Ichthyology Project-Based Learning: Zebra Fish as a Human Model
In this 5-week course, students will learn about how the zebra fish has earned its stripes as a model organism.
Danita
Average rating:
4.8
Number of reviews:(1,561)
What's included
5 live meetings
7 hrs 5 mins in-class hoursHomework
Reading will be assigned (2-3 pages) each week and then discussed in the following class period.Class Experience
US Grade 7 - 8
In this class, we will use real-world research to investigate the similarities between human and zebra fish anatomy that allow them to be such an ideal model organism. Each week, we will use our workbook, an activity and discussion to introduce the human anatomy. Students will read about real-world research and use the workbook to link the human anatomy learned in class to the zebra fish anatomy. At the beginning of the next class, we discuss what the students have found in the homework. Course Syllabus: Class 1: Blood Vessels Introduction to the Course (15 minutes) Lecture (15 minutes) Blood Flow Model (55 minutes) Class 2: Brain and Head Development (Role of RNA) Discussion (15 minutes) Lecture (15 minutes) RNA Activity (55 minutes) Class 3: Embryonic Growth Discussion (15 minutes) Lecture (15 minutes) Plasmid Activity (55 minutes) Class 4: Wound Healing and Tumors Grow Discussion (15 minutes) Lecture (15 minutes) Curing Cancer Activity (55 minutes) Class 5: Conclusion Discussion (15 minutes) Lecture (30 minutes) Discussion (30 minutes)
Learning Goals
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many
different numbers and types of cells.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of
groups of cells.
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Other Details
Parental Guidance
We will be working with scissors multiple times during the course. If the parent feels the need, the learner can use safety scissors (but will need help for the first class to poke the hole through the cup). A safety briefing will be written in the workbook and vocalized at the beginning of each class. The fourth week, learners will be using a hot glue gun. Safety briefing will be still be conducted, but some learners may need parental assistance as hot glue guns get hot enough to burn.
Supply List
Class 1: Blood Vessels Workbook (provided before the course) Two 16-ounce disposable plastic cups Two straws with different diameters Modeling clay Stopwatch Tray or shallow tub (large enough to hold more than 16 ounces of water) Water Red food coloring Measuring cup (with milliliters) Scissors Permanent marker Paper A workspace that can tolerate spills Class 2: Brain and Head Development (Role of RNA) Workbook Scissors Tape Class 3: Embryonic Growth Workbook Scissors Tape Class 4: Wound Healing and Tumors Grow Workbook 1 sandwich bag with 20 lentils 1 sandwich bag with ~100 lima beans 1 4-6 oz. paper cup stopwatch or timer Choose from the following supplies to build its cancer removing tool: Popsicle sticks Drinking straws Toothpicks Aluminum foil Index cards String Pipe cleaners Various-sized paper cups Please note: These are suggested materials only; successful tools can be made with a wide variety of other craft materials as well. Hot glue sticks and hot glue gun Masking tape Class 5: Conclusion No materials required
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Cancer statistics. National Cancer Institute. Accessed September 21, 2022. http://seer.cancer.gov/statfacts/html/all.html
Chemotherapy. National Cancer Institute. Accessed September 21, 2022. http://www.cancer.gov/about-cancer/treatment/types/chemotherapy
Radiation therapy. National Cancer Institute. Accessed September 21, 2022. http://www.cancer.gov/about-cancer/treatment/types/radiation-therapy/radiation-fact-sheet#q1
https://bitesizebio.com/13522/who-found-the-first-plasmid/
http://www.encyclopedia.com/science-and-technology/biology-and-genetics/genetics-and-genetic-engineering/plasmid
https://gmoanswers.com/current-gmo-crops
Pharmacogenomics. (n.d.). Retrieved October 11, 2016, from https://www.boundless.com/biology/definition/pharmacogenomics/.
Biotechnology in Medicine - Boundless Open Textbook. (n.d.). Retrieved October 11, 2016, from https://www.boundless.com/biology/textbooks/boundless-biology-textbook/biotechnology-andgenomics-17/biotechnology-119/biotechnology-inmedicine-480-11702/.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5250645/
Teacher expertise and credentials
I have ten years of teaching experience. My Masters degree is in Animal Science with research in aquaculture. I also have a Bachelor's in Animal Science with minors in Chemistry and Fish & Wildlife. I am currently working on my PhD in Molecular Biology and Biochemical Engineering.Reviews
Live Group Class
$50
for 5 classes1x per week, 5 weeks
85 min
Completed by 1 learner
Live video meetings
Ages: 12-14
3-8 learners per class
