Reflection: Trust and Respect Salmon Body Structures - A Fish Dissection - Section 3: Dissection


I have taught this lab for a number of years. During this time, I have found that almost every student is capable of completing the lab and that most students are highly engaged in the dissection activity. This year, I had, for the first time, several students who felt squeamish and became nauseated during the dissection. To help every child engage in learning, I create an alternate activity for those students who feel that they cannot safely and comfortably particpate in the dissection. 

Prior to beginning any dissection activities, I explain to my students what to do if they feel that they cannot continue with the dissection. I create an alternate location where students can complete their work without having to see, smell, or hear any dissection activities. I have found that most students who feel ill during the dissection recover quickly once they leave the class environment. 

For students who cannot participate in the dissection, I ask them to complete a drawing of the internal anatomy of the fish (with labeled organs) using the placement and other provided resources. This activity allows students to meet the learning objectives in a safe manner. 

  Dealing With Student Discomfort
  Trust and Respect: Dealing With Student Discomfort
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Salmon Body Structures - A Fish Dissection

Unit 8: Salmon
Lesson 4 of 9

Objective: SWBAT identify the external and internal anatomical structures of Pacific Salmon. SWBAT safely engage in an animal dissection.

Big Idea: Identifying the body structures of animals can help scientists determine the behavior and habitat of animals.

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3 teachers like this lesson
Science, Biology / Life Science, anatomy, life cycle, Salmon, structure, Dissection
  60 minutes
salmon alevin
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