1. Collaborative Instructional Design Model
Squid Dissection Unit

2. Step One Assessment of needs and knowledge level
Begin by Assessing Student knowledge of Lab Safety
Have students list five things they know about lab safety for a warm up in their composition books (allow minutes)
Discuss their answers, dispelling and misunderstandings (spend minutes)
Distribute the tools of science vocabulary sheet (remainder of class to complete) (approximately 60 minutes)
Students may work with their neighbor,(the person sitting next to them)
There are 21 words to define, they may use their textbooks, science dictionaries, and regular dictionary (only after they have exhausted all efforts to find the definition in the text) they may use the computer or netbooks to look up the definition. (remind them I want the scientific definition)
See attached vocabulary sheet on the next slide

3. Tools of Science Vocabulary Sheet
Apron
Beaker
Droppers
Forceps(tweezers)
Goggles
Graduate
Magnifying box
Measuring cup(s)
Measuring tape
Tape measure
Microscope
Pan balance
Probe devices
Rulers
Scanning Electron Microscope (SEM)
Scissors
Spring scale
Stirring rod
Thermometer
Meter stick(yard stick)
Gloves

4. Step one continued Assessment of needs and knowledge
Begin with the following warm up:
Please unscramble the following words: (allow min)
1.) rpona (apron)
2.) deatuarg (graduate)
3.) ooscecripm (microscope)
4.) slvoeg (gloves)
Review the vocabulary from yesterday, ensuring every student has all the definitions (remainder of class time for 75 min)
I would turn on the smartboard, pull up a word document page on the computer and type out the words and definitions as the students tell you them

5. Step Two Identify learning objectives
Students will know the tools of science, both meaning and use
Students will know and understand lab safety
Abiding by lab safety rules at all times
Bringing lab safety contract back signed
Students will dissect a squid, using the proper tools and lab safety procedures
Students will be able to identify the parts of a squid
Students will understand both external and internal systems and parts of a squid

6. Step two continued Set Instructional Goals
Instructor will convey and review the meaning and uses of the tools of science
Instructor will convey and explain lab safety procedures and rules
Instructor will clearly state student expectations and ensure student understand of those expectations (through warm ups, observations, and monitoring)
Instructor will demonstrate squid dissection and assist students in squid dissection (tying in prior knowledge of anatomy previous studied)
Instructor will identify both external and internal parts and systems of a squid during dissection

7. Step Three Content clarified learning expectations set
Review lab safety with students, using the attached link to my the lab safety powerpoint 60 minutes)
F:\Lab Safety.pptx
Review details of lab safety contract and make sure each student has one
Collect Exit slip for today: (use slips of paper provided)
List 4 safety rules or procedures that you learned today

8. Step Three continued Clarify content Set expectations
Review lab safety procedures at the beginning of class 30 minutes)
Review Tools of Science, focusing on tools of dissection minutes)
Discuss the parts of the squid that will be identified during dissection (for your additional information click on link to view squid dissection brochure brochure.pdf)
ink sac dorsal sides ventral sides
mouth beak mantle tentacle
pen siphon stomach

9. Dissection day (will take entire 90 minute class period)
Inform students about who their partner will be for dissection today
Instruct students to put on gloves, aprons, and goggles
Distribute one squid per pair, put on the dissecting tray
Go to document and place a squid on the dissection tray for you to dissect
Identify dorsal and ventral sides, walk around the room and have students do the same
Open the legs on the squid to identify the mouth, have the students do the same
Remove the beak, allow students to remove the beak on their specimen
Make a single but up the dorsal side spreading the mantle and pinning it to the dissecting tray (have the students follow by doing the same procedure)
Identify the sex of the squids, clarify the difference between male and female
(no ovarys or egg sacs then it’s a male)
Further identify each remaining part- ink sac, dorsal side, ventral side, mouth, beak, mantle, tentacle, pen, siphon, stomach

10. Dissection day continued
Upon completion of dissection and identification of all parts commence clean up procedure
1.) collect all specimens and place in black contractor bag for disposal (remind students to keep all safety gear on until all specimens are collected and all tools cleaned and put away)
2.) Distribute clorox wipes; have students wipe down any tools used during dissection, including the dissection tray
3.) as students get trays clean and tools cleaned and put back in tool boxes, go around and collect each set placing back in the cabinet
4.) Students may now remove safety gear, disposing of gloves in the trash, folding aprons neatly and place back in the cabinet and placing goggles back in the box (have students double check their desks and wipe desks down)

11. Throughout the lesson develop delivery method
Throughout this lesson, the delivery method has been developed including
Whole group instruction
Group work and collaboration
Review of information with student input
Modeling of expectations and procedures
Clarifying of information through informal and formal assessments

12. Step four assess mastery of content
Assessment will happen in three ways:
Observation during group work, discussions, and dissections
Warm ups and exit slips
Quiz at the end of the unit
Distribute attached quiz to students and allow the entire class period for completion
squid quiz.docx

13. Step four continued reflect on instructional methods and student outcomes
Take a moment to review the quiz grades, observations of student behavior and learning, warm up and exit slips;
What information was not understood or mastered?
What did the instructor leave out or not cover deeply enough?
What would (if anything) you change about this lesson?
Did you follow all the steps of an ID model?

14. Collaborative ID model
Step One
Needs Assessment
Step two
Identifying learning objectives
And set Instructional goals
Develop
Delivery
Method
Step Three
Content Clarified
Expectations Set using
Teacher and student input
Step Four
Assess mastery of content
And reflect on instructional
methods and student outcomes