Course: Biology - Agricultural Science

Unit: Structure and Functions of Agriculture Animals

STATE STANDARD III: Students will understand the relationship between structure and function of organs and organ systems.

STATE OBJECTIVES Objective 1: Describe the structure and function of organs.

a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum).

b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).c. Relate the structure of organs to the function of organs. d. Compare the structure and function of organs in one organism to the structure and function of organs in

another organism.e. Research and report on technological developments related to organs.

Objective 2: Describe the relationship between structure and function of organ systems in plants and animals.a. Relate the function of an organ to the function of an organ system.b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation,

protection and support, nervous) and how these systems contribute to homeostasis of the organism.c. Examine the relationships of organ systems within an organism and describe the relationship of

structure to function in the relationship.d. Relate the tissues that make up organs to the structure and function of the organ.e. Compare the structure and function of organ systems in one organism to the structure and function in

another organism (e.g., chicken to sheep digestive system).

UNIT OBECTIVES

A. Identity the major components of the animal skeletal system and the relationship between structure and functions in helping an organism maintain life.

B. Identity the major components of the animal muscle system and the relationship between structure and functions in helping an organism maintain life.

C. Identity the major components of the animal circulatory system and the relationship between structure and functions in helping an organism maintain life.

D. Identity the major components of the animal respiratory system and the relationship between structure and functions in helping an organism maintain life.

E. Identity the major components of the animal nervous system and the relationship between structure and functions in helping an organism maintain life.

F. Identity the major components of the animal digestive system and the relationship between structure and functions in helping an organism maintain life.

G. Identity the major components of the animal endocrines system and the relationship between structure and functions in helping an organism maintain life.

H. Identity the major components of the animal excretory system and the relationship between structure and functions in helping an organism maintain life.

I. Identity the major components of the animal reproductive system and the relationship between structure and functions in helping an organism maintain life.

MATERIALS NEED:

Interest Approach Supplies1. 8.5 x 11 sheet of paper for each student2. Scissors for each student

Flip Board Supplies

1. Poster board (one poster for two students)2. Colored Markers for each group3. Butcher paper Rolls (seven colors)4. Ten Rolls of masking tape.5. Scissors (one per group of two)

Fetal Pig Dissection

1. Fetal Pigs, 9-12 inch long2. Dissection Kit

a. Scalpelb. Forcepsc. Scissorsd. Rulere. Teasers

3. Dissection Trays4. Latex or Vinyl Gloves5. Trash sack for fetal pig dissection carcass6. Trash sack for fetal pig paper trash7. String8. Pins

FACILITIES:School classroom with over head projector needs to be used. If you have access to a lab classroom for the fetal pig dissection that would be preferred. If not a classroom with tables will work.

INTEREST APPROACH:

Give each student an 8.5 x 11 sheet of paper and scissors. Instruct them that they are to construct any animal that can think of, but it have to be able to stand up. Give them ten minutes to try to construct this animal. Some will succeed and some will fail. After they attempt it for ten minutes now hand out tape and tooth picks and instruct them to now try to build an animal. Give them ten minutes to attempt this procedure. They now should be able to build an animal that will be able to stand upright.

Ask them why they were able to make there animal stand up. Now show them that structures serve a function and all animals have these structures and they are for a purpose. Now ask them what they feel the tooth picks represented in a animal? Answer: Skeletal System. Now ask them what the tape represented? Answer: Muscle, tendons, ligaments, etc…

This activity should open there mind to see the relationship between structures and function.

Objective A: Identity the major components of the animal skeletal system and the relationship between structure and functions in helping an organism maintain life.

Activity: Flip Chart of Animal System - Cattle OutlineThis activity is designed to reinforce the systems that the students will learn in the following objectives.

1. Students need to get into groups of two, either assigned by the teacher of by there choice. 2. Give each group a poster board and a black marker. 3. Using the attached overhead use a over head projector and have them trace the outline of

the cow on to there poster board. Place the poster board on a wall and shine the transparency on the wall.

4. The outline needs to fill the entire poster board. 5. Once the entire class is finished have them bring their posters to the front of the

classroom. MAKE SURE THERE NAME IN ON THE POSTER!6. Have them pull out a piece of paper and have them write a half page on what they think

will be inside the cow. What structures are they expecting to see us learn about . This will give you the opportunity to see what background knowledge they have about animal structures and functions.

7. You will hold on to these posters and the students will then add each system to that cow as they flow though the unit. After completing each objective they will add that system to there cow and help them reinforce what they have leaned.

Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

Animals are composed of a variety of interdependent systems

No one system can function entirely on its own

In order to keep animals healthy, producers make sure that all systems function properly.

Skeletal System

Function: o Provides frame and support for

all systems and organs. Cartilage

o Firm, flexible tissues that is not as hard as bone

A1: PPT Slide #3

A2: PPT Slide #4

Question: How does structure and function compare and contrast to each other?

Question: What does the word “interdependent mean”?

o Bone Attach muscles Means of movement Protect internal organs Storage of minerals

o Layers of Bone Periosteum

Outer layer Cushions the hard portion

of the bone Repair of broken bones

Compact Bone beneath periosteum layer of hard mineral

matter

Calciumo gives bones strength

Spongy Bone Inside hard outer layer fills ends of bones lines hollow portions

Red marrow inside cavities of spongy

bone formation of red blood

cells Yellow marrow

Located inside hollow portion

Fat storage cells Energy storage

o Types of Bone Long Bones

Longest Bones Provide support Levers

Short Bones Smaller than long Joints Comfort and mobility Example -- feet and hands

Irregular Bones Have an irregular shape

A3: PPT Slide #5

A4: PPT Slide #6

A5: PPT SLIDE 7

A6: PPT SLIDE 8

A7: PPT SLIDE 9

A8: PPT SLIDE 10

A9: PPT SLIDE 11

A10: PPT SLIDE 12

A11: PPT SLIDE 13

Question: What is a hard mineral that we animals have in there bones?

Support and protect Example – vertebrae

Flat Bones Thin and flat Protect organs Example – skull

Joints Where different bones

meet Ligaments

Connect bones together; tough tissue

Joints Classified by the way they

move Hinge Joint

Ball and Socket

Gliding

A12: PPT SLIDE 14

A13: PPT SLIDE 15

A14: PPT SLIDE 16

A15: PPT SLIDE 17

A16: PPT SLIDE 18

A17: PPT SLIDE 19

Activity: Flip Chart of Animal System – Skeletal SystemPull out the posters that were created from the last objective and have each group get together again.

1. Give each group a piece of brown butcher paper the same size as there poster board. 2. Pull out the overhead transparency that was used to out line that cow and use it to trace

the skeletal system on the BROWN BUTCHER PAPER. Make sure that it fits on the butcher paper so that it will fit in the cow that was traced previously.

3. Once traced have the group cut out the skeletal system. 4. Once cut out the skeletal system will be taped on to the poster along the spine so that the

skeletal system will flip up and you can see underneath and add other systems. (see attached photo)

5. Once finished take the posters back from the students and hold on to them until the bext system is completed.

Objective B: Identity the major components of the animal muscle system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

B2:Muscle System

Functiono To provide movement for

the proper functioning of the organs.

o Meat productiono Muscles are processed into

meato 30-40% of the animal’s

body is muscle. Skeletal Muscle

o Movement for the boneso Voluntary movemento Composed of long, striated

bundles that contract and relax

Red Muscleo Contain many mitochondria; o Lots of blood; contract for

long periods of time White Muscle

o Fewer mitochondriao Contract fastero Fatigue faster

Smooth Muscleo Movement

B2: PPT SLIDE 20

B3: PPT SLIDE 21

B4: PPT SLIDE 22

B5: PPT SLIDE 23

B6: PPT SLIDE 24

Question: In agriculture, why do you think it’s important to understand muscles and muscle systems?

o Controls movements of the internal organs

o Involuntary. o Examples-- Digestive tract,

urinary tract Cardiac Muscle

o Movemento Muscles that control the

hearto Involuntary

B7: PPT SLIDE 26

Objective C: Identity the major components of the animal circulatory system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

C1:Circulatory Systemo Function

o Transportso Watero Oxygeno Wastes o Regulates temperatureo Removes disease

o Hearto Center of the circulatory systemo Large muscleo Pumps continuously

o Blood Vesselso Arteries

Vessels that take blood away from the heart

o Veins Vessels that return blood to

the hearto Capillaries

o Connect arteries and veinso Deliver nutrients to the cells o Take away waste

o Red Blood cellso Give blood coloro Carry oxygen

o White Blood cellso Destroy diseaseo Pus

C1: PPT SLIDE 27

C2: PPT SLIDE 28

C3: PPT SLIDE 29

C4: PPT SLIDE 30

C5: PPT SLIDE 31

o Four Chamberso Right Atrium

Receives blood into heart from body, from veins

o Right Ventricle Pumps blood out to the

lungso Left Atrium

Receives blood into heart from lungs

o Left Ventricle Pumps blood out into body

via arteries

C6: PPT SLIDE 32

Activity: Flip Chart of Animal System – Circulatory SystemPull out the posters that were created from the last objective and have each group get together again.

1. Give each group a piece of red butcher paper 6 x 6 in. and a piece of blue 6 x 6 in. 2. Using the image provided in the PowerPoint and have the students draw and cut out the

beef cattle heart. 3. They need to make sure that they use red for the locations were oxygenated blood flows

and blue for where deoxygenated blood flows. Each chamber needs to be labeled as well arrows showing the flow of blood though the heart. Veins need to be blue and arteries need to be red.

4. Once cut out, labeled and colored they are to tape that into the cow poster at the location that the heart would be stationed.

5. Collect the posters once finished and you will pull them back out at the end of the next objective.

Objective D: Identity the major components of the animal respiratory system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

D1:Respiratory Systemo Function:

o Takes oxygen from the air

D1: PPT SLIDE 34

Question: How’s does the cirrculitory system and the respiratory system function together?

Question: Why do you think the animal heart has four chambers and not one?

o Places it in the bloodstream o Removes carbon dioxide

o Nostrilso Large amounts of air

o Nasal Chambero Mouth

o Brings in airo Pharynx

o Passageway for Food Water Air Controlled by the

epiglottiso Larynx

o Voice box (Adam’s apple)o Prevents material from entering

lungs.o Trachea

o Large tube o Made of rigid cartilaginous

ringso Bronchi

o Branch out furthero Lungs

o Gas exchangeo Alveoli

o Surrounded by blood vesselso Carbon dioxide is removed

from bloodo Oxygen is absorbed into blood

o Diaphragmo Large muscle under the lungso When contracted, rib cage

expands and air comes ino When the diaphragm relaxes, air

is forced out

D2: PPT SLIDE 35

D3: PPT SLIDE 36

D4: PPT SLIDE 37

D5: PPT SLIDE 38

D5: PPT SLIDE 39

D6: PPT SLIDE 40

Activity: Flip Chart of Animal System – Respiratory System Pull out the posters that were created from the last objective and have each group get together again.

1. Give each group a piece of pink butcher paper 24 x 24 inch. 2. Using the image provided in the PowerPoint and have the students draw and cut out

the beef cattle respiratory system.

3. They will need to draw and label all the parts discussed in class. They system also needs to be in proportion to the outline of the cow.

4. Once cut out and labeled they are to tape that into the cow poster at the location that the respiratory system would be stationed.

5. Collect the posters once finished and you will pull them back out at the end of the next objective.

Objective E: Identity the major components of the animal nervous system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

E1:Nervous Systemo Function:

o Central systemo Motor Controlo Sensation

o Nerveso Long fiber like structures

o Motor Neuronso Controls impulses sent from the

braino To other parts of the body

o Sensory Neuronso Send impulses from the body to

the brain.o Spinal Cordo All nerves are connected o Runs through the backbone

(vertebra)

o Braino Center of the nervous systemo Divided into 3 sections

Cerebrum Largest Controls thought

process Ouch

Cerebellum Coordinator center for

the cerebrum Many movements are

E1: PPT SLIDE 41

E2: PPT SLIDE 42

E3: PPT SLIDE 43

E4: PPT SLIDE 44

E5: PPT SLIDE 45

E6: PPT SLIDE 46

Have each student pinch there cheek! Now ask them how they felt the pinch? It was due to the sensory neurons sending that message from there cheek to there brain? Now ask them when they thought about pinching them self and there arm moved what kind of neuron they used? It was the due to the motor neurons.

required to walk, eat, etc

Medulla oblongata Involuntary activities Heart beat Digestion Breathing Body Temp. Feeling – Fear or

Thirsto Brain Stemo Connects the spinal cord to the

cerebrum

E7: PPT SLIDE 47

E8: PPT SLIDE 48

Activity: Flip Chart of Animal System – Nervous SystemPull out the posters that were created from the last objective and have each group get together again.

1. Give each group a piece of light blue butcher paper 8 x 8 inch. 2. Using the image provided in the PowerPoint and have the students draw and cut out

the beef cattle nervous system including the items discussed in the PowerPoint system.

3. They will need to draw and label all the parts discussed in class. They system also needs to be in proportion to the outline of the cow.

4. Students need to use arrows showing motor neurons and sensory neurons and what direction those neurons travel to or from the brain.

5. Once cut out and labeled they are to tape that into the cow poster at the location that the nervous system would be stationed.

6. Collect the posters once finished and you will pull them back out at the end of the next objective.

Objective F: Identity the major components of the animal digestive system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

F1:Digestive Systemo Function:

o Animal takes in foodo Digested in to a form that the

body can use.o Basic elements – Oxygen, Iron,

Potassium, etc…o Monogastric

o Simple stomach

F1: PPT SLIDE 49

F2: PPT SLIDE 50

o One compartment Pigs Horse Dog Cat

o Mouth Grind down food

o Esophagus Push food to stomach Muscles move food down

o Stomach Muscles Contacts and relaxes Food pressed together Digestive juices secreted

by the stomach lining. Hydrochloric Acid

o Small Intestine Duodenum

Secreted from pancreas

Breaks down proteins, starch and fats.

Juices still secreted to break down food.

Jejunum Nutrients absorbed

into the body From intestine to

blood stream. Villi

Semi-Permeable membrane

Particles pass through.o Large Intestine

Cecum Not used in most

monogastricso Modified Monogastric System

Horse Uses cecum to digest

roughage Colon

Storage of waste Water is removed

Rectum Muscle that passes

F3: PPT SLIDE 51

F4: PPT SLIDE 52

F5: PPT SLIDE 54

F6: PPT SLIDE 55

F7: PPT SLIDE 57

F8: PPT SLIDE 58

F9: PPT SLIDE 59

F10: PPT SLIDE 60

waste out of the body.o Ruminant System

o Cowso Goatso Sheepo Deer o Elk

These eat large quantities of fibrous material.

Hay Alfalfa Roughage – Fibrous Feed

o Multi compartment (4 main) Breaks down the

polysaccharides They chew their (CUD)

o Mouth Food is ground down by

teeth Also used to brake down

the cud.o Teeth

Incisors – Lower front teeth

Dental pad – Upper part of mouth

Molars Used to tear forages from

ground Must produce large

amounts of saliva Used to feed

microorganisms in the rumen

o Esophagus Transport food to

digestive tract Transport CUD to mouth.

o Reticulum Hardware stomach Due to large mouth they

collect hardware Wire form fence Rocks Secretes mucus Honeycomb shaped

F11: PPT SLIDE 61

F12: PPT SLIDE 62

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F19: PPT SLIDE 69

Traps hardware from traveling to the rest of the digestive system.

Regurgitation Packs feed into and eggs

shaped ball to be re-chewed. (CUD)

o Rumen Largest compartment Food is soaked, mixed. Microorganisms ferment

the feed. Carbohydrates are

absorbed by the papillae. Small fingerlike

projections that aid in absorption

o Omasum Size of a quarter to enter. Round – Soccer Ball Many Folds – Like a

round book Grinds the food as it

passes through.o Abomasum

True stomach Functions the same as the

monogastric Intestines are the same as

monogastric

F20: PPT SLIDE 70

F21: PPT SLIDE 71

F22: PPT SLIDE 72

F23: PPT SLIDE 73

Activity: Short Story on Ruminant AnimalsHave each student take out a piece of paper and write a short story on the ruminant digestive system. Inform them that they are a blade of grass of an alfalfa leaf and they were just consumed by a ruminant animal, beef, goat, sheep, deer or elk. Have them write a creative story about the travels though the digestive system. They need to include all the components discussed in class including the process of regurgitation. Those are the only requirements you need to give them, let them be creative.

Activity: Flip Chart of Animal System – Digestive System

Pull out the posters that were created from the last objective and have each group get together again.

1. Give each group a piece of yellow blue butcher paper 24 x 24 inches. 2. Using the image provided in the PowerPoint and have the students draw and cut out

the beef cattle digestive system including the items discussed in the PowerPoint. 3. They will need to draw and label all the parts discussed in class. They system also

needs to be in proportion to the outline of the cow. 4. Students need to use arrows showing how the food would travel though the digestive

system. Including regurgitation and the four compartments of the ruminant digestive system.

5. Once cut out and labeled they are to tape that into the cow poster at the location that the digestive system would be stationed, REMEMBER THESE NEED TO BE ABLE TO FLIP UP FROM THE BOTTOM SO THAT YOU CAN SEE THE LAYER BELOW!

6. Collect the posters once finished and you will pull them back out at the end of the next objective.

Objective G: Identity the major components of the animal endocrine system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

G1:Endocrine System o Function:

o Composed of glands that secrete hormones.

o Hormones: Chemical agent that

causes an effect in the body.

o Hormones control vital function of the body.

Growth Reproduction

o Pituitary Gland:o Located at the base of the braino Master glando Functions

Growth of bone Maternal Behavior Reproduction cells

G1: PPT SLIDE 75

G2: PPT SLIDE 76

G3: PPT SLIDE 77

Question: What is the relationship between structure and functions of organisms?Answer: They are working together and each need to work together to function?

o Hypothalamuso Links the Endocrine with the

nervous system.o Location

Under the lower front part of the brain

o Secretes hormones for: Hunger Sleep Body Temp

o Adrenal Glando Located by Kidneyo Adrenalin – Times of stress

o Thyroid Glando Front of wind pipeo Controls rate of digestiono Storage of calcium

o Pancreaso Below the stomacho Produces Insulin and glucagonso Regulates the amount of

glucose in the blood stream

G4: PPT SLIDE 78

G5: PPT SLIDE 79

Activity: Flip Chart of Animal System – Endocrine System Pull out the posters that were created from the last objective and have each group get together again.

1. Using a marker they need to label all the parts discussed in class.2. Collect the posters once finished and you will pull them back out at the end of the

next objective.

Objective H: Identity the major components of the animal excretory system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

H1:Excretory System o Function:

o Rid the body of wasteso Kidney

o Remove urea and nitrogen

H1: PPT SLIDE 80

Question: What is the relationship between structure and functions of organisms?Answer: They are working together and each need to work together to function?

o Filtrates liquids ingested.o Wastes are flushes out the

urinary tract

Objective I: Identity the major components of the animal reproductive system and the relationship between structure and functions in helping an organism maintain life.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

I1:Reproductive System o Ovaries

o Female reproductive gland in which eggs are formed and hormones are produced.

o Testeso Male reproductive gland that

produces sperm and testosterone.

o Female Reproductive Cello EGG (OVULE)

o Male Reproductive Cell o SPERMo Semen - the fluid that carries

and nourishes spermo Production of sperm is called

SPERMATOGENESISo Production of eggs is called

OOGENESISo Zygote

o Cell formed by the union of egg and sperm at fertilization.

o Embryoo Organism in early stages of

development.o Pregnancy

o carrying a fetuso Fertilization

o the union of the egg and sperm nuclei

I1: PPT SLIDE 82

I2: PPT SLIDE 83

I3: PPT SLIDE 84

I4: PPT SLIDE 85

I5: PPT SLIDE 86

Question: What is the relationship between structure and functions of organisms?Answer: They are working together and each need to work together to function?

o Conceptiono occurrence of fertilization

o Ovulationo release of an ovule from the

female.o Gestation

o the time from fertilization or conception of a female until she gives birth

o Female Reproductive Organso Vulva -opening of reproductive

tracto Vagina - channel for birth and

urinary tracto Cervix - divides vagina and

uteruso Uterus - provides nourishment

for fetuso Horns of Uterus - where fetus

growso Fallopian Tube - where

fertilization occurso Ovaries - produces eggs and

hormoneso Male Reproductive Organs

o Testes - produce sperm and testosterone

o Epididymis - collects and stores sperm

o Vas deferens - transports spermo Penis - places sperm in femaleo Scrotum - protects testes,

maintains tempo Sheath - opening of

reproductive tracto Ovaries – produces eggs and hormones

o The ovaries are stimulated by a hormone called the follicle stimulating hormones (FSH) and produce a FOLLICLE where the egg (ovum) grows and matures

o When the egg matures the follicle ruptures and releases the egg - OVULATION

I6: PPT SLIDE 87

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I7: PPT SLIDE 94

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I8: PPT SLIDE 101

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o Around the time of ovulation estrogen causes estrus or heat

o The time that the female will allow the male to mate with her

o Males seek out females that are in estrus

o During mating millions of sperm are deposited in the female vagina.

o Sperm moves by using their tails in a whip like action – motile

o Sperm travels from the vagina through the cervix and uterus and into the fallopian tubes

o Sperm and egg unit in the fallopian tube

o Reproductive Technologieso Any method of reproduction

that is different from natural methods

o Embryo Transfer:o The transfer of fertilized egg(s)

from a donor female to one or more recipient females

o Super Ovulation:o Giving animals a hormone that

causes them to produce more then one egg.

o Artificial Inseminationo Placing sperm into the female

reproductive tract by means other than natural mating.

o Sterility:o Inability of an animal to

reproduceo Freemartin:

o In twins, when a female is exposed to male testosterone before birth.

o Causes problems with the development of female reproductive organs

o Purebreedingo Breeding two pure breed

I9: PPT SLIDE 105

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I10: PPT SLIDE 107

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I11: PPT SLIDE 114

animals togethero Usually papered to prove

geneticso Crossbreeding

o One breed is breed to anothero Ex. Angus x Herford = Black

Baldyo Grading-up

o Taking grade cows and breeding to purebreds

o

PPT SLIDE 115

Activity: Flip Chart of Animal System – Reproductive SystemPull out the posters that were created from the last objective and have each group get together again.

1. Give each group a piece of white blue butcher paper 24 x 24 inches. 2. Using the image provided in the PowerPoint and have the students draw and cut out

the female beef cattle digestive system including the items discussed in the PowerPoint.

3. They will need to draw and label all the parts discussed in class. They system also needs to be in proportion to the outline of the cow.

4. Once cut out and labeled they are to tape that into the cow poster at the location that the reproductive system would be stationed, REMEMBER THESE NEED TO BE ABLE TO FLIP UP FROM THE BOTTOM SO THAT YOU CAN SEE THE LAYER BELOW!

5. This is the last step to the cattle flip chart. Make sure that they have all the parts labeled. Once finished with this activity they can them preceded to dissect the fetal pig and not until! They need to have the parts learned before they begin the dissection.

Final Lab Activity: Fetal Pig DissectionThis activity is to be used as a tool to reinforce what they have learned. Begin this activity with the worksheet of the dissected fetal pig. Have them color the major parts that can be seen in the image, such as the liver, small intestine, large intestine, etc…. Each part needs to be a different color to help them identify what they will be looking at. Next have them label the parts on the fetal pig dissection worksheet. This will familiarize them with what they will be seeing before they begin dissecting the fetal pig. They need to label this with 100% accuracy before they may dissect the fetal pig. We will begin this fetal pig dissection with the safety and ethical disclaimer about dissecting pigs. See Attached Job Sheets for the rest of the lab.

Evaluation:

Animal Systems Exam