Format
The class will include the following:
1. This program begins with a classification and taxonomy discussion about the squid and its relatives. This familiarizes the students with the animal before the dissection begins
2. We begin the dissection by exploring external anatomy including arms, tentacles, fins, siphon and chromatophores
3. Students will explore internal anatomy including the pen, gonads, hearts, beak, gills and ink sac
4. Identification of male and female anatomical differences
5. Students will learn how we use squid as food at the Aquarium
6. Question and answer session
Objectives
Learners will:
- compare and contrast squid with other animals in the mollusk phylum
- explore the systems and adaptations that allow squid to move, protect itself, feed, and reproduce.
- ask questions and make observations about external and internal anatomy of a common market squid.
Standards Alignment
National Standards
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
Physical Science
Structure and properties of matter
Life Science
Biological evolution
Interdependence of organisms
Matter, energy, and organization in living systems
Behavior of organisms
Science and Technology
Abilities of technical design
Science in Personal and Social Perspectives
Natural resources
History and Nature of Science
Science as a human endeavor
Nature of scientific knowledge
State Standards
California science standards
Grade 9-12 Biology
Life sciences:
6.c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.
6.e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.
6.g. Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change.
8.b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
8.d. Students know reproductive or geographic isolation affects speciation.
9.a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
9.g. Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.