Good question and very interesting information from the Associated Press. I would check to see how your local science department handles the situation? Our science program too ran into that problem but because the Introduction to Veterinary Medicine was an elective course I was able to use actual animals when I felt necessary. Students and parents had to sign a form before enrolling in the course and it had a section explaining that dissection was necessary and that students would be expected to participate in that part of the lab. I had to limit actual dissection time and keep it very basic because the course was set up as only a semester course for 9 and 10 grade students. I video taped some autopsies performed by veterinarians and used these in discussing gross anatomy and terms. But, truthfully I used the virtual dissection sites and several videos 90% of the time because it met the objectives that I wished to cover concerning gross anatomy and terms.

I also developed two additional courses on the 11th and 12th grade levels so students that continued this path were exposed more and more to the internal and external anatomy thus making it very necessary to explore the anatomy using actual animals. The second course had clinical rotations built into it and the students were exposed to surgical procedures at the veterinary clinic they were visiting. The third course was more of a work study program and again students assisted in various surgery procedures requiring them to have a through knowledge of anatomical parts.

I have attached a copy of one of the lesson plans I developed on the subject that might give you an idea as to how I handled the first day or so in anatomy. I would be happy to share additional resources if you need them.

Charles Casada