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The smell of 1）formaldehyde， that first cut into the earthworm or the frog—you probably remember that time you dissected an animal in science class. These days， there’s a computer program for that. But dissection is still a pretty universal classroom experience.
Right around the 2）Bunsen burners and 3）Petri dishes of Rob Glotfelty’s science lab， there’s a stack of strange packages—vacuum-sealed frogs piled five high. These are leopard frogs， and they are slimy and smelly. Some kids want none of it.
Taylor Smith： Oh， I ain’t taking it out of the bag. I cut it there. My job is done.
That’s Taylor Smith. She’s a seventh grader at Patterson Park Middle in Baltimore. She’s decked out in her black smock， plastic 4）goggles and rubber gloves. But she’s not as ready as she looks.
Taylor： I don’t wanna cut open no live animal. I’m gonna throw up on it.
Taylor’s like a bunch of other kids in the room. She doesn’t want to touch， much less cut， an actual frog. So she’s gonna be our dissection guide today， because Glotfelty’s goal is to get kids like her over the 5）squeamish 6）hump.
Somebody’s gonna have to cut， because the mission is to 7）splay open this formaldehyde-laced little frog and then pick out the dark-colored organs one by one.
Rob： Are we really interested in how frogs’ bodies work？ Like， have we been studying frogs？
Students： No.
Rob： No. What have we been studying？
Student A： Humans—and frogs are similar to humans.
But they don’t start with a frog. First， they cut open an earthworm and then a chicken wing. In high school， the animals get even bigger. Rats， cats and fetal pigs all give insight into how our own bodies work.
David Evans： There’s something 8）visceral and important about the real thing.
It’s almost representative of scientific inquiry itself， says David Evans. He heads the National Science Teachers Association. You experiment on something real and ask questions about it.
David： What does this particular organ feel like？ How stiff is it？ Is it 9）compressible？
Using dead animals to make these connections used to be the only way business was done， whether a kid liked it or not. But in 1987， one student came along and changed all that.
（In a documentary）
Reporter： This month， Jenifer Graham， who is a 15-year-old student at Victor Valley High School in Victorville， California， will ask the school board there to permit her to refuse to dissect frogs in her high school biology class.
This was big news at the time. Because of Graham， California passed a law that students have to be given alternatives. And since then， at least nine other states have done the same. And the alternatives—Graham went on to champion them as in this commercial.
（In an ad）
Jenifer： Last year in my biology class， I refused to dissect a frog. I didn’t want to hurt a living thing. I said I would be happy to do it on an Apple computer. That way， I can learn and the frog lives.
Ever since， computer-based models have been filtering their way into the classroom. The Science Teachers Association now asks educators to give students a choice， but the group also insists on the fundamental importance of being able to dissect. Glotfelty uses both methods. The computers help kids see， he says， but the dissection makes them appreciate.
Rob： They’ve been looking forward to this all year. Like， this is the thing that they wanna do.
And the kids all around the room do seem completely hooked. Everybody’s literally 10）bouncing around their trays. And Taylor Smith， who says she doesn’t like science， she’s about to use tiny scissors to cut through the 11）collarbone.
One by one， she and her team organize all the little frog organs on a 12）laminated sheet of paper. Taylor： I’m not a chicken anymore.
In fact， she’s kind of starting to enjoy it. Taylor： This ain’t so bad. I like this.
That’s the power of dissection， says Glotfelty—to take a kid who normally doesn’t even like science and get ’em excited about frog guts.
甲醛的气味，切入蚯蚓或者青蛙的第一刀——你很可能还记得自己在科学课上解剖动物的情景。现在已经有电脑程序可以取代实际操作，但解剖依然是一种非常普遍的课堂体验。
罗布·格罗特费尔蒂的科学实验室里，在本生灯和皮氏培养皿旁边有一堆奇怪的袋子——五袋真空包装的青蛙。这是些豹纹蛙，它们全身黏乎乎的，而且有一股腥臭味。有些孩子对此敬谢不敏。
泰勒·史密斯：噢，我才不要把它从袋子里拿出来。我就连着袋子将它切开。我的活儿就完了。
说话的孩子名叫泰勒·史密斯。她在巴尔的摩的帕特森帕克中学上七年级。她已经穿好了黑色工作罩衫，戴好了塑胶护目镜以及橡胶手套。但她并未如表面上那样准备就绪。
泰勒：我不想切开活生生的动物，我会吐的。
泰勒的反应就跟实验室里的不少其他学生一样。她碰都不想碰，更别说切开一只真青蛙了。所以今天我们将以她做导视，看看解剖教学的情况，因为格罗特费尔蒂的目标就是让像她这样的孩子克服胆怯心理障碍。
总得有人下刀，因为这个课堂任务是切开这种用甲醛溶液浸泡过的小青蛙，然后将那些深色器官一个个摘出来。
罗布：大家真的对青蛙的身体结构感兴趣吗？
这么说吧，我们一直在研究青蛙吗？
学生们：不是。
罗布：不是。我们一直在研究的是什么？
学生甲：人类——青蛙的身体机能与人相似。
但他们一开始解剖的并不是青蛙。他们动刀子的对象最先是蚯蚓，然后是鸡翅。在高中阶段，要求解剖的动物的体型会更大一些。从老鼠、猫以及胎猪身上，学生们会学到关于人体机能的一些知识。
大卫·埃文斯：从真实动物的身上可以看到身体里重要的东西。
大卫·埃文斯是全美科学教师联合会的会长。他说，那几乎就是科学研究的象征。你在真实动物的身上进行实验，进而提出问题。
大卫：这个独特的器官触感如何？有多硬？有弹性吗？
用动物尸体来教授相关知识，这在过去通常是实现教学目的的唯一途径，不管孩子喜不喜欢。但在1987年，一个学生站出来，改变了一切。
（纪录片片段）
记者：本月，在加利福尼亚州维克托维尔的维克托维利高中，15岁学生詹妮弗·格雷厄姆将请求校董会准许她拒绝在学校的生物课上解剖青蛙。
这在当时可是大新闻。因为格雷厄姆的举动，加利福尼亚州通过一项法令，要求学校给予学生选择权。从那时起，至少有另外九个州颁布了同样的法令。说到选择权，格雷厄姆继续在这个广告中进行宣传。
（广告片段）
詹妮弗：去年在生物课上，我拒绝解剖青蛙。我不想伤害一个鲜活的生命。我说我不介意在苹果电脑上完成这项作业。这样，我既可以学到知识，青蛙也能活下去。
从那以后，电脑模型逐渐成为了课堂教学的一部分。科学教师联合会现在要求教育工作者给予学生一个选择的权利，但该组织也坚称懂得解剖是非常关键、非常重要的。格罗特费尔蒂则同时使用两种方式。他说，电脑可以辅助学生了解，但解剖能让他们真切感受。
罗布：一整年他们都在期待这一天。就像是，这就是他们想做的事。
整个教室的孩子似乎都被完全吸引住了。每个人确实都在围着碟子转。而声称自己不喜爱科学课的泰勒·史密斯呢，她正要用小剪刀剪开锁骨。
她和她的小组将这些细小的青蛙器官一个接一个地放在薄纸上。
泰勒：我不再是个胆小鬼了。
事实上，她开始有点乐在其中了呢。
泰勒：这也并非那么恐怖。我喜欢弄这个。
格罗特费尔蒂说，这就是解剖的力量：让一个平常不喜欢科学课的孩子对青蛙内脏兴奋起来。
Right around the 2）Bunsen burners and 3）Petri dishes of Rob Glotfelty’s science lab， there’s a stack of strange packages—vacuum-sealed frogs piled five high. These are leopard frogs， and they are slimy and smelly. Some kids want none of it.
Taylor Smith： Oh， I ain’t taking it out of the bag. I cut it there. My job is done.
That’s Taylor Smith. She’s a seventh grader at Patterson Park Middle in Baltimore. She’s decked out in her black smock， plastic 4）goggles and rubber gloves. But she’s not as ready as she looks.
Taylor： I don’t wanna cut open no live animal. I’m gonna throw up on it.
Taylor’s like a bunch of other kids in the room. She doesn’t want to touch， much less cut， an actual frog. So she’s gonna be our dissection guide today， because Glotfelty’s goal is to get kids like her over the 5）squeamish 6）hump.
Somebody’s gonna have to cut， because the mission is to 7）splay open this formaldehyde-laced little frog and then pick out the dark-colored organs one by one.
Rob： Are we really interested in how frogs’ bodies work？ Like， have we been studying frogs？
Students： No.
Rob： No. What have we been studying？
Student A： Humans—and frogs are similar to humans.
But they don’t start with a frog. First， they cut open an earthworm and then a chicken wing. In high school， the animals get even bigger. Rats， cats and fetal pigs all give insight into how our own bodies work.
David Evans： There’s something 8）visceral and important about the real thing.
It’s almost representative of scientific inquiry itself， says David Evans. He heads the National Science Teachers Association. You experiment on something real and ask questions about it.
David： What does this particular organ feel like？ How stiff is it？ Is it 9）compressible？
Using dead animals to make these connections used to be the only way business was done， whether a kid liked it or not. But in 1987， one student came along and changed all that.
（In a documentary）
Reporter： This month， Jenifer Graham， who is a 15-year-old student at Victor Valley High School in Victorville， California， will ask the school board there to permit her to refuse to dissect frogs in her high school biology class.
This was big news at the time. Because of Graham， California passed a law that students have to be given alternatives. And since then， at least nine other states have done the same. And the alternatives—Graham went on to champion them as in this commercial.
（In an ad）
Jenifer： Last year in my biology class， I refused to dissect a frog. I didn’t want to hurt a living thing. I said I would be happy to do it on an Apple computer. That way， I can learn and the frog lives.
Ever since， computer-based models have been filtering their way into the classroom. The Science Teachers Association now asks educators to give students a choice， but the group also insists on the fundamental importance of being able to dissect. Glotfelty uses both methods. The computers help kids see， he says， but the dissection makes them appreciate.
Rob： They’ve been looking forward to this all year. Like， this is the thing that they wanna do.
And the kids all around the room do seem completely hooked. Everybody’s literally 10）bouncing around their trays. And Taylor Smith， who says she doesn’t like science， she’s about to use tiny scissors to cut through the 11）collarbone.
One by one， she and her team organize all the little frog organs on a 12）laminated sheet of paper. Taylor： I’m not a chicken anymore.
In fact， she’s kind of starting to enjoy it. Taylor： This ain’t so bad. I like this.
That’s the power of dissection， says Glotfelty—to take a kid who normally doesn’t even like science and get ’em excited about frog guts.
甲醛的气味，切入蚯蚓或者青蛙的第一刀——你很可能还记得自己在科学课上解剖动物的情景。现在已经有电脑程序可以取代实际操作，但解剖依然是一种非常普遍的课堂体验。
罗布·格罗特费尔蒂的科学实验室里，在本生灯和皮氏培养皿旁边有一堆奇怪的袋子——五袋真空包装的青蛙。这是些豹纹蛙，它们全身黏乎乎的，而且有一股腥臭味。有些孩子对此敬谢不敏。
泰勒·史密斯：噢，我才不要把它从袋子里拿出来。我就连着袋子将它切开。我的活儿就完了。
说话的孩子名叫泰勒·史密斯。她在巴尔的摩的帕特森帕克中学上七年级。她已经穿好了黑色工作罩衫，戴好了塑胶护目镜以及橡胶手套。但她并未如表面上那样准备就绪。
泰勒：我不想切开活生生的动物，我会吐的。
泰勒的反应就跟实验室里的不少其他学生一样。她碰都不想碰，更别说切开一只真青蛙了。所以今天我们将以她做导视，看看解剖教学的情况，因为格罗特费尔蒂的目标就是让像她这样的孩子克服胆怯心理障碍。
总得有人下刀，因为这个课堂任务是切开这种用甲醛溶液浸泡过的小青蛙，然后将那些深色器官一个个摘出来。
罗布：大家真的对青蛙的身体结构感兴趣吗？
这么说吧，我们一直在研究青蛙吗？
学生们：不是。
罗布：不是。我们一直在研究的是什么？
学生甲：人类——青蛙的身体机能与人相似。
但他们一开始解剖的并不是青蛙。他们动刀子的对象最先是蚯蚓，然后是鸡翅。在高中阶段，要求解剖的动物的体型会更大一些。从老鼠、猫以及胎猪身上，学生们会学到关于人体机能的一些知识。
大卫·埃文斯：从真实动物的身上可以看到身体里重要的东西。
大卫·埃文斯是全美科学教师联合会的会长。他说，那几乎就是科学研究的象征。你在真实动物的身上进行实验，进而提出问题。
大卫：这个独特的器官触感如何？有多硬？有弹性吗？
用动物尸体来教授相关知识，这在过去通常是实现教学目的的唯一途径，不管孩子喜不喜欢。但在1987年，一个学生站出来，改变了一切。
（纪录片片段）
记者：本月，在加利福尼亚州维克托维尔的维克托维利高中，15岁学生詹妮弗·格雷厄姆将请求校董会准许她拒绝在学校的生物课上解剖青蛙。
这在当时可是大新闻。因为格雷厄姆的举动，加利福尼亚州通过一项法令，要求学校给予学生选择权。从那时起，至少有另外九个州颁布了同样的法令。说到选择权，格雷厄姆继续在这个广告中进行宣传。
（广告片段）
詹妮弗：去年在生物课上，我拒绝解剖青蛙。我不想伤害一个鲜活的生命。我说我不介意在苹果电脑上完成这项作业。这样，我既可以学到知识，青蛙也能活下去。
从那以后，电脑模型逐渐成为了课堂教学的一部分。科学教师联合会现在要求教育工作者给予学生一个选择的权利，但该组织也坚称懂得解剖是非常关键、非常重要的。格罗特费尔蒂则同时使用两种方式。他说，电脑可以辅助学生了解，但解剖能让他们真切感受。
罗布：一整年他们都在期待这一天。就像是，这就是他们想做的事。
整个教室的孩子似乎都被完全吸引住了。每个人确实都在围着碟子转。而声称自己不喜爱科学课的泰勒·史密斯呢，她正要用小剪刀剪开锁骨。
她和她的小组将这些细小的青蛙器官一个接一个地放在薄纸上。
泰勒：我不再是个胆小鬼了。
事实上，她开始有点乐在其中了呢。
泰勒：这也并非那么恐怖。我喜欢弄这个。
格罗特费尔蒂说，这就是解剖的力量：让一个平常不喜欢科学课的孩子对青蛙内脏兴奋起来。