1. “Bringing Live Science to the Classroom”
This zebrafish project is a way of bringing live science to the classroom

2. A zebrafish is not
A litte humor. But definitely before the project starts, find out what your kids think a zebrafish will look like.

3. Meet the Zebrafish male and female wild type female albino
The wild type Zebrafish shows pigment while the albino does not. 6th grade and up will introduce their classes to both types. K-5 will only work with the wildtype
female
albino

4. Pre Lab Preparations Packet Labels Pre-Test Design a zebrafish
Here is what you will need to do to prepare for your week with the Zebrafish.
Before Anita begins on Day 1, be sure to have your students complete the pre-test and with the ID #’s on them. You will use those same ID #’s to the same students on the post test at the end of the week. This packet containing the tests w/ ID #’s and a parent letter will be sent to you a week before Anita comes to your class.
You can also have your students Design a zebrafish: copy from your teachers manual
All of this Pre-Lab Preparations info can be found in the Pre-Lab section of your binder. This will help you and your class to be ready for your exciting week, as well as being helpful for Anita when she comes in.

5. 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.
Prior to Day 1, you could also see what your students know about scientific research. See what their background is like, if they can make any connections.

6. 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 than us!
After my week with the zebrafish, I take this a step further and make Zebrafish our research project. “Why study Zebrafish” becomes a required component in that project.

7. What are Zebrafish? Most have black stripes and black eyes
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.
Again, students are required to use this information on their research display board. We also talk about the order of our paragraphs and why this one usually comes first.

8. Scientific Method: Experimental Process
Here are the traditional steps in following the scientific method.

9. This organizer can be found in your binder
This organizer can be found in your binder. Remember that there are different levels of science inquiry. For all the grade levels, the focus/question that is being asked each day is guided. I believe The 6-12th grades takes it a step further and formulates a question and hypothesize the types of zebrafish that hatch by the end of the week.

10. Day 1
So here is what happens on Day 1

11. Today we will learn the function of the environment and how it effects humans and Zebrafish.
Anita will lead the class in a comparison a human’s environment and the environment of a zebrafish. During this discussion is when I usually chart students answers. Everything that I chart during this week, stays up in my class pretty much for the rest of the quarter, because of the research portion. The vocab stays up all year.

12. Day 1 City or Town Seasons Industrial Tropical Environment Hot Humid
Plant life
City or Town
Seasons
Industrial
Zebrafish
Water
Food
Shelter
Oxygen - use gills
Humans
Oxygen - use lungs
Here is an example of answers from a class discussion. (Over here – point to chart- is my classroom chart of answers from my class this year.) The top here shows the environment of the Zebrafish and human. Below each are the needs that each environment provides. While I am charting students answers, the students are also responsible for writing these answers down on their Day 1 chart found on page 4 in their Agent Handbook.

13. Day 1:Setting “The Stage”
In your Agent Handbook pg. 5:
How are the fish acting?
Can you tell which one is the female/male?
Make a sketch of each.
What you are going to do:
Put the insert inside the tank. (note the slits in the insert. Discuss why.)
Fill the tank about half way with water.
Use a fish net to capture a male from the designated container.
Do the same to capture the female.
Put a piece of tape across the top of the lid indicating the # of the container you got your fish, your name and names of your Zebrafish.
Prior to Anita coming in to you class this day, its best if you arrange your room to have 3 stations where all this equipment is easily accessible. For lower grade levels, you may want to get extra help in your room that day so you have 1 adult at each station. So Anita will go through these directions with your class. Once students have their mating tanks set up and have some time observing them, be sure to redirect their attention to Page 5 to record their observations.

14. Day 1: Observations Who is the male fish? Who is the female fish?
torpedo shape, orange belly (from eating brine shrimp)
Who is the female fish?
protruding belly, silver color
Topics to discuss:
external fertilization
behavior in the tank
During this discussion, again I would chart student responses.
We discuss Behavior: female fish chases male, he has to prove to her that he is strong.
Here, you will want to point out that The zebrafish reproduces externally. We explain that when the female fish feels comfortable she will release her eggs, which passes through those slits in the insert. Then, the male will release his cells to fertilize those eggs. Depending on the grade level, there might be a short talk about how genes are passed on. Grade 6 – 12 will take this a step further and discuss more in depth about genetics.

15. Day 1: Observations Wild Type Albino black stripes black eyes
can make pigment
Albino
no stripes
red eyes
pale color
can not make pigment
This slide is more for 6-12 graders.
You can either go over physical traits of the fish before you hand out the tanks or after.
Questions:
What is the big difference between the two fish?
Why does the albino have red eyes? No pigment, see the blood

16. Day 1: Observations in student handbook
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?
After we have our discussion of what we observed, I give my students time to finish/make any adjustments on pages 4 & 5 in their handbooks. I really stress to my students to take their time and make a good sketch. As you can see here, this student first had what they thought was the male and female on the wrong sides and she corrected it. Also, after stating that I would not accept the sketch of an oval w/ the triangle tail, she also made those corrections.

17. 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?
Again – 6-12 grades

18. 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.
Slides for 6-12 grades
(This can be written in the observation section of the journal
Let them all create their own, writing it in an If then statement form.)

19. Day 1 Vocabulary Habitat Tropical Environment Seasons Experiment
Problem
Hypothesis
Genetics
Characteristics and Traits
Pigment
Zebrafish
Albino
Here are possible vocab words to use in your class, depending on the age. My vocab chart is located there…

20. Science Notebooks: TEACHER SIDE-left
What do you think about implementing BioEyes into your classroom?
Do you have any concerns?
STUDENT SIDE-right
What did you find most interesting about today?
What do you think about this project so far?
Remember those Science notebooks you created at the beginning. I would like you to take those out.
(I would like you to think of the left side as the teacher side. This is where you can write down notes each day. In addition, I may give you a question or two to reflect on that I will read each night and give back to you the next morning). I would like you to think of the right side for your students. Through this week, I would like you to use that right side to write any questions that you would ask of your students to reflect on in their notebooks. In addition, I will share a couple of mine each day. Feel free to copy them or if you would like to respond to them too, you may.

21. Day 2

22. 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?
Quickly recap day 1. obviously bullets 2 – 3 are for the upper grade levels.

23. 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
When the educator arrives in the classroom he/she will disassemble the black box.
Today is your busiest day. If you can, depending on your grade level and students, recruit extra help.

24. Day 2 What do embryos need to survive?
Humans Need
Food - from mom
Water
Shelter - mom
Protection - mom
Warmth
Zebrafish Need
Food - yolk
Shelter - shell
Protection - shell
Here is our focus of the day that students put at the top of page 6 in their handbooks.
Again, during this class discussion I am usually charting student answers and they are responsible for completing their chart in their student handbook. Here is my classroom chart from this past year.
Stress how they need the same things, however receive them differently.
Humans get all protection and food from their mother as they are carried to term for 9 months

25. Day 2 Collecting the Eggs
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 embryos to develop.
Students should keep the lids on their Petri dishes as much as possible to prevent contamination and accidental spillage.
Once they are back at their seats with their petri dishes, students put tape across the top of their lids and write their names on them.
Today is a big day. I encourage you to recruit adult helpers on this day. Depending on time and grade level, you can even demo to the class and have Petri dishes for the rest of the groups already prepared.

26. 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 ________
During this discussion, I usually chart this.
Embryo_________
Yolk___________

27. Day 2 Good Embryos Bad embryos and eggs 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
It is important to remove all things that are not healthy developing embryos.
Good Embryos
Students are back at their seats at this point. If I can, I try to show students using the projector microscope 2 eggs, one good and one bad and see what they think. Bad ones are usually Cloudy, milky white eggs need to be removed. It is during this time that I demonstrate to students how to use the pipette.
Healthy, viable embryos will look like eye balls rolling around petri dish
Why take out all bad stuff? It will attack the healthy embryos
Bad embryos and eggs

28. 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 the dish after cleaning is done. (see diagrams in the binder)
On page 7 in the handbook, students are to make observations of what they see. In the blank space, have your students sketch one embryo they see. Stress that they should try to be as detailed as they can. When they are back at their seats, have them count the embryos. To help them, use diagram 1 or 2 from the “Bar Graphing Activity” page in the activities section of your binder. When they describe in words what they saw, have them write how old they think their embryos are using the data chart – next slide.

29. Day 2
I give my students a similar handout for them to keep throughout the week. This is a resource they use each day to see how their embryos are progressing.

30. Today we learned the function of the embryo and how it is similar and different in humans and zebrafish.

31. Just to 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 collect eggs
3. Students collect eggs

32. Recap of day 2 continued….
Whole class: discuss good/bad eggs, introduce new equipment, embryo parts.
Students go to microscopes & clean the petri dishes.
After students look through microscope:
Sketch 1 embryo (in handbooks) – during observation
Identify parts of an embryo & label
What stage of development was yours at?
Could you tell the good from the bad eggs?
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.

33. Day 2 Vocabulary Embryo Yolk Chorion Microscope Petri dish Pipette
Fish Medium

34. Science Notebooks Teacher Side (Left) Student Side (right)
Write a reflection about today.
Do you have any concerns or questions you would like me to address?
Student Side (right)
Make a detailed sketch of an embryo and label the parts.
How old did you thinks your embryos were today? Why?

35. Day 3
REMEMBER Day 3 & 4
you are by YOUSELF!
DON’T PANIC!

36. 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

37. 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
Students can fill in Day 3 activity on Page 9

38. 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
In your binders, under the activities section, are 4 good handouts you can use to help you this day.

39. Now you Know!
Question: If there is oxygen in water, why can’t humans breathe underwater?

40. 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.

41. Today we learned how zebrafish have gills and humans have lungs.

42. 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
Students may start noticing movement within the chorion, a noticeable head and tail
Students can start their zebrafish story on Day 3

43. Day 3: Vocabulary Gills Lungs Respiratory System Capillaries Oxygen
Carbon Dioxide
Alveoli
Capillary Walls

44. Science Notebooks: Teacher Side: Student Side:
Have you thought about how you might extend this project with you class? If so, please share.
Questions/concerns?
What new developments did you notice today?
Where do you think your embryos are in the development chart today?

45. 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?)
Hatched embryos are now called fry

46. 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
Under the activities section of your binder, there is more information that can help you lead today’s focus.

47. The Cell
Nucleus
Lysosome
DNA
Mitochondria

48. 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.

49. 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 trillion cells

50. Today we learned that zebrafish and humans have many cells.

51. Day 4
Be sure that your students are keeping up on their handbooks. Here is an example of 2 diagrams your students could do.

52. Let’s Check Our Petri Dishes
Clean
Count
Sketch
Fill in classroom chart on board

53. Day 4 Day 4 Vocabulary Cells DNA Mitochondria Lysosomes Nucleus
Genetics
ATP

54. Final Reflections Teacher Side: Student Side:
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?
Make a detailed sketch of what your embryos look like today.
Now that you have learned a bit about your genes:
Describe one/more traits that you received from your mom/dad.

55. 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?
book term is “larvae”

56. Heart Zebrafish 2 chambers
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

57. Blood
Have you ever wondered how does oxygen reach our cells in our body?
Hemoglobin
A protein that transports oxygen to all the cells in our body

58. Comparing human and zebrafish hearts
These handouts are also in your binder

59. Day 5

60. Day 5

61. Today we learned the function of the heart and how it is similar and different in humans and zebrafish.

62. Final Look at Petri Dishes
C.C.S.: Clean, Count, Sketch
Record your data on table
Bar Graph page 8 & 9
Look at the other activities in your binder and journal

63. Day 5 Day 5 Vocabulary Heart Vessels Capillaries Arteries Blood
Hemoglobin

64. Conclusion What do your zebrafish 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?
All fry should be striped, showing the dominat trait

65. Post Test

66. Teacher Manual Supplemental Information 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

67. Writing Map for Zebrafish Story
Story Title
Characters
Setting
Problem
Event
Event
Event
Event
Solution