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Comparative Anatomy of the Human and the Frog

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Biology Buff
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Grade Levels
7th - 12th, Homeschool
Subjects
Standards
Formats Included
  • PDF
Pages
6 pages
$1.50
$1.50
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Biology Buff
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Description

This worksheet is the first in a series of comparisons of the human anatomy to that of various vertebrates. It is meant to be either a stand-alone lesson or part of of a dissection lesson plan. Students label the drawing of the human and frog, comparing their organs, and then studies the organs they do not have in common. Students color the diagrams also and answer the questions. They have to research the labeling and answers to the questions or if you wish, you can give them the information page which would give them the info to complete the assignment. It is a 3-page lesson. Answer keys are provided. Comparative anatomy provides evidence of evolution and aids in dissection (actual, paper, or video) which is important in learning morphology in a three-dimensional way.

Total Pages
6 pages
Answer Key
Included
Teaching Duration
90 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSHS-LS1-2
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. Assessment does not include interactions and functions at the molecular or chemical reaction level.
NGSSHS-LS4-1
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.
NGSSHS-LS4-3
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.
NGSSMS-LS4-2
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.

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