This lesson plan is for a 7th grade life science class on frog dissection. Students will complete a virtual dissection and identify the major organs of a frog. They will answer questions on a handout to understand how a frog's organ systems compare to human organ systems. To begin, students will answer a journal prompt about organ systems in animals. The teacher will then introduce the virtual dissection activity and demonstrate it. Students will work independently at computer stations to complete the virtual dissection and handout. To finish, students will answer journal questions comparing frog and human organ systems as an entrance ticket for the next class.

1. Lesson Plan Template Name ____________Ms. Russo__________
Grade Level ________7__________
Lesson Title _____Dissection_____ Subject ______Life Science__
Date ____________________________________
I. SETTING THE STAGE
HCPS III STANDARDS
Benchmark SC.7.4.3 Describe the levels of organization in an organism
INSTRUCTIONAL OBJECTIVES
Condition
Performance
(begin w/action verb)
Criterion
In order to recognize the organs that make up organ systems, SWBAT identify the major organs of a frog visually
In order to understand how organ systems work together for the function of an organism, SWBAT make connections between a frog’s organ systems
and a human’s organ systems
ANTICIPATORY SET (Warm-Up or Bell Work)
(Time ______5 mins_________)
AGENDA ITEMS POSTED ON FRONT BOARD
1. Ready, Set, Go!
Students will answer following journal prompt - > Think about your
2. Virtual Dissection Intro
favorite animal. Do you think that its organ systems are the same as ours? 3. Class Activity – Sec I
Why or why not?
4. Do Now
5. Journal Close
II. ACQUISITION
1. SAY (Explanation) (Time ______20
mins______)
Today we will be completing a virtual
dissection. Follow along as I go over directions
for the activity. You will be completing the
dissection handout as you work on your virtual
dissection. After I explain the instructions, we
will be completing the first section of the
handout together as a class. Then we will be
reviewing the questions in the handout so you
understand what the questions are asking and
what to listen for when you begin your virtual
SEE (Modeling)
DO (Structured Practice)
Show students how they are expected to behave
as demo is acted out.
Work with students to perform demonstration

2. dissection.
2. SAY (Explanation) (Time ______50
mins______)
SEE (Modeling)
DO (Structured Practice)
For the Do Now, move to a computer station
and begin the activity by following the link
provided. The teacher will be walking around to
help you if you have any questions. Remember
to do the activity in order and to listen for the
information needed to answer the questions in
your handout.
Remind students of research tips and expected
behavior on the computers.
Observe students as they begin their work.
III. CONSOLIDATION
GUIDED PRACTICE if applicable (Time _____________)
Monitor students to make sure they are on track.
FORMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
Dissection handout, journal close
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
N/A
CLOSURE if applicable (Time ______5_______)
Student will answer journal close questions which is their entrance slip
for following class. Students must at least write questions down so they
can answer for homework. If time permits, students can work on at end
of class and/or class can discuss.
1. After doing the virtual dissection, what stuck out to you
more—the differences or the similarities between the
frog’s organ systems and our own? How so?
INDEPENDENT PRACTICE if applicable

3. MATERIALS: PPT, Computer Workstations, Dissection Handout