Vocabulary & Zebrafish: A Study Friendly Guide

Max Delbrück Center for Molecular Medicine in the Helmholtz Association. (2018, April 9). Tracing the origin of each cell in a zebrafish. ScienceDaily. Retrieved April 17, 2018 from www.sciencedaily.com/releases/2018/04/180409141623.htm

Again, we chose to stick with the topic of cell biology and processes surrounding it. We used the website featuring an array of articles on “ScienceDaily” where you could choose to filter articles by the topic of cell biology. We found the article “Tracing the Origin of Each Cell in a Zebrafish”, which discusses a new technology used to detect scars on DNA. While the article focuses on aspects of cell division, it also branches in to topic standards involving heredity and evolution, another reason why we chose it. While choosing the article, Rechelle, also pointed out to us that the HHMI biointeractive website also features a simulation activity involving the Zebrafish. Potentially using both could help to produce a sense of familiarity for students which could help them focus on key concepts and ideas.

Reading through the text the first time, there is a number of significant concepts and standards touched upon as stated before. Right away the author gets you thinking about the cell division and heredity concepts as he introduces RNA sequencing and cell history. The article touches upon historical biology knowledge as the name of this new technology is LINNAEUS, which forces you to think of Carlos Linnaeus and his classification system of species. While the reader can reflect on these known topics they are also introduced to a new technology which measures scars on DNA strands that can be passed on during cell division to daughter cells (Max Delbruck Center for Molecular Medicine, 2018). While reading this you take away the idea that this important finding in a model organism can ultimately have further implications in identifying mutations in humans that may cause permanent damage (Max Delbruck Center for Molecular Medicine, 2018). A number of important vocabulary presents itself through phrases and words such as cell division, lineage trees, mutation, and embryonic development. One quote that is present that resonated with me was stated as, “we find not only familiar cell types but also unknown and rare ones” (Max Delbruck Center for Molecular Medicine, 2018). This quote helps to push the idea on that new discoveries are also happening in the natural and science world and how important it is to continue research in to any new finding.

Analyzing the text from a teacher’s perspective, I can use the article as it allows the reader to make a connection between cell division, heredity, and evolution and how these topics can all work in conjunction with one another rather than standing alone as one. To be able to tie all this information together the students should have a pretty thorough understanding of the cell division process and where DNA and RNA come in to play a role within that process. If students have that background they can truly appreciate this new technology and findings, and if they do not then this will serve as good motivation to go back and revisit the process. While the article is written from the researcher’s perspective, not many alternative points of view are present but rather some future implications are presented. These researchers utilize the aspect of time by incorporating the idea of cell history and lineage. This allows the reader to picture that these cells replicate and are produced form a point of origin, further implying the theory of evolution.

While a majority of the writing is informative and scientific in general, a few uses of metaphors and imagery present themselves. The researchers describe the DNA scars as being similar to a bar code, helping to paint a more clear picture for students. Throughout the article the term lineage tress and branching terms are used, where again students can gain a further sense of the single origin and realize at times these lineages “split”, this is done by using a commonly known object as used in a tree. Although these simple images are used, the author still intends to have readers with a biological background as cell division and inheritance processes are referenced with little summarization or background knowledge, intending this is already known. The author’s main purpose is not to teach these initial understandings but rather to inform the use of this new technology, analyze their findings, and explain further implications.

This week Kim instructed me to use the study-friendly vocabulary explanations strategy after completing the reading. I was instructed to highlight sentences with vocabulary that was unfamiliar, or difficult to remember. Once these words were highlighted, I was to list the sentence it was used in, a personal explanation of the word, a personal example and a small sketch (Buehl, 2017). There were two distinct words that were continually used throughout the article the I deemed important to work further with. Those were the terms lineage and sequencing. For lineage, I defined it as a line or connection of related items or individuals that can be traced. I used a personal example as I stated red hair can be traced back along my family’s lineage. This allowed me to make a personal connection to the material to create a better understanding.  For the term sequencing, I defined it as piecing information together to make sense of or broaden an idea. Again, I made a personal connection to me with sequence that can be used in arts and crafts projects for example. My sketch attempted to portray this, which was the hardest part about the process.

So much of the subject of biology revolves around vocabulary terms and being able to accurately make sense of new terms. By using this strategy, it allows students to key in on new and important terms, but furthermore allows them to make their own connection to make sense of it (McLaughlin, 2015). Either through the personal explanation, example, or sketch they can tie their own prior experiences in to the content. Not only will it be personal in this regard, but students may have different terms on their lists compared to others. In this sense, it can be useful if you have a wide array of student capability. This strategy will also do well to challenge students and push them just outside their comfort zones with the sketching, as like myself, many people resist attempting anything artistic in nature. Overall, I believe this strategy could be especially useful in the biology classroom.

References

Buehl, D. (2017) Classroom Strategies for Interactive Learning, 4^th ed. International Reading Association.

Max Delbrück Center for Molecular Medicine in the Helmholtz Association. (2018, April 9). Tracing the origin of each cell in a zebrafish. ScienceDaily. Retrieved April 17, 2018 from www.sciencedaily.com/releases/2018/04/180409141623.htm

McLaughlin, M. (2015). Content Area Reading: Teaching and Learning for College and Career Readiness. Boston: Pearson.