Constructive Learning: Infusion Level

(9-12 Lesson)

Virtual Frog Dissection
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Grade Level
9/10
Classroom Configuration:
  • Working in pairs, in a computer lab setting or with student laptops
Arizona State Content Standards
  • Science
    • Strand 1: Inquiry Process
      • Concept 1: Observations, Questions, and Hypotheses
        • PO 1: Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11-S3C1, and R12-S3C1)
        • PO 2: Develop questions from observations that transition into testable hypotheses.
        • PO 3: Formulate a testable hypothesis.
        • PO 4: Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
      • Concept 2: Scientific Testing (Investigating and Modeling)
        • PO 1: Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry.
        • PO 2: Identify the resources needed to conduct an investigation. PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
          • Identify dependent and independent variables in a controlled investigation.
          • Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes).
          • Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).
        • PO 4: Conduct a scientific investigation that is based on a research design.
        • PO 5: Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.
      • Concept 3: Analysis, Conclusions, and Refinements
        • PO 1. Interpret data that show a variety of possible relationships between variables, including:
          • positive relationship
          • negative relationship
          • no relationship
        • PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
      • Concept 4: Communication
        • PO 3: Communicate results clearly and logically.
        • PO 4: Support conclusions with logical scientific arguments.
    • Strand 4: Life Science
      • Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems)
        • PO 5: Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.
  • Writing
    • Strand 3: Writing Applications
      • Concept 2: Expository
        • PO 1: Write an explanatory, multi-paragraph essay that:
          1. includes background information to establish the thesis (hypothesis, essential question), as appropriate
          2. states a thesis (hypothesis, essential question) with a narrow focus
          3. includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasons
          4. communicates information and ideas from primary and/or secondary sources accurately and coherently, as appropriate
          5. attributes sources of information as appropriate
          6. includes a topic sentence for each body paragraph
          7. includes relevant factors and variables that need to be considered
          8. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate
          9. includes an effective conclusion
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 2: Models and Simulations
      • PO 1: Predict and test the relationships amongst interdependent elements of a digital model, simulation or system.
  • Strand 2: Communication and Collaboration
    • Concept 2: Digital Solutions
      • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems.
  • Strand 6: Technology Operations and Concepts
    • Concept 2: Applications
      • PO 1: Demonstrate speed and accuracy using appropriate data entry tools.
Objectives
  • The student will work with a lab partner to complete the virtual frog dissection.
  • The student will identify the dissection tools and how to use them.
  • The student will describe the dissection techniques.
  • The student will describe the exterior features of the frog.
  • The student will identify and describe 8 major organ systems – the parts, functions, and appearance.
  • The student will compare and contrast the frog's anatomy to human anatomy.
  • The student will write a lab report based on the dissection.
Procedure
  1. Students will receive a lab report rubric from the instructor and a digital lab report template for writing their report.
  2. Each pair of students will view the Introduction, External Anatomy, and Internal Anatomy of the virtual dissection on a computer and take notes on the lab.
  3. After the students view and discuss the dissection, they will complete the report and include the hypothesis, prediction, materials, procedure, results, observations, conclusion and reflection.
  4. Students will complete a graphic organizer to show their analysis of the similarities and differences between the frog's anatomy and body systems and human anatomy and body systems.
Materials
Assessment
  • Lab reports will be assessed with the Science Lab Report Rubric.
  • Venn Diagrams will be assessed with the Venn Diagram Rubric.
TIM - Constructive: Infusion
Northern Arizona University