Abby Soltis
ED 433
March 21, 2012
Humane and ethical treatment of animals
One of the most effective ways of learning is through doing. Since science is
the study of living things, learning about science is most effectively done by
interacting with living things (NSTA). Therefore it is important to allow students to
interact with living organisms, but also to learn how to interact with these
organisms in a safe and ethical way. As teachers, it is important to consider all safety
and logistical concerns before bringing an organism into the classroom or allowing
students to interact with organisms outside the classroom. Here are a few things to
consider:
Caring for Animals
Providing space and privacy or attention to animals
Different organisms require different amounts of care and resources to
maintain safely and humanely. For this reason it is important to consider carefully
the types of organisms you would like to include in your classroom. Additionally, it
is important to consider the potential problems associated with the care of certain
organisms. Plants and fish are considered to need a low level of care, but present the
potential for mold, toxicity or microbial infection. Crustaceans, insects, and
Amphibians are considered to need a moderate level of care and present the
potential for stings, bacterial contamination, infestation, or microbial infection.
Reptiles and mammals need the highest level of care and present the potential for
bites, mold, dander, and odor (Investigating Safety, 69). The following is a list of
needs the care for common classroom animals from the Ohio Department of Natural
Resources.
o Aquatic Turtles: Require an aquarium with deep water, a place to bask, and
an incandescent reflector light. Aquatic turtles need a varied diet that
includes: fish, insects, produce, and commercial turtle food.
o Box Turtles: Require a dry terrarium with water provided in a small dish.
The ground material should be made of a substance the turtle can dig under.
Diet includes earthworms, crickets, mealworms, and produce.
o Snakes: Keep in a tightly closed terrarium with a water dish and a basking
area. Only whole food should be offered to snakes and may include mice, rats,
and young birds.
o Lizards: Keep in a tightly closed terrarium with a water dish and a basking
area. Diet may consist of crickets, flies, mealworms, and a calcium powder
supplement.
o Amphibians: Keep in a tightly sealed container with high humidity and a
water source. Sphagnum moss is a good ground cover for amphibians. Diet
should include earthworms and crickets.
Sick animals and providing medical attention
When bringing animals into the classroom it is important to consider the
types disease or allergens an animal can carry and also know what to do in the case
of a sick animal. Students should never handle a sick animal and the animal should
most likely be taken to a veterinarian. A plan should be set in place in the event that
an animal becomes sick (Investigating Safety).
Student Rules
Rules for student interaction with living things
As a future biology teacher I believe that it is important to provide students
with not only knowledge about living things, but also a respect for those living
things. The best way to do this is to maintain strict rules for the care of living this,
whether the organism is a plant, insect or mammal.
Rules to prevent students from becoming ill from exposure to toxins or disease-causing
organisms
In order to insure that students do not become ill from exposure to animals,
it is important to follow the rules for handling animals and remove or get care for
sick animals immediately. Students should wash hands with soap and hot water
after handling. It is also important to note student allergies to prevent health
problems. Do not bring in exotic plants or animals as they have the potential to
carry harmful pathogens. It is also important to note that plants in the field may be
harmful to students as well, causing allergic reactions (investigating Safety).
Laws
Restriction of experimentation
Before experimenting with living organisms or tissues it is important to
recognize the risks involved. It is no longer recommended that human tissue (check
cells, saliva, blood, etc.) be used in the classroom. Also, many reagents that once
were common in the classroom are no longer recommended to toxicity (PTC tasting
strips, Methyl Red, etc.). Additionally, certain types of bacteria once common in the
classroom should not be used such as Serratia marcenes (Investigating Safety).
Restrictions on the collection of living things or materials from nature
Before collecting things from nature it is important to know what is being
brought into the classroom. Plants species should be checked for toxicity and care
should be taken to avoid poison oak and ivy in the field. Exotic and invasive species
should also be kept away from the outside environment. Before disturbing the
environment or collecting wild specimens, ask yourself if the same educational goals
can be met in a different way. If organisms are collected it is important to check with
the Department of Natural Resources and obtain a permit if needed. Some states
offer education permits for classroom collection (Ohio DNR).
Cautions and laws on the use of preserved animals and use of living materials
The National Science Teachers Association addresses the use of preserved
animals in their positions statement:
“NSTA recognizes science educators as professionals. As such, they are in the
best position to determine when to use—or not use—dissection activities.
NSTA encourages teachers to be sensitive to students’ views regarding
dissection, and to be aware of students’ beliefs and their right to make an
informed decision about their participation. Teachers, especially those at the
primary level, should be especially cognizant of students’ ages and maturity
levels when deciding whether to use animal dissection. Should a teacher feel
that an alternative to dissection would be a better option for a student or
group of students, it is important that the teacher select a meaningful
alternative.”
Currently, there are no laws in Indiana regarding the use of animals for dissection in
the classroom, however there are 10 states that do have such legislation
(Animalearn). While it is not required in Indiana to offer an alternative to dissection,
I would likely offer one if the student (or parents) could present a better reason
than “it’s gross.”
Another consideration for dissecting in the classroom is safety. The sharp
instruments used for dissection can be a danger to students, so it is important to
carefully gauge student maturity before a dissection. Also, it is important to consider
the type of preservative used. Choose the preservative for the lowest toxicity and
keep the MSDS data sheet on hand. Also, do not keep solution or animals after
dissection because mold will likely grow. Students should wear eye protection and
gloves (Investigating Safety).
Alternatives to the use of preserved animals for dissection
While the National Science Teachers Association encourages teacher choice
in the use of preserved animals for dissection, other alternatives are also offered.
Many textbooks now offer virtual dissections as a part of the online supplement,
however there are also other virtual dissection programs available. Another
alternative is to use fresh grocery materials such as chicken wings or beef hearts
(Investigating Safety). PETA recommends the following:
o The Digital Frog is a fully interactive CD-ROM that allows students to
explore the frog through three seamlessly linked modules—
dissection, anatomy, and ecology.
o DryLab Suite features detailed, computer-based dissection
simulations to study the anatomy of frogs, earthworms, rats, fetal pigs,
crayfish, and perch.
o Anatomy in Clay allows students to build the body systems of humans
and animals out of clay on model skeletons.
o DissectionWorks comprises five interactive, computer-dissection
simulations, including those of a frog, crayfish, perch, and fetal pig. A
digital cat dissection with detailed graphics and information is also
available.
o Body Works offers a fascinating computer program that explores the
body’s systems, structure, and functions.
o Sniffy the Virtual Rat is a unique computer program that allows
students to explore the principles of operant psychology using a
“virtual rat.”
o CatLab is a fully interactive, multimedia dissection of a cat.
o Great American Bullfrog is a large-scale model with numbered parts
and a key card; circulatory, reproductive, and other systems can be
separately dissected.
o Biology Chart Series includes detailed charts of a dissected frog, perch,
crayfish, grasshopper, earthworm, etc.
Resources
Animalearn: http://www.animalearn.org/elementaryLaws.php#in
National Science Teacher Association: nsta.org
National Science Teacher Association: Investigating safety
Ohio Department of Natural Resources: A guide to using animals in the classroom.
People for the Ethical Treatment of Animals: http://www.peta.org/issues/animalsused-for-experimentation/dissection-lessons-in-cruelty.aspx