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Conduct the frog dissection in the lab.Distribute the procedure and have students complete the on-line virtual frog dissection so that they are as well-prepared as possible.Distribute the evaluation rubrics and explain the self-evaluation component.Distribute the introduction document and have students choose their roles.You may need to obtain your school’s digital cameras for some groups. Ensure that each group can obtain a digital camera.If you know which of your students are skilled in using PowerPoint, place one in each group.Ensure that each group has a photographer. They will become their group’s photographers. Determine which students do not wish to touch the frog.Certain students are reluctant to take part in the dissection because they do not wish to touch the frog and so they do not contribute to the work of the group.Student sketches of the frog are sometimes unrepresentative of what they observed and of poor quality.Documenting the dissection with a digital camera may solve several of problems: The frog dissection is an activity common to the majority of Biology 11 programs in Nova Scotia. and select "Demo" in the menu at the top of the website.Īn article and video from the Canadian Encyclopedia: ĭetailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) Resources available for teacher/student use (websites, references, etc)Ī virtual frog dissection to prepare students for the real thing: The assessment rubrics for each student's work.

The frog dissection procedure with all steps identified, and all questions included. Student introduction to the dissection activity which explains the two steps of the activity (the dissection and the creation of the digital lab report), the expectations of the group and the roles of the individual group members. Teaching materials provided (Blacklines, worksheets, templates, teacher materials) If you have access to a computer lab where each student has access to a computer, they will be able to work more efficiently. The dissection in the lab can last between 2 and 4 hours and the creation of the digital lab report will require another 2 hours in the computer lab.Įquipment Requirements: (computers, software, etc)ĭuring the dissection, each group of 4 students will require one digital camera.ĭuring the creation of the digital rapport, each group of students will require at least one computer with MS PowerPoint (or alternative) and MS Paint (or alternative) and a cord to connect their camera to the computer. Projected timeline for preparation and for carrying out activities compile, organize, and display evidence to facilitate the interpretation of data (213-5, 214-3).describe and apply classification systems and nomenclatures used in species (214-1).explain, using digestive systems, how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis (317-1).explain, using respiratory systems, how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis (317-1).explain, using circulatory systems, how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis (317-1).

describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus (316-6).

use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy (316-5).

PTS 12.4 evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independentlyĬT 12.3 design and create electronic documents to accomplish curricular tasks PTS 12.3 write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency When students dissect the frog, they have already studied its respiratory, circulatory and digestive systems.Ĭorrelations to ICT and curriculum outcomesīOC 12.1 use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems In my Biology 11 program, the frog dissection follows the dissection of the earthworm, the crayfish, the starfish and the grasshopper so students have well-developed dissection skills. In order to create the digital lab report, students will take digital photos during the dissection. Students will dissect the frog and then create a digital lab report. Overview of unit/lessons/activities (assumptions of prior knowledge/learning) Frog Dissection Digital Lab Report Frog Dissection Digital Report