“Bringing Live Science to the Classroom”

A zebrafish is not

male and female

wild type

female albino

Meet the Zebrafish

Pre Lab Preparations

• Packet

• Labels

• Pre-Test

• Design a zebrafish

TJU Science Outreach Program Agent # : BioEYES Zebrafish Experiment - Micro Agent Pre Assessment

Class: _________________________________ Gender: (circle one) Male Female School: _______________________________ Date: ___________________________ Multiple Choice: Circle the picture that best answers the question.

1. To make an object look bigger you would use a:

Microscope Petri Dish Stethoscope Pipette

2. Fish have this body part that lets them breathe.

Heart Gills Lungs Fins

3. Your DNA come from:

Doctor Parents Computers Teachers

Circle T for true or F for false.

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

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Day 1

Tropical Environment

Hot

Humid

Plant life

City or Town

Seasons

Industrial

Zebrafish

Water

Food

Shelter

Oxygen - use gills

Humans

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?

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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

Food - from momWater Shelter - momProtection - momWarmth

Zebrafish Need

Food - yolkWaterShelter - shellProtection - shellWarmth

Today we learned the function of the embryo and how it is

similar and different in humans and zebrafish.

Day 2

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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?

Yolk___________

Chorion ________

Embryo_________

Day 2• Embryo Care

– 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?

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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 3What 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 3What 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

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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

Nucleus Lysosome

DNA

Mitochondria

The Cell

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 5Final 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

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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 TestTJU Science Outreach Program Agent # :

BioEYES Zebrafish Experiment - Micro Agent Post Assessment Class: _________________________________ Gender: (circle one) Male Female School: _______________________________ Date: ___________________________ Multiple Choice: Circle the picture that best answers the question.

1. What tool would we use to make an object look bigger?

Stethoscope Microscope Petri Dish Pipette

2. What body part does a fish have that lets them breathe?

Lungs Heart Gills Fins 3. Where do you get your DNA from?

Teacher Parents Doctor Computer

Circle T for true or F for false. 4. Scientists study zebrafish to understand diseases. T F

5. Science experiments can only be done in laboratories. T F

6. Tropical habitats are hot and humid all year long. 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

Page 2 Š Micro Agent Post Assessment

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 2. How much would you like to do another experiment like this? (Circle one) 4 --------------------3----------------------2-----------------------1-----------------------0 very much somewhat neutral not very much not at all 3. What was the most important thing you learned while being a scientist?

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.

___ 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 Event

Solution