CEP Lesson Plan Form

Teacher: Ms. Daniel Date: 10/3/2019

School: Rocky Mountain High School Grade Level: 11&12 Content Area: Anatomy and Physiology

Title: Injection Lab Lesson #: End of Cells and Tissues Unit

Lesson Idea/Topic and Injection lab focusing on IM and SC injections, following up a suture lab last
Rational/Relevance: week at the end of cells and tissues unit before moving onto skeletal
systems.

Student Profile: Mainly 11th and 12th graders with a few 10th graders in the mix. Elective class
with ranging student interest and skill level. There are some social and
motivational needs that need to be taken into consideration when forming
groups and engaging in the activity.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard IV Histology- 4a- Identify the three layers of the skin (epidermis, dermis, subcutaneous)

Understandings: (Big Ideas)

I want students to understand the difference between IM and SC injections and how to perform them.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How do various body systems interact?

Evidence Outcomes: (Learning Targets)

Every student will be able to: execute IM and SC injections.

This means: when provided with materials (Syringes, oranges and chicken) they can accurately perform both types of injections at least once.

List of Assessments: (Write the number of the learning targets associated with each assessment)

All students will independently and accurately complete one of each type of injection (IM and SC) on their own.

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CEP Lesson Plan Form

All Students will complete a 3-2-1 notecard.

Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching Which model(s) will be used? One teach/one observe

Will co-teaching models be utilized in this lesson?
Yes _X_ No __ Why did you choose this model(s) and what are the teachers’ roles? I chose this
because I will be running the lab and lab set up but also because maintaining lab work
and assessment may require support.

Approx. Time and Materials  30 Minutes

 Materials:
o Paper plates
o Gloves(latex/nitrile)
o 3mL syringe
o 1” 16-gauge needle
o Small orange
o Chicken breast
o Dark colored water
o Cup

Anticipatory Set The strategy I intend to use is: Do now-write down what you know about the three layers
of the skin.
I am using this strategy here because: It gets them on task and provides them with a
refresher going into the activity that deals with the subcutaneous skin layer.

Procedures The strategies I intend to use are: teacher input, modeling, whole class practice and
check for understanding.
I am using this strategy here because: The students need to be told, shown, and allowed
to practice lab methods on their own while evaluating their understanding of content
material.
Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

1. Start the “Do Now” at Complete “Do Now” and Verbal feedback on
the beginning of class wait for further instructions previously learned
while doing final prep to share out, then share information.
on materials (input). out.
2. Layout materials and Pick up materials and wait
instruct students to for usage instructions
designate one person
to pick the materials up
for the group (input).
3. Receive safety Listen and agree to
information and guidelines about safe use of
guidelines about needles and appropriate lab
professionalism and behaviors.
needle usage (input).
4. Explain what we are Watch demonstration and
going to do for the lab. ask any questions they may
0.5-1.0mL for SC at a have.
15-degree angle,
inserting the needle all
the way in between the
skin and muscle in the
“gap”. Demonstrate on
an orange (teacher
modeling).
5. 0.5mL for IM at a 90- Watch demonstration and
degree angle, needle ask any questions they may
halfway in in a large have.
muscle group (teacher
modeling).
6. Pass out instructions as Start the independent lab
a reminder and allow portion
students to start the lab
(whole class practice).
7. Monitor and assist Complete independent lab Perform visual assessment
where necessary in portion with little to no of students accurately

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CEP Lesson Plan Form

students making their assistance and be able to completing their injections.

independent injections complete one of each
(check for injection on their own.
understanding).
8. Instruct students to Students return capped
clean up and properly “sharps” to instructor for
dispose of their disposal and clean up their
“sharps” (input). lab stations. Disposing of
their injected products.
9. Pass out notecards to Complete 3-2-1 and turn in Collected 3-2-1 notecards
students who have for a piece of candy.
cleaned up and ask for
3 things they learned, 2
questions they have
and 1 thing they
thought about the
lesson. When
completed, they can
turn in for a piece of
candy (check for
understanding).
Closure The strategy I intend to use is: 3-2-1
I am using this strategy here because: It allows students to write down 3 things they
learned, 2 questions they have and 1 thing they want me to know about how the lesson
went.

Differentiation Content Process Product Environment

Modifications: Assist where Students will be
needed to allowed to
accommodate work in groups
learning levels they feel most
on injection successful in.
concepts. There are some
students with

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CEP Lesson Plan Form

social struggles
who do best in
groups that
they feel most
comfortable in.
Extensions: If the student is
completed with
the minimum
two injections
required, they
can try and see
how much
liquid can be
put into a SC
injection and
reflect on what
the limitations
are and why.

Assessment Mrs. Wylie and I will perform a visual assessment of accurately completed injections in
oranges and chicken breasts for each student, demonstrating the IM and SQ injection on
the appropriate product. There will also be a 3-2-1 notecard collected at the end for
student self-evaluation.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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