Download Virtual Frog Dissection - petersgr

Teacher Name Greg Peters
Teacher ID #:
School: Innes Middle School
District: Akron Public Schools
Grade(s) 7
Subject(s) Science
Room #/Location 109
Date of Class: 4-27-09
Please respond to all questions.
1. What are your GOAL(S)/ OBJECTIVE(S) for student learning for this class period? In other
words, what do you want the students to learn? Include learning goals in any domains that are
relevant to the lesson (e.g., academic, social, affective, cognitive, aesthetic, and/or psychomotor
goals).
Students will :
 Learn the safety rules for frog dissections that will be done this week.
 Be introduced to frog external and internal anatomy and an introduction to dissection using a
virtual dissection website.
 Be able to voice personal concerns over dissection.
 Learn about bullfrog food sources/eating/external anatomy.
This lesson addresses the following Academic Content Standards for the State of Ohio:
Life Sciences Benchmark A: Explain that the basic functions of organisms are carried out in cells and
groups of specialized cells form tissues and organs; the combination of these cells make up
multicellular organisms that have a variety of body plans and internal structures.
Grade 7: page 203
Indicator 1- Investigate the great variety of body plans and internal structures found in multicellular
organisms.
Scientific Inquiry Grade 7, Indicator 4- Choose the appropriate tools and instruments and use relevant
safety procedures to complete scientific investigations.
2. Consider the students in your class who have SPECIFIC NEEDS under each of the following
categories. Explain how your planning for this lesson addresses these needs. Be specific.
Exceptionalities Individual IEPs will be consulted and discussed with the intervention specialist.
Skill level Gifted students and students finishing early will be given a crossword puzzle on frog
dissection.
3. How does the CONTENT of this lesson build on the content of previous lessons?
The students have previously dissected other animals (worms, crayfish, etc.) and have identified
external and internal structures in the animals. They have been given basic safety rules for these
dissections.
4. How does the CONTENT of this lesson prepare students for the content of future lessons?
The specific content of this lesson will prepare students for the next two lessons where they actually
dissect a frog. The next day’s lesson will be the external examination of the frog and its mouthparts,
followed by the internal dissection the day after. Safety rules to be followed by the students during
the dissections will be discussed. Students will be placed into groups for their dissections later in the
week. Students will be able to voice any personal concerns they have over dissection. The lesson also
introduces the concepts of predation, camouflage, and survival of the fittest that tie into other lessons
in ecology.
5. Think about the structure or organization of the curriculum in this subject/discipline from the
first time the subject is encountered by students to the advanced study of it. How does the
CONTENT of this lesson fit within that whole structure of the subject/discipline?
This class will prepare the students for learning by providing them with my expectations for the next 3
lessons. The frog dissections are one of several lessons where the students investigate the great
variety of body plans and internal structures found in multicellular organisms. The dissection lessons
are inquiry-based which comprises the nature of the scientific method.
6. What teaching METHODS have you selected to help you achieve the learning goals you set for
your students (e.g., teacher presentation, peer teaching, programmed instruction, etc.)?
The teacher will present and explain the safety rules, class lessons to be taught, and assessments to the
class. Students will form groups for their dissections which is based on the cooperative learning
model.
7. What learning ACTIVITIES have you planned for this class (e.g., game to learn map skills,
drawing the action in a story, quiz, etc.)? Briefly outline the sequence of activities and indicate
approximately how much time you plan to spend on each activity.
Activity
1. Give overview of the lessons for the next three days: Day 1 (today),
virtual dissection and video; Day 2, external dissection and mouthparts of
frog; Day 3, internal dissection of frog. Pass out Background/ Safety Rules
to students. Review of safety and procedures for the actual frog dissection
(next day’s lesson).
2. Power Point presentation. The teacher will show the students the
website: www.froguts.com, which has a demonstration of the external
structures of the frog and shows how to make incisions to cut open a frog
to expose the internal organs. (From the home page, click on DEMO).
During this period, the teacher will point out things that students should
pay attention to while doing dissections. If computers are available,
students will have the opportunity to explore this website and do a virtual
dissection on their own.
3. Form the groups for the dissections. Move students to smaller groups
of 2-4 students/group. “Non-dissecting” students will be allowed to group
with other students that want to dissect. Students will be able to voice any
personal concerns they have over dissection.
4. Handout worksheets for the video. The teacher will show the video
“Bullfrogs eat anything”.
5. Students finish and turn in their worksheets (assessment on video).
6. Closure.
Allocated Time (42 min)
5 minutes
15-20 minutes
5 minutes
4 minutes
5 minutes
3 minutes
8. What instructional MATERIALS, including handouts, Power Point ® presentations,
manipulatives, and/or technology, will you use to help your students reach t he specified learning
goals?
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Class rules/background handout.
Computer.
Projector or TV for computer presentation.
Computer Power Point presentation.
Internet connection to website: www.froguts.com and video (or use real player video directly
from computer).
Worksheet on Video: “Bullfrogs eat anything”.
If appropriate, please attach to this form a copy of any student MATERIALS you plan to use
with this class (e.g., map, vocabulary list, questions to be answer ed, printed instructions,
homework).
9. If you will be GROUPING students for this class period, please provide the following
information.
a)Group Name or Number
(If applicable)
Dissection
Number of
Students
2-4
Basis for Group Membership
At least one person willing to do the dissection is in
the group.
b. Is this a TYPICAL grouping pattern for this class? If not, please explain.
Yes
10. How will you evaluate whether the students have learned w hat you intended them to learn? In
other words, how will you know if the students have met the learning goals for the lesson?
If appropriate, please attach to this form a copy of your EVALUATION PLAN, CRITERIA
or ASSESSMENT.
Students will be formatively assessed by the teacher asking questions of the students
Students will turn in their worksheets for formative assessment/dissection concerns.
LESSON RATIONALE
This lesson plan uses technology to help students understand how to dissect a frog, which they
will actually do the following two days. It allows students that may have moral issues with dissection
to do a virtual dissection at www.froguts.com, rather than participate in the actual dissection. It also
exposes the students to the procedures that they will perform when cutting open their frogs, allowing
them to see what they will experience beforehand. It is a very interesting website that students can also
visit outside of class.
The video, “Bullfrogs eat anything” is a very interesting video that serves as a “hook” to grab
the students’ attention. There are several concepts in the video that relate to frog mouthparts (i.e., frogs
do not have big sharp teeth, but have two sets of small teeth) and frog digestion (i.e., frogs swallow
their food whole). The lesson also introduces the concepts of predation, camouflage, and survival of
the fittest that tie into other lessons in ecology. These concepts are ideally presented in the video.
SAFETY RULES IN THIS CLASSROOM
1.
No eating, drinking, or chewing gum.
2.
Behave responsibly at all times. No horseplay, practical jokes, or pranks!
3.
Keep your work area clean and CLEAN UP BEFORE LEAVING.
DISSECTIONS
4.
The eyes are irreplaceable! To protect your eyes from possible injury, always wear safety goggles
when dissecting. Your grade will suffer if you are not wearing safety goggles because you will
receive a “0” and be removed from the class activity.
5.
Keep hands away from face, eyes, and mouth when dissecting. Do not rub your eyes when
working.
6.
Be sure you understand all directions before dissecting. Do not start if you do not understand the
directions. When in doubt, raise your hand to ask questions. There are no “stupid” questions in
this class, and it is better to be safe than sorry.
7.
Place the dissection specimens in the pan. Avoid dissecting a handheld frog. Treat frogs
respectfully.
8.
Use dissection tools as directed. Use the right tool for the job. Handle all sharp instruments with
extreme care!
9.
During or after animal dissections, taking any animal part(s) out of this room is prohibited.
Specimens are often preserved with toxic chemicals!
10. Dispose of materials only as directed. Do not empty frog/frog parts into a sink. Again, please
clean up.
FROG DISSECTION
Objectives:
 Identify the external structures and internal organs that make up various systems
of the frog.
 Explain the basic function of the external structures and internal organs
Purpose:
This week, you will dissect a frog in order to observe the external and internal structures
of frog anatomy.
******You will be expected to know the words in bold type*****
Background:
As members of the class Amphibia, frogs may live some of their adult
lives on land, but they must return to water to reproduce. Eggs are laid and fertilized in
water. On the outside of the frog’s head are two external nares, or nostrils; two
tympanic membranes or eardrums; and two eyes, each of which has three lids. The
third lid, called the nictitating membrane, is transparent. Inside the mouth are two
internal nares, or openings into the nostrils; two vomerine teeth in the middle of the
roof of the mouth; and two maxillary teeth at the sides of the mouth. Also inside the
mouth behind the tongue is the pharynx, or throat.
In the pharynx, there are several openings: one into the esophagus, the tube into which
food is swallowed; one into the glottis, through which air enters the larynx, or voice
box; and two into the Eustachian tubes, which connect the pharynx to the ear. The
digestive system consists of the organs of the digestive tract, or food tube, and the
digestive glands. From the esophagus, swallowed food moves into the stomach and
then into the small intestine. Bile is a digestive juice made by the liver and stored in the
gallbladder. Bile flows into a tube called the common bile duct, into which pancreatic
juice, a digestive juice from the pancreas, also flows. The contents of the common bile
duct flow into the small intestine, where most of the digestion and absorption of food
into the bloodstream takes place.
Indigestible materials pass through the large intestine and then into the cloaca, the
common exit chamber of the digestive, excretory, and reproductive systems. The
respiratory system consists of the nostrils and the larynx, which opens into two
lungs, hollow sacs with thin walls. The walls of the lungs are filled with capillaries,
which are microscopic blood vessels through which materials pass into and out of the
blood. The circulatory system consists of the heart, blood vessels, and blood. The
heart has two receiving chambers, or atria, and one sending chamber, or ventricle. Blood
is carried to the heart in vessels called veins. Veins from different parts of the body enter
the right and left atria. Blood from both atria goes into the ventricle and then is pumped
into the arteries, which are blood vessels that carry blood away from the heart.
The urinary system consists of the frog’s kidneys, ureters, bladder, and cloaca. The
kidneys are organs that excrete urine. Connected to each kidney is a ureter, a tube
through which urine passes into the urinary bladder, a sac that stores urine until it
passes out of the body through the cloaca. The organs of the male reproductive system
are the testes, sperm ducts, and cloaca. Those of the female system are the ovaries,
oviducts, and cloaca. The testes produce sperm, or male sex cells, which move through
sperm ducts, tubes that carry sperm into the cloaca, from which the sperm move outside
the body. The ovaries produce eggs, or female sex cells, which move through oviducts
into the uteri, then through the cloaca outside the body.
The central nervous system of the frog consists of the brain, which is enclosed in the
skull, and the spinal cord, which is enclosed in the backbone. Nerves branch out from
the spinal cord. The frog’s skeletal and muscular systems consist of its framework of
bones and joints, to which nearly all the voluntary muscles of the body are attached.
Voluntary muscles, which are those over which the frog has control, occur in pairs of
flexors and extensors. When a flexor of a leg or other body part contracts, that part is
bent. When the extensor of that body part contracts, the part straightens.
Name__________________
Group Name__________________
1. What things do bullfrogs eat besides flies?
2. Do bullfrogs have sharp teeth or fangs?_______
3. Can you think of any animals in the wild that might eat frogs?
4. What part of the frog or ability would be best for a frog to have to get away from a
predator ? (for example, strong leg muscles, good eyesight, good hearing, strong
swimming ability, camouflage, etc.)
5. Please check all statements that best describe you:
____I want to dissect the frog with my group.
____I want to watch another student in my group do the dissection.
____I want to write an essay on frog dissection instead of participating in the dissection.
____I am concerned or nervous about dissecting a frog.
____I am excited about the dissection—I can’t wait to do it/watch it!