Dissection Workshop-Day One: Introduction to Dissections

Objectives/Outcomes:
Students will be able to identify safety hazards with using dissection tools.

Students will be able to break down common dissection vocabulary into its prefix, root, and suffix.

Students will be able to name each dissection tool and explain its function.

Students will be prepared to begin the earthworm dissection tomorrow.


Rationale:
Safety is a main concern when working with dissection tools. Discussing the safety concerns before
starting a dissection workshop is crucial. Students also need to understand the terminology associated
with anatomy and physiology courses. In addition, state testing requires teachers with students who are
falling behind in English and science to emphasize vocabulary in the classroom. Therefore, breaking
down the common dissection vocabulary into prefix, root, and suffix is key to this intervention. Finally,
students need to become familiar and feel comfortable with the tools and environment in order to start
the dissection tomorrow.

Standards:
Wisconsin Model Academic Standards:
F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and
whole organisms
F.12.11 Investigate how the complexity and organization of organisms accommodates the
need for obtaining, transforming, transporting, releasing, and eliminating the matter and
energy* used to sustain an organism

Duration:
One 50-minute class period


Materials:
Introduction Presentation
Syllabus
Calendar
Writing Utensil
Laptop
Dissection Kits

Procedure:
Introduction (5 minutes):
Welcome students to class and take attendance. Tell students that today we will be doing a small ice
breaker activity, reviewing the syllabus, reviewing some dissection vocabulary and tools, picking
partners for the rest of the workshop, and going over scheduling conflicts.
Ice Breaker Activity (5 minutes):
Introduce myself and give a brief background on myself. Ask for students to go around the room,
introduce themselves by saying their name, grade, why theyre in this class, and one interesting thing
about themselves. During this time I will be taking notes on a seating chart in order to help remember
which students are in my workshop.
Syllabus (5 minutes):
Hand out copies of the syllabus to all students. Review syllabus, highlighting the requirements for the
workshop in order to earn .15 credit of Biology. Reiterate the fact that the online readings must be
done before class in order for the dissections to be done completely. Emphasize how credit is earned
and also the expectations for each day of the workshop.
Introduction to Dissection Vocabulary (10 minutes):
(2 minutes): Explain the significance of understanding the prefix, root, and suffix of words in science. Go
through ACL/MCL/PCL/LCL example in order to highlight the importance of understanding the prefix,
root, and suffix.
(5 minutes): Put the list of dissection terminology words up on the board. Ask students to take the next
few minutes to write down the meanings of the words based on known prefixes, roots, and suffixes.
(3 minutes): Ask for student input in reviewing these words. Go through all examples, giving the Latin
meanings of all prefixes, roots, and suffixes.
Introduction to Dissection Tools (5 minutes):
Go through each of the tools in the dissection kit, giving the scientific name for it and describing the
function. Describe to students when they will use each of the tools in lab tomorrow.
Safety Policy (5 minutes):
Read as a class through the General Guidelines for safety when using dissection tools. Have students
move in closer and model the proper form for using the scalpel.
Separate into Groups of Two (5 minutes):
Ask students to separate into two groups: those that will be in workshop every afternoon when it is
scheduled and those who have scheduling conflicts. Students who will be in each workshop can then
pair up with other students who will always be present. Students who have scheduling conflicts will be
asked to wait until after the rest of class is dismissed to find their partners.
Scheduling Conflicts and Wrap-Up (10 minutes):
(2 minutes): Remind all students that the reading on the earthworm dissection is due before class
tomorrow. Release students who do not have scheduling conflicts.
(8 minutes): Find out which students have scheduling conflicts at what times. Work out partners to the
best of my ability, making sure that each student has someone to work with. Once all students have a
partner, the rest of the students will be released as well.

Assessment:
Student understanding will be informally assessed through questioning during classroom activities.
Students will be formally assessed throughout the course by the completion of their worksheets.
Students will be formally assessed at the end of the workshop with a lab exam. This lab exam will
consist of the organisms that they have dissected. Students will be asked to identify the organ that pins
are pointing at.

Accommodations:
Students with learning disabilities, ELL/ESL students, and students with any hearing or visual impairment
may be offered a seat in the front of the classroom. In addition, students will all be partnered up for all
lab activities.

Extensions:
Students who complete the dissections with time to spare will be asked to find other organs and
features that are not included on our worksheet. They can find these additional organs and features
online.

References:
Dissection Safety Tips. (n.d.). Retrieved from Flinn Scientific, Inc.:
http://www.flinnsci.com/media/396301/dissectionsafety.pdf
Earthworm Dissection. (n.d.). Retrieved from Biology Junction:
http://www.biologyjunction.com/earthworm_dissection.htm
Frog Dissection. (n.d.). Retrieved from Biology Junction:
http://www.biologyjunction.com/frog_dissection.htm
Grasshopper Dissection. (n.d.). Retrieved from Biology Junction:
http://www.biologyjunction.com/grasshopper_dissection.htm
Grasshopper Dissection. (n.d.). Retrieved from Pleasanton School:
http://www.pleasanton.k12.ca.us/fhsweb/kelso/Labs/GrasshopperDissection.pdf

**Additional resources (worksheets, lab instructions, etc.) are continued on the following pages.











Dissection Workshop

Welcome to Februarys dissection workshop! Throughout the next two and a half weeks we will dissect
three organisms: an earthworm, a grasshopper, and a frog. We will first take a look at the vocabulary
and tools associated with dissections. Then we will move on to dissecting the earthworm, taking a look
at both the external and internal anatomy. We will then transition into dissecting the grasshopper, and
finally end with the frog.

You will earn credit in the following ways:
1. Completing readings before class (with notes)
2. Lab worksheets
3. Lab Exam

Expectations to earn .15 Biology credits:
1. You attend the workshop every day (unless you have discussed a possible scheduling conflict
with me)
2. You are prepared each day
3. You complete online readings and notes on time
4. You turn in all assigned worksheets
5. You pass the lab exam at the end of this workshop









Earthworm Dissection Lab

1. Put on safety goggles and gloves.
_____________________________________________________________________________________
2. Place the earthworm on the dissecting tray, ventral side up. Using the websites and your prior
knowledge identify the organs and features on the earthworm. Fill out the blanks in Figure 1 of
the external anatomy on the Earthworm Dissection worksheet using the following words:
ventral surface
pores
segment
septum
clitellum
prostomium
anus
setae
mouth
_____________________________________________________________________________________
3. Turn the worm dorsal side up and pin through the first and last segments.
4. Lift the dorsal skin with the forceps on the posterior end of the clitellum and cut a slit at the
base inserting scissors and cutting a line, slightly off center all the way to the posterior (anal)
end. Continue by cutting through the clitellum towards the anterior end. Pin back the body wall
to the dissecting tray. Caution: Be careful to cut only as deep as the skin to avoid damaging
internal organs.
5. Using the websites and your prior knowledge identify the organs and features on the
earthworm. Fill in the blanks on Figure 2 in reference to the digestive system on the Earthworm
Dissection worksheet using the following words:
esophagus
crop
intestine
pharynx
mouth
6. Using the websites and your prior knowledge identify the organs and features on the
earthworm. Fill in the blanks on Figure 2 in reference to the circulatory system on the
Earthworm Dissection worksheet using the following words:
ventral blood vessel dorsal blood vessel hearts
7. Using the website and your prior knowledge identify the organs and features on the earthworm.
Fill in the blanks on Figure 2 in reference to the nervous system on the Earthworm Dissection
worksheet using the following words:
cerebral ganglion ganglia of ventral
nerve cord
8. Using the websites and your prior knowledge identify the organs and features on the
earthworm. Fill in the blanks on Figure 2 and 3 (some words will be used on both diagrams) in
reference to the reproductive system on the Earthworm Dissection worksheet using the
following words:
sperm duct
seminal vesicles
egg sac
oviduct
ovary
testis
9. Using the websites and your prior knowledge identify the organs and features on the
earthworm. Fill in the blanks on Figure 2 in reference to the excretory system on the Earthworm
Dissection worksheet using the following words:
nephridida
10. Clean up your work area and make sure your earthworm is stored properly. Wash your hands
before leaving lab.