Frog Dissection: A Hands-On Exploration of Body Systems
Help me give my students by donating frogs and dissection equipment, to help students explore body systems firsthand through hands-on dissection.
$3,541 goal
This project expired on July 17, 2025.
This project expired on July 17, 2025.
My Project
The frogs and dissection equipment will provide students with a hands-on learning experience that textbooks alone cannot offer. By directly engaging with the anatomy of a frog, students will gain a deeper understanding of body systems, such as the circulatory, digestive, and respiratory systems. This real-world connection to the material will make abstract concepts more concrete, fostering better retention and a greater appreciation for th e complexity of living organisms.
Dissecting can spark a lasting interest in science and provide students with a foundational understanding of biological systems that they can build upon in future studies.
This project will introduce 7th-grade students to the wonders of biology by allowing them to conduct a frog dissection. This will help students develop critical thinking, observational, and problem-solving skills while also encouraging teamwork and scientific inquiry.
My students are curious and eager to explore new concepts. Many of them come from diverse backgrounds, bringing unique perspectives and questions to the classroom. They are excited to engage in hands-on activities that connect learning to the real world. This project will allow them to interact with science in a meaningful way and encourage them to think critically about the living world around them.
More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
220 students impacted
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Hoverstock and reviewed by the DonorsChoose team.
