Transcript “Bringing Live Science into the Classroom”

“Bringing Live Science to the
Classroom”
A zebrafish is not
Meet the Zebrafish
male and female
wild type
female
albino
Pre Lab Preparations
• Packet
Agent # :
TJU Scie nceOutreach Program
BioEYES Zebrafish Experime nt - Micro Agent Pre Assessment
Class: _________________________________
Gender: (circle one) Male
School: _______________________________
Date: ___________________________
Female
Multiple Choice: Circle the picture that best answers the question.
1. To make an object look bigger you would use a:
• Labels
Microscope
Petri Dish
Stethoscope
Pipette
Lungs
Fins
2. Fish have this body part that lets them breathe.
Heart
Gill s
3. Your DNA come from:
• Pre-Test
Doctor
Parents
Computers
Teachers
Circle T for true or F for false.
• Design a zebrafish
4. Zebrafish are used by scientists to study diseases.
T
F
5. Only in laboratories can you do science experiments.
T
F
6. Habitats that are hot and humid all year long are called tropical.
T
F
Circle the one response you agree with most
7. Science is interesting & fun to me.
very much
somewhat
neutral
not very much not at all
8. We all need science.
very much
somewhat
neutral
not very much not at all
9. I would like to be a scientist.
very much
somewhat
neutral
not very much not at all
Welcome to BioEYES
• This week you will be working with zebrafish.
• You will learn about the similarities and
differences between zebrafish and humans.
• You will learn the importance of zebrafish to
the world of science research.
Why Zebrafish?
• They have a heart, eyes, and blood - Just like
us!
• Zebrafish develop optically clear, so you can
see their internal organs when looking
through a microscope
• The mother zebrafish can lay hundreds of
eggs at one time
• They develop quickly - much faster then us!
What are Zebrafish?
• Zebrafish are tropical,
freshwater fish.
• They are native to the Ganges
River in East India and in South
East Asia.
• They will eat small living
organisms like brine shrimp and
vinegar eels.
• They are eaten by larger fish,
birds, and amphibians.
• They grow to about 1 – 2 inches
long and live two-five years.
• Most have black stripes and
black eyes
• They are kept by hobbyists
and used in laboratories to
learn about living things.
Scientific Method:
Experimental Process
Day 1
QuickTime™ and a
decompressor
are needed to see this picture.
Day 1
Tropical Environment
City or Town
Hot
Humid
Plant life
Seasons
Industrial
Zebrafish
Humans
Water
Food
Shelter
Oxygen - use gills
Water
Food
Shelter
Oxygen - use lungs
Today we learned the function
of the environment and how
it effects humans and
zebrafish.
Day 1: Observations
• Wild Type
– black stripes
– black eyes
– can make pigment
• Albino
–
–
–
–
no stripes
red eyes
pale color
can not make
pigment
Day 1: Observations
• Who is the male fish?
– torpedo shape, orange belly (from eating
brine shrimp)
• Who is the female fish?
– protruding belly, silver color
• Topic to discuss:
– external fertilization
– behavior in the tank
Day 1: Observations
• draw pictures and write
complete sentences
– What do the fish look
like?
– Who is the female fish?
– Who is the male fish?
– What is their behavior?
QuickTime™ and a
decompressor
are needed to see this picture.
Create an Experiment
• Today you were
introduced to zebrafish.
You learned that
zebrafish are important
to scientists because
they are similar to us. In
today’s class we set up
a mating tank with a
male and a female
zebrafish. Our fish had
very different
characteristics, can we
create an experiment
using what we learned
today?
Scientific Question and
Hypothesis
• Scientific Question: What will the offspring
look like?
• Hypothesis: create your own
• Possible Hypothesis: If I mate a female
striped zebrafish with a male albino zebrafish
then the offspring will look half like the mom
and half like the dad.
Day 1 Vocabulary
• Habitat
• Tropical
Environment
• Seasons
• Experiment
• Problem
• Hypothesis
• Genetics
• Characteristics and
Traits
• Pigment
• Zebrafish
• Albino
Science Notebooks:
• What do you think
about implementing
BioEyes into your
classroom?
• Do you have any
concerns?
Day 2
• Day 2 objectives:
–
–
–
–
–
Collect embryos
Learn new lab instruments
Learn how to care for your zebrafish embryos
Count embryos
Look at the development using a microscope
Day 2: Review of Day 1
• Who was the male? female?
– What were their physical traits?
• What was your scientific problem?
• What was your hypothesis?
Day 2
What do embryos need to survive?
Humans Need
Zebrafish Need
Food - from mom
Water
Shelter - mom
Protection - mom
Warmth
Food - yolk
Water
Shelter - shell
Protection - shell
Warmth
Today we learned the function
of the embryo and how it is
similar and different in
humans and zebrafish.
Day 2
QuickTime™ and a
decompressor
are needed to see this picture.
Check your tanks!
Anything floating at the bottom?
What are they?
Lets learn about what an embryo
is before we start looking at our
tanks
What is an embryo?
• An embryo is a
stage of
development
• What are the parts
of an embryo?
• What is the function
of the yolk?
Chorion ________
Embryo_________
Yolk___________
• Embryo Care
Day 2
– Teach students the difference
between a healthy, fertilized viable
embryo, an unfertilized egg, and an
embryo that will not develop
– By using a transfer pipette remove the
bad eggs
– Putting your Petri dish on a black
background will help you determine
what eggs are healthy
– Why is it important to remove all
things that are not healthy developing
embryos?
Good Embryos
Bad embryos and eggs
Day 2
•
•
•
•
First the students will put the fish back into
their respective tanks. They will then lift the
top part of the tank out.
Then they will pour the water in the mating
tank through the white net which will collect
the eggs while letting the dirty water run
through the sieve and into a bucket or sink.
Once the eggs are collected, they will be
rinsed into a Petri dish with embryo
medium. The medium provides the oxygen,
nutrients, and aqueous environment
necessary for the fry to develop.
Students should keep the lids on their Petri
dishes as much as possible to prevent
contamination and accidental spillage.
Day 2
• Each group should carefully
bring their labeled Petri dish
to the microscope to look at
the development
• By using the development
chart, the student can
determine a relative time of
fertilization
• Count how many embryos
you have in dish after
cleaning is done.
Day 2
Day 2
• Observations should
include drawings
and sentences
– What do you see
under the
microscope?
– When did fertilization
occur?
– How old are your
embryos?
QuickTime™ and a
decompressor
are needed to see this picture.
Day 2 Vocabulary
• Embryo
• Yolk
• Chorion
•
•
•
•
Microscope
Petri dish
Pipette
Fish Medium
Science Notebooks
• Write a reflection of
your Day 2
• Is there anything
you would like me to
touch on?
Recap Day #2
• Before checking on tanks:
1.Discuss similarities & differences of
embryos between the zebrafish and
humans.
- Give basics of zebrafish embryo and let the students
enhance their knowledge through their observation under
the microscope. This keeps it more science inquiry base.
2. Demonstrate how to harvest eggs.
3. Give directions on the counting of eggs
and sketching 1 egg.
Recap of day 2 continued….
• After students look through microscope:
1. Sketch 1 embryo (in journals) – during observation
-
Identify parts of an embryo & label
What stage of development was yours at?
Could you tell the good from the bad eggs?
2. Whole class discussion *** (extra)
-
What did you see?
How many eggs did you record?
Teacher shows a picture/drawing of an embryo and
have students identify the parts.
Day 3 and Day 4
• The students will be responsible for
– cleaning the Petri dish
– filling the dish 2/3 full with fresh medium
– making observations under the microscope
– recording those observations with both
pictures and sentences in their journal
Day 3
Objectives and Activities
–
–
–
–
–
Learn how zebrafish breathe
Learn how humans breathe
Clean Petri dish
Observe embryos under microscope
Count embryos
•
place Petri dish over a grid
Day 3
What are gills? What do they do?
• Gills are what most fish use
to breathe
• The gills are part of the
respiratory system
• Water passes through the
gills where blood vessels
called capillaries allow
oxygen from the water to
move into the blood
• The capillaries also allow
carbon dioxide to pass from
the blood back into the water
Day 3
What are lungs? What do they do?
• Humans use lungs to
breathe
• We breathe air into our
bodies through our mouth
and nose which leads to the
lungs
• The air ends up in the 600
million alveoli in the lungs
• Alveoli allow oxygen from
the air to pass into your
blood through capillary walls
to enter the blood
• The heart then pumps the
oxygenated blood
throughout the body
Now you Know!
• Question: If there is oxygen in water,
why can’t humans breathe underwater?
Now You Know!
• For humans to breathe underwater
oxygen must move from the water
into the blood. This takes longer
than when oxygen moves from the
air into the blood.
• Gills are specialized to handle the
slow movement of oxygen. Our
lungs can’t pick up oxygen from the
water fast enough to keep us alive,
which is why we drown if we try to
breathe underwater.
Today we learned how
zebrafish have gills and
humans have lungs.
Day 3: Observations
• At the microscope
students should look at
the embryo
development
• Are there any changes
from yesterday?
• Draw what you see
under the microscope in
your journal
• Count embryos
QuickTime™ and a
decompressor
are needed to see this picture.
Day 3: Vocabulary
• Gills
• Lungs
• Respiratory
System
• Capillaries
•
•
•
•
Oxygen
Carbon Dioxide
Alveoli
Capillary Walls
Science Notebooks:
• Reflections over
Day #2 & #3
• Do you have any
questions or
concerns to share?
Day 4
Objectives and Activities
–
–
–
–
Learn how zebrafish and humans have many cells
Learn what DNA is
Clean Petri dish
Observe embryos under the microscope
• Any noticeable characteristics?
– Count embryos (Have any hatched?)
Day 4
• All animals, including fish and humans,
are made up of trillions of cells
• The cell is the smallest building block in
our body
• All animal cells have structures in them
called organelles to carry out the duties
of the cell
The Cell
Nucleus
Lysosome
DNA
Mitochondria
Day 4
• Organelles
– Nucleus - contains DNA (deoxyribonucleic acid)
and controls all cell function.
– Mitochondria - Changes sugars into energy for the
cell. The energy is called ATP (adenosine
triphosate).
– Lysosome - Digests all nutrients delivered to the
cell. Blood then carries the nutrients to each and
every cell throughout your body.
Day 4
• What is DNA?
– DNA carries the instruction that
tells our cells how to function
– Your DNA comes from your
mother and your father
– The study of DNA is called
genetics
– Scientists study genetics to
better understand diseases
– You have so much information
in your DNA, if you listed it all
you would fill 200 telephone
books
– All of that information comes
from just one cell
– Humans have 60-100 trillion
cells
Today we learned that
zebrafish and humans have
many cells.
Day 4
Let’s Check Our Petri Dishes
•
•
•
•
•
Clean
Count
Sketch
Fill in classroom chart on board
Whole class discussion in 20 (ish)
minutes 
Day 4
• Day 4 Vocabulary
–
–
–
–
–
–
–
Cells
DNA
Mitochondria
Lysosomes
Nucleus
Genetics
ATP
Final Reflections
• What day did you find most exciting so
far? Why?
• Have any of your previous thoughts or
concerns changed now that you have
experienced this program hands-on?
Day 5
Final results and conclusion
• What happened during Day 3 and Day 4
of development?
• What characteristics have you started to
notice?
• Does anyone have any hatched
embryos?
– Now called fry
Heart
• Humans
– 4 chambers
• 2 atria
• 2 ventricles
– Right side pumps blood to
the lungs
– Left side pumps blood to the
rest of the body
– Arteries - away from the
heart
– Vessels - to the heart
• Zebrafish
– 2 chambers
• 1 atrium
• 1 ventricle
– Heart pumps blood
through the gills as it
travels to the rest of
the body
Blood
• How does oxygen reach our cells in our
body?
Hemoglobin
– A protein that transports oxygen to all the
cells in our body
Comparing human and
zebrafish hearts
Day 5
World Book illustrations by Charles Wellek From World Book © 2003 World Book, Inc., 233 N.
Michigan Avenue, Suite 2000, Chicago, IL 60601. All rights reserved.
Day 5
• Day 5 Vocabulary
–
–
–
–
–
–
Heart
Vessels
Capillaries
Arteries
Blood
Hemoglobin
QuickTime™ and a
decompressor
are needed to see this picture.
Today we learned the function
of the heart and how it is
similar and different in
humans and zebrafish.
Day 5
Conclusion
• What do your zebrafish fry look like?
– What traits got passed down?
– Are there any conclusions that can be made?
– Is one trait stronger then the other?
• Look back to your hypothesis, were you
correct?
• Is it okay of your hypothesis was not correct?
Post Test
Agent # :
TJU S ci e n ceOu treach Program
Page 2 Š Micro Agent Post Assessment
BioEYES Zebrafish Experiment - Micro Agent Post Assessment
Male
Female
Class: _________________________________
Gender: (circle one)
School: _______________________________
Date: ___________________________
Multiple Choice: Circle the picture that best answers the question.
1. What too l would we use to make an object look bigger ?
Circle the one response you agree with most.
1. How much did you enjoy working with the zebrafish in this experiment? (Circle one)
4 --------------------3----------------------2-----------------------1-----------------------0
very much
somewhat
neutral
not very much
not at all
Stethoscope
2.
Pipette
Petri Dish
Microscope
2. How much would you like to do another experiment like this? (Circle one)
What body part does a fish have that lets them breathe?
4 --------------------3----------------------2-----------------------1-----------------------0
very much
somewhat
neutral
not very much
not at all
Fins
Gill s
Heart
Lungs
Where do you get your DNA from?
3.
Teacher
3. What was the most important thing you learned while being a scientist?
Computer
Doctor
Parents
Circle T for true or F for false.
4. Scientists study zebrafish to understand diseases.
T
F
5. Science experim ents can only be done in laboratories.
T
F
6. Tropical habitats are hot and humi d all year long.
T
F
4. What were your favorite parts of the experiment? Pick your favorite 3 parts from the list
below and rank them 1st, 2nd, and 3rd.
Circle the one response you agree with most
7. Science is interesting & fun to me.
very much
somewhat
neutral
not very much
not at all
8. We all need science.
very much
somewhat
neutral
not very much
not at all
9. I would li ke to be a scientist.
very much
somewhat
neutral
not very much
not at all
___ using the microscope
___ caring for the fish
___ seeing the babies hatch
___ watching the fish develop
___ seeing the heartbeat
Teacher Manual
• Activities
– Color a Zebrafish Activity
– Scientific Method
Handout
– Gills vs. Lungs
comparison chart
– Word Search
– Zebrafish Story
– Crossword Puzzle
– Fill in the blank
– Bar Graph
– Jello 3-D Cell
• Supplemental
Information
– How to raise your
zebrafish
– AALAS article on
“Pets in the
Classroom”
– Background genetics
information with
activity
Writing Map for Zebrafish Story
Story Title
Characters
Setting
Problem
Event
Event
Event
Solution
Event