Constructive Learning: Infusion Level
Virtual Frog Dissection
- Working in pairs, in a computer lab setting or with student laptops or ipads
Arizona State Content Standards
- Strand 1: Inquiry Process
Strand 4: Life Science
- 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.
- 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.
Common Core State Standards: ELA & Literacy in History/Social Studies, Science, and Technical Subjects
Integration of Knowledge and Ideas
Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Text Type and Purposes
Write informative/explanatory texts, including the narration of historical events, scientific
procedures /experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.
- TSW work with a lab partner to complete the virtual frog dissection.
- TSW identify the dissection tools and how to use them.
- TSW describe the dissection techniques.
- TSW describe the exterior features of the frog.
- TSW identify and describe 8 major organ systems - the parts, functions, and appearance.
- TSW compare and contrast the frogs anatomy to human anatomy.
- TSW write a lab report based on the dissection.
- Whole group discussion about systems, body systems, possible similarities and differences between animal body systems. Goal is to generate a Driving Question around systems.
- Students will create a lab report rubric with the instructor and a digital lab report template for writing their report. These two items will be presented in rough form, then discussed so students may suggest changes in either document.
- Each pair of students will view the Introduction, External Anatomy, and Internal Anatomy of the virtual dissection on a computer or iPad and take notes on the lab. Notes can be taken with paper and pencil or digitally using a collaborative word processing document or wiki.
- After the students view and discuss the dissection, partners will complete the report and include the hypothesis, prediction, materials, procedure, results, observations, conclusion and reflection.
- Students will complete a graphic organizer to show their analysis of the similarities and differences between the frogs anatomy and body systems and human anatomy and body systems.
- Partners will choose a method for sharing their report and organizer. Possible methods include paper, a wiki, blog, web site, digital or paper poster, digital wallboard.
- Computers with Internet access
- Document camera
- Virtual Frog Dissection
- Science Lab Report Template (Google Docs Template Gallery or Inspiration Science Lab Report)
- Venn Diagram Graphic Organizer, such as Read Write Think
MindMeister mindmeister.com/ or Inspiration software inspiration.com or Google Drawing docs.google.com
- Venn Diagram Rubric, such as from Read Write Think
- RubiStar for Science Lab Report Rubric
- Presentation tool: Blog Edublogs, Blogger; Wiki: PBworks, Wikispaces, Google Sites; digital poster Edu Glogster; digital wallboard Lino It
- Lab reports will be assessed with the Science Lab Report Rubric.
Venn Diagrams will be assessed with the Venn Diagram Rubric.