Middle and High School … from a Montessori Point of View
Because we have the opportunity to get a few rabbits, we’re starting Biology this year with anatomy. In the first week, our discussions will be based around the rabbit dissection so we’ll be focusing on the systems where the organs are easiest to find: the fluid regulation/excretory, respiratory, cardiovascular, reproductive, and digestive systems.
Just out of the blue, I got a text from Maggie (Eisneberger) yesterday saying, “Wanna see something awesome. Bring the kids.” Well I didn’t have the kids with me, but I went over anyway. She and her niece had found an almost complete skeleton in the woods.
Since I’ll be teaching biology next year, I’ve been on the lookout for a good skeleton. The last time I had one was when my middle school class found a raccoon skeleton on an immersion trip. They brought it back to school, cleaned it up, and reassembled it on a poster board. It was an awesome learning experience.
This skeleton is even more complete. Even some of the cartilage between the vertebrae was dried out and preserved. It was a bit puzzling that the whole skeleton seemed to be there, and had not been too disturbed by scavengers even though, based on the state of decay, it had been there for quite a while.
We collected as much as we could, although some of the smaller bones in the hands and feet are quite tiny.
Maggie lent me her book on the animals of Missouri so I could try to identify it based on the teeth. However, later yesterday evening I got an email from her. She’d been talking to her brother, who’d, back in March, shot a raccoon that was going after his chickens. He’d left the body out in the woods.
Well now someone/s will have a nice little project in the fall.
With a simple, but effective interface, ZygoteBODY’s free, online 3d models of human anatomy are excellent.
Anatronica has an excellent, online, 3d viewer for the anatomy of the human torso. While it’s not quite the same as a physical model, it’s pretty good as a study guide for middle schoolers.
We successfully harvested and processed three chickens during last week’s interim. It was my first time going through the entire process, but fortunately we had a very experienced guide in Dr. Samsone who also happens to be a vet.
The interim focused on where food comes from (students also saw the documentary “King Corn”), and the cleaning of the chickens was tied into our Biology students’ study of anatomy (I’d done fish and squid before). Unfortunately, I was unable to find someone who knew how to read the entrails so we could tie the process into history and language arts as well.
When we were done with the processing and analysis, Mr. Elder cooked the chickens on our brand new grill (which worked quite well he says). The chickens were free-range (donated by Ms. Eisenberger), but a little on the old side, at about 7 months old; the chickens you buy at the grocery are somewhere around 2 months old.
Dr. Samsone recommended that next time we raise the chickens ourselves from chicks, which I’d love to try, but I suspect would run into some serious resistance from the students. We’d only had the chickens we harvested for five minutes before they’d all been given names. Raising chickens from chicks would bring a whole new level of anthropomorphizing.
Being new to the chickens, I spent a bit of time researching how it is done.
Ken Bolte, from the Franklin County Extension of the University of Missouri, recommended the University of Minnesota’s Extension site on Home Processing of Poultry (the page on evisceration provided an excellent guide), as well as Oklahoma State’s much briefer guide (pdf).
Dr. Samsone recommended the series of videos from the Featherman Equipment Company. Videos are particularly useful for novices like myself.
Herrick Kimball’s excellent How to Butcher a Chicken is also a great reference.
To follow up my own attempts at a fish anatomy lesson, I asked the people at the Gulf Coast Research Lab’s Marine Education Center to include a dissection in their program for our Adventure Trip. They chose squid.
Squid are nice because they’re mostly soft tissue and the organs are fairly easy to identify. They’re also quite charismatic, which piqued the students’ interest. These squid were going to be used as bait, so I didn’t feel too badly about using them for science.
Once again, our guide, Stephanie, was an excellent teacher. A good time was had by all, even though it was a bit gruesome.
I would have liked to have a little more time to draw some diagrams, but I don’t think my students would have had the patience. It was the Adventure Trip after all, and they’d much rather spend the time outside.
As for the future, I like this note about squid dissection:
… this … is a tactile experience. You may want to explore this aspect through sensory activities, written descriptions, poetry, and/or artwork. Encourage students to experience the many textures found inside and outside the squid’s body. Moving fingertips along the suckers is suggested as well – the suckers do not scrape or hurt if you are gentle with them.
–Center for Educational and Training Technology, Mississippi State University: Squid Dissection
This quote comes from a Mississippi State website, which also has a great set of calamari recipes in addition to dissection instructions. I’m always in favor of an interdisciplinary approach; food-preparation rather than purely dissection.
Finally, the University of Buffalo’s Biology 200 class has some excellent, labeled pictures, for reference.
First off, three cheers for Viet Hoa, the Vietnamese food market on Cleveland Ave in Memphis. I’ve been searching for a source of fresh, uneviscerated, marine fish in this mid-continental city for quite a while, and I’ve finally found them. The market was the source of the subjects of an excellent anatomy lesson, and a delicious dinner.
I’d grabbed three fish, and a few goodies, and packed them on ice on the day before our trip. The large red snapper was a little pricey because it was fairly big, but I knew it would be quite tasty and I was hoping the internal organs would be big and clearly visible. The milk fish was an unknown, but it was big and cheap so worth experimenting on. The last fish was the smallest, and I’m not quite sure what kind it is, except that it’s marine. I’d tried one at home the previous week and found that while it had an excellent taste, the internal bits were on the small side.
On the first night of the immersion I started with the biggest fish, the red snapper, with everyone around the table. I’m happy to say that all my students were there for the lesson, facing the table, even the more vegetarian minded. I’ve always believed that there is a certain, necessary, ethic to knowing where your food comes from, and what went into preparing it for you. If you’re going to eat meat, you should be able to spare a moment to think about the animal.
The digestive system was the easiest to identify and trace. The mouth and anus are pretty obvious on the outside. After cutting through the skin of the belly, you can follow the intestines from the anus all the way to the stomach. The intestines are quite long.
We found two partially digested, shrimp-like creatures in the stomach of the red snapper.
From the other end of the digestive system, once you get all the contents out of the body cavity, you can stick a probe through the mouth (watch out for sharp teeth) down through the esophagus to the stomach.
Pulling back the gills, you can see all the way through to the mouth. One student noticed how bright red the gills were, so we talked about oxygenation of blood and compared the fish’s gills to the human respiratory system.
Judging from the fish anatomy diagram on the La Crosse Fish Health Center website, we found the air bladder (tucked in the center right next to the spine), the liver, the kidneys, and probably the heart. We pulled them out and photographed them.
Finally, I laid the fish on a bed of thinly sliced onions, surrounded it with wedges of tomato (seeded), covered it with lemon slices, dribbled a tablespoon of olive oil on top, and forgot to add the cup of white wine (which we did not seem to have on hand for some reason) and the bay leaf. It was a big fish so we ended up baking it for about 40 minutes at 400 degrees Fahrenheit.
Then we ate it. I say we, but it really was just a couple of students and myself who did most of the eating, although I believe I convinced everyone to at least try it. Of the more serious students of anatomy, the eyeballs were highly prized; with only three fish we did not have enough to go around.
By the time we were done with dinner the skeletal system was very nicely exposed.
A couple of my students did the honors of cleaning the other two fish. With its large organs, the milk fish was an excellent subject for dissection, but it was not particularly palatable. We did however find the gall bladder.
Even the smallest fish proved a worthwhile subject for the more patient student.
Instead of eating the rather unappetizing, baked milk fish I combined it in a soup with some clams I’d picked up from Viet Hoa. I’d grabbed the clams so we compare modern bivalve shells to the cretaceous ones we’d find at Coon Creek. A bit of boiling with a few herbs, made for an excellent broth the following night.
Cleaning fish for an anatomy lesson worked very well. As we excavated each internal organ, we could talk about what it did, why the fish needed it, and what was its analogue in humans. And, in the end, they made for a couple excellent meals.
P.S. – From the Gulf Coast Research Lab’s Marine Education Center, here’s a reference image for a perch dissection.
