Connect-Extend-Challenge Lesson Plan

Field Study Teacher: Morgan Kueter School: Fort Lewis College

Grade Level: 11 and 12 Number of Students in Class: 15

Unit: Anatomy and Physiology Lesson Duration: 1 hour

Day, Date, and Time of Lesson: Tuesday 24, 2017 at 4:30pm

1. Objective(s):

By the end of class students will be able to use the myth of lactic acid to question other
process throughout the body assessed by contributing to the class graphic organizer twice.

2. Colorado Academic Standards:

Life Science: (2.6.a)

2. Prepared graduates: Analyze the relationship between structure and function in living
systems at a variety of organizational levels, and recognize living systems dependence on
natural selection.

6. Concepts and Skills: Cells, tissues, organs, and organ systems maintain relatively stable
internal environments, even in the face of changing external environments.

a. Evidence Outcomes: Discuss how two or more body systems interact to promote health
for the whole organism (DOK 1-2)

3. Learning Target(s):

I can challenge my previous knowledge of the human body.

4. Assessment:

Class completed graphic organizer and a submitted personal graphic organizer with their
initial thoughts.

5. Materials:

Sticky notes, white board, white board markers, graphic organizer, and chrome book

Video link: https://www.youtube.com/watch?v=re4mbumngno

6. Essential Questions or Big Picture Statement:

What are common misconceptions of human body processes?

7. Introduction/Anticipatory Set:
I will set up an environment that encourages questioning and broadening of ideas.

8. Step-by-Step Lesson Process:

1. Prior to class the teacher will start by setting up the video as well as the graphic organizer on
the board.

There will be three columns connect, extend, and explore, with enough space for
several sticky notes to be placed in each section.

2. The students will be distributed a graphic organizer as a model for the one in the front of the
classroom. They will be asked to fill in the box titles prior knowledge where they will write what
they already know about lactic acid within the body. (1 minute) Independent Instruction

3. Students will then be asked to actively watch the video, there is no need to take notes, just to
try and absorb all the information. (3 minutes) Directed Instruction

4. Connect: Students will then be asked to work as a group to write on sticky notes how the
information in the video connects with information they already knew about processes in the
body. (5 minutes) Independent Instruction

The students will not be required to write in the graphic organizer any further,
unless it is helpful for them to process their own thoughts or to use as a guide for
the remainder of the class.
The teacher will ask if the students have any questions about the task checking for
process understanding.
The teacher will walk round the classroom and sit with groups to ensure content
understanding.
5. The students will be asked to share out one connection that they made and then to go put
up their sticky notes in the connect section of the graphic organizer. (4 minutes)

6. Extend: Students will be asked to know extend their thinking in a new direction. To
consider if the idea of lactic acid is a myth what other human process do we not fully
understand? (5 minutes) Independent Instruction

The teacher will ask if the students have any questions about the task checking for
process understanding.
The teacher will walk round the classroom and sit with groups to ensure content
understanding.
7. The students will be asked to share out one extension that they made and then to go put
up their sticky notes in the extension section of the graphic organizer. (4 minuets)

8. Challenge: Students will now be asked to challenge their thinking. Write on the sticky
notes what is still confusing or what questions and wonderings do you now have about the
human body. (5 minutes) Independent Instruction

The teacher will ask if the students have any questions about the task checking for
process understanding.
 The teacher will walk round the classroom and sit with groups to ensure content
understanding.
9. The students will be asked to share out one challenge that they made and then to go put
up their sticky notes in the challenge section of the graphic organizer. (4 minutes)

10. We will now have a class discussion about how we can find the answers to these
challenges (20 minutes)

Students will be prompted with this question and if there are limited responses we
will ask to share and the teacher will write on the board other possible myths in
the human body and will look them up using chrome books demonstrating how
mysterious the human body is.
11. Closer: To turn in their graphic organizer and to tell one person in the class one way that
their knowledge was extended today in class.

DIFFERENTIATION

Students may choose to work individually if they would like. Groups can choose who will be the
recorder to write on the sticky notes. Students can fill out the graphic organizer if they cannot
participate in the group activity.
Name:__________________________________________________ Date:______________________________ Link: https://www.youtube.com/watch?v=re4mbumngno

Prior Knowledge Connect Extend Challenge

What knowledge do you think How does the video connect with How has the video extended your What are you still challenging with?
you have on lactic acid? information you already knew about knowledge of processes within the Or What questions do you now have?
body processes/ lactic acid? human body?