He/she will mention that they will be dissecting using the computer and should stay on task. Teacher will pass out the lab procedure and explain how to perform the dissection. Students will be able to name the organ systems but not understand the complexity of their functions. They might not understand what makes a mammal a mammal. Students should have a basic understanding of what a mammal is. Teacher will ask questions to students about the organ systems and what they are composed of.Ĭritical questions that will establish prior knowledge and create a need to knowģ) Describe why humans are considered a mammal.Ĥ) What are you composed of? (What’s inside of you?)Ĩ) Describe the functions of each organ system. Then she/he will compare other mammals to a human. Teacher will ask the students to describe a mammal. Teacher Does ProbingQuestions Student Does Keepfood and Drinks away from the computer.Resources, materials and supplies needed.Describethe difference between a male and female species. Comparea frog’s organs to that of a different mammal. Elaborateon the functions and necessities of each organ system. Elaborateon each organ system and describe how they are related to other organ system. Identifybasic organs that a frog is composed of. Overview Studentswill explore the components and anatomy of a frog using a dissection computerprogram.(B) comparethe interrelationships of organ systems to each other and to the body as awhole and (A) interpretthe functions of systems in organisms including circulatory, digestive,nervous, endocrine, reproductive, integumentary, skeletal, respiratory,muscular, excretory, and immune The student knows that, at all levels of nature, living systems arefound within other living systems, each with its own boundary and limits. (C) organize,analyze, evaluate, make inferences, and predict trends from data and (B) collectdata and make measurements with precision (A) planand implement investigative procedures including asking questions, formulatingtestable hypotheses, and selecting equipment and technology The student uses scientific methods during field and laboratoryinvestigations. I don’t know what the answer is in the virtual or alternative reality space, but breaking away the constraint of trying to replace existing analog methods feels quite liberating.(2) Scientificprocesses. *a consequence can as simple as making a huge mess in real life How might we tear down our expectations of how you’re suppose to learn the theory and logic of how something works?.How might we use scale? or the lack of real life consequences*?.How might we create a learning experience that cannot exist in the analog world?.How might we learn about the circulatory system? the digestive system?.Going into pure virtual, let’s explore experiences that do more than trying to replicate the analog kinesthetic learning, and instead create otherwise impossible learning experiences. When focusing on just cerebral or factual learning (in a lesson before or after a real frog dissection), the first question to ask is: does it still need to be a frog? The reason why it’s a frog in real life is due to the real life practicalities. How might we enhance cerebral or factual learning? Maybe it is overlaying a simulation of how the heart would pump blood through the frog, or how food moves through the digestive system. Maybe we use augmented reality to help students identify the parts of the frog as they’re looking at the frog. How might we go beyond identification of organs to building understanding of how the organs work together?.How might we increase a student’s confidence to make a dissection cut?.
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