![]() Unfortunately, I don’t have the skills (or the time) to create it. I look forward to an eventual replacement for the old Flash pages where students have a more interactive experience. I did include both male and female frogs in this exploration. Then students examine the digestive system, circulatory system, and urogenital system. The dissections focus mainly on the external anatomy of the mouth and head. You can find all of the labeling images on this page. The in-person students will label the frog on paper, though I do provide them with a word bank. In both version, students will label a full image of a frog, though with slides, this was converted to a drag and drop version. Students usually work in pairs or groups of three. I use this handout with directions for students to learn about the structures found on the frog and how to cut it. Students in class will still be able to dissect a real frog specimen, though they will have the option to do the virtual version. In addition, students also view a video of a dissection and answer questions ( EdPuzzle). Most of these tasks ask students to drag labels to the image or answer questions about what they observe. Each slide has an image, a description, and a task for students to complete. I relied on my portfolio of frog dissection images to create a Google Slides version of the lesson. I created this version to be interactive, though not as flashy, as those lost pages. In the past, I have used virtual interactive versions of the dissection, but many of those have been lost when Flash content was removed from sites. I had to come up with a way for online learners to experience the dissection. The pandemic of 2020 derailed this activity, and a percentage of students chose remote learning in 2021. I can understand why this project may seem like a relic, but it is still in our curriculum. Though some schools have decided to opt out of this project, it remains one of the most remembered activities of the school year. “This new technology is the way of the future for accessing curriculum and creating meaningful and lasting educational experiences for our students,” she said.Students usually end the comparative anatomy unit with a dissection of a frog specimen. Gisele Jobin, a science curriculum consultant with the board, says students are more excited and engaged in learning through the use of these new methods. Margolis Training Laboratory for Alternatives to Animal Methods, where they will work with Chandrasekera on contemporary technology that simulates actual cadavers, the Anatomage virtual dissection table, donated by the Animal Defence League of Canada and the Royal Bank of Canada Wealth Management. The partnership will also give these high schoolers access to the University’s state-of-the-art Eric S. “Introducing this technology into the curriculum is an exciting and humane way to engage students that I hope becomes a model for other school boards across Ontario and across Canada,” he said. Houser said he hopes more students benefit from access to these methods. She said studies have shown that virtual alternatives are comparable, and even superior, to learning with actual animals.ĭr. “Today’s non-animal technologies help students build a strong knowledge base and achieve curricular learning objectives, all while promoting scientific curiosity and a passion for the discipline,” Chandrasekera said. All of the board’s eight high schools have now received these kits, donated to CCAAM by the Johansen-Larsen Foundation and the Eric S. Chandrasekera led Grade 10 students and guests through a hands-on tutorial with a “faux frog dissection kit” comprising reusable model frogs (Edu-Science Simulated Frog Dissection Kit and 4D Vision Frog), virtual anatomy software (Biosphera Frog and 3D4 Medical Essential Human Anatomy), and the Virtuali-Tee augmented reality app to visualize human anatomy. ![]() “We believe this is a more ethical, humane and engaging way to teach students science and we hope this sets an example for school boards right across Canada.”ĭr. “Animal dissection is academically unnecessary and, despite its prevalence in North American schools, it is not practiced worldwide,” Fister said. ![]() Thomas of Villanova Catholic High School where the board’s executive superintendent of innovation and experiential learning, Dan Fister, made the announcement. The Windsor-Essex Catholic District School Board will gradually phase out animal dissection in high school classrooms and replace it with virtual technology, thanks to the efforts of UWindsor’s Canadian Centre for Alternatives to Animal Methods (CCAAM).ĬCAAM’s executive director Charu Chandrasekera and UWindsor dean of science Chris Houser were on hand at a Wednesday event at St.
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