MAGIS

Of Boys and Frogs
Shiela Mia Valencia, Grade 6 Science Teacher

Posted Friday, 22-Jul-2005 1:47 PM

     Frog dissection is a highly anticipated activity in grade 6 Science because it only happens once a school year. It is one activity where Science teachers are as excited as their students for its relevance in understanding the human body better. For students, just the idea of opening up a helpless frog is both a thrilling and gory experience. That’s why, grade 6 Science teachers always emphasized on the goals and importance of this activity to the lesson on the human body before actually embarking on this “operation”.

      I often imagine how my students prepare for the dissection. Perhaps, some would have been in a frenzy looking for live frogs in Chinese restaurants that offer exotic dishes. Others may have gone to pet stores to buy the perfect frog. A few may have scoured golf courses in the hope of catching a big frog. Come dissection day, the boys are ready with their frogs.

      Putting together two classes in one room proved to be a systematic way of presenting the instructions. My partner, Mrs. Ondovilla, explained the procedure while I demonstrated. After the plenary session, the class went back to their respective sections. Each was assigned a science laboratory and the boys worked on the activity by themselves. Two renegade frogs broke loose from their cages. Apart from that, all eight dissection sessions were done without a major glitch. By the way, the renegade frogs were caught and were released to the “wilds” (otherwise known in Xavier Grade School as “the football field”).

      After the dissection, my partner and I processed the whole experience to our boys. We made sure that they understand the objectives of the activity. A lot of frogs were sacrificed for the purpose of learning, understanding and appreciation of the frogs’ systems as well as our own. It is amazing how most of the students have come to value the unique and complex way that human body systems work through frog dissection. Some were intrigued by the prospect of studying human body systems that, as teachers, it was an opportunity to encourage them to a career in medicine. A lot of them were able to conquer their own fears. A handful of students realized that nothing compares to the real thing. Sure, posters, diagrams, simulations, digitized representations are a big help but actual experience proved to be the best.

      All the planning and the trouble they had to go through were worth it. They learned a lot. It was an unforgettable experience. And for teachers like me and Mrs. Ondovilla, it is enough for us to see our boys engaged in such learning experiences.

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