Dissection Unit for November 2013

Mrs. Kristin PhillipsScience 6

Lesson Plan 29 Kristin Phillips6th Grade Science Date: Fri. 11/8 (A-day)

Mon. 11/11 (B-day)

Lesson Topic: Intro to dissections: Banana Lab

Objectives:Students will recall traits of invertebratesStudents will describe different types of invertebratesStudents will list and describe dissection tools and purposesStudents will use this lab to help them become more comfortable with dissections

Procedures and Activities:1. Record homework and begin class starter (tools word search)2. Review characteristics and types of invertebrates

a. Types?b. Traits?c. Nervous system? Digestive system? Vascular system?

3. Dissection intro lab: Tools Discovery Lab with Bananas4. Discussion of upcoming events:

a. Quest: must make at least 80% to do dissection of Earth Wormsb. Behavior: inappropriate use of tools or materials will result in major

grade deduction and loss of privilege for other dissections

Resources:Invertebrate Study OutlineBananasDissection toolsDissection Tool Discovery Lab

Assessment: Lab should be thoroughly completed

Homework:“We love our worms!!” research activity http://www.biologyjunction.com/earthworm%20facts.htm

Name:___________________

DISSECTION TOOLS DISCOVERY LAB

A. Please clear your desk of all materials (except for your pencil and lab sheet.)B. One partner will carefully go to the back of the room and bring a tray back to

the desk. C. You will find several dissection tools on the tray. Be very careful with the

items. D. The following are the names and descriptions of your dissection tools. Look

at each tool and determine what the name is for that tool using the descriptions that follow. When you think you have found the correct tool, place the correct numbered dot (or numbered post-it note) next to that tool.

1. Dissection Tray- used to hold the specimens. Has a rubber mat to help hold the specimen in place.

2. Goggles - used for eye safety.

3. Gloves – used to keep your hands free of chemicals.

4. Hand Lens – used to magnify a specimen.

5. Scissors – used to cut through a specimen.

6. Tweezers – used to pinch things and pick them up.

7. Scalpel – used to make precise slices in a specimen.

8. Pins – used to hold down the specimen.

9. Probe – used to discover more about the specimen. You can use this tool to gently poke at the specimen.

E. Once you have identified and labeled all of the tools: Raise your hand and let Mrs. Phillips come and check to make sure you have done it correctly. __________ Take off the numbered dots and put the binder clip back on them.

Turn this page over for the banana dissection!

f. Next you are going to practice a dissection. Follow the numbered steps below and check off each step as you go.1. Put on the goggles and gloves. You will need more gloves from the box at the

front of the room. Notice there are different size gloves. The gloves on your tray are smalls. Do not snap the gloves or blow them up like a balloon. You may also get more goggles.

2. Take the banana and lay it on its side in the dissection tray. 3. Notice the two ends of the banana. One end is where the banana was attached to

the tree and the other end is just brown/black. Look at the brown/black end and make a small snip with the scissors to cut off then end of the banana.

4. Use the scalpel to slice through the skin of the banana. Cut down the side of the banana when the banana is laying flat on the tray. Cut from the brown/black end to the other end of the banana. Do not cut too deep or you will cut the banana. Just try to slice through the skin.

5. Next, peel the banana back with the tweezers and use the pins to pin down the skin. If you put the pins in at an angle it helps the skin to be as flat as possible against the tray.

6. Using the scalpel, cut the banana near the end where you cut with the scissors. Make a cut in the banana as if you were cutting a banana slice to look like a circle. Make another cut so that you have a slice of a banana (it should be a circle). You should now have one banana slice.

7. Use the hand lens to look closer at the banana slice. Do you notice anything that you have never seen before? ____________________________________________________________________________________________________________________________________

8. Look at the rest of the banana. Use your hands and slightly squeeze the end of the banana. You might have to stick your finger down the middle of the banana to help it break. Does it naturally break into sections? ______ If so, how many sections? _____

9. Use the probe to continue to tear the banana apart in the natural sections. Then use the probe to gently poke at the banana. Is it easy or hard to puncture the banana? ________

10. Show Mrs. Phillips your dissected banana. _________11. Clean-up: Take the pins out of the banana. Throw your gloves and banana in the

trashcan. Wash your tools and trays. Neatly place the tools back on the trays. Make sure your tray is in better condition than when you received it.

12. Show Mrs. Phillips your clean tray. ____________13. Take off your goggles. 14. Put your tray back on the counter. Wash your hands15. Check over your work and turn in this lab with your partner(s) lab. Then

pick up a Science World and Science World worksheet and begin working on the worksheet.

Lesson Plan 30 Kristin Phillips6th Grade Science Date: Tues. 11/12 (A-day)

Wed. 11/13 (B-day)

Lesson Topic: Intro to Earth Worms

Objectives:Apply knowledge of invertebrates and earthworms to a research assignmentResearch facts about earthworms in preparation for dissectionsDiscuss and consider how God provides for even the smallest of His creatures

Procedures and Activities:1. Record homework and begin class starter (earthworm word search)2. Discuss why dissection is important

a. What do you think is inside an earthworm?3. Discussion: God has provided this little worm with everything it needs. Imagine

how He can provide for us!4. Power Point and notes on earthworm parts5. “We love our worms” questions from research lesson plan6. Review for quest

Resources:PP and notes on earthworms (terms and parts)Orange slips, “We love our worms”

Assessment: Participation in class discussion and reviewing

Homework:Study for Quest over E.W. terms and parts using word bank--- must make an 80% or higher to dissect!

Name: __________________

Before we begin dissecting the worms, there are a few terms you should know. It is important that you follow safe lab procedures and act as mature young ladies and gentlemen as you complete the dissection. Anyone acting immaturely or not following directions given by Mrs. Phillips will not continue with the lab, and these individuals will deal with the consequences. Let’s finish the second quarter with fun and safe dissections!

Terms to know before dissecting our worms:

1. Anterior:

2. Posterior:

3. Dorsal:

4. Ventral:

5. Hermaphrodite:

6. Internal:

7. External:

8. Annelida:

Lesson Plan 31 Kristin Phillips6th Grade Science Date: Thurs. 11/14 (A-day)

Fri. 11/15 (B-day)

Lesson Topic: Earthworm Quest

Objectives:To evaluate students regarding earthworm knowledge prior to the start of dissection.

To discover just how complicated even the smallest animals are.

Procedures and Activities: 1. Record Homework & begin class starter2. Earthworm Terms and Labeling Quest (Moodle) *have picture printed for quest on Moodle3. Dissection materials & talk about packet: read through with a partner4. Review dissection tools briefly

Resources: Class StarterComputersDissection Materials

On tray: gloves, scissors, scalpels, pins, tweezers, hand-held lensAssessment:

Earthworm Quest

Homework: None, unless they have to retake quest (if they make a 79% or below then

retake). Retake will be outside of class, before next class period!

Earthworm Dissection LabScience 6

Mrs. Phillips

Name: ______________________________________

Class Period: _____________ Date: _______________

TODAY IS EARTHWORM DISSECTION DAY!!! EVERYONE NEEDS TO PARTICIPATE AND TOUCH OR MAKE AN INCISION TO THE EARTHWORM AT LEAST ONCE TODAY! CHECK OFF EACH STEP AS YOU GO!

1. Take your labeled diagrams and internal organs paper, and place them and your PENCIL on your desk.

2. Everything else should be removed from your desk.

3. If you are a group of three people, place two chairs on one side of the lab desk and one chair on the other. Two people should be seated on one side of the desk while the other partner is on the other side at all times unless movement is necessary for dissection purposes.

4. If you are a group of two, you may sit on the same side of the table or across from each other. You should remain at your lab station during dissection unless movement is necessary for dissection purposes.

5. One person may get a dissection tray. Put on your goggles and gloves.

6. Once your lab station is set up according to steps #1- #5, one lab partner may come up and get a worm to take back to the lab station. You will use your dissection pan to carry the worm.

7. Keep your dissection tray and the materials in it on the center of your table.

8. You will only receive ONE WORM. Please treat him/her kindly.

9. Name your worm and record it below:

Hello, my worm’s name is ____________________________________

10. Look at the EXTERIOR of the worm. Count the number of segments that the ANNELID has and record it below:

Number of Segments _____________________________

11. Draw a detailed, accurate picture of your worm below. Locate and label the following parts using your hand lens to help you see better (Label your picture with the word, not just the letter):

a. Mouth (located at the _________________ end of the worm)b. Anus (located at the _________________ end of the worm)c. Clitellumd. Setae (the little bristles used for movement – may be difficult to view)e. Septum (divisions between the segments)f. Genital pore (holes on the ventral side of the earthworm)

12. After you have inspected the EXTERNAL part of your worm, it is time to look at the INTERNAL part.

13. Turn the worm dorsal side up.

14. Gently make a shallow incision in the dorsal posterior side of the clitellum using your scissors. The organs are fragile and fairly close to the skin. MAKE SURE YOUR CUT IS SHALLOW!!! Do not let the worm twist.

15. Insert the tip of the scissors and slowly cut towards the ANTERIOR end of the worm. You will need to use teamwork to complete the dissection. Follow the dorsal blood vessel.

16. You will need to pin back the skin of the worm using the following technique.

a. With the help of your lab partner, gently pull back some skin close to the clitellum after you cut it with the scissors.

b. You will need to use your scalpel to cut the septum (which are connecting the organs to the skin) in order to release the skin from the organs. ---THIS IS VERY IMPORTANT – IF YOU WANT/NEED HELP RAISE YOUR HAND!

c. When you acquire enough loose skin you may pin it back to keep it out of the way and to allow you to see the organs better.

17. Cut your worm all the way to the mouth and pin the skin back securely.

18. Draw a detailed picture of your worm below. Observe, with the help of your hand lens, locate and label the following parts. Label your picture with the word, not just the letter (you may use your labeled drawing from class to assist you.):

a. Pharynxb. Esophagusc. Aortic arches (look like small, black apple seeds)d. Crope. Gizzardf. Stomachg. Dorsal blood vesselh. Intestinei. Seminal vesicles (large and off-white in color)

You may or may not be able to view the ganglion. See if you can find it!

19. What is the pathway for digested materials starting with the mouth and finishing with the anus?

Mouth => _____________ =>_____________=> ______________=> _____________ =>_____________=>__________________=> Anus

20. BEFORE GOING ANY FURTHER >>> RAISE YOUR HAND AND SHOW MRS. PHILLIPS YOUR EARTHWORM. You will receive a grade for your dissection. Write it below:

a. __________

21. Using your scissors, cut from your beginning incision and proceed toward the anus. You may pin the skin back here as well. Cut into the intestine and slice

it toward the anus. If you are lucky you will be able to view some soil that is traveling through your worm.

22. You may now use your scalpel to cut into the gizzard and crop. What do you

see?23. Once you have completed your dissection:

a. One lab member needs to dispose of your worm in the trash bag in the front of the room.

b. One lab member needs to spray and wipe the table.c. One lab member needs to clean off the tools.

24. Place all your materials in the dissection tray and place it in the middle of your table and raise your hand to show Mrs. Phillips. Be sure you are ready. She will be grading your lab station for cleanliness at this time.

25. You may then remove your gloves, dispose of them in the trashcan and WASH YOUR HANDS. You may remove your goggles. Evaluate yourself and your lab partner(s) confidentially. Turn in your earthworm packet.

EVALUATION

The following outlines the grade you will receive for the earthworm dissection:

1. Lab questions found within the lab and drawings 30 pts2. Dissection 10 pts3. Lab technique 25 ptsYou may have 5 points taken off for infractions including, but not limited to:

a. Having your goggles offb. Asking a question that is answered in your lab instructionsc. Being out of your seatd. Making any other poor lab decision

4. Participation – Mrs. Phillips 10 pts *Everyone must touch or make an incision on the earthworm at least once.5. Participation – peers 10 pts*Each of your lab partners will rate your performance.5. Clean lab station 5 pts

List the name of your lab partner below and give them a participation score of 1-10 (1 being a poor level of participation and 10 being a great level of participation). Don’t forget to give reasons for your score! Your partners will not see the score.

1. Name: ________________________________Why did you give him or her this score?

2. Name: __________________________________Why did you give him or her this score?

Your name: ____________________________________

Lesson Plan 32 Kristin Phillips6th Grade Science Date: Mon. 11/18 (A-day)

Tues. 11/19 (B-day)

Lesson Topic: Earthworm Dissection

Objectives:o To evaluate students regarding earthworm knowledge prior to the start of

dissectiono To expose students to the internal anatomy of an earthwormo To discover just how complicated even the smallest animals are

Procedures and Activities: 5. Record Homework & begin class starter6. Discuss Earthworm Packet7. Dissect earthworms!

Resources: o Earthworm Packeto Dissection Materials: Tray, pins, gloves, scalpel, scissors, hand-held lens,

and tweezerso Worms

Assessment: Earthworm Dissection Packet

Homework: Reflection paragraphs on dissection: Write two paragraphs on the dissection

1) What did you learn, what did you have questions about? 2) How did you feel during the dissection? What did you like or dislike about it? If we could do the dissection of an earthworm again, what would you change? We are dissecting grasshoppers next. How do you feel about this?

Name: ___________Date: ______

Class Period: _______

Earthworm Dissection: Reflections

You’ve just dissected an earthworm! Please use complete sentences and the lines provided to answer the following questions. There is more space on the back if you need it!

What did you learn? What do you still have questions about? Do you have new questions? How did you feel during the dissection? What did you like and dislike about the dissection? If you could change something about the experience, what would

it be? Do you expect grasshoppers to be different?

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Lesson Plan 33 Kristin Phillips6th Grade Science Date: Wed. 11/20 (A-day)

Thurs. 11/21 (B-day)

Lesson Topic: Intro to Grasshoppers

Objectives:o Students will recall characteristics of arthropods and insectso Students will learn terminology relating to the interior and exterior parts

of grasshopperso Students will prepare to dissect a grasshopper

Procedures and Activities: 8. Record Homework & begin class starter9. Return Earthworm Packets: must have a score of 80% or higher to

participate in grasshopper dissection next class10. Go over grasshopper notes and PP11. Review grasshopper packet with partners.

Resources: o Grasshopper Notes and PPo Class Startero Graded Earthworm packets (grade will determine whether or not

students can dissect grasshoppers)o Grasshopper Packet

Assessment: Notes

Homework: TBD

Lesson Plan 33 Kristin Phillips6th Grade Science Date: Wed. 11/20 (A-day)

Thurs. 11/21 (B-day)

Lesson Topic: Intro to Grasshoppers

Objectives:o Students will recall characteristics of arthropods and insectso Students will learn terminology relating to the interior and exterior parts

of grasshopperso Students will prepare to dissect a grasshopper

Procedures and Activities: 12. Record Homework & begin class starter13. Return Earthworm Packets: must have a score of 80% or higher to

participate in grasshopper dissection next class14. Go over grasshopper notes and PP15. Review grasshopper packet with partners.

Resources: o Grasshopper Notes and PPo Class Startero Graded Earthworm packets (grade will determine whether or not

students can dissect grasshoppers)o Grasshopper Packet

Assessment: Notes

Homework: Read through the dissection packet

Grasshopper Dissection PacketMrs. Phillips

Science 6

Name: ____________________________________Date: _____________________________________Class Period______________________________

EVALUATION

The following outlines the grade you will receive for the grasshopper dissection:

1. Lab questions found within the lab and drawings 30 pts2. Dissection 10 pts3. Lab technique 25 ptsYou may have 5 points taken off for infractions including, but not limited to:

e. Having your goggles offf. Asking a question that is answered in your lab instructionsg. Being out of your seath. Making any other poor lab decision

4. Participation – Mrs. Phillips 10 pts *Everyone must touch or make an incision on the grasshopper at least once.5. Participation – peers 10 pts*Each of your lab partners will rate your performance.5. Clean lab station 5 pts

List the name of your lab partner below and give them a participation score of 1-10 (1 being a poor level of participation and 10 being a great level of participation). Don’t forget to give reasons for your score! Your partners will not see the score.

3. Name: ________________________________Why did you give him or her this score?

4. Name: __________________________________Why did you give him or her this score?

Your name: ____________________________________

Now we are dissecting GRASSHOPPERS! Like our earthworm dissections, our grasshopper dissections will be group efforts. Each person must participate and touch the grasshopper at least once in order to receive full credit. Check off each step as you go!

1. One person from each pair should get a dissecting tray with the following materials: scalpel, dissecting scissors, forceps, a dissecting needle, a probe, and pins.

2. Put on your goggles and your apron. Before doing anything else, put on your safety gloves.

3. One person from each pair should get a grasshopper. Name your grasshopper and write the name on the line below:

4. Identify each of the following parts of the grasshopper’s external body. Check each item off as you locate it. If you need help identifying any of the items raise your hand and Mrs. Phillips will help you!

a. Exoskeletonb. Headc. Thoraxd. Abdomene. Wingsf. Jumping legsg. Walking legsh. Mandiblesi. Palpsj. Antennaek. Spiracles

5. After identifying the EXTERNAL parts of the grasshopper, how can you explain that this organism is an ARTHROPOD? Can you describe how you know grasshoppers are INSECTS?

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6. What type of body symmetry do grasshoppers have? ____________________________________

7. You will now begin to dissect your grasshopper, discovering its INTERNAL parts! Remove the wings and legs from the grasshopper. Use the forceps to remove the pronotum, as seen in Figure 1 below.

8. Now that the pronotum is removed use the scissors to gently cut through the EXOSKELETON along both sides of the body wall, as seen in Figure 2 below. Make shallow cuts to avoid damaging the internal body structures.

9. Remove the body wall from the abdomen, and then remove the rest of the body wall from the thorax.

10. The heart will remain attached to the body wall. This will look like a string along the body wall.

11. Show Mrs. Phillips your grasshopper. You will be graded on your dissection at this time.

12. Identify the structures shown in Figure 3 below. Female grasshoppers have an ovary that may be filled with a mass of eggs. If your grasshopper is a female with an ovary, tell Mrs. Phillips and remove the ovary before looking at the other parts. Even if your grasshopper is a male, describe the life cycle of incomplete metamorphosis that each grasshopper goes through.

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13. To find the VENTRAL NERVE CORD, lift the digestive organs with the forceps and cut away the membrane that lines the VENTRAL BODY WALL. Do this very carefully. Ask Mrs. Phillips if you need help! The digestive organs include:

a. Crop c. Gizzard b. Intestine d. Stomach

14. To see the CEREBRAL GANGLION of your grasshopper, gently cut away the top of the head and remove the muscle tissue, right behind the antennae. If you need help ask Mrs. Phillips. If you can find the cerebral ganglion gently touch it with your probe. Draw what you see.

15. When you are done with your grasshopper, put the grasshopper in the designated trash bag and clean your station. When you are finished cleaning raise your hand for Mrs. Phillips to check your area. She will grade you on your lab station at this time.

Lesson Plan 34 Kristin Phillips6th Grade Science Date: Fri. 11/22 (A-day)

Mon. 11/25 (B-day)

Lesson Topic: Grasshopper Dissections

Objectives:o Students will recall characteristics of arthropods and insectso Students will learn terminology relating to the interior and exterior parts

of grasshopperso Students will dissect a grasshopper

Procedures and Activities: 16. Record Homework & begin class starter17. Review grasshopper dissection packet18. Dissect grasshoppers!

Resources: o Dissection materialso Dissection packet: Grasshoppers

Assessment:

Dissection Packet

Homework:

Create a concept map with “animals” as the center idea. How many concepts can you relate using the terms and knowledge from what we have discussed this semester?

Name:________________Class Period:___________

Date:____________

Compare and contrast what we know about earthworms and what we just learned about grasshoppers. You may use a chart, diagram, bullets or paragraph form. Use notebook paper or type your assignment. Skip lines or double space.

Be sure to include the following: Reproductive organs: Digestive system: similar, identical, or different? Nervous system: organs? Nerves? Ganglia? Circulatory system: organs? External features: are their bodies similar on the

outside or different? How? Symmetry: do they have the same body

symmetry?