NETS STUDENTS

I think these standards would be ideal in a school setting. First off, the teacher needs to be held to tech standards, before being able to implement these standards for students. I would consider my role as the teacher to be a facilitator of these standards. I would need to be particularly fluent in the Technology Operations to teach to this standard. This would be important because although I would like my students to be able to trouble shoot their own tech issues, I will be the one to help guide them through their problems. My favorite of these standards is Creativity and Innovation, because it is through creativity that we can draw in our students. I could implement this standard when creating a lesson plan for a group project. I could give my students technology option with which they may present their project. They could create a lesson using the smart board, guiding through an interactive website, or even edit and create a video. In the end, I think that all of these standards are realistic and possible to implement in a classroom. Maybe not every day, but sometime during the school year.

TECHNOLOGY

Technology is a crucial tool in the classroom. In this lesson, the students will be using a website FROGUTS.COM to do a virtual dissection. While navigating through this DEMO, students will be hear a narration that will instruct the students through this dissection. The students will be able to use tools such as a scalpel to open up the frog and then pin each flap of skin back to secure the frog. The students will be asked throughout the DEMO to locate 8 organs and to click on them. During this process, the narrator will explain the function of each organ. Once navigating through the dissection, the students will draw and label the frog organs on the FROG DISSECTION HANDOUT (pg. 6-7). This website is very interactive and a fun alternative or in conjunction to a live dissection. 

FINAL PROJECT LESSON PLAN

Final Project – Lesson Plan

Virtual Frog Dissection- 7^th Grade Science

This lesson plan is for 7^th grade students who are studying anatomy and physiology of a frog. The students will use the use the website FROGUTS.COM to do a virtual dissection of a frog. They will be using the free demo version. This demo will allow them to know what tools to use during the dissection eg: scalpel or scissors and also identify each of the organs.  The students will be doing this dissection twice, the first time just going through each of the steps of the dissection and the second time filling out the FROG DISSECTION WORKSHEET and labeling the organs. *** This virtual dissection can be completed in conjunction with or instead of a real dissection, but may assist in overcoming some ethical issues faced by students.

Please click on the links below to review my final project and then complete the evaluation survey listed below.
1.Content Standards
2.Content Instruction
3.Lesson Structure
4.RUBRIC/ASSESSMENT
5.Technology


EVALUATION: SURVEY MONKEY

CONTENT STANDARDS

Content Standards:

Students will learn about the anatomy and physiology of the frog. They will be able to visually identify each of the organs and its location within the body structure of the frog. During the dissection, the students will discover the function of each individual organ. The students will be using digital tools to explore the anatomy and physiology of the frog.

Structure and Function in Living Systems

5.The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:

a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.

b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

c. Students know how bones and muscles work together to provide a structural framework for movement.

ISTE:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a.	promote, support, and model creative and innovative thinking and inventiveness.
b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

CONTENT INSTRUCTION

Content Instruction

The lesson would begin with a powerpoint or smartboard if available. I will show the students two different pictures of livers and ask the students if they know the difference. I will then explain that one is a liver of a person and the other of a frog. I will explain that a liver looks the similar whether it is from a frog, cow, or even a human and that the function is all the same. I will explain that they will be doing a virtual frog dissection and how one of the organs that they will be seeing is a liver. Then I will ask them what other organs do they think they will see during the dissection?

The next step will be to show them the website that they will be visiting- FROGUTS.COM. I will show them how to get started using the website and what link they will be clicking on to start the DEMO version of the virtual dissection. I will then pass out the worksheet (FROG DISSECTION WORKSHEET), which they will be filling out during the dissection. As a class we will read over page 3, which gives background information on the frog. They will be filling out the last two pages of the worksheet. 

The goal is for the students to locate each organ directed by the virtual dissection, and then draw the organ with its label in the correct location on the worksheet.

NOTE: PAGE 4-5 will be completed on a later class date when we do our actual live in class dissection.  

LESSON STRUCTURE

Lesson Structure:
Day One


The students will be broken up into pairs and the class will be in the computer lab. The students will receive a Handout that was previously discussed in class. Each pair will sit in front of a computer which would already be on and have the website up. The next step would be for the students to click on the DEMO version and choose a person within the pairs start the virtual dissection.


Once the students have gone through the dissection once, the other partner would have a chance to do the virtual dissection. The students will be filling out their handout during this part of the dissection(FROG DISSECTION WORKSHEET). They will be filling out the last two pages (pg 6-7) within the packet. These pages have a picture of the frog and the students will answer the following questions:


1. On your frog diagram, label the major external body parts (parts of the face, abdomen, thorax, limbs and digits).
-Mark with a circle the location the pins should go to secure the animal during a dissection.
- Using a symbol, suggest which tool would make incisions, and draw a dotted line along the lines of incision.


2. On your frog diagram, label the major internal organs identified in your online dissection, and briefly state the role of each organ.

RUBRIC/Assessment of Student Performance

Rubric/Assessmet of Student Performance:
Day Two


Objective: We will review the material from the other class make sure that the students were able to get through both dissections smoothly and that every student was able to have a chance to operate the virtual dissection. I will make sure that the students are free of technical problems and will walk around to monitor student progress. Once the students are finished with the dissection, I will give them a few extra minutes to finish up on the labeling.


Assessment – I will monitor whether the students are able to navigate through the DEMO, through clicking on the navigating links. I will also collect the worksheets and make sure that the following was filled out correctly (THE POINTS WILL BE DISTRUBUTED AS FOLLOWS):
FROG DISSECTION WORKSHEET (pg. 6 and 7)


1. On your frog diagram, label the major external body parts (parts of the face- eyes, nares, tympanum, abdomen, thorax, limbs and digits). 7pts
- Mark with a circle the location the pins should go to secure the animal during a dissection. 6pts (6 pin locations)


-Using a symbol, suggest which tool would make incisions, and draw a dotted line along the lines of incision. 2pts (2 locations)


2. On your frog diagram, label the major internal organs identified in your online dissection, and briefly state the role of each organ. (HEART, LIVER, STOMACH, SMALL INTESTINE, LARGE INTESTINE, LUNGS, BLADDER, KIDNEYS) 8pts- label 8pts-loaction= 16pts total


TOTAL POINTS: 31 points