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This document features a guide for elementary and secondary school teachers integrating animals into their curriculum and classrooms. Topics discussed include suitable classroom pets, care and housing, integrating the classroom pet into the curriculum, live animal studies, earthworms, dissections, science fairs, and resources. (YDS)

Killing animals for classroom dissection causes animal suffering, cheapens the value of life, and depletes wild animal populations, yet it remains commonplace. The Humane Society of the United States (HSUS) addresses the issue in this information packet which includes a fact sheet and three resource lists "on Dissection." The fact sheet discusses the numbers of animals killed for dissection in schools, kinds of animals used, sources of animals, industry methods, lack of industry oversight, student feelings, legislation, available alternatives, educational pros and cons, and suggestions for student action. An annotated list of studies on attitudes toward dissection includes 13 studies of student attitudes from elementary school through medical school. A second annotated bibliography addresses comparative studies of dissection and other animal uses in education. These studies include comparisons of student performance between groups performing dissection and those learning using models, computer simulation, lecture, or sequential slides. The studies also review field-based animal research as opposed to laboratory-based studies of animal behavior. The Humane Society has an Alternatives Loan Program for materials that include CD-ROMs, videotapes, models, charts, computer diskettes, and slides which are labeled according to recommended educational level. Prices of loan materials are compared with costs of dissection as a point of reference. (PVD)

This packet attempts to provide educationally sound alternatives to dissection in the classroom, thereby making it possible for teachers to eliminate dissection from the curriculum. This packet can also be used by educators who include dissection in their curricula but consider it important to respect the expression of students' ethical, moral, or religious concerns about the treatment of animals. This packet contains teaching activities, student activity sheets, a resources list, and an appendix of further information which includes guidelines for the study of animals in elementary and secondary school biology. Suggested teaching activities include an in-class anatomy quiz show, in-class observation of animals, a design-a-species activity, model building, computer-simulated dissection, flower dissection which gives hands-on experience with real tissue, group exploration of human muscle function and reflexes, naturalistic observation, and a veterinary field trip. A list of traditional objectives cited for the advantages to dissection is also included. These objectives are keyed towards the teaching activities to demonstrate which activities address the same objectives. (PVD)

This monograph discusses the care and maintenance of animals, suggests some alternative teaching strategies, and affirms the value of teaching biology as the study of living organisms, rather than dead specimens. The lessons in this monograph are intended as guidelines that teachers should adapt for their own particular classroom needs. Chapter 1, "What Every Life Science Teacher Should Know About Using Vertebrate Animals in the Classroom and in Science Projects," discusses procurement and maintenance of animals, accidents involving animals, disposal of dead animals, and diseases that can be transmitted from animals to humans. Chapter 2, "The 3 R's: Reduction, Refinement, and Replacement," includes biology teaching objectives, alternatives that use the 3 R's, and lessons that use the 3 R's. Chapter 3, "Ethical Considerations," presents a field guide to the animal rights controversy and lessons that explore ethics. Chapter 4, "Resources," provides information on teaching materials, publishers and vendors, and selected organizations. Copies of the National Association of Biology Teachers (NABT) policy statement on animals in biology classrooms and the NABT guidelines for the use of live animals are included. Appendices include the following: (1) principles and guidelines for the use of animals from the National Academy of Science, the National Research Council, the Institute of Laboratory Animal Resources, and the Canadian Council on Animal Care; and (2) rules of the International Science and Engineering Fair, the Westinghouse Science Talent Search, the Animal Welfare Institute, and the Youth Science Foundation. Lists of 70 references and 50 curriculum guides consulted are provided. (KR)

This monograph attempts to show the importance of bringing marine biology into science classrooms, discusses what makes the ocean so important and explains why oceanography should be included in the science curriculum regardless of where students live. Section I, "Getting Started," includes discussions on the following: (1) "Why Marine Biology?"; (2) "An Action Agenda for Aquatic Education"; (3) "Investigating Inland Marine Heritage: Scientific & Technological Aspects"; and (4) "Supermarket Marine Biology (Or: how to obtain marine realia)." Section II, "Activities: Marine Biology," includes activities on the topics of setting up a marine aquarium, the anatomy of a crab, climbing behavior of the salt marsh snail, bioacoustics in cetaceans, resource partitioning, estuarine systems issues, and fishery management. Section II, "Activities: Marine Chemistry, Geology, & Physics," includes activities on the topics of the nitrogen cycle, beach erosion, groundwater, watersheds, and the tides. Section III, "Resources," describes tutorial software, simulation software, microcomputer-based labs, and general application software that can be used in the marine biology classroom. This section also describes marine science programs found across the United States and ways in which teachers and media specialists can work together to help students gain a better understanding of the global importance of the oceans. (KR)

Introduces students to dissection, which is an important part of scientific discovery. Students not only gain an understanding of the anatomy of a squid, but also develop a sense of responsibility and respect for the animal that they are using as a learning tool. (Author/SOE)

Discusses the issues related to animal dissection and explains the alternative options to dissection like anatomical models or virtual dissections. (YDS)

Explains the benefits of using plastinated specimens on students' conceptual understanding. Argues for dropping the dissection component from introductory biology courses due to threatened animal populations and the high cost of providing some of the specimens. Describes how to use plastinated specimens in an investigative laboratory approach. (YDS)

Presents a laboratory experiment showing the properties of smooth muscle using the crop and gizzard of the earthworm. (ASK)

Introduces a science lab activity in which students dissect fresh squids in groups of four and observe the anatomy. Parent volunteers cook the squid mantle for kids to taste. Includes directions for squid dissection. (YDS)

Describes the inexpensive and safe method of using roundworms in the classroom or laboratories. Because parasitic infections are so common, students should learn about worms. Provides statistics on just how many people have a worm infection in the world. Explains how to study living nematodes, and obtain and use earthworms. (Contains 13 references.) (YDS)

Introduces the peanut observation activity to teach about the pros and cons of dissection. As an inquiry-based approach, dissection is one way to teach process skills. Lists the progression of the activity as observation, questioning and finding the answer, challenge, discussion, and further examination. (Contains 12 references.) (YDS)

Contends that mud dauber nests--which are widely available, safe, inexpensive, and easy to use--offer a novel and highly motivating way to teach ecological concepts to life science students at many grade levels. Presents background information for teachers, details classroom-tested methods for nest dissection, provides keys to nest contents, and lists additional reference sources. (Author/WRM)

Designed to provide teaching materials for middle school and junior high school teachers in northern New England, this marine education unit presents teacher-tested ideas and activities for use in the classroom and in field trips to the ocean. Each unit includes ideas and activities drawn from a variety of content areas so teachers of many different subjects can make use of them. Although specific objectives are given for each activity, the unit has two general objectives: (1) to help students develop improved knowledge about marine fish, and (2) to develop increased awareness of the beauty and complex interrelatedness of marine fish. Students learn about these complex interrelationships by studying fish shapes, classes of fish, sharks, bony fish, fish feeding, commercial fishing, recreational fishing, deep sea fishing, fish aging, and growth. The bulk of the unit consists of student materials and activities including arts and crafts, creative writing, fish in literature, a lesson on cleaning and preparing fish, visual aids, games, fish observation, dissection instructions and diagrams, identification keys, tables, and checklists. Teacher resources include recipes, organizational resources, a directory of fish packers, and an annotated bibliography of books and films. (LH)

During the process of studying the specific course content of human anatomy, students are being educated to expand their vocabulary, learn to deal successfully with complex tasks, and use a specific way of thinking. This is the second volume in a set of laboratory instructions and study notes which are designed to accompany a lecture series in human anatomy. General instructions and laboratory procedures are followed by illustrations of anatomical concepts using cat and sheep organs as dissection specimens. This volume includes investigations of tissues, cells, and histology; development and embryology; epithelial, glandular, connective, blood, and muscular tissues; and the internal viscera including the digestive system, the urinary system, the reproductive system, the respiratory system, the circulatory system, and the lymphatic system. Appendices include anatomical checklists and a set of homework sheets to accompany the laboratory exercises. (CW)

Presents a lab that can be offered after students have learned the basic anatomy and physiology of the various phyla, the primary objective of which is to explore and apply their acquired knowledge to a new situation. Involves exploring the anatomy and life-style of the squid. (JRH)

Outlines some misconceptions and misunderstandings that underlie most dissection conflicts with the aim of making the dissection issue less volatile and one that generates fewer difficulties for students, teachers, and administrators. Lists published surveys of students' attitudes toward dissection and other animal uses in education. Discusses the reluctance to offer alternatives as well as the validity of alternatives. Contains 23 references. (JRH)

Describes the development of a set of Internet-based instructional materials on frog dissection and anatomy for high schools, and reports on the effectiveness of Internet delivery for encouraging high levels of use and user satisfaction. The importance of the World Wide Web for distribution and use of educational materials is discussed. (Author/LRW)

Many assert that the use of animals for dissections in the secondary and undergraduate class is unnecessary. This article describes a study conducted to compare the attitudes and achievement of students who use interactive methods instead of conventional dissection. (ZWH)

Provides brief arguments for and against the use of animals in research and education. A survey was conducted of 200 students to seek answers to the following questions: How do students feel about the dissection of animals in life science classes?; and Do students feel they would learn as much biology without laboratory animal investigations? Survey instrument is included. (ZWH)

In a number of states, students from kindergarten through high school have won the right to refuse to dissect or kill animals and the right to substitute an alternative project. This booklet was designed to help college science students take an ethical stand by refusing to participate in dissection exercises. The booklet begins with an overview of the issue of dissection in the classroom. Guidelines to consider when raising objections to professors include voicing objections early, being calm, and suggesting alternatives. Suggestions are also given for writing letters to formally explain personal beliefs. Sample arguments in favor of dissection are followed by appropriate responses for objecting students. Several experiences of students who stood up for their beliefs are shared. Suggested alternative teaching materials include anatomical models, videotapes and slides, charts and transparencies, computer programs, and non-animal projects. The material descriptions list the names of the companies or other sources where educational materials can be obtained. Resource lists contain reference books, laboratory manuals, advanced coloring books, associations, and companies that provide alternative resources to dissection. Suggestions are offered for pursuing animal advocacy to a greater degree. (PVD)

Describes the use and benefits of prosection--a dissection performed in advance and used by "nondissecting" students for detailed observation and study--in undergraduate laboratories. (PR)