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Bringing Live Science to the Classroom. A zebrafish is not.

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Presentation on theme: "Bringing Live Science to the Classroom. A zebrafish is not."— Presentation transcript:

1 Bringing Live Science to the Classroom

2 A zebrafish is not

3 male and female wild type female albino Meet the Zebrafish

4 Pre Lab Preparations Packet Labels Pre-Test Design a zebrafish

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 microscope The mother zebrafish can lay hundreds of eggs at one time They develop quickly - much faster than us!

7 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.

8 Scientific Method: Experimental Process


10 Day 1

11 Today we will learn the function of the environment and how it effects humans and Zebrafish.

12 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

13 Day 1:Setting The Stage 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. 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.

14 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 Topics to discuss: –external fertilization –behavior in the tank

15 Day 1: Observations Wild Type –black stripes –black eyes –can make pigment Albino –no stripes –red eyes –pale color –can not make pigment

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?

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 todays 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?

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.

19 Day 1 Vocabulary Habitat Tropical Environment Seasons Experiment Problem Hypothesis Genetics Characteristics and Traits Pigment Zebrafish Albino

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?

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?

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

24 Day 2 What do embryos need to survive? Humans Need Food - from mom Water Shelter - mom Protection - mom Warmth Zebrafish Need Food - yolk Water Shelter - shell Protection - shell Warmth

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.

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? Yolk___________ Chorion ________ Embryo_________

27 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 –It is important to remove all things that are not healthy developing embryos. Good 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)

29 Day 2

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: 1.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? 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.

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

34 Science Notebooks Teacher Side (Left) –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! DONT 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

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

39 Now you Know! Question: If there is oxygen in water, why cant 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 cant 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

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

44 Science Notebooks: Teacher Side: Have you thought about how you might extend this project with you class? If so, please share. Questions/concerns? Student Side: 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?)

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

47 NucleusLysosome DNA Mitochondria The Cell

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

52 Lets 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: 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? Student Side: 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 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

59 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?

65 Post Test

66 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

67 Writing Map for Zebrafish Story Story Title CharactersSetting Problem Event Solution

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