Figure 7

Grade 1 student learning activity addressing NGSS core ideas of the animal body parts needed for survival. (a) Description of NGSS standard and proposed student activity. (b) Timecourse (left, gray image series) shows two motile paramecia (blue and black arrows) in the same field of view as a paralyzed zebrafish larva (shown for scale comparison). Color image at right is a maximum intensity time projection, which plots the brightest pixel from each frame in a timelapse video and thereby marks the trajectory of each paramecium (green). Color was added to this image using the texturizer feature in PowerPoint. (c) Outline for student learning activity comparing swim and prey tracking behavior between a dish containing zebrafish larvae without food (paramecium) versus siblings in the presence of paramecia. (d) Timecourse image series shows zebrafish larva in the absence or presence of paramecia in the petri dish. Note the relative lack of movement in controls (upper, dish 1) in comparison to the paramecia treated dish (lower, dish 2). The timecourse shown in (d) represents 33 ms. (e) Graph shows the difference in the frequency of fish larva (5 dpf) swim behavior between groups proposed in (d). N = 4 larvae per condition obtained in one independent experiment; bars show the mean ± standard error; P = 0.0911, paired two-tailed t-test. (f) Example of student observations comparing groups from panel (d), and proposing the body parts involved in the prey tracking behaviors. Images were acquired using an Apple iPhone 12 Pro with (b) and without (d) the clip-on macro lens.