Animal Dissections

Dissection activities are not specifically mentioned in the California Next Generation Science Standards (CA NGSS) or the 2016 Science Framework for California Public Schools, Kindergarten through Grade Twelve (CA Science Framework). Should a teacher choose to participate in a dissection activity, they should be aware of current California Education Code sections 32255–32255.6 regarding a pupil’s rights to refrain from the harmful or destructive use of animals. As with any other hands-on activity or demonstration, the teacher should evaluate whether a dissection will specifically support measurable learning goals, as well as if the appropriate safety considerations are in place.

Biological Materials and Microscopy Safety

Biological materials, preserved specimens, cultures, soil and water samples, and microscopy equipment should be managed to minimize exposure, contamination, and accidental injury. Even non-pathogenic materials require established procedures for personal protective equipment (PPE), hand hygiene, surface disinfection, equipment cleaning, and safe storage. If the identity or risk level of a specimen or biological material is unknown, the activity should be stopped and reassessed before instruction continues. Unknown biological material should not be treated as an instructional opportunity; it should be treated as an unmanaged hazard until properly identified and controlled.

Instruments and Specimens Used in Dissection

• The use of preserved animal specimens in science instruction should be carefully evaluated during lesson planning. Dissection activities should support meaningful learning, promote respect for living systems, and be used only when the intended instructional outcomes cannot be achieved as effectively through other methods. Current alternatives, including models, simulations, images, videos, and virtual dissection tools, should be considered. When dissection is used, particularly with vertebrate specimens and especially mammals, educators should consider students’ maturity, preparedness, and ability to understand the purpose and significance of the activity.
  
  
• Students should receive explicit instruction on the safe handling and use of dissection instruments before beginning the activity. Particular attention should be given to the safe use, passing, cleaning, and storage of scalpels, needles, scissors, probes, and other sharp tools to reduce the risk of cuts, punctures, or scratches.
  
  
• Formaldehyde and formalin-preserved materials present significant health risks, including irritation of the eyes, skin, nose, throat, and respiratory system, and formaldehyde is classified as a carcinogenic hazard. These materials should be minimized or avoided when appropriate alternatives are available and, when used, must be stored in tightly closed, clearly labeled, chemically compatible containers in a designated, well-ventilated area. Spills, leaks, contaminated absorbents, and specimen waste should be handled only by trained personnel using appropriate PPE and disposed of in sealed, labeled containers according to the Safety Data Sheet and applicable hazardous waste procedures.
  
  
• Preserved specimens, including the abdominal cavities of larger specimens, should be thoroughly rinsed before student handling. When removing specimens from preservative solutions, staff should use appropriate protective gloves or tools such as forceps or tongs, depending on specimen size. Splash protection, such as chemical splash goggles and, when appropriate, face shields, should be used to reduce exposure to preservative liquids and fumes.
  
  
• Preservative vapors may irritate the eyes, nose, throat, and respiratory system. Adequate ventilation should be provided whenever preserved specimens or preservative solutions are present. Whenever feasible, work with specimens that emit preservative fumes should be conducted under local exhaust ventilation. If local exhaust is not available, cross-ventilation may be used; however, classroom doors should not be opened to common hallways because fumes may spread beyond the instructional space.
  
  
• Appropriate eye protection, such as approved chemical splash goggles, should be worn during dissections. Face shields may also be used when there is a risk of splashing or exposure to preservative fluids.
  
  
• Prior to participation in a dissection activity, students should have parent or guardian permission, consistent with local policy. Students should also be provided with an appropriate alternative activity when needed or requested.