Dissection Lab: Curiosity, Courage, and a Few Squeals Along the Way

Our first Dissection Lab at the Cox Science Center and Aquarium was an absolute blast.  This was one of those experiences where the learning was hands-on, the reactions were honest, and the room was full of curiosity. Learners worked in pairs for the squid and frog dissections before moving into slightly larger groups for the pig dissection. Each one brought something different to the table, both scientifically and emotionally.

We began with the squid, which turned out to be the easiest dissection for most of the learners. It was a great way to get started because the squid allowed them to explore anatomy without feeling too overwhelmed. They were able to observe structures up close and learn how form and function work together in nature. One of the fun facts shared during the lab was the connection between squid movement and jet propulsion. Squid move by pulling water into their mantle and pushing it out forcefully, which helps propel them through the water. While I would not say the Jet Ski was directly “copied” from a squid, it was fun for learners to see the connection between nature and human design. Sometimes engineering inspiration really does begin with watching how living things move.

​Next came the frog. The frog dissection brought out a few more squeals. Some of the learners said the frog looked like it might jump away because it still looked so lifelike. Watching their expressions was honestly part of the joy of the day. There was a mix of fascination, hesitation, laughter, and courage. Some jumped right in, while others needed a little more time to adjust. That is part of the learning too. 

Dissections give learners a chance to understand anatomy in a way that diagrams and videos cannot fully capture. They can see how organs are placed, how systems connect, and how complex living things really are. They also learn to work carefully, ask better questions, and respect the seriousness of studying once-living organisms.

Between the squid and frog dissections, the learners were surprised with an unexpected challenge. They were asked to meet someone they did not already know and learn something interesting about that person.  At first, this was a little scary for some of them. Walking up to someone new is not always easy, especially when it is outside your comfort zone. But that was the point. Branch out. Do not only talk to the people you already know. By the end of the challenge, new conversations had started, and a few new friendships were forming. That is a win in my book.

After lunch, we moved on to the pig dissection. 

For the pig dissection, the setup was a little different too. Instead of working in pairs, there was one pig per table, with groups of four or five learners working together. Some learners took a more active role, while others observed more closely, asked questions, or stepped in when they felt ready. The squid and frog were manageable for most of the learners, but the pig felt more personal for a few. Some became emotional, and that was completely understandable. They participated in the way they were able, and for some that meant observing more than dissecting. I was proud of them for staying engaged even when the experience stretched them.

For many learners, the pig was also the most fascinating dissection because pig anatomy has similarities to human anatomy. Pigs are often used in biomedical studies because their organs, body systems, and physiology can be useful for understanding human biology. That made this dissection especially meaningful for learners who were curious about the human body, medicine, surgery, or science careers.
The instructor also helped learners understand the difference between surgery and autopsy. Both involve knowledge of anatomy and careful observation, but they serve different purposes. Surgery is performed to treat or repair something in a living patient. An autopsy is performed after death to better understand what happened inside the body. It was a thoughtful conversation and gave learners another real-world connection to what they were seeing.

One of my favorite parts of the day was watching learners go beyond the lesson plan. They were not just following instructions. They were exploring. They were asking questions. They were noticing details. Some became especially interested in the brain, which made me smile because many of these learners have also participated in ASCEND neuroscience classes. Coincidence? Maybe. But I love seeing those connections form. This is exactly why hands-on learning matters. It is not just about completing an activity. It is about giving learners the opportunity to discover what catches their attention, what challenges them, and what makes them want to keep learning.

The day had science, teamwork, courage, laughter, squeals, new friendships, and a whole lot of curiosity. That sounds like a successful lab to me.

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