- Project BioEYES aims to foster interest in science education and careers through hands-on experiments with zebrafish in K-12 classrooms. - Students conduct experiments over several days to learn about zebrafish development, genetics, cells, and more. Assessments show students' understanding and knowledge improves. - The project reaches thousands of students each year in Philadelphia and provides professional development for teachers. Experiments enhance learning of key biology concepts.

1. Zebrafish are not :

2. In the beginning . . . Dr. Steve Farber Dr. Jamie Shuda The basic principles of the life sciences need to be integrated early in the K-12 curriculum (Sylwester, 2001).

3. Science Outreach Mission To foster an enthusiasm for science education, promote interest for future participation in a biology-related field, and allow all students the opportunity to learn life science through a hands-on, student-centered approach to instruction.

5. Making an impact CLASSES at a time Reaching Philadelphia Students 2006-2007 402 elementary students 882 middle school students 991 high school students 42 special education students 2,236 Philadelphia students and over 10,000 students since 2002

7. Also found existing in : University Laboratories

8. and an excellent model for Research… Stem Cell Research at Harvard Organ regeneration at Duke Lipid metabolism at Jefferson Liver development, regeneration, and disease at Mount Sinai

9. Meet the Zebrafish male and female wildtype female albino

12. Project BioEYES in Elementary Classes Importance of Genetic Research Experimental Process Our Mission: To familiarize the students with the habitats of vertebrates, basic organ functions common to both humans and fish, and different types of cells by observing zebrafish growth.

15. The 7 th grade zebrafish experiment aims to deepen a student’s understanding of the nature of life, provide a model for inheritance, and provide connections to the relevance and need for scientific research. Day 1: Science educator and fish crosses; Day 2: Science educator and harvesting of embryos, begin microscope work; Day 3: Counting embryos, microscopy; Day 4: Counting embryos, microscopy; and Day 5: Science educator and developmental changes; heart, hatch, and general conclusions. Project BioEYES in Middle School

19. Experiment Outline Prior to TJU Arrival – Complete Pre Test Day 1 - Launch Investigation of model organism, lesson, tank set up, observation Day 2 – Egg harvesting , data collection, observation & care Day 3 & 4 - Data collection, observation & care, supplemental activities Day 5 - Debriefing Report, observe beating heart, Punnett Squares

20. Assessment Using McNemar’s test, ***p>0.01, ***p>0.001 Theme PRE POST Significance Reproduction 73.06 82.48 ** Inheritance 41.19 73.17 *** Research 65.35 69.88 Science Instruments 60.24 78.38 *** Model Organisms 47.38 56.33 ** Development 61.01 70.22 **

21. EXTENDING THE EXPERIENCE Pictures courtesy of Solis-Cohen Elementary, Philadelphia

23. PSSA Multiple Choice #4 Use a table to answer a question. Which day had the lowest number of fish hatch? A. Tuesday C. Friday B. Thursday D. Wednesday Best Answer: A 20 6 Friday 14 12 Thursday 7 19 Wednesday 0 26 Tuesday Hatched Fish Eggs Day

26. And especially, the teachers who take science education to the next level……. Special thanks to Thomas Jefferson University, Carnegie Institute of Washington, University of Notre Dame and our school district partners.