Date:

Friday November 22, 2013 to Friday November 29, 2013 (Duration 6-8
classes)
Name: Megan Sawler
Grade: Biology 12 (A Block and C Block)
Topic/Theme: Fetal Pig Dissection

Lesson Purpose: This lesson is designed to strengthen familiarity with anatomy and
physiology of mammals, humans in particular. The internal anatomy of fetal pigs is
one of the closest replicas to the human body, aiding students to understand and
visualize their own internal anatomy. This lesson also familiarizes students with
proper dissection technique. It enables students to collaborate on an extended
laboratory dissection and work together to locate organs and determine their
function.

Student Outcomes:
Analyse the nervous system and explain its structure and dynamics. (116-7)
Evaluate the impact of viral, bacterial, genetic, and environmental diseases
on an organisms homeostasis. (317-4)
Explain how the endocrine system helps maintain homeostasis. (317-1)
Analyze homoeostatic phenomena to identify the feedback mechanisms
involved. (317-2)
Analyze and describe the structure and function of male and female
mammalian reproductive systems. (313-3)
Select and integrate information on embryonic development. (213-7)

Authentic Student Assessment: This extended dissection lab covers a great deal of
outcomes from Biology 12, but also reviews and builds upon outcomes from Biology
11. This dissection is a very hands-on and outcome rich project, leading to a great
deal of assessment and opportunities for students to obtain points towards their
final grade. This dissection weighs heavily on the final grade of the class, through
participation points, group work, homework points, lab reports, and testing.
Biology 12 students will be assessed in the following ways during the progression of
this lab:
Safety Contract: Students will be given a safety contract and I will present the
rules of the dissection. Students will sign this to show their agreement. I will
circulate and provide a participation point to each student who pays
attention and signs the form adhering to the rules.
Pre-Lab: Created and used as a form of formative assessment. Students will
complete the double sided pre-lab questions for homework the weekend
before the dissection. Students will pass this handout in on the first Monday
of the dissection. I will only assess this sheet for completeness. During a lull
in the dissection, I will return this pre-lab to students and we will correct it
together as a class. Students will self-assess their understanding on the fetal
pig background and use it as a reference point for how much their
understanding has improved at the end of the dissection.

Group Observation: I have created an observational checklist to assess

students through observational and formative assessment. I will also ask
students questions and assess through interaction during the dissection.
Lab Report Part 1: Students will pass in Part 1 of the lab report for me to
assess. This is used as formative assessment. This includes questions based
on the dissection, application and understanding questions of anatomy and
physiology, labeled diagrams of the pigs anatomy, and written conclusions to
summarize learning. This will be marked and returned to students before
they hand in Part 2 so they have an opportunity to improve. A rubric is
provided to students outlining point values and expectations.
Lab Report Part 2: Students will pass in Part 1 of the lab report for me to
assess. This is used as formative assessment. This includes questions based
on the dissection, application and understanding questions of anatomy and
physiology, labeled diagrams of the pigs anatomy, and written conclusions to
summarize learning. A rubric is provided to students outlining point values
and expectations.
Unit Test: Following the end of the dissection, the follow up lesson, review
and questions and answer period, and after both lab reports have been
returned, students will be presented with an in-class, closed-book unit test.
This test combines both summative and interim assessment and measures
the understanding of the students on all the systems, organs, and functions
covered in this dissection.

Adaptations & Modifications: All students in this class are following the regular
curriculum. There are no physical disabilities. There two students (one in each
Block) who suffer from test anxiety and will write their unit test in the back office
adjoining my classroom. All the students in this class wish to take part in the
dissection, however if there were students who did not want to take part, the school
has purchased an online program called FrogGuts which simulates a fetal pig
dissection. With this, students would follow the same lab procedure but would
complete the dissection online.

Prior Knowledge: Students will be building upon knowledge of human anatomy and
physiology from Biology 11, where students learned about circulatory, respiratory,
digestive, excretory, and immune system organs and functions. This dissection ties
together Maintaining Dynamic Equilibrium I from Biology 11, and Maintaining
Dynamic Equilibrium II from Biology 12 and gives students a hands-on look at what
is going on inside the body. It allows them to make connections between the two
major units from both courses to further understanding through exploration.

Lesson:
This is a very self-directed laboratory project, and student groups will work at
different speeds through the 6-8 classes that this lesson may last. This lesson plan
pertains to the entire dissection, and I have created a daily agenda for each day of
the dissection instead of creating a lesson plan for each day, as they would be too

repetitive, and it is not possible to predict what may need to be reviewed or

addressed. This will pertain to student questions, and will occur mostly on the spot
as the issue arises.

1. Student Groups: Groups will be chosen by the students. I will present the
roles of the group members, and give students a form to make the choice
easier. The reason why students are allowed to choose their own groups is
because there must be at least one student in each group who feels
comfortable touching and manipulating the pig. Students may select a group
of 3-4, and will assign the roles of Dissector, Equipment Manager, and
Reader. Students who feel comfortable may switch up their roles within the
group each day. Groups will be compiled and a group number will be
assigned to each team which corresponds with their dissecting materials
number.
2. Safety Rules: Students will be presented with a safety contract of dos and
donts of dissection. I will present a PowerPoint show on the Smartboard
going over and further explaining the reasoning behind each rule. Students
will be asked to sign the contract to show their understanding. I will verify
that they have done so.
3. Hook: Each day of the dissection, I will bring the students together before
beginning and go over a funny or interesting pig fact, myth, or joke, then
provide time to address any questions the students may have or review a
particular concept that is causing concern before sending students off to
their lab benches to begin for the day.
4. Each day students will obtain their dissecting kits, trays, and tools, as well as
their fetal pig and work together on the lab procedure to work towards
completing the dissection. I have split the dissection into two parts so that
the lab isnt so daunting, and so that students begin the lab report and dont
save a great deal of work until the last minute. Students will use the copy
they are provided as a rough copy and then for their final copy which they
are passing in, they will present it professionally, typed with diagrams on
white paper.
5. I will circulate throughout the lab each day to answer questions, assist
students with technique, and ensure that they are locating the organs
properly. I will also pose key questions and assess groups according to their
interaction, focus, and ability to follow the regulations and procedure.
6. Clean Up: Each day, I will be stopping the class using the tambourine to signal
for attention, and I will use the timer that I have preset to ensure that at least
5-7 minutes is given to students for cleanup. Pigs will be rinsed, and I will
provide students with a coloured elastic that they will attach to their pig so
they can identify it next class. All tools must be washed and dried, and
counters must be wiped and sanitized. Students will then return to their
seats and I will double check to ensure all stations are cleaned to appropriate
standards.

Materials:

PowerPoint Presentation of Safety Rules

Computer and Projector
Smartboard
Handout with Job Descriptions and Group Selection (Class set)
Handout for Safety Contract (Class set)
Prelab handout (Class set)
Lab Procedure handout Part 1 (Class set)
Lab Procedure handout Part 2 (Class set)
Lab Report Rubric Part 1 (Class set)
Lab Report Rubric Part 2 (Class set)
Unlined paper
Pens/pencils
Group evaluation forms (Class set)
Final Rubric and Feedback form (Class set)
Fetal pigs (1 per group)
Dissecting trays (1 per group)
Dissecting kits (scalpel, scissors, probe, forceps) (1 per group)
Paper towel
Hand soap
Lysol wipes for counters
Coloured elastic bands
Sinks
Plastic basins
Stopwatch
Tambourine

Closure: Following clean up each class, I will have students return to their seats,
where I will address any arisen questions. I will also be doing a check up to see
which part each group is at. I will be commenting on how the dissection went that
day and praising students for their efforts, or providing suggestions for
improvement for the next day.

Professional Growth Target:
Ensure that students are responding to my directions and listening when I
need to stop the lab to address a comment or concern that has arisen. Ie. Are
they responding to the tambourine or do I need to find a new method?
Ensure that I know the names of all the students when they are in the lab and
not in their seats when I can use the seating chart.