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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)

The technology explosion in medical education has led to the use of computer models, videotapes, interactive videos, and state-of-the-art simulators in medical training. This booklet describes alternatives to using animals in medical education. Although it is mainly intended to describe products applicable to medical school courses, high-quality, non-animal teaching methods can also be used in graduate medical education. Sections include: (1) Multiple Organ Systems; (2) Cardiovascular Physiology; (3) Clinical Simulators; (4) Pulmonary Physiology; (5) Renal Physiology; (6) Gastrointestinal Function; (7) Acid-Base Physiology; (8) Muscle Function; and (9) Manual Skills. (JRH)

This booklet provides information for teachers about the value of appropriate animal use in the classroom and some suggestions for assuring the proper care and use of animals in education. Discussion includes: (1) the importance of animals in education; (2) contributions of animals in classroom learning; (3) contributions of animals to science history and medical progress; and (4) animal welfare versus "animal rights" in the classroom. Information sources where teachers can obtain suggestions for hands-on activities involving animals in the classroom, a list containing major documents available from public and private organizations outlining policies, information, and resources regarding the care and use of animals in research and education, and a bibliography of books, brochures, and magazine articles that provide additional information are included. Milestones in biomedical research that depended on animal studies from pre-1990 to the present are provided. (KR)

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)

Describes three inquiry-based activities designed for students to begin to understand complex environmental relationships in their own backyard. Includes investigations of ants, which allow students to establish a baseline survey of ant fauna, test the importance of ants in nutrient cycling and soil structure maintenances, and increase student understanding of the environment and their impact on it. (KHR)

Explains how to use galvanotaxis and mutagenesis experiments to study Paramecium's swimming behaviors and ion channel functions. (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 on animal metabolism that uses a guided-inquiry approach. Discusses observed behaviors and improvements in students' understanding. (YDS)

Explains a health science activity concerning Howard Florey's experiment and the discovery of penicillin. Uses a mouse's point of view to conduct the activity and asks students to present information about Florey's research as if a participating mouse is talking. (YDS)

Presents a science activity that is a combination of guided-inquiry and open-inquiry in which students investigate crayfish. (YDS)

Recommends a number of investigations using video-capture and two readily available, non-pathogenic larval Digeneans with contrasting life cycles and behavior. The activities support the hypothesis that parasites exhibit behavior that increases their chances of a host infection. (DDR)

Presents an experiment on mouse behavior in which students learn to observe, pay attention to details, record field notes, and ask questions about their observations. Uses a white mouse to eliminate the risk of disease that a wild rodent might carry. Lists materials, set up, and procedure. (YDS)

Introduces young children to the safe study of insects and promotes respect for the study specimen. Children craft insects out of marshmallows, toothpicks, and cardboard and practice using a clear plastic cup to collect and observe insects through a magnifying lens. With their new skills, they can move on to studying real insects. (PVD)

Advocates the use of springtails (Collembola) in the K-12 classroom as a model invertebrate that can easily be reared and manipulated to demonstrate key concepts in biology. Describes experimental procedures using springtails. (SAH)

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)

General and specific safety procedures and recommendations for secondary school science laboratories are provided in this guide. Areas of concern include: (1) chemicals (storage, disposal, toxicity, unstable and incompatible chemicals); (2) microorganisms; (3) plants; (4) animals; (5) electricity; (6) lasers; (7) rockets; (8) eye safety and protective eye devices; (9) equipment producing ionizing radiation; and (10) radioisotopes. Pertinent Pennsylvania laws are cited for appropriate areas. An appendix contains various items pertaining to laboratory safety considerations including lists of non-recommended chemicals, carcinogens and their synonyms, lists of radioisotopes and their sources, and rules and regulations of the United States Nuclear Regulatory Commission. (JN)

This guide is intended for use in teaching Connecticut's revised animal science curriculum at regional vocational agriculture centers. Like its predecessor, this curriculum includes exploratory (intended for grades 9 and 10) and specialized (intended for grades 11 and 12) animal science units and is based on the following major areas of agriculture: animal science, plant science, agricultural mechanics, and natural resources. In this revised version of the curriculum, each unit has integrated in it a section on related potential employment or entrepreneurship job titles and relevant competencies needed for employment or self-employment success. The exploratory units deal with the field of animal science, animal selection, and basic animal care. The specialized animal science units cover the following topics: animal reproduction and genetics; animal health; animal nutrition; production of dairy cattle, poultry, beef, sheep, swine, horses, goats, rabbits, forage, and specialty animals; dairy production; meat products; care of laboratory animals; veterinary services; pet care and services; and riding and horsemanship. Each unit contains some or all of the following: unit title, unit length, grade(s) taught, objectives, related job titles and relevant competencies, a content outline, teacher activities, student activities, evaluation, resources, a bibliography, and sources of pertinent educational media. (MN)

Science fairs represent the culmination of student research efforts under the guidance of teachers and other persons interested in science topics. The total scientific process should be involved in the development of a project which results in a science fair exhibition. The student should learn to recognize problems, plan an experiment, gather and analyze data, and draw conclusions. In doing this, students gain self-confidence and the respect of their peers and often spark a life-long interest in science. Fairs also help to strengthen the links between the school and the local community. This pamphlet discusses the science fair movement in North Carolina, including state rules, regulations and judging criteria, and how to plan, conduct and present a science project for a science fair. Also included is the North Carolina code of practice for using animals in schools, and eight references. (CW)

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)

Recommends the use of seed beetles for studying animal behavior and provides suggestions for practical and project assignments. Sources for obtaining the beetles and a list of the equipment needed for their study and maintenance are provided. Answers to common concerns are addressed. (DDR)

Focuses on the advice and support from science inspectors or advisers with respect to the use of living organisms in schools. Reports that advice, support, and encouragement in the use of living organisms in teaching was widely available at the time of this study and schools have a great deal to lose from the shrinkage in the advisory service. (JRH)

Describes content and conduct of a course that deals with animal use. Exposes students to a variety of perspectives from extreme to moderate concerning uses and abuses of animals. Appendix lists resources for animal uses and abuses seminar. (JRH)