The Chicken and YOU!!
Basic Lab Considerations:
1. Set up
a. What quantity of materials is needed for each group/student?
1 group = 2 students (working in pairs)
Each group needs:
 1 dissecting kit (including a scalpel, scissors, forceps, probe and
seeker, needle, & ruler)
 1 dissecting tray
 4 dissecting pins
 2 pair of protective gloves
 2 pair of safety goggles
 1 chicken wing
 2 student guides
 Access to a sink, soap, and paper towel
b. Space use in room?
Depending on the number of lab tables in the classroom, each group will
either be alone at a table or two groups will share a lab table with the
groups on separate sides of the table.
c. Lab stations clearly labeled?
Mark the lab stations around the room with masking tape and pen. For
example, place a piece of masking tape on the top edge of the table and
write the number of the station (#1). Lab stations will be in a logical
sequence(1-14: class of 28), so that students can easily find their station.
d. Sufficient work area for students?
Students should have enough room for one to dissect and the other to
record their observations. A 5’ by 2.5’ table top should be adequate for
each group.
2. Material distribution
a. What materials do the students need?
Each group needs:
 1 dissecting kit (including a scalpel, scissors, forceps, probe and
seeker, needle, & ruler)
 1 dissecting tray
 4 dissecting pins
 2 pair of protective gloves
 2 pair of safety goggles
 1 chicken wing
 2 student guides

Access to a sink, soap, and paper towel (these materials will be
stationed at the sink)
b. What is the most efficient way to get these to students?
All materials, except the gloves and the student guides, will be on a tray
at the dissecting station. One student from each group will come to the
front to get a pair of properly sized gloves for both group members. The
students can be called up five lab stations at a time to reduce the number
of students at the front getting gloves. Pass out the student guides as
the students are called up to get their gloves.
3. Pre Lab
a. Expectations/objectives/purpose for the day
Objectives:
 Identify the tissues of the chicken wing.
 Discuss how the skeletal, muscular and integumentary body systems
work together to produce movement.
 Relate the anatomy of the chicken wing to the human arm.
Purpose for the day:
 Students will get to see and manipulate the various tissues which have
been discussed in class.
 Identify the skin, connective tissue, muscles, tendons, bones,
ligaments, and cartilage.
 Carefully follow the directions, answer the questions, and label the
diagrams on the student guide.
Expectations:
 The students will work with a partner; they can determine who does
the dissection and who completes the worksheet. They can switch half
way through, as long as the work gets done.
 All dissecting tools will be used in the proper manner:
o Probe- used to pick, poke, or move the tissue. (removing skin)
o Scissors- cutting tissue (cutting tendons/ligaments, removing
muscle)
o Forceps- getting between/ under tissues
o Pins – can be used to hold down the chicken wing.
o Scalpels should not be used for bone or cartilage tissue work.
o Hold the scalpel as a pencil.
o Always cut with a downward motion/ don’t cut with toward your
holding hand.
o All dissection parts should remain in the dissecting pan.
 Students will get the teachers initials before disposing of their
specimen.
b. Safety considerations
 Raw chicken may be contaminated by Salmonella, a pathogenic
bacteria. Wear gloves and keep your hands away from your face
and mouth throughout the investigation.
 Be cautious when using sharp dissection tools.
c. Overview of lab set-up
This lab is in four parts; A, comparing the external structure and function;
B, examining the skin; C, examining the muscles; and D, examining the
tendons, bones, ligaments and cartilage. The dissection is followed by
three discussion questions asking the student to explain how the various
tissues they have observed work together to cause the movement of the
wing. An activity entitled “Making the Human Connection” can be
completed as homework or a follow-up activity the next day to have the
students compare the chicken wing to the anatomy of their arm and
introduce the concept of homologous structures.
d. What to do if lab is not completed during the hour
The option implemented will be determined by the amount of time we
have to complete the activity.
Option 1: I will have previously dissected a wing to show students an
example of the various structures or tissues they are unable to identify or
see the in time allowed for the dissection.
Option 2: I will provide plastic zip-loc baggies to store the chicken wing
parts for the next day. The students can label their baggie with a sharpie
and complete the dissection within the first 20 minutes of the next day’s
class period. At that time the students will dispose of their wing parts and
complete the “Making the Human Connection” activity sheet.
e. How this lab fits into the curriculum
This dissection would be used to review the skeletal, muscular, and
integumentary body systems before taking the unit’s exam. This activity
could also lead into an evolution unit as the chicken wing is compared to
the human arm and the students consider the concept of homologous
structures.
f. Clean up
 Dispose of chicken parts and gloves in the garbage!
 Wash your lab station and equipment with warm, soapy water. Dry
with a paper towel.
 Return all equipment to the proper place.

Thoroughly wash your hands with warm, soapy water.
4. Hand outs
a. Procedure (can also be at lab stations)
The teacher guide and student guide both contain the procedure for the
lab. Each student will receive a copy of the student guide, but each pair
will only be required to turn in one completed sheet for grading.
b. Data recording
Students work in partners. One student records their observations on the
students guide while the second student does the dissection. Otherwise
both can work together to accomplish both tasks.
c. Application/analysis
The students will explain how the various tissues in the wing work
together to produce movement in the discussion questions on the student
guide. The students will then relate their observations of the chicken
wing to human arm to decide if the two are homologous structures.
5. Assessment
a. How do I assess whether or not students are doing lab properly?
I will be circling the classroom to observe the dissection procedure and
techniques the students are using. The student’s completion of the
questions and diagrams on the student guide will further prove that they
are doing the lab properly. The students will receive one point for
answering each question or filling in the diagrams on the student guide.
The student guide requires the teachers initials before the students are
allowed to dispose of their chicken wing parts. At this point the teacher
would observe the chicken wing parts lying in the tray and ask the student
to identify a couple of the parts to verify that they were correctly
identifying the tissues. Finally the student’s ability to explain movement
based on the tissues they observed provides insight into whether or not
the students followed the procedure for the lab.
b. What will I have students do with their data?
Students use their observations of the chicken wing tissues to explain how
the tissues work together to produce movement. They will then relate
their know ledge of the chicken wing to their own arm to determine if the
two structures are homologous structures.
c. How will I know that students have understood the concept the lab was
illustrating?
The accuracy with which the students answer the discussion questions at
the end of the lab will demonstrate their understanding of the concept.
Their participation in the discussion of the questions will further illustrate
what they learned.
6. Post lab
a. What to do with data/discussion
The discussion of their observation will serve as a transition into the
student’s application of their knowledge to the “Making the Human
Connection” activity, introducing the topic of homologous structures. The
students will also use their observations and discussion as a review for
their unit exam on the skeletal, muscular, and integumentary systems.
b. Taking stock of student progress
The students understanding of tissues acquired from the lab will
determine how quickly the teacher tests the students on the material. If
the students clearly understand the tissues, then the teacher may only
review one day before testing the students. Otherwise the extension
activity, “Making the Human Connection” could be used to further
emphasize how the tissues work together to create movement.
c. What to do if not completed
It is likely that the students will not have time to complete the discussion
questions. These can then be assigned as homework. This is also the
reason why all students should receive a student hand-out at the
beginning of class. Give the students a few minutes to transfer important
information they may need to complete the discussion questions from
their group packet.
d. Preview of tomorrow
Students will review for the skeletal, muscular, and integumentary system
exam. If students do not demonstrate a clear understanding of the
concepts then the students can complete the “Making the Human
Connection” activity.