz (25 copies)
Laptops (Students have their own personal laptop)
Muscle Tissue categorization (6 groups)
 Computer/Projector/Screen
Tissue word sort (All 4 major types: muscle, nervous, epithelial, connective)

Safety
Students need to turn off and unplug microscopes after use. Power cords must be wrapped around
the neck of the microscope and the cover placed on the microscope prior to returning it to the
shelf. All students should remain at their lab benches and pairs of students must practice
appropriate conversation in the lab to prevent any broken glass or damage to the microscopes.
Students should walk in the lab area and return all tissue slides carefully to their cases following
viewing of the tissue. Before the lesson begins, the instructor should review microscope safety
guidelines and remind students that if glass breaks they should inform the instructor immediately
and that they should not touch the broken glass. The instructor will clean up any broken glass and
dispose of it in the broken glass container.

Lesson Procedures:

Introduction
At the beginning of class I will give students 20 minutes to complete their lab from the previous
class
o The students did a lab looking at connective tissues under the microscopes and some
students need to finish some of their drawings while other students were absent and will
be making up the lab during class today. If students have completed their drawings, then
they will work through the discussion questions to hand-in when they are finished.
Quiz
Students will be taking a quiz on connective tissues. The quiz may take students a length of 5-10
minutes. Following the completion of the quiz, students will be practicing tissue identification on
their laptops with a quizlet that I created for them until all students are finished.

Muscle and Nervous Tissue Lesson

I will have students work in their lab groups to categorize different words and phrases into three
categories: skeletal muscle, smooth muscle, and cardiac muscle.
Each of the following words/phrases will be on small slips of paper and students will be asked to
group them.
o Skeletal Muscle
o Smooth Muscle
o Cardiac Muscle
o Voluntary
o Involuntary
o Muscle
o Bone
o Movement
o Heart
o Internal Organs
o Conscious
o Striations
o Many nuclei
o Nerve Impulse
o Muscle Fiber
o Contract
o Relax
 o Facial Expressions
o Lack striations
o Short
o Spindle-shaped
o Stomach
o Intestines
o Urinary Bladder
o Unconscious
o Constrict
o Branched
o Single nucleus in cell
o Intercalated disk
o Pumps blood
o Long and threadlike

After students have sorted their words, I will invite them back to the desk side of the classroom to
explain the three types of muscle tissue and for them to take notes.
Following this instruction, I will have them return to their lab groups and compare how they
categorized items before and make any changes they would like to. If students do not want to
make changes, I will prompt their learning by having them consider what else they might add to
their categories.

Closure
I will give students the remaining time in class to work on a word sort with all of the tissue types
they have studied: epithelial, connective, muscle, and nervous.
o The students have been working on word sorts for all of the tissue types, so I will just add
the new words for muscle and nervous tissue to their word sorts.
Assessment
Students will turn in a piece of paper with the following items on them at the end of class
1. One thing they found interesting today.
2. Two questions they still have.
3. Three things that they should remember for the test.
The following class, students will have a whole class review session and then will have the test
the following class. Any concepts that students do not understand on the test, I will go over
following the test, as well as setting up meetings for any students that receive a score below a 75
to go over content one-on-one before moving onto the next unit on skin.
The knowledge that the students gain from this lecture will also be evaluated the following week
with an artificial tissue engineering design project.

Accommodations:
The notes and quizlet will be included on the website to allow students to read through the material at
their own pace. Students may remain seated in the lab area if standing for long periods of time is
detrimental to their health. I will rotate through groups throughout the duration of the lab and allow my
student from Germany to bring her phone to the lab area to help her with any translations she needs to
support her learning further.

Behavioral and organizational strategies: Prior to the lesson, I will make all necessary copies, post the
PowerPoint on the website, and check all of the microscopes and slides before student use. I will add the
new tissue words for muscle and nervous tissue to my word sort, and cut-out the words/phrases for the
muscle tissue categorization.