Frog Dissection

Outline of Day Date: Tuesday, 2/21/2012 to Friday 2/24/2012 y External features identification (Diagram 1 in the Frog Dissection packet) y Mouth features identification (Diagram 2 in the Frog Dissection packet) y Opening the Frog (page 7 in Frog Dissection packet) y Digestive System Part 1 (Diagram 3 in Frog Dissection packet) y Digestive System Part 2 (page 11 in Frog Dissection packet) y Respiratory and Circulatory Systems (Diagram 4 in Frog Dissection packet) y Excretory and Reproductive Systems (Diagram 5A and 5B) Objective(s) y Students will be able to identify the external features and features in the mouth. y Students will be able to explain the importance of each of the external features and features in the mouth. y Students will be able to correctly open up their frog for dissection by using their Procedures Sheet. y Students will be able to explain and identify parts of the frogs digestive system. y Students will be able to explain and identify parts of the frogs digestive system. y Students will be able to explain and identify the parts of both the respiratory and circulatory systems. y Students will be able to explain and identify parts of the frogs excretory and reproductive systems. Preparation/Materials y Stations and partners given to students. y Frogs distributed to partners y Stations set up Bell work (3 min) y Monday: Write in planner. y Tuesday: Check diagrams 1 and 2 y Wednesday: Check diagram 3 y Thursday: Check diagram 4. y Friday: Check diagram 5 Monday: Pass out frogs (5 min) y One of the students in a group will come and get the bag and label it while the other student grabs the tools necessary for dissecting. y When the bags are labeled and the tools are back to the stations, we will go over what each tool is quickly. - Probe for pointing and moving organs. - Scissors for cutting layers open and cutting organs out. - Forceps are for pulling apart. - T-pins are for pinning down. y Frogs are handed out.

*Students will move at their own pace from here to the rest of the week. If students do not get done with the whole dissection, they are responsible for knowing the material in the entire packet. When the students are done with one diagram, they will hold up their station lab directions up and the teacher will come around to quiz the students on that diagram. Once the students get okayed

through one diagram they can move on to the next diagram and next dissection lab directions sheet. The tentative schedule and the schedule most students will have is
- Tuesday: External Features and Mouth (Diagrams 1 and 2) -Wednesday: Opening the Frog (page 7 in the Frog Dissection packet) and Digestive System (Diagram 3) - Thursday: Digestive System Part 2 and start the Respiratory and Circulatory System (Diagram 4) - Friday: Finish Respiratory and Circulatory System and Excretory and Reproductive Systems (Diagram 5A and 5B) External Features y Students will follow the directions on the Procedures Sheets provided for them at their lab stations. y In this part they will: External Features - Find the mass of their frog. Vocab: - Look at the thumb pads and predict the sex of the frog. - Third eye - Measure the legs. - Tympanum - Explore the eye. - Explore the eardrum. - External nares - Explore the nasal cavity. Mouth y Students will follow the directions on the Procedures Sheets provided for them at their lab stations. y In this part they will: Mouth Vocab: - Find the tongue. - Tongue - See where the tongue is attached. - Vomerine teeth - Find the vomerine teeth. - Maxillary teeth - Find the maxillary teeth. - Internal nares - Find the internal nares. - Find the gullet. - Gullet - Find the glottis. - Glottis Opening the Frog y Students will go through the Opening the Frog procedures sheet. y Students will cut the frog to open it up and pin it down. Digestive System y Students will go through the Digestive System procedures sheet. y In this part they will: - Find the liver - Measure the gall bladder - Find and measure the stomach - Find the pancreas - Find the small intestine and mesenteries - Find the large intestine and cloaca - Find the spleen - Find fat bodies - Pin certain organs for identification Digestive System- Part 2 y Students will go through Digestive System Part 2 Procedures. y In this part they will: - Remove the stomach - Remove and measure the small intestines

Digestive System Vocabulary: - Live - Gall bladder - Stomach - Pancreas - Small intestine - Mesenteries - Large intestine - Cloaca - Spleen - Fat bodies

Digestive System (P2) Vocabulary: - Villi

Look at and explore the different villi between the small and large intestines.

Respiratory and Circulatory Systems y Students will go through the Respiratory and Circulatory Systems procedures sheet. y In this part they will: - Locate the heart - Find the chambers in the heart - Locate the lungs - Put colored pins in specific organs for identification. Excretory and Reproductive Systems y Students will go through Excretory and Reproductive Systems Procedures y In this section, they will: - Find the kidneys - Find the urinary bladder - Find the cloaca - Find fat bodies - Find testes (males) - Find ovary and oviduct (females) - Pin the appropriate organs with colored pins

Respiratory and Circulatory Vocabulary: - Heart - Right Atrium - Left Atrium - Ventricle - Lungs

Everyday: Clean up (5 min) y Students will be told when there is 5 minutes left of class. y During this time they will need to: - Clean up the tools they used and put them back to where they belong. - Wrap their frog in a wet paper towel and place it in their bag that is already labeled then place then place the bag in the bin that is marked for their class period. - Wipe their lab station down with disinfectant. y To be dismissed from the room, the students must have all this done and be okayed to leave by the teacher.

Excretory and Reproductive Vocabulary: - Kidneys - Urinary bladder - Cloaca - Fat bodies - Testes - Ovary - Oviduct

6th Hour: Special Education Class: - Students will be given their frog on Tuesday and will be given the first procedure sheet (external features) they are given 15 minutes to go through the first sheet and Diagram 1 and the diagram 1 questions. The timer will be set and the students will be told that when the timer goes off in 15 minutes the students know that there will be a quiz. - On the document camera I will quiz the students over the structures that I would have individually quizzed the students on diagram 1 that they just spent 15 minutes on. During the quiz they can have their diagram that should have already been filled out before the dissection out and also their own personal frog out for references when taking the quiz. - The students will individually grade their quizzes and I will come around, see their score and check off their diagram. - After the quiz, the next procedure sheet would be given out and a time would be given to the students to explore that procedure and answer the questions that go to that diagram and procedures. - This will be repeated for each diagram and procedures sheet. - Students will be very lock-in-step on what they are working on but also with their partners working on the diagram to get their work done.