Frog Dissection Digital Lab Report

Frog Dissection Digital Report

Author	Edward Stewart - CCRSB
Title	Frog Dissection Digital Lab Report
Grade Level	11
Subject Area	Biology
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	Students will dissect the frog and then create a digital lab report. In order to create the digital lab report, students will take digital photos during the dissection. 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. When students dissect the frog, they have already studied its respiratory, circulatory and digestive systems.
Correlations to ICT and curriculum outcomes	ICT Outcomes BOC 12.1 use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems PTS 12.3 write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency PTS 12.4 evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently CT 12.3 design and create electronic documents to accomplish curricular tasks Biology 11 Curriculum Outcomes : use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy (316-5) describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus (316-6) explain, using circulatory 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 digestive systems, how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis (317-1) describe and apply classification systems and nomenclatures used in species (214-1) compile, organize, and display evidence to facilitate the interpretation of data (213-5, 214-3)
Projected timeline for preparation and for carrying out activities	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.
Equipment Requirements: (computers, software, etc)	During the dissection, each group of 4 students will require one digital camera. During 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. If you have access to a computer lab where each student has access to a computer, they will be able to work more efficiently.
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	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. word format PDF format The frog dissection procedure with all steps identified, and all questions included. word format PDF format The assessment rubrics for each student's work. word format PDF format
Resources available for teacher/student use (websites, references, etc)	A virtual frog dissection to prepare students for the real thing: http://dissect.froguts.com/welcome.html and select "Demo" in the menu at the top of the website. An article and video from the Canadian Encyclopedia: http://www.canadianencyclopedia.ca/index.cfm?PgNm=TCE&Params=A1ARTA0003081
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	The frog dissection is an activity common to the majority of Biology 11 programs in Nova Scotia. Documenting the dissection with a digital camera may solve several of problems: Student sketches of the frog are sometimes unrepresentative of what they observed and of poor quality. Sketching can be time-consuming. 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. Here is a possible sequence of events: Determine which students do not wish to touch the frog. They will become their group’s photographers. Ensure that each group has a photographer. If you know which of your students are skilled in using PowerPoint, place one in each group. Ensure that each group can obtain a digital camera. You may need to obtain your school’s digital cameras for some groups. Distribute the introduction document and have students choose their roles. Distribute the evaluation rubrics and explain the self-evaluation component. Distribute the procedure and have students complete the on-line virtual frog dissection so that they are as well-prepared as possible. Conduct the frog dissection in the lab. Give groups access to computers to create their rapport. If students will be working on individual computers, they will have to distribute their pictures to all group members. To complete the rapport, students will have to combine the PowerPoint pages they created individually and put them in the correct order. When groups have completed their rapports, they can submit them to a HANDIN folder, submit them as an e-mail attachment or save them to USB drive or CD-ROM. Finally, they will complete their self-evaluation and submit their evaluation forms to you.
Student products expected	A digital lab report of the frog dissection
Samples (include teacher notes, assessment information, student work if available)
Logistics (organization, grouping, management issues, access to technology)	Refer to the detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) section.
Assessment information (e.g., rubrics for products and/or process)	The assessment rubrics for each student's work. word format PDF format
Possible extensions	If you have access to a data projector, you can create a lab exam or test using the photos taken by students during the dissection and submitted in their digital lab report
Adaptations for students requiring additional support	The distribution of roles in the introduction document is a suggestion only. Roles can be redistributed to meet the needs of students needing adaptations. Teachers can provide supplementary support materials to those students with adaptations to help them answer questions.