Dissecting a Salmon Lesson Plan (Follows the Seminar on Observation) Teacher: Subject: Science Grade Levels: 9 th -12 th and 6 th -8th

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1 Fish Camp Dissecting a Salmon 2011 IASD Thematic Unit 1 Dissecting a Salmon Lesson Plan (Follows the Seminar on Observation) Teacher: Subject: Science Grade Levels: 9 th -12 th and 6 th -8th Dates: 2-3 class periods Overview: Originally, this lesson was planned to follow the Observation Seminar (using the text In the Laboratory With Agassiz, by Samuel H Scudder). However, this lesson can be used independently. Activities 1. Introduction to the Lesson: Pair up students as lab partners, Review the Study Guide, Instructions and Checklist (see Activity-1 Page below). Familiarize students with the dissection kits. The teacher should go over the safety procedures in the lab. 2. Virtual Salmon Dissection: This lesson is in preparation for actual dissection in the lab. A good web site for introduction to performing a virtual salmon dissection is: (Note: The Portland Free School site has other interesting features worth exploring including a short video on man-made-problems that interfere with the salmon life cycle). 2. Anatomy: Pairs of student will be given a fresh salmon. Students are to examine it externally and make notes of their observations in the spirit of the Agassiz reading (see Observation Seminar). Students can name the parts of the salmon that they know and later research on a computer or look through books to name the unknown parts (part of the Activity-1 page below). Students can label the external anatomy of the salmon on Activity-2 Page below. 4. Dissect Salmon: Pairs of students can dissect salmon. On a separate piece of paper, each student is to make a drawing of the internal anatomy and label the parts.

2 Fish Camp Dissecting a Salmon 2011 IASD Thematic Unit 2 5. Microscope Use: Look at skin, eyes and eggs. Make drawings of microscopic views on the Activity-5 Page below. 6. Comparative Anatomy Activity: Sound Salmon Solution <soundsalmonsolution.org>. has a great student activity lesson for comparative anatomy human and salmon. Students can answer the questions on the Activity-6 Page below. Curriculum Materials Each pair of students needs: a fresh salmon, a simple dissection kit (scalpel, tweezers, scoop or spoon, eye dropper), gloves, tray with mat of birch bark, water, rags for cleaning off fish, scale, paper, pens, clipboard or folder for activity pages, and access to computer and microscope time. Assessment and Evaluation On-going observation of students will be made by the teacher to assess and assist students with gaining lab skills. The four activity sheets will be collected and graded by the teacher. A quiz will be given to assess studentsʼ knowledge of the anatomy of the salmon. Curriculum Goals For Dissecting a Salmon Science.A. A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets this content standard should, Sci.A.2. develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review 2) develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review. Science.C. A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: 1) develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution; 2) develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms; 3) develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter

3 Dissecting a Salmon Study Guide, Instructions and Checklist Students work in pairs or small groups but each individual is responsible for completing the activity sheets. o I. Become Familiar With The Dissecting Kit: After your teacher discusses safe usage practices in the lab, with your partner, check your dissecting kit for the following tools: tweezers, spoon, eyedropper and scalpel. These tools need to be well cared for and cleaned after use. o II. Name The Parts of The Salmon That Are Known and Find Out the Names of Parts Not Known: In the space provided, make a list of the parts of the anatomy of a salmon that you and your partner know and the parts you will need to find out. Either ask others if they know specific names or look it up in a biology book or on the internet. For example, you may know what a dorsal fin is and you may not know what the 2 pairs of fins are. The Parts of A Salmon We Know The Parts To Find Out o III. Examine The Salmon: Examine your fish externally. Weigh it on the classroom scale:. Make as many observations as you can in the spirit of Agassiz reading. Describe the line of symmetry. Jot these notes down on the back of this paper. Label the external anatomy on Activity- Page o IV. Procedure for Dissecting The Salmon: o Write any observations on the back of this paper.

4 1) Put on your gloves and put your salmon on the lab tray. Remove any slime from the fish with a rag or paper towel. 2) With the tweezers, move the fins and the jaw. What do you notice? 3) With your tweezers, remove the eyes carefully without squashing them. Place them on the tray. 4) Turn the fish belly side up. Take your scalpel and cut from the "V indentation at the throat down to the anus. Open the inside to view by pulling gently at the incision. 5) If it is a female, take the spoon and scoop out the egg sac while trying to leave the spleen in tact. (If your salmon is male, join a group who has a female and complete the next step. 6) Weigh the eggs on the scale: How would you estimate the number of eggs? Estimation of number of eggs: Put eggs on the tray. 7) Next remove the liver, heart and intestines. If your scale has a small enough calibration, weigh each and report the weights: Liver Heart Intestines 8) Next, take your eyedropper and insert it into the air bladder. Inflate it several times. Does it react like you expected? Remove it with scalpel and put it on the tray. H. Now you see the vein and kidney layer. Take the spoon and remove it by scraping. Dispose of it. 9) Before disposing of the fish you will do 2 things. First, make a drawing of the internal anatomy of the fish. On the activity sheet provided. Then you and your partner will look at an egg, an eye, and a piece of the skin under the microscope. Draw microscopic views underneath your internal anatomy drawing on the activity sheet. o V. Complete the Comparative Anatomy Activity Page You have now completed the dissection activity!

5 Fish Camp Dissecting a Salmon 2011 IASD Thematic Unit Activity 2: Students can name the parts of the salmon that they know and later research on a computer or look through books, to name the unknown parts.

6 Microscopic View On this page, draw the internal anatomy of the salmon and label the parts in the space provided. Then draw the microscopic view of the eye, the eggs and skin. The Internal Anatomy of a Salmon Salmon Eye Salmon Eggs Salmon Skin

7 !"#$%&%'()*+,-%'"#./+01#%-+,-2+3%4#"- In the field of Anatomy, we get to think about parts, systems, and functions. You probably know more about this than you might initially think. Directions: In the table below, 1. Write 3 things humans and salmon have in common and list their functions. 2. Write 3 parts that only salmon have in comparison to humans. Write the function of that part. If you do not know the function leave it blank until you can do some research. 3. Look at the column entitled Human Equivalency. In this column you can enter a part that performs the same function in the human but is called by a different name. Structurally, we can expect it to be somewhat different. In some cases, there will not be a human equivalency. 4. Write three parts that only humans have and their functions Salmon Part Do Humans Have This Part? Human Equivalency Function!

8 ! Using the chart you completed on the previous page, answer the following: 5. Name three parts that only salmon have: 6. Name three parts that salmon and humans have: 7. Name three parts that only humans have: 8. Discuss why salmon have one part that humans do not have (use back of this paper if needed):!!