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Biology For the Squeamish Child (and Mom)


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12 hours ago, Green Bean said:

DD and I both have very weak stomachs. Dissections- even pictures- are not going to go over well. What are our options?

There is literally no reason to do dissections in a modern biology course.  Focus on what's important--biochemistry and molecular biology, cell biology, genetics, evolution, and populations and ecology.  

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The AP scope and sequence, which is mostly the same content that is usually taught in high school, doesn't have any dissections or content that would align with dissections.  The content is mostly molecular biology, genetics, and ecology.  There are labs and hands-on activities that can be done with this content.  Testing food for various macromolecules and an osmosis lab are common, as is microscope work.  Ecology is a good place for students to design their own lab - anything with growing plants or varying something and then observing birds or squirrels or something can work.  Students often struggle to design an experiment since they are used to following directions for labs, but it's a useful exercise.  

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Last year I led biology labs at my co-op. We only did two dissections, and kids could opt out or construct a paper dissection model. This book is an excellent resource for lab ideas, and we used it for more than half of our labs. Our schedule:

1. Lab safety, measurement, using a microscope

2. Detecting carbohydrates and fats in foods

3. Detecting proteins in foods

4. pH-serial dilutions, effects of buffers, finding pH of household items

5. Mounting specimens for observation under a microscope

6. Staining specimens--simple stains and gram staining

7. Plant pigment chromatography using prepared extractions from summer and autumn leaves

8. Cell cycle, observing onion root cells in various stages of mitosis

9. Extracting DNA from strawberries

10. Building a monster using coin-flips to select alleles for each trait, and determining phenotype based on dominance.

11. Forensics activity--matching DNA to determine the criminal

12. Classification, using dichotomous keys to identify insects

13. Observing and identifying protists

14. Dissecting flowers

15. Constructing an insect dissection model

16. Constructing a frog dissection model

(optional: dissecting a grasshopper and a frog)

17. Succession activity, looking at a local example of succession after a natural disaster

18. Outdoor activity: looking at plant diversity in the small city lot next to the co-op site. 

Some planned labs were unable to be completed due to snow days and illness, and some were changed due to time constraints. We didn't look at fungi, complete an activity on competition and natural selection, or go deeper into ecology. Such is life. 🙂

 

 

 

 
 
 
 
 
 
 
 
 
 
 
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