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Lesson Plan for Virtual Pig Dissection
Title: Virtual Fetal Pig Dissection http://www.whitman.edu/biology/vpd/main.html
Grade Ranges: 9-12
Science: Biology
Synopsis: Students will use a Web site for introduction or reinforcement of the anatomy of a fetal pig. Students will need Internet access in order to work their way through the Web site’s study guides on a pig’s anatomy. This lesson requires Internet access for each student or at least for every pair of students. Students will log on to the Internet and go to the virtual pig dissection online at http://www.whitman.edu/biology/vpd/main.html Students prepare for dissection with any or all of the site’s eight study guides: anatomical references, sexing your pig, digestive system, excretory system, circulatory system, reproductive system, respiratory system, and nervous system. Before dissecting the digestive system, the following assignment will be issued to students:
1. Log on to the Virtual Pig Dissection web site.
2. Chose the Digestive System study guide.
3. As students work way through the study guide, they can make a list of all structures in this system and include a definition for each part (its function or what it does).
4. As students complete each study guide assignment, they can try the quiz for that topic, or the quizzes could be used just prior to a test on the fetal pig dissection will be used for assessment reasons.
Objectives:
1. Students will use interactive study guides for introduction and or review of the anatomy of a fetal pig.
2. Students will produce vocabulary lists and anatomy maps of selected systems.
3. Students will use interactive quizzes for self-assessment of knowledge of fetal pig anatomy. (Constructivist approach)
Meets NYS Standards for The Living Environment
Each study guide or quiz takes approximately five to 10 minutes to complete. It will take most students 30-45 minutes to work through a study guide, make a vocabulary list, and labeled drawing.
Assessment:
1. Are students successful in the Web site’s quiz(zes)?
2. Did student complete a vocabulary list and labeled drawing for the system?
How relates to Constructivist Approach:
This relates to the constructivist approach to learning because students are in charge of their own educational process. By using the Virtual Pig Dissection website, the environment becomes more student-centered because the students can take the education into their own. The student will be able to access the website at their own pace and assess what they must so to deepen and improve their own knowledge on the subject. The teacher is aware of the progression of the student by checking the online assessments completed by the students. The student is able to assess his/her own needs through using the Virtual Pig Dissection website. Through the assessments on the website the students are able to discover how and what they need to do to further their education on this topic. Through Virtual Pig Dissection, the students’ learning curve on the fetal pig is deeper and more meaningful.
Power to Learn (n.d) Virtual Pig Dissection. http://www.powertolearn.com/teachers/lesson_activities/science/CBV.39.S.SCI.R6.F.pdf
Grade Ranges: 9-12
Science: Biology
Synopsis: Students will use a Web site for introduction or reinforcement of the anatomy of a fetal pig. Students will need Internet access in order to work their way through the Web site’s study guides on a pig’s anatomy. This lesson requires Internet access for each student or at least for every pair of students. Students will log on to the Internet and go to the virtual pig dissection online at http://www.whitman.edu/biology/vpd/main.html Students prepare for dissection with any or all of the site’s eight study guides: anatomical references, sexing your pig, digestive system, excretory system, circulatory system, reproductive system, respiratory system, and nervous system. Before dissecting the digestive system, the following assignment will be issued to students:
1. Log on to the Virtual Pig Dissection web site.
2. Chose the Digestive System study guide.
3. As students work way through the study guide, they can make a list of all structures in this system and include a definition for each part (its function or what it does).
4. As students complete each study guide assignment, they can try the quiz for that topic, or the quizzes could be used just prior to a test on the fetal pig dissection will be used for assessment reasons.
Objectives:
1. Students will use interactive study guides for introduction and or review of the anatomy of a fetal pig.
2. Students will produce vocabulary lists and anatomy maps of selected systems.
3. Students will use interactive quizzes for self-assessment of knowledge of fetal pig anatomy. (Constructivist approach)
Meets NYS Standards for The Living Environment
Each study guide or quiz takes approximately five to 10 minutes to complete. It will take most students 30-45 minutes to work through a study guide, make a vocabulary list, and labeled drawing.
Assessment:
1. Are students successful in the Web site’s quiz(zes)?
2. Did student complete a vocabulary list and labeled drawing for the system?
How relates to Constructivist Approach:
This relates to the constructivist approach to learning because students are in charge of their own educational process. By using the Virtual Pig Dissection website, the environment becomes more student-centered because the students can take the education into their own. The student will be able to access the website at their own pace and assess what they must so to deepen and improve their own knowledge on the subject. The teacher is aware of the progression of the student by checking the online assessments completed by the students. The student is able to assess his/her own needs through using the Virtual Pig Dissection website. Through the assessments on the website the students are able to discover how and what they need to do to further their education on this topic. Through Virtual Pig Dissection, the students’ learning curve on the fetal pig is deeper and more meaningful.
Power to Learn (n.d) Virtual Pig Dissection. http://www.powertolearn.com/teachers/lesson_activities/science/CBV.39.S.SCI.R6.F.pdf
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Latest page update: made by Sugar501
, May 2 2008, 9:50 PM EDT
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