3 Meet the Zebrafishmale and femalewild typefemalealbino
4 Pre Lab Preparations Packet Labels Pre-Test Design a zebrafish You will receive the packet a week before your week of the programDesign a zebrafish: copy from your teachers manual
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.
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 microscopeThe mother zebrafish can lay hundreds of eggs at one timeThey develop quickly - much faster then us!
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 eyesThey are kept by hobbyists and used in laboratories to learn about living things.
8 Scientific Method: Experimental Process Stressing how important it is to follow these steps in doing an experiment.
10 Day 1 City or Town Seasons Industrial Tropical Environment Hot Humid Plant lifeCity or TownSeasonsIndustrialZebrafishWaterFoodShelterOxygen - use gillsHumansOxygen - use lungs
11 Today we learned the function of the environment and how it effects humans and zebrafish.
12 Day 1: Observations Wild Type Albino black stripes black eyes can make pigmentAlbinono stripesred eyespale colorcan not make pigmentYou 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
13 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 colorTopic to discuss:external fertilizationbehavior in the tankThe zebrafish reproduces externallyBehavior: female fish chases male, he has to prove to her that he is strong. Topics to bring up… genes get passed down from parents to children.
14 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?
15 Create an ExperimentToday 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?
16 Scientific Question and Hypothesis Scientific Question: What will the offspring look like?Hypothesis: create your ownPossible 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.This can be wrote in the observation section of the journalLet them all create their own, writing it in an If then statement form.
17 Day 1 Vocabulary Habitat Tropical Environment Seasons Experiment ProblemHypothesisGeneticsCharacteristics and TraitsPigmentZebrafishAlbino
18 Science Notebooks:What do you think about implementing BioEyes into your classroom?Do you have any concerns?
19 Day 2 Day 2 objectives: Collect embryos Learn new lab instruments Learn how to care for your zebrafish embryosCount embryosLook at the development using a microscopeWhen the educator arrives in the classroom he/she will disassemble the black box.
20 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?
21 Day 2 What do embryos need to survive? Humans NeedFood - from momWaterShelter - momProtection - momWarmthZebrafish NeedFood - yolkShelter - shellProtection - shellStress 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
22 Today we learned the function of the embryo and how it is similar and different in humans and zebrafish.
24 Anything floating at the bottom? 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
25 What is an embryo? An embryo is a stage of development What are the parts of an embryo?What is the functionof the yolk?Chorion ________Embryo_________Yolk___________
26 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 developBy using a transfer pipette remove the bad eggsPutting your Petri dish on a black background will help you determine what eggs are healthyWhy is it important to remove all things that are not healthy developing embryos?Good EmbryosCloudy, milky white eggs need to be removedHealthy, viable embryos will look like eye balls rolling around petri dishWhy take out all bad stuff? It will attack the healthy embryosBad embryos and eggs
27 Day 2First 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.If time is short, demo to the class and have Petri dishes for the rest of the groups already prepared
28 Day 2Each group should carefully bring their labeled Petri dish to the microscope to look at the developmentBy using the development chart, the student can determine a relative time of fertilizationCount how many embryos you have in dish after cleaning is done.
30 Day 2 Observations should include drawings and sentences What do you see under the microscope?When did fertilization occur?How old are your embryos?
31 Day 2 Vocabulary Embryo Yolk Chorion Microscope Petri dish Pipette Fish Medium
32 Science Notebooks Write a reflection of your Day 2 Is there anything you would like me to touch on?
33 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.
34 Recap of day 2 continued…. After students look through microscope:Sketch 1 embryo (in journals) – during observationIdentify parts of an embryo & labelWhat 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.
35 Day 3 and Day 4 The students will be responsible for cleaning the Petri dishfilling the dish 2/3 full with fresh mediummaking observations under the microscoperecording those observations with both pictures and sentences in their journal
36 Day 3 Objectives and Activities Learn how zebrafish breathe Learn how humans breatheClean Petri dishObserve embryos under microscopeCount embryosplace Petri dish over a grid
37 Day 3 What are gills? What do they do? Gills are what most fish use to breatheThe gills are part of the respiratory systemWater passes through the gills where blood vessels called capillaries allow oxygen from the water to move into the bloodThe capillaries also allow carbon dioxide to pass from the blood back into the waterStudents can fill in Day 3 activity on Page 9
38 Day 3 What are lungs? What do they do? Humans use lungs to breatheWe breathe air into our bodies through our mouth and nose which leads to the lungsThe air ends up in the 600 million alveoli in the lungsAlveoli allow oxygen from the air to pass into your blood through capillary walls to enter the bloodThe heart then pumps the oxygenated blood throughout the body
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: ObservationsAt the microscope students should look at the embryo developmentAre there any changes from yesterday?Draw what you see under the microscope in your journalCount embryosStudents may start noticing movement within the chorion, a noticeable head and tailStudents can start their zebrafish story on Day 3
43 Day 3: Vocabulary Gills Lungs Respiratory System Capillaries Oxygen Carbon DioxideAlveoliCapillary Walls
44 Science Notebooks: Reflections over Day #2 & #3 Do you have any questions or concerns to share?
45 Day 4 Objectives and Activities Learn how zebrafish and humans have many cellsLearn what DNA isClean Petri dishObserve embryos under the microscopeAny noticeable characteristics?Count embryos (Have any hatched?)Hatched embryos are now called fry
46 Day 4All animals, including fish and humans, are made up of trillions of cellsThe cell is the smallest building block in our bodyAll animal cells have structures in them called organelles to carry out the duties of the cell
48 Day 4OrganellesNucleus - 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 4What is DNA?DNA carries the instruction that tells our cells how to functionYour DNA comes from your mother and your fatherThe study of DNA is called geneticsScientists study genetics to better understand diseasesYou have so much information in your DNA, if you listed it all you would fill 200 telephone booksAll of that information comes from just one cellHumans have trillion cells
50 Today we learned that zebrafish and humans have many cells.
52 Let’s Check Our Petri Dishes CleanCountSketchFill in classroom chart on boardWhole class discussion in 20 (ish) minutes
53 Day 4 Day 4 Vocabulary Cells DNA Mitochondria Lysosomes Nucleus GeneticsATP
54 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?
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?Now called fry
56 Heart Zebrafish 2 chambers Humans4 chambers2 atria2 ventriclesRight side pumps blood to the lungsLeft side pumps blood to the rest of the bodyArteries - away from the heartVessels - to the heartZebrafish2 chambers1 atrium1 ventricleHeart pumps blood through the gills as it travels to the rest of the body
57 Blood How does oxygen reach our cells in our body? Hemoglobin A protein that transports oxygen to all the cells in our body
63 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?All fry should be striped, showing the dominat trait
65 Teacher Manual Supplemental Information Activities Color a Zebrafish ActivityScientific Method HandoutGills vs. Lungs comparison chartWord SearchZebrafish StoryCrossword PuzzleFill in the blankBar GraphJello 3-D CellSupplemental InformationHow to raise your zebrafishAALAS article on “Pets in the Classroom”Background genetics information with activity
66 Writing Map for Zebrafish Story Story TitleCharactersSettingProblemEventEventEventEventSolution
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