Collaborative Instructional Design Model
SQUID DISSECTION UNIT
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 10-15 minutes)
 Discuss their answers, dispelling and misunderstandings
(spend 10-15 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

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
STEP ONE CONTINUED
ASSESSMENT OF NEEDS AND KNOWLEDGE


Begin with the following warm up:
Please unscramble the following words: (allow 10-15 min)
1.) rpona
2.) deatuarg
3.) ooscecripm
4.) slvoeg


(apron)
(graduate)
(microscope)
(gloves)
Review the vocabulary from yesterday, ensuring every student
has all the definitions (remainder of class time for this @ 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
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

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

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

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 (@30 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
DISSECTION DAY
(WILL TAKE ENTIRE 90 MINUTE CLASS PERIOD)
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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,
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)

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
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
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?
COLLABORATIVE ID MODEL
Step One
Needs Assessment
Develop
Delivery
Method
Step two
Identifying learning objectives
And set Instructional goals
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