Date:  Dec 14 to 18 2020

TEKS: 7.3A TLW gather evidence to compare and contrast dissection subjects using scientific explanations, (B) draw inferences based on data (C) represent the natural world using models and identify their limitations

Enduring Understandings: How are the systems of an animal, as part of the total animal, how similar in function are animals as living creatures considering the systems they have?

Essential Question: what is function our specimens in the ecological system?

Key Concept: Dissection is a tool to learn through comparing and contrasting what we discover

Essential Vocabulary: terms provided for the types systems our specimens have

Brain Activator:  Bubonic Plague (rat history)

Instructional Activities: All classes have successfully dissected the Perch and Frog.  

The week of  Dec 14 to 18; all classes will be doing the paperwork portion for dissections on the Rat.  The Rat packet will cover operational steps, vocabulary, and drawings with labels and should only take 1 class period*.  

Pictures will be preprinted and labels left off for the student to fill-in,

the vocabulary will be done as a cloze notes and crossword activities.  

Tuesday Brainpop on the “Black Death” and history of rats and I will demonstrate the dissection personally for video and posting to the google classroom.

Wednesday the classes will do the pictures, cloze notes in google classroom(as slides) or as a handout depending on technology cooperation and crosswords if not finish paperwork turn in’s for the unit

Friday we will discuss the procedures and answer operational questions.  Then dissect the Rats

Assessments:  Multiple-choice final and drawing with labels to confirm system and organ locations

Materials: newspaper, scissors, probe, specimen (see below), gloves, goggles, forceps, and packets with diagrams and short answer questions, a dissection worksheet and ruler.