Description
This is the presentation I created to help my students through each major step of a mink dissection.
While the presentation came in handy, I also modeled each step for them, but tried not to show them TOO much as I went-- there's something great in the discovery being theirs.
As they started opening each mink, I would call them back, show more pictures on the board, or model through mine a bit more, quizzing as I went.
(The first day is the toughest as students have to find the trachea and esophagus and separate out connective tissue.)
As they dissected, I walked around and quizzed them, and kept a running record of who knew what. I also called other groups over to have them look at exemplars.
While not explicitly in the presentation, I also made sure to go over safety procedures (gloves, goggles, how you use a scalpel, when to use each tool etc.) With some classes, we also wrote up a "dissection agreement" and signed it.
Most students had basic knowledge of organs, and some basic systems. I used the mink dissection to launch not only my unit on various body systems, but also levels of organization, and eventually cells and genetics.
Key words: esophagus, trachea, heart, connective tissue, muscle tissue, fat/adipose, ribcage, lungs, stomach, diaphragm, small intestine, large intestine, greater and lesser omentum, gall bladder, pancreas, spleen, kidney, ureters, artery, vein, digestive system, circulatory system, respiratory system, urinary system.
Presentation includes:
Pictures of each step
Exemplars of what their notebooks should look like every day
Daily quizzes
Do-nows
Clean up guidelines
And more!
Students' final exam included walking around the room, looking at various mink, and identifying parts, telling what system each was in, and a major function.
Note: Before doing a dissection, you may want to send a note home to parents explaining your rationale and the importance of the dissection. While I have only had one student in six years who did not participate, it does sometimes happen. Make sure you have an alternative activity for those who object.
While the presentation came in handy, I also modeled each step for them, but tried not to show them TOO much as I went-- there's something great in the discovery being theirs.
As they started opening each mink, I would call them back, show more pictures on the board, or model through mine a bit more, quizzing as I went.
(The first day is the toughest as students have to find the trachea and esophagus and separate out connective tissue.)
As they dissected, I walked around and quizzed them, and kept a running record of who knew what. I also called other groups over to have them look at exemplars.
While not explicitly in the presentation, I also made sure to go over safety procedures (gloves, goggles, how you use a scalpel, when to use each tool etc.) With some classes, we also wrote up a "dissection agreement" and signed it.
Most students had basic knowledge of organs, and some basic systems. I used the mink dissection to launch not only my unit on various body systems, but also levels of organization, and eventually cells and genetics.
Key words: esophagus, trachea, heart, connective tissue, muscle tissue, fat/adipose, ribcage, lungs, stomach, diaphragm, small intestine, large intestine, greater and lesser omentum, gall bladder, pancreas, spleen, kidney, ureters, artery, vein, digestive system, circulatory system, respiratory system, urinary system.
Presentation includes:
Pictures of each step
Exemplars of what their notebooks should look like every day
Daily quizzes
Do-nows
Clean up guidelines
And more!
Students' final exam included walking around the room, looking at various mink, and identifying parts, telling what system each was in, and a major function.
Note: Before doing a dissection, you may want to send a note home to parents explaining your rationale and the importance of the dissection. While I have only had one student in six years who did not participate, it does sometimes happen. Make sure you have an alternative activity for those who object.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
6th - 9th
Subjects
Tags
Pages
39
Answer Key
Included
Teaching Duration
4 days
Description
This is the presentation I created to help my students through each major step of a mink dissection.
While the presentation came in handy, I also modeled each step for them, but tried not to show them TOO much as I went-- there's something great in the discovery being theirs.
As they started opening each mink, I would call them back, show more pictures on the board, or model through mine a bit more, quizzing as I went.
(The first day is the toughest as students have to find the trachea and esophagus and separate out connective tissue.)
As they dissected, I walked around and quizzed them, and kept a running record of who knew what. I also called other groups over to have them look at exemplars.
While not explicitly in the presentation, I also made sure to go over safety procedures (gloves, goggles, how you use a scalpel, when to use each tool etc.) With some classes, we also wrote up a "dissection agreement" and signed it.
Most students had basic knowledge of organs, and some basic systems. I used the mink dissection to launch not only my unit on various body systems, but also levels of organization, and eventually cells and genetics.
Key words: esophagus, trachea, heart, connective tissue, muscle tissue, fat/adipose, ribcage, lungs, stomach, diaphragm, small intestine, large intestine, greater and lesser omentum, gall bladder, pancreas, spleen, kidney, ureters, artery, vein, digestive system, circulatory system, respiratory system, urinary system.
Presentation includes:
Pictures of each step
Exemplars of what their notebooks should look like every day
Daily quizzes
Do-nows
Clean up guidelines
And more!
Students' final exam included walking around the room, looking at various mink, and identifying parts, telling what system each was in, and a major function.
Note: Before doing a dissection, you may want to send a note home to parents explaining your rationale and the importance of the dissection. While I have only had one student in six years who did not participate, it does sometimes happen. Make sure you have an alternative activity for those who object.
While the presentation came in handy, I also modeled each step for them, but tried not to show them TOO much as I went-- there's something great in the discovery being theirs.
As they started opening each mink, I would call them back, show more pictures on the board, or model through mine a bit more, quizzing as I went.
(The first day is the toughest as students have to find the trachea and esophagus and separate out connective tissue.)
As they dissected, I walked around and quizzed them, and kept a running record of who knew what. I also called other groups over to have them look at exemplars.
While not explicitly in the presentation, I also made sure to go over safety procedures (gloves, goggles, how you use a scalpel, when to use each tool etc.) With some classes, we also wrote up a "dissection agreement" and signed it.
Most students had basic knowledge of organs, and some basic systems. I used the mink dissection to launch not only my unit on various body systems, but also levels of organization, and eventually cells and genetics.
Key words: esophagus, trachea, heart, connective tissue, muscle tissue, fat/adipose, ribcage, lungs, stomach, diaphragm, small intestine, large intestine, greater and lesser omentum, gall bladder, pancreas, spleen, kidney, ureters, artery, vein, digestive system, circulatory system, respiratory system, urinary system.
Presentation includes:
Pictures of each step
Exemplars of what their notebooks should look like every day
Daily quizzes
Do-nows
Clean up guidelines
And more!
Students' final exam included walking around the room, looking at various mink, and identifying parts, telling what system each was in, and a major function.
Note: Before doing a dissection, you may want to send a note home to parents explaining your rationale and the importance of the dissection. While I have only had one student in six years who did not participate, it does sometimes happen. Make sure you have an alternative activity for those who object.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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What a time saver for this first time anatomy and physiology teacher! Thanks for a great resource!
I could not download/use the file because of the file type. I followed TpT directions for how to use this file type but software has been discontinued. I reached out to seller twice with no response. Don't waste your money.
I have never done mink before, and this piece helped me help my students! It made a huge difference! Thank you!
Thanks
Great resource- thank you!
Thank you so much for posting this, I've never dissected this organism before, and now I can have my students dive in with confidence!!
You are so welcome!! I also made videos-- search my name on YouTube-- Brittany Jerlinga. You'll find a mink dissection playlist. This helps kids review, be a model, and helps them see that it's not so scary!
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